here - The Hong Kong Polytechnic University
CONTENTS
Page No.
1. General Programme Information 1 – 2
2. Aims and Characteristics 2 – 3
3. Programme Structure 3 – 6
4. Year One Study Pattern 6 – 9
5. Management and Operation 9 – 10
6. Other Academic Regulations 10 – 19
APPENDICES
General University Requirement Appendix A 20 – 25
Suggested Study Pattern Appendix B 26 – 34
Programme Executive Group and Academic Advisors Appendix C 35
Computer Codes for Subject Assessment Appendix D 36
Grade Point to Grade Conversion Methodology Appendix E 37
Different Types of GPA and their Calculation Methods Appendix F 38 – 39
Subject Description Forms Appendix G 40 – 111
Note:
The Programme Booklet is applicable for the 2013/14 intakes cohort. It is subject to review
and changes which the Programme host Faculty may make from time to time. Students will be
informed of the changes as and when appropriate.
Students should refer to the Definitive Programme Document of the respective programmes as
soon as they have indicated their programme choice.
1 General Programme Information
1.1 Title of Broad Discipline
Broad Discipline of Applied Sciences
應 用 科 學 廣 泛 學 科
1.2 Host Department
Faculty of Applied Science & Textiles
1.3 Final Awards
Students admitted to the Broad Discipline will complete a common Year 1 curriculum.
They will declare no later than the end of Year 1 their individual awards to pursue from
the second year (and start to study the corresponding contents). The Broad Discipline
leads to one of the following awards:
• BSc(Hons) in Applied Biology with Biotechnology
• BSc(Hons) in Chemical Technology
• BSc(Hons) in Engineering Physics
• BSc(Hons) in Food Safety and Technology
• BSc(Hons) in Investment Science
1.4 Mode of Attendance : Full-time
1.5 Intake Number : 28
1.6 Medium of Instruction : English
1.7 Date of Commencement : 2 September 2013
1
1.8 Entrance Requirements
For admission to undergraduate degree programmes, the University requires applicants
to have completed the Hong Kong Diploma of Secondary Education Examination
(HKDSE) or obtained a relevant local qualification, or a local/non-local qualification
deemed to be acceptable equivalents for admission purpose. Details of these are
specified below:
• Level 3 in English Language and Chinese Language; AND
• Level 2 in Mathematics, Liberal Studies and one other Elective subject
Preferred Subjects
There is no compulsory subject requirement. Preferred elective subjects for the
programme include:
• Extended modules of Mathematics
• All single science and Combined Science subjects
Satisfactory performance in preferred subjects will have a positive influence on
admission selection. However, applicants who have not taken the preferred subjects will
still be considered for admission but they may need to take relevant underpinning
subjects after admission to PolyU to gain the necessary foundation knowledge.
Applied Learning Subjects
The following relevant Applied Learning Subjects with an attainment at distinction
level are accepted as meeting the elective subject requirement of the programme:
• Child Development and Care
• Events Planning and Operation
• Exercise Science and Health Fitness
• Fundamental Health Care
• Health and Beauty Keeping in TCM
• Health Care Practice
• Medical Laboratory Science
• Sports Coaching and Management
2 Aims and Characteristics
2.1 Programme Aims
The Broad Discipline of Applied Sciences aims to facilitate students’ active exploration
of the disciplines under applied sciences (biology, chemistry, mathematics and physics)
in the first year of study. Students who are interested in the following programmes and
wish to explore the different disciplines before selection of the one to pursue can apply
for admission to this Broad Discipline of Applied Sciences. This allows students
flexibility to finalise their programme choice before or at the end of Year One.
Programme
Hosting Department
Applied Biology with Biotechnology
(12451 / JS3923) Department of Applied Biology and
Chemical Technology (12447 / JS3997) Chemical Technology (ABCT)
Food Safety and Technology (12454 / JS3349)
Engineering Physics (11439 / JS3985) Department of Applied Physics (AP)
Investment Science (63423 / JS3363)
Department of Applied Mathematics (AMA)
After completion of the 4-year programme, students are awarded the degree of the
selected programme.
2
2.2 Programme Characteristics
This programme is an undeclared track. It offers students the first year to cogitate and
decide on the specific applied sciences and mathematics programme to pursue from the
second year of study.
3 Programme Structure
3.1 Programme Selection
The Broad Discipline leads to one of the following BSc(Hons) awards:
• Applied Biology with Biotechnology
• Chemical Technology
• Engineering Physics
• Food Safety and Technology
• Investment Science
Students will choose their individual awards no later than the end of Year 1 and follow
the corresponding progression pattern as from the second year of study. Each student is
required to complete from 120 to 129 credits for graduation depending on the students’
HKDSE attainment/academic background and Discipline-Specific Requirement of the
programme selected.
The number of credits required for graduation for different awards are given in Table
3.1.1.
Table 3.1.1: Credits required for different awards
Award
Credits Required*
BSc(Hons) Applied Biology with Biotechnology 120
BSc(Hons) Chemical Technology 120
BSc(Hons) Engineering Physics 125
BSc(Hons) Food Safety and Technology 122
BSc(Hons) Investment Science 129
*Some students would be required to take more credits depending on their background
For passing a subject which is designed to fulfil the credit requirement of different types
of subject, students will be regarded as having fulfilled the credit requirements of the
particular types of subject concerned. Nevertheless, the subject itself will only be
counted once in the student's total credit requirements, and the students will be required
to make up the total credit requirement by taking another subject.
3.2 Curriculum
Students admitted to the Broad Discipline will complete a common first semester of
study. They will choose some Discipline Specific Requirement subjects in Semester
Two to prepare for their progression towards one of the five applied sciences and
mathematics programmes. The pool of subjects offered to students in these five
programmes will also be available for their selection. The common curriculum covers
fundamental subjects in areas of physics, chemistry, biology and mathematics. After the
second semester, students must select the programme they want to pursue and to follow
its curriculum until graduation.
3
Among the credits required for graduation, 30 of them are General University
Requirements (GUR). Students are allowed to take more elective subjects beyond the
General University and Discipline-Specific Requirements up to 150 credits without
incurring a higher tuition rate.
3.2.1. General University Requirement (GUR) Subjects:
Areas
Credits
Language & Communication Requirements (LCR) 9
• English (6)
• Chinese (3)
Cluster-Area Requirements (CAR) plus Reading (R) and Writing (W)
requirements in English and Chinese
12
• 3 credits from each of the following 4 cluster areas
- Human Nature, Relations and Development (3)
- Community, Organisation and Globalisation (3)
- History, Cultures and World Views (3)
- Science, Technology and Environment (3)
• At least 3 credits of the above CAR subjects be designated as
“China-related”
(A list of CAR subjects under each of the four Cluster Areas is available
at: https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm)
Other Requirements
• Freshman Seminar 3
• Leadership and Intra-personal Development 3
• Service-Learning
(A list of Service Learning subjects is available at:
https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm)
• Healthy Lifestyle (non-credit bearing)
(More details can be found at: http://www.polyu.edu.hk/sao/hlr)
3
0
Total GUR credits 30
Please refer to Appendix A for details of General University Requirements.
3.2.2. Common subjects for applied sciences and mathematics programmes
Students will be assigned common subjects in Semester One and/or Semester Two
according to their HKDSE attainments or academic background. Students are allowed
to choose some Discipline Specific Requirement subjects or GUR subjects in Semester
Two. They are advised to refer to the curricula of the five applied sciences and
mathematics programmes and consult their Academic Advisor for selection of suitable
subjects to be taken in Semester Two.
4
A. Common Subjects for Applied Sciences and Mathematics Programmes
Broad Discipline common subjects
Credit
Category (A) (B)
Introduction to Physics [AP10001] or University Physics I [AP10008] 3
Introduction to Chemistry [ABCT1700] or General Chemistry I [ABCT1741] 3
Introductory Life Science [ABCT1101] or General Biology [ABCT1102] 3
Basic Statistics [AMA1006] 2
Calculus & Linear Algebra [AMA1007] 3
Underpinning subject
Credit
Basic Mathematics [AMA1100] 2
1. All applied science & mathematics students are required to complete one broad
discipline common subject each in Physics, Chemistry, Biology, Calculus & Linear
Algebra and Basic Statistics.
2. The science subjects under Category A are designed for students who have not
attained Level 3 or above in Physics, Chemistry and/or Biology as a single Science
subject or a component of the Combined Science (sub-score) in HKDSE.
3. Students who have attained Level 3 or above in Physics, Chemistry and/or Biology,
as a single Science subject or a component of the Combined Science (sub-score) are
required to take the relevant subjects under Category B.
4. Students must retake a compulsory subject which they have failed. Those who fail
Category B subjects and pursue for programmes which accept Category A subjects
could take the relevant Category A subject as replacement. Academic Advisors will
provide academic counseling to students on the appropriate subject to take/retake.
5. Students who have not achieved Level 2 or above in Extended Modules of
Mathematics (M1 or M2) in HKDSE are required to complete AMA1100 before
progressing to take AMA1006 and AMA1007.
6. ABCT, AMA and AP will provide academic counseling to students upon their
admission and before subject registration.
7. Broad Discipline students who take subject(s) under Category A may need to take
relevant subject(s) under Category B according to the requirements of individual
degrees in applied science and in mathematics.
5
B. Discipline Specific Requirement (DSR) Subjects
Other than the common subjects, students may choose from the following DSR subjects
to prepare for their progression towards one of the five applied sciences and
mathematics programmes in Semester Two. Students are strongly advised to refer to
the curricula of these programmes and consult their Academic Advisor when choosing
the DSR subjects.
Subject Code Subject Title Credits
ABCT1102 General Biology 3
ABCT1103 General Laboratory Techniques and Safety 3
ABCT1741 General Chemistry I 3
AP10007 Applied Physics Laboratory 3
AP10008 University Physics I 3
AP10009 University Physics II 3
4 Year One Study Pattern
(Information as at July 2013. Please refer to the Definite Programme Document of
individual programme for the updated Study Pattern.)
4.1 Broad Discipline of Applied Sciences
DSR/
Subject Code Subject Title Credits C / E
GUR
Semester 1
FAST1000 Freshman Seminar 3 C GUR
ELCXXXX English LCR subject 1^ 3 C GUR
AP10001/ Introduction to Physics # /
AP10008 University Physics I # 3 C DSR
ABCT1700/ Introduction to Chemistry # /
ABCT1741 General Chemistry I # 3 C DSR
ABCT1101/ Introductory Life Science # /
ABCT1102
AMA1100/
AMA1007
General Biology # 3 C DSR
Basic Mathematics # /
2/
Calculus & Linear Algebra # C DSR
3
Total 17/18
Semester 2
APSS1L01 Tomorrow’s Leader 3 C GUR
ELCXXXX English LCR subject 2^
3 C GUR
CBSXXXX Chinese LCR subject^
3 C GUR
AMA1006 Basic Statistics 2 C DSR
AMA1007 Calculus & Linear Algebra # 3 C DSR
AP10008 University Physics I # E DSR
AP10009 University Physics II E DSR
ABCT1741 General Chemistry I # No more than E DSR
ABCT1102 General Biology # 7/10 credits E DSR
ABCT1103 General Laboratory Techniques and Safety in total E DSR
AP10007 Applied Physics Laboratory E DSR
XXXX CAR subjects + E GUR
Total Max. 21 credits
Study pattern for Year One students of the Broad Discipline with different combinations of
HKDSE attainments are listed in Appendix B.
6
4.2 BSc (Hons) Applied Biology with Biotechnology
Subject code Subject Credits C / E * DSR /
GUR
Semester 1
FAST1000 Freshman Seminar 3 C GUR
ELCXXXX
CBSXXXX
English LCR subject 1^
Chinese LCR subject^
3 C GUR
3 C GUR
XXXX Leadership and Intra-personal Development 3 C GUR
AMA1100 Basic Mathematics # 2 C DSR
XXXX CAR subject + 3 E GUR
Semester 2
ELCXXXX English LCR subject 2 3 C GUR
ABCT1741 General Chemistry I # 3 C DSR
ABCT1102 General Biology # 3 C DSR
AMA1007 Calculus & Linear Algebra # 3 C DSR
ABCT1103 General Laboratory Techniques and Safety 3 C DSR
XXXX CAR subject + 3 E GUR
4.3 BSc(Hons) Chemical Technology
Subject code Subject Credits C / E * DSR /
GUR
Semester 1
FAST1000 Freshman Seminar 3 C GUR
ELCXXXX English LCR subject 1^
3 C GUR
XXXX Leadership and Intra-personal Development 3 C GUR
ABCT1700/
ABCT1101/
XXXX
Introduction to Chemistry # /
Introductory Life Science # /
CAR subject + 3
C/
C/
E
DSR/
DSR/
GUR
AMA1006 Basic Statistics # 2 C DSR
Semester 2
ABCT1741 General Chemistry I # 3 C DSR
ABCT1102 General Biology # 3 C DSR
ABCT1103 General Laboratory Techniques and Safety 3 C DSR
AMA1007 Calculus and Linear Algebra # 3 C DSR
AP10001/
ELCXXXX
Introduction to Physics # /
English LCR subject 2^ 3 C
DSR/
GUR
7
4.4 BSc(Hons) Food Safety and Technology
Subject code Subject Credits C / E * DSR /
GUR
Semester 1
FAST1000 Freshman Seminar 3 C GUR
ELCXXXX
CBSXXXX
English LCR subject 1^
Chinese LCR subject^
3 C GUR
3 C GUR
AMA1006 Basic Statistics # 2 C DSR
XXXX CAR subject + 3 C GUR
Semester 2
ELCXXXX
English LCR subject 2^
3 C GUR
ABCT1741 General Chemistry I # 3 C DSR
ABCT1102 General Biology # 3 C DSR
ABCT1103 General Laboratory Techniques & Safety 3 C DSR
AMA1007 Calculus and Linear Algebra # 3 C DSR
XXXX Leadership and Intra-personal Development 3 C GUR
4.5 BSc(Hons) Engineering Physics
Subject code Subject Credits C / E * DSR /
GUR
Semester 1
FAST1000 Freshmen Seminar 3 C GUR
ELCXXXX English LCR subject 1^
3 C GUR
XXXX Leadership and Intra-personal Development 3 C GUR
AP10008 University Physics I # 3 C DSR
ABCT1700 Introduction to Chemistry # 3 C DSR
ABCT1101 Introductory Life Science # 3 C DSR
AMA1007 Calculus and Linear Algebra # 3 C DSR
Semester 2
ELCXXXX English LCR subject 2^
3 C GUR
CBSXXXX Chinese LCR subject^
3 C GUR
AP10009 University Physics II 3 C DSR
ABCT1741 General Chemistry I # 3 C DSR
ABCT1102 General Biology # 3 C DSR
AMA1006 Basic Statistics # 2 C DSR
AP10007 Applied Physics Laboratory 3 C DSR
8
4.6 BSc(Hons) Investment Science
Subject code Subject Credit C / E * DSR /
GUR
Semester 1
FAST1000 Freshman Seminars 3 C GUR
APSS1L01 Tomorrow’s Leader 3 C GUR
ELCXXXX
English LCR subject 1^
3 C GUR
AP10001 Introduction to Physics # 3 C DSR
AMA1100 / Basic Mathematics # /
AMA1006 Basic Statistics # 2 C DSR
ABCT1101 Introductory Life Science # 3 C DSR
ABCT1700 Introduction to Chemistry # 3 C DSR
Semester 2
ELCXXXX
CBSXXXX
English LCR subject 2^
Chinese LCR subject^
3 C GUR
3 C GUR
AP10008 University Physics I # 3 C DSR
ABCT1741 General Chemistry I # 3 C DSR
ABCT1102 General Biology # 3 C DSR
AMA1007 Calculus and Linear Algebra # 3 C DSR
XXXX CAR subject + 3 C GUR
Remarks:
*
^Please
C = Compulsory; E = Elective
refer to Appendix A on details of LCR subjects.
# Common subjects to be assigned according to students’ HKDSE attainments or academic background.
Please refer to section 3.2.2.
+ CAR subjects could be taken any time during the 4-year study according to students’ progress.
5 Management and Operation
5.1 General Administration
The Faculty of Applied Science and Textiles is the administrative host of the Broad
Discipline. General administration of admission, preparation for Board-of-Examiners
meetings and documentations is thus carried out by the Faculty. Registration and
student records of students are also handled by the Faculty while individual
Departments will look after the administration for students once they have finalized
their programme choices by the end of year one.
5.2 Programme Executive Group
A Programme Executive Group, composing of a Chairman, appointed by the Dean of
the Faculty of Applied Science and Textiles, and representatives from the three applied
sciences departments, i.e. Applied Biology and Chemical Technology, Applied
Mathematics and Applied Physics, undertakes the overall academic and operational
responsibility for the Broad Discipline and its development within the defined policies,
procedures and regulations of the PolyU.
The Programme Executive Group is responsible for the academic operation, admission,
quality assurance and management of Year One of the Broad Discipline. It reports to
the Faculty Board of Applied Science and Textiles. As soon as students enrolling on
this Broad Discipline have opted for one of the designated degree by the end of Year
One, they will leave this Broad Discipline and join the specific programme.
9
The membership of the Programme Executive Group is in Appendix C.
The Programme Leader is appointed by the Dean of Faculty of Applied Science and
Textiles and responsible to him for the day-to-day administration of the programme. He
and the members will meet students regularly to collect their views on the programme
and to provide them with academic counseling.
5.3 Academic Counselling
For each students admitted to the Broad Discipline, an academic adviser will be initially
assigned to him/her by the Faculty for the first year. A “permanent” academic advisor
will be assigned by the department concerned once the student declares his/her major by
the end of Year One.
In view of the nature of broad discipline, it is important for students to have academic
guidance on selection of the major they will pursue starting from the second year of
study. Programme Leader of the BD and Programme Leaders of the five applied
sciences and mathematics programmes offered by constituent departments of the
Faculty will therefore act as academic advisors. The Undergraduate Secretary from the
Faculty Office will advise Broad Discipline students on academic requirements and
regulations related to the five applied sciences programmes and the GUR requirements.
Academic advisors will meet their students in small group and/or individually during
the semester to discuss with them major issues related to academic matters, e.g. subject
and programme selection, GUR subjects to be taken, study progress, etc.
Information about Academic Advising System of the Faculty is available at
http://www.polyu.edu.hk/fast/bd2.php. The list of academic advisors and their contact
information is in Appendix C.
6 Admission
Students admitted to the Broad Discipline of Applied Sciences would be guaranteed for
admission to one of the five BSc degrees listed in Table 3.1.1. without any additional
requirements.
7 Re-admission
Students who have been required to withdraw on grounds of academic failure or have
been de-registered, and those who have discontinued their studies without completing
the proper procedures for official withdrawal, shall not be considered for re-admission
to the same programme/stream in the following academic year. However, for students
de-registered/withdrawn from a 3-year full-time Bachelor’s degree programme, they
will be allowed to apply to the 4-year degree programme leading to the same award.
Those de-registered/withdrawn from a Broad Discipline will also be allowed to apply to
the constituent single discipline programmes, and vice versa, in the following academic
year.
10
8 Maximum Duration for Completion of a Programme
The maximum period of registration on, and for completion of, a programme is
normally twice the duration of the programme, and must not exceed 8 years. This 8 year
maximum period shall apply to programmes whose specified duration is more than 4
years. This period shall exclude deferment granted for justifiable reasons such as illness
or posting to work outside Hong Kong, but any semester in which the students are
allowed to take zero subject will be counted towards the maximum period of
registration.
9 Subject Registration and Withdrawal
9.1 In addition to programme registration, students need to register for the subjects at
specified periods prior to the commencement of the semester. An add/drop period will
also be scheduled for each semester/term. Students may apply for withdrawal of their
registration on a subject after the add/drop period, if they have a genuine need to do so.
The application should be made to the relevant programme offering Department/Faculty
and will require the approval of both the subject lecturer and Programme
Leader/Coordinator of the host Department/Faculty concerned (or an alternate academic
staff authorised by the programme offering Department). Applications submitted after
the commencement of the examination period will not be considered. For approved
applications of subject withdrawal, the tuition fee paid for the subject will be forfeited
and the withdrawal status of the subject will be shown in the examination result
notification and transcript of studies, but will not be counted in the calculation of the
GPA.
9.2 The pre-requisite requirements of a subject must have been fulfilled before a student
registers for that subject. However, the subject offering Department has the discretion
to waive the pre-requisite requirements of a subject, if deemed appropriate. If the prerequisite
subject concerned forms part of the requirements for award, the subject has to
be passed in order to satisfy the graduation requirements for the programme concerned,
despite the waiving of the pre-requisite.
9.3 Students will be allowed to take additional subjects for broadening purpose, after they
fulfil the graduation requirements and for the following semester. However, they will
still be subject to the maximum study load of 21 credits per semester and the availability
of places in the subjects concerned, and their enrolment will be as subject-based
students only.
