cardinal newman high school - the following are the definitions … · 2014-06-12 · be printed...

IB Biology

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Summer Assignment IB Biology II

Students will have to complete following tasks before the first day of school

Read The Double Helix: A Personal Account of the Discovery of the Structure of

DNA by James D. Watson (ISBN-13: 978-0743216302) This book can be ordered

on the kindle app as well as on iBooks. Be sure to type in the ISBN for the book

so you get the right book.

Complete the Double Helix Reading Assignment directions and questions are

below this is your first test grade of the year.

Be sure to know the command terms that are below, there is also a PDF which

helps explain these in more detail, you will have a quiz on them the first full day

of school.

*There will be a test on the command terms the first full day of school. The reading

assignment is due the first day of class for the school year. The reading assignment must

be printed and brought in the first day of school, no emails will be accepted.

If you have any questions do not hesitate to email me

The following are the definitions of the command terms used in the IB syllabus and in

external examinations:

Objective 1

Define: Give the precise meaning of a word, phrase or physical quantity.

Draw: Represent by means of pencil lines.

Label: Add labels to a diagram.

List: Give a sequence of names or other brief answers with no explanation.

Measure: Find a value for a quantity.

State: Give a specific name, value or other brief answer without explanation or

calculation.

Objective 2

Annotate: Add brief notes to a diagram or graph.

Apply: Use an idea, equation, principle, theory or law in a new situation.

Calculate: Find a numerical answer showing the relevant stages in the working.

Describe: Give a detailed account.

Distinguish: Give the differences between two or more different items.

Estimate: Find an approximate value for an unknown quantity.

Identify: Find an answer from a given number of possibilities.

Outline: Give a brief account or summary.

Objective 3

Analyze: Interpret data to reach conclusions.

Comment: Give a judgment based on a given statement or result of a calculation.

Compare: Give an account of similarities and differences between two (or more)

items, referring to both (all) of them throughout.

Construct: Represent or develop in graphical form.

Deduce: Reach a conclusion from the information given.

Derive: Manipulate a mathematical relationship (s) to give a new equation or

relationship.

IB Biology

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Design: Produce a plan, simulation or model.

Determine: Find the only possible answer.

Discuss: Give an account including , where possible, a range of arguments for and

against the relative importance of various factors, or comparisons of

alternative hypotheses.

Evaluate: Assess the implications and limitations.

Explain: Give a detailed account of causes, reasons or mechanisms.

Predict: Give an expected result.

Show: Give the steps in a calculation or derivation.

Sketch: Represent by means of a graph showing a line and labeled but unscaled

axes but with important features (for example, intercept) clearly indicated.

Solve: Obtain an answer using algebraic and/or numerical methods.

Suggest: Propose a hypothesis or other possible answer.

Command Terms in IB Biology

It's Down To

Stephen Taylor Bandung International School

7

All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you.

All definitions of command terms are taken from the IB Biology Subject Guide:

http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/1/chapter/7.html

All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you.

Define

Draw

Label

List

State

Measure

Annotate

Apply

Calculate

Describe

Distinguish

Estimate Identify

Outline

Analyse Comment

Compare Construct Deduce

Derive

Design

Determine

Discuss

Evaluate

Explain

Predict Show

Sketch

Solve

Suggest



All IB Biology questions and assessment statements are built around these command terms, which let you know exactly what is expected of you. They are grouped according to the objectives of IB Biology:

Define Draw Label List State

Measure Objective 1: Demonstrate an understanding of: - scientific facts and concepts - scientific methods and techniques - scientific terminology - methods of presenting scientific information






Annotate Apply Calculate

Describe Distinguish Estimate

Identify Outline

Objective 2: Apply and Use: - scientific facts and concepts - scientific methods and techniques - scientific terminology to communicate effectively - appropriate methods of presenting scientific information






Annotate Apply Calculate

Describe Distinguish Estimate

Identify Outline

Objective 2: Apply and Use: - scientific facts and concepts - scientific methods and techniques - scientific terminology to communicate effectively - appropriate methods of presenting scientific information

Analyse

Comment Compare

Construct Deduce

Derive

Design

Determine

Discuss

Evaluate Explain

Predict Show Sketch

Solve

Suggest Objective 3: Construct, Analyse and Evaluate: - hypotheses, research questions and predictions - scientific methods and techniques - scientific explanations



General Revision and Learning Tips

Read the questions and assessment statements carefully

Learn and review all of the command terms

Highlight the command terms - in the syllabus/ handbook

Underline the command terms - in the Exam

Present your answers neatly and clearly

Understand what the question wants: -  outline, explain and describe are not the same! -  label and annotate are not the same! -  discuss, evaluate and explain are not the same! -  distinguish and compare are not the same! -  analyse, evaluate and suggest are not the same!

