HSC Bio

2020 HSC Study Day Series
HSC Biology
Notes & student workbook
HSC 2020
NSW Department of Education
www.aurora.nsw.edu.au
2020 HSC Study Day Series
Details
Date: Wednesday 1st July, 2020

Time: 8:50am – 3:10 pm
Location: Adobe Connect room https://connect.schools.nsw.edu.au/aurora-hsc-study2/
Materials: Available to download via this Dropbox link
Recordings: The sessions will be recorded and accessible for registered participants after the
event via the same Dropbox link above. These recordings will be accessible until
the HSC exam.
Program
Time Session
8:50 – 9:00 am Welcome
9:00 – 9:40 am Moving up a mark range / Exam tips
Dr Silvia Rudmann, Gorokan HS & Aurora College
9:45 – 10:45 am Module 5 – Heredity
Tim Sloane, Head Teacher Science, Concord High School
10:45 – 11:15 am Morning tea break
11:15 – 12:15 pm Module 6 – Genetic Change
Tim Sloane, Head Teacher Science, Concord High School
12:20 – 1:20 pm Module 7 – Infectious Disease
1:20 – 2:00 pm Lunch break
2:00 – 3:00 pm Module 8 – Non-infection disease and disorders
3:00 – 3:10 pm Conclusion
Image on front cover attribution: Sourced from https://tinycards.duolingo.com/decks/MKXaiyRH/introduction-to-biology

Moving up to reach that Band 6
Successful exams? It is all in the preparation
What? the syllabus?

The year 12 Biology course is based on a detailed syllabus which is what you have to learn for your
exam.
Biology is the story of life. Learn

the content of this subject as a
story, building up from the
Your teacher has been
simpler to the more complex teaching you the
outcomes, content statements and skills explicitly indicated in the Biology syllabus. Therefore,
become familiar with the Biology syllabus and create the habit to make detailed notes on every
inquiry question, content statements and identify the skills that you need to address to answer
them.
Textbooks do not always present the information in the same way as the syllabus. So use textbooks
and other references to prepare your detailed notes.
You can’t learn the syllabus in a linear way, which means learning one concept isolated from the
next. All concepts are interrelated and integrated. So, will be the questions in the exam.
Learning the verbs and the terminology of the syllabus will help you to address the inquiry
questions properly.
In your exam, the questions will require you to address the components of the syllabus:
● Inquiry questions
● Biology processes
● Applications of biology concepts that benefit society
● Ethical issues
● Technologies
● Demonstrates skills outcomes
● Integrate knowledge across modules (usually extended responses)
How much or how little do you know about HSC Biology?
One of the first steps to assess how much do you know of the syllabus content is to go through the
entire HSC Biology course using the ‘traffic light’ strategy:
Once you have highlighted the content, you can get organised with your study and focus on topics
that you need to work closely with your revision.
Get organised with your study and learning

Summarising the answers to the inquiry questions and content statements is one of the best ways
to study.
As soon as you have finished each module

● create a concept map to link concepts,
skills and investigations
● summarise an answer for each inquiry
question
● summarise each content statement
● use tables and flow charts to link
processes and content
● create an investigation scaffold for
each investigation
● colour coded concepts, skills, investigations and verbs
Here is the list of the common verbs in the syllabus:
Learn to ‘build up’ the answer from a low level verb to a higher order. For example:
This will help you to build up on the biological concept and integrate content.
Reaching that band 6 by knowing the language of the band descriptors
Create a folder for each module. Using OneNote is a great method to keep your study organised.
You can open OneNote on your mobile phone so you can revise before entering the exam (not
during the exam!)
Create a study timetable, by now you know the dates of your exams. So, organizing your study days
and time is crucial to avoid feeling overwhelmed. In the
timetable include all the other extra activities that you should
not stop doing because of the year 12 exams, such as sports,
part-time work and friends.
Choose a study time that suits you. Some people prefer to
study at night when it is quiet.
Practice from sample exams and previous exams

Doing sections of NESA sample papers and past papers allow
you to become familiar with the structure of the exam and
the type of questions asked. Do them regularly and then
reward yourself with a healthy treat. Check answers and
sample answers at the NESA' site.
The Biology exam is three hours long so you will need to learn
to set time limits, usually you will have one minute per mark,
so there is plenty of time to construct your questions. Once
you become familiar with the exams, set up a stopwatch and
timed yourself.
When you begin this process you will still be learning the
content. So begin with your textbook open.
Exam structure
The exam is three hours long. It is divided into two main
sections: multiple choices and extended responses.
Multiple Choice Questions: they have four options
and only one is correct, so a process of elimination
may be helpful when answering multiple-choice
questions.
Extended responses: they are based on content, skills,
a combination of content and skills and the highest
mark questions usually integrate content across
modules, and sometimes assume knowledge from
Year 11.
Give yourself a break and take care of your mind and body
Allow yourself to say study is tough, sometimes tedious and repetitive. Give yourself a day off, have
short breaks during the day, go for a walk, listen to your favourite music and an audiobook every so
often so you are revitalised.
Eat healthy, avoid too much sugar and fats that gives you only a short burst of energy and keep you
well supplied with healthy food. Drink lots of water.
Others can help you, so ask

Parents, teachers and friends want you to do
your best, and want you to be happy and
healthy while you are doing the HSC. Exams
are challenging and while a little stress can be
a good thing, if you are feeling overwhelmed,
talk to someone. Your school has a welfare
team that can help you to understand that
your feelings at this time of your life are
common to many students and there is help to
overcome them.
Biology Band Performance Descriptors

Each question in your exam will address the band descriptors and the marking criteria. It would be
beneficial that you become familiar with them to understand the expectations that the marker will
have to assess your answers.
Biology Band Descriptors
Band 6
demonstrates an extensive knowledge and understanding of scientific concepts, including complex and abstract ideas
communicates scientific understanding succinctly, logically, and consistently using correct and precise scientific terms and
application of nomenclature in a variety of formats and wide range of contexts
designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data, evaluating risks,
mitigating where applicable, and making modifications in response to new evidence
selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or secondary data,
and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and
make predictions
designs solutions to scientific problems, questions, or hypotheses using selected accurate, reliable, valid, and relevant primary
and secondary data, and scientific evidence, by applying processes, modelling and formats
applies knowledge and information to unfamiliar situations to propose comprehensive solutions or explanations for scientific
issues or scenarios
Band 5
demonstrates thorough knowledge and understanding of scientific concepts, including complex and abstract ideas
communicates scientific understanding, logically, and effectively using correct scientific terms and application of nomenclature in
a variety of formats and wide range of contexts
designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data, evaluating risks,
mitigating where applicable, and making some modifications in response to new evidence
selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or secondary data,
and represents it using a range of scientific formats to derive trends, show patterns and relationships
designs solutions to scientific problems, questions, or hypotheses using selected accurate, reliable, and valid primary and
secondary data, and scientific evidence, by applying processes, and formats
applies knowledge and information to unfamiliar situations to propose explanations for scientific issues or scenarios
Band 4
demonstrates sound knowledge and understanding of scientific concepts
communicates scientific understanding effectively using scientific terms and application of nomenclature
designs and plans investigations to obtain primary and secondary data and evaluates risks
processes and interprets primary and secondary data, and represents it using a range of scientific formats
identifies scientific problems, questions, or hypotheses and applies processes, and formats to primary or secondary data
applies knowledge and information relevant to scientific issues or scenarios
Band 3
demonstrates basic knowledge and understanding of scientific concepts
communicates scientific understanding using basic scientific terms and application of nomenclature
implements scientific processes to obtain primary and secondary data and identifies risks
processes primary or secondary data, and represents it using scientific formats
responds to scientific problems, questions, or hypotheses
recalls scientific knowledge and information
Band 2
demonstrates limited knowledge and understanding of scientific concepts
communicates scientific understanding using limited scientific terms
partially outlines investigations to obtain data and information
provides simple descriptions of scientific phenomena
recalls basic scientific knowledge and information
Band 1
And the exam started!
Stay positive and take your time to answer the questions

Keep a positive thinking attitude throughout the test and try to stay relaxed. If you start to feel
nervous take a few deep breaths.
Pace yourself, don’t rush. Read the whole question and pay attention to all the details.
Keep an eye on the time… Consider about 1.5 minutes per mark… this will give you 30 minutes to
spare to review or provide a buffer of time if you fall behind on some questions. Use the reading time
to figure out the questions you will need to spend more time on.
Questions don’t have to be attempted in order, use your reading time to plan a sequence of
responses.
Read the questions properly and look for keywords

Read the questions a couple of times, look for the main verb, plurals and don’t forget to give an
example.
Look for keywords in every question to help you to understand and answer what is being asked of
you. Highlight those keywords, creating a flow chart of ideas on the side of the question can help to
organize your ideas to answer it. Read the question backwards so that keywords jump out of the
page. – an old editors trick.
Write neatly in black pen and label/annotate all the diagrams