11
10 Study Load
10.1 For students following the progression pattern specified for their programme, they have
to take the number of credits, as specified in the Definitive Programme Document, for
each semester. Student cannot drop those subjects assigned by the department unless
prior approval has been given by the department.
10.2 The normal study load is 15 credits in a semester. The maximum study load to be taken
by a student in a semester is 21 credits, unless exceptional approval is given by the Head
of the programme offering Department/Faculty. For such cases, students should be
reminded that the study load approved should not be taken as grounds for academic
appeal.
10.3 Students are not allowed to take zero subject in any semester, including the mandatory
summer term as required by some programmes, unless they have obtained prior
approval from the programme offering Department; otherwise they will be classified as
having unofficially withdrawn from their programme. Students who have been
approved for zero subject enrolment (i.e. taking zero subject in a semester) are allowed
to retain their student status and continue using campus facilities and library facilities.
Any semester in which the students are allowed to take zero subject will nevertheless be
counted towards the maximum period of registration
10.4 Students who have obtained approval to pace their studies and students on programmes
without any specified progression pattern who wish to take more than the normal load
of 15 credits in a semester should seek advice from the Department/Faculty concerned
before the selection of subjects.
11 Deferment of study
11.1 Students may apply for deferment of study if they have a genuine need to do so such as
illness or posting to work outside Hong Kong. Approval from the Department/Faculty
offering the programme is required. The deferment period will not be counted towards
the maximum period of registration.
11.2 Application for deferment of study will be entertained only in exceptional circumstances
from students who have not yet completed the first year of a full-time or sandwich
programme.
11.3 Where the period of deferment of study begins during a stage for which fees have been
paid, no refund of such fees will be made.
11.4 Students who have been approved for deferment are not entitled to enjoy any campus
facilities during the deferment period.
12
12 Principles of assessment
12.1 Assessment of learning and assessment for learning are both important for assuring the
quality of student learning. Assessment of learning is to evaluate whether students have
achieved the intended learning outcomes of the subjects that they have taken and have
attained the overall learning outcomes of the academic programme at the end of their
study at a standard appropriate to the award. Appropriate methods of assessment that
align with the intended learning outcomes should be designed for this purpose. The
assessment methods will also enable the teacher to differentiate students’ different
levels of performance within the subject. Assessment for learning is to engage students
in productive learning activities through purposefully designed assessment tasks.
12.2 Assessment will also serve as feedback to students. The assessment criteria and
standards should be made explicit to students before the start of the assessment to
facilitate student learning, and feedback provided should link to the criteria and
standards. Timely feedback should be provided to students so that they are aware of
their progress and attainment for the purpose of improvement.
12.3 The ultimate authority in the University for the confirmation of academic decisions is
the Senate, but for practical reasons, the Senate has delegated to the Faculty/School
Boards the authority to confirm the decisions of Boards of Examiners provided these are
made within the framework of the General Assessment Regulations. Recommendations
from Board of Examiners which fall outside these Regulations shall be ratified by the
Academic Regulations Committee (ARC) and reported to the Senate.
13 Assessment methods
13.1 Students' performance in a subject can be assessed by continuous assessment and/or
examinations, at the discretion of the individual subject offering Department. Where
both continuous assessment and examinations are used, the weighting of each in the
overall subject grade shall be clearly stated in the definitive programme document. The
subject offering Department can decide whether students are required to pass both the
continuous assessment and examination components, or either component only, in order
to obtain a subject pass, but this requirement (to pass both, or either, components) shall
be specified in the Definite Programme Document. Learning outcome should be
assessed by continuous assessment and/or examination appropriately, in line with the
outcome-based approach.
13.2 Continuous assessment may include tests, assignments, projects, laboratory work, field
exercises, presentations and other forms of classroom participation. Continuous
Assessment assignments which involve group work should nevertheless include some
individual components therein. The contribution made by each student in continuous
assessment involving a group effort shall be determined and assessed separately, and
this can result in different grades being awarded to students in the same group.
13.3 Assessment methods and parameters of subjects shall be determined by the subject
offering Department.
13.4 At the beginning of each semester, the subject teacher should inform students of the
details of the methods of assessments to be used, within the assessment framework as
specified in the definitive programme document.
13
14 Progression/Academic Probation/Deregistration
14.1 The Board of Examiners shall, at the end of each semester (except for Summer Term
unless there are students who are eligible to graduate after completion of Summer Term
subjects), determine whether each student is
(i)
(ii)
(iii)
eligible for progression towards an award; or
eligible for an award; or
required to be deregistered from the programme.
14.2 When a student has a Grade Point Average (GPA) (see Section 17.2 below) lower than
2.0, he will be put on academic probation in the following semester. If a student is able
to pull his GPA up to 2.0 or above at the end of the semester, the status of "academic
probation" will be lifted. The status of "academic probation" will be reflected in the
examination result notification but not in the transcript of studies.
14.3 A student will have 'progressing' status unless he falls within any one of the following
categories which may be regarded as grounds for deregistration from the programme:
(i)
(ii)
(iii)
the student has exceeded the maximum period of registration for that
programme, as specified in the Definitive Programme Document; or
the student's GPA is lower than 2.0 for two consecutive semesters and his
Semester GPA in the second semester is also lower than 2.0; or
the student's GPA is lower than 2.0 for three consecutive semesters.
14.4 The progression of students to the following academic year will not be affected by the
GPA obtained in the Summer Term, unless Summer Term study is mandatory for all
students of the programme and constitutes a requirement for graduation, and is so
specified in the Definitive Programme Document.
14.5 A student may be de-registered from the programme enrolled before the time frame
specified in Sections 14.3(ii) or 14.3(iii) above if his academic performance is poor to
the extent that the Board of Examiners deems that his chance of attaining a GPA of 2.0
at the end of the programme is slim or impossible.
14.6 Where there are good reasons, the Board of Examiners has the discretion to recommend
allowing students who fall into categories as stated in Sections 14.3(ii) or 14.3(iii)
above to stay on the programme, and these recommendations should be presented to the
relevant Faculty/School Board for final decision.
14.7 Under the current procedures, a student can appeal against the decisions of the Boards
of Examiners to de-register him. If such an appeal was upheld by the
Department/School concerned, the recommendation (to reverse the previous decision to
de-register the student) should also be presented to the relevant Faculty/School Board
for final decision.
14
15 Retaking of subjects
15.1 Students may retake any subject for the purpose of improving their grade without
having to seek approval, but they must retake a compulsory subject which they have
failed, i.e. obtained an F grade. Retaking of subjects is with the condition that the
maximum study load of 21 credits per semester is not exceeded. Students wishing to
retake passed subjects will be accorded a lower priority than those who are required to
retake (due to failure in a compulsory subject) and can only do so if places are available.
15.2 The number of retakes of a subject is not restricted. Only the grade obtained in the final
attempt of retaking (even if the retake grade is lower than the original grade for
originally passed subject) will be included in the calculation of the Grade Point Average
(GPA). If students have passed a subject but failed after retake, credits accumulated for
passing the subject in a previous attempt will remain valid for satisfying the credit
requirement for award. (The grades obtained in previous attempts will only be reflected
in transcript of studies.)
15.3 In cases where a student takes another subject to replace a failed elective subject, the
fail grade will be taken into account in the calculation of the GPA, despite the passing
of the replacement subject.
16 Absence from an assessment component
16.1 If a student is unable to complete all the assessment components of a subject, due to
illness or other circumstances which are beyond his control and considered by the
subject offering Department as legitimate, the Department will determine whether the
student will have to complete a late assessment and, if so, by what means. This late
assessment shall take place at the earliest opportunity, and before the commencement of
the following academic year (except that for Summer Term, which may take place
within 3 weeks after the finalisation of Summer Term results).
16.2 The student concerned is required to submit his/her application for late assessment in
writing to the Head of Department offering the subject, within five working days from
the date of the examination, together with any supporting documents. Approval of
applications for late assessment and the means for such late assessments shall be given
by the Head of Department offering the subject or the Subject Lecturer concerned, in
consultation with the Programme Coordinator.
15
17 Grading
17.1 Assessment grades shall be awarded on a criterion-referenced basis. A student's overall
performance in a subject (including GUR subjects) shall be graded, and a numeral grade
point is assigned to each subject grade, as follows:
Subject
grade
Short
description
A+ Exceptionally
Outstanding
Elaboration on subject grading description
The student's work is exceptionally outstanding. It
exceeds the intended subject learning outcomes in all
regards.
A Outstanding The student's work is outstanding. It exceeds the
intended subject learning outcomes in nearly all regards.
B+ Very Good The student's work is very good. It exceeds the intended
subject learning outcomes in most regards.
B Good The student's work is good. It exceeds the intended
subject learning outcomes in some regards.
C+ Wholly
Satisfactory
The student's work is wholly satisfactory. It fully meets
the intended subject learning outcomes.
C Satisfactory The student's work is satisfactory. It largely meets the
intended subject learning outcomes.
D+ Barely
Satisfactory
D
Barely
Adequate
The student's work is barely satisfactory. It marginally
meets the intended subject learning outcomes.
The student's work is barely adequate. It meets the
intended subject learning outcomes only in some
regards.
F Inadequate The student's work is inadequate. It fails to meet many
of the intended subject learning outcomes.
Grade
Point
4.5
4
3.5
3
2.5
2
1.5
1
0
‘F’ is a subject failure grade and all others (‘D’ to ‘A+’) are subject pass grades. No
credit will be earned if a subject is failed.
17.2 At the end of each semester/term, a Grade Point Average (GPA) will be computed as
follows, and based on the grade point of all the subjects:
∑ Subject Grade Point × Subject Credit
n
GPA =
Subject Credit Value
∑
n
Value
where n = number of all subjects (inclusive of failed subjects) taken by the student up to and
including the latest semester/term. For subjects which have been retaken, only the
grade point obtained in the final attempt will be included in the GPA calculation
16
In addition, the following subjects will be excluded from the GPA calculation:
(i) Exempted subjects
(ii) Ungraded subjects
(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved, but without any grade
assigned
(v) Subjects from which a student has been allowed to withdraw (i.e. those with the
code ‘W’)
Subject which has been given an “S” subject code, i.e. absent from examination, will be
included in the GPA calculation and will be counted as “zero” grade point. GPA is thus
the unweighted cumulative average calculated for a student, for all relevant subjects
taken from the start of the programme to a particular point of time. GPA is an indicator
of overall performance and is capped at 4.0.
17.3 The grades and codes for the subject and final assessments are shown in Appendix D.
17.4 In the event that grade is awarded to subject components, a grade point with the decimal
value may be generated for the overall result of the subject. This grade point with
decimal value will be converted to grade according to the conversion methodology as
shown in Appendix E for deriving the subject overall grades. The corresponding grade
point for the subject overall grade, instead of the actual grade points obtained by
students, will be used for GPA calculation. This methodology for deriving subject
overall grades only serves as an aid to subject assessors. As assessment should be a
matter of judgement, not merely a result of computation, the subject lecturer will have
the discretion to assign a grade which is considered to reflect more appropriately the
overall performance of the student in a subject to override the grade derived by the
computer.
18 Different types of GPA's
18.1 GPA's will be calculated for each Semester including the Summer Term. This Semester
GPA will be used to determine students' eligibility to progress to the next Semester
alongside with the 'cumulative GPA'. However, the Semester GPA calculated for the
Summer Term will not be used for this purpose, unless the Summer Term study is
mandatory for all students of the programme concerned and constitutes part of the
graduation requirements.
18.2 The GPA calculated after the second Semester of the students' study is therefore a
'cumulative' GPA of all the subjects taken so far by students, and without applying any
level weighting.
18.3 Along with the 'cumulative' GPA, a weighted GPA will also be calculated, to give an
indication to the Board of Examiners on the award classification which a student will
likely get if he makes steady progress on his academic studies. GUR subjects will be
included in the calculation of weighted GPA for all programmes.
18.4 When a student has satisfied the requirements for award, an award GPA will be
calculated to determine his award classification. GUR subjects will be included in the
calculation of award GPA for all programmes.
17
18.5 For students taking the Major/Minor study route, a separate GPA will be calculated for
their Major and Minor programmes. The Major GPA will be used to determine his
award classification, which will be so reflected on the award parchment. The Minor
GPA can be used as a reference for Board of Examiners to moderate the award
classification for the Major.
18.6 The relationship between the different types of GPA's, and the methods for calculating
each, is further explained in Appendix F.
19 Examination result announcements, transcripts, testimonials and references
19.1 At the end of each semester, where appropriate, examination results are announced
online for individual students' checking. It provides information on subjects taken and
grades attained, the Grade Point Average (GPA) for all subjects, and the overall result
for that semester. The announcement serves as an official notification of the student's
academic performance.
19.2 A formal transcript of studies will be issued by the University, upon request, to any
student registered on a programme offered by the University, and it will include the
following information:
(i)
(ii)
name and student number;
title of the programme(s) on which enrolled, or from which graduated;
(iii) medium of instruction for the programme (applicable only to programmes which
are delivered in Chinese and for which both Chinese and English versions are
offered);
(iv) a full academic record, giving subjects taken and grades attained, and the Grade
Point Average (GPA) for all subjects;
(v)
credit requirement of the student if different from the normal credit requirement of
the programme;
(vi) where relevant, the final award(s) granted, with classification and year of award;
and
(vii) a statement indicating that the student has completed the Work-integrated
Education (WIE) activities, and the Healthy Lifestyle subject which is non-credit
bearing.
19.3 Students may request for a testimonial which is a certification of their studies at the
University, but without details on subjects and subject results.
19.4 Students may also request for references direct from academic staff/members
concerned.
18
20 Medium of instruction
20.1 English is the medium of instruction (the only exceptions are for a small number of
programmes/subjects which have got special approval to be taught and examined in
Chinese, due to the nature and objectives of the programmes/subjects concerned).
Chinese could only be used in small group discussions/tutorials/practical sessions if and
when necessary.
20.2 In the presence of non-Cantonese-speaking students, English should be used all the
time.
21 Plagiarism and misconducts in assessments/examinations
21.1 Rules governing the conduct of examination, procedures for leave of absence, deferment
of study, withdrawal of study, student appeals against the decisions of the Board of
Examiners, and applications of transcripts of studies and testimonials, etc., are
documented in the Students’ Handbook.
21.2 All rules concerning the assessment and examination matters are governed by the
General Assessment Regulations of the University.
21.3 To help you understand the importance of academic honesty and learn ways to ensure
that your work and behaviour at PolyU are acceptable in this regard, the Online Tutorial
on Academic Integrity is provided for you in the subject “Freshman Seminar”. The
Online Tutorial is part of the subject completion requirement. Students who fail to
complete the Online Tutorial will fail this subject.
21.4 The Online Tutorial can be accessed on LEARN@PolyU ( 理 學 網 ). It takes
approximately two hours to complete. For more information on the Online Tutorial,
please refer to Online Tutorial on Academic Integrity: A Student Guide
(http://edc.polyu.edu.hk/PSP/Student_Guide_Online_Tutorial.pdf).
22 University Regulations
The regulations in this booklet are only those which apply specifically to the UGCfunded
Broad Discipline of Applied Sciences. Student should refer to the Definitive
Programme Documents of the five applied sciences and mathematics programmes for
regulations applicable to the specific programmes and the current issue of Student
Handbook for the General Regulations of the University.
23 Amendment to the Booklet
The curriculum, subject contents, assessment schemes and criteria of progression stated
in this document may be amended from time to time if the Faculty considers such
amendment justifiable and students will be notified accordingly.
19
Appendix A
General University Requirement
As part of the university graduation requirements, students have to complete 30 credits of general
university requirement (GUR) as follows:
Areas
Credits
Language & Communication Requirements (LCR) 9
• English (6)
• Chinese (3)
Cluster-Area Requirements (CAR) plus Reading (R) and Writing (W) requirements
in English and Chinese
12
• 3 credits from each of the following 4 cluster areas
- Human Nature, Relations and Development (3)
- Community, Organisation and Globalisation (3)
- History, Cultures and World Views (3)
- Science, Technology and Environment (3)
• at least 3 credits of the above CAR subjects be designated as “China-related”
A list of CAR subjects under each of the four Cluster Areas is available at:
https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm
Other Requirements
• Freshman Seminar 3
• Leadership and Intra-personal Development 3
• Service-Learning
(A list of Service Learning subjects is available at:
https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm)
3
• Healthy Lifestyle (non-credit bearing)
(More details can be found at: http://www.polyu.edu.hk/sao/hlr)
Nil
Total GUR credits 30
1. Language and Communication Requirements (LCR)
1.1. English
All undergraduate students must successfully complete two 3-credit English language subjects as
stipulated by the University (Table 1.1.1). These subjects are designed to suit students’ different
levels of English language proficiency at entry, as determined by their HKDSE score or the
English Language Centre (ELC) entry assessment (when no HKDSE score is available).
Students who can demonstrate that they have achieved a level beyond that of the LCR proficient
level subjects as listed in Table 1.1.2 (based on an assessment by ELC) may apply for subject
exemption or credit transfer of the LCR subject or subjects concerned.
20
Table 1.1.1: Framework of English LCR subjects
HKDSE Subject 1 Subject 2
Level 5 or
equivalent
Level 4 or
equivalent
Advanced English for University
Studies (ELC1014)
[3 credits]
English for University Studies
(ELC1012/1013)
[3 credits]
Any LCR Proficient level subject in
English (see Table 1.1.2)
[3 credits ]
Advanced English for University
Studies (ELC1014)
[3 credits]
Level 3 or
equivalent
Practical English for University
Studies (ELC1011)
[3 credits]
English for University Studies
(ELC1012/1013)
[3 credits]
Table 1.1.2: LCR Proficient level subjects in English
For students entering
with HKDSE Level 5, or
at an equivalent level or
above
Advanced English Reading and Writing Skills
(ELC2011)
Persuasive Communication (ELC2012)
English in Literature and Film (ELC2013)
3 credits
each
1.2. Chinese
All undergraduate students are required to successfully complete one 3-credit Chinese language
subject as stipulated by the University (Table 1.2.1). These Chinese subjects are designed to suit
students' different levels of Chinese language proficiency at entry, as determined by their HKDSE
score or the Chinese Language Centre (CLC) entry assessment (when no HKDSE score is
available). Students can also opt to take additional Chinese LCR subjects (Table 1.2.3) in their
free electives.
Students who are non-Chinese speakers (NCS), or whose Chinese standards are at junior
secondary level or below, will also be required to take one LCR subject specially designed to suit
their language background and entry standard as shown in Table 1.2.2.
Students who can demonstrate that they have achieved a level beyond that of the course
"Advanced Communication Skill in Chinese" as listed in Table 1.2.1 (based on an assessment by
CLC) may apply for subject exemption or credit transfer of the LCR subject concerned.
21
Table 1.2.1: Framework of Chinese LCR subjects
HKDSE
HKDSE Level 4 and 5 or equivalent
Required subject
Advanced Communication Skills in Chinese
(ACSC) (CBS1101P)
[3 credits]
HKDSE Level 3 or equivalent
Fundamentals of Chinese Communication
(FCC) (CBS1102P)
[3 credits]
For non-Chinese speakers or students
whose Chinese standards are at junior
secondary level or below
One subject from table 1.2.2 below
Table 1.2.2: Chinese LCR Subjects for non-Chinese speakers or students whose Chinese
standards are at junior secondary level or below
Subject
Chinese I (for non-Chinese
speaking students) (CBS1151)
Pre-requisite/exclusion
• For non-Chinese speaking students at
beginners’ level
Chinese II (for non-Chinese
speaking students) (CBS1152)
• For non-Chinese speaking students; and
• Students who have completed Chinese I or
equivalent
Chinese III (for non-Chinese
speaking students) (CBS2151)
• For non-Chinese speaking students at higher
competence levels; and
• Students who have completed Chinese II or
equivalent
3 credits
each
Chinese Literature –
Linguistics and Cultural
Perspectives (for non-Chinese
speaking students) (CBS2152)
• For non-Chinese speaking students at higher
competence levels
22
Table 1.2.3: Other LCR Electives in Chinese
Subject
Chinese and the Multimedia
(CBS2109P)
Creative writing in Chinese
(CBS2102P)
Elementary Cantonese
(CBS1153/CBS1153P)
Putonghua in the Workplace
(CBS2101P)
Pre-requisite/exclusion
• For students entering with HKDSE level 4 or
above ; or
• Students with advanced competence level as
determined by the entry assessment; or
• Students who have completed “Fundamentals
of Chinese Communication”
• For students entering with HKDSE level 4 or
above ; or
• Students with advanced competence level as
determined by the entry assessment; or
• Students who have completed “Fundamentals
of Chinese Communication”
• For students whose native language is not
Cantonese
• Students who have completed “Fundamentals
of Chinese Communication” or could
demonstrate with proof basic proficiency in
Putonghua
• For students whose native language is not
Putonghua
3 credits
each
1.3. Discipline-specific language requirement
There must be a mandatory requirement in DSR for students to complete 2 subjects (each of 2
credits) which contain the necessary embedded language requirements in English and in Chinese.