Using this presentation You can use this presentation as a tool for: •  Learning the command terms •  Picking up some examination tips •  Testing your understanding of exam question types

Suggestions: •  Use the sample questions as a revision test: - try to answer each question on scrap paper before showing the answer key

•  Make up a collection of questions for each command term: - use past papers, the syllabus and the QuestionBank CD Rom.

Objective 1 Define "Give the precise meaning of a word, phrase or physical quantity."

Tips:

“Define diffusion and osmosis.”

Example:

• Definitions are in the subject guide • Break the definition into its component parts – this will help with explanations • Make up a vocab list or use an online glossary to help with define questions

Objective 1 Define "Give the precise meaning of a word, phrase or physical quantity."

Tips:

“Define diffusion and osmosis.”

Example:

Diffusion is the passive movement of particles from regions of high concentration to lower concentration.

Osmosis is the passive movement of water molecules, across a partially (selectively) permeable membrane, from a region of lower solute concentration to a region of higher solute concentration.


Objective 1 Draw "Represent by means of pencil lines."

Example:

Tips:

“Draw a labeled graph showing a typical sigmoidal population growth curve .”

• Draw using clear, dark pencil lines (no colours) • Pay attention to whether it needs to be labeled or annotated • Make up drawings, graphs and diagrams revision book, and test each other

Objective 1 Label "Add labels to a diagram."

Example:

Tips:

“Label the structures of the human ear.”

• Generally, two correct labels are worth one mark • Make up drawings, graphs and diagrams revision book, and test each other • Revise and make links with regard to structures and their functions

Objective 1 Label "Add labels to a diagram."

Example:

Tips:

“Label the structures of the human ear.”

• Generally, two correct labels are worth one mark • Make up drawings, graphs and diagrams revision book, and test each other • Revise and make links with regard to structures and their functions

A = pinna

B = eardrum

C = stapes/ bones of middle ear

D = semicircular canals

Objective 1 List "Give a sequence of names or other brief answers with no explanation."

Example:

Tips:

“List seven levels in the hierarchy of taxa”

• Lists can be used to present examples of any of the assessment statements • Use mnemonics for memory where the order of the list is important • Try to use examples that can link topics together, across the course

“List two examples of fibrous proteins”


Example:

Tips:


Kingdom, phylum, class, order, family, genus, species




Example:

Tips:


Kingdom, phylum, class, order, family, genus, species



Keratin, collagen

Objective 1 Measure "Find a value for a quantity."

Example:

Tips:

“Measure the length of organelle x.”

• Bring a ruler to the exam ! • Generally, you’ll need to calculate from a measurement, rather than measure directly • Present all answers in metric, SI units

Objective 1 State "Give a specific name, value or other brief answer without an explanation or calculation." Example:

Tips: • Definitions are in the subject guide • Break the definition into its component parts – this will help with explanations • Make up a vocab list or use an online glossary to help with define questions

“State which species is most distantly related to T. perkinsi on the basis of the tree diagram.”

Objective 1 State "Give a specific name, value or other brief answer without an explanation or calculation." Example:

Tips: • Definitions are in the subject guide • Break the definition into its component parts – this will help with explanations • Make up a vocab list or use an online glossary to help with define questions

“State which species is most distantly related to T. perkinsi on the basis of the tree diagram.”

T. laboriosa

Objective 2 Annotate "Add brief notes to a diagram or graph."

Example:

Tips:

“Annotate a graph showing hormone levels in the menstrual cycle.”

• Annotate is more than just ‘label’ – some causes or explanation must be given • Make up a gallery of annotated graphs, diagrams, flow-charts etc, and use them as visual organisers in your revision of complex concepts

Objective 2 Apply "Use an idea, principle, theory, law or equation in a new situation."

Example:

Tips:

“Apply the dichotomous key to identify ribosomes.”

