Menu

Faculty of Science and Computer Science

Faculty of

Science and Computer Science

Physics, Chemistry, Biology, IT, STEAM

Unlike usual practice of separating Science and Computer Science into different Key Learning Areas, UCCKE adopts the classification used in most universities, with Science and Computer Science being placed under the same faculty. The subjects in this faculty include Physics, Chemistry, Biology, which are collectively named Science as well as; Information Technology (IT) and STEAM, which are under Computer Science. In the following sections, the philosophy of the two streams will be discussed and information about individual science and computer science subjects will be examined in greater details.

 

Science

Science is the study of phenomena and events around us through systematic observation and experimentation. It is a way to understand the beauty of God’s creation (Romans 1:19-20). Science education cultivates students’ curiosity about the world and enhances scientific thinking. Through the enquiry process, students will develop scientific knowledge and skills to help them evaluate the impacts of scientific and technological development. This will prepare students to participate in public discourse in science- related issues and enable them to become life-long learners in science and technology.

In Junior Secondary levels, students are taught by subject specialists to equip them with basic concepts of the three science modules, namely Physics, Chemistry and Biology, with adequate scientific language and vocabulary, to lay among them a solid foundation for further study of these subjects in the senior secondary levels. However, the Junior Secondary Science curriculum is not merely serving those students taking science subject in higher forms but to enable our students to lead a fulfilling and responsible life by encouraging them to reason critically, think creatively, make wise decisions and solve problems with scientific knowledge and a scientific mind.

The emphasis of science education is to enhance students’ scientific thinking through progressive learning activities that involve planning, measuring, observing, analysing data, designing and evaluating procedures, and examining evidence. Hence, scientific investigation is one of the emphases in our science curriculum. The three modules work together to create a spiral learning experience for our junior form students as illustrated in the Appendix.

Through reading science articles and performing science activities in classroom, laboratory and outside classroom, students should develop an interest in science and thus be motivated enough to become active learners in science. Students should also develop an understanding of science, technology and society (STS). They should be able to make informed decisions based on evidence.

Students with high ability or a strong interest in science need more challenging learning programmes. These programmes include more challenging assignments, more open-ended experiments and higher-level scientific investigations. Through these programmes, students’ science capabilities should be stretched and thus their potential developed to the full.

 

Aims and Objectives

The broad aims of the science syllabuses are that students should:

  1. acquire the basic scientific knowledge and concepts for living in and contributing to a scientific and technological world;
  2. develop the ability to enquire and to solve problems;
  3. be acquainted with the language of science and be equipped with the skills in communicating ideas in science related contexts;
  4. develop curiosity and interest in science;
  5. recognise the usefulness and limitations of science and the interactions between science, technology and society and develop an attitude of responsible citizenship, including respect for the environment and commitment to the wise use of resources;
  6. be able to appreciate and understand the evolutionary nature of scientific knowledge.

 

Based on the broad aims, it is possible to identify the general objectives for the syllabus as follows:

A. Knowledge and understanding

Students should be able to demonstrate knowledge and understanding in relation to:

  1. some phenomena, facts and concepts in science
  2. some scientific vocabulary and terminology
  3. some applications of science in society and students’ everyday life
 
B. Scientific method and problem-solving skills

Students should be able to:

  1. ask relevant questions, suggest ideas and make predictions
  2. select and apply facts and concepts learnt to solve problems
  3. propose hypotheses and devise methods for testing them
  4. analyse data, draw conclusions and make further predictions
 
C. Laboratory techniques

Students should be able to:

  1. handle apparatus and chemicals safely and properly
  2. carry out instructions for experiments
  3. observe and describe objects and experimental results accurately
  4. select appropriate apparatus and suggest experimental procedures

 

D. Communication skills

Students should be able to:

  1. extract relevant information from a variety of sources
  2. manipulate simple numerical and other data
  3. interpret scientific information from data presented in diagrammatic, numerical, tabular and graphical forms
  4. organise and present information in a clear and orderly manner
  5. argue for or against the use of science in technological situations based on scientific, ethical, economic, political and social considerations
  6. communicate scientific ideas and values with one another

 

E. Decision-making skills

Students should be able to:

  1. make objective judgements based on data and arguments presented with scientific, ethical, economic, political and social considerations
  2. support value judgement using appropriate and relevant scientific facts and knowledge
 
F. Attitude

Students should:

  1. develop curiosity and interest in science
  2. be aware of the importance of the safety of oneself and others in the laboratory and be committed to safe practices in daily life
  3. develop personal integrity through honest recording of experimental data
  4. develop an awareness of scientific advancement and its social, economic, environmental and technological implications
  5. be willing to communicate and comment on issues related to science and respect the decisions of others
  6. develop a positive attitude in enhancing personal and community health
  7. show concern for the care of the environment and a willingness to contribute to it

Physics

S.1

Energy

Section

Teaching Main Points

Energy and energy conversion

·    Recognize that energy exists in different forms (chemical energy, electrical energy, kinetic energy, light energy, potential energy, sound energy and thermal energy).

