Biology Curriculum (Secondary 4‐6)

Supplementary Document

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

Recommended to be used with the Biology Curriculum and Assessment Guide (Secondary 4‐6)

Science Education Section, Education Bureau 2015

Introduction

The purpose of the revision is to provide space for enhancing the effectiveness of learning and teaching of Biology. 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 • CDC-HKEAA Committee on Biology (Senior Secondary) It is applicable for the Biology Hong Kong Diploma of Secondary Education (HKDSE) Examination in year 2016 and onwards. The explanatory notes in this document are by no means exhaustive nor intended to dictate the scope of learning and teaching at the classrooms. It is recommended to be used together with the Biology Curriculum and Assessment Guide (Secondary 4-6) jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority.

General Notes In each topic, there is a table with the following parts:

(1) Students should learn

This part lists the intentions of learning 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.

(2) Student should be able to

This part lists a range of learning outcomes 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.

(3) 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 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.

(4) 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.

(5) Footnotes

This part is to clarify the learning and assessment focuses of certain curriculum contents.

COMPULSORY PART I. Cells and Molecules of Life

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology a. Molecules of life  Ask relevant questions, identify Water and inorganic ions (e.g. nitrogen,  Relate the significance of water,  Discuss whether life can exist problems and formulate hypotheses for magnesium, calcium and iron) inorganic ions and biomolecules to without water, and the possible investigations related to cells and life. benefits of drinking mineral water or molecules of life. isotonic drinks.  Use appropriate instruments and proper Biomolecules1: carbohydrates, lipids,  Perform common biochemical tests techniques for carrying out practical proteins and nucleic acids (e.g. Benedict’s test, iodine test, work (e.g. food tests).  Building blocks grease spot test, and different types  Be aware of the applications of  Functions of test papers) to identify the biological knowledge of molecules of presence of biomolecules in living life in society. tissues.  Appreciate the role of science and technology in understanding the molecular basis of life. b. Cellular organisation  Recognise that the development of Discovery of cells  Appreciate the contribution of the  Read articles about the discovery of microscopic technology, computing technological development of the cells. technology and image analysing microscope to the discovery of cells.  Conduct a project to explore the technology may lead to the contribution of the development of advancement of biological knowledge. the microscope to the understanding of cells.  Recognise the contributions of various people (e.g. Robert Hooke and 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.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Cell membrane  Plan and conduct scientific  Properties and functions  Use the fluid mosaic model to  Construct a model to represent the investigations in the area of cellular explain the properties and functions structure of cell membrane (e.g. structures and functions. of cell membrane. using tank and ping-pong balls).  Use appropriate instruments and proper  Appreciate the uses and limitations techniques for carrying out practical of scientific models. work (e.g. preparation of temporary mounts and microscopic examination). Sub-cellular structures and their  Prepare temporary mounts of  Prepare temporary mounts of animal  Make careful observations and accurate functions specimens for examination, and and plant tissues for examination records (e.g. examine prepared slides or  Nucleus and chromosomes, make observations and drawings under a light microscope. temporary mounts of tissues and make endoplasmic reticulum, under a light microscope.  Discuss the variations of the number biological drawings). mitochondrion, chloroplast, cell  Identify cell organelles as seen under of mitochondria in different tissues wall and vacuole light and electron microscopes. and cell types.  Be aware of the applications of  Compare the cellular organisation of biological knowledge of cells in society. animal and plant cells.  Be aware of the dynamic nature of Prokaryotic cells (e.g. bacterial cells)  Compare the sub-cellular  Examine electron micrographs or biological knowledge (e.g. the and eukaryotic cells organisation of prokaryotic and live cell images of prokaryotic, understanding of cell membrane and eukaryotic cells. eukaryotic cells and sub-cellular sub-cellular organelles). structures.  Be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. fluid mosaic model of cell membrane structure).

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology c. Movement of substances across membrane Diffusion2, osmosis and active  Account for the movement of  Perform practical work to study  Make careful observations and accurate transport3 substances across membrane using osmosis at cellular, tissue or organ records (e.g. examine prepared slides or the concepts of diffusion, osmosis levels. temporary mounts of tissues and make and active transport.  Examine live cell images of the biological drawings).  Apply the concept of osmosis to processes involved in the movement  Identify and explain the importance of explain plasmolysis and haemolysis. of substances across membrane. control variables in scientific investigations (e.g. the study of Occurrence of phagocytosis in cells osmosis).

d. Cell cycle and division Stages of cell cycle4  Recognise the various stages of cell  Cell growth, nuclear division and cycle. cytoplasmic division  Understand the importance of cell  Make careful observations and accurate division in growth and reproduction. records (e.g. examine prepared slides and make biological drawings). Nuclear division  Outline and compare the processes  Observe and identify the different  Recognise that the development of  Mitosis of mitosis and meiosis. stages of mitosis and meiosis, using microscopic technology and imaging  Meiosis5 prepared slides, photomicrographs or technology may lead to the live cell images. advancement of biological knowledge.

2 The learning and assessment focus is confined to simple diffusion. 3 Detailed mechanism of active transport is not the learning and assessment focus. 4 Details of cell cycle are not the learning and assessment focus. 5 Crossing over is a feature of meiosis.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology e. Cellular energetics Metabolism: catabolism and anabolism  Occurrence of catabolic and  Distinguish between catabolic and anabolic processes in cells anabolic processes.

Enzymes and enzymatic reactions  Properties and roles of enzyme  Recognise the properties of enzyme  Perform practical work to  Identify and explain the importance of and its roles in metabolism. demonstrate the breaking down or control variables in scientific  Active site and specificity  Explain enzyme specificity in terms building up action of enzymes. investigations (e.g. the study of of active site.  Design and perform investigations to enzymatic activities).  Factors (temperature, pH and  Explain the effects of factors on the study the effects of temperature, pH inhibitors) affecting the rate of rate of enzymatic reactions. or inhibitors on the activities of enzymatic reactions6 enzymes, and to find out some  Application of enzyme in everyday commercial applications of enzymes  Be aware of the applications of life (e.g. bioactive washing powder and biological knowledge of enzymes in meat tenderiser). society.

Photosynthesis  Site of photosynthesis  Understand the significance of  Examine the morphology and the  Leaves and chloroplasts photosynthesis. internal structure of leaves, and the  Requirements for photosynthesis  Relate the structures of leaves and photomicrographs or live cell images  Identify and explain the importance of  light, carbon dioxide, water and chloroplasts to their functions in of chloroplasts. control variables in scientific chlorophyll photosynthesis.  Perform practical work to identify investigations (e.g. the study of the photosynthetic products. photosynthesis).

