1. Workshops on Understanding and Interpreting NSS Chemistry Curriculum Raymond WH FONG and Fanny SC CHU Science Education Section EDB

2. TimeEvent 2:00 – 2:15Registration 2:15 – 3:30Talk: Curriculum framework of the Elective Part and Learning Sequences Discussion: Curriculum organisation 3:30 – 3:45Break 3:45 – 4:30 4:30 – 4:45 Talk: Learning, Teaching and Assessment of NSS Chemistry Curriculum Sharing: Implementation of NSS Chemistry 4:45 – 5:00Question and answer

3. Outline 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

4. NSS Chemistry Curriculum

5. Curriculum Framework Compulsory Part (198 hours) Elective Part (52 hours) Investigative Study (20 hours)

6. 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?

7. Industrial Chemistry Importance of industrial processes Rate equation, Activation energy and Catalysis & industrial processes Industrial processes: –Haber process –Chloroalkali industry –Methanol synthesis Green Chemistry*

8. Naturally occurring polymers Synthetic polymers and plastics Metals and alloys Synthetic materials in modern ways of living Green Chemistry * Materials Chemistry

9. 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 Chemistry

10. Reading Time Knowledge and understanding? Knowledge and understanding? Skills? Skills? Values and Attitudes? Values and Attitudes? STSE? STSE?

11. Cast Your Vote 1.Industrial Chemistry + Materials Chemistry 2.Materials Chemistry + Analytical Chemistry 3.Materials Chemistry + Analytical Chemistry Why?

12. Discussion Questions 1.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.

13. Share your views or concerns with fellow teachers

14. Curriculum Planning

15. Vertical and Horizontal Science (S1-3) Chemistry (S4)CS (Chem S4) CS (Chem S5,6) Chemistry (S5,6)

16. 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 …

17. Suggested Learning and Teaching Sequences

18. Curriculum Integration

19. Progression of Study (1/2)

20. Progression of Study (2/2)

21. The Combined Science Curriculum

22. Chemistry Part of the Curriculum: 135 hours 135 hours There are no elective topics in the chemistry part of the curriculum There are no elective topics in the chemistry part of the curriculum Are the topics challenging ones? Are the topics challenging ones? –Cognitive demand is appropriate: exceed the current S4-5 Chemistry Curriculum, and the coverage is balanced

23. Chemistry Part of the Curriculum 270 hours 135 hours

24. Two Science Subjects

25. NSS Chemistry and NSS Combined Science NSS Combined Science NSS Combined Science –Designed for students intended to study two subjects in science KLA Eg 1: Chemistry + Combined Science (Bio/Phy) rather than Chemistry and Biology only Eg 1: Chemistry + Combined Science (Bio/Phy) rather than Chemistry and Biology only Eg 2: Physics + Combined Science (Chem/Bio) + BAFS Eg 2: Physics + Combined Science (Chem/Bio) + BAFS –A watered down curriculum? Building a basis for further development in chemistry related study or career

26. I. Planet earth8 hrs II. Microscopic world21 hrs III. Metals22 hrs IV. Acids and bases28 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.

27. Combined Science Assessment tasks: “ Volumetric Exercise ” and “ Experiment ” should be incorporated into normal learning and teaching Assessment tasks: “ Volumetric Exercise ” and “ Experiment ” should be incorporated into normal learning and teaching Investigative elements can be included into the experiments Investigative elements can be included into the experiments There is no need to do investigation in the NSS Chemistry ’ s way There is no need to do investigation in the NSS Chemistry ’ s way

28. B R E A K 10 minutes

29. Some Learning Targets  Communication Skills  Decision Making Skills  Mathematical Skills  Science, Technology, Society and Environment (STSE)

30. 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?

31. Molecular View of Solution Formation

32. 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?

33. Should E10 unleaded be used in Hong Kong?

34. 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 dm 3 or cm 3, or the temperature of a liquid using K or o C

35. 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 = -log 10 [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

36. 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

37. 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？

38. Furniture & Equipment List 儀器及傢俱目錄 2009

39. NSS F/E: New Items 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) *

40. NSS F/E: New Items 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

41. Disposable Nitrile Gloves

42. Screw-cap Test Tube

43. Microscale Extraction

44. Microscale Quickfit Apparatus

45. Thin Layer Chromatography Amino acid + Solvent + Ninhydrin or Chlorophyll + Solvent

46. NSS F/E: Quantity 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)

47. Pick one topic you are interested, prepare to share your concerns with other fellow teachersPick one topic you are interested, prepare to share your concerns with other fellow teachers

48. NSS CHEMISTRY & COMBINED SCIENCE (CHEMISTRY PART) PUBLIC ASSESSMENT Courtesy: Dr. Li Tak Man Manager- Assessment Development Hong Kong Examinations and Assessment Authority

