Physics, Chemistry, Biology, ICT, STEM

Unlike the EDB, which separates Science and Computer Science into Different Key Learning Areas, UCCKE adopts the classification used in most universities and put Science and Computer Science under the same faculty. The subjects in this faculty include Physics, Chemistry, Biology, which are collectively named Science; Information and Communication Technology (ICT) is under Computer Science. In the following sections, the philosophy 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 presented 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 subjects, 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, analyzing data, designing and evaluating procedures, and examining evidence. Hence, scientific investigation is one of the emphases in our science curriculum. The three subjects 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 in 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 

Focusing 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. Dictation

  3. Homework 

  4. Scientific investigation

  5. Practical performance 

  6. Examination 

Focusing of Scientific Investigation

  1. Designing a fair test

  2. Collecting data

  3. Using graphical method to present experimental data

  4. Graph description

Assessment Components

  1. Quiz

  2. Dictation

  3. Homework 

  4. Scientific investigation 

  5. Practical performance

  6. Examination 

Focusing of Scientific Investigation

  1. Using graphical method to present experimental data

  2. Graph description

  3. Errors analysis

Assessment Components

  1. Quiz

  2. Dictation

  3. Homework

  4. Scientific investigation 

  5. Practical performance

  6. Examination 

 

Assessment Components

  1. Quiz

  2. Homework

  3. Laboratory report

  4. Practical Test

  5. Dictation

  6. Examination 

 

Assessment Components

  1. Quiz

  2. Dictation

  3. Homework

  4. Laboratory report 

  5. Practical test

  6. Examination 

 

Assessment Components

  1. Quiz

  2. Dictation

  3. Homework

  4. Laboratory report

  5. Practical Test

  6. Examination 

 

Biology

S.1

Learning targets

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. 

 

Assessment Components

a. Quiz
b. Dictation
c. Homework
d, Scientific investigation
e. Practical
f. Examination 

 

S.2

Learning targets

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. 

Assessment Components

  1. Quiz

  2. Dictation

  3. Homework

  4. Practical (with data analysis)

  5. Examination 

S.3

Learning targets

Students are expected to:

  1. acquire knowledge and develop an understanding of biological

    principles, concepts, terms and facts;

  2. understand the dietary requirements, mechanism of enzymes, transports
    across the membrane and the digestion and absorption processes in
    various parts of the alimentary canal; 

  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, analyze 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
 

 

Assessment Components

  1. Quiz

  2. Dictation

  3. Practical

  4. Scientific Investigation 

  5. Examination 

 

Information and Communication Technology

The aim of ICT learning is to equip our students with the capability in using ICT 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 ICT skills in processing the project learning, report making, information searching and data analyzing in other subjects.

Mastering ICT skills is not the only objective of our ICT curriculum. Acquiring an understanding of the knowledge of ICT, applying ICT skills in information processing and developing a proper attitude towards ICT 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 term.

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. Computet System and Internet Applications

  2. Office Automation

  3. Multimedia Production

  4. Programming

  5. Computer Related Ethics and Social Issues 

Assessment

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

STEM

United Christian College (Kowloon East) offers an innovative and interesting STEM curricu- lum to S.1-3 students. Through solving real-world problem with “design and make” process, this programme aims at

• enhancing students’ interests in Science, Technology and Mathematics
• strengthening students’ integration and application of cross-disciplinary knowledge and skills • nurturing students’ creativity, collaboration and problem solving skills

Students do STEM “maker” group project every term, in which they have to investigate, design, build, test, improve, present and evaluate. The STEM curriculum consists of three modules: Robotics, with focus more on programming and mechanics; Invention, more on creativity 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.