Microsoft Word - Phy C&A Guide_c_ _Clean.doc

Size: px

Start display at page:

Download "Microsoft Word - Phy C&A Guide_c_ _Clean.doc"

饮杭
4 years ago
Views:

3 i

7 i ()) (2002) (2009) ( ) i

8 19 2 E science@edb.gov.hk ii

9 I II I 1

10 II

11 iii : 2015 critical thinking

12 1.5 ᆶ ߃ ύ ፐ ำ Ϸ ύ Ꮲ ࡕ р ၡ ޑ ሒ 䈑䎮䥹㗗䥹㔁做佺柀➇ℏ䘬怠ᾖ䥹䚖 ᶨˤ㛔婚䦳㗗䥹䥹炷 ᶨ军 ᶱ炸婚䦳䘬临炻 ẍ忶䈑䎮䥹婚䦳䘬䱦天䁢䢶炻 ẍ䘤 ˤ 䁢䓇 ὃ 堉䘬佺䴻㬟炻嬻䓇啱㬌䘤䥹㔁做 ˬ傥慷冯嬲 ˬ 䎫冯䨢 ℑᾳ 佺䭬䔯暨䘬䥹䞍嬀䎮妋ˣ㈨傥忶䦳炻 ẍ ῤ 奨ン ˤ 1.1 婒㖶佺䭬䔯䘬䚠 Ḻ 斄 Ὢ ˤ ġ 㚱斄䥹䥹婚䦳冯䈑䎮䥹婚䦳䘬扄娛ね炻婳教䫔 ᶱ 䪈䘬䚠斄 ℏ ˤ ġ 1.1 䥹㔁做佺䭬䔯䣢 ġ 4

13 1.2 / 1.2 5

14 6

15 (1) (2) (3) (4) (5) 7

16 (6) (7) / (8) (9) (10)

17 (1) (2) (3)

18 10 (4) (5) (6) (7)

19 (8) (9) 11

20 2.2.3 (1) (2) (3) 12

22 xiv I. a. * 23 b. * c. * d % % 2,500 2,

23 184 II. a. * 50 b. * c. * d. * e. * f. g. III. a. * 47 b. * c. * IV. a. * 48 b. * c. * V. a. 16 b. c. 184 * 50 VI. a. 25 b. c. d. VII. a. 25 b. c. d. e. VIII. a. 25 b. c. IX. a. 25 b. c X

24 16

25 I. 23 a. 17

26 Q Q C c T mt b. c. Q f m Q v m 18

27 d (p-vp-t V-T) pv T pv= nrt Nmc pv 3 2 3RT K. E. average 2N A 19

28 4 o C 20

29 21

30 II. 50 a. - / - 22

31 v u at s 1 ( u v) t 2 s ut 1 at v u 2as b. / 23

32 / F = ma c. d. W = Fscos (P.E.) 24

33 P.E. = mgh (K.E.) K.E. = mv 2 W P t e. p = mv f. 2 v a r 25

34 g. GMm F 2 r 26

35 ( ( 27

36 28

37 III. 47 a f v = f T 29

38 // b m s -1 sini n sin r 30

39 1 1 1 = u v f ) D y a dsin = n c. 31

40 32

41 X- 33

42 IV. 48 a. Q1Q 2 F 2 4 o r E 34

43 Q E 2 4 o r V E d b. (p.d.) (e.m.f.) V R I RA l R = R 1 + R R R R 1 2 I V R 35

44 P = VI (kw h) c. o B I o B NI 2r l 36

45 F = BIl sin F=BQvsin / = BA cos (Wb) B t (a.c.) (d.c.)(a.c.) VP N P V N S S 37

46 38

47 (e/m) 39

48 V. 16 a. X- X- X- X- 40

49 N = N o e -kt N = N o e -kt - - (Sv) b. c. 41

50 E= m c 2 E= m c

51 43

52 VI

53 a. 10 b. c. GMm F 2 r 3 T 2 r a T GM 45

54 GMm U r d. (pc) O B A F G K M L=4R 2 T 4 o v r c 46

55 CCD (NASA) 47

56 (CCD) a4_1.htm (NASA) (http //space.jpl. nasa.gov/) (http// http// 48

57 ( ( ( ( ( ( ( ( ( X-( ( ( ( ( 49

58 50

59 VII (TEM) (STM)

60 a. b. E = hf 1 2 hf mevmax 2 E = hf c. 52

61 nh m e vr 2 n = 1, 2, 3, n E 4 1 m ee ) 2 2 n 8h o tot ( ev 2 n (ev) 13.6 ev E tot 2 n E=hf eV a b hc b a E=hf 1 a b 13.6eV hc b a d. h p h p e

