2013-14 Biology Panel Meeting (I) Report
Annex 1
p.1
進度表 (2013-2014 中三生物科)
課本：邁進 21 世紀 最新綜合科學 3A (雅集出版社)
教師：陳慧冰
周次
章節
課節分配
學習目標
教與學活動
課程重點
◎ 科學探究
☆ 科學、科技、社會和環境的連繫
※ 生物學的本質和歷史
Chapter 35 Diet and health
1-4 35.1 What is health?
35.2 Food substances in
our diet
A. Main types of food
substances and their
functions
5-6 B. Food test
7-8
9
35.3 Balanced diet
A. What is a balanced
diet?
B. Energy values of
food
C. Energy requirement
D. Effects of
over-eating and
under-eating
Answer checking /
Revision
3
2
2
• Students should understand what health is.
• Students should understand the seven types
of food substances in our diet.
• The functions of each type of food substance
and the corresponding deficiency disease.
• Students should understand how to test for
the presence of different food substance in
the food.
35.1 Using iodine solution to test for
starch
35.2 Using Clinistix paper to test for
glucose
35.3 Using Albustix paper to test for
proteins
35.4 Using filter paper to test for fats
35.5 Using DCPIP solution to test
for vitamin C
35.6 Test for the food substances
present in common foods
• Students should understand what a balanced Teaching Video:
diet is.
 Using a food pyramid to plan a
• Students should understand what energy
balanced diet
value of food is.
Balanced diet Worksheet
• Students should understand the factors that
affect the daily energy requirement of
different people.
• Students should understand the effects of
over-eating and under-eating.
1
上學期統一測驗 (31/10, 4/11, 5/11)
◎ 運用適當的儀器和方法，進行實驗
以分析食物內的主要成分
☆ 隨着食物科學及營養學的發展，人
類更認識其膳食需求
☆ 應用科學和科技於改善食物質素(營
養、味道、貯存期限)
備註
2013-14 Biology Panel Meeting (I) Report
10-11 35.4 天然食品和加工
食品
A. 甚麼是天然食品和
加工食品?
B. 食物添加劑
第36章 食物的消化和吸收
12 36.1 消化作用的重要
性
36.2 人類的消化系統
1
36.3 攝食
A. 牙齒的種類和功用
B. 牙齒的構造
C. 口腔健康
14-15 36.4 食物的消化過程
A. 食物在口腔內的消
化過程
B. 食物在胃內的消化
過程
C. 食物在小腸內的消
化過程
16 核對答案 / 單元溫習
1
13
• 應知道天然食品和加工食品的分別
• 應知道常用的食物添加劑的例子及它們對
健康的影響
1
• 應知道消化系統的重要性
• 應知道人類的消化系統的各主要部分
• 應知道牙齒的種類、功能和構造
• 應了解甚麼是蛀牙和牙周病
• 應了解預防蛀牙和牙周病的方法
2
教育電視：
 人的消化系統
人體模型
教學錄像：
 刷牙的方法
 牙線的使用方法
• 應能指出食物在口腔、胃和小腸內的消化
過程
1
36.5. 把已消化的食物
吸收
1
20-21 36.6 身體如何處理已
吸收的食物
1
19
Annex 1
聖誕及新年假期 (23/12 - 1/1)
第一學期考試 (2/1 - 13/1)
教學錄像：
• 應知道小腸內的構造
• 應知道小腸內的構造特徵如何有助食物吸  小腸內壁
收
• 應能指出已吸收的食物如何運送到身體各
部分的細胞
• 應能指出身體細胞如何處理已吸收的食物
農曆新年假期 (29/1 - 8/2)
22 英文部分
1
第 37 章 保持循環系統健康的飲食習慣
※ 科學和科技的改進，加上科學家不
斷的研究，讓人類更能了解生物的
生理過程
※ 明白生物維持生命的活動及系統的
複雜性
p.2
2013-14 Biology Panel Meeting (I) Report
23-25 37.1. 人類的循環系統
A. 血液的成分
B. 血管
C. 心臟的構造
3
26-27 37.2 血液的循環
A. 心臟如何泵壓血
液？
B. 血液怎樣在人體內
循環？
C. 甚麼是心跳、脈搏和
血壓?
28 核對答案 / 單元溫習
2
29-30 37.3 如何保持循環系
統的健康?
A. 膽固醇對循環系統
的影響
B. 脂肪對循環系統的
影響
C. 如何減低患上冠心
病的風險?
D. 身體檢查
31 英文部分
Annex 1
• 應了解人的循環系統的組成部分
• 應了解血液的成分和功能
37.1 魚尾微血管中血液的流動情況 ◎ 運用適當的儀器和方法，進行解剖
37.2 解剖豬心
實驗
◎ 進行實驗時，仔細觀察和認真記錄
所得
• 應了解血管的種類
• 應了解心臟的結構
• 應了解心臟如何泵壓血液
• 應知道甚麼雙循環
• 應知道甚麼是心跳、脈搏和血壓
教學錄像：
 捐血
 觀察手臂中靜脈的血液流動
37.3 量度血壓
☆ 了解更多有關循環系統的疾病，從
而於日常注意飲食和健康
1
2
下學期統一測驗 (31/3, 1/4, 7/4)
• 應知道血液中的膽固醇對循環系統的影響 心臟疾病專題工作紙
• 應知道血液中不同種類的脂肪對循環系統
的影響
• 應知道保持心臟健康的方法
1
復活節假期 (18/4 - 26/4)
第 38 章 運動與健康
32-33 38.1. 運動的好處
38.2. 體格強健的指標
34 38.3 體格鍛鍊
38.4 如何避免運動創
傷？
35
36
37
38.5 休息的重要
英文部分
核對答案 / 單元溫習
2
1
1
1
1
• 應了解運動的好處
38.1 量度肺活量
• 應了解體格強健的指標
• 應了解 S-因素是甚麼
活動 38.5 量度柔軟度
• 應了解如何選擇合適的運動來改善 S-因 活動 38.5 量度柔軟度
素
• 應了解常見的運動創傷及如何預防這些運
動創傷
• 應了解休息的重要
第二學期考試 (9/6 - 18/6)
☆ 以科學數據，設定指標，掌握運動
和身體健康的關係
p.3
2013-14 Biology Panel Meeting (I) Report
附註:
 課程重點內已包括課題所強調的共通能力、科學過程技能、價值觀和態度。

為延展課程，只在3A和3B班教授。
Annex 1
p.4
2013-14 Biology Panel Meeting (I) Report
ESTIMATED PROGRESS (2013-2014
Annex 1
p.5
S.4 BIOLOGY)
Textbook: New Senior Secondary Mastering Biology for Biology and Combined Science (H. W. Yung)
Bk1A,1B & 2
No. of teaching weeks : 37
Teacher: Shak Yee Fan and Wong Chung Yu
Week
1-2
Section
Bk 1A Ch 1
Time
allocat
ion
(No. of
period
s)
Studying biology
1.1 What is biology?
1.2 The
characteristics of
organisms
1.3 How do scientists
study biology?
