Study Notes Semester 2 2024 PDF

Assessment block: Week 4 HISTORY TOPICS: - Rights and freedoms - Popular culture RIGHTS AND FREEDOMS: 1. Origins and significance of the UDHR, including Australia's involvement : - ORIGINS: The UDHR was adopted by the United Nations General Assembly on the...

Assessment block: Week 4 HISTORY TOPICS: - Rights and freedoms - Popular culture RIGHTS AND FREEDOMS: 1. Origins and significance of the UDHR, including Australia's involvement : - ORIGINS: The UDHR was adopted by the United Nations General Assembly on the 10th of December 1948, in response to WW2. - SIGNIFICANCE: The UDHR is an international document that recognised the basic rights and fundamental freedom to which all human beings are entitled, influencing international laws, national constitutions, and human rights advocacy. - AUSTRALIAS INVOLVEMENT: Australian diplomat Dr. Herbert Vere Evatt serving as the president of the United Nations General Assembly at the time of the UDHR’s adoption. 2. Outline the purpose of the United Nations: - The United Nations was formed immediately after WW2, with the goal of preventing future wars. - The UN marked a new era of international cooperation, and outlined a vision for the post - war world - One of the first actions of the UN was to draft a declaration of human right, which was ratified in 1948 3. Background to the struggle of the aboriginal and torres strait islander peoples for the rights and freedoms before 1965, including the 1938 day of mourning and the stolen generations: - 1938 DAY OF MOURNING: Marked the 150th anniversary of British colonisation, where Aboriginal activists protested for rights and recognition, highlighting the ongoing injustices and the need for self-determination. - STOLEN GENERATIONS: Refers to Aboriginal and Torres Strait Islander children forcibly removed from their families under assimilation policies, aimed at erasing Indigenous culture and identity, leading to profound trauma and loss. - DISCRIMINATION & INEQUALITY: Prior to 1965, Indigenous Australians faced systemic racism, limited access to education, employment, and healthcare, and were excluded from the Census and voting rights. - ACTIVISM & FORMATION OF ORGANISATION GROUPS: Increased efforts by Aboriginal groups and organisations during the 1940s and 1950s to advocate for legal recognition, land rights, and social justice. - CONSTITUTIONAL INVISIBILITY: Aboriginal people were largely ignored in Australian laws and policies, leading to significant calls for reform and recognition of their rights and freedoms. 4. Explain the purpose and significance of early 20th century aboriginal activism, including the 1938 day of mourning protest: - AWARENESS RAISING: Early 20th century Aboriginal activism aimed to highlight the social injustices and discrimination faced by Indigenous Australians, challenging government policies that marginalised their rights and sovereignty. - CULTURAL PRESERVATION: Activists sought to preserve and promote Aboriginal culture, languages, and traditions against the backdrop of assimilationist policies that threatened their identity. - LEGAL RIGHTS ACTIVISM: The movement aimed to secure legal rights and land entitlements, laying the groundwork for future land rights activism and policy reforms. - THE 1938 DAY OF MOURNING: Marked a pivotal moment in Aboriginal activism, as Indigenous leaders gathered in Sydney to protest the 150th anniversary of British colonisation, highlighting ongoing oppression and demanding rights and equality. - FORMATION OF ORGANISATIONS: This period saw the establishment of key organisations, such as the Aboriginal Progressive Association, creating a unified voice for Aboriginal issues and facilitating collective action. - FUTURE INFLUENCE: Early activism, including the Day of Mourning, inspired subsequent generations and movements, contributing to broader social justice initiatives and the fight for Aboriginal rights in Australia. 5. Discuss the impact of the nsw freedom ride on the civil rights of aboriginal and torres straight islander people: - AWARENESS: The NSW Freedom Ride (1965) highlighted the systemic racism faced by Aboriginal and Torres Strait Islander peoples in Australia, gaining national media attention. - ACTIVISM: It inspired a new wave of Indigenous activism and youth involvement, prompting further campaigns for civil rights and social change. - LEGISLATION PRESSURE: The ride pressured the Australian government to address issues such as land rights, education inequality, and discrimination, leading to future reforms. - UNITY AMONG ABORIGINAL COMMUNITIES: Fostered solidarity among Aboriginal and Torres Strait Islander communities across Australia, strengthening their collective voice. - CULTURAL RECOGNITION: Raised public awareness of Indigenous culture and rights, leading to greater recognition and respect in Australian society. - FOUNDATION FOR FUTURE MOVEMENTS: Set a precedent for subsequent civil rights movements, including the 1972 Aboriginal Tent Embassy and the 1988 Bicentennial protests. 