6 Modes and mechanism of enzyme inhibition are not the learning and assessment focus.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Photochemical reactions  Outline the major steps of  Design and perform investigations to  Recognise that the development of  light absorption7 photochemical reactions and carbon study the effects of environmental microscopic technology and imaging  photolysis of water for the fixation. factors (e.g. light intensity and technology may lead to the generation of NADPH carbon dioxide concentration) on the advancement of biological knowledge.  generation of ATP rate of photosynthesis.  Carbon fixation: Calvin cycle8  Understand the dependence of  Interpret, analyse and evaluate data  Recognise the contributions of various  Carbon dioxide fixation and carbon fixation to the photochemical relating to investigations on people (e.g. Melvin Calvin) to formation of 3-C compound reaction. photosynthesis. developments in biology.  Reduction of 3-C compound  Search for information to compare  Be aware of the dynamic nature of leading to the formation of the photosynthetic rates and biological knowledge (e.g. the glucose productivities in different climatic understanding of cellular processes).  Regeneration of carbon dioxide areas, and to understand scientists’ acceptor work related to photosynthesis.  Conversions of photosynthetic  Conduct a project on how a products into other biomolecules greenhouse works in enhancing plant  Factors (light intensity and carbon  Explain the effects of environmental growth. dioxide concentration) affecting the factors on the rate of photosynthesis.  Use animations to study the rate of photosynthesis processes of photosynthesis.

7 Photosystem is not the learning and assessment focus. 8 The following contents are not the learning and assessment focus: detailed biochemical reactions, names and structural formula of the intermediate biomolecules, concept of oxidation number.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Respiration9  Sites of respiration  Understand the significance of  Examine the photomicrographs or  Identify and explain the importance of  Cytoplasm and mitochondrion respiration. live cell images of mitochondria. control variables in scientific  State the role of ATP in energy investigations (e.g. the study of  Glycolysis transfer. respiration).  Breakdown of glucose to 3-C  Outline the major steps of glycolysis, compound (triose phosphate) aerobic and anaerobic pathways.  Recognise that the development of  Oxidation of triose phosphate to microscopic technology and imaging pyruvate technology may lead to the  Production of NADH and ATP advancement of biological knowledge.  Design and perform investigations to  Be aware of the applications of  Aerobic pathway study aerobic and anaerobic biological knowledge of cells and  Conversion of pyruvate to respiration in organisms. molecules of life in society. acetyl-CoA  Interpret, analyse and evaluate data  Outline of Krebs cycle relating to investigations on  Recognise the contributions of various . Combination of acetyl-CoA respiration. people (e.g. Sir Hans Krebs) to with a 4-C compound to  Discuss the application of anaerobic developments in biology. form a 6-C compound respiration in the food industry. . Regeneration of 4-C  Search for information to understand compound with the release scientists’ work related to cellular of carbon dioxide respiration. . Production of NADH, FADH  Use animations to study the and ATP processes of respiration.

9 The following contents are not the learning and assessment focus: detailed biochemical reactions, names and structural formula of the biomolecules, concept of oxidation number.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Oxidative phosphorylation10 . Regeneration of NAD and FAD . Formation of ATP

 Anaerobic pathway  Be aware of the occurrence of  Formation of lactic acid in anaerobic respiration during muscle cell exercise.  Formation of ethanol and carbon  Distinguish between aerobic and dioxide in yeast anaerobic respiration.  Be aware of the interconversions of  Industrial applications of anaerobic biomolecules through biochemical respiration pathways.  Compare the processes of respiration and photosynthesis.

10 Oxygen as the final acceptor of hydrogen should be mentioned.

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COMPULSORY PART II. Genetics and Evolution

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology a. Basic genetics Mendel’s laws of inheritance  Understand the law of segregation  Read articles about how Gregor  Make careful observations and accurate and law of independent assortment. Mendel contributed to the study of records.  Apply Mendel’s laws of inheritance genetics.  Use diagrams and physical models as to solve genetic problems2.  Use computer simulations and other visual representations of phenomena materials (e.g. genetic corn) to study and relationships arising from the data Inheritance in humans1  Understand the inheritance of ABO patterns of inheritance. (e.g. genetic diagrams).  Multiple alleles: ABO blood groups blood groups and sex-linked traits.  Sex linkage  Recognise the role of sex  Be aware of the application of  Sex determination chromosomes in sex determination knowledge of basic genetics in society of humans. and its social, ethical and economic implications.

 Recognise the contributions of various people (e.g. Gregor Mendel) to the understanding of genetics and evolution.  Be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. Mendel’s work).

1 Codominance, incomplete dominance and linkage are not the learning and assessment focus. 2 The learning and assessment focus is confined to solving genetic problems involving monohybrid cross.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Pedigree analysis  Analyse pedigree to study the  Construct and/or analyse a pedigree  Classify, collate and display both first inheritance of characteristics. of the inheritance of some human and second hand data (e.g. construct a traits (e.g. haemophilia, tongue pedigree of the inheritance of some rolling and ear lobes). human traits).

Variations in characteristics  Continuous variation  Observe and analyse variations in  Make careful observations and accurate  Discontinuous variation humans (e.g. height and tongue records (e.g. observe variations in  Causes of variation  Explain the causes of different types rolling). humans).  hereditary information of variations in characteristics.  environmental factors  mutation

b. Molecular genetics Chromosomes, genes and nucleic acids  Describe the structural and  Construct models of DNA and RNA.  Use diagrams and physical models as functional relationships of  Read about the work of some visual representations of phenomena chromosomes, genes and nucleic biologists (e.g. James Watson and and relationships arising from the data Gene expression and protein synthesis acids. Francis Crick) in the discovery of (e.g. DNA model).  transcription3 and translation4  Outline the process of protein DNA. synthesis.  Be aware of the application of knowledge of molecular genetics in society and its social, ethical and economic implications.

3 Detailed process of transcription is not the learning and assessment focus. Limit to the concepts of template strand and base pairing. 4 Detailed process of translation is not the learning and assessment focus. Limit to the concepts of codon and anticodon.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Mutation  Be aware of the dynamic nature of  Chromosome mutation (e.g. Down  Distinguish between chromosome  Examine photomicrographs of biological knowledge (e.g. from basic syndrome) and gene mutation and gene mutation. karyotypes of chromosome mutation. genetics to molecular genetics). (e.g. Sickle-cell anaemia)  Search for information on the  Recognise the contributions of various  Spontaneous and induced mutation sources of mutagenic agents and people (e.g. James Watson, and Francis  Causes of mutation (e.g. radiation their effects on human health. Crick) to the understanding of genetics. and chemical)

Biotechnology  Recombinant DNA technology5  Recognise the applications of  Use audiovisual materials to  Use appropriate instruments and proper  DNA fingerprinting6 recombinant DNA technology and illustrate the processes of techniques for carrying out practical DNA fingerprinting. recombinant DNA technology and work on molecular genetics (e.g. DNA  Human Genome Project (HGP) and  Recognise the contributions and DNA fingerprinting. extraction and gel-electrophoresis). its implications limitations of the data obtained from  Perform practical work to extract the HGP. DNA from living tissues (e.g. onion  Be aware that societal needs have led to  Appreciate the joint efforts of tissues), and to separate DNA technological advances (e.g. scientists in international genomics fragments by gel-electrophoresis. recombinant DNA technology and DNA projects.  Search for information on the use of fingerprinting). DNA fingerprinting in forensic  Appreciate the contribution of the science. Human Genome Project (HGP) and the  Make a chart or create a timeline of application of biotechnology to humans the discoveries that have arisen from and society. the HGP.

