Professional Content standards For first cycle of Primary School Chemistry Teachers (grade 7&8) STANDARD1:KNOW STUDENTS AND HOW THEY LEARN

Transcription

1 Content Knowledge of the Nature of Matter Content Knowledge of the Nature of Chemistry Professional Content standards For first cycle of Primary School Chemistry Teachers (grade 7&8) STANDARD1:KNOW STUDENTS AND HOW THEY LEARN Element Performance Indicators explain the meaning and essence of chemistry, outline the historical development of chemistry describe the nature of chemistry in terms of the content and process; 1.1.4; evaluate the relationships of chemistry with other sciences elaborate reasons for the inclusion of chemistry in national curriculum; describe the application of chemistry giving examples of raw materials, processes and products of some common chemical industries in Ethiopia; explain the role of chemistry in society, technology, and environment; describe process skills such as observing, classifying, measuring, comparing and contrasting, communicating, asking questions, designing experiment, and drawing conclusion Differentiate between pure substances and mixtures Give examples of homogeneous and heterogeneous mixtures Determine the effect of change in temperature, volume and pressure on physical properties of matter Apply units of mass, volume and moles to determine the concentration of solutions Prepare solutions of required concentration by dissolving solute or Diluting concentrated solutions Analyze the effect of forces between chemical species on physical Properties (e.g. mpt, bpt, solubility, and vapor pressure) of matter Solve problems involving intensive& extensive properties of matter Differentiate between various separating techniques of components of mixture Compare and contrast physical &chemical changes and physical& chemical properties

2 Knowledge of Bonding, Compounds and Molecular Structure Knowledge of Atomic Theory, Structure and Periodic Table Content knowledge of Energy and its interaction with matter Relate temperature and heat to the motion of particles (e.g. atoms, molecules,)using the kinetic molecular theory Interpret the heating and cooling curves of substance Distinguish between the characteristics of endothermic & exothermic reactions Explain the concept of enthalpy change 1.4.1Outline the historical development of atomic theory 1.4.2List and describe the sub atomic particles 1.4.3Explain the experimental observations and inferences made by some famous scientists to characterize the atom 1.4.4Explain the terms atomic number, mass number, atomic mass and isotope 1.4.5Determine the number of protons, neutrons and electrons in an atom or ion of specific isotope 1.4.6State the periodic laws and their historical background 1.4.7Describe the periodic trends in relation to physical and chemical properties 1.4.8Explain the occurrence and uses of some selected metals end non metals 1.5.1Identify the common types of chemical bonds 1.5.2Explain the nature, formation and importance inter molecular force 1.5.3Explain the classification of compounds in to organic and inorganic 1.5.4Explain the formulas,names and importance of hydrocarbons and their nomenclature 1.5.5Identify the properties of simple organic compounds 1.5.6Explain the classification of inorganic compounds into oxides, acids, bases and salts 1.5.7Outline the properties, preparation and uses of common Oxides acids, bases and salts 1.5.8Identify acidic, basic and neutral solutions 1.5.9Explain the safety precautions while working with acids and bases

3 Content Knowledge of Practical Activity Knowledge of Environmental chemistry Knowledge of Chemical Reactions and Stoichiometry 1.6.1Explain the qualitative and quantitative meaning of chemical symbols and formulas 1.6.2Balance chemical equations 1.6.3Analyze atomic mass, molecular mass, formula mass, mole concept, molar mass, percentage composition of compounds, empirical formula and molecular formula 1.6.4Determine molecular mass or formula mass from given atomic mass of elements 1.7.1Analyze the composition of air 1.7.2Explain air pollution and factors that can pollute air 1.7.3Describe causes and effects of global warming 1.7.4Demonstrate the effect of hardness of water and describe the method of softening of temporary and permanent hard water 1.7.5Explain water pollution and purification 1.7.6Analyze the composition of soil & differentiate its acidity, basesity or neutrality 1.7.7Evaluate the major plant nutrients 1.7.8Explain methods of improving soil fertility 1.7.9Describe physical properties and uses of coal, natural gas and petroleum 1.8.1Identify appropriate chemistry laboratory procedures for the safe storage, use and disposal of materials and equipment 1.8.2Choose the correct laboratory apparatus for particular procedure 1.8.3Identify emergency procedures and safety equipment needed in the chemistry laboratory 1.8.4Identify the skills emphasized during each experiments