• Put an idea or technique into action • Make up some of your own dichotomous keys, for any topic or process • Learn the equations needed, as they too might need to be ‘applied’

Objective 2 Calculate "Find a numerical answer, showing the relevant stages of working."

Example:

Tips: • Show your working unless otherwise told to • Make sure you use the correct SI unit in your answer • Make up a booklet of all the possible types of calculations you have learned to use

“Calculate the magnification of the image of the bacteriophage.”

50nm


Example:

Tips: • Show your working unless otherwise told to • Make sure you use the correct SI unit in your answer • Make up a booklet of all the possible types of calculations you have learned to use

“Calculate the magnification of the image of the bacteriophage.”

50nm

-  Measure the scale bar image length (in mm) = 40mm

-  Convert to the same unit as the scale bar label = 40 x 1000 x 1000 = 40,000,000nm

-  Divide out to get the multiplication factor = 40,000,000 / 50 = 800,000 x magnification


Example:

Tips: • Learn all the different ‘calculate percentage…’ methods. • Make sure you use the correct SI unit in your answer • Make up a booklet of all the possible types of calculations you have learned to use

“Calculate the percentage difference in .”response time of the control group from day 2 to day 31

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Example:

Tips: • Learn all the different ‘calculate percentage…’ methods. • Make sure you use the correct SI unit in your answer • Make up a booklet of all the possible types of calculations you have learned to use

“Calculate the percentage difference in .”response time of the control group from day 2 to day 31

-  increases from 130s to 145s - 145-130 = 15s

- Percentage difference = of the original measurement?

So: % diff = (15/130) x 100 = 11.5%

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Objective 2 Describe "Give a detailed account."

Example:

Tips:

“Describe the effect of previous exposure to the odor on the flight of bees.” (2)

• Descriptions are not explanations • Pay attention to the number of marks available • Descriptions can be of processes or of parts of a data response graph

“Describe how biomass may be measured.” (2) May2009TZ1SLP3


Example:

Tips:



“Describe how biomass may be measured.” (2)

Experimental group fly more around odor source; Greater circling in experimental group; Experimental group fly more directly to odor source; More oriented flight in experimental group.

May2009TZ1SLP3


Example:

Tips:


Organism is cleaned of dirt or soil; Mass is recorded; Organism is dried in an oven until constant mass reached; Biomass is total dry mass.


“Describe how biomass may be measured.” (2)

Experimental group fly more around odor source; Greater circling in experimental group; Experimental group fly more directly to odor source; More oriented flight in experimental group.

May2009TZ1SLP3

Objective 2 Distinguish "Give the differences between two or more different items."

Example:

Tips:

“Distinguish between autotroph and heterotroph.”

• Looking for as many differences as there are marks awarded • No need to present similarities • Build a chart, with all possible compare/ distinguish questions you can think of

Objective 2 Distinguish "Give the differences between two or more different items."

Example:

Tips:

“Distinguish between autotroph and heterotroph.”

Autotroph: organism that synthesises its organic molecules from simple inorganic substances.

Heterotroph: organism that obtains organic molecules from other organisms.

• Looking for as many differences as there are marks awarded • No need to present similarities • Build a chart, with all possible compare/ distinguish questions you can think of

Objective 2 Estimate "Find an approximate value for an unknown quantity."

Example:

Tips:

“Describe one technique used to estimate population size of an animal species, based on capture-mark-recapture methods.”

• Estimations may come from graphical questions • Estimation techniques are used in ecology , rather than direct measurement • Make a note of all instances of ‘estimate’ in the subject guide

Objective 2 Estimate "Find an approximate value for an unknown quantity."

Example:

Tips:

“Describe one technique used to estimate population size of an animal species, based on capture-mark-recapture methods.”

Capture (humanely) a sample of the population; Control for time and area; Example of capture method; Count and apply mark (non-harmful) to organism; Release back to habitat; Second capture takes place; Count all individuals with and without marks; Apply Lincoln Index to estimate population size; n1 = first capture, n2 = total in second capture, n3 = recapture with marks.

• Estimations may come from graphical questions • Estimation techniques are used in ecology , rather than direct measurement • Make a note of all instances of ‘estimate’ in the subject guide

Objective 2 Identify "Find an answer from a given number of possibilities."