·    Recognize that different forms of energy can be converted from one form to another.

·    Recognize some common energy conversion processes (e.g. burning, photosynthesis and generation of electricity).

Conservation of energy

·    State that joule (J) and kilocalorie (kcal) are units of energy.

·    Recognize that energy is conserved.

·    Use graphical representation to illustrate that energy is conserved in an energy conversion process.

Heat transfer

·    Identify different heat transfer processes: conduction, convection and radiation.

·    Recognize the factors affecting conduction, convection and radiation.

·    Give examples of the applications of conduction, convection and radiation.
Enrichment Curriculum: Astronomy

Section

Teaching Main Points

Sun

·    Basic knowledge of Sun

·    Energy change inside the Sun
Matter as Particles

Section

Teaching Main Points

The particle theory

·    State that all matter is made up of particles.

·    Recognize that particles are in random motion.

·    Recognize that there are empty spaces between particles.

·    Give examples of atoms and simple molecules.

·    Recognize that different particles have different sizes and masses

Properties of solids, liquids and gases

·    Recognize the arrangement of particles in the three states of matter.

·    Compare the properties of matter in different states.

Dissolving

·    Describe the process of dissolving using the particle theory.

·    Recognize that mass is conserved when a solid is dissolved in water.

·    Explain the change in volume when a solid is dissolved in water using the particle theory

Thermal expansion and contraction

·    State the effect of temperature change on the movement of particles.

·    Explain thermal expansion and contraction using the particle theory.

·    Give examples of daily applications of thermal expansion and contraction.

Density

·    Recognize that density of a substance is the relationship between its mass and its volume.

·    Calculate the density of a substance using the formula (Density = Mass/Volume).

·    Determine whether an object will sink or float by comparing its density with that of its surrounding medium.

·    Explain the effect of temperature change on the density of a substance using the particle theory.
Focus of Scientific Investigation
  1. Designing a fair test
  2. Collecting data
  3. Tabulating experimental data
  4. Minimizing random errors by repeating experiment
  5. Drawing simple conclusion

 

Assessment Components

  1. Quiz
  2. Homework
  3. Scientific investigation
  4. Practical performance
  5. Examination

 

S.2

Making Use of Electricity

Section

Teaching Main Points

Batteries and bulbs

·    Recognize that a circuit transfers energy.

·    Visualize a circuit as a hula hoop system.

·    Recognize that charges flow through a bulb when the bulb lights up.

·    Identify electrical conductors and insulators.

·    Understand that a closed circuit and a battery are required for lighting up a bulb.

·    Understand switch as a device to complete or break a circuit.

·    Understand circuit diagrams and circuit symbols.

·    Represent a real circuit by drawing a circuit diagram.

·    Trace a conducting loop that goes through the battery and bulb(s).

Voltage and current

·    Recognize electric current as a flow of charge.

·    State that ampere (A) is a unit of current.

·    Visualize an electric circuit as a water pipe system.

·    Recognize that battery with a higher voltage provides more energy to each charge.

·    State that volt (V) is a unit of voltage.

·    Understand that voltage is the cause of the charge flow.

·    Use a voltmeter to measure voltage.

·    Use an ammeter to measure current.

·    Recognize that current is the same at all points in a series circuit.

·    Understand why current is the same at all points in a series circuit.

·    Recognize that the size of current is determined by the voltage of the battery and the components connected in the circuit.

Resistance

·    Recognize the difference in conducting ability between good conductors and poor conductors.

·    Understand that a larger resistance will result in a smaller current to flow in a circuit.

·    State that ohm (Ω) is a unit of resistance.

·    Recognize that resistance can be measured with a multimeter or an ohmmeter Recognize the use of resistors in a circuit.

·    Recognize that adding resistors in series increases the overall resistance, and thus reduces the current in the circuit.

Parallel paths

·    Recognize that the voltage across parallel branches is the same.