5 Detailed mechanism of recombinant DNA technology is not the learning and assessment focus. Recombinant DNA technology involves restriction and ligation. 6 Detailed mechanism of DNA fingerprinting is not the learning and assessment focus.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  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.

 Appreciate the advancement of the study of genetics from traditional breeding experiments to molecular experimentation and analysis. c. Biodiversity and evolution Diversity of life forms  Appreciate the existence of various  Visit a herbarium, country park or  Make careful observations and accurate life forms in the world, and the special area (e.g. Lions Nature records (e.g. observe distinguishing different ways through which Education Centre, and Tai Po Kau features for identifying organisms). organisms adapt to their habitats. Nature Reserve).  Use specimens, audiovisual  Appreciate the role of science and Classification of organisms  Be aware that modern classification materials, games, etc. to study the technology in understanding the  Need for classification is based on the phylogenetic diversity of organisms, and their complexity of life forms and their relationships of organisms. ways of life. genetics.  Recognise the use of classification  Classify organisms into major systems and binomial nomenclature. categories according to a  Construct and use dichotomous keys classification system. to identify unknown organisms.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Classification approaches proposed  Classify organisms into six  Search for information on other  Be aware of the dynamic nature of by Carl Woese kingdoms. classification systems, and binomial biological knowledge (e.g. the  Six kingdoms (Eubacteria,  Appreciate that classification naming of some organisms. development of classification systems). Archaebacteria, Protista, Fungi, systems are subject to change when  Construct and use dichotomous keys Plantae and Animalia) new evidence appears. to identify organisms from a local  Three domains (Bacteria, habitat. Archaea and Eukarya)  Read about the work of Carl Linnaeus and his system of naming organisms.  Discuss the advantages and limitations of different classification systems, and why the classification of some organisms has been changed over time.

Origins of life  Appreciate that there are various  Read article about the Miller-Urey  Formulate and revise scientific explanations for the origins of life. experiment. explanations and models using logic and evidence (e.g. use of fossil records as evidence for evolution).  Understand how science has been influenced by societies (e.g. various views on the origins of life and evolution).

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Evolution  Recognise the contributions of various  Origin of species  Read about the work of some people (e.g. Charles Darwin, Sir Alfred  Speciation  Relate speciation to evolution. biologists (e.g. Jean Baptiste Russel Wallace and Jean Baptiste  genetic variation Lamarck, Charles Darwin and Sir Lamarck) to the understanding of  isolation7 Alfred Russel Wallace) on evolution. evolution.  Mechanism of evolution  Outline the mechanism of evolution.  natural selection

 Evidence of evolution (e.g. fossil  Be aware of the limitations of using  Use computer simulations or other record) fossil record as evidence of simulations to model natural evolution, and the presence of other selection. evidence.

7 Details of different types of isolation are not the learning and assessment focus.

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COMPULSORY PART III. Organisms and Environment

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology a. Essential life processes in plants  Make careful observations and accurate Nutrition in plants records (e.g. examine prepared slides or  Plants as autotrophs  Appreciate the significance of plants temporary mounts of roots, stems and as autotrophs. leaves, and make biological drawings).  Photosynthesis*  Ask relevant questions, identify problems and formulate hypotheses for  Need for minerals1  Explain the need for minerals in  Design and perform investigations to investigations related to life processes. plants. study the effects of different minerals  Plan, conduct and write reports on on plant growth using potted plants. scientific investigations in areas of life processes.  Absorption of water and minerals  Relate the structure of roots to their  Examine the structure of the root of  Identify and explain the importance of functions in water absorption. young seedlings using live control variables in scientific specimens or prepared slides. investigations (e.g. the study of the Gas exchange in plants effects of different minerals on plant  Occurrence of gas exchange in  Relate the features of leaves to gas  Design and perform investigations to growth). different parts of plant exchange and prevention of water study the effects of light intensity on  Use appropriate instruments and proper  Gas exchange in leaves loss. gas exchange in land or water plants techniques for carrying out practical  Explain the effects of light intensity using hydrogencarbonate indicator work (e.g. preparation of temporary on gas exchange in plants. solution or data loggers. mounts and microscopic examinations).

* Refer to Photosynthesis in topic I Cells and Molecules of Life. 1 Using nitrogen, phosphorus and magnesium as examples.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Design and perform investigation to  Analyse ways in which scientific and Transpiration compare the distribution of stomata technological advancement (e.g.  Process2 and significance  Make connections between on both sides of a leaf. computing technology and image transpiration, absorption and analysing technology) have enhanced transport of water, and cooling of  Perform practical work to our understanding of complex life plants. demonstrate the occurrence of processes. transpiration, and to trace the uptake of water in herbaceous plant using  Understand that science is a human  Factors (humidity, light intensity  Explain the effects of environmental eosin solution. endeavour through the study of essential and wind) affecting the rate of factors on the rate of transpiration. life processes of plants and interactions transpiration  Design and perform investigations to with our environment. study the effects of environmental  Be aware that biological knowledge and factors on the rate of transpiration theories are developed through Transport of substances in plants using potometer. observations, hypotheses,  Transport of water3 and minerals  Describe the path of materials experimentations and analyses (e.g. the  Translocation of organic nutrients4 transport in flowering plants.  Examine the cross sections of the study of transpiration pull). leaf, stem and root of a young  Recognise the complexity of the Support in plants dicotyledonous plant using physiological processes of plants.  Cell turgidity  Compare the means of support in temporary mounts or prepared slides.  Understand the nature and limitations of  Physical nature of xylem herbaceous and woody scientific activity (e.g. investigations on dicotyledonous plants. various physiological processes).

2 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. 3 Cohesion-tension theory is not the learning and assessment focus. 4 Mass flow hypothesis of phloem transport is not the learning and assessment focus.

