YEAR 11 ACE SCIENCE SEMINAR BIOLOGY Presented by: Maddie Wainwright Check Out Our Socials! ATAR Notes HSC atarnotes_hsc atarnotes-hsc ATAR Notes HSC 3 Facebook (ATAR Notes HSC) 4 Instagram (atarnotes_hsc) 5 Snapchat (atarnotes-hsc) 6 atarnotes_hsc ADD US! EVERY DAY WE”LL PICK FOUR NEW FOLLOWERS AND YOU’LL WIN A FREE SET OF COURSE NOTES! YEAR 11 ACE SCIENCE SEMINAR BIOLOGY Presented by: Maddie Wainwright TODAY’S PRESENTATION • • Introduction Overview of all Year 11 content – – – – • • • • CONTENT BLOCK 1 Module 2 Module 1 Module 2 Module 3 Module 4 Tips for Studying Biology Exam Preparation Exam Techniques Year 12 – what to expect? Module 1 Exam Preparation Break CONTENT BLOCK 2 Module 3 Module 4 Year 12 Bio: What to expect 9 ABOUT ME • Graduated 2014, ATAR 99.35 • Subjects: Biology, Chemistry, English Advanced, Extension 1 and 2, Visual Arts, French Continuers and Extension • Studying Bachelor Laws/Advanced Science (Honours) at UNSW – Major in Molecular and Cell Biology – Research interests: Synthetic Biology, Proteomics, DNA Nanotechnology • International Science Competitions – iGEM, BIOMOD • Two dogs: Handsome and Maisy 10 3.1.2 INTRODUCTION Aims for today: Syllabus area Module.Subtopic.Dotpoint 1. Important foundational concepts for Year 12 2. Effective Biology Study Skills 3. Overview of Year 11 IMPORTANT FOR YEAR 12 Module.Subtopic.Dotpoint LOOK OUT FOR THIS BOX! 11 3.1.2 INTRODUCTION Aims for today: Syllabus area Module.Subtopic.Dotpoint 1. Important foundational concepts for Year 12 2. Effective Biology Study Skills 3. Overview of Year 11 IMPORTANT FOR YEAR 12 Module.Subtopic.Dotpoint 5 EASY WAYS TO SUCCEED LOOK OUT FOR THIS BOX! IN BIOLOGY 12 MODULE 1 – CELLS AS THE BASIS OF LIFE 2 1 Prokaryotic vs. eukaryotic Movement of materials Technologies to observe cell structure Requirements of cells Draw scaled diagrams Biochemical processes Organelle arrangements Enzymes Cell membrane – fluid mosaic model Basically all really important foundational concepts for Year 12! 13 1.1.1 Prokaryotic cells: cells with no membrane-bound organelles • • Unicellular Archaea and bacteria Foundational for MODULE 5 CELL STRUCTURE eukaryotic cells: cells with a nuclear membrane and organelles • • Unicellular or multicellular Plants, animals, fungi… 14 1.1.2 ORGANELLES FEATURE DESCRIPTION Nucleus Stores genetic information (DNA) Endoplasmic reticulum Membrane enclosed sacs, protein and lipid synthesis Ribosomes RNA structures, site of protein synthesis Mitochondria Produces ATP (energy) for the cell Cytoskeleton Cell shape, organization, molecule transportation Lysosomes Contain enzymes to break down waste, responsible for waste disposal Golgi apparatus Packaging and transport of proteins Chloroplasts Contain chlorophyll, conduct photosynthesis Vacuole Cytoplasmic vesicle, contains fluids, provides structural support Cell wall Structure on outer layer of cell Cell membrane Surrounds cytoplasm, semi-permeable, controls movement of molecules in and out of cell Foundational for MODULE 5 eukaryotic prokaryotic 15 1.1.2 ORGANELLES 5 EASY WAYS TO SUCCEED 1 IN BIOLOGY MAKE REAL WORLD CONNECTIONS Foundational for MODULE 5 16 1.2.1 MOVING THINGS IN AND OUT OF CELLS FOUNDATIONAL CONCEPT: the cell membrane is very important and very good. - - Selectively permeable Only allows certain substances to move in and out - Brings essential nutrients in - Excretes waste Maintains cell structure and function How the membrane moves materials: 1. Diffusion 2. Osmosis 3. Active transport 4. Endocytosis 5. Exocytosis 17 1.2.1 MOVING THINGS IN AND OUT OF CELLS METHODS OF MOVING MATERIALS IN AND OUT OF THE CELL PASSIVE TRANSPORT ACTIVE TRANSPORT Doesn’t require energy input Does require energy input Moves along conc. gradient Moves against conc. gradient PROTEIN CHANNELS AND PUMPS DIFFUSION - Passive movement of substances across a membrane following the concentration gradient May be facilitated by protein channels in the membrane - ENDOCYTOSIS / EXOCYTOSIS OSMOSIS - Proteins situated across a membrane which transport molecules with input of energy Usually for larger molecules Diffusion of water across a membrane - Active transport using membrane vesicles concentration gradient Foundational for MODULE 5 18 1.2.3 