The University of Zambia 2014/2015 Academic Year Final Examinations Mse 3060: Chemistry Teaching Methods

THE UNIVERSITY OF ZAMBIA
2014/2015 ACADEMIC YEAR FINAL EXAMINATIONS

MSE 3060: CHEMISTRY TEACHING METHODS
Time: Three (3) Hours Marks: 100
INFORMATION
1. The question paper has six (6) questions
2. Each question carries a maximum of twenty [20] marks
3. The question paper has three (3) pages only
4. Mark allocation is shown in brackets[ ]
INSTRUCTIONS
 Answer question one (1) and any other four (4) questions
QUESTION 1
In your first class at your new school you obtain a mixture of a metal carbonate, MCO3, and its
oxide, MO, and heat until it releases carbon dioxide gas and is converted completely to the metallic
oxide, MO.
a) List two objectives which will encourage high order thinking amongst your pupils.
[2]
b) If a 0.6500 g sample of MCO3 and MO forms 0.1575 L of carbon dioxide gas at 25.0 °C and
a barometric pressure of 700.0 mm Hg, determine the number of moles of CO2 formed.
[2]
c) When the 0.3891 g of MO resulting from the process in 1 (c) is titrated with 0.500 M HCl,
38.60 mL are required. Determine the number of moles of MO in 0.3891 g. [2]
d) Determine the atomic mass of the metal M and give its symbol. [3]
e) Determine the mole percentages of MCO3 and MO in the original sample. [4]
f) Explain a real-life situation or problem where the knowledge gained by doing this
experiment can be utilised. [4]
g) If your school lacks apparatus and improvisation is not possible, explain how you can use
other teaching/learning aids to teach this topic interactively? [3]
Additional information
R = 8.314 J/mol.K; R = 0.0821 L.atm/mol.K; 0 °C = 273.15 K; 1 atm = 760 mm Hg
QUESTION 2
In practical classes, the teacher of chemistry has a responsibility to inform pupils of hazards
associated with the use of chemicals.
Discuss ten (10) key safety points to note when handling chemicals. [20]
Page 1 of 3
QUESTION 3
There are as many ways to structure a chemistry lesson plan as there are different teaching
situations, and no single plan can serve as a model for all situations.
a) Using a basic format, write a short (40 minute) lesson plan on any ordinary level chemistry
topic of your choice. [10]
b) Explain:
(i) How the lesson plan you have written would serve as a guide to effective instruction.
[6]
(ii) Three consequences of going to teach a chemistry lesson without a lesson plan.
[3]
(iii) How you can overcome the situation of running out of activities when a chemistry
class period is only half-way over? [1]
QUESTION 4
a) Give the meaning of the following in relation to teaching of chemistry
i. Direct teaching. [2]
ii. Indirect teaching. [2]
b) Cite two (2) situations when direct teaching is appropriate during chemistry teaching.
[2]
c) Why is the use of indirect teaching encouraged than direct teaching? [2]
d) There are various strategies that a teacher can use to teach chemistry at secondary school
level. One of them involves engaging pupils in experimental activities.
i. Discuss the value of engaging pupils in experiment work during chemistry lessons.
[6]
ii. Describe three (3) challenges you are likely to encounter in your effort to implement
the strategy cited in (d) above. [3]
iii. Explain how the challenges you have given in (ii) above can be minimised.
[3]
QUESTION 5
a) Choose one specific topic from the Zambian Chemistry School Certificate syllabus and use
it to illustrate how you would appropriately teach the topic using each of the following
teaching approaches:
i. Whole class [2]
ii. Small Group [2]
iii. Individualised [2]
b) State one specific topic in the Zambian Chemistry School Certificate syllabus.
[2]
c) Use the topic identified in 5(b), to:
i. Illustrate how you would achieve the teaching of concepts from the cognitive domain
perspective. [4]
ii. Show how you would ensure that your pupils acquire the psychomotor skills.
[4]
iii. Describe how you would help your pupils develop appropriate values and attitudes
in the affective domain. [4]
Page 2 of 3
QUESTIONS 6
a) List channels to learning. [3]

b) Outline elements of learning. [3]
c) Why are learning theories an important element of chemistry teacher’s pedagogical
skills? [4]
d) Complete the Table [6]
Learning Theory What is its meaning? When do you apply it?
Behavioural
Cognitive
Constructivism
e) Clearly explain giving concrete examples, how any two of the following Microsoft
Office Applications Software can be used in a teaching and learning situation: MS
Excel, MS Publisher, and MS PowerPoint. [4]
End of Examination
Page 3 of 3

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THE UNIVERSITY OF ZAMBIA

2014/2015 ACADEMIC YEAR FINAL EXAMINATIONS

a) List channels to learning. [3]

d) Complete the Table [6]

Learning Theory What is its meaning? When do you apply it?

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