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Biolog (S4 6)Biology (S4-6)Combined Science (S4-6) Biology
Part
Key Observations - BiologyCurriculum Majority of schools agreed
with the proposed changes in
the compulsory part of the curriculum - Genetic and Evolution
(80%), Health and Diseases (76%)M j i f h l d i h h d h i Majority
of schools agreed with the proposed changes in most of the elective
topics - Applied Ecology (68%), Biotechnology (59%)Biotechnology
(59%)
Less than half of schools (40%) agreed with the proposed changes
in the elective topic Microorganisms and Humanschanges in the
elective topic Microorganisms and Humans, and slightly more than
half of the schools (53%) expressed no opinion.
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Key Observations - Biology
Supportive measure Great majority of schools (93%) agreed that
supplementary
notes could help to articulate more clearly the breath and depth
of the curriculumdepth of the curriculum.
PDPM j it f h l d th t PDP i t ti th Majority of schools agreed
that PDP on interpreting the curriculum (83%) and experience
sharing on good practices (81%) could help planning and
implementing thepractices (81%) could help planning and
implementing the curriculum.
Key Observations - Combined Science (Biology Part)
Curriculum Majority of the schools (Topics II 83%, III 76%, IV
77%)
agreed with the proposed changes for the topics in Biology
Part
S i MSupportive Measures Great majority of the schools (92%)
agreed that the
l t t f th C&A G id ld ti l tsupplementary notes for the
C&A Guide could articulate more clearly the breadth and depth
of the curriculum
PDPPDP Majority of the schools agreed that PDP (88%) and
experience sharing (85%) on good practices should beexperience
sharing (85%) on good practices should be provided to help schools
in planning and implementation of the curriculum
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BiologyBiology
TopicsTopicsI. Cells and Molecules of Life No changeII. Genetics
and EvolutionIII. Organisms and Environment No changeIV. Health and
DiseasesV. Human Physiology: Regulation and Control No changeVI.
Applied EcologyVII Mi i d HVII. Microorganisms and HumansVIII.
Biotechnology
II Genetics and EvolutionII. Genetics and Evolution
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IV. Health and Diseases
IV. Health and Diseases
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Specific Defence Mechanisms
Entryofpathogensintothebody
Immune Response
Lymphocytes
Antigensofpathogensactivatespecificlymphocytes
Lymphocytes
Bcells Tcells
produce
Antibodies
activateB killthe
bindtoantigensproduce
cellsandphagocytes
pathogendirectly
1.indirectlycauselysis ofpathogens
2.facilitatephagocytosis by(a)clumping oragglutination
ofpathogens(b)neutralising toxins
produced by pathogensproducedby pathogens
VI. Applied Ecology
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VI. Applied Ecology
VI. Applied Ecology
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VII. Microorganisms and Humans
VII. Microorganisms and Humans
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VIII. Biotechnology
VIII. Biotechnology
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VIII. Biotechnology
Combined Science (Biology Part)Combined Science (Biology
Part)
II. Genetics and Evolution same as Biology
III. Organisms and Environmentf. Ecosystems
Nitrogen cycle in the sub-topic Materials cycling i d l dis
deleted.
IV. Health and Diseases Same as Biology
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http://edblog hkedcity
net/nssbiohttp://edblog.hkedcity.net/nssbio
Information sheets can be downloaded at the website.
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P.1of6
Briefing Sessions on the New Senior Secondary (NSS) Learning
Journey Recommendations for Fine-tuning the NSS Curriculum and
Assessment
Biology
(for students taking the 2016 HKDSE Examination) The Education
Bureau, the Curriculum Development Council, and the Hong Kong
Examinations and Assessment Authority have jointly reviewed the NSS
curriculum and assessment, after the first cycle of implementation.
