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Curriculum and Assessment Guide (Secondary 4 - 6) Biology Science Education Key Learning Area

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Science Education Key Learning Area

Biology

Curriculum and Assessment Guide (Secondary 4 - 6)

Jointly prepared by the Curriculum Development Council and The Hong Kong Examinations and Assessment Authority

Recommended for use in schools by the Education Bureau HKSARG

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Contents

Page

Preamble i

Acronym iii

Chapter 1 Introduction 1

1.1 1.2 1.3 1.4 1.5

Background

Implementation of Science Subjects in Schools Rationale

Curriculum Aims

Interface with the Junior Secondary Curriculum and Post-secondary Pathways

1 2 3 3 4

Chapter 2 Curriculum Framework 7

2.1 Design Principles 7

2.2 Learning Targets 8

2.2.1 Knowledge and Understanding 9

2.2.2 Skills and Processes 9

2.2.3 Values and Attitudes 9

2.3 Curriculum Structure and Organisation 10

2.3.1 Curriculum Emphases 12

2.3.2 Time Allocation

Scientific Investigations Compulsory Part

Elective Part

14 16 17 43

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Chapter 3 Curriculum Planning 63

3.1 Guiding Principles 63

3.2 Progression 63

3.3 Curriculum Planning Strategies 65

3.3.1 Interface with the Junior Secondary Science Curriculum 66

3.3.2 Learning and Teaching Sequence 67

3.3.3 Linking Major Concepts within the Curriculum 68 3.3.4 Applying the Curriculum Emphases across the Curriculum 69

3.3.5 Catering for Learner Diversity 69

3.3.6 Flexible Use of Learning Time 70

3.4 Curriculum Management 70

3.4.1 Effective Curriculum Management 70

3.4.2 Role of Different Stakeholders in Schools 72

Chapter 4 Learning and Teaching 75

4.1 Knowledge and Learning 75

4.2 Guiding Principles 75

4.3 Approaches and Strategies 77

4.3.1 Approaches to Learning and Teaching 77 4.3.2 Variety and Flexibility in Learning and Teaching 78 4.3.3 From Curriculum to Pedagogy: How to Start 78

4.4 Interaction 86

4.4.1 Scaffolding Learning 86

4.4.2 Effective Questioning 87

4.4.3 Feedback 87

4.5 Catering for Learner Diversity 88

4.5.1 Strategies to Cater for Learner Diversity 89 4.5.2 Information Technology as a Learning Tool to Cater for

Learner Diversity

90

4.5.3 Catering for Gifted Students 91

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Chapter 5 Assessment 93

5.1 The Roles of Assessment 93

5.2 Formative and Summative Assessment 93

5.3 Assessment Objectives 95

5.4 Internal Assessment 96

5.4.1 Guiding Principles 96

5.4.2 Internal Assessment Practices 97

5.5 Public Assessment 98

5.5.1 Guiding Principles 98

5.5.2 Assessment Design 100

5.5.3 Public Examinations 100

5.5.4 School-based Assessment (SBA) 100

5.5.5 Standards and the Reporting of Results 102 Chapter 6 Learning and Teaching Resources 105 6.1 Purpose and Function of Learning and Teaching Resources 105

6.2 Guiding Principles 105

6.3 Types of Resources 106

6.3.1 Textbooks 106

6.3.2 References 107

6.3.3 The Internet and Technology 108

6.3.4 Community Resources 109

6.4 Flexible Use of Learning and Teaching Resources 110

6.5 Resource Management 110

Appendices

1 Time-tabling arrangement and deployment of teachers to cater for the diverse needs of students

111 2 Resources published by the Education Bureau 115

Glossary 117

References 123

Membership of the CDC-HKEAA Committee on Biology (Senior Secondary)

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Preamble

The Education and Manpower Bureau (EMB, now renamed Education Bureau (EDB)) stated in its report1 in 2005 that the implementation of a three-year senior secondary academic structure would commence at Secondary 4 in September 2009. The senior secondary academic structure is supported by a flexible, coherent and diversified senior secondary curriculum aimed at catering for students’ varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of the series of documents prepared for the senior secondary curriculum. It is based on the goals of senior secondary education and on other official documents related to the curriculum and assessment reform since 2000including the Basic Education Curriculum Guide (2002) and the Senior Secondary Curriculum Guide (2009). To gain a full understanding of the connection between education at the senior secondary level and other key stages, and how effective learning, teaching and assessment can be achieved, it is strongly recommended that reference should be made to all related documents.

This C&A Guide is designed to provide the rationale and aims of the subject curriculum, followed by chapters on the curriculum framework, curriculum planning, pedagogy, assessment and use of learning and teaching resources. One key concept underlying the senior secondary curriculum is that curriculum, pedagogy and assessment should be well aligned. While learning and teaching strategies form an integral part of the curriculum and are conducive to promoting learning to learn and whole-person development, assessment should also be recognised not only as a means to gauge performance but also to improve learning. To understand the interplay between these three key components, all chapters in the C&A Guide should be read in a holistic manner.

The C&A Guide was jointly prepared by the Curriculum Development Council (CDC) and the Hong Kong Examinations and Assessment Authority (HKEAA) in 2007. The first updating was made in January 2014 to align with the short-term recommendations made on the senior secondary curriculum and assessment resulting from the New Academic Structure (NAS) review so that schools and students could benefit at the earliest possible instance. This updating is made to align with the medium-term recommendations of the NAS review made on curriculum and assessment. The CDC is an advisory body that gives recommendations to the HKSAR Government on all matters relating to curriculum development for the school system from kindergarten to senior secondary level. Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields/bodies, representatives from the HKEAA and the Vocational Training Council (VTC), as well as officers from the EDB. The HKEAA is an independent

1 The report is The New Academic Structure for Senior Secondary Education and Higher Education – Action

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statutory body responsible for the conduct of public assessment, including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its governing council includes members drawn from the school sector, tertiary institutions and government bodies, as well as professionals and members of the business community.

