Workshops on
Understanding and
Interpreting NSS
Chemistry Curriculum
Raymond WH FONG and Fanny SC CHU
Science Education Section
EDB
Time
Event
2:00 – 2:15
Registration
2:15 – 3:30
Talk: Curriculum framework of the Elective Part and
Learning Sequences
Discussion: Curriculum organisation
3:30 – 3:45
Break
3:45 – 4:30
4:30 – 4:45
Talk: Learning, Teaching and Assessment of NSS
Chemistry Curriculum
Sharing: Implementation of NSS Chemistry
4:45 – 5:00
Question and answer
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
NSS Chemistry Curriculum
Curriculum Framework
• Compulsory Part (198 hours)
• Elective Part (52 hours)
• Investigative Study (20 hours)
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?
Industrial Chemistry
• Importance of industrial processes
• Rate equation, Activation energy and
Catalysis & industrial processes
• Industrial processes:
– Haber process
– Chloroalkali industry
– Methanol synthesis
• Green Chemistry*
Materials Chemistry
•
•
•
•
Naturally occurring polymers
Synthetic polymers and plastics
Metals and alloys
Synthetic materials in modern ways of
living
• Green Chemistry*
Analytical Chemistry
•
•
•
•
•
Detecting the presence of chemical species
Separation and purification methods
Quantitative methods of analysis
Instrumental analytical methods
Contribution of analytical chemistry to our
society
Reading Time
• Knowledge and understanding?
• Skills?
• Values and Attitudes?
• STSE?
Cast Your Vote
1. Industrial Chemistry + Materials Chemistry
2. Materials Chemistry + Analytical Chemistry
3. Materials Chemistry + Analytical Chemistry
Why?
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.
Share your views or
concerns with fellow
teachers
Curriculum Planning
Vertical and Horizontal
Chemistry (S5,6)
CS (Chem S5,6)
Chemistry (S4)
CS (Chem S4)
Science (S1-3)
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
• …
Suggested Learning and
Teaching Sequences
Curriculum Integration
Progression of Study
(1/2)
Progression of Study
(2/2)
The Combined Science
Curriculum
Chemistry Part of the
Curriculum:
• 135 hours
• There are no elective topics in the
chemistry part of the curriculum
• Are the topics challenging ones?
– Cognitive demand is appropriate:
exceed the current S4-5 Chemistry
Curriculum, and the coverage is
balanced
Chemistry Part of the
Curriculum
270 hours
135 hours
135 hours
Two Science Subjects
NSS Chemistry and 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 2: Physics + Combined Science (Chem/Bio) +
BAFS
– A watered down curriculum? Building a basis
for further development in chemistry related
study or career
Chemistry Part (Total 135 hours)
I. Planet earth
8 hrs
II. Microscopic world
21 hrs
III. Metals
22 hrs
IV. Acids and bases
28 hrs
V. Fossil fuels and
carbon compounds
23 hrs
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.
Combined Science
• Assessment tasks: “Volumetric Exercise” and
“Experiment” should be incorporated into
normal learning and teaching
• Investigative elements can be included into
the experiments
• There is no need to do investigation in the
NSS Chemistry’s way
BREAK
10 minutes
Some Learning Targets
 Communication Skills
 Decision Making Skills
 Mathematical Skills
 Science, Technology, Society and Environment
(STSE)
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.
Molecular View of Solution
Formation
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.
Should E10 unleaded be used
in Hong Kong?
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 dm3 or cm3, or the temperature of a liquid
using K or oC
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 = -log10[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
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
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？
Furniture & Equipment List
儀器及傢俱目錄
2009
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) *
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
Disposable Nitrile Gloves
Screw-cap Test Tube
Microscale Extraction
Microscale Quickfit Apparatus
Thin Layer Chromatography
Amino acid + Solvent
+ Ninhydrin
or
Chlorophyll + Solvent
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)
•Pick one topic you are
interested, prepare to
share your concerns with
other fellow teachers
NSS CHEMISTRY
&
COMBINED SCIENCE (CHEMISTRY PART)
PUBLIC ASSESSMENT
Courtesy: Dr. Li Tak Man
Manager- Assessment Development
Hong Kong Examinations and Assessment Authority
NSS CHEMISTRY PUBLIC ASSESSMENT
Chemistry
Papers
Paper 1
(2.5
hours)
Combined Science (Chemistry Part)
Sections
Parts
Topics
examined
Questions
Questions
Section
A
(18%)
Part I
Topics 1-8
24 M.C.
24 M.C.
Section
B
(42%)
Sections
Papers
Section A
(12%)