1.4 Why should we
study biology?
1.5 Major biological
discoveries and
inventions
2-4
2
Curriculum Emphases
◎ Scientific Inquiry
Learning target
Learning and Teaching
Activities
☆ STSE Connections
※ Nature and History of Biology
• To know what biology is about
• To know the seven characteristics of
organisms
• To learn the basic scientific methods that
scientists adopted when studying biology (A)
• To know the aim of studying biology
• To appreciate major biological discoveries
and inventions
Bk 1A Ch 2 The cell as the basic unit of life
2.1 Chemicals of Life
2.2 Discovery of cells
2.3 The basic
structure of a cell
2.4 Levels of body
organization
2.5 Using a light
microscope
2.6 Prokaryotic and
eukaryotic cells
13
• To identify the inorganic and organic
chemical constituents of organisms
• To be able to state the cell theory and use
microscopes to examine cell details
• To describe basic structures in cells and their
corresponding functions(3D model)
• To identify different levels of body
organization
• To observe cell details in high and low power
using microscopes
• To idenify the similarities and differences
between prokaryotic and eukaryotic cells
Allocation of students.
◎ Use appropriate instruments and proper
Checking and use of instruments
techniques for carrying out practical work
(Skills in scientific investigation, Making
(e.g. food tests).
biological drawings –Exam practice ,p.7)
☆ Appreciate the role of science and
2.1 Observation with a light microscope
technology in understanding the molecular
2.2 Preparation of temporary mounts of
basis of life.
animal cells and tissues
2.3 Preparation of temporary mounts of plant ☆ Recognise that the development of
cells and tissues
microscopic technology, computing
Read articles about the discovery of cells.
technology and image analyzing technology
may lead to the advancement of biological
knowledge.
※ Recognise the contributions of various
Remarks
2013-14 Biology Panel Meeting (I) Report
Week
Section
Time
allocat
ion
(No. of
period
s)
Annex 1
Curriculum Emphases
◎ Scientific Inquiry
Learning target
Learning and Teaching
Activities
☆ STSE Connections
※ Nature and History of Biology
people (e.g. Robert Hooke, Theodor
Schwann) to developments in biology.
◎ Make careful observations and accurate
records (e.g. examine prepared slides or
temporary mounts of tissues and make
biological drawings).
※ Be aware of the dynamic nature of
biological knowledge (e.g. the understanding
of cell membrane and sub-cellular
organelles).
5-6
Bk 1A Ch 3
3.1 Cell membrane
3.2 Movement of
substances
across
membranes
Movement of substances across cell membrane
11
p.6
• To identify structures of cell membrane and
how are they related to their properties and
functions (3D Model)
• To compare different processes of substance
movement across cell membrane (A)
• To compare respective states of cells in
solutions of different water potentials
3.1 Demonstration of osmosis using dialysis ◎. Make careful observations and accurate
tubing (Demo & Video)
records (e.g. examine prepared slides or
3.2 Demonstration of osmosis using living
temporary mounts of tissues and make
animal tissue (Video)
3.3 Study of osmosis in red blood cells
biological drawings).
(power-point)
◎ Identify and explain the importance of
3.4 Study of osmosis in living plant cells (V & control variables in scientific investigations
Lab)
(e.g. the study of osmosis).
3.5 Study of osmosis in living plant tissue ((V
& Lab)
3.6 Examination of phagocytosis in Amoeba
(V)
Remarks
2013-14 Biology Panel Meeting (I) Report
Week
7-8
Section
Bk 1A Ch 4
4.1 Metabolism
4.2 Properties and
actions of
enzymes
4.3 Factors affecting
the rate of
enzymatic
reactions
4.4 Applications of
enzymes
9-11 Bk 1A Ch 5
5.1 Humans as
heterotrophs
5.2 The food
requirements of
humans
5.3 Food tests
5.4 Balanced diet
Time
allocat
ion
Learning target
(No. of
period
s)
Enzymes and metabolism
8
• To identify catabolism, anabolism and
metabolism respectively
• To be able to state the role of enzymes in
metabolism and their corresponding
properties
• To identify factors that would affect the rate
of enzymatic reactions
• To appreciate the uses of enzymes in
industry
Annex 1
Curriculum Emphases
◎ Scientific Inquiry
Learning and Teaching
Activities
☆ STSE Connections
※ Nature and History of Biology
4.1 Demonstration of the breaking-down
◎ Identify and explain the importance of
action of enzymes (V??)
control variables in scientific
4.2 Investigation of the effect of temperature
investigations
on enzyme activity (V)
4.3 Investigation of the effect of pH on
☆. Be aware of the applications of biological
enzyme activity(S)
4.4 Investigation of the effect of inhibitors on knowledge of enzymes in society.
enzyme activity (V)
4.5 Investigation of protease activities in
different fruit juices (V??)
4.6 Design an investigation of the
effectiveness of different biological
washing powders (V)
Food and humans
13
p.7
• To know the mode of nutrition of humans and 5.1 Detection of food substances by food
its characteristics
tests
• To identify the sources and functions of
5.2 Investigation of food substances present
different food substances
in common foodstuffs
• To be aware of the corresponding deficiency 5.3 Design an investigation to compare the
symptoms
amount of vitamin C in different fruits
and vegetables (v)
• To test for the presence of different food
substances using appropriate food tests
• To state the importance of a balanced diet
• To be aware of the health problems resulting
from improper diet
Ask relevant questions, identify problems
and formulate hypotheses for investigations
related to life processes.
◎ Plan, conduct and write reports on
scientific investigations in areas of life
processes.
◎ Identify and explain the importance of
control variables in scientific investigations.
◎
☆.
Use appropriate instruments and proper
techniques for carrying out practical work
(e.g. food tests and dissection).
☆. Evaluate the impact of the application of
biology to human activities (e.g. dietary
requirement).
☆. Be aware of the application of biological
knowledge (e.g. balanced diet) in society.