The C&A Guide is recommended by the EDB for use in secondary schools. The subject curriculum forms the basis of the assessment designed and administered by the HKEAA. In this connection, the HKEAA will issue a handbook to provide information on the rules and regulations of the HKDSE examination as well as the structure and format of public assessment for each subject.

The CDC and HKEAA will keep the subject curriculum under constant review and evaluation in the light of classroom experiences, students’ performance in the public assessment, and the changing needs of students and society. All comments and suggestions on this C&A Guide may be sent to:

Chief Curriculum Development Officer (Science Education) Curriculum Development Institute

Education Bureau

Room E232, 2/F, East Block

Education Bureau Kowloon Tong Education Services Centre 19 Suffolk Road

Kowloon Tong, Hong Kong Fax: 2194 0670

E-mail: science@edb.gov.hk

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Acronym

AL Advanced Level

ApL Applied Learning

ASL Advanced Supplementary Level

C&A Curriculum and Assessment

CDC Curriculum Development Council

CE Certificate of Education

EC Education Commission

EDB Education Bureau

EMB Education and Manpower Bureau

HKALE Hong Kong Advanced Level Examination HKCAA Hong Kong Council for Academic Accreditation HKCEE Hong Kong Certificate of Education Examination HKDSE Hong Kong Diploma of Secondary Education HKEAA Hong Kong Examinations and Assessment Authority HKedCity Hong Kong Education City

HKSAR Hong Kong Special Administrative Region

IT Information Technology

KLA Key Learning Area

KS1/2/3/4 Key Stage 1/2/3/4

LOF Learning Outcomes Framework MOI Medium of Instruction

NOS Nature of Science

NGO Non-governmental Organisation

OLE Other Learning Experiences P1/2/3/4/5/6 Primary 1/2/3/4/5/6

PDP Professional Development Programmes

QF Qualifications Framework

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RASIH Review of the Academic Structure for Senior Secondary Education and Interface with Higher Education

S1/2/3/4/5/6 Secondary 1/2/3/4/5/6

SBA School-based Assessment

SEN Special Educational Needs SLP Student Learning Profile

SRR Standards-referenced Reporting

STSE Science, Technology, Society and Environment TPPG Teacher Professional Preparation Grant

VTC Vocational Training Council

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Chapter 1 Introduction

This chapter provides the background, rationale and aims of Biology as an elective subject in the three-year senior secondary curriculum, and highlights how it articulates with the junior secondary curriculum, post-secondary education, and future career pathways.

1.1 Background

The Education Commission’s education blueprint for the 21st Century, Learning for life, learning through life – Reform proposals for the Education System in Hong Kong (EC, 2000), highlighted the vital need for a broad knowledge base to enable our students to function effectively in a global and technological society such as Hong Kong, and all subsequent consultation reports have echoed this. The 334 Report advocated the development of a broad and balanced curriculum emphasising whole-person development and preparation for lifelong learning. Besides the four core subjects, Chinese Language, English Language, Mathematics and Liberal Studies, students are encouraged to select two or three elective subjects from different Key Learning Areas (KLAs) according to their interests and abilities, and also to engage in a variety of other learning experiences such as aesthetic activities, physical activities, career-related experiences, community service, and moral and civic education. This replaces the traditional practice of streaming students into science, arts and technical/commercial subjects.

Study of the three different areas of biology, chemistry and physics often complement and supplement each other. In order to provide a balanced learning experience for students studying sciences, the following elective subjects are offered under the Science Education KLA:

Biology, Chemistry and Physics

These subjects are designed to provide a concrete foundation in the respective disciplines for further studies or careers.

Science

This subject operates in two modes. Mode I, entitled Integrated Science, adopts an interdisciplinary approach to the study of science, while Mode II, entitled Combined Science, adopts a combined approach. The two modes are developed in such a way as to provide space for students to take up elective subjects from other KLAs after taking one or more electives from the Science Education KLA.

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Mode I: Integrated Science

This is designed for students wishing to take up one elective subject in the Science Education KLA. It serves to develop in students the scientific literacy essential for participating in a dynamically changing society, and to support other aspects of learning across the school curriculum. Students taking this subject will be provided with a comprehensive and balanced learning experience in the different disciplines of science.

Mode II: Combined Science

Students wishing to take two elective subjects in the Science Education KLA are recommended to take one of the Combined Science electives together with one specialised science subject. Each Combined Science elective contains two parts, and these should be the parts that complement the discipline in which they specialise. Students are, therefore, offered three possible combinations:

 Combined Science (Physics, Chemistry) + Biology

 Combined Science (Biology, Physics) + Chemistry

 Combined Science (Chemistry, Biology) + Physics

1.2 Implementation of Science Subjects in Schools

The five separate Curriculum and Assessment Guides for the subjects of Biology, Chemistry, Physics, Integrated Science and Combined Science are prepared for the reference of school managers and teachers, who are involved in school-based curriculum planning, designing learning and teaching activities, assessing students, allocating resources and providing administrative support to deliver the curricula in schools. Arrangements for time-tabling and deployment of teachers are given in Appendix 1

This C&A Guide sets out guidelines and suggestions for the Biology Curriculum. The delivery of the Biology part of Combined Science contributing towards the qualifications of Combined Science (Biology, Physics) and Combined Science (Chemistry, Biology) in the Hong Kong Diploma of Secondary Education will be discussed in the Combined Science C&A Guide (CDC & HKEAA, 2007).

Combined Science (Physics, Chemistry) Combined Science (Biology, Physics) Combined Science (Chemistry, Biology)

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1.3 Rationale

This Biology Curriculum serves as a continuation of the Science (S1–3) Curriculum and builds on the strength of the current Biology curricula. It will provide a range of balanced learning experiences so that students develop the necessary scientific knowledge and understanding, skills and processes, and values and attitudes embedded in the “Life and Living” strand and other strands of science education. These are necessary for personal development to enable students to contribute towards a scientific and technological world.

The curriculum will prepare students for their tertiary studies, vocational training and careers in various fields of life science.