·    Recognize that a larger current flows in the branch with a smaller resistance.

·    Recognize that the current in the main loop is the sum of the currents in the branches.

·    Recognize that adding components in parallel reduces the overall resistance, and thus increases the current in the circuit.

·    Recognize that a brighter bulb demands energy more quickly from the battery.

·    Realize that the brightness of a bulb depends on both the current and the voltage.

·    Understand the condition for shorting a bulb.

Household

Electricity

·    Recognize that electrical appliances are energy converters.

·    Be aware that many appliances make use of the heating effect and magnetic effect of current.

·    State the mains voltage in Hong Kong.

·    Identify the colour coding of wires and understand the wiring of a three-pin plug.

·    Be aware that current normally flows in the live and neutral wires; the earth wire is just a safety wire.

·    Explain why parallel circuits are preferred to series circuits in household circuits.

·    Understand the danger of overloading and short circuits.

·    Recognize fuses and circuit breakers as safety devices for protecting circuits.

·    Recognize the importance of the use of earth wire.

·    State safety precautions in using electricity.
Enrichment Curriculum: Astronomy

Section

Teaching Main Points

Space Travel

·    Launching a space craft

·    Travelling in space

·    Returning home
Force and Motion

Section

Teaching Main Points

Motion

·    Recognize the relationship between average speed, distance and time.

·    State that metre per second (m s-1) is a unit of speed.

·    Represent a motion using a distance–time graph.

·    Interpret a distance–time graph.

·    Identify uniform motion and non-uniform motion.

Force

·    Describe the effect of force on changing the speed and direction of motion of an object.

·    State that newton (N) is a unit of force.

·    Use a spring balance to measure forces.

·    State that forces can act at a distance.

·    Give examples of contact forces and non-contact forces.

·    Recognize that an object will stay at rest or in uniform motion when the forces acting on it are balanced.

·    Use free-body diagram to show the direction of forces acting on an object.

Gravity and weight

·    State that gravity is the force that causes two objects to attract each other.

·    Be aware that gravity exerted by Earth on an object pulls it towards the center of the Earth.

·    Recognize that the force of gravity experienced by an object increases with its mass.

·    Recognize weight as a measure of the force of gravity on an object. – Distinguish between weight and mass.

·    Recognize the relationship between weight and mass.

Friction and air resistance

·    Recognize that friction and air resistance are forces that oppose the motion between contact surfaces.

·    Describe ways for reducing friction and air resistance.

·    Give examples of situations where friction or air resistance is useful.

Action and reaction

·    Recognize that forces always work in action and reaction pairs.

·    Understand that action and reaction pairs are equal in magnitude, opposite in direction and act on different objects.

·    Identify some action and reaction pairs of forces in daily examples

 

Assessment Components

  1. Quiz
  2. Homework
  3. Practical test
  4. Practical performance
  5. Examination

 

S.3

Temperature and Thermometers

Section

Teaching Main Points

Temperature

·    Temperature ─ a measure of hotness

·    Temperature ─ a measure of hotness

·    The Celsius temperature scale

a.    Defining the Celsius temperature scale

b.   Calibrating a thermometer on the Celsius temperature scale

·    Temperature ─ a measure of hotness

Thermometers

·    Thermometers

Internal energy

·    Energies of particles

·    Internal energy of bodies

Heat and Energy transfer

·    Heat

·    Power

Heat capacity and specific heat capacity

·    Energy transfer and temperature change

·    Heat capacity

·    Specific heat capacity

·    ‘Mixtures’

·    Importance of high specific heat capacity of water

a.    Water coolant

b.   Regulating body temperature

c.    Climatic effect
Change of State

Section

Teaching Main Points

Latent heat

·    Cooling curve

·    Latent heat

·    Latent heat and particle motion

·    Specific latent heat

a.    Specific latent heat of fusion of ice

b.   Specific latent heat of vaporization of water

Evaporation

·    Cooling effect of evaporation

·    Evaporation and particle motion

·    Factors affecting evaporation

·    4 Condensation—the opposite of evaporation
Transfer Process

Section

Teaching Main Points

Conduction

·    Conduction in solids, liquids and gases

·    Conduction and particle motion

·    Examples of conduction and insulation

a.    Keeping warm

b.   Feeling hot or cold when touching an object

c.    Cooking

d.   Factors affecting the rate of conduction

Convection

·    Convection in liquids and gases

·    Examples of convection

a.    Convection heaters and air-conditioners

b.   Sea-land breezes

c.    Shape of candle flame

d.   High position of smoke detectors

Radiation

·    Energy transfer by radiation

·    Emission and absorption of radiation

·    Examples of heat transfer by radiation

a.    Vacuum flasks and vacuum cookers

b.   Greenhouse
 
Focus of Scientific Investigation
  1. Using graphical method to present experimental data
  2. Graph description
  3. Errors analysis