Students who are non-Chinese speakers or those whose Chinese standards are at junior secondary
level or below will be, by default, exempted from the Discipline-specific Chinese Language
Requirements.
23
2. Cluster-Area Requirement (CAR)
To expand students’ intellectual capacity beyond their disciplinary domain and to enable them to
tackle professional and global issues from a multidisciplinary perspective, students have to choose
and successfully complete a total of 12 credits from CAR subjects according to their own
interests, with 3 credits to be selected from each of the following 4 cluster areas:
• Human Nature, Relations and Development
• Community, Organisation and Globalisation
• History, Culture and World Views
• Science, Technology and Environment
BD students are advised not to take those CAR subjects which are offered by ABCT, AMA and
AP before their selection of programme.
Reading and Writing Requirements
To enhance students’ literacy skills in reading and writing, students must, among the CAR
subjects they take, pass one subject that includes the requirement for a substantive piece of
writing in English (EW Requirement) and one subject with the requirement of a substantive piece
of writing in Chinese (CW Requirement). Subjects approved for meeting the Writing
Requirement will be given a “W’ designation.
They must also, among the CAR subjects they take, pass one subject that includes the requirement
for the reading of an extensive text in English (ER Requirement) and one subject with the
requirement for the reading of an extensive text in Chinese (CR Requirement). Subjects approved
for meeting the Reading Requirement will be given an “R” designation.
Students who are non-Chinese speakers or those whose Chinese standards are at junior secondary
level or below will be, by default, exempted from the Reading and Writing Requirements in
Chinese.
China-Study Requirement
To enable students to develop a deeper understanding of China (i.e., its history, culture and
society, as well as emerging issues or challenges), students are further required to complete at
least 3 credits of CAR subjects which are designated as “China-related” from any of the four
Cluster Areas.
3. Freshman Seminar
All students must successfully complete, normally in their first year of study, one 3-credit
Freshman Seminar offered by their chosen Broad Discipline. The purpose is to (1) introduce
students to their chosen discipline and enthuse them about their major study, (2) cultivate
students’ creativity, problem-solving ability and global outlook, (3) give students an exposure to
the concepts of, and an understanding of, entrepreneurship, and (4) engage students, in their first
year of study, in desirable forms of university learning that emphasises self-regulation,
autonomous learning and deep understanding.
A list of Freshman Seminars offered by the Broad Disciplines can be found at:
https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm
24
4. Leadership and Intra-Personal Development
All students must successfully complete one 3-credit subject in the area of Leadership and Intra-
Personal Development, which is designed to enable students to (1) understand and integrate
theories, research and concepts on the qualities (particularly intra-personal and interpersonal
qualities) of effective leaders in the Chinese context, (2) develop greater self-awareness and a
better understanding of oneself, (3) acquire interpersonal skills essential for functioning as an
effective leader, (4) develop self-reflection skills in their learning, and (5) recognise the
importance of the active pursuit of knowledge on an intra-personal and interpersonal level and its
relationship to leadership qualities.
A list of designated subjects for meeting the leadership and intra-personal development
requirement is available at: https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm
5. Service-Learning
All students must successfully complete one 3-credit subject designated to meet the servicelearning
requirement, in which they are required to (1) participate in substantial community
service or civic engagement activities that will benefit the service users or the community at large
in a meaningful way, (2) apply the knowledge and skills acquired from their Major or other
learning experiences at the University to the community service activities, and (3) reflect on their
service learning experience in order to link theory with practice for the development of a stronger
sense of ethical, social and national responsibility.
These subjects may take the form of:
• An open-to-all GUR service-learning subject
• A GUR service-learning subject targeted for a particular student group (e.g. a Broad
Discipline), or
• A customised DSR subject (core or elective) within the Major/Minor with all the required
features and components to meet the Service-Learning Requirement.
Students who have satisfied the Service-Learning Requirement via a customised DSR subject will
be required to take another 3-credit subject to make up for the total credit requirement.
A list of designated subjects for meeting the service-learning requirement is available at:
https://www2.polyu.edu.hk/as/Polyu/GUR/index.htm
6. Healthy Lifestyle
Healthy lifestyle is the platform for all-round development. All students are required to
successfully complete a non-credit-bearing programme in healthy lifestyle offered by the Student
Affairs Office. The programme will cover: (1) fitness evaluation, (2) concepts on health and
fitness, (3) sports skills acquisition, and (4) exercise practicum. More details can be found at:
http://www.polyu.edu.hk/sao/hlr
25
Appendix B
Suggested Study Patterns
Common Subjects for Applied Sciences and Mathematics Programmes
Broad Discipline common subjects
Category (A) (B)
Introduction to Physics [AP10001] or University Physics I [AP10008] 3
Introduction to Chemistry [ABCT1700] or General Chemistry I [ABCT1741] 3
Introductory Life Science [ABCT1101] or General Biology [ABCT1102] 3
Credit
Basic Statistics [AMA1006] 2
Calculus & Linear Algebra [AMA1007] 3
Underpinning subject
Credit
Basic Mathematics [AMA1100] 2
1. All applied science & mathematics students are required to complete one broad discipline common subject
each in Physics, Chemistry, Biology, Calculus & Linear Algebra and Basic Statistics.
2. The science subjects under Category A are designed for students who have not attained Level 3 or above in
Physics, Chemistry and/or Biology as a single Science subject or a component of the Combined Science
(sub-score) in HKDSE.
3. Students who have attained Level 3 or above in Physics, Chemistry and/or Biology, as a single Science
subject or a component of the Combined Science (sub-score) are required to take the relevant subjects under
Category B.
4. Students must retake a compulsory subject which they have failed. Those who fail Category B subjects and
pursue for programmes which accept Category A subjects could take the relevant Category A subject as
replacement. Academic Advisors will provide academic counseling to students on the appropriate subject to
take/retake.
5. Students who have not achieved Level 2 or above in Extended Modules of Mathematics (M1 or M2) in
HKDSE are required to complete AMA1100 before progressing to take AMA1006 and AMA1007.
6. ABCT, AMA and AP will provide academic counseling to students upon their admission and before subject
registration.
7. Broad Discipline students who take subject(s) under Category A may need to take relevant subject(s) under
Category B according to the requirements of individual degrees in applied science and in mathematics.
Guide to Suggested Study Patterns
HKDSE Level 3 or above in the
single Science subject or a
component of the Combined
Science (sub-score)
Without Physics, Chemistry &
Biology
26
Suggested Study Pattern
Without HKDSE Level 2 or above
in Extended Modules of Mathematics
(M1 or M2)
A
With HKDSE Level 2 or above
in Extended Modules of
Mathematics (M1 or M2)
Physics only C D
Chemistry only E F
Biology only G H
Physics & Chemistry I J
Physics & Biology K L
Chemistry & Biology M N
With Physics, Chemistry & Biology O P
Remarks:
- Students will be assigned all subjects in Semester 1, and some in Semester 2, 2012/13 according to their
HKDSE attainments. In Semester 2, 2012/13, students are required to take Discipline Specific
Requirements subjects (DSR) to prepare for furthering their study in one of the applied sciences
programmes from the second year of study. Therefore students are strongly recommended seeking
advice from their Academic Advisors before subject registration.
- The minimum and maximum number of credits students are allowed to take in one semester is 9 and 21
respectively.
B
A. Students without HKDSE Level 2 or above in M1 or M2 and Level 3 or above in Physics,
Chemistry & Biology:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1700 Introduction to Chemistry 3
ABCT1101 Introductory Life Science 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10008
AP10009
ABCT1741
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Chemistry I
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
7 credits in
total
XXXX
CAR subjects
Total Max. 21
B. Students with HKDSE Level 2 or above in M1 or M2 but without Level 3 or above in
Physics, Chemistry & Biology:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1700 Introduction to Chemistry 3
ABCT1101 Introductory Life Science 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10008
AP10009
ABCT1741
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Chemistry I
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
10 credits in
total
XXXX
CAR subjects
Total Max. 21
27
C. Students with HKDSE Level 3 or above in Physics, but not in Chemistry & Biology, and
without Level 2 or above in M1 or M2:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1700 Introduction to Chemistry 3
ABCT1101 Introductory Life Science 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10009
ABCT1741
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics II
General Chemistry I
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
7 credits in
total
XXXX
CAR subjects
Total Max. 21
D. Students with HKDSE Level 2 or above in M1 or M2, and Level 3 or above in Physics, but
not in Chemistry & Biology:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1700 Introduction to Chemistry 3
ABCT1101 Introductory Life Science 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10009
ABCT1741
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics II
General Chemistry I
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
10 credits in
total
XXXX
CAR subjects
Total Max. 21
28
E. Students with HKDSE Level 3 or above in Chemistry, but not in Physics & Biology, and
without Level 2 or above in M1 or M2:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1741 General Chemistry I 3
ABCT1101 Introductory Life Science 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10008
AP10009
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
7 credits in
total
XXXX
CAR subjects
Total Max. 21
F. Students with HKDSE Level 2 or above in M1 or M2 and Level 3 or above in Chemistry,
but not in Physics & Biology:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1741 General Chemistry I 3
ABCT1101 Introductory Life Science 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10008
AP10009
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
10 credits in
total
XXXX
CAR subjects
Total Max. 21
29
G. Students with HKDSE Level 3 or above in Biology but not in Physics & Chemistry, and
without Level 2 or above in M1 or M2:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1700 Introduction to Chemistry 3
ABCT1102 General Biology 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10008
AP10009
ABCT1741
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Chemistry I
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
7 credits in
total
XXXX
CAR subjects
Total Max. 21
H. Students with HKDSE Level 2 or above in M1 or M2 and Level 3 or above in Biology, but
not in Physics & Chemistry:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1700 Introduction to Chemistry 3
ABCT1102 General Biology 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10008
AP10009
ABCT1741
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Chemistry I
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
10 credits in
total
XXXX
CAR subjects
Total Max. 21
30
I. Students with HKDSE Level 3 or above in Physics & Chemistry but not in Biology, and
without Level 2 or above in M1 or M2:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1741 General Chemistry I 3
ABCT1101 Introductory Life Science 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10009
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics II
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
7 credits in
total
XXXX
CAR subjects
Total Max. 21
J. Students with HKDSE Level 2 or above in M1 or M2 and Level 3 or above in Physics &
Chemistry, but not in Biology:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1741 General Chemistry I 3
ABCT1101 Introductory Life Science 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10009
ABCT1102
ABCT1103
AP10007
DSR subjects available for selection:
University Physics II
General Biology
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
10 credits in
total
XXXX
CAR subjects
Total Max. 21
31
K. Students with HKDSE Level 3 or above in Physics & Biology but not in Chemistry, and
without Level 2 or above in M1 or M2:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1700 Introduction to Chemistry 3
ABCT1102 General Biology 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10009
ABCT1741
ABCT1103
AP10007
DSR subjects available for selection:
University Physics II
General Chemistry I
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
7 credits in
total
XXXX
CAR subjects
Total Max. 21
L. Students with HKDSE Level 2 or above in M1 or M2 and Level 3 or above in Physics &
Biology, but not in Chemistry:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1700 Introduction to Chemistry 3
ABCT1102 General Biology 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10009
ABCT1741
ABCT1103
AP10007
DSR subjects available for selection:
University Physics II
General Chemistry I
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
10 credits in
total
XXXX
CAR subjects
Total Max. 21
32
M. Students with HKDSE Level 3 or above in Chemistry & Biology but not in Physics, and
without Level 2 or above in M1 or M2:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1741 General Chemistry I 3
ABCT1102 General Biology 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10008
AP10009
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
7 credits in
total
XXXX
CAR subjects
Total Max. 21
N. Students with HKDSE Level 2 or above in M1 or M2 and Level 3 or above in Chemistry &
Biology, but not in Physics:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10001 Introduction to Physics 3
ABCT1741 General Chemistry I 3
ABCT1102 General Biology 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10008
AP10009
ABCT1103
AP10007
DSR subjects available for selection:
University Physics I
University Physics II
General Laboratory Techniques and Safety
Applied Physics Laboratory
No more than
10 credits in
total
XXXX
CAR subjects
Total Max. 21
33
O. Students with HKDSE Level 3 or above in Physics, Chemistry & Biology, but without Level
2 or above in M1 or M2:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1741 General Chemistry I 3
ABCT1102 General Biology 3
AMA1100 Basic Mathematics 2
Total 17
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AMA1007 Calculus & Linear Algebra 3
AP10009
ABCT1103
AP10007
XXXX
DSR subjects available for selection:
University Physics II
General Laboratory Techniques and Safety
Applied Physics Laboratory
CAR subjects
No more than
7 credits in
total
Total Max. 21
P. Students with HKDSE Level 2 or above in M1 or M2 and Level 3 or above in Physics,
Chemistry & Biology:
Subject code Subject Credits
Semester 1
FAST1000 Freshman Seminar – Science to Improve Quality of Life 3
ELCXXXX English LCR subject 1 3
AP10008 University Physics I 3
ABCT1741 General Chemistry I 3
ABCT1102 General Biology 3
AMA1007 Calculus & Linear Algebra 3
Total 18
Semester 2
APSS1L01 Tomorrow’s Leader 3
ELCXXXX English LCR subject 2 3
CBSXXXX Chinese LCR subject 3
AMA1006 Basic Statistics 2
AP10009
ABCT1103
AP10007
XXXX
DSR subjects available for selection:
University Physics II
General Laboratory Techniques and Safety
Applied Physics Laboratory
CAR subjects
No more than
10 credits in
total
Total Max. 21
34
Appendix C
Programme Executive Group and Academic Advisors
Name Department Direct line E-mail address
Dr Kam-Len Daniel Lee
Programme Leader,
Broad Discipline of
Applied Sciences /
BSc(Hons) Applied
Biology with
Biotechnology
Applied Biology
and Chemical
Technology
Room: Y853
3400 8729 kam-len.daniel.lee@polyu.edu.hk
Dr Michael Wing-Yiu Yu
Programme Leader,
BSc(Hons) Chemical
Technology
Dr C.L. Mak
Programme Leader,
BSc(Hons) Engineering
Physics
Dr Han-hua Liang
Programme Leader,
BSc(Hons) Food Safety
and Technology
Dr Joseph Lee
Programme Leader,
BSc(Hons) Investment
Science
Applied Biology
and Chemical
Technology
Room: Y849
Applied Physics
Room: CD624
Applied Biology
and Chemical
Technology
Room: Y804
Applied
Mathematics
Room: HJ632
3400 8725 wing-yiu.yu@polyu.edu.hk
2766 5669 c.l.mak@polyu.edu.hk
3400 8663 han-hua.liang@polyu.edu.hk
2766 6951 joseph.lee@polyu.edu.hk
35
Appendix D
Grades to Denote Overall Subject Assessments (and subject components*, if deemed appropriate)
Subject grades
Interpretation
A+ Exceptionally Outstanding
A
Outstanding
B+ Very Good
B
Good
C+ Wholly Satisfactory
C
Satisfactory
D+ Barely Satisfactory
D
Barely Adequate
F
Inadequate
Codes Interpretation Remarks
I #
Assessment to be
completed
An incomplete grade must be converted to a regular grade normally in
the following academic year at the latest.
N Assessment is not required ⎯
P
U
Pass on an ungraded
subject
Fail on an ungraded
subject
This code applies to an ungraded subject, such as industrial training.
This code applies to an ungraded subject, such as industrial training.
M Pass with Merit This code applies to all General Education subjects. The adoption or
otherwise of this code to other subjects adopting a "Pass/Fail" grading
system would be subject to the decision of individual Departments.
The grade "Pass with Merit" can be awarded when the student's work
exceeds the subject learning outcomes in the majority of regards.
L
Subject to be continued in
the following semester
This code applies to subjects like "Project" which may consist of
more than 1 part (denoted by the same subject code) and for which
continuous assessment is deemed appropriate.
S Absent from assessment ⎯
W Withdrawn from subject Dropping of subjects after the add/drop period is normally not
allowed. Requests for withdrawal from subjects after the add/drop
period and prior to examination will only be considered under
exceptional circumstances. This code is given when a student has
obtained exceptional approval from Department to withdraw from a
subject after the "add/drop" period and prior to examination;
otherwise, a failure grade (grade F) should be awarded.
Z Exempted ⎯
T Transfer of credit ⎯
* Entry of grades/codes for subject components is optional.
# For cases where students fail marginally in one of the components within a subject, the BoE can defer making a
final decision until the students concerned have completed the necessary remedial work to the satisfaction of
the subject examiner(s). The students can be assigned an ' I ' code in this circumstance.
Note: Subjects with the assigned codes I, N, P, U, M, L, W, Z and T (if the subject is without grade transferred)
will be omitted in the calculation of the GPA. A subject assigned code S will be taken as zero in the calculation
36
Appendix E
Grade Point to Grade Conversion Methodology
for Deriving Subject Overall Grade
Grade point range
Subject overall grade
derived by the computer
Corresponding grade point
used for GPA calculation
4.15 – 4.5 A+ 4.5
3.75 – 4.14 A 4
3.25 – 3.74 B+ 3.5
2.75 – 3.24 B 3
2.25 – 2.74 C+ 2.5
1.75 – 2.24 C 2
1.25 – 1.74 D+ 1.5
0.6 – 1.24 D 1
0 – 0.59 F 0
37
Appendix F
Different types of GPA, and their calculation methods
Types of GPA Purpose Rules for GPA calculation
GPA
Determine
Progression/
Graduation
(1) All academic subjects taken by the student
throughout his study, both inside and outside
the programme curriculum, are included in
the GPA calculation.
(2) For training subjects, including WIE and
Clinical/Field subjects, departments can
decide whether to include them in the GPA
calculation.
(3) For retake subjects, only the last attempt will
be taken in the GPA calculation.
(4) Level weighting, if any, will be ignored.
Semester GPA
Weighted GPA
Determine
Progression
To give an
interim
indication on
the likely Award
GPA
Similar to the rules for GPA as described above,
except that only subjects taken in that Semester,
including retaken subjects, will be included in the
calculation.
(1) Similar to the rules for GPA, except that only
subjects inside the programme curriculum
concerned will be included in the calculation.
Subjects outside the programme curriculum
will be excluded.
(2) Departments can decide whether the training
subjects are to be counted towards the
Weighted GPA.
(3) For retake subjects, only the last attempt will
be taken in the Weighted GPA calculation.
(4) A weighting of 2 for Level 1 and 2 subjects,
and a weighting of 3 for Level 3 and 4
subjects, will be included in the calculation
to determine the Honours classifications.
(5) The weighted GPA will be the same as the
Award GPA unless a student has taken more
subjects than required.
38
Types of GPA Purpose Rules for GPA calculation
Major/Minor
Major/Minor GPA
GPA
For reference
and
determination of
award
classification
(1) Only subjects inside the curriculum of the
Major/Minor Programmes will be taken in
the Major/ Minor GPA calculation.
(2) Departments can decide whether the training
subjects, are to be counted towards the
Major/Minor GPA.
(3) For retake subjects, only the last attempt will
be taken in the Major/Minor GPA
calculation.
(4) Up to 6 credits from the Major/GUR
[including Language Communication
Requirements (LCR) subjects at proficiency
level] can be counted towards the chosen
Minor.
Major GPA
Level weighting will be included in the calculation
of Major GPA.
Minor GPA
Level weighting will not be included in the
calculation of Minor GPA.
