HKDSE Exam Guide (English)

Contents
Introduction to HKDSE
Part I
Public examination
Types of questions in the HKDSE exam paper
General exam skills
Skills in answering MCQs
10
Skills in answering essay questions
11
Skills in plotting graphs
13
Skills in drawing biological diagrams
14
Skills in studying biology
16
Part II School-based assessment (SBA)

9
About SBA
20
10 Basic experimental techniques
21
11 Skills in writing investigation reports
25
Introduction to HKDSE
HKDSE (Hong Kong Diploma of Secondary Education) examination is a public assessment aiming
to assess the attainment of candidates who have completed the 3-year senior secondary course.
A Mode of assessment
HKDSE examination in Biology and Combined Science (Biology) comprises two components:
public examination and school-based assessment (SBA).
Biology
Public examination
SBA
Paper 1
Paper 2
Curriculum coverage
Compulsory part
Elective part
Whole
Assessment tasks
Section A: Multiple-choice questions

(36 marks)
Structured questions
(40 marks)
Practical related
tasks
Section B: Short questions, structured

questions and an essay
question (84 marks)
Number of questions
to be attempted
All
2 out of 4
2 h 30 min
1h
S5 & S6
60%
(Section A: 18%; Section B: 42%)
20%
20%
Duration
Weighting
Combined Science (Biology)

Public examination (one paper only)
SBA
Curriculum coverage
Whole Combined Science (Biology)
Whole
Assessment tasks
Section A: Multiple-choice questions (24 marks)
Practical related
tasks
Section B: Short questions, structured questions and an essay

question (56 marks)
Number of questions
to be attempted
Duration
Weighting
New Senior Secondary Mastering Biology

(Second Edition)
All
1 h 40 min
S5 & S6
40% (Section A: 12%; Section B: 28%)
10%
Oxford University Press 2014
B The reporting system

HKDSE makes use of standards-referenced reporting (SRR) () of assessments. The
candidates level of performance will be reported as five levels (15), with 5 being the highest.
A performance below Level 1 will be designated as Unclassified (U). The Level 5 candidates with
the best performance are awarded a 5**, and the next top group of candidates are awarded a 5*.
5**
5*
5
4
3
2
1
Each level has a set of descriptors () to describe what a typical candidate at this level is
able to do. Details of the descriptors and samples of candidates performance of different levels in
the past HKDSE examinations can be found at the HKEAAs website.
http://www.hkeaa.edu.hk/en/hkdse/assessment/subject_information/
category_a_subjects/hkdse_subj.html?A2&2&5

(Second Edition)
Part I
Public examination

(Second Edition)
Types of questions in the

HKDSE exam paper
Multiple-choice questions (MCQs)
For Biology, there will be 36 MCQs in Paper 1 Section A.

For Combined Science (Biology), there will be 24 MCQs in Section A of the paper.
Each question scores 1 mark.
Short questions
Each short question scores about 27 marks.

There are various types of short questions. Some examples are shown below.
Fill-in-the-blanks
Sample question
Amino acids are made up of carbon, hydrogen, oxygen and (a) ______________. Each amino
acid molecule contains an amino group and a (b) _____________ group. A (c) _____________
is formed when two amino acids combine together. It can combine with more amino acids to form
a long chain called the (d) ______________ .
Matching
Sample question
For each cell structure listed in column 1, select from column 2 one phrase that correctly
describes its function. Put the appropriate letter in the space provided.
Column 1
Mitochondrion
Nucleus
Cell wall
(3 marks)
Column 2
________
________
________
A.
Encloses the cytoplasm
B.
The site of energy release during respiration
C.
Controls activities of the cell
D.
Supports and gives shape to the cell
E.
Contains organelles
In addition to the above types of short questions, some short questions begin with diagrams,
photographs, graphs or tables of data, which are followed by a few questions.

(Second Edition)
Structured questions
Each structured question scores about 712 marks.

