CONTENTS - Hong Kong Polytechnic University€¦ · Note: The Programme Booklet is applicable for...

CONTENTS Page No.

1. General Programme Information

1 – 2

2. Aims and Characteristics

3

3. Programme Structure

3 – 6

4. Year One Study Pattern

7 – 10

5. Management and Operation

10 – 12

6-25. Other Academic Regulations

12 – 24

APPENDICES

General University Requirements

Appendix A 25 – 28

Suggested Study Patterns

Appendix B 29 – 37

Programme Executive Group and Academic Advisors

Appendix C 38

Codes for Subject Assessments

Appendix D 39

Grade Point to Grade Conversion Methodology

Appendix E 40

Different Types of GPA and Their Calculation Methods

Appendix F 41 – 42

Subject Description Forms

Appendix G 43 – 121

Note: The Programme Booklet is applicable for the 2018/19 intake cohort. It is subject to review

and changes which the Programme host Faculty may decide to make from time to time. Students will be informed of the changes as and when appropriate.

The regulations in this booklet are only those which apply specifically to the UGC-funded

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, as well as the Student Handbook for the General Regulations of the University.

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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

The Broad Discipline of Applied Sciences 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

Students admitted to the Broad Discipline will complete a common Year One curriculum. They will declare a major in one of the five given applied sciences programmes from the second year, but no later than the end of Year One.

1.4 Mode of Attendance : Full-time

1.5 Intake Number : 27

1.6 Medium of Instruction : English

1.7 Normal Duration : 1 year (Broad Discipline programme)

3 years (major programme)

1.8 Maximum Duration : 8 years (for a 4-year curriculum study)

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1.9 Entrance Requirements For 2018/19 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:

HKDSE Subjects

Core Subjects Elective Subjects

(Including M1/M2) Chinese

Language English

Language Mathematics Liberal Studies 1st Elective 2nd Elective

Level Requirement 3 3 2 2 3 3

Preferred Subjects There is no compulsory subject requirement. Preferred subjects with the highest weighting for admission score calculation include: • Chinese Language; • English Language; • Mathematics; • Extended Modules of Mathematics; and • 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; • Environmental Engineering; • Events Planning and Operation; • Exercise Science and Health Fitness; • Food and Beverage Operations; • Foundation in Chinese Medicine; • Fundamental Health Care; • Health and Beauty Keeping in TCM; • Health Care Practice; • Medical Laboratory Science; and • Sports Coaching and Management.

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2 Aims and Characteristics

2.1 Programme Aims

The Broad Discipline of Applied Sciences aims to facilitate students’ active exploration of different applied sciences disciplines in their first year of study. This allows students the flexibility to finalize their programme choice based on their interest at the end of Year One.

Programme Host Department

Applied Biology with Biotechnology (12451 / JS3923)

Department of Applied Biology and Chemica Technology (ABCT) Chemical Technology (12447 / JS3997)

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 successful completion of the 4-year programme, students will be awarded the degree of their selected programme. 2.2 Programme Characteristics

This Broad Discipline programme is an undeclared track. It offers students the first year to think about and decide on the specific applied sciences or mathematics programme to pursue from the second year of study.

3 Programme Structure

3.1 Programme Selection

Students will choose their individual award no later than the end of Year One 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 Requirements of the programme selected. The number of credits required for graduation for different awards are given in below table:

Award Credit Requirement*

BSc(Hons) in Applied Biology with Biotechnology 120

BSc(Hons) in Chemical Technology 121

BSc(Hons) in Engineering Physics 125

BSc(Hons) in Food Safety and Technology 122

BSc(Hons) in Investment Science 129

* Some students would be required to take more credits depending on their background.

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There are subjects which are designed to fulfil the credit requirement of different types of subject. Students passing these subjects will be regarded as having fulfilled the credit requirements of the particular types of subjects concerned. Nevertheless, the subject passed will only be counted once in fulfilling the credit requirements of the award, and the students will be required to take another subject in order to meet the total credit requirement of the programme concerned. 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 biology, chemistry, mathematics and physics. After the second semester, students must select the programme they want to pursue and to follow its curriculum until graduation. Among the credits required for graduation, 30 of them are General University Requirements (GUR). Students are allowed to take more elective subjects beyond the GUR and Discipline-Specific Requirements (DSR) up to 150 credits without incurring a higher tuition fee. 3.2.1. General University Requirements (GUR):

Components Credits 1. Cluster Area Requirements (CAR) 12 3 credits from each of the following 4 cluster areas: - Human Nature, Relations and Development

- Community, Organization and Globalisation - History, Culture and World Views - Science, Technology and Environment

3 3 3 3

Three additional requirements: - A minimum of 3 credits on subjects designated as “China

related” - To fulfill Chinese Reading and Writing Requirements - To fulfill English Reading and Writing Requirements

2. Freshman Seminar 3 3. Healthy Lifestyle (non-credit bearing) 0 4. Language and Communication Requirements (LCR) 9 Chinese Language 3 English Language 6 5. Leadership and Intra-Personal Development 3 6. Service Learning 3 Total GUR credits 30

Please refer to Appendix A for details of General University Requirements.

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3.2.2. Discipline Specific Requirements (DSR):

Students will be assigned common subjects in Semester One and Semester Two according to their HKDSE attainments or academic background. Students are allowed to choose some DSR 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.

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 and Linear Algebra [AMA1007] 3

Underpinning subject Credit

Basic Mathematics – An Introduction to Algebra and Differential Calculus [AMA1100] 2

1. All applied science & mathematics students are required to complete one broad

discipline common subject each in Physics, Chemistry, Biology, and 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 sciences and in mathematics.

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B. Other DSR Subjects Specific to Major Programmes

Other than the common subjects in abovementioned section, 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.

C. Language and Communication (LCR) Requirements It aims to help students become biliterate and trilingual and to acquire language skills necessary for effective study and communication. Students are required to complete two 3-credit of English LCR subjects and one 3-credit of Chinese LCR subject as pre-assigned by the Faculty. D. Capstone Project The capstone experience enables students to integrate and consolidate their knowledge and skills accumulated over the entire undergraduate study to deal with/ solve a complex problem related to their profession. This experience will help students develop their professional as well as generic competencies, and prepare them for professional practice in the workplace, for further academic pursuits, and for lifelong learning. E. Work-Integrated Education (WIE) To enable students to better understand their chosen industry and profession, integrate and apply classroom learning to deal with real-life problems, and develop a work attitude and generic skills that are important in the workplace, the WIE requires students to gain direct working experience in the workplace before graduation. There will be ample opportunities for students to participate in overseas/non-local placements. For the credit requirements of C to E above, please refer to the definitive programme document of respective major programme.

Subject Code Subject Title Credits

ABCT1102 General Biology 3

ABCT1103 General Laboratory Techniques and Safety 3

ABCT1741 General Chemistry I 3

ABCT2701 Analytical Chemistry I 3

AF1605 Introduction to Economics 3

AP10007 Applied Physics Laboratory 3

AP10008 University Physics I 3

AP10009 University Physics II 3

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4 Year One Study Pattern (Information as at August 2018. Please refer to the Definitive Programme Document of individual programme for the updated Study Pattern.) 4.1 Broad Discipline of Applied Sciences

Subject Code Subject Title Credits C/E DSR/ GUR

Semester 1 ELCXXXX English LCR subject 1^ 3 C GUR

FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 C GUR

ABCT1101/ ABCT1102

Introductory Life Science# / General Biology# 3 C DSR

ABCT1700/ ABCT1741

Introduction to Chemistry# / General Chemistry I# 3 C DSR

AMA1100/

AMA1007

Basic Mathematics – An Introduction to Algebra and Differential Calculus# / Calculus and Linear Algebra#

2/ 3

C DSR

AP10001/ AP10008

Introduction to Physics# / University Physics I# @ 3 C DSR

Total 17/18 Semester 2 APSS1L01/ MM1L01

Tomorrow’s Leaders/ Tango! Managing Self and Leading Others 3 C GUR

CBSXXXX Chinese LCR subject^ 3 C GUR ELCXXXX English LCR subject 2^ 3 C GUR AMA1006 Basic Statistics 2 C DSR AMA1007 Calculus and Linear Algebra# 3 C DSR ABCT1102 General Biology#

No more than 7/10

credits in total

E DSR ABCT1103 General Laboratory Techniques and Safety E DSR ABCT1741 General Chemistry I# E DSR ABCT2701 Analytical Chemistry I E DSR

AF1605 Introduction to Economics E DSR AP10007 Applied Physics Laboratory E DSR AP10008 University Physics I# C/E DSR AP10009 University Physics II E DSR XXXX CAR subjects+ C GUR

Total Max. 21 credits

Suggested Study pattern for Year One students of the Broad Discipline with different combinations of HKDSE attainments are listed in Appendix B.

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4.2 BSc(Hons) in Applied Biology with Biotechnology

Subject code Subject Credits C/E* DSR/ GUR

Semester 1 APSS1L01/ MM1L01


CBSXXXX Chinese LCR subject^ 3 C GUR ELCXXXX English LCR subject 1^ 3 C GUR


ABCT1101/ ABCT1700/

XXXX

Introductory Life Science#/ Introduction to Chemistry#/ CAR subject+

3 C DSR/ DSR/ GUR

AMA1100 Basic Mathematics – An Introduction to Algebra and Differential Calculus# 2 C DSR

Semester 2 ELCXXXX English LCR subject 2 3 C GUR ABCT1102 General Biology# 3 C DSR ABCT1103 General Laboratory Techniques and Safety 3 C DSR ABCT1741 General Chemistry I# 3 C DSR AMA1006 Basic Statistics# 2 C DSR

4.3 BSc(Hons) in Chemical Technology




ELCXXXX English LCR subject 1^ 3 C GUR


ABCT1101 Introductory Life Science# 3 C DSR ABCT1700 Introduction to Chemistry# 3 C DSR ABCT2701 Analytical Chemistry I 3 C DSR

AMA1100/ AMA1006

Basic Mathematics – An Introduction to Algebra and Differential Calculus#/ Basic Statistics#

2 C DSR

AP10001 Introduction to Physics#@ 3 C DSR Semester 2 ELCXXXX English LCR subject 2^♦ 3 C GUR ABCT1102 General Biology# 3 C DSR ABCT1103 General Laboratory Techniques and Safety 3 C DSR ABCT1741 General Chemistry I 3 C DSR AMA1007 Calculus and Linear Algebra# ≈ 3 C DSR

Summer Semester XXXX CAR subject+ 3 C GUR

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4.4 BSc(Hons) in Food Safety and Technology


Semester 1 CBSXXXX Chinese LCR subject^ 3 C GUR ELCXXXX English LCR subject 1^ 3 C GUR


AMA1006 Basic Statistics# 2 C DSR XXXX CAR subject+ 3 C GUR



ELCXXXX English LCR subject 2^ 3 C GUR ABCT1102 General Biology# 3 C DSR ABCT1103 General Laboratory Techniques and Safety 3 C DSR ABCT1741 General Chemistry I# 3 C DSR AMA1007 Calculus and Linear Algebra# 3 C DSR

4.5 BSc(Hons) in Engineering Physics




ELCXXXX English LCR subject 1^ 3 C GUR


ABCT1101/ ABCT1102

Introductory Life Science#/ General Biology# 3 C DSR

ABCT1700/ ABCT1741

Introduction to Chemistry#/ General Chemistry I# 3 C DSR

AMA1007 Calculus and Linear Algebra# 3 C DSR AP10008 University Physics I # 3 C DSR

Semester 2 CBSXXXX Chinese LCR subject^ 3 C GUR ELCXXXX English LCR subject 2^ 3 C GUR AMA1006 Basic Statistics# 2 C DSR AP10007 Applied Physics Laboratory 3 C DSR AP10009 University Physics II 3 C DSR

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4.6 BSc(Hons) in Investment Science

Subject code Subject Credit C/E* DSR/ GUR



ELCXXXX English LCR subject 1^ 3 C GUR Healthy Lifestyle 0 C GUR


ABCT1101/ ABCT1102

Introductory Life Science#/ General Biology# 3 C DSR

ABCT1700/ ABCT1741

Introduction to Chemistry#/ General Chemistry I# 3 C DSR

AMA1100/ AMA1007

Basic Mathematics – An Introduction to Algebra and Differential Calculus#/ Calculus and Linear Algebra#

2/ 3 C DSR

Semester 2 CBSXXXX Chinese LCR subject^@ 3 C GUR ELCXXXX English LCR subject 2^ 3 C GUR

AF1605 Introduction to Economics 3 C DSR AMA1006 Basic Statistics# 2 C DSR AP10001 Introduction to Physics#∇ 3 C DSR AP10008 University Physics I#∇ 3 C DSR XXXX CAR subject+ 3 C GUR

Remarks: * C = Compulsory; E = Elective ^ Please refer to Appendix A on details of LCR subjects. # Common subjects to be assigned/registration semester 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. @ Based on student’s HKDSE attainments or academic background, the subject would be suggested

taking in Semester Two of Year One. Based on student’s HKDSE attainments or academic background, the subject would be suggested taking

in Semester Two of Year One/Semester One of Year Two. ♦ Based on student’s HKDSE attainments or academic background, the subject would be suggested

taking in Semester Two of Year Two. ≈ Based on student’s HKDSE attainments or academic background, the subject would be suggested taking

in Semester One of Year Two. ∇ Students are required to take either AP10001 or AP10008 based on their HKDSE attainments or

academic background.

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 are thus carried out by the Faculty. Registration and student records are also handled by the Faculty while individual Departments will look after the administration for students once they have finalized their programme choice by the end of Year One.

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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. Respective Undergraduate Programme Committee will be responsible for their programme quality and operation. 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 Advising An academic advisor will be initially assigned by the Faculty to every student admitted to the Broad Discipline for the first year. A “permanent” academic advisor will be assigned to students by the department concerned after the student’s selection of major has been confirmed 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 Leaders of the Broad Discipline and 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 and mathematics programmes and the GUR. 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. They will also assist students in solving problems encountered in their studies, and refer students to other offices and units for relevant information or support. For students on academic probation, their subject registration in the ensuing semester will only be confirmed after review and approval by their academic advisors. Students will be advised to contact the advisors, within a week of assessment results announcement, to discuss their study plans. The advisor has the final discretion to determine the subjects to be taken by the students concerned based on the policy of the Department/Faculty on the maximum number of credits to be taken in a semester by students on academic probation.

