biology essays in form one

Biology Form 1 Notes | Biology Form 1 Questions and Answers

Biology revision questions & answers, biology form 1 notes and biology form 1 revision questions, introduction to biology - form 1 biology notes, classification i - form 1 biology notes, the cell - introduction - form 1 biology notes, the cell - structure and functions of the cell organelles - form 1 biology notes, the cell - estimation of the cell size - form 1 biology notes, cell physiology - the cell membrane and diffusion - form 1 biology notes, cell physiology - osmosis and active transport - form 1 biology notes, nutrition in plants & animals - introduction - form 1 biology notes, nutrition in plants - photosynthesis - dark and light reaction stages - form 1 biology notes, nutrition in plants & animals - chemicals of life - form 1 biology notes, nutrition in plants & animals - enzymes - form 1 biology notes, nutrition in plants & animals - heterotrophism and dentition - form 1 biology notes, nutrition in animals - digestion - form 1 biology notes, nutrition in animals - absorption - form 1 biology notes, form one biology revision questions and answers on all topics including introduction to biology, classification i, the cell, nutrition in plants and animals and more., transport in plants - form 2 biology notes, transport in animals - the circulatory system - form 2 biology notes, respiration in plants and animals - form 2 biology notes, gaseous exchange in animals - form 2 biology notes, gaseous exchange in plants - form 2 biology notes, excretion and homeostasis - form 2 biology notes, attempt form 2 biology questions on transportation in plants, transportation in animals, gaseous exchange in plants, gaseous exchange in animals (respiration), excretion, homeostasis., classification of living things ii - form 3 biology notes, ecology - form 3 biology notes, pollution - form 3 biology notes, human diseases (causes, control, and treatment), reproduction in plants and animals - introduction, cell division: mitosis and meiosis, sexual reproduction in animals, sexual reproduction in plants, growth and development - introduction - form 3 biology notes, growth and development in plants - form 3 biology notes, growth and development in animals - form 3 biology notes, attempt form 3 biology revision questions on classification ii, ecology, adaptation of plants, pollution, reproduction, external and internal fertilization in animals and growth and development., genetics - form 4 biology notes, evolution - form 4 biology notes, the human eye - form 4 biology notes, the human ear - form 4 biology notes, support and movement in plants - form 4 biology notes, human skeleton - form 4 biology notes, joints and movement - form 4 biology notes, attempt form 4 biology revision questions on genetics, evolution, irritability, coordination in animals, drugs and drug abuse, the human eye, the human ear, support human skeleton and joints., form 1 biology revision questions and answers, biology revision questions and answers, biology form 1 revision questions and answers, biology form 2 revision questions and answers, biology form 3 revision questions and answers, biology form 4 kcse 2023 revision questions and answers, biology practice questions and essays, high school biology notes you'll be interested in, cell physiology: osmosis form 1 biology notes, the cell form 1 biology notes, nutrition in plants and animals form 1 biology notes, support and movement in plants form 4 biology notes, genetics form 4 biology notes, high school study resources you'll be interested in, form 1 biology revision term 1, form 1 chemistry revision term 1, gaseous exchange in plants and animals - form 2 biology notes, acids, bases and salts - chemistry notes form 4.

• BIOLOGY FORM 1 REVISION QUESTIONS
• Biology Form 1 Term Exams (Term 1, Term 2, and Term 3)
• Biology Form 1 Quiz 11 With Answers - Quiz Set 11

High School Biology Form 1 Topics

Introduction to biology - form 1 biology, classification i - form 1 biology, the cell - form 1 biology, the cell - structure and functions of the cell organelles - form 1 biology, the cell - estimation of the cell size - form 1 biology, cell physiology - the cell membrane and diffusion - form 1 biology, cell physiology - osmosis and active transport - form 1 biology, nutrition in plants & animals - introduction - form 1 biology, nutrition in plants - photosynthesis - dark and light reaction stages - form 1 biology, nutrition in plants & animals - chemicals of life - form 1 biology, nutrition in plants & animals - enzymes - form 1 biology, nutrition in plants & animals - heterotrophism and dentition - form 1 biology, nutrition in animals - digestion - form 1 biology, nutrition in animals - absorption - form 1 biology.

Biology Form One Revision Questions and Answers on all topics including Characteristics of Living Things, Classification I, The Cell, Cell Physiology, Nutrition in Plants, Chemicals of Life, Dentition and Digestion

• BIOLOGY FORM ONE REVISION QUESTIONS

High School Biology Classes

Biology form 2 notes, revision questions and answers, biology form 3 biology notes, revision questions and answers, biology form 4 biology notes, revision questions and answers.

School Base -Online

Biology form 1 topics.

• Introduction To Biology
• Safety In Our Environment
• Cell Structure And Organization
• Classification Of Living Things

Strategies for answering exam and test questions

Click on the accordions below to see more information about how best to tackle the following question types in your exam.

Multi-choice questions

Things to remember about multi-choice questions

• Read through the options and try to eliminate the ones that aren’t right . Multi-choice questions usually have one option that is obviously wrong, and three or four others that are similar.  It is important to look carefully at how they are worded in order to select the correct  answer.
• Don’t struggle over a question . Do all of the easy questions first and come back to harder ones later to maximise efficient use of test/exam time.
• Answer all the questions . Even if you are not sure, your educated guess may well be correct. It is better to have a go at answering a question than potentially miss out on a mark.
• When you check back through your paper and think an answer is wrong - change the answer . Research indicates that you will probably be correct in doing so.

Short answer questions

Short answer questions range from a sentence or two through to a paragraph in length.

• Keep to the point . Short answers are usually two-three sentences.
• Main ideas . Your answers should incorporate the key points, words, ideas and phrases the marker will be looking for.
• Leave one or two lines after each answer . This is so you can add important points later on.
• Try to answer all the questions .  If you don’t know the complete answer, put down what you do know, as this is likely to get you some marks.

Exam essay questions

The advice here is in four parts: Time allocation | Task analysis | Planning | Presentation

Time allocation

• Use the reading time at the start of the exam to choose which essay questions you will answer .
• Check how much time you might have to answer each essay question , and stick to it. You can come back and add more to your answer in your revision time at the end of the exam session.
• If you haven’t finished your answer, jot down the rest in note form . This will show the marker what you know, and you might get some marks for it.

Task analysis

• Read the question carefully .
• Underline or highlight the content words . What is the topic?
• Pick out the instruction words in the question, e.g. identify, describe, compare and contrast, evaluate. What are you being asked to do with the topic?
• Take some time to think and plan your answer . For example: use the reading time to select which essay questions you will answer. Then use the start of the writing time (5-20mins) to make notes of all the points you remember that are relevant to the essay. General guide for timing: for 30 minutes of writing, allow 5-7 minutes for planning .
• Plan out the structure by organising your points into a logical order :e.g. by numbering them according to intended sequence.
• General writing rule for exam essays - one paragraph = one point . Follow standard essay-writing procedure, e.g. start with a topic sentence that contains your key point, and then support this with examples, explanations, and evidence.