Remarks
2013-14 Biology Panel Meeting (I) Report
Week
Section
12-13 Bk 1A Ch 5
Time
allocat
ion
(No. of
period
s)
Human Nutrition
6.1 The process of
human nutrition
6.2 The human
digestive system
6.3 Ingestion of food
6.4 Movement of food
along the
alimentary canal
6.5 Digestion of food
6.6 Absorption of
digested food
6.7 Assimilation of
absorbed food
6.8 Egestion
11
Annex 1
p.8
Curriculum Emphases
◎ Scientific Inquiry
Learning target
• To identify the main processes of human
nutrition
• To identify the alimentary canal and various
glands in the human digestive system
• To identify different parts of the alimentary
canal
• To state the functions of each type of tooth
• To be able to describe the structure of a
tooth
• To know what is dentition and be able to
identify the two sets of teeth in humans
• To know the features of peristalsis along the
alimentary canal
• To be able to compare physical and chemical
digestion
• To identify the functions and characteristics
of different digestive juices
• To state the reactions involved in different
parts of the alimentary canal
• To know the adaptation of the small intestine
for food absorption
• To trace the route of absorption of various
food substances
• To know how are the absorbed food
molecules assimilated inside cells
• To state the roles of the liver
• To state the role of egestion
Learning and Teaching
Activities
☆ STSE Connections
※ Nature and History of Biology
Understand that science is a human
endeavour through the study of essential life
processes of animals and interactions with
6.2 Design an investigation of the action of our environment.
digestive enzymes
※ Recognise the complexity of the
physiological processes of animals.
6.3 Investigation of the effect of bile salts on ※ Understand the nature and limitations of
oil (Demo)
scientific activity (e.g. investigations on
various physiological processes).
6.4 Simulation of digestion and absorption in
6.1 Examination of the mammalian
alimentary canal and its associated
glands (v)
the small intestine using dialysis tubing
(V??)
※
Remarks
2013-14 Biology Panel Meeting (I) Report
Week
Section
14-15 Bk 1B
Ch 7
Time
allocat
ion
Learning target
(No. of
period
s)
Transport in humans
7.1 The human
breathing system
7.2 Gas exchange in
the air sac
7.3 Transport of
respiratory gases
7.4 Ventilation
16
17-18
19-22 Bk 1B
Annex 1
11
Curriculum Emphases
◎ Scientific Inquiry
Learning and Teaching
Activities
• To be able to recognize the main parts of
human breathing system
• To know how is incoming air kept clean,
moist and warm in the respiratory tract
• To learn how gas exchange takes place in
the air sacs
• To know the adaptive features of air sacs for
gas exchange
• To identify the adaptive features of red blood
cells for carrying oxygen
• To know how is oxygen and carbon dioxide
transported
• To be able to contrast the movements of rib
cage and diaphragm during inhalation and
exhalation
• To know the difference between the
composition of inhaled and exhaled air
Gas exchange in humans
☆ STSE Connections
※ Nature and History of Biology
7.1 Examination of the breathing system of a ◎ Make
dissected rat and a human torso.
records
7.3 Examination of the mammalian air sacs
7.4 Comparison of the composition of
inhaled air and exhaled air
careful observations and accurate
Use appropriate instruments and proper
techniques for carrying out practical work
(e.g. microscopic examinations
and dissections).
◎
7.2 Examination of the pig lungs
Revision
First Term Examination
Ch 8
p.9
Remarks
2013-14 Biology Panel Meeting (I) Report
Week
Time
allocat
ion
(No. of
period
s)
Section
8.1 The transport
system
8.2 The blood
8.3 The blood vessels
8.4 The heart
8.5 Blood circulation
8.6 Exchange of
materials between
blood and body
cells
8.7 Lymphatic system
23-25 Bk 1B
Ch 9
13
Annex 1
Curriculum Emphases
◎ Scientific Inquiry
Learning target
• To know the purpose of having a transport
system in humans
• To know the constituents of human
circulatory system
• To identify the composition of the blood and
the corresponding functions
• To identify different types of blood vessels
and the relationships between them
• To identify the functions and adaptations of
blood vessels
• To know how blood pressure changes along
the blood vessels
• To identify different structures of the heart
• To identify blood vessels related to the heart
• To know how blood is circulated in the
pulmonary and systemic circulation
• To know how materials are exchanged
between blood and body cells
• To be able to describe the formation of tissue
fluid
• To identify constituents of the lymphatic
system
• To identify the functions of the lymphatic
system
Learning and Teaching
Activities
☆ STSE Connections
※ Nature and History of Biology
8.1 Examination of a blood smear
◎ Make careful observations and accurate
8.2 Examination of the transverse sections records
of an artery and a vein
◎ Use appropriate instruments and proper
8.3 Examination of the capillary flow in a fish
techniques for carrying out practical work
tail fin
(e.g. microscopic examinations
8.4 Dissection and examination of a pig
heart
and dissections).
Nutrition and gas exchange in plants
9.1 Nutrition in plants
5
9.2 Gas exchange in
plants
5
p.10
• To know the adaptive features of roots for
water and mineral absorption
• To be able to describe the absorption of
water and minerals in roots
9.1 Investigation of the effects of different
◎ Make careful observations and accurate
minerals on plant growth
records (e.g. examine prepared slides or
9.2 Examination of the structure of roots
temporary mounts of roots, stems and leaves,
9.3 Design an investigation of the
and make biological drawings).
distribution of stomata on both sides of a
• To know where and how does gas exchange
◎ Ask relevant questions, identify problems
leaf
take place in plants
and formulate hypotheses for investigations
9.4 Investigation of the effect of light
• To know how leaves are adapted for gas
intensity
on
gas
exchange
in
plants
related to life processes.
exchange
using hydrogencarbonate indicator
◎ Plan, conduct and write reports on
• To identify factors affecting gas exchange in
9.5 Investigation of the effect of light
plants
scientific investigations in areas of life
intensity on gas exchange in plants
processes.
using a data logger
Remarks
2013-14 Biology Panel Meeting (I) Report
Week
Section
Time
allocat
ion
(No. of
period
s)
Annex 1
Curriculum Emphases
◎ Scientific Inquiry
Learning target
Learning and Teaching
Activities
☆ STSE Connections
※ Nature and History of Biology
Identify and explain the importance of
control variables in scientific investigations
(e.g. the study of the effects of different
minerals on plant growth).
◎ Use appropriate instruments and proper
techniques for carrying out practical work
(e.g. preparation of temporary mounts and
microscopic examinations).
◎
26-27 Bk 1B
Ch 10
10.1 Transpiration
10.2 Transport in
flowering plants
10.3 Support in plants
Transpiration, transport and support in plant
10
p.11
• To be able to describe transpiration pull
• To be able to state the importance of
transpiration to plants
• To identify factors affecting the rate of
transpiration
• To know what xylem and phloem are
composed of
• To know how flowering plants transport
water, minerals and organic nutrients
• To know how are young stem and
non-woody parts of dicotyledonous plant
supported
• To know how a woody plant support itself
10.1 Demonstration of the occurrence of
transpiration
10.2 Measurement of the rate of
transpiration using a bubble photometer
10.3 Measurement of the amount of water
absorbed and lost by a plant using a
weight photometer
10.4 Design an investigation of the effects of
environmental factors on the rate of
transpiration
10.5 Examination of the vascular tissues of a
young dicotyledonous plant
10.6 Investigation of the plant tissue
responsible for water transport
Understand that science is a human
endeavour through the study of essential life
processes of plants and interactions with our
environment.