4 1.Planing STANDARD2: Pedagogy Content Knowledge Description: The chemistry teachers have abroad knowledge and understanding of planning, learning, teaching and assessment (Grade 7-8) ELEMENTS PERFORMANCE INDICATORS Describe the need of planning and the right learning strategies that respond to the learning needs of an individual or group of students. Explains the significance of using knowledge of students individual cognitive,social, emotional, and physical development to plan instruction and make appropriate adaptations to meet students to meet students unique needs Describe the importance of planning lesson and units of chemistry that promote access to academic content standards for all students. Analyzes using knowledge of students to plan divers learning instruction that support their learning. Plans lesson sequences using knowledge of student learning, content and effective teaching strategies. Analyze evidences of learning outcomes to inform planning of learning experiences. Incorporate students prior knowledge and experience in the curriculum and instructional planning.

5 3.Teaching 2.Learning Describe the characteristics of direct active learning methods for science like demonstration. Explain indirect active learning methods in science like concept mapping, inquiry and problem solving. Distinguish experiential active learning methods in science like conducting experiments, field observations& trips, model building and simulations. Describe active learning method suited for independent study namely reports, home works, and research projects. Explain the interactive active learning methods such as brainstorming, co-operative learning, group discussion and laboratory groups. Describe sequential learning experiences that integrate learning areas and are responsive to students interest and learning styles Identify learning outcomes for individuals and groups that are matched to students developmental needs and are consistent with national curriculum requirements. Explain how to facilitate collaborative learning processes. Explain how student s misconceptions can influence learning. Identify methods that are relevant to group size-individual, small and large group. Explain the application of different teaching methods. Apply appropriate teaching methods for specific chemistry concepts. Choose appropriate teaching methods of teaching. Give examples of topics relevant for proposed methods of teaching. Compare and contrast chemistry methods of teaching Design teaching methods emphasizing science process skills.

6 4.Assessment Explain how to identify special needs students based on established practices Describe how to respect students as individuals with different experiences, skills, talents and interests. Evaluate effectively technologies that are appropriate to chemistry Incorporate appropriate instructional strategies based on the students need,development progress, prior knowledge and misconceptions in chemistry Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking in chemistry. Applies a comprehensive range of assessment strategies to diagnose learning needs. Describe the characteristics of continuous assessment. Describe the characteristics of assessment techniques suited for direct instructional strategies such as group or individual performance assessments, short answer quizzes &tests. Explain the assessment techniques that are appropriate for indirect instructional strategies namely individual or group presentation, oral assessments, performance assessments and written assignments. Distinguish the difference between experiential assessments techniques such as group or individual performance assessments, written assessments, peer or self oral assessments, and technical skills. Compare and contrast the assessment techniques such as performance assessment, portfolios, presentations, quizzes, and written assignments which are appropriate for independent study.

7 Content Knowledge of the Nature of Matter Content Knowledge of the Nature of Chemistry Professional Content standards For first cycle of Primary School Chemistry Teachers (grade 9&10) STANDARD1: KNOW STUDENTS AND HOW THEY LEARN Element Performance Indicators explain the meaning and essence of chemistry, outline the historical development of chemistry describe the nature of chemistry in terms of the content and process; 1.1.4; evaluate the relationships of chemistry with other sciences elaborate reasons for the inclusion of chemistry in national curriculum; describe the application of chemistry giving examples of raw materials, processes and products of some common chemical industries in Ethiopia; explain the role of chemistry in society, technology, and environment; describe process skills such as observing, classifying, measuring, comparing and contrasting, communicating, asking questions, designing experiment, and drawing conclusion Differentiate between pure substances and mixtures Give examples of homogeneous and heterogeneous mixtures Determine the effect of change in temperature, volume and pressure on physical properties of matter Apply units of mass, volume and moles to determine the concentration of solutions Prepare solutions of required concentration by dissolving solute or Diluting concentrated solutions Analyze the effect of forces between chemical species on physical Properties (e.g. mpt, bpt, solubility, and vapor pressure) of matter Solve problems involving intensive& extensive properties of matter Differentiate between various separating techniques of components of mixture Compare and contrast physical &chemical changes and physical& chemical properties

