Draw The Core

Draw the Core
Label if you’re able
Annotate if you’re great
Stephen Taylor
http://sciencevideos.wordpress.com Draw the Core 1

Draw the Core
This presentation is for practice with assessment statements where
you need to draw, label, annotate or where a diagram would be very
helpful to describe, outline or identify.
One slide has the assessment statement. The next has the diagram
and the last has the diagram with labels.
How could you use it in your revision?
• QuickDraw flashcards – can you draw the item in the statement?
• Labeling practice – can you add the correct labels?
• Explain, outline, annotate, describe practice. Take the diagram or
image and use it to help in your treatment of objective 2 and 3
assessment statements.
This is a work in progress – but you might
find it useful. It will be updated later.
The diagrams in the presentation are all creative commons (unless otherwise noted), which means you can
share, edit and print them, as long as you cite the source as http://sciencevideos.wordpress.com.
Remember:
It’s an exercise in
clarity, not a
colouring-in
competition!
Assessment statements have been taken from the online IB Biology subject guide:
http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/2/chapter/2.html

Drawing in IB Biology Exams
7. (a) Draw a labeled diagram showing the ultrastructure of a typical prokaryote. [4]
• You can use pencil and a ruler.
• You must not use coloured pencils.
As of 2011, exams will be scanned and look like this:
This bit gets cut off
The scanning machine only looks inside the boxes, so stay inside!
Use extra paper if needed, but include a note to that effect in this box.
Make sure the extra paper is labeled clearly.
• Draw clearly! Not too light or messy.
• Practice first on the scrap paper.

A Terrible Drawing…

A Terrible Drawing…
Too light
Unlabeled
Messy
Tiny

A Rubbish Drawing…

A Rubbish Drawing…
Where are these labels pointing?
The arrow heads are unnecessary
Unclear labels
Outside the scanning box
Messy shading
Criss-crossed label lines
Wiggly label lines

A Good Drawing…

A Good Drawing…
• Good use of space
• Clear strong lines
• Label lines are straight
• Labels clearly written
• Scale bar if appropriate
• Lines touch the labeled
structure
• No unnecessary shading
or colouring

2.2.1
Draw and label a diagram of the ultrastructure of Escherichia coli (E. coli) as an
example of a prokaryote.
All assessment statements taken from the online IB Biology subject guide:
http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/2/chapter/2.html

2.2.1
1µm

2.2.1
1µm
cell wall
plasma membrane
flagellum
pili
70S ribosomes
cytoplasm
nucleoid
Plasmids/ Loops of DNA

2.2.1
example of a prokaryote. 2.2.2 Annotate the diagram from 2.3.1 with the functions
of each named structure.
1µm
cell wall
Protects cell, holds structure
plasma membrane
Controls what goes in and out
of the cell
Flagellum
Movement
Pili
Attachment,
Exchange of
DNA
70S ribosomes
Protein synthesis
Cytoplasm
Contains solutes, enzymes
for metabolic reactions
Nucleoid
Contains:
Plasmids/ Loops of DNA
Genetic information

2.3.1
Draw and label a diagram of the ultrastructure of a liver cell as an example of an
animal cell.

2.3.1
animal cell.
10µm

2.3.1
animal cell.
10µm
Plasma membrane
Mitochondria
Free 80S ribosomes
Lysosomes
Cytoplasm
Golgi apparatus Rough Endoplasmic Reticulum
Nucleus

2.3.1
animal cell. 2.3.2 Annotate the diagram from 2.3.1 with the functions of each named
structure.
10µm
Plasma membrane
Controls what enters and leaves the cell
Mitochondria
Cell respiration
Free 80S ribosomes
Protein synthesis for use within the cell
Lysosomes
Contain enzymes for intracellular digestion
Cytoplasm
Solutes and enzymes for metabolic pathways
Golgi apparatus
Modifies and packages proteins for export
from the cell. Produces vesicles for exocytosis
Rough Endoplasmic Reticulum
Attached 80S ribosomes produce
proteins for export from the cell
Nucleus
Contains DNA in the
form of chromosomes

2.5.4
Describe the events that occur in the four phases of mitosis (prophase, metaphase,
anaphase and telophase). Try drawing this with a cell of n=2.