Award GPA
For
determination of
award
classification
If the student has not taken more subjects than
required, the Award GPA will be as follows:
(1) For single Major:
Award GPA = Weighted GPA
(2) For Major/Minor programmes:
Award GPA = Major GPA
39
Appendix G
Subject Description Forms
Table of Contents
Page
1. ABCT1101 Introductory Life Science 41 – 43
2. ABCT1102 General Biology 44 – 46
3. ABCT1103 General Laboratory Techniques and Safety 47 – 49
4. ABCT1700 Introduction to Chemistry 50 – 51
5. ABCT1741 General Chemistry 1 52 – 53
6. AMA1006 Basic Statistics 54 – 55
7. AMA1007 Calculus and Linear Algebra 56 – 57
8. AMA1100 Basic Mathematics - an introduction to Algebra 58 – 59
and Differential Calculus
9. AP10001 Introduction to Physics 60 – 61
10. AP10007 Applied Physics Laboratory 62 – 63
11. AP10008 University Physics I 64 – 65
12. AP10009 University Physics II 66 – 67
13. APSS1L01 Tomorrow’s Leaders 68 – 74
14. CBS1101P Fundamentals of Chinese Communication 75 – 77
15. CBS1102P Advanced Communication Skills in Chinese 78 – 80
16. CBS1151 Chinese I (for non-Chinese speaking students) 81 – 82
17. CBS1152 Chinese II (for non-Chinese speaking students) 83 – 84
18. CBS2151 Chinese III (for non-Chinese speaking students) 85 – 86
19. CBS2152 Chinese Literature – Linguistics and Cultural 87 – 89
Perspectives (for non-Chinese speaking students)
20. ELC1011 Practical English for University Studies 90 – 92
21. ELC1012 /
English for University Studies 93 – 95
ELC1013
22. ELC1014 Advanced English for University Studies 96 – 98
23. ELC2011 Advanced English Reading and Writing Skills 99 – 101
24. ELC2012 Persuasive Communication 102 – 103
25. ELC2013 English in Literature and Film 104 – 106
26. FAST1000 Freshman Seminar – Science to Improve Quality
of Life
107 – 111
40
Subject Description Form
Subject Code
Subject Title
ABCT1D04/ABCT1101
Introductory Life Science
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
No pre-requisite
In this subject, students will be introduced to the very basic background knowledge
and concepts in biology, together with some recent advances in biotechnology. The
main aim of this subject is to arouse students’ interest in biological developments so
that they can appreciate the impact of biotechnology.
Upon completion of the subject, students will be able to:
(a) have a basic understanding of the biological world
(b) appreciate the importance of the biological world to human
(c) appreciate the recent biotechnological advancement and their impacts
The different forms of biological organisms:
Contact Hours
(1) Viruses, Bacteria, Protozoa, Algae, Fungi, Plants, Animals 1 Hr
(2) The involvement of these different organisms in our daily life 1 Hr
(3) The importance of ecology and biodiversity to human 1 Hr
The cell:
(1) The building blocks of biological organisms 1 Hr
(2) Structure and functions 2 Hrs
(3) Different types of cells 1 Hr
(4) Cell division and proliferation 2 Hrs
The heredity:
(1) The genetic material 1 Hr
(2) The genetic information in the form of genes 2 Hrs
(3) The expression of the genetic information 2 Hrs
(4) The passing of genetic information to offspring 2 Hrs
41
The organization and functions of complex biological organisms:
(1) The structure and functions of plants 1 Hr
(2) The importance of plants to human 1 Hr
(3) The structure and functions of animals – human as an example 1 Hr
(4) Organization of tissues, organs and functional systems in human 5 Hrs
Modern biotechnology:
(1) Major developments:
(a) In vitro fertilization 1 Hr
(b) Gene cloning 2 Hrs
(c) GM foods 2 Hrs
(d) GM organisms 2 Hrs
(e) Gene therapy 1 Hr
(f) Stem cell therapy 1 Hr
(g) Human genome project 2 Hrs
(h) Human cloning 1 Hr
(2) Their impacts on our life, present and future, and the environment 2 Hrs
(3) Ethical, social and legal issues 4 Hrs
Teaching/Learning
Methodology
In the lectures, the basic concepts and knowledge will be delivered to the students.
These knowledge and concepts will be further enhanced through tutorial exercises,
discussions and debates during tutorials, and through assessments.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to
be assessed (Please tick as
appropriate)
a b c
1.Written assessment I 15%
2.Written assessment II 20%
3.Written assignment 15%
4. End of subject exam 50%
Total 100 %
Each student will be required to read broadly and to complete a written assignment
in which an understanding of some of the major concepts and knowledge has to be
demonstrated. In this written assignment, a student will also need to express his/her
critical evaluation of the impacts of a new development in biotechnology. This
assignment will be in the form of a critical review essay.
A student will also need to take two tests (Written assessments I & II) which will
gauge their learning outcomes at two separate stages of the subject. These
42
assessments will also allow students to get feedbacks on their performance and how
well they are achieving the learning outcomes.
Student Study Effort
Expected
There will also be an end of subject assessment which will assess all of the four
learning outcomes. This will most likely be in the form of an examination.
Class contact:
• Lectures 28Hrs.
• Tutorials 14Hrs.
Other student study effort:
• Self Study 66Hrs.
Total student study effort
108Hrs.
Reading List and
References
43
Subject Description Form
Subject Code
Subject Title
ABCT1102
General Biology
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Pre-requisite: ABCT 1101, or completed HKDSE level biology as a full subject or
as a component in a Combined Science subject.
In this subject, students will learn the basic knowledge and concepts in various areas
of biology at the university entry level. It underpins all the other subjects in
biological or health fields.
Upon completion of the subject, students will be able to:
(a) have a basic understanding of the structure and functions of the cell
(b) have a basic understanding of genetics and inheritance
(c) have a basic understanding of the structure and function of animals
(d) have a basic understanding of the structure and function of plants
(e) appreciate the importance of evolution and biological diversity
Subject Synopsis/
Indicative Syllabus
THE CELL:
Molecules and structure of the cell
Activities inside the cell
Harvesting chemical energy in the cell
Photosynthesis: Harvesting light energy and producing food
Contact Hours
2 Hr
2 Hr
2 Hrs
2 Hrs
CELLULAR REPRODUCTION AND GENETICS
Reproduction and inheritance at the cellular level
Patterns of inheritance
Molecular biology of the gene
Gene control
DNA technology and genomics
2 Hrs
2 Hrs
2 Hrs
2 Hrs
2 Hrs
EVOLUTION AND BIOLOGICAL DIVERSITY
The origin and evolution of microbial life: Prokaryotes and protests
Plants, fungi, and the colonization of Land
Invertebrate diversity
Vertebrate diversity
2 Hr
1 Hr
1 Hr
1 Hr
44
ANIMALS: FORM AND FUNCTION
Unifying concepts of animal structure and function
Nutrition and digestion
Gas exchange and circulation
Control of body temperature and water balance
Hormones and the endocrine system
Reproduction
2 Hr
2 Hr
2 Hr
2 Hrs
2 Hr
2 Hr
Control systems in plants
2 Hr
ECOLOGY
The biosphere
Behavioral adaptations to the environment
Population ecology
Communities and ecosystems
Conservation biology
1 Hr
1 Hr
1 Hr
1 Hr
1 Hr
Teaching/Learning
Methodology
Lectures
Tutorials with exercises and discussions
mini-projectSelf Study
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to
be assessed (Please tick as appropriate)
a b c d e
1.Written assessment I 15%
2.Written assessment II 15%
3.Written assignment 10%
4. Presentation 5%
5. Tutorial attendance 5%
6. End of subject exam 50%
Total 100 %
Student Study Effort
Expected
Class contact:
• Lectures 28Hrs.
• Tutorials 14Hrs.
Other student study effort:
45
• Self Study 66Hrs.
• Hrs.
Total student study effort
108Hrs.
Reading List and
References
Text book:
Campbell Biology: Concepts and Connections, 7/E
Jane B. Reece, Martha R. Taylor, Eric J. Simon, Jean L. Dickey
Pearson 2012
Reference:
Essentials of Biology, 3/E
Sylvia S. Mader
McGraw-Hill 2012
46
Subject Description Form
Subject Code
Subject Title
ABCT1103
General Laboratory Techniques and Safety
Credit Value 3
Level 1
Pre-requisite/
Co-requisite/
Exclusion
Objectives
NIL
To introduce the basic techniques commonly used in biological and chemical
experimental studies, as well as safety practices in biological and chemical
laboratories.
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Upon completion of the subject, students will be able to:
(a) understand the basic and common techniques used in biological and chemical
laboratories;
(b) prepare laboratory records and make accurate observations in the form of a
laboratory notebook;
(c) analyze and interpret properly data obtained from laboratory work; and
(d) report the laboratory work in a properly written form;
(e) understand the general laboratory safety, the biological safety and the chemical
safety practices.
Laboratory Safety
The PolyU Health and Safety Policy;
General laboratory safety practices;
Hazards and risk assessment;
General principles of biosafety;
Basic laboratories – Biosafety Levels 1 and 2;
Equipment designed to reduce biological hazards;
Safe laboratory techniques; disinfection and sterilization;
Hazards associated with chemicals and chemical waste;
General knowledge on the handling, storage and disposal of chemicals and chemical
wastes;
Personal protection and protective clothing for handling of potentially hazardous
chemicals, chemical wastes and spillages;
Laws pertaining to the handling and storage of chemicals: dangerous goods,
controlled chemicals, dangerous substances used in industry, disposal of chemical
waste and others.
Basic Laboratory Measurements
Measurement of weight, volume, temperature, pH; uncertainty in measurements and
statistics; basic mathematical techniques, proportional relationships, relationships and
graphs
Basic Solution Techniques
Use of analytical balances, graduated glassware; water for laboratory use;
concentrations and calculation;, preparation of laboratory solutions, reagents and
standard solutions; dilutions and serial dilutions; biological / physiological solutions,
sterilization of solutions
47
General Laboratory Techniques
Microscopy: principles of light microscopy and electron microscopy; proper use and
care of light microscopes. Staining of chromosomes; staining of bacteria; preparation
of slides for microscopy.
Centrifugation: principle of centrifugation, different modes of centrifugation, use of
centrifugation in separation of cells or subcellular particles.
Measurements involving light: transmission, reflection, scattering, absorption,
principle of spectrophotometry, use of spectrophotometer; standard curves and
calibration.
Bacterial culture medium and culture plates, culture transfer and cultivation, plate
streaking/spreading; growth curve; identification of bacteria.
Qualitative techniques for inorganic analysis, solvent extraction, gravimetric analysis,
acid-base titration, complexometric titration, redox titration, precipitation titration
Proper record keeping and documentation;
Teaching/Learning
Methodology
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Proper data analysis and report writing
The basic principles and concepts of the basic laboratory techniques and laboratory
safety will be delivered in the form of lectures. To practice, students will work
individually or in teams in the laboratory sessions, and each session will be
supplemented with in-lab briefing and demonstration. Each student will be required
to keep up-to-the-minute record of the laboratory works in the form of a laboratory
notebook.
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes
to be assessed (Please tick as
appropriate)
a b c d e
1. Laboratory reports 30
2. Laboratory Notebook 20
3. Laboratory
performances
30
4. Quizzes 20
Total 100 %
Learning outcomes will be gauged through quizzes, laboratory notebooks, and
laboratory reports. Student will also be assessed on their laboratory practices in
selected laboratory sessions.
Through the quizzes, students will be assessed on their understanding of the basic
concepts and principles of the common laboratory techniques and safety.
Through the laboratory notebooks, students will be assessed on their record keeping
and accuracy in observation.
48
In the laboratory reports, students are expected to perform analysis on the data
obtained as well as to interpret their findings. Their abilities in these aspects may thus
be assessed.
The performance of students during the laboratory sessions will be monitored and
assessed to gauge their mastering of the basic techniques and their practice of
laboratory safety.
Student Study Effort
Expected
Class contact:
• Lectures 14 Hrs.
• Laboratory session (4 hr per session X 10 weeks) 40 Hrs.
Other student study effort:
• Self-study 50 Hrs.
• Laboratory reports 30 Hrs.
Reading List and
References
Total student study effort
134 Hrs.
Fleming & Hunt (Editors) Biological Safety Principles and Practices 4 th Edition
ASM Press 2006
Laboratory Biosafety Manual, Second Edition (Revised); World Health
Organization, Geneva 2003
U.S. Department of Health and Human Services, Public Health Service, Centers for
Disease Control and Prevention and National Institutes of Health; Biosafety in
Microbiological and Biomedical Laboratories, Fourth Edition; U.S. Department of
Health and Human Services Washington 1999
Hall, Stephen K.; Chemical Safety in the Laboratory; Boca Raton, Fla.: Lewis
Pubishers, 1994
United Nations Environment Programme, The International Labour Organisation, and
the World Health Organization; Assessing human health risks of chemicals:
derivation of guidance values for health-based exposure limits; World Health
Organization, Geneva 1994
HKSAR Justice Department; HKSAR Bilingual Laws Information
System; http://www.justice.gov.hk/Home.htm HKSAR Justice Department Webpage
Seidman & Moore Basic Laboratory Methods for Biotechnology: Textbook and
Laboratory Reference Prentice-Hall 2000
Norrell & Messley Microbiology Laboratory Manual Second Edition Pearson 2003
Vogel, A. I.; Barnes, J. D.; Denney, R. C.; Mendham, J.; Thomas, M. J. K. Vogel’s
Quantitative Chemical Analysis, 6 th edition, Harlow: Prentice Hall, 2000
Svehla, G. Vogel's Qualitative Inorganic Analysis, 7 th edition, Harlow: Longman,
1996
49
Subject Description Form
Subject Code
Subject Title
ABCT1700
Introduction to Chemistry
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
No pre-requisite. This subject is intended for students who DO NOT have
background in NSS Chemistry
This is a one-semester introductory course of Chemistry. This course surveys the
fundamental concepts in chemistry for understanding structure and properties of the
material universe. Principles will be illustrated with application to daily life.
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Upon completion of the subject, students will be able to:
a. understand the core concepts of chemistry;
b. describe chemical structures and events using standard representations;
c. apply and incorporate the chemical principles and knowledge learned to solve
chemical problems and to appreciate modern applications in real life.
Foundation: atoms, molecules and ionic compounds, masses of atoms,
stoichiometry, naming of chemical compounds, physical properties of compounds,
Periodic table
Chemical Reactions: Chemical equations, major reaction types, enthalpy of chemical
processes
Atoms: Light, electrons, quantum numbers and atomic orbitals, electronic
configurations; general periodic trends in properties among elements.
Chemical Bonding: Nature of chemical bonding, ionic bond, covalent bond, valence
bond theory and hybridization; resonance; molecular shape by VSEPR method, bond
polarity, intermolecular forces.
Chemistry of Carbon: Naming of compounds containing carbon chains and
rings. Isomerism, regioisomers and optical isomers. Major functional groups:
alkanes, alkenes, alcohols, aldehydes, ketones, carboxylic acids and esters.
Major reactions and properties of functional groups.
Teaching/Learning
Methodology
Lecture: the fundamental principles of chemistry will be explained. Examples will be
used to illustrate the concepts and ideas in the lecture. Take-home problem sets will
be given, and the students are encouraged to solve the problems before seeking
assistance.
Tutorials: students present their solutions on a set of problems in the tutorials.
Students should try the problems before seeking assistance. These problem sets
provide them opportunities to apply the knowledge gained from the lecture. They also
help the students consolidate and familiarize with what they have learned.
Furthermore, students can develop a deeper understanding of the subject through
group discussion and self-study.
50
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to
be assessed (Please tick as
appropriate)
a b c
1.written examination 50 × × ×
2. continuous
assessment
50 × × ×
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Assignments, quizzes and examinations are used to assess student’s learning in key
physical concepts in atomic structure, chemical bonding, and chemical reactions.
Homework assignments (e.g. end-of-chapter exercises and online assignments) would
reinforce student’s knowledge in these key topics and practice for their numerical
skills and problem-solving skill through analysis of experimental data.
Student Study Effort
Expected
Class contact:
• Lecture 36 Hrs.
• Tutorial 6 Hrs.
Other student study effort:
• Self study 50 Hrs.
• Problem assignments / homework 16 Hrs.
Total student study effort
108 Hrs.
Reading List and
References
Essential (tentative)
Tro, Nivaldo Introductory Chemistry Pearson 2012
51
Subject Description Form
Subject Code
Subject Title
ABCT1741
General Chemistry I
Credit Value 3
Level 1
Pre-requisite
HKDSE Chemistry or Combined Science with Chemistry component Level 3 or
Introduction to Chemistry or Chemistry and Modern Living
Objectives (1) To introduce a molecular perspective for understanding the natural world
(2) To identify the fundamental principles underlying any physical and chemical
changes of matters
(3) To visualize the physical and chemical changes through the understanding of
molecular behavior
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Upon completion of the subject, students will be able to:
(a) understand the macroscopic properties of the states of matters;
(b) understand the basic principles of chemical energetics and equilibria;
(c) apply and incorporate the chemical principles and knowledge learned to
solve chemical problems and to appreciate modern applications in real
life;
(d) demonstrate the abilities in communication as well as skills in problemsolving
and analytical thinking.
Measurement in Chemistry: Significant figures; SI units; substances and
mixtures; solution and concentration; mole and Avogadro’s number; chemical
reactions and balanced equations; temperature scales
Thermochemistry: Heat and Work, The First Law of Thermodynamics, Heat
of Reactions (ΔU and ΔH), Hess’s law
Chemical Kinetics: Reaction rates and measurements; the rate law and rate
constant; molecularity and mechanism of a reaction; collision theory;
activated complexes; transition state theory and; chain reaction; catalysis;
enzymatic reactions
Physical Properties of Solutions: Solution concentration, intermolecular
forces and the solution process, solubilities of gases, vapor pressues of
solutions, osmotic pressure, freezing point depression and boiling point
elevation, solutions of electrolytes, colloidal properties
Principle of Chemical Equilibria: law of chemical equilibrium and
equilibrium constant; Le Chatelier principle
Acid-Base Equilibria in Aqueous Solutions: Ionization of water; pH, pOH
52
and pKw; acids and bases; polyprotic acids; buffers; solubility equilibria
Solubility and Complex-Ion Equilibria: Solubility constants and solubility,
common ion effects, precipitation, equilibria involving complex ions
Structures and Reactions of Organic Compounds: Isomerisms, functional
groups of organic compounds, nucleophilic substation reactions, elimination
reactions, addition reactions of alkenes, electrophilic aromatic substitution,
reactions of alkanes, polymers and polymerization reactions
Teaching/Learning
Methodology
Lectures supplemented with guided reading will be used to introduce the key
concepts of the topics. Home works or assignments would be given for students to
enhance their learning. Tutorials will be arranged and students would be assigned in
small groups for discussion.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to
be assessed (Please tick as appropriate)
a b c d
1.written examination 50 √ √ √ √
2. continuous
assessment
50 √ √ √ √
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Student Study Effort
Expected
Class contact:
• Lectures 28 Hrs.
• Tutorials 14 Hrs.
Other student study effort:
• Self-study 56 Hrs.
• Home work and assignments 20 Hrs.
Total student study effort
118 Hrs.
Reading List and
References
Essential reading
Petrucci, Herring, Madura and Biossonnette, General Chemistry: Principle and
Modern Applications, 10 th edition, 2011, Pearson
53
Subject Description Form
Subject Code
Subject Title
AMA1006
Basic Statistics
Credit Value 2
Level 1
Pre-requisite
and/or Exclusion(s)
Objectives
Pre-requisite: HKDSE extended module in Calculus and Statistics (M1) or HKDSE
extended module in Calculus and Algebra (M2) or Basic Mathematics (AMA1100)
This subject is to introduce to students the fundamental concepts of probability
distributions, sampling, and estimation of parameters in statistics.
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Upon completion of the subject, students will be able to:
(a) apply statistical reasoning to describe and analyze essential features of data sets
and different problems
(b) extend their knowledge of statistical techniques and adapt inferential procedures to
different situations
(c) develop and extrapolate statistical concepts in synthesizing and solving problems
(d) search for useful information and use statistical tables in solving statistical
problems
(e) undertake the formulation of statistical problems through continuous self-learning
(f) demonstrate the abilities of logical and analytical thinking
Introduction to Probability
Experiment, events and probability. Probability rules. Bayes’ Theorem.
Discrete Random Variables
Introduction to discrete random variables such as uniform, binomial, Poisson, etc. and
their probability distributions. Mathematical expectation.
Continuous random variables
Concept of continuous random variables such as uniform, exponential, normal, etc.
and their probability density functions. Mathematical expectation. Normal
approximation to the binomial distribution.
Sampling Distributions
Population and random samples. Sampling distributions related to sample mean,
sample proportions, and sample variances.
Estimation of Parameters
Concepts of a point estimator and a confidence interval. Point and interval estimates of
a mean and the difference between two means.
54
Teaching/Learning
Methodology
The subject will be delivered mainly through lectures and tutorials. The lectures will
be conducted to introduce the basic statistics concepts of the topics in the syllabus
which are then reinforced by learning activities involving demonstration and tutorial
exercise.
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to be
assessed (Please tick as appropriate)
(a) (b) (c) (d) (e) (f)
1. Assignments/Test 40 √ √ √ √ √ √
2. Examination 60 √ √ √ √ √ √
Total 100%
To pass this subject, students are required to obtain Grade D or above in
both the Continuous Assessment and Examination components.
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
The subject focuses on knowledge, skill and understanding of Basic Statistics II, thus,
Exam-based assessment is the most appropriate assessment method, including a test
(no more than 40%) and an examination (60%). Moreover, assignments are included
as a component of the continuous assessment so as to keep the students’ learning in
progress.
Student Study
Effort Expected
Class contact:
• lecture 20 Hrs.
• tutorial 8 Hrs.
Other student study effort:
• self-study 44 Hrs.
• Hrs.