The emergence of a highly competitive and integrated economy, advanced scientific and technological innovations, and a growing knowledge base will continue to have a profound impact on our lives. In order to meet the challenges posed by these changes, the Biology Curriculum, like other science electives, provides a platform for developing scientific literacy and building up essential scientific knowledge and skills for life-long learning. Through the learning of biology, students will acquire relevant procedural and conceptual knowledge to help them understand many contemporary issues. They will become aware of the interconnections between science, technology, society and the environment. In addition, students will develop a respect for the living world, an attitude of responsible citizenship and a commitment to promote personal and community health.

Biology is a rapidly advancing science incorporating a huge amount of information about living organisms. There is a mistaken impression that it is a subject involving memorisation of numerous unrelated facts. In this curriculum, it is hoped that students will develop a broad, general understanding of biological principles and concepts and at the same time acquire a body of essential facts. In order to make the study of biology exciting and relevant, it is suggested that it should be introduced in real life contexts. The adoption of a wide range of learning and teaching strategies and assessment practices is intended to stimulate interest in and create motivation for learning among students with a range of abilities and aspirations.

1.4 Curriculum Aims

The overarching aim of the Biology Curriculum is to provide biology-related learning experiences that enable students to develop scientific literacy, so that they can participate actively in our rapidly changing knowledge-based society, prepare for further studies or careers in the fields related to life science, and become lifelong learners in science and technology.

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The broad aims of the Biology Curriculum are to enable students to:

 develop and maintain an interest in biology, a sense of wonder and curiosity about the living world, and a respect for all living things and the environment;

 construct and apply knowledge of biology, understand the nature of science in biology-related contexts, and appreciate the relationships between biological science and other disciplines;

 develop the ability to make scientific inquiries; think scientifically, critically and creatively; and solve biology-related problems individually and collaboratively;

 understand the language of science and communicate ideas and views on biology-related issues;

 be aware of the social, ethical, economic, environmental and technological implications of biology, and be able to make informed decisions and judgments on biology-related issues; and

 develop an attitude of responsible citizenship, and a commitment to promote personal and community health.

1.5 Interface with the Junior Secondary Curriculum and Post-secondary Pathways

This curriculum draws and builds upon the knowledge and understanding, skills and processes, and values and attitudes developed in the junior secondary science curriculum. It extends the study of the “Life and Living”, “Scientific Investigation” and “Science, Technology, Society and Environment (STSE)” strands in science education. Figure 1.1 depicts how the strands in this KLA are inter-related.

Figure 1.1 Diagrammatic Representation of the Strands in Science Education

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Teachers may refer to Chapter 3 for details of the relationship between the Science S1–3 Syllabus and the Biology Curriculum.

One aim of the senior secondary education is to enable students to pursue higher education or to enter the workplace through a variety of pathways, so that every student has an opportunity to succeed in life. This curriculum will provide students with a solid foundation in biological and life science, so that they can pursue higher levels of study in tertiary or vocational training institutions and enter a wide spectrum of careers related to science, technology and the environment. Furthermore, the development of a logical mind and problem-solving skills through studying biology will prepare students to deal intelligently with everyday problems and make them more competitive in the workplace. Figure 1.2 shows the continuum of learning for students studying biology.

Figure 1.2 Multiple Pathways to Higher Education and the Workplace S1-3 Science

S4-6 Biology

S4-6 Combined

Science 4-year

Bachelor

degrees Sub degrees

& Vocational related courses

Further Professional qualifications Further Studies / Work

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Chapter 2 Curriculum Framework

The curriculum framework for Biology embodies the key knowledge, skills, values and attitudes that students are to develop at senior secondary level. It forms the basis on which schools and teachers can plan their school-based curriculum, and design appropriate learning, teaching and assessment activities.

2.1 Design Principles

The design of this curriculum is founded on the following principles, which are in line with those recommended in Chapter 3 of the 334 Report and Booklet 1 of the Senior Secondary Curriculum Guide (CDC, 2009).

(1) Prior knowledge

This curriculum builds upon the prior knowledge, skills, values and attitudes, that students are expected to have achieved through the Science S1-3 Curriculum. There is a close connection between the topics in the Science S1-3 Curriculum and the Biology Curriculum.

Please refer to Chapter 3 for details of their relationships.

(2) Balance between breadth and depth

The Biology Curriculum serves as one of the elective subjects to widen the spectrum of subjects available for student choice. A balanced coverage of topics is selected to broaden the perspective of the students. However, there will be in-depth study in some topics to prepare students for further study in a particular area.

(3) Balance between theoretical and applied learning

Theoretical learning of the conceptual knowledge in this curriculum provides students with a solid foundation in biological principles and concepts. Students are expected to understand the application of biological knowledge through the curriculum emphasis on STSE Connections.

(4) Balance between essential learning and a flexible and diversified curriculum

The compulsory part of this curriculum will provide students with essential knowledge and concepts, whilst the choice provided in the elective part will allow for flexibility to cater for the needs and interests of students.

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(5) Learning how to learn and inquiry-based learning

In this curriculum, a wide range of learning activities is suggested to develop students’

overall capacity for self-directed and lifelong learning. In addition, it is recommended that teachers adopt a range of learning and teaching strategies, e.g. a contextual approach, scientific investigations, problem-based learning and issue-based learning to enhance students’ understanding of various contemporary issues in biology.

(6) Progression

Students can explore their interests through the study of foundation topics within the compulsory part in S4. This will also ensure effective progression to S5 and S6 in their chosen studies.

(7) Smoother articulation to multiple progression pathways

This curriculum enables students to pursue academic and vocational/professional education and training, with articulation to a wide range of post-secondary and university studies or to the workplace.

(8) Greater coherence

There are cross-curricular elements in the curriculum to strengthen the connections with other subjects.

(9) Catering for diversity

There are differences among students in various dimensions such as interests, needs and abilities. This curriculum provides an opportunity for students to choose individual elective topics according to their interests and needs. The curriculum allows students to achieve the learning targets at their own pace in line with their abilities.

(10) Relevance to students’ life

Motivation and interests are key considerations for effective and active learning. This curriculum provides means to ensure that learning content and activities are relevant to students’ everyday life, especially the events and substances they encounter daily.

2.2 Learning Targets

The learning targets of the curriculum are categorised into three domains: knowledge and understanding, skills and processes, and values and attitudes.