The marker will spend time on your paper to understand your diagrams, graphs and writing. The
neater you do your work the easier will be for the marker to mark your question.
If you have to construct a graph pay attention to label both axis, write the appropriate units and
scales.
Plan your response and show off your ‘best biology knowledge’
Plan your written responses. Focus on the verb to identify if your response should be a description,
explanation, analysis/discussion or evaluation/assessment. Take a few minutes to decide what you
are going to write about and write down a few points beside the question or on the spare paper to
keep yourself on track.
In Biology, almost all questions require any sort of explanation with an example and usually has to
be aided with a diagram. Aim all your answers to achieve Band 6 descriptors that means, your answer
should have ‘extensive biological knowledge’ using proper biological terminology and vocabulary.
Don’t overthink the question, just answer what it is asked for. If you overthink, you will get confused
and your answer won’t make sense for the marker.
Answer ALL the questions, don’t leave blanks

Give it a try! If you don’t know the answer, don’t worry. Just do your best to answer the question
and at the very least, go with the answer that seems correct. Most responses score at least 1 for
having relevant information related to the concept asked.
Review.
If you have time left when you have finished the assessment, look over it and make sure you
haven’t missed any questions. If you have time, redo the questions and check you have indicated
the correct answers.
Stay focused
Don’t worry if other students finish before you. Focus on what you are doing and what is in front of
you.
Useful websites for resources to study and revise

Khan academy – https://www.khanacademy.org/science/biology
Khan academy app for android and iphone
Learn genetics – https://learn.genetics.utah.edu/
Biology corner – https://www.biologycorner.com/
HHMI Biointeractives - https://www.biointeractive.org/
World Health Organisation (WHO) – https://www.who.int/
Conquer Biology Notes - https://www.conquerhsc.com/hsc-biology-syllabus-notes/
NESA – Biology - https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-
science/biology-2017
MODULE 5
HEREDITY
Tim Sloane
Head Teacher Science
Concord High School
This booklet will contain the following

- inquiry questions with related dot points
- a guide/scaffold on how to address each IQ or dot point
- sample HSC style questions with sample responses provided by NESA
INQUIRY QUESTION 1:
HOW DOES REPRODUCTION ENSURE
THE CONTINUITY OF A SPECIES?
Explain the mechanisms of reproduction that ensure the continuity of a
species, by analysing sexual and asexual methods of reproduction in a variety
of organisms including but not limited to:
• Animals: advantages and disadvantages of external and internal fertilisation
• Plants: asexual and sexual reproduction
• Fungi: budding, spores
• Bacteria: binary fission
• Protists: binary fission, budding
IN ORDER TO ADDRESS THIS SECTION

• Find the cause and effect relationship of each point under the heading
• Cause: Define the terms: sexual reproduction, asexual reproduction, internal
fertilisation, external fertilisation, continuity of species etc
• Effect: give an explanation/how/why does each method of reproduction ensures
continuity of species (must make clear links as to how genetic information is
passed on and whether the offspring will be genetically identical or different to
the parent)
• show advantages and disadvantages for each type of reproduction with
reference to survival of species
Analyse the features of fertilisation, implantation and hormonal control of

pregnancy and birth in mammals

• Define terms: fertilisation, implantation and hormone, pregnancy and birth
• Give characteristics of each process and the hormones involved
• Explain (give detailed reason) on how specific hormones regulate each stage
• Detail similarities and differences in the processes in types of mammals
Evaluate the impact of scientific knowledge on the manipulation of plant and
animal reproduction in agriculture
IN ORDER TO EVALUATE
• Identify/name the technologies that you will be discussing
• Give definitions of the agriculture AND technologies that you will be discussing
• Give descriptions (features) of each type of technology
• Explain
o how has each technology been used in agriculture in both plants and
animals and WHY it is used
o The scientific knowledge needed to enable these technologies to be
developed (relate back to types of reproduction and the processes
involved)
• Analyse- include arguments FOR and AGAINST the use of these technologies.
Make sure it is related to biology (biodiversity, survival of species etc)
• Evaluate- (THIS IS CRUCIAL TO QUALIFY FOR A BAND 6 RESPONSE)
o give a judgement on the use of these technologies in agriculture-are
these effective/successful technologies.
o Back up your judgement with evidence
Module 5: IQ1 HSC style questions
Reproduction and continuity of the species
Reproduction and continuity of the species
marking criteria and sample answers
Multiple Choice answers: Mod 5 Q1- D, Q19- A, Q11- C, Q5- B
Module 5 Q11
Module 5 Q12
INQUIRY QUESTION 2:
How important is it for genetic material
to be replicated exactly?
Model the processes involved in cell replication, including but not limited to:
a. Mitosis and meiosis
b. DNA replication using the Watson and Crick DNA model, including
nucleotide composition, pairing and bonding

● Create a model- this can be physical (construction, diagrammatical) , conceptual
(principals, laws and theories), mathematical ( equations and data)
● annotate models to explain each biological process. E.g. draw diagrams of each
step of mitosis. include arrows between each diagram to show the correct
sequence of events. Label each step and give a short description of what is
occurring at each step (make direct reference to the changes in the shape and
number of chromosomes)
Assess the effect of cell replication processes on the continuity of species

• Identify processes involved in cell replication
• Define mitosis, meiosis and continuation of species
• Describe/give features of processes involved in cell replication
• Explain how processes of cell replication result in copying of genetic information
AND the potential introduction of variation in offspring
• Explain the advantages and disadvantages of each type of cell replication for
continuation of a species
• Give a judgement regarding the importance of cell replication for continuity of
species
DNA Replication and Meiosis
DNA replication and Meiosis
Multiple Choice answers: Q10 (DNA model)- A, Q13 (DNA)- D, Q17- A, Q13 (DNA
replication)- B, Q7- A, Q13 (meiosis)- B, Q14- C.
Module 5 - Q17
Module 5 – Q23
a.
Bases Percentage (%)
A 20
T 20
C 30
G 30
DNA unwinds → DNA unzips → free nucleotides attach to matching bases on each
DNA strand → new identical double strands are formed → double strands coil and
twist into double helixes
sample answers
question 22
a. two visible behaviours of chromosomes are
1. chromosomes line up along the equator and the centromeres are
visible
2. the chromosomes undergo crossing over (B and b)
b. possible combinations of alleles that would form in the gametes are: AE, BD,
bD, Bd, bd
c. the advantage to the process of meiosis to a species is that it enables variation
to occur. variation enables species to change over time, which is particularly
advantageous to a species in a changing environment
d. A gene is the part of the DNA molecule that contains the instructions to make
proteins and have specific locations on chromosomes. These determine particular
characteristics e.g. height or eye colour. An allele is the variant or alternative form of
this characteristic or gene e.g. tall/short or brown/blue
Question 23
a. cells labelled D are haploid
b. process 1 represents the duplication/copying of chromosomes
c. crossing over would occur during the first stage of meiosis (prophase),
represented by diagram B, where homologous chromosomes pair/line up. If
the chromosomes are twisted, breaks may occur at the twist point, resulting in
the switching of genetic information from one strand to another. This creates a
new chromosome with a new combination of genetic material, different from
the original, being passed on to the offspring (new combination of alleles
inherited together)
Polypeptide synthesis
Construct appropriate representations to model and compare the forms in which DNA
exists in eukaryotes and prokaryotes

● Create a model- this can be physical (construction, diagrammatical) , conceptual
(principals, laws and theories) , mathematical ( equations and data) .
● annotate models to show the main features
○ shows similarities and differences between eukaryotic (nucleus should be
evident) and prokaryotic cells (no nucleus evident)
○ shows similarities and differences in the DNA of eukaryotic and
prokaryotic cells
Model the process of polypeptide synthesis, including:

a. transcription and translation
b. assessing the importance of mRNA and tRNA in transcription and translation

● Create a model- this can be physical (construction, diagrammatical), conceptual
(principals, laws and theories), mathematical ( equations and data)- could be a
diagrammatical flowchart showing steps of polypeptide synthesis (remember
flow charts must contain more than 2 arrows/3 stages)
● annotate models to to describe the main steps of transcription and translation
● define the terms mRNA and tRNA
● describe the structure and function of mRNA and tRNA (use annotated
diagrams)
● outline how preRNA differs from mature RNA
● clearly explain the roles of
○ mRNA during transcription
○ tRNA during translation
● give an explicit judgement regarding the importance of correct functioning of
tRNA and mRNA in the production of polypeptides (band 6)
Analysing the function and importance of polypeptide synthesis