6. The significance of the following for the civil rights of Aboriginal and Torres Strait Islander peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations); the Apology: - 1962 RIGHT TO VOTE FEDERALLY: Granted Aboriginal and Torres Strait Islander peoples the legal right to vote in federal elections, marking a crucial step towards political representation and equality in Australia. - 1967 REFERENDUM: Resulted in a historic constitutional change, allowing the federal government to make laws for Aboriginal peoples and including them in the national census, symbolising a shift towards recognition and inclusion. - RECONCILIATION: A process aimed at addressing past injustices and fostering respectful relationships between Indigenous and non-Indigenous Australians, promoting healing, understanding, and equality. - MABO DECISION (1992): Recognised the native title rights of the Meriam people, overturning the legal doctrine of terra nullius, and establishing a foundation for Indigenous land rights in Australia. - BRINGING THEM HOME REPORT (1997): Detailed the impacts of the Stolen Generations and recommended reparations and policies to restore rights and address the ongoing trauma experienced by Indigenous families. - THE APOLOGY (2008): Delivered by Prime Minister Kevin Rudd, it formally acknowledged the injustices faced by Aboriginal and Torres Strait Islander peoples due to past policies, serving as a crucial step towards healing and reconciliation. 7. Outline the background, aims and significance of key developments in Aboriginal and Torres Strait Islander peoples' struggle for rights and freedoms: BACKGROUND: - COLONISATION IMPACT: Europeans settled Australia in 1788, leading to the dispossession, dislocation, and severe decline of Aboriginal and Torres Strait Islander populations and cultures. - POLICIES OF ASSIMILATION: Throughout the 19th and early 20th centuries, government policies aimed at assimilating Indigenous peoples, resulting in the Stolen Generations and loss of cultural identity. AIMS: - RECOGNITION OF LAND RIGHTS: Advocate for legal recognition and restitution of traditional lands, culminating in landmark cases like the Mabo decision (1992). - POLITICAL REPRESENTATION: Seek greater representation in government and political processes, including the establishment of the Aboriginal and Torres Strait Islander Commission (ATSIC) in the 1990s. - EQUALITY AND ANTI-DISCRIMINATION: Push for equal rights and the abolition of discriminatory laws, seeking protections against racism and social injustice. - CULTURAL RECOGNITION: Aim for the preservation and revitalization of Indigenous cultures, languages, and traditions, ensuring cultural heritage is acknowledged and celebrated. SIGNIFICANCE: - LAND RIGHTS LEGISLATION: The successful land rights campaigns led to significant legal changes and acknowledgment of Indigenous land ownership, such as the Native Title Act (1993). - CONSTITUTIONAL RECOGNITION: The struggle has increasingly highlighted the need for reconciliation and constitutional recognition of Aboriginal and Torres Strait Islander peoples within Australian law. - SOCIAL AWARENESS CONSTITUTION: ndigenous activism has raised awareness of Aboriginal and Torres Strait Islander issues, influencing public discourse and inspiring broader human rights movements in Australia. POPULAR CULTURE: 1. The nature/main features of popular culture at the end of World War II, including music, film, sport, and fashion: - MUSIC: The rise of jazz, swing, and the beginnings of rock 'n' roll; popular artists included Frank Sinatra and Billie Holiday. - FILM: Hollywood's Golden Age with classic films like "Casablanca" and "It's a Wonderful Life"; emergence of film noir and increased use of Technicolor. - SPORT: Growth in popularity of professional athletics, especially baseball and boxing; the integration of sports began with notable figures like Jackie Robinson. - FASHION: Post-war styles reflecting optimism; the "New Look" by Christian Dior emphasising femininity with cinched waists and full skirts; casual attire gaining popularity. 2. Developments in popular culture in post-war Australia and their impact on society including the introduction of television and rock ‘n’ roll: - TELEVISION INTRODUCTION (1956): Revolutionised entertainment; became primary medium for news, drama, and sports, fostering a shared national culture and influencing public opinion. - ROCK N ROLL POPULARITY: Emerged in the 1950s; challenged traditional values and youth norms, leading to a cultural shift towards rebellion and individual expression. - SOCIAL CHANGES: Shift in gender roles and family dynamics; television depicted changing social norms, while rock ‘n’ roll helped amplify the voices of youth and marginalised groups. - INCREASED CONSUMERISM: A surge in advertising and consumer goods through television; encouraged a culture of consumption and shaped consumer habits. 