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2.2.1 Knowledge and Understanding Students are expected to:

 acquire knowledge and develop an understanding of biological principles, concepts, terms and facts;

 apply biological knowledge and concepts to familiar and unfamiliar situations;

 show an understanding of the application and uses of biological knowledge in daily life;

and

 develop an understanding of current issues and developments in biology.

2.2.2 Skills and Processes Students are expected to:

 make careful observations, ask relevant questions, identify problems and formulate hypotheses for investigations;

 recognise the importance of evidence in supporting, modifying or refuting proposed scientific theories;

 develop the ability to think scientifically and creatively;

 acquire an analytical mind to critically evaluate biology-related issues;

 identify the pros and cons of the application of biological knowledge for informed decision-making;

 plan and conduct scientific investigations individually or collaboratively with appropriate instruments and methods, collect quantitative and qualitative information with accuracy, analyse data and draw conclusions for problem-solving;

 use information technology to process and present scientific information; and

 communicate ideas and views effectively with others, using the language of science.

2.2.3 Values and Attitudes Students are expected to:

 show an interest in the study of biology, appreciate the wonders and complexity of Nature, and show respect for all living things and the environment;

 recognise their responsibility for conserving, protecting and maintaining the quality of the environment;

 develop positive values and attitudes towards adopting a healthy lifestyle;

 be aware of the dynamic nature of biological knowledge and appreciate the role of science and technology in understanding the living world; and

 be aware of the application of biological knowledge in society and its social, ethical, economic and environmental implications.

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2.3 Curriculum Structure and Organisation

The Biology Curriculum serves as a continuation of the Science (S1-3) Curriculum. With careful consideration of students’ prior knowledge and everyday experiences, it is designed to cover major aspects of biology, and to highlight relevance of biology to social, technological and environmental issues. The curriculum framework has three interconnected components:

Learning Targets, Curriculum Emphases, and Compulsory and Elective Parts. Figure 2.1 represents the relationships between the various components.

Figure 2.1 Diagrammatic Representation of the Biology Curriculum Framework

The curriculum consists of compulsory and elective parts. The compulsory part covers a range of content that enables students to develop understanding of fundamental biological principles and concepts, and the scientific process skills. There are four topics in the compulsory part – Cells and Molecules of Life, Genetics and Evolution, Organisms and Environment, and Health and Diseases.

The elective part is designed to cater for the diverse interests, abilities and needs of students.

It aims to provide an in-depth treatment of some of the topics in the compulsory part, an application of essential knowledge and concepts, or an extension of certain areas of study.

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Each topic in the compulsory and elective parts is organised in the following way:

(1) Overview

This part introduces the main theme and focuses of the content for each topic. It suggests the overarching expected learning outcomes of the topic.

(2) Curriculum Emphases

This part comprises Scientific Inquiry, Science–Technology–Society–Environment Connections, and the Nature and History of Biology. It outlines the generic skills, scientific process skills, values and attitudes that are highlighted in the topic. It also helps enhance students’ understanding of the nature of scientific inquiry in biology, the interconnections between science, technology, society and the environment, and biology as a dynamic body of knowledge.

(3) Students should learn and should be able to

(a) The left column of the table lists the intentions of learning (students should learn) in the content domain of the curriculum. It outlines the major content areas of each topic and also indicates the knowledge and concepts that students should learn. This provides a basic framework upon which the learning and teaching activities can be developed. For general principles and examples of learning and teaching strategies, please refer to Chapter 4.

(b) The right column of the table lists a range of learning outcomes (students should be able to) to be achieved by students, with different levels of ability in the content domain of the curriculum. Whenever learning outcomes which draw on higher cognitive ability (e.g. evaluate, relate) are applicable, other learning outcomes drawing on lower cognitive ability (e.g. state, describe) are not listed.

Students are expected to demonstrate the whole range of cognitive abilities and use these learning outcomes as the basis for self-evaluation. Teachers can also use these learning outcomes to set assessment tasks for monitoring the progress of learning.

(4) Suggested Learning and Teaching Activities

This part suggests activities that can be provided for students to enable them to achieve the learning outcomes. The list includes a wide range of activities, such as discussion, debate, practical work, investigations, information searching and projects.

It should be seen as a guide for teachers rather than as an exhaustive or mandatory list.

Teachers should exercise their professional judgment in selecting activities to meet

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the interests and abilities of their students. Where possible, the activities should be framed in the context of students’ own experience, to enable them to make connections with scientific knowledge, society and the environment around them.

Students will then be well equipped to apply scientific concepts, theories, processes, and values to situations in which they have to investigate and solve everyday problems. Teachers may refer to Chapter 4 for general principles and examples of learning and teaching strategies.

2.3.1 Curriculum Emphases

Three Curriculum Emphases are designed in the Biology Curriculum and should be applied across the curriculum. They will help to strengthen students’ understanding of the nature of scientific inquiry in biology, the interconnections between science, technology, society and the environment, and biology as a dynamic body of knowledge. The following three Curriculum Emphases are identified in the Biology Curriculum:

(1) Scientific Inquiry

This should enable students to:

 make careful observations, ask relevant questions, identify problems and formulate hypotheses for investigations;

 plan, conduct and write reports on scientific investigations;

 select and design appropriate methods of investigations for specific purposes;

 use appropriate instruments and apply proper techniques for carrying out practical work;

 identify and explain the importance of control variables in scientific investigations;

 explain why sample size, random sampling, replicates and repeat procedures are important in scientific investigations;

 classify, collate and display both first and second hand data;

 use diagrams, graphs, flow charts and physical models as visual representations of phenomena and relationships arising from the data;

 analyse and draw conclusions from data;

 understand that the process of scientific investigations includes analysing evidence and providing explanations based upon scientific theories and concepts; and

 formulate and revise scientific explanations and models using logic and evidence.