62 (TEM) 1.22 d (STM) 54

63 55 (TEM) (STM) 5

64 500 56

65 VIII

66 a. LED lm W 58

67 kw COP (EELS) b. Q A( T hot Tcold ) t d U-U d OTTV OTTV 59

68 lx c P Av 2 (ev)

69 61 (LED) -

70 62 (EELS) ( (OTTV) (U-values) (

71 63

72 IX. 25 X- X- (CT) a d 64

73 I L log ( ) db I o b. Z=c 2 I ( Z Z ) r I ( Z Z ) o 2 1 A- B- A- A- B- B- 65

74 c. X- x I I o e X- X- CT (CT) CT CT CT X- 99m X- 66

75 X- X X X- X- X CT ( 67

76 (LASIK) X-CT 250 mm X X-? 1940 X- CT X- X- X- CT ( CT 68

77 X- X- 69

78 X- X- CT 70

79 16 X

80 - - : ( 72

81 73

82 3.1 74

83 X1 X2 {X3} X1 X2 {X3} X1 X2 {X3} {X4} X { }

84 I II III a. b. c. d. a. b. c. d. e. f. g. a. b. c. (d) (a) (b) (d) X

86 X 4.1 VIII I IV 9.1 II I 9.5 II 9.6 VI 11.2 III 11.3 IX III

88 I. II. III. X. II. I. III. IV. X. V. VI. VII. VIII. () IX. X. 3.5 (1)

89 3.6 (2) (3) 81

91 I. II. III. IV. V

92 (1) (2) (3) 3.3 (4) (5) 84

93 (6) (1) (2) 85

94 a (3)

96 (1) 88

97 (2) (3) (4) (5) (6) (7) (8) (9) (10) 89

98 (11) (1) (2) (3)

99 / /

100 (1) 4.2 /

101 (2) (3) 93

102 VII (4) V VIII (5) 94

103 4.3 (6)

104 (7) (PBL) 96

105 (8) ( /contextual) 97

106 (9) (MVA) Modellus Knowledge Forum CMapTools 98

107 (10) ( B- 99

108

109

110 II(c) (MVA) 102

111 103

112

113

114 5.3 ; (1) 106

115 (2) (3) (4) (5) (6) (7) (8) 107

116 5.4.2 (1) (2) (3) 108

117 (1) (2) (3) / (4) (5) 109

118 ( 60% 2 20% 1 20%

119 U U 111

120 4 5 A D 5 *** 112

121

122 (1) 114

123 (2) / 115

124 6.3.4 (MVA)

125 (1) (2) (3) (4) (5) 117

126

127 (HKEdCity)

128 120

129 I II 121

130 122

131 (1) Bio C P Chem B P Bio Chem Phy Bio Chem Phy 123

132 (2) / / X / / X X / / X X X + 2X + 2X + 2X + + X + + X + + X + + X + + X + + X + + 3X/ 124

133 1. Physics Education Physics Education 2. The Physics Teacher The Physics Teacher 3. The Science Teacher

134

135 1. PowerPoint

136 (1)(2)(3)/ (4)

137 10. ( A- B-) ( CT)

138 () ( ) 24 / ( )() ( ) ( )( ) 130

139 131

140 132

141 133

142 (2004) (2001) (2002) (2003) (2001) (2005) (2000) (2013) (1999) 20 (1998) (2001) (2002a) (2002b) (2002c) (2004) (2009) (2007) 134