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Information about Academic Advising System of the Faculty is available at http://www.polyu.edu.hk/fast/en/bdaa. 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 Section 2.1. 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.

8 Maximum Duration for Completion of a Programme

8.1 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. 8.2 A student’s registration shall lapse if it is no longer possible for him to obtain an award within the maximum period of registration.

9 Residential Requirement

In order to be considered for a PolyU award, a student must complete at least 1/3 of the normal credit requirement for the award he is currently enrolled, unless the professional bodies concerned stipulate otherwise. (For programmes with professional requirements, the Departments concerned should consult the relevant professional bodies and tighten up this residential requirement accordingly.) This 1/3 requirement is also applicable to Minor programme. Students must take at least 6 credits from their chosen Minor programme in order to satisfy the residential requirement of their chosen Minor.

http://www.polyu.edu.hk/fast/

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10 Subject Registration and Withdrawal

10.1 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 of the host Department/ Faculty concerned (or an alternate academic staff authorised by the programme offering Department/Faculty). 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 assessment result notification and transcript of studies, but will not be counted in the calculation of the GPA.

10.2 The pre-requisite requirements of a subject must have been fulfilled before a student registers for that subject. However, the subject offering Department/Faculty has the discretion to waive the pre-requisite requirements of a subject, if deemed appropriate. If the pre-requisite 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. 10.3 Subject to the maximum study load of 21 credits per semester and the availability of study places, students are allowed to take additional subjects on top of the prescribed credit requirement for award before they become eligible for graduation. 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 arranged as subject-based students only.

11 Study Load

11.1 For students following the progression pattern specified for their programme, they have to take the number of credits and subjects, as specified in the Definitive Programme Document, for each semester. Student cannot drop those pre-assigned subjects by the department/ faculty unless prior approval has been given by the department/faculty. 11.2 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 or Faculty Dean. For such cases, students should be reminded that the study load approved should not be taken as grounds for academic appeal.

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11.3 To help improve the academic performance of students on academic probation, these students will be required to take a reduced study load in the following semester (Summer Term excluded). The maximum number of credits to be taken by the students varies according to the policies of individual Departments and will be subject to the approval of the authorities concerned.

The maximum number of credits to be taken in a semester by students on academic probation will be

decided by the Departments/ Faculties. The maximum number could be set on a departmental basis or programme basis, or even student-specific, as deemed appropriate. If the maximum number proposed is from 16 to 18 credits in a semester, approval by Faculty/School Deans is required. For students to be allowed to take more than 18 credits in a semester, approval by Quality Assurance Committee (Academic Departments) will be required.

11.4 Students are not allowed to take zero subject in any semester, except Summer Term, unless they have obtained prior approval from the programme offering Department/ Faculty; 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.

12 Subject exemption

Students may be exempted from taking any specified subjects, including mandatory GUR subjects, if they have successfully completed similar subjects previously in another programme or have demonstrated the level of proficiency/ ability to the satisfaction of the subject offering Department. Subject exemption is normally decided by the subject offering Department. However, for applications which are submitted by students who have completed an approved student exchange programme, the subject exemption is to be decided by the programme offering Department in consultation with the subject offering Departments. In case of disagreement between the programme offering Department and the subject offering Department, the two Faculty Deans/ School Board Chairmen concerned will make a final decision jointly on the application. If students are exempted from taking a specified subject, the credits associated with the exempted subject will not be counted towards meeting the award requirements (except for exemptions granted at admission stage). It will therefore be necessary for the students to consult the programme offering Department and take another subject in order to satisfy the credit requirement for the award.

13 Credit transfer

13.1 Students may be given credits for recognised previous studies including mandatory GUR subjects; and the credits will be counted towards meeting the requirements for award. Transferred credits may be counted towards more than one award. The granting of credit transfer is a matter of academic judgment. In assessing the transferability of subjects previously taken, the syllabus of that subject should be carefully scrutinized to ascertain that it is comparable to the PolyU’s curriculum. Whether the previous studies are from institutions on credit-based or non-credit-based system should not be a matter of concern, and the subject size need not be a perfect match. To ascertain the academic standing of the institution offering the previous studies, the Department might need to request the institutions concerned to provide more relevant information.

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13.2 Credit transfer may be done with or without the grade being carried over; the former should normally be used when the credits were gained from PolyU. Credit transfer with the grade being carried over may be granted for subjects taken from outside the University, if deemed appropriate, and with due consideration to the academic equivalence of the subjects concerned and the comparability of the grading systems adopted by the University and the other approved institutions. Subject credit transfer is normally decided by the subject offering Department. However, for applications which are submitted by students who have completed an approved student exchange programme, the decision will be made by the programme offering Department in consultation with the subject offering Departments. As the application for credit transfer may involve subjects offered by more than one Department, the programme offering Department should coordinate and check whether the maximum limit for credit transfer for a student has been exceeded, and whether the student has fulfilled the residential requirement as stipulated in Section 9 above.

13.3 In case of disagreement between the programme offering Department and the subject offering Department, the two Faculty Deans/ School Board Chairmen concerned will make a final decision jointly on the application. The validity period of credits previously earned, is 8 years after the year of attainment.

13.4 Normally, not more than 50% of the credit requirement for award may be transferable from approved institutions outside the University. For transfer of credits from programmes offered by PolyU, normally not more than 67% of the credit requirement for award can be transferred. In cases where both types of credits are being transferred (i.e. from programmes offered by PolyU and from approved institutions outside the University), not more than 50% of the credit requirement for award may be transferred. The 50% and 67% ceiling is also applicable to Minor programme, i.e. credit transfer can be given for not more than 9 credits of a Minor programme if the previous credits were earned from approved institutions outside of the university; and not more than 12 credits of a Minor programme if the previous credits were earned from programmes offered by PolyU.

13.5 If the transferred credits are part of a PolyU programme which is accredited by a professional body, the Department concerned should ensure that the transferred credits will also meet the requirement of the relevant professional body.

13.6 If a student is waived from a particular stage of study on the basis of advanced qualifications held at the time of admission, the student concerned will be required to complete fewer credits for award. For these students, the ‘deducted’ credits at admission stage will be counted towards the maximum limit for credit transfer when students apply for further credit transfer after their admission. This also applies to students admitted to an Articulation Degree or Senior Year curriculum when they claim further credit transfer after admission. 13.7 Notwithstanding the upper limits stipulated in Section 13.4 above, (and unless professional bodies stipulate otherwise) students may be given more credit transfer than these upper limits (e.g. upon completion of an exchange programme as mentioned in Section 13.8 below), subject to their satisfying the residential requirement as stated in Section 9 above.

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13.8 Credit transfer can be applicable to credits earned by students through study at an overseas institution under an approved exchange programme. Students should, before they go abroad for the exchange programme, seek prior approval from the programme offering Department (who will consult the subject offering Departments as appropriate) on their study plan and credit transferability. As with all other credit transfer applications, the Departments concerned should scrutinise the syllabuses of the subjects which the students are going to take at the overseas institution, and determine their credit transferability based on academic equivalence with the corresponding subjects on offer at the PolyU, and the comparability of the grading systems adopted by PolyU and the overseas institution. The transferability of credits, and the suitability for allowing grades to be carried over, must be determined and communicated to students before they go abroad for the exchange programme. In order to overcome the problems associated with subject-to-subject mappings, block credit transfer rather than subject-by-subject credit transfer can be given. 13.9 All credit transfers approved will take effect only in the semester for which they are approved. A student who applies for transfer of credits during the re-enrolment or the add/drop period of a particular semester will only be eligible for graduation at the end of that semester, even if the granting of credit transfer will immediately enable the student to satisfy the credit requirement for the award.

13.10 Regarding credit transfer for GUR subjects, the Programme Host Department/ Faculty is the approval authority at the time of admission to determine the number of GUR credits which an Advanced Standing student will be required to complete for the award concerned. Programme Host Departments/ Faculty should make reference to the mapping lists of GUR subjects, compiled by the Committee on General University Requirements (CoGUR), on the eligibility of the subjects which can qualify as GUR subjects. Applications for credit transfer of GUR subjects after admission will be considered, on a case-by-case basis, by the Subject Offering Department or Office of General University Requirements (OGUR)/ Office of Service Learning (OSL), in consultation with the relevant Sub-committee(s) under CoGUR, as appropriate.

13.11 For credit transfer of retaken subjects, the grade attained in the last attempt should be taken in the case of credit transfer with grade being carried over. Students applying for credit transfer for a subject taken in other institutions are required to declare that the subject grade used for claiming credit transfer was attained in the last attempt of the subject in their previous studies. If a student fails in the last attempt of a retaken subject, no credit transfer should be granted, despite the fact that the student may have attained a pass grade for the subject in the earlier attempts.

13.12 Students should not be granted credit transfer for a subject which they have attempted and failed in their current study, unless the subject was taken by the student as an exchange-out student in his current programme

14 Deferment of study

14.1 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.

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14.2 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.

14.3 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.

14.4 Students who have been approved for deferment are not entitled to enjoy any campus facilities during the deferment period.

15 Principles of assessment

15.1 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. 15.2 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. 15.3 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 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 Planning and Regulations Committee (APRC) and reported to the Senate.

16 Assessment methods

16.1 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 Definitive Programme Document. Learning outcome should be assessed by continuous assessment and/or examination appropriately, in line with the outcome-based approach.

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16.2 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. 16.3 Assessment methods and parameters of subjects shall be determined by the subject offering Department/ Faculty. 16.4 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.

17 Progression/Academic Probation/Deregistration

17.1 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 or the Summer Term study is mandatory for the programme), determine whether each student is (i) eligible for progression towards an award; or (ii) eligible for an award; or (iii) required to be deregistered from the programme. 17.2 When a student has a Grade Point Average (GPA) (see Section 17.3 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 assessment result notification but not in the transcript of studies. 17.3 A student will have ‘progressing’ status unless he falls within any one of the following categories which shall be regarded as grounds for deregistration from the programme: (i) the student has exceeded the maximum period of registration for that programme,

as specified in the Definitive Programme Document; or (ii) 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 (iii) the student’s GPA is lower than 2.0 for three consecutive semesters. When a student falls within the categories as stipulated above, the Board of Examiners shall de-register the student from the programme without exception. A student may be de-registered from the programme enrolled before the time frame specified in Sections 17.3(ii) or 17.3(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. 17.4 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.

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17.5 If the student is not satisfied with the de-registration decision of the Board of Examiners, he/she can lodge an appeal. All such appeal cases will be referred directly to Academic Appeals Committee (AAC) for final decision. Views of Faculty/ Department will be sought and made available to AAC for reference.

18 Retaking of subjects

18.1 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. However, students who have passed a General University Requirements (GUR) subject are not allowed to re-take the same GUR subject for the purpose of improving their 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. 18.2 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.) 18.3 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. Likewise, students who fail a Cluster Area Requirement (CAR) subject may need to take another subject from the same Cluster Area in order to fulfill this part of the GUR, since the original CAR subject may not be offered; in such cases, the fail grade for the first CAR subject will be taken into account in the calculation of the GPA, despite the passing of the second CAR subject. In these circumstances when students do not have a choice to retake a failed subject, such as when the

failed subject has been phased out, a 'tie-subject' arrangement can be made with the approval of the Faculty Board. Under the arrangement, another appropriate subject can be taken as equivalent to the subject which is not offered. Upon passing the equivalent subject, the fail grade of the original subject will be replaced by the latest grade of the retake subject and the failure grade of the original subject will not be taken into account in the calculation of the GPA.

19 Absence from an assessment component

19.1 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 finalization of Summer Term results). If the late assessment cannot be completed before the commencement of the following academic year, the Faculty Board Chairman shall decide on an appropriate time for completion of the late assessment.

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19.2 The student concerned is required to submit his 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 Leader.

20 Assessment to be completed

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 remedial work must not take the form of re-examination.

21 Grading

21.1 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 Elaboration on subject grading description Grade

Point A+ Exceptionally

Outstanding The student’s work is exceptionally outstanding. It exceeds the intended subject learning outcomes in all regards.

4.5

A Outstanding The student’s work is outstanding. It exceeds the intended subject learning outcomes in nearly all regards.

4

B+ Very Good The student’s work is very good. It exceeds the intended subject learning outcomes in most regards.

3.5

B Good The student’s work is good. It exceeds the intended subject learning outcomes in some regards.

3

C+ Wholly Satisfactory

The student’s work is wholly satisfactory. It fully meets the intended subject learning outcomes.

2.5

C Satisfactory The student’s work is satisfactory. It largely meets the intended subject learning outcomes.

2

D+ Barely Satisfactory

The student’s work is barely satisfactory. It marginally meets the intended subject learning outcomes.

1.5

D Barely Adequate

The student’s work is barely adequate. It meets the intended subject learning outcomes only in some regards.

1

F Inadequate The student’s work is inadequate. It fails to meet many of the intended subject learning outcomes.

0

‘F’ is a subject failure grade, whilst all others (‘D’ to ‘A+’) are subject passing grades. No credit will be earned if a subject is failed.

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21.2 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:

∑∑ ×

=

n

n

ValueCredit Subject

ValueCredit Subject Point GradeSubject GPA

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

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” code, i.e. absent from assessment, 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. # Subjects taken in PolyU or elsewhere and with grades assigned, and for which credit transfer has been

approved, will be included in the GPA calculation. 21.3 The grades and codes for the subject and final assessments are included in Appendix D. 21.4 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.

22 Different types of GPA’s 22.1 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.

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22.2 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. 22.3 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. 22.4 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. 22.5 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. 22.6 The relationship between the different types of GPA’s, and the methods for calculating each, is further explained in Appendix F.

23 Examination result announcements, transcripts, testimonials and references

23.1 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. 23.2 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) name and student number; (ii) 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 (this shall include any practical training undertaken, which fulfill the training credit requirement of the programme concerned);

(v) credit requirement of the student if different from the normal credit requirement of the programme;

(vi) where relevant, the final award(s) (including information on the Minor award, if appropriate) with classification and year of award; and

(vii) a statement indicating that the student has completed the Work-integrated Education (WIE) activities/ Healthy Lifestyle/ e-learning course in Putonghua (to be offered as an option with effect from 2018/19 intake cohort), as appropriate.

