能源

引導學生回顧以往數世紀人類對各種能源需求的轉變。
今天科學家們都致力尋找既不 污染空氣，而又取之不盡的新能源，亦即可再生能源。
這個單元將會介紹一些現今 世界上被普遍使用著的可再生能源。

今天我們的化石燃料已經所餘無幾了。
而使用可再生能源的費用又相當高。所以我們 必須學習節約能源。
這單元將提供各種節約能源的方法。

和燃料有關的災難可不少。
發生在前蘇聯切爾諾貝爾的核災難是一個例子。
這個單元 將描述四個由人類引起的災難。

細胞與人類的繁殖

向學生介紹細胞內部的不同部分和它們的功能。

了解細胞內的DNA的結構以及當細胞分裂的時候它是如何複製自己的。

了解細胞需要甚麼才能夠生長和工作。讓學生通過顯微鏡觀察不同種類的植物和動物的細胞的相同點和不同點。

讓他們觀察老鼠兔子的精子以便更好地了解人類的生殖系統。通過用色譜圖來分開混合物﹐學生更好地理解科學家分開DNA片段使用的方法。

理解卵子是如何生長成為一個孩子的以及孩子的性別是有甚麼基因來決定的。

了解非同卵雙胎和同卵雙胎是怎樣形成的。

了解是基因決定細胞如何生長的。

了解你是如何遺傳到不同的特徵的以及遺傳到某種特徵的可能性。

向學生介紹龐氏圖﹐讓他們了解基因的所有可能的組合。

知道“顯性基因”和“隱性基因”。讓學生知道他們遺傳到父母特徵的可能性以及孩子的性別是由甚麼決定的。學習使用龐氏圖來計算會遺傳到某種特徵的後代的比例。

了解我們如何利用一個人的基因信息。

基因工程如何改變了人們的生活。

讓學生討論基因工程的來龍去脈以及是否應當用基因工程改變人的生活。

了解甚麼是克隆以及克隆的過程。

Unit 3 Cells and human reproduction

In this Unit students are introduced to the cell as the basic unit of life and the fact that a new life begins from a cell. In man, when a sperm fuses with an ovum it may develop into an embryo.

The development of a new life from embryo to baby to adolescent is followed. Then the focus of the students is drawn to the changes they expect to have at puberty and the maturation of the sex organs to be ready for reproduction.

The stages from fertilisation to the development of the embryo are then studied. Signs and length of pregnancy and related health issues are also considered. The Unit ends with a discussion of other social issues like in vitro fertilisation and sexually transmitted diseases.

Much of the material in this Unit contributes towards 'sex education'. This is a cross-curricular issue where an agreed school policy is desirable. The content of the Unit should be evaluated in relation to the school policy. It is also important to liaise with staff of other departments in the school so that a more comprehensive programme may be offered. Sex education programmes should continue throughout the secondary school years.

All students should
1 understand that the cell is the basic unit of life
2 acquire some skills in using a microscope
3 appreciate and understand how a new life is born
4 be able to describe the various changes at puberty and the secondary sexual characteristics of the two sexes
5 be able to identify the different parts of the male and female reproductive systems
6 acquire some knowledge about the menstrual cycle
7 recognise nocturnal emission as a common phenomenon during adolescence
8 acquire some knowledge about pregnancy
9 recognise the responsibilities of parenthood
10 acquire some knowledge about the need for family planning and various methods of birth control
11 develop a positive attitude towards sex
12 recognise the responsibility within relationships and be able to make judgement on appropriate behaviour in relationships
13 appreciate the value of life and develop a positive attitude towards it

The more able students should
acquire some knowledge about sexually transmitted diseases and develop a sense of obligation towards the prevention of their spread
be able to make judgements on social issues related to in vitro fertilisation
acquire some knowledge about heredity

Remarks: The first part of this Unit introduces students to the cell as the basic unit of life and the fact that a new life begins from a cell. In view of recent development in DNA researches, we have included in the content of this Unit an introduction to the structure of the DNA and the working principle of the 'cloning' technology. We hope to equip students with the basics required to follow recent developments reported in the media and be able to participate in discussions in the issue. Another major component of the Unit relates to sex education which deals with the understanding of ourselves and our relationships with others. It goes beyond the biological aspects of life (such as puberty, human reproduction) and inevitably inculcates human values. In the school curriculum, this broadly defined sex education and family life education should be viewed as essentially integral. We consider it more appropriate to develop a separate curriculum package for students at this level and to deal with this 'cross-curricular' issue more thoroughly in that package.

細胞與人類的繁殖

細胞與人類的繁殖
生物的基本單位：細胞
新生命的誕生：受精作用、植入、胚胎在母體內的成長
青春期：性徵、男性和女性的生殖系統、生殖系統成熟的徵兆
懷孕：懷孕的徵兆、懷孕期、為人父母的準備；家庭計劃
性傳染病：傳染、後果和態度

學生透過本單元能認識到細胞乃生命的基本單位，同時，新生命也是由一個細胞開始 的人類的精子和卵子結合後，便會發展成為胚胎。

接著，本單元會介紹胚胎發展成 為嬰兒以至少年的過程，然後，讓學生認識到青春期的變化和性器官的趨向成熟是 為繁殖下一代作準備。

其後，學生可學習到由受精至胚胎發育的各個階段、受孕的 徵兆、懷孕期和有關的健康問題。最後，本單元以討論人工受孕和性傳染疾病等社 會關注的問題作終結。

其實，本單元中的大部分內容與性教育有關，而性教育應為跨課程的課題，學校應有 一整體認同的政策，教師為本單元選材時應盡量與既定政策相配合。此外，亦應與 其他參與推行性教育的老師一起合作，以便能推行一更全面的課程。總括來說，性教育在整個中學階段應是貫切的。

所有學生應能
認識到細胞乃生命的基本單位
掌握使用顯微鏡的技巧
欣賞並認識新生命是怎樣誕生的
描述一些青春期的變化和兩性的第二性徵
辨認兩性性器官的不同部分
獲得一些有關月經的知識
認識夢遺乃男孩在青春期的一個正常現象
獲得一些有關懷孕的知識
認識到為人父母的責任
獲得一些關於節育的知識及認識家庭計劃的重要
對性建立正面的態度
認識人際關係中的責任﹐並能就不同關係的相處方式作出判斷
體會生命的寶貴﹐從而建立積極愛惜生命的態度

