Chemistry Curriculum, Gifted

Content

Should chemistry be introduced relatively early, this is typically best accomplished in the context of concrete phenomena. The later the curriculum is addressed, and the higher the level of talent among the pupils, the more closely the introduction should be oriented to a fundamental understanding of the field. The sequence of topics and units remains the same.

At the start, three themes are particularly well suited. (1) Substances that are known from everyday experiences: Experiments should investigate fundamental properties and deal with the identification of groups of chemical substances. This also helps to develop fundamental skills associated with experimentation and the proper handling of laboratory equipment. (2) Alloy substances and pure elements: The objective here is not merely to mediate factual knowledge, but practical experience should also be accumulated. For example, students should learn that alloy substances can be dissolved (distillation, decantation, filtration, etc.) because of their properties. (3) Chemical reactions: Various examples addressing syntheses and analyses are to be worked through.

Topics that follow the basic chemical knowledge include the composition of matter, the periodic system of elements, basic chemistry of substances (e.g., oxygen, alkali metals), quantitative relationship (e.g., the mathematical relationships in measurement such as between mass and volume), electron donor–acceptor concepts such as redox reactions and an introduction to organic chemistry. Included among the more advanced themes are the speed of chemical reactions and chemical balance, electrochemistry, and significant materials such as dyes and plastics.

Anticipated Learning Processes

Learning in the subject of chemistry is characterized by a high degree of cross-disciplinary integration and the diversity of forms of knowledge. For instance, an object is typically considered from multiple perspectives and within various relations. Accordingly, oxygen is an important component of both organic chemistry and inorganic chemistry. It is examined in one capacity as an element, and in the other as a catalyst for, or an integral part of, organic alloys. In chemistry the demands for not only declarative knowledge (the “what” or content of learning), but also procedural knowledge (the “knowing how” to accomplish a task; e.g., how an experiment is conducted), and conditional knowledge (the contexts and situations, when knowledge is correct and when procedural knowledge is promising) are higher than in just about any other academic subject.

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