 

Assessment Components

  1. Quiz
  2. Homework
  3. Scientific investigation
  4. Practical performance
  5. Examination

Chemistry

Teaching Scheme

S.1

Introducing Science

Section

Teaching Main Points

Learning about science

·    What is science?

·    Nature of science

·    Application and impact of science

Practice of science

·    Basic steps of scientific investigations

·    A closer look at the basic steps of scientific investigations

·    Types of scientific investigations

Safety in the laboratory

·    Knowing your school laboratory

·    Laboratory safety rules

·    Hazard warning symbols

·    Handling common laboratory accidents

·    Handling fire in laboratory

Laboratory apparatus and basic practical skills

·    Common laboratory apparatus

·    Sectional diagrams of apparatus

·    Transferring and mixing solutions

·    Making measurement

·    Heating substances
Water

Section

Teaching Main Points

Change in states of water

·    Processes of change in states of water

·    Temperature change during change of states of water

Water cycle

·    Processes of the water cycle

·    Rate of evaporation

Dissolving

·    Solvent, solute and solution

·    Rate of dissolving

·    Solubility

Water purification

·    Impurities in natural water

·    Methods of water purification

Further treatment of drinking water

·    Methods to kill microorganisms

·    Fluoridation

·    Water treatment in Hong Kong

Water conservation and pollution

(Extension)

·    Importance of water conservation

·    Ways to conserve water

·    Causes and effects of water pollution

·    Control of water pollution

Assessment Components

  1. Quiz/Test
  2. Homework and project
  3. Laboratory report
  4. Practical Test
  5. Dictation
  6. Examination

 

S.2

Common Acids and Alkalis

Section

Teaching Main Points

Introduction and the laboratory safety

·    Attitude to science

Common acids and alkalis

·    Recognize that acids and alkalis are two common types of chemicals found in many daily items.

·    Realize the presence of acids and alkalis in foods and daily items.

·    Realize some properties of acids and alkalis.

·    Realize the safety precautions and emergency treatments when handling acids and alkalis.

Distinguishing acids and alkalis

·    Recognize that some plant extracts show different colours in daily items that contain acids or alkalis.

·    Realize the use of acid-alkali indicators to distinguish between acids and alkalis.

·    Use litmus paper to show that acids and alkalis are chemical opposites.

·    Understand the use of the pH scale for comparing the degrees of acidity and alkalinity.

·    Be able to use universal indicator solution and pH paper to find out the pH values of acids and alkalis.

·    Understand the limitations of universal indicator.

·    Recognize that pH meters can be used to find the pH value of a substance accurately.

·    Realize the pH values of some common substances.

·    Realize the importance of keeping a suitable pH value in different cases.

Neutralization

·    Recognize that the properties of acids and alkalis ‘cancel out’ each other when they are mixed together.

·    Write word equations to describe the neutralization reactions between common acids and alkalis.

·    Recognize how the chemical name of a salt is formed.

·    Recognize that mass is conserved in neutralization reactions.

·    Realize the everyday applications of neutralization.

·    Realize the everyday uses of acids and alkalis.

Corrosive nature of acids

·    Recognize the corrosive effects of acids on metals

·    Write word equations to describe the reactions between metals and dilute acids.

·    Recognize the corrosive effects of acids on building materials.

·    Write word equations to describe the reactions between calcium carbonate and dilute acids.

Acid Rain

·    Understand the causes of acid rain and its effect on the environment and living things.

·    Realize some preventive measures against acid rain.

Potential hazards in using acids and alkalis

·    Realize that many acids and alkalis are irritant or corrosive.

·    Recognize that the corrosive and irritant properties of an acid or alkali depend on its concentration and strength.

·    Understand the safety precautions in using concentrated strong acids and alkalis.

