HKDSE PHY Syllabus

(Web Version)
Science Education Key Learning Area
Physics
Curriculum and Assessment Guide
(Secondary 4 - 6)
Jointly prepared by the Curriculum Development Council and

the Hong Kong Examinations and Assessment Authority
Recommended for use in schools by the Education and Manpower Bureau

HKSARG
2007
Contents
Page
Preamble i
Acronym iii
Chapter 1 Introduction
1.1 Background 1
1.2 Implementation of Science Subjects in Schools 2
1.3 Rationale 3
1.4 Curriculum Aims 4
1.5 Interface with the Junior Secondary Curriculum and 4
Post-secondary Pathways
Chapter 2 Curriculum Framework

2.1 Design Principles 7
2.2 Learning Targets 9
2.2.1 Knowledge and Understanding 9
2.2.2 Skills and Processes 9
2.2.3 Values and Attitudes 12
2.3 Curriculum Structure and Organisation 14
2.3.1 Compulsory Part 18
2.3.2 Elective Part 53
2.3.3 Investigative Study 86
Chapter 3 Curriculum Planning

3.1 Guiding Principles 89
3.2 Progression 90
3.3 Curriculum Planning Strategies 92
3.3.1 Interface with the Junior Secondary Science Curriculum 92
3.3.2 Suggested Learning and Teaching Sequences 94
3.3.3 Curriculum Adaptations for Learner Diversity 98
3.3.4 Flexible Use of Learning Time 99
3.4 Curriculum Management 99
3.4.1 Effective Curriculum Management 99
3.4.2 Roles of Different Stakeholders in Schools 101
Page
Chapter 4 Learning and Teaching

4.1 Knowledge and Learning 105
4.3 Approaches and Strategies 107
4.3.1 Approaches to Learning and Teaching 107
4.3.2 Variety and Flexibility in Learning and Teaching Activities 109
4.3.3 From Curriculum to Pedagogy: How to start 109
4.4 Interaction 119
4.4.1 Scaffolding Learning 119
4.4.2 Effective Feedback 120
4.4.3 Use of Interaction for Assessment 121
4.5 Catering for Learner Diversity 121
4.5.1 Knowing our Students 121
4.5.2 Flexible Grouping 122
4.5.3 Matching Teaching with Learning Abilities 122
4.5.4 Catering for the Gifted Students 123
4.5.5 Better Use of IT Resources 123
Chapter 5 Assessment
5.1 The Roles of Assessment 125
5.2 Formative and Summative Assessment 126
5.3 Assessment Objectives 127
5.4 Internal Assessment 128
5.4.1 Guiding Principles 128
5.4.2 Internal Assessment Practices 130
5.5 Public Assessment 131
5.5.1 Guiding Principles 131
5.5.2 Assessment Design 132
5.5.3 Public Examinations 133
5.5.4 School-Based Assessment 134
5.5.5 Standards and Reporting of Results 135
Page
Chapter 6 Learning and Teaching Resources

6.1 Purpose and Function of Learning and Teaching Resources 137
6.3 Types of Resources 138
6.3.1 Textbooks 138
6.3.2 Reference Materials 138
6.3.3 The Internet and Technologies 139
6.3.4 Resources Materials developed by EMB 140
6.3.5 Community Resources 141
6.4 Use of Learning and Teaching Resources 143
6.5 Resource Management 144
6.5.1 Accessing Useful Resources 144
6.5.2 Sharing Resources 144
6.5.3 Storing Resources 144
Appendices
1 Time-tabling Arrangement and the Deployment of Teachers 147
to cater for the Diverse Needs of Students
2 Periodicals and Journals 151
3 Resources published by the Education and Manpower Bureau 153
Glossary 155
References 161
Membership of the CDC-HKEAA Committee on Physics (Senior Secondary)

(Blank page)
Preamble
The Education and Manpower Bureau (EMB) stated in its report 1 in 2005 that the
implementation of a three-year senior secondary academic structure would commence at
Secondary 4 in September 2009. The senior secondary academic structure is supported by a
flexible, coherent and diversified senior secondary curriculum aimed at catering for students'
varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of
the series of documents prepared for the senior secondary curriculum. It is based on the goals
of senior secondary education and on other official documents related to the curriculum and
assessment reform since 2000, including the Basic Education Curriculum Guide (2002) and
the Senior Secondary Curriculum Guide (2007). To gain a full understanding of the
connection between education at the senior secondary level and the basic education level, and
how effective learning, teaching and assessment can be achieved, it is strongly recommended
that reference should be made to all related documents.
This C&A Guide is designed to provide the rationale and aims of the subject curriculum,
followed by chapters on the curriculum framework, curriculum planning, pedagogy,
assessment and use of learning and teaching resources. One key concept underlying the
senior secondary curriculum is that curriculum, pedagogy and assessment should be well
aligned. While learning and teaching strategies form an integral part of the curriculum and
are conducive to promoting learning to learn and whole-person development, assessment
should also be recognised not only as a means to gauge performance but also to improve
learning. To understand the interplay between these three key components, all chapters in the
C&A Guide should be read in a holistic manner.
The C&A Guide is jointly prepared by the Curriculum Development Council (CDC) and the
Hong Kong Examinations and Assessment Authority (HKEAA). The CDC is an advisory
body that gives recommendations to the HKSAR Government on all matters relating to
curriculum development for the school system from kindergarten to senior secondary level.
Its membership includes heads of schools, practising teachers, parents, employers, academics
from tertiary institutions, professionals from related fields/bodies, representatives from the
HKEAA and the Vocational Training Council (VTC), as well as officers from the EMB. The
HKEAA is an independent statutory body responsible for the conduct of public assessment,
including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its
governing council includes members drawn from the school sector, tertiary institutions and
1
The report is The New Academic Structure for Senior Secondary Education and Higher Education – Action
Plan for Investing in the Future of Hong Kong, and will be referred to as the 334 Report hereafter.
i
government bodies, as well as professionals and members of the business community.
The C&A Guide is recommended by the EMB for use in secondary schools. The subject
curriculum forms the basis of the assessment designed and administered by the HKEAA. In
this connection, the HKEAA will issue a handbook to provide information on the rules and
regulations of the HKDSE examination as well as the structure and format of public
assessment for each subject.
The CDC and HKEAA will keep the subject curriculum under constant review and
evaluation in the light of classroom experiences, students’ performance in the public
assessment, and the changing needs of students and society. All comments and suggestions
on this C&A Guide may be sent to:
Chief Curriculum Development Officer (Science Education)

Curriculum Development Institute
Education and Manpower Bureau
Room E232, 2/F, East Block
Education and Manpower Bureau Kowloon Tong Education Services Centre
19 Suffolk Road
Kowloon Tong, Hong Kong
Fax: 2194 0670

E-mail: [email protected]
ii
Acronym
AL Advanced Level
ApL Applied Learning
ASL Advanced Supplementary Level
C&A Curriculum and Assessment
CDC Curriculum Development Council
CE Certificate of Education
EC Education Commission
EMB Education and Manpower Bureau
HKALE Hong Kong Advanced Level Examination
HKCAA Hong Kong Council for Academic Accreditation
HKCEE Hong Kong Certificate of Education Examination
HKDSE Hong Kong Diploma of Secondary Education
HKEAA Hong Kong Examinations and Assessment Authority
HKEdCity Hong Kong Education City
HKSAR Hong Kong Special Administrative Region
IT Information Technology
KLA Key Learning Area
KS1/2/3/4 Key Stage 1/2/3/4
LOF Learning Outcomes Framework
MOI Medium of Instruction
NOS Nature of Science
NGO Non-governmental Organisation
OLE Other Learning Experiences
P1/2/3/4/5/6 Primary 1/2/3/4/5/6
PDP Professional Development Programmes
QF Qualifications Framework
RASIH Review of the Academic Structure for Senior Secondary Education and
Interface with Higher Education
S1/2/3/4/5/6 Secondary 1/2/3/4/5/6
iii
SBA School-based Assessment
SEN Special Educational Needs
SLP Student Learning Profile
SRR Standards-referenced Reporting
STSE Science, Technology, Society and the Environment
TPPG Teacher Professional Preparation Grant
VTC Vocational Training Council
iv
Chapter 1 Introduction
This chapter provides the background, rationale and aims of Physics as an elective subject in
the three-year senior secondary curriculum, and highlights how it articulates with the junior
secondary curriculum, post-secondary education, and future career pathways.
1.1 Background
The Education Commission’s education blueprint for the 21st Century, Learning for Life,
Learning through Life – Reform Proposals for the Education System in Hong Kong (EC,
2000), highlighted the vital need for a broad knowledge base to enable our students to
function effectively in a global and technological society such as Hong Kong, and all
subsequent consultation reports have echoed this. The 334 Report on the new academic
structure advocated the development of a broad and balanced curriculum emphasising
whole-person development and preparation for lifelong learning. Besides the four core
subjects, Chinese Language, English Language, Mathematics and Liberal Studies, students
are encouraged to select two or three elective subjects from different Key Learning Areas
(KLAs) according to their interests and abilities, and also to engage in a variety of other
learning experiences such as aesthetic activities, physical activities, career-related
experiences, community service, and moral and civic education. This replaces the
traditional practice of streaming students into science, arts and technical/commercial subjects.
Study of the three different areas of biology, chemistry and physics often complements and
supplements each other. In order to provide a balanced learning experience for students
studying sciences, the following elective subjects are offered under the Science Education
KLA:
y Biology, Chemistry and Physics

These subjects are designed to provide a concrete foundation in the respective disciplines
for further studies or careers.
y Science
This subject operates in two modes. Mode I, entitled Integrated Science, adopts an
interdisciplinary approach to the study of science, while Mode II, entitled Combined
Science, adopts a combined approach. The two modes are developed in such a way as to
provide space for students to take up elective subjects from other KLAs after taking one
or more electives from the Science Education KLA.
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Mode I: Integrated Science
This is designed for students wishing to take up one elective subject in the Science
Education KLA. It serves to develop in students the scientific literacy essential for
participating in a dynamically changing society, and to support other aspects of learning
across the school curriculum. Students taking this subject will be provided with a
comprehensive and balanced learning experience in the different disciplines of science.
Combined Science (Physics, Chemistry)

Mode II: Combined Science Combined Science (Biology, Physics)
Combined Science (Chemistry, Biology)
Students wishing to take two elective subjects in the Science Education KLA are
recommended to take one of the Combined Science electives together with one
specialised science subject. Each Combined Science elective contains two parts, and
these should be the parts that complement the discipline in which they specialise.
Students are, therefore, offered three possible combinations:
y Combined Science (Physics, Chemistry) + Biology

y Combined Science (Biology, Physics) + Chemistry
y Combined Science (Chemistry, Biology) + Physics
1.2 Implementation of Science Subjects in Schools
Five separate Curriculum and Assessment Guides for the subjects of Biology, Chemistry,
Physics, Integrated Science and Combined Science are prepared for the reference of school
managers and teachers, who are involved in school-based curriculum planning, designing
learning and teaching activities, assessing students, allocating resources and providing
administrative support to deliver the curricula in schools. Arrangements for time-tabling and
the deployment of teachers are given in Appendix 1.
This C&A Guide sets out the guidelines and suggestions for the Physics Curriculum. The
delivery of the Physics part of Combined Science will be discussed in the Combined Science
C&A Guide (Secondary 4-6) (CDC & HKEAA, 2007).
2
1.3 Rationale
The emergence of a highly competitive and integrated world economy, rapid scientific and
technological innovations, and the ever-growing knowledge base will continue to have a
profound impact on our lives. In order to meet the challenges posed by these developments,
Physics, like other science electives, will provide a platform for developing scientific literacy
and the essential scientific knowledge and skills for lifelong learning in science and
technology.
Physics is one of the most fundamental natural sciences. It involves the study of universal
laws, and of the behaviours and relationships among a wide range of physical phenomena.
Through the learning of physics, students will acquire conceptual and procedural knowledge
relevant to their daily lives. In addition to the relevance and intrinsic beauty of physics, the
study of physics will enable students to develop an understanding of its practical applications
in a wide variety of fields. With a solid foundation in physics, students should be able to
appreciate both the intrinsic beauty and quantitative nature of physical phenomena, and the
role of physics in many important developments in engineering, medicine, economics and
other fields of science and technology. Study of the contributions, issues and problems
related to innovations in physics will enable students to develop an integrative view of the
relationships that hold between science, technology, society and the environment (STSE).
The curriculum attempts to make the study of physics interesting and relevant. It is
suggested that the learning of physics should be introduced in real-life contexts. The
adoption of a wide range of learning contexts, learning and teaching strategies, and
assessment practices is intended to appeal to students of all abilities and aspirations, and to
stimulate their interest and motivation for learning. Together with other learning
experiences, students are expected to be able to apply their knowledge of physics, to
appreciate the relationship between physics and other disciplines, to be aware of the
interconnections among science, technology, society and the environment in contemporary
issues, and to become responsible citizens.
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1.4 Curriculum Aims
The overarching aim of the Physics Curriculum is to provide physics-related learning

experiences for students to develop scientific literacy, so that they can participate actively in
our rapidly changing knowledge-based society, prepare for further studies or careers in fields
related to physics, and become lifelong learners in science and technology.
The broad aims of the curriculum are to enable students to:
z develop interest in the physical world and maintain a sense of wonder and curiosity about
it;
z construct and apply knowledge of physics, and appreciate the relationship between
physical science and other disciplines;
z appreciate and understand the nature of science in physics-related contexts;
z develop skills for making scientific inquiries;
z develop the ability to think scientifically, critically and creatively, and to solve problems
individually or collaboratively in physics-related contexts;
z understand the language of science and communicate ideas and views on physics-related
issues;
z make informed decisions and judgments on physics-related issues; and
z be aware of the social, ethical, economic, environmental and technological implications
of physics, and develop an attitude of responsible citizenship.
1.5 Interface with the Junior Secondary Curriculum and Post-secondary

Pathways
Physics is one of the elective subjects offered in the Science Education KLA. The Physics
Curriculum serves as a continuation of the junior secondary Science (S1–3) Curriculum and
builds on the strengths of the past Physics Curricula. It will provide a range of balanced
learning experiences through which students can develop the necessary scientific knowledge
and understanding, skills and processes, and values and attitudes embedded in the strands
“Energy and Change” and “The Earth and Beyond”. Figure 1.1 depicts how the strands in
this KLA are inter-related.
Details about the interface between the junior secondary Science Curriculum and the Physics
Curriculum are described in Chapter 3.
4
Figure 1.1 Diagrammatic Representation of the Strands in Science Education
The senior secondary academic structure provides a range of pathways to higher education
and the workplace so that every student has an opportunity to succeed in life. Figure 1.2
shows the possible pathways.
Further Studies / Work
Further
Professional
Qualifications
4-year
Bachelor
Sub Degrees
Degrees
& Vocational
Related Courses
S4-6
S4-6
Combined
Physics
Science
S1-3 Science
Figure 1.2 Multiple Pathways to Higher Education and the Workplace
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This curriculum makes it possible for students to pursue a degree or sub-degree course in a
specialised study or other discipline which treasures a good foundation of knowledge and
skills in physics, and values and attitudes. The ability to apply physics knowledge and skills
to daily life phenomena will enable students to study effectively in a variety of vocational
training courses. Furthermore, the development of logical thinking and problem-solving
skills among students will be valued in the workplace.
6
Chapter 2 Curriculum Framework
The curriculum framework for Physics embodies the key knowledge, skills, values and
attitudes that students are to develop at senior secondary level. It forms the basis on which
schools and teachers can plan their school-based curriculum, and design appropriate learning,
teaching and assessment activities.
2.1 Design Principles
The recommendations set out in Chapter 3 of the 334 Report and Booklet 1 of the Senior
Secondary Curriculum Guide (CDC, 2007) have been adopted. The following principles are
used in the design of the Physics Curriculum framework:
(1) Prior knowledge
This curriculum extends the prior knowledge, skills, values and attitudes, and learning
experiences that students will have developed through the junior secondary Science
Curriculum. There is a close connection between the topics in the junior secondary Science
Curriculum and the Physics Curriculum. Details of this connection are described in
Chapter 3.
(2) Balance between breadth and depth
A balanced coverage of topics is selected to broaden students’ perspectives. In addition,

there will be in-depth study of certain topics to prepare students for further study in a
particular area or field of science and technology.
(3) Balance between theoretical and applied learning
Learning of the conceptual knowledge in this curriculum will help students to develop a solid
foundation in the principles and concepts of physics. However, students are also expected
to be able to apply the concepts and understand how science, technology, society and the
environment are inter-related, so that they may analyse problems in a scientific way for the
future.
(4) Balance between essential learning and a flexible and diversified curriculum
The compulsory part of this curriculum will provide students with essential knowledge and
concepts, whilst choice in the elective part will allow for flexibility to cater for students with
different interests, aspirations and abilities.
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(5) Learning how to learn and inquiry-based learning
This curriculum promotes self-directed and lifelong learning through a wide variety of
learning and teaching strategies, such as scientific investigations, problem-based learning,
issue-based learning and the embedding of learning in real-life contexts. These are also
designed to enhance students’ understanding of contemporary issues.
(6) Progression
Students can discover what interests them through the study of selected topics within the
compulsory part in S4 and then make good choices as they progress through S5 and S6.
Details of the progression arrangements are described in Chapter 3.
(7) Smoother articulation to multiple progression pathways
This curriculum enables students to pursue academic and vocational/professional education

and training with articulation to a wide range of post-secondary and university study or to the
workplace.
(8) Greater coherence
There are cross-curricular elements in the curriculum to strengthen the connections with other
subjects.
(9) Catering for diversity
Individual students have different aspirations, abilities, interests and needs. This curriculum
provides an opportunity for students to choose elective topics according to their interests and
needs. Furthermore, the curriculum is designed to make it possible for students to achieve
the learning targets at their own best pace.
(10) Relevance to students’ life
Motivation and interest are key considerations for effective and active learning. This
curriculum tries to ensure that learning content and activities are relevant to the physical
world in which the student lives.
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2.2 Learning Targets
The learning targets of this curriculum are categorised into three domains: knowledge and
understanding, skills and processes, and values and attitudes. Through the learning
embodied in the curriculum, it is intended that students should reach the relevant learning
targets.
2.2.1 Knowledge and Understanding
Students are expected to:

z understand phenomena, facts and patterns, principles, concepts, laws, theories and models
in physics;
z learn the vocabulary, terminology and conventions used in physics;
z acquire knowledge of techniques and skills specific to the study of physics; and
z develop an understanding of technological applications of physics and of their social
implications.
2.2.2 Skills and Processes
(1) Scientific thinking

z identify attributes of objects or natural phenomena;
z identify patterns and changes in the natural world and predict trends from them;
z examine evidence and apply logical reasoning to draw valid conclusions;
z present concepts of physics in mathematical terms whenever appropriate;
z appreciate the fundamental role of models in exploring observed natural phenomena;
z appreciate that models are modified as new or conflicting evidence is found;
z examine theories and concepts through logical reasoning and experimentation;
z recognise preconceptions or misconceptions with the aid of experimental evidence;
and
z integrate concepts within a framework of knowledge, and apply this to new situations.
(2) Scientific investigation

z ask relevant questions;
z propose hypotheses for scientific phenomena and devise methods to test them;
z identify dependent and independent variables in investigations;
9
z devise plans and procedures to carry out investigations;
z select appropriate methods and apparatus to carry out investigations;
z observe and record experimental observations accurately and honestly;
z organise and analyse data, and infer from observations and experimental results;
z use graphical techniques appropriately to display experimental results and to convey
concepts;
z produce reports on investigations, draw conclusions and make further predictions;
z evaluate experimental results and identify factors affecting their quality and reliability;
and
z propose plans for further investigations, if appropriate.
(3) Practical work

z devise and plan experiments;
z select appropriate apparatus and materials for an experiment;
z follow procedures to carry out experiments;
z handle apparatus properly and safely;
z measure to the precision allowed by the instruments;
z recognise the limitations of instruments used;
z interpret observations and experimental data; and
z evaluate experimental methods and suggest possible improvements.
(4) Problem-solving
z clarify and analyse problems related to physics;
z apply knowledge and principles of physics to solve problems;
z suggest creative ideas or solutions to problems;
z propose solution plans and evaluate their feasibility; and
z devise appropriate strategies to deal with issues that may arise.
(5) Decision-making
z make decisions based on the examination of evidence and arguments;
z support judgments using appropriate scientific principles; and
z put forward suitable reasoning to choose between alternatives.
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(6) Information handling
z search, retrieve, reorganise, analyse and interpret scientific information from libraries,
the media, the Internet and multi-media software packages;
z use information technology to manage and present information, and to develop habits
of self-directed learning;
z be cautious about the accuracy and credibility of information from secondary sources;
and
z distinguish among fact, opinion and value judgment in processing scientific
information.
(7) Communication
z read and understand articles involving physics terminology, concepts and principles;
z use appropriate terminology to communicate information related to physics in oral,
written or other suitable forms; and
z organise, present and communicate physics ideas in a vivid and logical manner.
(8) Collaboration
z participate actively, share ideas and offer suggestions in group discussions;
z liaise, negotiate and compromise with others in group work;
z identify collective goals, and define and agree on the roles and responsibilities of
members in science projects requiring team work;
z act responsibly to accomplish allocated tasks;
z be open and responsive to ideas and constructive criticism from team members;
z build on the different strengths of members to maximise the potential of the team;
z demonstrate willingness to offer help to less able team members and to seek help from
more able members; and
z make use of strategies to work effectively as members of project teams.
(9) Self-directed learning

z develop their study skills to improve the effectiveness and efficiency of their learning;
z engage in self-directed learning activities in the study of physics; and
z develop basic learning habits, abilities and attitudes that are essential to the
foundation of lifelong and independent learning.
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2.2.3 Values and Attitudes
(1) towards themselves and others

z develop and possess positive values and attitudes such as curiosity, honesty, respect
for evidence, perseverance and tolerance of uncertainty through the study of physics;
z develop a habit of self-reflection and the ability to think critically;
z be willing to communicate and comment on issues related to physics and science;
z develop open-mindedness and be able to show tolerance and respect towards the
opinions and decisions of others even in disagreement; and
z be aware of the importance of safety for themselves and others and be committed to
safe practices in their daily lives.
(2) towards physics and the world we are living in

z appreciate achievements in physics and recognise their limitations;
z accept the provisional status of the knowledge and theory of physics;
z apply the knowledge and understanding of physics rationally in making informed
decisions or judgments on issues in their daily lives; and
z be aware of the social, economic, environmental and technological implications of the
achievements in physics.
(3) towards learning as a lifelong process

z recognise the consequences of the evolutionary nature of scientific knowledge and
understand that constant updating of knowledge is important in the world of science
and technology;
z be exposed to new developments in physics, science and technology and develop an
interest in them; and
z recognise the importance of lifelong learning in our rapidly changing
knowledge-based society.
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Figure 2.1 summarises the learning targets of the curriculum.
y phenomena, facts and patterns, principles,

concepts, laws, theories and models
y vocabulary, terminology and conventions y towards themselves and others
y knowledge of techniques and skills y towards physics and the world
y applications of physics y towards learning
Knowledge and Values and

Understanding Attitudes
Learning
Targets
Skills and
Processes
y Scientific thinking
y Information handling
y Scientific investigation
y Communication
y Practical work
y Collaboration
y Problem-solving
y Self-directed learning
y Decision-making
Figure 2.1 Learning Targets of the Physics Curriculum
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2.3 Curriculum Structure and Organisation
This curriculum consists of compulsory and elective parts. The compulsory part covers a
range of content that enables students to develop understanding of fundamental principles and
concepts in physics, and scientific process skills. The following topics: “Heat and Gases”,
“Force and Motion”, “Wave Motion”, “Electricity and Magnetism” and “Radioactivity and
Nuclear Energy” should be included.
The content of the compulsory part consists of two components, core and extension. The
core is the basic component for all students whereas the extension component is generally
more cognitively demanding. For some students, it will be more beneficial, less stressful
and more effective to concentrate on the core component, so that more time is available for
them to master basic concepts and principles; for others the challenges provided by the
extension component may provide a higher degree of achievement. A good school-based
physics curriculum should have an in-built flexibility to cater for the abilities of students, so
that a balance between the quantity and quality of learning may be achieved. However,
certain knowledge in the extension component must be introduced to prepare students better
for the topics in the elective part.
To cater for the diverse interests, abilities and needs of students, an elective part is included
in the curriculum. The elective part aims to provide in-depth treatment of some of the
compulsory topics, an extension of certain areas of study, or a synthesis of knowledge,
understanding and skills in a particular context. Topics suggested in the elective part are:
“Astronomy and Space Science”, “Atomic World”, “Energy and Use of Energy” and
“Medical Physics”.
To facilitate the integration of knowledge and skills, students are required to conduct an
investigative study relevant to the curriculum. A proportion of the lesson time will be
allocated to this study.
14
The suggested content and time allocation for the compulsory and elective parts are listed in
the following tables.
Compulsory part (Total 200 hours) Suggested lesson

time (hours)
I. Heat and Gases a. Temperature, heat and internal energy* 25
b. Transfer processes*
c. Change of state*
d. Gases
II. Force and Motion a. Position and movement* 55
b. Force and motion*
c. Projectile motion*
d. Work, energy and power*
e. Momentum*
f. Uniform circular motion
g. Gravitation
III. Wave Motion a. Nature and properties of waves* 48
b. Light*
c. Sound*
IV. Electricity and a. Electrostatics* 56
Magnetism b. Circuits and domestic electricity*
c. Electromagnetism*
V. Radioactivity and a. Radiation and radioactivity 16
Nuclear Energy b. Atomic model
c. Nuclear energy
Subtotal: 200
* Parts of these topics are included in the Physics part of Combined Science (Biology, Physics) and that of
Combined Science (Chemistry, Physics) respectively.
Elective part (Total 54 hours, any 2 out of 4) Suggested lesson

time (hours)
VI. Astronomy and a. The universe as seen in different scales 27
Space Science b. Astronomy through history
c. Orbital motions under gravity
d. Stars and the universe
VII. Atomic World a. Rutherford’s atomic model 27
b. Photoelectric effect
c. Bohr’s atomic model of hydrogen
d. Particles or waves
e. Probing into nano scale
VIII. Energy and Use of a. Electricity at home 27
Energy b. Energy efficiency in building and
transportation
c. Renewable and non-renewable energy
sources
15
Elective part (Total 54 hours, any 2 out of 4) Suggested lesson
time (hours)
IX. Medical Physics a. Making sense of the eye and the ear 27
b. Medical imaging using non-ionizing
radiation
c. Medical imaging using ionizing radiation
Subtotal: 54
Investigative Study (16 hours) Suggested lesson

time (hours)
X. Investigative Students should conduct an investigation 16

Study in Physics with a view to solving an authentic problem
Total lesson time: 270
The content of the curriculum is organised into nine topics and an investigative study. The
concepts and principles of physics are inter-related. They cannot be confined by any
artificial topic boundaries. The order of presentation of the topics in this chapter can be
regarded as a possible teaching sequence. However, teachers should adopt sequences that
best suit their chosen teaching approaches and benefit student learning. For instance, an
earlier topic can be integrated with a later one, or some parts of a certain topic may be
covered in advance if they fit naturally in a chosen context. Details about suggested
learning and teaching sequences are described in Chapter 3.
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There are five major parts in each of the following nine topics:
Overview – This part outlines the main theme of the topic. The major concepts and
important physics principles to be acquired are highlighted. The focuses of each topic are
briefly described and the interconnections between subtopics are also outlined.
Students Should Learn and Should be Able to – This part lists out the intentions of
learning (students should learn) and learning outcomes (students should be able to) to be
acquired by students in the knowledge content domain of the curriculum. It provides a
broad framework upon which learning and teaching activities can be developed. General
principles and examples of learning and teaching strategies are described in Chapter 4.
Suggested Learning and Teaching Activities – This part gives suggestions on some of
the different skills that are expected to be acquired in the topic. Some important processes
associated with the topic are also briefly described. Most of the generic skills can be
acquired through activities associated with any of the topics. In fact, students need to
acquire a much broader variety of skills than are mentioned in the topics. Teachers should
exercise their professional judgment to arrange practical and learning activities to develop the
skills of students as listed in the Learning Targets in this chapter. This should be done
through appropriate integration with knowledge content, taking students’ abilities and
interests and school context into consideration. Learning and teaching strategies are further
discussed in Chapter 4.
Values and Attitudes – This part suggests some desirable values and attitudes that can be
promoted through study of particular topics. Students are expected to develop such
positive values and attitudes in the course of studying physics. Through discussions and
debates, for example, students are encouraged to form value judgments and develop good
habits.
STSE connections – This part suggests issue-based learning activities and contexts related
to the topics. Students should be encouraged to develop an awareness and comprehension
of issues which highlight the interconnections among science, technology, society and the
environment. Through discussions, debates, information search and project work, students
can develop their skills of communication, information handling, critical thinking and
informed judgment. Teachers are free to select other topics and issues of great current
interest to generate other meaningful learning activities.
17
2.3.1 Compulsory Part (200 hours)
I Heat and Gases (25 hours)
Overview
This topic examines the concept of thermal energy and transfer processes which are crucial
for the maintenance and quality of our lives. Particular attention is placed on the distinction
and relationships among temperature, internal energy and energy transfer. Students are also
encouraged to adopt microscopic interpretations of various important concepts in the topic of
thermal physics.
Calculations involving specific heat capacity will serve to complement the theoretical aspects
of heat and energy transfer. The practical importance of the high specific heat capacity of
water can be illustrated with examples close to the experience of students. A study of
conduction, convection and radiation provides a basis for analysing the containment of
internal energy and transfer of energy related to heat. The physics involving the change of
states is examined and numerical problems involving specific latent heat are used to
consolidate the theoretical aspects of energy conversion.
The ideal gas law relating the pressure, temperature and volume of an ideal gas was originally
derived from the experimentally measured Charles’ law and Boyle’s law. Many common
gases exhibit behaviour very close to that of an ideal gas at ambient temperature and pressure.
The ideal gas law is a good approximation for studying the properties of gases because it does
not deviate much from the ways that real gases behave. The kinetic theory of gases is
intended to correlate temperature to the kinetic energy of gas molecules and interpret pressure
in terms of the motion of gas molecules.
18
Students should learn: Students should be able to:
a. Temperature, heat and