3. The ways in which Australia in the 1950s was influenced by American culture: - MEDIA AND ENTERTAINMENT: American films, television shows, and music dominated Australian airwaves, popularizing Hollywood stars and creating a shared global culture among youths, with shows like "I Love Lucy" and rock ‘n’ roll music inspiring local fans. - FASHION TRENDS: U.S. fashion influenced Australian youth styles, with clothing and hairstyles reflecting American trends, contributing to a distinct yet Americanised youth culture. - CONSUMER PRODUCTS: American brands and consumer goods became highly sought after, fostering a culture of consumerism and modifying Australian lifestyles to align with U.S. marketing trends. - SPORTING INFLUENCE: American sports, particularly baseball and football, gained popularity; concepts from U.S. sporting culture, such as cheerleading and franchise teams, began to emerge in Australia. - CULTURAL CONCEPTS: Themes of individualism and rebellion from American culture resonated with Australian youth, reflecting broader societal changes and challenging traditional norms. - POLITICAL IDEOLOGY: The Cold War context and U.S. alliances influenced Australian foreign policy and nationalism, with American ideals shaping Australian attitudes towards democracy and capitalism. 4. How American and British music influenced post-war Australian entertainment, such as rock ‘n’ roll: - MUSICAL STYLES AND GENRES: American rock 'n' roll introduced energetic rhythms and a rebellious spirit, inspiring Australian artists to adopt similar styles, leading to the emergence of local rock bands and musicians who infused their music with American influences. - POPULARITY OF BRITISH INVASION: The early 1960s saw British bands like The Beatles and The Rolling Stones gain massive popularity in Australia, further shaping the musical landscape and encouraging a new wave of Australian rock music that mirrored British sounds. - CULTURAL INTEGRATION: The infusion of American and British music into Australian entertainment facilitated a blending of cultures; Australian artists began to experiment with their own sounds, merging local influences with rock 'n' roll and pop, creating a unique national identity in music. - YOUTH MOVEMENT: The influx of rock music from both regions catalyzed a burgeoning youth culture, fostering a sense of identity and community among young Australians, who embraced new trends in fashion, behavior, and lifestyle associated with the music. - MEDIA INFLUENCE: The popularity of American and British music was amplified through television and radio, which played significant roles in promoting these genres, leading to the establishment of music charts and programs that showcased both local and international artists. - LIVE MUSIC SCENE: American and British music acts prompted the rise of live music venues and festivals in Australia, enhancing the entertainment industry and creating opportunities for local musicians to perform alongside international stars. 5. The nature and impact of television on Australian popular culture using sources: - INTRODUCTION OF TELEVISION(1956): Television was introduced nationally in Australia, changing the way people consumed entertainment, with programs that shaped public opinions and reflected societal values. - INFLUENCE OF AMERICAN PROGRAMMING: American shows dominated early Australian television, leading to the adoption of American cultural norms and lifestyles, while also inspiring local productions. - CREATION OF LOCAL CONTENT: Australian television contributed to a unique national identity through popular shows like "Against the Wind" and "Blankety Blanks," showcasing local talent and stories. mmercials as a powerful tool for influencing public behavior and creating brand loyalty. - IMPACT ON SOCIAL NORMS: TV programs often addressed social issues, such as family dynamics and gender roles, influencing public perceptions and discussions on topics like race, sexuality, and politics. - POLITICAL ENGAGEMENT: Television emerged as a critical medium for political communication, providing a platform for political leaders and influencing public opinion, particularly during major events like elections or crises. Assessment block: Week 4 CATHOLIC STUDIES TOPICS: - Church History; Tradition, Challenge and Change - Ecumenism and Interfaith Dialogue 1. Describes and evaluates the impact of significant people (Martin Luther), movements (Great Schism, Protestant Reformation, Council of Trent) and events (Vatican II) on Church teachings and practices. - MARTIN LUTHER: - DESCRIPTION: A German monk and theologian whose 95 Theses (1517) criticised Church practices, particularly the sale of indulgences. - IMPACT: Catalysed the Protestant Reformation, leading to the formation of various Protestant denominations and a shift towards individual interpretation of the Scriptures, challenging papal authority. - SIGNIFICANT MOVEMENTS: - GREAT SCHISM(1054): - DESCRIPTION: The split between the Roman Catholic Church and the Eastern Orthodox Church over bitterness in the past, authority of