2.4.1 Draw and label a diagram to show the structure of membranes.

3.1.4 Draw and label a diagram showing the structure of water molecules to show their
polarity and hydrogen bond formation.

Large oxygen atom pulls shared
electrons closer to it, becoming
slightly negative.
Therefore hydrogen atoms
become slightly positive.
Covalent bond: shared electrons

Large oxygen atom pulls shared
electrons closer to it, becoming
slightly negative.
Therefore hydrogen atoms
become slightly positive.
Covalent bond: shared electrons
Hydrogen bonds
form between the slightly
positive hydrogens of one
water molecule and the
slightly negative oxygens of
the next.

3.2.2 Identify amino acids, glucose, ribose and fatty acids from diagrams showing their
structure.

Diagrams taken from the online IB Biology subject guide:
http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/2/chapter/4/page/3.html
3.3.1 Outline DNA nucleotide structure in terms of sugar (deoxyribose), base
and phosphate.
Phosphate ion
Deoxyribose sugar
Nitrogenous base:
• Adenine
• Thymine
• Guanine
• Cytosine

3.3.3 Outline how DNA nucleotides are linked together by covalent bonds
into a single strand.
Phosphate ion
Deoxyribose sugar
Nitrogenous base:
• Adenine
• Thymine
• Guanine
• Cytosine
1
23
4
5
Covalent bond between C3 of one molecule
and the phosphate of the next
Covalent bond between C3 of one molecule
and the phosphate of the next. New
nucleotides are added to the C3 each time.

3.3.5 Draw and label a simple diagram of the molecular structure of DNA.
Deoxyribose sugar
1
23
4
5
Covalent bond
Phosphate ion
Antiparallel strands
adenine thymine
guanine cytosine
Hydrogen bonds between
complementary base pairs
(A&T; G&C)

3.8.4 Outline the differences in absorption of red, blue and green light by chlorophyll.

3.8.8 Outline the effects of temperature, light intensity and carbon dioxide concentration
on the rate of photosynthesis. The shape of the graphs is required.

3.8.8 Outline the effects of temperature, light intensity and carbon dioxide concentration
on the rate of photosynthesis. The shape of the graphs is required.
Temperature
At low temperature:
Increase in temperature
increases rate of reaction.
At high temperature:
Increase in temp. leads to
sharp decline in rate as
enzymes are denatured.
Rateofreaction
Rateofreaction
Rateofreaction
Light intensity
At low light intensity:
Increase in light intensity
increases rate of reaction.
At high light intensity:
Increase in light intensity
has no effect on rate of
reaction – plateau.
CO2 concentration
At low [CO2] :
Increase in [CO2] increases
rate of reaction.
At high [CO2] :
Increase in [CO2] has no
effect on rate of reaction –
plateau as all active sites are
filled.

4.2.3
Outline the process of meiosis, including pairing of homologous chromosomes and
crossing over, followed by two divisions, which results in four haploid cells. Try
drawing this with a cell of n=2.

5.1.4 Describe what is meant by a food chain, giving three examples, each with at least
three linkages (four organisms).

5.1.4 Describe what is meant by a food chain, giving three examples, each with at least
three linkages (four organisms).
Food chains show the flow of energy through the trophic levels of a feeding relationship.
PRODUCER PRIMARY CONSUMER SECONDARY CONSUMER TERTIARY CONSUMER
“eaten by”
Yellow iris moth caterpillar great tit sparrowhawk
Phytoplankton krill cod seal
diatoms freshwater shrimp bream osprey

5.1.8 Construct a food web containing up to 10 organisms, using appropriate information.

5.1.8 Construct a food web containing up to 10 organisms, using appropriate information.
Arrows show flow of energy.
Some species can be classified in two or more trophic levels, e.g. marine omnivores