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(2) Science–Technology–Society–Environment Connections

This should enable students to:

 develop sensitivity and responsibility in striking a balance between the needs of humans and a sustainable environment;

 appreciate the role of science and technology in understanding the living world;

 be aware of the application of biological knowledge in society and its social, ethical, economic and environmental implications;

 analyse ways in which scientific and technological advancement have influenced our lives, society and the environment;

 understand how biological knowledge is used in technological applications;

 explain how scientific knowledge may lead to the development of new technologies and how new technologies may lead to scientific discovery;

 be aware that societal needs have led to technological advances; and

 understand how science has been influenced by societies.

(3) Nature and History of Biology

This should enable students to:

 be aware of the dynamic nature of biological knowledge and understand that science is a human endeavour;

 recognise the contributions of various people to understanding and applying biology;

 be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses; and

 understand the nature and limitations of scientific activity.

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2.3.2 Time Allocation

A total of 250 hours should be allocated to cover the Biology Curriculum. Within this, 20 hours are allocated for scientific investigations to further develop students’ skills and attitudes in scientific inquiry. An estimate of the number of hours required for each topic is shown below to provide some guidance on the weighting to be placed on individual topics:

Suggested lesson time (Hours)

Scientific Investigations 20

Compulsory Part (200 hours) I. Cells and Molecules of Life

a. Molecules of life* b. Cellular organisation*

c. Movement of substances across membrane*

d. Cell cycle and division*

e. Cellular energetics*

44

II. Genetics and Evolution a. Basic genetics*

b. Molecular genetics*

c. Biodiversity and evolution*

38

The The lesson time for Liberal Studies and each elective subject is 250 hours (or 10% of the total allocation time) for planning purpose, and schools have the flexibility to allocate lesson time at their discretion in order to enhance learning and teaching effectiveness and cater for students’ needs.

“250 hours” is the planning parameter for each elective subject to meet local curriculum needs as well as requirements of international benchmarking. In view of the need to cater for schools with students of various abilities and interests, particularly the lower achievers, “270 hours” was recommended to facilitate schools’

planning at the initial stage and to provide more time for teachers to attempt various teaching methods for the NSS curriculum. Based on the calculation of each elective subject taking up 10% of the total allocation time, 2500 hours is the basis for planning the 3-year senior secondary curriculum. This concurs with the reality check and feedback collected from schools in the short-term review, and a flexible range of 2400±200 hours is recommended to further cater for school and learner diversity.

As always, the amount of time spent in learning and teaching is governed by a variety of factors, including whole-school curriculum planning, learners’ abilities and needs, students’ prior knowledge, teaching and assessment strategies, teaching styles and the number of subjects offered. Schools should exercise professional judgement and flexibility over time allocation to achieve specific curriculum aims and objectives as well as to

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III. Organisms and Environment 84 a. Essential life processes in plants*

b. Essential life processes in animals*

c. Reproduction, growth and development*

d. Coordination and response * e. Homeostasis*

f. Ecosystems*

IV. Health and Diseases a. Personal health*

b. Diseases*

c. Body defence mechanisms

14

Elective Part (50 hours, any 2 out of 4)

V. Human Physiology: Regulation and Control a. Regulation of water content (osmoregulation) b. Regulation of body temperature

c. Regulation of gas content in blood d. Hormonal control of reproductive cycle

25

VI. Applied Ecology

a. Human impact on the environment b. Pollution control

c. Conservation d. Global issues

25

VII. Microorganisms and Humans a. Microbiology

b. Use of microorganisms c. Microbial genetics

d. Harmful effects of microorganisms

25

VIII. Biotechnology

a. Techniques in modern biotechnology b. Applications in biotechnology c. Bioethics

25

Total lesson time: 250

The sequence of presentation of topics in the curriculum framework should not be regarded as a fixed order of learning and teaching. Teachers have autonomy to decide on the arrangement that suits their students and their circumstances. Individual topics should be studied as integral parts of the whole curriculum and not as separate entities. The biological structures and processes, for example, should be considered and understood in the context of the whole organism and not in isolation. Please refer to Chapter 3 for suggestions regarding the sequence of learning and teaching.

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SCIENTIFIC INVESTIGATIONS

Scientific inquiry is one of the curriculum emphases which recur throughout the curriculum.

It is expected that students will further develop skills in planning and conducting investigations, communicating information and understanding, scientific thinking and problem-solving as well as working individually and in teams.

In order to facilitate the incorporation of scientific investigation into the learning and teaching of biology, time for conducting simple investigations and practical work has already been included in the suggested lesson time for each topic. In addition, there are 20 hours allocated for arranging relatively large-scale or cross-topic investigations to provide students with opportunities to develop the full range of skills and appreciate the nature of science.

Teachers could make their own judgments on the best use of this 20-hour lesson time to provide an opportunity for students to design and conduct individual or group investigative projects.

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COMPULSORY PART

I. Cells and Molecules of Life

Overview

Cells and biomolecules are fundamental units of life. Organisms are built up of these fundamental units which function as an integrated whole. The study of the structure and function of cells will lay the foundation for students to understand and relate cellular processes to the essential life processes of organisms. The study of the discovery of cells will enable students to appreciate the contribution of technology to the advancement of science and the dynamic nature of biological knowledge.

Scientific Inquiry

This should enable students to:

 ask relevant questions, identify problems and formulate hypotheses for investigations related to cells and molecules of life;

 plan and conduct scientific investigations in the area of cellular structures and functions;

 use appropriate instruments and proper techniques for carrying out practical work (e.g.

food tests, preparation of temporary mounts and microscopic examination);

 make careful observations and accurate records (e.g. examine prepared slides or temporary mounts of tissues and make biological drawings); and

 identify and explain the importance of control variables in scientific investigations (e.g.

the study of enzymatic activities, osmosis, photosynthesis and respiration).

STSE Connections

This should enable students to:

 be aware of the applications of biological knowledge of cells and molecules of life in society;

 appreciate the role of science and technology in understanding the molecular basis of life;

and

 recognise that the development of microscopic technology, computing technology and image analysing technology may lead to the advancement of biological knowledge.