the pope - causing conflict, constant looming presence of the church, theological, cultural, and political differences. - IMPACT: Resulted in the establishment of two distinct branches of Christianity, leading to varied liturgical practices, theological beliefs, and church governance structures. - PROTESTANT REFORMATION (16th Century): - DESCRIPTION: A major religious movement aimed at reforming the beliefs and practices of the Roman Catholic Church. - IMPACT: Led to the creation of several Protestant denominations, significant changes in worship practices (reform of church and mass), theology (e.g. justification by faith alone), and the decline in the Catholic Church’s authority in Europe. - COUNCIL OF TRENT (1545-1563): - DESCRIPTION: An ecumenical council initiated to counter/in response to the Protestant Reformation and address Church reforms. - IMPACT: Affirmed Catholic doctrines, instituted reforms in clerical discipline, education, and the sale of indulgences, and helped solidify the Counter-Reformation efforts to regain Catholic influence. - KEY POINTS: - Transubstantiation/Tridentine: Turning bread (Eucharist) and wine into body and blood of Christ. Linking it to the last supper - Seven sacraments: Baptism, Communion (Eucharist), Confirmation, Reconciliation, Marriage, Holy orders, Anointing of the sick - Salvation: Give back to people, Saving and forgiving others. Faith and good works + sacraments = valued greatly - Seminary: Priests are trained and formed into leaders of the church - Doctrine: A belief or set of beliefs held and taught by a Church - SIGNIFICANT EVENTS: - Vatican II (1962-1965): - DESCRIPTION: An ecumenical council convened by Pope John XXIII to address relations between the Catholic Church and the modern world. - IMPACT: Resulted in significant changes in Church teachings and practices, including greater emphasis on Scripture, participation in the liturgy, ecumenism, and a move toward modernity, engaging with contemporary social issues and other faiths. 2. Martin Luther/ King Henry the 8th: - Martin Luther was a German theologian whose 95 Theses challenged the Catholic Church's practices, particularly the sale of indulgences, and sparked the Protestant Reformation, emphasising salvation by faith and the authority of Scripture - Martin luther protested against the catholic church, corruption and greed. Protestant reformation. - King Henry the 8th formed the Anglican church as he wanted to divorce his wife and felt pressured by the church - Head of anglican church is the monarch and the bishop canterbury 3. The core beliefs and practices of the major Christian denominations and some of the non-Christian Faith Traditions. - Major Christian denominations emphasise beliefs like Scripture and the sacraments, while non-Christian faiths like Islam, Judaism, Hinduism, and Buddhism focus on monotheism, ethics, and enlightenment. 4. Classify aspects of commonality (and difference) between the Christian denominations, and also between the Abrahamic faiths. - Christian denominations share beliefs in Jesus and the Bible but differ in authority, sacramental practices, and worship styles, while Abrahamic faiths share monotheism and key prophets but differ in their concepts of God, sacred texts, and views on Jesus. 5. Make sense of Australia’s religious and faith profile. (census data and trends) - Australia's religious profile shows a decline in Christianity, growth in Islam, Hinduism, and Buddhism, and a rising number of people identifying as having no religion.  Assessment block: Week 4 SCIENCE TOPICS: - The Term 3 Biology unit “Who do you think you are?” - The Term 4 Ecology unit “Living in Harmony” WHO DO YOU THINK YOU ARE? 1. Genetic inheritance - traits, genes, chromosomes: - TRAITS: Characteristics passed from parents to offspring (e.g, eye colour). - GENES Segments of DNA that code for proteins and traits. - CHROMOSOMES: Thread-like structures made of DNA, humans have 23 pairs of chromosomes 2. DNA - Structure, make-up, location in cell: - STRUCTURE Double helix, made of nucleotides (Adenine, Thymine, Cytosine, Guanine) - ADENINE - THYMINE // CYTOSINE - GUANINE - ^^^^^ codes for amino acid - LOCATION: DNA is found in the nucleus of a cell. - 3. Discovery of DNA (contribution of Watson & Crick, Franklin): - WATSON AND CRICK: Discovered the double helix in 1953 - ROSALINE AND FRANKLIN: Contributor with X - Ray diffraction images of DNA. Took the first ever image of DNA (with x-rays) confirming the double-helix structure - 4. DNA replication: - The process by which DNA makes an identical copy of itself, is crucial for cell division STEPS - 5. Mutations and mutagens: - MUTATIONS: Changes in the DNA sequence that can be caused by environmental factors or errors during replication - DIFFERENT TYPES, WHEN THEY OCCUR - MUTAGENS: Agents that cause mutations (eng, radiation, chemicals) (e.g cigarettes/sun/radiation causing cancer) 6. Mitosis and meiosis: - MITOSIS: - Purpose is for cell division for growth and repair. - 2 identical daughter cells with 46 chromosomes total. (diploid) - Occurs in non-reproductive cells/ somatic cells (everywhere except ovaries and testes) - In single-celled organisms, mitosis is responsivle for ‘A-sexual reproduction’ - MEIOSIS: - Purpose is to produce sex cells (gametes) - 4 sex cells 23 chromosomes (haploid) - Occurs in sex cells (ovaries and testes) - Daughter cells are called sperm and eggs 7. Genetic crosses and punnett squares (Work of Gregor Mendel) - GREGOR MANDELS WORK: Showed inheritance patterns using pea plants. - PUNNET SQUARES: Diagrams to predict offspring genotype from parental alleles. 