5.2.1 Draw and label a diagram of the carbon cycle to show the processes involved.

5.3.1 Outline how population size is affected by natality, immigration, mortality and
emigration.

5.3.3 Draw and label a graph showing a sigmoid (S-shaped) population growth curve.

time
population
K
Transition phase
Exponential phase
Plateau phase

5.3.4 Explain the exponential, transition and plateau phases.
time
population
K
Transition phase
I + N > E + M (but less so)
Increased competition as space
and resources are used up. Rate
of population growth slows.
Exponential phase
I + N > E + M
Abundant space and resources. Very little
competition so reproduction is high.
Plateau phase
I + N = E + M
High competition as space and
resources are limited. High effect
of natural selection.

6.1.4 Draw and label a diagram of the digestive system.

6.1.4 Draw and label a diagram of the digestive system.
mouth
esophagus
stomach
small intestine
large intestine
rectum
liver
gall bladder
pancreas
anus

6.1.7 Explain how the structure of the villus is related to its role in absorption and
transport of the products of digestion.

Single-cell epithelium
Short diffusion path for digested
molecules
Lacteals
Absorption and transport
of lipid molecules
Rich network of capillaries
Transport of molecules. Maintains
high concentration gradient
between lumen of gut and blood.
Mitochondria
Active transport of
digested food molecules
Microvilli
Further increase
in SA:Vol ratio

6.2.1 Draw and label a diagram of the heart showing the four chambers, associated blood
vessels, valves and the route of blood through the heart.

6.2.5 Explain the relationship between the structure and function of arteries, capillaries
and veins.

6.3.4 Outline how phagocytic leucocytes ingest pathogens in the blood and in body
tissues.

6.4.3 Describe the features of alveoli that adapt them to gas exchange.

6.4.4 Draw and label a diagram of the ventilation system, including trachea, lungs, bronchi,
bronchioles and alveoli.

6.5.2 Draw and label a diagram of the structure of a motor neuron.

Dendritic end terminal end
dendrites
axon
axon hillock
cell body
nucleus
myelin sheath
Nodes of Ranvier
motor end plates
muscle tissue

6.6.1 Draw and label diagrams of the adult male reproductive system.

sperm duct
bladder
semen gland
prostate gland
urethra
epididymis
penis
testis

6.6.1 Draw and label diagrams of the adult female reproductive system.

vagina
cervix
muscle wall
endometrium
uterus
ovary
Oviduct/
Fallopian tube
bladder
urethra

6.6.3
Annotate a graph showing hormone levels in the menstrual cycle, illustrating the
relationship between changes in hormone levels and ovulation, menstruation and
thickening of the endometrium.

6.6.3
Day 0 5 14 28

6.6.3
Day 0 5 14 28
Day 0-5 Endometrium is broken down
(menstruation) as progesterone falls.
Day 5-14 Estrogen rises, endometrium builds.
Day 14-28 Endometrium maintained by high
progesterone levels to prepare for fertilisation.
endometrium
Day 0-14 FSH and LH stimulate development
of the oocyte (egg) in the ovary.
Day 14 peak of LH causes ovulation.
Day 15-28 FSH and LH inhibited by estrogen
and progesterone, preventing further release
of eggs.
Day 0-14 estrogen increases, building the
endometrium.
Day 14-18 estrogen drops, progesterone
peaks, maintaining endometrium and
inhibiting FSH and LH.
Day 28 Progesterone drops if the egg is not
fertilised and does not implant onto
endometrium.
Luteinising hormone (LH)
Follicle stimulating hormone (FSH)
estrogen
progesterone

For more IB Biology resources:
http://sciencevideos.wordpress.com
Draw the Core 72This is a Creative Commons presentation. It may be linked and embedded but not sold or re-hosted.
This presentation is free to view. Please make a donation to one of my
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Draw The Core

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