·    Realize the hazards related to mixing common cleaners and the safety tips when using cleaners.
Plastics

Section

Teaching Main Points

Plastics in daily life

·    The importance of plastics in daily life related to their properties

Examples and usage of some selected plastics

·    Examples and usage of plastics like polyethene (PE), polyvinylchloride (PVC), Perspex, polystyrene

Useful properties of plastics and problems

·    Useful properties of plastics compare with metals or other materials

·    Problems on the disposal of plastics on using them

Assessment Components

  1. Quiz/Test
  2. Homework and project
  3. Laboratory report
  4. Practical Test
  5. Dictation
  6. Examination

 

S.3

Section

Teaching Main Points

The fundamentals of chemistry

·    What is Chemistry

·    Chemistry in our lives today

The atmosphere

·    Classification of matter

·    Element, compound and mixture

·    Properties of substance

·    Working in chemistry laboratory

·    The atmosphere

·    Separation of oxygen and nitrogen from air

·    Properties of nitrogen, oxygen, carbon dioxide, helium

·    Review on Particle Theory & Separation of components from a mixture using paper chromatography

Oceans

·    Composition of sea water

·    Solute, solvent and solution

·    Relationship between solubility and saturated solution

·    Extraction of common salt and water from sea water

·    Tests for sodium and chloride ions in common salt

·    Tests for the presence of water in a sample

·    Electrolysis of sea water and uses of products

Rocks and minerals

·    Rocks

·    Extraction of metals from their ores

·    Physical and chemical changes

·    Limestone, chalk and marble

·    Weathering and erosion of rocks

·    Chemical changes involving calcium carbonate

·    Tests for calcium carbonate in a sample of limestone/chalk/marble

Atomic Structure

·    Elements, atoms and symbols

·    Structure of atoms

·    Atomic number and press number

·    Isotopes

·    Relative isotopic mass and relative atomic mass

·    Electronic arrangement of atoms

The Periodic Table

·    Classifying elements into metal, non-metals and semi-metals

·    Development of the Periodic Table

·    Patterns in the Periodic Table

·    Predict chemical properties of unfamiliar elements in a group of the Periodic Table.

Assessment Components

  1. Quiz
  2. Dictation
  3. Homework
  4. Laboratory report
  5. Practical Test
  6. Examination

Biology

S.1

Aims and Objectives

Students are expected to:

  1. acquire knowledge and develop an understanding of concepts, terms and facts;
  2. show an interest in the study of biology, appreciate the wonders and God’s creation, complexity of nature and show respect for all living things and the environment;
  3. realize the importance of reproduction and the secondary sexual characteristic changes in puberty;
  4. make careful observations, ask relevant questions, identify problems and formulate hypotheses for investigations and
  5. develop the ability to think scientifically and creatively
  6. self-study the specified sections on each chapter, in order to build up initiative in their study.

 

Teaching Scheme

Looking at Living Things

Section

Teaching Main Points

Living things around us

·    What are the vital functions of living things

·    How many kinds of living things are there on the earth

Identifying and grouping living things

·    How to use and make keys to identify living things

·    How to study living things in an organized way

·    What are the key features of different groups of animals and plants

·    How do living things adapt to their habitats

Biodiversity and us

·    What is the importance of biodiversity

·    How are human activities affecting biodiversity

·    How can we protect biodiversity
Cells, Human Reproduction and Heredity

Section

Teaching Main Points

Cell-the basic units of our body

·    What ate the basic units of our body

·    How to use a light microscope

·    Differences between animal cells and plant cells

·    Cell division and growth

·    Five levels of organization in body

DNA-the book of our life

·    What is DNA

·    How does DNA carry information

Human reproduction

·    Where did all of us come from

·    How is the journey from fertilization to birth

·    Signs of sexual maturity

·    Family planning and birth control

Heredity and variation

·    Why do we look like our parents

·    Why are we different

·    What are twins
Scientific investigation

Section

Teaching Main Points

Conducting a simple scientific investigation

·    It is a fair test? Identify “3C” in scientific investigation

·    Understand the format of lab report writing

·    Learn to record data

Assessment Components

  1. Quiz
  2. Dictation
  3. Homework
  4. Scientific investigation
  5. Practical Test
  6. Examination

 

S.2

Aims and Objectives

Students are expected to:

  1. acquire knowledge and develop an understanding of biological principles, concepts, terms and facts;
  2. appreciate the significance of photosynthesis to the plants and the lives in planet;
  3. relate the structure of various parts of breathing system to gas exchange;
  4. relate the structure of major parts of the eye to vision and recognize the roles of different parts of the brain;
  5. not just accepting the given answers from data source of scientific investigation but criticize the given points in order to build up knowledge from prior knowledge and
  6. self-study the specified sections on each chapter, in order to build up initiative in their study.

