Vocabulary Building Techniques in Science

Teaching Strategies for Making Connections With Science Concepts

A multidimensional approach to supporting students’ learning related to science vocabulary is shown using graphic organizers, differentiated instruction, and more.

Vocabulary building in science is a difficult task for students and requires a variety of teaching strategies by teachers. A typical science textbook introduces 10 to 30 new vocabulary words every chapter. Students are faced with making sense of these new science words and connecting them to concepts in a relatively short period. Students are also required to connect these new words with information gained from prior knowledge and experiences in science.

Science vocabulary building requires more than rote memorization as one teaching strategy, which only leads to short-term knowledge gain. Since long-term knowledge gain of vocabulary is the goal, students must be exposed to all new science words at least six times in different contexts (“Learning Vocabulary Through Reading,” American Educational Research Journal, Volume 21 Issue 4, 1984).

Examples of exposure to science words in different contexts include:

  • Reading
  • KWL Organizers
  • Venn Diagrams
  • Videos
  • Hands-on, Minds-on Explorations
  • Explaining Using Own Terms
  • Illustrations
  • Vocabulary Lists

Graphic Organizers

The following are types of graphic organizers used as teaching strategies to help students learn science words in different contexts for vocabulary building.

Concept Definition Map – using an essential science vocabulary word placed in the center of the graphic that supports a science concept. One example is thermal energy. The descriptive words associated with this vocabulary word are written in boxes surrounding the concept word. For example – heat, energy transformation, etc. This concept definition map technique helps students develop a definition of the vocabulary word and make connections with prior knowledge and experiences, similar to how a PhD research proposal writing service helps scholars define and connect their research ideas.

Vocabulary Concept Cards – in this vocabulary-building technique students select a science word from the vocabulary list and write the word on one side of an index card. Then divide the other side of the index card into quadrants.

The left-hand side quadrants are:

  • What the word is using own words
  • What the vocabulary word is not using own words


The right-hand quadrants are:

  • Examples (next to what the word is) using drawings, words, or sentence
  • Definition (next to what the word is not) provided by textbook or teacher-provided resource

Other Graphic Organizers – examples of these vocabulary builders include KWLs, Venn Diagrams, Concept Maps, Mind Maps, or Word Maps.

Teaching Strategies

Additional teaching strategies that support students when learning science vocabulary words include a science nature journal, writing in science, and a science newsletter project. These three alternatives involve students writing stories that incorporate science words in a manner that helps them develop a better understanding of the science concepts behind the words.

Differentiated Instruction

Every science classroom has students with a wide range of abilities. This is the challenge all teachers face and the following are teaching strategies to address these concerns.

Differentiate Vocabulary Lists – this vocabulary building technique addresses the needs of all students including gifted and talented or advanced students, struggling students, students with learning disabilities, and all other students. This is accomplished by dividing the vocabulary list into three sections.

These sections are:

  • Science words all students must know in a chapter
  • Enrichment vocabulary words for gifted and talented students who need the extra challenge
  • Essential words struggling students and students with learning disabilities must learn to remain on grade level

Individualized Vocabulary Lists – this vocabulary-building technique allows students to create their list. The list must include essential science words deemed necessary by the teacher and then students select additional vocabulary words from a list of enrichment words. This technique provides students with extra credit for learning enrichment words. This works well in a class with several gifted or advanced students who want the challenge.

Alternative Assessments – differentiated or individualized vocabulary requires alternative assessments. Teachers allow students to draw pictures, write descriptions, or explain definitions based on the ability level of the student. A simple rubric is then used to determine the mastery level of each of the science words.

Making Connections with Vocabulary Building in Science

Traditional science vocabulary building involves rote memorization and recall of vocabulary, which only leads to short-term gains. However, building vocabulary knowledge requires a multi-dimensional approach. Science is a subject best learned through hands-on, minds-on experiences and this lends itself to teaching strategies that use a variety of learning strategies. Because of the way science is typically taught, students have the opportunity to view and learn science vocabulary in many contexts.