Structured questions are usually divided into parts (a), (b) and (c), etc. Each part may be
divided into smaller parts (i), (ii) and (iii), etc.
Sample question
The diagram below represents a cross section of a flower.
(a)
Name structure P and state its function.
(b)
Using the letters in the diagram, state where
(c)
(2 marks)
(i)
meiotic cell division takes place.
(2 marks)
(ii)
fertilization takes place.
(1 mark)
State the fate of structures P, Q, R, S and U after fertilization.
(5 marks)
Essay questions
For both Biology and Combined Science (Biology), there will be an essay question in the exam
paper. It scores about 1012 marks.
In the total mark of the essay, 3 marks are awarded for effective communication.
Sample question
Compare the prophase in mitosis and first meiotic division. In what way does the difference
in the prophase of first meiotic division affect the products of meiotic cell division?
(11 marks)

(Second Edition)
3
1
General exam skills
Time allocation
Subject
Biology
Exam paper
Paper 1
Section A
Paper 1
Section B
Paper 2
Section A
Section B
Mark
36 marks
84 marks
40 marks
24 marks
56 marks
2 h 30 min
Duration
Answering whole
section
Suggested
Checking whole
time
section
allocation
Answering ONE
question
1h
1 h 40 min
30 min
1 h 40 min
50 min
20 min
65 min
5 min
15 min
10 min
5 min
10 min
50 s
310 min*
25 min
50 s
310 min*
* depends on the mark of each question

Do the easiest questions first to build up your confidence. Do not spend too much time on
answering a difficult question. Either give it up or save it for the last.
Understanding command words in questions
Before answering a question, you should look for the command word in the question. It tells you
what you should answer. Below are some common command words in exam questions.
Command word
Point to note
Example of exam question
Calculate ()
Remember to show the working

steps and give the answer a right
unit.
According to the information given,

calculate the rate of water absorbed by
the plant.
Comment ()
You need to present an informed

opinion.
Comment on the significance of the

relationship between the structures for
gas exchange and water transport in
terrestrial flowering plants.

(Second Edition)
Command word
Compare ()
Point to note
Give both similarities and

differences. Try to use
comparative words like larger,
smaller, etc.
Example of exam question
Compare the structures of a bacterial

cell and a yeast cell.
Contrast () Give the differences only.
Contrast the processes of mitosis and

meiosis.
Deduce ()
Deductions must be made based

on the information given.
Based on the results of the cross,

deduce which phenotype is recessive.
Describe ()
No explanation is required.
Describe how insulin can bring about

a decrease in blood glucose level.
Determine ()
Your answer should be based on

the information given.
According to the data given, determine

the concentration of the insecticide at
which 30% of mosquitoes are killed.
Discuss ()
Give arguments for and against

Discuss the pros and cons of
an issue and provide explanations. producing human insulin by genetic
engineering.
Distinguish ()
Give the difference between two

things.
Distinguish between food-borne

infection and food poisoning.
Explain / Account for () Give reasons.
Explain / Account for the increase in

the length of a potato strip that has
been put into distilled water for one
hour.
Give / State ()
No explanation is required.
Give / State two functions of proteins

in the human body.
Identify ()
Give the name and make sure the

spelling is correct.
Using the dichotomous key given,

identify animals A and B.
Label ()
Make sure the spelling is correct.
Label the cells shown in the

photomicrograph.
Name ()
Make sure the spelling is correct.
Name the type of cell division

occurring in the gamete-producing
cells in human ovaries.
Outline ()
No detail is required.
Describe the major steps in

recombinant DNA technology and
outline their principles.
Suggest ()
Put forward your ideas.
Suggest two preventive measures that

we can take to reduce the risk of
contracting dengue fever.

(Second Edition)
Following the instructions
You must follow the instructions to answer the questions. Below are some examples of instructions.
Instruction
What to do?
Using the letters in the diagram,
Answer with the letters provided in the

diagram, not the names.
With reference to the photomicrograph,
Use the photomicrograph / diagram provided

to arrive at the answer.
Referring to the diagram,

State one other cause of
Give another cause that is different from the

one stated in the question.
Use a genetic diagram to show the result.
You must include a genetic diagram.
Explain your answer without using a genetic diagram.

On the contrary, DO NOT use a genetic
diagram to arrive at your answer.
Deduce, with reasons, the genotype of

Marks will not be awarded for genetic diagrams.
Communicating effectively
In answering structured questions and essay questions, express your ideas systematically and
logically. Make good use of linking words to link different ideas.
For example:
Command word
Linking words
Describe (about a graph)
Between and / From to
Outline the steps
Firstly Secondly Thirdly Finally
Give examples of
For example / This includes / such as
Contrast
however / while / whereas /

In contrast / On the contrary
Explain / Account for
Since / Because So / Hence / Thus / Therefore / As a result