Presentation

• Make sure your handwriting is legible . Markers should not have to decipher your handwriting. If your handwriting is illegible, it could compromise your marks.
• Make sure that you can express ideas effectively in terms of sentence structure and word use .  Incoherent sentences and incorrect terminology will likely result in the marker not being able to understand your answer properly.
• Don’t worry too much about punctuation, grammar and spelling . Getting your ideas down is more important than ‘perfect’ writing (and markers usually take this into account given that students are writing under pressure in an exam situation). However, you do need a basic level of competency in these areas: an answer that lacks any punctuation and is full of spelling mistakes will probably be incoherent for the marker.
• Don't waffle . Get straight to the point in terms of your answer so that you don’t waste time and word space on unessential or irrelevant detail. Planning your essay beforehand is key to avoiding waffle.

Problem solving questions

Usually these types of questions target formulae, steps in a process, or rules.

• Make sure you write down relevant formulas, equations, and rules . Important: For numerical problems involving computation, make sure you include the appropriate mathematical units in your final answer (e.g. ml, m/sec).
• Clearly show the steps you have taken in working out the answers.
• If necessary, write notes to explain your answers .
• Do the easier answers first , and return to the difficult ones later.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

BIOLOGY ESSAYS FOR EASY REVISION. 1(a

Describe the digestion of a starchy meal along the human alimentary canal. S (13 mks) Answer-Starch in food is first broken down in the mouth by action of teeth/ chewing; This increases the surface area exposed enzyme action; saliva contains salivary amylase which breaks down some starch to maltose; saliva has a slightly alkaline pH which is optimum for the enzyme; The food moves down to the oespophagus and stomach; where the acidic pH, due presence of dilute Hcl, prevents further action of salivary amylase; In the duodenum, pancreatic amylase continues digestion of starch to maltose; Pancreatic amylase is produced in the pancrease; and enters the duodenum through pancreatic ducts; the acidic chyme is neutralized by the sodium bicarbonate in bile/ pancreatic juice; Maltose digestion continues in the ileum; whose walls secrete succus entericus/ intestinal juice; which contains enzyme maltase; which breaks down maltose to glucose; (Max 13 marks) (b) Describe the process of urea formation. (7marks) answer Excess amino acids / proteins; are transported to the liver 2. (a) Describe how gaseous exchange occurs in terrestrial plants. (13 marks) Answer Gaseous exchange takes place in a spongy mesophyl During the day air diffuses into large air spaces of spongy mesophyll; through stomata; the Carbon (IV) Oxide in the air diffuses into Photosynthetic cells; in solution form; during photosynthesis Carbon (iv) Oxide is used while oxygen is produced. Oxygen diffuses out of the leaf; through stomata; During the night; air diffuses into the air spaces (of spongy mesophyll), the air dissolves into film of moisture; then oxygen diffuses into the cells; and is used in respiration during which carbon (iv) oxide is produced, the Carbon (iv) Oxide diffuses out of the leaf; through stomata; due to concentration/diffusion gradient; Gaseous exchange takes place through epidermis (of young leaves and stems); epidermis of the root carries out gaseous exchange with air in the soil; some plants have pneumatophores/breathing roots; in which gaseous exchange occurs through lenticels; (found in

Related Papers

Physiologia Plantarum

Teruo Ogawa

Mamata Chaurasiya

Rizki Permata

Plant Biology

Elena Paoletti

Journal of Experimental Botany

Ulrich Schurr

Roland Pieruschka

Thomas Sharkey

Arvind Kumar Srivastava

Absorption by Roots, Osmosis, and the Ascent of Sap • Roots and leaves are the main absorbing organs of the plant. ® Roots absorb water and minerals from the soil ® Leaves take in O 2 & CO 2 from the atmosphere • Reasons why plants need water: a) Turgidity-Cell sap in vacuoles lends rigidity to the plant b) Manufacture of food-Water is used as a raw material in photosynthesis along with CO 2 c) Translocation-Minerals absorbed by roots and carbohydrates prepared by leaves are transported in solution form d) Cooling of plant-When excess water is removed (by transpiration), the plant cools • Minerals and their Functions: a) Nitrogen-protein synthesis; growth b) Magnesium and iron-synthesis of chlorophyll c) Potassium-constituent of protoplasm; maintains osmotic balance in the cell; opening and closing of stomata d) Phosphorus-promotes nuclear and cell division e) Calcium-maintains the semi-permeability of the cell membrane f) Sulphur-constituent of amino acid (cysteine) g) Zinc-leaf formation • These minerals are taken in the form of ions/radicals; (Nitrogen absorbed as nitrates) • Functions of Roots: i. Fix the plant in soil ii. Absorb water and minerals from the soil iii. Conduct the absorbed substances through its tissues to the upper parts of plant • Adaptations of Roots: i. Branching nature-provides large surface area ii. Thin, freely permeable cell wall-allows movement of minerals in and out of cell by diffusion iii. Semi-permeable cell membrane-permits entry of water and restricts entry of salts by osmosis iv. Concentration of H 2 O in cell sap-in root hair is less than that of soil-helps in absorption of water by osmosis

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Free Biology Essay Examples & Writing Tips

Don’t know what to write about in your essay on biology? Looking for good biology essay examples for inspiration? This article has all you need!

A biology essay is a type of academic paper that focuses on a particular topic of biology. It can discuss animal life, cycles in biology, or a botanic subject. You will need to demonstrate your critical thinking skills and provide relevant evidence to support your perspective.

On this page, you will find examples of biology essays. You will also find here tips and topics prepared by our experts . They can assist you in nailing your short or extended essay.

Areas of Research for Biology Essays

If you’ve been assigned to write a biology essay, you probably know which area of research you have to choose. However, it might be beneficial to explore other available scopes. It’s useful for both interdisciplinary study and the cases when you are free to pick your area of research. In this section, let’s figure out what you can study in biology.

Here are biological areas of research you should be familiar with:

• Cancer Biology studies this type of disease to prevent, detect, diagnose and cure it. The ultimate goal of such biologists is to eliminate cancer.
• Cell Biology is a branch that studies the structure, function, and behavior of cells. Here, biologists study healthy and sick cells to produce vaccines, medication, etc.
• Biochemistry is an application of chemistry to the study of biological processes on cell and molecular levels. It is a cross-discipline between chemistry and biology. The focus is on the chemical processes of living organisms.
• Computation Biology is a study of biological data that develops algorithms and models to understand biological systems. Here, scientists either work for institutions or research for private enterprises.
• Genetics is an area that focuses on the study of genes and genetic variations for health benefits. It looks at the way DNA affects certain diseases.
• Human Disease is an area within which scientists study different diseases. The field covers cancer, developmental disorders, disease genes, etc.
• Immunology is a branch of biology that focuses on immunity. Immunologists look at the way the body responds to viruses as a way to protect the organism.
• Microbiology studies all living organisms that are too small for our eye to see. It includes bacteria, viruses, fungi, and other microorganisms.
• Neurobiology is the study of the nervous system. Biologists examine the way the brain works and look into brain illnesses.
• Stem Cell and Developmental Biology seeks to examine how the processes behind stem cell’s ability transform cells. The biologists in this area use the power of stem cells to model human illnesses.

