Académique Documents
Professionnel Documents
Culture Documents
SupplementaryDocument
JointlypreparedbytheCurriculumDevelopmentCouncilandthe
HongKongExaminationsandAssessmentAuthority
RecommendedtobeusedwiththeBiologyCurriculumand
AssessmentGuide(Secondary46)
ScienceEducationSection,EducationBureau
2012
Introduction
The purpose of this document is to provide a quick reference of the Biology curriculum framework. This document is the result of a number of discussion
sessions of the following committees:
Working Group on the Review of Biology (S4-6) and Combined Science (Biology part) (S4-6) Curricula
It is applicable for the Biology Hong Kong Diploma of Secondary Education Examination in year 2013 and onward. The explanatory notes in this document
are by no means exhaustive nor intended to dictate the scope of learning and teaching at the classrooms. Teachers and students are suggested to use it alongside
with the Biology Curriculum and Assessment Guide (Secondary 4 6) 2007 jointly prepared by Curriculum Development Council and the Hong Kong
Examination Authority.
General Notes
In each topic, there is a table with the followings:
(1)
(2)
(3)
(4)
Curriculum Emphases
This part comprises Scientific Inquiry, ScienceTechnologySocietyEnvironment 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.
(5)
Footnotes
These footnotes provide clarification of the learning and assessment focuses of certain curriculum contents.
COMPULSORY PART
a. Molecules of life
Water and inorganic ions (e.g. nitrogen,
magnesium, calcium and iron)
Curriculum Emphases
Activities
life.
isotonic drinks.
molecules of life.
Building blocks
Functions
b. Cellular organisation
Discovery of cells
of cells.
Recognise the contributions of various
people (e.g. Robert Hooke, Theodor
Schwann) to developments in biology.
1
The following contents are not the learning and assessment focus: optical isomers, linear form of sugar molecules, structural differences of starch, glycogen and cellulose.
Curriculum Emphases
Activities
Cell membrane
of cell membrane.
functions
eukaryotic cells.
sub-cellular organelles).
Be aware that biological knowledge and
structures.
observations, hypotheses,
experimentations and analyses (e.g.
fluid mosaic model of cell membrane
structure).
Curriculum Emphases
Activities
biological drawings).
Nuclear division
Mitosis
Meiosis
2
3
4
Detailed mechanism of active transport is not the learning and assessment focus.
Details of cell cycle are not the learning and assessment focus.
Crossing over is a feature of meiosis.
Curriculum Emphases
Activities
e. Cellular energetics
Metabolism: catabolism and anabolism
enzymatic activities).
enzymatic reactions
society.
Photosynthesis
Site of photosynthesis
photosynthesis.
of chloroplasts.
Modes and mechanism of enzyme inhibition are not the learning and assessment focus.
Photochemical reactions
light absorption
Curriculum Emphases
Activities
fixation.
generation of ATP
rate of photosynthesis.
7
reaction.
photosynthesis.
glucose
Conversions of photosynthetic
products into other biomolecules
rate of photosynthesis
Sites of respiration
Glycolysis
Breakdown of glucose to 3-C
compound (triose phosphate)
Curriculum Emphases
Activities
respiration).
Aerobic pathway
Conversion of pyruvate to
acetyl-CoA
Outline of Krebs cycle
Combination of acetyl-CoA
form a 6-C compound
developments in biology.
of carbon dioxide
Production of NADH, FADH
and ATP
respiration.
Regeneration of 4-C
compound with the release
respiration.
Oxidative phosphorylation
Regeneration of NAD and
8
The following contents are not the learning and assessment focus: detailed biochemical reactions, names and structural formula of the biomolecules, concept of oxidation number.
Curriculum Emphases
Activities
FAD
Formation of ATP
Anaerobic pathway
Formation of lactic acid in
muscle cell
COMPULSORY PART
Students should learn
II.
a. Basic genetics
Mendels laws of inheritance
Curriculum Emphases
Activities
genetics.