Recommendations have been put forwarded based on the views and
suggestions collected from various stakeholders. This information
sheet aims to provide a summary of the recommendations for
fine-tuning the Biology curriculum and assessment framework. The
remarks should be read together with the Biology Curriculum and
Assessment Guide (Secondary 4-6) published in 2007 by the
Curriculum Development Council and the Hong Kong Examinations and
Assessment Authority. Curriculum Framework: Compulsory Part
Topics Remarks
I. Cells and Molecules of Life
a. Molecules of life No change
b. Cellular organisation No change
c. Movement of substances across membrane
No change
d. Cell cycle and division No change
e. Cellular energetics No change
II. Genetics and Evolution
a. Basic genetics The learning outcome Apply Mendels laws of
inheritance to solve genetic problems involving monohybrid and
dihybrid crosses. is changed to Apply Mendels laws of inheritance
to solve genetic problems, and the learning and assessment focus is
confined to solving genetic problems involving monohybrid
cross.
b. Molecular genetics The sub-topic Applied genetics is changed
to Biotechnology.
The learning outcome Appreciate the joint efforts of scientists
in the HGP is changed to Appreciate the joint efforts of scientists
in international genomics projects.
c. Biodiversity and evolution No change
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P.2of6
Topics Remarks
III. Organisms and Environment
a. Essential life processes in plants No change
b. Essential life processes in animals No change
c. Reproduction, growth and development
No change
d. Coordination and response No change
e. Homeostasis No change
f. Ecosystems No change
IV. Health and Diseases
a. Personal health The learning outcome Recognise the meaning of
health is added.
Effects of lifestyles is deleted.
The learning outcome Discuss the significance of healthy
lifestyles and Understand the long term effects of smoking on body
functions are deleted.
b. Diseases causative agents is deleted.
cocktail treatment for AIDS is deleted.
Allergy is deleted.
c. Body defence mechanisms Humoral and cell-mediated immune
response is changed to Immune response.
The learning outcome Outline the principles of humoral and
cell-mediated immune response is changed to Outline the principles
of immune response.
Elective Part
Topics Remarks
V. Human Physiology : Regulation and Control
a. Regulation of water content (Osmoregulation)
No change
b. Regulation of body temperature No change
c. Regulation of gas content in blood No change
d. Hormonal control of reproductive cycle
No change
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P.3of6
Topics Remarks
VI. Applied Ecology
a. Human impact on the environment
Pattern of population growth is deleted. forestry is
deleted.
The learning outcome Discuss the impacts of malpractices in
fisheries, agriculture and forestry is changed to Recognise the
impacts of malpractices in fisheries and agriculture.
Environmental degradation and Chemical pollution (e.g. in
agriculture) are changed to Environmental degradation (e.g.
chemical pollution in agriculture).
Soil erosion (e.g. in agriculture and forestry) and Disturbance
of ecological balance (e.g. monoculture) are deleted.
Issues related to pollution is changed to Health problems
related to pollution.
Atmospheric pollution and Health problems caused by air
particulates (e.g. respiratory illnesses) are changed to Air
pollution (e.g. respiratory illnesses).
Global issues (e.g. global warming and acid rain) is
deleted.
Water pollution and Health problems caused by sewage discharge
are changed to Water pollution (e.g. gastroenteritis).
Global issues (e.g. algal bloom) is deleted.
The learning outcome Understand the causes and problems
associated with global environmental issues. is deleted.
The learning outcome Design, conduct and report on field and
laboratory investigations related to air or water pollution is
changed to Design and perform investigation to study air or water
pollution.
b. Pollution control Reduce, reuse, recycle is changed to
Reduce, reuse, recycle, replace.
c. Conservation Conservation areas (e.g. nature reserves,
wetland park, marine parks, country parks, Sites of Special
Scientific Interest (SSSI) and the Ramsar site) is changed to
Conservation areas (e.g. Sites of Special Scientific Interest
(SSSI), country parks, marine parks and the Ramsar site).
d. Sustainable development Sustainable development is changed to
Global issues.
Concept of sustainable development is changed to Sustainable
development.
forestry is deleted.
Global warming, Acid rain and Eutrophication and algal bloom are
included.
The learning outcome Recognise the causes and problems of global
issues. is included.
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P.4of6
Topics Remarks
VII. Microorganisms and Humans
a. Microbiology No change
b. Use of microorganisms Food and health food (e.g. single cell
protein, Spirulina) is deleted.
