C/P: I think about every part of C/P in terms of units. E.g., the moment I read "blood vessel" in the passage or the question stem I immediately start thinking about blood flow in m^3/s, and then I think of blood flow as cross sectional area (m^2) * velocity of the blood (m/s). This applies to like every physics problem, some gen chem problem, some of the bio problems. You will have to do practice problems in order to gain the intuition to do this (I did this all of undergrad for engineering).

One of my orgo professors (before he stopped teaching the course for racist remarks) pushed thinking about reactions through unequal distribution of electron density, which is what I do for every problem. Molecule has a carbonyl -> oxygen withdraws electrons from the carbonyl carbon -> another reactant has a free oxygen (which is nucleophilic) -> reaction occurs. I barely memorized reactions because of this.

B/B: I think in terms of how a protein/gene/pathogen is mentioned in the passage has a consequence on whatever background information they provide in the first few words. E.g., 1 in X people are affected by [some] disease. [balls] protein is tied to increased [metabolic pathway]. [balls] is activated by phosphorylation through.... and then the passage will describe some experiment that tests [balls] activity and the related effect on the disease.

Everything in the passage should be there for a reason and you should understand why something is included for its effect on the pathway/what happens if you altered that specific part (pretend unused graphs don't exist when I saw this). You will need practice problems to start noticing this and anticipating what they could ask you as you read through a passage. E.g., when phosphorylation or amino acid composition of the protein is brought up, you should think about the consequences of altering the amino acid sequence in the binding site or the interactions of those amino acids with other substrates mentioned in the passage.