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23.3 Students may request for a testimonial which is a certification of their studies at the University, but without details on subjects and subject results. 23.4 Students may also request for references direct from academic staff/members concerned. 23.5 Recording of disciplinary actions in students’ records (i) With effect from Semester One of 2015/16, disciplinary actions against students’

misconducts will be recorded in students’ records. (ii) Students who are found guilty of academic dishonesty will be subject to the

penalty of having the subject result concerned disqualified and be given a failure grade with a remark denoting ‘Disqualification of result due to academic dishonesty’. The remark will be shown in the students’ record as well as the assessment result notification and transcript of studies, until their leaving the University.

(iii) Students who have committed disciplinary offences (covering both academic and

non-academic related matters) will be put on ‘disciplinary probation’. The status of ‘disciplinary probation’ will be shown in the students’ record as well as the assessment result notification, transcript of studies and testimonial during the probation period, until their leaving the University. The disciplinary probation is normally one year unless otherwise decided by the Student Discipline Committee.

23.6 The University reserves the right to withhold the issuance of any certificate of study to a student who has unsettled matters with the University, or subject to disciplinary action.

24 Medium of instruction

24.1 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. 24.2 In the presence of non-Cantonese-speaking students, English should be used all the time.

25 Plagiarism and misconducts in assessments/examinations 25.1 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 Student Handbook. 25.2 All rules concerning the assessment and examination matters are governed by the General Assessment Regulations of the University.

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25.3 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 – Science to Improve Quality of Life”. The Online Tutorial is part of the subject completion requirement. Students who fail to complete the Online Tutorial will fail this subject. 25.4 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/SG_Tutorial.pdf).

http://edc.polyu.edu.hk/PSP

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General University Requirements

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), according to their English language proficiency level. Table 1.1.1: English LCR subjects

HKDSE Subject 1 Subject 2 Level 4 and above or equivalent

English for University Studies (ELC1012/1013) [3 credits]

Any LCR Proficient level elective subject in English (see Table 1.1.2) [3 credits]

Level 3 or equivalent

Practical English for University Studies (ELC1101) [3 credits]

English for University Studies (ELC1012/1013) [3 credits]

Table 1.1.2: Proficient level elective subjects in English For students entering with HKDSE Level 4 and above (or equivalent)

Advanced English Reading and Writing Skills (ELC2011)

3 credits each

Persuasive Communication (ELC2012) English in Literature and Film (ELC2013) Advanced English for University Studies (ELC2014)

1.2. Chinese All undergraduate students must successfully complete one 3-credit Chinese language subject as stipulated by the University (Table 1.2.1), according to their Chinese language proficiency level. All Chinese-speaking students will be required to take the same Chinese LCR subjects. Table 1.2.1: Chinese LCR subjects

Subject Medium of Instruction

University Chinese (CBS1104C)

[3 credits] #

Cantonese

University Chinese (CBS1104P)

[3 credits]

Putonghua

For non-Chinese speakers or students whose Chinese standards are at junior secondary level or below

One subject from table 1.2.2 below

# Students taking the Cantonese version of the subjects will be offered a 39-hour non-credit bearing e-Learning course in Putonghua (optional).

Appendix A

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Table 1.2.2: Chinese LCR Subjects for non-Chinese speakers or students whose Chinese standards are at junior secondary level or below

Subject Pre-requisite/exclusion

Chinese I (for non-Chinese speaking students) (CBS1151)

For non-Chinese speaking students at beginners’ level

3 credits each

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

Chinese IV (for non-Chinese speaking students) (CBS2154)

For non-Chinese students at intermediate competence levels; and

Students who have completed Chinese III or equivalent

Chinese Literature - Linguistics and Cultural Perspectives (for non-Chinese speaking students) (CBS2152)

For non-Chinese speaking students at higher competence levels

Students who have obtained verified qualifications or certain results in some public examinations (e.g. HKDSE, HKALE) should be granted exemption for the Chinese LCR subject. 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. Non-Chinese speakers and those students whose Chinese standards are at junior secondary level or below will by default be exempted from the DSR - Chinese and CAR- Chinese reading and Writing requirements. However, this student group will still be required to take one Chinese LCR subject to fulfill their Chinese LCR.

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 are required to successfully complete at least one 3-credit subject in each of the following four Cluster Areas: • Human Nature, Relations and Development • Community, Organization and Globalisation • History, Culture and World Views • Science, Technology and Environment

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China Studies Requirement Of the 12 credits of CAR described above, students are required to successfully complete a minimum of 3 credits on CAR subjects designated as “China-related”. The purpose is to enable students to gain an increased understanding of China (e.g. its history, culture and society, as well as emerging issues or challenges).

Writing Requirement In additional to the LCR in English and Chinese explained above, all students must also, among the CAR subjects they take pass one subject that includes the requirement for a substantial piece of writing in English and one subject with the requirement for a substantial piece of writing in Chinese.

Reading Requirement All students must, among the CAR subjects they take, pass one subject that includes the requirement for the reading of an extensive text in English and one subject with the requirement for the reading of an extensive text in Chinese. A list of approved CAR subjects for meeting the requirements of China Studies, Writing and Reading is shown at: https://www.polyu.edu.hk/ogur/ApprovedGUR.html#CAR

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) foster students’ creativity, problem-solving ability and global outlook, (3) give students an exposure to the concepts and an understanding of, their discipline-based professional career development with the incorporation of entrepreneurship, and (4) engage students, in their first year of study, in desirable forms of university learning that are conducive to smooth adjustment to University life, self-regulation, and autonomous learning. A list of Freshman Seminars offered by the Broad Disciplines can be found at: https://www.polyu.edu.hk/ogur/ApprovedGUR.html#FS

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://www.polyu.edu.hk/ogur/ApprovedGUR.html#LIPD

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5. Service-Learning

All students must successfully complete one 3-credit subject designated to meet the Service-Learning 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://www.polyu.edu.hk/ogur/ApprovedGUR.html#SL

6. Healthy Lifestyle

Healthy lifestyle is the platform for all-round development. Students are required to successfully complete a non-credit-bearing programme in healthy lifestyle. With effect from the 2015/16 intake cohort, students will be required to complete the following components: (i) sports training/participation, (ii) e-learning modules, and (iii) lectures/talks. The syllabus covers physical health, mental health, social health, spiritual health, values and priorities on healthy behaviour with reference to competing priorities in life, reflection on healthy living and plans for self-improvement of maintenance of health behaviour. Details of the programme can be found at: https://www.polyu.edu.hk/ogur/student/4yr/gur/hls/revised

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Suggested Study Patterns Guide to Suggested Study Patterns

HKDSE Level 3 or above in the single Science subject or a component of the Combined Science (sub-score)

Suggested Study Pattern

Without HKDSE Level 2 or above in Extended Modules of

Mathematics (M1 or M2)

With HKDSE Level 2 or above in Extended Modules of

Mathematics (M1 or M2)

Without Physics, Chemistry & Biology

A B

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 One, and some in Semester Two, 2018/19

according to their HKDSE attainments. In Semester Two, 2018/19, students are required to take Discipline Specific Requirements subjects 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#. # Please refer to Section 11.

Appendix B

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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

ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1700 Introduction to Chemistry 3 AMA1100 Basic Mathematics 2 AP10001 Introduction to Physics 3

Total 17 Semester 2

APSS1L01/ MM1L01

Tomorrow’s Leaders/ Tango! Managing Self and Leading Others 3

CBSXXXX Chinese LCR subject 3 ELCXXXX English LCR subject 2 3 AMA1006 Basic Statistics 2 AMA1007 Calculus and Linear Algebra 3

XXXX

ABCT1102 ABCT1103 ABCT1741

AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II

No more than 7 credits in

total

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1700 Introduction to Chemistry 3 AMA1007 Calculus and Linear Algebra 3 AP10001 Introduction to Physics 3

Total 18 Semester 2

APSS1L01/ MNM1L01


CBSXXXX Chinese LCR subject 3 ELCXXXX English LCR subject 2 3 AMA1006 Basic Statistics 2

XXXX


AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II


total

Total Max. 21

31

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:


XXXX CAR Subjects No more than 7 credits in total

ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1700 Introduction to Chemistry 3 AMA1100 Basic Mathematics 2

Total Max. 21 Semester 2

APSS1L01/ MM1L01


CBSXXXX Chinese LCR subject 3 ELCXXXX English LCR subject 2 3 AMA1006 Basic Statistics 2 AMA1007 Calculus and Linear Algebra 3 AP10008 University Physics I 3 XXXX


AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


total

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1700 Introduction to Chemistry 3 AMA1007 Calculus and Linear Algebra 3 AP10008 University Physics I 3

Total 18 Semester 2

APSS1L01/ MM1L01



XXXX


AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


total

Total Max. 21

32

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1741 General Chemistry I 3 AMA1100 Basic Mathematics 2 AP10001 Introduction to Physics 3

Total 17 Semester 2

APSS1L01/ MM1L01



XXXX


AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II


total

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1741 General Chemistry I 3 AMA1007 Calculus and Linear Algebra 3 AP10001 Introduction to Physics 3

Total 18 Semester 2

APSS1L01/ MM1L01



XXXX


AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II


total

Total Max. 21

33

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1700 Introduction to Chemistry 3 AMA1100 Basic Mathematics 2 AP10001 Introduction to Physics 3

Total 17 Semester 2

APSS1L01/ MM1L01



XXXX

ABCT1103 ABCT1741

AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II


total

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1700 Introduction to Chemistry 3 AMA1007 Calculus and Linear Algebra 3 AP10001 Introduction to Physics 3

Total 18 Semester 2

APSS1L01/ MM1L01



XXXX

ABCT1103 ABCT1741

AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II


total

Total Max. 21

34

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


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1741 General Chemistry I 3 AMA1100 Basic Mathematics 2


APSS1L01/ MM1L01




AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


total

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1101 Introductory Life Science 3 ABCT1741 General Chemistry I 3 AMA1007 Calculus and Linear Algebra 3 AP10008 University Physics I 3

Total 18 Semester 2

APSS1L01/ MM1L01



XXXX


AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Biology General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


total

Total Max. 21

35

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:



ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1700 Introduction to Chemistry 3 AMA1100 Basic Mathematics 2


APSS1L01/ MM1L01



ABCT1103 ABCT1741

AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


total

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1700 Introduction to Chemistry 3 AMA1007 Calculus and Linear Algebra 3 AP10008 University Physics I 3

Total 18 Semester 2

APSS1L01/ MM1L01



XXXX

ABCT1103 ABCT1741

AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety General Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


total

Total Max. 21

36

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1741 General Chemistry I 3 AMA1100 Basic Mathematics 2 AP10001 Introduction to Physics 3

Total 17 Semester 2

APSS1L01/ MM1L01



XXXX

ABCT1103 ABCT2701

AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II


total

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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1741 General Chemistry I 3 AMA1007 Calculus and Linear Algebra 3 AP10001 Introduction to Physics 3

Total 18 Semester 2

APSS1L01/ MM1L01



XXXX

ABCT1103 ABCT2701

AF1605 AP10007 AP10008 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics I University Physics II


total

Total Max. 21

37

O. Students with HKDSE Level 3 or above in Physics, Chemistry & Biology, but without Level 2 or above in M1 or M2:



ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1741 General Chemistry I 3 AMA1100 Basic Mathematics 2


APSS1L01/ MM1L01



ABCT1103 ABCT2701

AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


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:


ELCXXXX English LCR subject 1 3 FAST1000 Freshman Seminar – Science to Improve Quality of Life 3 ABCT1102 General Biology 3 ABCT1741 General Chemistry I 3 AMA1007 Calculus and Linear Algebra 3 AP10008 University Physics I 3

Total 18 Semester 2

APSS1L01/ MM1L01



XXXX

ABCT1103 ABCT2701

AF1605 AP10007 AP10009

CAR subjects DSR subjects available for selection: General Laboratory Techniques and Safety Analytical Chemistry I Introduction to Economics Applied Physics Laboratory University Physics II


total

Total Max. 21

38

Programme Executive Group and Academic Advisors

Name Department Direct line E-mail address Dr WONG Man-kin Programme Leader, Broad Discipline of Applied Sciences

Applied Biology and Chemical Technology Room: Y852

3400 8701 [email protected]

Prof. ZHAO Yanxiang Programme Leader, BSc(Hons) in Applied Biology with Biotechnology



Dr MOK Kam-wah Daniel Programme Leader, BSc(Hons) in Chemical Technology



Dr LEUNG Chi-wah Dennis Programme Leader, BSc(Hons) in Engineering Physics

Applied Physics Room: BC616a


Dr LIANG Han-hua Programme Leader, BSc(Hons) in Food Safety and Technology



Prof. YIU Ka-fai Cedric Programme Leader, BSc(Hons) in Investment Science

Applied Mathematics Room: TU725

3400 8981

[email protected]

Appendix C

mailto:[email protected]

mailto:[email protected]

39

Grades and Codes 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 Pass on an ungraded subject This code applies to an ungraded subject, such as industrial training.

U Fail on an ungraded subject This code applies to an ungraded subject, such as industrial training.

M Pass with Merit This code applies to all General Education subjects for intake cohorts before 2010/11. 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

# Disqualification of result due to academic dishonesty

This code applies to failure (i.e. F and U grades) arising from disqualification of subject result due to academic dishonesty. The code will be removed subsequently when the student leaves the University.

* 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. The remedial work must not take the form of re-examination.

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.

Appendix D

40

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

Appendix E

41

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

Determine Progression

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.

Weighted GPA To give an interim indication on the likely Award GPA

(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.

Appendix F

42

Types of GPA Purpose Rules for GPA calculation Major/Minor GPA

For reference and determination of award classification

Major/Minor GPA (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. Nevertheless, students must take at least 6 credits from their chosen Minor programme in order to satisfy the residential requirement of their chosen Minor. In addition, to be eligible for the Major and Minor awards, the total number of credits taken by the students for their Major-Minor studies must not be lower than the credit requirement of the single discipline Major programme.