BIOCHEMICAL PROCESSES METABOLISM: the sum of all chemical processes which take place within an organism conversion of light energy to chemical energy, stored as glucose - Used by autotrophs Conducted in the chloroplasts carbon dioxide + water + light à glucose + oxygen Mitochondria – site of eukaryotic aerobic respiration glucose + oxygen à carbon dioxide + water + energy Production of cellular energy (ATP) through the breakdown of glucose - All cells respire in order to produce energy for cellular processes May be aerobic (in presence of oxygen) or anaerobic (no oxygen) 19 1.2.3 BIOCHEMICAL PROCESSES METABOLISM: the sum of all chemical processes which take place within an organism carbon dioxide + water + light à glucose + oxygen glucose + oxygen à carbon dioxide + water + energy 20 1.2.4 ENZYMES Enzymes: Highly specific biological catalysts which increase the rate of metabolic reactions by lowering the activation energy • • Enzymes are proteins Chain of amino acids folded into a specific shape primary secondary tertiary • The reason we are not slugs • Speed up biochemical reactions happening inside of cells • E.g. respiration, photosynthesis • Essential to all organisms Foundational for MODULES 5 + 8 quaternary 21 1.2.5 ENZYME PRACTICAL 5 EASY WAYS TO SUCCEED activity of enzymes depends on their shape – specifically the active site 2 How do environmental conditions affect enzyme activity? IN BIOLOGY UNDERSTAND THE FUNDAMENTALS OF THE SCIENTIFIC METHOD Foundational for MODULE 8 22 MODULE 2 – ORGANISATION OF LIVING THINGS 1 Compare different cellular arrangements 2 Tissues, organs, and systems Justify hierarchical structure of organisms Structure of autotrophs 3 Function of plant structures Gas exchange in animals and plants Development of plant theories Digestion Transport systems in animals and plants Gas exchange of plants and animals Compare structures of transport systems Comparison of nutrient and gas requirements 23 2.1 ORGANISATION OF CELLS UNICELLULAR COLONIAL MULTICELLULAR Example: Amoeba protozoa Example: Volvox algae Example: really cute dog 24 2.1 ORGANISATION OF CELLS HIERARCHICAL STRUCTURE OF MULTICELLULAR ORGANISMS Cell differentiation: The process by which a less specialised cell changes to become a specialised type of cell. For example, a blood stem cell differentiating into a red blood cell. Cell specialisation: The specific function which a cell has, determined by their physiology and cellular structures. For example, red blood cells are specialised to produce haemoglobin molecules, to carry oxygen. Tissue: A group of a specific type of cell which work together to perform a function. For example, muscle cells work together in muscle tissues to produce motion in the body. Organ: A structure which is composed of a number of tissues which work together to perform a shared function. System: A group of related organs which work cohesively together to perform an aspect of bodily function. ANIMAL: - Muscle - Epithelial PLANT: - Xylem - Mesophyll EXAMPLE: Lungs Combination of smooth muscle, epithelial tissue, lymphatic and blood tissues EXAMPLE: Renal System Composed of kidneys, ureters, bladder and urethra, which work together to clear wastes from the body. 25 2.2 NUTRIENT + GAS REQUIREMENTS AUTOTROPHS HETEROTROPHS Organisms which are able to produce their own food from their surroundings, using either photosynthesis or chemosynthesis. Organisms which are not able to synthesise their own food, so must rely on consumption of other organisms or external complex carbon molecules for their nutritional carbon source. plants animals 26 2.2 NUTRIENT + GAS REQUIREMENTS - PLANTS carbon dioxide + water + light à glucose + oxygen CO2 in H2O in 8.1.2 27 2.3.1 Transport vessels in plants: - Xylem = water - Phloem = phlows sugar TRANSPORT SYSTEMS - PLANTS XYLEM Structure: - Transports WATER - Required for photosynthesis - Root à leaves Transport – transpiration-cohesion-tension: - Cohesion – water molecules are attracted to each other, therefore move in consistent stream Tension (or adhesion) – water molecules attach to the surfaces they touch (wall of xylem tubes) Transpiration – water evaporates through the stroma of plants 28 2.3.1 Transport vessels in plants: - Xylem = water - Phloem = phlows sugar TRANSPORT SYSTEMS - PLANTS PHLOEM Structure: - Transports SUGARS and other nutrients - i.e. the glucose produced from photosynthesis Transport - pressure-flow theory: 1. Nutrients moved into phloem by active transport 2. Water follows by osmosis 3. Nutrients move passively through vessel following pressure gradient 4. Sugars actively transported out at the cells which require glucose 8.1.2 29 2.2 NUTRIENT + GAS REQUIREMENTS - ANIMALS glucose + oxygen à carbon dioxide + water + energy PHYSICAL DIGESTION - Mastication - Stomach contractions - Movement through oesophagus CHEMICAL DIGESTION - Stomach: gastric juices (HCl, pepsin) - Duodenum: adds bile acids and pancreatic enzymes - Small Intestine: - Protein digestion via proteolytic enzymes - Lipid digestion via bile salts and lipases - Carbohydrate digestion via amylases and bacteria ABSORPTION - Small intestine: epithelial cells absorb nutrients, minerals and water - Large intestine: absorption of remaining water 30 2.2 NUTRIENT + GAS REQUIREMENTS - ANIMALS glucose + oxygen à carbon dioxide + water + energy PHYSICAL DIGESTION - Mastication - Stomach contractions - Movement through oesophagus Remember: SA/volume ratio! CHEMICAL DIGESTION - Stomach: gastric juices (HCl, pepsin) - Duodenum: adds bile acids and pancreatic enzymes - Small Intestine: - Protein digestion via proteolytic enzymes - Lipid digestion via bile salts and lipases - Carbohydrate digestion via amylases and bacteria ABSORPTION - Small intestine: epithelial cells absorb nutrients, minerals and water - Large intestine: absorption of remaining water 31 2.2 NUTRIENT + GAS REQUIREMENTS - ANIMALS glucose + oxygen à carbon dioxide + water + energy - LUNGS Site of mammalian gas exchange Blood vessels wrap around air sacs called alveoli CO2 diffuses out of blood into lungs O2 diffuses in to blood out of lungs Heart pumps blood to and from lungs to facilitate this action 32 2.3.2 TRANSPORT SYSTEMS - ANIMALS THE CIRCULATORY SYSTEM: blood as a medium to transport essential nutrients (glucose) and gas around the body BLOOD VESSELS 5 EASY WAYS TO SUCCEED 3 arteries LUNGS = GAS EXCHANGE HEART = PUMP veins IN BIOLOGY HAVE A ‘SYSTEMS’ TISSUES APPROACH = CELLS capillaries WHICH NEED BLOOD 33 EXAM PREPARATION 1 2 3 CONSOLIDATE YOUR NOTES WEEKLY - Stay on top of class work Continuously solidify key concepts Don’t miss important details CREATE MODULE SUMMARIES - Categorise/contextualise information Memory aid Big-picture concepts + key details DO PRACTICE PAPERS - Application is key Clarity takes practice Different ways content may be examined 34 EXAM PREPARATION 35 BREAK TIME! Come ask questions J Check out our range of course notes outside – All updated for the new syllabus! ATARNotes HSC! for a t Ins s! p n i t o us and w e o l c l i Fo dv a , s ate up d 36 EXAM TECHNIQUE 1 MULTIPLE CHOICE 2 SHORT ANSWER QUESTIONS 3 LONGER RESPONSE QUESTIONS 37 EXAM TECHNIQUE 1 MULTIPLE CHOICE 2 SHORT ANSWER QUESTIONS 3 LONGER RESPONSE QUESTIONS • 1 Mark per question • Approx. 1 – 2 minutes per question • Allow about 30 minutes • Process of elimination • Pay attention to phrasing • Read everything at least 3 times • Start thinking about answers during reading time 38 EXAM TECHNIQUE 1 MULTIPLE CHOICE 2 SHORT ANSWER QUESTIONS 3 LONGER RESPONSE QUESTIONS • 2 – 5 mark questions • Pay close attention to mark allocation! • ONLY 1 – 2 SENTENCES PER MARK • Gather easy marks • Define key terms • Try to give information about concepts you identify • There is no negative marking • ANSWER THE QUESTION • Pay attention to verbs 39 EXAM TECHNIQUE http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/exam-advice-resources/glossary-keywords TERM RESPONSE Analyse Identify components and the relationship between them; draw out and relate implications Assess Make a judgement of value, quality, outcomes, results or size Compare Show how things are similar or different Contrast Show how things are different or opposite Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Evaluate Make a judgement based on criteria; determine the value of 40 EXAM TECHNIQUE 1 MULTIPLE CHOICE • • • 2 3 SHORT ANSWER QUESTIONS LONGER RESPONSE QUESTIONS • • • 6 – 9 mark questions • MINIMUM 1 ½ PAGES • Leave until