(28)

Nature and History of Biology This should enable students to:

 be aware of the dynamic nature of biological knowledge (e.g. the understanding of cell membrane, sub-cellular organelles and cellular processes);

 recognise the contributions of various people (e.g. Robert Hooke, Theodor Schwann, Melvin Calvin and Sir Hans Krebs) to developments in biology; and

 be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. fluid mosaic model of cell membrane structure).

(29)

Students should learn Students should be able to

a. Molecules of life

Water and inorganic ions (e.g. nitrogen, magnesium, calcium and iron)

Biomolecules: carbohydrates, lipids, proteins and nucleic acids

 Building blocks

 Functions

 Relate the significance of water, inorganic ions and biomolecules to life.

b. Cellular organisation Discovery of cells

Cell membrane

 Properties and functions

Sub-cellular structures and their functions

 Nucleus and chromosomes, endoplasmic reticulum, mitochondrion, chloroplast, cell wall and vacuole

Prokaryotic cells (e.g. bacterial cells) and eukaryotic cells

 Appreciate the contribution of the

technological development of the microscope to the discovery of cells.

 Prepare temporary mounts of specimens for examination, and make observations and drawings under a light microscope.

 Use the fluid mosaic model to explain the properties and functions of cell membrane.

 Appreciate the uses and limitations of scientific models.

 Compare the cellular organisation of animal and plant cells.

 Identify cell organelles as seen under light and electron microscopes.

 Compare the sub-cellular organisation of prokaryotic and eukaryotic cells.

c. Movement of substances across membrane Diffusion, osmosis and active transport

Occurrence of phagocytosis in cells

 Account for the movement of substances across membrane using the concepts of diffusion, osmosis and active transport.

 Apply the concept of osmosis to explain plasmolysis and haemolysis.

d. Cell cycle and division Stages of cell cycle

 Cell growth, nuclear division and

 Understand the importance of cell division in growth and reproduction.

 Recognise the various stages of cell cycle.

(30)

Students should learn Students should be able to

Nuclear division

 Mitosis

 Meiosis

 Outline and compare the processes of mitosis and meiosis.

e. Cellular energetics

Metabolism: catabolism and anabolism

 Occurrence of catabolic and anabolic processes in cells

Enzymes and enzymatic reactions

 Properties and roles of enzyme

 Active site and specificity

 Factors (temperature, pH and inhibitors) affecting the rate of enzymatic reactions

 Application of enzyme in everyday life

 Distinguish between catabolic and anabolic processes.

 Recognise the properties of enzyme and its roles in metabolism.

 Explain enzyme specificity in terms of active site.

 Explain the effects of factors on the rate of enzymatic reactions.

Photosynthesis

 Site of photosynthesis

 Leaves and chloroplasts

 Requirements for photosynthesis

 light, carbon dioxide, water and chlorophyll

 Photochemical reactions

 light absorption

 photolysis of water for the generation of NADPH

 generation of ATP

 Carbon fixation: Calvin cycle

 Carbon dioxide fixation and formation of 3-C compound

 Reduction of 3-C compound leading to the formation of glucose

 Regeneration of carbon dioxide acceptor

 Conversions of photosynthetic products into other biomolecules

 Factors (light intensity and carbon dioxide concentration) affecting the rate of

 Understand the significance of photosynthesis.

 Relate the structures of leaves and chloroplasts to their functions in photosynthesis.

 Outline the major steps of photochemical reactions and carbon fixation.

 Understand the dependence of carbon fixation to the photochemical reaction.

 Explain the effects of environmental factors on the rate of photosynthesis.

(31)

Students should learn Students should be able to

Respiration

 Sites of respiration

 Cytoplasm and mitochondrion

 Glycolysis

 Breakdown of glucose to 3-C compound (triose phosphate)

 Oxidation of triose phosphate to pyruvate

 Production of NADH and ATP

 Aerobic pathway

 Conversion of pyruvate to acetyl-CoA

 Outline of Krebs cycle

 Combination of acetyl-CoA with a 4-C compound to form a 6-C compound

 Regeneration of 4-C compound with the release of carbon dioxide

 Production of NADH, FADH and ATP

 Oxidative phosphorylation

 Regeneration of NAD and FAD

 Formation of ATP

 Anaerobic pathway

 Formation of lactic acid in muscle cell

 Formation of ethanol and carbon dioxide in yeast

 Industrial applications of anaerobic respiration

 Understand the significance of respiration.

 State the role of ATP in energy transfer.

 Outline the major steps of glycolysis, aerobic and anaerobic pathways.

 Be aware of the occurrence of anaerobic respiration during exercise.

 Distinguish between aerobic and anaerobic respiration.

 Compare the processes of respiration and photosynthesis.

 Be aware of the interconversions of

biomolecules through biochemical pathways.

Suggested Learning and Teaching Activities a. Molecules of life

 Discuss whether life can exist without water, and the possible benefits of drinking mineral water or isotonic drinks.

 Perform common biochemical tests (e.g. Benedict’s test, iodine test, grease spot test, and different types of test papers) to identify the presence of biomolecules in living tissues.

(32)

b. Cellular organisation

 Read articles about the discovery of cells.

 Conduct a project to explore the contribution of the development of the microscope to the understanding of cells.

 Discuss the variations of the number of mitochondria in different tissues and cell types.

 Prepare temporary mounts of animal and plant tissues for examination under a light microscope.

 Examine electron micrographs or live cell images of prokaryotic, eukaryotic cells and sub-cellular structures.

 Construct a model to represent the structure of cell membrane (e.g. using tank and ping-pong balls).

c. Movement of substances across membrane

 Perform practical work to study osmosis at cellular, tissue or organ levels.

 Examine live cell images of the processes involved in the movement of substances across membrane.

d. Cell cycle and division

 Observe and identify the different stages of mitosis and meiosis, using prepared slides, photomicrographs or live cell images.

e. Cellular energetics

 Perform practical work to demonstrate the breaking down or building up action of enzymes; and to identify the photosynthetic products.

 Design and perform investigations to study the effects of temperature, pH or inhibitors on the activities of enzymes; to find out some commercial applications of enzymes (e.g.

bioactive washing powder and meat tenderiser); to study the effects of environmental factors (e.g. light intensity and carbon dioxide concentration) on the rate of photosynthesis; and to study aerobic and anaerobic respiration in organisms.

