IB Biology-HL Year Two
Nucleic Acids and Proteins
IB CORE Topics you should review:
MUCH of the Text Reading in the LIFE
 3.3 DNA Structure
book
will be REVIEW this year, however there
 3.4 DNA Replication
are bits and pieces of all of the assigned
 3.5 Transcription & Translation
readings that will be new to you, the HL
IB Higher Level Topics:
 7.1 DNA Structure (5) material.
Use the IB Syllabus Statements as your
 7.2 DNA Replication (3)
guide,
to help you decipher “what’s most
 7.3 Transcription (4)
important” as you read.
 7.4 Translation (7)
I recommend reading the LIFE book,
 7.5 Proteins (4)
taking NOTES, THEN doing the IB Journal…as a
 7.6 Enzymes (5)
final revision, once you’ve gained a deeper
Life Text Readings:
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DATE
8/22
TH
8/26
M
8/28
W
understanding through the LIFE text.
Chapter 3 Macromolecules and the Origin of Life
Chapter 6 Energy, Enzymes, and Metabolism
Chapter 11 DNA and Its Role in Heredity
Chapter 12 From DNA to Protein: Genotype to Phenotype
Class
Welcome Back!
Books, Journals,
Drawings, Homework
SAFETY, Academic Honesty,
IA Contracts
Stand Up IF…
7.1 Practice ?
DNA structure
DNA Origami
Wkbk p. 91-92
7.2 Practice ?
DNA replication
Wkbk p. 100-102
Homework
Skim CHAPTER 3.5—this is REVIEW!
Ch 11 Opener, Skim through 11-1 on DNA
Discovery
Read AND jot down some notes: Ch 11-2
IB Journal: 7.1
Read/notes Ch 11-3 (skip “origins” on p. 244
and telomeres @ end) & 11-4
IB Journal: 7.2
Study for Quiz
Skim Ch 12 Opener, 12-1, 12-2—this is
review!
Read/notes Ch 12-3
IB Journal: 7.3
 Happy Labor Day! Enjoy your Weekend, Be Safe, Have Fun, Make Good Choices!

9/4
7.3 Practice ?
IB Journal:
7.4
W
Transcription
Read/notes Ch 12-4 –skip p. 267
Read/notes Ch 12-5 (great background)
7.4 Practice ?
9/6
14.2 has added info about introns/exons; look
Translation
F
at diagrams at least.
Grading a Lab: REVIEW
Finish Lab Activity
Translation
9/10
Read/notes Ch 3-1 and 3-2
Proteins & Enzymes
T
IB Journal: 7.5
WB p. 106
7.5 Practice ?
6-3 is review
9/12
Protein Folding activity
Read/notes 6-4 and 6-5
TH
1st IA of the Year:
IB Journal: 7.6
Catalase Lab
7.6 Practice ?
9/16
Enzymes
STUDY!
M
WB p. 111, 115
9/18
DNA Test
Topic 10 is next…meiosis and genetics 
W
8/30
F
QUIZ 7.1 & 7.2
Transcription, WB p.103104
Tips on the EXAM…from the Subject Report 2009
“Syllabus coverage” is achieved in Paper 1 and the intention in Paper 2 is to look in detail at fewer areas of candidates’
knowledge.
Candidates should be encouraged to:
•Understand what is required of command terms; e.g., give both sides of an argument for „discuss‟ and „evaluate‟
answers.
•Develop a strategy for questions requiring the evaluation of an hypothesis.
•Use organizing diagrams for their answer such as t-charts. Sketches of processes such as replication and nondisjunction can help candidates organize their responses to part B extended response questions.
•Be more critical in the application of memorized answers from previous markschemes. This will avoid mark deduction
from the quality of construction marks due to the inclusion of irrelevant material.
•Unpack their answers fully; i.e., do not leave the obvious unstated and include specific details. In the question where
candidates were asked to compare relative sizes of bacteria, eukaryotes and viruses, candidates would have benefited from
providing more detail in their answers. Also full details of calculations should be given. Similarly, abbreviating should be avoided
(the DNA bases to A,T,C and G).
•Use the language of biology wherever possible for example, for enzymes, include DNA or RNA in the names of the
polymerase and primase etc. Use „active site‟ rather than activation site or binding site. A similar issue is the use of
recombinant notation.
•Use specific language; e.g., increase rather than change; gained mass rather than grew bigger; specific names rather
than it, they etc.
•Practise % difference and magnification calculations.
•Label drawings in such a way that labels clearly indicate a structure. This was a common issue with the labeling of the
thylakoid.
•Close lines in diagrams so that structures are shown as continuous. This was an issue in the drawing of the various
chloroplast membranes
•Study the section on classification and plant diversity in greater detail
•Always include units in quantitative answers
Comments for Paper 2
One main area of difficulty seen was that of interpreting and answering precisely what the question requires, that is,
understanding and responding to the command terms. Many found interpretation of graphs difficult and many were not
answering the longer answer questions with sufficient details or depth of knowledge. Definitions were poorly stated.
Comments for Paper 3
Some good scripts were seen. However many scripts demonstrated only a superficial knowledge of the options chosen. Many
were better at the data analysis questions and calculations rather than the long answer questions. One main area of difficulty
seen was that of interpreting and answering precisely what the question requires, that is, understanding and responding to the
command terms. Many found interpretation of graphs difficult and many were not answering the longer answer questions with
sufficient details or depth of knowledge. Definitions were poorly stated.
Their Tips:
•Practise the use and understanding of the required command terms.
•Throughout the course use a variety of data for interpretation and analysis.
•Practise reading trends from data rather than restating data.
•Practise constructing the longer answers. So many candidates wrote on extra paper when with a little thought and a
better constructed answer this would have been unnecessary. Many were even only writing one or two lines per extra paper
used, with up to 5 sheets attached sometimes. There is sufficient space in the answer booklet.
•Practise calculating involving percentage differences, increases or decreases.