last so that you give them as much time as possible Take your time Underline key terms and address ALL OF THEM Have a clear structure + paragraphs • Use subheadings, tables and diagrams (with in-text explanations) • Don’t ramble Use your details and examples as evidence for an overall line of argument Leave time to re-read and include a conclusion / link back at the end 41 MODULE 3 – BIOLOGICAL DIVERSITY 1 2 Effect of selection pressures on ecosystems Changes to populations (e.g. Cane Toads) Survival adaptions of organisms Observations and Data of Darwin 3 4 Explain biological diversity in terms of the Theory of Evolution by Natural Selection Microevolutionary changes à speciation Evidence to support the theory Modern-day examples of evolution Convergent and Divergent Evolution Punctuated Equilibrium 42 MODULE 3 – BIOLOGICAL DIVERSITY A more logical approach? 3 4 1 2 43 3.3.1 EVOLUTION BY NATURAL SELECTION Process EVOLUTION: change in a species over many generations, as a result of natural selection of favorable characteristics Mechanism NATURAL SELECTION: the differential survival and reproduction of individuals due to differences in phenotype Simply: what an organism looks like Correctly: the observable characteristics or traits of an organism, including their biochemistry, physiology, and morphology Foundational for MODULE 5 44 3.3.1 EVOLUTION BY NATURAL SELECTION 1. Variation occurs within a population due to natural mutation. 2. Environmental pressure is applied to the population (physical, chemical, competition for resources) 3. Phenotypes best suited to the changed environment, the fittest, survive. 4. Surviving organisms reproduce. This gradually changes the majority of population traits. Foundational for MODULE 5 45 3.3.1 EVOLUTION BY NATURAL SELECTION 46 3.3.3 TYPES OF EVOLUTION DIVERGENT EVOLUTION Groups from a common ancestor evolve and accumulate differences, resulting in formation of new species common ancestor Good example: Darwin’s finches CONVERGENT EVOLUTION Different species in similar environments develop similar traits, despite not sharing a recent common ancestor ancestor 1 ancestor 2 Good example: sharks + dolphins 47 3.3.4 IMPROVING THE THEORY Evidence: Fossil Records • Dinosaur fossils in Judith River area appeared unchanged for 5 million years, then new species emerged ‘suddenly’ over 500,000 years PUNCTUATED EQUILIBRIUM: short periods of rapid evolution, followed long periods of stability Darwin/Wallace Theory Eldridge/Gould Theory 48 3.2.2 EVIDENCE FOR EVOLUTION – DARWIN’S DATA Galapagos Islands - Finches 14 different ones Variations in beak form and function distinct to each island Theory: common ancestor on mainland, divergent evolution once separated on islands and subject to different environments Australia - Collected a bunch of specimens Looked at all our weirdo animals and was like wtf Australia Was scared of spiders and snakes probably Compared the rat-kangaroo and platypus to northern hemisphere animals Noted occupation of similar ecological niches by distinct species Convergent evolution 49 3.4.1 EVIDENCE FOR EVOLUTION Comparative Embryology 1 - Similarities between embryos Evidence of common ancestry E.g. gill pouches + tails in human embryos Comparative Anatomy 2 - Similarities between organisms Common Structures indicate common ancestry E.g. pentadactyl limb Biochemistry - 3 - Similarities in the biochemical molecules and processes of organisms Essential molecules: ATP, DNA, cytochrome C Essential processes: respiration Palaeontology 4 - Study of fossils Demonstrate evolution of organisms over time Important: transitional forms 50 3.4.1 EVIDENCE FOR EVOLUTION Comparative Embryology 1 - Similarities between embryos Evidence of common ancestry E.g. gill pouches + tails in human embryos Comparative Anatomy 2 - Similarities between organisms Common Structures indicate common ancestry E.g. pentadactyl limb Biochemistry - 3 - Similarities in the biochemical molecules and processes of organisms Essential molecules: ATP, DNA, cytochrome C Essential processes: respiration Palaeontology 4 - Study of fossils Demonstrate evolution of organisms over time Important: transitional forms 51 3.4.1 EVIDENCE FOR EVOLUTION Comparative Embryology 1 - Similarities between embryos Evidence of common ancestry E.g. gill pouches + tails in human embryos Comparative Anatomy 2 - Similarities between organisms Common Structures indicate common ancestry E.g. pentadactyl limb Biochemistry - 3 - Similarities in the biochemical molecules and processes of organisms Essential molecules: ATP, DNA, cytochrome C Essential processes: respiration Palaeontology 4 - Study of fossils Demonstrate evolution of organisms over time Important: transitional forms 52 3.4.1 EVIDENCE FOR EVOLUTION Comparative Embryology 1 - Similarities between embryos Evidence of common ancestry E.g. gill pouches + tails in human embryos DNA Hybridisation Comparative Anatomy 2 - Similarities between organisms Common Structures indicate common ancestry E.g. pentadactyl limb Biochemistry - 3 - Similarities in the biochemical molecules and processes of organisms Essential molecules: ATP, DNA, cytochrome C Essential processes: respiration Palaeontology 4 - Study of fossils Demonstrate evolution of organisms over time Important: transitional forms 53 3.4.1 EVIDENCE FOR EVOLUTION Comparative Embryology 1 - Similarities between embryos Evidence of common ancestry E.g. gill pouches + tails in human embryos Comparative Anatomy 2 - Similarities between organisms Common Structures indicate common ancestry E.g. pentadactyl limb Biochemistry - 3 - Similarities in the biochemical molecules and processes of organisms Essential molecules: ATP, DNA, cytochrome C Essential processes: respiration Palaeontology 4 - Study of fossils Demonstrate evolution of organisms over time Important: transitional forms 54 3.1.1 SELECTION PRESSURES ABIOTIC - Climate - Temperature, wind Availability of shelter Food and energy sources - Water, Light, Essential nutrients / chemicals Pollutants Pesticides or insecticides BIOTIC - - Organisms living in the same ecosystem Introduction of new organisms to an ecosystem Competition for resources - Food - Territory Predation Symbiosis - Mutualism - Commensalism - Parasitism Disease 55 3.2.1 ADAPTATIONS STRUCTURAL: adaptations that form part of the physical features of an organism - Insulation / coverings - Feathers, fur, hair Surface area / volume ratio - Compact bodies vs. wrinkly skin PHYSIOLOGICAL: adaptations resulting in a systematic change to an organism - Vasoconstriction and vasodilation Metabolic rates Muscle contraction (shivering) Sweating and panting BEHAVIOURAL: changes to an organism’s behavior in their environment - Movement Licking Drinking 8.1.1 56 3.4.2 - CASE STUDY – ANTIBIOTIC RESISTENCE Misuse and overuse of antibiotics has lead to rapid evolution of bacterial strains which are resistant to antibiotics (and therefore hard to kills / treat infection) - E.g. Golden Staph, MRSA (Methicillin-Resistant Staphylococcus aureus) 5 EASY WAYS TO 1. Variation SUCCEED - Some bacteria are naturally antibiotic resistant because mutation and chance 2. Selection Pressure - Use of antibiotics - More antibiotic use = more selection pressure applied 3. Survival of the Fittest - Only the antibiotic resistant bacteria survive 4. Reproduction IN BIOLOGY - Antibiotic resistant bacteria reproduce to fill ecological niche KNOW YOURresistant KEY PROCESSES - Bacteria are scary and can pass genes within populations as well 4 AND ALWAYS APPLY THEM IN EXAMS MODULE 7 57 MODULE 4 – ECOSYSTEM DYNAMICS 1 Relationships between abiotic and biotic factors in ecosystems A recent extinction event 2 Evidence for past ecosystems Technologies to determine evidence 3 Past change as an indicator of future management Restoration of damaged ecosystems Evolution of present-day organisms Reasons for changes in past ecosystems 58 4.1.1 ECOSYSTEM DYNAMICS ABIOTIC FACTORS – non-living - Water Sunlight Soil Climate Gases Nutrients Space Shelter Topography Pollution BIOTIC FACTORS - living - Competition for resources Predator / prey relationships Disease Parasitism Symbiosis - Mutualism - Commensalism - Parasitism LIMITING FACTOR: an environmental condition that will reduce the size of a population by limiting its growth. ECOLOGICAL NICHE: an environment composed of certain abiotic and biotic factors in which a species can live and maintain a steady population, relative position of a species in a population. COMPETITIVE EXCLUSION PRINCIPLE: more than one species cannot occupy the same ecological niche due to competition for resources. 