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

43

Subject Description Forms

Table of Contents

Subject Code Subject Title Page

1. ABCT1101 Introductory Life Science 44

2. ABCT1102 General Biology 46

3. ABCT1103 General Laboratory Techniques and Safety 49

4. ABCT1700 Introduction to Chemistry 53

5. ABCT1741 General Chemistry I 55

6. ABCT2701 Analytical Chemistry I 57

7. AMA1006 Basic Statistics 59

8. AMA1007 Calculus and Linear Algebra 61

9. AMA1100 Basic Mathematics – An introduction to Algebra and Differential Calculus

63

10. AP10001 Introduction to Physics 65

11. AP10007 Applied Physics Laboratory 67

12. AP10008 University Physics I 69

13. AP10009 University Physics II 71

14. AF1605 Introduction to Economics 73

15. APSS1L01 Tomorrow’s Leaders 76

16. CBS1104C / CBS1104P

University Chinese (Cantonese / Putonghua) 83

17. CBS1151 Chinese I (for non-Chinese speaking students) 86

18. CBS1152 Chinese II (for non-Chinese speaking students) 88

19. CBS2151 Chinese III (for non-Chinese speaking students) 90

20. CBS2152 Chinese Literature – Linguistics and Cultural Perspectives (for non-Chinese speaking students)

92

21. CBS2154 Chinese IV (for non-Chinese speaking students) 94

22. ELC1011 Practical English for University Studies 97

23. ELC1012 / ELC1013

English for University Studies 100

24. ELC2011 Advanced English Reading and Writing Skills 103

25. ELC2012 Persuasive Communication 105

26. ELC2013 English in Literature and Film 107

27. ELC2014 Advanced English for University Studies 109

28. MM1L01 Tango! Managing Self and Leading Others 111

29. FAST1000 Freshman Seminar – Science to Improve Quality of Life 118

Remark: Information as at August 2018. Please refer to the e-version of the programme booklet (http://www.polyu.edu.hk/fast/en/progbooklet) for the updated Subject Description Forms.

Appendix G

44

Subject Description Form

Subject Code ABCT1D04/ABCT1101

Subject Title Introductory Life Science

Credit Value 3

Level 1

Pre-requisite/ Co-requisite/ Exclusion

No pre-requisite

Objectives

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.

Intended Learning Outcomes

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

Subject Synopsis/ Indicative Syllabus

Contact Hours

The basics of life forms: 6 Hrs.

(1) The different forms of biological organisms, i.e. Viruses, Bacteria, Protozoa, Algae, Fungi, Plants, Animals

(2) The involvement of these different organisms in our daily life and the importance of ecology and biodiversity.

The organization and functions of complex biological organisms: 6 Hrs.

(1) The structure and functions of plants and the importance of plants

(2) The structure and functions of animals – human as an example

(3) Organization of tissues, organs and functional systems in human The cell: 6 Hrs.

(1) The building blocks of biological organisms

(2) Structure and functions of Subcellular organelles

(3) Different types of cells

(4) Cell division and proliferation The heredity: 6 Hrs.

(1) The genetic material; General structure of DNA and RNA

(2) The genetic information in the form of genes

(3) Expression of genetic information

(4) Passing of genetic information to offspring

45

Contact Hours

Modern biotechnology: 6 Hrs.

(1) Major developments:

In vitro fertilization; Gene cloning; GM foods; GM organisms;

Human genome project; Gene therapy; Stem cell therapy; Human cloning

(2) Impacts of biotechnology on our life and the environment

(3) Ethical, social and legal issues

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

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 assessments will also allow students to get feedbacks on their performance and how well they are achieving the learning outcomes. There will also be an end of subject assessment which will assess all of the three learning outcomes. This will most likely be in the form of an examination.

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%

Student Study Effort Expected

Class contact:

Lecture 34 Hrs.

Tutorial 5 Hrs.

Other student study effort:

Self-study 80 Hrs.

Total student study effort 119 Hrs.

Reading List and References

Eric J. Simon, Jean L. Dickey, Jane B. Reece Campbell Essential Biology with Physiology Fifth Edition Pearson 2014

46


Subject Code ABCT1102

Subject Title General Biology

Credit Value 3

Level 1


Pre-requisite: ABCT1101, or completed HKDSE level biology as a full subject or as a component in a Combined Science subject.

Objectives

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.



(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


Contact Hours

THE CELL: Molecules and structure of the cell 2 Hrs. Activities inside the cell 2 Hrs. Harvesting chemical energy in the cell 2 Hrs. Photosynthesis: Harvesting light energy and producing food 2 Hrs.

CELLULAR REPRODUCTION AND GENETICS Reproduction and inheritance at the cellular level 2 Hrs. Patterns of inheritance 2 Hrs. Molecular biology of the gene 2 Hrs. Gene control 2 Hrs. DNA technology and genomics 2 Hrs.

EVOLUTION AND BIOLOGICAL DIVERSITY The origin and evolution of microbial life: Prokaryotes and protests 1 Hr. Plants, fungi, and the colonization of Land 1 Hr. Invertebrate diversity 1 Hr. Vertebrate diversity 1 Hr.

47

Contact Hours

ANIMALS: FORM AND FUNCTION Unifying concepts of animal structure and function 1 Hr. Nutrition and digestion 2 Hrs. Gas exchange and circulation 2 Hrs. Control of body temperature and water balance 2 Hrs. Hormones and the endocrine system 2 Hrs. Reproduction 2 Hrs.

Control systems in plants 1 Hr.

ECOLOGY The biosphere 1 Hr. Behavioral adaptations to the environment 1 Hr. Population ecology 1 Hr. Communities and ecosystems 1 Hr. Conservation biology 1 Hr.


Lectures Tutorials with exercises and discussions Self-Study



% weighting


a b c d e

1. Written assessment I 20%

2. Written assessment II 20%

3. Written assignment 10%

4. End of subject exam 50%

Total 100%


Class contact:

Lecture 26 Hrs.

Tutorial 13 Hrs.


Self-study 72 Hrs.


48


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

49



Subject Title General Laboratory Techniques and Safety

Credit Value 3

Level 1


Nil

Objectives

To introduce the basic techniques commonly used in biological and chemical experimental studies, as well as safety practices in biological and chemical laboratories.



(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;

(d) report the laboratory work in a properly written form;

(e) understand the general laboratory safety, the biological safety and the chemical safety practices; and

(f) pass the online safety training for both Chemical and Biological Safety.


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;

Use of emergency facilities.

50

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. General Laboratory Techniques

Microscopy: principles of light microscopy and electron microscopy; proper use and care of light microscopes. Staining of chromosomes; staining of animal and plant cells; 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, 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.

Qualitative techniques for inorganic analysis, crystallization, gravimetric analysis, acid-base titration, precipitation titration.

Proper record keeping and documentation.

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.



% weighting


a b c d e f

1. Laboratory reports 30%

2. Laboratory Notebooks 20%

3. Laboratory performances 30%

4. Quizzes 20%

Total 100%

51

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 notebook, students will be assessed on their record keeping and accuracy in observation.

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.


Class contact:

Lectures 14 Hrs.

Laboratory session (4 hr per session X 10 weeks) 40 Hrs.


Self-study 50 Hrs.

Laboratory reports 30 Hrs.


52


Fleming & Hunt (Editors) Biological Safety Principles and Practices 4th 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, 6th edition, Harlow: Prentice Hall, 2000 Svehla, G. Vogel’s Qualitative Inorganic Analysis, 7th edition, Harlow: Longman, 1996

53



Subject Title Introduction to Chemistry

Credit Value 3

Level 1


No pre-requisite. This subject is intended for students who DO NOT have background in NSS Chemistry

Objectives

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.



(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.


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.

54



% weighting


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.


Class contact:

Lecture 26 Hrs.

Tutorial 13 Hrs.


Self-study 50 Hrs.

Problem assignments / homework 16 Hrs.



Essential (tentative)

Tro, Nivaldo Introductory Chemistry Pearson 2012

55



Subject Title General Chemistry I

Credit Value 3

Level 1

Pre-requisite HKDSE Chemistry/Combined Science with Chemistry component Level 3; or ABCT1700 Introduction to Chemistry; or ABCT1D01 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.



(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 problem-solving 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; and temperature scales.

Principle of Chemical Equilibria: law of chemical equilibrium and equilibrium constant; and Le Chatelier principle.

Acid–Base Equilibria in Aqueous Solutions: Acid and Base concepts, Ionization of water; pH, pOH, and pKw; acids and bases; polyprotic acids; buffers; and solubility equilibria.

Solubility and Complex–Ion Equilibria: Solubility constants and solubility; common ion effects; precipitation; and equilibria involving complex ions.

Structures and Reactions of Organic Compounds: Organic compounds and structures, naming compounds, stereoiisomerisms; functional groups of organic compounds; nucleophilic substitution reactions addition reactions of alkenes; electrophilic aromatic substitution;

Teaching and Learning Methodology

Lectures supplemented with guided reading will be used to introduce the key concepts of the topics. Homework 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.

56



% weighting


a b c d

Continuous assessment

50%

Examination 50%

Total 100%


Class contact:

Lectures 26 Hrs.

Tutorials 13 Hrs.


Self-study 67 Hrs.

Homework and assignments 20 Hrs.



Essential Reading

Petrucci, Herring, Madura, and Biossonnette, General Chemistry: Principle and Modern Applications, 10th edition, 2011, Pearson.

All students are encouraged to buy the textbook, which will be used as texts for the duration of level 1 and level 2 studies in General Chemistry courses

57



Subject Title Analytical Chemistry I

Credit Value 3

Level 2

Pre-requisite ABCT1741 General Chemistry I

Objectives

This module aims to educate students to understand the basic principles and the applications of sampling techniques, titrimetric analysis, UV-Visible and IR spectrophotometry, and potentiometry. Statistical methods of data analysis and treatment are also discussed.


Students who satisfactorily complete this subject should be able to:

(a) demonstrate the knowledge of different sampling techniques;

(b) describe aqueous solution chemistry, and perform quantitative analysis using various titrimetric methods;

(c) master the principles of UV, IR and potentiometric techniques, and apply them in industrial/testing laboratory;

(d) recognise the advantages and limitations of each analytical method discussed;

(e) conduct statistical analysis of data and understand the concepts of basic analytical chemistry.


Data treatment: Significant figures, accuracy and precision, determinate and indeterminate errors, propagation of error. Normal distribution and standard deviations. Linear least squares and correlation coefficient.

Sampling Techniques: Methods of sampling liquids, solutions and solids; techniques in solid sample preparation.

Titrimetric Analysis: Ionic equilibrium and pH. Theory of titrimetric analysis involving acid-base, oxidation-reduction, solubility equilibria, precipitation and complexometric reactions, and the theory of indicators.

Spectrophotometric Techniques: UV-Visible spectrophotometry: the electromagnetic spectrum, Beer’s Law; methodologies in quantitative analysis; instrumentation Infrared spectrophotometry: sample preparation, instrumentation and application.

Basic Electrochemistry: Oxidation and reduction; principle of electrochemical reactions; standard electrode potentials; hydrogen and other electrodes; cells and batteries; cell potential and free energy; shorthand notation for electrochemical cells; Nernst equation

Electrochemical Techniques: Potentiometry: salt bridges, liquid junctions, working and reference electrodes; the pH sensitive glass-membrane electrode. Ion-selective electrodes; working principles, types and applications. Potentiometric titrations.

58


Lecture: basic concepts and principles will be introduced and discussed. Examples will be used to illustrate the applications of various methods and techniques.

Tutorials: a set of tutorial problems will be given to allow students to apply the knowledge acquired from the lecture. Students are encouraged to solve the problems before seeking assistance. These will help students consolidate what they have learned and develop a deeper understanding of the subject.



% weighting


a b c d e

1. Exam 70%

2. Test 30%

Total 100%


Test and examination are used to evaluate how much students have learned in basic concepts, principles and applications of various methods and techniques.


Class contact:

Lecture 33 Hrs.

Tutorial 6 Hrs.


Self-study 56 Hrs.

Homework assignment 16 Hrs.



Essential:

Fundamentals of Analytical Chemistry (8th ed.) Skoog, D. A.; West, D. M.; Holler, F. J. Saunders College, 2004. Supplementary:

Principles of Instrumental Analysis (6th ed.) Skoog, D. A.; Holler, F. J. and Nieman, T. A. Brooks/Cole, 2007. Analytical Chemistry (6th ed.) Christian, G. D. Wiley, 2003.

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Subject Code AMA1006

Subject Title Basic Statistics

Credit Value 2

Level 1

Pre-requisite and/or Exclusion(s)

Pre-requisite: HKDSE extended module in Calculus and Statistics (M1) or HKDSE extended module in Calculus and Algebra (M2) with Level 2 or above or Basic Mathematics - An Introduction to Algebra and Differential Calculus (AMA1100)

Objectives This subject is to introduce to students the fundamental concepts of probability distributions, sampling, and estimation of parameters in statistics.



(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.


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.

60



% weighting


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, 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.


Class contact:

Lecture 19 Hrs.

Tutorial 7 Hrs.


Self-study 44 Hrs.


Reading List and Reference

Walpole, R.E., Myers, R.H., Myers, S.L. & Ye, K.Y. Probability and Statistics for Engineers and Scientists. 9th ed. Prentice Hall 2012 Mendenhall, W., Beaver, R.J. & Beaver, B.M. Introduction to Probability and Statistics. 14th ed. Thomson 2013

61



Subject Title Calculus and Linear Algebra

Credit Value 3

Level 1


Pre-requisite: HKDSE extended module in Calculus and Statistics (M1) or HKDSE extended module in Calculus and Algebra (M2) with Level 2 or above or Basic Mathematics - An Introduction to Algebra and Differential Calculus (AMA1100)

Objectives 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.



(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.


By lectures, tutorials and exercises



% weighting


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:

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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.


Class contact:

Lecture 26 Hrs.

Tutorial 13 Hrs.


Self-study 66 Hrs.



