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Science Education Section2010
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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.
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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).
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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
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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)
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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
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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
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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
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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
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Source: http://www.psywww.com/intropsych/ch07_cognition/07learningcurve.jpg
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Formative AssessmentSteep part of the learning curve
Feedbacks provided for better performance (Assessment for learning)
Starting at S4 as class exercises
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Summative Assessment or Assessment of learning
Plateau part of the learning curve
Completed at late S5 or early S6
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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