※ Be aware that biological knowledge and
theories are developed through observations,
hypotheses,
experimentations and analyses (e.g. the study
of transpiration pull).
※Recognise the complexity of the
physiological processes of plants.
※ Understand the nature and limitations of
scientific activity (e.g. investigations on
various physiological processes).
※
Remarks
2013-14 Biology Panel Meeting (I) Report
Week
Section
28-30 Bk 2 Ch 11
Time
allocat
ion
Learning target
(No. of
period
s)
Cell cycle and division
11.1 Chromosomes
11.2 Mitotic cell
division
11.3 Meiotic cell
division
11.4 Comparison
between mitotic
and meiotic cell
divisions
31-32 Bk 2 Ch 12
12.1 Types of
reproduction
12.2 Asexual
reproduction in
flowering plants
12.3 Sexual
reproduction in
flowering plants
12.4 Significance of
asexual and
sexual
reproduction
33-35 Bk 2 Ch 13
10
Annex 1
Curriculum Emphases
◎ Scientific Inquiry
Learning and Teaching
Activities
☆ STSE Connections
Remarks
※ Nature and History of Biology
• To be able to describe the structure of a
Observe and identify the different stages of ☆. Recognise that the development of
chromosome
mitosis and meiosis, using
microscopic technology and imaging
photomicrographs
• To be able to contrast diploid and haploid
technology may lead to the advancement
cells
• To know that cell cycle consists of cell growth
biological knowledge.
and mitotic cell division
• To identify every stages of mitotic cell
division
• To state the significance of mitotic cell
division
• To identify every stages of meiotic cell
division
• To state the significance of meiotic cell
division
• To be able to compare mitotic and meiotic
cell divisions
of
Reproduction in flowering plants
10
• To be able to define binary fission
• To contrast asexual and sexual reproduction
• To identify food storage organs involved in
vegetative propagation
• To identify structures and functions of
various parts of a flower
• To list out the adaptive features of
insect-pollinated and wind-pollinated flowers
• To be able to describe fertilization in flowers
• To be able to list out the advantages and
disadvantages of asexual and sexual
reproduction in flowering plants
Reproduction in humans
p.12
12.1 Examine photomicrograph of binary
◎ Make careful observations and accurate
fission in bacteria
records
12.2 Examination and cultivation of a
◎ Recognise that the development of
vegetative propagating organ
microscopic technology and imaging
12.3 Dissection and examination of a flower
technology may lead to the advancement of
12.4 Examination of an insect-pollinated
biological knowledge.
flower and a wind-pollinated flower
2013-14 Biology Panel Meeting (I) Report
Week
Time
allocat
ion
(No. of
period
s)
Section
13.1 Human
reproductive
systems
13.2 The menstrual
cycle
13.3 Fertilization in
humans
13.4 Development of
the embryo and
foetus
13.5 The birth process
13.6 Parental care
13.7 Birth control
36-37 Bk 2 Ch 14
16
Annex 1
Curriculum Emphases
◎ Scientific Inquiry
Learning and Teaching
Activities
Learning target
• To identify the structures and functions of
male and female reproductive systems
• To identify the structures and functions of
sperm and ova
• To realize events that happen during the
human menstrual cycle
• To be able to define ejaculation
• To be able to describe the process of
fertilization
• To contrast identical and fraternal twins
• To know what happens to the zygote before
implantation
• To know the functions of amnion and
placenta
• To be able to outline the main stages of the
birth process
• To know the advantages of breast-feeding
• To understand the biological basis of various
contraceptive methods
☆ STSE Connections
※ Nature and History of Biology
13.1 Examination of the mammalian
◎ Make careful observations and accurate
reproductive systems of a human torso. records (e.g. examine photomicrographs and
13.2 Examine photomicrographs of
make biological drawings).
mammalian sperm and ova
☆. Evaluate the impact of the application of
Use audiovisual materials to study the
process of fertilisation.
biology to human activities (e.g. birth
Examine photos or video clips taken by
control).
ultrasound showing differentstages of
foetal development.
☆. Analyse ways in which scientific and
Discuss the harmful effects of drinking and
technological advancement (e.g. computing
smoking habits of a pregnant woman on
technology and image analysing technology)
the development of the foetus.
Search for information on the effectiveness have enhanced our understanding of complex
and possible side effects of various
life
birth control methods, in vitro
processes.
fertilization
☆.Be aware of the application of biological
knowledge (e.g. birth control) in society and
its social, ethical, economic and
environmental impact.
Growth and development
14.1 Concepts of
growth and
development
14.2 Growth and
development in
plants
14.3 Measurement of
growth
14.4 Growth curves
8
p.13
• To know what are growth and development 14.1 Design an investigation of the
and how do they occur
conditions for seed germination
• To be able to outline the major processes in
seed germination
• To identify the locations of growth in plants
• To know what happens to cells in different
regions of the root and shoot tips during
growth and development
• To state the advantages and disadvantages
of the parameters for measuring growth
• To identify the stages of growth in annual
plants and humans
• To be aware of the faster growth rate of girls
than boys during early adolescence
Second Term Examination
Ask relevant questions, identify problems
and formulate hypotheses for investigations
related to life processes.
◎ Plan, conduct and write reports on
scientific investigations in areas of life
processes.
◎ Identify and explain the importance of
control variables in scientific investigations.
◎
Remarks
2013-14 Biology Panel Meeting (I) Report
ESTIMATED PROGRESS (2013-2014
Annex 1
S.5 BIOLOGY)
Textbook: New Senior Secondary Mastering Biology for Biology and Combined Science (H. W. Yung)
BK 2, 3 &4
No. of teaching weeks : 37
Teacher: Sha Yee Fan and Chan Wai Ping
Week
Summer
holiday
1-3
Time
allocation
(No. of
periods)
Section
Bk 2 Ch 14
Learning target
Curriculum Emphases
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
Growth and development
14.1 Concepts of
growth and
development
2
• To know what are growth and development and
how do they occur
14.2 Growth and
development
in plants
2
• To be able to outline the major processes in seed
germination
• To identify the locations of growth in plants
• To know what happens to cells in different regions
of the root and shoot tips during growth and
development
14.3 Measurement
of growth
2
• To state the advantages and disadvantages of the
parameters for measuring growth
14.4 Growth curves
2
• To identify the stages of growth in annual plants
and humans
• To be aware of the faster growth rate of girls than
boys during early adolescence
Ch 15
Learning and Teaching
Activities
Ask relevant questions, identify
problems and formulate hypotheses for
investigations related to life processes.