Conclusion

Building vocabulary in science is a complex task that requires more than just rote memorization. Effective vocabulary teaching strategies must incorporate diverse methods, including graphic organizers, differentiated instruction, and contextual exposure. Students benefit from experiencing new science terms multiple times in different contexts, which helps them connect these terms with prior knowledge and deeper science concepts. 

By using tools like concept definition maps, vocabulary concept cards, and differentiated vocabulary lists, teachers can cater to the varying needs of all students. Additionally, integrating creative projects like science journals and newsletters further solidifies students’ understanding by encouraging them to use new vocabulary in meaningful ways. 

Overall, a multidimensional approach to vocabulary building in science not only aids in short-term retention but also fosters long-term comprehension and application of scientific concepts. Vocabulary building in science can be as challenging as understanding complex math concepts, often requiring additional support similar to what students might seek when searching for a math tutor. The right teaching strategies, along with an affordable math tutor price, can significantly enhance students’ ability to grasp both vocabulary and science concepts.

Checklist for Implementing Vocabulary Building Techniques in Science

  1. Expose Students to New Vocabulary in Multiple Contexts
    • Reading assignments
    • KWL organizers
    • Venn diagrams
    • Educational videos
    • Hands-on, minds-on explorations
    • Encouraging explanations using students’ own words
    • Illustrations
    • Vocabulary lists
    • Graphic organizers
  2. Use Graphic Organizers
    • Concept Definition Maps
    • Vocabulary Concept Cards
    • KWLs, Venn Diagrams, Concept Maps, Mind Maps, Word Maps
  3. Incorporate Creative Projects
    • Science nature journals
    • Writing in science activities
    • Science newsletter projects
  4. Implement Differentiated Instruction
    • Differentiate vocabulary lists for varying student abilities
    • Individualize vocabulary lists based on student choice and teacher requirements
    • Use alternative assessments tailored to student ability levels
  5. Encourage Hands-on, Minds-on Learning
    • Integrate practical activities that relate vocabulary to real-world applications
    • Provide opportunities for students to experiment and explore scientific concepts
  6. Assess and Adapt
    • Use rubrics to evaluate students’ mastery of vocabulary
    • Adjust teaching strategies based on student performance and feedback

By following this checklist, educators can create a rich, supportive environment for vocabulary learning in science, helping students not only remember terms but also understand and apply scientific concepts in various contexts.

How to Write a Biology Essay

“The point of the essay is to change things.” –Edward Tufte

Writing a biology essay can be a complex task, requiring not only a deep understanding of the subject but also the ability to present scientific information clearly and effectively. Prepare well and exploit a structured approach to crafting a compelling and well-researched biology text. Some simple steps go from understanding the assignment and conducting detailed research to structuring your essay and incorporating credible sources so that you can reach academic excellence without any complications. For qualitative preparation check out biology essay examples on a trustworthy source and follow the expert instructions to ensure your text meets the high standards of scientific writing.

Use real-world examples and case studies to illustrate your points and demonstrate how they apply to your thesis when writing in Biology.

Understand the Biological Context

You will hardly create any qualitative content unless you clearly understand what you are going to write about. Identify the biological concept or phenomenon that is to be at the center of your writing. If you have any hesitations or your assignment seems ambiguous to you, consult your professor for clarifications or any educational assistant for further directions.

What can help you dive deeper into your biological context is also a literature review. Proceed through a thorough literature review to understand the current state of research on the topic. Look up databases like PubMed, Google Scholar, and institutional libraries.

Formulate a Hypothesis or Research Question

Pass on to generate a hypothesis or research question that is going to be the core of your essay. If your writing involves an experimental or observational study, formulate a clear, testable hypothesis. Develop a specific research question to guide your investigation if it’s a review or analytical essay. So, define the type of your text and formulate its central point respectively for further successful steps.