Total student study effort
72 Hrs.
Reading List and
Reference
Walpole, R.E., Myers, R.H., Myers, S.L. & Ye, K.Y. (2002). Probability and Statistics
for Engineers and Scientists. 7 th ed. Prentice Hall
Mendenhall, W., Beaver, R.J. & Beaver, B.M. (2006). Introduction to Probability and
Statistics. 12 th ed. Thomson
55
Subject Description Form
Subject Code
Subject Title
AMA1007
Calculus and Linear Algebra
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Pre-requisite: HKDSE extended module in Calculus and Statistics (M1) or HKDSE
extended module in Calculus and Algebra (M2) or Basic Mathematics (AMA1100)
This subject is to provide students with the basic skills of Calculus, and to introduce
the ideas and techniques of basic linear algebra and its applications.
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Upon completion of the subject, students will be able to:
a. apply mathematical reasoning to solve problems in their discipline
b. make use of the knowledge of mathematical techniques and adapt known
solutions to various situations
c. apply mathematical modeling in problem solving in applied sciences
d. develop and extrapolate mathematical concepts in solving new problems
e. undertake continuous learning
Review of basic algebra and trigonometry; Limit and continuity; Derivatives; Mean
Value Theorem; Logarithmic and exponential functions; Maxima and Minima;
Curve sketching; Definite and indefinite integrals; Methods of integration;
Fundamental Theorem of Calculus; Taylor’s Theorem with remainder; Improper
Integrals; Applications.
Matrices, Determinant and systems of linear equations.
Teaching/Learning
Methodology
By lectures, tutorials and exercises
56
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to
be assessed (Please tick as appropriate)
a b c d e
1. Tests/assignments 40 √ √ √ √ √
2. Examination 60 √ √ √ √ √
Total 100 %
To pass this subject, students are required to obtain Grade D or above in both the
Continuous Assessment and Examination components.
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
By learning how to solve a collection of theoretical and practical mathematical
problems designed and distributed in assignments, tests and examination, the
students will master the basic techniques in calculus and linear algebra, and will be
able to apply the techniques to model and solve simple practical problems in their
discipline.
Student Study Effort
Expected
Class contact:
• lecture 28 Hrs.
• tutorial 14 Hrs.
Other student study effort:
• self-study 66 Hrs.
• Hrs.
Total student study effort
108 Hrs.
Reading List and
References
K.F. Hung, Wilson C.K. Kwan and Glory T.Y. Pong (2011) Foundation
Mathematics & Statistics. McGraw Hill
Chan, C.K., Chan, C.W. & Hung, K.F. (2011) Basic Engineering Mathematics. 3rd
ed. McGraw Hill
Thomas, G.B., Finney, R.L., Weir, M.D. & Giordano, F.R. (2009) Thomas’
Calculus. 12th ed. Addison Wesley
57
Subject Description Form
Subject Code
Subject Title
AMA1100
Basic Mathematics - an introduction to Algebra and Differential Calculus
Credit Value 2
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Exclusion: HKDSE extended module M1 or M2.
This subject aims to introduce students to the basic concepts and principles of
algebra, limit and differentiation. It is designed for those students with only the
compulsory mathematics component in the NSS curriculum. Emphasis will be on
the understanding of fundamental concepts as well as applications of mathematical
techniques in solving practical problems in science and engineering.
Upon completion of the subject, students will be able to:
a. apply mathematical reasoning to solve problems in science and engineering;
b. make use of the knowledge of mathematical techniques and adapt known
solutions to various situations;
c. apply mathematical modeling in problem solving;
d. demonstrate abilities of logical and analytical thinking.
Subject Synopsis/
Indicative Syllabus
Mathematical Induction; Binomial Theorem; Functions and inverse functions;
Trigonometric functions. Limit concepts, derivatives and their physical & geometric
meanings, rules of differentiation.
Teaching/Learning
Methodology
Basic concepts and techniques of topics in algebra and in elementary differential
calculus will be discussed in lectures. These will be further enhanced in tutorials
through practical problem solving.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to be
assessed (Please tick as appropriate)
a b c d e
1.Homework, quizzes
and mid-term test
40% √ √ √ √
2. Examination 60% √ √ √ √
Total 100 %
Continuous Assessment comprises of assignments, in-class quizzes, online quizzes
58
and a mid-term test. An examination is held at the end of the semester.
Questions used in assignments, quizzes, tests and examinations are used to assess
students’ level of understanding of the basic concepts and their ability to use
mathematical techniques in solving problems in science and engineering.
To pass this subject, students are required to obtain grade D or above in both the
continuous assessment and the examination components.
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
The subject focuses on understanding of basic concepts and application of
techniques in algebra, limit and differentiation. As such, an assessment method
based mainly on examinations/tests/quizzes is considered appropriate.
Furthermore, students are required to submit homework assignments regularly in
order to allow subject lecturers to keep track of students’ progress in the course.
Student Study Effort
Expected
Class contact:
• Lecture 20 Hours
• Tutorial 8 Hours
Other student study effort:
• Self study 42 Hours
Total student study effort
70 Hours
Reading List and
References
Hung, K.F., Kwan W.C.K and Pong, G.T.Y. Foundation Mathematics & Statistics,
McGraw Hill 2011
Chung, K.C. A short course in calculus and matrices (2 nd edition), McGraw Hill
2010
Lang, S. Short Calculus, Springer 2002
59
Subject Description Form
Subject Code
Subject Title
AP10001
Introduction to Physics
Credit Value 3
Level 1
Pre-requisite/
Co-requisite/
Exclusion
Objectives
Nil
This is a subject designed for students with no background in physics studies.
Fundamental concepts in major topics of physics (mechanics, heat, wave and
electromagnetism) will be discussed. The aim of this subject is to equip students with
some basic physics knowledge, and to appreciate its applications in various branches of
science and technology.
Intended Learning
Outcomes
Upon completion of the subject, students will be able to:
a) solve simple problems in kinematics and Newton’s law;
b) solve problems in heat capacity and latent heat;
c) explain phenomena related to the wave character of light;
d) apply the superposition of waves;
e) define electrostatic field and potential;
f) solve problems on interaction between current and magnetic field; and
g) apply Faraday’s law to various phenomena.
Subject Synopsis/
Indicative Syllabus
Mechanics: scalars and vectors; kinematics and dynamics; Newton’s laws;
momentum, impulse, work and energy; conservation of momentum and
conservation of energy.
Thermal physics: heat and internal energy; heat capacity; conduction,
convection and radiation; latent heat.
Waves: nature of waves; wave motion; reflection and refraction; image
formation by mirrors and lenses; superposition of waves; standing waves;
diffraction and interference; electromagnetic spectrum; sound waves.
Electromagnetism: charges; Coulomb’s law; electric field and potential;
current and resistance; Ohm’s law; magnetic field; magnetic force on moving
charges and current-carrying conductors; Faraday’s law and Lenz’s law.
Teaching/Learning
Methodology
Lecture: Fundamentals in mechanics, waves and electromagnetism will be explained.
Examples will be used to illustrate the concepts and ideas in the lecture. Students are
free to request help. Homework problem sets will be given.
Student-centered Tutorial: Students will work on a set of problems in tutorials.
Students are encouraged to solve problems and to use their own knowledge to verify
their solutions before seeking assistance. These problem sets provide them
60
opportunities to apply their knowledge gained from the lecture. They also help the
students to consolidate what they have learned. Furthermore, students can develop a
deeper understanding of the subject in relation to daily life phenomena or experience.
e-learning: In order to enhance the effectiveness of teaching and learning processes,
electronic means and multimedia technologies would be adopted for presentations of
lectures; communication between students and lecturer; delivery of handouts,
homework and notices etc.
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes
to be assessed
(Please tick as appropriate)
a b c d e f g
(1) Continuous assessment 40 ✓ ✓ ✓ ✓ ✓ ✓ ✓
(2) Examination 60 ✓ ✓ ✓ ✓ ✓ ✓ ✓
Total 100
Continuous assessment:
The continuous assessment includes assignments, quizzes and test(s) which aim at
checking the progress of students study throughout the course, assisting them in
fulfilling the learning outcomes.
Assignments in general include end-of-chapter problems, which are used to reinforce
and assess the concepts and skills acquired by the students; and to let them know the
level of understanding that they are expected to reach.
At least one test would be administered during the course of the subject as a means of
timely checking of learning progress by referring to the intended outcomes, and as
means of checking how effective the students digest and consolidate the materials
taught in the class.
Examination: This is a major assessment component of the subject. It would be a
closed-book examination. Complicated formulas would be given to avoid rote
memory, such that the emphasis of assessment would be put on testing the
understanding, analysis and problem solving ability of the students.
Student Study
Effort Expected
Class contact:
• Lecture
• Tutorial
Other student study effort:
• Self-study
Total student study effort
36 h
6 h
78 h
120 h
Reading List and
References
John D. Cutnell & Kenneth W. Johnson, Introduction to Physics, 9th edition, 2013,
John Wiley & Sons.
Hewitt, Conceptual Physics, 11th edition, 2010, Benjamin Cummings.
61
Subject Description Form
Subject Code
Subject Title
AP10007
Applied Physics Laboratory
Credit Value 3
Level 2
Pre-requisite/
Co-requisite/
Exclusion
Objectives
Nil
Through lectures and experiments, this subject will provide the fundamental concepts
of measurement of both engineering and physical parameters. Data treatment and
analyzing skills and basic electronic practice such as circuit assembly are also
included.
Intended Learning
Outcomes
Upon completion of the subject, students will be able to:
(a) analyze experimental data by least-squares fit method with first and higher order
polynomials, and perform error analysis;
(b) describe results by a written report containing tabulation of data and graphical
illustrations;
(c) use a CRO to measure electrical signals, and an AC bridge to determine
capacitance and inductance;
(d) apply thermocouples, thermistors and IR thermometers to measure temperature;
(e) use simple lab equipment to measure basic physical constants such as the speed of
light, the Planck’s constant and the Stefan-Boltzmann constant; and
(f) get familiar with LabVIEW based software interfaces for equipment control and
data acquisition.
Subject Synopsis/
Indicative Syllabus
Measurement techniques: standards of fundamental units and derived units; Length:
micrometer; caliper.
Temperature: thermocouple; resistance temperature detector (RTD); thermistor; IR
radiometer.
Time and frequency: counter and timer; determination of polarization orientation.
Basic instrumentation: electronic circuit assembly; use of CRO; function generator;
pulse generator; digital multimeter and AC bridge for LCR measurement.
Data treatments: precision; accuracy and resolution. Gaussian distributions;
systematic and random errors; error estimations; propagation of errors; significant
figures; least-squares fit to a straight line and second order polynomial.
Teaching/Learning
Methodology
The data processing methods and the principles of the laboratory experiments are
introduced in lectures in parallel with the laboratory sessions. This would help
students to develop better understandings of the physical principles and to build up
their capability to write high-quality experimental reports. The working principles of
the equipment are presented in the laboratory manuals and the key points and
62
precautions are highlighted at the beginning of the laboratory class. During the
laboratory session, technician and teaching assistant will assist students to solve
unexpected problems and lead them through the difficult parts. In addition, a
presentation session will be arranged for students to form groups to present on any
topics related to the experiments. This encourages students to go for in-depth self
study, broadens their knowledge and improves their communication skills in technical
discussions.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
% weighting Intended subject learning
outcomes to be assessed
(Please tick as appropriate)
a b c d e f
(1) Continuous assessment 40
(2) Practical examination 20
(3) Written test 40
Total 100
Students are expected to excel in physical understanding and practical operation. The
continuous assessment includes the laboratory reports and log books. Written test and
practical examination can evaluate the capabilities of the students in problem solving
and practical operation.
Student Study Effort
Expected
Class contact:
• Lecture 14 h
• Laboratory 42 h
Other student study effort:
• Laboratory report preparation 36 h
• Laboratory manual reading, assignment preparation
and lecture notes review
Total student study effort
28 h
120 h
Reading List and
References
Bevington, P. R., et al., Data Reduction and Error Analysis for the Physical Sciences,
3rd Ed, McGraw-Hill, 2003.
Dunn P. F., Measurement and Data Analysis for Engineering and Science, High
Education, 2005.
Kraftmakher Y., Experiments and Demonstrations in Physics, World Scientific, 2007.
63
Subject Description Form
Subject Code
Subject Title
AP10008
University Physics I
Credit Value 3
Level 1
Pre-requisite/
Co-requisite/
Exclusion
Objectives
Nil
This course provides a broad foundation in mechanics and thermal physics to those
students who are going to study science, engineering, or related programmes.
Intended Learning
Outcomes
Upon completion of the subject, students will be able to:
a) solve simple problems in single-particle mechanics using calculus and vectors;
b) solve problems in mechanics of many-particle systems using calculus and vectors;
c) define simple harmonic motion and solve simple problems;
d) explain the formation of acoustical standing waves and beats;
e) use Doppler’s effect to explain changes in frequency received.
f) explain ideal gas laws in terms of kinetic theory;
g) apply the first law of thermodynamics to simple processes; and
h) solve simple problems related to the Carnot cycle.
Subject Synopsis/
Indicative Syllabus
Mechanics: calculus-based kinematics, dynamics and Newton’s laws; calculus-based
Newtonian mechanics, involving the application of impulse, momentum, work and
energy, etc.; conservation law; gravitation field; systems of particles; collisions; rigid
body rotation; angular momentum; oscillations and simple harmonic motion;
pendulum; statics; longitudinal and transverse waves; travelling wave; Doppler effect;
acoustics.
Thermal physics: conduction, convection and radiation; black body radiation and
energy quantization; ideal gas and kinetic theory; work, heat and internal energy; first
law of thermodynamics; entropy and the second law of thermodynamics; Carnot cycle;
heat engine and refrigerators.
Teaching/Learning
Methodology
Lecture: Fundamentals in mechanics, waves and electromagnetism will be explained.
Examples will be used to illustrate the concepts and ideas in the lecture. Students are
free to request help. Homework problem sets will be given.
Student-centered Tutorial: Students will work on a set of problems in tutorials.
Students are encouraged to solve problems and to use their own knowledge to verify
their solutions before seeking assistance. These problem sets provide them
opportunities to apply their knowledge gained from the lecture. They also help the
students to consolidate what they have learned. Furthermore, students can develop a
deeper understanding of the subject in relation to daily life phenomena or experience.
e-learning: In order to enhance the effectiveness of teaching and learning processes,
electronic means and multimedia technologies would be adopted for presentations of
lectures; communication between students and lecturer; delivery of handouts,
homework and notices etc.
64
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to be
assessed
(Please tick as appropriate)
a b c d e f g h
(1) Continuous
40 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
assessment
(2) Examination 60 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Total 100
Continuous assessment:
The continuous assessment includes assignments, quizzes and test(s) which aim at
checking the progress of students study throughout the course, assisting them in
fulfilling the learning outcomes.
Assignments in general include end-of-chapter problems, which are used to reinforce
and assess the concepts and skills acquired by the students; and to let them know the
level of understanding that they are expected to reach.
At least one test would be administered during the course of the subject as a means of
timely checking of learning progress by referring to the intended outcomes, and as
means of checking how effective the students digest and consolidate the materials
taught in the class.
Examination: This is a major assessment component of the subject. It would be a
closed-book examination. Complicated formulas would be given to avoid rote
memory, such that the emphasis of assessment would be put on testing the
understanding, analysis and problem solving ability of the students.
Student Study
Effort Expected
Class contact:
• Lecture
• Tutorial
Other student study effort:
• Self-study
Total student study effort:
36 h
6 h
78 h
120 h
Reading List and
References
Young and Freedman, (2007), University Physics, 12th edition, Pearson.
Bauer and Westfall, (2011), University Physics with Modern Physics, 1st edition,
McGraw-Hill.
65
Subject Description Form
Subject Code
Subject Title
AP10009
University Physics II
Credit Value 3
Level 1
Pre-requisite/
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Nil
To provide students with fundamental knowledge in physics focusing on the topics of
waves and electromagnetism. This course prepares students to study science,
engineering or related programmes.
Upon completion of the subject, students will be able to:
(a) apply simple laws in optics to explain image formation;
(b) explain phenomena related to the wave character of light;
(c) define electrostatic field and potential;
(d) use Gauss’ law in solving problems in electrostatics;
(e) solve problems on interaction between current and magnetic field;
(f) apply electromagnetic induction to various phenomena; and
(g) solve simple problems in AC circuits.
Subject Synopsis/
Indicative Syllabus
Waves and optics: nature of light, reflection and refraction; image formation by
mirrors and lenses; compound lens; microscope and telescope; superposition of waves;
Huygen’s principle; interference and diffraction; interferometers and diffraction
grating; polarization.
Electromagnetism: charge and Field; Coulomb’s law and Gauss’ law; electrostatic
field and potential difference; capacitors and dielectric; current and resistance; Ohm’s
law; electromotive force, potential difference and RC circuits; magnetic force on
moving charges and current; Hall effect; Biot-Savart law and Ampere’s law; Faraday’s
law and Lenz’s law; self-inductance and mutual inductance; transformers; AC circuits
and applications.
Teaching/Learning
Methodology
Lecture: The fundamentals in optics and electromagnetism will be explained.
Examples will be used to illustrate the concepts and ideas in the lecture. Students are
free to request help. Homework problem sets will be given.
Student-centered Tutorial: Students will work on a set of problems in tutorials.
Students are encouraged to solve problems and to use their own knowledge to verify
their solutions before seeking assistance. These problem sets provide them
opportunities to apply their knowledge gained from the lecture. They also help the
students to consolidate what they have learned. Furthermore, students can develop a
deeper understanding of the subject in relation to daily life phenomena or experience.
e-learning: In order to enhance the effectiveness of teaching and learning processes,
electronic means and multimedia technologies would be adopted for presentations of
lectures; communication between students and lecturer; delivery of handouts,
66
homework and notices etc.
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes
to be assessed
(Please tick as appropriate)
a b c d e f g
(1) Continuous assessment 40 ✓ ✓ ✓ ✓ ✓ ✓ ✓
(2) Examination 60 ✓ ✓ ✓ ✓ ✓ ✓ ✓
Total 100
Continuous assessment:
The continuous assessment includes assignments, quizzes and test(s) which aim at
checking the progress of students study throughout the course, assisting them in
fulfilling the learning outcomes.
Assignments in general include end-of-chapter problems, which are used to reinforce
and assess the concepts and skills acquired by the students; and to let them know the
level of understanding that they are expected to reach.
At least one test would be administered during the course of the subject as a means of
timely checking of learning progress by referring to the intended outcomes, and as
means of checking how effective the students digest and consolidate the materials
taught in the class.
Examination: This is a major assessment component of the subject. It would be a
closed-book examination. Complicated formulas would be given to avoid rote
memory, such that the emphasis of assessment would be put on testing the
understanding, analysis and problem solving ability of the students.
Student Study
Effort Expected
Class contact:
• Lecture 36 h
• Tutorial 6 h
Other student study effort:
• Self-study 78 h
Total student study effort
120 h
Reading List and
References
John W. Jewett and Raymond A. Serway, “Physics for Scientists and Engineers”,
2010, 8th edition, Brooks/Cole Cengage Learning.
W. Bauer and G.D. Westfall, “University Physics with Modern Physics”, 2011,
McGraw-Hill.
67
Subject Description Form
Subject Code
Subject Title
APSS1L01
Tomorrow’s Leaders
Credit Value 3
Level 1
GUR Requirements
Intended to Fulfill
This subject intends to fulfill the following requirement(s) :
Healthy Lifestyle
Freshman Seminar
Languages and Communication Requirement (LCR)
Leadership and Intra-Personal Development
Service-Learning
Cluster-Area Requirement (CAR)
Human Nature, Relations and Development
Community, Organization and Globalization
History, Cultures and World Views
Science, Technology and Environment
China-Study Requirement
Yes or No
Writing and Reading Requirements
English or Chinese
Pre-requisite /
Co-requisite/
Exclusion
Nil
Assessment Methods
100% Continuous Assessment Individual Assessment Group Assessment
1. Class Participation /
Preparation
20%
2. Peer Assessment 5%
3. Group Project 30%
4. Individual Assignment 45%
Objectives
Specific objectives of the subject:
The course is designed to enable students to learn and integrate theories, research and
concepts of the basic personal qualities (particularly intrapersonal and interpersonal
qualities) of effective leaders. This course also intends to help students develop and
reflect on their intrapersonal qualities, interpersonal qualities and connection of
learning to oneself. Finally, the course cultivates students’ appreciation of the
importance of intrapersonal and interpersonal qualities in effective leadership.
68
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Teaching/Learning
Methodology
Upon completion of the subject, students will be able to:
a. Understand and integrate theories, research and concepts on the basic qualities
(particularly intrapersonal and interpersonal qualities) of effective leaders;
b. Cultivate self-awareness and self-understanding;
c. Develop interpersonal skills;
d. Cultivate self-reflection skills;
e. Understand the importance of intrapersonal and interpersonal qualities in
effective leadership, particularly the connection of learning in the subject to
one’s personal development.
