Molecular biology explains living processes through the study of chemical substances. Some key points covered include:
- Life is based on carbon compounds like carbohydrates, lipids, proteins, and nucleic acids.
- Metabolism is the set of enzyme-catalyzed reactions in cells, including anabolism which builds molecules, and catabolism which breaks them down.
- Molecular biology uses a reductionist approach to understand life at the molecular level, in contrast to concepts of emerging properties.
Guided notes covering material from Topic 2.3 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 2.3 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
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Biological screening of herbal drugs: Introduction and Need for
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
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Home assignment II on Spectroscopy 2024 Answers.pdf
Revision questions on Topic 2.1. From Molecules to Metabolism
1. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
Understandings, Applications and Skills
Understandings:
Molecular biology explains living processes in terms of the chemical substances involved.
Carbon atoms can form four covalent bonds allowing a diversity of stable compounds to
exist.
Life is based on carbon compounds including carbohydrates, lipids, proteins and nucleic
acids.
Metabolism is the web of all the enzyme-catalysed reactions in a cell or organism.
Anabolism is the synthesis of complex molecules from simpler molecules including the
formation of macromolecules from monomers by condensation reactions.
Catabolism is the breakdown of complex molecules into simpler molecules including the
hydrolysis of macromolecules into monomers
Applications and skills:
• Application: Urea as an example of a compound that is produced by living organisms but
can also be artificially synthesized.
• Skill: Drawing molecular diagrams of glucose, ribose, a saturated fatty acid and a
generalized amino acid.
• Skill: Identification of biochemicals such as sugars, lipids or amino acids from molecular
diagrams.
2. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
Molecular biology explains living processes in terms of the chemical substances involved
1. Explain the reductionist approach that molecular biologists use.
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2. Explain how the reductionist approach contrasts the concept of emerging properties in
biology.
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Urea as an example of a compound that is produced by living organisms but can also be
artificially synthesized.
3. Urea is produced in the liver but is also produced artificially. Distinguish between the two
processes and outline their purpose.
……………………………………………………………………………………
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4. Define vitalism and explain how the artificial synthesis of urea falsified the theory of
vitalism.
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……………………………………………………………………………………
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Carbon atoms can form four covalent bonds allowing a diversity of stable compounds to
exist.
3. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
5. State the name of the bond shown with the arrow.
Figure 1: Methane http://www.gcsescience.com/Methane-Molecule.gif
6. Using information from question 6 state how many of these bonds may be formed by any
carbon atom.
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7. Explain how the properties of carbon are related to the diversity of carbon compounds.
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4. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
Life is based on carbon compounds including carbohydrates, lipids, proteins and nucleic
acids.
8. Compare the basic features of the following macromoleculues
Name Participating
elements
Building blocks Categories Functions in
living organisms
Carbohydrates
Proteins
Lipids
Nucleic acids
Skill: Drawing molecular diagrams of glucose, ribose, a saturated fatty acid and a
generalized amino acid.
5. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
9. The carbon skeletons of a glucose and ribose molecule are given below. Based on the
skeletons, draw the molecular formulas of the two molecules
10. Draw a saturated, unsaturated and a polyunsaturated fatty acid.
Skill: Identification of biochemicals such as sugars, lipids or amino acids from molecular
diagrams.
11.Identify the following chemical groups
R-O-H
R-CH3
O
C
CC
C
C
Fructose
Glucose
6. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
12.Identify which of following molecules is an amino acid, a fatty acid and a carbohydrate.
https://upload.wikimedia.org/wikipedia/commons/thumb/7/7a/L-Phenylalanin_-_L-
Phenylalanine.svg/232px-L-Phenylalanin_-_L-Phenylalanine.svg.png
http://www.chm.bris.ac.uk/motm/linoleic/linoleic.gif
http://www.wpclipart.com/science/atoms_molecules/molecules/fructose.png
7. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
13.Identify the following molecules
https://courses.washington.edu/conj/membrane/fattyacid.png
https://courses.washington.edu/conj/membrane/fattyacid.png
http://www.mathima.be/ftp/organischeverbindingen/glycerol.png
https://dlc.dcccd.edu/images/biology/lesson3/dipeptide.jpg
8. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
Metabolism is the web of all the enzyme-catalysed reactions in a cell or organism.
Anabolism is the synthesis of complex molecules from simpler molecules including the
formation of macromolecules from monomers by condensation reactions.
Catabolism is the breakdown of complex molecules into simpler molecules including the
hydrolysis of macromolecules into monomers.
14.Define metabolism
……………………………………………………………………………………
……………………………………………………………………………………
15.State which of the following processes are mainly anabolic or catabolic
Photosynthesis
Synthesis of polypeptides
at the ribosomes
Digestion of proteins
Cellular respiration
16.Distinguish between anabolism and catabolism
Anabolism Catabolism
Purpose
Types of reactions (e.g.,
hydrolysis, condensation)
Energetics (energy yield or
consumption)
Examples
9. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
17. Study the following reaction
http://hammerstedt-amy-e-
f.brsd.high.schoolfusion.us/modules/locker/files/get_group_file.phtml?gid=3418425&fid=26808529
(a) State the general chemical group of the reactants.
……………………………………………………………………………………
(b) State the name of the common chemical groups in all reactants.
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(c) State whether this is an anabolic or catabolic reaction. Explain your choice
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(d) State whether this is a condensation or a hydrolysis reaction. Explain your choice
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10. Revision questions 2.1. Molecular Biology
Dr. Miltiadis Kitsos, DP Biology, Platon School, mailto:miltiadis@stepsinbiology.com;
http://www.stepsinbiology.com
18. State which of the following is a hydrolysis or a condensation reaction.
http://hammerstedt-amy-e-
f.brsd.high.schoolfusion.us/modules/locker/files/get_group_file.phtml?gid=3418425&fid=26808529
A: ……………………………………………………………………………………
Β: ……………………………………………………………………………………
C: ……………………………………………………………………………………