8 Knowledge of Atomic Theory, Structure and Periodic Table Content knowledge of Energy and its interaction with matter Relate temperature and heat to the motion of particles(e.g. atoms, molecules,)using the kinetic molecular theory Interpret the heating and cooling curves of substance Distinguish between the characteristics of endothermic & exothermic reactions Explain the concept of enthalpy change Define terms like ideal gas,diffusion, evaporation, boiling point, condensation, vapor pressure, boiling, molar heat of vaporization, molar heat of condensation, melting, fusion, sublimation, melting point, freezing point, molar heat of fusion, molarheatsolidification Explain how a chemical reaction produce electric current and how electricity brings about chemical reaction in electrochemical cells Analize the difference between metallic conduction and electrolytic conduction 1.3.8Write the oxidation half reaction, reduction half reaction and cell reaction for the electrolysis of molten electrolytes that occur in electrolytic cell 1.3.9Evaluate electrolytic cell and voltaic cell Describe the industrial application of electrolysis in the production of certain metals,non metals and in purification and Electroplating of metals Outline the historical development of atomic theory 1.4.2List and describe the sub atomic particles 1.4.3Explain the experimental observations and inferences made by some famous scientists to characterize the atom 1.4.4Explain the terms atomic number, mass number, atomic mass and isotope 1.4.5Determine the number of protons, neutrons and electrons in an atom or ion of specific isotope 1.4.6State the periodic laws and their historical background 1.4.7Describe the periodic trends in relation to physical and chemical properties 1.4.8Explain the occurrence and uses of some selected metals end non metals 1.4.9Write the ground state electron configuration of atoms using subenergy levels and draw diagrammatic representation of atoms Relate elements chemical reactivity to its valence-shell electron configuration

9 Knowledge of Chemical Reactions and Stoichionmetric Knowledge of Bonding, Compounds and Molecular Structure 1.5.1Identify the common types of chemical bonds 1.5.2Explain the nature, formation and importance Inter molecular force 1.5.3Analyze the general formula of alkanes, alkenes, alkynes, alcohols, aldehyds, ketones, carboxylic acids and esters 1.5.4Name and write the molecular and structural formulas of simple alkanes,branched chain alkanes,simple alkenes, branched chain alkenes, simple alkynes, alcohols, aldehyds, ketones, carboxylic acids and esters 1.5.5Explain isomerism and give examples of possible isomers of alkanes and alkenes 1.5.6Describe the major sources of hydrocarbons 1.5.7Analyze the physical and chemical properties and general methods of preparation of alkanes, alkenes, alkynes, benzenes and alcohols 1.5.8Describe the use of organic compounds in the manufacture of beverages, pharmaceuticals, soaps and detergents, dry-cleaning, fuels, pesticides and herbicides 1.5.9Understand the classification of organic compounds on the basis of their composition and or their chemistry Explain the type of oxides and their chemical properties Differentiate the Arrhenius, Bronsted-Lowery and Lewis concept of acids and bases Analyze the differences between strong and weak acids and bases, concentrated and dilute acids and bases Calculate PH,POH,H + -ion concentration & OH - Concentration 1.6.1Balance chemical equations 1.6.2solve mass-mass, mass-volume Stoichionmetric problems 1.6.3Determine empirical and molecular formulas from experimental data 1.6.4Give common chemical reactants and reaction condition, predict probable products 1.6.5Analyze the rate of chemical reaction, the state of chemical Equilibrium and factors affecting them Determine rate laws from concentration,rate data or graphs 1.6.7calculate either the equilibrium constant,k, or the concentration of a reaction species at equilibrium

10 Content Knowledge of Practical Activity Knowledge of Environmental chemistry describe renewable and non-renewable natural resources and their importance in industry as raw materials; explain the extraction, chemical properties and uses of some selected metals and non metals; describe some important chemicals and related industries in Ethiopia compare and contrast inorganic (glass, ceramics, cement) and organic industrial production (sugar, food, paper and pulp); explain the types of environmental pollution; illustrate the causes and effects of air, water and land; pollution and describe the main methods to reduce them identify appropriate chemistry for grades 9 and 10 laboratory procedures for the safe storage, use, and disposal of materials and equipment choose the correct laboratory equipment for a particular procedure identify emergency procedures and safety equipment needed in the chemistry laboratory and classroom explain how to conduct practical activity giving due emphasis to process skills like observing, classifying, comparing and contrasting, communicating, asking questions, designing experiment, and drawing conclusion.