Sex linkage
Sex determination
records.
patterns of inheritance.
of humans.
implications.
Codominance, incomplete dominance and linkage are not the learning and assessment focus.
Pedigree analysis
Curriculum Emphases
Activities
human traits).
Variations in characteristics
Continuous variation
Discontinuous variation
Causes of variation
hereditary information
tongue rolling).
variations in humans).
environmental factors
mutation
b. Molecular genetics
Chromosomes, genes and nucleic acids
Construct models of DNA and RNA. Use diagrams and physical models as
visual representations of phenomena
Read about the work of some
acids.
DNA.
Be aware of the application of
knowledge of molecular genetics in
society and its social, ethical and
economic implications.
2
3
The process of transcription is not the learning and assessment focus. Limit to the concepts of template strand and base pairing.
The process of translation is not the learning and assessment focus. Limit to the concepts of codon and anticodon.
Curriculum Emphases
Activities
Mutation
Examine photomicrographs of
karyotypes of chromosome mutation.
Search for information on the
sources of mutagenic agents and
their effects on human health.
Applied genetics
DNA fingerprinting
DNA fingerprinting.
fragments by gel-electrophoresis.
fingerprinting).
science.
the HGP.
DNA fingerprinting.
and society.
Explain how the knowledge of
Detailed mechanism of recombinant DNA technology is not the learning and assessment focus. Recombinant DNA technology involves restriction and ligation.
Detailed mechanism of DNA fingerprinting is not the learning and assessment focus.
10
Curriculum Emphases
Activities
Nature Reserve).
Classification of organisms
relationships of organisms.
ways of life.
genetics.
classification system.
11
Curriculum Emphases
Activities
Origins of life
12
Curriculum Emphases
Activities
Evolution
Origin of species
Speciation
genetic variation
isolation
evolution.
Mechanism of evolution
natural selection
Details of different types of isolation are not the learning and assessment focus.
13
COMPULSORY PART
Curriculum Emphases
Activities
Plants as autotrophs
Photosynthesis
growth).
Design and perform investigations to
study the effects of light intensity on Use appropriate instruments and proper
loss.
14
Curriculum Emphases
Activities
Transpiration
processes.
plants.
eosin solution.
transpiration
Support in plants
Cell turgidity
dicotyledonous plants.
1
2
3
The explanation of transpiration pull should be linked with the sub-topic Movement of substances across membrane. Cohesion-tension theory is not the learning and assessment focus.
Cohesion-tension theory is not the learning and assessment focus.
Mass flow hypothesis of phloem transport is not the learning and assessment focus.
15
Curriculum Emphases
Activities
Humans as heterotrophs
Carbohydrates
requirements.
Lipids
Proteins
Vitamins
Ingestion
Dietary fibre
Balanced diet
Dentition
Mastication
Digestion
oil.
Role of liver
requirement).
biological knowledge (e.g. balanced
diet) in society.
egg white).
16
Curriculum Emphases
Activities
Egestion
tubing.
exchange.
Mechanism of ventilation
photomicrograph.
and dissections).
dissections).
17
Curriculum Emphases
Activities
photomicrographs.
Vegetative propagation in
flowering plants
drawings).
fission of bacteria.
flowering plants.
flowering plants.
Floral parts
Pollination
wind-pollinated flowers.
Fertilisation
18
Curriculum Emphases
Activities
Reproduction in humans
control).
Ovulation
Fertilisation
process of fertilisation.
processes.
Be aware of the application of
Birth process
of the foetus.
Parental care
Hormonal control of menstrual cycle is included in elective topic V Human Physiology: Regulation and Control.
19
Birth control
Curriculum Emphases
Activities
and humans.
Growth curves
20
Colour vision
Curriculum Emphases
Activities
Eye accommodation
glaucoma).
Role of auxins
observations, hypotheses,
experimentations and analyses (e.g. the
shoot.
study of tropism).
