Year 10 Science · Unit 1 · Lesson 20
Apply Worksheet
Learning Goals
Odd one out
Circle the item that does not belong in each group. Then explain why it doesn't fit on the answer line.
| # | Group | Your answer (odd one + reason) |
|---|---|---|
| 1 | Dominant allele Recessive allele Homozygous Molecular clock | |
| 2 | CRISPR Selective breeding DNA fingerprinting Fossil record | |
| 3 | Homologous structures Transitional fossil DNA similarity Punnett square | |
| 4 | Allopatric speciation Reproductive isolation Geographic barrier Meiosis | |
| 5 | Antibiotic resistance Natural selection Mutation Selective breeding |
Synthesis task
Antibiotic resistance is one of the greatest public health threats facing Australia and the world. The Australian Commission on Safety and Quality in Health Care (ACSQHC) estimates that 700,000 people die globally each year from antibiotic-resistant infections. The story of antibiotic resistance connects almost every major concept in this unit, from DNA and mutation, through natural selection, to evolutionary evidence and the genetics of inheritance.
(a) Trace the complete story of antibiotic resistance from initial mutation to the current crisis. Include: random mutation in a bacterium → selection pressure from antibiotic use → survival of resistant variants → reproduction and inheritance → population of resistant bacteria → evidence for evolution. Use at least five unit terms.
1. How does antibiotic resistance demonstrate that evolution is not just a historical process but one occurring right now? Include a specific example from Australia.
Wrap Up
In one sentence, what was the main idea of this lesson?