internal energy
temperature and y realise temperature as the degree of hotness of an object

thermometers y interpret temperature as a quantity associated with the average
kinetic energy due to the random motion of molecules in a
system
y explain the use of temperature-dependent properties in
measuring temperature
y define and use degree Celsius as a unit of temperature
heat and y realise that heat is the energy transferred as a result of the
internal energy temperature difference between two objects
y describe the effect of mass, temperature and state of matter on
the internal energy of a system
y relate internal energy to the sum of the kinetic energy of
random motion and the potential energy of molecules in the
system
Q
heat capacity and specific y define heat capacity as C = and specific heat capacity as
ΔT
heat capacity
Q
c=
mΔT
y determine the specific heat capacity of a substance
y discuss the practical importance of the high specific heat
capacity of water
y solve problems involving heat capacity and specific heat
capacity
b. Transfer processes
conduction, convection y identify the means of energy transfer in terms of conduction,

and radiation convection and radiation
y interpret energy transfer by conduction in terms of molecular
motion
y realise the emission of infra-red radiation by hot objects
y determine the factors affecting the emission and absorption of
radiation
19
c. Change of state
melting and freezing, y state the three states of matter

boiling and condensing y determine the melting point and boiling point
latent heat y realise latent heat as the energy transferred during the change
of state without temperature change
y interpret latent heat in terms of the change of potential energy
of the molecules during a change of state
Q
y define specific latent heat of fusion as l f =
m
Q
y define specific latent heat of vaporization as l v =
m
y solve problems involving latent heat
evaporation y realise the occurrence of evaporation below boiling point

y explain the cooling effect of evaporation
y discuss the factors affecting rate of evaporation
y explain evaporation in terms of molecular motion
d. Gases
general gas law y realise the existence of gas pressure

y verify Boyle’s law
y determine pressure-temperature and volume-temperature
relationships of a gas
y determine absolute zero by the extrapolation of
pressure-temperature or volume-temperature relationships
y use kelvin as a unit of temperature
y combine the three relationships (p-V, p-T and V-T) of a gas to
pV
obtain the relationship = constant
T
y apply the general gas law pV= nRT to solve problems
kinetic theory y realise the random motion of molecules in a gas

y realise the gas pressure resulted from molecular bombardment
y interpret gas expansion in terms of molecular motion
y state the assumptions of the kinetic model of an ideal gas
20
Nmc 2
y derive pV =
3
3RT
y interpret temperature of an ideal gas using K .E. average =
2N A
y realise the condition that at high temperature and low pressure

a real gas behaves as an ideal gas
y solve problems involving kinetic theory
(Note: The underlined text represents the extension component)
Suggested Learning and Teaching Activities
Students should develop experimental skills in measuring temperature, volume, pressure and
energy. The precautions essential for accurate measurements in heat experiments should be
understood in terms of the concepts learned in this topic. Students should also be
encouraged to suggest their own methods for improving the accuracy of these experiments,
and arrangement for performing these investigations should be made, if feasible. In some of
the experiments, a prior knowledge of electrical energy may be required for a solid
understanding of the energy transfer processes involved.
Considerable emphasis is given to the importance of graphical representations of physical

phenomena in this topic. Students should learn how to plot graphs with suitable choices of
scales, display experimental results graphically and interpret, analyse and draw conclusions
from graphical information. In particular, they should learn to extrapolate the trends of the
graphs to determine the absolute zero of the temperature. Students should be able to plan
and interpret information from different types of data sources. Most experiments and
investigations will produce a set of results which can readily be compared with data in
textbooks and handbooks.
Possible learning activities that students may engage in are suggested below for reference:
y Studying the random motion of molecules inside a smoke cell using a microscope and
video camera
y Performing an experiment to show how to measure temperature using a device with
21
temperature-dependent properties
y Calibrating a thermometer
y Reproducing fixed points on the Celsius scale
y Performing experiments to determine specific heat capacity and latent heat
y Measuring the specific latent heat of fusion of water (e.g. using a domestic electric boiler,
heating an ice-water mixture in a composite container, or using an ice calorimeter)
y Performing experiments to study the cooling curve of a substance and determine its
melting point
y Performing experiments to study the relationship among volume, pressure and
temperature of a gas
y Determining factors affecting the rate of evaporation
y Feeling the sensation of coldness by touching a few substances in the kitchen and
clarifying some misconceptions that may arise from their daily experience
y Studying conduction, convection, radiation, the greenhouse effect and heat capacity by
designing and constructing a solar cooker
y Challenging their preconceived ideas on energy transfer through appropriate competitions
(e.g. attaining a temperature closest to 4oC by mixing a soft drink with ice)
y Using dimension analysis to check the results of mathematical solutions
y Investigating the properties of a gas using simulations or modelling
y Reading articles on heat stroke and discussing heat stroke precautions and care
Values and Attitudes
Students should develop positive values and attitudes through studying this topic. Some
particular examples are:
y to be aware of the proper use of heat-related domestic appliances as this helps to reduce
the cost of electricity and contributes to the worthwhile cause of saving energy
y to be aware of the large amount of energy associated with the transfer of heat and to
develop good habits in using air-conditioning in summer and heating in winter
y to develop an interest in using alternative environmentally friendly energy sources such as
solar and geothermal energy
y to be aware of the importance of home safety in relation to the use of radiation heaters
and to be committed to safe practices in daily life
22
STSE connections
Students are encouraged to develop an awareness and understanding of issues associated with
the interconnections among science, technology, society and the environment. Some
examples of such issues related to this topic are:
y the importance of greenhouses in agriculture and the environmental issues of the

“greenhouse effect”
y debates on the gradual rise in global temperature due to human activities, the associated
potential global hazards due to the melting of the polar ice caps and the effects on the
world’s agricultural production
y projects, such as the “Design of Solar Cooker”, to develop investigation skills as well as
foster the concept of using alternative environmentally friendly energy sources
23
II Force and Motion (55 hours)
Overview
Motion is a common phenomenon in our daily experience. It is an important element in

physics where students learn to describe how objects move and investigate why objects move
in the way that they do. In this topic, the fundamentals of mechanics in kinematics and
dynamics are introduced, and the foundation for describing motion with physics terminology
is laid. Various types of graphical representation of motion are studied. Students learn
how to analyse different forms of motion and solve simple problems relating to uniformly
accelerated motion. They also learn about motion in one or two dimensions and rules
governing the motion of objects on Earth.
The concept of inertia and its relation to Newton’s First Law of motion are covered. Simple
addition and resolution of forces are used to illustrate the vector properties of forces.
Free-body diagrams are used to work out the net force acting on a body. Newton’s Second
Law of motion, which relates the acceleration of an object to the net force, is examined.
The concepts of mass, weight and gravitational force are introduced. Newton’s Third Law
of motion is related to the nature of forces. The study of motion is extended to two
dimensions, including projectile motion and circular motion which lead to an investigation of
gravitation.
Work is a process of energy transfer. The concepts of mechanical work done and energy
transfer are examined and used in the derivation of kinetic energy and gravitational potential
energy. Conservation of energy in a closed system is a fundamental concept in physics.
The treatment of energy conversion is used to illustrate the law of conservation of energy,
and the concept of power is also introduced. Students learn how to compute quantities such
as momentum and energy in examples involving collisions. The relationship among the
change in the momentum of a body, impact time and impact force is emphasised.
24
a. Position and movement
position, distance and y describe the change of position of objects in terms of distance
displacement and displacement
y present information on displacement-time graphs for moving
objects
scalars and vectors y distinguish between scalar and vector quantities
y use scalars and vectors to represent physical quantities
speed and velocity y define average speed as the distance travelled in a given period
of time and average velocity as the displacement changed in a
period of time
y distinguish between instantaneous and average speed/velocity
y describe the motion of objects in terms of speed and velocity
y present information on velocity-time graphs for moving objects
y use displacement-time and velocity-time graphs to determine
the displacement and velocity of objects
uniform motion y interpret the uniform motion of objects using algebraic and
graphical methods
y solve problems involving displacement, time and velocity
acceleration y define acceleration as the rate of change of velocity

y use velocity-time graphs to determine the acceleration of
objects in uniformly accelerated motion
y present information on acceleration-time graphs for moving
objects
equations of uniformly y derive equations of uniformly accelerated motion

accelerated motion v = u + at
s = 12 (u + v )t
s = ut + 12 at 2
v 2 = u 2 + 2as
y solve problems involving objects in uniformly accelerated
motion
25
vertical motion under y examine the motion of free-falling objects experimentally and
gravity estimate the acceleration due to gravity
y present graphically information on vertical motions under
gravity
y apply equations of uniformly accelerated motion to solve
problems involving objects in vertical motion
y describe the effect of air resistance on the motion of objects
falling under gravity
b. Force and motion
Newton’s First Law y describe the meaning of inertia and its relationship to mass
of motion y state Newton’s First Law of motion and use it to explain
situations in which objects are at rest or in uniform motion
y understand friction as a force opposing motion/tendency of
motion
addition and resolution y find the vector sum of coplanar forces graphically and
of forces algebraically
y resolve a force graphically and algebraically into components
along two mutually perpendicular directions
Newton’s Second Law y describe the effect of a net force on the speed and/or direction
of motion of motion of an object
y state Newton’s Second Law of motion and verify F = ma
experimentally
y use newton as a unit of force
y use free-body diagrams to show the forces acting on objects
y determine the net force acting on object(s)
y apply Newton’s Second Law of motion to solve problems
involving motion in one dimension
Newton’s Third Law y realise forces acting in pairs

of motion y state Newton’s Third Law of motion and identify action and
reaction pair of forces
26
mass and weight y distinguish between mass and weight

y realise the relationship between mass and weight
moment of a force y define moment of a force as the product of the force and its
perpendicular distance from the pivot
y discuss the uses of torques and couples
y state the conditions for equilibrium of forces acting on a rigid
body and solve problems involving a fixed pivot
y interpret the centre of gravity and determine it experimentally
c. Projectile motion y describe the shape of the path taken by a projectile launched at
an angle of projection
y understand the independence of horizontal and vertical motions
y solve problems involving projectile motion
d. Work, energy and

power
mechanical work y interpret mechanical work as a way of energy transfer

y define mechanical work done W = Fs cosθ
y solve problems involving mechanical work
gravitational potential y state that gravitational potential energy is the energy possessed by
energy (P.E.) an object due to its position under gravity
y derive P.E. = mgh
y solve problems involving gravitational potential energy
kinetic energy (K.E.) y state that kinetic energy is the energy possessed by an object due
to its motion
y derive K.E. = ½ mv 2
y solve problems involving kinetic energy
law of conservation of y state the law of conservation of energy

energy in a closed system y discuss the inter-conversion of P.E. and K.E. with consideration
of energy loss
y solve problems involving conservation of energy
27
power y define power as the rate of energy transfer

W
y apply P = to solve problems
t
e. Momentum
linear momentum y realise momentum as a quantity of motion of an object and

define momentum p = mv
change in momentum and y understand that a net force acting on an object for a period of
net force time results a change in momentum
y interpret force as the rate of change of momentum (Newton’s
Second Law of motion)
law of conservation of y state the law of conservation of momentum and relate it to

momentum Newton’s Third Law of motion
y distinguish between elastic and inelastic collisions
y solve problems involving momentum in one or two dimensions
f. Uniform circular motion y define angular velocity as the rate of change of angular
displacement and relate it to linear velocity
v2
y derive centripetal acceleration a =
r
y realise the resultant force pointing towards the centre of
uniform circular motion
y solve problems involving uniform circular motion
GMm
g. Gravitation y state Newton' s law of universal gravitation F =
r2
y define gravitational field strength as force per unit mass
y determine the gravitational field strength at a point above a
planet
y determine the velocity of an object in a circular orbit
y solve problems involving gravitation
28
Students should develop experimental skills in measuring time and in recording the positions,
velocities and accelerations of objects using various types of measuring instruments such as
stop watches and data logging sensors. Skills in measuring masses, weights and forces are
also required. Data-handling skills such as converting displacement and time data into
information on velocity or acceleration are important. Students may be encouraged to carry
out project-type investigations on the motion of vehicles. Considerable emphasis is placed
on the importance of graphical representations of physical phenomena in this topic.
Students should learn how to plot graphs with a suitable choice of scale, display experimental
results in graphical forms and interpret, analyse and draw conclusions from graphical
information. In particular, they should learn to interpret the physical significances of slopes,
intercepts and areas in certain graphs. Students should be able to plan and interpret
information from different types of data source. Most experiments and investigations will
produce a set of results which may readily be compared with data in textbooks and
handbooks.
z Performing experiments on motion and forces (e.g. using ticker-tape timers, multi-flash
photography, video motion analysis and data loggers) and a graphical analysis of the
results
− Using light gates or motion sensors to measure the speed and acceleration of a moving
object
− Inferring the relationships among acceleration, velocity, displacement and time from a
graphical analysis of empirical data for uniformly accelerated motion
− Using light gates or motion sensors to measure the acceleration due to gravity
− Using light gates or motion sensors to determine the factors affecting acceleration
− Using force and motion sensors to determine the relationship among force, mass and
acceleration
− Using multi-flash photography or a video camera to analyse projectile motion or
circular motion
− Using force sensors to determine the relationship among radius, angular speed and the
centripetal force on an object moving in a circle
z Performing experiments on energy and momentum (e.g. colliding dynamic carts, gliders
on air tracks, pucks on air tables, rolling a ball-bearing down an inclined plane, dropping
a mass attached to a spring)
− Using light gates or motion sensors to measure the change of momentum during a
collision
29
− Using light gates or motion sensors and air track to investigate the principle of
conservation of linear momentum
− Using force sensors to measure the impulse during collision
z Performing experiments to show the independence of horizontal and vertical motions
under the influence of gravity
z Performing experiments to investigate the relationships among mechanical energy, work
and power
z Determining the output of an electric motor by measuring the rate of energy transfer
z Estimating the work required for various tasks, such as lifting a book, stretching a spring
and climbing Lantau Peak
z Estimating the K.E. of various moving objects such as a speeding car, a sprinter and an
air molecule
z Investigating the application of conservation principles in designing energy transfer
devices
z Evaluating the design of energy transfer devices, such as household appliances, lifts,
escalators and bicycles
z Using free-body diagrams in organising and presenting the solutions of dynamic
problems
z Tackling problems that, even if a mathematical treatment is involved, have a direct
relevance to their experience (e.g. sport, transport and skating) in everyday life and
exploring solutions of problems related to these experiences
z Using dimension analysis to check the results of mathematical solutions
z Challenging their preconceived ideas on motion and force by posing appropriate
thought-provoking questions (e.g. “zero” acceleration at the maximum height and “zero”
gravitational force in space shuttle)
z Increasing their awareness of the power and elegance of the conservation laws by
contrasting such solutions with those involving the application of Newton’s second law.
z Investigating motion in a plane using simulations or modelling (http://phoenix.sce.fct.
unl.pt/modellus)
z Using the Ocean Park Hong Kong as a large laboratory to investigate laws of motion and
developing numerous concepts in mechanics from a variety of experiences at the park
(http://www.hk-phy.org/oceanpark/index.html)
y to be aware of the importance of car safety and be committed to safe practices in their
daily life
30
y to be aware of the potential danger of falling objects from high-rise buildings and to adopt
a cautious attitude in matters concerning public safety
y to be aware of the environmental implications of different modes of transport and to make
an effort to reduce energy consumption in daily life
y to accept uncertainty in the description and explanation of motions in the physical world
y to be open-minded in evaluating potential applications of principles in mechanics to new
technology
y to appreciate the efforts made by scientists to find alternative environmentally friendly
energy sources
y to appreciate that the advances in important scientific theories (such as Newton’s laws of
motion) can ultimately have a huge impact on technology and society
y to appreciate the contributions of Galileo and Newton that revolutionised the scientific
thinking of their time
y to appreciate the roles of science and technology in the exploration of outer-space and the
efforts of humankind in the quest to understand nature
STSE connections
y the effects of energy use on the environment

y the reduction of pollutants and energy consumption by restricting the use of private cars
in order to protect the environment
y penalising drivers and passengers who do not wear seatbelts and raising public awareness
of car safety with scientific rationales
y how the danger of speeding and its relation to the chances of serious injury or death in car
accidents can be related to the concepts of momentum and energy
y the use of principles in mechanics in traffic accident investigations
y modern transportation: the dilemma in choosing between speed and safety; and between
convenience and environmental protection
y evaluating the technological design of modern transport (e.g. airbags in cars, tread
patterns on car tyres, hybrid vehicles, magnetically levitated trains)
y the use of technological devices including terrestrial and space vehicles (e.g. Shenzhou
spacecraft)
y enhancement of recreational activities and sports equipment
31
y the ethical issue of dropping objects from high-rise buildings and its potential danger as
the principles of physics suggest
y careers that require an understanding and application of kinematics and dynamics
32
III Wave Motion (48 hours)
Overview
This topic examines the basic nature and properties of waves. Light and sound, in particular,
are also studied in detail. Students are familiar with examples of energy being transmitted
from one place to another, together with the transfer of matter. In this topic, the concept of
waves as a means of transmitting energy without transferring matter is emphasised. The
foundations for describing wave motion with physics terminology are laid. Students learn
the graphical representations of travelling waves. The basic properties and characteristics
displayed by waves are examined; reflection, refraction, diffraction and interference are
studied, using simple wavefront diagrams.
Students acquire specific knowledge about light in two important aspects. The
characteristics of light as a part of the electromagnetic spectrum are studied. Also, the linear
propagation of light in the absence of significant diffraction and interference effects is used to
explain image formation in the domain of geometrical optics. The formation of real and
virtual images using mirrors and lenses is studied with construction rules for light rays.
Sound as an example of longitudinal waves is examined and its general properties are
compared with those of light waves. Students also learn about ultrasound. The general
descriptions of musical notes are related to the terminology of waves. The effects of noise
pollution and the importance of acoustic protection are also studied.
a. Nature and properties of

waves
nature of waves y interpret wave motion in terms of oscillation

y realise waves as transmitting energy without transferring
matter
33
wave motion and y distinguish between transverse and longitudinal waves

propagation y describe wave motion in terms of waveform, crest, trough,
compression, rarefaction, wavefront, phase, displacement,
amplitude, period, frequency, wavelength and wave speed
y present information on displacement-time and
displacement-distance graphs for travelling waves
y determine factors affecting the speed of propagation of waves
along stretched strings or springs
1
y apply f = and v = fλ to solve problems
T
reflection and refraction y realise the reflection of waves at a plane barrier/reflector/surface

y examine the condition for a phase change on reflection
y realise the refraction of waves across a plane boundary
y examine the change in wave speeds during refraction and
define refractive index in terms of wave speeds
y draw wavefront diagrams to show reflection and refraction
diffraction and interference y describe the diffraction of waves through a narrow gap and
around a corner
y examine the effect of the width of the slit on the degree of
diffraction
y describe the superposition of two pulses
y realise the interference of waves
y distinguish between constructive and destructive interferences
y examine the interference of waves from two coherent sources
y determine the conditions for constructive and destructive
interferences in terms of path difference
y draw wavefront diagrams to show diffraction and interference
stationary wave (transverse y explain the formation of a stationary wave

waves only) y describe the characteristics of stationary waves
34
b. Light
light in electromagnetic y state that the speed of light and electromagnetic waves in a
spectrum vacuum is 3.0 × 108 ms-1
y state the range of wavelengths for visible light
y state the relative positions of visible light and other parts of
the electromagnetic spectrum
reflection of light y state the laws of reflection

y construct images formed by a plane mirror graphically
refraction of light y examine the laws of refraction

y sketch the path of a ray refracted at a boundary
sin i
y realise n = as the refractive index of a medium
sin r
y solve problems involving refraction at a boundary
total internal reflection y examine the conditions for total internal reflection
y solve problems involving total internal reflection at a
boundary
formation of images by y construct images formed by converging and diverging lenses

lenses graphically
y distinguish between real and virtual images
1 1 1
y apply + = to solve problems for a single thin lens
u v f
(using the convention “REAL is positive”)
evidence for the wave y point out light as an example of transverse wave
nature of light y realise diffraction and interference as evidences for the wave
nature of light
y examine the interference patterns in the Young’s double slit
experiment
λD
y apply Δy = to solve problems
a
35
y examine the interference patterns in the plane transmission

grating
y apply d sin θ = n λ to solve problems
c. Sound
wave nature of sound y realise sound as an example of longitudinal waves

y realise that sound can exhibit reflection, refraction, diffraction
and interference
y realise the need for a medium for sound transmission
y compare the general properties of sound waves and those of
light waves
audible frequency range y determine the audible frequency range

y examine the existence of ultrasound beyond the audible
frequency range
musical notes y compare musical notes using pitch, loudness and quality
y relate frequency and amplitude with the pitch and loudness of
a note respectively
noise y represent sound intensity level using the unit decibel

y discuss the effects of noise pollution and the importance of
acoustic protection
36
Students should develop experimental skills in the study of vibration and waves through
various physical models. They need to develop the skills for interpreting indirect
measurements and demonstrations of wave motion through the displays on the CRO or the
computer. They should appreciate that scientific evidence is obtained through indirect
measurement coupled with logical deduction. They should also be aware that various
theoretical models are used in the study of physics − for example, the ray model is used in
geometrical optics for image formation and the wave model of light is used to explain
phenomena such as diffraction and interference. Through the study of the physics of
musical notes, students understand that most everyday experiences can be explained using
scientific concepts.
y Investigating the properties of waves generated in springs and ripple tanks

y Investigating factors affecting the speed of transverse progressive waves along a slinky
spring
y Determining the speed of a water wave in a ripple tank or a wave pulse travelling along a
stretched spring or string
y Illustrating phase change on reflection using a slinky spring
y Demonstrating the superposition of transverse waves on a slinky spring
y Using CRO waveform demonstrations to show the superposition of waves
y Drawing the resultant wave when two waves interfere by using the principle of
superposition
y Estimating the wavelength of light by using double slit or plane diffraction grating
y Estimating the wavelength of microwaves by using double slit
y Demonstrating interference patterns in soap film
y Determining the effects of wavelength, slit separation or screen distance on an
interference pattern in an experiment by using double slit
y Measuring the focal lengths of lenses
y Locating real and virtual images in lenses by using ray boxes and ray tracing
y Using ray diagrams to predict the nature and position of an image in an optical device
y Searching for information on the development of physics of light
y Discussing some everyday uses and effects of electromagnetic radiation
y Using computer simulations to observe and investigate the properties of waves
y Investigating the relationship between the frequency and wavelength of a sound wave
y Carrying out an experiment to verify Snell’s law
37
y Determining the refractive index of glass or Perspex
y Determining the conditions for total internal reflection to occur
y Constructing, testing and refining a prototype of an optical instrument
y Identifying the differences between sounds in terms of loudness, pitch and quality
y to appreciate the need to make more use of some environmental friendly energy sources
such as solar and tidal-wave energy
y to be aware that science has its limitations and cannot always provide clear-cut solutions;
the advancement of science also requires perseverance, openness and scepticism, as
demonstrated in the different interpretations on the nature of light in the history of physics
over the past centuries
y to appreciate that the advancement of important scientific theories (such as those related
to the study of light) is the fruit of the hard work of generations of scientists who devoted
themselves to scientific investigations by applying their intelligence, knowledge and
skills
y to be aware of the potential health hazards of a prolonged exposure to extreme noise and
to make an effort to reduce noise-related disturbances to neighbours
y to be aware of the importance of the proper use of microwave ovens and to be committed
to safe practices in daily life
STSE connections
y controversial issues about the effects of microwave radiation on the health of the general
public through the use of mobile phones
y the biological effects of increased ultra-violet radiation from the Sun on the human body
as a result of the depletion of the atmospheric ozone layer by artificial pollutants
38
y the problem of noise pollution in the local context
y the impact on society of the scientific discovery of electromagnetic waves and the
technological advances in the area of telecommunications
y how major breakthroughs in scientific and technological development that eventually
affect society are associated with new understanding of fundamental physics as illustrated
by the study of light in the history of science
y how technological advances can provide an impetus for scientific investigations as
demonstrated in the invention and development of the microscope, telescope and X-ray
diffraction, with these scientific investigations in turn shedding light on our own origin
and the position of humankind in the universe
39
IV Electricity and Magnetism (56 hours)
Overview
This topic examines the basic principles of electricity and magnetism. The abstract concept
of an electric field is introduced through its relationship with the electrostatic force. The
inter-relationships among voltage, current, resistance, charge, energy and power are
examined and the foundation for basic circuitry is laid. As electricity is the main energy
source in homes and electrical appliances have become an integral part of daily life, the
practical use of electricity in households is studied. Particular attention is paid to the safety
aspects of domestic electricity.
The concept of magnetic field is applied to the study of electromagnetism. The magnetic
effects of electric current and some simple magnetic field patterns are studied. Students also
learn the factors that affect the strength of an electromagnet. A magnetic force is produced
when a current-carrying conductor is placed in a magnetic field. An electric motor requires
the supply of electric current to the coil in a magnetic field to produce a turning force causing
it to rotate.
The general principles of electromagnetic induction are introduced. Electrical energy can be
generated when there is relative motion between a conductor and a magnetic field.
Generators reverse the process in motors to convert mechanical energy into electrical energy.
The operation of simple d.c. and a.c. generators are studied. Students learn how a.c.
voltages can be stepped up or down with transformers. The system by which electrical
energy is transmitted over great distances to our homes is also studied.
a. Electrostatics
electric charges y examine the evidence for two kinds of charges in nature
y realise the attraction and repulsion between charges
QQ
y state Coulomb’s law F = 1 2 2
4πε o r
y interpret charging in terms of electron transfer
y solve problems involving forces between point charges
40
electric field y describe the electric field around a point charge and between
parallel charged plates
y represent an electric field using field lines
y explain how charges interact via an electric field
y define electric field strength at a point as the force per unit
charge on a positive test charge placed at that point
y solve problems involving electric field strength around a point
charge and between parallel charged plates
electric potential y use the convention that the electric potential energy at infinity
is zero
y define the electric potential at a point as the electric potential
energy per unit charge of a positive test charge placed at that
point
Q
y state the electric potential around a point charge V =
4πε o r
and solve related problems

V
y derive E = for parallel plates and solve problems
d
y relate electric field strength to the negative gradient of potential
b. Circuits and domestic

electricity
electric current y define electric current as the rate of flow of electric charges
y state the convention for the direction of electric current
electrical energy and y describe the energy transformations in electric circuits

electromotive force y define the potential difference (p.d.) between two points in a
circuit as the electric potential energy converted to other
forms per unit charge passing from one point to another
outside the source
y define the electromotive force (e.m.f.) of a source as the
energy imparted by the source per unit charge passing through
it
41
V
resistance y define resistance R =
I
y describe the variation of current with applied p.d. in metal
wires, electrolytes, filament lamps and diodes
y realise Ohm’s law as a special case of resistance behaviour
y determine the factors affecting the resistance of a wire and
RA
define its resistivity ρ =
l
y describe the effect of temperature on resistance of metals and
semiconductors
series and parallel circuits y compare series and parallel circuits in terms of p.d. across the
components of each circuit and the current through them
y derive the resistance combinations in series and parallel
R = R1 + R2 + ….. for resistors connected in series
1 1 1
= + + ..... for resistors connected in parallel
R R1 R2
simple circuits y measure I, V and R in simple circuits

y assign the electrical potential of any earthed points as zero
y compare the e.m.f. of a source and the terminal voltage across
the source experimentally and relate the difference to the
internal resistance of the source
y explain the effects of resistance of ammeters and voltmeters
on measurements
y solve problems involving simple circuits
electrical power y examine the heating effect when a current passes through a
conductor
y apply P = VI to solve problems
42
domestic electricity y determine the power rating of electrical appliances

y use kilowatt-hour (kW h) as a unit of electrical energy
y calculate the costs of running various electrical appliances
y understand household wiring and discuss safety aspects of
domestic electricity
y determine the operating current for electrical appliances
y discuss the choice of power cables and fuses for electrical
appliances based on the power rating
c. Electromagnetism
magnetic force and y realise the attraction and repulsion between magnetic poles
magnetic field y examine the magnetic field in the region around a magnet
y describe the behaviour of a compass in a magnetic field
y represent magnetic field using field lines
magnetic effect of electric y realise the existence of a magnetic field due to moving
current charges or electric currents
y examine the magnetic field patterns associated with currents
through a long straight wire, a circular coil and a long
solenoid
μo I μ NI
y apply B = and B = o to represent the magnetic
2πr l
fields around a long straight wire, and inside a long solenoid
carrying current, and solve related problems
y examine the factors affecting the strength of an electromagnet
current-carrying conductor y examine the existence of a force on a current-carrying

in magnetic field conductor in a magnetic field and determine the relative
directions of force, field and current
y determine the factors affecting the force on a straight
current-carrying wire in a magnetic field and represent the
force by F = BIl sinθ
y define ampere in terms of the force between currents in long
straight parallel wires
43
y determine the turning effect on a current-carrying coil in a

magnetic field
y describe the structure and the operating principle of a simple
d.c. motor
y solve problems involving current-carrying conductors in a
magnetic field
Hall effect y derive the relation I = nAvQ between electron drift velocity
and current
y represent the force on a moving charge in a magnetic field by
F = BQv sinθ
BI
y derive Hall voltage VH =
nQt
y examine magnetic fields using a Hall probe