143 (2001) (2003) (1998) (1996) Alberta Learning. (1998). Physics (Senior High). Alberta: Alberta Learning. Retrieved January 18, 2007, from science/phy2030.pdf Angelo, T. A., & Cross, K. P. (1993). Class assessment techniques - A handbook for college teachers. San Francisco: Jossey-Bass Publishers. Assessment and Qualifications Alliance. (2003a). GCE Physics 2005 specification A. Manchester: AQA. Retrieved January 18, 2007, from /AQA W-SP-05.PDF Assessment and Qualifications Alliance. (2003b). GCSE Physics specification A (Modular) Manchester: AQA. Retrieved January 18, 2007, from /pdf/aqa W-SP-05.PDF Assessment and Qualifications Alliance. (2003c). GCSE Physics specification B Manchester: AQA. Retrieved January 18, 2007, from /AQA-3451-W-SP-05.PDF Avison, J. H. (1994). A review of the new GCE A-Level Physics syllabuses for the 1996 examination in England and Wales. Physics Education, 29, Bagge, S., & Pendrill, A.M. (2002). Classical physics experiments in the amusement park. Physics Education, 37(6), Berger, R. (2002). The atomic force microscope: A low-cost model. The Physics Teacher, 40 (8), Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5(1), Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, October, Bloom, D., & Bloom, D.W. (2003). Vibrating wire loop and Bohr model. The Physics Teacher, 41 (5), Board of Studies New South Wales. (2002). Physics Stage 6 syllabus. Sydney: Board of Studies NSW. Retrieved January 18, 2007, from /syllabus_hsc/pdf_doc/physics_stg6_syl_03.doc Bodzin, A. M., & Cates, W. M. (2002). Inquiry dot com. The Science Teacher, 12,

144 Calvin, S. (2004). Following in Einstein s footsteps: Teaching the photoelectric effect. The Physics Teacher, 42 (6), Chen, C. X., & Zhang, C. G. (1999). New demonstration of photoelectric effect. The Physics Teacher, 37(7), 442. Chiappetta, E. L. (1997). Inquiry-based science - Strategies and techniques for encouraging inquiry in the classroom. The Science Teacher, 10, Cockayne, D. (2004). We can see atoms. Physics Education, 40(2), Costa A. L. (2001). The Vision. In A. L., Costa (Ed.), Developing minds: A resource book for teaching thinking (3 rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Council for the Curriculum Examinations and Assessment. (2001). Physics GCSE specification. Belfast: Northern Ireland Council for CEEA. Retrieved January 18, 2007, from Council for the Curriculum Examinations and Assessment. (2002). GCE in Physics specification. Belfast: Northern Ireland Council for CEEA. Retrieved January 18, 2007, from Curriculum Council. (2003). Syllabus manual year 11 & 12 subjects Vol. VII: Science. Osborne Park: Curriculum Council. Retrieved January 18, 2007, from manuals_0608/pdf/d409.pdf Demers, C. (2000). Beyond paper & pencil assessment. Science and Children, 10, Dick, G. (2001a). Physics 11. Toronto: McGraw-Hill. Dick, G. (2001b). Physics 12. Toronto: McGraw-Hill. Edexcel. (2000a). Edexcel GCSE in Physics A specification. Notts: Edexcel Foundation. Retrieved January 18, 2007, from Edexcel. (2000b). Edexcel GCSE in Physics B specification. Notts: Edexcel Foundation. Retrieved January 18, 2007, from Edexcel. (2003a). Edexcel Advanced Subsidiary GCE and Advanced GCE in Physics specifications. London: London Qualifications Limited. Retrieved January 18, 2007, from Edexcel. (2003b). Edexcel Advanced Subsidiary GCE and Advanced GCE in Physics (Salters Horners) specifications. London: London Qualifications Limited. Retrieved January 18, 2007, from 136