(Second Edition)
Avoiding common mistakes
Spelling mistakes
When doing fill-in-the-blanks, or when you are asked to name, identify or label a
certain structure, correct spelling is required. The key words in long answers must
also be spelt correctly. Below are some commonly misspelt words.
Correct
Correct
Wrong
Wrong
amnion
amino
nuclei
nucles
dietary fibre
diary fibre
pancreas
pancrease
gastric juice
gastic juice
phloem
pholem
membrane
membrance
prey
pray
night blindness
night blindless
vertebrate
vertibrate
Inappropriate use of words

Do not confuse words with similar spellings or pronunciations. For example, the pupil of the
eye constricts, not contracts, under strong light.
Under strong light,

the pupil contracts.
the pupil constricts.
Omitting titles, headings or units

Remember to give your drawing, graph or table an appropriate title or heading. For
calculation, assign a correct unit to the value obtained.

(Second Edition)
4
1
Skills in answering MCQs
If you are CERTAIN with the answer
put a beside the question and then

skip the question for checking.
If you are UNCERTAIN with the answer
put a ? beside the question to remind

you to pay attention during checking.
look for opposing answers. It is very likely that one of them is the correct answer.
cross out answers that mean basically the same thing. They cannot both be correct.
make a guess instead of leaving the answer blank.

(Second Edition)
10
Skills in answering
essay questions
There are four major steps to help you answer essay questions.
Step 1
Read the question carefully
While you are reading the question, underline the key points and circle all the command words
(e.g. compare, explain, etc.). This can remind you what should be included in your essay.
Sample question
Q
Lipids and proteins are two primary food substances which are essential
to life. Compare their functions in the human body.
Step 2
Organize your ideas
Use a mind map, a flow chart or a table to organize your ideas. When it is finished, check if the
ideas are coherent and systematic. Cross out any irrelevant information.
Lipids
Similar functions
Proteins
- components of the cell membrane

- for making hormones
- produce ATP
- as energy reserves
- for protection
Different functions
- transport lipid-soluble vitamins
- as enzymes
- as an insulator
- as antibodies
- for making myelin sheath
- as haemoglobin
- for blood clotting

(Second Edition)
11
Step 3
Write your essay
Divide your essay into three parts:
1 Introduction
Briefly describe the main
theme of your essay.
Avoid too much
background information.
Lipids and proteins have many functions in the human body.

Some of the functions are similar but some are unique to each
type of biomolecule.
Both lipids and proteins are components of the cell
membrane. They are used for making hormones such as
steroids (lipids) and insulin (proteins). Both of them act as
energy reserves and can be broken down to produce ATP.
Lipids and proteins also offer protection to the body. For
example, adipose tissues around the internal organs can act as
a shock absorber and keratin in nails can provide mechanical
2 Body
Write in paragraphs. Each
protection.
paragraph should have a
Lipids are a solvent for some vitamins (e.g. vitamins A and D).
main point and the point
They are a good insulator to reduce heat loss from the body.
is explained, elaborated or
Lipids are also used for making myelin sheath around nerve
supported by evidence.
fibres to speed up the transmission of nerve impulses.

Some proteins are enzymes. They can catalyse the biochemical
reactions in the body. Proteins can act as antibodies which act
against the pathogens invading the body. Some proteins are
transporters such as the oxygen carrier haemoglobin. Fibrous
proteins are involved in blood clotting. They form a network
to trap the red blood cells.
3 Conclusion
Lipids and proteins have some similar but also some different
Sum up your points and
functions in the human body. They are both important
restate the main theme.
biomolecules.
Step 4
Check your essay
Check if the essay includes the necessary information. Make sure there are no spelling mistakes or
inappropriate use of words.
(Second Edition)
12
Skills in plotting graphs
Note the following when plotting a graph:

1
2
3
4
5
Use the x-axis to denote the independent variable and y-axis to denote the dependent variable.
Choose a suitable scale and make full use of the graph paper.
Label each axis and show the units.
Plot each point as a small cross or dot with a sharp pencil.
Join the points. If two or more lines are to be drawn on the same graph, draw with different
styles (e.g. solid line versus dotted line) and label them.
Give a title to the graph.
Example
In an experiment, rats from the same mother were divided into groups A and B. Group A was fed on purified
cheese proteins, glucose, starch, fats, minerals and water. Group B was fed on the same food with additional
3 cm3 of milk each day. After 20 days, the diets of the two groups were exchanged. The average mass of the
two groups of rats from day 0 to day 50 was recorded. The results are presented on the graph below.
average mass
of rats (g)
y-axis is
labelled and
unit is shown
The change in average mass of rats against time
90
85
graph paper is
fully used with a
suitable scale
80
75
group B
two curves are

drawn with different
styles and labelled
60
group A
50
65
55
70
symbol to
represent the
unused part of
the scale
(045 g). This
makes the
graph easier
to read
title is given
45
0
5
10
15
20
25
30
35
40
45
50
time (day)
x-axis is labelled and unit is shown