Example:

Tips:

“Identify the response time of group 2 on day 31 of the study.”

• Identify – pick one single answer • Practice making your own ‘identify’ questions using different types of graphs • Identify can also be used for parts of diagrams, such as curves, organelles etc.

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“Identify the group with the largest difference in response time from day 2 to day 31.”


Example:

Tips:



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183 seconds (unit needed)



Example:

Tips:



Res

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183 seconds (unit needed)


Group 3

Objective 2 Outline “Give a brief account or summary."

Example:

Tips:

“Outline the light dependent reactions of photosynthesis (HL, 6 marks).”

• Pay close attention to the number of marks available • Present answers clearly to get the complete number of marks • Outline is a summary or account, without reasons or explanation (step-by-step)

Objective 2 Outline “Give a brief account or summary."

Example:

Tips:

“Outline the light dependent reactions of photosynthesis (HL, 6 marks).”

• Pay close attention to the number of marks available • Present answers clearly to get the complete number of marks • Outline is a summary or account, without reasons or explanation (step-by-step)

Light energy is absorbed by photosystem II; Electrons excited/ photoactivated by absorption of light energy; Electron passed along a series of carriers; NADP+ reduced to NADPH + H+; Photolysis of water produces oxygen and hydrogen; Called non-cyclic photophosphorylation; H+ pumped across thylakoid membrane, through ATP synthase (by chemiosmosis), generating ATP.

Objective 3 Analyse "Interpret data to reach conclusions."

Example:

Tips:

“Analyse the results of this experiment.”

• Use the data to reach a conclusion – it must agree with the data • Pay attentiont to the number of marks available • Practice by analysing all the graphs from data-based questions that you can find

QuestionBank CD Rom

Objective 3 Analyse "Interpret data to reach conclusions."

Example:

Tips:

“Analyse the results of this experiment.”

• Use the data to reach a conclusion – it must agree with the data • Pay attentiont to the number of marks available • Practice by analysing all the graphs from data-based questions that you can find

PAN increases TBArs levels/ levels highest in PAN-only group; PAN causes oxidation of / damage to Membranes/ lipids; Edaravone prevents increase in TBArs levels; Edaravone prevents oxidation of / damage to Membranes/ lipids; Early edaravone is more effective than late/ continuous; Overlap of error bars suggests results may not be significant.

QuestionBank CD Rom

Objective 3 Compare "Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout." Example:

Tips:

“Compare the trend in ventilation rate with the trend in tidal volume at high treadmill speeds.”

• Marks are available for similarities and differences – often found in data questions • Create comparison charts for as many topics as possible • Present answers in tables for clarity

“Compare rod and cone cells.”

QuestionBank CD Rom


Tips:


Ventilation rate continues to increase, where tidal volume approaches a plateau.


“Compare rod and cone cells.”

QuestionBank CD Rom


Tips:


Ventilation rate continues to increase, where tidal volume approaches a plateau.


“Compare rod and cone cells.” Rod cells Cone cells

Dim light condi-ons Bright light condi-ons;

One type, sensi-ve to all wavelengths of light

Three types, sensi-ve to specific wavelengths;

Mul-ple cones feed into one sensory neuron

One cone feeds into one sensory neuron;

QuestionBank CD Rom

Objective 3 Construct "Represent or develop in graphical form." Example:

Tips:

“Construct a pyramid of energy for this grassland: The total solar energy received by a grassland is 5 × l05 kJ m–2 y–1. The net production of the grassland is 5 × 102 kJ m–2 y–1 and its gross production is 6 × l02 kJ m–2 y–1. The total energy passed on to primary consumers

is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the secondary consumers.”

• Read the information passages very carefully and underline important points • Use scrap paper before committing your answer to the exam paper • Practice by making construct questions for your friends

Objective 3 Construct "Represent or develop in graphical form." Example:

Tips:

“Construct a pyramid of energy for this grassland: The total solar energy received by a grassland is 5 × l05 kJ m–2 y–1. The net production of the grassland is 5 × 102 kJ m–2 y–1 and its gross production is 6 × l02 kJ m–2 y–1. The total energy passed on to primary consumers

is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the secondary consumers.”

• Read the information passages very carefully and underline important points • Use scrap paper before committing your answer to the exam paper • Practice by making construct questions for your friends

Producers: 600 kJ m–2 y–1

Primary consumers: 60 kJ m–2 y–1

Secondary consumers: 6kJ m–2 y–1

Objective 3 Deduce "Reach a conclusion from the information given."