能力較高的學生應能
獲得一些關於性傳染疾病的知識，並培養積極預防性傳染病擴散的態度
對一些關於人工受孕的社會問題作出判斷
獲得一些關於遺傳方面的知識

註：本單元首先介紹學生認識細胞是生命的基本單位及新生命是由一個細胞開始。然後，配合近年有關遺傳基因研究的發展，向學生簡單介紹DNA的結構和克隆（複製）科技的原理。俾能幫助學生瞭解他們在日常生活中接觸到的相關訊息，並參與討論。

本單元中另一個重要課題與性教育有關。除了青春期和人類的繁殖等生理知識外，當中亦涉及自我認識、人際關係甚至價值取向等的問題。從整體學校課程的安排，性教育應配合家庭教育一併進行。故此部分建議由另一獨立教材套以跨學科課題的形式引導學生討論。在安排時，教師可參考校本課程設計《透過初中科學科課程推行性教育》教材套。

Integrated Science

Now, I am learning Cells And Human Reproducuction

1. what the basic units of living things are.
2. how to use a microscope.
3. the structures of animal cells and plant cells.
4. how the cells divide when a living thing grows.
5. asexual reproduction and sexual reproduction.
6. the reproduction in humans.
7. the male and female reproductive systems.
8. what sex cell s are.
9. the process of fertilisation and implantation.
10. how an embryo develops in the uterus.
11. what pregnancy is and how a baby is born.
12. the importance of parental care.
13. what puberty is and what the secondary sexual characteristics of male and female are.
14. menstruation and wet dreams.
15. to have a positive attitude towards differences in physical appearance.
16. the responsibiliities of parents.
17. different birth control methods.
18. what sexually transmitted diseases are.

Linear Equations

Welldone, goodwork, keep on.

I am learning together with you.

Elimination

Solving a System of Two Equations Graphically

The solutions to a single linear equation are the points on its graph, which is a straight line. For a point to represent a solution to two linear equations, it must lie simultaneously on both of the corresponding lines. In other words, it must be a point where the two lines cross, or intersect.
Thus, to locate solutions to a system of two equations in two unknows, plot the graphs, and locate the intersection points (if any).

Solving a System of Two Equations in Two Unknowns by Elimination

Q Do we really need another method of solving a system of linear equations? A The problem with the graphical approach is that it only gives approximate solutions; locating the exact point of intersection of two lines would require perfect accuracy, which is impossible in practice.

The method of elimination is an algebraic way of obtaining the exact solution(s) of a system of equations in two unknowns by manipulating the equations in such a way as to eliminate of the variables (x or y). The best way to understand this method is through some examples.

Examples
(a) Solve
2x + 3y = 4 x - 3y = 2
If we simply add these equations (add the left-hand sides and the right-hand sides) the y's cancel out, and we get
3x = 6, giving x = 2.
To obtain y, we substitute x = 2 in either of the two equations (let us choose the first):
2(2) + 3y = 4, giving 4 + 3y = 4, so that 3y = 0, or y = 0.
Thus, the solution is (x, y) = (2, 0).

(b) Solve
2x + 3y = 3 3x - 2y = -2
This time, adding (or subtracting) the equations does not result in either x or y being eliminated. However, we can eliminiate x by multiplying the first equation by 3 and the second by -2:
2x + 3y = 3
3
6x + 9y = 9
3x - 2y = -2
-2
-6x + 4y = 4

Now if we add them, we get
13y = 13, giving y = 1
To obtain x, we substitute y = 1 in either of the two equations (let us choose the first):
2x + 3(1) = 3, giving 2x + 3 = 3, so x = 0
Thus, the solution is (x, y) = (0, 1).

Linear Equations

Q Just what is a "system of linear equations in two unknowns?"
A First, a linear equation in two unknowns x and y is an equation of the form
ax + by = c
where a, b, and c are numbers, and where a and b are not both zero.

Examples: Linear Equations:
4x + 5y = 0
This has a = 4, b = 5, c = 0
x - y = 11
This has a = 1, b = -1, c = 11
4x = 3
This has a = 4, b = 0, c = 3

Second, a system of linear equations is just a collection of these beasts. To solve a system of linear equations means to find a solution (or solutions) (x, y) that simultaneously satisfies all of the equations in the system.

Example: System of Linear Equations:
4x + 5y = 40 x-y = 1
This is a system of two linear equations with solution x = 5, y = 4. We can also write the solution as (5, 4)

Mathematics

Now I am learning Linear Equations in Two Unknows
for emample:
In a bag of 3600g of organes and apples, each organe weights 300g and each apple weighs 225g.
Let x and y be the number of organes and apples respectively, set up an equation in x and y.
(a)Weigh of all oranges= 300x g
Weight of all apples = 225y g
∴300 x +225y = 3600
4x+3y=48 ←Divide both side by 75 to simplify the equation.
(b)For the equcation4x+3y = 48, subsitute x=3 into the equcation,
4(3)+3y=48
3y=36
y=12
Substitute y =8 into the equation,
4x+3(8)=48
4x=24
x=6
Substitute x=9 into the equation,
4(9)+3y=48
3y=12
y=4
∴Number of oranges and apples required:
3 oranges and 12 apples, 6 oranges and 8 apples, 9 oranges and 4 apples.

