Biology (生物)
This Biology Curriculum serves as a continuation of the Science (S1–3) Curriculum and builds on the strength of the current Biology curricula. It will provide a range of balanced learning experiences so that students develop the necessary scientific knowledge and understanding, skills and processes, and values and attitudes embedded in the “Life and Living” strand and other strands of science education. These are necessary for personal development to enable students to contribute towards a scientific and technological world. The curriculum will prepare students for their tertiary studies, vocational training and careers in various fields of life science. The emergence of a highly competitive and integrated economy, advanced scientific and technological innovations, and a growing knowledge base will continue to have a profound impact on our lives. In order to meet the challenges posed by these changes, the Biology Curriculum, like other science electives, provides a platform for developing scientific literacy and building up essential scientific knowledge and skills for life-long learning. Through the learning of biology, students will acquire relevant procedural and conceptual knowledge to help them understand many contemporary issues. They will become aware of the interconnections between science, technology, society and the environment. In addition, students will develop a respect for the living world, an attitude of responsible citizenship and a commitment to promote personal and community health. Biology is a rapidly advancing science incorporating a huge amount of information about living organisms. There is a mistaken impression that it is a subject involving memorisation of numerous unrelated facts. In this curriculum, it is hoped that students will develop a broad, general understanding of biological principles and concepts and at the same time acquire a body of essential facts. In order to make the study of biology exciting and relevant, it is suggested that it should be introduced in real life contexts. The adoption of a wide range of learning and teaching strategies and assessment practices is intended to stimulate interest in and create motivation for learning among students with a range of abilities and aspirations.
我們如何教授Biology
Knowledge and Understanding
Students are expected to: a) acquire knowledge and develop an understanding of biological principles, concepts, terms and facts; b) apply biological knowledge and concepts to familiar and unfamiliar situations; c) show an understanding of the application and uses of biological knowledge in daily life; and d) develop an understanding of current issues and developments in biology.
Skills and Processes
Students are expected to: a) make careful observations, ask relevant questions, identify problems and formulate hypotheses for investigations; b) recognise the importance of evidence in supporting, modifying or refuting proposed scientific theories; c) develop the ability to think scientifically and creatively; d) acquire an analytical mind to critically evaluate biology-related issues; e) identify the pros and cons of the application of biological knowledge for informed decision-making; f) plan and conduct scientific investigations individually or collaboratively with appropriate instruments and methods, collect quantitative and qualitative information with accuracy, analyse data and draw conclusions for problem-solving; g) use information technology to process and present scientific information; and h) communicate ideas and views effectively with others, using the language of science.
Values and Attitudes
Students are expected to: a) show an interest in the study of biology, appreciate the wonders and complexity of Nature, and show respect for all living things and the environment; b) recognise their responsibility for conserving, protecting and maintaining the quality of the environment; c) develop positive values and attitudes towards adopting a healthy lifestyle; d) be aware of the dynamic nature of biological knowledge and appreciate the role of science and technology in understanding the living world; and e) be aware of the application of biological knowledge in society and its social, ethical, economic and environmental implications.
課程大綱及免費筆記
Cells and Molecules of Life (生命的細胞和分子)
Cells and biomolecules are fundamental units of life. Organisms are built up of these fundamental units which function as an integrated whole. The study of the structure and function of cells will lay the foundation for students to understand and relate cellular processes to the essential life processes of organisms. The study of the discovery of cells will enable students to appreciate the contribution of technology to the advancement of science and the dynamic nature of biological knowledge.
核心概念
閱讀免費筆記- •Water, Inorganic Ions and Life
- •Biomolecules: Building Blocks and Functions
- •Discovery of Cells and Microscopes
- •Light Microscopy and Specimen Preparation
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Genetics and Evolution (遺傳學與進化)
Through the study of basic genetics, students will acquire knowledge and develop an understanding of concepts of genes and their roles in the life of organisms. The study of molecular genetics will lay the foundation for students to study further in the field of biotechnology and be aware of its impact on society. The study of biodiversity will help students to recognise its complexity and the adaptations of different groups of organisms to their environment. Moreover, a phylogenetic approach to the classification system is adopted, which helps them to understand the development of the classification system with evidence gathered from molecular genetics. This will enable students to appreciate the phenomena of evolution and develop their curiosity about the origins of life. In addition to Darwin’s theory, students are encouraged to explore other scientific explanations for the origins of life and evolution, to help illustrate the dynamic nature of scientific knowledge. Scientific Inquiry This should enable students to: a) make careful observations and accurate records (e.g. observe distinguishing features for identifying organisms, and variations in humans); b) use appropriate instruments and proper techniques for carrying out practical work on molecular genetics (e.g. DNA extraction and gel-electrophoresis); c) classify, collate and display both first and second hand data (e.g. construct a pedigree of the inheritance of some human traits); d) use diagrams and physical models as visual representations of phenomena and relationships arising from the data (e.g. genetic diagrams and DNA model); and e) formulate and revise scientific explanations and models using logic and evidence (e.g. use of fossil records as evidence for evolution). STSE Connections This should enable students to: a) be aware of the application of knowledge of basic and molecular genetics in society and its social, ethical and economic implications; b) be aware that societal needs have led to technological advances (e.g. recombinant DNA technology and DNA fingerprinting); c) appreciate the contribution of the Human Genome Project (HGP) and the application of biotechnology to humans and society; d) appreciate the role of science and technology in understanding the complexity of life forms and their genetics; e) understand how science has been influenced by societies (e.g. various views on the origins of life and evolution); and f) 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. Nature and History of Biology This should enable students to: a) be aware of the dynamic nature of biological knowledge (e.g. from basic genetics to molecular genetics, and the development of classification systems); b) recognise the contributions of various people (e.g. Gregor Mendel, James Watson, Francis Crick, Charles Darwin, Sir Alfred Russel Wallace and Jean Baptiste Lamarck) to the understanding of genetics and evolution; c) appreciate the advancement of the study of genetics from traditional breeding experiments to molecular experimentation and analysis; and d) be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. Mendel’s work).
核心概念
閱讀免費筆記- •Mendel’s Laws: Segregation and Independent Assortment
- •Human Inheritance: ABO, Sex Linkage, and Sex Determination
- •Pedigree Analysis: Tracing Inheritance
- •Variation: Types and Causes
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