BI
y apply I = nAvQ, F = BQv sinθ and VH = to solve problems
nQt
electromagnetic induction y examine induced e.m.f. resulting from a moving conductor in

a steady magnetic field or a stationary conductor in a changing
magnetic field
y apply Lenz’s law to determine the direction of induced
e.m.f./current
y define magnetic flux Φ = BA cos θ
y interpret magnetic field B as magnetic flux density
ΔΦ
y state Faraday' s Law as ε = - and apply it to calculate the
Δt
average induced e.m.f.
y examine magnetic fields using a search coil
y describe the structure and the operating principle of simple
d.c. and a.c. generators
y discuss the occurrence and practical uses of eddy currents
44
alternating currents (a.c.) y distinguish between direct currents (d.c.) and alternating
currents (a.c.)
y define r.m.s. of an alternating current as the steady d.c. which
converts electric potential energy to other forms in a given
pure resistance at the same rate as the a.c.
y relate the r.m.s. and peak values of an a.c.
transformer y describe the structure and the operating principle of a simple

transformer
VP N P
y relate the voltage ratio to turn ratio by = and apply it to
VS N S
solve problems
y examine methods for improving the efficiency of a transformer
high voltage transmission y discuss the advantages of transmission of electrical energy

of electrical energy with a.c. at high voltages
y describe various stages of stepping up and down of the voltage
in a grid system for power transmission
Students should develop experimental skills in connecting up circuits. They are required to
perform electrical measurements using various types of equipment, such as galvanometer,
ammeter, voltmeter, multi-meter, joulemeter, CRO and data logging probes. Students
should acquire the skills in performing experiments to study, demonstrate and explore
concepts of physics, such as electric fields, magnetic fields and electromagnetic induction.
Students can gain practical experience related to design and engineering in building physical
models, such as electric motors and generators. It should, however, be noted that all
experiments involving the mains power supply and EHT supply must be carefully planned to
avoid the possibility of an electric shock. Handling apparatus properly and safely is a very
basic practical skill of great importance.
45
y Showing the nature of attraction and repulsion using simple electrostatic generation and
testing equipment
y Investigating the nature of the electric field surrounding charges and between parallel
plates
y Plotting electric field lines by using simple measurement of equipotentials in the field
y Measuring current, e.m.f., and potential difference around the circuit by using appropriate
meters and calculating the resistance of any unknown resistors
y Verifying Ohm’s law by finding the relationship between p.d. across a resistor and
current passing through it
y Determining factors affecting the resistance of a resistor
y Comparing the changing resistance of ohmic devices, non-ohmic devices and
semiconductors
y Designing and constructing an electric circuit to perform a simple function
y Analysing real or simulated circuits to identify faults and suggesting appropriate changes
y Comparing the efficiency of various electrical devices and suggesting ways of improving
efficiency
y Measuring magnetic field strength by using simple current balance, search coil and Hall
probe
y Performing demonstrations to show the relative directions of motion, force and field in
electromagnetic devices
y Disassembling loudspeakers to determine the functions of individual components
y Investigating the magnetic fields around electric currents (e.g. around a long straight wire,
at the centre of a coil, inside and around a slinky solenoid and inside a solenoid)
y Constructing electric motor kits and generator kits
y Measuring the transformation of voltages under step-up or step-down transformers
y Estimating the e/m ratio by measuring the radius of curvature in a magnetic field of
known strength
y Planning and selecting appropriate equipment or resources to demonstrate the generation
of an alternating current
y Using computer simulations to observe and investigate the electric field and magnetic
field
y Identifying hazardous situations and safety precautions in everyday uses of electrical
appliances
y Investigating the need for and the functioning of circuit breakers in household circuits
y Reading articles on the possible hazardous effects on residents living near high voltage
46
transmission cables
y Searching for information on the uses of resistors in common appliances (e.g. volume
control, light dimmer switch)
y to appreciate that the application of scientific knowledge can produce useful practical
products and transform the daily life of human beings as illustrated in the numerous
inventions related to electricity
y to be aware of the importance of technological utilities such as electricity, to modern
society and the effects on modern life if these utilities are not available for whatever
reason
y to be aware of the need to save electrical energy for reasons of economy as well as
environmental protection
y to be committed to the wise use of natural resources and to develop a sense of shared
responsibility for sustainable development of humankind
y to be aware of the danger of electric shocks and the fire risk associated with improper use
of electricity, and develop good habits in using domestic electricity
STSE connections
y the effects on health of living near high-power transmission cables

y the potential hazards of the mains supply versus the convenience of “plug-in” energy and
automation it offers to society
y the environmental implications and recent developments of the electric car as an
alternative to the traditional fossil-fuel car; and the role of the government on such issues
y the views of some environmentalists on the necessity to return to a more primitive or
natural lifestyle with minimum reliance on technology
47
V Radioactivity and Nuclear Energy (16 hours)
Overview
In this topic, nuclear processes are examined. Ionising radiation is very useful in industrial
and medical fields but at the same time is hazardous to us. Nuclear radiation comes from
natural and artificial sources. It is essential for students to understand the origin of
radioactivity, the nature and the properties of radiation. Students should also learn simple
methods to detect radiation and identify major sources of background radiation in our natural
environment. Simple numerical problems involving half-lives are performed in order to
understand the long-term effects of some radioactive sources. The potential hazards of
ionizing radiation are studied scientifically and in a balanced way by bringing in the concept
of dosage.
In the atomic model, the basic structure of a nuclide is represented by a symbolic notation.
Students learn the concepts of isotopes. They are also introduced to fission and fusion,
nature’s most powerful energy sources.
a. Radiation and
Radioactivity
X-rays y realise X-rays as ionizing electromagnetic radiations of short

wavelengths with high penetrating power
y realise the emission of X-rays when fast electrons hit a heavy
metal target
y discuss the uses of X-rays
α, β and γ radiations y describe the origin and nature of α, β and γ radiations

y compare α, β and γ radiations in terms of their penetrating
power, ranges, ionizing power, behaviour in electric field and
magnetic field, and cloud chamber tracks
radioactive decay y realise the occurrence of radioactive decay in unstable

nuclides
y examine the random nature of radioactive decay
48
y state the proportional relationship between the activity of a

sample and the number of undecayed nuclei
y define half-life as the period of time over which the number of
radioactive nuclei decreases by a factor of one-half
y determine the half-life of a radioisotope from its decay graph
or from numerical data
y realise the existence of background radiation
y solve problems involving radioactive decay
y represent the number of undecayed nuclei by the exponential
law of decay N = Noe-kt
y apply the exponential law of decay N = Noe-kt to solve problems
y relate the decay constant and the half-life
detection of radiation y detect radiation with a photographic film and GM counter

y detect radiation in terms of count rate using a GM counter
radiation safety y represent radiation equivalent dose using the unit sievert
y discuss potential hazards of ionizing radiation and the ways to
minimise the radiation dose absorbed
y suggest safety precautions in handling radioactive sources
b. Atomic model
atomic structure y describe the structure of an atom

y define atomic number as the number of protons in the nucleus
and mass number as the sum of the number of protons and
neutrons in the nucleus of an atom
y use symbolic notations to represent nuclides
isotopes and radioactive y define isotope

transmutation y realise the existence of radioactive isotopes in some elements
y discuss uses of radioactive isotopes
y represent radioactive transmutations in α, β and γ decays
using equations
49
c. Nuclear energy
nuclear fission and fusion y realise the release of energy in nuclear fission and fusion
y realise nuclear chain reaction
y realise nuclear fusion as the source of solar energy
mass-energy relationship y state mass-energy relationship ΔE= Δm c2

y use atomic mass unit as a unit of energy
y determine the energy release in nuclear reactions
y apply ΔE= Δm c2 to solve problems
Students must be properly warned about the potential danger of radioactive sources. The
regulations regarding the use of radioactivity for school experiments must be strictly
observed. Although students are not allowed to handle sealed sources, they can acquire
experimental skills by participating in the use of the Geiger-Muller counter in an
investigation of background radiation. Fire alarms making use of weak sources may also be
used in student experiments under teachers’ supervision. However, proper procedures
should be adopted and precautions should be taken to avoid accidental detachment of the
source from the device. Analytic skills are often required to draw meaningful conclusions
from the results of radioactive experiments that inevitably involve background radiation.
y Measuring background radiation by using a GM counter

y Showing the activity of a sample to be proportional to the remaining number of unstable
nuclides by using simulation or decay analogy with dice
y Demonstrating the random variation of count rate by using a GM counter and a source
y Identifying sources of natural radiations and investigating why exposure to natural
radiation is increased for airline crews and passengers
y Determining the factors leading to an increase in the concentration of radon in high-rise
buildings
50
y Reading the specification for commercial products containing radiation such as smoke
detectors
y Assessing the risks and benefits of using nuclear radiations in medical diagnosis
y Suggesting ways of disposing of radioactive wastes
y Estimating the half-life from a graph of activity plotted against time
y Searching for information on the use of radioactive dating, radioactive tracers, food
irradiation and product sterilisation
y Searching for information on the ethics of using nuclear weapons
y Comparing the relative costs and benefits from the use of nuclear reactors with other
methods of producing electrical power
y Searching for information on nuclear accidents and reporting a case study on them
y to be aware of the usefulness of models and theories in physics as shown in the atomic
model and appreciate the wonders of nature
y to be aware of the need to use natural resources judiciously to ensure the quality of life
for future generations
y to be aware of the benefits and disadvantages of nuclear energy sources when compared
to fossil fuels
y to be aware of the views of society on the use of radiation: the useful applications of
radiation in research, medicine, agriculture and industry are set against its potential
hazards
y to be aware of different points of view in society on controversial issues and appreciate
the need to respect others’ points of view even when disagreeing; and to adopt a scientific
attitude when facing controversial issues, such as the use of nuclear energy
51
STSE connections
y the use of nuclear power; the complex nature of the effects caused by developments in
science and technology in our society
y the moral issue of using various mass destruction weapons in war
y the political issue of nuclear deterrents
y the roles and responsibilities of scientists and the related ethics in releasing the power of
nature as demonstrated in the development of nuclear power
y the stocking and testing of nuclear weapons
y the use of fission reactors and the related problems such as disposal of radioactive wastes
and leakage of radiation
52
2.3.2 Elective part (Total 54 hours, any 2 out of 4)
VI Astronomy and Space Science (27 hours)
Overview
Astronomy is the earliest science to emerge in history. The methods of measurement and
the ways of thinking developed by early astronomers laid the foundation of scientific
methods which influenced the development of science for centuries. The quest for a perfect
model of the universe in the Renaissance eventually led to the discovery of Newton’s law of
universal gravitation and the laws of motion. This had a profound influence on the
subsequent rapid development in physics. Using physical laws in mathematical form to
predict natural phenomena, and verifying these predictions with careful observation and
experimentation, as Newton and other scientists did some three hundred years ago, has
become the paradigm of modern physics research. Physics has become the cornerstone of
modern astronomy, revolutionising our concepts of the universe and the existence of
humankind. Modern developments in space science, such as the launch of spacecraft and
artificial satellites, still rely on Newtonian physics. In this topic, students have an
opportunity to learn principles and scientific methods underpinning physics, and to appreciate
the interplay between physics and astronomy in history, through studying various phenomena
in astronomy and knowledge in space science.
Students are first given a brief introduction to the phenomena of the universe as seen in
different scales of space. They are also encouraged to perform simple astronomical
observations and measurements. Through these processes, they can acquire experimental
skills, and become more familiar with the concept of tolerance in measurement. A brief
historic review of geocentric model and heliocentric model of the universe serves to stimulate
students to think critically about how scientific hypotheses were built on the basis of
observation.
Kepler’s third law and Newton’s law of gravitation are introduced with examples of
astronomy. Kepler’s third law for circular orbits is derived from the law of gravitation and
concepts of uniform circular motion, including centripetal acceleration. Besides the motion
of planets, moons and satellites, latest astronomical discoveries can also serve as examples to
illustrate the applications of these laws.
The concepts of mass and weight are applied. Feeling weightlessness in a spacecraft
53
orbiting the Earth is explained in terms of the fact that acceleration under gravity is
independent of mass.
The expression for gravitational potential energy can be obtained from the law of gravitation
and work-energy theorem. Motions of artificial satellites are explained by the conservation
of mechanical energy in their orbits. The meaning of escape velocity, together with its
implications for the launching of a rocket, are introduced.
In the last part of this topic, students are exposed to astronomical discoveries, including the
basic properties and classification of stars and the expansion of the universe. As only a
simple, heuristic and qualitative understanding of these topics is expected, students are
encouraged to learn actively by reading popular science articles and astronomical news –
which promotes self-directed learning. Also, oral or written presentation of what they have
learned may serve to improve their communication skills.
a. The universe as seen in

different scales
structure of the universe y use the “Powers of Ten” approach to describe the basic
features and hierarchy of celestial bodies such as satellite,
planet, star, star cluster, nebula, galaxy and cluster of galaxies,
as seen in different spatial scales
y define the basic terminologies such as light year and
astronomical unit for describing the spatial scale
the sky as seen from the y use the celestial sphere as a model to describe the positions of
Earth celestial bodies in the sky
y describe the positions of celestial poles and celestial equator in
the sky as seen at different latitudes on Earth
y describe the daily motion of the celestial sphere as seen at
different latitudes on Earth
y describe the annual motion of the Sun on the celestial sphere
54
b. Astronomy through
history
models of planetary y compare the heliocentric model with the geocentric model in
motion explaining the motion of planets on the celestial sphere
y describe Galileo’s astronomical discoveries and discuss their
implications
y describe planetary motion using Kepler’s laws
c. Orbital motions under

gravity
Newton’s law of GMm

y apply Newton’s law of gravitation F = to explain the
r2
gravitation
motion of celestial bodies in circular orbits
y derive Kepler’s third law T 2 ∝ r 3 for circular orbits from
Newton’s law of gravitation
4πa 3
y state Kepler’s third law for elliptical orbits T 2 =
GM
y apply Kepler’s third law to solve problems involving circular
and elliptical orbits
weightlessness y explain apparent weightlessness in an orbiting spacecraft as a

result of acceleration due to gravity being independent of mass
conservation of energy y interpret the meaning of gravitational potential energy and its
GMm
expression U = −
r
y apply conservation of mechanical energy to solve problems
involving the motion of celestial bodies or spacecraft
y determine the escape velocity of a celestial body
55
d. Stars and the universe
stellar luminosity and y determine the distance of a celestial body using the method of
classification parallax
y use parsec (pc) as a unit of distance
y realise visual magnitude as a measure of brightness of celestial
bodies
y distinguish between apparent visual magnitude and absolute
visual magnitude
y describe the effect of surface temperature on the colour and
luminosity of a star using blackbody radiation curves
y realise the existence of spectral lines in the spectra of stars
y state major spectral classes: O B A F G K M and relate them to
the surface temperature of stars
y state Stefan’s law for a spherical blackbody L = 4πR2σT4
y represent information of classification for stars on the
Hertzsprung-Russell (H-R) diagram according to their
luminosities and surface temperatures
y use H-R diagram and Stefan’s law to estimate the relative sizes
of stars
Δλ vr
Doppler effect y realise the Doppler effect and apply ≈ to determine the
λo c
radial velocity of celestial bodies
y use the radial velocity curve to determine the orbital radius,
speed, and period of a small celestial body in circular orbital
motion around a massive body as seen along the orbital plane
y relate the rotation curve of stars around galaxies to the
existence of dark matter
y relate the red shift to the expansion of the universe
56
Students should develop basic skills in astronomical observation. Observation can capture
students’ imagination and enhance their interest in understanding the mystery of the universe.
It also serves to develop their practical and scientific investigation skills. Students may use
the naked eye to observe the apparent motion of celestial bodies in the sky, and use
telescopes/binoculars to study the surface features of the Moon, planets and deep sky objects.
Simple application of imaging devices such as a digital camera, webcam or charge-coupled
device (CCD) is useful. Project-based investigation may also enhance students’
involvement and interest. Space museums, universities, and many local organisations have
equipment and expertise on amateur astronomical observation, and welcome school visits and
provide training for enthusiastic teachers.
Data handling skills such as converting radial velocity data into information on orbital motion
is important. Due to the limitations of equipment, time, weather condition, and light
pollution, however, it is quite difficult for students to obtain useful observation data for
analysis. While real observation provides a vivid learning experience for students and
should be retained for a complete topic in astronomy, animation may be used to complement
this and to strengthen their understanding of the analytical content, and train their data-
acquisition and handling skills. Standard animation tools, and a huge source of photos and
videos are available in the NASA website. Software such as Motion Video Analysis may
help students to use these resources to perform useful analysis. Connection of the analysed
results with curriculum content and modern astronomical discoveries should be emphasised.
This will help students to appreciate the importance of the physics principles they learn, and
to realise that physics is an ever-growing subject with modern discoveries often emerging
from the solid foundation laid previously.
Apart from the acquisition of practical and analytical skills, students may take the learning of
advanced topics and new astronomical discoveries as a valuable opportunity to broaden their
perspectives on modern science. They should not aim at a comprehensive understanding of
these topics, but rather try to gain a simple, heuristic and qualitative glimpse of the wonders
of the universe, as well as to appreciate the effort that scientists have made in these important
discoveries. A huge number of astronomy education resources/articles is available on the
Web. Students may develop the ability to learn independently through studying these
materials, and polish their communication skills in sharing what they have learned with their
classmates.
57
z Observation of astronomical phenomena

− Observing stars with the naked eye and recognising the constellations and the
apparent motion of celestial bodies in the sky
− Observing meteor showers with the naked eye
− Observing the surface of the Moon with a small telescope
− Observing a lunar eclipse with a small telescope
− Observing the features of major planets with a small telescope, like the belts and
satellites of Jupiter, the phases of Venus, the polar caps of Mars, and the ring of
Saturn
− Observing special astronomical events such as the opposition of Mars, and the transit
of Venus over the Sun with a small telescope
− Observing bright comets with a small telescope
− Observing binary stars and variable stars with a small telescope
− Observing deep sky objects with a small telescope
− Observing features of the Sun (e.g. sunspots and granules) and solar eclipse by
projection
− Recording the position and/or features of the above objects with a digital camera, a
webcam or an astronomical CCD
z Possible learning activities
− Constructing a sundial to make time measurement
− Using a transparent plastic bowl to trace the path of daily motion of the Sun on the
celestial sphere. Students can examine the paths in different seasons to understand
how the altitudes of the Sun and the duration of sunshine vary throughout the year.
(Reference: http://www.ied.edu.hk/apfslt/issue_2/si/article4/a4_1.htm)
− Recording the position of Galilean satellites of Jupiter. Students may use the size of
Jupiter as the reference length to estimate the period and orbital radius of the satellites.
To avoid technical difficulties in observation, students may use the Solar System
Simulator provided by NASA (http://space.jpl.nasa.gov/) and Motion Video Analysis
Software (http://www.hk_phy.org/mvas) to perform a virtual analysis of the motion of
satellites. They can also verify Kepler’s third law in this case. (Reference:
http://www.hk-phy.org/astro/tcs.zip)
− Recording the position of planets/asteroids in the sky by using a digital camera over a
few months. Students may use a star map to estimate the coordinates of the planets/
asteroids and use standard astronomical software to analyse the orbit of the planet.
− Mapping of sunspots. Students may observe the projected image of the Sun and map
the sunspots in a period of time. From this they can understand the rotation of the
Sun and the evolution of sunspots. Recording the relative sunspot number over a
period of time may also reveal the change in solar activity.
58
− Studying the physics of Shenzhou manned spacecraft. The historic journey of
Shenzhou involves many interesting physics phenomena that secondary school
students can understand – for example, the thrust and acceleration of the rocket during
its launch, the orbital motion around the Earth, the weightless condition in the
spacecraft, the deceleration and return of the returning capsule, the effect of air
resistance on the returning capsule, and communication problems when returning to
the atmosphere. Analysis of spacecraft data provides a lively illustration of physics
principles. Motion video analysis may also be useful in studying the launching
motion.
− Studying orbital data of artificial satellites provides an interesting illustration of
Newtonian mechanics. Students may check the satellite pass-over time to actually
observe the satellite in the evening sky.
− Using a spectrometer and suitable filter to observe the spectrum of the Sun. Some
prominent spectral absorption lines can be observed without much difficulty.
− Studying radial velocity curves in celestial systems like stars with extrasolar planets,
black holes in binaries, exposes students to the latest advances in astronomy. Based
on the information extracted from the curves, students can use Kepler’s third law to
deduce the mass and orbital radius of the unknown companion in binary systems, and
recognise the important implications of these discoveries for the existence of exotic
celestial bodies and extraterrestrial life.
− Studying articles about the latest astronomy discoveries can promote students’ interest
in modern science and strengthen their ability to learn independently. Oral or
written presentation in class is encouraged.
− Visiting the Hong Kong Space Museum. Students may be divided into groups, with
each group being responsible for gathering information on a particular astronomy
topic in the exhibition hall of the museum. Each group can give a short presentation
in class to share their learning experience.
z Contacting local organisations, observatories and museums
− Hong Kong Space Museum (http://hk.space.museum)
− Ho Koon NEAC (http://www.hokoon.edu.hk)
− TNL Centre, The Chinese University of Hong Kong
(http://www.cuhk.edu.hk/ccc/tnlcenter)
− Sky Observers’ Association (Hong Kong) (http://www.skyobserver.org)
− Hong Kong Astronomical Society (http://www.hkas.org.hk/links/index.php)
− Space Observers Hong Kong (http://www.sohk.org.hk)
z Using educational websites that provide useful resources for activities
− Astronomy picture of the day (http://antwrp.gsfc.nasa.gov/apod/astropix.html)
− NASA homepage (http://www.nasa.gov/home)
− The Hubble Space News Center (http://hubblesite.org/newscenter)
− Chandra X-ray Observatory (http://www.nasa.gov/centers/marshall/news/chandra)
− Jet Propulsion Laboratory (http://www.jpl.nasa.gov/index.cfm)
− NASA Earth Observatory (http://earthobservatory.nasa.gov)
59
− China National Space Administration (http://www.cnsa.gov.cn)
− National Astronomical Observatories, Chinese Academy of Sciences
(http://www.bao.ac.cn)
z to appreciate the wonders of deep space and understand the position of humankind in the
universe
z to appreciate astronomy as a science which is concerned with vast space and time, and the
ultimate quest for the beginning of the universe and life
z to appreciate how careful observation, experimentation and analysis often lead to major
discoveries in science that revolutionise our concepts of nature
z to appreciate physics as an ever growing subject in which new discoveries are often made
on the solid foundation that was laid previously
z to appreciate the ability of famous scientists in history and their profound contribution
towards our understanding of the universe and the existence of humankind
z to accept uncertainty in the description and explanation of physical phenomena
z to accept the uncertainty in measurement and observation but still be able to draw
meaningful conclusions from available data and information
z to be able to get a simple and heuristic glimpse of modern advances in science, even
though a comprehensive understanding of these advanced topics is beyond the ability of
ordinary people
z to recognise the importance of lifelong learning in our rapidly changing knowledge-based
society and be committed to self-directed learning
z to appreciate the roles of science and technology in the exploration of space and to
appreciate the efforts of humankind in the quest for understanding nature
z to become aware of daily phenomena and their scientific explanations
60
STSE connections
z studies in astronomy which have stimulated the development of modern science and
eventually changed our ways of living
z the interplay between technological development, the advance of modern science and our
lives
z the effects of astronomical phenomena on our lives (e.g. solar activity maximum affects
communication and power supply on Earth)
z the effects of light pollution on astronomical observations, the environment and the
lifestyle
z disasters that may come from outer space and our reactions to them (e.g. a big meteor
impact causing massive destruction to life on Earth)
z the applications of modern technologies in space science, including artificial satellites and
spacecraft
z the need to rethink some of Earth’s environmental problems as a result of exploration of
planets (e.g. the runaway greenhouse effect of Venus may be compared with global
warming on Earth)
z the implications of the advances in space technology and their impact on society (e.g.
Shenzhou manned spacecraft)
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VII Atomic World (27 hours)
Overview
The nature of the smallest particles making up all matter has been a topic of vigorous debate
among scientists, from ancient times through the exciting years in the first few decades of the
20th century to the present. Classical physics deals mainly with particles and waves, as two
distinct entities. Substances are made of very tiny particles. Waves, such as those
encountered in visible light, sound and heat radiations, behave very differently from particles.
At the end of the 19th century, particles and waves were thought to be very different and
could not be associated with each other.
When scientists looked more closely at the nature of substances, contradictory phenomena
that confused scientists began to appear. Classical concepts in Mechanics and
Electromagnetism cannot explain the phenomena observed in atoms, or even the very
existence of atoms. Studies on the structure of an atom and the nature of light and electrons
revealed that light, the wave nature of which is well known, shows particle properties, and
electrons, the particle nature of which is well known, show wave properties.
In this elective topic, students learn about the development of the atomic model, the Bohr’s
atomic model of hydrogen, energy levels of atoms, the characteristics of line spectra, the
photo-electric effect, the particle behaviour of light and the wave nature of electrons, i.e. the
wave-particle duality. Through the learning of these physical concepts and phenomena,
students are introduced to the quantum view of our microscopic world and become aware of
the difference between classical and modern views of our physical world. Students are also
expected to appreciate the evidence-based, developmental and falsifiable nature of science.
Advances in modern physics have led to many applications and rapid development in
materials science in recent years. This elective includes a brief introduction to
nanotechnology, with a discussion on the advantages and use of transmission electron
microscopes (TEM) and scanning tunnelling microscopes (STM), as well as some potential
applications of nano structures.
Nanotechnologies have been around for hundreds of years, although the underlying physics
was not known until the 20th century. For example, nano-sized particles of gold and silver
have been used as coloured pigments in stained glass since the 10th century. With better
understanding of the basic principles, more applications have been found in recent years.
These applications include the potential use of nano wires and nano tubes as building
materials and as key components in electronics and display. Nano particles are used in
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suntan lotions and cosmetics, to absorb and reflect ultra-violet rays. Tiny particles of
titanium dioxide, for example, can be layered onto glass to make self-cleaning windows.
As in any newly developed area, very little is known, for example, about the potential effects
of free nano particles and nano tubes on the environment. They may cause hazards to our
health and might lead to health concerns. Students are, therefore, expected to be aware of
the potential hazards, and issues of risk and safety to our life and society in using
nanotechnologies.
In studying this elective topic, students are expected to have basic knowledge about force,
motion, and waves. Some basic concepts of covalent bonds of electrons would be helpful in
understanding the structures and special properties of nano materials. Knowledge of
electromagnetic forces, electromagnetic induction and electromagnetic spectrum is also
required.
a. Rutherford’s atomic
model
the structure of atom y describe Rutherford’s construction of an atomic model

consisting of a nucleus and electrons
y state the limitations of Rutherford’s atomic model in
accounting for the motion of electrons around the nucleus in
the view of classical mechanics
y realise the importance of scattering experiments in the
discovery of the structure of atoms and the impact on the
searching for new particles
b. Photoelectric effect
evidence for light quanta y describe photoelectric effect experiment and its results
y state the limitations of the wave model of light in explaining
the photoelectric effect
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Einstein’s interpretation of y state photon energy E = hf

photoelectric effect and y describe how the intensity of the incident light of a given
photoelectric equation frequency is related to the number of photons
y explain photoelectric effect using Einstein’s photoelectric
1
equation hf − φ = me vmax
2
2
y realise the photoelectric effect as the evidence of particle
nature of light
y apply E = hf and Einstein’s photoelectric equation to solve
problems
c. Bohr’s atomic model of

hydrogen
line spectra y describe the special features of line spectra of hydrogen

atoms and other monatomic gases
y explain spectral lines in terms of difference in energies
y realise that the energy of a hydrogen atom can only take on
certain values
y realise line spectra as evidence of energy levels of atoms
Bohr’s model of the y state the postulates that define Bohr’s model of hydrogen atom
hydrogen atom y distinguish between the “quantum” and “classical” aspects in
the postulates of Bohr’s atomic model of hydrogen
nh
y realise the postulate me vr = as the quantization of
2π
angular momentum of an electron around a hydrogen nucleus
where n=1,2,3… is the quantum number labelling the nth
Bohr orbit of the electron
y realise the equation for the energy of an electron in a
⎧
hydrogen atom as Etot = − 12 ⎨ me2e 2 ⎫⎬ ( = − 13.26 eV)
4
n ⎩ 8h ε o ⎭ n
y use electron-volt (eV) as a unit of energy

y distinguish ionization and excitation energies
⎧
apply E tot = − 12 ⎪⎨ me2e 2 ⎫⎬ to solve problems
4
y
n ⎪⎩ 8h ε o ⎭
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the interpretation of line y derive, by using Bohr’s equation of electron energy and E=hf,
spectra 1 mee4 ⎧ 1 1 ⎫
the expression = ⎨ − ⎬ for the wavelength of
λa→b 8h3εo2c ⎩b2 a2 ⎭
photon emitted or absorbed when an electron undergoes a

transition from one energy level to another
y interpret line spectra by the use of Bohr’s equation of electron
energy
1 mee4 ⎧ 1 1 ⎫
y apply E=hf and = ⎨ − ⎬ to solve problems
λa→b 8h3εo2c ⎩b2 a2 ⎭
d. Particles or Waves y realise the wave-particle duality of electrons and light

y describe evidences of electrons and light exhibiting both
wave and particle properties
y relate the wave and particle properties of electrons using the
h
de Broglie formula λ =
p
h
y apply λ = to solve problems
p
e. Probing into nano scale
physical properties of y understand that nano means 10-9

materials in nano scale y realise that materials in nano scale can exist in various forms,
such as nano wires, nano tubes and nano particles
y realise that materials often exhibit different physical
properties when their sizes are reduced to nano scale
seeing at nano scale y describe the limitations of the optical microscope in seeing
substances of small scale
y describe how a transmission electron microscope (TEM)
works
y draw the analogy between the use of electric and magnetic
fields in TEMs and lenses in optical microscopes
y estimate the anode voltage needed in a TEM to accelerate
electrons achieving wavelengths of the order of atomic size
y explain the advantage of the high resolution of TEM using
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1.22λ
Rayleigh criterion for minimum resolvable detail, θ ≈
d
y describe how a scanning tunnelling microscope (STM) works
in seeing nano particles (principles of the tunnelling effect are
not required)
recent development in y describe recent developments and applications of

nanotechnology nanotechnology in various areas related to daily life
y discuss potential hazards, issues of risks and safety concerns
for our lives and society in using nanotechnologies
Students might follow the history of the discovery of the atom when learning this elective
topic. They should develop knowledge of the structure of atoms, the energy levels of
electrons and quantized energy of light. The work of various physicists such as Rutherford,
Bohr and Einstein, in the search for the nature of atoms and light should be recognised.
Students should become aware of the importance of cooperation among scientists in
investigations and discoveries related to nature. They should understand the limitations of
Rutherford’s atomic model in accounting for the motion of electrons around the nucleus in
the view of classical mechanics. They should be aware of the importance of the use of
scattering experiment with energetic particles in the search of atomic structure. Such
experiments had led to the discovery of many new particles in the 20th century, including
protons and neutrons, and the internal structure of nucleons, i.e., the discovery of quarks.
With the discovery of the photoelectric effect and Einstein’s explanation, the particle nature
of light became clear. Students should understand the details of the photoelectric effect and
electron diffraction through experiments or computing animations. Bohr’s postulates on the
discrete energy level of an electron in an atom should be treated as a first step to revealing the
quantum nature of matter. The emission and absorption line spectra observed from the
monatomic gases are used as evidence for the energy levels of electrons. Students should
also recognise how the concept of wave-particle duality of electrons and light can
successfully explain the phenomena observed.
After studying this elective topic, students should also understand the development of
nanotechnology and its contribution to daily life. They should recognise that there are
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common forms of substances in nano scale, viz. nano particles, fullerenes, nano tubes and
nano wires. Special physical properties are found, depending on the different structures of
the nano substance. Carbon atom is one of the appropriate substances used to illustrate the
various physical properties due to the different forms of its structure. Students should
appreciate and have a basic understanding of the use of advanced tools, such as the
transmission electron microscope (TEM) and scanning tunnelling microscope (STM) to see
substances at nano scale. The introduction of the scanning tunnelling microscope will help
them to recognise that probability is in fact a governance factor in the atomic world, in
contrast to the determinate aspect of classical mechanics.
Students are encouraged to carry out project-type investigations into the development of
nanoscience and nanotechnology, and into their impact on society and daily life. Through
inquiry into social issues, students will become aware of the ethical and potential concerns
(health and otherwise) of the use of nanotechnology. They will also learn the working
principles of nanotechnology, and appreciate the contributions of technological advancement,
its influence on our daily life and its limitations.
z Performing experiments on Rutherford’s atomic model:

− Using α scattering analogue apparatus for studying Rutherford scattering by means of
a gravitational analogue of inverse square law

z Performing experiments on the photoelectric effect:
− Using photocell (magnesium ribbon) to find out the threshold frequency
− Using photocell to measure the stopping voltage of monochromatic light
− Using photocell to measure the energy of photoelectrons induced by different colours
of light
− Investigating the relationships among light intensity and the energy of photoelectrons
− Inferring the relationships among threshold frequency, stopping voltage and the
kinetic energy of electron

z Performing the Franck-Hertz experiment to demonstrate the discreteness of atomic energy
levels
z Performing experiments involving observations of absorption and emission spectra.
z Using diagrams, photographs, computing animations and programmes to enhance their
understanding of:
− Rutherford’s atomic model
− Bohr’s model
− Emission spectrum
− absorption spectrum
− Franck-Hertz experiment
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− photoelectric effect
− electron diffraction
− limit of resolution
z Illustrating the basic properties of the covalent bond of electrons by using

− balls and sticks to build models
− computing animations and programmes to display 2-D or 3-D images of simple
covalent molecules
z Performing an experiment to show how the diffraction patterns of two monochromatic
point sources demonstrate the limit of resolution
z Performing an estimation of the diffraction-limited vision for an iris of the human eye, for
example, with a diameter of 5 mm and a wavelength of 500 nm, by using the Rayleigh
criterion
z Performing experiments to demonstrate different physical properties of nano materials
(e.g. the Lotus effect)
z Investigating the application of the principles of nanoscience in commercial products by
the use of various properties of nano materials (e.g. permeability to gas, water-repellence
and transparency)
z Challenging their preconceived ideas on atomic models, and the nature of electrons and
light
z Learning about scientists (e.g. Phillipp Lenard, Max Planck, Albert Einstein, Ernest
Rutherford, Niels Bohr and de Broglie) and in particular their contributions to the
development of atomic physics
z Increasing their awareness of the importance of collaboration among scientists in
investigating nature
z to be aware of the usefulness of models and theories in physics as shown in the atomic
model, and appreciate the wonders of nature
z to appreciate the efforts made by scientists to discover the nature of light and the structure
of an atom
z to appreciate the contributions of Rutherford, Bohr, Planck and Einstein to revolutionising
the scientific thinking of their times
z to appreciate that important scientific theories, such as Rutherford’s atomic model and
photoelectric effect, can ultimately have a huge impact on technology and society
z to be open-minded in evaluating potential applications of the theory of fundamental
particles and nanotechnology
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z to recognise the falsifiable nature of scientific theory and the importance of evidence in
supporting scientific findings
z to recognise the importance of lifelong learning in our future rapidly changing
knowledge-based society and commit to self-directed learning
STSE connections
z the applications of nano-sized wires and tubes in other disciplines (e.g. Electronics,
Optics, Medicine, Computing and Building Engineering)
z the influence of nanotechnology on our health and lives
z concerns about the potential risks to the environment of using nanotechnology
z the roles of nanotechnology in the world’s economic growth
z the ethical and social implications caused by the use of nanotechnology in areas such as
the military, medicine, and personal security and safety of society
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VIII Energy and Use of Energy (27 hours)
Overview
The ability of human beings to use various forms of energy is one of the greatest
developments in human history. Electrical energy brings cities to life. Modern
transportation powered by energy links peoples together. Modern society is geared to using
electricity as a main energy source. There are many reasons why electricity is the most
common energy source used at home and in the office. This elective topic begins by
reviewing domestic appliances for lighting, cooking and air-conditioning. These appliances
show how physics principles are used to make our homes better and more comfortable places
to live in. Students investigate the total amount of energy transferred when these appliances
are in operation. They also learn how to calculate the cost from power rating of the
appliances. The idea of energy changes being associated with energy transfer is raised, and
students identify the energy changes associated with a range of appliances. This leads into
the introduction of the Energy Efficiency Labelling Scheme informing the public to choose
energy-efficient household appliances for saving energy. Building and transportation
provide situations for students to study the factors affecting energy performance in real
contexts. Building materials provide the starting point for discussion of the thermal
properties of different materials to transfer energy; and this leads to consideration of a
building design to minimise energy use and provide an appropriate internal environment
without sacrificing its quality. Through the use of electric motors as energy converters in
vehicles, students study the efficiency of electric motors compared to internal combustion
engines, in the attempt to reduce air pollution.
There are many energy sources used as fuel that can be converted into electricity. The
current fuels used for generating electricity in Hong Kong include coal, petroleum, natural
gas, nuclear fuel and pump storage. Students compare the efficiency of different fuels and
different ways of using the same fuel. Through a consideration of the design features of a
solar cooker, students investigate conduction, convection and radiation as means of
transferring energy from nature. Different sources of energy have different environmental
effects on society. When fossil fuels burn, a large amount of pollutants are discharged into
the air. The pollutants cause atmospheric pollution, reduce air quality and contribute to the
greenhouse effect which may warm and damage the Earth. Whereas nuclear power stations
are very efficient, the disposal of dangerous radioactive waste materials continues to be a
problem. The growing concern about the environmental impact of energy polluting the
environment has made environmentally friendly and alternative energy sources worth
considering. In this connection, emphasis is placed on the energy conservation principle, to
encourage efficient energy usage in order to maintain and improve the quality of the
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environment. Energy efficiency can be described simply using an input-output model. For
example, a solar cell can be understood generally as a transducer that has the solar radiation
as input and a useful form of electrical energy as the output. Despite the fact that Hong
Kong has no indigenous energy sources, solar cells and wind power are introduced as local
contextual examples to illustrate the concept of renewable energy sources. This elective
topic increases students’ understanding of the application of physics, the uses of different
energy sources and the implications of energy efficiency to the environment.
a. Electricity at home
energy consuming y state electricity as the main source for domestic energy
appliances at home y describe the energy conversion involved in electrical appliances
y define end-use energy efficiency in terms of the ratio of the
amount of useful energy output to energy input
lighting y state the different types of lighting used at home

y describe the working principles of incandescent lamps, gas
discharge lamps and light emitting diodes (LED) and interpret
light emission in terms of energy change in atomic level
y discuss cost effectiveness of incandescent lamps, gas
discharge lamps and light emitting diodes
y realise that the eye response depends on wavelengths
y define luminous flux as the energy of light emitted per unit
time by a light source
y use lumen as a unit of luminous flux
y define illuminance as luminous flux falling on unit area of a
surface
y use lux as a unit of illuminance
y use inverse square law and Lambert’s cosine law to solve
problems involving illuminance
y solve problems involving end-use energy efficiency of electric
lights
cooking without fire y describe the working principles of electric hotplates, induction
cookers and microwave ovens in heat generation
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y use the power rating of cookers to determine running cost

y solve problems involving end-use energy efficiency of cookers
y discuss the advantages and disadvantages of electric hotplates,
induction cookers and microwave ovens
moving heat around y describe the working principles of air-conditioners as a heat

pump which transfers heat against its natural direction of flow
y use kilowatt (kW) as a unit for cooling capacity and solve
problems involving cooling capacity
y discuss possible ways of using heat generated by central
air-conditioning systems
Energy Efficiency y discuss the uses of the Hong Kong Energy Efficiency Labelling
Labelling Scheme Scheme (EELS) for energy-saving
y solve problems involving EELS
y suggest examples of energy-saving devices
b. Energy efficiency in
building and
transportation
building materials used to Q A(Thot − Tcold )

y interpret =κ as the rate of energy transfer by
improve the energy t d
efficiency conduction and discuss the heat loss in conduction

y define thermal transmittance U-value of building materials as
κ
U=
d
y state the Overall Thermal Transfer Value (OTTV) of a
building envelop
y solve problems involving conduction in a building
y discuss the use of solar control window film in a building
y discuss the factors affecting the energy efficiency of buildings
electric vehicles y state the main components of the power system of electric vehicles
y discuss the use of electric vehicles
y state the main components of the power system of hybrid
vehicles and compare their end-use energy efficiency to petrol
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vehicles
y discuss the advantages of public transportation systems and
give examples
c. Renewable and
non-renewable energy
sources
renewable and y describe the characteristics of renewable and non-renewable

non-renewable energy energy sources and give examples
sources y define solar constant as the total electromagnetic radiation
energy radiated at normal incidence by the Sun per unit time
per unit area at the mean distance between the Earth and the
Sun after the absorption by the Earth’s atmosphere
y solve problems involving the solar constant
1
y derive maximum power by wind turbine as P = ρAv 3 and
2
solve problems
y describe the energy conversion process for hydroelectric
power and solve problems
y define binding energy per nucleon in unit of eV and solve
problems
y relate the binding energy curve to nuclear fission and fusion
y describe the principle of the fission reactor and state the roles
of moderator, coolant and control rods
y describe the working principle of a solar cell
environmental impact of y discuss the impact of extraction, conversion, distribution and

energy consumption use of energy on the environment and society
y discuss effect of greenhouse gases on global warming
y analyse the consumption data for different fuel types in Hong
Kong and their specific purposes
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This topic should provide learning experiences for students to understand the production,
conversion, transmission and utilisation of energy. The design of learning experiences
should seek to integrate content, skills and process, and values and attitudes through a
meaningful pedagogy.
Students construct knowledge best when they can make use of daily-life contexts and
technological issues. For example, the Building Integrated Photovoltaic (BIPV) Design for
Hong Kong, the Wind Turbine Project in Lamma Island, and the Ducted Wind Turbine
Project can be used to raise their awareness of renewable energy sources. Discussion
questions and learning activities related to the range of available energy efficient technologies
are used to motivate students to explore these, and hence discover by themselves the
underlying energy efficiency principles. The knowledge, values and attitudes involved in
being a smart energy consumer should also be central to this topic. Generic skills used for
communication, critical thinking, creativity and problem-solving should be embedded in
discussion leading to issues related to energy utilisation and conservation. Information, real
data, themes, events and issues in Hong Kong that illustrate these key concepts should be
provided to facilitate learning and teaching. Students are firstly engaged by an event or a
question related to a concept, and then they participate in one or more activities to explore the
concept. This exploration provides them with experiences from which they can develop
their understanding. Where necessary, the teacher clarifies the concept and defines relevant
vocabulary. Then the students elaborate and build on their understanding of the concept by
applying it to new situations. Finally, the students complete activities and the teacher
evaluates their understanding of the concept.
z Performing an investigation to model the generation of electric current by conducting

relative motion between a magnet and a coil
z Gathering and analysing secondary information related to incandescent lamps (e.g.
filament light bulb, halogen lamp), gas discharge lamps (e.g. linear or compact
fluorescent lamp, high pressure mercury or sodium lamp, induction lamp) and light
emitting diode (LED)
z Using a motor-generator kit to show students how electricity can be generated using
mechanical energy
z Identifying and analysing different energy sources, discussing the advantages and
disadvantages of each energy source, and coming to a consensus
z Analysing secondary information about the effect of greenhouse gases on global warming
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z Gathering and analysing information to identify how high tension cables are insulated
from power pylons, protected from lightning strikes and cleaned from dirt
z Performing an investigation to model the structure of a transformer to demonstrate how
secondary voltage is produced and investigate the transformer action
z Gathering, processing and analysing information to identify some of the energy transfers
and transformations involving the conversion of electrical energy into more useful forms
in the home and industry
z Organising a class competition on solar cooker, wind power generation, or a solar car race
z Investigating variables in the use of solar energy for water heating, for cooking and for
generating electricity
z Building a circuit to generate electricity by solar energy
z Designing an investigation to determine whether heat or light generates electricity in a
solar cell
z Visiting local power plants and the nuclear power plant in Daya Bay
z Listening to invited speakers from the Electrical and Mechanical Services Department,
Green Power, electric companies, Towngas, MTR, KCR or the Environmental Protection
Department to introduce up-to-date information on energy generation, transmission and
consumption in society and alternative energy sources
z Gathering and analysing secondary information on different forms of renewable and
non-renewable energy sources, giving some examples of different energy sources (e.g.
solar, tidal, water, wind, fossil, and nuclear energy)
z Studying the impact of extraction, conversion, distribution and use of energy on the
environment and society, and their suitability for different situations
z Discussing the accessibility of fossil and non-fossil fuel energy sources
z Gathering and analysing secondary information on the interaction of energy sources with
greenhouse gases: such as energy absorption, re-emission, radiation and dissipation by
greenhouse gases
z Considering what can be done to make the generation and use of electricity for more
sustainable use in Hong Kong
z Measuring the heat produced by a flashlight bulb and calculate the efficiency of the bulb
z Suggesting ways to control the transfer of solar energy into buildings
z Planning investigations to compare solar energy transfer through two different kinds of
solar control window film
z Demonstrating an understanding of the applications of energy transfer and transformation
z Discussing energy usage at home and in the office to increase awareness of the need for
energy economy
z Carrying out an energy audit on their own homes or schools – for example, measuring the
amount of electrical energy used at home in a month by reading the electricity bill and
estimating what proportion of this energy is used for lighting, for air-conditioning (or
space heating), for heating water, for washing and cleaning, and for cooking
z Studying the Energy Efficiency Labelling Scheme (EELS) in Hong Kong and information
contained in Energy Labels
75
z Writing about the proper use of domestic electrical appliances to reduce the cost of
electricity and contribute to the worthwhile cause of saving energy
z Writing about home safety in relation to the use of electrical appliances
z Discussing “Life without electricity for a day”
z Discussing how the availability of electrical appliances has changed life in Hong Kong
over the years
z Discussing family preparedness for periods of electrical outage
z Studying “disorderness” which implies an irreversible change that everything tends to
become less organised and less orderly over time. Understanding that the overall effect of
all energy transfer is to spread energy out uniformly. Examples are the transfer of energy
from hotter to cooler objects by conduction, convection and radiation, and the warming of
our surroundings when burning fuels.
z Studying the Code of Practice on Overall Thermal Transfer Value (OTTV) in the website
of the Buildings Department (http://www.bd.gov.hk/english/documents/code/e_ottv.htm)
and discussing the effect of U-values on thermal conduction for different building
materials
z Studying the Code of Practice for energy saving in the website of Electrical and
Mechanical Services Department
(http://www.emsd.gov.hk/emsd/eng/pee/eersb_pub.shtml) and discussing its impacts on
the building services systems (i.e. mechanical and electrical systems)
z Gathering and comparing secondary information related to end-use energy efficiency for
air conditioners, lamps and cars.
y to be aware of the finite energy sources available to humans and the need to save
electrical energy for a sustainable economy and environmental protection
y to be aware of the environmental implications of the use of different energy sources and
to share the responsibility for sustainable development of Hong Kong
y to appreciate the efforts made by scientists to find alternative environmentally friendly
energy sources
y to appreciate the efforts of humankind to protect the environment
y to be open-minded in evaluating the potential applications of new technologies for
improving energy efficiency
y to appreciate energy-saving behaviour in daily life and to be committed to good practices
for energy consumption
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y to be aware of the impacts of electricity on Hong Kong over the years
y to be aware of the consumers’ responsibility to know the energy efficiency of home
appliances via energy labels
y to be aware of the importance of safety issues in using electrical appliances and
committed to safe usage
y to appreciate that the important advances in scientific theory (such as semi-conductor
theory and mass-energy conversion theory) can ultimately make a huge impact on
technology and society
y to be aware of the importance of lifelong learning in our rapidly changing
knowledge-based society and be committed to self-directed learning
STSE connections
y the trade-off between the applications of different energy sources and their
environmental impact
y the safety problems associated with the storage and transportation of fuels
y restricting the use of private motor cars in order to reduce air pollutants
y the issue of the detrimental effects of electromagnetic fields emitted by high tension
cables and power pylons
y the environmental implications and recent developments of the electric car as an
alternative to the traditional fuel car, and the role of the government in such issues
y the environmental impact of the wind turbine on scenic natural surroundings
y the selection of sites for power plants as a matter for debate because such sites may alter
coastal habitats
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IX Medical Physics (27 hours)
Overview
This elective is concerned with the basic physics principles underlying human vision and
hearing to make sense of the environment. It begins by considering the structures of the eye
and its optical system for adjusting to different object distances. Defects of vision and the
study of their corrections are introduced. Resolution is introduced to explain the fineness of
detail discernible by the eye. The question of how colour vision is generated leads to the
study of the rods and cones in the retina. Rods are responsible for vision in dim light while
cones are responsible for the more acute vision experienced in ordinary daylight conditions.
A brief look at the structure of the ear serves to introduce students to concepts of transferring
energy using a transducer and how different frequencies of sound waves are discriminated in
the inner ear.
Attention is then given to the applications of sound waves and visible light for seeing inside
the body. A brief look at the working principles of ultrasound scanners and endoscopes
serves to introduce students to pulse-echo and the total internal reflection of waves.
Ionising radiation, such as X-rays and gamma rays, is introduced to students as an alternative
means of examining the anatomical structures and functions of a body for medical diagnosis.
In hospitals and clinics around the world, literally hundreds of thousands of patients daily
receive medical imaging tests in which X-rays, radionuclides, ultrasound and computed
tomography (CT) are used. In virtually all these devices, physics has developed from our
understanding of the electromagnetic spectrum, the radioactivity of specific nuclides and the
wave properties of ultrasound beams. Such devices have enabled radiologists to see through
the body without surgery. The medical uses of radioactive substances are introduced to
students and the ways in which gamma radiation can be detected by gamma cameras to
produce images for medical diagnosis are considered. It should be emphasised that the
development of new imaging modalities is an evolutionary process. It may start with the
discovery of a new physical phenomenon or a variation of an existing one. At all stages,
expertise in physics is essential. There is considerable interest in medical physics in the
field of radiation oncology, nuclear medicine and radiology, and some students will want to
know more about such developments.
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a. Making sense of the eye

and the ear
physics of vision y describe the basic structure of the eye including light sensitive
cells (rods and cones) of retina, and their respective functions
y interpret spectral response of light sensitive cells using receptor
absorption curves
1.22λ
y apply resolving power θ ≈ to solve problems
d
y describe the process of accommodation of the eye
defects of vision and their y define power of a lens as the reciprocal of the focal length of a
corrections lens
y use dioptre as a unit of power of a lens
y state the near point and far point of the eye
y describe the defects of vision including short sight (myopia),
long sight (hypermetropia) and old sight (presbyopia) and their
corrections
physics of hearing y describe the basic structure of the middle ear and its function in
relation to pressure amplification
y describe the basic structure of the inner ear and its frequency
discrimination in response to incoming sound waves
y realise hearing perception of relative sound intensity levels and
the need for a logarithmic scale to represent the levels
I
y apply intensity level L = 10 log 10 ( ) dB to solve problems
Io
y interpret the curves of equal loudness
y discuss the effects of noise on health
b. Medical imaging using

non-ionising radiation
properties of ultrasound y describe the working principle of a piezoelectric transducer in

generating and detecting an ultrasound pulse
y define acoustic impedance Z = ρc and compare the acoustic
impedances of various body tissues
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I r ( Z 2 − Z1 ) 2
y apply intensity reflection coefficient α = = to
I o ( Z 2 + Z1 ) 2
solve problems
y apply I = I o e − μx to determine the transmitted intensity of an
ultrasound pulse after travelling through a certain thickness in a

medium
y realise the dependence of attenuation coefficients (μ) on the
nature of the medium and the frequency
ultrasound scans y realise A-scan and B-scan as range-measuring systems

y describe the working principle of A-scan
y interpret the pulse display of A-scan
y identify suitable frequency ranges of ultrasound for scanning
based on penetration depth, resolution and body structures
y describe the working principle of B-scan
y estimate the size of a body tissue in a B-scan image
y discuss the advantages and limitations of ultrasound scans in
diagnosis
fibre optic endoscopy y describe the characteristics of an optical fibre

y describe the working principle of a fibre optic endoscope
y describe the working principle of coherent bundle fibres to
form image
y solve problems involving optical fibre
y discuss the advantages and limitations of using endoscope in
diagnosis
c. Medical imaging using

ionising radiation
X-ray radiographic y apply I = I oe − μx to determine the transmitted intensity of a

imaging
X-ray beam after travelling through a certain thickness in a
medium
y relate the attenuation coefficient (μ) to half-value thickness
y realise a radiographic image as a map of attenuation of X-ray
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beam after passing body tissues

y explain the use of artificial contrast media such as barium meal
in radiographic imaging
y discuss the advantages and disadvantages of radiographic
imaging in diagnosis
CT scan y describe the working principle of a computed tomography (CT)

scanner
y realise a CT image as a map of attenuation coefficients of body
tissues
y realise the image reconstruction process of CT scanning
y compare CT images with X-ray radiographic images
radionuclides for medical y identify the characteristics of radionuclides such as technetium-99m

uses used for diagnosis
y define biological half-life as the time taken for half the materials
to be removed from the body by biological processes and apply
it to solve related problems
y describe the use of radioisotopes as tracers for diagnosis
y realise a radionuclide image obtained by a gamma camera as a
map of radioisotopes distribution in a body
y compare radionuclide planar images with X-ray radiographic
images
y compare effective dose (Sv) in diagnostic medical procedures
involving ionisation radiation
y discuss the health risk and safety precautions for ionisation
radiation
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This topic focuses mainly on the applications of physics in medicine using non-ionizing
radiation as well as ionization radiation for medical diagnosis. The eye is used to model an
optical device and the ear as a mechanical transducer that enables humans to react to change
in the environment through nervous reactions. Historical perspectives on the discovery of
X-rays and radioactivity can be introduced. For example, perhaps the earliest medical
imaging experiment was the imaging by Rontgen of his wife’s hand within weeks after he
discovered X-rays. Ultrasound as a medical imaging modality is really an application of
Sound Navigation and Ranging developed during the Second World War. Ultrasound
scanners are used to view the foetus during pregnancy. The use of ionization radiation in
medicine may be said to stem from two discoveries at the end of the 19th century:
Roentgen’s discovery of X-rays in 1895 and Becquerel’s discovery of radioactivity in 1896.
Both these discoveries had a major impact on how medicine is practised. X-rays have since
been used for seeing through the body and for the treatment of cancer, with radionuclides also
being used for both purposes. The use of X-rays to investigate the body has resulted in the
development of the field of diagnostic radiology. The use of X-rays along with the
treatment with the radiation emitted by radioactive decay for the treatment of malignant
tumours resulted in the development of the field of radiation oncology or radiotherapy.
After the Second World War, numerous artificially-produced radionuclides became available.
As well as being used for the treatment of cancer, radionuclides were used to localise specific
organs and diseases in the body. This resulted in the development of the field of nuclear
medicine. With the development of digital computers and the advancement of image
reconstruction algorithms, it became possible to reconstruct cross-sectional images of the
body, resulting in the 1970s in computerised tomography. Such technological advances
help students to appreciate the importance of physics, mathematics, engineering, and
computer science in the design of medical imaging devices.
Students should develop skills in searching for information from the World Wide Web. A
great deal of up-to-date information and image data for educational purposes is available on
the Web. For example, one can start by asking the students to explore the differences in
images obtained from various scans, such as ultrasound, gamma camera and CT, in relation to
the information content from the images. Also, the concepts of representing image in
number can be introduced, and so manipulating those numbers which can modify the image.
The combination of image visualisation and processes has had an enormous effect on
extracting and representing image data. Resolution is a fundamental characteristic of all
measuring devices. The resolution of any instrument is the smallest difference which is
detectable. In this connection, students are encouraged to carry out comparisons to
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differentiate the appearance of specific images and realise the smallest size of things which
can be distinguished by different medical imaging devices, so as to introduce the concepts
related to spatial resolution. It is also interesting to note that the idea of resolution also
applies to the grey levels in the digital images. A simple back projection algorithm can be
used to simulate image reconstruction from projection data. To arouse their interest,
students may be asked to discuss open questions such as: Is ultrasound scanning safe in
pregnancy? How do you detect cancer? Are computers making doctors less important?
Students are also encouraged to extend their reading from textbooks and articles, popular
science magazines and the Web. In particular, there are relevant collections of articles in
the e-museum at the Nobel Foundation (http://nobelprize.org/) for student browsing. If
students follow their own reading interests, they are likely to find many pages there that
convey the joy these Nobel Laureates have in their work and the excitement of their ideas.
z Reading articles and discussing the applications related to LASIK (laser-assisted in-situ
keratomileusis) for eye surgery
z Reading articles and discussing the applications related to electronic cochlear implant
z Observing images produced by ultrasound scans, endoscopes, X-rays, CT scans and
gamma camera
z Demonstrating the principles of pulse-echo using ultrasound transmitters and receivers
z Solving problems and analysing information to calculate the acoustic impedance of a
range of materials, including bone, muscle, soft tissue, fat, blood and air, and explaining
the types of tissues that can be examined by ultrasound
z Using a pair of ultrasound transmitter and receiver to investigate the amplitude of echo
from reflectors of different materials
z Observing an ultrasound image of body organs and gathering information
z Estimating the resolution of an ultrasound image of a baby if the image size is about
250 mm across and high by a square array of 256×256
z Solving problems and analysing information using acoustic impedance
z Discussing and observing two X-ray radiographic images with and without showing bone
fracture
z Discussing the question: “As late as the 1950s X-rays were used to ensure well-fitting
shoes. Why is this no longer the case today?”
z Gathering information about deaths due to tuberculosis in the 1940s and suggesting a
method to diagnose the disease so as to reduce risk
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z Using a dental film and a gamma source to demonstrate film exposure of X-rays and
absorption of X-rays
z Observing a CT scan image and comparing the information provided by CT scans to that
provided by an conventional X-ray radiographic image for the same body part
z Performing a first-hand investigation to demonstrate the transfer of light beam by optical
fibres
z Gathering secondary information to observe internal organs from images produced by an
endoscope
z Using dice to simulate radioactive decay and study the random nature of decay in
radioactive nuclides
z Comparing a gamma camera scanned image of bone with an X-ray radiographic image
z Comparing a gamma camera scanned image of one healthy body part or organ with a
scanned image of its diseased counterpart
z Comparing the advantages and disadvantages of conventional X-ray radiographic images
and CT scans
z Gathering and analysing information and using available evidence to assess the impact of
medical applications of physics on society
z Discussing the issues related to radiation safety using non-ionization radiation and
ionization radiation for imaging
z Reading articles from the e-museum (http://nobelprize.org/nobel_prizes/physics/) to trace
the historic development of CT, explore what physicists do and the impact of scientific
thought on society
y to be aware of the importance of safety measures in relation to ionisation and

non-ionisation radiation
y to be aware of the potential danger from X-rays and radiation from radioactive sources to
pregnant woman
y to adopt a cautious attitude in matters concerning public safety
y to be aware of the implications of the use of different modes of imaging technology and
to make an effort to reduce radiation exposure in daily life
y to appreciate some of the factors which contribute to good health, and the importance of
personal responsibility in maintaining it
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y to appreciate the role of the medical and associated services provided in Hong Kong and
the role of various people within them
y to appreciate the relative importance of preventative and curative services
y to be open-minded in evaluating potential applications of physics to new medical
technology
y to appreciate the efforts made by scientists to find alternative methods of medical
diagnosis
y to appreciate that important scientific discoveries (such as radioactivity and X-rays) can
ultimately have a huge impact on society
y to appreciate the contributions of physics, mathematics, engineering and computer
science to revolutionising the technology used in medical imaging
y to recognise the roles of science and technology in the exploration of medical science and
to appreciate the efforts undertaken to understand the human body
y to recognise the importance of lifelong and independent learning in a knowledge-based
society
STSE connections
y the issue of the effects of radioactive waste from medical applications on the environment
y the issue of who decides how much money is spent on medical research
y how often patients should be screened using X-rays in possible cases of tuberculosis (TB)
y how dangerous or risky the use of X-rays, ultrasound and radionuclides is for patients
y how abnormality in the foetus can be detected
y the issue of using CT scan in archaeological investigations
y medical diagnosis: the dilemma in choosing between various devices for the optimum
result
y accepting uncertainty in description and explanation of pathology by medical diagnosis,
and the issue of false positive and false negative
y the ethical issue of a doctor deciding whether or not to turn off a life-support machine
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2.3.3 Investigative Study (16 hours)
X Investigative Study in Physics (16 hours)
Overview
This study aims to provide students with an opportunity to design and conduct an
investigation with a view to solving an authentic problem. Investigative studies are
inquiry-oriented activities to provide students with direct exposure to experiences that
reinforce the inquiry nature of science. In the task, students have to analyse a problem, plan
and conduct an investigation, gather data, organise their results, and communicate their
findings. In this connection, students are involved actively in their learning, formulating
questions, investigating widely and then build new ideas and knowledge.
A portion of the curriculum time is set aside for this purpose. Students are expected to make
use of their knowledge and understanding of physics, together with generic skills (including
but not limited to creativity, critical thinking, communication and problem-solving) in a
group-based investigative study. Through the learning process in this study, students can
enhance both their practical and non-practical skills, and develop an awareness of the need to
work safely in investigations.
The following learning outcomes are expected:

Students should be able to
y justify the appropriateness of an investigation plan
y put forward suggestions for ways of improving the validity and reliability of a scientific
investigation
y use accurate terminologies and appropriate reporting styles to communicate findings and
conclusions of a scientific investigation
y evaluate the validity of conclusions with reference to the process of investigation and the
data and information gathered
y demonstrate mastery of manipulative and observation skills, and also good attitudes in
general
y show appropriate awareness of the importance of working safely in the laboratory and
elsewhere
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Implementation
Prerequisites − Students should have some insight into and experience of the following
aspects before conducting an investigative study:
y Selecting an appropriate question for the task
y Searching for relevant information from various sources
y Writing an investigation plan
y Writing up a laboratory report or making a poster for presentation
Grouping − The investigation can be conducted in groups of four to five students.
Timing − The investigation can be undertaken on completion of a task requiring students

to plan an experiment for an investigative study, indicating the variables to be measured,
the measurements they will make, and how they will record and present the data collected.
For instance, an investigative study on the topic “projectile motion” can be carried out
towards the end of S5 and completed at the start of S6. Students can develop their
investigation plan from March to May of S5. The investigation can be conducted at the
end of S5; and the presentations can be given at the start of S6. Alternatively, it is
possible to conduct an investigation in conjunction with the learning of a topic.
Investigations, then, can be conducted in S5 and completed in S6.
Time is allocated for the following activities:

y Searching and defining questions for investigations
y Developing an investigation plan
y Conducting the investigation
y Organising, documenting and analysing data for a justified conclusion
y Presentation of findings and written reports/making posters
Suggestions − The topics selected should be related to practical work. The study should
focus on authentic problems, events or issues which involve key elements such as
“finding out” and “gathering first-hand information”. In addition, to maximise the
benefit of learning from the investigation within the time allocated, teachers and students
should work together closely to discuss and decide appropriate and feasible topics.
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Some possible topics for investigative studies are suggested below:
y Building a box which has the best effect in keeping the temperature of an object
steady, or the best cooling effect
y Measuring the distance between two points which are very far away (e.g. the distance
between the Earth and the Moon)
y Measuring the height and size of a building
y Examining the principles and applications of a solar cell
y Constructing and testing a home-made wind turbine
y Measuring the speed of a water rocket
y Studying articles about the latest discoveries in astronomy, to promote students’
interest in modern science and strengthen their ability to learn independently. Oral
or written presentation in class is encouraged.
y Investigating the principles of nanoscience in commercial products by the use of
various properties of nano materials, (e.g. permeability to gas, water-repellence and
transparency)
y Reading articles from the e-museum (http://nobelprize.org/physics/) to trace the
historic development of CT, particularly memorable descriptions of what physicists
have done and the impact of scientific thought on society
Assessment
To facilitate learning, teachers and students can discuss and agree on the following
assessment criteria, taking into account factors that may help or hinder the implementation of
the study in particular school environments.
y Feasibility of the investigation plan (how researchable the topic is)
y Understanding of the relevant physics concepts, and concerns about safety
y Effective use of manipulative skills
y Demonstration of positive attitudes
y Proper data collection procedures and ways to handle possible sources of error
y Ability to analyse and interpret data obtained from first-hand investigation
y Ability to evaluate the validity and reliability of the investigation process and the findings
y Ability to communicate and defend the findings to the teacher and peers
y Appropriateness of references used to back up the methods and findings
A number of assessment methods such as observation, questioning, oral presentation, poster
presentation sessions and the scrutiny of written products (e.g. investigation plan, reports and
posters) can be used where appropriate.
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Chapter 3 Curriculum Planning
This chapter provides guidelines to help schools and teachers to develop a flexible and
balanced curriculum that suits the needs, interests and abilities of their students, and the
context of their school, in accordance with the central framework provided in Chapter 2.
3.1 Guiding Principles
As a senior secondary science subject in the Science Education KLA, Physics builds on the
junior secondary Science Curriculum. This chapter describes the linkages of knowledge,
concepts, process skills and generic skills between the two levels of study. Teachers may
consider the details given in this chapter as a reference for planning their Physics Curriculum
for their students. Schools and teachers are encouraged to:
y facilitate continuity with the junior secondary Science Curriculum through a

comprehensive coverage of the learning targets to promote integrative use of skills and
a balanced development of learning experiences;
y plan and devise appropriate and purposeful learning and teaching materials, practical
work, scientific investigations and projects to develop students’ knowledge and
understanding, skills and processes, values and attitudes, problem-solving skills, critical
thinking skills, creativity, and strategies for learning to learn;
y set and work on clear and manageable curriculum goals to develop a progressive and
appropriate curriculum that serves to bring about pleasurable, meaningful and
productive learning experiences; and
y make flexible use of lesson time to facilitate learning.
Students have different interests, strengths, aspirations and learning styles – visual, auditory,
and kinaesthetic and tactile, as well as different science concepts. It is, therefore, desirable
to organise the curriculum in a way that addresses the individual needs of students. Some
teachers may prefer certain learning and teaching approaches to others, and believe that these
approaches help to enhance the effectiveness, efficiency and quality of student learning.
Teachers are encouraged to organise the curriculum in meaningful and appropriate ways to
ensure “fitness for purpose”.
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3.2 Progression
To help students with different aptitudes and abilities to explore their interests in different
senior secondary subjects, the 334 Report recommends the idea of “progression” as
illustrated in Figure 3.1.
Chinese Language,
English Language,
S6 X1 X2 {X3}
Mathematics,
Liberal Studies
Chinese Language,
English Language,
S5 X1 X2 {X3}
Mathematics,
Liberal Studies
Chinese Language,
English Language,
S4 X1 X2 {X3} {X4}
Mathematics,
Liberal Studies
Other Learning
Core Subjects Elective Subjects
Experiences
X represents an elective subject and { } indicates optional
Figure 3.1 Diagrammatic Representation of Progression
In short, schools can offer their students a total of four elective subjects at S4 level, three at
S5 level and three at S6 level respectively.
With the approach suggested above, a number of topics have been identified from the
curriculum, to allow students, to explore their interests in science subjects. These topics
should help to lay the foundation for learning physics and promote lifelong and independent
learning in science and technology. A possible arrangement of the topics is described in
Figure 3.2. Schools can consider whether this arrangement will facilitate progression for
their senior secondary students.
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Topics for possible introduction in S4 Remarks
I Heat and Gases All subtopics are included except
a. Temperature, heat and internal energy subtopic (d) which may be
b. Transfer processes introduced at a later stage after the
c. Change of state learning of momentum.
d. Gases
II Force and Motion Subtopics (a), (b) and (d) can be
a. Position and movement introduced in S4 while other
b. Force and motion subtopics may be studied at an early
c. Projectile motion stage of S5 after students have a
d. Work, energy and power good understanding in Mechanics.
e. Momentum
f. Uniform circular motion
g. Gravitation
III Wave Motion Concepts in some subtopics (e.g.
a. Nature and properties of waves diffraction, interference, diffraction
b. Light grating) are abstract, and so should
c. Sound be introduced at a later stage.
X Investigative Study in Physics This can be introduced together with
basic scientific skills and practical
skills but not for assessment.
Figure 3.2 Possible Arrangement of Topics in S4
Considering the rapid advances in the world of science and technology, many contemporary
issues and scientific problems have to be tackled by applying science concepts and skills
acquired in a wide range of contexts. Hence it benefits students to gain a broad learning
experience in the three disciplines in science – biology, chemistry and physics.
To cater for students who are interested in learning science and intend to take two to three
science subjects, it is suggested that schools offer a broad and balanced science curriculum
for students in S4, including all the three selected parts from Biology, Chemistry and Physics.
In this way, students will gain a good understanding of the different nature and requirements
of the respective disciplines, and will be more able to identify their interests and strengths for
choosing their specialised study in higher forms.
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Figure 3.3 below is an example on how schools can organise progression of study for
students who wish to learn more science.
Other Subject(s)
S6 Physics (e.g. Combined Science (Bio, Chem),
Biology, Chemistry)
Other Subject(s)
S5 Physics (e.g. Combined Science (Bio, Chem),
Biology, Chemistry)
Other Subject
S4 Physics Biology Chemistry
(optional)
Figure 3.3 Progression of Study in Science Subjects
In the senior secondary academic structure, there will be flexibility to allow students to take
up the study of Physics in S5. For these students, a similar sequence of learning still applies.
Schools may consider allocating more learning time and providing other supporting measures
(e.g. bridging programmes) for such students so that they can catch up on the foundation
knowledge and skills as soon as possible.
3.3 Curriculum Planning Strategies
3.3.1 Interface with the Junior Secondary Science Curriculum
This curriculum builds on the Syllabuses for Secondary Schools – Science (Secondary 1-3)
(CDC, 1998). The junior secondary Science Curriculum starts with the topic “Energy”
which helps students to appreciate energy as one of the fundamentals of physics, learn some
basic knowledge of physics, acquire some basic practical skills and develop positive attitudes
towards physics. Furthermore, through the study of this curriculum, students can
consolidate their knowledge and understanding of physics and build on the scientific skills
acquired in their junior science course.
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Students should have developed some basic understanding of physics through their three-year
junior secondary science course. The learning experiences acquired provide a concrete
foundation and serve as “stepping stones” for senior secondary physics. Figure 3.4 shows
how the respective physics topics in the Science (S1–3) Syllabus are related to different
topics in this curriculum.
Science (S1–3) Physics (Senior Secondary)

Unit Title Topic Title
1.4 Conducting a simple scientific X Investigative Study in Physics
investigation
4.1 Forms of energy VIII Energy and Use of Energy
4.2 Energy changes and other parts in the curriculum
4.4 Generating electricity
4.5 Energy sources and we
6.1 States of matter I Heat and Gases
6.2 Illustrations for the support of the
claims of the particle theory
6.3 Particle model for the three states of
matter
6.4 Gas pressure
8 Making use of electricity IV Electricity and Magnetism
9.1 Forces II Force and Motion
9.2 Friction
9.3 Force of gravity
9.4 A space journey I Heat and Gases
9.5 Life of an astronaut in space II Force and Motion
9.6 Space exploration VI Astronomy and Space Science
11.2 How we see III Wave Motion
11.3 Limitations of our eyes IX Medical Physics
11.4 Defects of the eye
11.5 How we hear
11.6 Limitations of our ears
11.7 Effects of noise pollution
15 Light, colour and beyond III Wave Motion
Figure 3.4 Relationship between Science (S1-3) Syllabus and Physics Curriculum
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3.3.2 Suggested Learning and Teaching Sequences
This chapter illustrates how teachers may approach their learning and teaching strategies, and
curriculum planning. The essence of physics lies in the creation of concepts, models and
theories which should be consistent and matched with observations. It is worthwhile to note
that concepts or principles are special forms of knowledge for enhancing students’
understanding of physics. In order to make the learning and teaching of physics effective,
and be aware of students’ learning difficulties and misconceptions, a constructivist approach
is recommended. Making use of contextualised examples which are related to key concepts
in the curriculum enables meaningful student learning. Students have a number of intuitive
ideas about the physical world based on their everyday experience; and developing concepts
within a familiar context provides an opportunity for them to become more aware of their
intuitive ideas. In addition, by connecting key concepts with the historic process through
which physics has developed, teachers should be in a better position to anticipate and
understand students’ intuitive ideas, which often align with historical controversies. Some
of the suggested topics should permeate the whole curriculum so that students come to
appreciate interconnections between different topics. The sequence is organised so that
learning starts with topics with more concrete content and less difficult concepts, and then
progresses onto topics that are more abstract and subtle. For example, students need to
understand the concept of momentum before they can appreciate the kinetic model of gases.
Topics like “Temperature, heat and internal energy”, “Transfer processes”, “Change of state”,
“Position and movement”, “Force and motion”, “Work, energy and power” and “Light” give
rise to a vast amount of concrete relevant contextualised examples, which help students to
construct concepts at S4 level. These examples can provide opportunities to connect concepts
and theories discussed in the classroom and textbooks with daily observations of phenomena.
Teachers may help students by providing or having them construct conceptual organisers
such as concept maps to foster the learning of physics. Students often find Newton’s laws of
motion counter-intuitive, and studying two dimensional projectile motion adds further
complications. To ensure meaningful learning, teachers need to check what prerequisite
knowledge students have, and then structure the problem in small manageable steps which
take the form of a simple sequencing task. Students can review their previous learning and
prior knowledge at different stages of learning. For example, teachers introduce preliminary
basic concepts of force and motion in S4, and refine these concepts in S5.
The Physics Curriculum provides a flexible framework within which schools can design
learning sequences suited to the needs of their students. Teachers can consider whether or
not to adopt the sequence suggested, and are reminded that they can exercise their
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professional judgment to design the most appropriate learning and teaching sequence. It is
likely that for different ability groups to gain full benefit, different learning sequences will
need to be adopted in schools. Through the study of the various topics in the compulsory
and elective parts, students should develop progressively more and more sophisticated
concepts in physics. The following teaching sequence is therefore given as a suggestion
only.
Topics Level
I Heat and Gases (except gases)
II Force and Motion (except projectile motion,
momentum, uniform circular motion and gravitation) S4
III Wave Motion (light only)
X Investigative Study in Physics
II Force and Motion (projectile motion, momentum,
uniform circular motion and gravity)
I Heat and Gases (gases)
S5
III Wave Motion (except light)
IV Electricity and Magnetism
V Radioactivity and Nuclear energy
VI Astronomy and Space Science
VII Atomic World Elective part
S6
VIII Energy and Use of Energy (2 out of 4)
IX Medical Physics
Figure 3.5 Suggested Learning and Teaching Sequence for the Physics Curriculum
Besides the suggestions mentioned above, teachers can also consider the following ideas on
planning their curricula for their particular groups of students.
(1) Curriculum organisation
One important aspect in the teaching of topics, especially at S4 level, is to find the most
appropriate level of simplification of the subject matter. For example, when students are
studying the concept of “heat” in physics, some key ideas are essential and should be
introduced at S4 level, while other more complex concepts should be deferred until later.
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The curriculum should balance breadth and depth so that students can understand its content.
From this perspective, teachers should judge the appropriate level of simplification, the order
in which to present ideas, and the pace at which to deliver the key ideas in order to help
students to construct as scientifically valid a model of a topic as possible.
Figure 3.6 below shows one possible simplification to relate heat, temperature and internal
energy. In this case, heat flows due to a temperature difference and this can lead to a change
in temperature, or a change of state. This is explained in terms of a kinetic model, where the
heat flow increases the internal energy of the particles. The internal energy of the particles
can be kinetic and potential, and the temperature is a measure of the average kinetic energy of
the particles. This scheme may be considered as a concept map, with each arrow
representing a relationship between the concepts in the boxes connected. It should be noted
that students may need prior knowledge – for example of kinetic energy and potential energy
in the topic “Force and Motion” – to understand the concept of internal energy of particles.
This part of “Heat and Gases” may run concurrently with “Force and Motion”.
temperature heat state

difference
internal latent
temperature
energy heat
kinetic potential
energy energy
Figure 3.6 Concept Map showing the Relationship between

Heat, Temperature and Internal energy
(2) Integration of major topics
The curriculum includes compulsory and elective parts. The compulsory part provides
fundamental concepts of physics in S4 and S5, followed by a range of topics in the elective
part from which students must choose any two. The topics in the elective part can be used
as vehicles for teaching areas of special interest to students. This provides excellent
opportunities to introduce and extend key concepts. For instance, knowledge and concepts,
such as the nature and properties of waves, light and sound in “Wave Motion” are further
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reinforced in “Medical Physics”, where medical imaging using non-ionising and ionising
radiations is used as an extension task. Extension tasks are demanding and can stretch
students’ ability. The purpose of this arrangement is to avoid loading students with many
abstract concepts in a short period of time, particularly, at the early stage of senior secondary
study, and it also aims to provide opportunities for students to revisit their learning in S5.
Some teachers may prefer to introduce the concepts related to wave motion all at one time,
and others may organise their own curriculum so that the topics “Wave Motion” and
“Medical Physics” run concurrently. Similar integration can be extended to topics such as
“Electricity and Magnetism” and “Energy and Use of Energy”, “Force and Motion” and
“Astronomy and Space Science”, as well as “Radioactivity and Nuclear Energy” and
“Atomic World”.
(3) Integration of the Investigative Study with major topics
Inquiry activities have a central and distinctive role in physics education. The interaction
among theories, experiments and practical applications is fundamental to the progress of
physics. Teachers can encourage students to reconstruct their knowledge using inquiry
activities within a community of learners in the classroom and on the basis of personal
experience. Meaningful learning can occur if students are given sufficient time and
opportunity for interaction and reflection, with the generic skills being further enhanced and
extended. The “Investigative Study in Physics” is an opportunity for students to apply their
physics knowledge in scientific investigation to solve an authentic problem. The learning in
different parts of the curriculum together with the experience in the Investigative Study,
should pave the way for students to become self-directed and competent lifelong learners.
Teachers may encounter students, who are mathematically inclined, and intend to carry out
simulations on data modelling. To cater for the needs of these students, teachers can
organise the learning of the topics in the elective part (e.g. “Astronomy and Space Science")
in parallel with the Investigative Study. In simulation runs, the students explore the
relationship between assumptions and predictions about a phenomenon, which helps them to
apply physics concepts to analyse and solve problems, and at the same time develops various
generic skills. Teachers can also adopt an alternative learning and teaching strategy. For
example, by solving problems through gathering information, reading critically, learning new
knowledge on their own, discussion, and investigation, students can master the knowledge
and understanding required in the Investigative Study for the topic “Energy and Use of
Energy”. Similar integration can also be extended to other topics in the compulsory part and
the elective part, including “Atomic World” and “Medical Physics”.
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3.3.3 Curriculum Adaptations for Learner Diversity
The curriculum needs to be adapted to cope with learner diversity in interests, academic
readiness, aspirations and learning style. On the one hand, it is necessary to cater for
students with a strong interest or outstanding ability in physics by setting more challenging
learning targets on top of those described in this Guide. For such students, teachers should
design and implement a curriculum which does not deprive them of learning opportunities to
develop their full potential. On the other hand, teachers may need to design and implement
a curriculum to facilitate the learning of some students who can master only some of the
concepts and skills described in this Guide. This curriculum has been designed in such a
way that teachers can make their own judgments about the appropriate depth of treatment for
topics or subtopics for their students. In short, this Guide is intended to be a reference for
teachers planning a curriculum for their own students, but not a prescription for all.
This curriculum can be adapted in a number of ways such as focusing learning on the topics
in the compulsory part and putting less emphasis on those in the elective part. This
suggestion is not intended to deprive students of opportunities for in-depth learning of the
curriculum, but rather, to encourage them to focus their learning in order to build up sound
fundamental knowledge and skills. Teachers can consider the following suggestions when
planning how to adapt the curriculum for students with different needs.
y If students have difficulty in mastering the whole curriculum, teachers and students can
work out the appropriate level of study for all the topics in the compulsory part.
Figure 3.7 shows the topics in the extension component of the compulsory part which are
considered to be cognitively more demanding. Students may need extra support to
master the necessary knowledge and understanding in these topics.
Topic Extension topics in the compulsory part

I. Gases
II. Projectile motion; Momentum (two dimensions); Uniform circular motion
and Gravitation
III. Lenses (formula) and Evidence for the wave nature of light (calculation)
IV. Electric field strength; Electric potential; the Hall effect; Magnetic flux;
Faraday’s Law; Alternating currents; Transformer and High voltage
transmission of electrical energy
V. Radioactive decay (exponential law of decay and decay constant) and
Mass-energy relationship
Figure 3.7 Extension Topics in the Compulsory Part
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y Where students are found to experience significant difficulty in coping with the whole
curriculum, teachers and students can discuss and agree on alternative arrangements such
as putting minimum effort into, or skipping, the topics in the elective part.
To cater for diversity among students, teachers are encouraged to adapt the design of their
curricula in the above ways. Teachers should evaluate their own curriculum against the
following guidelines:
y The curriculum should be aligned with the overarching aims and learning targets;
y The curriculum should be broad and balanced;
y Learning targets should be achievable and not too demanding; and
y The learning activities included should arouse student interest and be enjoyable.
3.3.4 Flexible Use of Learning Time
As mentioned in Chapter 2, a total of 270 hours or 10% of the total lesson time should be
allocated to cover the whole curriculum. Teachers are encouraged to use this time flexibly
to help students to attain all the different targets of the curriculum. Since students’ interests
are very diverse, they may find some of the topics more interesting and be more motivated to
explore deeper into these. Thus, more time will be spent on them than on others. Besides,
some schools may allocate more lesson time for the study of the compulsory part to ensure
students are equipped with sound fundamental knowledge and skills before starting the
elective part. The 16 hours allocated to the investigative study can be taken advantage of
and be used flexibly to promote student learning and develop the full range of skills.
Schools are also encouraged to include half-day or whole-day activity sessions (shared
among different KLAs) in the school time-table, to allow continuous stretches of time for
field trips, visits or scientific investigations.
3.4 Curriculum Management
3.4.1 Effective Curriculum Management
Effective curriculum management facilitates effective learning and teaching in schools. In

order to manage the curriculum effectively, curriculum leaders in a school have to work
together in school-based curriculum development and take the following aspects into
consideration.
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(1) Understanding the curriculum and student needs
The Physics Curriculum describes the rationale, curriculum aims, learning targets, curriculum
structure and organisation, curriculum planning, learning and teaching as well as assessment
for Physics. A good understanding of the Physics Curriculum, the needs and interests of
students as well as the strength and culture of the school will facilitate effective school-based
curriculum development and the alignment of learning and teaching with the school vision
and mission as well as with the central curriculum framework.
(2) Organisations and structure
Different curriculum leaders including heads of Science Education KLA, physics panel
chairperson and physics teachers have to work together as a team and play different roles in
managing the school-based curriculum development. In addition to oversee and coordinate
the implementation of the curriculum, heads of Science Education KLA and panel
chairpersons have to develop a plan for enhancing teamwork and the professional capacity of
their teachers.
(3) Curriculum planning
Schools have to develop a holistic plan for school-based curriculum development to ensure
vertical and lateral coherence among different science subjects and between science and other
subjects. It is important to plan for interface with the junior secondary Science Curriculum
and provide a balanced foundation in science education for students. Details about
curriculum planning strategies are described in Section 3.3.
(4) Capacity building and professional development
Team building can be enhanced through the regular exchange of ideas, experiences and
reflections in collaborative lesson preparation, peer coaching and lesson observation. It is
important to foster a collaborative and sharing culture among teachers and to facilitate their
professional development. Besides, schools should create space for teachers to participate
in various professional development programmes and deploy teachers appropriately and
flexibly according to their strengths.
(5) Resource development
Learning and teaching resources that facilitate learning will be developed by the EMB to
support the implementation of the curriculum. Schools are encouraged to adapt these
resources or to develop their own learning and teaching materials to meet the needs of their
students. These materials could be shared among teachers through the development of a
school-based learning and teaching resources bank or a sharing platform in the school
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Intranet. Details about the effective use of learning and teaching resources are described in
Chapter 6.
(6) Managing change
In view of the dynamic nature of physics knowledge and the changing concerns of
contemporary society, schools should define the scope and direction of curriculum
development with a degree of certainty but the implementation of the curriculum needs to be
flexible enough to enable learning from experience and coverage of burning issues.
Effective strategies for managing change include participation and communication, periodic
review to monitor progress and the collection of evidence on the basis of which it is possible
to make improvements.
3.4.2 Roles of Different Stakeholders in Schools
In schools, curriculum leaders take up different roles in managing curriculum change and the
roles they assume may vary depending on the school context.
(1) Physics Teacher
Physics teachers can contribute to the development of the school-based physics curriculum by
working in line with the school policy and assisting the panel chairperson in collaboration
with other physics teachers. Physics teachers can work in collaboration with supporting
staff to design interesting activities and a safe environment conducive to learning. They can
initiate innovative curricular changes themselves or in partnership with others.
To implement the Physics Curriculum effectively, teachers should:

y explain clearly to students the overall plan and purpose of the Physics Curriculum;
y provide adequate guidance and support to students so as to achieve learning targets set out
in the Physics Curriculum;
y foster a motivating learning environment among students and empower students
self-directed learning;
y try out and work on innovative learning and teaching strategies;
y initiate sharing of ideas, knowledge and experiences to foster peer support and
improvement in teaching and learning;
y keep abreast of the latest curriculum developments and changes through reading and
sharing among fellow teachers;
y participate actively in professional development courses, workshops, seminars etc. to
enhance professionalism;
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y ensure students take adequate safety measures for the proper conduct of practical and
investigative activities; and
y review or evaluate the school-based physics curriculum from time to time for
improvements.
(2) Science Education KLA Coordinator/Physics Panel Chairperson
The Science Education KLA coordinator/physics panel chairpersons play a significant role in
developing and managing the Physics Curriculum as well as facilitating its implementation.
They act as the “bridge” between the school administrative personnel and other science panel
members to enhance effective collaboration.
To develop and manage the physics curriculum in schools, as well as monitoring its
implementation, physics panel chairpersons should lead the panel to:
y assist in the development of a holistic plan for a balanced science education by making
use of the guidelines set out in the Science Education KLA Curriculum Guide (P1-S3)
(CDC, 2002a) and related C&A Guides;
y plan and provide an appropriate physics programme to promote effective learning of
subject knowledge as well as development of generic skills, scientific process skills, and
positive values and attitudes by making use of the guidelines set out in the Physics
Curriculum framework;
y facilitate effective collaboration and communication among school administrative
personnel and other science panel members for the overall implementation of science
education in schools;
y decide on the topics in the Elective Part to be offered for a balanced learning experience
within the Physics Curriculum, taking into account students’ needs, interests and abilities
as well as panel members’ strength and the school context;
y meet regularly with panel members to discuss matters such as curriculum planning,
assessment policies, use of learning and teaching materials, adoption of learning and
teaching strategies, review of progress, and to further explore curriculum implementation
strategies to enhance the effectiveness of learning and teaching;
y promote regular exchange of learning and teaching ideas, experiences and reflections by
various means such as collaborative lesson preparation, peer coaching and lesson
observation;
y facilitate professional development by encouraging panel members to participate in
professional development courses, workshops, seminars and projects;
y ensure sufficient resources to support the implementation of the curriculum and maximise
their usage (e.g. laboratory facilities and equipment, laboratory technicians and IT
equipment); and
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y ensure safety and precautionary measures are taken for the conduct of practical work and
scientific investigations.
(3) School Head
School heads take the leading role in directing, planning and supporting overall school-based
curriculum development according to the central curriculum guide. They need to
understand the central curriculum framework and be well aware of contextual factors such as
the needs of the students, the strengths of teachers and the organisational culture of the school.
With regard to Science Education, school heads are encouraged to work closely with their
Deputy Heads or Academic Masters/Mistresses to carry out the following roles as curriculum
leaders:
y understand the full picture and define the scope of curriculum development for the
Science Education KLA and align it with the vision and mission;
y clarify the roles and responsibilities of those responsible for developing the Science
Education KLA;
y adopt flexible time-tabling to facilitate the implementation of the Combined Science
mode to complement the learning of physics in order to provide a balanced foundation in
science for students;
y deploy school resources appropriately (e.g. laboratory supporting staff and equipment) to
facilitate effective learning and teaching;
y promote a collaborative and sharing culture among teachers by encouraging collaborative
lesson preparation and peer lesson observation;
y create space for teachers to participate in professional development programmes;
y appreciate and commend progress made, treasuring quality rather than quantity, and
sustain appropriate curriculum initiatives;
y help parents and students to understand the school’s beliefs, rationale and practices in the
implementation of the curriculum, and their roles in facilitating learning; and
y network with other schools to promote professional exchange of information and the
sharing of good practices.
Details about the roles of teachers, KLA heads, panel chairpersons and school heads as the
key change agents are described in Booklet 9 of the Senior Secondary Curriculum Guide
(CDC, 2007).
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Chapter 4 Learning and Teaching
This chapter provides guidelines for effective learning and teaching of the Physics
Curriculum. It is to be read in conjunction with Booklet 3 in the Senior Secondary
Curriculum Guide (CDC, 2007), which provides the basis for the suggestions set out below.
4.1 Knowledge and Learning
As discussed in Chapter 1, students have to adapt to a highly competitive and integrated

economy, ongoing scientific and technological innovation, and a rapidly growing knowledge
base. Even though Physics is a well-established discipline, the knowledge of physics is
continuously evolving. This is well demonstrated by, for example, the discovery of the
atomic structure, starting from J. J. Thomson’s discovery of electrons at the end of the
nineteenth century and the breakthrough of Ernest Rutherford’s atomic model in early
twentieth century to the recent discoveries in particle physics.
Learning may take place in various ways, for example through direct instruction, involvement
in a learning process or co-construction of knowledge. For instance, in an authentic
investigation of means to verify the independence of vertical and horizontal motions of an
object under projectile motion, much of the learning can take place through direct instruction
in combination with co-construction. Students can learn about common methods used for
verification through direct instruction by the teacher; while new knowledge can be
co-constructed through students and teachers interacting to explore innovative methods and
tools used for this purpose.
The roles of teachers and students change in accordance with the objectives and types of
learning activities. Teachers’ roles can range from being transmitters of knowledge to acting
as resource persons, facilitators, consultants, counsellors, assessors, and very often a mixture
of some of these. In some contexts, students may be attentive listeners, while in others they
need to be active, independent and self-directed learners.
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Some key guidelines for learning and teaching the subject are listed below, which take into
account the recommendations in Booklet 3 of the Senior Secondary Curriculum Guide (CDC,
2007) and the emphases in the Science Education KLA.
(1) Building on strengths
In learning science, most Hong Kong students are strong in memorising content knowledge,
analysing numerical data and understanding scientific concepts. Many local teachers view
these processes as interlocking. The strengths of Hong Kong students and teachers should
be acknowledged and treasured.
(2) Prior knowledge and experiences
Learning and teaching activities should be planned with due consideration given to students’
prior knowledge and experiences.
(3) Understanding learning targets
Activities should be designed and deployed in such a way that the learning targets are clear to
both the teacher and the students.
(4) Teaching for understanding
Activities should aim at enabling students to act and think flexibly with what they know.
(5) A wide range of learning and teaching activities
A variety of activities which involve different pedagogies should be deployed so that different
learning targets can be attained effectively. There is more discussion on pedagogy later in
this chapter.
(6) Promoting independent learning
Activities that nurture generic skills and thinking skills should be used in appropriate learning
contexts of the curriculum to enhance students’ capacity for independent learning.
(7) Motivation
Students learn best when they are motivated. Learning activities should build on students’
successful experiences and meet their needs and interests.
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(8) Engagement
Activities should aim to engage all students actively in the learning process. Examples and
topics related to daily life and familiar contexts help students to see the relevance of their
learning.
(9) Feedback and assessment
Providing immediate, high quality feedback to students should be an integral part of learning
and teaching. In addition, strategies for “assessment for learning” and “assessment of
learning” should be used where appropriate.
(10) Resources
A variety of resources can be employed flexibly as tools for learning. Suggestions on

resources which can be used to enhance the quality of learning are given in Chapter 6.
(11) Catering for learner diversity
Students have different characteristics and strengths. Appropriate learning and teaching
strategies should be used to cater for learner diversity.
4.3 Approaches and Strategies
4.3.1 Approaches to Learning and Teaching
Broadly speaking, there are three different common and intertwined approaches to learning
and teaching Physics.
(1) “Teaching as direct instruction”
“Teaching as direct instruction” is perhaps the best known approach. It involves teachers
transmitting knowledge directly to their students. This kind of learning and teaching
approach is common in Hong Kong classrooms, where students in general like to get
considerable guidance from their teachers. Direct instruction, if appropriately used in an
interactive manner, is a powerful tool to help learning. Well organised content,
contextualised examples and a vivid interactive presentation with clear focuses are important
features of successful direct instruction. It can be used in many situations in physics lessons,
e.g. introducing symbols of physical quantities, exposition of abstract physics theories and
sophisticated debriefings of difficult topics at the end of a lesson.
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(2) “Teaching as inquiry”
“Teaching as inquiry” is advocated by many educators who believe that knowledge is best
constructed through individual learners’ effort and activity. This is a more student-centred
approach. It advocates the use of learning activities such as simple problem-solving tasks
which require various cognitive abilities, and inquiry-based experiments which involve
hypothesis testing, designing working procedures, gathering data, performing calculations
and drawing conclusions. The “Investigative Study in Physics” discussed in Chapter 2 is an
example on how “teaching as inquiry” can be implemented in classrooms.
(3) “Teaching as co-construction”
“Teaching as co-construction” is an approach which sees learning as a social interactive

process in which teachers may also act as learners. This view stresses the value of students
sharing their knowledge and generating new knowledge through group work, with the teacher
as a learner partner providing support. Students work together to perform tasks such as
examining quantitative relations between physical quantities in a science article, and
communicating experimental findings through written reports, posters or oral presentations.
Teachers provide opportunities for students to work collaboratively with them to build up
knowledge and skills.
These three learning and teaching approaches can be represented as a continuum along which
the roles of teachers and students vary. For instance, as illustrated in Figure 4.1, a teacher is
more of a resource person than a transmitter of knowledge in a learning co-construction
process.
Interactive
Direct instruction Individualisation Inquiry Co-construction
teaching
y Demonstration y Questioning y Constructing y Practical work y Debates
y Explanation y Visits concept maps y Problem- y Discussion
y Video show y Using IT and y Information solving forums
multimedia searching y Scientific y Group
packages y Reading investigations discussion
y Whole-class y Writing y Simulation and y Project work
discussion learning modelling y Role-play
journals/
note-taking
Figure 4.1 Learning and Teaching Activities in Physics
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A wide variety of approaches and strategies should be adopted to meet the specific learning
objectives of individual lessons and the needs and learning styles of students. Teachers
should note that a learning target may be attained by using more than one type of strategy and
multiple learning targets can be achieved during the same learning process.
4.3.2 Variety and Flexibility in Learning and Teaching Activities
This curriculum has an in-built flexibility to cater for the interests, abilities and needs of
students. This flexibility in the design of the expected learning targets serves as a way for
teachers to strike a balance between the quality and quantity of learning. Teachers should
provide ample opportunities for students to engage in a variety of learning activities to attain
different learning targets. Learning and teaching activities such as questioning, reading,
discussions, model-making, demonstrations, practical work, field studies, investigations, oral
reporting, assignments, debates, information search and role-play are commonly used. For
some learning targets, the activities can be selected to suit students’ different learning styles.
The learning and teaching activities employed should aim to promote learning for
understanding, not the surface learning of unconnected facts. Effective learning is more
likely to be achieved when students are active rather than passive, when ideas are discussed
and negotiated with others rather than learned alone, and when the content is learned as an
integrated whole rather than in small separate pieces. In short, activities that encourage
meaningful learning should be used as far as possible.
4.3.3 From Curriculum to Pedagogy: How to start
Teachers have to make informed decisions about the approaches and activities which are
most appropriate for achieving specific learning targets. Guidelines on this have been
suggested in Section 4.2 for teachers’ reference. In the learning of physics, where possible,
activities should be made relevant to daily life, so that students will experience physics as
interesting, relevant and important to them.
The success of learning and teaching activities depends to a large extent on whether or not the
intended learning objectives are met. Some useful learning and teaching strategies in
physics are suggested below. However, teachers should note that the suggestions made here
are by no means the only approaches/strategies for teaching the topics in the examples. The
examples given under the different strategies in this chapter aim at illustrating the more
significant learning outcomes that can be achieved, but others may of course also be
achieved.
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(1) Constructing concept maps
Concept maps are visual aids to thinking and discussion. They help students to describe the
links between important concepts. They can be used as tools to generate ideas, communicate
complex ideas, aid learning by explicitly integrating new and old knowledge and assess
understanding or diagnose misconceptions. Students should be encouraged to construct
concept maps of their understanding of a topic, and subsequently refine them in the light of
teachers’ comments, peer review and self-evaluation in the course of learning. To
familiarise students with this way of representing information, they may first be asked to add
the links between concepts or label the links on a partially prepared concept map. Apart
from drawing them by hand, a wide range of computer programs for concept mapping are
available which enable users to create and revise concept maps easily.
Example
Students are asked to design a cooker using solar energy. Students first discuss what they
already know about the concepts of energy transfer which are related to the design of a
solar cooker. The concepts may include the three modes of energy transfer, i.e. radiation,
convection and conduction, and ways to gain maximum solar energy by using an effective
collecting system for sun rays and minimise energy loss by proper insulation. Then they
organise and connect their own concepts into a coherent concept map, as shown in Figure
4.2. This is followed by reflection on the concepts by discussing the concept map with
others. Suggestions on the design of the solar cooker and the advantages and disadvantages
of solar cooking are gathered after discussion. Finally, completion of the concept map
serves to consolidate the relevant concepts learned and extend students’ learning on energy
transfer.
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Construction of
a solar cooker Advantages /
disadvantage of
solar cooking
Design
specification
Maximise Minimise
Factors
energy gain energy lost
affecting
from the from a solar
energy transfer
solar energy cooker
Radiation Convection Conduction
Figure 4.2 Concept Map on designing a Solar Cooker
(2) Searching for and presenting information
Searching for information is an important skill in the information era. Students can gather
information from various sources such as books, newspapers, magazines, scientific
publications, multimedia, digital media and the Internet. Information can be turned by
students into knowledge and can be drawn upon for making informed judgments.
Information should not simply be collected selectively by students but must be categorised,
analysed and put to some use, for example in a presentation of findings. Teachers may set
questions, topics, discussion areas, issues for debate and project titles for students and then
encourage them to look for relevant information in the library and on the Internet.
It is desirable for students to have experience of how to work with information in diverse
environments, especially with imperfect and vague information from sources that may be
doubtful. Students can easily be overwhelmed with information, and so it is very important
for them to be guided or to have to learn how to filter information according to their needs.
(3) Reading to learn
Reading to learn can be used to promote independent learning and achieve the objectives of
the curriculum. In particular, it can help students to understand various aspects of the past,
present and possible future development of physics.
Students should be given opportunities to read physics articles of appropriate breadth and
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depth independently. This will develop their ability to read, interpret, analyse and
communicate new scientific concepts and ideas. Meaningful discussions on good physics
articles among students and with teachers may be used both to co-construct knowledge and to
strengthen students’ general communication skills. Development of the capacity for
self-directed learning will be invaluable in preparing students to become active lifelong
learners.
Articles which emphasise the interconnections among science, technology, society and the
environment can reinforce and enrich the curriculum by bringing in current developments and
relevant issues, and so arouse students’ interest in learning. Teachers should select articles
suited to the interests and abilities of their students; and students should be encouraged to search
for articles themselves from newspapers, science magazines, the Internet, and library books.
The main purpose of this strategy is to encourage reading for meaning. This can be promoted
through a wide variety of after-reading activities such as simple and/or open-ended questions to
help students to relate what they have read to their experience, the writing of a summary or
short report about an article, the making of a poster, or the creation of a story to stimulate
imaginative thinking. They should also be encouraged to share what they have read with their
classmates in order to cultivate the habit of reading physics articles.
Example
In topic VII “Atomic World”, it is suggested that students should read articles on the
development of atomic physics in the twentieth century (e.g. the article on “How physicists
study the structure of matter?” in the website “Enhancing Science Learning through
Electronic Library” http://resources.emb.gov.hk/physics). Knowing about the historical
advances in physics provides students with a better understanding of the nature of science.
The stories of famous physicists always motivate students to appreciate the ways they
approached a problem, the work they did and the joy and frustration they experienced. This
activity not only helps students to understand the major trends in the development of atomic
physics, but also to appreciate the efforts of physicists in searching for the ultimate structure
of matter (e.g. man-made carbon nano tubes and their applications). It also helps teachers
to assess what their students have learned after reading, through activities such as
presentations, discussion, questions and summaries.
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(4) Discussion
Questioning and discussion in the classroom promote students’ understanding, and help them
to develop higher-order thinking skills and an active approach to learning. Also, presenting
arguments enables them to develop the following skills: extracting useful information from a
variety of sources; organising and presenting ideas in a clear and logical way; and making
judgments based on valid arguments.
Teachers must avoid discouraging discussion in the classroom by insisting too much and too
soon on the use of an impersonal and formal scientific language. It is vital to accept
relevant discussion in students’ own language during the early stages of concept learning, and
then move progressively towards the more formal objectivity, precision and accuracy of
scientific usage.
One of the effective ways to motivate students is to make discussion and debate relevant to
their everyday lives. For example, in topic V, the use of nuclear power is an interesting
subject for discussion. It increases students’ awareness of effective ways to match the high
demand for energy use nowadays, with its potential hazards to our bodies and the
environment.
More student-centred strategies can be adopted in addressing issues related to science,

technology, society and the environment. For example, in topic VIII, environmental issues
related to the use of different energy sources are discussed. Teachers can start by raising the
issues of energy efficiency, energy auditing in schools and being a smart energy consumer.
In the discussion, students should be free to express their opinions, and then suggest methods
for saving energy and reducing pollution, and the difficulties of putting these into practice.
Lastly, students can present their ideas to the whole class for their classmates and the teacher
to comment on.
(5) Practical work
As Physics is a practical subject, it is essential for students to gain personal experience of

science through activities involving doing and finding out. In the curriculum, designing and
performing experiments are given due emphasis. Students should also come to be aware of
the importance of being careful and accurate when doing practical work and handling
measurements.
As students develop their practical skills, teachers can gradually provide less and less
guidance. Inquiry-based experiments are recommended to promote independent learning.
In an inquiry-based approach, students have to design all or part of the experimental
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procedures, decide on what data to record, and to analyse and interpret the data. In this
process, students will show more curiosity and a greater sense of responsibility in their own
experiments, leading to significant gains in their development of science process skills.
Moreover, it is better to design experiments to “find out” rather than to “verify”. Teachers
should avoid telling students the results before they engage in practical work, and students
should try to draw their own conclusions from the experiments. Gradually students will be
guided towards independent scientific investigation. The following figure illustrates how
students build up their knowledge of scientific principles and skills through practical work.
Experiments
include Conclusions and
interpretations
y designing and Scientific
include
planning principles
y analysis of
y prediction of include
experimental
results y generating
results
y manipulation of patterns and
y evaluation of
apparatus rules from
predictions
y collection of conclusions and
y explanation for
data interpretations
deviations from
y consideration of
predictions
safety
Figure 4.3 The Development of Understanding of Scientific Principles and Skills

through Practical Work
(6) Investigative Study
Investigative Study, which is a powerful strategy for promoting self-directed learning and
reflection, enables students to connect knowledge, skills and values and attitudes through a
variety of learning experiences. In the Investigative Study of this curriculum, students work
in small groups to plan, collect information and make decisions. This develops a variety of
skills such as scientific problem-solving, critical thinking, communication and collaboration
skills, practical skills and important science process skills.
Short and simple investigations can be arranged, preferably from an early stage in the
curriculum, to develop the skills required for the Investigative Study. As there are many
ways to collect scientific evidence, it is desirable to expose students to different types of
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investigation (e.g. a solar cooker, the speed of sound, energy audits or plotting an electric
field). By so doing, students will progress from “cook-book” type experiments to more
open-ended investigations which involve finding answers to the questions they have
formulated themselves.
Example:
A short investigation, a “solar cooker competition”, can be organised after covering the
topics in “Transfer processes”. Students are expected to apply their physics knowledge of
conduction, convection and radiation, and skills acquired in previous topics, to design and
conduct a short investigation on energy transfer in constructing a solar cooker. Students
can investigate the effects of different materials and designs on the temperature in the
cooker. Students can be given about two 40-minute periods for planning the investigation,
for example, one period for drafting a brief plan in small groups and one period for
whole-class discussion. They can form working groups to construct the solar cookers after
school, followed by two to three periods for them to conduct temperature measurements of
cookers under direct sun rays. They can be asked to discuss and make an appropriate
choice of temperature-measuring instruments before the experiment. A more in-depth
version of the investigation could require students to determine the power rating of the
designed solar cooker and relate it to the solar constant obtained from the literature.
In general, the activities in Investigative Study involve several levels of inquiry, depending
on students’ skills and needs, and the amount of information given to them. They can be
broadly categorised into four levels. For instance, in level one, students are provided with a
problem to be investigated with prescribed procedures and the expected results known in
advance. Students need to verify the results according to the procedures given. In level
two, students investigate a problem set by the teacher through a prescribed procedure but the
results are unknown to them. In level three, students investigate a teacher-set question using
procedures which they design or select by themselves. Finally, in level four, both the
problem and investigative methods are formulated and designed by students. This
four-level model also shows how the investigative nature of the activities may vary from
highly teacher-directed to highly student-centred. The model allows teachers to tailor the
Investigative Study to the level of readiness of the class.
(7) Problem-based learning
Problem-based learning (PBL) is an instructional method driven by a problem. PBL is

most commonly used in professional courses where students are given authentic problems of
the kind they will face at work, but it is being used increasingly in many disciplines. The
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problems are open-ended, often based on real-life situations and ill-defined with no quick
and easy solutions. In PBL, the problem may not involve prior presentation of subject
matter. In the process of investigating and solving the problem, students may acquire new
knowledge and integrate it with what they have learned in the curriculum. Students are
required to work in groups to: understand and define the problem; discover and learn what
they need to know in order to tackle it; generate alternatives; develop and test solutions; and
justify their suggested solutions. Teachers assume the role of facilitators, resource persons
and observers of students’ contributions and participation. Students are motivated by
actively engaging in the learning process and taking responsibility for their own learning.
Apart from motivating students to develop a deeper subject understanding, PBL encourages
them to think scientifically, critically and creatively, and to solve problems collaboratively in
physics-related contexts. Many topics in the curriculum offer rich contexts for PBL. Also,
problems with different levels of complexity can be given to students, with hints or
thought-provoking questions to guide their analysis, if necessary.
Example
You are a manager of a restaurant. The senior management and the owners of your
restaurant, who are always looking for ways of reducing costs, initiate a change to flameless
cooking in your restaurant. You are asked to lead a working group to study the feasibility
of this change.
The following questions can be raised to help students to analyse the problem:
y What is flameless cooking and what is induction cooking?
y What are the principles of induction cooking?
y Why can induction cooking be more efficient in saving energy than traditional cooking?
y What are the possible savings per month?
y What will be the possible cost of investment and when will the restaurant reach the
break-even period?
y Any other options?
y Any other considerations?
(Information from http://www.cuhk.edu.hk/sci/case-learning)
(8) Context-based learning
Learning is most effective if it is built upon the existing knowledge of students. Learning
through a real-life context accessible to students will increase their interest and enhance the
learning of physics. Context-based learning highlights the relevance of physics to students’
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daily lives and can be employed to enhance their awareness of the interconnections among
science, technology, society and the environment. When students have learned the original
concepts effectively and confidently, they can transfer their concepts, knowledge and skills
to other contexts. Teachers are strongly encouraged to adopt a contextual approach in
implementing the curriculum.
Different approaches need to be used at different stages of learning. Within any one stage,
there can be many other strategies and examples which are just as effective. The rationale
behind context-based learning lies in integrating theory with real-life experience. However,
since this depends on the particular group of students, time and place, a range of teaching
strategies may need to be adopted for this approach to be successful.
Example
Modern cars have crumple zones which crumple easily in collisions, thus helping to protect
the passengers in a car accident. In this activity, students are asked to design and build a
crumple zone for a toy car, and then to test their design using a data logger. They are
encouraged to design their own tests and justify their choices. Information in the web page
Contextual Physics (http://www.hk-phy.org/contextual/) is a helpful resource for students in
conducting this activity.
(9) Information technology (IT) for interactive learning
IT is a valuable tool for interactive learning both inside and outside the classroom. IT often
provides an interactive environment for learners to take control of the organisation and
content of their own learning. With the appropriate use of IT-mediated resources, teachers
can enhance students’ understanding of physics concepts and processes, and develop their IT
skills which are useful for lifelong learning.
There are numerous and growing opportunities to use IT to improve, but not to replace, the
learning experience in physics. In physics in particular, the use of IT can extend and
enhance learning and teaching in many ways. The following are some examples:
• Computer images can be used to illustrate the shape of the internal structures of an ear,
the functions of different parts of a nuclear reactor and the 3-D shape of simple covalent
molecules. These computer images can be manipulated as if one was examining a real
model.
• Animations can help students to visualise abstract physics concepts and processes (e.g.
the formation of stationary waves).
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• Digitised videos are particularly useful for students to analyse the motion of a moving
object. Any moving object captured appropriately in a video clip can be analysed using
the Motion Video Analysis (MVA) software developed by the EMB. The software
provides built-in data analysis features such as motion graph plotting and curve fitting
functions. Motions varying from the movement of a dolphin jumping out of water to the
launching of a rocket into space can be analysed using this MVA software. (The MVA
software can be downloaded from http://www.hk-phy.org /oceanpark/index.html)
• Computer simulations can be used to model, for example, equations of motion, the factors
affecting the path of a projectile and the processes of a nuclear power plant. Students
can carry out a number of virtual experiments safely and quickly to discover the
relationships between different variables of a physical system. They can learn from their
mistakes without paying the price of real errors. (The software “Modellus” can be used
freely for any educational purpose: http://phoenix.sce.fct.unl.pt/modellus)
• Spreadsheets can be used in analysing and plotting experimental data. They can also be
used in the modelling of physical systems such as radioactive decay, thus allowing
students to explore “what-if” situations. This can move students’ understanding beyond
repetitive calculations and the plotting of numerical results.
• Data loggers and sensors are particularly useful for experiments which involve very
rapidly changing data, are very lengthy or have to capture multiple sets of data
simultaneously. For instance, they can be used to study the variation of the force during
a collision. The software accompanying a data logger can generate various graphical
representations of the data immediately so that students can have more time to analyse,
discuss and evaluate experimental results immediately after runs.
• The Internet allows students to go beyond textbooks to find current and authentic
information to help them to understand concepts, acquire knowledge, and observe and
explore the world outside school.
• Synchronous and asynchronous communication tools and web-based collaborative
knowledge-building platforms such as Knowledge Forum and CMapTools can facilitate
interactivity and dialogue among students, and therefore encourage sharing and active
construction of knowledge. More knowledgeable participants can act as teachers as well
learners.
• Online assessment tools can provide instant feedback to teachers and students. The
functions for tracking the answers of individual students can give teachers information on
students’ understanding of concepts which may help them to identify student
misconceptions and learning difficulties.
• Interactive computer-aided learning resources can enhance the active participation of
students in the learning process. Internet access is widespread, and so students can
easily get access to web-based learning resource anywhere and at any time.
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(10) Providing life-wide learning opportunities
As learning can take place anywhere, not just in the classroom or school environment, it is
essential to provide out-of-school learning experiences for students. Life-wide learning
opportunities can widen students’ exposure to the real scientific world. Examples of
appropriate learning programmes include popular science lectures, debates and forums, field
studies, museum visits, invention activities, science competitions, science projects and
science exhibitions. These programmes can also offer challenging learning opportunities for
students with outstanding ability or a strong interest in science. For example, students can
use the Ocean Park Hong Kong as a large laboratory to investigate the laws of motion and
develop numerous concepts in mechanics from a variety of experiences at the park
(http://www.hk-phy.org/oceanpark/index.html). These programmes can extend students’
science capabilities and allow them to develop their full potential. The STSE connections
described in Chapter 2 are a good reference for organising life-wide learning opportunities.
4.4 Interaction
Interaction, with feedback on students’ performance or responses, is very important for

successful learning, and is integral to many learning and teaching strategies. It involves
communication among students as well as between teachers and students. Lessons should
be planned to ensure that the interaction which takes place is meaningful.
4.4.1 Scaffolding Learning
To develop the understanding and acquire the skills described in Chapter 2, students have to
be provided with sufficient support and appropriate scaffolding of their learning from time to
time. Scaffolding can take many forms, including:
• Provision of relevant resource materials – for example, an article on the use of