(Second Edition)
13
Skills in drawing
biological diagrams
Points to note when drawing biological diagrams

1) Use a sharp HB pencil. Never draw in pen.
2) Draw large diagrams, occupying about two-third of a piece of A4 paper.
3) Draw with smooth single lines. Keep all parts in proportion.
4) Do not shade the diagrams. If you need to show the contrast, you may only use dots.
The denser the dots are, the deeper is the colour.
5) Draw freehand. Do not use a ruler or a pair of compasses.
6) Draw what you see from the specimen. Do not copy from books.
7) Label different parts of the drawing.
Put the labels by the sides, using labelling lines.
Labelling lines should be straight, horizontal and should not cross each other.
8) Give a title, including the name of the specimen and the power of magnification.
9) State how the section is cut if you are drawing a cut surface of a specimen, such as
longitudinal section (L.S.) or transverse section (T.S.).
10) State the direction of view if you are drawing a whole specimen, such as dorsal,
ventral or lateral view.
The diagram below is poorly drawn. Can you point out the mistakes?

(Second Edition)
14
There are two kinds of microscopic drawings:

1
Low-power diagrams
a
b
They show the distribution and proportion of different tissues.

Only outlines of structures are drawn. No need to draw individual cells.
For example:
Dicotyledonous plant root (T.S.) (10)
High-power diagrams
a
b
They show the features of different types of cells.

Draw individual cells.
For example:
Vascular tissue in dicotyledonous plant root (T.S.) (400)

(Second Edition)
15
Skills in studying biology
Studying biology can be easy if you understand the biological concepts instead of memorizing
them by rote. Knowing some basic techniques can help you learn biology more effectively.
How to remember the spellings of biological terms more easily?
By understanding prefixes and suffixes

Many biological terms are built up on Greek or Latin prefixes () and suffixes (). By
dissecting the biological terms into discrete units and knowing the meanings of the prefixes and
suffixes, you will remember their meanings and spellings more easily.
For example:
Prefix
Meaning
Example
an-
lacking, without
anaerobic (), anaemia ()
anti-
against
antigen (), antibody (), anticodon ()
auto-
self
autotroph (), autoimmune disease (),

autonomic nervous system ()
bi-
two
biceps (), bicuspid valve (), binary fission ()
di-
two
disaccharide (), dicot (),

dihybrid ()
endo-
within
endocrine gland (), endolymph ()
exo-
outside
exocrine gland (), exoskeleton ()
haem-
blood
haemoglobin (), haemolysis ()
hyper-
above
hypertonic (), hypertension ()
hypo-
below
hypotonic (), hypothermia ()
mono-
one
monosaccharide (), monocot (),

monoculture ()
photo-
light
photosynthesis (), phototropism (),

photolysis ()
tri-
three
triceps (), tricuspid valve (),

triglyceride ()

(Second Edition)
16
Suffix
Meaning
Example
-ase
enzyme
amylase (
), invertase (
), lipase (
-cide
killing agent
fungicide (), herbicide (), pesticide ()
-lysis
breaking down
glycolysis (), hydrolysis (), photolysis ()
-plast
living granule
chloroplast (), protoplast ()
-trophic
feeding
autotrophic nutrition (),

heterotrophic nutrition ()
By pronouncing words correctly

Marking down each syllable () of a word with slashes is very helpful for memorizing the
spelling. For example:
accommodation
ac / com / mo / da / tion
assimilation
epididymis
homeostasis
metabolism
as / si / mi / la / tion
e / pi / di / dy / mis
ho / me / o / sta / sis
me / ta / bo / li / sm
Bear in mind that this is only a way for you to remember the spellings of the words, but not a
way for you to acquire the correct pronunciations.
By distinguishing words with similar spellings

Make sure you are able to distinguish words with similar spellings. For example:
amino
afferent
cerebrum
glycogen
ovule
vertebrate