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b. Essential life processes in animals  Ask relevant questions, identify Nutrition in humans problems and formulate hypotheses for  Humans as heterotrophs investigations related to life processes.  Food requirements and functions of  Explain the effect of age, activity  Perform practical work to identify  Plan, conduct and write reports on different food substances and pregnancy on dietary composition in some common scientific investigations in areas of life  Carbohydrates requirements. foodstuffs. processes.  Lipids  Design and perform investigation to  Identify and explain the importance of  Proteins compare the amount of vitamin C in control variables in scientific  Vitamins different fruits and vegetables. investigations (e.g. the study of the  Minerals (e.g. calcium and iron) action of digestive enzymes).  Dietary fibre  Use appropriate instruments and proper  Balanced diet  Relate health problems to improper techniques for carrying out practical  Ingestion diet. work (e.g. food tests and dissection).  Dentition  Mastication  Evaluate the impact of the application of  Digestion  Explain the significance of  Examine the alimentary canal and its biology to human activities (e.g. dietary  General plan of the digestive mechanical and chemical digestion. associated glands of a dissected requirement). system mammal or a human torso.  Be aware of the application of  Digestion of carbohydrates,  Understand the digestion and  Perform practical work to biological knowledge (e.g. balanced proteins and lipids in various absorption processes in various parts demonstrate the effect of bile salt on diet) in society. parts of the alimentary canal of the alimentary canal. oil.  Absorption and assimilation  Illustrate the adaptive features of the  Design and perform investigations to  Understand that science is a human  Structural adaptation of small small intestine for food absorption. study the action of digestive endeavour through the study of essential intestine for food absorption  Describe the routes of the transport enzymes (e.g. amylase on starch-agar life processes of animals and  Role of liver of absorbed food and their fates in plate, protease on milk-agar plate or interactions with our environment.  Fate of absorbed food cells and tissues. egg white).  Recognise the complexity of the physiological processes of animals.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Egestion  Perform practical work to simulate  Understand the nature and limitations of digestion and absorption in the scientific activity (e.g. investigations on alimentary canal using dialysis various physiological processes). tubing. Gas exchange in humans  General plan of the breathing  Relate the structure of various parts  Examine the breathing system of a  Make careful observations and accurate system of the breathing system to gas dissected mammal or a human torso. records (e.g. examine prepared slides exchange.  Examine a pig’s lungs. and make biological drawings).  Use appropriate instruments and proper  Gas exchange in air sacs  Understand the exchange of  Examine the structure of air sacs techniques for carrying out practical  Routes of transport of respiratory respiratory gases between the body using prepared slide or work (e.g. microscopic examinations gases cells and the external environment. photomicrograph. and dissections).  Perform practical work to compare  Mechanism of ventilation the differences in composition between inhaled and exhaled air.

Transport of substances in humans  General plan of the circulatory  Relate the structure of various  Perform dissection of a pig’s heart  Make careful observations and accurate system and lymphatic system components of the circulatory system and examine its structures. records (e.g. examine prepared slides and  Composition and functions of and lymphatic system to transport.  Examine the capillary flow in a fish’s make biological drawings). blood, tissue fluid and lymph tail fin or frog’s web.  Use appropriate instruments and proper  Exchange of materials between  Describe the exchange of materials  Examine the structure of arteries and techniques for carrying out practical blood and body cells and the formation of tissue fluid. veins, and the components of blood work (e.g. microscopic examinations and  Formation of tissue fluid using prepared slides or dissections). photomicrographs.

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Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology c. Reproduction, growth and development Asexual reproduction  Discuss the significance of asexual  Make careful observations and accurate  Binary fission in bacteria and sexual reproduction.  Examine photomicrographs, video records (e.g. examine photomicrographs clips or live cell images of binary and make biological drawings). fission of bacteria.  Use appropriate instruments and proper  Vegetative propagation in  Outline with an example, the process  Cultivate and examine any techniques for carrying out practical flowering plants of vegetative propagation in vegetative propagation organ of work (e.g. microscopic examinations). flowering plants. flowering plants. Sexual reproduction in flowering plants  Floral parts  Relate the structure of various floral  Examine the adaptive features of parts to reproduction. insect-pollinated and wind-pollinated  Pollination  Understand the importance of flowers. pollination.  Compare the adaptive features of insect-pollinated flowers and wind- pollinated flowers.  Fertilisation  Outline the process of fertilisation  Significance of seed and fruit leading to the formation of seed and dispersal fruit.

18 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Reproduction in humans  General plan of the male and  Relate the structure of various parts  Examine the male and female  Make careful observations and accurate female reproductive systems of the reproductive systems to their reproductive systems of dissected records (e.g. examine photomicrographs functions. mammals or a human torso. and make biological drawings).  Structure of sperm and ovum  Recognise the roles of sperm and  Examine photomicrographs, video ovum in sexual reproduction. clips or live cell images of sperms  Evaluate the impact of the application of  Menstrual cycle5 and ova. biology to human activities (e.g. birth  Cyclic changes in uterine lining control).  Ovulation  Analyse ways in which scientific and technological advancement (e.g.  Fertilisation  Describe the transfer of semen  Use audiovisual materials to study computing technology and image during sexual intercourse and the the process of fertilisation. analysing technology) have enhanced process of fertilisation. our understanding of complex life  Development of embryo and foetus  Relate the structure of the placenta to  Examine photos or video clips taken processes.  Placenta its role in the development of foetus. by ultrasound showing different  Be aware of the application of stages of foetal development. biological knowledge (e.g. birth control)  Identical twins and fraternal  Discuss the harmful effects of in society and its social, ethical, twins drinking and smoking habits of a economic and environmental pregnant woman on the development implications.  Birth process of the foetus.  Recognise the significance of  Parental care parental care and the advantages of breast-feeding.

5 Hormonal control of menstrual cycle is included in elective topic V Human Physiology: Regulation and Control.

19 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Birth control  Understand the biological basis of  Search for information on the various methods of birth control. effectiveness and possible side effects of various birth control methods, in vitro fertilisation and termination of pregnancy. Growth and development  Concepts of growth and  Ask relevant questions, identify development problems and formulate hypotheses for  Germination of seed and its  Design and perform investigations to investigations related to life processes. development into a new plant study seed germination and the  Plan, conduct and write reports on  Stages of growth in annual plants  Identify the different stages of growth of young seedlings. scientific investigations in areas of life and humans growth from growth curves of plants processes.  Growth curves and humans.  Identify and explain the importance of control variables in scientific  Measurement of growth in plants  Discuss the advantages and investigations. and humans disadvantages of using various  Growth parameters (e.g. weight, parameters to measure growth. height and area)

20 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology d. Coordination and response Stimuli, receptors and responses  Understand the roles of sense organs  Use appropriate instruments and proper  Light as stimulus: the human eye and receptors in detecting changes in  Examine model of the human eye. techniques for carrying out practical  Major parts of the eye the environment.  Perform dissection of an ox’s eye work (e.g. dissections).  Rod cells and cone cells  Relate the structure of major parts of and examine its structures.  Ask relevant questions, identify  Colour vision the eye to vision. problems and formulate hypotheses for  Eye accommodation investigations related to life processes.  Eye defects (long sight, short  Explain the causes of eye defects.  Search for information on how  Plan, conduct and write reports on sight and colour blindness)  Describe how long sight and short modern technology helps in scientific investigations in areas of life sight are corrected with glasses. rectifying eye defects (e.g. short/long processes.  Be aware of the surgical methods for sight, astigmatism, cataract or  Identify and explain the importance of eyesight correction. glaucoma). control variables in scientific investigations.

 Light as stimulus: phototropic  Recognise the significance of  Design and perform investigations  Be aware that biological knowledge and response in plants phototropism. on the phototropic responses of roots theories are developed through  Responses of root and shoot  Understand the mechanism of and shoots. observations, hypotheses,  Role of auxins phototropic responses in root and experimentations and analyses (e.g. the shoot. study of tropism).

 Sound as stimulus: the human ear6  Relate the structure of major parts of  Examine model of the human ear.  Major parts of the ear the ear to hearing.