Essay on Biology: Writing Tips

Want to know how to start a biology essay? Wondering about the best way to write your essay on biology? Then check out the following tips.

When you’re writing about biology, pay attention to the following features:

• Introduction . Just as in any other form of academic writing, the first section of your paper introduces the subject. Here, explain why your ideas are relevant to biology as a science.
• Thesis Statement. The final one or two sentences of the first paragraph should include your original hypothesis and experiment. You will be proving them in the main body. You do not have to include the results as the reader will encounter them later. If you’re struggling with this part, try our thesis generator .
• Main Body. In this part, write about all the experiments in detail. Often, teachers require to include visual aid to prove your point. For Zoology, Anatomy, Botany, it is pretty easy to find some photos and illustrations.
• Conclusion. Here, restate your thesis. Reemphasize the most critical aspects described in the main body. You can do it by using our summarizing tool . The goal of this last paragraph is to leave an everlasting impression on the reader.

Thank you for reading our article. We hope you found it helpful. Share it with your class peers who also study biology. Additionally, have a look at the biological essay examples below.

813 Best Essay Examples on Biology

Grass and its importance, the benefits of animals to humans essay.

• Words: 1166

Biology of Grasses: Description and Importance

The effect of temperature on amylase activity.

• Words: 1293

Ubiquity of Microorganisms

• Words: 2210

Effects of Vinegar on the Germination Rate of Mung Beans Seeds

• Words: 1750

Anaerobic Respiration and Its Applications

• Words: 1274

Seed Germination Experiment: Results and Discussion

Bronfenbrenner’s bioecological system theory.

• Words: 1827

Mung Seed Germination Patterns under Varying pH Values

Browning reactions explained, mitosis and meiosis in onion root tip.

• Words: 1691

Strawberries History

• Words: 1484

Botany and Taxonomy of the Onion

• Words: 2414

Dark or Light Skin: Advantages and Disadvantages

Pets and people, nanobiotechnology, its advantages and disadvantages, substrate concentration and rate of enzyme reactions.

• Words: 1730

Seed Germination and Osmosis

• Words: 1127

Similarities and Differences of Photosynthesis and Cellular Respiration

Aspects, importance and issues of biodiversity, lemon, its origin and production.

• Words: 1115

Transpiration Process in Plants

The c-fern plant laboratory experiment.

• Words: 1101

Ubiquity of Bacteria: Laboratory Activity

• Words: 1496

Vitamin A: Description and Usage

Description of mitosis and meiosis, corn plant’s developmental stages, osmosis through a potato slice dipped in solutions of varying concentrations.

• Words: 1075

Eukaryotic and Prokaryotic Cells: Key Differences

Ethnobotanical uses of plants.

• Words: 1938

Dugesia, a Planarian With Its Peculiar Characteristics

• Words: 3207

Rabbit Muscular System Dissection Report

Cell organelles, their functions, and disease.

• Words: 1195

The Digestive System in the Human Body

Understanding the effects of quantity of light on plants growth.

• Words: 1089

Importance of the Brain in Human Body

Mitosis in onion root and whitefish blastula, biochemistry dogmas and their impacts on biotechnology, vaquita – endangered species.

• Words: 1367

The Function and Structures of the Human Heart

Different ecosystems and living things, characteristics of adult development.

• Words: 1311

Earth Atmospheric Evolution

• Words: 1719

A Study of the Brine Shrimps and Their Natural Environment

• Words: 1937

Olfactics and Its Importance for Living Beings

• Words: 1446

Common Biochemical Cycles

Wildlife management and extinction prevention in australia.

• Words: 2902

The Human Family Tree Development

The thermoregulation is and its importance, membrane hands-on laboratory report.

• Words: 1176

Responsible House Plant Keeping

• Words: 2262

Cell Counting and Measurement Under Magnification

• Words: 1641

Pollutants Effects on Cellular Respiration Rate

• Words: 1434

The Insect Effect on Human Life

Archaea and bacteria prokaryotes dichotomous keys, rosalind franklin: the discovery of the dna structure, basic and applied biology: key differences, is earthworm beneficial or harmful to humans, biowarfare and bioterrorism: history and origin, biology lab report: biodiversity study of lichens, neuroethics, its meanings and main topics, homeostasis and regulation in the human body, the integumentary and the skeleton system.

• Words: 1100

Digestion, Absorption and Assembly of Proteins

• Words: 1456

The Characteristics and Importance of Nervous System

• Words: 1705

Climate Change and Threat to Animals

Co-evolution: angiosperms and pollinating animals, consequences of orange juice on the germination of mung bean seeds, photosynthesis as a biological process, description and general information about stink bugs, forensic procedures: hairs and fibres.

• Words: 2067

Human Circulatory System and Evolution

Photosynthesis and cellular respiration, “the egg and the sperm analysis” by emily martin, microbiological methods for assessing soil quality.

• Words: 3861

Vegetation Monitoring From Space

• Words: 6072

Concept of Bioethics in Society

• Words: 2735

Melanin Theory as a Pseudoscientific Claim

• Words: 1645

Bioremediation Technology

• Words: 1604

Anaerobic Capacity: Power Endurance and Fatigue Index

Life in the bottom of the ocean and its protection.

• Words: 1529

Molecular Biology. Production of pET28b and EGFP Clones

• Words: 4609

Biology: Analysis of Egg Experiment

Operant and respondent conditioning, non-trophic interaction in marine species, nervous system: the main functions, digestive journey of cheeseburger, microbial growth and effect of ph on it.

• Words: 1330

Environmental Microbiology Overview

• Words: 3298

The Brain: Structure and Functions

The process of a prenatal child’s development, cane toad: introduction and threat.

• Words: 1018

Yeast and the Fermentation Process

Lipids: fatty acids and glycerols, telescope and microscope discovery combo.

• Words: 1932

History Of Biotechnology

• Words: 1908

Evolution of Predator and Prey Pairings

Epithelial tissue: structure and functions, case study: human body water balance, researching the physiology of the eye.

• Words: 1122

DNA Barcoding Sequence Analysis of Unknown Plant

• Words: 1315

The Kingdom Fungi: The Structure, Characteristics

The anatomy and physiology of the nervous system of a rat.

• Words: 1612

Plant Resource Allocation: Materials and Methods

• Words: 1182

How SCOBY Changes Its Environment: Lab Experiment

• Words: 1214

Microbiology and Its Role in Healthcare

Microbiology: zygomycota, ascomycota and basidiomycota, microbiological studies, applications, and current discoveries, brine shrimp habitat, the genus rosa’s adaptation to the environment.

• Words: 1144

The DNA Extraction Procedure: Scientific Experiment

Invertase enzyme: description and role.

• Words: 1151

Natural Sciences. The Phenol Red Broth Test Experiment

• Words: 1156

Psychophysics: Definition & Fundamentals

• Words: 1606

A Peptic Ulcer: Medical Analysis

• Words: 1185

Plant Growth and Development With Music

Reproductive isolation and its potential effects, soil impact on the growth of plants.

