Integrated Science (綜合科學)

This Unit aims to develop in students understanding of basic concepts of scientific experiments and measurement, while also strengthening their safety awareness and scientific attitude. Students will conduct experiments such as heating solids and liquids or mixing solutions, using common laboratory apparatus such as stopwatches, measuring cylinders, thermometers, and electronic balances. Through these activities, students will learn the importance of measurement errors and the concepts of "accuracy" and "precision". Safety in the laboratory is another learning focus of this unit. Students will learn to identify common hazards (factors that can potentially cause harm) and risks (possibility of causing harm), and recognise the meaning of hazard warning symbols. While learning about the concept of the "Fire Triangle", students will understand the necessary conditions for combustion and learn ways to reduce or control accidents. These learning contents will help students become familiar with the proper use of laboratory apparatus and chemicals, learn to deal with common laboratory accidents, and establish positive values on responsibility and safety during experiments. Students can record and analyse experimental data, and present their data using tables or simple charts. Through this process, students will learn about control variables, analyse cause-and-effect relationships, and come up with ways to improve experimental design. These activities can help students develop collaborative skills in problem-solving. Students can develop and master operating simple experimental apparatus, making qualitative observations and quantitative measurements, commenting accuracy and precision in a scientific measurement and reporting data honestly.

This Unit engages students in observing different organisms and cultivates students’ ability to make scientific observation and in identifying and summarising key biological features. Students will learn to classify fish, amphibians, reptiles, birds, and mammals based on their external features, and recognise the key features of non-vascular and vascular plants, seed and seedless plants, flowering and non-flowering plants. These learning activities help students understand the overarching concept of “form and function”. Through activities such as examining photos and conducting a biodiversity survey on the school campus, students can learn about the concepts of biodiversity, and develop the proper values of respecting nature and cherishing life. Learning about the life cycles of animals through observing the changes in the growth process of birds or frogs, can help students understand more about the patterns of growth and reproduction of organisms. This Unit also introduces cells as the basic unit of living things,teachers may teach the relevant concepts via the use of practical activities, such as providing opportunities for students to prepare slides and examine plant and animal tissues under a microscope, which students could experience the process of scientific inquiry and master relevant experimental skills. Besides, students can develop and master the following skills: a) observing an organism over a period of time and noticing relevant details. b) using a set of general observations, trend or model to deduce a specific result c) identifying similarities and differences of organisms d) classifying organisms according to their external features e) using tables and graphs for data analysis and f) referring information from reliable sources.

This Unit will introduce the basic concepts of human reproduction and heredity. The genetic material, DNA, within the body cells carries the instructions for defining the different traits of a living organism. Reproduction is an essential life process that leads to the formation of a new life. Through reproduction, new individuals with traits similar to their parents are formed. The passing of traits from generation to generation is called heredity. The overarching concept “change and constancy” can be exemplified in the process involved in heredity. In tandem, through learning about the formation of life and its related processes, students can gain an understanding of the mysteries of life, thereby developing proper values of cherishing and respecting life. Through different learning activities, such as constructing a DNA model to demonstrate the double helix structure as well as base pairing of DNA and performing practical work to extract DNA from fruit and vegetable samples, students can develop practical manipulative skills and enhance their understanding of constructing scientific models. By conducting a class survey on continuous and discontinuous variation and presenting the data in tables and charts, students can strengthen their data processing skills. Besides, teachers can design appropriate learning and teaching activities to facilitate students’ development and mastery of the following skills: a) using tables and graphs for data analysis b) observing carefully to discern the order in which events take place c) extracting and suitably organising relevant information from reliable sources d) organising the claim, evidence and reasoning clearly in scientific discussions e) reflecting on and consolidating scientific concepts through scientific discussions to enhance understanding of the concepts f) distinguishing between fact, myth and belief, and making informed decisions based on evidence g) evaluating the impact of various application of scientific discoveries on society h) thinking critically about the scientific information obtained from the media from scientific, i) ethical and social perspectives.