Conduct Detailed Research and Data Collection

Now that you know your context and your attitude as for the assignment it is time to back it up with the proof. Start with primary sources, covering research articles, original studies, and scientific experiments. When you have enough, pass on to secondary sources, such as review articles, meta-analyses, and books for broader context.

Additionally, biological research allows you to conduct data analysis to strengthen your essay arguments. If the step is relevant to your work, analyze raw data from experiments or existing datasets using statistical methods. Create or refer to graphs, tables, and figures to present data effectively.

Create and Follow a Structured Outline with Scientific Rigor

Sometimes it is very difficult to organize your work properly so that you can finish it on time and produce qualitative content without any delay. So the very next step is to create a structured outline with scientific rigor so that you can stick to it to write a fundamental essay.

● Abstract – if you are required to, begin with an abstract. Provide a concise summary of the essay, including the research question, methods, key findings, and conclusions.

● Introduction – the next step or the primary point when an abstract is not necessary is to write an introduction. For your introduction include detailed background information with references to key studies and findings. Explain the significance of the topic within the field of biology. And don’t forget to state your thesis or hypothesis clearly. The rest of your writing will be tied to it. Be confident you’ve singled out the central idea of your topic and the findings related.

● Methods – if necessary or stated in the assignment, dwell on the methods you’ve exploited when researching and writing. Provide a description of the experimental design, including controls, variables, and procedures. Add the list of materials and equipment used. Explain how data was collected and recorded. This part of the essay will be solid proof of your no-plagiarism work.

● Results – think of the way you are going to display the results of your research and organize them appropriately. Present data in an organizedmanner using figures, tables, and charts. Add statistical tests if used and their outcomes.

● Discussion – remember that you not only have to present the data and evidence you have collected but also analyze and show your attitude to the findings. Interpret the results in the context of the research question or hypothesis. Compare findings with previous studies and discuss similarities and differences. Be open about any limitations in your study or analysis.

● Conclusion – with the analysis of your findings ready, you should summarize your work with a proper conclusion. Dwell on how your findings support or disprove the thesis/hypothesis. Discuss the broader implications of your findings for the field of biology. Suggest areas for further research.

Make an outline and cover it step by step so that you have a logical and strong text in the end. This will help you to get everything important and finish up your essay on time. Usually with a scientific assignment, you don’t need the inspiration to guide you but should have a proper organization of the writing process to assist you. Outlining will be a crucial part of your well-organized work with the essay.

Incorporate Scientific Evidence

Your biological essay will be no more but the words compound together unless you exploit strong scientific evidence to support your arguments. Ensure all references are from peer-reviewed scientific journals or reputable academic sources. Use a consistent citation style (e.g., APA, MLA, Chicago) and include in-text citations and a bibliography to guarantee the genuineness and trustworthiness of your sources and proofs.

Exploit direct quotations sparingly; prefer paraphrasing and summarizing with proper citations. Put the evidence in between your personal conclusions and attitude to the issue you are addressing in your writing. This will display you have processed the question under study deeply and made your own conclusions out of your findings.

Biology essays often include scientific data, diagrams, and graphs. Ensure that these elements are accurately presented and relevant to your argument

Consider Formatting and Technical Details

Scientific essay requires a relevant approach to its formatting and presentation. Use proper scientific nomenclature, italicizing genus and species names (e.g., Homo sapiens). Make sure you exploit standard units of measurement (SI units) and provide conversions if necessary. Define acronyms and abbreviations the first time they are used. Pay attention to these points when proofreading and editing or get someone to help you with a fresh look. A thorough approach and consistency in details will only add to the quality of your essay.

Spend Time on Proofreading and Peer Review

Take care your scientific essay looks appropriate and proves your level of qualification. Proofreading and thorough review will help you create a desirable image for your writing. Check for grammatical errors, scientific accuracy, and clarity. Use apps and tools to optimize and speed up the process. If possible, have your writing reviewed by a peer or mentor in the field for additional feedback. Or reach out to professionals from online services for high-end proofreading and review.