8. Genetic Terminology - ALLELES: Different versions of a gene - HOMOZYGOUS: Two identical alleles.(e.g AA, or aa) - HETEROZYGOUS: Two different alleles (e.g, Aa) - PHENOTYPE: Traits or characteristics of an organism (e.g eye colour) - GENOTYPE: The genetic makeup of an organism. - HOMOLOGOUS PAIR: A pair of chromosomes, one from each parent - PURE-BREED: Organisms with two identical alleles for a trait(eg AA). - HYBRID: Organism with two different alleles for a trait - DOMINANT RECESSIVE - TRAIT: A specific characteristic of an organism 9. Genetic technologies - CRISPR-Cas9: A gene tool that allowed for precise modifications to DNA - GENE THERAPY: Replacing defective genes with functional ones to treat genetic disordejrs. - CLONING: Creating an identical copy of an organism (e.g Dolly the sheep) - GMO 9: (Genetically modified organisms) are Organisms whose genetic material has been altered for specific traits (e.g pest-resistant crops) 10. The theory of Evolution by Natural Selection - Proposed by Charles Darwin, it explains how species evolve due to differential survival and reproduction. - KEY CONCEPTS: Variation within species, competition for resources, those with advantageous traits survitve and reproduce, passing these traits to offspring. 11. ‘Survival of the fittest’ - Refers to the idea that individuals best suited to their environment (in terms of reproductive success, not physical strength) are more likely to survive and reproduce. 12. Lamarck’s Theory of Acquired Characteristics (inheritance) - Believed characteristics could change within a lifetime to adapt to environments. -> These changes would be passed down to offspring. - THEORY DISPROVEN: e.g. mice with tails chopped off will have babies with tails. 13. Process of Natural selection (examples) - Natural variation → Competition/selection pressures → Survival of the fittest → Reproduction → Evolution - EXAMPLE: Peppered moth during the Industrial Revolution 14. Modelling Natural selection - Simulations or models (e.g., bead experiments, digital simulations) that demonstrate how certain traits increase in frequency over generations in response to environmental pressures. 15. Evidence for evolution (Biogeography, DNA studies, Comparative anatomy, embryology, fossil records) - BIOGRAPHY: Distribution of species across the world (e.g Galapagos finches) DNA STUDIES: Genetic similarities between species suggest common ancestry. - COMPARATIVE ANATOMY: Homologous structures (e.g., the forelimbs of whales, humans, and bats) indicate common ancestry. - EMBRYOLOGY: Similarities in the early development stages of different organisms suggest evolutionary relationships. - FOSSIL RECORDS: Show the progressions of life forms from simpler to more complex organisms over millions of years. THE TERM 4 ECOLOGY UNIT “LIVING IN HARMONY” 1. INTERPRETING DATA BASED ON GLOBAL WARMING AND CLIMATE CHANGE: - Analyse data sets on rising global temperatures, changes in CO2 levels, melting ice caps, and rising sea levels. Understand how human activities (e.g burning fossil fuels, deforestation) contribute to these trends. 2. UNDERSTANDING THE IMPACT OF HUMAN ACTIVITY ON THE EARTH’S SPHERES: - ATMOSPHERE: Increased C02 and the other greenhouse gases from burning fossil fuels trap heat, leading to global warming and climate change. - HYDROSPHERE: Pollution of oceans, lakes and rivers; ocean acidification affects marine life. - LITHOSPHERE: Deforestation and mining disrupt ecosystems and cause soil erosion - BIOSPHERE: Loss of biodiversity as species habitats are destroyed or altered due to human activities. 3. WORKING SCIENTIFICALLY SKILLS - HYPOTHESIS AND AIM: Form a testable statement (Hypothesis) and a clear goal (aim) for your experiment - INDEPENDANT VARIABLE: What you change - DEPENDANT VARIABLE: What you measure - CONTROLLED VARIABLES: factors kept constant - ACRONYM: ^^^ I Don’t Care Cows Moo Softly - RISK ASSESSMENT: Evaluate potential hazards and risks associated with an experiment, ensuring safety measures are in place - GRAPHING/INTERPRETING DATA FROM TABLES: On a graph; independent variable -> x axis, dependant variable -> y axis - CALCULATING AVERAGES: Add all variables/components then divide by the amount of variables/components there are - VALIDITY: How well a test or experiment measures what it's supposed to measure - RELIABILITY: Getting the same results again and again when you repeat the same experiment - CONCLUSIONS: Explain what the results of an experiment mean and whether they support or go against the initial hypothesis SCIENCE ACTIVITY Cell Theory & The Watson-Crick Model of DNA 19 23 46 Blond Cancer Cell membrane Cells Chromosomes Clone Coloured Cytoplasm Dark Dark DNA Dolly Dominant Double helix Down’s Syndrome Father Female Gametes Genes Genetic engineering Haemophilia Male Meiosis Meiosis Mendel Mitosis Mitosis Mother Multicellular Nucleus Ova Pairs Pedigree Recessive Replicate Same Sperm Watson & Crick XX XY 1. All living things are composed of c__________. 