◎ Plan, conduct and write reports on
scientific investigations in areas of life
processes.
◎ Identify and explain the importance
of control variables in scientific
investigations.
14.1 Design an investigation of the conditions
for seed germination
◎
15.1 Examination of a human eye model
15.2 Dissection and examination of an ox eye
15.4 Examination of a human ear model
◎
Detecting the environment
15.1 Irritability
2
• To be able to classify irritability, stimulus, receptor,
response, effector and coordination
15.2 Detecting light
by the eye
5
• To identify functions of various parts of the human
eye
• To identify the causes and ways of correction of
short sight, long sight and colour blindness
15.3 Detecting light
by plants
5
• To identify the responses of shoots and roots to
light
• To identify where auxins are produced and their
effects
• To know how auxins cause phototropism in shoots
and roots
Use appropriate instruments and
proper techniques for carrying out
practical work (e.g. dissections).
p.14
2013-14 Biology Panel Meeting (I) Report
Week
Section
15.4 Detecting
sound by the
ear
4-5
6-7
Bk 2 Ch 16
Time
allocation
(No. of
periods)
3
Annex 1
Learning target
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
Coordination in humans
2
• To be able to identify different parts constituting
the human nervous system
• To compare different types of neurones
16.2 Transmission
of nerve
impulses
between
neurones
1
• To know how nerve impulses transmitted across a
synapse
• To know the significance of synapses
16.3 The brain
1
• To know the main parts of the brain and cerebral
cortex and their corresponding functions
16.4 The spinal
cord
1
• To identify the structure and functions of the spinal
cord
16.5 Reflex action
and voluntary
action
2
• To be able to trace the reflex arc
• To know the significance of reflex actions
• To know the characteristics of reflex actions and
voluntary actions
• To know how the nervous system brings about
voluntary actions
16.6 Differences
between reflex
actions and
voluntary
actions
1
• To contrast reflex and voluntary actions
16.7 The human
endocrine
system
2
• To know how are hormones transported to all
parts of body
• To know the general function of hormones
16.8 Comparison
between
hormonal and
nervous
coordination
1
• To contrast hormonal and nervous coordination
17.1 The human
skeleton
Curriculum Emphases
• To identify functions of various parts of the human
ear
• To be able to describe how we hear
16.1 The human
nervous
system
Bk 2 Ch 17
Learning and Teaching
Activities
p.15
Analyse ways in which scientific and
technological advancement (e.g.
computing technology and image
analysing technology) have enhanced
our understanding of complex life
processes.
※ Recognise the complexity of the
physiological processes in humans.
※ Understand the nature and limitations
of scientific activity (e.g. investigations
on various physiological processes).
16.1 Examination of a human brain model
☆
17.1 Observation of the contraction of teased
muscle from the leg of a pithed frog
※
Movement in humans
2
• To know the general plan of human skeleton
• To know the functions of human skeleton
Be aware that biological knowledge
and theories are developed through
2013-14 Biology Panel Meeting (I) Report
Week
8
9-10
11-13
Section
Time
allocation
(No. of
periods)
Annex 1
Learning target
17.2 Joints
2
• To identify various structures and functions of a
movable joint
• To contrast hinge joints and ball-and-socket joints
17.3 Muscles
3
• To know what are skeleton muscles made up of
and how are they attached to bones
• To know how is muscle contraction initiated
17.4 Movement of
the body
3
• To be able to identify opposing muscles
• To know how muscles and bones work together to
bring about movement
Bk 2 Ch 18
3
• To know the major parameters of the internal
environment of our body and their importance
• To identify the roles of nervous and endocrine
systems in homeostasis
• To know how homeostasis is brought about
18.2 Regulation of
blood glucose
level
2
• To know how blood glucose level is regulated and
why is this important
2
• To understand what is biodiversity
19.2 Classification
3
• To know how organisms are classified and named
19.3 The six
kingdoms and
three domains
5
• To know the characteristics of the six kingdoms
• To contrast archaebacteria and bacteria
• To know how plants and animals are classified
19.4 Classification
can change
2
• To be aware of the continual changing of the
classification system
• To know what the modern classification system is
based on
19.5 Biological
keys
2
• To know the use of a dichotomous key
20.1 Basic
concepts of
ecology
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
17.2 Examination of a human arm model
observations, hypotheses,
experimentations and analyses
19.1 Using a key to identify organisms from a
local habitat
19.2 Constructing a dichotomous key for leaves
Visit a herbarium, country park or special area
(e.g. Lions Nature Education Centre, and
Tai Po Kau Nature Reserve).
Use specimens, audiovisual materials, games,
etc. to study the diversity of organisms, and
their ways of life.
Discuss the advantages and limitations of
different classification systems, and why the
classification of some organisms has been
changed over time.
◎
Visit nature reserves, country parks, marine
parks, field study centres and other local
habitats.
Use live or audiovisual materials to show the
※
Biodiversity
19.1Diversity of life
forms
Bk 3 Ch 20
Curriculum Emphases
Homeostasis
18.1 The concept
of
homeostasis
Bk 3 Ch 19
Learning and Teaching
Activities
Make careful observations and
accurate records (e.g. observe
distinguishing features for identifying
organisms).
☆ Appreciate the role of science and
technology in understanding the
complexity of life forms and their
genetics.
※ Be aware of the dynamic nature of
biological knowledge (e.g. the
development of classification systems).
Ecosystems
2
• To be aware of the levels of organization in
ecology
• To be aware of the self-supporting, stable and
dynamic nature of an ecosystem
Recognise the complexity of the
environment.
※ Understand that science is a human
p.16
2013-14 Biology Panel Meeting (I) Report
Week
Section
Time
allocation
(No. of
periods)
Annex 1
Learning target
• To know the major types of ecosystems in Hong
Kong
20.2 Components
of an
ecosystem
4
• To identify the living and non-living components of
an ecosystem and how they will affect the
ecosystem
• To be aware of the different ways organisms may
adopt to interact with each other in an ecosystem
• To know how primary succession takes place
• To contrast primary and secondary succession
20.3 Functioning of
an ecosystem
7
• To be able to define a food chain and a food web
• To know the roles of producers and consumers in
the energy flow of an ecosystem
• To know how energy flows and how is it lost within
an ecosystem
• To distinguish between a pyramid of numbers and
a pyramid of biomass
• To be aware of the importance of cycling of
materials in an ecosystem
• To know how carbon and nitrogen is cycled in an
ecosystem
20.4 Conservation
of ecosystem
3
• To be aware of the impacts of human activities on
our ecosystems
• To know how to conserve the ecosystems
20.5 Ecological
study
3
• To identify the uses of quadrats, line transects and
belt transects
Learning and Teaching
Activities
relationships of organisms in an
ecosystem.
p.17
Curriculum Emphases
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
endeavour through the study of essential
life processes of animals and
interactions with our environment.