This Unit is a continuation of “Scientific Practices I” with a focus on deepening students' understanding of scientific inquiry and scientific reasoning, and further developing their data analysis capabilities. Students will learn how to construct hypotheses and verify them through different scientific inquiry methods. Students will master the concepts of independent variables, dependent variables and control variables as well as design controlled experiments to identify casual relationships. By comparing the accuracy and precision of experimental results, students will learn how to evaluate the reliability of the conclusions. For the learning of scientific reasoning, this Unit introduces how to use data to infer general trends and construct models or theories for explaining phenomena scientifically. For example in the activity of “perform practical work to find out the relationship between temperature and thermal expansion of liquids”, students will observe and compare the changes in liquid volume at different temperatures, organise the data using charts, and construct different models to explain their observations. This process will help students understand the concept of “evidence and models”. In addition, reading historical stories about famous scientists conducting scientific investigations could facilitate students to understand the key role of scientific inquiry in building scientific knowledge. Teachers can also arrange problem-solving exercises in scientific reasoning and design fair tests and other activities to cultivate students’ scientific attitudes, laying a solid knowledge foundation for future scientific learning. Teachers can also design other appropriate learning and teaching activities to enable students to develop and master the following skills: a) using specific data to induce a general trend, conclusion or model b) using a set of general observations, trend or model to deduce a specific result c) making inference to the best possible explanation to the observed phenomenon d) making informed decisions based on the probability of phenomenon occurring e) formulating a hypothesis based on the observed phenomenon g) identifying independent variables, dependent variables and control variables h) setting up a controlled experiment that minimises the effect of confounding factors to identify causation i) choosing from alternative experimental methods or improving the method for a scientific investigation j)commenting the reliability of a scientific measurement or a scientific investigation

This Unit will introduce scientific concepts related to the structure of the earth, earth resources and space exploration. Students will begin by learning the physical characteristics of the planets in the solar system and compare them with the surface temperature, atmospheric composition and water distribution of the Earth, through which to explore planets which may have potential conditions to support life. Students will further develop their understanding of the relationships between different phenomena and processes on Earth, such as the sun provides energy to the earth through radiation, the growth of plants and animals, the movement of clouds, and the water cycle, and discuss how these processes interact with each other to make life sustainable, thereby deepening their understanding of the overarching concepts of “change and constancy”. In addition, teachers can arrange appropriate learning activities to allow students to conduct scientific discussions comparing the advantages and limitations of fossil fuels and renewable energy sources, and inspiring them to reflect on the responsibilities towards the environment and sustainable development. Moreover, concepts learnt from geography topics of “Energy” and “Ocean” provide background knowledge for students to understand the scientific concepts in this Unit. Teachers are encouraged to guide students to carry out cross-disciplinary projects so that they can have a more holistic view in investigating issues relating to these topics. This Unit also facilitates students to appreciate the country's achievements in the development of space science (e.g. the Tiangong Space Station and China manned space program) and understand the contributions made by local and national aerospace scientists in research fields on lunar surface sampling and deep space exploration. By studying the national space research project, students can understand and appreciate the country’s important achievements and contributions in the development of space science and appreciate the dedication of scientists. Besides, teachers can design appropriate learning and teaching activities to facilitate students to develop and master the following skills: a) using a set of general observations, trend or model to deduce a specific result b) making inference to the best possible explanation to the observed phenomenon c) using tables and graphs for data analysis d) choosing from alternative experimental methods or improving the method for a scientific investigation e) commenting the reliability of a scientific measurement or a scientific investigation f) organising the claim, evidence and reasoning clearly in scientific discussions g) evaluating the balance between the development of science and technology as well as environmental cost.

This Unit aims to develop in students the basic understanding of the interrelationship between living things and the environment. Students will conduct different practical activities, such as by investigating the necessary conditions for photosynthesis to occur. Students will learn how plants use light energy, carbon dioxide and water to make food and release oxygen as a by- product. In the activities, students will perform data processing to analyse the changing trends of oxygen consumption or oxygen production, thereby cultivating scientific thinking to propose explanations based on observed phenomena. This Unit also explains the importance of respiration in releasing energy within cells, and explains the complementary roles that photosynthesis and respiration play in carbon and oxygen balance in Nature. Learning the concepts of “ecosystem” and “biodiversity”, such as distinguishing between producers, consumers and decomposers, and analysing food webs to understand relationships such as predation, competition, and symbiosis, help students understand how life could sustain on the earth. Teachers may arrange activities to design micro-ecosystems, facilitating students to observe how the entire system is affected when the number of certain organisms changes, thereby understanding the importance of biodiversity. Students will also understand the impact of human activities on habitats and species survival, thereby cultivating a sense of responsibility and proper values in protecting the ecosystem. “Climate change” is an important issue encompassing science, technology, the environment, and society. To facilitate students to gain a deeper understanding of the interconnections among its various factors, teachers should actively consider collaborating with other subjects (e.g. junior secondary geography) when planning the learning and teaching on this topic. Interdisciplinary project learning could facilitate students to objectively evaluate the impact of the greenhouse effect on the natural environment, explore the interrelationships among photosynthesis, respiration, ecosystems, and climate change, thereby assisting them appreciate the concept of “change and constancy”. Teacher can also design other appropriate learning and teaching activities to enable students to develop and master the following skills: a) using a set of general observations, trend or models to deduce a specific result b) making inferences to the best possible explanation to the observed phenomenon c) identifying independent variables, dependent variables and control variables d) setting up a controlled experiment to minimise confounding factors to identify causation e) choosing from alternative experimental methods or improving the method for a scientific investigation f) commenting the reliability of a scientific measurement or a scientific investigation g) using tables and graphs for data analysis h) organising the claim, evidence and reasoning clearly in scientific discussions