2. A human is an example of a m__________ organism because it is made up of millions of cells. 3. The control centre of a cell is its n__________. 4. The thick fluid surrounding the control centre and filling the cell is called c__________. 5. The sell is surrounded by a c__________ m__________ which controls movement of substances in and out of the cell. 6. This control centre also contains strands of genetic material called c__________ which are necessary for inheritance. 7. These strands are made up of a special chemical called D__________. 8. A molecule of the DNA looks like a spiral ladder and is called a d__________ h__________. The two scientists who developed the model of DNA were W__________ and C__________. 9. The DNA molecule is made up of small units called g__________ which are responsible for different characteristics. 10. C__________ is an example of a non-infectious disease caused when the genetic code on the chromosomes is not correctly copied resulting in the formation of abnormal cells. 11. The growth of a baby is brought about by a special cell division of body cells called m__________. 12. When a cell divides, the DNA molecules copy themselves or r__________ in order to pass a set of instructions to each new cell. 13. There are __________ chromosomes in a human body cell. 14. How many chromosomes are in a human sex cell? __________ 15. Sex cells are made by a cell division process called g__________. 16. The two kinds of cell division processes are m__________ and m__________. 17. Sex cells are generally called g__________. 18. A male gamete is called a s__________. 19. A female gamete is called an o__________. 20. What sex chromosomes would a female have? __________ 21. What sex chromosomes would a male have? __________ 22. If a skin cell of an animal has 38 chromosomes in the nucleus of a cell, how many chromosomes will be found in the sex cells of that animal? __________ 23. Genes exist in p__________. One of these may mask the effect of the other and is called a d__________ gene. A gene which is masked by the presence of another is called a r__________ gene. 24. If a baby inherits a gene for blond hair and one for dark hair, what do you predict will be the colour of the child’s hair? __________ 25. Which gene above is dominant? __________ 26. Which gene above is recessive? __________ 27. What gene combination would you expect to have if you are going to have blond hair? __________ 28. During inheritance, half the genes come from the m__________ and half come from the f__________. 29. Occasionally, the fertilised egg may have the wrong number of chromosomes. Name one inherited condition of an individual due to having more or less chromosomes than normal. ____________________ 30. Sometimes inheritance is sex-linked and is passed on to children, generally boys, through the mother. Name one sex-linked disorder. _________________ 31. A p__________ chart shows family relationships and how characteristics are passed on from one generation to the next. 32. In such a chart, a square represents a m__________ and a circle represents a f__________. 33. When a characteristic is being tracked in a family tree chart, the individuals that exhibit the characteristic will be c__________ or shaded in. 34. Members of a family in the s__________ generation will appear along the same branch of the family tree or pedigree chart. 35. The biologist who first studied inheritance in pea plants was called M__________. 36. The technology that involves the deliberate manipulation of genes is known as g__________ e__________. A c__________ is an exact genetic copy made of an organism. E.g. ‘D__________’ the sheep. PDHPE TOPICS: - Road safety and risk taking - Healthy Mind and Body ROAD SAFETY AND RISK TAKING: 1. Driving related Statistics: - In Australia, road fatalities average around 1,200 annually, with speeding, drink driving, and mobile phone use being significant contributing factors. 2. Pro-social behaviours: - Following traffic rules - Pedestrian awareness - Promoting safe driving practices to reduce accidents and protect lives. 3. Causal factors impacting on road safety (vehicle, environment, human): - Causal factors impacting road safety include vehicle issues like mechanical failures, environmental conditions such as weather and road quality, and human factors like speeding, distraction, and impairment. 