※ Recognise the complexity of the
physiological processes of organisms
and the environment.
◎ Use diagrams, graphs, flow charts
and physical models as visual
representations of phenomena and
relationships arising from the data (e.g.
use food chains, food webs, and pyramid
of numbers to represent relationships
between organisms in ecosystems and
istribution of organisms).
※ Recognise the complexity of the
physiological processes of organisms
and the environment.
☆ 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.
☆ Be aware that biological knowledge
and
theories are developed through
observations, hypotheses,
experimentations and analyses (e.g.
field ecology).
2013-14 Biology Panel Meeting (I) Report
Week
14-15
16
17-19
20-21
Section
Bk 3 Ch 21
Time
allocation
(No. of
periods)
Annex 1
Learning and Teaching
Activities
Learning target
Curriculum Emphases
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
Photosynthesis
21.1 Basic
concepts of
photosynthesi
s
1
• To know where photosynthesis occurs in plant
cells and its significance
21.2 Requirements
for
photosynthesi
s
3
• To be aware of the need of destarching a plant
before conducting experiments
• To know the requirements for photosynthesis
21.3 Site of
photosynthesi
s
2
• To know the adaptive features of a leaf to
photosynthesis
• To know the adaptive features of a chloroplast to
photosynthesis
21.4 The process
of
photosynthesi
s
3
• To identify the major steps of photochemical
reactions
• To identify the major steps of the Calvin cycle
• To know the relationship between photochemical
reactions and the Calvin cycle
21.5 The fate of
photosynthetic
products
1
• To know the fate of photosynthetic products
21.6 Factors
affecting the
rate of
photosynthesi
s
2
• To know the effect of light intensity and carbon
dioxide concentration on the rate of
photosynthesis
21.1 Detection of starch produced from
photosynthesis
21.2 Detection of oxygen produced from
photosynthesis
21.3 Investigation of the need for chlorophyll in
photosynthesis
21.4 Investigation of the need for carbon dioxide
in photosynthesis
21.5 Design an investigation of the need for light
in photosynthesis
21.6 Examination of the structures of leaves
21.7 Examination of the structures of
chloroplasts
21.8 Investigation of the effect of light intensity
on the rate of photosynthesis
21.9 Design an investigation of the effect of
carbon dioxide concentration on the rate of
photosynthesis
Use animations to study the processes of
photosynthesis.
Recognise that the development of
microscopic technology and imaging
technology may lead to the advancement
of biological knowledge.
☆
Revision
1st Term Examination
Bk 3 Ch 22
p.18
Respiration
22.1 Basic
concepts of
respiration
2
• To be able to compare and contrast burning and
respiration
• To know the role of ATP in cellular metabolism
• To identify the two types of respiration
22.2 Site of
respiration
2
• To be able to identify structures of a mitochondrion
and state how it is adapted to respiration
22.3 Aerobic
respiration
4
• To know what happens during different stages of
aerobic respiration
22.1 Examination of the photomicrograph of
mitochondria
22.2 Investigation of carbon dioxide production
in a living mouse
22.3 Investigation of carbon dioxide production
in germinating seeds
22.4 Investigation of heat production in a living
mouse
◎.
Identify and explain the importance
of control variables in scientific
investigations (e.g. the study of
respiration).
☆ Recognise that the development of
microscopic technology and imaging
2013-14 Biology Panel Meeting (I) Report
Week
22
23-24
Section
Time
allocation
(No. of
periods)
Annex 1
Learning target
22.4 Anaerobic
respiration
3
• To know how anaerobic respiration occur in
skeletal muscles and yeast
• To identify the cause of muscle fatigue
• To be able to compare aerobic and anaerobic
respiration
• To state the applications of anaerobic respiration
22.5 Relationship
between
respiration and
photosynthesi
s
1
• To contrast the processes of respiration and
photosynthesis
Bk 3 Ch 23
Curriculum Emphases
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
22.5 Design an investigation of heat production
in germinating seeds
22.6 Demonstration of anaerobic respiration in
germinating seeds
Interpret, analyse and evaluate data relating to
investigations on respiration.
Discuss the application of anaerobic respiration
in the food industry.
Use animations to study the processes of
respiration.
technology may lead to the advancement
of biological knowledge.
☆ Be aware of the applications of
biological knowledge of cells and
molecules of life in society.
Discuss the effects of prolonged unbalanced
diet.
☆
Examine photomicrographs of some pathogens
(e.g. viruses, bacteria, fungi and protists).
Read stories about how scientists (e.g. Sir
Alexander Fleming, Ernst Boris Chain and
Sir Howard Florey) contributed to the
discovery and development of penicillin.
Use audiovisual materials to illustrate the effects
of antibiotic discs on a bacterial lawn.
◎
Personal Health
23.1 Meaning of
health and
disease
4
• To know the biological meaning of disease and
health
23.2 Effects of
lifestyles on
health
4
• To be aware of the deficiency symptoms of food
substances
• To be aware of the problems of intaking an excess
of food substances
• To know the health benefits of exercise
• To be aware of the effects of insufficient sleep,
smoking, alcohol and drug abuse on health
Bk 3 Ch 24
Learning and Teaching
Activities
p.19
Be aware of the application of
biological knowledge in maintaining a
healthy community and its social,
ethical, economic and environmental
implications.
☆ Analyse ways in which societal needs
have led to technological advances (e.g.
diet control).
Infectious diseases
24.1 Causes of
infectious
diseases
2
• To identify the major difference between infectious
and non-infectious diseases
• To know some diseases caused by pathogens
24.2 Ways of
transmission
and control
measures of
infectious
diseases
4
• To know how infectious diseases are transmitted
and how to reduce these diseases
24.3 Treatment of
infectious
diseases
2
• To know how antibiotics kill or inhibit bacterial
growth
• To know the consequences of indiscriminate use
of antibiotics
• To know what is sulpha drugs and their functions
• To know how does 'cocktail therapy' work
Understand that the process of
scientific investigations includes
analyzing evidence and providing
explanations based upon scientific
theories and concepts (e.g. treatment
and prevention of infectious
diseases).