• Words: 1227

Marine Life in United Arab Emirates

• Words: 1474

Biology essays: form 1 - 4 ess

About this app

Data safety.

App support

More by mr njogu - martin wanyoike.

Mwalimu Resources

Hassle-free teaching and learning.

GENERATE YOUR OWN SCHEMES OF WORK. FROM PRIMARY (CBC) TO SECONDARY (8-4-4) IS SIMPLE I FASTER I ACCURATE

• Premium Member Services
• Pre-Primary
• Primary School Holiday Assignments
• Past KCPE Papers & Marking Schemes
• 2022 KCPE Predictions
• 2024 Grade 1 Schemes of Work
• Grade 6 Term 2 Schemes
• 2022 Grade 6 Schemes
• CBC Lesson Plans
• Grade 1 Exams
• Grade 2 Exams
• Grade 3 Exams
• Grade 4 Exams
• Grade 5 Exams
• Grade 6 Term 1 2022 Exams
• KPSEA Samples
• Standard 7 Exams
• 2024 Term 2 Opener Exam
• 2024 T1 End Term Set 2
• 2024 Term 1 End Term Set 1
• 2024 Term 1 Mid Term Exam
• 2024 Term 1 Opener Exam Set 2
• 2024 Tern 1 Opener Set 1
• 2023 Term 3 End Term Set 2
• 2023 Term 3 End Term Set 1
• 2023 Term 3 Opener set II
• 2023 Term 3 Opener
• 2023 Term 2 End Term Exam
• 2023 Term 2 Mid Term Set 3 Exam
• 2023 Term 2 Mid Term Set 2 Exam
• 2023 Term 2 Mid Term Exam
• 2023 Term 2 Opener Set 2 Exam
• 2023 Term 2 Opener
• 2023 Term 1 End Term Set 2 Exams
• 2023 Term 1 End Term Exam
• 2023 Term 1 Mid Term Set 2
• 2023 Term 1 Mid Term
• 2023 Term 1 Opener Examination
• Term 2 2022 End Term Exams
• Term 3 Opener Exams
• Form 1 Term 3 Mid Term 2022
• Form 2 Term 3 Mid Term 2022
• Form 3 Term 3 Mid Term 2022
• Form 2 Term 3 End Term 2022
• Form 1 Term 3 End Term 2022
• Form 3 Term 3 End Term 2022
• Set II Term 3 2022 End Term Exam
• KCSE Revision Booklets
• 2024 Schemes of Work
• 2024 April Assignments
• 2023 December Holiday Assignments
• 2023 April Holiday Assignments
• December 2022 Holiday Assignments
• Maswali na Majibu ya Chozi la Heri
• Maswali ya Ushairi
• Geography Revision Questions
• Biology P1 Exams
• Chemistry Practical Sets
• Secondary Record of Work Covered
• Secondary Lesson Plans
• Teaching Vacancies
• Nguu za Jadi
• Chemistry Notes
• Kiswahili Resources
• English and Literature Resources
• Business Studies Resources
• A doll’s House – Character and characterization
• Chozi la Heri-jalada
• Maudhui- Chozi la Heri
• History & Government Notes
• Geography Notes
• CRE & IRE Resources
• How hormones influence growth and development in plants
• How biotic factors regulate the population of animals in an ecosystem
• How small intestines are adopted to their function
• How are leaves of mesophytes suited to their function
• Agriculture Topical Revision
• Business Studies Topical
• Biology Topical Revision
• Chemistry Topical Revision
• Physics Topical Revision
• Introduction to CRE
• Moses and Sinai Covenant
• Loyalty to God: Elijah
• History & Government Topical Revision
• Earth and Solar system
• Introduction to Agriculture
• Factors influencing Agriculture
• Crop Production 1
• The early man
• Entrepreneurship
• 2024 Success Path premock
• 2024 LANJET PREMOCK
• 2024 CHANGAMWE-JOMVU JOINT PREMOCK
• 2024 BOKAKE Cluster Joint Pre-mock
• 2024 Matete Cluster Pre-Mock
• 2024 Kabarak High School Trail 1
• 2024 Mang’u High T1 Pre-Mock
• 2024 KCSE Pre Mock Set 2
• 2024 Term 1 Pre-Mock Set 1
• 2023 Kapsabet Boys Post Mock
• 2023 Maseno School Mock
• 2023 Asumbi Girls Mock
• 2023 Peak Joint Mock
• 2023 KALA Joint Mock
• 2023 Samia Sub-county Cluster
• 2023 Maranda Mock II
• 2023 Lanjet Mock
• 2023 Nyandarua County Trial Mock 4
• 2023 Nyandarua County Trial 3
• 2023 Achievers Joint Mock
• 2023 CEKENAS Joint Mock
• 2023 Kapsabet Boys Mock II
• 2023 MOKASA II Joint Mock
• 2023 BOKAKE Cluster mock
• 2023 Mang’u High School Mock
• 2023 BSJE Mock
• 2023 Eagle KCSE Trial
• 2023 LAINNAKU JOINT MOCK
• 2023 NJARAKU Cluster Mock
• 2023 MBORANU Joint Mock
• 2023 KASSU JET
• 2023 Murang’a Extra County Schools (MECS) Joint
• 2023 ACK Mumias Diocese Mock
• 2023 BUNAMFAN Pre- Mock Joint
• 2023 Kakamega North Cluster
• 2023 Kakamega Catholic Diocese Mock
• 2023 Lugari Constituency Joint Mock
• 2023 MOKASA 1 MOCK
• 2023 Mumias West Joint Pre-Mock
• 2023 SUKELLEMO Joint Pre-Mock
• 2023 Sunrise Pre-mock
• 2023 MECS Pre-Mock
• 2023 Maranda High School Pre-Mock
• 2023 Chogoria-Murugi Joint Pre-Mock
• 2023 MOMALICHE 2 CYCLE 10
• 2023 Arise and Shine Pre-Mock
• 2023 Tiriki West Cluster
• 2023 Kapsabet Boys Trial 1
• 2023 Asumbi Girls F4 Entry Mock
• 2023 Form 4 Term Mid Term Mock
• Mokasa September 2022 Joint
• Nyabururu, Homabay Kaplong, Rapogi Joint
• CaSPA Eldoret Diocese Joint
• Pangani Girls Nov 2022 Mock
• Hexa Joint Evaluation
• Nairobi School Sep 2022 Mock
• Alliance High 2022 School Mock
• Maseno School September 2022 Mock
• Bondo Sub County Joint Exam (BSJE)
• SUKELLEMO September 2022 Joint Mock
• Kisii School September 2022 Mock
• Mangú High School 2022 Mock
• Londiani 2022 Joint Mock
• Mathioya 2022 Joint Mock
• MINCKS Group of Schools Joint
• Mumias ACK Diocese Joint Mock
• Sunrise September 2022 Mock
• Catholic Diocese Kakamega Joint
• Maranda September 2022 Mock
• MECS Joint Sep 2022 Mock
• CEKENAS September Mock
• Kapsabet Boys September 2022 Mock
• Asumbi Girls September Mock
• Lanjet August September 2022 Mock
• MOKASA Joint Mock 2022
• Arise and Shine Mock 2022
• Baringo North Mock Aug-Sep 2022 Mock
• Maranda Pre-Mock 2022
• KASSU JET JUNE 2022
• MOMALICHE Joint- June 2022
• Mumias West Mock-June 2022
• BUNAMFAN Pre–Mock – 2022
• CEKENAS Mock 2022
• SUKELLEMO Pre Mock 2022
• Kapsabet boys 2022 TRIAL 1 MAY
• ASUMBI GIRLS HIGH SCHOOL PRE-MOCK
• MANGU OCT/NOV 2021 MOCK
• 2021/2022 KCSE Mocks
• 2019 KCSE Mocks
• KCPE Mocks Set 001
• KCPE Mocks Set 002
• KCPE Mocks Set 003
• KCPE Mocks Set 004
• 2023 KCSE Papers
• 2022 KCSE Papers & Marking Schemes
• 2021 KCSE Papers & Marking Schemes
• 2020 KCSE Papers & Marking Schemes
• 2019 KCSE Papers & Marking Schemes
• 2018 KCSE Past Papers & Marking Schemes
• 2017 KCSE Past Papers & Marking Schemes
• CPA Resources
• 2024 JSS Schemes
• JSS Curriculum Designs
• JSS Teaching Notes
• 2024 Grade 7 Examinations
• 2024 Grade 8 Examinations