Example:

Tips:

“Deduce the names of substances B and D.”

• Deduce means ‘work it out’! • When revising, make deduce questions for your friends, asking them to explain how they arrived at their answer

“Deduce the effects of sustained pollution which kills decomposers on autotrophic productivity.”


Example:

Tips:


B = lactic acid D = carbon dioxide




Example:

Tips:


B = lactic acid D = carbon dioxide



Autotrophs need nutrients; Decomposers recylce nutrients into soil; Fewer decomposer, reduced recycling of nutrients; Therefore reduced productivity.

Objective 3 Determine "Find the only possible answer."

Example:

Tips: • ‘Determine’ often means you need to go a step further than just ‘identify’ • Try to design your own ‘determine’ questions, based on graphical data or tables

“Determine which hemisphere is Most awake when the right eye is open.”

QuestionBank CD Rom

Objective 3 Determine "Find the only possible answer."

Example:

Tips: • ‘Determine’ often means you need to go a step further than just ‘identify’ • Try to design your own ‘determine’ questions, based on graphical data or tables

“Determine which hemisphere is Most awake when the right eye is open.”

Left hemisphere (shows biggest change from activity when both eyes are closed)

QuestionBank CD Rom

Objective 3 Discuss "Give an account including, where possible, a range of arguments for an against the relative importance of various factors, or comparisons of alternate hypotheses." Example:

Tips:

“Discuss the benefits and perceived risks of vaccination against bacterial and viral pathogens.” (HL, 8 marks)

• Pay close attention to the number of marks available and present answer clearly • Look out for qualifiers in the question, such as ‘named example’, etc. • Include two or more perspectives in the answer •  Practice will all ‘discuss’ assessment statements in the subject guide

Objective 3 Discuss "Give an account including, where possible, a range of arguments for an against the relative importance of various factors, or comparisons of alternate hypotheses." Example:

Tips:

“Discuss the benefits and perceived risks of vaccination against bacterial and viral pathogens.” (HL, 8 marks)

Benefits: -  Prevent disease; -  Prevent epidemics; -  Healthier population; -  More cost-effective than treating disease; -  Economical benefit, less absenteeism; -  Eradicate diseases, e.g. smallpox; -  Quicker immune response to disease; -  Prevent disease-related disability

• Pay close attention to the number of marks available and present answer clearly • Look out for qualifiers in the question, such as ‘named example’, etc. • Include two or more perspectives in the answer •  Practice will all ‘discuss’ assessment statements in the subject guide

Perceived risks: -  Some minor side effects -  Some might be allergic -  Might show symptoms of illness -  Risks might be perceived, though lack evidence base, such as MMR scare

Objective 3 Evaluate "Assess the implications and limitations."

Example:

Tips:

“Evaluate the evidence for global warming, using figures A and B (2).”

• Do not just describe the graphs or methods, use evaluative language • Read the introductory passage very carefully – to what extent do the data address the aims of the investigation? • Pay attention to the number of marks available

Biology Specimen Paper, 2009

Objective 3 Evaluate "Assess the implications and limitations."

Example:

Tips:

“Evaluate the evidence for global warming, using figures A and B (2).”

Trend for egg laying moving earlier over the study period; Correlation with increasing mean may temperatures; Higher temperature leads to earlier egg laying; Data are highly variable, especially in figure A/ correlation not strong.

• Do not just describe the graphs or methods, use evaluative language • Read the introductory passage very carefully – to what extent do the data address the aims of the investigation? • Pay attention to the number of marks available

Biology Specimen Paper, 2009

Objective 3 Explain "Give a detailed account of causes, reasons or mechanisms."

Example:

Tips:

“Explain two examples of evolution due to environmental change.”

• Pay attention to the number of marks available • Read the question carefully – are there any other qualifiers (e.g. ‘named example’) that must be addressed in order to get the marks?

Objective 3 Explain "Give a detailed account of causes, reasons or mechanisms."

Example:

Tips:

“Explain two examples of evolution due to environmental change.”

Populations tend to produce more offspring than the environment can support; Variation exists within populations;

.