Pollution indicating organisms (e.g. Escherichia coli) is
deleted.
The learning outcomes Recognise the use of microorganisms as
pollution indicating organisms and Relate the use of microorganisms
to pollution control are deleted.
c. Microbial genetics Recombinant DNA technology is deleted.
The learning outcome Account for the use of microorganisms in
recombinant DNA technology. is deleted.
d. Harmful effects of microorganisms
Infectious disease caused by viruses and microorganisms (e.g.
bacteria, protists and fungi) is changed to Diseases caused by
microorganisms, and it is recommended to make reference to the
sub-topic Infectious diseases of topic IVb.
The learning outcome Outline the principles of how viruses and
microorganisms cause diseases in humans is changed to Outline the
principles of how microorganisms cause diseases in humans.
Food-borne infection caused by bacteria and Food poisoning
caused by microbial toxins are changed to Food-borne infection and
food poisoning.
The learning outcome Explain how food poisoning is brought about
by microorganisms is changed to Recognise the causes of food-borne
infection and food poisoning.
VIII. Biotechnology
a. Introduction to biotechnology Introduction to biotechnology
is deleted.
b. Techniques in modern biotechnology
The learning outcome Recognise the wide application of PCR and
its contribution to HGP is changed to Recognise the wide
application of PCR.
Major steps in cloning of plants is changed to Major steps in
plant tissue culture.
The learning outcome Outline the principle of cloning of mammals
and plants is changed to Outline the principle of cloning of
mammals and Outline the principle of plant tissue culture.
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P.5of6
Topics Remarks
c. Biotechnology in medicine Biotechnology in medicine and
Biotechnology in agriculture are changed to Applications in
Biotechnology.
Production of pharmaceutical products and Insulin, human growth
hormone, vaccine, monoclonal antibodies are changed to Production
of pharmaceutical products (e.g. insulin, human growth hormone,
vaccine, monoclonal antibodies).
Germ line gene therapy and Possible benefits and hazards of gene
therapy are deleted.
The learning outcomes Understand the basis of gene therapy and
Distinguish between somatic cell and germ line gene therapy are
deleted.
Application of stem cells in medical treatment is changed to
Potential application of stem cells in medicine.
The learning outcome Recognise the application of stem cells in
medical treatment is changed to Recognise the potential application
of stem cells in medicine.
d. Biotechnology in agriculture Biotechnology in medicine and
Biotechnology in agriculture are changed to Applications in
Biotechnology.
Transgenic animals and Transgenic plants are changed to
Transgenic animals and plants.
e. Bioethics Stem cells transplant is changed to Stem cell
therapy.
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P.6of6
Assessment Framework: Component Weighting Duration
Public Examination
Paper 1 Compulsory part of the curriculum
This paper comprises two sections: A and B.
Section A consists of multiple-choice questions and carries 18%
of the subject mark.
Section B includes short questions, structured questions and an
essay question, and it carries 42% of the subject mark.
Candidates have to attempt all questions in Paper.
60% 2 hour 30 minutes
Paper 2 Elective part of the curriculum
This paper consists of structured questions set on the four
elective topics of the curriculum. Candidates are required to
attempt questions from any two of the four electives.
20% 1 hour
School-based Assessment (SBA)*
Candidates are required to perform a stipulated amount of
practical work.
In S5 and S6, candidates will be assessed in two ability areas:
A and B. Ability area A concerns the practical abilities of
candidates, whereas ability area B focuses on the planning and
reporting of scientific investigation.
Ability area A carries 8% of the subject mark, while area B
carries 12% of the mark. The minimum number of assessments required
in S5 and S6 for the different areas is 1 in each school year.
20%
* For the assessment of investigation reports, teachers are
allowed to provide the following in the task
sheet given to students: generic guidelines / guiding questions
on the design of the investigation generic guidelines / guiding
questions on writing the report technical information which is
essential for the investigation work to be completed within
class
time
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P.1of6
( 2016 )
( )(2007) :
I.
a.
b.
c.
d.
e.
II.
a.
b.
c.
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P.2of6
III.
a.
b.
c.
d.
e.
f.