☆ Be aware of the application of
biological knowledge in maintaining a
healthy community and its social,
ethical, economic and environmental
implications.
☆ Analyse ways in which societal needs
2013-14 Biology Panel Meeting (I) Report
Week
Section
Time
allocation
(No. of
periods)
Annex 1
Learning target
Learning and Teaching
Activities
p.20
Curriculum Emphases
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
have led to technological advances (e.g.
treatment and prevention of diseases).
25-26
27-28
Bk 3 Ch 25
Non-infectious diseases and disease prevention
25.1 Non-infectious
diseases
4
• To know some examples of non-infectious
diseases, their risk factors and how to prevent
them
25.2 Prevention of
diseases
4
• To know how immunization programmes
contribute to disease prevention
• To state some activities that community health
involves
Bk 3 Ch 26
Suggest ways to reduce the incidence of
cardiovascular diseases.
Read stories about how scientists (e.g. Edward
Jenner, Louis Pasteur and Jonas Salk)
contributed to the development of
vaccination.
2. Be aware of personal responsibility in
preventing disease transmission.
※ Appreciate the contributions of
various people in advancing the
application of biology (e.g. the
development of vaccines and the
discovery of antibiotics).
※ Be aware that biological knowledge
and theories related to the prevention
and control of diseases are developed
through observations, hypotheses,
experimentations and analyses.
※ Understand the nature and limitations
of scientific activity (e.g. the causes and
transmission of some diseases are not
yet known).
26.1 Identifying features of mammalian skin that
are related to body defence
Use photomicrographs to observe phagocytes
and lymphocytes.
Use audiovisual materials or animations to
demonstrate the production of antibodies in
response to an antigen, and the
antigen-antibody reactions.
Discuss why breast feeding may confer passive
immunity on a child.
◎
Body defence mechanisms
26.1 Non-specific
defence
mechanisms
5
• To be able to give examples of physical and
chemical barriers
• To know how blood clotting provides body defence
• To know what is phagocytosis
• To know what happens in an inflammatory
response
26.2 Specific
defence
mechanisms
5
• To know how antibodies act against pathogens
• To identify the principles of humoral immune
response and cell-mediated immune response
• To be able to compare B cells and T cells
• To be able to distinguish between primary and
secondary responses
• To know the biological principle behind vaccination
• To distinguish between active and passive
immunity
Understand that the process of
scientific investigations includes
analyzing evidence and providing
explanations based upon scientific
theories and concepts (e.g. body
defence mechanisms).
※ Be aware of the dynamic nature of
biological knowledge related to body
defence mechanism and diseases, and
understand that science is a human
endeavour.
2013-14 Biology Panel Meeting (I) Report
Week
Section
29-30 Bk E1
Time
allocation
(No. of
periods)
Annex 1
Learning target
Learning and Teaching
Activities
1.1 Importance of
regulating water
content
1
• To identify the major organ involved in
osmoregulation
• To realize the importance of osmoregulation
1.2 The human
urinary system
2
• To identify the major parts of the urinary system and
their functions
• To know the structure of a nephron
1.3 Functioning of a
nephron
3
• To know how ultrafiltration takes place in a nephron
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
1.1 Examine the urinary system of a human torso.
1.2 Examination of the mammalian kidney
2. Be aware of the significance of
knowledge in human physiology to
improve the quality of life and maintain a
healthy community.
☆ Be aware that societal needs have led
to
technological advances (e.g. dialysis
machines).
☆ 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.
2.1 Examination of the mammalian skin
◎
• To compare the composition of the glomerular
filtrate and plasma
1.4 The role of the
kidneys
3
• To know the role of antidiuretic hormone and the
kidneys in regulating water content by negative
feedback mechanism
• To know how kidneys regulate water content after
taking in excess salts
• To know the role of kidneys in excretion
1.5 The dialysis
machine
1
• To know the function of a dialysis machine
• To know the composition of the dialysis fluid and its
importance in the functioning of the dialysis machine
2.1 Importance of
regulating body
temperature
1
• To state the importance of regulating body
temperature
• To know the major ways of transferring heat
between body and the environment
2.2 The role of skin
3
• To state the structures of the skin and their functions
• To know how various structures of the skin responds
under cold and hot conditions
2.3 Other
mechanisms of
body temperature
regulation
3
• To identify the roles of hormones and muscles in
body temperature regulation
• To state the behavioural mechanisms that help
regulating body temperature under cold and hot
conditions
2.4 The
thermoregulatory
2
• To know how the hypothalamus detects changes in
external and internal temperature
Bk E1
Curriculum Emphases
Ch1
• To know how substances in the glomerular filtrate
are reabsorbed into the blood along kidney tubules
31-32
p.21
Ch2
Make careful observations and
accurate records.
☆ 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,
2013-14 Biology Panel Meeting (I) Report
Week
Section
Time
allocation
(No. of
periods)
35-36
37
Bk E1
Learning and Teaching
Activities
Learning target
• To know what happens when the thermoregulatory
centre detects a skin or blood temperature change
centre
33-34
Annex 1
Curriculum Emphases
◎ Scientific Inquiry
☆ STSE Connections
※ Nature and History of Biology
experimentations and analyses.
Ch3
3.1 Importance of
regulating gas
content in blood
1
• To be aware of the importance of regulating gas
content in blood
3.2 Control of
breathing
3
• To know how the respiratory centre brings about the
basic rhythm of breathing
• To know the effects of carbon dioxide content in
blood on the rate and depth of breathing
3.3 Control of
heartbeat
3
• To know what happens at different times of the
cardiac cycle
• To know how the cardiovascular centre controls
cardiac output
3.4 Effects of
exercise on
breathing and
cardiac output
3
• To know how exercise affects the rate and depth of
breathing and cardiac output
• To be aware of the significance of the change in rate
and depth of breathing and cardiac output during
and after exercise
4.1 Hormonal control
of the menstrual
cycle
4
• To know how follicle stimulating hormone, luteinizing Interpret graphs showing the fluctuation of
hormones and the changes of the uterine
hormone, oestrogen and progesterone interact to
lining of the menstrual cycle.
bring about changes in the menstrual cycle
• To know the significance of hormonal control of the
menstrual cycle
4.2 Use of hormones
3
• To know how hormones are used as contraceptives
• To be aware of how hormones are used in the
treatment of infertility
Bk E1
p.22
Design and perform investigations to study the
changes in breathing before and after
exercise.
Ch4
Revision
Second Term Examination
Plan, conduct and write a report on a
scientific investigation (e.g. study the
change in heart rate and breathing rate
before and after exercise).
◎ Use appropriate instruments and proper
techniques for carrying out practical
work (e.g. measuring breathing rate and
heart rate).
