Science Education Section 2010

 Aim:  To enhance the integration of the learning, teaching and assessment for quality learning  To broaden the scope of assessment in SBA  Action required: Students are required to perform a stipulated number of non- practical related tasks.

 A task used should cover one or more of the curriculum content areas and one or more of the generic skills such as Creativity, Critical thinking skills, Communication skills and Problem- solving skills (3C1P).

1. Critical reading, analysis and reporting on the contribution of chemistry to the understanding of the material world 2. Designing a poster or pamphlet aimed at persuading people to follow the principles of green chemistry, or explaining the principle of a chemical cell 3. Writing a report to present the scientific knowledge and concepts acquired after a visit to an industrial plant 4. Developing a multimedia artefact to illustrate the synthesis of polymers

Example 1:  critical reading, analysis and reporting on the contribution of chemistry to the understanding of the material world  Some students wish to examine the social economical consequences of rusting / Haber process / burning fossil fuels, … etc.  Learning elements: ▪ Content areas: Redox, Equilibrium, Fossil fuel, … ▪ Skills: Critical thinking, communication and problem solving (which involves data collection and analysis)

Example 2a:  designing a pamphlet for persuading people to follow the principles of green chemistry  Some students wish to persuading Hong Kong people to use PLA lunch box by using pamphlets  Learning elements: ▪ Content areas: Materials chemistry, Green Chemistry ▪ Skills: Creativity, critical thinking, communication and problem solving, information technology

Example 2b:  designing a poster for explaining the principle of a chemical cell  Some students wish to show the public the principle of a direct methanol fuel cell (DMFC) using posters  Learning elements: ▪ Content areas: Redox reactions, chemical cells and electrolysis ▪ Skills: Creativity, critical thinking, communication and problem solving, information technology

Example 3:  writing a report to present the scientific knowledge and concepts acquired after a visit to an industrial plant  To explain how chemistry helps provide us with quality drinking water, some students wish to visit a water treatment plant and report their learning in a writing form  Learning elements: ▪ Content areas: Planet earth (water treatment) ▪ Skills: Critical thinking, communication

Example 4:  developing a multimedia artefact to illustrate the synthesis of polymers  To explain the chemistry involved in the formation of urea-methanal, some students wish to make use of a presentation software to present the process at a molecular level  Learning elements: ▪ Content areas: Materials chemistry (condensation polymerisation) ▪ Skills: Creativity, critical thinking, communication, information technology

Source:

 Formative Assessment  Steep part of the learning curve  Feedbacks provided for better performance (Assessment for learning)  Starting at S4 as class exercises

 Summative Assessment or Assessment of learning  Plateau part of the learning curve  Completed at late S5 or early S6

1.How many pieces of training exercise?  Zero   Ten 2.Facilitation provided for students – just how much?  Nil   Extensive 3.Different tasks for different students – how to manage?  Absolutely No   Completely free