NSS Understanding and Interpreting the Chemistry Curriculum

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NSS Understanding and Interpreting the Chemistry
Curriculum

• Sophia Cheng
• 27 September 2007

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2009
2002
2005
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1st consultation exercise (Oct 04 May 05)

• Implementation schedule
• Core and elective subjects
• Career orientated courses

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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

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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

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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

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Response to comments

• Delivering professional development programmes of
  NSS Chemistry for teachers
• Developing exemplars for learning, teaching and
  assessment in task groups

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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

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334 Web Bulletin
www.edb.gov.hk/334
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Organization of NSS Curriculum
Four core subjects Chi, Eng, Math, LS
Two to three elective subjects (2-3X)
Other Learning Experience (OLE)


45-55
20-30
15-35
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Elective subjects in Science Education KLA

• Biology
• Chemistry
• Physics
• Science
• Integrated Science
• Combined Science

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

• Knowledge and understanding
• Phenomena, facts, principles, concepts, laws and
  theories
• Vocabulary, terminology and conventions
• Applications of chemistry
• Scientific investigations

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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

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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

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Structure of the curriculum

• Compulsory part (198 hours)
• 12 topics, compiled with fundamental chemistry
  knowledge, principles, concepts and scientific
  process skills

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Compulsory Part (Total 198 hours)
I. Planet earth 8 hours
II. Microscopic world I 24 hours
III. Metals 22 hours
IV. Acids and bases 27 hours
V. Fossil fuels and carbon compounds 20 hours
VI. Microscopic world II 8 hours
VII. Redox reactions, chemical cells and electrolysis 26 hours
VIII. Chemical reactions and energy 9 hours
IX. Rate of reaction 9 hours
X. Chemical equilibrium 10 hours
XI Chemistry of carbon compounds 27 hours
XII Patterns in the chemical world 8 hours
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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

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Elective Part (Total 52 hours)
XIII. Industrial chemistry 26 hours
XIV. Material chemistry 26 hours
XV. Analytical chemistry 26 hours
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Assignment

• Refer to chapter 2 of CA guide
• English version p.16-81 Chinese version p.16-77)

Students should learn Students should be able to
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
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
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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
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Appendix 2Experimental techniques for the
Chemistry Curriculum(English version p.145-147
Chinese version p.137-138)

• Collection of gases, crystallisation,
  determination of melting and boiling points,
  distillation and reflux, filtration, etc

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Resource Book for Sixth-form Practical Chemistry
http//www.chem.cuhk.edu.hk/S6_ResourceBK.htm
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Exemplars of Learning and Teaching Activities for
Sixth-form Chemistry Curriculum
http//cd1.edb.hkedcity.net/cd/science/chemistry/s
67chem/exemplars_ec.htm
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p.58
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p.68
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p.41