Teachers assessment scheme chemistry experience sharing
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Teachers’ Assessment Scheme (Chemistry) Experience Sharing. 18 – 10 - 2007 NG Kai Bun, Anthony nkb@fss.edu.hk. T eacher A ssessment S cheme. What ? Why ? How ? When ? Who ?. Belief :. Chemistry is a practical subject Theory  close linking  practical Learning through experiments.

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Teachers assessment scheme chemistry experience sharing

Teachers’ Assessment Scheme(Chemistry)Experience Sharing

18 – 10 - 2007

NG Kai Bun, Anthony

nkb@fss.edu.hk


T eacher a ssessment s cheme
TeacherAssessment Scheme

  • What ?

  • Why ?

  • How ?

  • When ?

  • Who ?


Belief
Belief :

  • Chemistryis apractical subject

  • Theoryclose linking practical

  • Learningthroughexperiments


Teachers assessment scheme chemistry experience sharing

  • Practical chemistry can be used to consolidate the knowledge of chemistry.

  • TAS allows room for other learning activities.

  • TAS20% of Examination marks of whole subject.


Problem concerned
Problem concerned:

  • Fair????

  • How to make the greatest benefit to our students from TAS


Proper arrangement
Proper arrangement :

  • School authority (time-table)

    (a) 3-periods (afternoon)

    (b) 2-periods (afternoon)

  • Students’ belief

  • Colleagues’ co-operation


Problems caused from tas
Problems caused from TAS

  • For students :

  • Too much experiments (compared with A-L Biology or Physics) – complained by students

  • Work load too large (Report Writing)

  • Fair assessment ??


Teachers assessment scheme chemistry experience sharing

  • For teacher :

  • Limited time in teaching

  • Limited timeinmarking experiment reports

  • Howto choose some good experiments for our students

  • Poor learning behavior


How to run a l chemistry tas smoothly
Howto run A-L Chemistry TASsmoothly ????

  • Let students fully understand the whole picture of TAS

  •  number of experiments required

  •  assessment : what

  • how

  • when

  • who

  • which


The whole picture of al chemistry
The Whole Picture of AL Chemistry

Chemistry

AL Chemistry (高級程度考試)

Advanced LevelChemistry builds on (建於)the foundations (基礎) of the HKCE chemistry knowledge


Teachers assessment scheme chemistry experience sharing

Chemistry Result

Written ExaminationPractical Examination

(80% of the Subject Mark)(20% of the Subject Mark)

Paper I Paper II TAS

(100%) (100%) (Teacher’s Assessment Scheme)

(教師評審制)


Good arrangement of experiments f 6
Good arrangement of experiments (F.6)

  • Experiments are divided into 5 main areas:

  • 4 Quantitative Analysis (1A + 1B)

  • 4 Qualitative Analysis (1A + 1B)

  • 4 Kinetic (1A + 1B)

  • 4 Equilibrium (1A+ 1B)

  • 4 Other (1A)


Strengthening the confidence of students
Strengthening the confidence of students

  • Teach them how to write a good report

  • Good preparation work for experiment

  •  pre-lab worksheet

  •  pre-lab oral questions

  •  group presentation and discussion

  • Project


Strengthening the confidence of teachers
Strengthening the confidence of teachers

  • Well prepared for experiment (pre-lab)

  • Collecting interesting / useful experiment manual

  •  cdi (chemistry)/universities’ website

  •  book suppliers

  •  reference book

  •  attending seminars

  •  sharing experience with other teachers


Project problem
Project : Problem???

  • What kinds of topic for our students ??

    various topics chosen by students

    one main topic assigned by teachers


Guide line
Guide line:

  • Not increasing extra workload too much

  • Fair assessment


Seeking resources
Seeking resources:

  • from Hong Kong Chemistry Olympid

  • from seminars / workshops (CDI/HKEAA/Universities etc..)

  • Resources books (CDI)

  • Journals (oversea or mainland etc…)


Some authentic investigations are meaningful to students cdi
Some authentic investigations are meaningful to students (CDI)

  • Investigation of the different brands of drain cleaners.

  • Study the vitamin C in fruits and drinks.

  • Study the oxygen – absorber in packages of moon cakes etc ....


Project base learning case study
Project Base Learning (CDI)(case study)

  • To develop an interest in and enjoyment from the study of Chemistry

  • To identify problems from given situationand devisemethod to test them.

  • To explorestudents’ scientific insight.


Students work
Students’ work (CDI):

  • to read the text books / reference books

  • to discuss the case

  • to identifythe problems

  • to devise the method

  • to carry on spot test and do experimentin laboratory


Teacher s work
Teacher’s work (CDI):

  • to give some comments to the methods designed by students

  • to prepare the apparatus and test reagents

  • to seek the help from university staff


Fieldtrip river water analysis
Fieldtrip (CDI) – river water analysis


Doing experiments in university
Doing experiments in (CDI)University


Explore the scientific insight trace analysis of heavy metal
Explore the scientific insight – (CDI)trace analysis of heavy metal


Students feedback
Students’ feedback (CDI)

  • Case study is full of challenge.

  • Fresh hand in the trace analysis of heavy metal with AA is very exciting.

  • Doing experiments in University’s laboratory is quiteexciting.

  • Exploring the scientific insight is quite satisfactory.


Analysis of wrap and microwave wrap or other plastic sheets by ir
Analysis of (CDI)Wrap and Microwave Wrap or other plastic sheets by IR


Outcome
Outcome (CDI):

  • The dreamcomes true!!

  • Try !!!


Teachers assessment scheme chemistry experience sharing

(CDI)同學是鐵,老師是碳,大家共冶一爐成為更堅硬的鋼。」

祝各位老師

工作愉快,身體健康