• Identify the main steps involved in polypeptide synthesis and the location of each step
• Define AND describe the steps involved in polypeptide synthesis (transcription and
translation)- can be done in a flowchart
• Explain the function of polypeptide synthesis
• Explain the importance of polypeptide synthesis
• Discuss, with examples, the effects of mistakes that may occur during polypeptide
synthesis (mutations) - positive and negative effects
Assessing how genes and environment affect phenotypic expression

● Define terms gene, gene expression, phenotype, transcription, translation
● Describe the process by which polypeptides are made
● Describe the factors that control gene expression in eukaryotic cells
● Use examples to show how genes can control the expression of proteins
o Use specific examples to show how the environment can affect the expression of
proteins
Investigate the structure and function of proteins in living things

● describe the structure of proteins
○ you may use models/diagrams to support this. Ensure that you refer to
polypeptides
● describe the functions of proteins
● relate the structure of specific proteins to their functions
○ e.g. haemoglobin - comprised of 4 polypeptide chains (2 alpha and 2 beta
chains). Include all main features. Relate these features to their function.
○ extension of this could have you relate mutations to the altered structure and
function of specific proteins such as haemoglobin (sickle cell anaemia) - link
to IQ in module 6
Polypeptide synthesis
Multiple Choice answers: Q14- D
Module 5 Q15
sample answer
Name of process (word or phrase) outline the process
Process 1: unzipping/transcription double strand DNA unwinds. RNA

moves along the strand linking
complementary nucleotides together
to form mRNA. The mRNA then
moves from the nucleus into the
cytoplasm
Process 2: translation (polypeptide mRNA strand binds onto the

synthesis ribosome. tRNA binds to mRNA
within the ribosome. the ribosome
moves along the strand linking the
amino acids, forming a polypeptide
chain. When a stop codon is
reached, the chain is released into
the cytoplasm
Genetic similarities and differences
Conduct practical investigations to predict variations in genotypes of offspring by
modelling meiosis, including crossing over of homologous chromosomes,
fertilisation and mutation

● determine an aim, hypothesis and method for an investigation into the listed processes
● create a model (physical and mathematical -punnett squares will need to be used) to
show how each process occurs - model must include genotypes of parents (e.g. AA x
aa) -good to incorporate linked genes here to show a greater understanding of the effect
crossing over has on variation in offspring
● annotate the models to give clear steps
● show the outcomes (results) in genotypes of offspring
● discuss the importance of each process in ensuring continuity of species- make sure
you refer to VARIATION (creating new combinations of alleles in daughter cells)
Model the formation of new combinations of genotypes produced during meiosis,

including but not limited to:
a. interpreting examples of autosomal, sex-linkage, co-dominance, incomplete
dominance and multiple alleles
i. distinguish between genes, alleles, dominant and recessive alleles
ii. distinguish between different patterns of inheritance (identify unique
characteristics of each types of inheritance pattern)
iii. construct/draw punnett squares to show predict genotypes of offspring or parents
b. constructing and interpreting information and data from pedigrees and Punnett
squares
i. define pedigree
ii. outline the importance of using pedigrees to show new combinations of trait
inherited over generations within a family tree (human and animal pedigrees)
iii. construct pedigrees with correct
1. key to identify males and females
2. key to identify affected vs non affected individuals
3. correct lines to show marriage/partnerships (line across and offspring
(branching)
iv. give reasoning/justification for identified pattern of inheritance (autosomal
recessive because unaffected parents produce affected offspring, no sex bias)
1. use punnett squares for justification
Collect, record and present data to represent frequencies of characteristics in a
population, in order to identify trends, patterns, relationships and limitations in data,
for example:
a. examining frequency data
b. analysing single nucleotide polymorphism (SNP)

● research or extract data from secondary source
● tabulate and graph data
● identify trends in data (what is being shown/what is the correlation between dependent
and independent variables)
● describe similarities or differences (relationships) in different sets of data and give
reasons for these differences (relate to selective pressures and evolution)
● identify limitations in data and give suggestions of additional data needed to validate
information and conclusions
Genetic similarities and differences
Multiple Choice answers: Q15- C, Q11- B, Q8- D, Q15- C, Q10- A, Q15- B, Q18-
C, Q17- D, Q5- B. Q14- D, Q8- B.
.
please keep in mind that this is a sample response and not necessarily an
8 mark response
question 24
Key:
Unaffected female
a.
b. Jack may or may not be colour blind. Maria has a 50% chance of being a
carrier as her mother was a carrier; hence she has two colour blind brothers.
Jack has a 50% chance of being colour blind, depending on whether Maria is
a carrier or not.
If Maria is a carrier, Jack has a 50% chance of being colour blind
If Maria is not a carrier, Jack will not be colourblind
Predicting population genetics
Investigate the use of technologies to determine inheritance patterns in a population
using, for example:
a. DNA sequencing and profiling

● identify technologies used to determine inheritance patterns (DNA sequencing and
profiling
● describe the steps involved in the use of each technology
● describe the uses of each technology in determining inheritance patterns in a population
Investigate the use of data analysis from a large-scale collaborative project to identify
trends, patterns and relationships, for example:
b. the use of population genetics data in conservation management
c. population genetics studies used to determine the inheritance of a disease or
disorder
d. population genetics relating to human evolution

● Define population genetics
● research or extract data from secondary source
● tabulate and graph data
● identify trends in data (what is being shown/what is the correlation between dependent
and independent variables)
● describe similarities or differences (relationships) in different sets of data and give
reasons for these differences (relate to selective pressures and evolution)
● Explains how changes in allele frequencies arise and how these changes lead to
microevolution (changes over short periods of time)
● Use of quantitative data to to determine frequencies of alleles in populations and how
these change over generations with relation to a specific disease or disorder
MODULE 6
GENETIC CHANGE
1
Mutations and new alleles
Explain how a range of mutagens operate, including but not limited to:
• electromagnetic radiation sources
• chemicals
• naturally occurring mutagens

• HOW = EXPLAIN = CAUSE (DEFINE/DESCRIBE) AND EFFECT (WHAT IS
THE EFFECT OF THE CAUSATION)
• CAUSE:
○ define mutation
○ define allele
○ identify and describe different types of mutations and how they occur
• EFFECT: how does each type of mutation introduce new alleles into the
population
• MAKE LINK TO POLYPEPTIDE SYNTHESIS AND PRODUCTION OF
PROTEINS
Compare the causes, processes and effects of different types of mutation,

including but not limited to:
• point mutation
• chromosomal mutation

• show similarities and differences between the
○ causes of point and chromosomal mutations
■ chemical mutagens, radiation, mistakes during DNA replication and
meiosis
• the processes of point and chromosomal mutations
• how these changes occur and the effect on gene sequences (point and
chromosomal) and the chromosomal structure (chromosomal mutations)
○ types of point and chromosomal mutations
○ give examples of specific types of point and chromosomal mutations
• when comparing, it often helps to draw a table to show direct comparisons or
clearly show similarities and differences
2
Distinguish between somatic mutations and germ-line mutations and their
effect on an organism

• Define mutation
• Define somatic and germline
• Show differences between somatic and germline mutations in terms of
○ Cells they affect
○ Effect on individuals
○ Effect on populations
Assess the significance of ‘coding’ and ‘non-coding’ DNA segments in the

process of mutation

● Define mutation
● Describe (give features of) coding and non-coding DNA segments
● Explain effect of mutation in coding AND non-coding DNA segments
○ Relate to DNA replication and polypeptide synthesis
○ Effect on populations
○ Advantages/disadvantages of this type of mutation
○ Use examples to justify the effect
● GIve a judgement about the significance of coding and non-coding DNA
segments in process of mutation
○ judgement must be explicit- e.g. a frameshift mutation in the non-coding
segment of DNA would have a significant effect on the polypeptide produced
because……..
3
Investigate the causes of genetic variation relating to the processes of
fertilisation, meiosis and mutation

● Include an aim, hypothesis and method to describe the steps taken to
investigate/demonstrate the effects of these processes on variation
● define fertilisation
○ describe the process of fertilisation
○ relate the process to its role in variation (must show how variation can come
about due to the random nature of fertilisation and the genetic differences
that appear in gametes)
○ useful to use diagrams to demonstrate this
● define mutation
○ describe processes of mutation (at a gene level or chromosomal level) that
result in changes in genotype and phenotype of offspring
○ relate to polypeptide synthesis and the resulting changes in amino acid
sequences (useful to use a flowchart here showing 2 processes: polypeptide
occurring normally AND polypeptide occurring with a mutation)
■ ensure that you indicate where the mutation is in the DNA, codons and
amino acids produced → LINK TO NEW polypeptide → changed
expression of a protein
● define meiosis
○ describe the steps in meiosis that lead to variation
■ crossing over
■ random assortment and segregation
■ ENSURE THAT YOU LINK VARIATION TO NEW COMBINATIONS OF
ALLELES INHERITED TOGETHER IN THE RESULTING DAUGHTER
CELLS
■ using a diagram here could be helpful
Evaluate the effects of mutation, gene flow and genetic drift on the gene pool
of populations

