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.

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

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

IV. Health and Diseases

IV. Health and Diseases

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

VI. Applied Ecology

VI. Applied Ecology

VII. Microorganisms and Humans

VII. Microorganisms and Humans

VIII. Biotechnology

VIII. Biotechnology

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

http://edblog hkedcity net/nssbiohttp://edblog.hkedcity.net/nssbio

Information sheets can be downloaded at the website.

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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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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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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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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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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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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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( 2016 )

( )(2007) :

I.

a.

b.

c.

d.

e.

II.

a.

b.

c.

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III.

a.

b.

c.

d.

e.

f.

IV.

a .

a .

b .

V.

a .

b .

c .

d .

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VI.

a.

( )

b.

c .

d.

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VII.

a.

b.

c . DNA

DNA

d.

IVb

VIII.

a.

b.

P.5of6

c.

d .

e .

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:

18%

42%

60%

20%

*

(AB) AB

A 8%B 12% 1

20%

*

/ /

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

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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III.

a.

b.

c.

d.

e.

f.

IV.

a.

b.

:

12%

28%

40%

*

(AB) AB

A 4%B 6% 1

10%

*

/ /