EBS Post Exam Preparation Tips

This guide outlines all the tasks you will undergo during the Elizabeth Blackburn School of Sciences selection process if you pass the exam.

Total Applicant Numbers

Note: ~ means roughly.

Year 11 & 12 Post-Exam Structure

In-Person (2022)

• Pre-interview Google Form
• Tour with Mr Michael Foster and Mr Liam Ahern (30 min)
• Written task exploring bioethics (20 min)
• Group activity (30 min)
• Interview with EBS team member (10 min)

Total: 90 minutes

In-Person (2023)

• Pre-interview Google Form
• Tour of EBS (30 min)
• Written task exploring bioethics (20 min)
• Group activity (30 min)
• Interview with EBS team member (10 min)
• EBS program counselling

Total: 100 minutes

Task Breakdown

Task 1: Google Form

This task varies each year but generally covers motivational and reflective questions. It’s crucial for interview preparation.

2022 Form Questions:

• What drew you to apply for EBS?
• What strengths would your teachers say you have?
• Who inspires you and why?
• What motivates you?
• What should you STOP/START/KEEP doing?

2023 Form Questions:

• Example of effective teamwork (150 words)
• Example of working with a mentor to achieve a goal (150 words)
• Career aspirations in science/mathematics (150 words)
• Research project ideas for Unit 3&4 Extended Investigation

Task 2: Tour

The tour provides insight into the school’s facilities but isn’t formally assessed.

Task 3: Group Activity

This activity tests teamwork and communication skills. Activities can vary each year but have included:

• Paper plane competition
• Answering riddles
• Silent communication activities

Task 4: Written Task

A bioethics task that challenges critical thinking. For example, the 2022 task involved a case study about a belly dancer refusing surgery. Students discussed ethical perspectives such as:

It was about a girl she had a condition in her stomach and could only live if she goes through with a surgery but since she was a belly dancer she thought that it would leave a scar on her, which is the reason why she didn't want the surgery but the doctors did it anyway without her consent and then she sued the hospital for million dollars. Discuss (This is a recount of the writing prompt from a previous student).

This prompt will be given on the day however, what is sent in the post exam email if you passed the exam is the following content which will help you prepare for the writing prompt:

Note: The written task topic may change completely each year and may not always focus on bioethics. The following content is based on previous years' preparation materials but should be used as a general guide only.

Approaches to Bioethics

• Consequences-based approach places central importance on the consideration of the consequences of an action (the ends), with the aim to achieve maximization of positive outcomes and minimisation of negative effects.
• Duty- and/or rule-based approach is concerned with how people act (the means) and places central importance on the idea that people have a duty to act in a particular way, and/or that certain ethical rules must be followed, regardless of the consequences that may be produced.
• Virtues-based approach is person- rather than action-based. Consideration is given to the virtue or moral character of the person carrying out the action, providing guidance about the characteristics and behaviours a good person would seek to achieve to then be able to act in the right way.

Ethical Concepts

• Integrity: the commitment to searching for knowledge and understanding and the honest reporting of all sources of information and communication of results, whether favourable or unfavourable, in ways that permit scrutiny and contribute to public knowledge and understanding.
• Justice: the moral obligation to ensure that there is fair consideration of competing claims; that there is no unfair burden on a particular group from an action; and that there is fair distribution and access to the benefits of an action.
• Beneficence: the commitment to maximising benefits and minimising the risks and harms involved in taking a particular position or course of action.
• Non-maleficence: involves avoiding the causations of harm. However, as positions or courses of actions in scientific research may involve some degree of harm, the concept of non-maleficence implies that the harm resulting from any position or course of action should not be disproportionate to the benefits from any position or course of action.
• Respect: involves consideration of the extent to which living things have an intrinsic value and/or instrumental value; giving due regard to the welfare, liberty and autonomy, beliefs, perceptions, customs and cultural heritage of both the individual and the collective; consideration of the capacity of living things to make their own decisions; and when living things have diminished capacity to make their own decisions ensuring that they are empowered where possible and protected as necessary.

Task 5: Individual Interview

A panel interview based on the pre-interview survey. The 2022 panel included senior school staff and science teachers.

Interview Panel (subject to change) – 2022 Panel:

• Lindsey Hubber: Assistant Principal
• Liam Ahern: EBS Coordinator / Bio 3&4 Teacher
• Mr Ellion: Head of Science / Extended Investigation 3&4 Teacher
• Mr Henry: Head of Inquiry Learning / Extended Investigation Support Staff
• Miss Fayesh: Specialist Maths 3&4 Teacher

Final Tips for Success

• Be Yourself: Show genuine passion for science.
• Reflect: Consider your strengths and goals.
• Collaborate: Group tasks highlight teamwork skills.
• Stay Curious: Let your love for science shine.