• Define mutation, gene flow, genetic drift and gene pool
• Describe how mutations change DNA sequences and
polypeptides/proteins/characteristics
• Relate changes/mutations to natural selection - relate advantages and
disadvantages of mutations to the gene pool of populations
• Explain how genetic drift affects the gene pool of populations
o What are the advantages/disadvantages
• Explain how gene flow affects the gene pool of populations
o What are the advantages/disadvantages
• Give a judgement (needs to be explicit) relating to the effect of these changes in
populations
o Provide evidence for your judgement
4
5
6
7
8
Question 33
9
10
Mutations and new alleles
11
12
Module 6 Question 9
13
14
15
16
17
Effect of genetic techniques on
biodiversity
Investigate the uses and applications of biotechnology (past, present and
future), including:
a. analysing social implications and ethical uses of biotechnology, including
plant and animal examples
b. researching future directions of the use of biotechnology
c. evaluating the potential benefits for society of research using genetic
technologies
d. evaluating the changes to the Earth’s biodiversity due to genetic
techniques

● Define biotechnology
● Identify and describe applications of biotechnology (give plant and animal
examples)
○ past e.g. selective breeding (corn, chicken), antimalarial drugs (cinchona
plant) aquaculture (use by aboriginal people) , artificial pollination, bacterial
fermentation of food (rice wine)
○ present - aquaculture, antibiotics (penicillin), bacterial fermentation on an
industrial scale (alcoholic beverages) , genetic engineering (transgenic
species-plant and animal examples) , biofabrication, stem cells
○ future - CRISPR (medicine and designer babies), 3D printing (larger scale)
● Define the term ethics
● Discuss (give points for and against) the use of biotechnology in plants and
animals.
● Justify arguments for the use of biotechnologies in plants and animals
● Justify the arguments against the use of biotechnologies
● Justify (explain and give reasons for) the benefits to society for the continued
research into genetic technologies
○ medical purposes (clinical trials for diseases such as cystic fibrosis, deletion
of faulty genes)
○ effects on economy
○ effects on health care systems
○ effects on families living with genetic disorders
● discuss how biotechnologies have resulted in changes in the genomes of
species
○ has it increased or decreased biodiversity?
○ effects in the short term and long term
○ give an explicit judgement as to the benefit or detriment of using
biotechnologies to Earth’s biodiversity- make sure to justify your judgement
(support with evidence)
18
19
20
Artificial manipulation of DNA and its
effect on populations
Investigate the uses and advantages of current genetic technologies that
induce genetic change

● Include an aim, hypothesis and method for the investigation
● Name current genetic technologies (e.g. recombinant DNA technology, CRISPR)
● describe how each technology induces genetic change- what are the
mechanisms involved in changing the DNA sequence of the select organisms
● describe the uses of each technology- for what purposes are these technologies
used (beneficial to include several uses where possible)
● discuss the advantages of each technology
○ how does each technology benefit the organism/populations that it is
changing?
Compare the processes and outcomes of reproductive technologies, including

but not limited to:
a. artificial insemination
b. artificial pollination

● Draw a table (ideal)
● identify and outline features of processes of artificial insemination and artificial
pollination (types of gametes, reproductive organs, method of transfer of
gametes etc) (can be done on vertical or horizontal axis of graph)
● identify and outline outcomes of reproductive technologies (effects on gamete
production, variation etc)
● identify specific examples of organisms used for these processes and for what
reason
● show similarities and differences between the processes and outcomes of these
technologies
21
Investigate and assess the effectiveness of cloning, including but not limited
to:
a. whole organism cloning
b. gene cloning

● define the term cloning
● describe the process of whole organism cloning (in animals and plants)
○ Somatic cell nuclear transfer (dolly the sheep)
○ embryo splitting
○ tissue culture propagation in plants (wollemi pine)
● describe the effect of cloning of the genetic makeup of populations (short term
and long term) - refer to biodiversity
● discuss the advantages and disadvantages of whole organism cloning in plants
and animals -justify your arguments
● describe the processes involved in gene cloning (PCR, restriction enzymes,
ligases etc)
● describe the effects of gene cloning of genetic makeup up of populations (short
term and long term) - refer to biodiversity
● discuss the advantages and disadvantages of gene cloning in plants and
animals-justify your arguments
● give an explicit judgement as to the effectiveness of cloning- is cloning a
beneficial - JUSTIFY your judgement with evidence
22
Describe techniques and applications used in recombinant DNA technology,
for example:
• the development of transgenic organisms in agricultural and medical
applications
IN ORDER TO ADDRESS THIS SECTION:

● define recombinant DNA
● describe steps involved in producing transgenic species
○ ensure that you include terms such as restriction enzymes, sticky ends,
ligases, plasmids, insertion techniques (gene guns, microinjection)
● give detailed examples of transgenic species used in agriculture
○ use plant and animal examples here (Bt corn and cotton, Aqua-advantage
salmon etc)
○ describe the benefits of producing these organisms in agriculture
● give detailed examples of recombinant DNA technologies used in medical
applications
○ gene therapy is good to use here (insertion of normal copies of genes into
DNA of cells of individuals with genetic disorders e.g. cystic fibrosis),
production of insulin for diabetics
23
Evaluate the benefits of using genetic technologies in agricultural, medical
and industrial applications

• define biotechnology
• Identify and describe applications of genetic technologies used in agriculture
(give plant and animal examples)
○ e.g. transgenic species (Bt corn and cotton, Aqua-advantage salmon)
 describe the processes used to produce transgenic species
 what are the BENEFITS of using these technologies in agriculture?
• include several benefits (to farmer, economy. environment etc)
• Identify and describe applications of genetic technologies used in medicine
○ e.g gene therapy, genetic screening (for cancers, genetic diseases etc),
stem cell therapy, gene probes
 describe the processes used in the application of these technologies
 what are the BENEFITS of using these technologies in medicine (to
individuals and their families, society, healthcare sectors etc)
• Identify and describe applications of genetic technologies used in industry
○ e.g biofuels, biopesticides, biomaterials (such as artificial valves, stents,
joint replacements), biofabrication (printing of 3D organs and tissues)
○ describe the processes used in the application of these technologies
 what are the BENEFITS of using these technologies in industry (to
individuals and their families, society, healthcare sectors, government
bodies etc)
• GIVE a JUDGEMENT regarding their benefits (this is essential for a band 6
response)
○ this needs to be explicit- for example: the use of biofabrication in the
production of tissues and organs using 3D printing is extremely beneficial in
the medical industry as it helps to meet the needs of donated organs
without the risks involved with tissue rejection
24
Evaluate the effect on biodiversity of using biotechnology in agriculture

● Define biotechnology, agriculture and biodiversity
● Give examples of biotechnology used in agriculture
○ Use plant and animal examples (recombinant DNA technologies, selective
breeding, cloning)
○ describe the processes involved in the techniques described AND the
resulting offspring
■ are they similar or different to the wild type?
● Discuss the benefits and limitations of the use of this biotechnology in
agriculture?
● Explain the effect that these biotechnologies have on biodiversity
○ should refer to the short term (in most cases increases biodiversity) effects
AS WELL AS the long term (reduces biodiversity) effects on biodiversity
● Give a judgement (needs to be explicit) regarding the use of biotechnology on
biodiversity- Support your judgement with evidence.
25
Interpret a range of secondary sources to assess the influence of social,
economic and cultural contexts on a range of biotechnologies

● relate knowledge and understanding to secondary sources - important to use
information from data presented in order to access BAND 6 response
● define biotechnology
● describe detailed examples of biotechnologies used for a variety of purposes
(agriculture, medicinal)
● justify the social influences of uses of specific biotechnologies
○ specific needs of society (is it really targeted in this way?)
○ choices made by government
○ SES of individuals
○ SES of country
○ cohorts used for clinical trials (are these biased?)
● justify the economic influences of uses of specific biotechnologies
○ patents on technologies (control of access and costs)
○ unequal access (SES)
○ cost to consumers (agriculture-access to food)
● justify the cultural contexts of uses of specific biotechnologies
○ religious beliefs and uses of technologies
○ moral beliefs (vegans, vegetarians)
○ educational background (accept or reject use of biotechnologies)
26
Question 33
27
28
Question 33
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Module 7
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1
› designs and evaluates investigations in order to obtain primary and secondary data and information
BIO11/12-2
› conducts investigations to collect valid and reliable primary and secondary data and information
BIO11/12-3
› selects and processes appropriate qualitative and quantitative data and information using a range of
appropriate media BIO11/12-4
› analyses infectious disease in terms of cause, transmission, management and the organism’s
response, including the human immune system BIO12-14
Module concept map