如何考好試

今天考試終於結束了，各位同學都準備開始新年的假期節目，或者開始休息了。因為學生考完試就輪到老師的工作了，要改卷、計分、印成績表等等繁多的工作，所以接下來的一周都挺忙的，

今段是第二段，可能學生真的是明白到再不努力就很難追了，所以今段感覺上大家都比以往是勤力，最特別的是今次考試周有同學自動要求考試後留下溫習，希望我幫他們補一補習。雖然這種「臨急抱佛腳」的心態並不可取，但是起碼看出他們還是緊張自己的成績和學業，所以我都很樂意幫助他們補習，希望他們可以做得更好。　　

不過，令我感到比較奇怪的是，今段的覆習周我已經幫學生們做了全面的覆習，各類型的題目都有再練習，再講解，而在考試前的覆習亦都把各類重點溫習了，當然這並不是說把考試的題目告訴學生，如果做這種事的話，可以說這個老師就是幫學生作弊，這樣絕對是一個不合格的老師，我上面所講的只是溫習今段學過的類型題和重點。　　

當我滿懷信心改卷時，再一次失望了，再一次滿腦子的問號了：為甚麼學生又會不合格呢？為甚麼做了很多次同類型的題目，到考試時又再不會做呢？為甚麼有些同學好像甚麼都不懂，好像根本沒學過呢？這次我真的是不明白了，其實在平時的大測中，同學的成績都不至於是如此的差，但每次考試的成績都會大幅下滑，這個原因何在呢？我研究了這個問題，大概就找出了幾個原因：

一、因為平時測驗前一天都會溫習，而且測驗是以單元計算，所以內容較少，因此成績會比較好，考試內容較多，所以成績相對會差一點；但應該是「差一點」，為甚麼是大幅下滑？

二、主要原因，因為現在學生都覺得「考試＝放假」，尤其是寒、暑假前的兩次考試，因此很多同學會在考試前一兩周己經放鬆了，這個才是真正的元兇。考試才放鬆，不死才怪！　　

所以我覺得現在考試前老師要額外多一個工作了，就是要調整學生的心態，我之前有一篇文章講過「考試＝戰爭」，但現在學生是認為「考試＝放假」，這個心態如果不調整的話，如何考好試呢？

爭分奪秒

第二戰即將開始了，明天又要開始第二學段的考試了，今段的感覺比起上一段要好，因為我還是第一次遇到全班學生希望我幫他們上多一堂課，還在考試周預約了我下周幫他們全班溫習。　　

我真的很開心，我不會因為要再上幾堂課或者在課餘時間要再工作而感覺到辛苦，反而為學生緊張自己的成績而高興，為學生信任我、希望我幫他們溫習而感到高興，我一定會努力幫大家溫習好，因為我不想浪費各位同學的時間，也不想白費學生對我的期望。　　

談起時間，現在很多學生在測驗考試前都說：「沒時間溫習了」、「唉，太忙了，沒空做練習了」……這些我聽得已經非常多了。其實不論你是名人也好，特首也好，老師、同學甚麼人都好，每個人都只有二十四小時，這個是公平的，也是不能改變的，所以我覺得作為學生，或者任何一個人，都不應該只埋怨沒有時間，而是應該想怎樣去利用時間，爭取最多的時間做更多的事。　　

其實，很多時聽到學生說昨天沒時間溫習，我都會很好奇的問問昨晚他們是怎樣度過呢？搞得都沒時間溫習這麼嚴重？可是一問下來，昨天原來就是看電視、打遊戲機、上網、無所事事等等，實際上根本不是沒時間，而是不好好利用時間。　　

這個就是人的惰性，別說是學生，我自己也會有，有時也會想偷得半日閒輕鬆一下，不過真正能踏向成功的人，一定都會克服到這種人的惰性。　　

只有珍惜時間，善用時間的人才能走向成功。特別是年青人，包括廣大的學生們，珍惜現在的學習時光，珍惜年輕時的光陰，善用時間，因為爭取時間做有意義的事，等於延長了自己的時間，而延長了時間也就等於延長了自己的生命，這個不是說你變成一天有三、四十個小時，只是你充分利用一天二十四小時做了比其他人更多的事，那今天的你就比其他人都進步多了。　　

曾經有人對我說，如果一個人每天以小時計，那他每天有二十四個單位使用，但如果每天以分鐘作單位計算，那他就等於比人多了五十九倍的時間了。　　

所以如果各位同學都能善用時間，珍惜好光陰做了更多的事，學到更多的話，將來一定會受益無窮，雖然我很高興同學肯在考試周留下溫習，但是如果同學能更好的利用平時的時間，我相信效果會更佳。

臨渴才掘井方法

你沒有看錯題目，真的是臨渴才掘井的方法，筆者是一名老師，當不會誤人子弟。未雨綢繆人所共知，也是正確之道，何以會教人臨渴掘井急就章呢？　　

皆因六月將近，正是考試季節，平日準備充足的同學，當然毋須懼怕考試，但如果考期臨近，而未準備妥當的話，那可以怎麼辦？以下有兩個錦囊，可以給大家參考。　　

第一個錦囊是不要背誦，只記重點。背誦資料比記憶重點需要較長時間，效率很低，因此同學應首先將資料整理，一個一個的列成重點，但切忌過於冗長。　　

這樣做可以掌握較多範圍，故此在考試中獲取高分的機會亦較大。如果能夠運用一些簡單記憶技巧，如聯想及化整為零等方法，則可以於短時間內，熟記大量資料，成功取得合格。　　

第二個錦囊是先溫習重要章節。在時間不足的情況下，我們可根據考試的範圍，分成三個等級，第一級是「必要」。第二級是「重要」、第三級是「次要」。首先將必要的熟讀，有時間才溫習重要部份，次要的作簡單瀏覽便可以了。　　

讀書和做事一樣，分為緩急輕重，平時溫習為緩，應付考試為急，未雨綢繆為緩，臨渴掘井為急，掌握部份重要內容，總比全部一知半解為佳。　　

我一直皆主張未雨綢繆，教導學生的方法，也為他們定下學習時間表，一步一步的邁向目標，此為之按步就班。平時我會給他們較大壓力，一來因為沒有其他如考試一類的壓力，二來可以令他們習慣壓力。　　

但到考試前夕，我會叫他們盡量放鬆自己，開通宵溫習，廢寢忘餐是大忌，寢食不安也是大忌，因為過度緊張會令體內的壓力賀爾蒙干擾腦袋運作，令思考變得遲鈍，及導致忘記。　　

說到考試前臨渴掘井的好方法，我還有更好的一個，就是請同學幫忙。嘗試找一個與你要好，而在班中成績優秀的同學求助，請他幫助你，根據他溫習的心得，將最重要的部份，撮要的講述一遍給你聽，而你先將重點記錄，再回家熟讀。　