11 1.Planning STANDARD2: Pedagogy Content Knowledge Description: The chemistry teachers have abroad knowledge and understanding of planning, learning, teaching and assessment (Grade 9-10) ELEMENTS PERFORMANCE INDICATORS Explains the significance of using knowledge of students individual cognitive,social, emotional, and physical development to plan instruction and make appropriate adaptations to meet students to meet students unique needs Describe the need of planning and the right learning strategies that respond to the learning needs of an individual or group of students. Describe the importance of planning lesson and units of chemistry that promote access to academic content standards for all students. Analyzes using knowledge of students to plan divers learning instruction that support their learning. Plans lesson sequences using knowledge of student learning, content and effective teaching strategies. Analyze evidences of learning outcomes to inform planning of learning experiences. Incorporate students prior knowledge and experience in the curriculum and instructional planning.

12 3.Teaching 2.Learning Describe the characteristics of direct active learning methods for science like demonstration. Explain indirect active learning methods in science like concept mapping, inquiry and problem solving. Distinguish experiential active learning methods in science like conducting experiments, field observations& trips, model building and simulations. Describe active learning method suited for independent study namely reports, home works, and research projects. Explain the interactive active learning methods such as brainstorming, co-operative learning, group discussion and laboratory groups. Describe sequential learning experiences that integrate learning areas and are responsive to students interest and learning styles Identify learning outcomes for individuals and groups that are matched to students developmental needs and are consistent with national curriculum requirements. Explain how to facilitate collaborative learning processes. Explain how student s misconceptions can influence learning. Identify methods that are relevant to group size-individual, small and large group. Explain the application of different teaching methods. Apply appropriate teaching methods for specific chemistry concepts. Choose appropriate teaching methods of teaching. Give examples of topics relevant for proposed methods of teaching. Compare and contrast chemistry methods of teaching Design teaching methods emphasizing science process skills.

13 4.Assessment Explain how to identify special needs students based on established practices Describe how to respect students as individuals with different experiences, skills, talents and interests. Evaluate effectively technologies that are appropriate to chemistry Incorporate appropriate instructional strategies based on the students need,development progress, prior knowledge and misconceptions in chemistry Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking in chemistry. Applies a comprehensive range of assessment strategies to diagnose learning needs. Describe the characteristics of continuous assessment. Describe the characteristics of assessment techniques suited for direct instructional strategies such as group or individual performance assessments, short answer quizzes &tests. Explain the assessment techniques that are appropriate for indirect instructional strategies namely individual or group presentation, oral assessments, performance assessments and written assignments. Distinguish the difference between experiential assessments techniques such as group or individual performance assessments, written assessments, peer or self oral assessments, and technical skills. Compare and contrast the assessment techniques such as performance assessment, portfolios, presentations, quizzes, and written assignments which are appropriate for independent study.

14 Content Knowledge of the Nature of Matter Content Knowledge of the Nature of Chemistry Professional Content standards For first cycle of Primary School Chemistry Teachers (grade 11&12) STANDARD1:KNOW STUDENTS AND HOW THEY LEARN Elem ent Performance Indicators explain the meaning and essence of chemistry, evaluate the relationships of chemistry with other sciences describe the nature of chemistry in terms of the content and process; outline the historical development of chemistry; elaborate reasons for the inclusion of chemistry in national curriculum; describe the application of chemistry giving examples of raw materials, processes and products of some common chemical industries in Ethiopia; explain the role of chemistry in society, technology, and environment; describe process skills such as observing, classifying, measuring, comparing and contrasting, communicating, asking questions, designing experiment, and drawing conclusion differentiate between pure substances, homogeneous and heterogeneous mixtures give examples to the type of solutions determine the effects of changes in temperature, volume, pressure, or quantity on an ideal gas apply units of mass, volume, and moles to determine concentrations and dilutions of solutions analyze the effects of physical variables (e.g., pressure, temperature) on solubility and the dissolving process prepare solutions of required concentration by dissolving a solute or diluting a concentrated solution; analyze problems relating colligative properties to mass and solution concentrations analyze the effects of forces between chemical species on physical properties (e.g., melting point, boiling point, vapor pressure, solubility, conductivity) of matter solve problems involving an intensive property (e.g density, specific heat) of matter differentiate between various physical methods (e.g., chromatography, distillation, filtration) for separating the components of mixtures compare and contrast physical and chemical properties and physical an chemical changes of matter