Content
Causes of Infectious Disease How to address the inquiry question and content statements
Inquiry question: How are diseases Define disease – condition that impairs normal function of an
transmitted? organisms
Define infectious disease – they are caused by a pathogen and can be
transmitted from one host to another
Explain transmission – direct and indirect contact between host and
pathogen
● describe a variety of infectious diseases Create a table with this statement using this headings:
caused by pathogens, including Pathogen/description of pathogen/infection to plant or
microorganisms, macroorganisms and non- animals/transmission/examples
cellular pathogens, and collect primary and
secondary-sourced data and information
relating to disease transmission, including:
(ACSBL097, ACSBL098, ACSBL116,
ACSBL117)
– classifying different pathogens that Create a table with this statement
cause disease in plants and animals
(ACSBL117)
– investigating the transmission of a Choose ONE disease: e.g flu, smallpox.
disease during an epidemic Define epidemic as the rapid spread of an infectious disease to a large
number of people in a particular area in a very short period of time
Define pandemic – epidemic that spread outside the boundaries of the
original epidemic area and to other areas.
Factors: Presence of continual source of the disease and ease spread of
the pathogen (high virulent rate)
– design and conduct a practical Follow the plan scaffold in the appendix of this booklet:
investigation relating to the microbial Write the inquiry question, aim, hypothesis, materials, risk assessment,
testing of water or food samples procedure, results, discussion and conclusion.
– investigate modes of transmission of Create a flow chart
infectious diseases, including direct For example:
contact, indirect contact and vector
transmission
● investigate the work of Robert Koch and Focus on the verb investigate and follow the scaffold in the appendix
Louis Pasteur, to explain the causes and to complete the investigation using secondary or primary data
transmission of infectious diseases, collection
including:
– Koch’s postulates Koch investigation – hypothesis, design, plan, results, conclusions
Current applications
Koch put together a set of steps to follow to identify that a particular
organism is the cause of a particular disease.
– Pasteur’s experiments on microbial Pasteur investigation – hypothesis, design, plan, results, conclusions
contamination Pasteur explained that bacteria and mould can cause contamination
and consequently disease.
● assess the causes and effects of diseases on Focus on the verb assess, learn more than one disease for plants and
agricultural production, including but not animals in agriculture
limited to:
– plant diseases Causes – fungus, bacteria and virus, usually bacteria and virus are
transmitted to plants by vectors (insects), insect infestations
Effects: loss of crop yields, financial loses, reduce sales locally and
internationally, expenses to control and treatment of the disease
Learn an example/case study
– animal diseases Causes – fungus, bacteria and virus
Effects: loss of livestock, financial losses, reduced exports, expenses to
control and treatment of diseases.
Learn an example/case study
● compare the adaptations of different Create a table with pathogens and compare the entry to plant and
pathogens that facilitate their entry into animals:
and transmission between hosts e.g. adaptations of virus to entry in plants and animals
(ACSBL118)
Responses to Pathogens
Inquiry question: How does a plant or animal Define innate and acquired immune response.
respond to infection? This flowchart can help
● investigate the response of a named Focus on the verb investigate and follow the scaffold in the appendix
Australian plant to a named pathogen to complete the secondary source investigation for this content
through practical and/or secondary-source statement.
investigation, for example:
Plants have an innate response to pathogens, they have co-evolved
with vectors (usually insects and animals) to avoid the entry of
pathogens, e.g. spikes, thick epidermis, ‘fury’ leaves. Plants have
developed chemical innate barriers such as toxic oils for vectors and
animals.
Plants have an induced response too, called hypersensitive response in
which the formation of chemicals are triggered or the formation of
barriers zones to isolate the affected area to be in contact with the
vascular system.
Choose ONE from below, viral or fungus.
– fungal pathogens Choose an Australian plant and a fungus
– viral pathogens Choose an Australian plant and a virus – e.g. banana
● analyse responses of animals to pathogens Focus on the verb assess to answer this content statement.
by assessing the physical or chemical Explain all the physical and chemical changes to pathogens: first and
changes that occur in the cells and tissues second line of defence and then assess those responses to destroy the
of animals in the presence of pathogens
pathogen and avoid further infection in the animal.
(ACSBL119, ACSBL120, ACSBL121,
ACSBL122)
Immunity
Inquiry question: How does the human immune Define innate and acquired immune response. Explain in detail the
system respond to exposure to a pathogen? three lines of defence and the interaction between T and B cells in the
humoral and cellular response.
It will be practical to create a flowchart with this content statement.
● investigate and model the innate and It does not matter what model you did in class, the importance is that
adaptive immune systems in the human you follow the investigation steps and you assess the model for
body (ACSBL119) validity.
● explain how the immune system responds This refers to a cause and effect:
after primary exposure to a pathogen, Cause – pathogen invasion
including innate and acquired immunity Effect – trigger the immune response, innate and acquired
Explain all the features and processes for the response for both innate
and acquired immunity
There are really good flow charts and interactive websites about this
on the internet.
Identify that acquired immunity can be created artificially by the use of
vaccines.
Prevention, Treatment and Control
Inquiry question: How can the spread of Explain all the measurements that are used to control the spread of
infectious diseases be controlled? diseases: hygiene practices, quarantine, use of pesticides, educational
programs, vaccination programs, use of pharmaceuticals, genetic
engineering.
● investigate and analyse the wide range of Learn ONE infectious disease to answer this content statement as a
interrelated factors involved in limiting case study, e.g.
local, regional and global spread of a named Factors are:
infectious disease
Mode of transmission, pathogen reproductive/replication cycle, setting
in which the disease is (socio-economic areas, animal husbandry
practices, place ecology), population susceptibility, transmission
patterns.
To limit the spread of the disease at different levels:
Local – hygiene practices, potable water, public health responses
Regional – quarantine procedures and surveillance
Global – trade and travel restrictions to infected areas, public
awareness campaigns.
● investigate procedures that can be Create a table with ALL of the procedures listed.
employed to prevent the spread of disease, The verb is investigate, so plan a secondary research investigation and
including but not limited to: (ACSBL124) draw conclusions for each of the procedures on how to avoid the
spread of disease
– hygiene practices Describe the hygiene practices, e.g wash hands, drink potable water
– quarantine Restrictions to travel to infected areas or Isolation of infected
individuals, e.g. equine flu (Hendra virus)
– vaccination, including passive and e.g. vaccination programs across the entire population since people
active immunity (ACSBL100, ACSBL123) are born and systematically done until adolescence
vaccination campaigns
vaccines in the case of travelling overseas
– public health campaigns Health promotion information, vaccination advertising, e.g. current flu
vaccine
– use of pesticides Control of vectors and insects infestations in animals and plants.g.
Malaria control using insecticides to kill sources of mosquitos
– genetic engineering Engineer the genes of vectors, e.g. Malaria
● investigate and assess the effectiveness of Focus on the verb investigate and assess the effectiveness, this means
pharmaceuticals as treatment strategies for how well those pharmaceuticals work to treat and control the spread
the control of infectious disease, for of diseases.
example:
Effectiveness refer to how well those strategies control disease by
reducing morbidity (new cases) and mortality (deaths)
Explain resistant to the drugs.
Learn well ONE of the following
– antivirals Flu vaccines, treatment of HIV
– antibiotics Penicillin and similar antibiotics
● investigate and evaluate environmental Focus on the verb evaluate to make a judgement to determine how
management and quarantine methods used effective the management and control was based on criteria.
to control an epidemic or pandemic First step is to quickly identify, contain and control the source of the
disease.
Follow quarantine protocols of isolation or limited contact, some
extreme measurements would destroy all the diseased animals and
plants.
Spray areas with pesticides and vaccinate all the population in the
affected area.
● interpret data relating to the incidence and Define incidence (number of new cases) and prevalence (number of
prevalence of infectious disease in cases at a given time) of a disease
populations, for example: Use a data set to reach conclusions, analyse graphs and tables.
Learn ONE example below.
– mobility of individuals and the portion Mobility influences the incidence and prevalence of disease by being in
that are immune or immunised contact with other individuals and spreading the disease. Today,
(ACSBL124, ACSBL125) humans and livestock has a high level of movement across areas
– Malaria or Dengue Fever in South East Malaria - a protozoan disease
Asia Dengue - a viral disease
Data source for those diseases: World Health Organisation, Australian
Bureau of Statistics, Malaria, ourworldindata.org
● evaluate historical, culturally diverse and Focus on the verb evaluate to make judgements about models and
current strategies to predict and control the systems and how well those help to predict and control the spread of
spread of disease (ACSBL125) disease.
Create a timeline with the strategies from ancient cultures to today.
Compare different cultural practices to control disease.
Current strategies are simulation models, education campaign,
surveillance systems in country borders, data analysis and storage
● investigate the contemporary application of Focus on intellectual property and the protection and protocols
Aboriginal protocols in the development of followed to develop medicines (Be aware of bias websites)
particular medicines and biological Aboriginal traditional knowledge about medicines and biological
materials in Australia and how recognition materials to control and treat disease is based in distinct systems of
and protection of Indigenous cultural and knowledge, innovation and trial and error practices.
intellectual property is important, for
Protocols refer to ways of behaving, communicating and showing
example:
respect for Aboriginal culture and knowledge of Country and Place.
There are established partnerships with some Aboriginal communities
and industries to the production of pharmaceuticals based on
medicinal plants.
Good source of information: Australian Institute of Aboriginal and
Torres Strait Island Studies https://aiatsis.gov.au/
Learn well ONE of the examples below
– bush medicine This is an ABC site related to bush medicine and indigenous protocols
https://www.abc.net.au/illawarra/topics/community-and-
society/indigenous-aboriginal-and-torres-strait-
islander/indigenous-protocols/
– smoke bush in Western Australia https://www.researchgate.net/publication/324082590_From_Smokeb
ush_to_Spinifex_Indigenous_traditional_knowledge_and_the_co
mmercialisation_of_plants
Exam questions related to Module 7
Multiple choice questions