BENEFITS OF PREMIUM MEMBERSHIP

• Access to more resources (From primary to tertiary)
• Access premium mocks
• No advertisements
• Bulky download of premium mocks (Can download all papers at once)
• First access to new resources than other members
• Request resources to be sent to your WhatsApp
• How small intestines are adopted to their functions

Welcome, Login to your account.

Recover your password.

A password will be e-mailed to you.

BIOLOGY TOPIC BY TOPIC QUESTIONS AND ANSWERS

Biology topic by topic questions and answers , you can download all the biology questions and answers for all topics for form 1, form 2, form 3 and form 4., the list includes all biology questions with their answers. use  the links below. click on  a link to a specific material., form 4_heredity questions, form 4_heredity answers, form 4_cell divsion questions, form 4_cell division answers, form 4_applied genetics questions, form 4_applied genetics answers, form 4_4. support and movement in plants and animals q, form 4_4. support and movement in plants and animals a, form 4_3. reception response and co ordination q, form 4_3. reception response and co ordination a, form 4_2. evolution q, form 4_2. evolution a, form 4_1. genetics q, form 4_1. genetics a, form 4 - support and movement in plants and animals questions - teacher.co.ke, form 4 - support and movement in plants and animals a - teacher.co.ke, form 4 - reception, response and co-ordination questions - teacher.co.ke, form 4 - reception, response and co-ordination a - teacher.co.ke, form 4 - genetics questions - teacher.co.ke, form 4 - genetics a - teacher.co.ke, form 4 - evolution questions - teacher.co.ke, form 4 - evolution a - teacher.co.ke, form 3_plant reproduction questions, form 3_plant reproduction answers, form 3_personal health questions, form 3_personal health answers, form 3_human reproduction questions, form 3_human reproduction answers, form 3_asexual reproduction questions, form 3_asexual reproduction answers, form 3_4. growth and development q, form 3_4. growth and development a, form 3_3. reproduction in plants and animals q, form 3_3. reproduction in plants and animals a, form 3_2. ecology q, form 3_2. ecology a, form 3_1. classification ii q, form 3_1. classification ii a, form 3 - reproduction in plants and animals questions - teacher.co.ke, form 3 - reproduction in plants and animals a - teacher.co.ke, form 3 - growth and development questions - teacher.co.ke, form 3 - growth and development a - teacher.co.ke, form 3 - ecology questions - teacher.co.ke, form 3 - ecology a - teacher.co.ke, form 3 - classification ii questions - teacher.co.ke, form 3 - classification ii a - teacher.co.ke, form 2_transport plants questions, form 2_transport plants answers, form 2_skin temperature questions, form 2_skin temperature answers, form 2_food diet questions, form 2_food diet answers, form 2_excretion questions, form 2_excretion answers, form 2_digestion questions, form 2_digestion answers, form 2_breathing questions, form 2_breathing answers, form 2_blood circulation questions, form 2_blood circulation answers, form 2_5. excretion and homeostasis q, form 2_5. excretion and homeostasis a, form 2_4. respiration q, form 2_4. respiration a, form 2_3. gaseous exchange q, form 2_3. gaseous exchange a, form 2_2. transport in animals q, form 2_2. transport in animals a, form 2_1. transport in plants q, form 2_1. transport in plants a, form 2 - transport in plants questions - teacher.co.ke, form 2 - transport in plants a - teacher.co.ke, form 2 - transport in animals questions - teacher.co.ke, form 2 - transport in animals a - teacher.co.ke, form 2 - respiration questions - teacher.co.ke, form 2 - respiration a - teacher.co.ke, form 2 - gaseous exchange questions - teacher.co.ke, form 2 - gaseous exchange a - teacher.co.ke, form 2 - excretion and homeostasis questions - teacher.co.ke, form 2 - excretion and homeostasis a - teacher.co.ke, form 1_respiration questions, form 1_respiration answers, form 1_photosynthesis questions, form 1_photosynthesis answers, form 1_diffusion osmosis questions, form 1_diffusion osmosis answers, form 1_cells tissues questions, form 1_cells tissues answers, form 1_cell chemistry questions, form 1_cell chemistry answers, form 1_6. nutrition in animals q, form 1_6. nutrition in animals a, form 1_5. nutrition in plants q, form 1_5. nutrition in plants a, form 1_4. cell physiology q, form 1_4. cell physiology a, form 1_3. the cell q, form 1_3. the cell a, form 1_2. classification i q, form 1_2. classification i a, form 1_1. introduction to biology q, form 1_1. introduction to biology a, form 1 - the cell questions - teacher.co.ke, form 1 - the cell a - teacher.co.ke, form 1 - nutrition in plants questions - teacher.co.ke, form 1 - nutrition in plants a - teacher.co.ke, form 1 - nutrition in animals questions - teacher.co.ke, form 1 - nutrition in animals a - teacher.co.ke, form 1 - introduction to biology questions - teacher.co.ke, form 1 - introduction to biology a - teacher.co.ke, form 1 - classification i questions - teacher.co.ke, form 1 - classification i a - teacher.co.ke, form 1 - cell physiology questions - teacher.co.ke, form 1 - cell physiology a - teacher.co.ke.