(Second Edition)
amnion
efferent
vs
cerebellum
glucagon
ovary
vertebra
17
How to remember biological concepts more easily?
By drawing flow charts through logical deductions

Start with what the question asks for, ask yourself what comes next. Answer the question you
ask. Base on your answer, ask yourself what comes next again. Repeat and you will get the
answer for questions requiring detailed explanation.
Example: What happens to the cells when a piece of onion epidermis is immersed in a
hypertonic solution?
Q What is a hypertonic solution?
A A solution with water potential lower

than that of the cytoplasm.
Q What happens when they differ in
A Water moves out of the cells through
water potential?
the differentially permeable membrane

by osmosis.
Q What happens to the cells when
A The cells shrink.
they lose water?
Q What happens to the cell membrane
A The cell membrane pulls away from
when the cells shrink?

b
the cell wall, i.e. plasmolysis occurs.
By using mnemonics ()
It would be easier to remember some facts or concepts if you can make associations between
different words. For example:
By using cut-off method ()
Some biological processes are mirror images. For example:

inhalation and exhalation
accommodation of the eye to near and distant objects
constriction and dilation of the pupil
In each pair, you can focus on only one of the processes. The other process is simply the other way
round.

(Second Edition)
18
Part II
School-based
assessment (SBA)

(Second Edition)
19
About SBA
The SBA of biology covers the assessment of students performances in practical related tasks
throughout the S5 and S6 school years. The tasks include laboratory work and fieldwork.
Students will be assessed in two ability areas (A and B) by their teachers.
Ability area A
Ability area B
Focus on
practical skills
planning and reporting of

scientific investigation
Assessment
ability
organizing and performing practical
identifying the problem to be

investigated and formulating a
hypothesis, where applicable
work, including the use of suitable

apparatus and equipment, and the
appropriate skills in carrying out the
work
devising a plan of investigation

according to the problem identified
making accurate observations and
recording and presenting results in an

appropriate form
measurements
interpreting and discussing results, and

drawing appropriate conclusions
The table below summarizes the percentage weighting and the minimum number of assessments
required in S5 and S6 for the different areas of the SBA:
Subject
Biology
Ability area
8%
12%
4%
6%
S5
S6
Weighting
Minimum number
of assessment
Details of the SBA can be found at the HKEAAs website.

http://www.hkeaa.edu.hk/en/sba/sub_info_sba/
dse_subject.html?5

(Second Edition)
20
10
Basic experimental
techniques
A Making a temporary mount

Making a temporary mount is the first step to prepare a specimen for microscopic examination.
Steps of making a temporary mount are shown below:
1
Place the specimen in the middle of a

slide.
2 Add 1 to 2 drops of water or stain to the

specimen.
Let the edge of a cover slip touch the

mounting medium.
4 Use a pair of forceps to lower the cover
Soak up excess mounting medium with

tissue paper.
6 The slide is ready for microscopic

examination.

(Second Edition)
slip slowly and cover the specimen.
21
B Free-hand sectioning
Free-hand sectioning () is the simplest method to prepare a thin section for a temporary
mount. Steps of free-hand sectioning are shown below:
1
Moisten both the razor blade and the

specimen.
2 Hold the specimen as shown below. Rest

the razor blade on the tip of the forefinger.
Adjust the position of the forefinger to
control the thickness of the section.
Cut the specimen by sliding the razor

blade rapidly and smoothly towards
4 Put all the sections into a Petri dish of

water. Use a paintbrush to select the
yourself. Repeat the steps to prepare a

number of sections.
thinnest section for examination.

(Second Edition)
22
C Microscopic examination
1
Place the microscope on the bench with

good illumination. Rotate the nosepiece
and select the low-power objective.
2 Look through the eyepiece. Adjust the

angle of the mirror to reflect light towards
the centre of the stage.
Skip this step if the
microscope has a
built-in light source.
Adjust the condenser and the

diaphragm until the light is sufficient
and even.
4 Clip a prepared slide onto the stage. Watch

the stage from the side and lower the body
tube by turning the coarse adjustment knob
until the objective nearly touches the slide.
Look through the eyepiece again.

Slowly raise the body tube by turning
the coarse adjustment knob until the
image of the specimen becomes clear.

(Second Edition)
6 Turn the fine adjustment knob until the

image is in focus.
23
D Using a pipette
1
Rinse the pipette with distilled water

followed by the liquid to be transferred.
2 Insert the pipette filler into the pipette.