1. An overview of the personal attributes of effective leaders: roles of selfunderstanding
and interpersonal relationship qualities in effective leadership.
2. Self-understanding and personality: theories and concepts; personality traits that
are conducive to successful leadership.
3. Cognitive competence: different types of thinking styles; higher-order thinking;
experiential learning; role of cognitive competence, critical thinking and
problem solving in effective leadership; effective leaders as teachers.
4. Emotional competence: awareness and understanding of emotions; emotional
quotient (EQ); role of emotional management in effective leadership; mental
health and stress management.
5. Resilience: stresses faced by adolescents; life adversities; coping with life
stresses; adversity quotient (AQ); role of resilience in effective leadership.
6. Morality and integrity: moral issues and moral competence; role of morality in
effective leadership; ethical leadership; integrity and effective leadership.
7. Spirituality: meaning of life and adolescent development; spirituality and mental
health; role of spirituality in effective leadership; servant leadership.
8. Positive and healthy identity: self-identity, self-esteem and self-concept; selfdiscrepancies;
role of self-concept in effective leadership.
9. Relationship building, team building and conflict management: relationship
quality and effective leadership; conflict management and effective leadership.
10. Social competence and egocentrism: basic social competence skills; roles of
social competence, care and compassion in effective leadership; egocentrism in
university students.
11. Interpersonal communication: theories, concepts, skills and blocks of
interpersonal communication; role of communication skills in effective
leadership.
12. Self-leadership and sense of responsibility in effective leaders; life-long learning
and leadership.
Students taking this course are expected to be sensitive to their own behavior in
intrapersonal and interpersonal contexts. Intellectual thinking, reflective learning,
experiential learning and collaborative learning are emphasized in the course. Case
studies on successful and fallen leaders will also be covered in the course. The
teaching/learning methodology includes:
1. Lectures;
2. Experiential classroom activities;
3. Group project presentation;
4. Written assignment.
69
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to be
assessed (Please tick as appropriate)
a b c d e
1. Class Participation /
Preparation
20%
2. Peer Assessment 5%
3. Group Project 30%
4. Individual
Assignment
45%
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
1. Assessment of Class Participation/Preparation: It is expected that classroom
activities and preparation for lectures can help students understand the subject
matter and oneself, develop social skills, connect learning to oneself and promote
an appreciation of the importance of intrapersonal and interpersonal leadership
qualities. Hence, marks for class participation and preparation for lectures will be
given. Students will be assessed by: a) preparation for class (e.g., prepare
questions and dig up materials before class), b) participation in class (e.g.,
completion of worksheets and sharing) and c) volunteering to answer questions
and join discussions in class.
2. Peer Assessment: Students will be invited to rate the performance and learning of
other group members in an honest and authentic manner. The marks will reflect
the mastery of knowledge, self-reflection and quality of interpersonal skills (such
as collaboration with other members and contribution to the group) of the group
members. Peer assessment will contribute to marks in class participation.
3. Assessment of Group Project: Group project presentation can give an indication
of the students’ understanding and integration of theories and concepts on
personal qualities in effective leadership, personal and group reflections,
interpersonal skills and degree of recognition of the importance of active pursuit
of knowledge covered in the course.
4. Assessment of Individual Assignment: Individual paper can give an indication of
the students’ understanding and integration of theories and concepts on the
personal qualities in effective leadership, self-assessment, self reflection,
connection of the subject matter to oneself and degree of recognition of the
importance of active pursuit of knowledge covered in the course.
Based on the pilot implementation of this subject (a 2-credit version) in the second
term of 2010/11 academic year, evaluation findings consistently showed that this
subject was able to achieve the intended learning outcomes in the students. The
positive evaluation findings are documented as follows:
Shek, D. T. L., Sun, R. C. F., & Merrick, J. (2012). Editorial: How to promote
70
holistic development in university students? International Journal on Disability and
Human Development, 11(3), 171-172.
Shek, D. T. L. (2012). Development of a positive youth development subject in a
university context in Hong Kong. International Journal on Disability and Human
Development, 11(3), 173-179.
Shek, D. T. L., & Sun, R. C. F. (2012). Promoting psychosocial competencies in
university students: Evaluation based on a one group pretest-posttest design.
International Journal on Disability and Human Development, 11(3), 229-234.
Shek, D. T. L., & Sun, R. C. F. (2012). Promoting leadership and intrapersonal
competence in university students: What can we learn from Hong Kong?
International Journal on Disability and Human Development, 11(3), 221-228.
Shek, D. T. L., & Sun, R. C. F. (2012). Process evaluation of a positive youth
development course in a university setting in Hong Kong. International
Journal on Disability and Human Development, 11(3), 235-241.
Shek, D. T. L., & Sun, R. C. F. (2012). Qualitative evaluation of a positive youth
development course in a university setting in Hong Kong. International
Journal on Disability and Human Development, 11(3), 243-248.
Shek, D. T. L., & Sun, R. C. F. (2012). Focus group evaluation of a positive youth
development course in a university in Hong Kong. International
Journal on Disability and Human Development, 11(3), 249-254.
Shek, D. T. L., Sun, R. C. F., Chui, Y. H., Lit, S. W., Yuen, W. W., Chung, Y., &
Ngai, S. W. (2012). Development and evaluation of a positive youth development
course for university students in Hong Kong. The Scientific World Journal, 2012, 8
pages. doi: 10.1100/2012/263731
Shek, D. T. L. (2012). Post-lecture evaluation of a positive youth development
subject for university students in Hong Kong. The Scientific World Journal, 2012, 8
pages. doi: 10.1100/2012/934679
Shek, D. T. L. (2012). Reflective journals of students taking a positive youth
development course in a university context in Hong Kong. The Scientific World
Journal, 2012, 8 pages. doi: 10.1100/2012/131560
Shek, D. T. L., Sun, R. C. F., Yuen, W. W. H., Chui, Y. H., Dorcas, A., Ma, C. M.
S., Yu, L., Chak, Y. L. Y., Law, M. Y. M., Chung, Y..Y. H., & Tsui, P. F. (2013).
Second piloting of a leadership and intrapersonal development subject at The Hong
Kong Polytechnic University. International Journal on Disability and Human
Development, 12(2), 107-114.
Shek, D. T. L., & Sun, R. C. F. (2013). Post-lecture evaluation of a university course
on leadership and intrapersonal development. International Journal on Disability and
Human Development, 12(2), 185-191.
Shek, D. T. L., & Sun, R. C. F. (2013). Post-course subjective outcome evaluation of
a course promoting leadership and intrapersonal development in university students in
Hong Kong. International Journal on Disability and Human Development, 12(2),
193-201.
Shek, D. T. L., & Sun, R. C. F. (2013). Process evaluation of a leadership and
71
intrapersonal development subject for university students. International
Journal on Disability and Human Development, 12(2), 203-211.
Shek, D. T. L. (2013). Reflections of Chinese students on a university subject on
leadership and intrapersonal development. International Journal on Disability and
Human Development, 12(2), 213-219.
Shek, D. T. L., Sun, R. C. F., Tsien-Wong, T. B. K., Cheng, C. T., & Yim, H. Y.
(2013). Objective outcome evaluation of a leadership and intrapersonal development
subject for university students. International Journal on Disability and Human
Development, 12(2), 221-227.
Shek, D. T. L. (2013). Promotion of holistic development in university students: A
credit-bearing subject on leadership and intrapersonal development. Best Practices in
Mental Health, 9(1), 47-61.
Student Study
Effort Expected
Class contact:
• Lectures and experiential learning activities 42 Hrs.
Other student study effort:
• Group project preparation 20 Hrs.
• Reading and writing term paper 73 Hrs.
Total student study effort
135 Hrs.
Medium of
Instruction
Medium of
Assessment
Reading List and
References
English
English
Basic References:
Barki, H., & Hartwick, J. (2004). Conceptualizing the construct of interpersonal
conflict. The International Journal of Conflict Management, 15(3), 216-244.
Dalton, J., & Crosby, P. (2007). Being and having: Shouldn’t excellence in higher
education (and people) be a measure of what one does rather than what one has?
Journal of College and Character, 9(1), 1-5.
Dolbier, C. L., Soderstrom, M., & Steinhardt, M. A. (2001). The relationships
between self-leaders and enhanced psychological, health and work outcomes. Journal
of Psychology, 135, 469-485.
Gilley, A., Gilley, J. W., McConnell, C. W., & Veliquette. A. (2010). The
competencies used by effective managers to build teams: An empirical study.
Advances in Developing Human Resources, 12(1), 29-45.
Hui, E. K. P., & Tsang, S. K. M. (2012). Self-determination as a psychological and
positive youth development construct. The Scientific World Journal, 2012, 7 pages.
doi: 10.1100/2012/759358
Lam, C. M. (2012). Prosocial involvement as a positive youth development construct:
A conceptual review. The Scientific World Journal, 2012, 8 pages. doi:
10.1100/2012/769158
Lau, P. S. Y., & Wu, F. K. Y. (2012). Emotional competence as a positive youth
development construct: A conceptual review. The Scientific World Journal, 2012, 8
pages. doi: 10.1100/2012/975189
72
Law, B. M. F., Siu, A. M. H., & Shek, D. T. L. (2012). Recognition for positive
behavior as a critical youth development construct: Conceptual bases and
implications on youth service development. The Scientific World Journal, 2012, 7
pages. doi: 10.1100/2012/809578
Lee, T. Y., Cheung, C. K., & Kwong, W. M. (2012). Resilience as a positive youth
development construct: A conceptual review. The Scientific World Journal, 2012, 9
pages. doi:10.1100/2012/390450
Lee, T. Y., & Lok, D. P. P. (2012). Bonding as a positive youth development
construct: A conceptual review. The Scientific World Journal, 2012, 11 pages. doi:
10.1100/2012/481471
Lee, T. Y., Cheung, C. K., & Kwong, W. M. (2012). Resilience as a positive youth
development construct: A conceptual review. The Scientific World Journal, 2012, 9
pages. doi: 10.1100/2012/390450
Ma, H. K. (2012). Moral competence as a positive youth development construct: A
conceptual review. The Scientific World Journal, 2012, 8 pages. doi:
10.1100/2012/590163
Ma, H. K. (2012). Social competence as a positive youth development construct: A
conceptual review. The Scientific World Journal, 2012, 7 pages. doi:
10.1100/2012/287472
Ma, H. K. (2012). Behavioral competence as a positive youth development construct:
A conceptual review. The Scientific World Journal, 2012, 7 pages. doi:
10.1100/2012/568272
Ma, H. K. (2012). Moral competence as a positive youth development construct: A
conceptual review. The Scientific World Journal, 2012, 8 pages. doi:
10.1100/2012/590163
Moseley, D., Elliott, J., Gregson, M., & Higgins, S. (2005). Thinking skills
frameworks for use in education and training. British Educational Research Journal,
31(3), 367-390.
Rycek, R. F., Stuhr, S. L., McDermott, J., Benker, J., & Swartz, M. D. (1998).
Adolescent egocentrism and cognitive functioning during late adolescence.
Adolescence, 33, 745-749.
Shek, D. T. L. (2010). Nurturing holistic development of university students in Hong
Kong: Where are we and where should we go? The Scientific World Journal, 10, 563-
575.
Shek, D. T. L. (2012). Spirituality as a positive youth development construct: A
conceptual review. The Scientific World Journal, 2012, 8 pages. doi:
10.1100/2012/458953
Shek, D. T. L., Sun, R. C. F., & Merrick, J. (2012). Editorial: Positive youth
development constructs - conceptual review and application. The Scientific World
Journal, 2012, 3 pages. doi: 10.1100/2012/152923
Siu, A. M. H., Shek, D. T. L., & Law, B. (2012). Prosocial norms as a positive youth
development construct: A conceptual review. The Scientific World Journal, 2012, 7
pages. doi: 10.1100/2012/832026
Sun, R. C. F., & Hui, E. K. P. (2012). Cognitive competence as a positive youth
development construct: A conceptual review. The Scientific World Journal, 2012, 7
pages. doi: 10.1100/2012/210953
Sun, R. C. F., & Shek, D. T. L. (2012). Beliefs in the future as a positive youth
development construct: A conceptual review. The Scientific World Journal, 2012, 8
pages. doi: 10.1100/2012/527038
Tsang, S. K. M., Hui, E. K. P., & Law, B. C. M. (2012). Positive identity as a
positive youth development construct: A conceptual review. The Scientific World
Journal, 2012, 8 pages. doi: 10.1100/2012/529691
Tsang, S. K. M., Hui, E. K. P., & Law, B. C. M. (2012). Self-efficacy as a positive
youth development construct: A conceptual review. The Scientific World Journal,
2012, 7 pages. doi: 10.1100/2012/452327
73
Supplementary References:
Barki, H., & Hartwick, J. (2004). Conceptualizing the construct of interpersonal
conflict. The International Journal of Conflict Management, 15(3), 216-244.
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D.
(2004). Positive youth development in the United States: Research findings on
evaluations of positive youth development programs. The Annals of the American
Academy of Political and Social Science, 591, 98-124.
Dalton, J., & Crosby, P. (2007). Being and having: Shouldn’t excellence in higher
education (and people) be a measure of what one does rather than what one has?
Journal of College and Character, 9(1), 1-5.
de Vries, R. E., Bakker-Pieper, A., Siberg, R. A., van Gameren, K., & Vlug, M.
(2009). The content and dimensionality of communication styles. Communication
Research, 36, 178-206.
Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New
York: Bantam Books.
Houghton, J. D., & Yoho, S. K. (2005). Toward a contingency model of leadership
and psychological empowerment: When should self-leadership be encouraged?
Journal of Leadership and Organizational Studies, 11(4), 65-84.
Masten, A. S., & Obradović, J. (2006). Competence and resilience in development.
Annals of the New York Academy of Sciences, 1094, 13-27.
McCrae, R. R., & Costa, P. T. Jr. (2008). Empirical and theoretical status of the Five-
Factor Model of personality traits. In G. J. Boyle, G. Matthews, & D. H. Saklofske
(Eds.), Sage handbook of personality theory and assessment, Vol. 1 (pp. 273-294).
Los Angeles, Sage.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An
introduction. American Psychologist, 55, 5-14.
Smalley, G. & Trent, J. (2005). The two sides of love. New Dundee, ON: Living
Books.
Stets, J. E., & Burke, P. J. (2003). A sociological approach to self and identity. In M.
R. Leary, & J. P. Tangney (Eds.), Handbook of self and identity (pp. 128-152). New
York: The Guilford Press.
石 丹 理 、 劉 兆 瑛 主 編 (2007)。《 共 創 成 長 路 .. 賽 馬 會 青 少 年 培 育 計 劃 。 概 念 架
構 及 課 程 設 計 手 冊 ( 一 ): 背 景 、 概 念 和 設 計 》。 香 港 : 商 務 印 書 館 。
石 丹 理 、 李 德 仁 主 編 (2007)。《 共 創 成 長 路 .. 賽 馬 會 青 少 年 培 育 計 劃 。 概 念 架
構 及 課 程 設 計 手 冊 ( 二 ): 青 少 年 正 面 發 展 構 念 》。 香 港 : 商 務 印 書 館 。
74
Subject Description Form
Subject Code
CBS1101P
Subject Title Fundamentals of Chinese Communication( 大 學 中 文 傳 意 )
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Remarks:
For students entering with HKDSE Chinese subject result at Level 3 or equivalent
Objectives
This subject aims to foster students’ communicative competence in using both written
and spoken Chinese to communicate for effectiveness, appropriateness, flexibility and
politeness in real situated social settings.
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Teaching/Learning
Methodology
Upon completion of the subject, students will be able to:
(a) develop effective communication skills in written Chinese required for basic
usage in the work-place;
(b) master properly and flexibly, the written format, organization, language and style
of expression of various genres of Chinese practical writing such as official
correspondences, publicity materials, reports and proposals;
(c) give formal presentation in Putonghua effectively and appropriately;
(d) engage with formal discussion in Putonghua effectively and politely.
1. Written Chinese for practical purposes
• Format, organization, language of each genre;
• Coherence in Chinese writing
• Style of expression of different genres such as official correspondences,
publicity materials;
• Context dependent stylistic variation
• Appropriateness in communication
2. Formal Presentation in Putonghua
• Choice of words in Putonghua
• The flow of speaking
• Manner of speaking and gesture
3. Formal Discussion in Putonghua
• Identification of main idea and key messages
• Evaluation of relevancy of information in a message
• Skills of summarizing
• Agreeing/disagreeing/answering to questions politely
The subject will be conducted in Putonghua, in highly interactive seminars. The
subject will motivate the students’ active participation by assigning group
presentation /discussion in class. In a forum-like format, students are guided to : (1)
present to the class, their understanding of each genre designed for the syllabus for
discussions and improvement; (2) modify passages in a given genre/style into other
genres/styles for addressing different audiences and purposes; (3) give a power-point
75
presentation in Putonghua in front of the whole class, then receive on spot feedback
for discussion and improvement; then (4) prepare a written report/proposal on the
same topic; and (5) engage in formal discussion in Putonghua on topics related to
current issues and/or business operation; then (6) produce a written document on the
same topic using a chosen genre.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes
to be assessed (Please tick as
appropriate)
a b c d
1. Written Assignment 30% √ √
2. Oral Presentation 30% √ √
3. Final Examination 40% √ √ √ √
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Both written assignments and oral presentation will focus on the functions of
communication and the appropriateness of language used in authentic social settings.
The examination emphasizes the correctness of expression and students’ general
competence in Chinese Language.
Students obtaining a subject pass must pass both components, i.e. the continuous
assessment and examination component of the subject. Students will get failure of
the subject if he/she fails in either one of the two components.
Student Study
Effort Expected
Class contact:
• Seminar 42 Hrs.
• Hrs.
Other student study effort:
• Outside Class Practice 42 Hrs.
• Self-study 42 Hrs.
Reading List and
References
Total student study effort
126 Hrs.
1. 路 德 慶 主 編 (1982) 《 寫 作 教 程 》, 華 東 師 範 大 學 出 版 社
2. 邵 守 義 (1991)《 演 講 全 書 》, 吉 林 人 民 出 版 社
3. 陳 建 民 (1994)《 說 話 的 藝 術 》, 語 文 出 版 社
4. 李 軍 華 (1996)《 口 才 學 》, 華 中 理 工 大 學 出 版 社
5. 陳 瑞 端 著 (2000)《 生 活 錯 別 字 》, 中 華 書 局
6. 邢 福 義 、 汪 國 勝 主 編 (2003)《 現 代 漢 語 》, 華 中 師 範 大 學 出 版 社
7. 于 成 鯤 主 編 (2003)《 現 代 應 用 文 》, 復 旦 大 學 出 版 社
8. 李 白 堅 、 丁 迪 蒙 (2004)《 大 學 體 型 寫 作 訓 練 規 程 》, 上 海 大 學 出 版 社
76
9. 鍾 文 佳 (2004)《 漢 語 口 才 學 》, 西 南 師 範 大 學 出 版 社
10. 于 成 鯤 、 陳 瑞 端 、 秦 扶 一 、 金 振 邦 主 編 (2011)《 當 代 應 用 文 寫 作 規 範 叢
書 》, 復 旦 大 學 出 版 社
77
Subject Description Form
Subject Code
CBS1102P
Subject Title Advanced Communication Skills in Chinese( 高 階 中 文 傳 意 )
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Remarks: For students entering with HKDSE Chinese subject result at Level 4 and 5
or equivalent
This subject aims to develop effective communication skills of students in both
spoken and written Chinese which are required for the business and professional
setting.
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Upon completion of the subject, students will be able to:
(a) develop effective communication skills in both spoken and written Chinese
required for in the business and professional setting;
(b) master the format, organization, language and style of expression of the
following genres of Chinese practical writing: argumentative and persuasive
writing, public speech;
(c) give public speech;
(d) produce creative writing.
