Teaching Disciplinary Ideas in CHEM via Prac-Theory Integration

Teaching Disciplinary Ideas in CHEMistr via

Practical(microscale)-Theory Integration

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​Today's Agenda

1. Resources for teaching upper secondary science (chemistry)

2. Moving forward in teaching upper secondary chemistry

• Microscale practical

• Disciplinary idea

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Sections

O-Chemistry

O-Sci (Chemistry)

N-Sci (Chemistry)

Matter –

Structures and

Properties

1. Experimental Chemistry

1. Experimental Chemistry

1. Experimental Chemistry

2. The Particulate Nature of Matter

2. The Particulate Nature of Matter

2. The Particulate Nature of Matter

3. Chemical Bonding and Structure

3. Chemical Bonding and Structure

3. Chemical Bonding and Structure

Chemical
Reactions

4. Chemical Calculations

4. Chemical Calculations

4. Chemical Calculations

5. Acid-Base Chemistry

5. Acid-Base Chemistry

5. Acid-Base Chemistry

6. Qualitative Analysis

6. Qualitative Analysis

6. Qualitative Analysis

7. Redox Chemistry

7. Redox Chemistry

-

8. Patterns in the Periodic Table

8. Patterns in the Periodic Table

7. Patterns in the Periodic Table

9. Chemical Energetics

9. Chemical Energetics

-

10. Rate of Reactions

10. Rate of Reactions

-

Chemistry in a

Sustainable

World

11. Organic Chemistry

11. Organic Chemistry

8. Organic Chemistry

12. Maintaining Air Quality

12. Maintaining Air Quality

9. Maintaining Air Quality

Overview of 2023 Upper Sec Chemistry Syllabuses Content

O-Level

O-Level (Science)

N-Level Science

Content

organisation

Renamed sections and reorganised content to illustrate important aspects of Chemistry (such as matter and interactions of particles) and to reinforce the understanding that macroscopic phenomena result from the interaction of many sub-microscopic particles.

Content load (in

terms of

curriculum hrs)

Maintained

Reduced

Maintained

Content added

Addition of content to improve the relevance of the syllabus to global and national needs. New LOs on biofuels, plastics recycling and carbon cycle (for O/N-Sci syllabuses) are included to help students better understand how chemical development is interwoven with environmental, economic and societal impacts.

Content
removed

Recycling of Metals (in
Metals)

Iron (in Metals)

LOs across various topics
were trimmed to make
space for content addition.

Salts (in Acids, Bases &
Salts)

Recycling of Metals (in
Metals)

Iron (in Metals)

Salts (in Acids, Bases &
Salts)

Recycling of Metals (in
Metals)

Iron (in Metals)

Overview of Changes

Using the Teaching and Learning Syllabus and Guide (TLSG)

The TLSG is designed to help teachers enact the revised syllabuses. You would find the following useful
information as you plan your SOWs and lessons in the upcoming months.

Introduction
•Elaboration of the SCF and how science can
support the development of 21 CC

•Purpose, value and aims of chemistry
education

•Disciplinary ideas in chemistry and the
development of them in the chemistry
syllabuses

Content
•Content map to help us better understand
what chemistry is and how concepts are inter-
related.

•Content of the various topics with guiding
questions, topic description, links to prior
levels and other science disciplines.

•Suggested learning experience to support
learning of the content

Pedagogy
•Various pedagogical considerations to support
the teaching and learning of chemistry

Assessment
•Purposes of assessment

•Scope of assessment

•Ideas for designing AfL and AoL

Orientation of OPAL2.0 Wikipages

Orientation of OPAL2.0 Wikipages

Orientation of OPAL2.0 Wikipages

Find the summary of content
changes here. You will also

find links to the exam

syllabuses.

Find the TLSG here.

Learning Experiences (LE)

designed to enact the

syllabuses can be found here.

The link found in the TLSG
also brings you to this page.

Resources to support teaching
of practical work is found here.

List of PD opportunities
related to the teaching of

chemistry will be updated at

this page.

Scroll down to the bottom of the subject Wikipage to find the index of the
chemistry Wikipages.

Orientation of OPAL2.0 Wikipages

Orientation of OPAL2.0 Wikipages

Orientation of OPAL2.0 Wikipages

We encourage teachers to populate your ideas within the relevant sub-thread given.
You may consider using the following format: “Lesson Idea (Chem)” (E.g. “See-Think-Wonder Activity on Biofuels (Chem))

Practical(Microscale)-Theory Integration

Practical-Theory Integration

• In the revised syllabuses, we aim to strengthen theory-practical integration

• Integrate teaching of theory alongside practical work
• Recommend to conduct at least 4 practical tasks from a list of

recommended practical tasks in the N(A)-Science exam syllabus.

Purpose of Practical Work

Good quality science practical work supports the teaching and learning of
science in the following ways:

Developing science

inquiry skills

Developing experimental
techniques and practical

manipulative skills

Understanding of the

nature of scientific

knowledge

Enhancing conceptual

understanding

Cultivating interest in
science and in learning

science

• Planned and purposeful

o Be clear of the purpose
o Not every skill is or needs to be covered in each practical

• Pedagogical intentions made explicit

o Help students focus by stating clearly the learning intentions

• Hands-on, Minds-on

o Students need to think, not just follow instructions
o There is a need to rise above skills development in developing

procedural understanding

Effectiveness of Practical Work

Millar & Abrahams, Practical Work: Making it more effective, 2009

Inquiry-based Learning

• Inquiry-based learning can be one pedagogical approach to

consider when designing and conducting practical work with
students

• In this approach, opportunities can be given for students to observe a phenomenon and then posing questions to scaffold the
learning of the concept behind the observations.