作為老師，在考試前的溫習課，我會為學生作一個總覆習，而我的演譯方式，其實採用了上述兩個方式，提醒學生們那些課文是必要，那些是重要，又那一些是次要。　　

當然我的表達會較為含蓄，因為角色衝突也，我既是出卷者，也是補習者，如何平衡兩者，要拿揘得準確，以免洩露考試題目。

中文科記憶法

一直都說記憶對學習十分重要，當今的考試制度，也是以考大家記憶為主，就是簡單如中文輸入法，也必須先記得二十五個倉頡碼，及八十三個輔助碼，才能打得快又準，須知道日常使用的電腦，可鍵出的中文字多達13093個，還未計各種標點符號呢。　　

六月是考試月份，今天為大家提供一些中文科的記憶法，此中分為兩大部份，第一部份是短期記憶，第二份部是長期記憶。閱讀文章最高境界是過目不忘，考閱讀理解，若能善用短期記憶，就不用浪費時間重覆翻看找答案。而讀中文課本要訓練長期記憶，牢記課文又亦要講求技巧。　　

先說短期記憶，要留意「查察」及「看題」，考閱讀理解，要盡量不多走回頭路，即花費時間於翻看上。要減免自己閱讀幾次才找到答案，可以先看問題，找出自己的任務。「查察略讀時才會目標明確。我建議每次先記住三條問題，再讀文章，自然事半功倍。　　

至於長期記憶，主要靠「閱讀」、「背誦」及「回憶」三個程序，當你閱讀的時候，不要心急，看看課文的長度，是分為多少段，抑或多少頁數，人中有數之後，才一段一段的細閱，然後寫低每段的大意，段落大意的撰寫，可幫助你集中精神及記憶。　　

「背誦」的意思很清楚，誦者，就是用聲音讀出來，一字一字的讀，就像主播報導新聞一樣，說不定久經訓練下，將來有機會真的會成為主播。將課文讀出來，保證了一字不漏，其次是讀完之後，要將課文大意說出來，如此就知道自己的思路是否清晰。當整篇課文大意熟讀之後，便做一個回憶提要，即考驗一下記得多少，在這個程序，你會發覺第一部份的段落大意，及第二部份的背誦，在這個時候，會發揮很大作用，幫助到你答題目，即使是在壓力之下。　　

方法就是這樣簡單，必須指出的是要學習及找到一套適合提高自己記憶的方法，再加上必要而又經常的訓練再訓練，提高再提高，習慣成自然之後，出來的效果便事半功倍。　　

經過一段日子之後，你便能樹立起自己記憶的優良的信心，並會自動醒自己要記住，必須緊記的東西，亦要堅信自己，一定能夠記住。　　

中文科的記憶術說過，由下次開始，我會將英文科、數學科、歷史科及地理科的記憶方法，一一為大家送上，不過必須緊記，知易行難的道理，只有持之以恆，才有成功的一天。

Home Products

May i ask you a question, who have never use tissue paper before, please raise your hand .

That's fine, so everyone of you have heard about tissue paper before. Let me show you my product, there are two main kinds of tissue paper in the market, the one in a roll and the other in a pack , today i am telling the latter.

Nowadays, most people are using tissue paper instead of handkerchief. They are becoming softer yet stronger. Using tissue paper is more tidy and convenients.

It was easy to find, we can buy it at super market, OK shop, seven eleven, even newspaper stand, almost everywhere.

Concerning the price of Tissue paper's , some are higer, some are lower, for example Tempo costs $17 dollars for 10 packs and C&S costs $15 for 10 packs , both are relatively cheap, but i suggest you to buy Tempo because it is more quality, let's me show you an experiment, you will see the different, i will put both of them into the water, after 2 seconds, i take it out... this is Tempo, it is still strong, but the other disolved. So you see which is better.

Tempo is a product produced by SCA HYGIENE PRODUCTS who is an expert in consumer products , they produced four types of smell, the natural, applewood, jasmine and manthol.

Anyone who want to keep this pack of tissue as a sovenneir? Thankyou...