 Examine the morphology and the internal structure of leaves, and the photomicrographs or live cell images of chloroplasts and mitochondria.

 Search for information to compare the photosynthetic rates and productivities in different climatic areas; and to understand scientists’ work related to photosynthesis and cellular respiration.

 Conduct a project on how a greenhouse works in enhancing plant growth.

 Discuss the application of anaerobic respiration in the food industry.

 Interpret, analyse and evaluate data relating to investigations on photosynthesis and respiration.

 Use animations to study the processes of photosynthesis and respiration.

(33)

COMPULSORY PART

II. Genetics and Evolution

Overview

Through the study of basic genetics, students will acquire knowledge and develop an understanding of concepts of genes and their roles in the life of organisms. The study of molecular genetics will lay the foundation for students to study further in the field of biotechnology and be aware of its impact on society.

The study of biodiversity will help students to recognise its complexity and the adaptations of different groups of organisms to their environment. Moreover, a phylogenetic approach to the classification system is adopted, which helps them to understand the development of the classification system with evidence gathered from molecular genetics. This will enable students to appreciate the phenomena of evolution and develop their curiosity about the origins of life. In addition to Darwin’s theory, students are encouraged to explore other scientific explanations for the origins of life and evolution, to help illustrate the dynamic nature of scientific knowledge.

Scientific Inquiry

This should enable students to:

 make careful observations and accurate records (e.g. observe distinguishing features for identifying organisms, and variations in humans);

 use appropriate instruments and proper techniques for carrying out practical work on molecular genetics (e.g. DNA extraction and gel-electrophoresis);

 classify, collate and display both first and second hand data (e.g. construct a pedigree of the inheritance of some human traits);

 use diagrams and physical models as visual representations of phenomena and relationships arising from the data (e.g. genetic diagrams and DNA model); and

 formulate and revise scientific explanations and models using logic and evidence (e.g.

use of fossil records as evidence for evolution).

(34)

STSE Connections

This should enable students to:

 be aware of the application of knowledge of basic and molecular genetics in society and its social, ethical and economic implications;

 be aware that societal needs have led to technological advances (e.g. recombinant DNA technology and DNA fingerprinting);

 appreciate the contribution of the Human Genome Project (HGP) and the application of biotechnology to humans and society;

 appreciate the role of science and technology in understanding the complexity of life forms and their genetics;

 understand how science has been influenced by societies (e.g. various views on the origins of life and evolution); and

 explain how the knowledge of biotechnology may lead to the development of new technologies and how new technologies may lead to further understanding of inheritance.

Nature and History of Biology This should enable students to:

 be aware of the dynamic nature of biological knowledge (e.g. from basic genetics to molecular genetics, and the development of classification systems);

 recognise the contributions of various people (e.g. Gregor Mendel, James Watson, Francis Crick, Charles Darwin, Sir Alfred Russel Wallace and Jean Baptiste Lamarck) to the understanding of genetics and evolution;

 appreciate the advancement of the study of genetics from traditional breeding experiments to molecular experimentation and analysis; and

 be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. Mendel’s work).

(35)

Students should learn Students should be able to

a. Basic genetics

Mendel’s laws of inheritance

Inheritance in humans

 Multiple alleles: ABO blood groups

 Sex linkage

 Sex determination Pedigree analysis

Variations in characteristics

 Continuous variation

 Discontinuous variation

 Causes of variation

 hereditary information

 environmental factors

 mutation

 Understand the law of segregation and law of independent assortment.

 Apply Mendel’s laws of inheritance to solve genetic problems.

 Understand the inheritance of ABO blood groups and sex-linked traits.

 Recognise the role of sex chromosomes in sex determination of humans.

 Analyse pedigree to study the inheritance of characteristics.

 Explain the causes of different types of variations in characteristics.

b. Molecular genetics

Chromosomes, genes and nucleic acids

Gene expression and protein synthesis

 transcription and translation

Mutation

 Chromosome mutation (e.g. Down syndrome) and gene mutation (e.g.

Sickle-cell anaemia)

 Spontaneous and induced mutation

 Causes of mutation (e.g. radiation and chemical)

Biotechnology

 Recombinant DNA technology

 DNA fingerprinting

 Human Genome Project (HGP) and its implications

 Describe the structural and functional relationships of chromosomes, genes and nucleic acids.

 Outline the process of protein synthesis.

 Distinguish between chromosome and gene mutation.

 Recognise the applications of recombinant DNA technology and DNA fingerprinting.

 Recognise the contributions and limitations of the data obtained from the HGP.

 Appreciate the joint effort of scientists in international genomics projects.

(36)

Students should learn Students should be able to

c. Biodiversity and evolution Diversity of life forms

Classification of organisms

 Need for classification

 Classification approaches proposed by Carl Woese

 Six kingdoms (Eubacteria,

Archaebacteria, Protista, Fungi, Plantae and Animalia)

 Three domains (Bacteria, Archaea and Eukarya)

Origins of life

Evolution

 Origin of species

 Speciation

 genetic variation

 isolation

 Mechanism of evolution

 natural selection

 Evidence of evolution (e.g. fossil record)

 Appreciate the existence of various life forms in the world, and the different ways through which organisms adapt to their habitats.

 Be aware that modern classification is based on the phylogenetic relationships of

organisms.

 Appreciate that classification systems are subject to change when new evidence appears.

 Recognise the use of classification systems and binomial nomenclature.

 Construct and use dichotomous keys to identify unknown organisms.

 Classify organisms into six kingdoms.

 Appreciate that there are various explanations for the origins of life.

 Be aware of the limitations of using fossil record as evidence of evolution, and the presence of other evidence.

 Relate speciation to evolution.

 Outline the mechanism of evolution.

Suggested Learning and Teaching Activities a. Basic genetics

 Read articles about how Gregor Mendel contributed to the study of genetics.

 Use computer simulations and other materials (e.g. genetic corn) to study patterns of inheritance.

 Observe and analyse variations in humans (e.g. height and tongue rolling).

