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2013 Biology HSC Expo
Transcript of 2013 Biology HSC Expo
HSC Biology is POPULAR – 5th highest enrolment in 2012 [HSC Chemistry 9th, HSC Physics 13th] Syllabus Objectives and Skills Outcomes 2011 HSC Exam Mapping Grid
(Marking Guidelines developed by examination committee) Content = syllabus DOT POINTS
Hx = Syllabus Outcomes 2011 HSC Qn23 (5 marks) Several scientists were involved in determining the structure of DNA.
To what extent did the quality of collaboration and communication between these scientists impact on their scientific research? 2011 HSC Qn30 a) 2 marks 2011 HSC MC Question 10 Content, Definitions, Terms STUDY TIP: Use Tables and Flow Charts to Summarise Info Using a Table – Definitions in BoL You can also add pictures, examples of diseases caused by each organism, size etc. Key Biological Processes STUDY TIP: use flow charts and diagrams to help you visualise EXAM TIP: draw a diagram or table or flow chart to effectively communicate your ideas http://www.bseinquiry.gov.uk/report/volume2/images/chapteg2.gif Protein Synthesis 2005 HSC QN 18 (4 marks) This flow chart represents a model of polypeptide production. Name and outline what occurs in Processes 1 and 2. 2011 HSC QN 25 (5 marks) a) Label each of the two boxes on the diagram using A, B, C or D to identify the processes that take place at this location. (2)
b) Which one of the above processes (A, B, C or D) occurs due to active transport? (1)
c) Outline the effect of aldosterone on the control of body fluids. (2) Know your Scientists! (there are at least 15 in Blueprint of Life) STUDY TIP – Tabulate! Scientists in BoL First Hand Investigations 80 hrs are spent across Prelim and HSC courses Skills
Communicating info and understanding
Developing scientific thinking and problem-solving techniques
Working individually and in teams Summarise important info Aim
Main conclusions 2011 HSC QN 29 Approaching Short Answer and Extended Response QNS Key Verbs Structure & Planning Markers Comments In 2011, 16981 students sat the HSC Biology Exam
HSC Biology is POPULAR – 5th highest enrolment in 2011 You need to IMPRESS the marker.
Think about the BEST way to present your answer.
Make it EASY for the marker to read. Study Tips Practice writing your own marking guidelines (use the resources from the Board of Studies to compare what YOU think you need to address and what the markers want you to address) Read past HSC answers and “mark them” yourself Read your friends answers to see how they/you can improve your writing style. a) Use an example to explain why hybridisation within a species is carried out. (2 marks) What you think needs to be included... Define and name example (1 mark)
Why hybridisation was carried out – some benefit (1 mark) b) Use an example of a named transgenic species to discuss the social and environmental impact of this technology (5 marks) Define and name example of transgenic species (1 mark)
Discuss Social impact: positives and/or negatives(2 mark)
Discuss Environmental impact : positives and/or negatives(2 marks) What Markers are looking for ... Exam Tips A poodle and a Labrador were crossed to have the non-allergenic trait of the poodle with the gentle nature of the Labrador. HSC Sample Answers: Bt cotton is an example of a transgenic species created by scientists. It provides a benefit to society as it reduces the need to spray cotton crops with insecticides. This saves people time and money. One disadvantage of this crop is that farmers have to buy the seeds each year and are dependent on large companies. An advantage to the environment is that Bt cotton reduces the use of insecticides, which benefits food chains and food webs. A disadvantage of Bt cotton is that it reduces biodiversity as it means large areas of crop are genetically identical Before you start:
Circle all the key words in the question – this gives you an idea as to what you need to be addressing Planning:
Clear structure which eventually answers the question
Definition of terms
Detailed explanation of concepts needed to address question
Answer the question Writing:
Effective communication of ideas
Using a table
Using a flow chart/diagrams Checking:
Have you showed depth of knowledge?
Have you written your answer clearly and concisely?
Have you answered the question?
HAVE YOU ANSWERED THE QUESTION?
HAVE YOU ANSWERED THE QUESTION???? PRACTICE! 2010 HSC QN 23 Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course and including the prescribed focus areas. Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Re: First Hand Investigation Qn In better responses, candidates:
correctly identified the aim of the experiment
provided characteristics of two changes to the experiment that would improve the validity
provided the correct dependent and independent variables and control. They also identified the safety precautions and risks related to their safe work practices.
presented an argument related to the experimental design to justify the conclusion as being invalid. In weaker responses, candidates:
did not differentiate between validity and reliability.
did not present a clear argument and/or related their answer to the data from the graph. Re: Short Answers In better responses, candidates:
thoroughly described the quality of collaboration and communication between at least three correctly named scientists, and clearly related the effect of this collaboration and communication on their progress in determining the structure of DNA.
[being concise and precise, showing knowledge] In weaker responses, candidates:
made general statements about collaboration and communication between scientists.
[Not answering the question, not showing depth of knowledge] Re: Referring to Stimulus provided In better responses, candidates:
identified similarities and differences using either generalised statements or specific examples from the information contained in both graphs.
correctly interpreted the stimulus material and explained two improvements of the new artificial blood made from skin stem cells. In weaker responses, candidates:
responses referred to the presentation of the graph rather than the information contained in the graphs.
focused on the advantages of the existing forms of artificial blood or related the improvements of donated blood, rather than the new artificial blood made from skin stem cells. ? Bachelor of Science Hons (Plant Pathology) - University of Sydney
Diploma of Education (Secondary Education) - Macquarie University
Biology, Chemistry and Junior Science Teacher (Matrix Education) - Syllabus Objectives and Outcomes
- Content, Definitions and Terms
- Key Biological Processes
- First Hand Investigations Study Exam Exam We can effectively communicate our answer using a table This addresses Syllabus Outcome H1 Identify: Recognise and name
Outline: Sketch in general terms; indicate the main features of
Assess: Make a judgment of value, quality, outcomes, results or size
Evaluate: Make a judgement based on criteria; determine the value of
Describe: Provide characteristics and features
Discuss: Identify issues and provide points for and/or against Summary
Students attempt to state what they think the markers are looking for
Check with marking guidelines
Check with HSC Sample answers QUALITY over QUANTITY!!! Using a Flow Chart - Pathogens ? Thank you! For more HSC Study Resources please visit: www.matrix.edu.au/blog