6 Mechanism of hearing is not the learning and assessment focus.

21 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Nervous coordination in humans  General plan of the nervous system  Central nervous system  Recognise the role of the central  Examine model of the human brain.  Analyse ways in which scientific and  Functions of main parts of the nervous system. technological advancement (e.g. brain: cerebrum, cerebellum and computing technology and image medulla oblongata analysing technology) have enhanced our  Functions of spinal cord understanding of complex life processes.  Neurone: sensory neurone,  Distinguish different types of interneurone and motor neurone neurones in terms of structure and  Recognise the complexity of the function. physiological processes in humans.  Synapse7  Describe the transmission of nerve  Understand the nature and limitations of impulses across a synapse. scientific activity (e.g. investigations on various physiological processes).  Reflex arc and reflex action  Compare the nature of reflexes and  Perform practical work of a reflex  Voluntary actions voluntary actions with examples. action (e.g. knee jerk reflex).

Hormonal coordination in humans  Nature of hormonal coordination  Understand the nature of hormonal  Recognise the complexity of the  General plan of the endocrine coordination. physiological processes in humans. system  Use an example to illustrate hormone mediated response.  Compare hormonal and nervous coordination.

7 Specific names of neurotransmitters are not the learning and assessment focus.

22 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Movement in humans  Components of the musculo-  Understand the roles of different  Examine model of the human arm.  Be aware that biological knowledge and skeletal system8: skeleton, muscles, components of the musculo-skeletal theories are developed through joints, tendons and ligaments system. observations, hypotheses,  Joints: hinge joints (e.g. experimentations and analyses. elbow/knee) and ball-and-socket  Compare the degree of movement joints (e.g. shoulder/hip) between hinge joints and ball-and- socket joints.  Action of opposing muscle pairs  Initiation of muscle contraction by nerve impulse  Describe how a nerve impulse  Perform practical work to observe transmits across the neuromuscular the contraction of teased muscle junction leading to muscle from the leg of a pithed frog. contraction.

 Explain coordination in terms of stimulus, receptor, coordination system, effector and response. e. Homeostasis Concept of homeostasis  Appreciate that the internal  Importance of homeostasis environment of the human body is  Construct a flow chart to illustrate  Recognise the complexity of the  Feedback mechanism9 maintained by the nervous system the feedback mechanism. physiological processes in humans. and the endocrine system.

8 Types of lever system are not the learning and assessment focus. 9 The learning and assessment focus is confined to negative feedback mechanism.

23 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Parameters of the internal environment  Glucose level and gas content in blood, water content and body temperature

Regulation of blood glucose level  Roles of liver, pancreas, insulin and  Explain the principle of feedback  Search for information about the glucagon mechanism with reference to the physiological consequences of regulation of blood glucose level. hormonal imbalance (e.g. insulin) and the remedies, especially through modern advances in science and technology. f. Ecosystems Levels of organisation  Be aware that organisms and their  Recognise the complexity of the  Species, population, community, environment are studied at different environment. ecosystem, biome and biosphere levels of organisation.

Major ecosystem types  Appreciate the existence of a variety  Visit nature reserves, country parks,  Freshwater stream, rocky shore, of ecosystems in the local marine parks, field study centres and mangrove, grassland and woodland environment. other local habitats.

24 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Components of an ecosystem  Abiotic factors  Identify the abiotic factors of a  Understand that science is a human  Biotic community habitat and explain their effects. endeavour through the study of essential  Niche and habitat life processes of animals and  Species diversity and dominant interactions with our environment. species  Relationships between  Describe the different types of  Use live or audiovisual materials to organisms relationships between organisms in a show the relationships of organisms . Predation, competition, habitat. in an ecosystem. commensalism, mutualism and parasitism  Ecological succession  Outline the process of ecological . Primary and secondary succession. succession . Climax community Functioning of an ecosystem  Energy flow  Use food chains, food webs,  Construct and interpret food chains,  Use diagrams, graphs, flow charts and  Source of energy pyramids of numbers and biomass to food webs, and pyramids of numbers physical models as visual  Energy flow between different represent the feeding relationships of and biomass. representations of phenomena and trophic levels organisms and energy flow between relationships arising from the data (e.g.  Feeding relationships of different trophic levels. use food chains, food webs, and organisms  Understand the efficiency of energy pyramid of numbers to represent transfer in an ecosystem. relationships between organisms in  Materials cycling  Understand the cycling of materials ecosystems and distribution of  Carbon and nitrogen cycles in an ecosystem. organisms).

25 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Roles of producers, consumers and  Be aware of the interactions between decomposers in energy flow and the biotic community and the abiotic materials cycling factors of an ecosystem.

Conservation of ecosystem  Impacts of human activities  Recognise the need for conservation.  Evaluate the impact of the application of biology to human activities (e.g. pollution control).  Develop sensitivity and responsibility in striking a balance between the needs of humans and a sustainable environment.  Be aware of the application of biological knowledge (e.g. sewage treatment) in society and its social, ethical, economic and environmental implications.

Study of a local habitat  Conduct and report an ecological  Conduct an ecological study of a  Ask relevant questions, identify  Distribution and abundance of study of a local habitat. local habitat (e.g. freshwater stream problems and formulate hypotheses for organisms and rocky shore). investigations related to ecosystems.  Sampling methods  Plan, conduct and write reports on . Quadrats scientific investigations of ecosystems. . Line and belt transects  Select and design appropriate methods  Measurement of abiotic factors of investigations for specific purposes (e.g. light intensity, pH, wind,

26 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology temperature, oxygen, humidity and (e.g. use transects and quadrats to salinity) collect samples in field studies).  Explain why sample size, random sampling, replicates and repeat procedures are important in scientific investigations (e.g. field studies).  Use appropriate instruments and proper techniques for carrying out practical work (e.g. field study techniques).

 Be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. field ecology).  Understand the nature and limitations of scientific activity (e.g. investigations on ecosystems).

27 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

COMPULSORY PART IV. Health and Diseases

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Activities Scientific Inquiry STSE Connections Nature and History of Biology a. Personal health Meaning of health  Recognise the meaning of health.  Be aware of the application of biological knowledge in maintaining a healthy community and its social, ethical, economic and environmental implications. b. Diseases  Understand the concept of disease.  Make careful observations and accurate Types of diseases records (e.g. examine prepared slides or  Infectious diseases  Distinguish between infectious and photomicrographs of pathogens and  Non-infectious diseases non-infectious diseases. make biological drawings).  Identify questions and carry out Infectious diseases (e.g. Cholera,  Understand how infectious diseases  Conduct a project on infectious appropriate studies to understand dengue fever, hepatitis B, influenza and are transmitted. diseases (e.g. Cholera, dengue fever, various infectious and non-infectious tuberculosis) hepatitis B, influenza and diseases in our society. tuberculosis) with reference to their  Classify, collate and display both first ways of transmission, symptoms, and second hand data (e.g. collect treatments and ways of prevention. information from the Centre for Health Protection or the Internet).  Causes  Discuss how to reduce the spread of  Examine photomicrographs,  Understand that the process of scientific some common infectious diseases. prepared slides or live cell images of investigations includes analysing  Ways of transmission some pathogens (e.g. viruses, evidence and providing explanations  Water, air, droplets, food, body bacteria, fungi and protists). based upon scientific theories and fluids, vector and direct contact

