School-based experience
in the learning and teaching of C1 and E1
Harvey Ka Yiu Cheung
QESOSA Tong Kwok Wah Secondary School
School-based experience
in the learning and teaching of C1 and E1
• Sharing on Demonstration Experience on C1 (focus
on the Density of Water)
• Sharing on Teaching Experience on E1
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QTS Situation
Difficulties
Advantages
What we have to do?
Difficult Concepts Experienced by Students
Question Design
Sharing a Demonstration
Experience on C1
• Lab demonstration for Density of Water at
Different Temperature
• Material provided by EDB
• Period: 1 – 40 minutes (double periods preferred)
• Prepare (before the lab):
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A large transparent tank
5 to 6 balloons (mass as small as possible)
Refrigerator
Warm water bath (75°C)
Sharing a Demonstration
Experience on C1
• Temperature of the balloons: -15°C, 0°C, 7°C, 25°C and 75°C
• Draw the water tank on the board and ask the students to
draw the positions of the balloons
• Ask the students to arrange the densities of the balloons (pay
attention to the positions of the balloons in the water tank)
• Tell the students that the density of water is the highest at 4°C
• Explain the phenomenon and ask the students to arrange the
water structures at different temperatures (written on boards:
0°C, 4°C, 7°C, 10°C, 20°C, 30°C, 40°C, 50°C, 60°C, 70°C, 80°C,
90°C)
Sharing Teaching Experience
in E1
• Situation in QTS:
– MOI used in IS : Chinese
– Stick to the resources provided by EDB
– 2 teachers (majoring in Physics and Biology) were
allocated in both S4 and S5
– Integrated Science with Geography, to realize the idea
of “文中有理”
• S4 : C4  C1  C3  C2
• S5 : C5  C7  E1  C6
• S6 : C8  E3
Sharing Teaching Experience
in E1
• Difficulties:
– “Weather belongs to geography” (Wrong! )
– Answering skills in IS and that in Geography are
different (IS focuses on HK; Geography focuses on
global)
– Calculations involved
– Most students come because of interest, and do not
have strong scientific mind (esp. in data analysis and
information retrieval, though they have complete the
practical training in junior forms)
Sharing Teaching Experience
in E1
• Advantages:
– Because they study Geography as well, so they have benefits in
both subjects
– They still have a chance to study Science (or related) subjects in
the universities
– Understand more on the phenomena and mechanisms taking
place in the atmosphere which bring about the weather situation
they experience every day.
• What do we have to do?
– Collaborate with the Geography teachers on the sequence and
contents of teaching in order to avoid redundancy  save time to
develop exam skills
Connections between E1 and
Core Contents
• Solar Energy and Earth’s
Atmosphere
• The Weather Machine (Gas Law)
• HK’s Weather Patterns and
Forecasting
• Air Pollution in HK
• Transportation and Stagnation
of Air Pollutants
• Energy Use and Air Quality
• C1 – c, l, Water
Cycle, Greenhouse
Effect
• C4
• C6 – Global warming
due to fossil fuels
and deforestation,
Environmental
Protection
• C7 – EM Radiation
Sharing Teaching Experience
in E1
• Concepts which is not easy to understand:
– Greenhouse effect of the atmosphere
– Pressure (*Weight)
– Weather map reading (application vs. theory)
• Weather system (incl. cold fronts, trough, high and low
pressures, tropical cyclones, winter / NE monsoon)
• Spacing of isobar (pressure and pressure change)
• Temperature
• Wind speed and direction
• Precipitation symbols
 Air Quality
Question Design
• Have to take care those who study both Integrated Science
and Geography (concepts must be consistent)
• Have to look into the connections between the six key topics in
this unit  Cover evenly among the syllabus
• Have to look into the scientific concepts involved in that topics.
• Creativity (?)
• Get ideas from CE Geography Past Papers
Sample Question 1
Sample Question 2
Sample Question 3