non-ionising radiation in medical imaging and photographs of a body tissue in a B-scan
image, to help students to understand how medical diagnosis benefits from advances in
physics;
• Providing guidelines and templates – for instance, a worksheet with guiding questions to
help students in planning their own experiments;
• Teacher debriefings – for example, the presentation of a clear conceptual framework at
the end of an activity to help students who have difficulty in conceptualising the essence
of the activity, or who encounter obstacles that significantly hinder their learning.
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The use of scaffolds helps students to learn by making sense of concepts and building
knowledge individually or collaboratively. Interaction is itself a useful scaffold to guide
students along as they undertake activities.
4.4.2 Effective Feedback
Teachers should provide specific, frequent and prompt feedback which reinforces students’
achievements and provides them with a clear direction for further study of the topic
concerned, until the related learning target is achieved. This experience will increase
students’ mastery of the necessary knowledge and skills for further study, and encourage
them to be more confident in self-directed learning.
Example
In teaching the topic “acceleration due to gravity”, for example, teachers can challenge
students by asking a series of guiding questions about the results observed from the “feather
and guinea” experiment. Based on students’ responses, intervention through feedback
may be made. Students can be asked to compare the motion of the feather and guinea with
two falling objects of different masses; and as a further investigation, they may be required
to find out the numerical value of acceleration due to gravity. This can strengthen
students’ ability to describe the physical phenomena in a quantitative manner. During the
experiment, different groups of students may raise various questions about, for instance, the
use of apparatus and ways to obtain a more accurate result, to which teachers can provide
feedback. Students can also learn from peers in their groups, sometimes supported by the
teacher. After getting the experimental results, teachers can provide feedback to guide the
students to find out the sources of any errors and, if necessary, the means to verify whether
or not the assumptions about error sources are valid according to the learning objectives set.
Depending on the learning target, and students’ ability and interest in this topic, a further
investigation can be arranged to reinforce the learning of the concept of acceleration due to
gravity by, for example, estimating the time of a free falling object from a high-rise
building. Extra practical activities may also be arranged on, for instance, the measurement
of contact time during a collision and an analysis of an actual accident involving an object
falling from a high-rise building. It should be noted that the use of activities for further
investigation is a result of interaction between the teacher and students, with feedback on
students’ performance.
For effective interaction between teachers and students, and among students, teaching
activities need to be well prepared. Teachers need to know when and how to intervene and
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provide appropriate feedback. Due consideration should be also given to the support needed
enhance and sustain students’ learning. The support can take the form of, for example, a set
of organised guiding questions for solving a problem or systematic procedures for conducting
a learning task. Meanwhile, time should be made available for students’ own explorations.
Resources such as laboratory and IT facilities are also helpful to facilitate students’
exploration in this regard.
4.4.3 Use of Interaction for Assessment
Interaction with appropriate feedback can facilitate formative assessment to promote learning.
During the interaction process, both teachers and students can assess how well students
understand the theories or concepts concerned. Classroom-based continuous assessment
tasks are good tools for helping students to manage and regulate their learning. To be
effective, formative assessment should consist of prompt feedback which goes well beyond
the mere provision of marks to include, for example, oral or written comments on students’
strengths and weaknesses in learning, and suggestions on areas for improvement. In this
way, students are helped to understand learning targets and recognise how they can learn
better.
4.5 Catering for Learner Diversity
4.5.1 Knowing our Students
Our students vary widely in ability and needs, so it is unrealistic to expect them all to achieve
the same level of attainment. In catering for such diversity, we first need to know our
students. It is imperative for teachers to identify the “building blocks” of learning and
systematically make them available to students in manageable chunks that do not exceed their
capacities.
For the less able students, more guidance and patience from teachers is required; while able
students benefit greatly from independence and more enrichment in learning. The overall
aim is to motivate learning by making the path enjoyable and challenging, and within
students’ reach.
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4.5.2 Flexible Grouping
Learner diversity can be viewed as an opportunity to get students to provide mutual support,
especially when they work collaboratively to complete a learning task. This is particularly
relevant for Hong Kong students, who often rely on support from their peers and are
receptive to cooperation in learning. Students of differing abilities can be grouped together
so that the more and less able ones can share their knowledge. Alternatively, students with
similar ability can be grouped together to work on tasks with similar degrees of appropriate
challenge so that a sense of success and confidence in learning is created.
4.5.3 Matching Teaching with Learning Abilities
Using a range of teaching strategies and matching them to students’ learning abilities can
improve learning significantly. For academically lower achievers, teachers should carefully
anticipate the difficulties students might encounter and offer step-by-step specific instruction
prompts. For students who are outstanding and academically ready for challenges, teachers
might need to provide challenges which have clear learning outcomes.
Example
In tackling the topic II(c) “projectile motion”, a direct instruction or an inquiry approach
could be adopted. Similar teaching materials but with different strategies can cater for
students with different levels of academic ability. In direct instruction, teachers may
demonstrate a projectile motion with an inclined angle to start the topic. After discussing
with students the independence of horizontal and vertical motions, teachers can derive
equations relating different physical quantities such as time of flight, range and maximum
height; and perform the “monkey and hunter” experiment to consolidate the concepts taught.
In an inquiry approach, students can be asked to conduct the “monkey and hunter”
experiment in small groups as a stimulus. By analysing the motion of the bullet compared
with that of the monkey, students are guided to focus on the independence of horizontal and
vertical motions, and hence to construct the relationship between physical quantities such as
time of flight, range and maximum height. Students can conduct experiments on projectile
motion with an inclined angle to verify their findings. Also, investigative activities on
projectile motions in daily life can be introduced for students who are interested in this
topic.
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4.5.4 Catering for the Gifted Students
The needs of students with special gifts or talents in physics should be catered for. Schools
should help them to develop their potential to the fullest. One way of achieving this is
through acceleration. That means allowing gifted students to move quickly through
particular courses, for example, the Physics Olympiad program, while keeping them with
their peers for most classes. Another approach is through enrichment. This means
involving gifted students in additional sophisticated or thought-provoking work, while
keeping them with their age-mates in school. Such students should be given more
challenging scientific inquiry activities. They should also be encouraged to act
independently, for example, in defining problems, using a range of information sources and
evaluating procedures so that they can then regulate their learning by exploring their own
personal interests in the learning of physics. For instance, in conducting the Investigative
Study, they can be allowed to choose their own topic freely and set challenging objectives for
their investigations according to their personal interests and abilities.
4.5.5 Better Use of IT Resources
If used appropriately, IT can be very effective in catering for students’ varied learning styles,
and can be used for expanding learning beyond the classroom. For example, multimedia
programs, such as virtual experiments and simulation programs, can be motivating, especially
for students who prefer visual approaches to learning. IT is particularly valuable for
learning about physics phenomena which cannot be easily observed in daily life, and require
abstract thinking or special equipment. Students can also use animation programmes to
control and adjust different parameters and explore the consequences; and they can carry out
experiments at a pace which suits their ability and attainment. Finally, the use of Motion
Video Analysis (MVA) and data logger equipment extends the possibilities for practical work
in learning physics. Teachers can also make use of communication programmes such as
newsgroups and on-line assessment tools to provide instant and interactive feedback to
students with different learning styles and aptitudes.
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Chapter 5 Assessment
This chapter discusses the role of assessment in Physics learning and teaching, the principles
that should guide assessment of the subject and the need for both formative and summative
assessment. It also provides guidance on internal assessment and details regarding the
public assessment of Physics. Finally, information is given on how standards are
established and maintained, and how results are reported with reference to these standards.
General guidance on assessment can be found in the Senior Secondary Curriculum Guide
(CDC, 2007).
5.1 The Roles of Assessment
Assessment is the practice of collecting evidence of student learning. It is a vital and

integral part of classroom instruction, and serves several purposes and audiences.
First and foremost, it gives feedback to students, teachers, schools and parents on the
effectiveness of teaching and on students’ strengths and weaknesses in learning.
Second, it provides information to schools, school systems, government, tertiary institutions

and employers to enable them to monitor standards and to facilitate selection decisions.
The most important role of assessment is in promoting learning and monitoring students’
progress. However, in the senior secondary years, the more public roles of assessment for
certification and selection come to the fore. Inevitably, these imply high-stakes uses of
assessment since the results are typically employed to make critical decisions about
individuals.
The HKDSE provides a common end-of-school credential that gives access to university
study, work and further education and training. It summarises student performance in the
four core subjects and in various elective subjects, including both discipline-oriented subjects
such as Physics and the new Applied Learning (ApL) courses. It needs to be read in
conjunction with other information about students given in the Student Learning Profile.
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5.2 Formative and Summative Assessment
It is useful to distinguish between the two main purposes of assessment, namely “assessment
for learning” and “assessment of learning”.
“Assessment for learning” is concerned with obtaining feedback on learning and teaching,
and utilising this to make learning more effective and to introduce any necessary changes to
teaching strategies. We refer to this kind of assessment as “formative assessment” because
it is all about forming or shaping learning and teaching. Formative assessment is something
that should take place on a daily basis and typically involves close attention to small
“chunks” of learning.
“Assessment of learning” is concerned with determining progress in learning, and is referred

to as “summative assessment” because it is all about summarising how much learning has
taken place. Summative assessment is normally undertaken at the conclusion of a
significant period of instruction (e.g. the end of the year, or at the end of a key stage of
schooling) and reviews much larger “chunks” of learning.
In practice, a sharp distinction between formative and summative assessment cannot always
be made, because the same assessment can in some circumstances serve both formative and
summative purposes. Teachers can refer to the Senior Secondary Curriculum Guide (CDC,
2007) for further discussion of formative and summative assessment.
Formative assessment should also be distinguished from continuous assessment. The

former refers to the provision of feedback to improve learning and teaching based on formal
or informal assessment of student performance, while the latter refers to the assessment of
students’ ongoing work, and may involve no provision of feedback that helps to promote
better learning and teaching. For example, accumulating results in class tests carried out on
a weekly basis, without giving students constructive feedback, may neither be effective
formative assessment nor meaningful summative assessment.
There are good educational reasons why formative assessment should be given more attention
and accorded a higher status than summative assessment, on which schools tended to place
greater emphasis in the past. There is research evidence on the beneficial effects of
formative assessment, when used for refining instructional decision-making in teaching and
generating feedback to improve learning. For this reason, the CDC Report Learning to
Learn – The Way Forward in Curriculum Development (CDC, 2001) recommended that there
should be a change in assessment practices, with schools placing due emphasis on formative
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assessment to make assessment for learning an integral part of classroom instruction.
It is recognised, however, that the primary purpose of public assessment, which includes both
public examinations and moderated school-based assessments (SBA), is to provide
summative assessments of the learning of each student. While it is desirable that students
are exposed to SBA tasks in a low-stakes context and benefit from practice and experience
with such tasks (i.e. for formative assessment purposes) without penalty, similar tasks will
need to be administered subsequently as part of the public assessment to generate marks to
summarise the learning of students (i.e. for summative assessment purposes).
Another distinction to be made is between internal assessment and public assessment.

Internal assessment refers to the assessment practices that teachers and schools employ as
part of the ongoing learning and teaching process during the three years of senior secondary
studies. In contrast, public assessment refers to the assessment conducted as part of the
assessment process in place for all schools. Within the context of the HKDSE, this means
both the public examinations and the moderated SBA conducted or supervised by the
HKEAA. On balance, internal assessment should be more formative, whereas public
assessment tends to be more summative. Nevertheless, this need not be seen as a simple
dichotomy. The inclusion of SBA in public assessment is an attempt to enhance formative
assessment or assessment for learning within the context of the HKDSE.
5.3 Assessment Objectives
The assessment objectives are closely aligned with the curriculum framework and the broad
learning outcomes presented in earlier chapters.
The learning objectives to be assessed in Physics are listed below:

y recall and show understanding of the facts, concepts, models and principles of physics,
and the relationships between different topic areas in the curriculum framework;
y apply knowledge, concepts and principles of physics to explain phenomena and
observations, and to solve problems;
y demonstrate understanding of the use of apparatus in performing experiments;
y demonstrate understanding of the methods used in the study of physics;
y present data in various forms, such as tables, graphs, charts, diagrams, and transpose them
from one form into another;
y analyse and interpret data, and draw conclusions from them;
y show understanding of the treatment of errors;
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y select, organise, and communicate scientific information clearly, precisely and logically;
y show understanding of the applications of physics to daily life and the contributions of
physics to the modern world;
y show awareness of the ethical, moral, social, economic and technological implications of
physics, and critically evaluate physics-related issues; and
y make decisions based on the examination of evidence using knowledge and principles of
physics.
5.4 Internal Assessment
This section presents the guiding principles that can be used as the bases for designing
internal assessment and some common assessment practices for Physics for use in schools.
Some of the guiding principles are common to both internal and public assessment.
5.4.1 Guiding Principles
Internal assessment practices should be aligned with curriculum planning, teaching

progression, student abilities and local school contexts. The information collected will help
to motivate, promote and monitor student learning, and will also help teachers to find ways of
promoting more effective learning and teaching.
(1) Alignment with the learning objectives
A range of assessment practices should be used to assess comprehensively the achievement of

different learning objectives including knowledge and understanding of the principles and
concepts of physics, scientific skills and processes, and positive values and attitudes. The
weighting given to different areas in assessment should be discussed and agreed among
teachers. The assessment purposes and assessment criteria should also be made known to
students so that they can have a full understanding of the learning to be achieved.
(2) Catering for the range of student ability
Assessment at different levels of difficulty and in diverse modes should be used to cater for
students with different aptitudes and abilities. This helps to ensure that the more able
students are challenged to develop their full potential, and the less able ones are encouraged
to sustain their interest and success in learning.
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(3) Tracking progress over time
As internal assessment should not be a one-off exercise, schools are encouraged to use
practices that can track learning progress over time (e.g. portfolios). Assessment practices
of this kind allow students to set their own incremental targets and manage their own pace of
learning, which will have a positive impact on their commitment to learning.
(4) Timely and encouraging feedback
Teachers should provide timely and encouraging feedback through a variety of means, such
as constructive verbal comments during classroom activities and written remarks on
assignments. Such feedback helps students to sustain their momentum in learning, and to
identify their strengths and weaknesses.
(5) Making reference to the school’s context
As learning is more meaningful when the content or process is linked to a setting which is
familiar to students, schools are encouraged to design assessment tasks that make reference to
the school’s own context (e.g. its location, relationship with the community, and mission).
(6) Making reference to the current progress in student learning
Internal assessment tasks should be designed with reference to students’ current progress in
learning, as this helps to overcome obstacles that may have a cumulative negative impact on
learning. Teachers should be mindful in particular of concepts and skills which form the
basis for further development in learning.
(7) Feedback from peers and from the students themselves
In addition to giving feedback, teachers should also provide opportunities for peer assessment
and self-assessment in student learning. The former enables students to learn among
themselves, and the latter promotes reflective thinking which is vital for students’ lifelong
learning.
(8) Appropriate use of assessment information to provide feedback
Internal assessment provides a rich source of data for providing evidence-based feedback on
learning in a formative manner.
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5.4.2 Internal Assessment Practices
A range of assessment practices suited to Physics, such as assignments, practical work and
scientific investigations, oral questioning, should be used to promote the attainment of the
various learning outcomes. However, teachers should note that these practices should be an
integral part of learning and teaching, not “add-on” activities.
(1) Assignments
Assignments are a valuable and widely used assessment tool that reflects students’ efforts,
achievements, strengths and weaknesses over time. A variety of assignment tasks – such as
exercises, essays, designing posters or leaflets, and model construction – can be used to allow
students to demonstrate their understanding and creative ideas. The assignment tasks should
be aligned with the learning objectives, teaching strategies and learning activities. Teachers
can ask students to select a topic of interest, search for information, summarise their findings
and devise their own ways of presenting their work (e.g. role-play, essays, poster designs or
PowerPoint slides). Teachers should pay close attention to students’ organisation of the
materials, the language they use, the breadth and depth of their treatment, and the clarity with
which they explain concepts. The scores or grades for assignments can be used as part of
the record of students’ progress; and the comments on their work, with suggestions for
improvement, provide valuable feedback to them. Assignments can also help in evaluating
the effectiveness of teaching by providing feedback upon which teachers can set further
operational targets for students and make reasonable adjustments to their teaching strategies.
(2) Practical work and scientific investigation
Practical work and scientific investigation are common activities in the learning and teaching
of science subjects. They offer students “hands-on” experience of exploring, and
opportunities to show their interest, ingenuity and perseverance. In scientific investigations,
teachers can first pose a problem and ask students to devise a plan and suggest appropriate
experimental procedures for solving it – and the design of the investigations can then be
discussed and, if necessary, modified. During such sessions, teachers can observe students’
practical skills and provide feedback on how the experiment/investigation might be improved.
Reading students’ laboratory reports can provide teachers with a good picture of students’
understanding of the concepts and principles of physics involved, as well as their ability to
handle and interpret data obtained in investigations.
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(3) Oral questioning
Oral questioning can provide teachers with specific information on how students think in
certain situations, as their responses often provide clues to their level of understanding,
attitudes and abilities. Teachers can use a wide range of questions, from those which
involve fact-finding, problem-posing, and reason-seeking to more demanding ones which
promote higher levels of thinking and allow for a variety of acceptable responses. This can
be a valuable supplement to conventional assessment methods.
5.5 Public Assessment
5.5.1 Guiding Principles
Some principles guiding public assessment are outlined below for teachers’ reference.
(1) Alignment with the curriculum
The outcomes that are assessed and examined through the HKDSE should be aligned with the
aims, learning targets and intended learning outcomes of the senior secondary curriculum.
To enhance the validity of the public assessment, the assessment procedures should address
the range of valued learning outcomes, and not just those that are assessable through external
written examinations.
The public assessment for Physics will place emphasis on testing candidates’ ability to apply
and integrate knowledge in authentic and novel situations. In addition, the SBA component
extends the public assessment to cover valuable scientific investigative skills and generic
skills such as creativity, critical thinking, communication and problem-solving.
(2) Fairness, objectivity and reliability
Students should be assessed in ways that are fair and are not biased against particular groups
of students. A characteristic of fair assessment is that it is objective and under the control of
an independent examining authority that is impartial and open to public scrutiny. Fairness
also implies that assessments provide a reliable measure of each student’s performance in a
given subject so that, if they were to be repeated, very similar results would be obtained.
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(3) Inclusiveness
The current HKALE is designed for a relatively elite group of students, most of whom aspire
to university study. However, the new assessments and examinations will accommodate the
full spectrum of student aptitudes and abilities.
The public examination for Physics will contain questions testing candidates’ knowledge of
the foundations and selected areas in physics, and test higher-order thinking skills. At the
same time, the SBA component offers room for a wide range of activities to cater for the
different preferences and readiness among students and/or schools.
(4) Standards-referencing
The new system will be “standards-referenced”, i.e. students will be matched against
standards, which indicate what students have to know and be able to do to merit a certain
level of performance. Level descriptors will be developed for Physics in due course to
provide information about the typical performance of candidates at the different levels.
(5) Informativeness
The new qualification and the associated assessment and examinations system should provide
useful information to all parties. First, it should provide feedback to students on their
performance and to teachers and schools on the quality of the instruction provided. Second,
it should communicate to parents, tertiary institutions, employers and the public at large what
it is that students know and are able to do, in terms of how their performance matches the
standards. Third, it needs to facilitate selection decisions that are fair and defensible.
5.5.2 Assessment Design
The assessment design is subject to continual refinement in the light of feedback. Full
details will be provided in other supplementary documents, in particular the approved
Regulations and Assessment Frameworks for the year of the examination.
Component Outline Weighting Duration

Paper 1 Compulsory Part 60% 2½ hours
Public
Paper 2 Elective Part
examination 20% 1 hour
(a choice of two out of four elective topics)
School-based
Practical related tasks and non-practical
assessment 20%
related tasks
(SBA)
Figure 5.1 An Outline of the Assessment Design
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*The following options regarding the implementation of SBA are proposed. The EMB and
HKEAA will seek the views of relevant stakeholders on these proposals with a view to
finalising the arrangement in March 2007.
Option A 1. For 2012 and 2013, schools are not required to submit SBA marks. Public
examination results constitute 100% of the final subject results.
2. Starting from 2014, all schools have to submit SBA marks for contributing
towards final subject results.
Option B 1. For 2012 and 2013, schools are required to submit SBA marks for the
practical related component for contributing towards the final subject
results.
2. Starting from 2014, all schools have to submit SBA marks, for both
practical and non-practical related components, for contributing towards
the final subject results.
Note: A further point for discussion is to have school trial (i.e. all schools fully implement the
curriculum and assessment guide and submit SBA marks to HKEAA for feedback, but these
marks will not be counted in the final subject results) for 2 years in 2012 and 2013 before full
implementation in 2014, taking into consideration of the fact that assessment of practical
skills has been practised in science subjects for many years.
5.5.3 Public Examinations
The overall aim of the public examination is to assess candidates’ ability to demonstrate their
knowledge and understanding in different areas of physics, and to apply this to familiar and
unfamiliar situations.
Various kinds of items, including multiple-choice questions, short questions, structured

questions and essays, will be used to assess students’ performance in a broad range of skills
and abilities. Multiple-choice questions permit a more comprehensive coverage of the
curriculum, while basic knowledge and concepts can be tested through short questions. In
structured questions, candidates may be required to analyse given information and to apply
their knowledge to different situations. Finally, essay questions allow candidates to discuss
issues in physics in depth and demonstrate their ability to organise and communicate ideas
logically and coherently. Specimen papers will be provided to schools by the HKEAA to
illustrate the format of the examination and the standards at which the questions are pitched.
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5.5.4 School-based Assessment (SBA)
In the context of public assessment, SBA refers to assessments administered in schools and
marked by the students’ own teachers. The primary rationale for SBA in Physics is to
enhance the validity of the assessment by including the assessment of students’ practical
skills and generic skills.
There are, however, some additional reasons for SBA. For example, it reduces dependence
on the results of public examinations, which may not always provide the most reliable
indication of the actual abilities of candidates. Obtaining assessments based on student
performance over an extended period of time and developed by those who know the students
best – their subject teachers – provides a more reliable assessment of each student.
Another reason for including SBA is to promote a positive “backwash effect” on students,
teachers and school staff. Within Physics, SBA can serve to motivate students by requiring
them to engage in meaningful activities; and for teachers, it can reinforce curriculum
intentions and good teaching practice, and provide structure and significance to an activity
they are in any case involved in on a daily basis, namely assessing their own students.
The SBA of Physics comprises two components: assessment of (1) practical related tasks
which refer to students’ practical work and investigative studies, and (2) non-practical related
tasks.
(1) Practical related tasks
Students are required to perform a stipulated number of pieces of practical work, which may
include designing experiments, and reporting and interpreting experimental results. The
work should be integrated closely with the curriculum content and form a part of the normal
learning and teaching process. Students also have to design and conduct an investigative
study to solve an authentic problem. In carrying this out, they are expected to make use of
their knowledge and understanding of physics. Through these practical related tasks,
students’ practical, process and generic skills will be developed and assessed.
(2) Non-practical related tasks
Students are required to perform a stipulated number of non-practical related tasks. The
inclusion of non-practical related tasks is to broaden the scope of assessment in the SBA and
enhance the integration of the curriculum, teaching and assessment. To this end, the
assignment tasks adopted should cover one or more of the curriculum content areas and one
or more of the generic skills such as creativity, critical thinking, communication skills and
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problem-solving skills. Examples of such tasks include: reading critically; analysing and
reporting on the work of some physicists; designing posters/pamphlets/webpages on
physics-related issues; reporting on physics knowledge and concepts acquired after a visit to
a power station or the Science Museum; and building models or using IT tools to illustrate
concepts of physics. Teachers can employ different means of assessing their students as
appropriate. With careful planning, such assignments can also be an integral part of the
investigative study.
It should be noted that SBA is not an “add-on” element in the curriculum. The modes of
SBA above are normal in-class and out-of-class activities suggested in the curriculum. The
requirement to implement the SBA will take into consideration the wide range of abilities of
students and efforts will be made to avoid unduly increasing the workload of both teachers
and students. Detailed information on the requirements and implementation of the SBA and
samples of assessment tasks will be provided to teachers by the HKEAA.
5.5.5 Standards and Reporting of Results
The HKDSE will make use of standards-referenced reporting of assessments. What this
means is that candidates’ levels of performance will be reported with reference to a set of
standards as defined by cut scores on the variable or scale for a given subject. Standards
referencing relates to the way in which results are reported and does not involve any changes
in how teachers or examiners mark student work. The set of standards for a given subject can
be represented diagrammatically as shown in Figure 5.2.
Cut scores
Variable/scale
U 1 2 3 4 5
Figure 5.2 Defining Levels of Performance via Cut Scores on the Variable
or Scale for a given Subject
Within the context of the HKDSE there will be five cut scores, which will be used to
distinguish five levels of performance (1–5), with 5 being the highest. A performance below
the threshold cut score for Level 1 will be labelled as “Unclassified” (U).
For each of the five levels, a set of written descriptors will be developed that describe what
the typical candidate performing at this level is able to do. The principle behind these
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descriptors is that they describe what typical candidate can do, not what they cannot do. In
other words, they will describe performance in positive rather than negative terms. These
descriptors will necessarily represent “on-average” statements and may not apply precisely to
individuals, whose performance within a subject may be variable and span two or more levels.
Samples of students’ work at various levels of attainment may be used to illustrate the
standards expected of them. These samples, when used together with the level descriptors,
will help to clarify the standards expected at the various levels of attainment.
In setting standards for the HKDSE, Levels 4 and 5 will be set with reference to the standards
achieved by students awarded grades A–D in the current HKALE. It needs to be stressed
however, that the intention is that the standards will remain constant over time – not the
percentages awarded at different levels, as these are free to vary in line with variations in
overall student performance. Referencing Levels 4 and 5 to the standards associated with
the old grades A–D is important for ensuring a degree of continuity with past practice, for
facilitating tertiary selection and for maintaining international recognition. Secure
monitoring tests will be used to ensure equivalence of standards over time.
The overall level awarded to each candidate will be made up of results in both the public
examination and the SBA. SBA results for Physics will be statistically moderated to adjust
for differences among schools in marking standards, while preserving the rank ordering of
students as determined by the school.
To maintain current levels of discrimination for selection purposes, the Level 5 candidates
with the best performance will have their results annotated with the symbols ** and the next
top group with the symbol *. The Diploma itself will record the Level awarded to each
candidate. There will also be a Statement of Results which will in addition provide level
descriptors.
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Chapter 6 Learning and Teaching Resources
This chapter discusses the importance of selecting and making effective use of learning and
teaching resources, including textbooks, to enhance student learning. Schools need to select,
adapt and, where appropriate, develop the relevant resources to support student learning.
6.1 Purpose and Function of Learning and Teaching Resources
Suitable learning and teaching resources help students to construct knowledge for themselves,
and to develop the learning strategies, generic skills, positive values and attitudes they need.
Teachers are encouraged to utilise various types of resources in their lessons, and not confine
themselves to using textbooks. For example, the Internet not only provides interactive
learning opportunities, but also widens students’ horizons by keeping them abreast of the
latest scientific and technological developments.
School-based learning and teaching materials are also effective resources. They can
complement textbooks and cater for students’ varied needs. Learning resources that provide
students with experiences outside school and support them in developing abstract ideas and
concepts are particularly useful. Students can use these resources for independent learning,
with teachers’ guidance. If used effectively, learning and teaching resources encourage
students’ personal construction of knowledge and help to lay a solid foundation for lifelong
learning.
In order to meet the different objectives of individual lessons and the range of student
abilities, teachers need to select a variety of resources for physics, which should:
y provide specific and appropriate learning targets and directions for learning;
y indicate required prior knowledge to teachers and students;
y provide students with a variety of activities which help them to understand how the
content relates to physics concepts and principles;
y guide students’ interpretations and reasoning based on evidence;
y provide adequate practice in using physics concepts and principles;
y provide assessment tasks and criteria for reflecting and monitoring student progress; and
y encourage exploration beyond the classroom to support independent and extended
learning.
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6.3 Types of Resources
6.3.1 Textbooks
Textbooks have a major role to play in helping students to learn concepts and principles of
physics and consolidate their learning experiences. However, they should at the same time
support student-centred learning and enable students to construct models, theories and
understandings for themselves.
Schools should choose physics textbooks that enhance the motivation and learning of
students. The following characteristics should be considered when selecting them:
y approach and coverage – whether they support the development of the knowledge, skills,
values and attitudes promoted in the curriculum;
y suitability of the content – whether they provide access to knowledge, as well as
scaffolding, to help students to make progress in learning physics;
y quality of the language – whether it is unambiguous and accurate;
y appropriateness of the learning activities – whether they arouse students’ interest, engage
them actively in learning tasks, and promote independent learning;
y use of examples and illustrations – whether the examples and illustrations used are
appropriate and promote learning or are distractions; and
y safety aspects of the practical work – whether there are proper precautions and
conspicuous warnings about hazards.
A set of guiding principles has been formulated for writing, reviewing and selecting quality
textbooks. Teachers are encouraged to refer to these guidelines at http://www.emb.gov.hk/cd
when selecting learner-centred textbooks for their students. Also, for schools’ reference, a
list of recommended textbooks has been compiled and will be updated regularly by the EMB.
6.3.2 Reference Materials
Students should be encouraged to read extensively for better understanding and broadening
the scope of their physics learning. It is important to set up a text-rich environment with
sufficient curriculum-related materials which are appropriate for students’ varied cognitive
levels, linguistic competence and interests. Students should be encouraged to get into the
habit of reading about physics, to help to kindle a lifelong interest in the subject and its
progress. For this purpose, the materials suggested below can be helpful:
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(1) Periodicals and journal articles
Information on the latest developments in physics can be found in education and science
research journals. These articles usually go beyond simply reporting how to conduct
learning and teaching activities by suggesting how they may be integrated into the curriculum
and implemented in classrooms. A list of periodicals and journals is given in Appendix 2
for teachers’ reference. Teacher librarians may provide assistance to teachers and students
in identifying and locating them.
(2) Media resources
There are many interesting print materials produced specially for enriching the learning of
physics, e.g. articles on STSE connections, stories about physics knowledge, and
advertisements and cartoons in newspapers and science magazines which illustrate intriguing
physics phenomena and concepts. Also, issues and problems related to physics and their
impact on society are frequently reported in newspapers and TV programmes. Students can
collect material on topics of interest such as traffic accidents, ozone depletion, potential
hazards due to the mobile phone and new physics-related inventions and discoveries.
Detailed analysis of these materials can provide valuable learning experiences that extend
classroom learning.
6.3.3 The Internet and Technologies
The massive increase in the quantity of information available today has led to the adoption of
new approaches to learning and teaching. The strategic use of the Internet and technologies
can transform learning and teaching by enhancing student engagement, improving access,
and making services more convenient.
The Internet and technologies help in the learning of physics by:

• providing audio-visual aids for understanding difficult concepts;
• providing access to information from a wide range of sources, handling large quantities of
information, and extracting valid and useful information;
• allowing students to work at their own pace, including the use of specially designed
software packages
• promoting interaction among learners, and between learners and resources/teachers;
• fostering collaboration between learners, and between learners and teachers;
• facilitating the acquisition of information, the development of critical thinking and the
building of knowledge, especially with suitable guidance.
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Teachers are encouraged to utilise the many useful websites and computer software packages
for learning and teaching physics. For example, they may use interactive animation on a
stationary wave to help students to examine the superposition of two waves. Also, an
increasing number of websites offer rich sources of relevant information on topical issues
such as nanotechnology, medical diagnosis, nuclear energy, radiation protection,
environmental protection, renewable energy and energy efficiency.
When used appropriately, technology can provide effective tools for achieving the goals of
the Physics Curriculum. It is not necessary to use only high-end products. The
technologies can range from VCD players and TVs to personal digital assistants (PDAs) and
mobile wireless communication systems. The key principle is “fitness for purpose”.
6.3.4 Resource Materials developed by the EMB
Resource materials on learning and teaching strategies and “Investigative Study in Physics”
will be developed by the EMB to provide ideas for designing appropriate learning and
teaching activities for students. When using them, teachers may need to make adjustments
according to their students’ needs. Some existing resource materials are listed below:
y Motion Video Analysis (MVA) software, materials for contextual physics and articles.
These will be updated to meet the requirements of the Physics Curriculum.
y Safety in Science Laboratories (ED, 2002), which is a valuable resource that provides
guidelines and information on various aspects of safety in routine laboratory experiments
and outdoor or fieldwork activities.
y Experiences from various collaborative research and development projects – such as