Exam paper 2019
Previous exams - sample paper
Extended responses
Exam paper 2019
Previous and sample papers
Outcomes
A student:
› analyses and evaluates primary and secondary data and information BIO11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
› explains non-infectious disease and disorders and a range of technologies and methods used to
assist, control, prevent and treat non-infectious disease BIO12-15
Module concept map

Content
Homeostasis How to address the inquiry question and content statements
Inquiry question: How is an organism’s Define homeostasis, learn examples how homeostatic processes work
internal environment maintained in when there are changes in the external environment, e.g. temperature,
response to a changing external pH, sugar levels, water salinity.
environment?
● construct and interpret negative Learn ALL the examples below, temperature and glucose.
feedback loops that show homeostasis There are many flow charts on the internet as models for this.
by using a range of sources, including Remember that those feedback loops must be annotated with a clear
but not limited to: (ACSBL101,
explanation of the processes involved.
ACSBL110, ACSBL111)
This is the basic negative feedback loop: stimulus, receptor, control
centre, effector, response.
– temperature (ACSBL098) Replace the flow chart above with the processes to keep internal
temperature constant
– glucose Replace the flow chart above with the processes to keep internal sugar
levels constant
● investigate the various mechanisms Learn well all the content statements below.
used by organisms to maintain their Focus on the verb investigate to draw conclusions about the mechanisms
internal environment within tolerance
limits, including:
– trends and patterns in Define endotherms – generate own body heat to maintain a constant
behavioural, structural and internal environment.
physiological adaptations in Outline behavioural (e.g. move to sheltered areas, away from the heat),
endotherms that assist in
structural (e.g. skin features: spikes to collect water, fur colour) and
maintaining homeostasis
physiological (e.g. increase/decrease blood flow to the surface of the skin)
(ACSBL099, ACSBL114)
trends and patterns.
– internal coordination systems that Hormones pathways in the endocrine system – e.g. kidney hormones to
allow homeostasis to be maintain water balance, pancreas insulin release for blood sugar levels.
maintained, including hormones Neural pathways – relationship between the sensors and effectors with
and neural pathways (ACSBL112,
the central nervous system to respond to stimulus.
ACSBL113, ACSBL114)
Tabulate differences between the two pathways, e.g. speed of response,
long/short lasting response.
– mechanisms in plants that allow Outline structural and physiological responses to maintain water balance:
water balance to be maintained thin leaves, waxy cuticle, sunken stomata, decreasing photosynthesis,
(ACSBL115) dropping leaves, reducing transpiration by closing stomata, deep root
systems.
Cause and responses
Inquiry question: Do non-infectious Define non-infectious disease as a non-transmittable/communicable
diseases cause more deaths than infectious disease that means it is not caused by a pathogen.
diseases? Today non-infectious diseases exceed the number of deaths compared
with infectious diseases.
● investigate the causes and host Learn ALL the types of non-infectious disease below.
responses of non-infectious diseases Focus on causes and host responses, including symptoms.
in humans, including but not limited Learn an example/case study for each of them.
to:
– genetic diseases Genetic diseases are inherited diseases.
Examples: sickle cell anaemia, Down syndrome
– diseases caused by environmental Outline mutagens that are causes of environmental non-infectious
exposure diseases, e.g. UV light, radiation, chemicals.
Examples: asbestosis, skin cancer, environmental lymphomas
– nutritional diseases Outline nutritional deficiency disorders such as, Rickets and Scurvy
Eating disorders.
– cancer Explain what causes cancer – uncontrolled division of body cells due to a
mutation in cell cycle control.
Examples: breast cancer, lung cancer, prostate cancer.
● collect data that shows the incidence, Define incidence, prevalence and mortality
prevalence and mortality rates of non- Learn ONE example from below.
infectious disease, for example: The collection of data for the incidence, prevalence and mortality rates
can be gathered from many data sets available publicly from the World
Health Organisation and Cancer Council in Australia.
– nutritional diseases WHO datasets https://www.who.int/gho/en/
– diseases caused by environmental Lung cancer has a lot of information and data sets.
exposure
Epidemiology
Inquiry question: Why are epidemiological Define epidemiology and epidemiological studies.
studies used? Outline the uses of epidemiological studies:
Identify correlations between diseases and risk factors to understand
causes and effects of non-infectious diseases
Analyse patterns and trends
Suggest control, treatment and preventions
● analyse patterns of non-infectious Using the data collected in the previous content statement, analyse the
diseases in populations, including their patterns: incidence, prevalence, mortality and morbidity.
incidence and prevalence, including
but not limited to:
– nutritional diseases Vitamin deficiency diseases has a lot of data in the internet
– diseases caused by environmental Lung cancer and asbestosis are the common ones to study.
exposure
● investigate the Learn ONE case study well.
treatment/management, and possible Focus on treatment and management of symptoms, including current and
future directions for further research, future research of the disease.
of a non-infectious disease using an Examples
example from one of the non- Melanoma – treatments: surgery/chemo-radiotherapy. Future directions:
infectious diseases categories listed monoclonal antibodies for CDK4 antigen
above
Type 2 diabetes – treatment/management: diet.
Future directions: improvement in gut health
● evaluate the method used in an Focus on the verb evaluate to make a judgement about the value of the
example of an epidemiological study study, the length of time invested, the specificity of the population and
limitations of the study
Learn the methodology of epidemiological study well, following a set of
steps:
Identification of the disease, length of the study, variables controlled and
large number of populations has to be taken into account for a valid study
Data collection and analysis
Causes and effects analysed, risk factors identified.
Suggested control and prevention
Examples: lung cancer, melanoma, asbestos, breast cancer.
● evaluate, using examples, the benefits Focus on the verb evaluate to make a judgement about the study such as
of engaging in an epidemiological identification of risk factors, resources needed for health care,
study prevention, control and treatments, educational campaigns and future
research directions.
Learn more than one example:
Cervical cancer
Prevention
Inquiry question: How can non-infectious Prevention refers to actions to reduce or eliminate the onset, causes and
diseases be prevented? recurrence of disease.
● use secondary sources to evaluate the Focus on the verb evaluate to make a judgment about the effectiveness of
effectiveness of current disease- prevention methods of non-infectious disease. The effectiveness relates
prevention methods and develop to how the method or strategy reduces the incidence and prevalence of
strategies for the prevention of a non-
non-infectious disease and its prevention.
infectious disease, including but not
Learn ALL the methods listed below
limited to:
– educational programs and Examples to research:
campaigns Vaccination programs
Quit Smoking campaign
Sunsmart
Assessing Cost Effectiveness Prevention study
Bowel Cancer Screening
Breast Cancer screening
The Council Cancer Australia website has many of those programs and the
Australian Institute of Health and Welfare has many data sources about
those campaigns.
– genetic engineering Molecular genetics helped to identify the non-infectious disease at
genetic level and identify genes affected.
Identification of those genes in people allows for preventive
measurements, e.g breast cancer genes BRCA1 and BRCA2.
Technologies and Disorders
Inquiry question: How can technologies be Technologies that helped people with disorders are:
used to assist people who experience Hearing aids
disorders? Cochlear implants
Visual aids: glasses, contact lenses, Braille systems
Corneal transplants
Dialysis machines
Pacemakers
Insulin pumps
Discuss how those technologies assist people with the disorder: improve
quality of life, increase survival rates.
● explain a range of causes of disorders Learn structures and functions of:
by investigating the structures and Ear
functions of the relevant organs, for Eyes
example:
Kidneys
Tabulate structures and functions
Relate the cause and effect of lack of functions in those organs
Learn ALL the examples listed below.
– hearing loss Causes of hearing loss:
-conductive (ear canal, eardrum, middle ear, ear ossicles) due to
infections, trauma.
-sensorineural (inner ear nerve cells or hairs) due to exposure to excessive
noise, drugs, viral infections, trauma.
-mixed hearing loss: combination of the two listed above
– visual disorders Disorders and causes:
-myopia (short-sighted) refractive error, distance between the retina and
lens is too great
-hyperopia (long sighted) refractive error, distance between the retina
and the lens is too small
-astigmatism cornea or lens irregularly shaped
-cataracts lens is clouded over
-macular degeneration deterioration of the macula in the central inner
lining of the retina
-glaucoma damage to the optic nerve due to increase pressure
– loss of kidney function -chronic kidney disease due to smoking, drinking, high blood pressure,
diabetes, trauma, infections, chronic inflammation, nephritic disease
● investigate technologies that are used Focus on how technology assists in helping to restore the function of the
to assist with the effects of a disorder, organ.
including but not limited to: Reach conclusions
(ACSBL100)
– hearing loss: cochlear implants, Cochlear implants: a sound processor is implanted that transforms the
bone conduction implants, sound into an electrical impulse send via an electrode inserted in the
hearing aids cochlea
Bone conduction implants: replace the conductive hearing loss, sound
processor conducting the sound vibrations to the inner ear
Hearing aids: replace conductive hearing loss, a microphone picks sound
waves and amplifies them.
– visual disorders: spectacles, laser Explain how the follow technologies assist the disorder
surgery Spectacles and contact lenses: correct the refractive errors
Laser surgery: correct refractive errors by reshaping the cornea.
Cataract surgery: replacement of the opaque lens by an artificial
intraocular lens
– loss of kidney function: dialysis Haemodialysis: patient is connected to a machine that filters the blood of
nitrogenous waste
Peritoneal dialysis: tube inserted in the peritoneum which act as the
blood filter using a dialysis fluid
● evaluate the effectiveness of a Effectiveness relates to the value of the technology to assist the organ
technology that is used to manage and disorder in terms of cost, affordability, potential side effects, risks of
assist with the effects of a disorder intervention (surgery), lifespan of the technology, recovery/training after
(ACSBL100)
the technology is implanted.
Hearing aid – cheap and easy to implant, digitalised, smaller in size
Cataract surgery – short surgery, instant recovery
Spectacles – cheap, easy to use, instant fixed
Dialysis – long term procedure, time consumed, side effects on long term
Multiple choices
Exam paper 2019
Extended responses
Exam paper 2019