◎ Make careful observations and
accurate records.
※ Appreciate the role of science and
technology in understanding the human
body
◎
2013-14 Biology Panel Meeting (I) Report
Annex 1
ESTIMATED PROGRESS (2013-2014
p.23
S.6 BIOLOGY)
Textbook: New Senior Secondary Mastering Biology for Biology and Combined Science (H. W. Yung)
BK4 & E4
No. of teaching weeks : 16
Teacher: Shak Yee Fan
Week
Section
2-3
4-5
Bk 4
Ch 28
Time
allocation
(No. of
periods)
Learning target
7
• To be able to state the features of the
genetic code
• To identify the two main stages in
protein synthesis
• To know the fate of the proteins
synthesized
28.2 Mutations
3
• To distinguish between gene mutation
and chromosome mutation
• To distinguish between spontaneous
mutations and induced mutations
• To be able to give examples of
mutagens
Recombinant
DNA
technology
29.2 DNA
fingerprinting
1. Scientific Inquiry ☆ STSE Connections
※ Nature and History of Biology
Applied genetics
3
29.1
Curriculum Emphases
Molecular genetics
28.1 From DNA
to proteins
Bk 4 Ch 29
Learning and Teaching
Activities
4
• To know the major steps and
applications of recombinant DNA
technology
• To know the major steps, basic principle
and applications of DNA fingerprinting
29.1 Separation of DNA fragments using gel electrophoresis
Use audiovisual materials to illustrate the processes
of recombinant DNA technology and DNA
fingerprinting.
◎
Use appropriate instruments and proper
techniques for carrying out practical
work on molecular genetics (e.g. DNA
extraction and gel-electrophoresis).
2013-14 Biology Panel Meeting (I) Report
Week
Section
29.3 Human
Genome
Project
6
7
8-10
SBA
SBA
Bk E4 Ch 1
Time
allocation
(No. of
periods)
3
Annex 1
Learning target
• To know the goals, contribution and
limitations of the Human Genome Project
Learning and Teaching
Activities
p.24
Curriculum Emphases
1. Scientific Inquiry ☆ STSE Connections
※ Nature and History of Biology
Be aware that societal needs have led to
technological advances (e.g. recombinant
DNA technology and DNA
fingerprinting).
☆ Appreciate the contribution of the
Human Genome Project (HGP) and the
application of biotechnology to humans and
society.
☆ 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.
☆
Traditional and modern biotechnology
1.1 Introduction to
biotechnology
4
• To give examples of traditional and
modern biotechnology
• To be able to define biotechnology,
genetic engineering and cloning
1.2 Genetic
engineering
10
• To know the use of restriction enzymes,
DNA ligases, DNA polymerases, DNA
probes and vectors in genetic
engineering
• To know the basic principles of gel
electrophoresis, recombinant DNA
technology, polymerase chain reaction
and DNA fingerprinting
• To know the applications of recombinant
DNA technology, polymerase chain
reaction and DNA fingerprinting
• To know the benefits and possible
hazards of genetic engineering
Use diagrams, audiovisual materials or animations to illustrate
◎
the processes of recombinant DNA technology, PCR,
DNA fingerprinting and cloning.
Discuss the use of DNA fingerprinting in forensic science.
Use appropriate instruments and proper
techniques for carrying out practical
work (e.g. separation of DNA fragments
by gel-electrophoresis).
◎ Analyse and draw conclusions from data
(e.g. DNA fingerprinting).
☆ Explain how scientific knowledge may
lead to the development of new technology
and how new technology may lead to
scientific discovery (e.g. understanding of
the characteristics of enzymes leading to the
invention of PCR technology
2013-14 Biology Panel Meeting (I) Report
Week
Section
1.3 Plant and
animal
cloning
11-12
13
14
Bk E4 Ch 2
Annex 1
Time
allocation
(No. of
periods)
2
Learning target
• To be able to distinguish between germ
line and somatic gene therapy
• To know the potential benefits and
hazards of gene therapy
• To give examples of applications of stem
cells in medical treatment
2.2 Biotechnology
in agriculture
5
• To know the uses of transgenic plants
and animals in scientific research and
agriculture
• To give examples of desirable traits built
into transgenic plants and animals
Appreciate the role of science and
technology in understanding the inheritance
of humans
☆ Analyse ways in which societal needs
have led to technological advances (e.g. the
production of genetically modified crops to
solve food shortage problem).
☆ Understand how science has been
influenced by societies (e.g. debates on
human cloning and human stem cells
research).
☆
Bioethics
3.1 What is
bioethics?
1
• To be aware of bioethics
3.2 Some issues
in
biotechnology
5
• To be able to list some issues related to
the production of GM food, cloning, the
Human Genome Project (HGP), gene
therapy and stem cell therapy
30.1 The origins
of life
1. Scientific Inquiry ☆ STSE Connections
※ Nature and History of Biology
Biotechnology in medicine and agriculture
5
Bk 4 Ch 30
Curriculum Emphases
• To know the major steps and
applications of plant and animal cloning
• To state some advantages and
disadvantages of plant and animal
cloning
2.1 Biotechnology
in medicine
Bk E4 Ch 3
Learning and Teaching
Activities
p.25
Evolution I
2
• To know how life originated
Debate on the issues related to genetically modified
food, animal and plant cloning, HGP, gene therapy
and stem cells transplant.
Be aware of the wide application of
biotechnology and its social, ethical,
economic and environmental implications
(e.g. issues related to stem cells therapy,
gene therapy, animal cloning and
genetically modified food)
☆
2013-14 Biology Panel Meeting (I) Report
Week
Section
30.2 Evolution
15-16
Bk 4 Ch 31
Annex 1
Time
allocation
(No. of
periods)
4
Learning target
Learning and Teaching
Activities
p.26
Curriculum Emphases
1. Scientific Inquiry ☆ STSE Connections
※ Nature and History of Biology
• To know what is evolution
• To understand how fossil record can
provide evidence for evolution
• To know the limitations of using fossil
record as evidence for evolution
Evolution II
31.1 Mechanism
of evolution
3
• To know how evolution happens
• To state the significance of variations
within a species
• To state the two main principles of
Lamarck's theory
31.2 Speciation
4
• To know what is speciation
• To know the isolation mechanisms that
lead to the formation of new species
Use computer simulations or other simulations to model natural ※
selection.
Recognise the contributions of various
people (e.g. Charles Darwin, Sir Alfred
Russel Wallace and Jean Baptiste Lamarck)
to the understanding of evolution.
17-19
Mock Examination (2/1 – 13/1/2014)
20-23
Revision
Remark:
 Curriculum Emphases includes the generic skills, scientific process skills, values and attitudes in the topics.