28 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Activities Scientific Inquiry STSE Connections Nature and History of Biology  Treatment  Be aware of the various ways of  Read stories about how scientists concepts (e.g. treatment and prevention  Antibiotics disease treatment. (e.g. Sir Alexander Fleming, Ernst of infectious diseases). . Action of antibiotics  Discuss the consequences of Boris Chain and Sir Howard Florey) . Indiscriminate use indiscriminate use of antibiotics. contributed to the discovery and  Be aware of the application of  Other drugs1 (e.g. sulpha drugs) development of penicillin. biological knowledge in maintaining a  Use audiovisual materials to healthy community and its social, illustrate the effects of antibiotic ethical, economic and environmental discs on a bacterial lawn. implications. Non-infectious diseases  Discuss the causal relationships  Conduct a study on the incidence of  Analyse ways in which societal needs  Cancer between the incidence of various liver cancer and lung cancer in have led to technological advances (e.g. non-infectious diseases and certain relation to lifestyles. treatment and prevention of diseases). lifestyles.  Conduct a project on the incidences  Appreciate how modern technological of various types of cancer in Hong advances and scientific discoveries Kong. contribute to the detection, diagnosis,  Design a poster, leaflet or web page treatment, prevention and monitoring of to advise how to reduce the chances diseases (e.g. cancer and tuberculosis). of developing one form of cancer.  Be aware of personal responsibility in  Cardiovascular diseases (e.g.  Suggest ways to reduce the incidence preventing disease transmission. coronary heart disease) of cardiovascular diseases.  Diabetes  Search for information on the types,  Appreciate the contributions of various  Forms of diabetes (insulin-  Outline the biological principles in symptoms, risk factors, diagnosis, people in advancing the application of dependent diabetes and non- the control of insulin-dependent management and control of diabetes. biology (e.g. the development of insulin-dependent diabetes) diabetes. vaccines and the discovery of  Control of diabetes antibiotics).

1 Specific example and action of drugs are not the learning and assessment focus.

29 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Activities Scientific Inquiry STSE Connections Nature and History of Biology  Be aware that biological knowledge and Prevention of diseases  Read stories about how scientists theories related to the prevention and  Vaccination: principle of  Outline the principle of vaccination (e.g. Edward Jenner, Louis Pasteur control of diseases are developed vaccination and evaluate the advantages and and Jonas Salk) contributed to the through observations, hypotheses, risks of its application. development of vaccination. experimentations and analyses.  Search for information on the  Understand the nature and limitations of  Immunisation programme relation of immunisation scientific activity (e.g. the causes and programmes to the control of transmission of some diseases are not infectious diseases (e.g. whooping yet known). cough and tuberculosis), and the  Healthy lifestyle major outbreaks of infectious diseases in Hong Kong.  Community health  Be aware of personal responsibility  Study a personal immunisation in preventing disease transmission record to find out the types of and the importance of community diseases that are covered by the local health. immunisation programme. c. Body defence mechanisms Non-specific defence mechanisms  Understand the non-specific and  Examine prepared slides or models  Understand that the process of scientific  Skin, mucus and other secretions, specific defence mechanisms. to identify features of mammalian investigations includes analysing cilia, phagocytes, blood clotting skin that are related to body defence. evidence and providing explanations and inflammatory responses  Use audiovisual materials, prepared based upon scientific theories and slides, photomicrographs or live cell concepts (e.g. body defence images to observe phagocytes and mechanisms). lymphocytes.

30 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Activities Scientific Inquiry STSE Connections Nature and History of Biology

Specific defence mechanism  Be aware of the dynamic nature of  Immune response  Outline the principles of immune  Use audiovisual materials or biological knowledge related to body  Antigen and antibody response. animations to demonstrate the defence mechanism and diseases, and  Lymphocytes (B and T cells) production of antibodies in response understand that science is a human to an antigen, and the antigen- endeavour. antibody reactions.

 Primary and secondary responses  Compare primary and secondary responses.

 Active and passive immunity  Distinguish between active and  Discuss why breast feeding may passive immunity. confer passive immunity on a child.

31 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

ELECTIVE PART V. Human Physiology: Regulation and Control

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology a. Regulation of water content  Ask relevant questions, identify (osmoregulation) problems and formulate hypotheses for Importance of regulation of water investigations related to nervous and content hormonal control of the human body.  Be aware of the significance of Regulation of water content knowledge in human physiology to  General plan of the urinary system  Recognise the excretory function of  Examine a dissected mammalian improve the quality of life and maintain the kidney. kidney or a kidney model. a healthy community.  Examine the urinary system of a  Be aware that societal needs have led to dissected mammal or a human torso. technological advances (e.g. dialysis  Structure and function of nephron  Relate the structure of nephron to its machines). function in regulation of water  Appreciate the role of science and content. technology in understanding the human  Processes in urine formation1 body.  Ultrafiltration  Be aware of the dynamic nature of  Reabsorption biological knowledge in human  Action of antidiuretic hormone  Understand the action of ADH. physiology, and understand that science (ADH) is a human endeavour.  Biological principles of the dialysis  Be aware that biological knowledge and machine (kidney machine) theories are developed through observations, hypotheses, experimentations and analyses.

1 Countercurrent multiplier is not the learning and assessment focus.

32 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology b. Regulation of body temperature  Ask relevant questions, identify Importance of body temperature  Search for information on human problems and formulate hypotheses for regulation physiological conditions under investigations related to nervous and extreme hot and cold environments. hormonal control of the human body.  Make careful observations and accurate Mechanisms of temperature regulation  Understand the structural,  Construct a concept map to show the records. physiological and behavioural mechanism of temperature mechanisms of body temperature regulation.  Appreciate the role of science and  Skin regulation.  Examine prepared slides or technology in understanding the human  Regulatory centre (hypothalamus) photomicrographs to identify body.  Circulation features of mammalian skin that are  Hormone (thyroxine) related to temperature regulation.  Be aware of the dynamic nature of  Muscle biological knowledge in human  Behavioural methods physiology, and understand that science is a human endeavour.  Be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses. c. Regulation of gas content in blood  Ask relevant questions, identify Importance of regulation of gas content problems and formulate hypotheses for in blood investigations related to nervous and hormonal control of the human body. Control of rate and depth of breathing  Understand the control mechanism  Plan, conduct and write a report on a  Nervous control of breathing. scientific investigation (e.g. study the

33 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Respiratory centre and change in heart rate and breathing rate chemoreceptors before and after exercise).  Effects of carbon dioxide  Use appropriate instruments and proper concentration in blood techniques for carrying out practical Control of cardiac output work (e.g. measuring breathing rate and  Heart rate and stroke volume heart rate).  Pacemaker and cardiac cycle  Outline the major events during the  Make careful observations and accurate cardiac cycle. records.  Nervous control  Understand the nervous and  Vagus nerve and sympathetic hormonal control of cardiac output.  Appreciate the role of science and nerves technology in understanding the human  Hormonal control body.  Adrenaline

Effects of exercise  Explain how the gas content in blood  Design and perform investigations to  Be aware of the dynamic nature of  Rate and depth of breathing is regulated during and after study the changes in heart rate and biological knowledge in human  Oxygen debt exercise. breathing before and after exercise physiology, and understand that science  Cardiac output using data loggers or other methods. is a human endeavour.  Be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses.

