workshops on understanding and interpreting nss chemistry curriculum raymond wh fong and fanny sc...
TRANSCRIPT
Workshops on Workshops on Understanding and Understanding and
Interpreting NSS Interpreting NSS Chemistry CurriculumChemistry Curriculum
Raymond WH FONG and Fanny SC CHURaymond WH FONG and Fanny SC CHUScience Education SectionScience Education Section
EDBEDB
Time Event
2:00 – 2:15 Registration
2:15 – 3:30 Talk: Curriculum framework of the Elective Part and Learning Sequences
Discussion: Curriculum organisation
3:30 – 3:45 Break
3:45 – 4:30
4:30 – 4:45
Talk: Learning, Teaching and Assessment of NSS Chemistry Curriculum
Sharing: Implementation of NSS Chemistry
4:45 – 5:00 Question and answer
OutlineOutline
• Elective part of the curriculum
• Curriculum Planning– Learning & teaching sequence in NSS
Chemistry– Subject Combinations
• Brief report on assessment aspects– Public Examinations– School-based Assessment
NSS Chemistry CurriculumNSS Chemistry Curriculum
Curriculum FrameworkCurriculum Framework
• Compulsory Part (198 hours)
• Elective Part (52 hours)
• Investigative Study (20 hours)
Elective Part of the Curriculum:Elective Part of the Curriculum:
• Chapter 13-15 of the C/A Guide
• Select two topics out of three (26 hours per topic)
• Have to be taught the topics in S6?
• Are these topics most challenging ones?
Industrial ChemistryIndustrial Chemistry• Importance of industrial processes
• Rate equation, Activation energy and Catalysis & industrial processes
• Industrial processes: – Haber process– Chloroalkali industry– Methanol synthesis
• Green Chemistry*
• Naturally occurring polymers• Synthetic polymers and plastics• Metals and alloys• Synthetic materials in modern ways of
living• Green Chemistry*
Materials ChemistryMaterials Chemistry
• Detecting the presence of chemical species• Separation and purification methods• Quantitative methods of analysis• Instrumental analytical methods• Contribution of analytical chemistry to our
society
Analytical ChemistryAnalytical Chemistry
Reading TimeReading Time• Knowledge and understanding?Knowledge and understanding?
• Skills?Skills?
• Values and Attitudes?Values and Attitudes?
• STSE?STSE?
Cast Your VoteCast Your Vote
1. Industrial Chemistry + Materials Chemistry
2. Materials Chemistry + Analytical Chemistry
3. Materials Chemistry + Analytical Chemistry
Why?
Discussion QuestionsDiscussion Questions1. Identify the sub-topics in the compulsory part required
to support the learning of the topics in the elective part
of the curriculum.
2. Compare and contrast the cognitive demands of the
topics in the elective part. Are the demands roughly
the same? Should the demands be the same?
3. Identify the sub-topics in each of the topic in the
elective part that are difficult to your students. For
some reasons, you have included the topic in your
teaching plan, what would you do to facilitate students’
learning.
Share your views or Share your views or concerns with fellow concerns with fellow
teachersteachers
Curriculum Planning
Vertical and Horizontal
Science (S1-3)
Chemistry (S4) CS (Chem S4)
CS (Chem S5,6)Chemistry (S5,6)
Interfacing with Junior Secondary Science Curriculum
• “Stepping stones” for senior secondary science curriculum!?• Knowledge and skills required for conducting
scientific investigation• Knowledge and understanding
• Uses of fossil fuels & related environmental impacts• Common acids and alkalis• …
• Practical skills• Tests for hydrogen, oxygen, carbon dioxide, …• Separation techniques• …
Suggested Learning and Teaching Sequences
Curriculum Integration
Progression of Study (1/2)
Progression of Study (2/2)
The Combined Science The Combined Science CurriculumCurriculum
Chemistry Part of the Chemistry Part of the Curriculum:Curriculum:• 135 hours135 hours• There are no elective topics in There are no elective topics in
the chemistry part of the the chemistry part of the curriculumcurriculum
• Are the topics challenging ones?Are the topics challenging ones?– Cognitive demand is appropriate: Cognitive demand is appropriate:
exceed the current S4-5 Chemistry exceed the current S4-5 Chemistry Curriculum, and the coverage is Curriculum, and the coverage is balancedbalanced
Chemistry Part of the Chemistry Part of the CurriculumCurriculum
270 hours
135 hours 135 hours
Two Science SubjectsTwo Science Subjects
NSS Chemistry and NSS NSS Chemistry and NSS Combined ScienceCombined Science• NSS Combined Science NSS Combined Science
– Designed for students intended to study Designed for students intended to study two subjects in science KLAtwo subjects in science KLA•Eg 1: Chemistry + Combined Science Eg 1: Chemistry + Combined Science
(Bio/Phy) rather than Chemistry and Biology (Bio/Phy) rather than Chemistry and Biology onlyonly
•Eg 2: Physics + Combined Science Eg 2: Physics + Combined Science (Chem/Bio) + BAFS(Chem/Bio) + BAFS
– A watered down curriculum? Building a A watered down curriculum? Building a basis for further development in basis for further development in chemistry related study or careerchemistry related study or career
I. Planet earth 8 hrs
II. Microscopic world 21 hrs
III. Metals 22 hrs
IV. Acids and bases 28 hrs
V. Fossil fuels and carbon compounds
23 hrs
Chemistry Part (Total 135 hours)
VI. Redox reactions, chemical cells and electrolysis
26 hrs
VII. Chemical reactions and energy
7 hrs
Simple investigations are subsumed in the lesson time suggested for each topic.