• Pay attention to the number of marks available • Read the question carefully – are there any other qualifiers (e.g. ‘named example’) that must be addressed in order to get the marks?

e.g. Antibiotic resistance in antibiotics - Environmental change is application of antibiotics; -  some bacteria are killed; -  some survive; -  reproduce and pass on alleles that allowed resistance to antibiotics; -  characteristics of population change over time (evolution);

.

e.g. Peppered moths - Environmental change is black pollution of the air and trees; -  white moths more visible to predators; -  black variants better camouflaged; -  survive to reproduce and pass on alleles for black colour; -  characteristics of population change over time (evolution), becoming blacker;

.

Objective 3 Predict "Give an expected result."

Example:

Tips:

“Predict, with a reason, the effect on glucose uptake by facilitated diffusion of increasing the external glucose concentration to 30mmol dm-3.”

• Pay attention to number of marks and qualifiers, e.g. ‘with a reason’. • Look for trends in the data and continue them onward • When practicing, test yourself by looking at datasets and making predictions

QuestionBank CD Rom

Objective 3 Predict "Give an expected result."

Example:

Tips:

“Predict, with a reason, the effect on glucose uptake by facilitated diffusion of increasing the external glucose concentration to 30mmol dm-3.”

Glucose uptake will remain constant.

Most or all protein channels are in use.

• Pay attention to number of marks and qualifiers, e.g. ‘with a reason’. • Look for trends in the data and continue them onward • When practicing, test yourself by looking at datasets and making predictions

QuestionBank CD Rom

Objective 3 Show "Give the steps in a calculation or derivation."

Example:

Tips:

“A male and female with normal colour vision each have a father who is colour blind. They are planning to have children. Predict, showing your working, the possible phenotypes and genotypes of male and female children.”

• Look out for this in ‘calculate’ or ‘determine’ questions • Pay attention to number of marks available for amount of detail to be shown • Present all working clearly and step-wise to ensure examiner understands it

QuestionBank CD Rom

Objective 3 Show "Give the steps in a calculation or derivation."

Example:

Tips:

“A male and female with normal colour vision each have a father who is colour blind. They are planning to have children. Predict, showing your working, the possible phenotypes and genotypes of male and female children.”

Colour blindness is X-linked, recessive; Key to alleles: XN = normal, Xn = colour blind; Male must be XN Y, to be unaffected, Female must be XN Xn; Daughters will be 100% normal phenotype; Sons will be 50% normal, 50% colour blind.

• Look out for this in ‘calculate’ or ‘determine’ questions • Pay attention to number of marks available for amount of detail to be shown • Present all working clearly and step-wise to ensure examiner understands it

female

male XN Xn

XN XN XN XNXn

Y XN Y XnY

QuestionBank CD Rom

Objective 3 Sketch "Represent by means of a graph showing a line and labeled but unscaled axes - with important features (for example intercept) clearly indicated." Example:

Tips:

“Sketch a graph to predict the effect of manipulating pH on the activity of an enzyme which has an optimal pH of 7.”


Objective 3 Suggest "Propose a hypothesis or other possible answer."

Example:

Tips:

“Suggest one reason in each case for the change in quantity of fish captured in the Atlantic and Indian Oceans from 1980 to 1990.”

• Apply your reasoning to a possibly unknown situation • Pay attention to the number of marks available • Practice these questions with friends – can you explain your suggestions to each other?

QuestionBank CD Rom

Objective 3 Suggest "Propose a hypothesis or other possible answer."

Example:

Tips:

“Suggest one reason in each case for the change in quantity of fish captured in the Atlantic and Indian Oceans from 1980 to 1990.”

Atlantic: Quotas decreased/ stocks depleted/ change in market tastes/ yield decreased/ smaller fleets;

Indian Ocean: Quotas increased/ better technology/ bigger fleets/ yield increased/ market change in tastes

• Apply your reasoning to a possibly unknown situation • Pay attention to the number of marks available • Practice these questions with friends – can you explain your suggestions to each other?

QuestionBank CD Rom

More exam tips & resources

Make up books or portfolios for equations, diagrams, explanations and data analysis practice.