K.C. Chung. A Short Course in Calculus and Matrices. McGraw Hill 2013 K.F. Hung, Wilson C.K. Kwan and Glory T.Y. Pong. Foundation Mathematics & Statistics. McGraw Hill 2013 James Stewart. Calculus. 8th ed. Cengage Learning 2016 Thomas, G.B., Weir, M.D. & Hass, J. Thomas’ Calculus 13th ed. Pearson Education, Inc. 2014 Howard Anton & Chris Rorres. Elementary Linear Algebra 9th ed. John Wiley and Sons 2005

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Subject Title Basic Mathematics - An Introduction to Algebra and Differential Calculus

Credit Value 2

Level 1


Nil

Objectives

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.



(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.


Mathematical Induction; Binomial Theorem; Functions and inverse functions; Trigonometric functions and their inverses. Limit concepts, derivatives and their physical & geometric meanings, rules of differentiation, implicit differentiation, L’Hopital’s rule, maxima and minima of a function.


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.



% weighting


a b c d

1. Homework, quizzes and mid-term test 40%

2. Examination 60%

Total 100%

Continuous Assessment comprises of assignments, in-class quizzes, online quizzes and a mid-term test. An examination is held at the end of the semester.

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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.


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.


Class contact:

Lecture 19 Hrs.

Tutorial 7 Hrs.


Self-study 44 Hrs.



Hung, K.F., Kwan W.C.K. & Pong, G.T.Y. Foundation Mathematics & Statistics, McGraw Hill 2013 Chung, K.C. A short course in calculus and matrices, McGraw Hill 2013 Lang, S. Short Calculus, Springer 2002

65


Subject Code AP10001

Subject Title Introduction to Physics

Credit Value 3

Level 1


Nil

Objectives 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.



(a) solve simple problems in kinematics Newton’s law and Energy;

(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) understand electrostatic field and potential;

(f) solve problems on interaction between current and magnetic field; and

(g) describe and demonstrate the phenomenon of electromagnetism.


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.


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.

66

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.


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.


Class contact:

Lecture 33 Hrs.

Tutorial 6 Hrs.


Self-study 81 Hrs.



John D. Cutnell & Kenneth W. Johnson, Introduction to Physics, 9th edition, 2013, John Wiley & Sons.

Hewitt, Conceptual Physics, 11th edition, 2010, Benjamin Cummings.


% weighting


a b c d e f g 1. Continuous assessment 40%

2. Examination 60%

Total 100%

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Subject Title Applied Physics Laboratory

Credit Value 3

Level 1


Nil

Objectives Through lectures and experiments, this subject will provide experimental techniques and laboratory safety measures for applied physics and materials science. Data treatment and analyzing skills and basic electronic practice such as circuit assembly are also included.



(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; and

(d) apply thermocouples, thermistors and IR thermometers to measure temperature.


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. Laboratory: experiments on dynamics, dielectric and mechanical properties, mechanical testing.

68


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 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.


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.


Class contact:

Lecture 13 Hrs.

Laboratory 39 Hrs.


Laboratory report preparation 39 Hrs.

Laboratory manual reading, assignment preparation and lecture notes review

29 Hrs.



Bevington, P R, et al., Data Reduction and Error Analysis for the Physical Sciences, 2nd Edition, McGraw-Hill, 1992.

Bernard, C H, et al., Laboratory Experiments in College Physics, 7th Edition, Wiley 1995.


% weighting


a b c d

1. Continuous assessment 40%

2. Practical examination 20%

3. Written test 40%

Total 100%

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Subject Title University Physics I

Credit Value 3

Level 1


Nil

Objectives This course provides a broad foundation in mechanics and thermal physics to those students who are going to study science, engineering, or related programmes.



(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) understand simple harmonic motion and solve simple problems;

(d) solve problems related to acoustic standing waves;

(e) calculate changes in frequency received due to Doppler’s effect;

(f) apply ideal gas laws to solve problems;

(g) apply the first law of thermodynamics to simple processes; and

(h) solve simple problems related to the cyclic processes.


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; gravitational force; systems of particles; collisions; rigid body rotation; angular momentum; oscillations and simple harmonic motion; pendulum; statics; longitudinal and transverse waves; travelling wave and standing wave; Doppler effect; sound waves and beats.

Thermal physics: conduction, convection and radiation; black body radiation; 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.


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.

70



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.


% weighting


a b c d e f g h

1. Continuous assessment

40%

2. Examination 60%

Total 100%


Class contact:

Lecture 33 Hrs.

Tutorial 6 Hrs.


Self-study 81 Hrs.

Total student study effort: 120 Hrs.


John W. Jewett and Raymond A. Serway, “Physics for Scientists and Engineers”, 2014, 9th edition, Brooks/Cole Cengage Learning. Hafez A. Radi, John O. Rasmussen, “Principles of physics: for scientists and engineers”, 2013, Springer. W. Bauer and G.D. Westfall, “University Physics with Modern Physics”, 2011, McGraw-Hill.

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Subject Title University Physics II

Credit Value 3

Level 1


Nil

Objectives 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.



(a) apply simple laws in optics to explain image formation;

(b) understand phenomena related to the wave character of light;

(c) solve problems in electrostatics;

(d) solve problems on interaction between current and magnetic field;

(e) apply electromagnetic induction to various phenomena; and

(f) solve problems in simple circuits.


Waves and optics: nature of light, reflection and refraction; Snell’s law; image formation by mirrors and lenses; compound lens; microscope and telescope; superposition of waves; Huygen’s principle; interference and diffraction; diffraction grating; Rayleigh’s criterion and optical resolution; 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; Lorentz force; magnetic force on moving charges and current; Hall effect; Biot-Savart law and Ampere’s law; Faraday’s law and Lenz’s law; induction; transformers; AC circuits and applications.

Teaching/LearningMethodology

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, homework and notices etc.

72



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.


% weighting


a b c d e f 1. Continuous assessment

40%

2. Examination 60%

Total 100%


Class contact:

Lecture 33 Hrs.

Tutorial 6 Hrs.


Self-study 81 Hrs.



John W. Jewett and Raymond A. Serway, “Physics for Scientists and Engineers”, 2014, 9th edition, Brooks/Cole Cengage Learning. Hafez A. Radi, John O. Rasmussen, “Principles of physics: for scientists and engineers”, 2013, Springer. W. Bauer and G.D. Westfall, “University Physics with Modern Physics”, 2011, McGraw-Hill.

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Subject Code AF1605

Subject Title Introduction to Economics

Credit Value 3

Level 1


Nil

Objectives

This subject contributes to the achievement of the BBA Outcomes by enabling students to analyze business situations and problems by applying conceptual frameworks drawn from Economics, and identify and analyze the means by which value is created in goods and services and delivered to users. It also identifies and analyzes those aspects of the domestic and global business environment that set the ‘parameter of choice’ within which business organizations set objectives and take actions.



(a) Appraise the issues involved in the allocation of resources for individual economic agents and the economy as a whole.

(b) Conduct economic analysis of the behavior of firms and markets.

(c) Evaluate the issues relating to the macroeconomy and analyze the effectiveness of government economic policy.


The Scope of Economic Analysis Concept of scarcity and opportunity cost. Nature of economic science. Relation with other subject disciplines. Cost and benefit analysis.

Demand, Supply and the Price Mechanism The law of demand. Elasticity of demand. The law of supply. Production and cost. Price control.

Market Structure Perfect competition. Imperfect competition. Market failure.

National Income Accounting and Determination Major macroeconomic issues. Concepts and approaches to national income accounting. Aggregate expenditure and national income determination.

Fiscal Policy and Monetary Policy Roles of government spending and taxation. Demand for money. Banking system and the money creation process. Determination of interest rate. Central banking and monetary policy. Inflation and unemployment.

The International Economy International exchange and gains from trade. The foreign exchange market and alternative exchange rate systems.

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Lectures focus on the introduction and explanation of key economic concepts, with specific reference to current economic issues wherever appropriate. Students will acquire the core knowledge to achieve the intended learning outcomes through attending the lecture. Tutorials provide students with the opportunity to deepen their understanding of the concepts taught in lectures and to apply the theories to the analysis of real-life economic issues. The activities in tutorials include student presentations and discussions of problem set questions and case studies. The core knowledge acquired in the lecture will be further reinforced for a better achievement of the intended learning outcomes.



% weighting


a b c

Continuous Assessment 50%

- Presentation 10%

- Written Report 15%

- Mid-term Test 20%

- Attendance and participation in tutorial 5%

Final Examination 50%

Total 100%

To pass this subject, students are required to obtain Grade D or above in both the Continuous Assessment and Examination components.


The continuous assessment components include presentation of problem set questions, written report on problem set questions and mid-term test. Students are assigned with certain problem set questions and are required to explain and elaborate the answers in class and in written format. This will allow the instructors to observe and assess individual student’s achievement of a particular learning outcome based on the coverage of the assigned problem set questions.

Test and examination are used to gauge how much students have understood the overall subject contents and to assess students’ achievement of all learning outcomes.

75


Class contact:

Lecture 26 Hrs.

Tutorials 13 Hrs.


Self-study and homework preparation 70 Hrs.



Frank, Robert H. and Ben S. Bernanke, Principle of Economics, 4th edition, McGraw Hill, 2009.

Mankiw, N. Gregory, Principles of Economics, 5th edition, Thomson South-Western, 2009.

Parkin, Michael, Economics, 10th edition, Pearson Addison Wesley, 2012.

76


Subject Code APSS1L01

Subject Title 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


Nil

Assessment Methods

Note: • The grade is calculated according to the percentage assigned; • The completion and submission of all component assignments are required for

passing the subject

100% Continuous Assessment Individual Assessment Group Assessment

1. Class Participation 20% --

2. Group Project -- 30%

3. Term Paper 50% --

Objectives

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 subject also intends to help students develop and reflect on their intrapersonal qualities, interpersonal qualities and connection of learning to oneself. Finally, the subject cultivates students’ appreciation of the importance of intrapersonal and interpersonal qualities in effective leadership.

77



(a) understand and integrate theories, research and concepts on the basic qualities (particularly intrapersonal and interpersonal qualities) of effective leaders;

(b) develop self-awareness and self-understanding;

(c) acquire interpersonal skills;

(d) develop 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 self-understanding and interpersonal relationship qualities in effective leadership.

2. Cognitive competence: different types of thinking styles; higher-order thinking; experiential learning; role of cognitive competence, critical thinking and problem solving in effective leadership.

3. Emotional competence: awareness and understanding of emotions; emotional quotient (EQ); role of emotional management in effective leadership; mental health and stress management.

4. Resilience: stresses faced by adolescents; life adversities; coping with life stresses; role of resilience in effective leadership.

5. Morality and integrity: moral issues and moral competence; role of morality in effective leadership; ethical leadership; integrity and effective leadership.

6. Positive and healthy identity: self-identity, self-esteem and self-concept; self-discrepancies; role of self-concept in effective leadership.

7. Spirituality: meaning of life and adolescent development; role of spirituality in effective leadership; servant leadership.

8. Social competence and egocentrism: basic social competence skills; roles of social competence, care and compassion in effective leadership; egocentrism in university students.

9. Relationship building, team building and conflict management: relationship quality and effective leadership; conflict management and effective leadership.

10. Interpersonal communication: theories, concepts, skills and blocks of interpersonal communication; role of communication skills in effective leadership.

11. Self-leadership and sense of responsibility in effective leaders; life-long learning and leadership.

12. Mental health and effective leadership: stress management; importance of mental health and wellness among university students.


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.

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% weighting


a b c d e

1. Class Participation^ 20%

2. Group Project* 30%

3. Term Paper^ 50%

Total 100%

*assessment is based on group effort ^assessment is based on individual effort Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

1. Assessment of Class Participation (20%): 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., complete online assignment 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. Also, 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.

2. Assessment of Group Project (30%): 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.

3. Assessment of Term Paper (50%): 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 implementation of this subject in the past four academic years (2010-2011; 2011-2012; 2012-2013; 2013-2014), 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. (2012a). 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. (2012b). Post-lecture evaluation of a positive youth development subject for university students in Hong Kong. The Scientific World Journal. Article ID 934679, 8 pages, doi:10.1100/2012/934679

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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.

Shek, D. T. L., & Law, M. Y. M. (2014). Evaluation of a subject on leadership and intrapersonal development: views of the students based on qualitative evaluation. International Journal on Disability and Human Development.doi:10.1515/ijdhd-2014-0339

Shek, D. T. L., & Leung, H. (2014). Post-lecture subjective outcome evaluation of a university subject on leadership and positive youth development in Hong Kong. International Journal on Disability and Human Development.doi:10.1515/ijdhd-2014-0343

Shek, D. T. L., & Leung, J. T. Y. (2014) Perceived benefits of a university subject on leadership and intrapersonal development. International Journal on Disability and Human Development.doi:10.1515/ijdhd-2014-0345

Shek, D. T. L., & Ma, C. M. S. (2014). Do university students change after taking a subject on leadership and intrapersonal development? International Journal on Disability and Human Development. doi:10.1515/ijdhd-2014-0341

Shek, D. T. L., & Sun, R. C. F. (2012a). 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. (2012b). 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. (2012c). 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. (2012d). 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. (2012e). 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. (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). 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., & Merrick, J. (2012). Editorial: How to promote holistic development in university students? International Journal on Disability and Human Development, 11(3), 171-172.

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., 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., & Wu, F. K. Y. (2012). Reflective journals of students taking a positive youth development course in a university context in Hong Kong. The Scientific World Journal. Article ID 131560, 8 pages, 2012. doi:10.1100/2012/131560

80

Shek, D. T. L., & Wu, F. K. Y. (2014). The role of teachers in youth development: Reflections of students. International Journal on Disability and Human Development. doi:10.1515/ijdhd-2014-0344

Shek, D. T. L., Wu, F. K. Y., & Law, M. Y. M. (2014). Perceptions of a university subject on leadership and intrapersonal development: Reflections of the scholarship recipients. International Journal on Disability and Human Development. doi:10.1515/ijdhd-2014-0340

Shek, D. T. L., & Yu, L. (2014). Post-course subjective outcome evaluation of a subject on leadership and intrapersonal development for university students in Hong Kong. International Journal on Disability and Human Development. doi:10.1515/ijdhd-2014-0342


Class contact:

Lectures and experiential learning activities 39 Hrs.


Group project preparation 20 Hrs.

Reading and writing term paper 76 Hrs.



Basic 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.

(2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention and Treatment, 5(15), 1-106.