145 Fitzgerald, M. A. (2002). A rubric for selecting inquiry-based activities. Science Scope, 9, Hafner, J. C., & Hafner, P. M. (2003). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer-group rating. The International Journal of Science Education, 25(12), Hollins, M. (1990). Medical physics. Surrey: Thomas Nelson Institute of Physics. (2001a). Advancing Physics A2. Bristol: IOP. Institute of Physics. (2001b). Advancing Physics AS. Bristol: IOP. International Baccalaureate Organization. (2001). IB diploma programme guide: Physics. Geneva: IBO. Johnstone, A. H., Watt, A. et al. (1998). The students attitude and cognition change to a physics laboratory. Physics Education, 33(1), Kendall, J. S., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and benchmarks for K-12 education (3 rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development, Aurora, CO: Mid-Continent Research for Education and Learning. Li, L. Q. (2000). Education for 1.3 billion. Beijing: Foreign Language Teaching and Research Press. Lo Presto, M. C. (1998). A closer look at the spectrum of helium. The Physics Teacher, 36 (3), Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 2, Marzano, R. J., & Pollock, J. C. (2001). Standard-based thinking and reasoning skills. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3 rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Ministry of Education. (1993). Science in the New Zealand curriculum. Wellington: Learning Media. Ministry of Education. (2000). The Ontario curriculum grades 11 and 12: Science Ontario: MOE. Retrieved January 18, 2007, from document/curricul/secondary/grade1112/science/science.pdf Muncaster, R. (1996) A-level Physics - Medical physics. Gloucestershire: Stanley Thornes (Publishers) Ltd. Oxford Cambridge and RSA Examinations. (2001). GCSE in Physics specification. Cambridge: OCR. 137

146 Oxford Cambridge and RSA Examinations. (2002a). Advanced Subsidiary GCE and Advanced GCE Physics B (Advancing Physics) specifications (2 nd ed.). Cambridge: OCR. Oxford Cambridge and RSA Examinations. (2002b). Advanced Subsidiary GCE and Advanced GCE Physics A specifications (2 nd ed.). Cambridge: OCR. Palmquist, B. C. (2002). Interactive spectra demonstration. The Physics Teacher, 40(3), Parry, M. (1998). Introducing practical work post-16. Physics Education, 33(6), Pasachoff, J. M. (2004). The Bohr staircase. The Physics Teacher, 42 (1), Pope J. (1999). Medical physics: Imaging. Oxford: Heinemann Advanced Science. Queensland Studies Authority. (2001). Physics trial-pilot senior syllabus. Brisbane: QSA. Retrieved January 18, 2007, from /physics /t-pilot.pdf Riveros, H. G., Cabrera E., & Fujioka, J. (2004). Floating magnets as two-dimensional atomic models. Physics Education, 42, Scottish Qualifications Authority. (2002a). Physics Advanced Higher (5 th ed.). Glasgow: SQA. Retrieved January 18, 2007, from edit.pdf Scottish Qualifications Authority. (2002b). Physics Higher (3 rd ed.). Glasgow: SQA. Retrieved January 18, 2007, from Serri, P. (1999). Practical assessment. The Science Teacher, 2, Silva, A. A. (1994). Overcome inertia: Go to an amusement park! Physics Education, 29, Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86 (1), Stinger, E. (1999). Action research. Thousand Oaks: Sage Publications. Swartz, C. (2006). All atoms are (about) the same size. The Physics Teacher, 44(1), The College Entrance Examination Board. (2003). 2004, 2005 course description for AP Physics, Physics B and Physics C. New York: CEEB. Retrieved January 18, 2007, from Treagust, D. F., Jacobowitz R., et al. (2001). Using assessment as a guide in teaching for understanding: a case study of a middle school science learning about sound. Science Education, 85,

147 Victorian Curriculum and Assessment Authority. (2004). Physics study design. Melbourne: VCAA. Retrieved January 18, 2007, from /physics /physicsd.pdf Welsh Joint Education. (2003). WJEC Advanced Subsidiary GCE and Advanced GCE Physics specifications Retrieved January 18, 2007, from alphysics05.pdf 139

148

149 : : : () () () : () ()

150 : : : () () : ()

i

5 5 12 19 22 37 37 41 46 50 55 61 61 67 70 73 74 85 107 i 2-1.. 19 2-2.. 19 2-3.. 20 2-4.. 31 3-1 41 3-2 46 3-3 50 3-4 54 3-5 59 ii 2-1 7 2-2 15 2-3 30 iii empowerment 2002 1 1999 1998 Association for