1. Written Chinese for Practical Purposes
• Uses of words and sentences, choice of diction;
• Coherence and thread of thinking in Chinese writing
• Context dependent stylistic variation
• Format, organization, language and style of expression of speeches,
argumentative & persuasive writing;
2. Public Speech
• Contextual elements: the audiences, the purpose and the topic
• Identification of key points and collection of supporting information
• Articulation and flow of speaking
• Choice of words, manner and gesture
• Using of visual aids
• Handling of question and answer session
3. Creative Writing
• Understanding of the features of creative writing
• Being able to appreciate the arts of writing
Teaching/Learning
Methodology
The subject will be conducted in highly interactive seminars. The subject will
motivate the students’ active participation by assigning group presentation /discussion
in class. In a forum-like format, students are guided to : (1) present to the class, their
78
understanding of each genre designed for the syllabus for discussions and
improvement; (2) modify passages in a given genre/style into other genres/styles for
addressing different audiences and purposes; (3) prepare a script for public speaking;
(4) give a public speech in front of the whole class, then receive on spot feedback for
discussion and improvement; and (5) engage in formal discussion on topics related to
current issues and/or business operation that require persuasive and argumentative
skills; then (6) produce an argumentative article on the same topic.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to
be assessed (Please tick as appropriate)
a b c d
1. Prose Writing 20% √ √
2. Written Draft for
Formal Speech
10% √ √ √
3. Formal Speech 10% √ √ √
4. Feature Article 20% √ √ √
5. Class Participation 10% √ √ √ √
6. Final Examination 30% √ √ √ √
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Both written assignments and oral presentation will focus on the functions of
communication and the adequacy of language used in authentic social settings. The
examination emphasizes the correctness of expression and students’ general
competence in Chinese Language.
Students obtaining a subject pass must pass both components, i.e. the continuous
assessment and examination component of the subject. Students will get failure of the
subject if he/she fails in either one of the two components.
Student Study
Effort Expected
Class contact:
• Seminar 42 Hrs.
• Hrs.
Other student study effort:
• Outside Class Practice 42 Hrs.
• Self-study 42 Hrs.
Total student study effort
126 Hrs.
79
Reading List and
References
1. 路 德 慶 主 編 (1982) 《 寫 作 教 程 》, 華 東 師 範 大 學 出 版 社
2. 邵 守 義 (1991)《 演 講 全 書 》, 吉 林 人 民 出 版 社
3. 陳 建 民 (1994)《 說 話 的 藝 術 》, 語 文 出 版 社
4. 李 軍 華 (1996)《 口 才 學 》, 華 中 理 工 大 學 出 版 社
5. 陳 瑞 端 著 (2000)《 生 活 錯 別 字 》, 中 華 書 局
6. 于 成 鯤 主 編 (2003)《 現 代 應 用 文 》, 復 旦 大 學 出 版 社
7. 邢 福 義 、 汪 國 勝 主 編 (2003)《 現 代 漢 語 》, 華 中 師 範 大 學 出 版 社
8. 李 白 堅 、 丁 迪 蒙 (2004)《 大 學 體 型 寫 作 訓 練 規 程 》, 上 海 大 學 出 版 社
9. 鍾 文 佳 (2004)《 漢 語 口 才 學 》, 西 南 師 範 大 學 出 版 社
10. 于 成 鯤 、 陳 瑞 端 、 秦 扶 一 、 金 振 邦 主 編 (2011)《 當 代 應 用 文 寫 作
規 範 叢 書 》, 復 旦 大 學 出 版 社
80
Subject Description Form
Subject Code
Subject Title
CBS1151
Chinese I (for non-Chinese speaking students)
Credit Value 3
Level 1
漢 語 I( 非 華 語 學 生 課 程 )
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Remarks: For non-Chinese speaking students at beginners’ level
This subject aims to introduce to non-Chinese speaking students with basic
phonological structure of modern standard Chinese and enable them to master the
Chinese phonology and conduct simple conversation in Chinese.
Intended Learning
Outcomes
Subject Synopsis/
Indicative Syllabus
Teaching/Learning
Methodology
Upon completion of the subject, students will be able to:
(a) master basic pronunciations of Chinese;
(b) make use of the Hanyu Pinyin system as a learning tool and for self-study;
(c) acquire some basic common vocabulary and basic sentence patterns;
(d) comprehend simple messages conveyed in Putonghua;
(e) engage in simple daily communication in Putonghua;
1. The Hanyu Pinyin System;
2. The Pronunciation of Phonetic Symbols;
3. The Syllabic Structure of Putonghua;
4. Tone Variation, Neutral Tone and Final Retroflexion ;
5. 100 Characters and 200 Common Words;
6. Common Expressions and Sentence Structure;
7. Simple Daily Conversation
Teaching and learning activities will be in the form of interactive seminars where
students will be given a lot of chances to practice. After class consultation forms
another major element to maximize communications between students and teachers.
81
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to be
assessed (Please tick as appropriate)
a b c d e
1. Listening Practice 30% √ √ √
2. Vocabulary and
Grammar Practice
20% √ √ √ √
3. Oral Presentation 20% √ √ √ √
4. Conversation Practice 30% √ √ √ √
Total (Continuous
Assessment)
100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
The assessment methods aim (1) to distinguish the initials, finals and tones of
monosyllables and disyllables and words, (2) to understand the meaning of simple
statement and short conversation in actual communicative situations, (3) to present a
self-introduction in Chinese, (4) to master the vocabulary and sentence patterns
learned, (5) to give the proper answers to the questions asked by teachers, and (6) to
know the meaning of basic characters.
All assignments are in continuous assessment. Each assignment will be evaluated in
terms of criterion reference assessment.
Student Study
Effort Expected
Class contact:
• Seminar 42 Hrs.
• Hrs.
Other student study effort:
• Outside Class Practice 42 Hrs.
• Self-study 39 Hrs.
Reading List and
References
Total student study effort
123 Hrs.
Textbook:
刘 珣 主 编 (2007) 《 新 实 用 汉 语 课 本 》 第 一 册 (New Practical Chinese Reader)
(Vol.1), 北 京 语 言 大 学 出 版 社 。
82
Subject Description Form
Subject Code
Subject Title
CBS1152
Chinese II (for non-Chinese speaking students)
Credit Value 3
Level 1
漢 語 II ( 非 華 語 學 生 課 程 )
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Remarks:
‣ For non-Chinese speaking students; and
‣ Students who have completed Chinese I or equivalent
This subject aims to enhance non-Chinese-speaking students’ oral communication
skill and their ability in conducting simple daily conversation in Chinese.
Intended Learning
Outcomes
Upon completion of the subject, students will be able to:
(a) improve their pronunciation in Chinese;
(b) be able to carry out simple conversation;
(c) understand basic sentence patterns in Chinese;
(d) recognize 100 new Chinese characters;
(e) understand and be able to use 200 new words ; and
(f) input Chinese by means of Pinyin.
Subject Synopsis/
Indicative Syllabus
1. Pronunciation
2. Vocabularies and Grammar
3. Speaking Skills
4. Pragmatics Rules and Implication
5. Cultural Background of China Reflected in Daily Conversation
6. Structure of Chinese Character and Character Writing
Teaching/Learning
Methodology
Teaching and learning activities will be in the form of interactive seminars where
students will be given a lot of chances to practice. After class consultation forms
another major element to maximize communications between students and teachers.
83
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to be
assessed (Please tick as appropriate)
a b c d e f
1. Listening Practice 20% √ √ √
2. Vocabulary and
Grammar Practice
20% √ √ √ √
3. Oral Presentation 20% √ √ √ √
4. Conversation Practice 20% √ √ √ √
5. Writing Practice 20% √ √
Total (Continuous
Assessment)
100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
The assessment methods aim (1) to distinguish the tones of monosyllables, the neutral
tone of disyllables and words, (2) to understand the meaning of conversation in actual
communicative settings, (3) to conduct a dialogue in designed situations in Chinese,
(4) to master the vocabulary and sentence patterns learned, (5) to assess the fluency
and accuracy of students’ Chinese by asking them to recite a text, and (6) to write
Chinese sentences.
All assignments are in continuous assessment. Each assignment will be evaluated in
terms of criterion reference assessment.
Student Study
Effort Expected
Class contact:
• Seminar 42 Hrs.
• Hrs.
Other student study effort:
• Outside Class Practice 42 Hrs.
• Self-study 26 Hrs.
Reading List and
References
Total student study effort
110 Hrs.
Textbook:
刘 珣 主 编 (2007) 《 新 实 用 汉 语 课 本 》 第 一 册 (New Practical Chinese Reader)
(Vol.1), 北 京 语 言 大 学 出 版 社
84
Subject Description Form
Subject Code
Subject Title
CBS2151
Chinese III (for non-Chinese speaking students)
Credit Value 3
Level 2
漢 語 III( 非 華 語 學 生 課 程 )
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Remarks:
‣ For non-Chinese speaking students at higher competence levels; and
‣ Students who have completed Chinese II or equivalent
This subject aims to further improve non-Chinese-speaking students’ Chinese ability
and oral communication skill in Chinese by expanding the vocabulary and mastering
more sentence structures.
Upon completion of the subject, students will be able to:
(a) further cultivate their Putonghua communicative ability and handle basic daily
conversation;
(b) recognize 100 new characters;
(c) understand and use 250 new words;
(d) use basic Chinese sentence structures to create short narratives;
(e) handle Chinese character input.
Subject Synopsis/
Indicative Syllabus
1. Pronunciation and Intonation
2. Vocabularies, Expressions and Grammar
3. Speaking Skills
4. Colloquial Expressions vs. Formal Expressions
5. Conversation under Different Situations
6. Sentence Writing
7. Further Practice of Character Input
Teaching/Learning
Methodology
Teaching and learning activities will be in the form of interactive seminars where
students will be given a lot of chances to practice. After class consultation forms
another major element to maximize communications between students and teachers.
85
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes to be
assessed (Please tick as appropriate)
a b c d e
1. Listening Practice 20% √ √ √
2. Vocabulary and
Grammar Practice
20% √ √ √
3. Oral Presentation 20% √ √ √ √
4. Conversation Practice 20% √ √ √ √
5. Writing Practice 20% √ √ √ √ √
Total (Continuous
Assessment)
100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
The assessment methods aim (1) to understand the meaning of conversation in actual
communicative settings and paragraph, (2) to conduct a presentation on given topics
and give the proper answers to the questions raised by teacher, (3) to conduct a
dialogue in designed situations in Chinese, (4) to master the vocabulary and sentence
patterns learned, and (5) to read and write Chinese passage.
All assignments are in continuous assessment. Each assignment will be evaluated in
terms of criterion reference assessment.
Student Study
Effort Expected
Class contact:
• Seminar 42 Hrs.
• Hrs.
Other student study effort:
• Outside Class Practice 42 Hrs.
• Self-study 39 Hrs.
Reading List and
References
Total student study effort
Textbook:
123 Hrs.
刘 珣 主 编 (2007) 《 新 实 用 汉 语 课 本 》 第 二 册 (New Practical Chinese Reader)
(Vol.2), 北 京 语 言 大 学 出 版 社
86
Subject Description Form
Subject Code
Subject Title
CBS2152
Chinese Literature – Linguistics and Cultural Perspectives (for non-Chinese speaking
students)
Credit Value 3
Level 2
中 國 文 學 、 語 言 與 文 化 面 面 觀 ( 非 華 語 學 生 課 程 )
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Remarks: For non-Chinese speaking students at higher competence levels
This subject aims to provide non-Chinese speaking students with Chinese training in
twofold: (1) linguistic knowledge in Chinese language, Chinese literature and some
inherent cultural subjects; (2) more advanced level vocabularies and expression
structures for listening, speaking, reading and writing skills in Modern
Standard Chinese.
Intended Learning
Outcomes
Upon completion of the subject, students will be able to:
(a) acquire a basic understanding of the basic features and varieties of the
Chinese language;
(b) understand how Chinese culture affects the Chinese language;
(c) attain some basic knowledge of the major genres of the Chinese
literature;
(d) understand the underlying aesthetic and cultural values through Chinese
operas, Chinese calligraphy and Chinese painting;
(e) acquire the spirits of Confucianism and Daoism as manifested in some great
works of the Chinese literature.
Subject Synopsis/
Indicative Syllabus
Teaching/Learning
Methodology
• Chinese language and Chinese dialects
• Chinese cuisine-cultural perspective
• Major genres of Chinese literature
• Chinese myths and Chinese folklores
• Varieties of Chinese opera
• Main streams of Chinese philosophy and religion
The subject will be delivered in mass lectures, group discussion and presentation. The
course will be using different forms of teaching materials such as movie clip, real life
conversations, art performances etc. for illustrations. Students will be required to
conduct some simple and basic research in a given topic related to the subject matter.
They will be asked to present their findings during tutorials as well as in a term paper.
87
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning outcomes
to be assessed (Please tick as
appropriate)
a b c d e
1. Presentation (Group) 30% √ √ √
2. Participation in
Tutorial Discussion
3. Final Essay
(Individual)
5% √ √ √ √ √
35% √ √ √ √ √
4. Final Test 30% √ √ √ √ √
Total (Continuous
Assessment)
100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
The assessment takes a criterion-referenced approach for all the required tasks. The
areas of evaluation cover non-Chinese students’ language abilities, their
understanding of Chinese language, literature and the inherent cultural phenomenon
as manifested in their viewpoints and ways of expression.
Student Study
Effort Expected
Class contact:
• Lecture 28 Hrs.
• Tutorial 14 Hrs.
• Assignment / Quiz 10 Hrs.
• Self-study 60 Hrs.
Total student study effort
112 Hrs.
Reading List and
References
Textbook:
刘 珣 主 编 (2007) 《 新 实 用 汉 语 课 本 》 第 三 册 (New Practical Chinese Reader)
(Vol.3), 北 京 语 言 大 学 出 版 社
Reference
1. Toynbee, Arnold: Mankind and Mother Earth, A Narrative History of the World,
Oxford U. Press, New York and London, 1976
2. Barraclough, Geoffrey, et al: The Times Atlas of World History, Times Books
Limited, London, 1979
3. Atlas of the People’s Republic of China, Map Publishing, Beijing, 1979
4. Huang, Renyu: China: a Macro History, Lian Jing Publisher, Taibei, 1993
5. Stephen Owen (1996), An Anthology of Chinese Literature. New York: Norton
6. Jacques Gernet (1996) A History of Chinese Civilization (2nd ed.) Cambridge:
Cambridge University Press
7. Bai, Shouyi: An Outline History of China (revised edition), Foreign Languages
Press, Beijing, 1998
8. Shaughnessy, Edward L.: editor, China, Empire and Civilization Oxford U. Press,
88
2000
9. Gascoigne, Bamber: A Brief History of the Dynasties of China, Constable &
Robinson Ltd, London, 2003
10. Zhang, Qizhi: editor, Traditional Chinese Culture, Foreign Languages Press,
Beijing, 2004
11. Armstrong, Karen: The Great Transformation – The World in the Time of
Buddha, Socrates, Confucius and Jeremiah, Atlantic Books. London, paperback
edition, 2007
12. City University of Hong Kong (2007), China Five Thousand Years of History &
Civilization. Hong Kong: City University of Hong Kong Press
89
Subject Description Form
Subject Code
Subject Title
ELC1011
Practical English for University Studies
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Nil
This subject aims to develop and enhance students’ general proficiency and
communication skills in English. A strong focus will be given to enhancing
competence and confidence in grammar, vocabulary, pronunciation and fluency.
Upon successful completion of the subject, students will be able to:
a. use a variety of strategies to comprehend meaning and messages of a range of
written and spoken texts
b. organise and write accurate and coherent short texts
c. use appropriate verbal and non-verbal skills in spoken communication
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present their
views logically and coherently.
Subject Synopsis/
Indicative Syllabus
1. Written communication
Enhancing the use of accurate and appropriate grammatical structures and vocabulary
for various communicative purposes; improving the ability to organise written texts
logically; and improving cohesion and coherence in writing.
2. Spoken communication
Developing verbal and non-verbal interaction strategies appropriate to the context and
level of formality.
3. Reading and listening
Understanding the content and structure of information delivered in written and
spoken texts; developing effective reading and listening strategies; and using study
tools such as dictionaries to obtain lexical and phonological information.
4. Language development
Improving and extending relevant features of grammar, vocabulary, pronunciation
and fluency.
Teaching/Learning
Methodology
The study method is primarily seminar-based. Following a blended delivery
approach, activities include teacher input as well as in- and out-of-class individual
and group work involving drafting of texts, information search, mini-presentations
and discussions. Students will make use of elearning resources and web-based work
to improve their grammar and vocabulary, and other language skills.
90
Learning materials developed by the English Language Centre are used throughout
the course. Students will be referred to learning resources on the Internet and in the
ELC’s Centre for Independent Language Learning. Additional reference materials
will be recommended as required.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
1. In-class grammar and
vocabulary tests
% weighting Intended subject learning
outcomes to be assessed
(Please tick as appropriate)
a b c
25%
2. Oral assessment 40%
3. Writing assessment 35%
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
The in-class tests, which assess students’ grammar and vocabulary and their ability,
necessitate achievement of LOs (a) and (b). The oral assessment assesses students’
ability to speak accurately, appropriately and confidently. Students will need to
research a topic, organise information from a variety of sources, and present the
information as a digital story (ref. LOs (a) and (c)). The writing assessment evaluates
students' ability write a longer text in accurate and appropriate grammatical structures
(ref. Los (a) and (b)).
In addition to these assessments, students are required to complete further language
training through web-based language work. The additional language training offered
in online tasks is aligned with all the three LOs and corresponds to their learning in
class.
Student Study
Effort Expected
Class contact:
• Seminar 42 Hrs.
Other student study effort:
• Self-study/preparation 84 Hrs.
Total student study effort
126 Hrs.
91
Reading List and
References
Course material
Learning materials developed by the English Language Centre
Recommended references
Boyle, J. & Boyle, L. (1998). Common Spoken English Errors in Hong Kong. Hong
Kong: Longman.
Brannan, B. (2003). A writer’s workshop: Crafting paragraphs, building essays.
Boston: McGraw-Hill.
Hancock, M. (2003). English pronunciation in use. Cambridge: Cambridge
University Press.
Nettle, M. and Hopkins, D. (2003). Developing grammar in context: Intermediate.
Cambridge: Cambridge University Press.
Redman, S. (2003). English vocabulary in use: Pre-intermediate and intermediate.
Cambridge: Cambridge University Press.
92
Subject Description Form
Subject Code
Subject Title
ELC1012/ELC1013
English for University Studies
Credit Value 3
Level 1
(This subject will be offered in two versions for students who will primarily be using
(1) APA/Harvard referencing styles or (2) IEEE/Vancouver referencing styles in their
university studies.)
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Students entering the University with Level 5 from the HKDSE will be exempted
from this subject. They can proceed to Advanced English for University Studies
(ELC1014).
This subject aims to help students study effectively in the University’s English
medium learning environment, and to improve and develop their English language
proficiency within a framework of university study contexts.
Upon successful completion of the subject, students will be able to:
a. refer to sources in written texts and oral presentations
b. paraphrase and summarise materials from written and spoken sources
c. plan, write and revise expository essays with references to sources
d. deliver effective oral presentations
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present
information logically and coherently.
Subject Synopsis/
Indicative Syllabus
1. Written communication
Analysing and practising common writing functions; improving the ability of writing
topic sentences and strategies for paragraph development; understanding common
patterns of organisation in expository writing; taking notes from written and spoken
sources; practising summarising and paraphrasing skills; improving coherence and
cohesion in writing; developing revision and proofreading skills.
2. Spoken communication
Recognising the purposes of and differences between spoken and written
communication in English in university study contexts; identifying and practising the
verbal and non-verbal interaction strategies in oral presentations; developing and
applying critical thinking skills to discussions of issues.
3. Language development
Improving and extending relevant features of grammar, vocabulary and
pronunciation.
Teaching/Learning
Methodology
The study method is primarily seminar-based. Following a blended delivery
approach, activities include teacher input as well as in- and out-of-class individual
and group work involving drafting and evaluating texts, mini-presentations,
93
discussions and simulations. The process approach to writing is adopted, and
students make use of elearning resources to engage in academic discussions and to
reflect on their learning.
Learning materials developed by the English Language Centre are used throughout
the course. Students will be referred to learning resources on the Internet and in the
ELC’s Centre for Independent Language Learning. Additional reference materials
will be recommended as required.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
% weighting Intended subject learning
outcomes to be assessed
(Please tick as appropriate)
a b c d
1. Academic essay 1 30%
2. Academic essay 2 30%
3. Oral presentation 40%
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Assessments 1 and 2 necessitate achievement of LOs (a), (b) and (c) in order to write
an effective academic essay via the process of extending and improving the essay for
assessment 1. In order for students to present an effective academic oral presentation,
as demanded in assessment 3, they will need to read, note and synthesise from a
variety of sources, and refer to those sources in their presentation (ref. LOs (a), (b)
and (d)).
In addition to these assessments, students are required to complete further language
training, through web-based language work, reading tasks and online reflections. The
additional language training offered in online tasks is aligned with all the four LOs.
In some of the tasks, students need to critically read and summarise information
contained in a variety of sources, as required in LOs (a) and (b).
Student Study
Effort Expected
Class contact:
• Seminars 42 Hrs.
Other student study effort:
• Self study/preparation 84 Hrs.
Total student study effort
126 Hrs.
Reading List and
References
Course material
Learning materials developed by the English Language Centre
Recommended references
Comfort, J. (2001). Effective presentations. Oxford: Cornelsen & Oxford University
Press.