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(5), 469-485.

Erikson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton &

Company, Inc.

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.

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.

81

Kim, Y. H., Chiu, C. Y., & Zou, Z. M. (2010). Know thyself: Misperceptions of actual performance undermine achievement motivation, future performance, and subjective well-being. Journal of Personality and Social Psychology, 99(3), 395-409.

Kohlberg, L. (1964). Development of moral character and moral ideology. In M. L.

Hoffman, & L. W. Hoffman (Eds.), Review of child development research (pp. 381-431). New York: Russell Sage Foundation.

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

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.

Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: Theoretical and

empirical justification. Educational Psychological Review, 2(2), 77-172. Masten, A. S., & Obradović, J. (2006). Competence and resilience in development.

Annals of the New York Academy of Sciences, 1094(1), 13-27. Rycek, R. F., Stuhr, S. L., McDermott, J., Benker, J., & Swartz, M. D. (1998).

Adolescent egocentrism and cognitive functioning during late adolescence. Adolescence, 33(132), 745-749.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition

and Personality, 9(3), 185-211. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An

introduction. American Psychologist, 55(1), 5-14. 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

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

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Supplementary References:

Adler, R. B., Rosenfeld, L. B., & Proctor II, R. F. (2010). Interply: The process of interpersonal communication. New York: Oxford University Press.

Bandura, A. (1986). Social foundations of thought and action. New Jersey: Prentice-

Hall. Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic

transformational leadership behavior. Leadership Quarterly, 10(2), 181-217. Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social

learning theory perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117-134.

Cao, L., & Nietfeld, J. L. (2007). College students’ metacognitive awareness of

difficulties in learning the class content does not automatically lead to adjustment of study strategies. Australian Journal of Educational and Developmental Psychology, 7, 31-46.

Cheung, C. K., & Lee, T. Y. (2010). Contributions of moral education lectures and

moral discussion in Hong Kong secondary schools. Social Psychology of Education: An International Journal, 13(4), 575-591.

Davey, M., Eaker, D. G., & Walters, L. H. (2003). Resilience processes in

adolescents: Personality profiles, self-worth, and coping. Journal of Adolescent Research, 18(4), 347-362.

Govier, I. (2000). Spiritual care in nursing: A systematic approach. Nursing Standard,

14(17), 32-36. Kumru, A., & Thompson, R. A. (2003). Ego identity status and self-monitoring

behavior in adolescents. Journal of Adolescent Research, 18(5), 481-495. Luthans, F., Vogelgesang, G. R., & Lester, P. B. (2006). Developing the

psychological capital of resiliency. Human Resource Development Review, 5(1), 25-44.

Neck, C. P., & Houghton, J. D. (2006). Two decades of self-leadership theory and

research: Past developments, present trends, and future possibilities. Journal of Managerial Psychology, 21(4), 270-295.

Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review.

Social Development, 6(1), 111-135. Saarni, C. (1999). The development of emotional competence. New York: Guilford.

83


Subject Code CBS1104C (Cantonese)/CBS1104P (Putonghua) Remarks: Students taking the Cantonese version of CBS1104 (i.e. CBS1104C) will be offered a 39 hour non-credit bearing e-learning course in Putonghua (optional).

Subject Title University Chinese（大學中文）

Credit Value 3

Level 1


Students with HKDSE Chinese subject result at level 3 or above or equivalent

Objectives

This subject aims at enhancing the students’ command of language knowledge to communicate effectively in both written and spoken Chinese, with particular reference to the stylistic variations of expression in different communicative settings. The ultimate goal of this subject is to train students to be effective communicators and life-long learners, and to equip them for the Chinese Discipline-Specific Language Requirement subject.



a) consolidate the ability to identify and correct the most common errors in written texts;

b) develop Chinese writing skills through the analysis and in-depth reading of selected literary masterpieces;

c) master the format, organization, language and style of expression of various genres of Chinese writing;

d) produce formal presentations in spoken Chinese effectively and appropriately


1. Written communication Language, format and organization of each genre; coherence and thread of thinking in Chinese writing; style of expression of different genres; context dependent stylistic variation; development of logical and persuasive arguments.

2. Spoken communication

Choice of words; articulation and flow of speaking; manner of speaking and gesture; identification of main idea and key messages; evaluation of relevancy of information in a message; skills of summarizing; agreeing / disagreeing / answering to questions politely; use of visual aids; body movement.

3. Reading strategies

Intensive and critical reading; identification of authors’ stances, arguments and purposes; extracting useful information from the texts; determination of the meanings of the important concept words in context; evaluation of the validity of the factual information and arguments of the texts; appreciation of different genres including literary masterpieces.

4. Language development

Grammatical skills; use of clear words; use of specific sentences; choice of diction.

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The teaching/learning methodology is a combination of highly interactive seminars, self-formed study groups, seminar discussion, oral presentations and written assignments. E-learning materials for enhancing students’ proficiency in both spoken and written Chinese are included in Chinese LCR teaching. Students are expected to follow teachers’ guidelines and get access to the materials on the e-Learning platform for self-study on a voluntary basis.



% weighting


a b c d

1. Quizzes / Exercises 20%

2. Written Assignments 55%

3. Oral Presentation 25%

Total 100%


The quizzes and exercises are designed to assess students’ basic knowledge of Chinese linguistics and how well they achieve ILOs (a) and (c). The writing assessments aim to obtain an objective measurement of students’ basic competence in the use of written Chinese in accurate and appropriate grammatical structures (ref. ILOs (a), (b) and (c)). The oral assessment assesses students’ ability to plan and present accurately, appropriately and effectively (ref. ILOs (a), (c) and (d)). Explanations and exercises are provided in classroom teaching.


Class contact:

Seminar 39 Hrs.

Additional activity:

e-Learning in Putonghua and Written Chinese 9 Hrs.


Outside Class Practice 39 Hrs.

Self-study 39 Hrs.


85


1. 于成鯤、陳瑞端、秦扶一、金振邦主編︰《當代應用文寫作規範叢書》，復旦大學出版社，2011 年。

2. 任伯江︰《口語傳意權能 : 人際關係策略與潛力》，香港：香港中文大學出

版社，2006 年。

3. 吳禮權︰《演講的技巧》，香港：商務印書館，2013 年。

4. 李錦昌︰《商業溝通與應用文大全》，香港：商務印書館，2012 年。

5. 邵敬敏︰《現代漢語通論》，上海：上海教育出版社，2007 年。

6. 香港城市大學語文學部編著：《中文傳意─ 基礎篇》。香港 : 香港城市大學

出版社，2001。

7. 香港城市大學語文學部編著﹔《中文傳意─ 寫作篇》。香港 : 香港城市大學

出版社，2001。

8. 孫光萱︰《中國現代散文名家名篇賞讀》，上海：上海教育出版社，2001年。

9. 梁慧敏：《正識中文》，香港：三聯書店，2010 年。

10. 梁慧敏：《語文正解》，香港：三聯書店，2015 年。

11. 梁慧敏：《語文通病》，香港：三聯書店，2014 年。

12. 陳瑞端，《生活病語》，香港 : 中華書局，2000。

13. 陳瑞端︰《生活錯別字》，香港：中華書局，2000 年。

14. 賴蘭香︰《傳媒中文寫作》(新修本)，香港：中華書局，2012 年。

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Subject Code CBS1151

Subject Title Chinese I (for non-Chinese speaking students) 漢語 I (非華語學生課程)

Credit Value 3

Level 1


Remarks: For non-Chinese speaking students at beginners’ level

Objectives

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.



(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;

8. Vocabulary and Expression for Xi’an Tour (for China mode).


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.

87



The assessment methods aim to: (1) distinguish the initials, finals and tones of monosyllables and disyllables and

words; (2) understand the meaning of simple statement and short conversation in actual

communicative situations; (3) present a self-introduction in Chinese; (4) master the vocabulary and sentence patterns learned; (5) give the proper answers to the questions asked by teachers; and (6) know the meaning of basic characters.

All assignments are in continuous assessment. Each assignment will be evaluated in terms of criterion reference assessment.


% weighting


a b c d e

1. Listening Practice 20%

2. Vocabulary and Grammar Practice

30%


4. Conversation Practice 20%

5. In-class Participation 10%

Total (Continuous Assessment)

100%


Class contact:

Seminar 39 Hrs.



Self-study 42 Hrs.



(for China mode)

Class contact:

Lectures/Seminars/Tutorials 28-39 Hrs.

Study visits 15-20 Hrs.


Readings/Discussion/Report and Essay Writing/Outside Class Practice/Self-study

64-78 Hrs.

Total student study effort 107-137 Hrs.


Textbook: 劉珣主編︰《新實用漢語課本》第一册 (New Practical Chinese Reader) (Vol.1)，北京語言大學出版社，2007 年。

88



Subject Title Chinese II (for non-Chinese speaking students) 漢語 II (非華語學生課程)

Credit Value 3

Level 1


Remarks:

For non-Chinese speaking students; and

Students who have completed Chinese I or equivalent

Objectives This subject aims to enhance non-Chinese-speaking students’ oral communication skill and their ability in conducting simple daily conversation in Chinese.



(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.


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

7. Conversation on one’s own background, immediate environment and matters.



89



% weighting


a b c d e f

1. Listening Practice 10%

2. Vocabulary and Grammar Practice

25%


4. Conversation Practice 20%

5. Writing Practice 15%

6. In-class Participation 10%


100%


The assessment methods aim to:

(1) distinguish the tones of monosyllables, the neutral tone of disyllables and words;

(2) understand the meaning of conversation in actual communicative settings;

(3) conduct a dialogue in designed situations in Chinese;

(4) master the vocabulary and sentence patterns learned;

(5) assess the fluency and accuracy of students’ Chinese by asking them to recite a text; and

(6) write Chinese sentences.



Class contact:

Seminar 39 Hrs.



Self-study 29 Hrs.



Textbook:

劉珣主編︰《新實用漢語課本》第一册 (New Practical Chinese Reader) (Vol.1)，北京語言大學出版社，2007 年。

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Subject Title Chinese III (for non-Chinese speaking students) 漢語 III (非華語學生課程)

Credit Value 3

Level 2


Remarks:

For non-Chinese speaking students at higher competence levels; and

Students who have completed Chinese II or equivalent

Objectives 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.



(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.


1. Pronunciation and Intonation

2. Vocabularies, Expressions and Grammar

3. Speaking Skills

4. Colloquial Expressions vs. Formal Expressions

5. Conversation on familiar matters regularly encountered in work, school, leisure, etc.

6. Sentence Writing

7. Further Practice of Character Input



91



% weighting


a b c d e

1. Dictation 10% 2. Vocabulary and

Grammar Practice 10%

3. Oral Practice 30% 4. Writing Practice 40%

5. In-class Participation 10% Total (Continuous Assessment)

100%


The assessment methods aim to:

(1) understand the meaning of conversation in actual communicative settings and paragraph;

(2) conduct a presentation on given topics and give the proper answers to the questions raised by teacher;

(3) conduct a dialogue in designed situations in Chinese;

(4) master the vocabulary and sentence patterns learned; and

(5) read and write Chinese passage.



Class contact:

Seminar 39 Hrs.



Self-study 42 Hrs.



Textbook:

劉珣主編︰《新實用漢語課本》第二册 (New Practical Chinese Reader) (Vol.2)，北京語言大學出版社，2007 年。

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Subject Title Chinese Literature – Linguistics and Cultural Perspectives (for non-Chinese speaking students) 中國文學、語言與文化面面觀 (非華語學生課程)

Credit Value 3

Level 2


Remarks: For non-Chinese speaking students at higher competence levels

Objectives

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.



(a) acquire a basic understanding of the basic features and varieties of the Chinese language;

(b) master 2400 useful Chinese words altogether;

(c) recognize 900 Chinese characters altogether;

(d) understand how Chinese culture affects the Chinese language;

(e) attain some basic knowledge of the major genres of the Chinese literature;

(f) understand the underlying aesthetic and cultural values through Chinese operas, Chinese calligraphy and Chinese painting;

(g) acquire the spirits of Confucianism and Daoism as manifested in some great works of the Chinese literature.


• 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.

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% weighting


a b c d e f g


2. Dictation 10%

3. Essays 30%

4. Final Test 25%

5. In-class Participation

10%


100%


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.


Class contact:

Seminar 39 Hrs.


Assignment/Quiz 10 Hrs.

Self-study 63 Hrs.



Textbook:

劉珣主編︰《新實用漢語課本》第三册 (New Practical Chinese Reader) (Vol.3)，北京語言大學出版社，2007 年。 Reference

1. 史迹、陳越編：《文化全景：中級漢語教程》，高等教育出版社，第 1 版，

2009 年 10 月 1 日。 2. 王海龍著：《解讀中國：中國文化閱讀教程 2》，北京大學出版社，第 1

版，2008 年 1 月 1 日。 3. 王海龍著：《文化中國：中國文化閱讀教程 1》，北京大學出版社，第 1

版，2002 年 8 月 1 日。 4. Chih-p’ng Chou, Wei Wang & Joanne Chiang: Readings in Contemporary Chinese

Cinema: A Textbook of Advanced Modern Chinese (中國側影 ), Princeton University, 2005.

5. Jianhua Bai, Juyu Sung, Hesheng Zhang: Across the Straits (兩岸對話), Cheng & Tsui, June 1, 1999.

http://www.amazon.cn/s?ie=UTF8&field-author=%E5%8F%B2%E8%BF%B9&search-alias=books

http://www.amazon.cn/s?ie=UTF8&field-author=%E9%99%88%E8%B6%8A&search-alias=books

http://www.cheng-tsui.com/search/node/Jianhua%20Bai

http://www.cheng-tsui.com/search/node/Juyu%20Sung

http://www.cheng-tsui.com/search/node/Hesheng%20Zhang

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Subject Title Chinese IV (for Non-Chinese speaking students) 漢語 IV (非華語學生課程)

Credit Value 3

Level 2


Remarks:

For non-Chinese students at intermediate competence levels; and

Students who have completed Chinese III or equivalent

Objectives This subject aims to further enhance non-Chinese-speaking students’ oral communication skill in Chinese and their ability in reading and writing with Chinese characters.