Active English Grammar 1-Teacher.co.ke

Active english grammar 2-teacher.co.ke, active english grammar 3-teacher.co.ke, active english grammar 4-teacher.co.ke, active english grammar 5-teacher.co.ke, active english grammar 6-teacher.co.ke, basic english grammar-teacher.co.ke, class 6 cre notes complete-teacher.co.ke, class 7 cre notes complete-teacher.co.ke, class 8 cre notes complete-teacher.co.ke, english grammar notes complete-teacher.co.ke, grade 4 cre notes complete-teacher.co.ke, grade 4 cre notes-teacher.co.ke, guide to composition writing-teacher.co.ke, insha notes complete-teacher.co.ke, kiswahili std 5 notes-teacher.co.ke, kiswahili std 7 notes-teacher.co.ke, kiswahili 4 complete notes-teacher.co.ke, kiswahili 5 complete notes-teacher.co.ke, kiswahili 7 complete notes-teacher.co.ke, kiswahili 8 complete notes-teacher.co.ke, kiswahili grade 4 notes-teacher.co.ke, kiswahili insha-teacher.co.ke, kiswahili std 8 notes-teacher.co.ke, mathematics-revision-notes-std-7-8.

• Next Page »

You cannot print the contents of this website.

• LESSON NOTES
• LESSON PLANS
• 2021 SCHEMES
• POWERPOINT NOTES
• FORM 1 EXAMS
• FORM 2 EXAMS
• FORM 3 EXAMS
• FORM 4 EXAMS
• COMPREHENSIVE 1-4
• TOPICAL QUESTIONS
• K.C.S.E SYLLABUS
• REVISION MOCKS
• K.C.S.E REVISION
• 2018 K.C.S.E PAPERS
• 2017 K.C.S.E PAPERS
• 2016 K.C.S.E PAPERS
• 2015 K.C.S.E PAPERS
• 2014 K.C.S.E PAPERS
• 2013 K.C.S.E PAPERS
• 2012 K.C.S.E PAPERS
• 2011 K.C.S.E PAPERS
• 2010 K.C.S.E PAPERS
• 2008 K.C.S.E PAPERS
• 1996-2009 K.C.S.E PAPERS
• TOPICAL PAST PAPERS
• SECONDARY F1-4
• REVISION NOTES STD 4-8
• SCIENCE NOTES STD 4-8
• SOCIAL STUDIES NOTES STD 4-8
• COMPREHENSIVE NOTES STD 4-8
• SCIENCE POWERPOINT
• SOCIAL STUDIES POWERPOINT
• K.C.P.E TOPICAL REVISION
• BEST & WORST INSHAS
• 2018 K.C.P.E PAST PAPERS
• 2000-2017 K.C.P.E PAPERS
• SCHEMES STD 4-8
• GRADE 1 EXAMS
• GRADE 2 EXAMS
• GRADE 3 EXAMS
• GRADE 1 NOTES & CLASS READERS
• GRADE 2 NOTES & CLASS READERS
• GRADE 3 NOTES & CLASS READERS
• GRADE 1 SCHEMES OF WORK
• GRADE 2 SCHEMES OF WORK
• GRADE 3 SCHEMES OF WORK
• GRADE 1 CURRICULUM
• GRADE 2 CURRICULUM
• GRADE 3 CURRICULUM
• GRADE 1-3 SYLLABUS

Your Best Education, TSC & Latest News Website

Biology notes (Updated form one to four free notes)

Download free Updated Form one, two, three and four notes here. get thousands of free resources here.

FORM 1 BIOLOGY NOTES

Biology syllabus for form 1 to 4 (over 9,000 downloads)., biology form 1 notes (over 4,000 downloads)., biology form one notes (over 8,000 downloads)., biology form one notes (over 6,500 downloads)., biology form 1 notes (over 5,000 downloads)., form 1 biology notes (over 4,500 downloads)., form 1 biology notes (over 6,000 downloads)., biology form 1 notes (over 7,000 downloads)., biology form one syllabus (over 10,000 downloads)., biology notes form 1, form 1 free biology notes form 1-4; free kcse downloads, form one free to four free exams in all subjects, form one free biology form 1 notes, form one free biology notes, form one biology notes, form one biology notes(1), form one free biology form one notes free, form one free biology form one summarized notes, biology form one notes free- readable form .

Biology notes form 1-4; Free KCSE downloads

Form one to four free Exams in all subjects

Biology form 1 notes, biology notes.

BIOLOGY FORM ONE NOTES FREE

BIOLOGY FORM ONE SUMMARIZED NOTES

FORM 2 BIOLOGY NOTES

Biology form 2 notes (over 5,000 downloads)., biology form 2 notes (over 7,000 downloads)., biology form 2 notes (over 10,000 downloads)., biology form 2 syllabus (over 4,000 downloads)., biology notes form 2, form two free biology form 2 notes, form two free biology form 2 notes, form two free biology form two summarized notes, biology form 2 notes, biology form 2 notes.

BIOLOGY FORM TWO SUMMARIZED NOTES

FORM 3 BIOLOGY NOTES

Biology form 3 notes (over 4,500 downloads)., biology form three notes (over 6,000 downloads)., biology form three syllabus (over 3,000 downloads)., form three free biology form 3 notes, form three free biology notes form 3, form three free biology form three summarized notes, biology-form-3-12-sexual-and-asexual-reproduction, also read...

Biology Form one to four exams, notes and revision materials

BIOLOGY FORM FOUR SUMMARIZED NOTES

Free Biology notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

BIOLOGY FORM THREE SUMMARIZED NOTES

Biology Simplified Notes Form 1 to 4 Free

Biology Free notes and Exams for Form one to Four

BIOLOGY KCSE MARKING AND SETTING TIPS IN LINE WITH EMERGING TRENDS

Biology topical questions and answers

Biology KCSE Past Papers and all marking schemes free downloads

Biology free lesson plans for all topics (Form one to four)

CBC Senior School Subjects (Grade 10, 11, 12)

CRE free lesson plans for all topics (Form one to four)

History and Government free lesson plans for all topics (Form one to four)

Free Secondary School Exams and Marking schemes (Form 1 to 4)

Syllabus For All Secondary Schools Per Subjects (Latest Syllabus)

English free lesson plans for all topics (Form one to four)

Free Physics notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

FORM 4 EXAMINATIONS AND MARKING SCHEMES: ALL SUBJECTS FOR KCSE CANDIDATES- OVER 1,000 PAPERS

Form 4 Term 1-3 Free Exams and marking schemes; All subjects downloads

FORM 3 ALL SUBJECTS EXAMS, ASSIGNMENTS: FREE TERM 1-3 EXAMS & ANSWERS

Updated Secondary School Notes form one to four Free Downloads (All subjects Comprehensive Notes)

Physics free lesson plans for all topics (Form one to four)

DOWNLOAD FREE HIGH SCHOOL MATERIALS

Free updated notes.

FORM ONE NOTES

FORM TWO NOTES

Form three notes, form four notes, free latest exams with marking schemes, form one exams, form two exams, form three exams, form four exams.