Inquiry is a multifaceted activity that involves:
•

posing questions;

•

examining books and other sources of information to see what is already known;

•

reviewing what is already known in light of experimental evidence;

•

planning investigations;

•

making observations;

•

using tools to gather, analyse, and interpret data;

•

proposing answers, explanations, and predictions; and

•

communicating the results.

Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations.

​

(National Science Education Standards)

Inquiry-based Learning

Microscale Experiments for Secondary Chemistry

• Well-plates to be used in microscale experiments for students to conduct

experiments outside of the lab

• Can be used to support blended learning with these kits to be brought for

home-based experiments.

Visualising products of electrolysis using Universal
Indicator: Electrolysis of salt solution using graphite
electrode (Source: IPSG sharing @ ASRJC)

Picture of a well-plate with other apparatus
to conduct microscale experiments

Example – Role of Water in the Ionisation of Acids

Why does the fruit salt fizz
when it is added to water?

Example – Role of Water in the Ionisation of Acids

Students communicate and
justify their explanations when
they are given steps and
procedures for communication.

• Students engage

with the
phenomenon when
they accept the
given question or
task.

• They give priority to

evidence when
they are directed to
collect certain data.

• Students construct

explanations when they
are guided in the
process of formulating
explanation from
evidence.

• They evaluate their

explanations when they
are directed toward
sources of knowledge.

Microscale Expt 1 – Red Cabbage Indicator to Measure pH

Microscale Expt 2 – Qualitative Analysis

Microscale Expt 3 – Metals and Their Order of Reactivity

SFED

Proficiency

[Does

independently]

Accomplished

[Adapts skilfully]

Leading
[Leads

effectively]

STP PLM (DI)

Blended Learning

Blended Learning

Project-based

STP PLM (IBL)

Blended Learning

Blended Learning

Project-based

AL1.2

Blended Learning

ePedagogy
NLC sharing
Online

STP
Structure

STP PLM (Motivation)

Blended Learning

STP PLM (Questions)

Blended Learning

Harnessing STP for Effective Seamless
Blended Learning Workshop
Blended Learning

NLCs

Level

NLC

Main Activities

PreU

Learning Tasks

Resource building; Workshop

PreU

Practical

Resource building; Workshop

PreU

BL

Resource building

Sec

Learning Study

Resource building

Sec

Visible Thinking Routine

Resource building; Workshop

Sec

Microscale

Resource building; Workshop

Sec

Data-based Questions

Resource building

Sec

Practical

Resource building; Workshop

PCK

Facilitate by

Workshop/Programme

CPDD/AST

Cross-Level Deployment (JC to Sec) (Blended Learning)

Subject Core Team

Learning Journey

ST-LT Working
Committee
ST-LT Network Learning Session (Online)

Chemistry Chapter: 2023 PD Offerings

Poll

Are you still with me or do you need a bio break?

• Yes, I am still here

• bio break please

• where am I?

Open Ended

where can you can find the resources to teach upper secondary science?

​microscale-practical in redox

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1) microwell (1 per pair)

2) Dropper/Teat pipette (3 per pair)

3) Deionised water (5 bottles for the whole class)

4) Kitchen towel (1 pack shared by the whole class)

5) Small blue plastic pail (4 per group)

6) Safety googles

​

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apparatus list

​

1) acidified potassium iodide

​2) sodium chloride

3) silver nitrate

4) Copper(II) sulfate

5) Iron(II) sulfate

​6) Starch solution (freshly made)​

​

​

​

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materials list

​

Part 1: the reaction between copper(II) ions and halide ions

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1)Add 1 drop of aqueous copper(II) sulfate each into A1 and A2 of microwell

2)Add 1 drop of aqueous sodium chloride into A1 microwell

​3)Add 1 drop of aqueous potassium iodide into A2 microwell

5)Add 1 drop of starch solution each into A1 and A2 of microwell​

6)Take a photo evidence of your observation​

​Procedure

Open Ended

Discuss in your group and record down your observation for A1 and A2 of microwell here and attached your photo evidence here.

Open Ended

Discuss in your group and explain your observation for A1 and A2 of microwell here and attached a screenshot of chemical equation to support your explanation.

Part 2: the reaction between silver(I) ions and iron(II) ions

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1. Add 1 drop of aqueous silver nitrate into B1 of microwell

2. Add 1 drop of iron(II) sulfate into B1 of microwell.

3. Take a photo evidence of your observation​

​Procedure

Open Ended

Discuss in your group and record down your observation for B1 of microwell here and attached your photo evidence here.

Open Ended

Discuss in pair and explain your observation for B1 of microwell here and attached a screenshot of chemical equation to support your explanation.

​Post Hands-on reflection on Microscale Experiments

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Open Ended

What concepts and skills could be covered in the this microscale experiment?

Open Ended

What do you think are the benefits in conducting microscale experiments?

Open Ended

What challenges could you possible foresee in conducting the microscale experiments?

​Augmenting Science Practicals with Microscale Experiments

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