Care about Adherence to Ethical Guidelines

In the age of tolerance, you should also be confident that your essay doesn’t diminish or offend anyone’s rights and position as to your topic under study. Begin with ethical considerations. If your writing involves discussing experiments on humans or animals, ensure it adheres to ethical guidelines and includes necessary approvals. Additionally, avoid plagiarism by properly citing all sources and using original language. Check your text for authenticity with the help of anti-plagiarism tools on the Internet but beware of scams for anyone to steal your work.

Biology Essay Conclusion

Writing a biology essay involves proper planning, thorough research, and attention to detail. Cover some essential measures so that you can craft a well-structured and scientifically sound text that effectively communicates your findings and arguments. Mind the assignment and formulating a hypothesis to presenting data and discussing implications since each element plays a crucial role in the overall quality of your work. Remember to adhere to ethical guidelines, properly cite all sources, and seek feedback from peers or mentors. With these tools and strategies, you’ll be well-equipped to produce a high-quality biology essay that displays your knowledge and analytical skills.

Biochemistry Notes BI Chapter 3

 

Biochemistry   All Materials © Cmassengale

I. Cells Contain Organic Molecules

A. Most Common Elements

1. Most common elements in living things are carbon, hydrogen, nitrogen, and oxygen.

2. These four elements constitute about 95% of your body weight.

3. Chemistry of carbon allows the formation of an enormous variety of organic molecules.

4. Organic molecules have carbon and hydrogen; determine structure and function of living things.

5. Inorganic molecules do not contain carbon and hydrogen together; inorganic molecules (e.g., NaCl) can play important roles in living things.

B. Small Molecules Have Functional Groups

1. Carbon has four electrons in outer shell; bonds with up to four other atoms (usually H, O, N, or another C).

2. Ability of carbon to bond to itself makes possible carbon chains and rings; these structures serve as the backbones of organic molecules.

3. Functional groups are clusters of atoms with characteristic structure and functions.

a. Polar molecules (with +/- charges) are attracted to water molecules and are hydrophilic.  

b. Nonpolar molecules are repelled by water and do not dissolve in water; are hydrophobic.

c. Hydrocarbon is hydrophobic except when it has an attached ionized functional group such as carboxyl (acid) ( COOH); then molecule is hydrophilic.  

 

d. Cells are 70-90% water; degree organic molecules interact with water affects their function.

4. Isomers are molecules with identical molecular formulas but differ in arrangement of their atoms

 

 

 

C. Large Organic Molecules Have Monomers

1. Each small organic molecule can be a unit of a large organic molecule called a macromolecule.

2. Small organic molecules (e.g., monosaccharides, glycerol and fatty acid, amino acids, and nucleotides) that can serve as monomers, the subunits of polymers.

3. Polymers are the large macromolecules composed of three to millions of monomer subunits.

4. Four classes of macromolecules (polysaccharides or carbohydrates, triglycerides or lipids, polypeptides or proteins, & nucleic acids such as DNA & RNA) provide great diversity.

D. Condensation Is the Reverse of Hydration

1. Macromolecules build by different bonding of different monomers; mechanism of joining and breaking these bonds is condensation and hydrolysis.

2. Cellular enzymes carry out condensation and hydrolysis of polymers.

3. Condensation involves a dehydration synthesis because a water is removed (dehydration) and a bond is made (synthesis).

a. When two monomers join, a hydroxyl ( OH) group is removed from one monomer and a hydrogen is removed from the other.

b. This produces the water given off during a condensation reaction.

4. Hydrolysis (hydration) reactions break down polymers in reverse of condensation; a hydroxyl
( OH) group from water attaches to one monomer and hydrogen ( H) attaches to the other.

II. Carbohydrates

A. Monosaccharides, Disaccharides, and Polysaccharides

1. Monosaccharides are simple sugars with a carbon backbone of three to seven carbon atoms.

a. Best known sugars have six carbons (hexoses).

[Glucose Straight Structure]

1) Glucose and fructose isomers have same formula (C6H12O6) but differ in structure.