59 4.1.1 ECOSYSTEM DYNAMICS COMPETITIVE EXCLUSION PRINCIPLE: more than one species cannot occupy the same ecological niche due to competition for resources. P. Aurelia vs. P. caudatum 60 4.2.1 EVIDENCE FOR PAST ECOSYSTEMS Indigenous Australian Rock Paintings - 65,000+ years of occupation - Historical records of previous ecosystems (e.g. megafauna) Rock Structure and Formation - Sedimentary Rocks – created through deposition of material by wind, glaciers, or sea erosion à indications of weather patterns - Igneous Rocks – lava bois à indication of previous volcanic events and locations of extinct volcanoes - Metamorphic Rocks – created during extreme heat and pressure à indicate movement of land masses / tectonic plates Ice Core Drilling - Allows analysis of past atmospheres trapped in ice - Preserved information of past climates - Impurities à pollution, volcanic events, fires etc… - Bubbles à trapped air can be analysed to show increase/decrease in certain gases over time - Frozen water à indication of age of layers 61 4.2.4 REASONS FOR CHANGE ECOLOGICAL DISTURBANCE: a causative agent for change in ecosystem composition. Change to Ecosystem Permian – Triassic extinction event Bleaching of the Great Barrier Reef Cause - - Period of time Long period (15 million years) Meteor impact Volcanism Increase in marine methanogenic microbes Increasing sea water temperatures Overfishing Increased sedimentation from runoff Short period (1980s à now) 62 4.3.1 CLIMATE CHANGE AND FUTURE ECOSYSTEMS THE HOLOCENE EXTINCTION: the current, ongoing, widespread extinction of numerous species and habitats around the world as a result of human activity. Warmer temperatures: - Global temperature has risen 0.7oC since industrial revolution - Impacts all world ecosystems - Example: reduction in marine plankton may severely reduce atmospheric oxygen levels Increase in fires: - Rise in temperature - Increased incidence of fires across the globe Reduced soil moisture: - Rise in temperature = increased aridity - Affects animals and ability to grow crops Changes to species distribution: Increased acidity: - Rise of sea levels - Greenhouse gases (CO2) may dissolve into oceans - Migration patterns disrupted - Increase in marine acidity may affect these - Changes to current ecosystems and have knock-on effects ecological niches 63 4.3.2 RESTORATION OF ECOSYSTEMS MINING SITES - Mining – extraction of minerals from the earth - Requires large-scale excavation 5 EASY WAYS TO - Therefore leads to large-scale SUCCEED A new approach à BIOTECHNOLOGY destruction of natural ecosystems - Bioremediation - How do we fix this? - Restoring natural soils after - Mine reclamation à filling in chemical disturbance by use of mines, replicating previous soil natural microorganisms conditions, importing previous - Engineer and introduce flora and fauna, planting native microorganisms to break down seeds IN BIOLOGY harmful substances and speed up reclamation KEEP LONG RESPONSE 5 QUESTIONS IN MIND Useful for MODULE 6 64 HSC SYLLABUS MODULE 5 - HEREDITY Reproduction Cell Replication DNA and Polypeptide Synthesis Genetic Variation Inheritance Patterns in a Population MODULE 6 - GENETIC CHANGE Mutation Biotechnology Genetic Technologies MODULE 7 - INFECTIOUS DISEASE Causes of Infectious Disease Responses to Pathogens Immunity Prevention, Treatment and Control MODULE 8 - NON- INFECTIOUS DISEASE AND DISORDERS Homeostasis Causes and Effects Epidemiology Prevention Technologies and Disorders 65 HSC PREPARATION - Refine your study skills - Test out different methods to find what works for you - Be frank and honest - identify areas you need to work on - Get creative - Stay interested - HSC syllabus is more interesting than preliminary - Research interesting things that come up in class - Have a broader goal in mind - How could biology be important for life / career after school? - Let learning be the goal, not marks - Do some light holiday googling? - In particular: - Genetics - Biotechnology - Stay involved with ATARNotes! 66 Thanks for Coming!! 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