“You may never know what results come of your action, but if you do nothing there will be no result.” ~ Mahatma Gandhi

Pair up with people who will help you succeed – not necessarily your dense mates. Test your understanding by explaining to others. Open up loads of past paper examples. Get them from class or on the IBO store: http://store.ibo.org/ Cough up from some revision guides or the QuestionBank CD Rom for loads of practice: http://store.ibo.org/product_info.php?products_id=1224

Look up some of the free review internet sources:

Wake up each day, after a good night’s sleep. Don’t do all-nighters, they’re bad for your brain. Definitely don’t sleep through the exam.

Click4Biology: http://click4biology.info

Open Door Website: http://www.saburchill.com/chapters/bio.html

MrT’s Site: http://sciencevideos.wordpress.com

http://wp.me/P7lr1-mm

If you like these resources, please donate to charity through Biology4Good

For more IB Biology resources: http://sciencevideos.wordpress.com

Creative Commons: Feel free to use this work, educationally and not for

profit, with citations linking to the site above.

Cartoon from: http://assessment.uconn.edu/why1.htm

HOLT BIOSOURCES / Teaching Resources: Supplemental Reading 1

The Double HelixA Personal Account of the Discovery of theStructure of DNA

—James D. Watson

Correlation to Subject MatterThe Double Helix is James D. Watson’s personal account of his discovery of themolecular structure of DNA, for which he won the Nobel Prize, along withMaurice Wilkins and Francis Crick. Watson and Crick, who worked together asresearch scientists in the new field of molecular biology during the 1950s,returned again and again to the problem of understanding the structure of theDNA molecule.

The progress and success of other scientists—including Linus Pauling and hismodel of the alpha-helix, and other associates who were using X-ray pho-tographs to look at the DNA structure—contributed to the DNA research ofmany scientists.

Watson became curious about the structure of DNA while still an undergradu-ate, but his lack of interest in chemistry or physics hindered his work on theproblem. The collaboration of the two scientists enabled them to understand thenature of DNA and figure out its structure. Watson and Crick created a modelbased on special X-ray photographs that indicated the helical structure. Theirmodel proved the molecular nature of DNA and therefore confirmed its two-stranded, helical structure.

Student FocusIn this book you will experience the literary nonfiction elements of narrative andbiography. Focus on the topics of scientific inquiry and method as well. How didWatson develop his original hypotheses about the structure of DNA despite hisreluctance to learn the essential chemistry and physics? Describe the collabora-tive work of Watson and Crick, along with other scientists.

Correlation to Subject MatterBiochemistry, Molecular Biology, Physics, and Genetics

©by

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SUPPLEMENTAL READING TEACHING RESOURCES

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2 HOLT BIOSOURCES / Teaching Resources: Supplemental Reading

The Double HelixSUPPLEMENTAL READING cont inued

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IdentifyingFacts

Analyzing the Book

1. Describe Francis Crick’s personality and approach to science.

2. What results of O.T. Avery’s experiments indicated that genes were not specialtypes of protein molecules? How did this contradict Erwin Schrodinger’s the-ory about genes?

3. There was skepticism on the part of some scientists regarding DNA as thecomposition of genes. What information did Crick think DNA would provideabout genes?

4. When did Watson become interested in DNA? How did he pursue his interest?

5. What did Watson learn from Maurice Wilkins’s talk in Naples? Why did Wat-son want to associate himself with Wilkins?

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6. Describe Linus Pauling’s explanation of the alpha-helix. What did Watsonobserve about Pauling’s discovery of the helix?

7. Based upon X-ray data, what hypothesis about the nature of DNA didWilkins share with Crick?

8. How did Wilkins differ from Watson and Crick in their approach to solving the DNA problem? What prevented Wilkins from continuing his approach to research?

9. Rosalind Franklin’s early X-ray data showed the DNA molecule to be compat-ible with two, three or four polynucleotide chains, or strands. How did Crickdetermine that there were a small number of solutions that corroboratedinformation with which he and Watson were working? Why could no cleardetermination about the number of strands be made at this point?


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10. When attempting to determine what neutralized the negative charges ofthe phosphate groups of the DNA backbone, Pauling had an edge over theWatson-Crick team. Why?

11. Describe the first DNA-model attempts that Watson and Crick made.

12. Why did Watson choose to work on the structure of TMV? What did helearn from TMV that he could apply to his DNA search?



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13. What error did Watson discover in Pauling’s DNA model that was composedof a three-chain helix with the sugar-phosphate backbone in the center?