Investigation scaffold
INQUIRY QUESTION/Content statement
HYPOTHESIS
AIM
EQUIPMENT DIAGRAM
Experimental design
Independent variable
Dependent variable
Controlled variable
PROCEDURE
Risk Assessment
RESULTS (tables, graphs, observation in sentences)
Validity and reliability
DISCUSSION AND CONCLUSION
Explain your results, relate to collection of evidences to answer the inquiry

question, hypothesis and aim.
Glossary of verbs – NESA
Analyse
Identify components and the relationship between them; draw out and relate implications
Apply
Use, utilise, employ in a particular situation
Appreciate
Make a judgement about the value of
Assess
Make a judgement of value, quality, outcomes, results or size
Calculate
Ascertain/determine from given facts, figures or information
Clarify
Make clear or plain
Classify
Arrange or include in classes/categories
Compare
Show how things are similar or different
Construct
Make; build; put together items or arguments
Contrast
Show how things are different or opposite
Critically (analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning,
reflection and quality to (analyse/evaluate)
Deduce
Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
Describe
Provide characteristics and features
Discuss
Identify issues and provide points for and/or against
Distinguish
Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate
Make a judgement based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationships between things evident; provide why and/or
how
Extract
Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support an argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Predict
Suggest what may happen based on available information
Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or
action
Recall
Present remembered ideas, facts or experiences
Recommend
Provide reasons in favour
Recount
Retell a series of events
Summarise
Express, concisely, the relevant details
Synthesise
Putting together various elements to make a whole
Module 8
Outcomes
A student:
› analyses and evaluates primary and secondary data and information BIO11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes BIO11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose BIO11/12-7
› explains non-infectious disease and disorders and a range of technologies and methods used to
assist, control, prevent and treat non-infectious disease BIO12-15
Module concept map

