電動車的主要部分包括電池、電 動機和控制器。這與電動玩具四驅車 的結構相似，電池就像玩具車的電 芯，提供運行所需的能量。大部分的 電動車使用的是鋰離子電池，這就像 一種高效能的電源，可提供大量的能 量，並且可以用很長的時間，更可以 充電重用。 與玩具車不同的是，電動車能再 生制動。當踩煞車掣時，電動機會反 向運轉，作為發電機，將車的動能轉 換回電能，儲存在電池中，有助於延 長續航里程。 電動機就像玩具車的引擎，它的 工作就是把電池提供的電能轉換成機 械能，也就是讓車輛能夠移動的力 量。當中的運作原理基於電磁學，這 是一門研究電和磁兩種力如何互相作 用的科學。簡單來說，當兩塊磁鐵的 相同極性（南對南或北對北）相遇時， 它們會互相排斥。而在電動車的電動 機，便是利用電流來產生磁場，這個 磁場會改變電動機內部的磁鐵極性， 使其與固定磁鐵產生排斥或吸引力， 從而使電動機旋轉，產生動能，驅動 車輛前進。 控制器就像玩具車的遙控器，它 會根據你操作的程度，調節從電池到 電動機的電力，也就是調節車輛 運行的速度。如果你操作得越強烈， 控制器就會讓更多的電從電池流到電 動機，車輛就會跑得越快。 電動車技術日新月異，其中電池 技術的發展更是一日千里。電池為電 動車的心臟，儲存驅動車輛的電力。 電動車電池種類繁多，較新的有刀 片電池 （上圖） 。刀片電池形狀狹長如 刀，因而得名。刀片電池的安全性和 能量密度較高，故較為常用。 傳統的充電方法是將電動車插入 充電站，對大眾更為普遍和熟悉。然 而，頻繁的快速充電會隨着時間，降 低電池的健康狀況。另外，雖然快速 充電技術一直進步，充電時間隨之減 少，但依然介乎20分鐘至數小時。 零碳，或稱「碳中和」，是透過 降低和抵銷碳排放，使淨碳排放量 達到零。這不代表完全不產生二氧 化碳，而是透過節能減排、碳捕獲 儲存、植樹造林等方式，抵銷我們 產生的二氧化碳排放。 就電動車而言，零碳意味着車 輛從製造、使用到報廢的整個生命 周期中，所產生的碳排放都能被抵 銷。這涉及多個因素，包括電動車 的製造過程、電池的生產和回收， 以及電力來源等。例如，如果電動 車使用的電力來自燃煤發電廠，即 使車輛本身不產生尾氣排放，仍存 在碳排放。因此，實現零碳的電動 車，電力系統亦需轉向低碳或零碳 的能源，如風能、太陽能等可再生 能源。 全球各地政府已將零碳政策視 為對抗氣候變化的重要策略，其 中，推廣電動車是實現零碳目標的 重要方針。 為應對氣候變化，香港政府 已提出《香港氣候行動藍圖2050》， 其中包括推廣電動車的策略，以 實現2050年的碳中和目標。為此香 港政府已制訂一系列政策推廣電 動車，如提供首次登記稅的豁 免、降低電動車的購買成本， 並在全港增設公共充電站。 中國內地對電動車的推廣 更積極，已成為全球最大的電 動車市場，並在全國建立龐大的 充電設施網絡。全球許多國 家已制訂零碳政策，並 將電動車視為實現這一 香港最早期的電車何時出現？ 參考答案 香港的電車是香港最早期的 電動交通工具之一。自1904年開始 運作以來，它已成為香港的文化 象徵和重要公共交通工具。電車的 運行原理與現代電動車有許多相似 之處。它們都依賴電力作為動力來 源，並通過電動機將電能轉換為機 械能，驅動車輛前進。這種電力驅 動方式不僅能夠減少對環境的污 染，亦使車輛運行更安靜和平穩。 然而，與現代電動車相比，電 車在能源利用和控制技術上有一 些明顯的差異。例如，電車需要通 過架空電纜來連續供電，而現代電 動車則通過內置電池儲存和使用電 能。此外，現代電動車通常配備先 進的控制系統和各種感測器，可以 實現更精確的速度和方向控制，以 及更高效的能源管理。 目標的重要工具。例如，歐盟已 制訂嚴格的碳排放標準，並計劃 在2040年前禁止銷售新內燃機汽 車；美國、日本和南韓等國也制 訂了相應政策，以推廣電動車並 減少碳排放。 我們小時候玩的電動玩具四驅車，只需插入 幾顆電芯，手持遙控，便能在賽道上疾馳，與朋 友們一較高下。時移世易，如今電動車不再只是 玩具，更成為了內燃機汽車的替代品，為我們實 現零碳未來帶來了希望。見微知著，一葉知秋， 現在我們以電動玩具四驅車作為切入點，探討電 動車的原理，以及人類如何邁向零碳的未來。 電動車運作原理 更換電池或充電 小思考，大智慧 星島教室 科技與生活 陳潁釗 阮駿 劉秀萍 東華三院 王余家潔紀念小學 老師 東華三院 王余家潔紀念小學 老師 東華三院 王余家潔紀念小學 校長 作者介紹 本欄逢周四刊登，由教育評議會 邀請資深中小學老師、校長及大學講 師撰稿，旨在為學生提供多元化的 STEAM學習材料，引發學生探求知識 的興趣，將學習融入生活，培養學生 的世界觀、敏銳的觸覺、積極學習的 態度。 零碳目標及政策 小學生製作 電動車/ 船 短片介紹 讀社論學 英文 The results of the Territory-wide System Assessment (TSA), which was resumed this year after having been suspended for three years due to the pandemic, were released. The basic competency achievement rates in Chinese, English and Mathematics for all three levels hit new lows. The declines are believed to be caused by online learning during the pandemic. Schools and parents must address the problem. While catching up with progress, students must be given enough time and space. The challenges, however, are considerable and must be appropriately handled. Teachers catch up, students need time The Education Bureau (EB) received the Hong Kong Examinations and Assessment Author i ty' s TSA report showing that the percentages of participating primary three and six and secondary three students who achieved basic competency in the three main subjects of Chinese, English and Mathematics all dropped. The rate for Chinese subject was the lowest since 2005. Those for primary six were significantly low. The EB emphasized t h a t t h e s i t u a t i o n wa s c omp a r a b l e t o major international assessments and within acceptable range. Both the EB and academic community associated it with the suspension of face-to-face lessons and online learning during the pandemic. With no supervision, students often multitasked and were unable to concentrate during online lessons. Tests and exams were greatly reduced, so they lacked motivation to review, which affected progress and grades. Teachers, not familiar with online teaching in the beginning, needed time to learn the new mode. After familiarizing with the operations, they found students' learning slow down while many parts of the syl labus had not been covered. Several organizations' previous surveys repor ted that s tudent s ' per formance had declined