49. Papers SectionsParts Topics examined Questions SectionsPapers Paper 1 (2.5 hours) Section A (18%) Part ITopics 1-824 M.C. Section A (12%) One paper only (100 mins) Part IITopics 1-12*12 M.C. Section B (42%) Part ITopics 1-8 structured questions (47 marks) essay (9 marks) structured questions (47 marks) essay (9 marks) Section B (28%) Part IITopics 1-12* structured questions (28 marks) Paper 2 (1 hour) 20% Topics 13-15 # structured questions 20 marks per elective (40 marks) SBA20% 10%SBA Total100% 50%Total Chemistry Combined Science (Chemistry Part) NSS CHEMISTRY PUBLIC ASSESSMENT * Emphasis would be put on Topics 9-12 # May include contents of Topics 1-12 SBA

50. Chemistry PapersSectionsParts Topics examined Questions Paper 1 (2.5 hours) Section A (18%) Part ITopics 1-824 M.C. Part IITopics 1-12*12 M.C. Section B (42%) Part ITopics 1-8 structured questions (47 marks) essay (9 marks) Part IITopics 1-12* structured questions (28 marks) Paper 2 (1 hour) 20% Topics 13-15 # structured questions 20 marks per elective (40 marks) SBA20% Total100% * Emphasis would be put on Topics 9-12 # May include contents of Topics 1-12

51. Combined Science (Chemistry Part) QuestionsSectionsPapers 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

52. NSS Chemistry School-based Assessment SBA TASKS Weight- ing 20% of Public Assessment ModePractical Related Non-practical Related Task type Basic Chemical Analysis Experiment Investigative Study Assignment Task code BCAEXPTISASSN SBA Requirements

53. Basic Chemical Analysis Task content (student’s work) Volumetric Analysis Worksheet Detection for cations or anions or both Worksheet In-class time80 mins20 mins Out-of-school time0 mins Means of assessment (teacher’s work) Mark worksheet Percentage in SBA10% Authentication Individual work Hand in worksheets in class time SBA

54. BCA Piloting in School

55. BCA Piloting in Schools 1.Skills? 2.Indicators to be used?

56. BCA Piloting in Schools Volumetric work

57. 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?

58. 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 time80 mins Out-of-school time0 – 60 mins Means of assessment (teacher’s work) Mark worksheet / simple report / detailed report / quiz Percentage in SBA30% 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

59. Investigative Study Task content (student’s work) DesignProcessReport In-class time20 hours Out-of-school time2 hours Means of assessment (teacher’s work) Mark proposal Assess lab/process skills Mark written/oral reports, etc. Percentage in SBA10% Authentication Allow group work & group reporting Individual students to be questioned by teacher in class time SBA

60. Investigative Study Piloting in Schools

61. 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 time1 hour Out-of-school time3 hours Means of assessment (teacher’s work) Mark assignments Percentage in SBA20% 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

62. 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, …)

63. 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

64. Preparing Students  Learning and Teaching at S4  Communicate expectations  Burette:  Cap.: 50 mL  Sub. Div.: 0.10 mL  Tolerance : ±0.05 mL Present … data, results … sources of error … written form

65. Preparing Students  Learning and Teaching at S4  How to use a volumetric flask Record observations and data accurately and systematically

66. Preparing Students  Learning and Teaching at S4  Significant figures:  Example: 4.09 g sodium hydrogen phthalate (KHP) (M w =204.2212 g/mol) was dissolved in deionised water and then made up to 100 mL in a volumetric flask  Molarity of KHP = ? mol/dm 3 Formal instruction on use of sign. Figures will be needed.

67. SBA requirements Number of assessments on SBA tasks BCAEXPTISASSN S6 11 33 1 11 S5 S4 (BCA, EXPT, IS and ASSN should spread out evenly across S5 and S6)

68. SBA requirements Number of Experiments (including BCA & EXPT, but excluding IS) S6  11 S5 S4 88

69. NSS Combined Science (Chemistry Part) School –based Assessment SBA REQUIREMENTS Number of assessments on SBA tasks Number of Experiments (including VA & EXPT) VA EXPTASSN % in SBA 30%40%30% S6 =1=1=2=2=1=1 77 S5 S4 44 (VA, EXPT and ASSN should spread out evenly across S5 and S6)

70. 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 2013 推行延遲 2014 推行 學校試驗 2015 推行 學校試驗 2016 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

71. Catering for learners’ diversity Concern: Flexibility of curriculum for students with different needs Review: Certain flexibility already implemented in the curriculumCertain flexibility 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

72. Catering 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?!Core and extension arrangement?!

73. Prepare a 5-minute presentation to share your views with other fellow teachers

74. URL: http://edblog.hkedcity.net/nsschem http://www.edb.gov.hk/334 Email: science@edb.gov.hk Telephone: –3698 3436 / 3698 3438 / 3698 3439 Fax: 2194 0670 Further Information

75. Flexibility

76. Core and extension