衛生=Hygiene

Tempo的品牌價值

Tempo紙巾，簡單地說，就是一包紙巾，為何它可以高於一般紙巾一半至多倍的價格出售？那些附加價值，一些來自產品，另一些來自品牌的價值。無論是那一些，都透過廣告去把產品和品牌的價值提昇和表達出來。
　　
Tempo廣告的發展，是典型的「市務導向」類型，由市務專家小心策劃，更以策略性技巧訂定其定位，長期都以其柔?性及不易破爛為賣點，如果大家還記得的話，其中一個數年前的廣告是這樣的：
　　
一群男女在中式酒樓吃飯，其中一位外國人可能不擅用筷子，當他夾?大件的瓜菜時，一不小心，瓜菜掉進女主角的茶杯內，因而令杯內的茶四濺。女角一面都濕了，她用了劣質的紙巾抹面，那些紙巾濕了卻破爛地留在她的面上，令全?男士望?她，尷尬非常，甚至強忍?笑，後來她自己也發覺了，更覺失禮人前。此時廣告接去一個左右比較的分割畫面，以Tempo和其他品牌比較，當然是使用Tempo的能夠維持容顏的美麗。
　　
另一個廣告《分手篇》，於零六年播映：
　　男與女在一家餐廳內用膳，男方向女方提出分手，女的聽到之後大感難過，隨之哭了起來。在哭的過程中，女的拿出她的Tempo紙巾，打開時，看見（嗅到）茉莉花香從紙巾樸鼻而來，她還把紙巾貼向自己的鼻子。此時旁白說：「全新茉莉花香Tempo，何止濕?都咁堅?…」此時女方回想起男方的一切劣行 ── 包括挖鼻孔、挑鼻屎、怕??、又讀鹹書、靚女… 旁白又道：「…仲令你當堂醒晒！」眼見女方雙眼一征，立即醒神過來，還摑了負心郎一巴掌。然後把自己的Tempo紙巾收好，然後悻悻然離開 ── 這條廣告還取得零六年由亞視主辦的第十三屆十大最受歡迎電視廣告。
　　
隨?此廣告的另一廣告《婚外情篇》，同樣以女性角度去看產品如何令自己醒番晒！
　　
此廣告出現在一個網球場內，一男一女在對打網球，似乎男的對女角有意，並諸多挑逗。男的努力向女的獻殷勤，還在拾球時撫摸她的手背，女的看來也很受落，還讓男的拿?她雙手教她打球。此時她有點倦意，於是拿出Tempo紙巾拭抹，頓時紙巾飄來茉莉花香，令她精神為之一振。終於想起如果接受婚外情可能令夫離子散，還有哭鬧告終，所以她毅然把球一揮，令球打落在男方的重要部位，男的不禁掩?要害大叫，女方則悻悻然離去。
　　
這三條廣告代表了兩種不同的手法和年代，但都是以說故事的形式把Tempo紙巾的優點透過兩種不同的故事表達出來。前者則重點是Tempo紙巾可以耐濕，而其他（廉價）紙巾則易在濕水後破爛，如果使用的不是Tempo，則會「一面都係破紙巾碎」，難免出現尷尬場面。後者則表達Tempo的香氣是有「提神醒腦」的作用，因為一用Tempo，會令你回復理智，作出聰明的決定！
　　
一張紙巾，真的有這些「令人截然不同」的反應了嗎？當然未必可能，但這些富有幽默感的誇張，卻能令觀眾發出會心的微笑。那些濕水後尷尬場面、餐廳分手和網球場上推卻了婚外情，其實所說的故事不過是個包裝，目的都在推銷紙巾給予用家的「感情價值」 ── 在中餐廳中的，是指使用Tempo不會出現尷尬情況，即使在惡劣環境中也可以安然渡過；在《分手篇》中所見，是指用了Tempo你可以頭腦清醒，它令你毋懼分手的煩惱；在婚外情篇所見，是指Tempo可助你判斷是非，甚至抗拒誘惑。於是，就簡簡單單一張紙巾，帶來的聯想竟包括了：安全、實用、可靠、洗滌煩惱、頭腦清醒、抗拒誘惑… 等等正面的訊息。
　　
這些都是品牌營建和品牌聯想（brand association）的功夫，也都是市場和品牌人員小心策劃的成果。如果沒有了他們，Tempo就是紙巾一張，賣價應該憑紙張的價值來訂定。但從這幾個例子，我們可以看到Tempo不是一般的紙巾，而是一個有感情聯繫，有個性的品牌！
　　
（1）從三條廣告所見，筆者相信Tempo的目標對象應為女性 ── 所以三條廣告的故事均以女性為主角，而且以他們的角度來作為故事的中心骨幹。
　　
（2）Tempo廣告已由實用性趨向情感性。第一條《宴會篇》中的廣告還有多少實用（弄污了所以要用Tempo），但第二、第三條則趨向更多情感性 ── 當男友分手時、當有人引誘時，都會記起Tempo。
　　
（3）第三條廣告的情感性比第二條和第一條去得更盡，因為第二條在哭時要用紙巾，而第三條則是有空閒時（也許會因滴汗）時就利用Tempo紙巾，一用之下，醒晒，人也懂得如何自處！
　　
（4）情感性的技巧越用得多，品牌聯想也就越來越豐富，而品牌價值也愈高 ── 這就是為甚麼市場人員要努力營建品牌，也是為甚麼Tempo可以售價比別的品牌為高的原因！

My friend the Peru Teacher

In China, there are many villages which are far away and very poor, the children have
no chance to go to school.

The children , if they can go to school, will treasure it . Some have to walk for more
than an hour everyday, they have to climb the mountain and pass through the shallow
river to go there.

The school buildings are only farm houses and some are open air. There is no
electricity and air conditioner, text books and stationaries are luxury to them.

I knew one English teacher from Peru, he was a man of 50's, and he came to the
village to teach without any payment, he just wanted to help the children in needed.

The students called him Mr. Kind. He loved his students, he always tried his best in
teaching. He shared all he had with them, he taught them about God and Jesus, and how
to be a good boy. He had a motocycle, some times he would take his students for a
ride.

But he was no longer teaching now, he died last year in the earth quake when he saved
his students.

My friend the Chile teacher

In china,there are many villages which are far away and very poor, the children have no chance to go to school.
The children , if they have a chance to go to school, they will treasure it . Some walk for more than an hour everyday, they have to climb the mountain and pass through the shallow river to go there.
Their school buildings are only farm house and some are open air. There is no electricity and air conditioner, text books and stationaries are luxury to them.
I knew one English teacher from Chile, he was a man of 50's, and he came to the village to teach without any payment, he just helped the children in needed.
The students called him Mr. kind. He loved his students, he always tried his best in teaching. He shared all he had with them, he taught them about God and Jesus, and how to be a good boy. He had a motocycle, some times he would take his students for a ride.
But he was no longer teaching now, he died last year in the earth quake when he saved his students.

祕魯Peru

極少數的國家可以像本國一樣提供旅遊者如此廣泛的選擇。在它的領土內，您可以找到沙漠、高山及熱帶森林。祕魯可被界定為一包含許多國家、氣候及種族的國家。

陸地的氣候依安迪斯山脈綿延的高度而變化著，寒冷的『韓波特』及溫暖的『聖嬰』海流亦為祕魯多樣化氣候的因素，他們交互的流動形成了我們豐富多樣的景觀，且各自造就出其特殊的植物與動物。

當您計畫到祕魯旅遊時，由於版圖的寬廣，距離亦需列入考慮因素之一。海岸地為長形沙漠，自北到南綿亙而下超過2,500公里，被從安迪斯冰河流下的多條支流截斷，形成了富饒的山谷，許多國內主要城市位於其中，並可發現最肥沃的農地。北部海岸擁有優美的海灘及全年的陽光，極適於刺魚、潛水、釣魚及衝浪等水上活動。

在高原上，祕魯安迪斯山脈擁有綿延6,000公里的35個積雪山峰。由融雪所集成的河流在國內形成各種河川及峽谷。其中包括世界最大的『勾卡』峽谷及在庫斯科供養印加人的聖谷『優魯班巴』峽谷。另外一個必須遊覽的定點為『的的喀喀湖』，是世界海拔最高且適於航行的湖泊。

特別值得一提的是自然生態保護區，佔有祕魯10%的領土。帕拉卡斯、曼努、坦玻帕塔-坎達摩及帕卡亞-沙米瑞亞為全世界最佳的旅遊地點之一。由於包含多樣植物及野生動物，因此亞馬遜叢林，使祕魯成為最特殊的生態旅遊、長途旅行、獨木舟航行及探險旅程的絕佳地點。