Squeeze the pipette filler. Use another
hand to hold the pipette.
Insert the pipette into the liquid to be

transferred. Release the filler slowly
until the pipette is filled to about 2 cm
above the graduation mark.
4 Remove the pipette filler. Cover the mouth

of the pipette by your forefinger.
Release your finger to control the flow

until the meniscus of the liquid sits on
the graduation mark.
6 Transfer the liquid to another container.

Release the liquid. Touch the pipette tip
against the side of the container to release
the last drop of liquid.
conical flask
liquid transferred

(Second Edition)
24
11
Skills in writing
investigation reports
When you observe something about the natural world that you do not understand, you may carry out
investigations and try to find out the answer. How to carry out a scientific investigation is discussed
in detail in the textbook (Bk 1A, Ch 1, p. 711). After performing the investigation, you should
write a report to share what you have done and what you have discovered with other people. Below
is an example to show how to write an investigation report.
Investigation
Peter bought some bread. He put it on a table but forgot to eat it. After a week, he
found some bread mould growing on the bread surface. He wondered if light affected the
growth of bread mould on bread. He carried out an investigation of it with the following
set-ups.
After a week, Peter put a transparency with a grid on the bread and counted the number of
squares with bread mould in both set-ups.
In set-up A, the number

of squares with bread
mould is 15.
In set-up B, the number
of squares with bread
mould is 10.

(Second Edition)
25
An investigation report usually includes the following:
Date
Aim
It gives the aim of the investigation.

Example: To find out whether light affects the growth of bread mould on bread.
Introduction
Problem to investigate
Example: Does light affect the growth of bread mould on bread?

b Hypothesis
This part states the hypothesis of the investigation and the prediction based on the design of the
investigation. It should be noted that hypotheses are NOT needed in investigations which do NOT
require the explanation of observations (like Peters investigation).
c
Principle behind the design of the investigation
This part includes:
a brief description of the rationale of the design
identification of the independent and dependent variables, and ways of manipulating and
measuring the variables
the controlled variables

Example:
Independent variable
Dependent variable
Controlled variables
Variable
Presence of light
Number of squares with Kind of bread, air

bread mould on the
temperature, humidity,
bread
etc.
Ways of
manipulating and
measuring the
variable
Keep a slice of bread in

a light-proof box and
keep another slice of
bread in a transparent
box
Put a transparency with

a grid on the bread and
count the number of
squares with bread
mould
the critical assumptions made, if any

Example: The two slices of bread in the two set-ups are identical.

(Second Edition)
26
Procedure
This is an account of what you have done during the investigation. It should be concise, precise and
presented logically.
Points to note when writing Procedure
1) Write in reported speech, i.e. past passive voice.
2) Number the steps, rather than describing all the steps in a single paragraph.
3) State the quantities of the apparatus and the materials used.
4) Use diagrams or tables whenever appropriate.
5) State any precautions to be taken.
6) Do not repeat the details of a step when the step is just repeated with
different kinds / amounts of materials.
Results
There are different ways to present the results, e.g. drawing tables, plotting graphs, drawing
biological diagrams, etc.
a
Drawing tables
In a table, the data of the independent and dependent variables should be clearly put side by
side for easy comparison.
Example:
Conditions
Number of squares with bread mould
Without light
15
With light
10
Plotting graphs (Refer to p. 13 for the skills in plotting graphs.)
Drawing biological diagrams (Refer to p. 14 for the skills in drawing biological diagrams.)

(Second Edition)
27
Discussion
In this part, you should evaluate how valid the investigation is and recognize trends and patterns in
the data.
Points to note when writing Discussion
1) State the limitations of the experimental design.
2) Suggest sources of error in the investigation and their influence on the
accuracy of the results obtained.
3) Consider any unusual observations and assess their significance.
4) Give possible explanations for unexpected results.
5) Suggest improvement for further work.
Next time I should repeat the

experiment with more bread to
increase the reliability of the
results.
Conclusion
This part includes the conclusion drawn from the findings with regards to the aim of the
investigation.
Example: Light slows down the growth of bread mould on bread.
It is not necessary to give further explanations, which are not tested by the experiment.