FORM 1-4 FREE EXAMS

SCHEMES OF WORK

KCSE REVISION MATERIALS

Form 4 biology notes, biology form four notes (over 8,000 downloads)., biology kcse notes; kcse made familiar (over 10,000 downloads)., biology kcse revision series (over 12,000 downloads), biology form 4 syllabus (over 5,000 downloads)., biology notes for form one to four (over 20,000 downloads)., biology essay questions and answers (over 4,000 downloads), biology essay review question and answers (over 5,000 downloads), explore biology essay questions and answers (over 2,000 downloads), biology essays and questions in power point (over 7,000 downloads)., kcse topical revision resource (over 10,000 downloads)., biology topical questions and answers (over 10,000 downloads)., topical questions and answers for biology students (over 15,000 downloads)., top student kcse biology revision resources (over 20,000 downloads)., how to excel in biology at kcse; great tips (over 30,000 downloads)., top student revision biology booklet, topical-mock-biology-questions-1, kcse biology revision booklet, biology pp1, biology pp2, biology pp3, biology revision and examination tips, top-student-revision-biology-booklet-1, form four kcse free bio paper 2 question paper, form four kcse free bio paper 3 marking scheme, form four kcse free bio paper 3 question paper, form four kcse free biology 1 marking scheme, form four kcse free biology 1 marking scheme, form four kcse free biology paper 1 question paper, form four kcse free biology paper 1, form four kcse free biology pp2 marking scheme, form four kcse free biology pp2 marking, form four kcse free biology 2 ms, form four kcse free biology 3 confidential, form four kcse free biology confidential, form four kcse free biology form 4 notes final, form four kcse free biology form 4 notes-2, form four kcse free biology form 4 notes, form four kcse free biology form 4, form four kcse free biology notes form 4, form four kcse free biology pp1, form four kcse free biology pp2, form four kcse free biology pp3, form four kcse free biology revision and examination tips(2), form four kcse free biology-form4-term1-p1-question-paper, form four kcse free biology-form4-term1-p3-question-paper, form four kcse free biology-paper-3-form-4-term-1-exam-, form four kcse free biology-paper-3-marking-scheme-form-4-term-1-exam, form four kcse free biology pp3 confidential(3), form four kcse free form 4 biology 2020 evaluation and ms set 4, form four kcse free biology form four summarized notes, biology form 3 notes, biology notes form 3, related posts, english form 4 pp2 trial evaluation test with answers.

May 19, 2024

Oral Literature Revision Questions And Answers

Mang’u high school kcse revision, prediction exams with answers, one comment.

Excellent goods from you, man. I have understand your stuff previous to and you are just extremely great. I actually like what you have acquired here, really like what you are saying and the way in which you say it. You make it enjoyable and you still take care of to keep it wise. I can not wait to read much more from you. This is actually a terrific site.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Tips on How to Write a Biology Essay: Learn from the Example of Jellyfish Essay

How to Write a Biology Essay

In this article, we will guide you on how to write a perfect biology essay from scratch. You’ll find various tips to help you excel in writing your essay and creating a paper worth the highest grades. We also prepared a jellyfish essay example for you, so it can be easier to enhance all the specifics and structure of this kind of paper.

What is Biology Essay

A biology essay is a student-written work where you present arguments and ideas about a particular biological topic. The essay on biology can take different forms like argumentative, cause-and-effect, descriptive, detailed analysis, or ‘how-to’ instruction, depending on the professor’s guidelines and writer’s preferences. 

A descriptive paper can explain a biological subject, while an argumentative one provides evidence to support a point of view. It’s up to you to choose which type is more suitable for the topic you’re writing about. The most common type is a cause-and-effect essay explaining an event’s reasons and consequences. 

How to Craft a Perfect Essay About Biology

Writing is an art form that requires time and effort. But if you prefer someone else to write the paper for you, you can just text the experts, ‘ do my homework for me ,’ and consider it done. 

Here is the step by step instruction to organize the process for desired results. 

Choose Your Biology Essay Topic

To get a good grade:

• make your paper informative and enjoyable by choosing a topic you wish to explore. 
• Use a brainstorming technique to generate 30-50 options for biology essay topics and research to create a shortlist. 
• Keep a notebook to jot down your ideas.

Choose a Question for Research

When writing a biology essay, use a scientific approach by selecting a research question related to your topic. Always avoid overly complex or apparent questions. You can also text our profs ‘ write my research paper ,’ and it can be done in a blink.

Create an Outline

Always have a clear plan when writing biology essays while starting a paper. Use a 5-paragraph structure with an outline to keep your main idea and arguments organized. Use any format that works best for you and adjust as needed. Discard any ideas that don’t fit your research question.

Use a Strong Thesis Statement

The introduction should end with a strong thesis statement synthesizing the overall essay, conveying the research question and your point of view. The paper is ineffective without a clear thesis, as readers may not understand your position.

Use Citation and References

Include a list of references in your academic papers, such as biology essays, to avoid plagiarism and provide data sources. Use the appropriate citation style, like APA or CSE, and consult a guide for requirements.

How to Structure a Biology Essay

Ensure your essay has an attention-grabbing introduction, a detailed body, and a solid conclusion with distinct sections. Use around seven paragraphs for the main body, adjusting as needed for the required word count.

Biology Essay Introduction

In the introduction of your essay about biology, showcase your expertise by providing a brief background of the topic and stating the essay’s objective. For a research paper, explain why the study is relevant. Make sure the reader understands the essence of your subject.

The body section of your essay on biology should focus on supporting and defending your thesis statement. To achieve this, make a list of essential points to cover and address each one step by step. Starting a new paragraph for each point ensures neatness and a continuous flow. 

In conclusion, restate your thesis statement and summarize supporting points to solidify your arguments. Avoid introducing new concepts, and leave a lasting impression on your instructor.

Jellyfish Essay - Example of a Biology Essay About a Fascinating Creature of the Ocean

Jellyfish, also known as jellies, are incredible creatures of the ocean. They’re members of the phylum Cnidaria, including corals and sea anemones. You can find jellyfish in every ocean around the globe, from the surface to the depths of the sea. 

Do you know what shape the jellyfish body has?! It’s one of their most unique features. Their bell-shaped body comprises a soft, jelly-like substance called mesoglea, found between two cellular layers. The outer layer of cells, the epidermis, is thin and flexible, while the inner layer, the gastrodermis, contains the jellyfish’s digestive system. At the bottom of the bell is the mouth, surrounded by tentacles armed with stinging cells called nematocysts. 

The jellyfish tentacles consist of venom-filled sacs, which can be potentially dangerous and life-threatening. Considering the severity of its sting, researchers have gathered information on how to treat it effectively. Use thick clothing, tweezers, sticks, or gloves to alleviate the sting. It’s crucial to avoid touching the sting with bare skin since the venom can cause severe harm. Always dispose of the tool used for removing the sting to prevent re-stinging. 

Jellyfish are creatures that feed on small fish and other tiny marine organisms. They capture their prey using the tentacles and bring it to their mouth. Once the food is inside the jellyfish, it’s broken down by digestive enzymes and absorbed into the gastrovascular cavity. 

An exciting thing about jelly is its life cycle. They go through several stages of development, starting as a tiny, free-swimming larva and then growing into a polyp. The polyp stage is stationary, and the jellyfish attaches itself to a surface using a sticky pad. During this stage, the jellyfish reproduces asexually, creating clones of itself. These clones then break off from the polyp and develop into the familiar bell-shaped body of the adult jellyfish. 