 

Teaching Scheme

Living Things and Air

Section

Teaching Main Points

What is air made up of?

·    Realize the existence of different gases in air

·    Tests for oxygen, carbon dioxide and water

·    Compare the composition of breathed and unbreathed air

Burning energy content of food

·    Ways to put out a fire

·    Fire prevention at home

·    Energy values of food

·    Are your favourite kinds of snack high-energy food?

How green plant obtain energy

·    Recognize that green plants make their own food through photosynthesis

·    Know how to test for the presence of starch in green leaves

·    The necessary conditions for photosynthesis

·    Understand the importance of photosynthesis

·    Photosynthetic rate affected by the change of conditions (Data collection, interpretation learning: CO2 concentration, Light intensity, etc)

·    Data collection and presentation by graph and words

Gaseous exchange in animals and plants

·    The human respiratory system

·    What happens to the ribs in breathing

·    Using a model to show the action of intercostal muscles inbreathing

·    Using a model to show the action of the diaphragm in breathing

How green plants obtain energy – understand the concept of food chain

·    Constructing a food chain

Importance of photosynthesis

·    As food source

·    Balance gases in atmosphere: carbon dioxide and oxygen
Sensing the Environment

Section

Teaching Main Points

How we see

·    Looking at an eye model

·    Looking at a human eye (ox eye dissection)

Limitations of our eyes

·    How close and how far can you see?

·    Instruments that extend our vision

·    Is it magic? Where is the rabbit?

Defects of the eyes

·    Test for colour-blindness

The brain

·    Looking at a human brain model –

·    The conflict between the left and right halves of your brain
Self-study

Section

Teaching Main Points

Senses and sense organs

·    Knowing your sense organs

Effects of drugs and solvents on our senses

·    Drunk driving

·    Solvent-sniffing can kill

Assessment Components

  1. Quiz
  2. Dictation
  3. Homework
  4. Practical Test (with data analysis)
  5. Examination

 

S.3

Aims and Objectives

Students are expected to:

  1. acquire knowledge and develop an understanding of biological principles, concepts, terms and facts;
  2. understand the dietary requirements, the mechanism of enzymes, the transports across the membrane, and the fundamental cellular structures;
  3. show an understanding of the application and uses of biological knowledge in daily life;
  4. plan and conduct scientific investigations collaboratively with appropriate instruments and methods, collect quantitative and qualitative information with accuracy, analyse data and draw conclusions for project and
  5. self-study the specified sections on each chapter, in order to build up initiative in their study.

 

Teaching Scheme

Food and humans

Section

Teaching Main Points

Humans as heterotrophs

·    To know the mode of nutrition of humans and its characteristics

The food requirements of humans

·    To identify the sources and functions of different food substances

·    To be aware of the corresponding deficiency symptoms

Food tests

·    To test for the presence of different food substances using appropriate food tests
Enzymes and metabolism

Section

Teaching Main Points

Metabolism

·    To identify catabolism, anabolism and metabolism respectively

Properties and actions of enzymes

·    To be able to state the role of enzymes in metabolism and their corresponding properties

Factors affecting the rate of enzymatic reactions

·    To identify factors that would affect the rate of enzymatic reactions
Movement of substances across cell membrane

Section

Teaching Main Points

Movement of substances across membranes

·    To compare different processes of substance movement across cell membrane

·    To compare respective states of cells in solutions of different water potentials
The cell as the basic unit of life

Section

Teaching Main Points

Microscopes

·    To be able to state the cell theory and use microscope to examine cell details.

Structure of cells

·    To describe the functions of different sub-cellular structures in prokaryotic and eukaryotic cells.

 

Self-study

Enzymes and metabolism

Section

Teaching Main Points

Applications of enzymes

·    To appreciate the uses of enzymes in industry
Food and humans

Section

Teaching Main Points

Balanced diet

·    To state the importance of a balanced diet

·    To be aware of the health problems resulting from improper diet

Assessment Components

  1. Quiz
  2. Dictation
  3. Practical Test
  4. Scientific investigation
  5. Examination

Information Technology

Aims and Objectives

The aim of IT learning is to equip our students with the capability in using IT to process information effectively in this information-explosion era. Using technology as a means, our students should actively search for relevant information to address various issues raised in learning and in their daily lives. Therefore, in designing the learning targets, the capability of “learning how to learn” is one of the crucial elements to be considered. Also, students are expected to use those IT skills in processing the project learning, report making, information searching and data analysing in other subjects.