如果您是非常了解歷史，將會發現祕魯具有著千年歷史的古蹟。印加文化以及之前其他眾多文明的蓬勃發展，直至16世紀西班牙之佔據。利馬南部的那斯卡線條、昌昌文明、位於土希友之世界最大的黏土城；庫斯科，美洲的考古之都；馬丘比丘，印加的失落之城；及西潘王之墓，埋藏著不可思議的黃金及寶石，這些地方只是這個國家中典型的旅遊地點。其他重要地點為利馬首都及其博物館；阿雷基帕的梅斯提祖巴洛克廟及土希友的殖民期及共和時期華邸等。

祕魯的歷史、考古及自然的吸引力造成其為世界上最引人入勝的旅遊勝地之一。顯然地，祕魯是南美洲國家中遊客平均停留時間最久的國家。且一年五十萬名遊客的選擇絕不至於另您失望的。
到祕魯來一次！我們保證您會在短期內再回來。

昇降檯

實惠$239
努力溫習
8/5 預習考試
www.pricerite.com.hk
Dwell notebook is coming

Miss Mok

我是一名英文敎師，最近看了“小朋友”的《走堂》一文(刋3月23日本版)，勾起了我的回憶，並想作一些回應。記得在中學時代，我也曾經走堂，原因與“小朋友”不同，我是有點年靑人的反叛，學校不准我們做的，我偏要做給你們看，雖然學校大門鎖着，我溜往圖書館。

轉瞬間已十多年，我現在為人師表，當然有不同的想法，但我也做過學生，很明白他們的想法，引用“小朋友”所言，若老師們上課只是原文照錄，將課本讀一次的話，則在學校上課，與在家自己看書又有何分別？大學時代，上課講求互動及趣味性，現今時代進步，這敎學方法，用諸於中學，也一樣可行，否則走堂潮會一觸即發。

“小朋友”說得好，一件事情的發生，必須從兩面看，學生走堂違反校規是不對，但老師的沉悶敎學也有責任。我的好朋友莫老師主張活動敎學法。她敎世界歷史，很用心敎學，並留意每一個學生的學習反應；雖然和其他科目一樣，有些同學成績很好，有些成績很差，但從來沒有一個同學會走堂，原因是她的課動聽，永無冷場。

莫老師處事細心，每半個學期，會選出班中兩名歷史科成績最優異的同學，邀請他們在堂上分享讀此科的心得，令到其他同學可以從中學習。原來其中一位優異生的學習方法，竟是在暑假期間已預先看完整本課本，又在上課時用心聽課，並寫下撮要筆記。另一位同學則在網上找輔助資料，如敎到古代羅馬及雅典時，他會上網觀看這兩個地方的名勝，如體育館及鬥獸場等，加深自己的印象，如此利用影像聯想法，便不需要死啃爛記了，而且符合讀萬卷書，不如行萬里路之學習法。

對於成績不好的同學，莫老師不會將之公開，有隱惡揚善的美德。她只會私底下約見該等同學，問明他們歷史科成績差劣的原因，找出問題，然後對症下藥處理。若問題出於老師身上，她會作出檢討。若該同學並非每科成績皆不理想的話，莫老師會找出他最好的一科，問他採用何種方法可以達致好效果，然後嘗試用諸歷史科，以求改進。由於歷史科並非一個困難的科目，只需要多花一點時間，及多花一點記憶力便成了。

莫老師會統計全班同學的整體成績，根據級別作為參考，底線是不能有任何一位學生不及格，然後是逐步將水準提高。她的理想，是能夠令全班學生坐良望優，將進度趨於一致，因為班中水準太參差的話，是會影響進度的。

莫老師敎導歷史，經常會採用說故事的方法，因為歷史，正是過去的眞實故事。在適當時間，莫老師更會和大家玩歷史題“百萬富翁”，將課文融入遊戲之中，玩時需要全班合作，因為錦囊、問現場觀衆及找朋友查詢等，隨時會發生在任何一位同學身上，寓遊戲於學習，怎會不留心？莫老師並沒有只顧遊戲，她一樣兼顧測驗及考試，只是經過上列步驟，一切都變得容易，尤其是求學不是求分數的話。“小朋友”說得好，學高為師，德高為範，我認為莫老師確實做到了一個很好的師範。

可敬的山區老師

近期最矚目的新聞，當然是中國四川大地震，從電視及報章所見，真是滿目瘡痍，哀鴻遍野，其中最令人驚心的一個片段，是由一位秘魯籍老師提供，在駕駛電單車逃生時，沿途拍下的，鏡頭由地震一刻開始，地動山搖的情景，清晰可見。　　

我曾經到過成都一次，並參觀過那裡的山區學校，並與一位秘魯的老師樊談過，因此相信拍攝片段的，正是這位五十歲的秘魯人，他在一次旅遊中國時，看見山區的學校情況，便決定日後重返此地，為當地的兒童做一點事。　　

大家都知道秘魯是南美的一個小國，不算富裕，但比起中國的山區，已經先進得多，後者的山區學校，校舍設備簡陋，課室是搭建，內裡只有一塊小小的黑板，加上木製的檯椅便湊成了。至於空調當然欠奉，蚊虰蟲呅，已是習慣，但越是如此，便越足珍貴，學生們上課時很專心認真。　　

山區交通並不發達，學生們攀山涉水，徒步接近一小時往返學校者比比皆是，他們不用交付學費，但很多父 母因為要在農田工作的關係，並沒有給予他們照顧，小小年紀，便要學懂照顧自己，甚至肩負起洗衫煮飯，照顧弟妹的責任。　　

秘魯老師負責教導小朋友英文，幾近義務性質，學校只提供宿舍及象徵式車馬費給他，但為了理想，他選擇留下，甚至自掏腰包，購買了一些教材，盡他的力量，教導好這些貧窮的小孩子，他不想他們失學。　　

那次我參觀他上課，課室中只有八個小孩，沒有課本，也沒有筆記，溝通的工具，就單憑粉筆及黑版，光線嗎？由於那天陽光普照，在炎熱天氣，流著汗下，倒是十分充足。那些沒有校服，只穿布衣的小孩子，在全神貫注的聽課。　　

秘魯老師懂得普通話，並以普通話授課，他的普通話，比我的還好，想起來真令我臉紅，他告訴我，他的普通話，是從其他老師及小朋友中學會的，他喜歡中國的茶、語言及山水畫。　　

從課堂中，我看得出小朋友們喜歡他的，他的教導方法很好，雖然只教授他們單字，但輔以短句，並以普通話與他們互動講授，讀音之外，對於串寫也沒有忽略。由於我本身也是英文老師，那一次碰面，我將所有帶去的英文書送了給他，他也經常買一些文具送給小朋友，鼓勵他們。　　小朋友間中也會回饋老師一些蔬果食物，是他們的父母叫他們帶給他的，以示感激，而秘魯老師與小朋友溝通的另一工具，正是今次拍攝到地震場面的一部攝錄機。 　　

Staff Room

The Geography chapter presents the basic geographical features of Mesopotamia, locating it within the Near East and explaining the limits of its natural resources.