(a) master 1200 useful Chinese words altogether;

(b) recognize 600 Chinese characters altogether;

(c) master basic grammar patterns and related expressions;

(d) read and write passage in Chinese.


• Intonation

• Grammar

• Colloquial expressions vs. formal expressions

• Pragmatics rules and implication

• Cultural background of China reflected in expressions

• Conversation on topics of personal interest such as dreams, hopes and ambitions, etc.

• Writing passage in Chinese


Teaching and learning activities will be in the form of interactive seminars where students will be given a lot of chances to practice. They will be encouraged to participate in after class consultation and to take part in authentic language activities to maximize communications between students and teachers.

95



% weighting


a b c d

1. Listening practice 10%

2. Vocabulary and grammar practice

10%

3. Oral presentation 20%

4. Writing practice 30%

5. Reading and Speaking 20%

6. In-class participation 10%


100%


Building up vocabulary and grammar capacity is an important outcome of this subject. Students should endeavor to acquire the targeted number and range of vocabularies as well as grammar patterns. Such requirement is embedded in all the assessment items listed below.

1. Listening practice Students are asked to listen to dialogues and short passages and give answers in written Chinese to questions about the content so as to demonstrate their level of aural competency.

2. Vocabulary and grammar practice Although knowledge of Chinese characters, words and grammar patterns are emphasized throughout the course of learning, and the acquisition of such underlies all the assessments, students’ performance in vocabulary and grammar will be separately assessed so as to show the importance of such knowledge. For instance, they will be asked to write sentences with given vocabulary and to correct sentences with grammatical errors.

3. Oral presentation Students are asked to make presentation on a book they like or their dreams/hopes/ambition or an interesting thing they want to share with the class. They have to give spontaneous responses to questions on their presentations so as to demonstrate the ability to engage in simple conversation.

4. Writing practice

Students are asked to write two compositions on daily life topics so as to demonstrate their mastery of some commonly used vocabularies, grammar patterns and ways of expressions. .

5. Reading and speaking

Students are asked to read a narrative passage with about 200 characters and retell the content in spoken form afterward. They have to answer teacher’s questions about the story as well.

96

6. In-class participation As the lessons are conducted in an interactive manner, discussions, short exercises and other learning activities are conducted during classes, and thus students’ participation is assessed.

All assignments are in the form continuous assessment. Each assignment will be evaluated with the criterion-reference approach.


Class contact:

Seminar 39 Hrs.


Outside class practice 36 Hrs.

Self-study 36 Hrs.



Textbook:

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。

97


Subject Code ELC1011

Subject Title Practical English for University Studies

Credit Value 3

Level 1


Nil

Objectives

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) organise and write accurate and coherent short texts

(b) improve language accuracy and the ability to proofread for common errors in written texts

(c) use appropriate verbal skills to enhance fluency and accuracy in spoken communication such as short presentations

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.


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. 4. Language development Improving and extending relevant features of grammar, vocabulary, pronunciation and fluency.

98


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. 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.


Specific assessment methods/tasks % weighting


a b c

1. In-class paragraph writing 20%

2. Essay writing 40%

3. Documentary presentation 40%

Total 100%


The paragraph writing test, which assess students’ grammar, vocabulary and paragraph organization skills, necessitate achievement of LOs (a) and (b).

The essay writing assessment evaluates students' ability write a longer text in accurate and appropriate grammatical structures (ref. Los (a) and (b)).

The documentary presentation assesses students’ ability to speak accurately, appropriately and confidently. Students will research a topic, organise information from a variety of sources, and deliver the information as a digital documentary and mini-presentation (ref. LOs (a), (b) and (c)).

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.


Class contact:

Seminar 39 Hrs.


Self-study/preparation 78 Hrs.


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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 (3rd ed.). 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.

Powell, M. (2011). Presenting in English. How to get successful presentations. USA. Heinle & Heinle Publishers.

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Subject Code ELC1012/ELC1013

Subject Title English for University Studies

(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.)

Credit Value 3

Level 1


Students entering the University with Level 3 - 5** from the HKDSE will be required to take this course.

Objectives

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.



(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.


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.

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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, 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.



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 to critically read and summarize information contained in a variety of sources, as required in LOs (a) and (b).


% weighting


a b c d

1. Academic essay 1 30%

2. Academic essay 2 30%

3. Oral presentation 40%

Total 100%


Class contact:

Seminars 39 Hrs.


Self-study / preparation 78 Hrs.


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Course material Learning materials developed by the English Language Centre Recommended references Bailey, S. (2014). Academic writing: a handbook for international students.

Abingdon: Routledge. Comfort, J. (2001). Effective presentations. Oxford: Cornelsen & Oxford University

Press. Hung, T. T. N. (2005). Understanding English grammar: A course book for Chinese

learners of English. Hong Kong: Hong Kong University Press. Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills. Ann Arbor, MI: University of Michigan Press. Tang, R. (2012). Academic writing in a second or foreign language: Issues and

challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum International Pub.

Zwier, L. J. (2002). Building academic vocabulary. Ann Arbor, MI: University of

Michigan Press.

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Subject Title Advanced English Reading and Writing Skills

Credit Value 3

Level 2


Pre-requisite: ELC1012/ELC1013 English for University Studies

Objectives

This subject aims to help students become more effective readers and writers. It focuses on developing students’ facility to read a variety of texts in a critical manner, both intensively and extensively; and to write texts that demonstrate knowledge and insight.


Upon successful completion of the subject, students will be able to examine a variety of texts, including literary texts, and:

(a) reflect on and critically analyze texts of different genres and styles, identifying the writer’s aims and stance

(b) identify and evaluate language used to make claims and support these with valid arguments

(c) write a text on a chosen topic that includes their opinion and interpretation of some key issues and demonstrates critical thinking and creativity


1. Reading strategies Reading extensively to appreciate the use of language, acquire information, promote understanding, and develop empathy. Reading intensively to investigate a particular topic and develop an in-depth understanding of issues and stances. Reading critically to extract implications, identify writers’ assumptions and purposes, and analyze issues raised in texts written from different perspectives. 2. Writing strategies Describing and analyzing the structure, meaning and characteristics of a variety of texts. Presenting views and arguments to educated readers with sophisticated language and appropriate visual images and formats.


The study method is primarily seminar-based. Following a blended learning approach, activities include teacher input as well as in- and out-of-class work involving sharing and discussion of reading experiences; and reading, evaluating and drafting texts. The process approach to writing is adopted, and students make use of e-learning resources to engage in 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.

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Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: Assessment 1 requires students to write a reflection after reading a range of literary genres and sharing their ideas in class; and is aligned with ILO (a). Assessment 2 (an in-class assessment) requires students to employ effective critical reading and thinking skills to interpret texts, identify the writer’s style and stance, and evaluate the choice of language used; and is aligned with ILOs (a) and (b). Assessment 3 requires students to first conduct research and gain some insight into a particular topic, then produce an article which can inform and impress readers through its substance, structure and language; and is aligned with ILO (c). Through these assessments, students will be able to develop and demonstrate more advanced reading and writing skills.


% weighting


a b c

1. Reflective writing 20%

2. Analyzing genres of writing 40%

3. Feature article writing 40%

Total 100%


Class contact:

Seminars 39 Hrs.


• Online forums and blogs • Readings and sharing session preparation • Research and drafting/revising of texts

78 Hrs.



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 (11th ed.). New York, NY: Longman. Mefcalfe, M. (2006). Reading critically at university. Thousand Oaks, CA: Sage.

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Subject Title Persuasive Communication

Credit Value 3

Level 2



Objectives 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.


By the end of the subject, students should be able to communicate effectively in an English-medium environment through:

(a) writing persuasive texts intended for a variety of audiences

(b) communicating persuasively in oral contexts

(c) make persuasive arguments in formal discussions

To achieve these, students are expected to use language and text structure appropriate to the context, select information critically, and present and support stance and opinion.


1. Preparing for effective persuasion Assessing the situation; selecting relevant content; organising ideas and information; selecting an appropriate tone, distance and level of formality 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.


The study method is primarily seminar-based. 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 1 is an individual speech. Assessment 2 concentrates on persuasive writing. Assessment 3 examines a different aspect of persuasion, the debate.


% weighting


a b c

1. Speech 30%

2. Persuasive written text 40%

3. Debate 30%

Total 100%


Class contact:

Seminars 39 Hrs.


Self study/preparation 78 Hrs.



Required readings

ELC-provided subject materials. Other readings

Breaden, B. L. (1996). Speaking to persuade. Fort Worth, TX: Harcourt Brace College.

Covino, W.A. (1998). The elements of persuasion. Boston: Allyn and Bacon. Edwards, R. E. (2008). Competitive debate: The official guide. New York: Alpha

Books. Leanne, S. (2008). Say it like Obama: The power of speaking with purpose and vision.

New York: 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: Guilford Press.

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Subject Title English in Literature and Film

Credit Value 3

Level 2



Objectives

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.



(a) examine and analyse literary texts 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.


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.


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 mini-presentations, 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.

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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.



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.


% weighting


a b c

1. Individual essay 40%

2. Group Presentation 30%

3. Individual project 30%

Total 100%


Class contact:

Seminars 39 Hrs.





Recommended reading

The PolyU library retains either hardcopies or electronic copies of the following titles. The titles can also be found online. 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=g9780631230533_9780631230533&authstatuscode=202

Other readings will be specified by the ELC teacher, and may contain short fiction, novelettes, plays and poetry.

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Subject Title Advanced English for University Studies

Credit Value 3

Level 2


Pre-requisite: ELC1012/ELC1013 English for University Studies (unless exempted)

Objectives

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) research relevant academic texts for a topic and integrate the sources into a

position argument essay appropriately and effectively; (b) plan, research for, write and revise a position argument essay; and (c) present and justify views effectively in a mini oral defence. 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.


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 from academic texts 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 an academic discussion and to present and justify views in an oral defence.

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.


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, 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.

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Assessments 1 and 3 assess students’ abilities to produce a coherent academic text which requires research, and effective use and referencing of sources (ref. LOs (a) and (b)). Assessment 2 assesses their abilities to plan, present and justify their views in an oral defence (ref. LOs (a) and (c)).

In addition to these assessments, students complete further language training by carrying out academic research and by completing a variety of independent-learning tasks focusing on grammar and academic skills such as paraphrasing and discussion strategies.

Specific assessment methods/tasks % weighting


a b c

1. Position Argument Essay (draft) 20%

2. Academic Presentation & Discussion

35%

3. Position Argument Essay (final) 45%

Total 100%


Class contact:

Seminars 39 Hrs.





Course material Learning materials developed by the English Language Centre Recommended references Davies, B. (2012). Reading research: A user friendly guide for health professionals

(5th ed.). Toronto, ON: Elsevier Canada. Faigley, L. (2012). Backpack writing: Reflecting, arguing, informing, analyzing,

evaluating (3rd ed.). Boston, MA: Pearson. Madden, C. and Rohlck, T. N. (1997). Discussion and interaction in the academic

community. Ann Arbor, MI: University of Michigan Press. McWhorter, K. T. (2007). Academic reading (6th ed.). New York, NY:

Pearson/Longman Oshima, A. & Hogue, A. (2006). Writing academic English (4th ed.). White Plains,

NY: Pearson/Longman. Reinhart, S. M. (2013). Giving academic presentations (2nd ed.). Ann Arbor, MI:

University of Michigan Press. Rost, M. (2013). Active listening. Harlow, England: Pearson.

Wood, N. V. (2012). Perspectives on argument (7th ed.). Boston, MA: Pearson.

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Subject Code MM1L01

Subject Title Tango! Managing Self & Leading Others

Credit Value 3

Level 1


Nil

Objectives

This subject contributes to the achievement of the aim of the University Graduation requirements relating to Leadership and Intra-personal Development (LIPD) and the FB BBA Generic Learning Outcomes.

(1) Leadership and intra-personal development aims to introduce you to the concepts and theories of leadership and to prepare you to become ethical leaders

(2) Apply creative thinking in the business setting

(3) Identify and respond appropriately ethical issues as they arise generally and in the business setting

(4) Evaluate the process and structure through which organizations plan, decide, motivate and control their activities



(a) Demonstrate understanding of intra-personal concepts and theories

(b) Demonstrate understanding of leadership concepts and theories

(c) Apply leadership concepts and theories in organizational settings

(d) Apply creative thinking in idea expression and presentation

(e) Recognize ethical issues in academic/business settings


Self-management 1. Who am I?

a. self-understanding b. self-perceptions c. me in the eyes of others d. understanding personality

2. Begin with the end in mind! a. knowing priorities b. setting goals c. resources & action plan

3. The superman’s hurdles a. own styles in leadership potentials b. managing stress c. understanding EQ

4. Solve it using creativity a. creativity in me, creative process, creativity in the workplace

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Leading people 5. Connecting the minds

a. team formation b. team roles c. determinants of team effectiveness

6. Candy box a. leadership theories: meaning, attributes, behaviours

7. Fight or flight? a. types of conflict b. managing conflict c. caring about others

8. Leadership challenges a. desirable competencies in the real world


1. In general, through interactive classes, guided readings and assignments (one individual and one group assignment), students develop positive attitude, build knowledge and skills, and apply their learning in tracking and analyzing relevant issues toward personal and leadership effectiveness.

2. Specifically, weekly 2-hour lectures are designed to channel students with theories, concepts, principles, strategies of self-management and leadership. Each lecture is focused on 1-2 specific topics for discussion. In-lecture short exercises are built-in to encourage student engagement track learning of students.

3. Furthermore, weekly 1-hour tutorials are in place to support students to learn best. Classes incorporate group activities, case studies, discussion, and/or presentation, with its design referenced to the 4-stage of experiential learning (ie having an experience, reviewing the experience, concluding the experience and planning the next steps) and different types of learning styles (i.e. visual, auditory and kinaesthetic learners).

4. Students are directed and encouraged to appropriate reading resources for long-term continuous learning.

5. Written assignments, exercises and presentations enable the students to have their achievement/experience demonstrated and self-efficacy increased. The assignments facilitate the students to have interaction with the real world (such as face-to-face interview).