Mastering IT skills is not the only objective of our IT curriculum. Acquiring an understanding of the knowledge of IT, applying IT skills in information processing and developing a proper attitude towards IT usage are equally important. Therefore, the learning target is further elaborated into knowledge, skills and attitudes.

The syllabus adopts a modular approach. It is organized into five major areas:

  1. Basic computer and Internet knowledge and concept;
  2. Office automation;
  3. Multimedia production;
  4. Programming;
  5. Computer related ethics and social issues.

 

Each form covers one or two of these areas in each session.

The school adopts a practical approach in the sense that students are given many practical tasks and related theories are then introduced gradually to help students tackle the task. Many practical tasks have been suggested to enable students to practice what they have learned. It is hoped that students will follow the suggestions and opportunities provided to explore and discover in a computing environment.

 

Teaching Scheme

  1. Computer Systems and Internet Applications
  2. Office Automation
  3. Multimedia Production
  4. Programming
  5. Computer Related Ethics and Social Issues
  6. Artificial Intelligence

 

1) Computer System and Internet Applications

Section

Teaching Main Points

School Computer Systems

·    School Computer Regulations and Policies

·    Use of School Drives and Student Accounts

·    Use of Online Learning Systems

Data Representation

·    Concept of Binary Number System

·    Bit and Byte

·    File Storage Size Unit

Computer Systems

·    System Unit

·    Input & Output devices

·    Secondary Storage

·    Networking

Intranet and Internet

·    Introduction of Internet and Intranet

·    Use of Search Engine

·    Use of Different Web Applications

Web Authoring

·    Introduction of HTML, CSS, JavaScript

·    Use of Web Authoring Software

·    Web Design and Graphics Design

·    UX/UI Design for Web
2) Office Automation

Section

Teaching Main Points

Word Processing Software

·    Font and Paragraph Formatting

·    Page Layout and Setup

·    Tables and Borders

·    Graphics and Shapes

Presentation Software

·    Theme and Background

·    Animation and Transition Effect

·    Inserting Multimedia

·    Interactive Buttons and Hyperlinks

Spreadsheet Software

·    Formulas and Functions

·    Relative and Absolute Cell Reference

·    Creating Different Types of Charts

·    Data Sorting, Filtering and Validation

Database Software

·    Introduction of Database

·    Data types

·    Using query

·    Introduction to SQL
3) Multimedia

Section

Teaching Main Points

Graphics

·    Bitmap and Vector Graphics

·    Pixel and Resolution

·    Different Graphic File Formats

·    Use of Layers and Photo Editing Tools

·    Vector Graphics Design

Audio

·    MIDI and Digital Wave Audio

·    Different Audio File Formats

·    Use of Audio Editing Software

·    Use of Audio Converter

Animation

·    Frames, Timeline, Symbols and Scenes

·    Concept and Use of Tweening

·    Use of Animation Software

Video

·    Concept of Video Attributes

·    Different Video File Formats

·    Use of Video Editing Software

·    Video Editing Techniques

3D Modelling

·    Concept and Applications of 3D Printing

·    3D Modelling Concept

·    Use of 3D Modelling Software
4) Programming

Section

Teaching Main Points

Scratch Programming

·    Basic Programming Concept

·    Use of Variables

·    Sprites and Scenes

·    Use of Actions and Events

·    Conditional Statements and Loops

App Inventor 2

·    Creating Apps

·    Creating Games

·    Layout Design and Built-in Blocks

Programming Concept

·    Introduction of Programming Languages

·    Flowchart

·    Variables, data types

·    Conditional Statement, Looping

·    Functions, Operators

·    Troubleshooting and debugging

Python Programming

·    Introduction of Python Languages

·    Basic control structures

·    Good programming practices

·    Comparing algorithms
5) Computer Related Ethics and Social Issues

Section

Teaching Main Points

Cyber Ethics

·    IT Impacts

·    Intellectual Property Rights

·    Online Manner and Use of Social Media

·    Health Issues

Cyber Security

·    Reliability and Accuracy of Information in Internet

·    Internet Threats and Internet Security

·    Data Privacy and Security
6) Artificial Intelligence

Section

Teaching Main Points

Artificial Intelligence

·    Introduction to AI

·    AI Basics

·    AI Ethical Principles 

·    Computer Vision

·    Computer Speech and Language

·    AI and Computer Simulation

·    AI in Robotic Reasoning

·    AI Ethical Issues 

·    AI and Future of Work

·    Societal Impact of AI

·    Generative AI

·    Prompt Engineering

Assessment Components

Teachers are well aware that written examination may not be the most suitable means of assessment for this subject. Therefore, continuous assessment including classwork, homework, project and tests is assigned for assessing students.