15 Content knowledge of Energy and its interaction with matter relate regions of the electromagnetic spectrum to the energy, wavelength, and frequency of photons define the terms systems (open, closed & isolated), spontaneous process, Functions (state & path), properties (intensive & extensive), internal energy, heat & work; evaluate the first and second laws of thermodynamics; compare the energy changes observed when chemical bonds are formed & broken, & relate these changes to endothermic & exothermic reactions; identify ways in which the terms reactants, products & the heat are combined to form thermo chemical equations representing endothermic & exothermic chemical changes; explain concepts such as enthalpy change, entropy & entropy changes & free energy change; describe the application of redox reactions in production of new substances and energy; demonstrate an understanding of fundamental concepts related to the interconversion of chemical & electrical energy; differentiate metallic conduction & electrolytic conduction; compare and contrast the components of electrolytic & galvanic cells; solve problems based on Faraday s law; predict the spontaneity of redox reactions & overall cell potentials by studying a table of half-cell reduction potentials; explain the application of electrochemistry in our daily lives & in industry; give examples of common galvanic cells & evaluate their environmental & social impact

16 Knowledge of Atomic Theory, Structure and Periodic Table outline the historical development of atomic structure; explain the experimental observations & inferences made by some famous scientists to characterize the atom; list and describe the subatomic particles; explain the terms atomic mass & isotope; relate electromagnetic radiation, atomic spectra & Bohr models of the atom; do calculations involving atomic structure; describe the quantum mechanical model of the atom & the related postulates and principles; determine the number of protons, neutrons, and electrons in an atom or ion of a specific isotope analyze periodic trends in physical properties (e.g., ionic size, atomic size, boiling point, melting point) of elements analyze periodic trends in chemical properties (e.g., electron affinity, ionization energy, electro negativity) of elements determine electron configurations and orbital filling diagrams for elements and their ions relate an element's chemical reactivity to its valence-shell electron configuration identify the major characteristics of waves and particles, as well as the dual nature of matter identify the main characteristics of nuclear fission and fusion identify electron density distribution diagrams and characteristics for s, p, and d orbital (e.g., nodes, shapes) predict the effects of energy quantization at the atomic level analyze periodic trends in physical properties (e.g., ionic size, atomic size, boiling point, melting point) of the representative elements analyze periodic trends in chemical properties (e.g., electron affinity, ionization energy, electro-negativity) of the representative elements explain the occurrence and uses of some selected metals

17 Knowledge of Bonding, Compounds and Molecular Structure identify types or examples of bonds (e.g., metallic, ionic, polar covalent, non polar covalent) relate electro negativity differences to bond type explain the properties of simple organic compounds identify the hybridization of the atoms given the structural formula for a simple covalent compounds, compare sigma and pi bonds in a molecule interpret the information derived from the following models: Lewis electron dot structures, valence shell electron pair repulsion (VSEPR) theory, and molecular orbital (M/O) theory involving diatomic molecules select the most probable Lewis electron dot structure for an ionic or covalent formula (e.g., CO2, Na2CO3) that follows the octet rule predict the geometry (e.g.,bent,linear tetrahedral trigonalbipyramidal) of simple molecules predict the polarity of simple molecules predict physical or chemical properties based on the type of bonding involved identify the formula for an inorganic chemical compound (e.g., ionic, molecular, acid), given its name identify the name of an inorganic chemical compound (e.g., ionic, molecular, acid), given its formula give proper names and formulas for simple organic compounds containing one functional group identify common functional groups in an organic molecule differentiate between the chemical structures of common biochemical compounds (e.g., lipids, amino acids, peptides, sugars, carbohydrates, nucleic acids).

18 Knowledge of Environmental chemistry balance chemical equations solve mass-mass, mass-gas volume, solution stoichiometry problems solve stoichiometry problems with limiting reactants determine empirical and molecular formulas from experimental data given common chemical reactants and reaction conditions, predict probable products determine rate laws from concentrations, rate data, or graphs demonstrate an understanding of the dependence of reaction rate on nature of reactants, surface area of solid reactants, concentration of reactants or pressure of a system, temperature of a system and catalysts; describe how reaction rate theories ( collision theory & transition state theory) can be used to explain changes in reaction rates; determine the rate laws & order of reactions from data on initial concentrations and reaction rates; explain that most reactions occur as a series of elementary steps in reaction mechanisms; predict the effect of a change in concentration, temperature, or pressure on the state of a system initially at equilibrium by applying Le Châtelier's principle calculate either the equilibrium constant, K, or the concentration of a reaction species at equilibrium elaborate the characteristics of a chemical system in dynamic equilibrium state the law of mass action and write an expression for equilibrium constants, Kc and Kp, from a given chemical reaction; explain how the reaction quotient is used to indicate position of the equilibrium; compare and contrast the Arrhenius, Bronsted-Lowery & Lewis concepts of acids & bases; solve equilibrium problems involving concentration of reactants & products, ka, kb, PH & POH ; explain the common ion effect, buffer solution, hydrolysis of salts, acid-base indicators and acid-base titrations; give real life examples on how buffering action affects our daily lives; solve problems involving concentration and PH of acid-base titrations