Combined ScienceCombined Science
• Assessment tasks: Assessment tasks: ““Volumetric ExerciseVolumetric Exercise””
and and ““ExperimentExperiment”” should be incorporated should be incorporated
into normal learning and teachinginto normal learning and teaching
• Investigative elements can be included Investigative elements can be included
into the experimentsinto the experiments
• There is no need to do investigation in There is no need to do investigation in
the NSS Chemistrythe NSS Chemistry’’s ways way
B R E A KB R E A K
10 minutes10 minutes
Some Learning Targets
Communication Skills
Decision Making Skills
Mathematical Skills
Science, Technology, Society and
Environment (STSE)
Learning Targets
Communication Use symbols, formulae, equations and
conventions Interpret scientific information from text and
data presented in … forms Organise and present ideas and arguments in
a clear and logical form Communicate scientific ideas and values in a
meaningful and creative way.
What will you do in S4?
Molecular View of Solution Formation
Learning Targets
Decision making Make decisions based on evidence and
arguments; Support judgements using appropriate
scientific principles; Put forward suitable reasoning to choose
between alternatives.
What will you do in S4?
Should E10 unleaded be used in Hong Kong?
Mathematical Processes 1
Handling data e.g. Expressing experimental data with appropriate
number of significant figures; converting the quantity of a solid measured in kilogram to more convenient mass units such as gram or milligram
Arithmetic operations e.g. Finding the average volume of solution used in
an acid-based titration Use of standard form in expressing numerical quantities
e.g. Expressing the size of an atom using nanometer, the volume of a solution using dm3 or cm3, or the temperature of a liquid using K or oC
Mathematical Processes 2
Manipulation of algebraic expressions e.g. Formulating suitable equations for relationship of
variables; finding the roots of a quadratic equation to solve a problem related to a chemical equilibrium system
Use of logarithms and exponents e.g. Interpreting the relation of concentration of H+(aq) and
the pH scale, using the equation: pH = -log10[H+(aq)]
Use and inter-conversions of ratios, fractions and percentages e.g. Determining the quantitative relationships of reactants
and products of a reaction using stoichiometric coefficients of a chemical equation; finding percentage yield of a product in an industrial process
Mathematical Processes 3
Constructing and interpreting graphs e.g. Finding the slope and intercept of a linear graph
using the equation: y = mx + c, or by “linear regression” with a scientific calculator; drawing a tangent to a curve to find the slope so as to determine the rate of change
Application of geometry e.g. Interpreting bonding features of molecules like
methane, ammonia and water using geometry; understanding the symmetry of 2-D and 3-D shapes
科學、科技、社會和環境的連繫 如何利用現有的資源促進化學的學習?