21
Curriculum Emphases
Activities
medulla oblongata
function.
Synapse
Voluntary actions
Specific names of neurotransmitters are not the learning and assessment focus.
22
Curriculum Emphases
Activities
Movement in humans
Components of the
7
musculo-skeletal system : skeleton,
system.
ligaments
contraction.
e. Homeostasis
Concept of homeostasis
Importance of homeostasis
Feedback mechanism
Types of lever system are not the learning and assessment focus.
23
Curriculum Emphases
Activities
f. Ecosystems
Levels of organisation
environment.
levels of organisation.
environment.
24
Curriculum Emphases
Activities
Components of an ecosystem
Abiotic factors
Biotic community
Relationships between
organisms
Predation, competition,
habitat.
in an ecosystem.
commensalism, mutualism
and parasitism
Ecological succession
Primary and secondary
Feeding relationships of
organisms
succession
Climax community
Functioning of an ecosystem
Energy flow
Source of energy
Materials cycling
Carbon and nitrogen cycles
25
Curriculum Emphases
Activities
materials cycling
factors of an ecosystem.
and biomass.
Conservation of ecosystem
Sampling methods
Quadrats
26
Curriculum Emphases
Activities
salinity)
27
COMPULSORY PART
Curriculum Emphases
Scientific Inquiry STSE Connections
Activities
a. Personal health
Meaning of health
Effects of lifestyles
Diet
Exercise
Rest
Personal hygiene
implications.
diet control).
b. Diseases
Types of diseases
Infectious diseases
Non-infectious diseases
Detail effects of alcohol and drug on health are not the learning and assessment focus.
28
Curriculum Emphases
Scientific Inquiry STSE Connections
Activities
Infectious diseases (e.g. AIDS, cholera,
cold, dengue fever, gastroenteritis,
Examine photomicrographs,
prepared slides or live cell images of
Ways of transmission
Antibiotics
Action of antibiotics
Indiscriminate use
Other drugs (e.g. sulpha drugs,
cocktail treatment for AIDS)
2
development of penicillin.
implications.
of infectious diseases).
Treatment
Specific example and action of drugs are not the learning and assessment focus.
29
Curriculum Emphases
Scientific Inquiry STSE Connections
Activities
Non-infectious diseases
Allergy
lifestyles.
Cancer
Kong.
relation to lifestyles.
antibiotics).
Suggest ways to reduce the incidence
of cardiovascular diseases.
Be aware that biological knowledge and
Diabetes
Forms of diabetes
(insulin-dependent diabetes and
non-insulin-dependent diabetes)
Control of diabetes
Prevention of diseases
Vaccination: principle of
vaccination
development of vaccination.
30
Curriculum Emphases
Scientific Inquiry STSE Connections
Activities
relation of immunisation
Immunisation programme
Healthy lifestyle
Community health
health.
immunisation programme.
mechanisms).
lymphocytes.
responses.
endeavour.
antigen-antibody reactions.
31
Curriculum Emphases
Scientific Inquiry STSE Connections
Activities
32
ELECTIVE PART
Curriculum Emphases
Activities
content
machines).
body.
Ultrafiltration
Reabsorption
a healthy community.
content.
is a human endeavour.
Be aware that biological knowledge and
Curriculum Emphases
Activities
regulation
records.
Appreciate the role of science and
regulation.
Skin
Circulation
Hormone (thyroxine)
Muscle
Behavioural methods
regulation.
is a human endeavour.
Be aware that biological knowledge and
theories are developed through
observations, hypotheses,
experimentations and analyses.
Ask relevant questions, identify
in blood
Nervous control
Curriculum Emphases
Activities
chemoreceptors
heart rate).
Nervous control
records.
Hormonal control
Adrenaline
body.
Be aware of the dynamic nature of
Effects of exercise
Oxygen debt
Cardiac output
exercise.
cycle.
Curriculum Emphases
Activities
Use of hormones as contraceptives and
in the treatment of infertility
treatment of infertility.