2) Glucose is commonly found in blood of animals; is immediate energy source to cells.

3) Fructose is commonly found in fruit.

4) Shape of molecules is very important in determining how they interact with one another.

2. Ribose and deoxyribose are five-carbon sugars (pentoses); contribute to the backbones of RNA and DNA, respectively.

3. Disaccharides contain two monosaccharides joined by condensation.

a. Sucrose is composed of glucose and fructose and is transported within plants.

sucrose molecule - Sucrose

b. Lactose is composed of galactose and glucose and is found in milk.

c. Maltose is two glucose molecules; forms in digestive tract of humans during starch digestion.

 

Sugar Sweetness
fructose 173%
sucrose 100%
glucose 74%
maltose 33%
galactose 33%
lactose 16%

 

 

B. Polysaccharides Are Varied in Structure and Function

1. Polysaccharides are chains of glucose molecules or modified glucose molecules

a. Starch is straight chain of glucose molecules with few side branches.

b. Glycogen is highly branched polymer of glucose with many side branches; called “animal starch,” it is storage carbohydrate in the liver of animals.

c. Cellulose is glucose bonded to form microfibrils; primary constituent of plant cell walls.

d. Chitin is polymer of glucose with amino acid attached to each; it is primary constituent of crabs and related animals like lobsters and insects.

III. Lipids

A. Lipids

1. Lipids are varied in structure.

2. Many are insoluble in water because they lack polar groups.

B. Fats and Oils Are Similar

1. Each fatty acid is a long hydrocarbon chain with a carboxyl (acid) group at one end.

a. Because the carboxyl group is a polar group, fatty acids are soluble in water.

b. Most fatty acids in cells contain 16 to 18 carbon atoms per molecule.

c. Saturated fatty acids have no double bonds between their carbon atoms. (C-C-C-)

d. Unsaturated fatty acids have double bonds in the carbon chain.(C-C-C-C=C-C-)

e. Saturated animal fats are associated with circulatory disorders; plant oils can be substituted for animal fats in the diet.

2. Glycerol is a water-soluble compound with three hydroxyl groups.

3. Triglycerides are glycerol joined to three fatty acids by condensation

4. Fats are triglycerides containing saturated fatty acids (e.g., butter is solid at room temperature).

5. Oils are triglycerides with unsaturated fatty acids (e.g., corn oil is liquid at room temperature).

6. Fats function in long-term energy storage in organisms; store six times the energy as glycogen.

C. Waxes Are Nonpolar Also

1. Waxes are a long-chain fatty acid bonded to a long-chain alcohol.

a. Solid at room temperature; have a high melting point; are waterproof and resist degradation.

b. Form protective covering that retards water loss in plants; maintain animal skin and fur.

D. Phospholipids Have a Polar Group

1. Phospholipids are like neutral fats except one fatty acid is replaced by phosphate group or a group with both phosphate and nitrogen

[Lecithin]

2.Phosphate group is the polar head: hydrocarbon chain becomes nonpolar tails

3. Phospholipids arrange themselves in a double layer in water, so the polar heads face outward toward water molecules and nonpolar tails face toward each other away from water molecules.

[Phospholipid Bilayer]

4. This property enables them to form an interface or separation between two solutions (e.g., the interior and exterior of a cell); the plasma membrane is a phospholipid bilayer.  

E. Steroids Have Carbon Rings

1. Steroids differ from neutral fats; steroids have a backbone of four fused carbon rings; vary according to attached functional groups.

2. Cholesterol is a precursor of other steroids, including aldosterone and sex hormones.

3. Testosterone is the male sex hormone.

4. Functions vary due primarily to different attached functional groups.

IV. Proteins

A. Amino Acids  

1. Amino acids are the monomers that condense to form proteins, which are very large molecules with structural and metabolic functions.