FFurniture &urniture & E Equipment quipment LListist
儀儀器及器及傢傢俱俱目目錄錄20092009
NSS F/E:NSS F/E: NNew ew IItemstems
• Bottle Top Dispenser (3) *
• Gloves (Chemical Resistant, Heat/Cold Resistant, Disposable nitrile) *
• Hand protector *
• Heating Mantle (2)• Organic chemistry glassware –
microscale, joint size 14/10 (12) *
NSS F/E:NSS F/E: NNew ew IItemstems
• Digital micropipette (6)• Screw-cap test tube (100) *
• Thermometer (15 cm) • Thin layer chromatography TLC plate (1
pack) *
• Polypropene beaker (250 ml)
• 100 ml volumetric flask & 10 ml pipette
DDisposableisposable N Nitrile itrile GGlovesloves
SScrew-capcrew-cap T Test est TTubeube
MMicroscaleicroscale E Extractionxtraction
MMicroscale icroscale QQuickfit uickfit AApparatuspparatus
TThin hin LLayer ayer CChromatographyhromatography
Amino acid + Solvent+ Ninhydrin
or
Chlorophyll + Solvent
NSS F/E:NSS F/E: QQuantityuantity
• Titration apparatus e.g. Burette, 25 mL pipette, wash bottle … (45)
• Tripod stand, wire gauze, tongs … (24)
• Multimeter, stop watch, … (12)
• pH meter, colorimeter, low voltage power supply (6)
•Pick one topic you are Pick one topic you are interested, prepare to interested, prepare to
share your concerns with share your concerns with other fellow teachersother fellow teachers
NSS CHEMISTRY&
COMBINED SCIENCE (CHEMISTRY PART)
PUBLIC ASSESSMENT
Courtesy: Dr. Li Tak Man
Manager- Assessment Development
Hong Kong Examinations and Assessment Authority
Papers
Sections PartsTopics
examinedQuestions Questions Sections Papers
Paper 1(2.5
hours)
Section A
(18%)
Part I Topics 1-8 24 M.C. 24 M.C.Section A
(12%)
One paper only(100 mins)
Part II Topics 1-12* 12 M.C.
Section B
(42%)
Part I Topics 1-8
structured questions
(47 marks)essay (9 marks)
structured questions
(47 marks)essay (9 marks) Section B
(28%)
Part II Topics 1-12*structured questions
(28 marks)
Paper 2(1 hour)
20%
Topics 13-15#
structured questions
20 marks per elective (40 marks)
SBA 20%
10% SBA
Total 100%
50% Total
Chemistry Combined Science (Chemistry Part)
NSS CHEMISTRY PUBLIC ASSESSMENT
* Emphasis would be put on Topics 9-12
# May include contents of Topics 1-12SBA
ChemistryPapers Sections Parts
Topics examined
Questions
Paper 1(2.5
hours)
Section A(18%)
Part I Topics 1-8 24 M.C.
Part II Topics 1-12* 12 M.C.
Section B(42%)
Part I Topics 1-8structured questions
(47 marks)essay (9 marks)
Part II Topics 1-12*structured questions
(28 marks)
Paper 2(1 hour)
20%
Topics 13-15#
structured questions20 marks per
elective (40 marks)
SBA 20%
Total 100%
* Emphasis would be put on Topics 9-12
# May include contents of Topics 1-12
Combined Science (Chemistry Part)
Questions Sections Papers
24 M.C.Section A
(12%)
One paper only(100 mins)
structured questions(47 marks)
essay(9 marks)
Section B (28%)
10% SBA
50% Total
NSS Chemistry School-based Assessment
SBA TASKS
Weight-ing
20% of Public Assessment
Mode Practical RelatedNon-practical
Related
Task type
Basic Chemical Analysis
ExperimentInvestigative
StudyAssignment
Task code
BCA EXPT IS ASSN
SBA Requirements
Basic Chemical Analysis
Task content(student’s work)
•Volumetric Analysis • Worksheet
•Detection for cations or anions or both• Worksheet
In-class time 80 mins 20 mins
Out-of-school time 0 mins 0 mins
Means of assessment(teacher’s work)
Mark worksheet Mark worksheet
Percentage in SBA 10% 10%
Authentication•Individual work•Hand in worksheets in class time
SBA
BCA Piloting in School
BCA Piloting in Schools
1. Skills? 2. Indicators to be used?
BCA Piloting in Schools
• Volumetric work
Discussion
1. Class time required to complete all the experiments?
2. What kinds of practical skills are introduced?
3. Can assessment of individual student be carried out in class time?
Experiment
Task content(student’s work)
•Perform experiments suggested in the C & A Guide (other than VA & QA)•Worksheet / simple report / detailed report on experiments performed; AND/OR Quiz on experimental procedures, data manipulation, results interpretation, safety measures, etc.
In-class time 80 mins
Out-of-school time 0 – 60 mins
Means of assessment(teacher’s work)
Mark worksheet / simple report / detailed report / quiz
Percentage in SBA 30%
Authentication
•Allow group work but individual students should hand in worksheet / simple report / raw data sheet (if detailed report to be finished at home) in class time AND/OR•quiz
SBA
Investigative Study
Task content(student’s work)
Design Process Report
In-class time 20 hours
Out-of-school time 2 hours
Means of assessment(teacher’s work)
•Mark proposal•Assess lab/process skills•Mark written/oral reports, etc.
