Information about the syllabus
1.1 Introduction
The previous Leaving Certificate Chemistry syllabus was introduced in schools in 1983 and first examined in 1985. The syllabus has now been revised in accordance with the recommendations of the NCCA's Senior Cycle Science Steering Committee (1990). The revision takes into account
- the changes to Junior Certificate Science
- the need to emphasise the vocational value of chemistry
- the fall in uptake of the subject over a number of years (particularly at Ordinary level)
- the perceived need to shorten the syllabus.
Before the revision work began, submissions were sought from interested organisations and institutions. After the penultimate draft was completed, further consultation took place. Within the revised syllabus there are changes in emphasis, in structure and format, and in content.
1.2 Emphasis
The revised chemistry syllabus is practically and experimentally based. This is emphasised by the specification for the first time of mandatory experiments. The revised syllabus has the following components:
- pure chemistry, 70%
- applications of chemistry, 22.5%
- chemistry for citizens, 7.5%
This new emphasis provides a context within which students can gain an understanding of chemical laws and theories. The inclusion of the applications of chemistry will emphasise the vocational aspects of the subject and will enable students to see where it applies in the world of work. Exemplars relevant to their own lives are included wherever possible.
1.3 Syllabus Structure and Format
The Ordinary level syllabus and the Higher level syllabus are presented separately in the syllabus document. The Ordinary level syllabus consists of a core and four options. Only two of these options are examinable in any given year, and Ordinary level students must study one of these. Depending on the year, Ordinary level students must study one of Options 1A and 2Aor one of Options 1B and 2B. The Higher level syllabus consists of a core and two options. Higher level students must study, in its entirety, either Option 1 or Option 2. Ordinary level students are required to study a lesser range of topics than Higher level students, and in less depth. All of the Ordinary level material, except mandatory experiment 4.2A, forms part of the Higher level course. Within both the core and the options, black text indicates the material that is designated Higher level only.
The syllabus is presented in an expanded format. It consists of four columns:
- content
- depth of treatment
- activities
- social and applied aspects.
The social and applied aspects of chemistry are an integral part of the syllabus and constitute 30% of the syllabus.
1.4 Content
The core includes:
- periodic table and atomic structure
- chemical bonding
- stoichiometry and formulas and equations
- acids and bases
- volumetric analysis
- thermochemistry
- organic chemistry
- rates of reaction
- chemical equilibrium
- water chemistry.
Option 1A is additional industrial chemistry; option 1B is atmospheric chemistry; option 2A is materials, and option 2B is extraction of metals and additional electrochemistry. Some content from the previous (1983) syllabus has been deleted, and some new content has been added. In addition, there has been a substantial re-arrangement of content under different headings. A detailed list of additions to and deletions from the former syllabus is provided in appendix I.
The number of types of mathematical problems at Ordinary level has been reduced and a number of more difficult topics have been eliminated (e.g. electron pair repulsion theory). These measures, along with the increased emphasis on practical work and the social and applied aspects, should help to attract more Ordinary level students.
In the drawing up of the revised syllabus, the fact that both Ordinary and Higher level students will normally be in the same class has been borne in mind.
1.5 Teaching Approach
Given that the reality in most schools is that there are mixed classes of Ordinary and Higher level students, there is a need to concentrate on issues in classroom management and teaching strategies so that Ordinary level students feel positive about the experience. Teachers should be able to give equal emphasis to Ordinary level and Higher level students so that both groups enjoy, and gain from, the experience. Contributions of Ordinary level students should be encouraged and valued as being of equal importance to those of Higher level students. Students should know what is expected of them for each topic, so that they are challenged and motivated (but, especially for Ordinary level students, so that they are not overextended and demotivated). Teachers should demystify the subject and make it attractive to students at both levels. This is a challenge to chemistry teachers that must be accepted if the numbers taking the subject are to increase and if a greater number of students are to have a satisfactory experience, which will encourage them to promote chemistry as a viable option for future Leaving Certificate students.
The syllabus should be taught in a practical and experimental way. Practical work is now a priority: for the first time there are mandatory experiments (28 at Higher level, 21 at Ordinary level). The mandatory experiments are listed at the end of each section of the syllabus. An adequate record of each student's practical work must be retained for the period of the course. Throughout the syllabus, additional activities, including teacher demonstrations, are listed.
The recommended time needed to teach each sub-section of the syllabus is indicated at the beginning of the relevant sub-section. This specification is intended only to indicate theapproximate amount of time needed. The syllabus should be taught in a way that reflects the balance between pure chemistry (70%) and social and applied aspects of chemistry (30%). The syllabus does not necessarily prescribe the teaching order.
1.6 Resources
The implementation of the revised Leaving Certificate Chemistry course involves in the main the use of equipment and chemicals required by the previous syllabus. However, there are some additional implications for resources. The inclusion of a colorimetric experiment necessitates the purchase of a colorimeter or comparators by each school offering chemistry as a Leaving Certificate subject. Additional resource materials dealing with topics such as instrumentation and industrial case studies are needed to ensure the effective teaching of these topics. Funds are required for necessary reference books and periodicals. A visit by each student to a chemical industry or a water treatment plant is recommended, and this also has resource implications. A small number of chemicals that are not at present being used in schools are required. The normal maintenance and replacement, where necessary, of laboratory equipment, and the replacement of consumables such as chemicals, are also required.
A list of the chemicals and equipment needed for the implementation of the course can be found in appendix 2 and appendix 3.
Laboratory access for at least one double period per week is essential for the full implementation of the syllabus. The availability of a television and video recorder is desirable. The availability of computer equipment, including datalogging equipment, specifically for use in the teaching of chemistry and the other sciences is assumed.
1.7 Timetabling
The syllabus requires approximately 180 hours of actual class teaching time over two years. This suggests five forty-minute periods per week and this includes the time required for students' practical work but excludes time lost to other school activities. It would be necessary to timetable at least two of these periods together to allow the students sufficient time to carry out the necessary practical work.
1.8 Changes Compared with the Former Syllabus
The main changes in the revised syllabus can be summarised as follows:
- The revised syllabus is an expanded syllabus, rather than an outline syllabus.
- The material is presented differently in the revised syllabus, in a four-column arrangement.
- Ordinary level and Higher level syllabuses are presented.
- Several of the section headings in the previous syllabus have been changed, with a consequent rearrangement of the content.
- There are many changes in content.
- There are some changes in the experiments prescribed for the course.
- There is a list of mandatory experiments.
- There is a greater emphasis on social and applied aspects.
A detailed list of additions and deletions, compared with the former syllabus, can be found in appendix 1.