14. What was wrong with Watson’s hypothesis that gene replication could beachieved if each base in the newly synthesized chain hydrogen-bonded to anidentical base? How did he solve the problem?

15. Give examples of the competition that developed as the scientists worked tosolve the problem of DNA structure.

16. How did Pauling’s discovery of the alpha-helix and subsequent work onDNA affect the work of Watson and Crick?

InterpretingMeanings



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17. Why did Watson choose to follow Pauling’s example of model-building forhis work on DNA? How did he use additional X-ray data?

18. What new dramatic elements were introduced into Watson’s story whenLinus Pauling’s son, Peter, came to Cambridge?

19. Once the helical structure of DNA was established by X-ray photos, therewas still the question of how many strands composed the helix. What ledWatson to believe that the DNA molecule might consist of two chains?

20. Why were Watson and Crick concerned about releasing their DNA findingsbefore the model was built?

21. How did Watson and Crick feel about their mistakes and difficulties whileworking on the DNA structure?



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22. What was the main difference between Pauling’s attempts to build the DNAstructure and the final, successful attempt of Watson and Crick?

23. Give some examples of Watson’s desire to be the first scientist to solve DNA.How did this desire affect his work?

24. By the time they were finished, Watson and Crick had used elements of biol-ogy, chemistry, mathematics, engineering, and common sense to discoverthe structure of DNA. Why did the structure of a single molecule require allof these areas?

25. Explain the importance of hydrogen bonding to the structure of DNA.



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ApplyingMeanings

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Writing About the BookOn a separate sheet of paper, write the answers to each of the following.

Extending the Story1. Watson and Crick’s discovery of the structure of DNA opened the door for

further genetic research that has lead to current use of DNA testing for manypurposes. Imagine that you are Watson. Write a short narrative in which youextend his story by hypothesizing about future uses of DNA testing.

Thinking about Assumptions2. Throughout the time of the research on DNA, Rosalind Franklin assumed

that DNA was not a helical structure. Since she was in a position to producethe best X-ray data on DNA, her assumption directly affected the researchefforts to discover its structure. Write a summary of how the research processmight have differed had Franklin assumed that the DNA molecule was ahelix.

Responding to a Review3. The Double Helix was published amid controversy over Watson’s forthright

portrayal of his colleagues. The Harvard University Press refused to publishthe book. The Harvard Crimson commented editorially that such a work was“bound to offend somebody.” Write an essay in which you react to this state-ment. Do you think Watson’s book is offensive to anyone? Were his com-ments about his colleagues necessary for him to tell the story? Cite examplesfrom the book to support your opinion.

Evaluating a Character4. James Watson would not have been able to complete the structure of DNA

without Francis Crick. Write a description of their joint discovery fromCrick’s perspective.

Writing a Journal Entry5. Suppose that you are a scientist working on the problem of DNA during the

time that Watson and Crick discover the structure. You have just heard andseen a presentation by these two men, detailing the DNA structure. Write anentry in your journal describing your response to their discovery and whyyou think it is important.

Analyzing the Discovery6. If you were James Watson what would you think and feel about your discov-

ery? Was there a step in the process that you feel led directly to discovering thestructure of DNA? Cite examples that support your response. Do you feel thatLinus Pauling, Maurice Wilkins, and Rosalind Franklin deserve part of thecredit for their work on the problem? Which parts of their work, and why?



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Testing on the BookOn a separate sheet of paper, write the answers to each of the following.

Critical Thinking and Writing

1. Watson states, “There had been far too many days when Francis and I wor-ried that the DNA structure might turn out to be superficially very dull,suggesting nothing about either its replication or its function in controllingbiochemistry.” Why would this type of finding have been such a disappoint-ment to them?

2. The personalities of both Watson and Crick, as well as their friendship, con-tributed to their research abilities. Cite examples of how these nonscientificaspects affected the discovery of the DNA structure.

3. The structure of DNA is considered one of the major scientific discoveries of the twentieth century. Why? Describe another scientific discovery that you feel is as important. Include a brief profile of the scientist(s) who madethe discovery.

4. Watson did not possess extensive mathematical knowledge, and neither henor Crick was as proficient in chemistry as Linus Pauling. How were they ableto circumvent these deficiencies?

5. The Double Helix is Watson’s personal history of the discovery of the structureof DNA. Is it an accurate historical account?



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