NSS Understanding and Interpreting the Chemistry Curriculum Sophia Cheng 27 September 2007

3 1st consultation exercise (Oct 04 – May 05) Implementation schedule Core and elective subjects Career orientated courses

4 2nd consultation exercise (Jun 05 – Jan 06) Benchmarking (UCLES, IBO, WMIER) Meetings with chemistry/science department of various universities and colleges Focus group meeting Questionnaires from secondary schools

5 Comments and Concerns from questionnaires –Public examination: weighting, SRA, duration and question types of written papers –SBA and investigative study: teachers’ and students’ workload, weighting, class size, fairness, requirements and assessment –Curriculum content: cater for learner differences, teaching hours, resources

6 Response to comments Re-examining teaching time, learning objectives and outcomes Proposing suggestions to facilitate teachers to plan a flexible curriculum Proposing suggestions on how to cater learners diversity

7 Response to comments Delivering professional development programmes of NSS Chemistry for teachers Developing exemplars for learning, teaching and assessment in task groups

8 3rd consultation exercise (Sep – Nov 06) Focus on public assessment for NSS Public examination: Paper structure, weighting, duration SBA: Weighting, design, timeline, teachers’ effort, students’ effort, authentication

9 “334” Web Bulletin

10 Organization of NSS Curriculum Four core subjects: Chi, Eng, Math, LS ~45-55% + + Two to three elective subjects (2-3X) ~20-30% Other Learning Experience (OLE) 15-35%

11 Elective subjects in Science Education KLA Biology Chemistry Physics Science  Integrated Science  Combined Science

12 Learning Targets Knowledge and Understanding Values and Attitudes Skills and Processes

13 Learning targets Knowledge and understanding  Phenomena, facts, principles, concepts, laws and theories  Vocabulary, terminology and conventions  Applications of chemistry  Scientific investigations

14 Learning targets Skills and processes  Scientific thinking, scientific method and problem solving  scientific investigation, practical  Decision making, information handling  Communication, collaboration  Learning and self-learning

15 Learning targets Values and attitudes  Curiosity and interest in science  Awareness of limitations of science  Awareness of the impact of chemistry  Commitment to safe practices  Appreciation of interrelationship of science and other disciplines  Appreciation of importance of life-long learning

16 Structure of the curriculum Compulsory part (198 hours)  12 topics, compiled with fundamental chemistry knowledge, principles, concepts and scientific process skills

I. Planet earth8 hours II. Microscopic world I24 hours III. Metals22 hours IV. Acids and bases27 hours V. Fossil fuels and carbon compounds 20 hours VI. Microscopic world II8 hours VII. Redox reactions, chemical cells and electrolysis 26 hours Compulsory Part (Total 198 hours) VIII. Chemical reactions and energy 9 hours IX. Rate of reaction9 hours X. Chemical equilibrium 10 hours XI Chemistry of carbon compounds 27 hours XII Patterns in the chemical world 8 hours

18 Structure of the curriculum Elective part (26 hours x 2)  Select any 2 out of 3 topics  In-depth treatment or extension of certain areas of the compulsory part Investigative study (20 hours)  Design and conduct a first-hand investigation

19 Elective Part (Total 52 hours) XIII. Industrial chemistry26 hours XIV. Material chemistry26 hours XV. Analytical chemistry26 hours

20 Assignment Refer to chapter 2 of C&A guide  English version p.16-81; Chinese version p.16-77) Students should learnStudents should be able to a.The atmosphere  composition of air  separation of oxygen and nitrogen from liquid air by fractional distillation  test for oxygen  describe the processes involved in fractional distillation of liquid air, and understand the concepts and procedures involved  demonstrate how to carry out a test for oxygen a.The ocean  composition of sea water  extraction of common salt and isolation of pure water from sea water  tests to show the presence of sodium and chloride in a sample of common salt  test for the presence of water in a sample  electrolysis of sea water and uses of the products  describe various kinds of minerals in the sea  demonstrate how to extract common salt and isolate pure water from sea water  describe the processes involved in evaporation, distillation, crystallisation and filtration as different kinds of physical separation methods and understand the concepts and procedures involved  evaluate the appropriateness of using evaporation, distillation, crystallisation and filtration for different physical separation situations  demonstrate how to carry out the flame test, test for chloride and test for water

21 In each topic: Overview- Main theme and major concepts of the topic Learning Objectives and Outcomes - “Students should learn…” & “Students should be able to…” Suggested Learning and Teaching Activities - Activities for developing some of the skills to be acquired in the topic Values and Attitudes- Intrinsically worthwhile values and positive attitudes related to the topic STSE ( Science-Technology-Society- Environment ) connections - Some issue-based learning activities or subjects related to the topic

22 Appendix 2 Experimental techniques for the Chemistry Curriculum (English version p ; Chinese version p ) Collection of gases, crystallisation, determination of melting and boiling points, distillation and reflux, filtration, etc……

23 Resource Book for Sixth-form Practical Chemistry

24 Exemplars of Learning and Teaching Activities for Sixth-form Chemistry Curriculum

25 p.58

26 p.68

27 p.41