IV.
a .
a .
b .
V.
a .
b .
c .
d .
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P.3of6
VI.
a.
( )
b.
c .
d.
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P.4of6
VII.
a.
b.
c . DNA
DNA
d.
IVb
VIII.
a.
b.
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P.5of6
c.
d .
e .
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P.6of6
:
18%
42%
60%
20%
*
(AB) AB
A 8%B 12% 1
20%
*
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P.1of2
Briefing Sessions on the New Senior Secondary (NSS) Learning
Journey Recommendations for Fine-tuning the NSS Curriculum and
Assessment
Combined Science Biology Part
(for students taking the 2016 HKDSE Examination) The Education
Bureau, the Curriculum Development Council, and the Hong Kong
Examinations and Assessment Authority have jointly reviewed the NSS
curriculum and assessment, after the first cycle of implementation.
Recommendations have been put forwarded based on the views and
suggestions collected from various stakeholders. This information
sheet aims to provide a summary of the recommendations for
fine-tuning the Biology Part of the Combined Science curriculum and
assessment framework. The remarks should be read together with the
Combined Science Curriculum and Assessment Guide (Secondary 4-6)
published in 2007 by the Curriculum Development Council and the
Hong Kong Examinations and Assessment Authority. Curriculum
Framework:
Topics Remarks
I. Cells and Molecules of Life
a. Molecules of life No change
b. Cellular organisation No change
c. Movement of substances across membrane
No change
d. Cell cycle and division No change
e. Cellular energetics No change
II. Genetics and Evolution
a. Basic genetics The learning outcome Apply Mendels laws of
inheritance to solve genetic problems involving monohybrid and
dihybrid crosses. is changed to Apply Mendels laws of inheritance
to solve genetic problems, and the learning and assessment focus is
confined to solving genetic problems involving monohybrid
cross.
b. Molecular genetics The sub-topic Applied genetics is changed
to Biotechnology.
The learning outcome Appreciate the joint efforts of scientists
in the HGP is changed to Appreciate the joint efforts of scientists
in international genomics projects.
c. Biodiversity and evolution No change
III. Organisms and Environment
a. Essential life processes in plants
No change
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P.2of2
Topics Remarks
b. Essential life processes in animals
No change
c. Reproduction, growth and development
No change
d. Coordination and response No change
e. Homeostasis No change
f. Ecosystems Nitrogen cycle in the sub-topic Materials cycling
is deleted.
IV. Health and Diseases
a. Personal health The learning outcome Recognise the meaning of
health is added.
Effects of lifestyles is deleted.
The learning outcome Discuss the significance of healthy
lifestyles and Understand the long term effects of smoking on body
functions are deleted.
b. Diseases causative agents is deleted.
Assessment Framework: Component Weighting Duration
Public Examination
Questions set on the biology part of the curriculum. The
examination paper comprises two sections: A and B. Section A
consists of multiple-choice questions and
carries 12% of the subject mark. Section B includes short
questions, structured questions
and an essay question, and it carries 28% of the subject
mark.
40% 1 hour 40 minutes
School-based Assessment (SBA)*
Candidates are required to perform a stipulated amount of
practical work.
In S5 and S6, candidates will be assessed in two ability areas:
A and B. Ability area A concerns the practical abilities of
candidates, whereas ability area B focuses on the planning and
reporting of scientific investigation.
Ability area A carries 4% of the subject mark, while area B
carries 6% of the mark. The minimum number of assessments in both
areas is 1.
10%
* For the assessment of investigation reports, teachers are
allowed to provide the following in the task sheet given to
students: generic guidelines / guiding questions on the design of
the investigation generic guidelines / guiding questions on writing
the report technical information which is essential for the
investigation work to be completed within class
time
-
P.1of2
( )
( 2016 )
( ) ( ) (2007) :
I.
a.
b.
c.
d.
e.
II.
a.
b.
c.
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P.2of2
III.
a.
b.
c.
d.
e.
f.
IV.
a.
b.
:
12%
28%
40%
*
(AB) AB
A 4%B 6% 1
10%
*
/ /