Essential Biology Learning Guides (homework, review)
Metabolic Processes
3.6/7.6 Enzymes (including AHL on Enzymes)
3.4/7.2 DNA Replication (including AHL on DNA Replication)
3.5 Transcription and Translation (core material)
7.3/7.4 Transcription and Translation (AHL material)
3.7/8.1 Cellular Respiration (including AHL material on Cellular Resp.)
3.8/8.2 Photosynthesis (including AHL material on Photosynthesis)
3.6/7.6 Enzymes (including AHL on Enzymes)
3.4/7.2 DNA Replication (including AHL on DNA Replication)
3.5 Transcription and Translation (core material)
7.3/7.4 Transcription and Translation (AHL material)
3.7/8.1 Cellular Respiration (including AHL material on Cellular Resp.)
3.8/8.2 Photosynthesis (including AHL material on Photosynthesis)
Support material for unit (homework, class discussion)
Metabolism
Topic 3.6/7.6 powerpoint (S Taylor) CJ Clegg text pp. 52-62 & 261-267
Topic 3.4/7.2 powerpoint (S Taylor) CJ Clegg text pp. 66-68, 240-243
Topic 3.5/7.3-7.4 powerpoints (S Taylor)
note that there are two separate sets of slides - one for SL(core) material and one for HL (additional HL) material
CJ Clegg text pp. 69-74, 243-253
Topic 3.7/8.1 powerpoint (S Taylor) CJ Clegg text pp. 76-82 & 269-276
Topic 3.8/8.2 powerpoint (S Taylor) CJ Clegg text pp. 82-90 & 277-293
(Here's an extra slideshow on photosynthesis that I assembled similar to the "spaced learning"
document that was available for respiration)
Topic 3.6/7.6 powerpoint (S Taylor) CJ Clegg text pp. 52-62 & 261-267
Topic 3.4/7.2 powerpoint (S Taylor) CJ Clegg text pp. 66-68, 240-243
Topic 3.5/7.3-7.4 powerpoints (S Taylor)
note that there are two separate sets of slides - one for SL(core) material and one for HL (additional HL) material
CJ Clegg text pp. 69-74, 243-253
Topic 3.7/8.1 powerpoint (S Taylor) CJ Clegg text pp. 76-82 & 269-276
Topic 3.8/8.2 powerpoint (S Taylor) CJ Clegg text pp. 82-90 & 277-293
(Here's an extra slideshow on photosynthesis that I assembled similar to the "spaced learning"
document that was available for respiration)
Enzymes
two great animations, used in class but worth another look for review...

Here's a short treatment of the progression of scientific thought about how enzymes work...and the change form an earlier simpler model (Lock and Key) to a newer more complicated (Induced Fit) idea. (click image to increase size)
Lactose Tolerance - a preview of evolution and an application of biochemistry
Animation showing the detail of DNA replication

Another fine animation from Giannini at St. Olaf...Once you are comfortable with all the different "players" in this mechanism, label and color code the p99 7& p101 in Biozone workbook.
How do we know that DNA replication is semi-conservative?

Click on the pictures of Meselson and Stahl to see their experiments that verified this mechanism for DNA replication. Then try DBQ 2 below.
Here are three DBQ's from the Biology course Companion Book...complete them as though you were taking an exam...paying close attention to the command terms.
DBQ1 (answer)
1. The sugars are different (ribose v. deoxyribose); RNA contains uracil while DNA contains thymine 2. DNA is double stranded while RNA is single stranded3. DNA RNA Double stranded Single stranded Contains deoxyribose Contains ribose Contains thymine Contains uracil 4. Both are polymers of nucleotides/nucleic acids; They both have the bases adenine, cytosine and guanine; The sugar in both is a pentose; Both have a backbone of phosphate-sugar- phosphate. |
DBQ2 (answer) ALSO SEE THE ANIMATION DIRECTLY ABOVE
1. A DNA molecule composed of only N-14 should have a peak at 1.710. 2. After one generation grown in N-14, there was no peak at 1.710. 3. Therefore replication is not conservative. 4. If dispersive, no matter how many generations, all molecules would have same ratio of N-14 to N-15. 5. Not dispersive as there would always be only one peak and second generation grown in N-14 has two peaks. |
DBQ3 (answer)
1. More radioactive fragments of all sizes at 30 seconds; Increase in ratio of larger fragments to smaller fragments at 30 seconds/2 peaks at 30 seconds versus one peak at 10 seconds. 2. Two peaks suggests two different sizes of molecules predominate; Higher peak represents large number of small fragments/lagging strands; Smaller peak represents a number of longer fragments/leading strands. 3. If lagging strands are joined together by DNA ligase, then the number of initial small molecules would decrease and the number of larger molecules would increase. This is what is observed so the hypothesis is supported. |
Bio Song
Listen to my explanation Bout to teach you replication Get ready cause this is how it goes First start with breaking the bonds The base pairs should correspond The helicase does split the strands Where it starts is the origin Start the splitting by rich A T That’s because only two bonds between Can’t start by C and G Bonds between are more like three Get ready for the important step You can already guess what’s next That’s right RNA Primase They draw RNA nucleotides Which then bond to DNA side This is due to the hydrogen bonds In which the base pairs should correspond Listen to my explanation Gonna give you a education Between me and you no stipulation Please don’t hate cause that good sensation Tryin’ to teach you replication Please be still, please be patient C-C-C-C-Cause I don’t repeat myself Listen up we’re halfway through Pay attention know what to do Don’t go stress have some fun It’s only a final, ah where done |
To pick up from last time
The leading strand is doing just fine The lagging strand 3 to 5 Can’t be read can’t go thrive It needs help in this case From a friend RNA Primase The two RNA create a gap Called Okazaki Fragments, Oh snap I need so much help yea, please someone help me Yet I feel good bout this test, Oh I guess we’ll see This bio thing is real hard, I kinda get it Just in case I wrote this song, extra credit Remember those gaps from before They are removed they are no more This is thanks to a good ligase And don’t forget DNA Polymerase New double helix is consisted Of old and new chains that are twisted Two big words, no abbreviation Semi-conservative replication The last step, not to late Is to finish, to terminate Then all fixed errors are complete Remember these steps, then repeat Listen to my explanation Gonna give you a education Between me and you no stipulation Please don’t hate cause that good sensation Tryin’ to teach you replication Please be still, please be patient C-C-C-C-Cause I don’t repeat myself R Serra, '11 |
#2 getting into some HL detail...