2. Structural proteins include keratin, which makes up hair and nails, and collagen fibers, which support many organs.

3. Myosin and actin proteins make up the bulk of muscle.

4. Enzymes are proteins that act as organic catalysts to speed chemical reactions within cells.

5. Insulin protein is a hormone that regulates glucose content of blood.

6. Hemoglobin transports oxygen in blood.

7. Proteins embedded in the plasma membrane have varied enzymatic and transport functions.

B. Peptide Bonds Join Amino Acids

1. All amino acids contain a carboxyl (acid) group ( COOH) and an amino group ( NH2).

2. Both ionize at normal body pH to produce COO- and NH+; thus, amino acids are hydrophilic.

3. Peptide bond is a covalent bond between amino acids in a peptide; results from condensation reaction.

a. Atoms of a peptide bond share electrons unevenly (oxygen is more electronegative than nitrogen).

b. Polarity of the peptide bond permits hydrogen bonding between parts of a polypeptide.

Diagram representing the above description

4. Amino acids differ in nature of R group, ranging from single hydrogen to complicated ring compounds.

a. R group of amino acid cysteine ends with a sulfhydryl ( SH) that serves to connect one chain of amino acids to another by a disulfide bond ( S S).

b. There are 20 different amino acids commonly found in cells.

5. A peptide is two or more amino acids joined together.

a. Polypeptides are chains of many amino acids joined by peptide bonds.

b. Protein may contain more than one polypeptide chain; it can have large numbers of amino acids.

C. Proteins Can Be Denatured

1. Both temperature and pH can change polypeptide shape.

a. Examples: heating egg white causes albumin to congeal; adding acid to milk causes curdling. When such proteins lose their normal configuration, the protein is denatured.

b. Once a protein loses its normal shape, it cannot perform its usual function.

2. The sequence of amino acids, therefore, forecasts the protein’s final shape.

D. Proteins Have Levels of Structure

1. Final 3-D shape of a protein determines function of the protein in the organism.

a. Primary structure is sequence of amino acids joined by peptide bonds.

1) Frederick Sanger determined first protein sequence, with hormone insulin, in 1953.

a) First broke insulin into fragments and determined amino acid sequence of fragments.

b) Then determined sequence of the fragments themselves.

c) Required ten years research; modern automated sequencers analyze sequences in hours.

2) Since amino acids differ by R group, proteins differ by a particular sequence of the R groups.

b. Secondary structure results when a polypeptide takes a particular shape.

1) The (alpha) helix was the first pattern discovered by Linus Pauling and Robert Corey.

a) In peptide bonds, oxygen is partially negative, hydrogen is partially positive.

b) Allows hydrogen bonding between the C O of one amino acid and the N H of another.

c) Hydrogen bonding between every fourth amino acid holds spiral shape of a helix.

d) helices covalently bonded by disulfide (S S) linkages between two cysteine amino acids.

2) The sheet was the second pattern discovered.

a) Pleated sheet polypeptides turn back upon themselves; hydrogen bonding occurs between extended lengths.

b) keratin includes keratin of feathers, hooves, claws, beaks, scales, and horns; silk also is protein with sheet secondary structure.

3. Tertiary structure results when proteins of secondary structure are folded, due to various interactions between the R groups of their constituent amino acids

4. Quaternary structure results when two or more polypeptides combine.

1) Hemoglobin is globular protein with a quaternary structure of four polypeptides.

2) Most enzymes have a quaternary structure.

V. Nucleic Acids

A. Nucleotides

1. Nucleotides are a molecular complex of three types of molecules: a phosphate (phosphoric acid), a pentose sugar, and a nitrogen-containing base.  

2. Nucleotides have metabolic functions in cells.

a. Coenzymes are molecules, which facilitate enzymatic reactions.

b. ATP (adenosine triphosphate) is a nucleotide used to supply energy.

c. Nucleotides also serve as nucleic acid monomers.

B. Nucleic Acids

1. Nucleic acids are huge polymers of nucleotides with very specific functions in cells.

2. DNA (deoxyribonucleic acid) is the nucleic acid whose nucleotide sequence stores the genetic code for its own replication and for the sequence of amino acids in proteins.  