This Unit facilitates students to understand the properties of matter in different states and the transfer or conversion of energy. Students will use particle theory to explain scientific phenomena in daily life. For example, students may conduct a practical work on observing the length or volume changes of metal rods in cold or hot environments, and use particle models to support their explanations. Through exploring the phenomenon of expansion and contraction due to temperature changes, students will discuss and understand the underlying scientific principles and daily life applications. In addition, students will learn about the concept of density and through scientific measurement and calculation, determine whether different substances float or sink in water. Teachers may also guide students to draw temperature-time graphs to use data in verifying whether the change of physical state processes (e.g. melting, freezing, boiling, condensation) support with hypotheses, while encouraging them to consider sources of error and ways to improve experimental reliability. In addition, this Unit uses daily examples (e.g. light bulbs converting electrical energy into light energy, regenerative braking system in electric vehicles) to explain the processes of energy conversion. Students will conduct experiments to understand different heat transfer processes and verify the direction of heat transfer based on experimental data. Teachers may guide students to use particle theory and observed data to verify relevant scientific concepts, and further apply the theory to explain other daily phenomena. Through different learning activities, students will understand the concepts of “evidence and models” and “matter and energy”, and develop scientific inquiry skills. Moreover, teachers can also arrange “Design and Make” activities to encourage students to propose diverse and original ideas, apply scientific method for creative problem-solving and experience the process of engineering practice. Teachers can also design other appropriate learning and teaching activities to facilitate students to develop and master the following skills: a) using specific data to induce a general trend, conclusion or model b) formulating a hypothesis based on observed phenomenon c) seeking evidence to support or refute claims d) commenting accuracy and precision in a scientific measurement e) using scientific formula for scientific inference f) identifying outliers and handling data from repeated measurements to assess the uncertainty incurred

This Unit is a continuation of “Matter and Energy” which facilitates students to further understand scientific concepts related to the microscopic world such as “matter” and “chemical changes and physical changes” as well as learning contents including “solutions”, “acids and alkalis” and “chemical reactions”. Students will conduct various practical activities to learn using physical methods to separate different substances. They will also participate in designing experiments involving the mixing of acids and alkalis, and observe the changes in mass for certain substances before and after combustion. Through these activities, students will be able to distinguish between chemical and physical changes based on observations. During the activities, students will learn about the properties of common acids and bases, using indicators to test the pH of different solutions, and guide them to recognise the potential hazards of handling acids and bases, as well as safety precautions during laboratory operations, thereby fostering a considerate and responsible attitude in students. In addition, students will learn about the relationship between solutes, solvents and solution, and the calculation of concentration of solution, verifying the conservation of mass in the dissolving process through experiments, and investigate the factors that affect the rate of dissolving (e.g. temperature, time of stirring, particle size), which supports students to practice experimenting skills and facilitate them to understand the overarching concept of “change and constancy”. Teachers can also design other appropriate learning and teaching activities to enable students to develop and master the following skills: a) using specific data to induce a general trend, conclusion or model b) making inference to the best possible explanation to the observed phenomenon c) identifying independent variables, dependent variables and control variables d) making qualitative observations and quantitative measurements e) commenting accuracy and precision in a scientific measurement f) setting up a control experiment to avoid confounding factors and identify causation g) using scientific notation, significant figures and ratio for presenting scientific data h) using tables and graphs for data analysis