34 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology d. Hormonal control of reproductive  Ask relevant questions, identify cycle problems and formulate hypotheses for Interaction of hormones in the  Understand the significance of  Interpret graphs showing the investigations related to nervous and menstrual cycle hormonal control of the menstrual fluctuation of hormones and the hormonal control of the human body. cycle. changes of the uterine lining of the  Classify, collate and display both first menstrual cycle. and second hand data (e.g. hormonal Use of hormones as contraceptives and  Explain how hormones can be used  Conduct a project on the causes of change in the menstrual cycle). in the treatment of infertility as contraceptives and in the infertility and its treatment. treatment of infertility.  Be aware that societal needs have led to technological advances (e.g. the use of contraceptives).  Appreciate the role of science and technology in understanding the human body.

 Be aware of the dynamic nature of biological knowledge in human physiology, and understand that science is a human endeavour.  Be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses.

35 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

ELECTIVE PART VI. Applied Ecology

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology a. Human impact on the environment  Make careful observations, ask relevant Human population growth questions, identify problems and  Impact of rapid human population  Evaluate the impact and control of  Conduct a project on the effects of formulate hypotheses for investigations growth on the environment rapid human population growth. human population growth on the related to pollution.  Need for population control environment and the quality of life.  Identify and explain the importance of control variables in scientific Use of resources investigations related to pollution.  Types of resources: renewable and  Explain why sample size, random non-renewable resources sampling, replicates and repeat  Fisheries and agriculture  Recognise the impacts of procedures are important in ecological  Impacts malpractices in fisheries and investigations.  Overexploitation (e.g. in agriculture.  Classify, collate, display, analyse and fisheries) draw conclusions from both first and  Environmental degradation (e.g.  Account for the accumulation of second hand data (e.g. collect field data, chemical pollution in toxic substances along a food chain. obtain data from the Environmental agriculture) Protection Department, Agriculture, Fisheries and Conservation Department Effects of urbanisation and or the Internet). industrialisation  Land clearance and reclamation  Explain the ecological impacts of  Be aware of the application of land clearance and reclamation. ecological knowledge in society and its  Health problems related to social, ethical, economic and pollution environmental implications.

36 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology  Air pollution (e.g. respiratory  Recognise the effects of air and water  Design and perform investigations to  Analyse ways in which scientific and illnesses) pollution on the environment and study the lichen distribution as an technological advancement have  Water pollution (e.g. human health. indication of air pollution by sulphur influenced our lives, society and the gastroenteritis)  Design and perform investigation to dioxide. environment (e.g. pollution resulting study air or water pollution.  Identify areas in Hong Kong in from industrialisation and urbanisation). which air pollution is most serious, based on the available information  Be aware of the dynamic nature of from the Environmental Protection biological knowledge in ecology and Department, and discuss the possible understand that science is a human causes. endeavour.  Design and perform investigations to  Be aware that biological knowledge and compare the oxygen content of clean theories are developed through and polluted water using data loggers observations, hypotheses, or other means, and to study the experimentations and analyses (e.g. types, sources and effects of study of the impact of pollution on the pollutants on a freshwater stream or a local environment. shore habitat.  Understand the nature and limitations of scientific activity. b. Pollution control Reduce, reuse, recycle and replace  Recognise strategies for pollution  Search for information on the joint  Explain how biological knowledge is control. efforts of governments to control used in technological application for regional air pollution problems. management of the environment (e.g.  Develop action plans to reduce sewage treatment). environmental pollution.

37 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Sewage treatment  Describe the biological principles of  Visit a sewage treatment plant. sewage treatment. c. Conservation Importance of biodiversity  Understand the need for  Classify, collate, display, analyse and conservation. draw conclusions from second hand Conservation of species  Recognise measures to preserve  Discuss the conservation of an data (e.g. obtain data from the  Endangered species in Hong Kong1 biodiversity. endangered species with regard to Environmental Protection Department,  Measures to protect endangered  Be aware of the economic, population size, reasons for concern, Agriculture, Fisheries and Conservation species ecological, aesthetic and moral issues measures introduced and Department or the Internet). related to conservation. international cooperation required;  Discuss the roles of individuals and and the existing government policies government in conservation. on environmental conservation.

Conservation of habitats  Visit a conservation area in Hong  Conservation areas (e.g. Sites of Kong (e.g. Sites of Special Scientific Special Scientific Interest (SSSI), Interest (SSSI), country parks, country parks, marine parks and marine parks and the Ramsar site). the Ramsar site)  Search for information on the work  Ecological restoration of damaged on conservation done by land environmental concern groups and the government.  Debate on the dilemma between urbanisation, industrialisation and conservation.

1 Refer to the “Information on Endangered Species” of the Agriculture, Fisheries and Conservation Department (AFCD) for examples of endangered species in Hong Kong.

38 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology d. Global issues  Recognise the causes and problems  Conduct a project on the issues  Be aware of the application of ecological  Sustainable development of global issues. related to global warming and acid knowledge in society and its social,  Management of resources: fisheries  Use local examples to illustrate how rain. ethical, economic and environmental and agriculture resources are managed.  Research into some local examples implications.  Global warming which illustrate the conflicting  Develop sensitivity and responsibility in  Acid rain interests between economic striking a balance between the needs of  Eutrophication and algal boom development and environmental humans and a sustainable environment. conservation.

39 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

ELECTIVE PART VII. Microorganisms and Humans

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology a. Microbiology Viruses  Describe how a virus reproduces by  Make careful observations, ask relevant  Multiplication of viruses infecting a living cell. questions, identify problems and formulate hypotheses for investigations Diversity of microorganisms  Distinguish different groups of related to the study of microorganisms.  Representative organisms of microorganisms based on group  Plan, conduct and write a report on an Bacteria, Protista and Fungi features. investigation (e.g. study of optimal conditions for fermentation). Growth of microorganisms (e.g. yeast)  Discuss the effects of environmental  Design and perform investigations to  Use appropriate instruments and proper  Growth requirement factors on the growth of study the growth of microorganisms techniques for carrying out practical  Temperature, pH, carbon and microorganisms. (e.g. yeast). work (e.g. aseptic techniques, and nitrogen sources, oxygen and measuring the growth of yeast). water availability  Identify and explain the importance of  Stages of growth  Measure and identify the different control variables in scientific  Measurement of growth stages of growth of microorganisms investigations related to microbiology.  Cell counts, biomass and optical in culture. methods  Analyse ways in which scientific and technological advancement (e.g. aseptic Aseptic techniques  Outline the principle of aseptic  Perform practical work to techniques) have enhanced our  Principles techniques. demonstrate aseptic techniques, and understanding in microbiology.  Precautions and risk assessment  Use aseptic techniques and follow to grow yeast in liquid culture and on safety procedures in handling, agar.  Be aware of the dynamic nature of biological knowledge related to

