School-based experience in the learning and teaching of C1 and E1

1. School-based experiencein the learning and teaching of C1 and E1 Harvey Ka Yiu Cheung QESOSA Tong Kwok Wah Secondary School

2. School-based experiencein the learning and teaching of C1 and E1 • Sharing on Demonstration Experience on C1 (focus on the Density of Water) • Sharing on Teaching Experience on E1 • QTS Situation • Difficulties • Advantages • What we have to do? • Difficult Concepts Experienced by Students • Question Design

3. Sharing a Demonstration Experience on C1 • Lab demonstration for Density of Water at Different Temperature • Material provided by EDB • Period: 1 – 40 minutes (double periods preferred) • Prepare (before the lab): • A large transparent tank • 5 to 6 balloons (mass as small as possible) • Refrigerator • Warm water bath (75°C)

4. Sharing a Demonstration Experience on C1 • Temperature of the balloons: -15°C, 0°C, 7°C, 25°C and 75°C • Draw the water tank on the board and ask the students to draw the positions of the balloons • Ask the students to arrange the densities of the balloons (pay attention to the positions of the balloons in the water tank) • Tell the students that the density of water is the highest at 4°C • Explain the phenomenon and ask the students to arrange the water structures at different temperatures (written on boards: 0°C, 4°C, 7°C, 10°C, 20°C, 30°C, 40°C, 50°C, 60°C, 70°C, 80°C, 90°C)

5. Sharing Teaching Experiencein E1 • Situation in QTS: • MOI used in IS : Chinese • Stick to the resources provided by EDB • 2 teachers (majoring in Physics and Biology) were allocated in both S4 and S5 • Integrated Science with Geography, to realize the idea of “文中有理” • S4 : C4 C1  C3  C2 • S5 : C5  C7  E1  C6 • S6 : C8  E3

6. Sharing Teaching Experiencein E1 • Difficulties: • “Weather belongs to geography” (Wrong! ) • Answering skills in IS and that in Geography are different (IS focuses on HK; Geography focuses on global) • Calculations involved • Most students come because of interest, and do not have strong scientific mind(esp. in data analysis and information retrieval, though they have complete the practical training in junior forms)

7. Sharing Teaching Experiencein E1 • Advantages: • Because they study Geography as well, so they have benefits in both subjects • They still have a chance to study Science (or related) subjects in the universities • Understand more on the phenomena and mechanisms taking place in the atmosphere which bring about the weather situation they experience every day. • What do we have to do? • Collaborate with the Geography teachers on the sequence and contents of teaching in order to avoid redundancy  save time to develop exam skills

8. Solar Energy and Earth’s Atmosphere The Weather Machine (Gas Law) HK’s Weather Patterns and Forecasting Air Pollution in HK Transportation and Stagnationof Air Pollutants Energy Use and Air Quality Connections between E1 and Core Contents • C1 – c, l, Water Cycle, Greenhouse Effect • C4 • C6 – Global warming due to fossil fuels and deforestation, Environmental Protection • C7 – EM Radiation

9. Sharing Teaching Experiencein E1 • Concepts which is not easy to understand: • Greenhouse effect of the atmosphere • Pressure (*Weight) • Weather map reading (application vs. theory) • Weather system (incl. cold fronts, trough, high and low pressures, tropical cyclones, winter / NE monsoon) • Spacing of isobar (pressure and pressure change) • Temperature • Wind speed and direction • Precipitation symbols  Air Quality

10. Question Design • Have to take care those who study both Integrated Science and Geography (concepts must be consistent) • Have to look into the connections between the six key topics in this unit  Cover evenly among the syllabus • Have to look into the scientific concepts involved in that topics. • Creativity (?) • Get ideas from CE Geography Past Papers

11. Sample Question 1

13. Sample Question 2

15. Sample Question 3