One BIG difference between prokaryote and eukaryote protein synthesis is the role of intron splicing exclusively in eukaryotes. Read the intro and conclusion carefully and work through all the sections of this animation.
And for those really serious - a research review of transcription by an expert.
21st century graphics...transcription and translation
then, the ultimate re-enactment video...prepare yourself (mid century graphics??)
For reference - Codon Usage Chart - Universally applicable.
Cellular Respiration
Now we can really start to make some connections - the study of cellular respiration will demonstrate a process that links the importance of
(1) the ATP cycle to drive enzymes and active transport across membranes,
(2) lysis, synthesis and modification of biomolecules - think breaking down carbon compounds like glucose, pyruvate, formation of new products,
(3) how organelles specialize in order to optimize the functional use of particular structures within organelles.
Let's start with the following introduction, courtesy of Crash Course Biology -
(1) the ATP cycle to drive enzymes and active transport across membranes,
(2) lysis, synthesis and modification of biomolecules - think breaking down carbon compounds like glucose, pyruvate, formation of new products,
(3) how organelles specialize in order to optimize the functional use of particular structures within organelles.
Let's start with the following introduction, courtesy of Crash Course Biology -
Respiration diagrams for annotation...
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A thing of beauty...
Animations to break down Electron Transport:
Prep for respiration quiz...answer key to final questions on EB3.7/8.1. Click here.
Photosynthesis (Topics 3.8/8.2)
The key here is to take advantage of what you already know about respiration. There are many shared/neatly-contrasting features which connect the two processes. If your understanding of respiration is not yet what you want it to be, studying photosynthesis will be helpful in that respect as well.
Let's start out with a little silliness...
Let's start out with a little silliness...
Now to basic business...light dependent reactions.

Nice, not-to-complicated, but not-too-simple, animation. Think about how the design reflects what is happening in the process. Click on the diagram to start.
And a clear diagram of the Calvin Cycle with "just enough" detail.

Each of these "steps" is truly a series of more complex reactions. The only change to note is that the IB preferred terminology for the product of carboxylation is "G3P" for glycerate-3-phosphate, instead of the term "phosphoglycerate."
How do we know the steps in the light independent reactions? A "lollipop" experiment...
Calvin and his team of scientists used a radioactive atom of carbon. By tracking this special carbon as it travelled through a plant, Calvin could map the process of how plants use carbon and water to create sugar.
Calvin did not use an actual plant. He used a tiny organism called a Chlorella. If you have ever been near the ocean and noticed that the surface of the water looks green, you are probably seeing exactly what Calvin saw-green algae. The single-celled algae was perfect for Calvin's experiment, because the process of photosynthesis is much faster in such a small organism. He filled a glass container with algae, and set up a bright light to enable photosynthesis. Then, Calvin followed the radioactive trail left as the algae made their food.(http://sophia.smith.edu/~dglass/history.html#)
Calvin and his team of scientists used a radioactive atom of carbon. By tracking this special carbon as it travelled through a plant, Calvin could map the process of how plants use carbon and water to create sugar.
Calvin did not use an actual plant. He used a tiny organism called a Chlorella. If you have ever been near the ocean and noticed that the surface of the water looks green, you are probably seeing exactly what Calvin saw-green algae. The single-celled algae was perfect for Calvin's experiment, because the process of photosynthesis is much faster in such a small organism. He filled a glass container with algae, and set up a bright light to enable photosynthesis. Then, Calvin followed the radioactive trail left as the algae made their food.(http://sophia.smith.edu/~dglass/history.html#)
The remaining highlights of the unit include (1) the structure/function relationship between the structure of the chloroplast and the different sets of reactions that occur in each area, (2) the ways to measure photosynthetic rates [keep in mind as we head to a new student-designed lab] and (3) what factors are limiting as one looks at the dependence of photosynthesis rate on light intensity, substrate (carbon dioxide) concentration and temperature (be able to sketch these curves, with labelled axes). Refer to the slide show above for more information on this as needed.