 Construct and/or analyse a pedigree of the inheritance of some human traits (e.g.

haemophilia, tongue rolling and ear lobes).

(37)

b. Molecular genetics

 Construct models of DNA and RNA.

 Read about the work of some biologists (e.g. James Watson and Francis Crick) in the discovery of DNA.

 Examine photomicrographs of karyotypes of chromosome mutation.

 Search for information on the sources of mutagenic agents and their effects on human health.

 Use audiovisual materials to illustrate the processes of recombinant DNA technology and DNA fingerprinting.

 Perform practical work to extract DNA from living tissues (e.g. onion tissues); and to separate DNA fragments by gel-electrophoresis.

 Search for information on the use of DNA fingerprinting in forensic science.

 Make a chart or create a timeline of the discoveries that have arisen from the HGP.

c. Biodiversity and evolution

 Visit a herbarium, country park or special area (e.g. Lions Nature Education Centre, and Tai Po Kau Nature Reserve).

 Use specimens, audiovisual materials, games, etc. to study the diversity of organisms, and their ways of life.

 Classify organisms into major categories according to a classification system.

 Discuss the advantages and limitations of different classification systems, and why the classification of some organisms has been changed over time.

 Search for information on other classification systems; and binomial naming of some organisms.

 Construct and use dichotomous keys to identify organisms from a local habitat.

 Read about the work of Carl Linnaeus and his system of naming organisms; the different explanations for the origins of life; and the work of some biologists (e.g. Jean Baptiste Lamarck, Charles Darwin and Sir Alfred Russel Wallace) on evolution.

 Use computer simulations or other simulations to model natural selection.

(38)

COMPULSORY PART

III. Organisms and Environment

Overview

Organisms are an integral part of the environment. Their ways of life and living are closely related to the environment where they live in. Based on this perspective, students will gain knowledge and understanding of organisms and their environment.

Firstly, students will study how organisms obtain their basic needs for oxygen, water and food from the environment. Life processes, such as nutrition, gas exchange, and transport involved, will be studied in an integrated manner so as to enhance understanding of the structures and functions of an organism as a whole. Secondly, students will study reproduction, growth and development to understand how organisms perpetuate and proliferate in the environment. The human is used as a model for students to understand the essential life processes of animals. Thirdly, students will examine how organisms detect changes in the environment and make appropriate responses for their survival, and how humans maintain a steady internal environment. Students will then explore how organisms interact with each other and with their environment as a whole. Finally, the dynamic nature of the ecosystems that involves energy flow and materials cycling will also be investigated.

Students are expected to develop an awareness of the impact of human activities on the ecosystems and recognise the need for conservation.

Scientific Inquiry

This should enable students to:

 make careful observations and accurate records (e.g. examine prepared slides or temporary mounts of roots, stems and leaves, and make biological drawings);

 ask relevant questions, identify problems and formulate hypotheses for investigations related to life processes and ecosystems;

 plan, conduct and write reports on scientific investigations in areas of life processes and ecosystems;

 select and design appropriate methods of investigations for specific purposes (e.g. use transects and quadrats to collect samples in field studies);

 identify and explain the importance of control variables in scientific investigations (e.g.

the study of the effects of different minerals on plant growth, and the action of digestive enzymes);

 explain why sample size, random sampling, replicates and repeat procedures are

(39)

 use appropriate instruments and proper techniques for carrying out practical work (e.g.

food tests, preparation of temporary mounts, microscopic examinations, dissections and field study techniques); and

 use diagrams, graphs, flow charts and physical models as visual representations of phenomena and relationships arising from the data (e.g. use food chains, food webs, and pyramid of numbers to represent relationships between organisms in ecosystems and distribution of organisms).

STSE Connections

This should enable students to:

 evaluate the impact of the application of biology to human activities (e.g. dietary requirement, birth control and pollution control);

 analyse ways in which scientific and technological advancement (e.g. computing technology and image analysing technology) have enhanced our understanding of complex life processes;

 develop sensitivity and responsibility in striking a balance between the needs of humans and a sustainable environment; and

 be aware of the application of biological knowledge (e.g. balanced diet, birth control, and sewage treatment) in society and its social, ethical, economic and environmental implications.

Nature and History of Biology This should enable students to:

 understand that science is a human endeavour through the study of essential life processes of organisms and interactions with our environment;

 be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. the study of tropism, transpiration pull and field ecology);

 recognise the complexity of the physiological processes of organisms and the environment; and

 understand the nature and limitations of scientific activity (e.g. investigations on various physiological processes and ecosystems).

(40)

Students should learn Students should be able to

a. Essential life processes in plants Nutrition in plants

 Plants as autotrophs

 Photosynthesis*

 Need for minerals

 Absorption of water and minerals

Gas exchange in plants

 Occurrence of gas exchange in different parts of plant

 Gas exchange in leaves

Transpiration

 Process and significance

 Factors (humidity, light intensity and wind) affecting the rate of transpiration

Transport of substances in plants

 Transport of water and minerals

 Translocation of organic nutrients

Support in plants

 Cell turgidity

 Physical nature of xylem

 Appreciate the significance of plants as autotrophs.

 Explain the need for minerals in plants.

 Relate the structure of roots to their functions in water absorption.

 Relate the features of leaves to gas exchange and prevention of water loss.

 Explain the effects of light intensity on gas exchange in plants.

 Make connections between transpiration, absorption and transport of water, and cooling of plants.

 Explain the effects of environmental factors on the rate of transpiration.

 Describe the path of materials transport in flowering plants.

 Compare the means of support in herbaceous and woody dicotyledonous plants.

b. Essential life processes in animals Nutrition in humans

 Humans as heterotrophs

 Food requirements and functions of different food substances

 Carbohydrates

 Lipids

 Proteins

 Vitamins

 Minerals (e.g. calcium and iron)

 Dietary fibre

 Explain the effect of age, activity and pregnancy on dietary requirements.

 Relate health problems to improper diet.

 Explain the significance of mechanical and chemical digestion.

 Understand the digestion and absorption processes in various parts of the alimentary canal.

 Illustrate the adaptive features of the small intestine for food absorption.

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