This Unit facilitates students to understand the characteristics of object motion and the principles behind it in a systematic manner. Through daily life examples (e.g. a pedestrian's walking speed, a car's speed), students will learn the relationship between speed, distance, and time, and be guided to understand how acceleration or deceleration affects motion. Students will also learn to differentiate between contact forces (e.g. friction, elastic force) and non- contact forces (e.g., gravity, magnetic force), and comprehend that in the physical world, forces and reaction forces occur in pairs, impacting an object's motion. In addition, teachers can guide students to explore the factors that affect friction through daily examples. Students can conduct experiments to compare the friction of different materials, and present the analysis results through appropriate methods. Students will also learn the relationship between gravity and mass, and predict whether the gravity experienced by objects with the same mass would differ on different planets. This Unit also facilitates students to learn about the relationship between pressure, force and area. Students will learn how air pressure and water pressure change with height or depth, and give examples of applications of pressure in daily life. Teachers may further guide students to use the concept of particle movement to explore the relationship between air pressure and temperature, propose scientific explanations, and understand the concept of “evidence and models”. Through a series of practical activities, students will be able to make scientific inferences, connect theories with daily life phenomena, and explain various observations. Teachers can also design other appropriate learning and teaching activities to allow students to develop and master the following skills: a) using specific data to induce a general trend, conclusion or model b) making inference to the best possible explanation to the observed phenomenon c) formulating a hypothesis based on observed phenomenon d) identifying independent variables, dependent variables and control variables e) setting up a control experiment to avoid confounding factors and identify causation f) choosing from alternative experimental methods or improving the method for a scientific investigation g) commenting the reliability of a scientific measurement or a scientific investigation h) using scientific formula for scientific inference i) identifying outliers and handling data from repeated measurements to assess the uncertainty incurred

This Unit guides students to learn the basic concepts of electric circuits, draw and analyse simple circuit diagrams, and understand the relationship between current, voltage and resistance. Students will recognise common circuit symbols such as battery, light bulbs, switches, ammeters, voltmeters, and variable resistors. Students will conduct various experiments, such as measure current and voltage in series and parallel circuits, conduct control experiments to explore the relationship between the resistance of a wire and the length and thickness of the wire. During the experiments, teachers can guide students to come up with the best explanation based on the observation, and try to use tables or images to record and analyse the experimental data, thereby cultivating evidence-based scientific reasoning abilities. In addition, students will conduct experiments to understand the principles of electromagnets as well as how factors, such as the number of coils turns and iron core material, affect the magnetic strength. Students will explore daily life examples of the use of magnets, as well as proposing other creative ideas related to the use of magnets in daily contexts, thereby stimulating creative thinking. This Unit also explores household electricity, including the concepts of power and efficiency in electrical appliances. Students will use formulae to calculate the energy consumption of appliances, investigate the dangers of circuit overloading, and understand the importance of using electricity safely. Teachers can arrange interdisciplinary project learning by providing data on the light output and energy consumption of different light bulbs, facilitating students to evaluate energy efficiency by comparing the data and discuss the relationship between energy conservation and environmental sustainability. Teachers can also design other appropriate learning and teaching activities to enable students to develop and master the following skills: a) making inference to the best possible explanation to the observed phenomenon b) selecting appropriate apparatus for conducting experiment c) reading scales of different apparatuses d) formulating a hypothesis based on observed phenomenon e) identifying independent variables, dependent variables and control variables f) commenting accuracy and precision in a scientific measurement g) setting up a control experiment to avoid confounding factors and identify causation h) using tables and graphs for data analysis i) using scientific formula for scientific inference j) identifying outliers and handling data from repeated measurements to assess the uncertainty incurred

