1. Investigative Study for NSS Chemistry Curriculum Raymond Fong 21 Nov 2007

2. Purposes of the investigative study (IS) in NSS Chemistry IS is mainly used for learning and teaching to develop students understanding about the nature of science, to develop process skills, to develop problem solving abilities, to develop communication skills, … IS is also used for SBA

3. The process of an investigative study in NSS Chemistry a.Searching and defining questions for investigation (~3 hrs) b.Developing an investigation plan (~4 hrs) c.Conducting the investigation (~6 hrs) d.Organising and analysing data for a justified conclusion (~4 hrs) e.Presenting findings with written reports, posters and other means (~3 hrs) (In class time)

4. Is there sufficient time for students to carry out IS? 20 hours of curriculum time allocated Group work (3-5) is expected! IS is not an extra-curricular activity, it is an essential component of the curriculum IS is not necessarily a forerunner for a territory-wide chemistry project competition

5. Which cohort needs to do IS? NSS Cohorts 2009-2012 and 2010-2013: (Learning and Teaching)  (No need to submit marks to HKEAA) NSS Cohort 2011-2014: (Learning and Teaching) (No need to submit marks to HKEAA) Importan t

6. Topics for Investigation Finding out Using ‘established’ methodology on new topic Applying ‘new’ methodology to established topic Types of investigations Quantitative determination Extraction of a substance and testing its properties / uses Construction and testing a device Activities that are authentic, motivating, meaningful, simple, inexpensive, appropriate, feasible, relevant, safe and fun

7. Which topic? (1) Should involve practical task. Should allow students to find out, e.g. experimental details, data to be recorded, etc.. Should stimulate curiosity of or provoke wonder in students. Should allow reasonable variability of investigations among different groups. Can be done using simple equipment available in school chemistry laboratories. Can be conducted safely in schools

8. Which topic? (2) Does the activity address something worth learning? Is the topic socially relevant, interesting and motivating? Is the cognitive demand appropriate? Do students have the required prior knowledge and adequate skills? Are resources such as journal articles and reference books available, or access to the web? Is the time available sufficient for the activity? Can laboratory technicians and others help in its implementation?

9. Which topic? (3) Topics selected by students Topics prescribed by teachers

10. Catering IS for students with different abilities Adjust the scale, nature and demand of tasks dynamically Scenario 1: For students in need of more facilitation, adjust the level of cognitive demand, break down a complicated investigation into a series of manageable ones, etc. Scenario 2: For students with great motivation and more able, and they can work independently, adjust the level of cognitive demand to a more challenging but manageable level - provide less background information, ask for a study with more variables and request students to gather more data sets, or adopting more sophisticated instrumentation and skills.

11. Curriculum Planning for IS S4: Introduction to concept of I.S. S4: Trial on small scale investigation (e.g. write experimental procedure, conduct risk assessment, write a report) S5: Allow ample time for students to develop proposal and decide on the question for investigation S5: Feedbacks on student proposals – feasibility, resource available, time management, …

12. When to implement IS? (1) Within semester E.g. 1: 4 periods in a week dedicated, 7-8 weeks will be needed (stand alone mode) E.g. 2: 2 periods in a week dedicated for IS and 2-3 periods for learning other topics (integrated mode)

13. When to implement IS? (2) Intensive mode: One go in major holidays or after final examination e.g. 2 periods for briefing within semester 2 periods for feedback on proposals also within semester 1 full day in holiday for practical work 1 full day for drafting report and oral presentation Not recommended arrangement: 3 full days in a major holiday

14. Within Semester (stand alone mode): SunMonTueWedThuFriSat 12 (a)34 (a)56 789 (b)1011 (b)1213 141516 (b)1718 (c)1920 212223 (c)2425 (c)2627 282930 (c)31 1 (c)23 456 (d)78 (d)910 111213 (e)1415 (e)1617 181920 (e)21222324 Double period (2 x 40 mins ~1.3 hr); 2.67 hrs /week; 7.5 weeks

15. Intensive Mode 1 SunMonTueWedThuFriSat 11121314151617 181920 (a)21 (b)22 (c)23 (c)24 2526 (d)27 (e)282930 July1 2345678 9101112131415 16171819202122

16. Intensive Mode 2 SunMonTueWedThuFriSat 11121314151617 18192021222324 252627282930 July1 23 (a)4 (b)5678 910 (c)11 (c)12 (d)13 (e)14 (e)15 16171819202122

17. Intensive Mode 3 SunMonTueWedThuFriSat 11121314151617 18192021222324 252627282930 July1 23 (a)456 (b)78 9101112131415 1617 (c)18 (c)19 (d)2021 (e)22

18. Support 1: IS Handbook for Teachers Three detailed exemplars: Salt content in snacks Natural indicator How to make it hot? Possible topics for investigative study Scaffolding for students

19. List of possible topics

20. Support 2: Professional Development Courses for Teachers 6 contact hours About one per year Professional Development Courses on Scientific Investigation for Laboratory Technicians 18 contact hours 14-20 classes 2007/08 & 2008/09

21. Support 3: You are invited to try-out in schools to gain more experience TAS project? Share your own experience (e.g. school visit by CDI officers)

22. Thank You

23. Options The topics are prescribed by teachers. The main topic is suggested by teachers, students develop their foci within the main topic. Students put forward topics and discuss with teachers.