Physics
“I have no special talents. I am only passionately curious.” – Albert Einstein
Systematic analysis of student learning performance
The Physics Department uses the GoFormative platform to analyze students’ assignments of different topics and different levels of difficulty. This platform provides teachers with information to guide and support students’ learning. From the student report, students know their learning progress in different areas of knowledge, and they can also find room for improvement. In addition, teachers can also use the platform to produce exercises of different levels of difficulty to cater for the learning needs of each individual student.
Incorporation of advanced instruments to enhance inquiry capabilities
Physics is the study of the laws of discovering and systematically managing phenomena in the natural world. Our school has acquired many advanced instruments. For example, students use automated data recording systems to discover and summarize interesting physical phenomena. In the process, the teacher, as a facilitator, promotes inquiry-based learning and constructing knowledge, instead of rote learning. Students can improve their ability to apply phenomena to solve problems.
Integration of mathematical knowledge to develop product-based curriculum
Through cross-disciplinary collaborations and different types of project learning activities, students can apply classroom theories to solve problems and consolidate their learning. The Physics Department collaborates with the Mathematics Department in junior forms, where students use geometric theories to derive lens formulas, and use physics formulas to make DIY telescopes to verify what they have learned in both Mathematics lessons and Physics lessons.
School-based teaching materials to deepen student thinking
- A mathematics package specially for Physics with the focus on the mathematical knowledge required by the physics curriculum is designed to consolidate students’ mathematical foundation and to ensure students can master the physics course with ease.
- The ‘dual-coding’ theory is practised to promote the interconversion between text and graph in order to show students’ flow of idea construction, concept comparisons, and experimental procedures to promote students’ scientific thinking.
- Exercises with different levels of difficulties are developed to cater for the learning needs of students with different abilities.
The use of edpuzzle platform to review learning points
Physics teachers record short videos, and provide a lot of extended reading and interesting links to Physics videos to cater for the development needs of gifted science students.
Competition-Based Training - STEM Task Force
Fun Science Contest 2018 (First Prize)
Hong Kong Student Science Project Competition
Subject-based gifted education training to promote teamwork
‘Distinguished Master Accomplished Students’ mentorship programme
Learning without Boundaries: Global STEM Experience
High School Science Tour 2019
Product-based Experience Workshop
Visit to the Physics Departments in Universities
Reading Scheme
Participation in the EDB's school-based support program
To develop an inquiry-based STEM interdisciplinary collaboration course
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We participate in the Education Bureau’s school-based support program, and regularly communicate with the Education Bureau and fellow school co-workers to organize an inquiry-based “Chocolate Factory” course.
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Through the discussion of lesson plans, class observation, assessment, and the concerted efforts of all parties, the students’ critical thinking is enhanced.
The Hong Kong Federation of Youth Groups
Training in experiment and report writing skills
- This programme provides advice for the KTL Scientific Research Team to participate in territory-wide competitions, enabling them to understand university-level experiments and develop report writing skills. Gifted science students can have a preview regarding the future study mode at university.
Promoting professional exchanges between teachers and building a culture of teaching and research
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Physics teachers hold professional development conferences on the annual theme. The discussion includes strategies to improve students’ common mistakes, and analysis of assessment data to promote learning.
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In addition, each panel also conducts “mini-lesson studies”. Through the activities of problem identification, teaching plan design, open class and post-observation conferences, teachers actively communicate to continuously improve the effectiveness of learning and teaching.