4. Speeding: - Speeding increases the risk of accidents by reducing reaction time and control, and is a major contributor to road fatalities and severe injuries. 5. Mobile Phones and Driving: - Using mobile phones while driving distracts drivers, significantly increasing the risk of accidents by diverting attention from the road and impairing reaction times.  6. Alcohol, Drugs and Driving: - Driving under the influence of alcohol or drugs impairs judgment, coordination, and reaction times, greatly increasing the likelihood of accidents and road fatalities. 7. Driver Fatigue: - Driver fatigue significantly reduces alertness and reaction times, increasing the risk of accidents and is a major factor in many serious road crashes. 8. Distracted Driving: - Distracted driving, which includes activities like texting, eating, or using in-car technology, diverts attention from the road and is a leading cause of accidents and fatalities. 9. Conditions of licencing: - AGE RESTRICTIONS: Minimum age requirements must be met - 16 years old MINIMUM - RESIDENCY: Applicants must be residents of the state or territory in which they're applying. - VISION AND HEALTH STANDARDS: Must meet specific vision and health requirements to ensure safe driving. - TESTING: Successful completion of written, vision, and practical driving tests as mandated. - LEARNERS PERMIT: Completion of a specific duration (120 hours) with a learner's permit prior to obtaining a provisional licence. - PROVISIONAL DRIVING PERIOD: Limits on blood alcohol concentration (BAC) and restrictions on carrying passengers during the provisional phase. - COMPLIANCE WITH TRAFFIC LAWS: Adherence to all traffic rules and regulations; violations can lead to penalties or license suspension. 10. NSW Road Safety Campaigns: - NSW road safety campaigns, like "Speeding, No One Thinks Big of You," promote safe driving and awareness to reduce accidents and fatalities. 11. How to stay safe and First Aid and emergency situations: - To stay safe in emergencies, wear seatbelts and stay alert; for first aid, assess the situation, call for help, and provide basic care like CPR and wound management. - DRSABCD; danger, response, send for help, airways, breathing, CPR, defibrillation HEALTHY MIND AND BODY: 1. The nature of mental wellness: - Mental wellness involves emotional, psychological, and social well-being, affecting how individuals think, feel, and cope with stress. 2. Mood and mental wellbeing: - Mood significantly impacts mental well-being, as positive moods can enhance resilience and coping skills, while negative moods can lead to stress, anxiety, and depression. 3. Supporting Others with Mental Health concerns: - Mood significantly impacts mental well-being, as positive moods can enhance resilience and coping skills, while negative moods can lead to stress, anxiety, and depression. ENGLISH TOPICS - Coming of age genre study 1. Characteristics of the coming of age genre: - Personal growth - Identity exploration - Transitional period - Relationships - Conflict and challenges - Life lessons - Emotional depth 2. Bildungsroman/coming of age genre stages: - STAGE 1: THE CALL (Chaos): the protagonist is usually from a small town or village, and they journey to a more complex realm, or to a large city. The protagonist must separate from their family in order to gain an identity that is separate and distinct. The protagonist searches for answers beyond their home - STAGE 2: THE APPRENTICESHIP (Opportunity): Education is crucial to the protagonists progress into maturity. The protagonist is often disappointed by this new world, as it does not live up to their expectations. The protagonist finds their education in the disappointment of the new world, and this allows them to successfully maure and gain their distinct identity. - STAGE 3: MATURITY (Defiance): The protagonist achieves their maturity with difficulty, and it allows them a sense of pride in having obtained it through the tests and obstacles they've had to face. The protagonist experiences psychological, moral and/or spiritual growth. The protagonist and the readers accept that they are not a superior character: that they are flawbed, but they are fundamentally good - STAGE 4 - ACCEPTANCE AND REMEDY (Emergence): The protagonist usually returns to the place they left originally/ the reader is able to see the contrast between the protagonist at the beginning of the text and the person they've become once they return to the place they left. The protagonist is able to help others with their newfound maturity and wisdom 3. Revise scenes from ‘be my brother’ (2009) by Genevieve Clay Smith https://docs.google.com/document/d/1mVym-YT-KWpva46SgGhLN5Hd9OB9EQNvt6Lk1VeJ AgM/edit 4. Quotes from ‘be my brother’ - QUOTES: - “ I am what i am, and i cannot change, my brother he does not understand, he thinks that he doesnt want to be near me, i always seem to embarrass him, and i dont like to be ignored ” - Richard (defiance stage) - “I can't do impersonations” - Amanda (metaphorically meaning I can't be something