19 Practical activity Content Knowledge of Practical Activity describe renewable and non-renewable natural resources and their importance in industry as raw materials; explain the extraction, chemical properties and uses of metals and non metals; describe some important chemicals and related industries in Ethiopia compare and contrast inorganic (glass, ceramics, cement) and organic industrial production (sugar, food, paper and pulp); explain the types of environmental pollution; illustrate the causes and effects of air, water and land; pollution and describe the main methods to reduce them identify appropriate chemistry laboratory procedures for the safe storage, use, and disposal of materials and equipment choose the correct laboratory equipment for a particular procedure identify emergency procedures and safety equipment needed in the chemistry laboratory and classroom evaluate process skills like observing, classifying, comparing and contrasting, communicating, asking questions, designing experiment, and drawing conclusions

20 1.Planning STANDARD2: Pedagogy Content Knowledge Description: The chemistry teachers have abroad knowledge and understanding of planning, learning, teaching and assessment (Grade 11-12) ELEMENTS PERFORMANCE INDICATORS Analyzes using knowledge of students to plan divers learning instruction that support their learning. Explains the significance of using knowledge of students individual cognitive,social, emotional, and physical development to plan instruction and make appropriate adaptations to meet students to meet students unique needs Describe the importance of planning lesson and units of chemistry that promote access to academic content standards for all students. Describe the need of planning and the right learning strategies that respond to the learning needs of an individual or group of students. Analyzes using knowledge of students to plan divers learning instruction that support their learning. Plans lesson sequences using knowledge of student learning, content and effective teaching strategies. Analyze evidences of learning outcomes to inform planning of learning experiences. Incorporate students prior knowledge and experience in the curriculum and instructional planning.

21 3.Teaching 2.Learning Describe the characteristics of direct active learning methods for science like demonstration. Explain indirect active learning methods in science like concept mapping, inquiry and problem solving. Distinguish experiential active learning methods in science like conducting experiments, field observations& trips, model building and simulations. Describe active learning method suited for independent study namely reports, home works, and research projects. Explain the interactive active learning methods such as brainstorming, co-operative learning, group discussion and laboratory groups. Describe sequential learning experiences that integrate learning areas and are responsive to students interest and learning styles Identify learning outcomes for individuals and groups that are matched to students developmental needs and are consistent with national curriculum requirements. Explain how to facilitate collaborative learning processes. Explain how student s misconceptions can influence learning. Identify methods that are relevant to group size-individual, small and large group. Explain the application of different teaching methods. Apply appropriate teaching methods for specific chemistry concepts. Choose appropriate teaching methods of teaching. Give examples of topics relevant for proposed methods of teaching. Compare and contrast chemistry methods of teaching

22 4.Assessment Design teaching methods emphasizing science process skills. Explain how to identify special needs students based on established practices Describe how to respect students as individuals with different experiences, skills, talents and interests. Evaluate effectively technologies that are appropriate to chemistry Incorporate appropriate instructional strategies based on the students need,development progress, prior knowledge and misconceptions in chemistry Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking in chemistry. Applies a comprehensive range of assessment strategies to diagnose learning needs. Describe the characteristics of continuous assessment. Describe the characteristics of assessment techniques suited for direct instructional strategies such as group or individual performance assessments, short answer quizzes &tests. Explain the assessment techniques that are appropriate for indirect instructional strategies namely individual or group presentation, oral assessments, performance assessments and written assignments. Distinguish the difference between experiential assessments techniques such as group or individual performance assessments, written assessments, peer or self oral assessments, and technical skills. Compare and contrast the assessment techniques such as performance assessment, portfolios, presentations, quizzes, and written assignments which are appropriate for independent study.