This Unit aims to introduce to students various aspects of nutrition and health, such as different types of food substances, how food can be digested and absorbed by our bodies, and the concepts of a balanced diet. Students will realise the importance of maintaining healthy lifestyles, and recognise that personal hygiene, vaccination and herd immunity are crucial in reducing the risk of infecting non-infectious (non-communicable) diseases and infectious (communicable) diseases. Students will learn about the harmful effects of smoking on our health and the associated risks, and the effects of alcohols, solvents and drugs on our judgements and responses. This can enable them to make informed decisions and refuse to take these substances. Any changes that disturb the internal balance of our body may result in health problems or diseases, and students may then realise the overarching concept “change and constancy”. In addition, students will also realise the overarching concept “systems and organisation” from the study of the digestive system. Through different learning activities, such as investigating the effects of physical exercise on breathing rate and heart rate, students can practice scientific observations and measurements, and develop their ability to propose scientific explanations. In addition, examining food labels to determine the nutritional value and energy content of food can help students develop their data processing skills. Besides, teachers can design other appropriate learning and teaching activities to facilitate students’ development and mastery of the following skills: a) making inferences to the best possible explanation to the observed phenomenon b) making informed decisions based on the probability of phenomenon occurring c) setting up a controlled experiment to minimise confounding factors to identify causation d) conducting a fair test e) constructing and using scientific models to explain phenomena f) using scientific notation, significant figures and ratio for presenting scientific data g) using tables and graphs for data analysis h) referencing reliable sources of information i) evaluating the effects of different dietary habits and lifestyles on health

In this Unit, students will learn about the properties of light and some common phenomena such as reflection, refraction and total internal reflection of light. Teachers can arrange learning activities for students, such as conducting experiments to verify the laws of refraction and the conditions for the occurrence of total internal reflection, so that students can make scientific reasoning and verify scientific formulas based on the observation results. In addition, this Unit also introduces the structure of the eye and the scientific principles of vision formation, along with discussions on the causes of long sight and short sight, as well as their correction methods, thereby cultivating students' awareness of eye protection. Students will also know that visible light is a part of the electromagnetic spectrum and consists of different colours of light. In addition to visible light, there are other radiation in the electromagnetic spectrum. Teachers can guide students to discuss the application and possible risks of electromagnetic radiation in daily life, and cultivate students’ probabilistic thinking. Students can verify the characteristics of sound and understand the relationship between the vibration frequency and amplitude of note through experiments and daily experiences. Students can also use simulated experiments to analyse the waveforms of note, in which students could learn about data processing skills. Teachers can guide students to investigate the issue of noise pollution, which students could explore the impact of noise from shipping or construction industries on the ecosystem from a scientific perspective, encourage students to propose diverse or original solutions, and enhance public concern for environmental sustainability. Teachers can also design other appropriate learning and teaching activities to enable students to develop and master the following skills: a) using a set of general observations, trend or model to deduce a specific result b) making inference to the best possible explanation to the observed phenomenon c) using scientific formula for scientific inference d) formulating a hypothesis based on observed phenomenon e) identifying independent variables, dependent variables and control variables f) commenting accuracy and precision in a scientific measurement g) constructing and using models to explain phenomena

This Unit focuses on how to obtain useful chemicals from the atmosphere, oceans and Earth's crust using various extraction and separation methods. Students will learn about the carbon cycle, and also learn about carbon dioxide removal and storage technologies (e.g. forestation, biochar, direct air capture) to understand the important role of these methods in mitigating the greenhouse effect, and realise the concept of “change and constancy”. Students will also learn some simple chemical tests and extraction methods, and practice scientific observation, measurement and inference by conducting different experiments, such as flame tests. Students will practice the use of word equations or chemical equations to express the chemical changes that occur during the metal extraction process of metal ores. In addition, students will realise that chemicals extracted from the Earth can be used to produce useful materials, which are widely used in the modern world to enhance quality of life. However, students should also be aware that improper use and disposal of these materials will cause environmental pollution and the exhausting of resources. Students can conduct cross- disciplinary project learning to explore scientific issues related to sustainable development, such as discussing how the development of new plastic materials can balance social needs and ecological conservation. These learning activities help students understand sustainable development and cultivate the proper values of protecting the environment. Teachers can also design other appropriate learning and teaching activities to enable students to develop and master the following skills: a) using specific data to induce a general trend, conclusion or model b) using a set of general observations, trend or model to deduce a specific result c) making inference to the best possible explanation to the observed phenomenon d) formulating a hypothesis based on observed phenomenon e) identifying independent variables, dependent variables and control variables f) making qualitative observations and quantitative measurements g) identifying causation h) choosing from alternative experimental methods or improving the method for a scientific investigation i) commenting the reliability of a scientific measurement or a scientific investigation j) using tables and graphs for data analysis k) referencing reliable sources of information l) evaluating the balance between modernisation and environmental cost m) evaluating the impact of scientific and technological discoveries on the quality of life