~~ o& CHEMICAL EDUCATION R-&-f--Report of the High School Subcommittee of the Curriculum Cornmittbe
f n t h e various progress reports from the subcommittees of the curriculum Committee, the articles in specific areas were written from the point of view of an "average" chemistry student in our colleges and universities with the exception of that of the subcommittee on General Chemistrv. In the General Chemistry Committee report, recognition was given to all science students a s t h e group to which it was directed. The problem is much broader in high schools, and the subcommittee studying in this area is composed of a majority of secondary school members. (The college members advised upon the background in chemistry expected of an entering freshman.) But most high school students who enter the college probably will not hecome ehemistry majors or even science majors. If they study chemistry a t all, their interest is related to a general background in science and they rarely choose college chemistry. Furthermore, about one-third or more of the current high school graduates do not go to college; their high school chemistry course is terminal. Performance Objectives far students with these diverse needs should be quite different from those designed for college chemistry students. The High School Subcommittee was formed as a subcommittee of the Curriculum Committee in the fall of 1969. During the fall meeting in Chicago we decided to attempt a topical approach. Each one of the committee developed a series of topical areas we felt were suitable for a high school chemistry course. There were many ideas as to what a high school chemistry course should eontain but notwithstanding these differences of opinion the committee in general agreed, but not unanimously, upon certain basic topical areas that should be covered in a "higb school chemistry course". The question arose as to what depth each area should be presented and once again, many differences of opinion were expressed but we did agree that we would arrange our Performance Objectives into three different sets of statements. The first set was to be absolutely essential to all students, the second for most of the students of middle ability, and the third was supplementary material for the best students. Because most of us were not familiar with the art of writing Performance Objectives, we agreed to pick a certain topical area and present some objectives. The first attempts were not very satisfactory. However, we began to learn how to improve our declarations of objectives by choosing specific statements of exactly what we wanted the students to write or perform. We had available a list of "action" words or phrases1 that usually caused the student to think particularly about a special point rather than using a "general" word like "discuss." Furthermore we agreed to fallow a certain form in preparing objectives. This form was, "Given (some fact), 'action verb' (some eonclusioni". Some examples using this form are:
Members of the High School Subcommittee Donald B. Summers, Chairman, New MericoStateUnivemity flaymondT. Bmne.BatsvisH.S.. N.Y. Cad W. Clader. NewTrier H.S. East. Ill. RiehsrdB. Ercue. North Texa. State University Peggy Humt. Bowling Green Univerpify. Ohio Verle Monical. Alton Senior H.S.. Ill. Elnest 0 . Salnerp. N i l e Township CommunityH.S.. 111. Edward M.Schsp, NapiervillcH.S.,III. J m p h S. Schmuller, Temple University. Pa. Rob* M . simr. Westminsterschml, Ga. ~ e Summedin, o University of Georgia Lauis Weiss. B m k l y n Teehnieal H.S.. N.Y. Leroy Wilioughby. Phillips Exeter Aeedamy, N.H.
We are now in the process of revising and enlarging the lists of Performance Objectives in the eight areas listed above, arranged in categories, according to various types of students mentioned a t the beginning of this report. The number "1" represents the materials which we feel should be covered for the non-science terminal higb school student, number "2" for the non-science college bound student, and number "3" for the college bound potential science student. To illustrate this process of selecting topics in different categories, some suggestions from which Performance Objectives may be devised, are given below.
Symbols, Formulas, Equations Group 1 (mn-sciencekrrniml hlghschoolstudontl a) Memorize 2&30 common nymbolr and names including pdyatomic elements and
el Relate the copfficient in an equation to the number of m o k
el Memorize anomeneisture system for common acids, bases, and salt3 dl Balance rodm equations ipreferably by halfreactions1 el Balanconucloaroauations
Bonding i a ) Distinguish k t w e e n metals. non-metals, and metalloids. Lo., size. nuclear c h a w , ionirstionenergy b) List general properties of ionic compounds. i e . . m.p.. b . p . solubility, hardneas e ) List emera1 ~ r o ~ e r t i of e s covalent compounds. i o . . polar. non-polar, dectmn~dot formulas dl List general propertie8 of macmmolecular apcies, ;.a,. diamond. sand
Group
1) Given the percentage composition of a compound, calculate the empirical formula 2) Given the formula of a species, draw the electron dot (Lewis) formula for the species 3) Given the formula for any hydrocarbon, write the equation for its complete combustion
The list of areas we feel are important to a high school course includes atomic theory, the periodic chart, bonding, stoichiometry, states of matter, solutions, acids and bases, chemical reactions and their rates, descriptive chemistry, biochemistry and special topics. Same preliminary Performance Objectives have been prepared to fit some of these topics. These areas include (1) the gaseous state (2) nuclear chemistry (3) stoicbiometry (4) solutions (5) chemical reactions (6) liquids and solids (7) electronic structure (few) and (8) carbon compounds (few).
'Some "action" verbs are analyze, calculate, classify, construct, describe, draw, outline, predict, synthesize.
Gmup 2
a] Utilizo descriptive eiectmnegativity, eleetratatic or coulombic attractions bl Recognizelsaelectronicspecies c) Predict polarities ofotherthan diatomic molecules, i . e . NHa dl Prsdiefshalwsofspocies
...-. a1 Utilize numerics1 alectronegafivify measuremonta hi Differentiate betreen the orooerties of atoms with Wed. osrtiallv . . filled. and half medorbirala c1 Predict propertiesdue to hydmgen banding dl Predict shapes and types of bonding in mo1.cu1es utilizing p-orbitals, i.... q and r bonds el Differentiate between directional and nan-directional bands
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The work of this subcommittee is not finished. It is hoped that teachers not a t oresent involved in the work will contribute. if not by actual attendance a t the meetings, a t least by mail; and that all will try writing same for their own use. Volume 50, Number 4, April 1973
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