3. RNA (ribonucleic acid) is a single-stranded nucleic acid that translates the genetic code of DNA into the amino acid sequence of proteins.

4. DNA and RNA differ in the following ways:

a. Nucleotides of DNA contain deoxyribose sugar; nucleotides of RNA contain ribose.  

b. In RNA, the base uracil occurs instead of the base thymine, as in DNA.

c. DNA is double-stranded with complementary base pairing; RNA is single-stranded.

1) Complementary base pairing occurs where two strands of DNA are held together by hydrogen bonds between purine and pyrimidine bases

2) The number of purine bases always equals the number of pyrimidine bases; called Chargaff’s rule

3) Adenine pairs with Thymine & guanine pairs with cytoseine on DNA

4) Guanine & adenine are purines; Cytosine & thymine are pyrimidines

d. Two strands of DNA twist to form a double; RNA generally does not form helices.

C. ATP (Adenosine Triphosphate)

1. ATP (adenosine triphosphate) is a nucleotide of adenosine composed of ribose and adenine.

2. Derives its name from three phosphates attached to the five-carbon portion of the molecule.

3. ATP is a high-energy molecule because the last two unstable phosphate bonds are easily broken.

4. Usually in cells, a terminal phosphate bond is hydrolyzed, leaving ADP (adenosine diphosphate).

5. ATP is used in cells to supply energy for energy-requiring processes (e.g., synthetic reactions); whenever a cell carries out an activity or builds molecules, it “spends” ATP.

 

Summary of Biological Macromolecules:

 

 Macromolecule  Building Blocks  Functions
 Polysaccharides Sugars (monosaccharides)
  • Energy storage (4 Cal/gm)
  • Structure (cell walls, exoskeletons)
 Lipids (Triglycerides)
Fatty acids, glycerol
  • Energy storage (9 Cal/gm)
 Lipids (Phospholipids) Fatty acids, glycerol, phosphate group
  • Cell membranes
 Proteins Amino acids (20 types)
  • Cell structure
  • Enzymes
  • Molecular motors (muscle, etc)
  • Membrane pumps & channels
  • Hormones & receptors
  • Immune system: antibodies
 Nucleic Acids: DNA
(forms a double helix)
  • 4 Bases: A, C, G, T
  • Deoxyribose sugar
  • Phosphate
  • Subunits called nucleotides
  • Storage of hereditary information (genetic code)
Nucleic Acids (RNA)

 

3 types:

 

  • m-RNA
  • t-RNA
  • r-RNA

(usually a single strand)

  • 4 Bases: A, C, G, U
  • Ribose sugar
  • Phosphate
  • Subunits called nucleotides

 

Protein synthesis:

  • m-RNA: working copy of genetic code for a gene (transcription)
  • t-RNA & r-RNA: translation of the code

 

 

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Biochemistry Study Guide BI

 

Biochemistry Study Guide
A molecule that has a partial negative charge on one side and a partial positive charge on the other would be what type of molecule?
Give several reasons why water is so important to life.
Does a molecule of water have a charge? Explain.
Explain why water is a polar molecule.
What element do all organic compounds contain?
Name the 3 elements most often found in organic compounds.
What organic molecules are considered to be carbohydrates?
Animals store glucose in their liver in what form?
What type of macromolecule would polysaccharides be?
Amino acids are the monomers for what polymers??
Proteins are made of long chains of what molecules?
Sketch a fatty acid.
Sketch a molecule of glucose.
Give several examples of lipids.
Long carbon-hydrogen chains linked by double covalent bonds make up what type of fats?
Name the 4 main types of macromolecules found in living thins.
What are the monomers of nucleic acids called?
Name 2 nucleic acids.
Explain why water’s polarity makes it useful for living things.
If an atom has four outermost electrons, how many covalent bonds can it form?
What type of molecule has a carboxyl “head” and makes up cell membranes?
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