Informed Decisions in Science Education, Assessment for Learning in Science, Infusing
Process and Thinking Skills and Collaborative Development of Assessment Tasks and
Assessment Criteria to Enhance Learning and Teaching in Science Curriculum are also
good sources of information for teachers.
A list of resource materials on learning and teaching physics published by the EMB is
attached in Appendix 3 for teachers’ reference. Besides, new resource materials on learning
and teaching strategies as well as curriculum emphases will be developed to provide ideas on
designing appropriate activities for students. To assist schools in managing curriculum
change, the EMB has provided them with a one-stop curriculum resource directory service at
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www.emb.gov.hk/cr. The directory provides a central pool of ready-to-use learning and
teaching resources and useful references developed by the EMB and other parties.
6.3.5 Community Resources
Learning physics can be more effective and meaningful when students are able to relate their
study to daily-life contexts. Professional and non-government organisations, and
government departments, are good sources of support and resources for the learning and
teaching of the subject. They can provide opportunities for teacher development in the field
and appropriate learning experiences for students. Noted below are some examples of
organisations and departments:
y Professional organisations, e.g. the Hong Kong Association for Mathematics and Science
Education and the Physical Society of Hong Kong;
y Non-government organisations, e.g. the Hong Kong New Generation Cultural Association
and the IEEE Hong Kong Section; and
y Government departments, e.g. the Environmental Protection Department, the Electrical
and Mechanical Services Department, Hospital Authority and Department of Health.
A wide variety of resource materials relevant to the Physics Curriculum are readily available
from the community, including the following examples:
(1) Projects from tertiary institutions
Tertiary institutions are taking an active role in the development of science learning resource
materials for secondary schools. Projects such as Case-based Learning of High School
Science Subjects to Support Learning to Learn and Enhancing Senior Secondary Students’
Understanding of the Nature of Science and the Interconnection between Science, Technology
and Society through Innovative Teaching and Learning Activities are very useful resources
for effective learning of physics.
(2) Learning experience outside schools
Many aspects of the Physics Curriculum are directly related to the local environment. For
example, visits to the Hong Kong Science Museum and local universities can enhance
students’ interest in physics, and develop their understanding of the latest developments in the
subject. Also, some physics-related activities, e.g. the Joint Schools Science Exhibition, can
provide students with valuable and authentic learning experiences.
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Fieldwork allows students to integrate key concepts for knowledge-building, and students
who participate in these activities are likely to be more motivated and have a better
understanding of phenomena related to physics. Certain organisations, e.g. the Ocean Park
Hong Kong and the Ho Koon Nature Education cum Astronomical Centre, offer life-wide
learning contexts and, in some cases, guided educational tours for students. Schools can
also design learning programmes for their students related to their own communities.
(3) Competitions
Experiences from some local project competitions such as the Hong Kong Student Science
Project Competition and the Physics Research Experiences for Sixth Form Students provide
valuable ideas for scientific investigations and inventions. Other competitions such as the
Hong Kong Physics Olympiad and the International Physics Olympiad present challenges to
students with outstanding ability in physics.
(4) Library resources
In both school libraries and public libraries, various printed and multimedia resources can be
easily accessed to enhance learning. Promotional activities for reading and learning, such as
reading schemes, book exhibitions and talks on reading and learning skills, are useful.
Teachers can find supportive resources, such as journals, articles and magazines mentioned in
this chapter from the libraries, to facilitate their development of learning and teaching
materials. Students can prepare background information for investigative activities, further
explore physics-related issues with STSE connections and construct a concrete knowledge
basis of the subject in the libraries. The active, frequent and appropriate use of library
resources can help students to develop skills for independent learning, cultivate useful
reading habits and become independent lifelong learners.
(5) Parents and alumni
Parents and alumni can complement the work in schools. For instance, parents can support
the curriculum by providing extended learning experiences outside school, e.g. by discussing
the social, moral and ethical issues related to physics with their daughters and sons. They
can also use the resources suggested in this Guide and in public libraries to stimulate a sense
of inquiry in their daughters and sons; and they can instil in them an appreciation of the value
of learning. Parents from different professions can be invited to deliver speeches or lectures
to provide opportunities for students to gain authentic knowledge from various disciplines.
Alumni can be a good source of support for student learning. They can be invited to share
their experiences of learning the subject at school and of related studies at tertiary level, and
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discuss possible careers. They can also contribute to schools’ special activities such as open
days and science funfairs as advisors and speakers. Schools should establish connections
with their alumni in the fields related to physics to enrich students’ views on the prospects for
physics students.
6.4 Use of Learning and Teaching Resources
To assist schools in implementing the senior secondary curriculum, the EMB will continue to
provide additional funding and to allow greater flexibility in the use of resources to cater for
diverse needs. Schools are advised to refer to the relevant and latest circulars issued by the
EMB from time to time.
The successful use of learning and teaching resources can help students to integrate, practise
and apply new knowledge. Teachers should utilise both ready-made and self-developed
materials flexibly according to the needs, abilities and interests of their students. Textbooks
can remain as the basic resource for learning and teaching activities, but should not be the
only resource. Teachers need to make judgments when selecting, adapting and modifying
relevant resources to suit students’ various learning purposes.
Teachers can consider the following points when adapting learning and teaching resources:
y Keep the learning targets and objectives of the curriculum in mind and identify the focus
of each topic.
y Select activities that involve interaction and active engagement of students in learning.
y Tailor learning and teaching resources to cater for learner diversity.
y Design challenging activities so that more able learners may omit the easier parts while
less able learners may skip the more difficult ones.
For low achievers, the learning and teaching materials should be more organised and
systematic in order to build up their understanding of the core elements of the physics topics
first; and then extra resources can be employed to help them to achieve the learning targets,
consolidate what they have learned and to construct personal knowledge. For talented
students, resources that provide more challenging learning tasks involving higher-order
thinking should be employed to strengthen their critical and creative thinking and other
generic skills.
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6.5 Resource Management
6.5.1 Accessing Useful Resources
Students and teachers should share the responsibility for locating useful learning and teaching
resources. For example, teachers can provide students with lists of recommended websites
and reference books for particular topics; and students can also search for useful resources
from the Internet, libraries, government departments and other community organisations on
their own, and make suggestions to enrich the resource lists.
6.5.2 Sharing Resources
Schools should make arrangements and provide the following opportunities to facilitate the
sharing of learning and teaching resources:
y Teachers and students share learning and teaching resources through the Intranet, or other
means within the school.
y Teachers are encouraged to make good use of well-established web-based platforms, such
as the Hong Kong Education City, for sharing information with peers on the latest
developments in physics education, learning and teaching experience, as well as locally
developed resources for learning and teaching.
y Teachers might reflect on their teaching when using different types of learning and
teaching resources, and subsequently exchange experiences with fellow teachers.
6.5.3 Storing Resources
Schools should assign staff to manage the storage of resources and access to them. They
should keep up-to-date inventories of learning resources. IT is helpful for managing and
storing the materials acquired for physics. For example, the school Intranet can be used to
give students and teachers easy access to suitable resources for specific topics. Software
which is commonly available in schools, such as spreadsheets, word processing and database
programmes can also be useful tools for this purpose. Keeping systematic records and
providing easy access to learning and teaching resources and laboratory equipment, can have
a significant impact on learning effectiveness.
Physics teachers should work closely with teacher librarians, in both the collection and
systematic storage of the resources, and to provide a wide range of reading and learning
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resources for students. The teacher librarian, as an information specialist, is in the best
position to help students to acquire the skills and attitudes necessary for using information
appropriately and ethically.
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Appendix 1
Time-tabling Arrangement and the Deployment of Teachers

to cater for the Diverse Needs of Students
There are four subjects, namely Biology, Chemistry, Physics and Science (including Mode I
and Mode II) offered in the Science Education KLA, leading to a number of possible subject
combinations for students. The various subject combinations are considered worthwhile and
valuable to serve the needs of students pursuing different post-secondary pathways.
Possible ways of managing school time-tabling and resources to allow students more choice
are discussed below.
Implementation of Mode I - Integrated Science Curriculum
If this subject is taken by a class of students as a single elective subject, normal time-tabling
can be adopted. It is a common practice in schools that a teacher will take up the teaching
of a course for three years. However, due to the multi-disciplinary nature of this subject,
schools may consider assigning teachers with different expertise to teach this subject at
different levels (S4, 5 and 6), or two teachers with different subject expertise to teach one
class, so that teachers can focus more on modules that they are familiar with. This also
helps to share out the work required to prepare for the curriculum.
We encourage schools to promote partnership in terms of preparation of lessons, team

teaching as well as lesson observations so that teachers work and learn together. It is
recommended that schools reserve time for collaborative lesson planning in the time-table.
In cases where a school is offering this subject to two or more classes, it is advisable to assign
teachers with different subject expertise to different classes. With special time-tabling, it is
then possible to swap the classes so that teachers can concentrate on modules that they are
more familiar with. After a few years, the teachers will be able to cover the teaching of the
whole curriculum and be better placed to monitor the progress of the students.
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The following illustrates the different arrangements that schools may adopt according to their
resources and the readiness of their teachers:
Option A: One teacher teaches one class for all three levels. The teacher is required to
teach beyond his/her own expertise, and so time should be allowed for his/her
professional development, knowledge updating and lesson preparation.
Option B: Teachers with different expertise share the teaching of one class. The teachers
will be able to concentrate on preparing the modules they are more familiar with.
Option C: Two teachers with different expertise teach two classes, with each teaching one
class. There should be regular sharing between the two teachers, helping each
other in preparing resources and knowledge enrichment.
Option D: Two teachers with different expertise teach two classes, with a special time-table
which allows them to swap their responsibilities at different times during the
school year.
Implementation of Mode II - Combined Science Curriculum
The Combined Science Curriculum is designed for students taking two elective subjects in
the Science Education KLA; it comprises three parts with content selected from the Biology,
Chemistry and Physics curricula. Students will have to take the two parts that are
complementary to the single discipline in which they specialise. Special time-tabling and
staff deployment are needed for implementation.
To help students to build up a broader knowledge base, it is recommended that students

should be offered more elective subjects in S4 and be guided to select two or three electives
to focus on in S5 and S6. Students wishing to take two elective subjects in the Science
Education KLA should study parts of Biology, Chemistry and Physics Curricula using the
lesson time for two elective subjects in S4. That is, if four periods per cycle are allocated
for one elective subject, schools may arrange three periods for each science discipline in S4.
Teachers should refer to the respective C&A Guides for a selection of topics suitable to be
included in the S4 curriculum to help students to build a broad-based foundation. Schools
may consider the following two arrangements in S5 and S6:
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(1) Flexible grouping and split class arrangement
Students from two or three different classes are arranged into three groups namely, Biology
group, Chemistry group and Physics group depending on the specialised subject they opt for.
As illustrated in the diagram below, the students will have four periods per cycle for their
specialised subject and two periods per cycle for the other two complementary subjects.
Bio Group Chem Group Phy Group
S6
Bio C P Chem B P Phy C B
S5
S4 Bio Chem Phy Bio Chem Phy
Class A Class B
An example of two classes taking two elective subjects from the Science Education KLA
To facilitate the split class arrangement, three common blocks in the time-table have to be
arranged for Biology, Chemistry and Physics teachers. That is, in the four periods allocated
for the 1st Block, the respective subject teachers will be teaching the groups that have chosen
to specialise in their subjects. In the 2nd and 3rd Blocks, they will be spending two lessons
each to the groups taking the other two specialised subjects.
Biology Teacher Chemistry Teacher Physics Teacher

st
1 Block Biology Chemistry Physics
(4 periods) (Bio Group) (Chem Group) (Phy Group)
Biology part of Chemistry part of Physics part of
2nd Block
Combined Science Combined Science Combined Science
(2 periods)
(Chem Group) (Phy Group) (Bio Group)
Biology part of Chemistry part of Physics part of
3rd Block
Combined Science Combined Science Combined Science
(2 periods)
(Phy Group) (Bio Group) (Chem Group)
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(2) Block time-table arrangement
Schools may arrange three common blocks in the time-table for three classes. The three
subjects in each block will share the same time slots in the time-table. In each block,
students may take any one subject from the three subjects offered in the block.
Class A Class B Class C Other Classes

Chin Lang Chin Lang Chin Lang Chin Lang
Core Eng Lang Eng Lang Eng Lang Eng Lang
subjects Math Math Math Math
LS LS LS LS
st
1 Block Bio / Combined Sci (Chem, Bio) / X from other KLAs Integrated Science
nd
2 Block Chem / Combined Sci (Phy, Chem) / X from other KLAs X from other KLAs
rd
3 Block Phy / Combined Sci (Bio, Phy) / X from other KLAs X from other KLAs
In the above arrangement, X is an elective subject from the other KLAs or an ApL course.
Students in Classes A, B and C are offered the following possible choices:
y Biology + 2X
y Chemistry + 2X
y Physics + 2X
y Biology + Combined Science (Phy, Chem) + X
y Chemistry + Combined Science (Bio, Phy) + X
y Physics + Combined Science (Chem, Bio) + X
y Biology + Chemistry + X
y Chemistry + Physics + X
y Biology + Physics + X
y Biology + Chemistry + Physics
y 3X (from other KLAs/ApL course)
From the time-table, it is clear that two teachers of each science discipline are needed. For
example, in the third common block, one Physics teacher is needed to teach four lessons of
Physics and another Physics teacher is needed to teach the two lessons for the Physics part of
the Combined Science (Bio, Phy) Curriculum.
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Appendix 2
Periodicals and Journals
1. Physics Education
http://www.iop.org/journals/physed
Physics Education is an international journal. Articles are chosen to support secondary
school teachers and those involved with courses up to introductory undergraduate level,
giving everyone who is teaching physics in schools and colleges the support and
information that they need on the latest developments and teaching methods.
2. The Physics Teacher
http://www.aapt.org/tpt
The Physics Teacher publishes papers on physics research, the history and philosophy of
physics, applied physics, curriculum developments, pedagogy, instructional laboratory
equipment and book reviews.
3. The Science Teacher
http://www.nsta.org/highschool#journal
The National Science Teachers Association publishes The Science Teacher nine times a
year. It is a peer-reviewed scholarly journal for secondary science teachers. There is
“special issue’s focus” for each periodic.
4. 物理教學探討
《物理教學探討》 is a half-monthly journal for secondary physics teachers. It is

one of the major journals published by the South West China Normal University
regarding basic education of mainland. It publishes pedagogical papers contributed by
academics and secondary physics teachers, with content including a forum of specialists,
teaching reform, study of teaching materials and methods, and issue discussion.
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5. 物理教師
《物理教師》 is a monthly journal co-published by the Physics Teaching Professional

Commission of the Chinese Society of Education and Soochow University. It
publishes papers of physics teaching and physics researches contributed by academics
and secondary physics teachers, with content including researches on educational
theories, teaching methods and materials, junior secondary corner, physics experiments,
famous physicists and physics history, etc.
6. 中學物理
《中學物理》 is a half-monthly journal co-published by the Physics Teaching

Professional Commission of the Chinese Society of Education and Harbin Normal
University. It publishes papers of physics teaching and physics researches contributed
by academics and secondary physics teachers, with content including teaching forum,
exchange of experience, teaching materials, promotion of physics and micro-teaching,
etc.
7. 物理教學
《物理教學》 is a monthly journal published by the Chinese Physical Society and

managed by the China Association for Science and Technology. It is one of the major
and excellent journals by the China Association for Science and Technology on
education at middle level. It publishes papers on physics teaching contributed by
academics and secondary physics teachers, with content including forum, project
research, teaching research, study of pedagogy, physics experiments, pedagogy from
overseas and sharing of experiments, etc.
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Appendix 3
Resources published by the Education and Manpower Bureau
1. Physics World
http://www.hk-phy.org
At Physics World, teachers and students will find a rich and growing collection of
teaching resources. This website is subdivided into seven main sections, under the
heading of “Introduction”, “Teachers”, “Physicists”, “Resources”, “Physics Q&A”,
“Further Physics” and “Useful Links”. The website provides teachers with the
resources that are supporting the reforms in the Physics Curriculum. Most resource
materials (e.g. worksheets, PowerPoint presentations, video clips and diagrams) are
accessible by the general public while some teaching materials are for registered users
only. Physics World is a dynamic site with new content being added on a regular basis.
2. Contextual Physics
http://www.hk-phy.org/contextual/
The homepage of this website offers an extensive collection of links to resources in
teaching, tryouts, curriculum and references to advocate contextual approach in physics
teaching. Forum and sharing area for teachers are also provided. Topics include
“Motion”, “Force”, “Momentum”, “Energy”, “Temperature”, “Heat”, “Heat Transfer”
and “Change of States” to support the contextual approach.
3. Ocean Park Physics
http://www.hk-phy.org/oceanpark/
This website provides resource materials to support learning beyond classroom.
Learning activities, worksheet and video clips for “Turbo Drop”, “Cable Car”, “Ocean
Theatre”, “Roller Coaster” and “Tower in the Ocean Park” are provided for download.
Teachers can also download “Motion Video Analysis” software to analyse the motion of
an object (e.g. dolphin high jump and turbo drop) in the video clips.
4. Using Datalogger in the Teaching of Physics
http://data-log.hkedcity.net/physics/index.html
This website provides a comprehensive collection of teaching resource materials for
using data logger in the teaching of physics. Topics include “Mechanics”, “Electricity
and Magnetism”, “Optics and Waves”, and “Heat and Energy”. Within each topic there
153
is collection of experiments and suggested teaching activities. From the homepage
access is available to such areas as the operation, interface, sensor, software and vendor.
5. Reading to Learn
http://resources.emb.gov.hk/physics/index_e.html
The Enhancing Science Learning through Electronic Library provides physics teachers
with resources for promoting reading to learn. Essays from local physicists are
provided both in English and Chinese versions. These essays cover a wide range of
subject areas that will lead students to interesting reading on bridges, buildings,
integrated circuits, lasers, microwaves, laser speed detection, telecommunication, solar
power, smart materials, binary stars, and others. This website is full of links that will
lead teachers and students to extensive reading materials. Follow-up activities and
suggested teaching activities are provided so that many readers can make use of it.
6. Glossary in Physics
http://cd1.emb.hkedcity.net/cd/science/glossarysci_eng.html
This website provides an interactive web-based platform for teachers and students to
find English-Chinese glossary of terms commonly used in the teaching of physics in
secondary schools. Key words search is offered.
7. Subject web-site in HKEdCity – Physics
http://iworld.hkedcity.net/physics
This website offers a platform to share teaching ideas, mock examination tests, lesson
plans, laboratory activities, video clips and photos among physics teachers. Under
“Share Resources Section”, there are 14 folders offering interesting and useful resources
for download. For example, selecting the link to project work one will find archives of
information on the preparation and construction of a water rocket. The website also
posts news, forum, useful links and teacher training programs for teachers.
8. Energy Efficiency
http://www.hk-phy.org/energy/index_e.html
This site provides a very comprehensive information related to (1) power production, (2)
domestic energy efficiency, (3) commercial/industrial energy efficiency and (4)
alternative sources of energy to support the “Energy and Use of Energy” of the Elective
Part in the Physics Curriculum. Worksheets, video clips and Flash animation
programmes are provided for registered users. It also includes an interactive e-learning
platform to foster cyber-learning for energy and use of energy.
154
Glossary
Term Description
Applied Learning (ApL, Applied Learning (ApL, formerly known as Career-oriented

formerly known as Studies) is an essential component of the senior secondary
Career-oriented Studies) curriculum. ApL uses broad professional and vocational fields
as the learning platform, developing students’ foundation skills,
thinking skills, people skills, values & attitudes and career-related
competencies, to prepare them for further studies and/or for work
as well as for lifelong learning. ApL courses complement 24
subjects, diversifying the senior secondary curriculum.
Assessment objectives The outcomes of the curriculum to be assessed in the public

assessments.
Biliterate and trilingual Capable of reading and writing effectively in Standard Written
Chinese, English and to use Cantonese, Putonghua and spoken
English. The language education policy of Hong Kong is to
enable the Hong Kong students to become biliterate (in written
Chinese and English) and trilingual (in Cantonese, Putonghua and
spoken English).
Co-construction Different from the direct instruction and construction approaches

to learning and teaching, the co-construction approach
emphasises the class as a community of learners who contribute
collectively to the creation of knowledge and the building of
criteria for judging such knowledge.
Core subjects Subjects recommended for all students to take at senior secondary
level: Chinese Language, English Language, Mathematics and
Liberal Studies.
Curriculum and A guide prepared by the CDC-HKEAA Committee. It embraces

Assessment (C&A) Guide curriculum aims/objectives/contents and learning outcomes, and
assessment guidelines.
155
Term Description
Curriculum interface Curriculum interface refers to the interface between the different
key stages/educational stages of the school curriculum (including
individual subjects), e.g. the interface between Kindergarten and
Primary; Primary and Secondary; and Junior Secondary and
Senior Secondary. The Hong Kong school curriculum, made up
of eight key learning areas (under which specific subjects are
categorised), provides a coherent learning framework to enhance
students’ capabilities for whole-person development through
engaging them in the five essential learning experiences and
helping them develop the nine generic skills as well as positive
values and attitudes. Thus when students move on to senior
secondary education, they will already have developed the basic
knowledge and skills that the study of various subjects requires.
When designing the learning and teaching content and strategies,
teachers should build on the knowledge and learning experiences
students have gained in the previous key stages.
Elective subjects A total of 20 subjects in the proposed system from which students
may choose according to their interests, abilities and aptitudes.
Generic skills Generic skills are skills, abilities and attributes which are
fundamental in helping students to acquire, construct and apply
knowledge. They are developed through the learning and
teaching that take place in different subjects or key learning
areas, and are transferable to different learning situations. Nine
types of generic skills are identified in the Hong Kong school
curriculum, i.e. collaboration skills, communication skills,
creativity, critical thinking skills, information technology skills,
numeracy skills, problem-solving skills, self-management skills
and study skills.
Hong Kong Diploma of The qualification to be awarded to students after completing the
Secondary Education three-year senior secondary curriculum and taking the public
(HKDSE) assessment.
Internal assessment This refers to the assessment activities that are conducted
regularly in school to assess students’ performance in learning.
Internal assessment is an inseparable part of the learning and
teaching process, and it aims to make learning more effective.
With the information that internal assessment provides, teachers
will be able to understand students’ progress in learning, provide
them with appropriate feedback and make any adjustments to the
learning objectives and teaching strategies they deem necessary.
156
Term Description
Key Learning Area Organisation of the school curriculum structured around

(KLA) fundamental concepts of major knowledge domains. It aims at
providing a broad, balanced and coherent curriculum for all
students in the essential learning experiences. The Hong Kong
curriculum has eight KLAs, namely, Chinese Language
Education, English Language Education, Mathematics Education,
Personal, Social and Humanities Education, Science Education,
Technology Education, Arts Education and Physical Education.
Knowledge construction This refers to the process of learning in which learners are
involved not only in acquiring new knowledge, but also in
actively relating it to their prior knowledge and experience so as
to create and form their own knowledge.
Learning community A learning community refers to a group of people who have

shared values and goals, and who work closely together to
generate knowledge and create new ways of learning through
active participation, collaboration and reflection. Such a
learning community may involve not only students and teachers,
but also parents and other parties in the community.
Learning differences This refers to the gaps in learning that exist in the learning
process. Catering for learning differences does not mean rigidly
reducing the distance between the learners in terms of progress
and development but making full use of their different talents as
invaluable resources to facilitate learning and teaching. To cater
to learners’ varied needs and abilities, it is important that
flexibility be built into the learning and teaching process to help
them recognise their unique talents and to provide ample
opportunities to encourage them to fulfil their potential and strive
for achievement.
Learning outcomes Learning outcomes refer to what learners should be able to do by

the end of a particular stage of learning. Learning outcomes are
developed based on the learning targets and objectives of the
curriculum for the purpose of evaluating learning effectiveness.
Learning outcomes also describe the levels of performance that
learners should attain after completing a particular key stage of
learning and serve as a tool for promoting learning and teaching.
157
Term Description
Learning targets and • Learning targets set out broadly the knowledge/concepts,
learning objectives skills, values and attitudes that students need to learn and
develop.
• Learning objectives define specifically what students should
know, value and be able to do in each strand of the subject in
accordance with the broad subject targets at each key stage of
schooling. They are to be used by teachers as a source list
for curriculum, lesson and activity planning.
Level descriptors A set of written descriptions that describe what the typical
candidates performing a certain level is able to do in public
assessments.
Other learning For whole person development of students, ‘Other Learning

experiences Experiences’ (OLE) is one of the three components that
complement the examination subjects and Applied Learning
(formerly named as Career-oriented Studies) under the senior
secondary curriculum. It includes Moral and Civic Education,
Aesthetics Development, Physical Development, Community
Service and Career-related Experiences.
Public assessment The associated assessment and examination system for the Hong
Kong Diploma of Secondary Education.
SBA Moderation The mechanism adopted by HKEAA to adjust SBA marks

Mechanism submitted by schools to iron out possible differences across
schools in marking standards and without affecting the rank order
determined by the school.
School-based assessment Assessments administered in schools as part of the teaching and

(SBA) learning process, with students being assessed by their subject
teachers. Marks awarded will count towards students’ public
assessment results.
School-based curriculum Schools and teachers are encouraged to adapt the central
curriculum to develop their school-based curriculum to help their
students achieve the subject targets and overall aims of education.
Measures may include readjusting the learning targets, varying
the organisation of contents, adding optional studies and adapting
learning, teaching and assessment strategies. A school-based
curriculum, hence, is the outcome of a balance between official
recommendations and the autonomy of the schools and teachers.
Standards-referenced Candidates’ performance in public assessment is reported in

Reporting terms of levels of performance matched against a set of standards.
158
Term Description
Student diversity Students are individuals with varied family, social, economic and
cultural backgrounds and learning experience. They have
different talents, personalities, intelligence and interests. Their
learning abilities, interests and styles are, therefore, diverse.
Student learning profile It is to provide supplementary information on the secondary

school leavers’ participation and specialties during senior
secondary years, in addition to their academic performance as
reported in the Hong Kong Diploma of Secondary Education,
including the assessment results for Applied Learning courses,
thus giving a fuller picture of the student’s whole person
development.
Values & attitudes Values constitute the foundation of the attitudes and beliefs that
influence one’s behaviour and way of life. They help form
principles underlying human conduct and critical judgment, and
are qualities that learners should develop. Some examples of
values are rights and responsibilities, commitment, honesty and
national identity. Closely associated with values are attitudes. The
latter supports motivation and cognitive functioning, and affects
one’s way of reacting to events or situations. Since both values
and attitudes significantly affect the way a student learns, they
form an important part of the school curriculum.
159
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160
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Membership of the CDC-HKEAA Committee on
Physics (Senior Secondary)
(Since December 2003)
Chairperson: Prof HUI Pak-ming (from October 2005)
Dr PANG Wing-chung (until September 2005)
Members: Prof HUI Pak-ming (until September 2005)
Mr LAU Kwok-leung
Mr LEE Wai-kit
Prof MAK Se-yuen
Dr NG Pun-hon
Prof NG Tai-kai (until November 2006)
Mr WAN Ka-kit
Dr WONG Siu-ling, Alice (until September 2005)
Mr WONG Wai-keung
Ms YAU Wing-yee (from November 2005)
Ex-officio Members: Mr LO Chi-lap (EMB)
Mr SZETO Yuk-tong (HKEAA)
Secretary: Mr YU Hon-yui (EMB)

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(Web Version)

Science Education Key Learning Area

Jointly prepared by the Curriculum Development Council and

Recommended for use in schools by the Education and Manpower Bureau

Chapter 2 Curriculum Framework

Chapter 3 Curriculum Planning

Chapter 4 Learning and Teaching

Chapter 6 Learning and Teaching Resources

Membership of the CDC-HKEAA Committee on Physics (Senior Secondary)

Chief Curriculum Development Officer (Science Education)

Fax: 2194 0670

y Biology, Chemistry and Physics

Combined Science (Physics, Chemistry)

y Combined Science (Physics, Chemistry) + Biology

1.2 Implementation of Science Subjects in Schools

The overarching aim of the Physics Curriculum is to provide physics-related learning

The broad aims of the curriculum are to enable students to:

1.5 Interface with the Junior Secondary Curriculum and Post-secondary

Further Studies / Work

Figure 1.2 Multiple Pathways to Higher Education and the Workplace

2.1 Design Principles

(1) Prior knowledge

(2) Balance between breadth and depth

A balanced coverage of topics is selected to broaden students’ perspectives. In addition,

(3) Balance between theoretical and applied learning

(7) Smoother articulation to multiple progression pathways

This curriculum enables students to pursue academic and vocational/professional education

(8) Greater coherence

(9) Catering for diversity

(10) Relevance to students’ life

2.2.1 Knowledge and Understanding

Students are expected to:

2.2.2 Skills and Processes

(1) Scientific thinking

(2) Scientific investigation

(3) Practical work

(9) Self-directed learning

(1) towards themselves and others

(2) towards physics and the world we are living in

(3) towards learning as a lifelong process

y phenomena, facts and patterns, principles,

Knowledge and Values and

Figure 2.1 Learning Targets of the Physics Curriculum

Compulsory part (Total 200 hours) Suggested lesson

Elective part (Total 54 hours, any 2 out of 4) Suggested lesson

Investigative Study (16 hours) Suggested lesson

X. Investigative Students should conduct an investigation 16

Total lesson time: 270

I Heat and Gases (25 hours)

a. Temperature, heat and

temperature and y realise temperature as the degree of hotness of an object

conduction, convection y identify the means of energy transfer in terms of conduction,

melting and freezing, y state the three states of matter

evaporation y realise the occurrence of evaporation below boiling point

general gas law y realise the existence of gas pressure