36
ELECTIVE PART
Curriculum Emphases
Activities
related to pollution.
Impacts
investigations.
Overexploitation (e.g. in
fisheries)
Environmental degradation
Soil erosion (e.g. in
or the Internet).
agriculture)
Disturbance of ecological
37
Curriculum Emphases
Activities
Atmospheric pollution
Health problems caused by
air particulates (e.g.
respiratory illnesses)
dioxide.
endeavour.
issues.
observations, hypotheses,
causes.
local environment.
rain.
Water pollution
Health problems caused by
sewage discharge
Global issues (e.g. algal
bloom)
38
Curriculum Emphases
Activities
Sewage treatment
c. Conservation
Importance of biodiversity
Conservation of species
sewage treatment).
related to conservation.
on environmental conservation.
Examples of endangered species should be referred to information from the Agriculture, Fisheries and Conservation Department (AFCD).
39
Activities
Visit one conservation area in Hong
Kong (e.g. nature reserves, a wetland
Curriculum Emphases
Scientific Inquiry STSE Connections
Nature and History of Biology
Conservation of habitats
d. Sustainable development
Concept of sustainable
development
Management of resources:
fisheries, agriculture and forestry
conservation.
implications.
Develop sensitivity and responsibility in
conservation.
40
ELECTIVE PART
VII.
Curriculum Emphases
Activities
a. Microbiology
Viruses
Multiplication of viruses
Diversity of microorganisms
Representative organisms of
Bacteria, Protista and Fungi
features.
Growth requirement
microorganisms.
water availability
Stages of growth
Measurement of growth
in culture.
Principles
understanding in microbiology.
41
Curriculum Emphases
Activities
microorganisms.
development of microbiology is a
human endeavour.
b. Use of microorganisms
protein, Spirulina)
microorganisms in fermentation.
work
Identify and explain the importance of
wine-making).
in bread-making or beer-brewing
Antibiotics
Industrial enzymes (e.g. biological
washing powder, and pectinase for
treatment).
Details of the manufacturing processes are not the learning and assessment focus.
42
Sewage treatment
Pollution indicating organisms (e.g.
Escherichia coli)
Curriculum Emphases
Activities
washing powder.
antibiotics).
Understand the nature and limitations of
organism).
Biogas production
c. Microbial genetics
Recombinant DNA technology
DNA technology.
Genetically modified microorganisms
(e.g. bacteria, yeast)
of genetically modified
microorganisms.
microorganisms.
43
Curriculum Emphases
Activities
in humans.
Organisation).
control.
Food
poisoning
caused
by
microbial toxins (e.g. bacterial
Microbial deterioration
microorganisms.
44
ELECTIVE PART
VIII. Biotechnology
a. Introduction to biotechnology
Traditional and modern biotechnology
Curriculum Emphases
Activities
providing services.
b. Techniques in modern
biotechnology
Process of recombinant DNA
technology
1
2
science.
Use the production of insulin as an example to illustrate the process of recombinant DNA technology.
Use VNTR as example to illustrate the major steps involved in DNA fingerprinting.
45
Curriculum Emphases
Activities
Animal cloning
Plant cloning
plants.
Appreciate the joint efforts of scientists
in the development of biotechnology
(e.g. the scientists in the US, the UK,
France, Germany, Japan and China have
contributed to the HGP).
46
Curriculum Emphases
Activities
c. Biotechnology in medicine
Production of pharmaceutical products
products.
pharmaceutical industry.
inheritance of humans.
Analyse ways in which societal needs
have led to technological advances (e.g.
the production of genetically modified
Gene therapy
d. Biotechnology in agriculture
Transgenic animals
Transgenic plants
agriculture.
production.
Detailed procedures of gene therapy are not the learning and assessment focus.
47
environmental issues
Areas of current concern in
Curriculum Emphases
Activities
biotechnology
biotechnology.
cloning.
Gene therapy
48