Chemistry

Learning Targets

The learning targets of the curriculum are categorised into three domains: knowledge and understanding, skills and processes, and values and attitudes.

Students are expected to:

• understand phenomena, facts and patterns, principles, concepts, laws and theories in chemistry;

• learn chemical vocabulary, terminology and conventions;

• appreciate applications of chemistry in everyday life;

• understand methods used in scientific investigations.

1. Scientific thinking

Students are expected to:

• identify patterns and changes in the natural world, and predict trends from them;

• appreciate the fundamental role of models in exploring phenomena, and that

• models are modified as new or conflicting evidences are found;

• examine evidence and apply logical reasoning to draw valid conclusions;

• examine theories and concepts using logical reasoning and experimentation;

• integrate new concepts into their existing knowledge framework, and apply them to new situations.

2. Scientific method, scientific investigations and problem solving

  Students are expected to:

• identify scientific, social, technological and environmental problems and ask relevant questions;

• identify assumptions, concepts and theories related to a problem posed;

• propose hypotheses and devise methods to test them;

• identify dependent and independent variables;

• devise plans and procedures to carry out investigations;

• select appropriate apparatus to carry out investigations;

• observe and record experimental observations accurately and honestly;

• analyse data gathered from experiments or other sources;

• draw conclusions and make predictions;

• use appropriate techniques to present findings and to convey concepts;

• evaluate suggested solutions to a problem from different perspectives;

• evaluate the validity and reliability of findings and identify factors affecting their validity and reliability;

• propose plans for further investigations, if appropriate;

• apply knowledge and understanding to solve problems in unfamiliar situations;

• recognise the usefulness and limitations of scientific methods.

3. Decision making

Students are expected to:

• make decisions based on evidence and arguments;

• support judgements using appropriate scientific principles;

• put forward suitable reasoning to choose between alternatives.

4. Practical work

Students are expected to:

• select appropriate apparatus and materials for an experiment;

• handle chemicals safely and apparatus in a proper way;

• carry out instructions for experiments and record observations accurately;

• interpret observations and experimental data;

• devise and plan experiments;

• evaluate experimental methods and suggest possible improvements;

• build models to aid comprehension.

5. Information handling

Students are expected to:

• search, retrieve, reorganise, analyse and interpret scientific information from a variety of sources;

• use information technology to manage and present information;

• be wary of the accuracy and credibility of information from secondary sources;

• distinguish among fact, opinion and value judgement in processing scientific information.

6. Communication

Students are expected to:

• use symbols, formulae, equations and conventions appropriately;

• interpret scientific information from text and data presented in verbal,

• diagrammatic, numerical, tabular and graphical forms;

• organise and present ideas and arguments in a clear and logical form;

• communicate scientific ideas and values in a meaningful and creative way.

7. Collaboration

Students are expected to:

• participate actively, share ideas and offer suggestions in group discussions;

• liaise, negotiate and compromise with others in group work;

• identify collective goals, define and agree on roles and responsibilities of members in group work;

• make use of strategies to work effectively as a group member.

8. Learning and self-directed learning

Students are expected to:

• develop study and self-directed learning skills to improve the effectiveness and efficiency of learning;

• develop basic learning habits, abilities and attitudes that are essential to lifelong learning.

Students are expected to:

•  develop curiosity and interest in making scientific investigation;

• develop personal integrity through objective observation and honest recording of experimental data;

• be willing to communicate and make decisions on issues related to chemistry and demonstrate an open-minded attitude towards the views of others;

• be aware that chemistry is a developing science and that it has its limitations;

• appreciate the interrelationship of chemistry with other disciplines in providing social and cultural values;

• be committed to working safely in a laboratory;

• be aware of the impact of chemistry in social, economic, industrial, environmental and technological contexts;

• appreciate the importance of lifelong learning in our rapidly changing knowledge-based society.