The home page explains the physical landscape of Mesopotamia and resources available to the inhabitants.

The story tells part of the Epic of Gilgamesh where the hero goes on a journey to cut down trees and defeat a monstrous creature. It can be used to illustrate the different landscapes of Mesopotamia as the story moves from flat plains to forested mountains.

The explore section offers a variety of maps that illustrate different points about the land. The maps include: a geographical features map, a natural resources map, a modern political map of Mesopotamia (modern Iraq and eastern Syria) and surrounding countries, a terrain map, a map showing civilizations over time and an ancient map of the world.

It also includes a series of maps of Mesopotamia through time. This section could be used to introduce pupils to the landscape of Mesopotamia, and how modern changes, such as the building of dams on the Tigris and Euphrates rivers, have affected the landscape and way of life in the region today.

The challenge is to irrigate a piece of farm land in Babylonia. This could be used to show the importance of irrigation in south Mesopotamia and the need to control the flood waters of the river. It could be part of a discussion of agriculture.

Challenge

The farming year

Farmers in ancient Sumer grew imported crops like barley in a land without much rainfall and with a limited water supply. One of the ways that they were able to do this was through developing a system for controlling the flow and direction of water from the river.

Canals and irrigations ditches were built for redirecting the water to the fields used for farming.
Regulators were then used to raise and lower the water levels in the canals and ditches so the water could be used by the farmers.

During the growing season, each farmer was allowed only a certain amount of water. When it was a farmer's turn to water his fields the regulator was adjusted so that water ran from the canal into an irrigation ditch which ran alongside the farmer's fields. The farmer could then water his fields.

You are the eldest son in a family of farmers. Your father has gone away for a year and left you in charge of the family's three fields.

Below you will see your three fields and a list of activities you and your brothers could perform. Remember, you must try to farm all of your fields at once to get the greatest harvest. At different times of the year, you will see the local water controller direct water to the irrigation ditch next to your field. You can let water into your fields by clicking on the 'water' button. If you miss this opportunity, you will have to wait until his next visit. Good luck.

Mesopotamia

Mesopotamia is a Greek word meaning 'between the rivers'. The rivers are the Tigris and Euphrates which flow through modern Iraq. The Euphrates also flows through much of Syria.

Mesopotamia is made up of different regions, each with its own geography. The geography of each area and the natural resources found there affected the ways that people lived.

Northern Mesopotamia is made up of hills and plains. The land is quite fertile due to seasonal rains, and the rivers and streams flowing from the mountains. Early settlers farmed the land and used timber, metals and stone from the mountains nearby.

Southern Mesopotamia is made up of marshy areas and wide, flat, barren plains. Cities developed along the rivers which flow through the region. Early settlers had to irrigate the land along the banks of the rivers in order for their crops to grow. Since they did not have many
natural resources, contact with neighbouring lands was important.

Histoy

1. Why is the grey area in map called the ' Fertile Crescent'?
2. Babylon and Ur were two famous cities in Fertile Cresscent.What were the similarities between their locations?
3. If you were the leader of a tribe at that time, explain your reasons for settling down in the Fertile Crescent.
4. Compare the similarities and differences between Mesopotamia Civilization and Huanghe Valley.( suggest at least FIVE items in the following diagram)
5. If you were a reporter interviewing the residents in Mespotamia in 4000 BC, ask THREE questions concerning their lifestyle that you would like to know:
6. How do you feel about the treasures left behind by the people of Mesopotamia? Elaborate your answer.

F1. Self-study Unit- mesopotamia

http://www.mesopotamia.co.uk/menu.html
http://mesopotamia.lib.uchicago.edu/(Interactive→ try out he game ' Dig into history Mesopotamia)

Lion

Lion Spirit
Hard working
Smart

The wonderful solvent: Water

This Unit starts with the need to purify water for drinking, a need that students can easily perceive. The students are asked to design their own ways of making water clean. The teacher then leads students to consolidate the various means to make water drinkable.

Through examination of the impurities under the microscope, students are introduced to the microscopic world of matter (seeing things that is normally invisible to them). The students are taken a step further, though not explicitly, into the microscopic world - the world of particles, when they consider the processes of boiling and evaporation. Through an experiment that simulates the formation of rain, students are helped to develop the 'particle' idea further by allowing them to see tiny 'particles' of water rising up inside the model.

The discussion of water consumption and pollution aims at arousing students' awareness of the need to conserve water and control water pollution.

The development of scientific investigation skills is given a prominent position in this Unit. As the investigations in this Unit are relatively safe, students should be encouraged to design the experiments on water purification in consultation with the teacher and then try them out. The skills in experimental design and the notion of a 'fair test' should be pursued further when comparing the rate of evaporation and the rate of dissolving using water as the solvent.

