Decline in Student Entrollments in Academic Subjects

 This fabulous graph of enrollments in the most popular HSC subjects over time was published in the Sydney Morning Herald today:

 

In the newspaper article, concerns were raised about the declining number of physics students, and the fact that only 22% of these students were female.

What I see in this graph is a general downward trend in enrollments of most of these subjects. You'd be particularly concerned about your future employment prospects if you teach Ancient History, for example.

What I don't see in this graph are any dramatic increases in enrollments, so, where have all the students gone?

Are overall student numbers declining (and hence enrollments in individual subjects are declining)?

Or, are there other less popular subjects with massive increases in student enrollment?

If we are concerned about the lack of females in Physics (22% female) why are we not equally concerned about the lack of males in Biology (36% male)? Or the poor showing of males in English Extension 1 (33%) and 2 (29%). 

We are still seeing student numbers divided along gender lines. So here are some "not-at-all-surprising" stats ...

• 5% of students in "Dance" are male
• 5% of students in "Textiles and Design" are male
• 8% of students in "Human Services" are male
• 10% of students in "Community and Family Studies" are male
• 5% of students in "Construction" are female
• 5% of students in "Electrotechnology" are female
  
• 6% of students in "Automotive" are female
• 9% of students in "Engineering Studies" are female
• 10% of students in "Software Design and Development" are female 

 And if I went back 30 or 40 years, I'm guessing the percentages would not be so very different.

What have we achieved in education in 4 decades?

What's Wrong with Science Education?

 What's wrong with science education (in Australian high schools)?

Possibly the opinion of those teaching it if this comment by Margaret Shepherd, the president of the Science Teachers Association, is any indication of the thoughts of Australian Science Teachers in general. She said,

“Good scientists require persistence, resilience, being able to do something for a long time without results.”

Persistence ✌

Resilience ✌

 Being able to do something for a long time without results?

Really? You think that's what makes a good scientist?

Rather a dispiriting opinion of the work of scientists isn't it?  Hardly going to make students leap at the chance of a life dedicated to science if all they're going to achieve is a lifetime of waiting for something to happen.

Is it possible to do "something" in science, and achieve no results ... at all ... nothing .... neither supporting nor refuting a hypothesis?

Go read the article: https://www.smh.com.au/national/nsw/why-physics-and-chemistry-are-delivering-more-band-6-hsc-results-20201215-p56nkc.html 

Stay calm .... if you can!

HSC Chemistry Syllabus

Do you live in New South Wales?
Are you a Year 11 or Year 12 student studying chemistry?
We have listed all the free chemistry tutorials you need in our syllabus study guide at https://www.ausetute.com.au/ssgnsw2018.html

How to Maximise Marks in Your Chemistry Exam

Are you ready for your chemistry exam?
The Sydney Morning Herald provided 8 dot points to help you answer Chemistry exam questions, which we have expanded out below:

• Write correctly balanced equations.(Include state, or phase, of matter)
• Structure your answers to ensure they are logical. Written calculations should be neatly organised and sequential.
  • If you dilute an acid with water at 25°C, the pH of the solution will not rise above 7
  • If you dilute a base with water at 25°C, the pH of the solution will not fall below 7
• Clearly label your graphs (plots, scale, axis, line of best fit).
• Use relevant scientific terminology.
  • Check your spelling! Ethane is NOT the same as ethene! Molarity is NOT the same as morality! Calorimetry is NOT the same as colorimetry!
  • If the question is about physical properties, think about intermolecular forces.
  • If the question is about chemical properties, think about intramolecular forces, and think about types of chemical reactions for inorganic chemicals and for organic chemicals (combustion, addition, substitution, elimination, condensation, polymerisation)
• Explain the underlying chemistry and provide relevant chemical equations.
  • Is it a gas question? Ideal Gas Law? Molar Volume? 
  • Precipitation question? Solubility Rules? Solubility Product? Gravimetric Analysis? Conductometric Analysis?  Argentimetric Analysis?
  • Equilibrium question? Equilibrium concepts? Le Chatelier's Principle? Equilibrium law?
  • Acid/base question? Definitions? Properties? Acid strength? Acid-dissociation constant? Neutralisation reaction? Titration techniques? Titration calculations?
  • Chemical kinetics question? Reaction rate? Maxwell-Boltzmann distribution?
  • Determination of organic structure? C-13 NMR, Mass Spectroscopy? IR Sopectroscopy?
• Use subscripts and superscripts where appropriate.
  • Formula of ions, superscript to right of symbol (number first followed by sign)
  • Formula of isotopes, mass number superscript to left of symbol, atomic number subscript to left of symbol 
  • Molecular formula or empirical formula, number of atoms of each element shown as a subscript to the right of the element's symbol
  • "States" or "phases" of matter are sometimes written as a subscript to the right of a molecular formula, eg, CO_2(g), but are usually written in line with with formula, eg, CO₂(g)
• Use stimulus materials to answer the question.
• Use clear labels when continuing responses in a different booklet.

ALWAYS check that you have answered the question that was asked, and not provided an answer to a question that you wish had been on the paper!