with online learning, but there was no objective data in support. TSA is a territorywide assessment that caused cont roversy many years ago for leading to excessive drills at schools. After the EB enhanced the test papers, it can be regarded as an objective tool that allows the government and schools to check students' competency at different learning stages in three major subjects. The results of the first post-pandemic TSA indeed confirmed that online classes had prevented students from achieving basic competency, re f l ect ing face- to- face l es sons cannot be substituted. As schools return to normal, the side effects of online learning emerge. Recovering students' progress, keeping up scores in various subjects and restoring normal social interaction are top priorities in the education sector, but there are many challenges. The TSA results remind students that they can no longer indulge in the sluggish online learning mode. They must adjust their mentality to strengthen their self-learning and concentration abilities. The number of tests and exams will be very different from that during the pandemic. So they may feel great pressure in the short term and must have the courage to face it, making new friends on campus, establishing normal social interaction and encouraging each other in studies to strive for good grades. After the pandemic, teachers should not only focus on progress but also pay attention to whether every student i s catching up. The three-year pandemic worsened students' performance. Teachers must adapt teaching materials to the new situation using more interesting methods and easy-to-understand terms to raise students' enthusiasm. Students who cannot catch up should also be provided advice after class. Homework should pursue qual i ty ins tead of quant i ty. The amount should be increased only when students have got used to the situation. Keep learning and daily life balanced Some ambitious parents will mostly send their children to tutorial schools. However, they should take appropriate measures and choose subjects in which their children are weak. They should also communicate more to understand their actual needs instead of pushing them blindly which may backfire. Therefore, parents and schools must strike a balance between children's daily life and learning. The pandemic has indeed affected students' learning and development. Although this is a global phenomenon, whether the decline in competency is short-term remains to be seen. The sector will pay close attention to the coming TSA assessments and review education policies accordingly. 翻譯自11月21日《星島日報》社論 （http://std.stheadline.com/） competency (n) —— 能力 motivation (n) —— 動機 syllabus (n) —— 課程大綱 drill (n) —— 訓練 indulge (v) —— 沉溺於 sluggish (adj) —— 懶散的 adapt (v) —— 調整 accordingly (adv) —— 相應地 objective data —— 客觀數據 side effect —— 副作用 social interaction —— 社交 global phenomenon —— 全球現象 Introduced in 2004, the Territory-wide System Assessment covers the three main subjects - Chinese, English and mathematics - and takes in primary three and six and secondary three students. In the latest TSA, primary six students recorded the most significant drop, while secondary three students had the lowest rate of achieving basic competency in the three main subjects since 2006. 1. The word _____ in the first paragraph is the opposite of "rises". 2. The decline in competency is within _____ range. 3. In the passage, the word _____ means "lazy". 4. Teachers must make lessons more _____. 5. According to the last paragraph, the decline in competency may not be _____. 1. declines 2. acceptable 3. sluggish 4. interesting 5. short-term & Q A Vocabulary Useful Terms Did you know? Sharp competency fall reflects online study flaws 翻譯︰George D6 侷芎 10.04.2024 星期五
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