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% weighting*


a b c d e

Continuous Assessment

1. Tutorial Attendance and Participation

15%

2. Lecture Attendance and Performance through exercises/activities/ quizzes

15%

3. Group Assignment 35%

4. Individual Assignment 35%

Total 100%

* Weighting of assessment methods/tasks in continuous assessment may be different, subject to each subject lecturer. Details or alterations are available to students via the Subject Outline available at the beginning of the semester.

To pass this subject, students are required to obtain Grade D or above in the Continuous Assessment components. Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes:

1. Tutorial Attendance and Participation, applicable to weekly tutorials, encourages interactive classes for better learning. Graded participation and attendance shape active learning attitude and development of reflection of students to enhance knowledge and skill acquisition and retention. Allocation of marks is based on assessment criteria and/or rubrics (e.g. ‘come to class prepared, makes thoughtful comments when called upon, and contributes occasionally without prompting’).

2. Lecture Attendance and Performance through exercises/activities/quizzes, applicable to weekly lectures, boosts learning by incorporating participation and active lectures with or without employment of technology. Allocation of marks is based on performance and assessment criteria.

3. For group assignment, students are expected to complete an empirical study, which makes enquiries into contemporary issues on individual and leadership effectiveness, and give a group presentation. Besides enhancing the understanding of theories, application of relevant skills; the process involves students learning with and from each other as fellow learners. Taken as a whole, this assignment facilitates the integration of learning and increase students’ self-efficacy. Allocation of marks is based on assessment criteria and rubrics.

4. For individual assignment, each student is required to complete an individual essay based on individual scenarios to advise and develop strategies to achieve continuous, personal growth. Allocation of marks is based on assessment criteria and rubrics.

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Class contact:

Lectures 26 Hrs.

Tutorials 13 Hrs.


Preparation for lectures and seminars (reading & get ready an enquiry mindset)

13 Hrs.

Group assignment preparation (collective as well as individual efforts outside classroom)

39 Hrs.

Individual assignment preparation 26 Hrs.



Textbooks/Book chapters

1. Pang E. 2013, Managing self and leading other, 2nd edn, McGraw-Hill, Singapore.

2. De Janasz, S.C., Dowd, K.O. & Schneider, B.A. 2009, Interpersonal skills in organizations, 3rd edn, McGraw-Hill, Singapore.

3. Hughes, R.L., Ginnett, R.C. & Curphy, G.J. 2012, Leadership, 7th edn, McGraw-Hill, Singapore.

4. Lamberton, L.H. & Minor L. 2010, Human relations – Strategies for success, 4th edn, McGraw-Hill, NY.

5. Waitley, D. 2010, Psychology of success – Finding meaning in work and life, 5th edn, McGraw-Hill, NY.

Supplementary readings relating to “Self-Management”

1. Beauregard, T.A. 2010, “Introduction: The import of intrapersonal and interpersonal dynamics in work performance”, British Journal of Management, vol. 21, pp. 255-261.

2. Blakeslee, T.R. 1996, Beyond the conscious mind – Unlocking the secrets of the self, Plenum Press, New York.

3. Carter, P. & Russell, K. 2003, More psychometric testing, Wiley, England.

4. Connolly, M.B. & Crits-Christoph, P. 1999, “The reliability and validity of a measure of self-understanding of interpersonal patterns, Journal of Counseling Psychology, vol. 46, no. 4, pp. 472-482.

5. Cranwell-Ward, J. 1990, Thriving on stress – Self-development for managers, Routledge, London.

6. Gable, S.L., Reis, H.T., Impett, E.A. & Asher, E.R. 2004, “What do you do when things go right? The intrapersonal and interpersonal benefits of sharing positive events”, Journal of Personality and Social Psychology, vol. 87, No. 2, pp. 228-245.

7. Ghaye, T. & Lillyman S. 2000, Caring moments – The discourse of reflective practice, Mark Allen Publishing, UK.

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8. Hamachek, D.E. 1987, Encounters with the self, 3rd edn, CBS College Publishing, USA.

9. Huang, L. 2010, "Cross-cultural communication in business negotiations", International Journal of Economics and Finance, vol. 2, no. 2, pp. 196-196-199.

10. Johns, C. 2002, Guided reflection advancing practice, Blackwell Publishing, UK.

11. Keenan, J.P. 2003, The face in the mirror, Harper Collins Publishers, New York.

12. King, C.L. 2010, "Beyond persuasion: The rhetoric of negotiation in business communication", The Journal of Business Communication, vol. 47, no. 1, pp. 69.

13. Lawson, K. 2007, "Influencing: Skills and techniques for business success", Personnel Today, no. 0959-5848, pp. 30-30.

14. Murdock, J.W. & Goel, A.K. 2008, “Meta-case-based reasoning: Self-improvement through self-understanding” Journal of Experimental & Theoretical Artificial Intelligence, vol. 20, no. 1, pp. 1-36.

15. Overbeck, J.R., Neale, M.A. & Govan, C.L. 2010, “I feel, therefore you act: Intrapersonal and interpersonal effects of emotion on negotiation as a function of social power”, Organizational Behavior and Human Decision Processes, vol. 112, no. 2, pp. 126-139.

16. Patterson, I. 2007, "Influencing: Skills and techniques for business success", Training Journal, no. 14656523, pp. 59-59.

17. Ross, W.H.,Jr, Conlon, D.E. & Lind, E.A. 1990, "The mediator as leader: Effects of behavioral style and deadline certainty on negotiator behavior", Group & Organization Management, vol. 15, no. 1, pp. 105-105.

18. Seibt, J. 2011, “Beyond the ‘identity’-paradigm: Conflict resolution and the dynamics of self-understanding”, Conflict Resolution Quarterly, vol. 28, no. 3, pp. 229-237.

19. Tschudin, V. 1991, Beginning with awareness – A facilitator’s guide, Churchill Livingstone, Singapore.

20. Weissman, D.R. 2010, Awakening to the secret code of your mind, Hay House Inc., USA.

21. Wilmot, W. & Hocker, J. 2010, Interpersonal conflict, 6th edn, McGraw-Hill, New York.

Supplementary readings relating to “Leading People”

22. Bateman, B., Wilson, F.C. & Bingham, D. 2002, "Team effectiveness - Development of an audit questionnaire", The Journal of Management Development, vol. 21, no. 3/4, pp. 215.

23. Bushe, G.R. & Coetzer, G.H. 2007, "Group development and team effectiveness", Journal of Applied Behavioral Science, vol. 43, no. 2, pp. 184-212.

24. Campion, M.A., Papper, E.M. & Medsker, G.J. 1996, "Relations between work team characteristics and effectiveness: A replication and extension", Personnel Psychology, vol. 49, no. 2, pp. 429-452.

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25. Chen, G., Donahue, L.M. & Klimoski, R.J. 2004, "Training undergraduates to work in organizational teams", Academy of Management Learning & Education, vol. 3, no. 1, pp. 27-40.

26. Cohen, S.G., Chang L. & Ledford Jr., G.E. 1997, "A hierarchical construct of self-management leadership and its relationship to quality of work life and perceived work group effectiveness", Personnel Psychology, vol. 50, no. 2, pp. 275-308.

27. De Dreu, C.K.W. & Van Vianen, A.E.M. 2001, "Managing relationship conflict and the effectiveness of organizational teams", Journal of Organizational Behavior, vol. 22, no. 3, pp. 309-328.

28. Fedor, D.B., Ghosh, S., Caldwell, S.D., Maurer, T.J. & Singhal, V.R. 2003, "The effects of knowledge management on team members' ratings of project success and impact", Decision Sciences, vol. 34, no. 3, pp. 513-539.

29. Gardner, B.S. & Korth, S.J. 1998, "A framework for learning to work in teams", Journal of Education for Business, vol. 74, no. 1, pp. 28.

30. Gibson, C.B. 2001, "Me and us: Differential relationships among goal-setting training, efficacy and effectiveness at the individual and team level", Journal of Organizational Behavior, vol. 22, no. 7, pp. 789-808.

31. Hirst, G., Mann, L., Bain, P., Pirola-Merlo, A. & Richter, A. 2004, “Learning to lead: The development and testing of a model of leadership learning”, Leadership Quarterly, vol. 15, no. 3, pp. 311-327.

32. Ho, J. & Nesbit, P.L. 2009, “A refinement and extension of the self-leadership scale for the Chinese context”, Journal of Managerial Psychology, vol. 24, no. 5, pp. 450-476.

33. Hoegl, M. & Gemuenden, H.G. 2001, "Teamwork quality and the success of innovative projects: A theoretical concept and empirical evidence", Organization Science, vol. 12, no. 4, pp. 435.

34. Hobson, C.J., Strupeck, D. & Szostek, J. 2010, "A behavioral roles approach to assessing and improving the team leadership capabilities of managers", International Journal of Management, vol. 27, no. 1, pp. 3-15.

35. Innes, R.B. 2006, "What can learning science contribute to our understanding of the effectiveness of problem-based learning groups?", Journal of Management Education, vol. 30, no. 6, pp. 751-764.

36. Lovelace, K.J., Manz, C.C. & Alves, J.C. 2007, “Work stress and leadership development: The role of self-leadership, shared leadership, physical fitness and flow in managing demands and increasing job control”, Human Resource Management Review, vol. 17, no. 4, pp. 374-387.

37. O'Connor, D. & Yballe, L. 2007, "Team leadership: Critical steps to great projects", Journal of Management Education, vol. 31, no. 2, pp. 292-312.

38. Pearce, C.L. 2007, “The future of leadership development: The importance of identify, multi-level approaches, self-leadership, physical fitness, shared leadership, networking, creativity, emotions, spirituality and on-boarding processes”, Human Resource Management Review, vol. 17, no. 4, pp. 355-359.

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39. Ramamoorthy, N. & Flood, P.C. 2004, "Individualism/collectivism, perceived task interdependence and teamwork attitudes among Irish blue-collar employees: A test of the main and moderating effects", Human Relations, vol. 57, no. 3, pp. 347.

40. Sitkin, S.B. & Hackman, J.R. 2011, "Developing team leadership: An interview with coach Mike Krzyzewski", Academy of Management Learning & Education, vol. 10, no. 3, pp. 494-501.

41. Tjosvold, D., Law, E.S. & Sun, H. 2006, "Effectiveness of Chinese teams: The role of conflict types and conflict management approaches", Management & Organization Review, vol. 2, no. 2, pp. 231-252.

42. Wageman, R., Hackman, J.R. & Lehman, E. 2005, "Team diagnostic survey", Journal of Applied Behavioral Science, vol. 41, no. 4, pp. 373-398.

43. Werner, J.M. & Lester, S.W. 2001, "Applying a team effectiveness framework to the performance of student case teams", Human Resource Development Quarterly, vol. 12, no. 4, pp. 385-402.

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Subject Code FAST1000

Subject Title Freshman Seminar – Science to Improve Quality of Life

Credit Value 3

Level 1


Nil

Objectives

(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 an understanding of their discipline-based professional career development with the incorporation of entrepreneurship

(c) To foster 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 a university setting that are conductive to smooth adjustment to University life, self-regulation, and lifelong learning



(a) have a general understanding of the 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


• History of science: from Newton to Einstein, establishment of quantum physics, big bang theory, etc

• Great scientific breakthroughs which shape our modern world, for example, 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 example: - applications of mathematics in finance - nanotechnologies - clean energy and sustainability - quantum computing - drug and medicine - food safety - stem cells - cloning

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• Inspirational lectures and seminars by 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 Seminar 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 students their success stories in which students could know more about the basic concept of entrepreneurship.

• Designated academic staff at Assistant Professor level or above from different departments are invited as interviewees to participate in the “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 teachers and students.

• Popular science documentaries will be shown to students in order to introduce them to the interesting areas of applied science and the access and awareness of the current/important issues. The documentaries include TED talks, Nobel lectures, Discovery channel, BBC and National Geographic. Students will be required to choose two science documentaries they have watched to submit two term papers in the relevant topics.

• Small group projects to develop students’ problem-solving ability and 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 week 4. 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 11 – 13, each group will present their project and come up with a written report to demonstrate their teamwork 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 that regard. Students are required to complete the Tutorial not later than the end of week 5.


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

a b c d e

1. Project write-up 30%

2. Project presentation 20%

3. Assignments on Professor/Expert Seminar

20%

4. Interview Report 10%

5. Term Papers 20%

Total 100%

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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. Students will fail the subject, regardless the grade attained in other components, if they do not participate in the presentation of their group project.

3. Attendance

a. Seminar attendance – Among the 8 Professor and Expert Seminars, students can choose 5 seminars that are of their interest for attending. Students will fail the subject, regardless the grade attained in other components, if they attend fewer than 5 seminars.

b. Presentation session attendance – Students are required to assess other groups’ project presentation and thus have to attend all group project presentation. Students will fail the subject, regardless the grade attained in other components, if their attendance rate is lower than 70%. The exact number of presentation sessions they are required to attend will be announced at the beginning of the semester.

4. Assignments on Professor/ Expert Seminar – Student will be asked to write a one page summary essay or answer open-ended questions/MCQ based on each seminar they attended. If students submit more than 5 assignments on Professor/Expert Seminars, the best 5 assignments will be used for subject grade calculation. 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. Submission of assignment without attendance is not allowed.

5. Interview Report – Each student will be asked to write a summary report based on the group interview with a designated academic staff. Students will be assessed on their preparation of questions and report of the interview. Students are welcome to demonstrate their creativity in the design of the report. The required number of words for the report is 400 – 600.

6. Term Papers – Students are required to choose two topics from the science documentaries they have watched and write two term papers in focusing deeply on the science issues/problems related to the documentaries. 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 each 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 sign the Honour Declaration.

The Online Tutorial is part of the subject completion requirement. Students who fail to complete the Online Tutorial will fail this subject.

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Class contact:

Lecture/Seminar 12 Hrs.

Tutorial/Discussion 9 Hrs.

Presentation 12 Hrs.


Self-learning Package 21 Hrs.

Reading/writing/preparation of presentation 64 Hrs.

Online Tutorial on Academic Integrity 2 Hrs.



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 20th-Century Science by Alan Lightman, Knopf Doubleday Publishing Group, 2010.

4. Investment Science by D G Luenberger, Oxford University Press, 2014.

5. Fundamentals of Futures and Options Markets by John C. Hull, 7th edition, Pearson International Edition, 2011.

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