Percentage in SBA 10% 10% 10%
Authentication•Allow group work & group reporting•Individual students to be questioned by teacher in class time
SBA
Investigative Study Piloting in Schools
Assignment
Task content(student’s work)
Examples:•Design a poster•Develop a multimedia artefact•Write a report after visiting industrial plant•Read materials and write a review
In-class time 1 hour
Out-of-school time 3 hours
Means of assessment(teacher’s work)
Mark assignments
Percentage in SBA 20%
Authentication
•Individual work•Preparation performed at home•Main part to be finished in class time•May ask students some related questions or even require them to make very short presentation, if needed
SBA
Preparing Students
Learning and Teaching at S4 Provide opportunities for students to
work on volumetric analysis Describe and demonstrate how to prepare
solutions of a required concentration by dissolving a solid or diluting a concentrated solution
Describe and demonstrate the techniques of performing acid-alkali titration (… pipette, burette, wash bottle, conical
flask, funnel, white tile, …)
Preparing Students
Learning and Teaching at S4 Instruct students to write a report with
scaffolds, provide feedback for improvement Communicate the procedures and results
of a volumetric analysis experiment by writing a laboratory report
Preparing Students
Learning and Teaching at S4 Communicate expectations
Burette: Cap.: 50 mL Sub. Div.: 0.10 mL Tolerance : ±0.05 mL
Present Present …… data,
data,
results results …… sources of
sources of
error error …… written form
written form
Preparing Students
Learning and Teaching at S4 How to use a volumetric flask
Record observations
Record observations
and data accurately
and data accurately
and systematically
and systematically
Preparing Students
Learning and Teaching at S4 Significant figures:
Example: 4.09 g sodium hydrogen phthalate (KHP) (Mw=204.2212 g/mol) was dissolved in deionised water and then made up to 100 mL in a volumetric flask
Molarity of KHP = ? mol/dm3
Formal instruction on
Formal instruction on
use of sign. Figures
use of sign. Figures
will be needed.
will be needed.
SBA requirements
Number of assessments on SBA tasks
BCA EXPT IS ASSN
S6
1 3 1 1S5
S4
(BCA, EXPT, IS and ASSN should spread out evenly across
S5 and S6)
NSS Combined Science (Chemistry Part) School –based Assessment
SBA REQUIREMENTS
Number of assessments on SBA tasks
Number of Experiments(including VA & EXPT)
VA EXPT ASSN
% in SBA 30% 40% 30%
S6
=1 =2 =1 7S5
S4 4
(VA, EXPT and ASSN should spread out evenly across S5 and S6)
科目推行校本評核的策略概要
中國語文、英國語文、通識教育、 中國歷史、設計與應用科技、歷史、資訊及通訊科技、視覺藝術
經濟、倫理與宗教、地理、中國文學、健康管理與社會關懷、旅遊與款待、科技與生活、 * 英語文學、 # 體育
生物化學物理科學
音樂 企業、會計與財務概論、 數學
2012
推行 延遲 只在實驗相關課業推行
延遲 延遲
2013
推行 延遲 延遲 延遲
2014
推行 推行 推行 學校試驗 學校試驗
2015
推行 推行 推行 推行 學校試驗
2016
推行 推行 推行 推行 推行
推行﹕所有學校全面推行校本評核,並向考評局呈交校本評核的分數,而有關分數將計算於入全科成績
學校試驗計劃﹕所有學校全面推行課程及評估指引,並向考評局呈交校本評核的分數及獲取回饋,但有關分數並不會計算入全科成績
延遲 : 所有學校全面推行課程及評核指引,但不會向考評局呈交校本評核的分數
*英語文學在 2012 及 2013 年,學生需遞交作品集檔案予考評局評核#體育科在 2012 及 2013 年,學生需參加由考評局主辦之實習試
Catering for learners’ diversityCatering for learners’ diversity• Concern: Flexibility of curriculum for students
with different needs• Review: Certain flexibility already
implemented in the curriculum• Response:
• provide suggestions to facilitate teachers develop a flexible curriculum for students
• provide suggestions to teachers on how to cater differences at learning and teaching
• include diverse assessment items • provide PD opportunities for teachers to enhance
their knowledge and skills in understanding the curriculum and how to deal with learning differences
Catering for learners’ diversityCatering for learners’ diversity
• Possible arrangements:– Complete the entire curriculum but focus
more on the less demanding sub-topics– Focus more on the compulsory part and put
less emphasis in the elective part– Focus only on the compulsory part, and skip
the topics in the elective part– Core and extension arrangement?!
Prepare a 5-minute Prepare a 5-minute presentation to share your presentation to share your
views with other fellow views with other fellow teachersteachers
• URL: http://edblog.hkedcity.net/nsschem
• http://www.edb.gov.hk/334• Email: [email protected]• Telephone:
– 3698 3436 / 3698 3438 /
3698 3439
• Fax: 2194 0670
Further InformationFurther Information
FlexibilityFlexibility
Core and extensionCore and extension