94
Hung, T. T. N. (2005). Understanding English grammar: A course book for Chinese
learners of English. Hong Kong: Hong Kong University Press.
McWhorter, K. T. (2012). The successful writer's handbook. (2nd ed.). Boston:
Longman.
Zwier, L. J. (2002). Building academic vocabulary. Ann Arbor, MI: University of
Michigan Press.
95
Subject Description Form
Subject Code
Subject Title
ELC1014
Advanced English for University Studies
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Intended Learning
Outcomes
Pre-requisite: English for University Studies (ELC1012/ELC1013) (unless exempted)
This subject aims to help students study effectively in the University’s English
medium learning environment, and to improve and develop their English language
proficiency within a framework of university study contexts.
Upon successful completion of the subject, students will be able to:
a. use academic sources appropriately and effectively
b. plan, write and revise position argument essays (i.e. one-sided discursive essays)
with appropriate referencing; and
c. present views effectively and critically in spoken communication
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present and
support stance and opinion logically and persuasively.
Subject Synopsis/
Indicative Syllabus
1. Written communication
Developing logical and persuasive arguments; applying a variety of organisation
patterns in discursive writing, including the writing of explanatory and evaluative
texts; selecting information critically; supporting stance; maintaining cohesion and
coherence in discursive writing; achieving appropriate style and tone.
2. Spoken communication
Enhancing and practising the specific oral and aural skills required to participate
effectively in academic discussions and to present views in a formal academic
context.
3. Reading and listening
Understanding the content and structure of information in oral and written texts;
comprehending, inferring and evaluating messages and attitude.
4. Language development
Improving and extending relevant features of grammar, vocabulary and
pronunciation.
Teaching/Learning
Methodology
The study method is primarily seminar-based. Following a blended delivery
approach, activities include teacher input as well as in- and out-of-class individual
and group work involving drafting and evaluating texts, mini-presentations,
96
discussions and simulations. The process approach to writing is adopted, and
students make use of elearning resources to engage in academic discussions and to
reflect on their learning.
Learning materials developed by the English Language Centre are used throughout
the course. Students will be referred to learning resources on the Internet and in the
ELC’s Centre for Independent Language Learning. Additional reference materials
will be recommended as required.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
%
weighting
Intended subject learning
outcomes to be assessed
(Please tick as appropriate)
a b c
1. Position Argument Essay
(draft)
2. Position Argument Essay
(final)
3. Academic presentation &
discussion
20%
45%
35%
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Assessments 1 and 2 assess the students’ abilities in producing a coherent academic
text which requires effective use and referencing of sources (ref. LOs (a) and (b)).
Assessment 3 assesses their abilities to plan and present their ideas, in two different
academic contexts (ref. LOs (a) and (c)).
In addition to these assessments, students are required to complete further language
training through working on their ePortfolio throughout the course. This will involve
students in reading texts and subsequent online writing and discussion that will
parallel the process writing approach involved in assessments 1 and 2, and align with
all three LOs.
Student Study
Effort Expected
Class contact:
• Seminars 42 Hrs.
Other student study effort:
• Self study/preparation 84 Hrs.
Total student study effort
126 Hrs.
97
Reading List and
References
Course material
Learning materials developed by the English Language Centre
Recommended references
Faigley, L. (2008). Backpack writing: Reflecting, arguing, informing, analyzing,
evaluating. New York, NY: Pearson/Longman.
Madden, C. and Rohlck, T. N. (1997). Discussion and interaction in the academic
community. Ann Arbor, MI: University of Michigan Press.
Oshima, A. & Hogue, A. (2006). Writing academic English (4th ed.). White Plains,
NY: Pearson/Longman.
Reinhart, S. M. (2002). Giving academic presentations. Ann Arbor, MI: University
of Michigan Press.
Wood, N. V. (2009). Perspectives on argument (6th ed). Upper Saddle River, NJ:
Pearson/Prentice Hall.
98
Subject Description Form
Subject Code
Subject Title
ELC2011
Advanced English Reading and Writing Skills
Credit Value 3
Level 2
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Pre-requisite: Advanced English for University Studies (ELC1014)
This subject aims to help students become more effective readers. It focuses on
developing students’ facility to read a variety of texts in a critical manner, and to be
able to discuss the stance of the writer as well as their own reflective response to a
text.
Intended Learning
Outcomes
Upon successful completion of the subject, students will be able to examine a variety
of texts, including literary texts, and:
a. identify salient ideas and implications, and distinguish unsupported claims from
supported ones, and fallacies from valid arguments
b. produce critical or interpretative texts which discuss and evaluate texts and writer
positions
c. write and discuss critical responses to various texts
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present and
support stance and opinion.
Subject Synopsis/
Indicative Syllabus
1. Reading strategies
Reading intensively to investigate a particular topic and develop an in-depth
understanding of issues and stances; reading critically to extract implications,
distinguish fact from opinion and fallacies from valid arguments, and to identify
writers’ assumptions and purposes; analysing issues raised in texts written from
different perspectives, including literary texts; reading extensively to appreciate the
use of language, acquire information, promote understanding and develop empathy.
2. Writing strategies
Presenting views and arguments to educated readers; describing and analysing the
structure, meaning and characteristics of a variety of texts; discussing writer
intentions.
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Teaching/Learning
Methodology
The study method is primarily seminar-based. Following a blended learning
approach, activities include teacher input as well as in- and out-of-class individual
and group work involving drafting and evaluating texts, mini-presentations and
discussions. The process approach to writing is adopted, and students make use of
elearning resources to engage in academic discussions and to reflect on their
learning.
Learning materials developed by the English Language Centre are used throughout
the course. Students will be referred to learning resources on the Internet and in the
ELC’s Centre for Independent Language Learning. Additional reference materials
will be recommended as required.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
% weighting Intended subject learning
outcomes to be assessed
(Please tick as appropriate)
a b c
1. Reflective writing 20%
2. Analysing texts written in
different styles and from
various perspectives
40%
3. Writing a feature article 40%
Total 100%
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Assessment 1 requires students to write reflective responses to texts and/or books
they have read, and is aligned with LO (c). Assessments 2 and 3 assess LO (a) and
involve students employing effective critical reading and thinking skills.
Assessment 3 requires students to conduct library/online search and produce a
critical text, thus integrating the receptive critical reading skills with the production
of a written text which critically assesses the texts they have read. All three
assessments assess students’ abilities with regard to LO (c) but in different ways,
and require students to present and support their interpretation of their reading.
Student Study
Effort Expected
Class contact:
• Seminars 42 Hrs.
Other student study effort:
• Self study/preparation 84 Hrs.
Total student study effort
126 Hrs.
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Reading List and
References
Course material
Learning materials developed by the English Language Centre
Recommended references
Best, J. (2001). Damned lies and statistics: Untangling numbers from the media,
politicians, and activists. Berkeley, CA: University of California Press.
Cooper, S. & Patton, R. (2010). Writing logically, thinking critically. New York,
NY: Longman.
Damer, T. E. (2009). Attacking faulty reasoning: A practical guide to fallacy-free
arguments. Belmont, CA: Wadsworth Cengage Learning.
Kennedy, X. J. & Gioia, D. (2010). Literature: An introduction to fiction, poetry,
drama, and writing (11 th ed.). New York, NY: Longman.
Mefcalfe, M. (2006). Reading critically at university. Thousand Oaks, CA: Sage.
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Subject Description Form
Subject Code
Subject Title
ELC2012
Persuasive Communication
Credit Value 3
Level 2
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Pre-requisite: Advanced English for University Studies (ELC1014)
This subject aims to help students become more persuasive communicators in a
variety of contexts that they may encounter at university and in the workplace.
Intended Learning
Outcomes
Upon successful completion of the subject, students will be able to
a. write persuasive texts intended for a variety of audiences
b. communicate persuasively in oral presentations
c. make persuasive arguments in formal discussions
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present and
support stance and opinion.
Subject Synopsis/
Indicative Syllabus
1. Preparing for effective persuasion
Assessing the situation; selecting relevant content; organising ideas and
information; selecting an appropriate tone, distance and level of formality; using
appropriate visual imagery to support the communication of messages.
2. Persuasion through writing
Developing and practising appropriate language, tone, style and structure; achieving
cohesion and coherence.
3. Persuasion through speaking
Developing and practising appropriate verbal and non-verbal skills for persuasive
oral communication; improving and extending relevant pronunciation features,
including articulation, pausing, intonation, word stress and sentence stress.
Teaching/Learning
Methodology
The study method is primarily seminar-based. Following a blended delivery
approach, activities include teacher input as well as individual and group work
involving reading and appreciating texts, discussions and presentations of ideas.
Learning materials developed by the English Language Centre are used throughout
the course. Students will be referred to learning resources on the Internet and in the
ELC’s Centre for Independent Language Learning. Additional reference materials
will be recommended as required.
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Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
% weighting Intended subject learning
outcomes to be assessed
(Please tick as appropriate)
a b c
1. Persuasive written text 34%
2. Group presentation 33%
3. Debate 33%
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
Assessment 1 concentrates on persuasive techniques in writing and assesses
students’ achievement of LO (a). Assessment 2 is a presentation that covers both
persuasive speaking and the use of visual aids to complement and reinforce the
message; and is aligned with intended LO (b). Assessment 3 assesses students’
performance in a different aspect of persuasion, the formal debate, in which students
need to explain their perspective, defend arguments and persuade the audience. It
aligns with intended LOs (a) and (b).
Student Study
Effort Expected
Class contact:
• Seminars 42 Hrs.
Other student study effort:
• Self study/preparation 84 Hrs.
Total student study effort
126 Hrs.
Reading List and
References
Course material
Learning materials developed by the English Language Centre
Recommended references
Breaden, B. L. (1996). Speaking to persuade. Fort Worth, TX: Harcourt Brace
College.
Leanne, S. (2008). Say it like Obama: The power of speaking with purpose and
vision. New York, NY: McGraw Hill.
Rogers, W. (2007). Persuasion: Messages, receivers, and contexts. Lanham, MD:
Rowman & Littlefield Publishers.
Stiff, J. B. (2003). Persuasive communication (2nd ed.). New York, NY: Guilford
Press.
103
Subject Description Form
Subject Code
Subject Title
ELC2013
English in Literature and Film
Credit Value 3
Level 2
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Pre-requisite: Advanced English for University Studies (ELC1014)
This subject aims to introduce students to a range of literary genres in English as
well as to enable them to consider differences in media representations of genres,
and to appreciate and negotiate the meanings of a variety of literary texts.
It is also intended that the subject will help students further develop literacy, as
well as higher order thinking and life-long learning skills.
Intended Learning
Outcomes
Upon successful completion of the subject, students will be able to:
a. examine and analyse literary texts on various themes from different
perspectives
b. discuss literary techniques employed by writers
c. appreciate and articulate differences in textual and visual media
representations
To achieve the above outcomes, students are expected to use language and text
structure appropriate to the context, select information critically, and present and
support stance and opinion.
Subject Synopsis/
Indicative Syllabus
1. Written communication
Describing and interpreting content and language in literary texts; employing
appropriate grammatical structures and vocabulary.
2. Spoken communication
Presenting critical evaluation of literary works effectively and convincingly.
3. Reading
Developing understanding of and competence in using literary devices such as
metaphor, simile and symbolism, via reading literary texts and viewing film
versions.
4. Language development
Improving fluency and pronunciation, and extending grammatical and lexical
competence.
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Teaching/Learning
Methodology
The study method is primarily seminar-based. Following a blended delivery
approach, activities include teacher input as well as in- and out-of-class individual
and group work involving listening to and viewing a variety of audio-visual
sources, reading and drafting texts, conducting internet research, making minipresentations,
participating in discussions, and comparing various representations
of literature. Students will make use of elearning resources and web-based work
to further improve their English literacy skills.
Learning materials developed by the English Language Centre are used
throughout the course. Students will be referred to learning resources on the
Internet and in the ELC’s Centre for Independent Language Learning. Additional
reference materials will be recommended as required.
Assessment Methods
in Alignment with
Intended Learning
Outcomes
Specific assessment
methods/tasks
% weighting Intended subject learning
outcomes to be assessed
(Please tick as appropriate)
a b c
1. Individual paper 30%
2. Written test 40%
3. Group project 30%
Total 100 %
Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
In assessment 1, students are required to write an individual paper in which they
critically reflect on their reading of prose, and by so doing, demonstrate their
achievement of LO (a). Assessments 2 and 3 are aligned with all three LOs.
Assessment 2 assesses students’ understanding of a literary drama and requires
comparison of the merits of its textual and theatrical versions. Assessment 3 is a
group project that requires reading and interpretation of more creative literature
and presentation of audio-visual sources.
Student Study Effort
Expected
Class contact:
• Seminars 42 Hrs.
Other student study effort:
• Self study/preparation 84 Hrs.
Total student study effort
126 Hrs.
Reading List and
References
Required reading
The PolyU library retains either hardcopies or electronic copies of the following
titles. The titles can also be found online.
Honey, M., & Cole, J. L. (eds.). (2002). Madame Butterfly / John Luther Long;
and A Japanese nightingale / Onoto Watanna (Winnifred Eaton): Two orientalist
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texts. New Brunswick, N.J.: Rutgers University Press.
Available at Reserve Coll Reserve Coll PS3523.O4685 M33 2002
http://opera.stanford.edu/Puccini/Butterfly/source/JLLong.html
Stam, R., and Raengo, A. (eds.). (2004). A companion to literature and film.
[electronic source] Blackwell reference online. Malden: Blackwell.
Call number PN1995.3.C65 2004eb
http://www.blackwellreference.com/subscriber/uid=262/book?id=g978063123053
3_9780631230533&authstatuscode=202
Wilson, J. D. (ed.). (2009). William Shakespeare’s A Midsummer Night’s Dream.
[electronic resource] Cambridge books online. Cambridge: Cambridge University
Press.
Call number PR2827.A1 2009eb
http://shakespeare.mit.edu/midsummer/full.html
Other readings will be specified by the ELC teacher, and may contain short
fiction, novelettes, plays and poetry.
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Subject Description Form
Subject Code
Subject Title
FAST1000
Freshman Seminar – Science to Improve Quality of Life
Credit Value 3
Level 1
Pre-requisite /
Co-requisite/
Exclusion
Objectives
Nil
(a) To introduce students to applied science disciplines, and enthuse them
about their science major study
(b)
To expose students to the basic skills of teamwork, leadership and
entrepreneurship
(c) To cultivate students’ creativity and problem-solving ability, and global
outlook
(d) To engage students, in their first year of study, in desirable forms of
learning at university that emphasizes self-regulation, autonomous
learning, deep understanding and lifelong learning
Intended Learning
Outcomes
Upon completion of the subject, students will be able to:
(a) have a general understanding of history of science and topics of modern
science and technologies such as nanotechnology, sustainable energy,
gene technology, food safety and investment science
(b) generate innovative ideas and use different perspectives and creative
solutions to tackle scientific problems
(c) command the basic communication and interpersonal skills in teamwork
(d) appreciate the basic concepts of entrepreneurship
(e) develop a global outlook and passion for lifelong learning
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Subject Synopsis/
Indicative Syllabus
• History of science: from Newton to Einstein, establishment of
quantum physics, big bang theory, etc.
• Great scientific breakthroughs which shape our modern world: for
examples, algebra and calculus, classical mechanics, probability and
statistics, natural selection and evolution, germ theory of disease,
electromagnetism, atomic theory and the periodic table, double-helical
structure of DNA
• From basic science to applications and technologies. For examples:
− applications of mathematics in finance;
− nanotechnologies;
− clean energy and sustainability;
− quantum computing;
− drug and medicine;
− food safety;
− stem cells;
− cloning.
Teaching/Learning
Methodology
• Inspirational lectures and seminars by chair professors and renowned
experts from various areas to excite students about their major study
and to motivate students’ career inspirations
• Renowned experts from various areas are invited to deliver Expert
Seminars to students. Some of them are scholars as well as
entrepreneurs. Some have been working in the industrial/commercial
sector for years. They share with the students their success stories in
which students could know more about the basic concept of
entrepreneurship.
• Professors from different departments are invited as interviewees to
participate in “Interview a Professor” activity. They respond to the
questions of interest from students and share the history and story of
their respective department. This builds students’ recognition to the
department and establishes a close relationship among professors and
the students.
• Popular science programmes will be shown to the students in order to
introduce them to the interesting areas of applied science and the
access and awareness of the current/ important issues. The source of
these programmes includes the TED talks, Nobel lectures, Discovery
channel, BBC and National Geographic. Students will be required to
choose two science programmes they watched to submit two term
papers in the relevant topics.
• Small group projects to develop students’ problem solving ability and
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their understanding/application of theories in different disciplines
• Students will be informed to form groups in the first class. They have
to come up with a grouping and a project title in the 4th week. They
will need to search for materials and information and report to the
supervisor progress of the project regularly. Supervisors will
continuously monitor students’ work. In week 12 to 14, each group
will present their project and come up with a written report to
demonstrate their team work and individual performance.
• The Online Tutorial on Academic Integrity is provided to help
students understand the importance of academic honesty and learn
ways to ensure that their work and behaviour at PolyU are acceptable
in this regard. Students are required to complete the Tutorial not later
than the end of Week 5.
Assessment
Methods in
Alignment with
Intended Learning
Outcomes
Students’ performance will be assessed by a letter-grading system.
The following assessment methods will be adopted:
Specific assessment
methods
%
weighting
Intended subject learning outcomes to
be assessed (Please tick as
appropriate)
a b c d e
1. Project write-up 30%
2. Project presentation 20%
3. Seminar attendance 10%
4. Assignments on
expert seminar
15%
5. Interview Report 5%
6. Term paper 20%
Total 100 %
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Explanation of the appropriateness of the assessment methods in assessing the
intended learning outcomes:
1. Project write-up – A project write-up forms the most important part of
the assessment for this subject. Students are required to design a
science-based multidisciplinary project to critically examine and to
suggest possible solutions to a daily life problem. The project will be
assessed based on its creativity, demonstration of critical thinking and
the viability of the proposed solutions. The required number of words
for the project is 4,000 – 7,000 per group.
2. Project presentation – Students are required to present their project.
Assessment will be based on similar criteria as above.
3. Seminar attendance – Students are required to attend various seminars.
Students will fail the subject, regardless the grade attained in other
components, if their attendance rate is lower than 70%.
4. Assignments on expert seminar – Students will be asked to write 1
page summary essay or answer MCQ based on the seminars given by
the invited speakers. Students will be assessed on their understanding
of the content of the seminars. Students are also required to add their
own opinions in the essays in order to show their problem-solving
skills and critical thinking ability.
5. Interview Report – Each student will be asked to write a summary
essay based on the group interview with the professor. Students will
be assessed on their preparation of questions listed and report of the
interview. Students are welcome to demonstrate their creativity in the
design of the interview report. The required number of words for the
paper is 400 – 600.
6. Term Papers – Students are required to choose two topics from the
science programmes they watched and write term papers in focusing
deeply on the science issues / problems related to the programmes.
The first topic can be related to the student’s own discipline while the
second one should be from other disciplines. Students are also
required to add their own ideas to show their innovation and problem
solving skills. The required number of words for the paper is 800 –
1,000.
7. The Online Tutorial on Academic Integrity can be accessed on
LEARN@PolyU ( 理 學 網 ). It takes approximately two hours to complete. To
successfully complete the Tutorial, students will attempt the Pre-test, read the
four modules, pass the Post-test (score of at least 75%, i.e. 15 out of 20;
multiple attempts allowed), and to sign the Honour Declaration.
The Online Tutorial is part of the subject completion requirement.
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Students who fail to complete the Online Tutorial will fail this subject.
Student Study
Effort Expected
Class contact:
• Lecture/Seminar 26 Hrs.
• Tutorial/Discussion 14 Hrs.
• Presentation 10 Hrs.
Other student study effort:
• Self-learning Package 12 Hrs.
• Reading/writing/preparation of
presentation
• Online Tutorial on Academic
Integrity
48 Hrs.
2 Hrs.
Total student study effort 112 Hrs.
Reading List and
References
References
1. The history of science and religion in the western tradition : an encyclopedia /
Gary B. Ferngren, Edward J. Larson, Darrel W. Amundsen and Anne-Marie
E. Nakhla. New York : Garland Pub., 2000.
2. Science and its History [electronic resource]: a Reassessment of the
Historiography of Science by Joseph Agassi, Dordrecht: Springer
Science+Business Media B.V., 2008.
3. The Discoveries: Great Breakthroughs in 20 th - Century Science by Alan
Lightman, Knopf Doubleday Publishing Group, 2010.
4. Investment Science by D G Luenberger, Oxford University Press,
International edition, 2009.
5. Fundamentals of Futures and Options Markets by John C. Hull,
7 th edition, Pearson International Edition, 2011.
The Subject Description Form is subject to Faculty Board’s endorsement.
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