40 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology culturing and disposing of microorganisms and understand that the microorganisms. development of microbiology is a human endeavour. b. Use of microorganisms  Be aware of the wide applications of  Make careful observations, ask relevant microorganisms. questions, identify problems and Food processing1 (e.g. beer-brewing )  Outline the process of food  Visit a food production plant. formulate hypotheses for investigations production involving the use of  Perform practical work on the related to the study of microorganisms. microorganisms in fermentation. application of the fermentation  Plan, conduct and write a report on an Vaccines process (e.g. bread-making, fruit investigation (e.g. study the optimal juice fermenting, beer-brewing and conditions for fermentation). Antibiotics wine-making).  Use appropriate instruments and proper  Design and perform investigations to techniques for carrying out practical Industrial enzymes (e.g. biological study the optimal conditions work. washing powder, and pectinase for necessary for fermentation by yeast  Identify and explain the importance of extracting fruit juice) in bread-making or beer-brewing. control variables in scientific  Conduct a project on the applications investigations related to microbiology. of microorganisms.  Design and perform investigations to  Explain how biological knowledge is study the content and effectiveness used in technological application (e.g. of biological and non-biological the use of microorganisms in sewage washing powder. treatment). Sewage treatment  Understand the roles of  Visit a sewage treatment plant.  Recognise the contributions of various microorganisms in sewage treatment. people in advancing the application of Biogas production biology (e.g. the development of

1 Details of the manufacturing processes are not the learning and assessment focus.

41 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology vaccines and the discoveries of antibiotics). c. Microbial genetics  Be aware of the applications of Genetically modified microorganisms  Be aware of the significance and  Search for information on the wide microorganisms and their social, (e.g. bacteria and yeast) potential hazards of the application application of genetically modified economic and environmental of genetically modified microorganisms. implications (e.g. the use of bacteria in microorganisms. biotechnology).  Analyse ways in which scientific and technological advancement have enhanced our understanding in microbiology. d. Harmful effects of microorganisms Diseases caused by microorganisms2  Outline the principles of how  Search for information on the  Classify, collate and display both first microorganisms cause diseases in incidence of food poisoning in Hong and second hand data (e.g. collect data humans. Kong. from the Centre for Health Protection,  Food-borne infection and food  Recognise the causes of food-borne and the World Health Organisation). poisoning infection and food poisoning.  Be aware of the influences of various Microbial deterioration  Recognise the problems of microbial  Conduct a project on the prevention types of microorganisms on society and deterioration to our daily lives. of microbial deterioration. the environment (e.g. as pathogens, decomposers). Control of growth of microorganisms  Discuss how to control and eliminate the harmful effects of microorganisms.

2 Refer to the sub-topic Infectious diseases of topic IVb for diseases caused by microorganisms.

42 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

ELECTIVE PART VIII. Biotechnology Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology a. Techniques in modern biotechnology  Use diagrams, audiovisual materials  Use appropriate instruments and proper Process of recombinant DNA  Outline the principle of recombinant or animations to illustrate the techniques for carrying out practical technology DNA technology. processes of recombinant DNA work (e.g. separation of DNA fragments  the production of insulin1 technology, PCR, DNA by gel-electrophoresis and amplification fingerprinting and cloning. of DNA fragments by PCR). Polymerase chain reaction (PCR) and its  Outline the principle of PCR.  Perform practical work to amplify  Analyse and draw conclusions from application  Recognise the wide application of DNA fragments using PCR; and to data (e.g. DNA fingerprinting). PCR. separate DNA fragments by gel electrophoresis.  Explain how scientific knowledge may lead to the development of new DNA fingerprinting2 and its application  Outline the principle of DNA  Examine cases or discuss the use of technology and how new technology fingerprinting. DNA fingerprinting in forensic may lead to scientific discovery (e.g. science. understanding of the characteristics of Genetically modified organisms  Outline the principle of constructing  Read articles about the contributions enzymes leading to the invention of  Principles of producing genetically genetically modified organisms. of scientists which have led to the PCR technology). modified microorganisms, animals  Discuss the benefits and hazards of development in genetic engineering and plants genetic engineering. (e.g. Kary Mullis, Alec Jeffreys,  Recognise the contributions of various Herbert Boyer and Stanley Cohen). people in biotechnology (e.g. Herbert Boyer and Stanley Cohen - development of recombinant DNA technology, Kary

1 Use the production of insulin as an example to illustrate the process of recombinant DNA technology. 2 Use VNTR as an example to illustrate the major steps involved in DNA fingerprinting.

43 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Animal cloning  Outline the principle of cloning of  Search for information on animal or Mullis - invention of the PCR  Major steps in cloning of mammals mammals. plant cloning. technique, and Alec Jeffreys - (e.g. Dolly the sheep) development of DNA fingerprinting).

Plant cloning  Outline the principle of plant tissue  Major steps in plant tissue culture culture.

 Be aware of the advantages, disadvantages, applications and limitations of cloning in animals and plants. b. Applications in biotechnology  Appreciate the role of science and technology in understanding the Production of pharmaceutical products  Understand the role of bacteria in the  Search for information on the inheritance of humans. (e.g. Insulin, human growth hormone, production of pharmaceutical application of biotechnology in the  Be aware that societal needs have led to vaccine and monoclonal antibodies) products. pharmaceutical industry. technological advances (e.g. the production of genetically modified Gene therapy3 crops to solve food shortage problem).  Somatic cell gene therapy  Recognise the possible benefits and  Read articles about the treatment of hazards of gene therapy. severe combined immunodeficiency disease (SCID) by means of gene therapy.

3 Detailed procedures of gene therapy are not the learning and assessment focus.

44 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE

Students should learn Students should be able to Suggested Learning and Teaching Curriculum Emphases Scientific Inquiry STSE Connections Activities Nature and History of Biology Stem cell therapy  Recognise the potential application  Understand how science has been  Nature of stem cells of stem cells in medicine. influenced by societies (e.g. debates on human cloning and human stem cell research). Transgenic animals and plants  Recognise the use of transgenic  Search for information on the uses of animals and plants in scientific transgenic plants in agriculture. research, food industry and  Compare traditional breeding and agriculture. genetic engineering in crop production. c. Bioethics Ethical, legal, social, economic and  Be aware of the potential impact of  Debate on the issues related to  Be aware of the wide application of environmental issues biotechnology on society. genetically modified food, animal biotechnology and its social, ethical, and plant cloning, HGP, gene therapy economic and environmental Areas of current concern in  Discuss the issues related to one of and stem cell therapy. implications (e.g. issues related to stem biotechnology the areas of concern in  Search for information on the ways cell therapy, gene therapy, animal  Genetically modified food biotechnology. in which scientists inform the public cloning and genetically modified food).  Animal and plant cloning and debate their discoveries in  Human Genome Project cloning.  Appreciate the joint efforts of scientists  Gene therapy in the development of biotechnology  Stem cell therapy (e.g. the scientists in the US, the UK, France, Germany, Japan and China have contributed to the HGP).

45 Biology Curriculum (S4-6) Supplementary Document for 2016 HKDSE