Content
Homeostasis How to address the inquiry question and content statements
Inquiry question: How is an organism’s Define homeostasis, learn examples how homeostatic processes work
internal environment maintained in when there are changes in the external environment, e.g. temperature,
response to a changing external pH, sugar levels, water salinity.
environment?
● construct and interpret negative Learn ALL the examples below, temperature and glucose.
feedback loops that show homeostasis There are many flow charts on the internet as models for this.
by using a range of sources, including Remember that those feedback loops must be annotated with a clear
but not limited to: (ACSBL101,
explanation of the processes involved.
ACSBL110, ACSBL111)
This is the basic negative feedback loop: stimulus, receptor, control
centre, effector, response.
– temperature (ACSBL098) Replace the flow chart above with the processes to keep internal
temperature constant
– glucose Replace the flow chart above with the processes to keep internal sugar
levels constant
● investigate the various mechanisms Learn well all the content statements below.
used by organisms to maintain their Focus on the verb investigate to draw conclusions about the mechanisms
internal environment within tolerance
limits, including:
– trends and patterns in Define endotherms – generate own body heat to maintain a constant
behavioural, structural and internal environment.
physiological adaptations in Outline behavioural (e.g. move to sheltered areas, away from the heat),
endotherms that assist in
structural (e.g. skin features: spikes to collect water, fur colour) and
maintaining homeostasis
physiological (e.g. increase/decrease blood flow to the surface of the skin)
(ACSBL099, ACSBL114)
trends and patterns.
– internal coordination systems that Hormones pathways in the endocrine system – e.g. kidney hormones to
allow homeostasis to be maintain water balance, pancreas insulin release for blood sugar levels.
maintained, including hormones Neural pathways – relationship between the sensors and effectors with
and neural pathways (ACSBL112,
the central nervous system to respond to stimulus.
ACSBL113, ACSBL114)
Tabulate differences between the two pathways, e.g. speed of response,
long/short lasting response.
– mechanisms in plants that allow Outline structural and physiological responses to maintain water balance:
water balance to be maintained thin leaves, waxy cuticle, sunken stomata, decreasing photosynthesis,
(ACSBL115) dropping leaves, reducing transpiration by closing stomata, deep root
systems.
Cause and responses
Inquiry question: Do non-infectious Define non-infectious disease as a non-transmittable/communicable
diseases cause more deaths than infectious disease that means it is not caused by a pathogen.
diseases? Today non-infectious diseases exceed the number of deaths compared
with infectious diseases.
● investigate the causes and host Learn ALL the types of non-infectious disease below.
responses of non-infectious diseases Focus on causes and host responses, including symptoms.
in humans, including but not limited Learn an example/case study for each of them.
to:
– genetic diseases Genetic diseases are inherited diseases.
Examples: sickle cell anaemia, Down syndrome
– diseases caused by environmental Outline mutagens that are causes of environmental non-infectious
exposure diseases, e.g. UV light, radiation, chemicals.
Examples: asbestosis, skin cancer, environmental lymphomas
– nutritional diseases Outline nutritional deficiency disorders such as, Rickets and Scurvy
Eating disorders.
– cancer Explain what causes cancer – uncontrolled division of body cells due to a
mutation in cell cycle control.
Examples: breast cancer, lung cancer, prostate cancer.
● collect data that shows the incidence, Define incidence, prevalence and mortality
prevalence and mortality rates of non- Learn ONE example from below.
infectious disease, for example: The collection of data for the incidence, prevalence and mortality rates
can be gathered from many data sets available publicly from the World
Health Organisation and Cancer Council in Australia.
– nutritional diseases WHO datasets https://www.who.int/gho/en/
– diseases caused by environmental Lung cancer has a lot of information and data sets.
exposure
Epidemiology
Inquiry question: Why are epidemiological Define epidemiology and epidemiological studies.
studies used? Outline the uses of epidemiological studies:
Identify correlations between diseases and risk factors to understand
causes and effects of non-infectious diseases
Analyse patterns and trends
Suggest control, treatment and preventions
● analyse patterns of non-infectious Using the data collected in the previous content statement, analyse the
diseases in populations, including their patterns: incidence, prevalence, mortality and morbidity.
incidence and prevalence, including
but not limited to:
– nutritional diseases Vitamin deficiency diseases has a lot of data in the internet
– diseases caused by environmental Lung cancer and asbestosis are the common ones to study.
exposure
● investigate the Learn ONE case study well.
treatment/management, and possible Focus on treatment and management of symptoms, including current and
future directions for further research, future research of the disease.
of a non-infectious disease using an Examples
example from one of the non- Melanoma – treatments: surgery/chemo-radiotherapy. Future directions:
infectious diseases categories listed monoclonal antibodies for CDK4 antigen
above
Type 2 diabetes – treatment/management: diet.
Future directions: improvement in gut health
● evaluate the method used in an Focus on the verb evaluate to make a judgement about the value of the
example of an epidemiological study study, the length of time invested, the specificity of the population and
limitations of the study
Learn the methodology of epidemiological study well, following a set of
steps:
Identification of the disease, length of the study, variables controlled and
large number of populations has to be taken into account for a valid study
Data collection and analysis
Causes and effects analysed, risk factors identified.
Suggested control and prevention
Examples: lung cancer, melanoma, asbestos, breast cancer.
● evaluate, using examples, the benefits Focus on the verb evaluate to make a judgement about the study such as
of engaging in an epidemiological identification of risk factors, resources needed for health care,
study prevention, control and treatments, educational campaigns and future
research directions.
Learn more than one example:
Cervical cancer
Prevention
Inquiry question: How can non-infectious Prevention refers to actions to reduce or eliminate the onset, causes and
diseases be prevented? recurrence of disease.
● use secondary sources to evaluate the Focus on the verb evaluate to make a judgment about the effectiveness of
effectiveness of current disease- prevention methods of non-infectious disease. The effectiveness relates
prevention methods and develop to how the method or strategy reduces the incidence and prevalence of
strategies for the prevention of a non-
non-infectious disease and its prevention.
infectious disease, including but not
Learn ALL the methods listed below
limited to:
– educational programs and Examples to research:
campaigns Vaccination programs
Quit Smoking campaign
Sunsmart
Assessing Cost Effectiveness Prevention study
Bowel Cancer Screening
Breast Cancer screening
The Council Cancer Australia website has many of those programs and the
Australian Institute of Health and Welfare has many data sources about
those campaigns.
– genetic engineering Molecular genetics helped to identify the non-infectious disease at
genetic level and identify genes affected.
Identification of those genes in people allows for preventive
measurements, e.g breast cancer genes BRCA1 and BRCA2.
Technologies and Disorders
Inquiry question: How can technologies be Technologies that helped people with disorders are:
used to assist people who experience Hearing aids
disorders? Cochlear implants
Visual aids: glasses, contact lenses, Braille systems
Corneal transplants
Dialysis machines
Pacemakers
Insulin pumps
Discuss how those technologies assist people with the disorder: improve
quality of life, increase survival rates.
● explain a range of causes of disorders Learn structures and functions of:
by investigating the structures and Ear
functions of the relevant organs, for Eyes
example:
Kidneys
Tabulate structures and functions
Relate the cause and effect of lack of functions in those organs
Learn ALL the examples listed below.
– hearing loss Causes of hearing loss:
-conductive (ear canal, eardrum, middle ear, ear ossicles) due to
infections, trauma.
-sensorineural (inner ear nerve cells or hairs) due to exposure to excessive
noise, drugs, viral infections, trauma.
-mixed hearing loss: combination of the two listed above
– visual disorders Disorders and causes:
-myopia (short-sighted) refractive error, distance between the retina and
lens is too great
-hyperopia (long sighted) refractive error, distance between the retina
and the lens is too small
-astigmatism cornea or lens irregularly shaped
-cataracts lens is clouded over
-macular degeneration deterioration of the macula in the central inner
lining of the retina
-glaucoma damage to the optic nerve due to increase pressure
– loss of kidney function -chronic kidney disease due to smoking, drinking, high blood pressure,
diabetes, trauma, infections, chronic inflammation, nephritic disease
● investigate technologies that are used Focus on how technology assists in helping to restore the function of the
to assist with the effects of a disorder, organ.
including but not limited to: Reach conclusions
(ACSBL100)
– hearing loss: cochlear implants, Cochlear implants: a sound processor is implanted that transforms the
bone conduction implants, sound into an electrical impulse send via an electrode inserted in the
hearing aids cochlea
Bone conduction implants: replace the conductive hearing loss, sound
processor conducting the sound vibrations to the inner ear
Hearing aids: replace conductive hearing loss, a microphone picks sound
waves and amplifies them.
– visual disorders: spectacles, laser Explain how the follow technologies assist the disorder
surgery Spectacles and contact lenses: correct the refractive errors
Laser surgery: correct refractive errors by reshaping the cornea.
Cataract surgery: replacement of the opaque lens by an artificial
intraocular lens
– loss of kidney function: dialysis Haemodialysis: patient is connected to a machine that filters the blood of
nitrogenous waste
Peritoneal dialysis: tube inserted in the peritoneum which act as the
blood filter using a dialysis fluid
● evaluate the effectiveness of a Effectiveness relates to the value of the technology to assist the organ
technology that is used to manage and disorder in terms of cost, affordability, potential side effects, risks of
assist with the effects of a disorder intervention (surgery), lifespan of the technology, recovery/training after
(ACSBL100)
the technology is implanted.
Hearing aid – cheap and easy to implant, digitalised, smaller in size
Cataract surgery – short surgery, instant recovery
Spectacles – cheap, easy to use, instant fixed
Dialysis – long term procedure, time consumed, side effects on long term
Multiple choices
Exam paper 2019
Extended responses
Exam paper 2019

Investigation scaffold
INQUIRY QUESTION/Content statement
HYPOTHESIS
AIM
EQUIPMENT DIAGRAM
Experimental design
Independent variable
Dependent variable
Controlled variable
PROCEDURE
Risk Assessment
RESULTS (tables, graphs, observation in sentences)
Validity and reliability
DISCUSSION AND CONCLUSION
Explain your results, relate to collection of evidences to answer the inquiry

question, hypothesis and aim.
Glossary of verbs – NESA
Analyse
Identify components and the relationship between them; draw out and relate implications
Apply
Use, utilise, employ in a particular situation
Appreciate
Make a judgement about the value of
Assess
Make a judgement of value, quality, outcomes, results or size
Calculate
Ascertain/determine from given facts, figures or information
Clarify
Make clear or plain
Classify
Arrange or include in classes/categories
Compare
Show how things are similar or different
Construct
Make; build; put together items or arguments
Contrast
Show how things are different or opposite
Critically (analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning,
reflection and quality to (analyse/evaluate)
Deduce
Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
Describe
Provide characteristics and features
Discuss
Identify issues and provide points for and/or against
Distinguish
Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate
Make a judgement based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationships between things evident; provide why and/or
how
Extract
Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support an argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Predict
Suggest what may happen based on available information
Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or
action
Recall
Present remembered ideas, facts or experiences
Recommend
Provide reasons in favour
Recount
Retell a series of events
Summarise
Express, concisely, the relevant details
Synthesise
Putting together various elements to make a whole

HSC Bio

Uploaded by

Copyright:

Available Formats

HSC Bio

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HSC Bio

Uploaded by

Copyright:

Available Formats

2020 HSC Study Day Series

Date: Wednesday 1st July, 2020

Image on front cover attribution: Sourced from https://tinycards.duolingo.com/decks/MKXaiyRH/introduction-to-biology

What? the syllabus?

Biology is the story of life. Learn

Get organised with your study and learning

As soon as you have finished each module

Reaching that band 6 by knowing the language of the band descriptors

Practice from sample exams and previous exams

Others can help you, so ask

Biology Band Performance Descriptors

Stay positive and take your time to answer the questions

Read the questions properly and look for keywords

Write neatly in black pen and label/annotate all the diagrams

Answer ALL the questions, don’t leave blanks

Useful websites for resources to study and revise

This booklet will contain the following

IN ORDER TO ADDRESS THIS SECTION

Analyse the features of fertilisation, implantation and hormonal control of

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

Assess the effect of cell replication processes on the continuity of species

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

Model the process of polypeptide synthesis, including:

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

Assessing how genes and environment affect phenotypic expression

IN ORDER TO ADDRESS THIS SECTION

Investigate the structure and function of proteins in living things

IN ORDER TO ADDRESS THIS SECTION

Process 1: unzipping/transcription double strand DNA unwinds. RNA

Process 2: translation (polypeptide mRNA strand binds onto the

IN ORDER TO ADDRESS THIS SECTION

Model the formation of new combinations of genotypes produced during meiosis,

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

Compare the causes, processes and effects of different types of mutation,

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

Assess the significance of ‘coding’ and ‘non-coding’ DNA segments in the

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

Compare the processes and outcomes of reproductive technologies, including

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION:

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

IN ORDER TO ADDRESS THIS SECTION

Module concept map

Multiple choice questions

Module concept map

Exam paper 2019