STEAM

Aims and Objectives

We offers an innovative and interesting STEAM curriculum to S.1-3 students. Through solving real-world problems with “design and make” process, this programme aims at

  1. enhancing students’ interests in Science, Technology, Engineering, Arts and Mathematics
  2. strengthening students’ integration and application of cross-disciplinary knowledge and skills
  3. nurturing students’ creativity, collaboration, and problem-solving skills

 

Students do STEAM “maker” project or scientific research every session, in which they have to investigate, design, build, test, improve, present, and evaluate. The STEAM curriculum consists of three modules: Robotics, with focuses more on programming and mechanics; Invention, more on design thinking and product design; and Science, more on science research and investigation. Students’ potential in innovation can be fully utilized through their active minds-on and hands-on learning.

 

1) Robotics Module (focus more on programming and mechanics)

Section

Part

Teaching Main Points

S.1 Robotics Challenge

(I) STEAM Investigation

·    Introduction to mBot2

·    Basic mBot2 movements

·    Coding with LED light and light sensor

·    Coding with ultrasonic and colour sensor

(II) STEAM Project

·    Problem Definition (Robotics Challenge)

·    Robot and Program Design

·    Robot and Program Building

·    Robot Testing and Refinement

·    Robotics Competition and Evaluation

S.2 Robotics Challenge

(I) STEAM Investigation

·    Introduction to LEGO ev3 Robot

·    Robot Construction and Use of Sensors

·    Making Robot with Linear Program

·    Making Robot with Loop Program

·    Making Robot with If Program

(II) STEAM Project

·    Problem Definition (Robotics Challenge)

·    Robot and Program Design

·    Robot and Program Building

·    Robot Testing and Refinement

·    Robot Demonstration and Evaluation
2) Invention Module (focus more on creativity and product design)

Section

Part

Teaching Main Points

S.1 Design Thinking Practices

(I) STEAM Investigation

·    Design Thinking Process

·    Empathize and interviews

·    Building Prototype

·    Use of servo motor and different sensors

(II) STEAM Project

·    Problem Definition (Smart Product)

·    Product Design

·    Product Building

·    Product Testing and Refinement

·    Project Presentation and Evaluation

S.2 AI for

Social Good – Gerontechnology

(I) STEAM Investigation

·    Introduction to Artificial Intelligence

·    Experience Artificial Intelligence Application

·    Ethical Issues about Artificial Intelligence

·    Product design using AI embedded hardware

·    Invention with Artificial Intelligence extension

(II) STEAM Project

·    Problem Definition (Gerontechnology)

·    Product Design

·    Product Building

·    Product Testing and Refinement

·    Project Presentation and Evaluation
3) Science Module (focus more on science research and investigation)

Section

Part

Teaching Main Points

S.1 Industry 4.0: Race Car Design

(I) STEAM Investigation

·    Engineering Design Process

·    What is research?

·    Forming Hypothesis

·    Scientific Method

(II) STEAM Project

·    Problem Definition (Race Car Design)

·    Car Design

·    Car Building

·    Car Testing and Refinement

·    Elimination Game and Evaluation

S.2 Sustainable Development: Aquaponics

(I) STEAM Investigation

·    Introduction to Sustainable Development

·    Introduction to Aquaponics

·    Investigation on Aquaponics

·    How to write a research report

(II) STEAM Project

·    Problem Definition (Aquaponics)

·    Research Design

·    Build an Aquaponics setup

·    Constructure Research Report

·    Presentation and Evaluation
4) S.3 STEAM Elective Module

Section

Descriptions

S.3 Module A

Ignite students’ creativity and bring ideas to life. The course combines laser cutting with AI, 3D modelling, and a collaborative cross-curricular project with molecular gastronomy. Learn to design and fabricate innovative inventions, from laser-cut prototypes to holographic displays. Explore the intersection of technology and business in a hands-on learning environment.

S.3 Module B

Unleash students’ creativity and become a maker. The course combines game design, laser cutting, and cross-curricular collaboration. Design and build your own games and using laser-cut components to build. Work with other students to create innovative models that bridge technology and business. Explore the exciting world of making and design.