im not - indirectly showing commonality between Amanda and Richard) 5. Cinematic film techniques - CINEMATIC & FILM TECHNIQUES: - Shots (uninterupted recording) and framing, camera angles and camera movements to achieve different effects - use the word ‘frame’ to discuss this - ESTABLISHING SHOT: Different from a long shot, it sets the scene and is used to establish and to show transitions between locations - LONG SHOT: A shot from some distance. If filming a person, the full body is shown. It may show the isolation or vulnerability of the character - MEDIUM SHOT: The most common shot. The camera seems to be a medium distance from the object being filmed. A medium shot shows the person from the waist up. The effect is to ground the story - CLOSE UP SHOT: Takes up 80% of the frame, effect of close up person showing significance of emotion; close up of object or animal showing that is significant. - EXTREME CLOSE UP: The image being shot is a part of a whole, such as an eye or hand. Showing us something is about to go down, displaying subtle but significant details. - TWO SHOT: Includes both characters more or less equally , where the interaction between two is important. - EYE LEVEL: Characters eye level, most natural angle. Can be used to create relatability between viewer and character, deepens connection between the two, most natural angle, can also mean straight on, does not have to be directly eye to eye. Eye level shots can convey two characters having equal significance. - HIGH ANGLE: Camera is above the character, can create an image of the person look smaller appearing weak, powerless or trapped. Can also indicate a power imbalance, vulnerability. - LOW ANGLE: The subject is viewed from below, usually making them look larger than normal, strong, powerful and threatening, triumphed, significant. - PAN: Side to side - TILT: Up or down - ZOOM: Move closer or further away from the camera. - MOVEMENT: To increase intensity, feel the movement and be part of the action, distance us or connect us through proximity. Superior or inferior depending on the movement - LIGHTING- Establishes tone and mood. Lighting creates significant emotional responses. Lighting affects clarity, realism, and emotion. - HIGH KEY- Flooded with light, bright, very open-looking scenes. - LOW KEY- Shadows and darkness creating suspense and suspicion - BOTTOM OR SIDE: Direct lighting from below or the side, which often makes the subject appear dangerous or evil - FRONT OR BACK: Gives the appearance of innocence or goodness, or halo effect. Gives us a message about character or setting, if character is lit from behind thry are shown as dominant positive - CUT: Splice together - FADE: Implies the passing of time or the end of scene; FADE IN Darkness to brightness; FADE OUT Image gradually gets darker DISSOLVE: A kind of fade in which one image and gradually replaced by another - FLASHBACK: Cut or dissolve to action that happened in the past - SHOT-REVERSE-SHOT: A shot of one subject, then another, than back to the first; often used for conversation or reaction shots - CROSS-CUTTING: Cut into action that is happening simultaneously; creates tension or suspens and creates a connection between scenes - EYE-LINE MATCH: Cut to an object, then to a person; can reveal a characters thoughts - ***DISSOLVE, FADE AND CUT IS USED TYPICALLY IN COMING OF AGE FILMS*** - SOUND: - DIGETIC: Sounds of things that are in the scene- characters can hear and acknowledge - NON DIGETIC: Cannot be heard by the characters 6. Revise the format of body paragraphs (PETEL): - SIMPLE EXAMPLE: - POINT: In "Be My Brother," the theme of acceptance is reinforced through the protagonist's experiences with social challenges. - EVIDENCE: For instance, in a pivotal scene at a the bus stop, the protagonist faces ridicule from his peers, which deeply affects him. - TECHNIQUE: The director employs close-up shots to capture the protagonist's hurt and confusion, allowing the audience to empathise with his social difficulties. - EFFECT: This visual technique highlights the impact of societal prejudice, evoking feelings of sympathy and anger in viewers toward the discrimination he faces. - LINK: Ultimately, this scene not only illustrates the harsh realities of social exclusion but also sets the stage for the protagonist's journey toward seeking acceptance and understanding within his community. 7. Essay plan: - Paragraph 1 / stage 1 (chaos): Initial chaos /journey of the protagonist - stuck in a world where the character has no or very little control - Paragraph 2 / stage 2 (defiance): Opportunities given to the protagonist and or/ how the character stands up for who they are - Paragraph 3 / stage 4 (emergence): How the character is equipped with new courage Maths TOPICS: - SECTION I: Single Variable Data Analysis - SECTION II: Bivariate Data Analysis - SECTION III: Non-Linear Relationships & Ratios and Rates The test from 2023: https://docs.google.com/document/d/1sGhnayMWBWst-fkFchHohqX7liUgQ3_6Xj54K0aoQ YM/edit