Part II
Part I
Part II
Topics 1-12*
12 M.C.
Topics 1-8
structured
questions
(47 marks)
essay (9 marks)
Topics 1-12*
structured
questions
(28 marks)
Topics 13-15#
structured
questions
20 marks per
elective (40 marks)
structured
questions
(47 marks)
essay (9 marks)
One paper only
(100 mins)
Section B
(28%)
Paper 2
(1 hour)
20%
SBA
20%
10%
SBA
Total
100%
50%
Total
* Emphasis would be put on Topics 9-12
# May include contents of Topics 1-12
SBA
Chemistry
Papers
Sections
Parts
Topics
examined
Questions
Section A
(18%)
Part I
Topics 1-8
24 M.C.
Part II
Topics 1-12*
12 M.C.
Part I
Topics 1-8
structured questions
(47 marks)
essay (9 marks)
Part II
Topics 1-12*
structured questions
(28 marks)
Topics 13-15#
structured questions
20 marks per
elective (40 marks)
Paper 1
(2.5
hours)
Section B
(42%)
Paper 2
(1 hour)
20%
SBA
20%
Total
100%
* Emphasis would be put on Topics 9-12
# May include contents of Topics 1-12
Combined Science (Chemistry Part)
Questions
Sections
24 M.C.
Section A
(12%)
structured questions
(47 marks)
essay
(9 marks)
Section B
(28%)
Papers
One paper only
(100 mins)
10%
SBA
50%
Total
NSS Chemistry
School-based Assessment
SBA TASKS
Weighting
20% of Public Assessment
Mode
Task type
Task
code
Non-practical
Related
Practical Related
Basic Chemical
Analysis
Experiment
Investigative
Study
Assignment
BCA
EXPT
IS
ASSN
SBA Requirements
Basic Chemical Analysis
Task content
(student’s work)
• Volumetric
Analysis
• Worksheet
• Detection for
cations or anions
or both
• Worksheet
In-class time
80 mins
20 mins
Out-of-school time
0 mins
0 mins
Mark worksheet
Mark worksheet
10%
10%
Means of assessment
(teacher’s work)
Percentage in SBA
Authentication
•Individual work
•Hand in worksheets in class time
SBA
BCA Piloting in School
BCA Piloting in Schools
1. Skills?
2. Indicators to be used?
BCA Piloting in Schools
• Volumetric work
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?
Experiment
Task content
(student’s work)
In-class time
Out-of-school time
Means of assessment
(teacher’s work)
Percentage in SBA
Authentication
• 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.
80 mins
0 – 60 mins
Mark worksheet / simple report / detailed report /
quiz
30%
• 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
Investigative Study
Task content
(student’s work)
Design
Process
In-class time
20 hours
Out-of-school time
2 hours
Means of assessment
(teacher’s work)
Percentage in SBA
Authentication
Report
•Mark proposal
•Assess lab/process skills
•Mark written/oral reports, etc.
10%
10%
10%
•Allow group work & group reporting
•Individual students to be questioned by
teacher in class time
SBA
Investigative Study Piloting in Schools
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 time
1 hour
Out-of-school time
3 hours
Means of assessment
(teacher’s work)
Percentage in SBA
Authentication
Mark assignments
20%
• 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
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, …)
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
Preparing Students
 Learning and Teaching at S4
 Communicate expectations
 Burette:
 Cap.: 50 mL
 Sub. Div.: 0.10 mL
 Tolerance : ±0.05 mL
Preparing Students
 Learning and Teaching at S4
 How to use a volumetric flask
Preparing Students
 Learning and Teaching at S4
 Significant figures:
 Example: 4.09 g sodium hydrogen phthalate (KHP)
(Mw=204.2212 g/mol) was dissolved in deionised water
and then made up to 100 mL in a volumetric flask
 Molarity of KHP = ? mol/dm3
SBA requirements
Number of assessments on SBA tasks
S6
S5
BCA
EXPT
IS
ASSN
1
3
1
1
S4
(BCA, EXPT, IS and ASSN should spread out evenly across
S5 and S6)
NSS Combined Science (Chemistry Part)
School –based Assessment
SBA REQUIREMENTS
Number of assessments on SBA tasks
VA
% in
SBA
EXPT
ASSN
30% 40%
30%
=1
=1
S6
S5
S4
=2
Number of Experiments
(including VA & EXPT)
7
4
(VA, EXPT and ASSN should spread out evenly across S5 and S6)
科目推行校本評核的策略概要
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
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
延遲
延遲
2013
推行
延遲
只在實驗相
關課業推行
延遲
延遲
2014
推行
推行
推行
學校試驗
學校試驗
2015
推行
推行
推行
推行
學校試驗
2016
推行
推行
推行
推行
推行
*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
Catering for learners’ diversity
• Concern: Flexibility of curriculum for students
with different needs
• Review: Certain flexibility already
implemented in the curriculum
• 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
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?!
Prepare a 5-minute
presentation to share your
views with other fellow
teachers
Further Information
• 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
Flexibility
Core and extension