All students should
understand our heavy demand for clean water
be aware of the existence of soluble and insoluble substances as well as living organisms in water
be able to design and perform an experiment to purify water
understand how to evaluate their own experimental designs
acquire skills in filtration, distillation and evaporation
be able to distinguish between the purposes of filtration, distillation and evaporation
understand some of the ways of killing the micro-organisms present in water
be able to describe the water cycle
show concern for the water pollution problem and demonstrate commitment to the reduction of water pollution in daily life
acquire some knowledge about dissolving

The more able students should
be able to design and carry out an investigation on the factors affecting the rate of evaporation
be aware of the need for sewage treatment before discharging
be able to design and carry out an investigation on the factors affecting the rate of dissolving
acquire some knowledge about crystals
be able to list some common solvents other than water
develop safety consciousness on the handling of solvents other than water

水溶劑

本單元以討論一個學生容易認同的問題—淨化飲用水—作開始。教師應鼓勵學生設計實驗將水淨化，然後通過討論使學生掌握將水淨化的各種不同方法。透過在顯微鏡下觀察水中的雜質，學生開始認識物質的微觀世界，他們可藉此觀察到一些平常看不到的東西。

透過詳察沸騰和蒸發的過程，學生再次被引進這微觀世界。在「雲和雨的形成」的模擬實驗中，學生應可觀察到非常細小的「粒子」在模型中向上升，這可以幫助學生建立「物質的粒子觀」。

通過討論香港的耗水量和水質污染，學生可以意識到節約用水和控制水質污染的重要性。這單元的其中一個重點是幫助學生了解和實踐科學探究的方法和技巧。淨化水的實驗頗為安全，老師應讓學生自行設計和進行實驗，從而對實驗設計和科學探究方法有更深入的認識。通過設計公平測試比較蒸發速率和溶解速率，學生的實驗設計技巧應更為純熟。

所有學生應能
明白我們對淨水的需求十分龐大
認識水中有許多可溶或不可溶的雜質，和一些活的微生物
設計實驗把污水淨化
瞭解如何評價自己的實驗設計
掌握有關過濾法、蒸餾法和蒸發作用的實驗技巧
分辨過濾法、蒸餾法和蒸發作用的功能
認識一些殺死水中微生物的方法
教學活動水的循環
關注水質污染的問題並在日常生活中參與減低水質污染的活動
獲得一些有關溶解的知識

能力較高的學生應能
設計實驗探究影響蒸發速率的因素
認識污水在排放前，需經過處理
設計實驗探究影響溶解速率的因素
獲得一些有關晶體的知識
列出一些水以外的溶劑
培養有關使用水以外的溶劑的安全意識

能量

本單元向學生介紹一個非常重要的概念 能量。學生應能認識各種不同的能量形式，並明白能量是能互相轉換的。他們更應認識到在一些常見儀器中的能量轉換。透過一意外個案（如氣體爆炸）的研究，學生應認識到能量轉換必須在受控制下進行，並認識安全使用、儲存和運送燃料的重要性。

從一項有關本港燃料和能量使用情況的調查，學生應認識到電是家居中最常用的能源，因為在家居使用電能既清潔又方便，與此同時，應和學生討論在發電廠發電時所引致的污染問題。

透過分析全世界化石燃料蘊藏量和世界能源使用趨勢的資料，學生可意識到能源是有限的及其長遠影響。最後應讓學生有機會討論社會應如何就能源問題作出決定。

所有學生應能
分辨不同形式的能量
指出在個別的能量轉換過程中﹐最初和最終的能量形式
認識一些常見的能量轉換器
認識控制能量轉換的重要
在使用燃料時﹐採取適當的安全措施
解釋為何電是家居最常用的能源
辨認由燃料發電所涉及的能量轉換
關心生產電所引致的污染問題
意識到人類對能量的需求正不斷增加﹐而可供使用的能源卻是有限的
認識人類如何運用其他新能源
認識節省能量的需要並願意在日常生活中積極節約能量
體會人類運用受控制的能量轉換而獲得的成就

能力較高的學生應能
培養有關儲存和運送燃料的安全意識
明白不同能源的使用與環境污染間的關係

發展議會科學科

本網站是由教育局科學教育組為配合課程發展議會科學科(中一至中三)課程的學與教而製作的，目的是

發展學與教策略，以激發學生的好奇心和探索周遭事物的興趣；
鼓勵學生積極參與學習活動，以培養他們的科學思維、探究技能和解難能力；
鼓勵學校就貼近學生生活經驗的科學與科技議題，發展校本科學課程；
鼓勵教師藉借鑑和調適其他學校的教學設計，發展校本科學課程，更有效地在科學教學中引導學生學會學習；
藉推廣教學範例，促進教師間分享教學心得的文化。

部份單元收錄了一些由教師與教育局中學校本課程發展組共同設計的校本教案，旨在與各科學教師分享經驗。希望有關材料能幫助教師在科組中開展專業討論。 本網站所介紹的學習活動屬參考性質，各校宜根據學生的興趣和能力，對有關材料加以調適。我們希望本網站能引起更多教師的回，推動分享文化，共同為促進本港的科學教育作出貢獻。

http://resources.edb.gov.hk/~s1sci/R_S1Science/sp/cindex.html

Energy

This Unit introduces students to the very important concept - energy. Students are first introduced to the different forms of energy and their interconvertibility through a series of activities. They are also presented with the energy conversion in a range of common devices.

The importance of controlled energy conversion is brought out through a case study on a gas explosion. Safety in the transportation, storage and use of fuel is simultaneously highlighted.
A survey on the kinds of fuel and energy sources used in Hong Kong is included in this Unit.

Students should recognise that electricity is the most common source of energy used at home since it is a clean and convenient form of energy at the consumer end. The pollution problems arising from the generation of electricity should be discussed.

Through the analysis of data showing the world trend in energy usage and the amount of energy resources available on Earth, students should become aware that energy resources are limited and consider the possible long-term implications. In this connection, they should be given opportunities to discuss how society might make decisions about energy issues.

All students should
1 be able to distinguish the different forms of energy
2 be able to identify the initial and final forms of energy in an energy change
3 be familiar with some common energy converters
4 be aware of the need to control energy conversions
5 be able to take appropriate safety precautions when using fuels
6 be able to explain why electricity is the most common energy source used at home
7 be able to state the energy changes in generating electricity from fuels
8 be able to state some examples of alternate energy resources
9 be aware of man's increasing need for energy and the finite energy source available to man
10 show concern for pollution problems arising from the generation of electricity
11 recognise the need to conserve energy in daily life and demonstrate commitment to it

The more able students should
be aware of some of the safety problems associated with the storage and transportation of fuels

Happy Easter Revision Timetable

5/4 Sunday
6/4 Monday
7/4
8/4
9/4
10/4
11/4
12/4 Sunday