(Second Edition)
28
Below is the investigation report written by Peter. There are many mistakes in the report. Can you
point them out?
Name: Peter Chan
Class: 5A
Class no.: 3
Date of investigation: 1292014
Aim
To study the growth of bread mould on bread
under different conditions.
Only the effect of light

was studied in the
investigation.
Introduction
(a) Problem to investigate
Does light affect the growth of bread mould on
bread?
(b) Hypothesis
Bread mould does not grow in the presence of light.
Peters investigation
does not need an
explanation of
observation. Therefore
a hypothesis is not
required in this case.
(c) Principle behind the design of the investigation

Independent variable: Number of bread mould
Dependent variable: Light
Procedure
I put a slice of bread into two different boxes. One
of the boxes is a light-proof box and the other is a
1) Variables are
wrongly stated.
2) Controlled variables
and assumptions
should be
mentioned.
transparent box. I put the set-ups under light.

After some time, I recorded the growth of bread
mould on the two slices of bread.
1) Steps should be
numbered.
2) Reported speech
should be used.
3) The duration of the
experiment should
be clearly stated.

(Second Edition)
29
Results
The following are the results of the experiment:
Conditions
Number of squares with bread

mould on the bread
Without light
15 cm
With light
10 cm
2) The units, if any,

should be put in the
heading of the
column, not in the
boxes.
It is not necessary to
draw a graph for this
15
number of squares with
bread mould on the bread
1) The units are

wrong.
investigation as the
graph does not help
analyse the data.
10

(Second Edition)
without light
with light
30
Discussion
Much less bread mould grew on the slice of bread
under light, showing that light can inhibit the
growth of bread mould. This is because the
ultraviolet light in the light can kill the spores of the
bread mould.
1) the ultraviolet light

in the light can kill
the spores of the
bread mould is a
new hypothesis, not
a fact.
As the difference in the number of squares with

bread mould in the two set-ups is large, the results
are accurate and reliable.
1) The reason for the judgment of the accuracy and

reliability of the experimental results is wrong.
2) Further tests should

be suggested to test
this hypothesis, e.g.
block the ultraviolet
light in the light and
carry out a similar
investigation again.
2) As only one measurement is taken, we cannot say

that the results are reliable. Thus, this report lacks a
critical analysis of the data obtained.
Conclusion
Light can prevent the growth of fungi because the
ultraviolet light can kill the spores of the fungi.
The conclusion is over

generalized (applying
the finding to all
fungi) and contains
irrelevant explanation
(the role of ultraviolet
light is a new
hypothesis).

(Second Edition)
31

HKDSE Exam Guide (English)

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

HKDSE Exam Guide (English)

Hochgeladen von

Copyright:

Verfügbare Formate

Contents

Types of questions in the HKDSE exam paper

General exam skills

Skills in answering MCQs

Skills in answering essay questions

Skills in plotting graphs

Skills in drawing biological diagrams

Skills in studying biology

Part II School-based assessment (SBA)

10 Basic experimental techniques

11 Skills in writing investigation reports

Section A: Multiple-choice questions

Section B: Short questions, structured

Combined Science (Biology)

Whole Combined Science (Biology)

Section A: Multiple-choice questions (24 marks)

Section B: Short questions, structured questions and an essay

New Senior Secondary Mastering Biology

40% (Section A: 12%; Section B: 28%)

Oxford University Press 2014

B The reporting system

New Senior Secondary Mastering Biology

Oxford University Press 2014

New Senior Secondary Mastering Biology

Oxford University Press 2014

Types of questions in the

Multiple-choice questions (MCQs)

For Biology, there will be 36 MCQs in Paper 1 Section A.

Each short question scores about 27 marks.

Encloses the cytoplasm

The site of energy release during respiration

Controls activities of the cell

Supports and gives shape to the cell

New Senior Secondary Mastering Biology

Oxford University Press 2014

Each structured question scores about 712 marks.

Name structure P and state its function.

Using the letters in the diagram, state where

meiotic cell division takes place.

fertilization takes place.

State the fate of structures P, Q, R, S and U after fertilization.

New Senior Secondary Mastering Biology

Oxford University Press 2014

General exam skills

Combined Science (Biology)

* depends on the mark of each question

Understanding command words in questions

Example of exam question

Remember to show the working

According to the information given,

You need to present an informed

Comment on the significance of the

New Senior Secondary Mastering Biology

Oxford University Press 2014

Give both similarities and

Example of exam question

Compare the structures of a bacterial

Contrast () Give the differences only.

Contrast the processes of mitosis and

Deductions must be made based

Based on the results of the cross,

Describe how insulin can bring about

Your answer should be based on