CHEMEITRY
Science plays a crucial role in the education. As usual, students need to have the ability to think critically, solve problems, and make ethical decisions. The science curriculum focuses on inquiry and conceptual learning, providing students with plentiful of opportunities to ask questions and therefore make conclusions that lead to responsible choices.
The science curriculum splits into multiple paths at grade eleven and twelve, Anatomy/Physiology, Chemistry, Environmental Science, Geology, Physics, and Specialized Sciences, Science for Citizens, Life Sciences, and Earth sciences.
Chemistry is one of the longest lasting and prominent science courses, firstly appearing in student’s elementary years. This specific branch specifically develops students creative and logical thinking and problem-solving skills.
The science curriculums all run on the same format as other major subjects, namely the three curricular elements – Big Ideas, Curricular Competencies, and Content.
Big Ideas
The Big Ideas represent the fundamental ideas students are to know. These ideas should help students ease into the more difficult and deeper ideas that come later. The Big Ideas in chemistry are:
Atoms are the building blocks of matter, Organic chemistry have significant implications, matter and energy conserved in chemical reactions, etc. in grade 11
Reaction rates, Dynamic equilibrium can be shifted, Saturated solutions are systems in equilibrium, Oxidation and reduction are complementary processes, etc. in grade 12.
Curricular Competencies
The Curricular Competencies, also known as the “knows,” are what students should be able to do. The chemistry CCs are like that of the other science branches, including various
Demonstration of a curiosity about specific topics, application of learnt concepts, Collaboration between classmates, Analyzation of data, evaluation of others/self, and applying and innovation.
Content
The Content is what students are expected to learn thought the course. In Chemistry, students are expected to understand concepts including:
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quantum mechanical model and electron configuration
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valence electrons and Lewis structures
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bonds/forces
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organic compounds
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the mole
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reactions
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local and other chemical processes
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solubility of molecular and ionic compounds
As a branch of the Science Subject, Chemistry shares similar goal to other science branches. The curriculum provides opportunities for us to better understand the natural world. Though student’s learning journey, they are to ask questions and seek answers to grow their knowledge. The curriculum is updated in real-time in accordance with new evidence, as science is an everchanging topic.
The Science curriculum has several subsets including biology, chemistry, physics, and earth/space sciences up to grade 9, then expands with anatomy/physiology, environmental sciences, geology, and specialized sciences. This program gives students opportunities to pursue their own inquiries using scientific methods learned. The curriculum encourages collaboration, investigation, problem solving, communication, innovation, and discovery between students to increase their understanding of the sciences through many hands-on experiences.
The science curriculum intends to develop knowledgeable students that are aware of the role science plays in society. These students are to be able to use evidence, as well as previous knowledge to develop their own views, discuss and debate, and make informed decisions, whilst maintaining their curiosity regarding the sciences.
Curriculum Goals & rationale
The BC Curriculum for the sciences contributes to students’ learning through achieving certain goals. These goals include but are not limited to:
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developing an understanding of the nature of science as a way of knowing the natural world, which is continually being improved.
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developing a foundation of knowledge in science that can be used to interpret the natural world and apply to new problems, issues, and events to further learn.
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developing the habits of mind associated with science, along with a lifelong interest in science.
Teacher Interview with Ms.Chen
1.What is the main focus in the chemistry unit?
2.How will you keep the students safe while working?
3.How do you ensure a positive classroom enviorment?
4.How d you handle classroom destruction of conflicts?
5.How do you access students understanding and provide constructive feedback?
6.Describe your appoarch to building stong relationships with students, parents, and colleague?
7.How do you handle conflicts or disagreement with students or colleague?
8.How would you handle a situation where a student is struggling understand the chemistry concept?
9.Are there any fun activities that students can be attended in?
10.What inspired you to be a chemistry teacher?