Jellyfish play an essential role in the ocean’s ecosystem too. They’re a food source for many marine creatures, including sea turtles and some fish species. They also help to control the population of tiny marine animals by feeding on them, and their waste products contribute to the nutrient cycle in the ocean.

However, jellyfish populations can sometimes explode and become a nuisance. This phenomenon mostly occurs when their natural predators are eliminated from the ecosystem or when water conditions, like temperature and salinity, are conducive for jellyfish growth. In cases where jellyfish populations reach excessive levels, they can clog fishing nets and interfere with other human activities in the ocean.

Jellyfish really are stunning creatures of the ocean. They’re diverse, with many different species, and are essential to the marine ecosystem. While they can sometimes become a nuisance, they’re vital to the ocean’s food web and nutrient cycle. Studying jellyfish can give us a greater understanding of the complex and interconnected systems that make up our oceans.

Practical Tips for Creating Perfect Academic Papers

Developing writing skills is crucial for your academic success regardless of your major. Check out these tips we provided for improving your writing. But if you aren't fond of writing, you can easily hand it to professionals by saying, ‘ do homework for me .’

Search for Samples or Examples

To improve your writing, analyze examples of well-written biology essays or research papers. Although not all online samples are perfect, they can still provide insights into what works and what doesn’t. However, avoid plagiarism and ensure your paper is original by presenting fresh ideas and a unique perspective. 

Read Whenever You Can

Develop your writing skills by reading widely and extensively. Look for biology papers in scientific journals, websites, or books. Don’t forget to take notes on interesting points that you can use in your papers later.

Practice Makes Perfect

Don’t expect to write a perfect paper on your first try, so take every opportunity to practice your writing. Find a mentor if needed and use online resources to learn from your mistakes and improve your skills.

Always Organize Your Writing Process

Organize your work process instead of waiting for inspiration by defining stages, scheduling time for each task, and eliminating distractions. Don’t wait for mood to write an essay about biology; use different strategies to overcome writer’s block.

Proofread and Get Other Feedback

It’s hard to assess your own work accurately. Seek feedback from peers or instructors to identify strengths and weaknesses to improve upon. Don’t wait for your professor’s feedback to know if your biology essay is good. 

Interesting Biology Essay Topics from Our Experts to Practice Your Writing

In this paragraph, we listed different biology essay topics from which you can choose your preferred one and practice writing to excel in your academic papers.

• A jellyfish - my favorite creature
• Facts about animal behavior
• Biodiversity conservation
• Chemical Ecology
• Impacts of air pollution
• Acid Rain’s impact on wildlife
• The greenhouse effect
• Causes of global warming
• Effects of climate change on nature
• Ways to avoid water pollution

These are interesting topics and also some of the most significant environmental problems. Choose the one you like and practice.

Final Thoughts

This article provides tips that will definitely make your writing process easier and more effective. Adjust these tips while writing your biology paper and structure it as we did in the jellyfish essay example. But if you still prefer a professional to do it for you, contact us by writing ‘ do my research paper ,’ and our experts will handle it.

Ryan Acton is an essay-writing expert with a Ph.D. in Sociology, specializing in sociological research and historical analysis. By partnering with EssayHub, he provides comprehensive support to students, helping them craft well-informed essays across a variety of topics.

• Plagiarism Report
• Unlimited Revisions
• 24/7 Support

Find what you need to study

Biology Short Essay Free Response Questions

10 min read • june 11, 2020

Jessica Nadzam

Overview of the Short Essay (FRQ) Questions

The AP Biology exam used to consist of eight long-form free response questions, but in 2019 it was redesigned to consist of only six free response questions. Two of those questions are in the “short” form, and these consist of 50% of the free response score, or 25% of your total score. 

Long story short, those four questions may not be as long as the first two, but they still pack a big punch on your score.

The short essay questions will always be the last four on your exam. They’re very different than the first two in length and point-value, but you can use the same techniques as the others. You still need to know the content and utilize the “essential verbage” to write an appropriate response, but this response will be shorter and take less time to complete. 

You have to write in blue or black ink (for all things that are good, please do not use a pencil), so have a few of your favorite pens ready. You’ll have lots of pages to write on (if you use all of them, you may have written too much), and you’ll be given a copy of the Formulas and Equations Sheet for any calculations you need to do. 

Questions are 4 points apiece, and they typically contain content and problems concerning multiple content areas. Since they are shorter they are less likely to cover multiple topics, but it does still happen. You could initially respond about protein structure in the first part and then end up describing the evidence of evolution by the end of the question. There’s a lot of points on the table, and CollegeBoard will make you work for them. 

Response Grading (from an AP Reader)

There are 16 points for the last four questions of the FRQ test, and they make up 25% of your AP Biology score. So, how are those points calculated and scored? CollegeBoard is fantastic at writing rigorous questions, but they’re also very good at training their graders (called AP Readers) how to objectively score the questions. Readers spend a whole day training to grade just two of the questions (they don’t get to look at the other four at all), and then spend a whole week grading only those questions, eight hours a day . 

A well-oiled machine may be an understatement. The bottom of the line is, AP Readers know exactly what they’re looking for when they’re grading. They read a hundred tests a day (minimum), and if you don’t have the answer they’ve been told is the right answer, they tend to move on pretty quickly. 

While this seems intimidating, it’s actually good news for you - but only if you pay very close attention to the next section on verbiage. You see, the bolded verbs in AP free response questions are just hints as to what AP Readers are looking for in an answer. If you know those verbs backwards and forwards, you will know what type of response AP Readers want. And if you know that, you don’t have to worry about writing something that may be right content-wise, but still missing a point on a technicality. 

Essential Verbiage

There are a lot of verbs used in AP exams to pose questions for students to ponder and rip their hair out over. 

To keep all that hair on your head, we’ve made you a table. It’s pretty easy - if you know exactly what to do when you encounter each bolded verb , you know exactly what to do to answer the question the way the Reader wants to see it. You know how many points it’s worth, and therefore can figure out how much time to spend on it. 

Side note - keep in mind that if a question asks you do something more than once - maybe to describe two factors or explain three phenomenon, you should multiple that # Points by however many things it expects you to do. 

Strategies for 5able Responses

Do you want a 5 on this test? Then here’s what you need to know and be able to do:

Read. The. Question. Carefully. Seriously. You don’t know how many students miss points because they were skimming and missed a critical word. It’s a heartbreaker for Readers, who want to give you that point, but can’t. Also, read the directions carefully. Your papers always say something about how responses on the actual question page will not be scored. Do not write on the question page . You can use it for brainstorming or outlining as scratch paper, but if your words aren’t written on lined paper or a graph or table, they won’t be scored. So make sure you put your answers in the right place! 

Complete. Sentences. Unless it’s an identify or construct or calculate question, you need a capital letter and a period, or the Reader will not grade that response. Period. Outlines, bulleted lists, and drawings won’t be graded unless specified in the question’s directions. 

Circle your bolded verbs . Find them. Figure out which are worth the most points, the least points, will take the longest, will be the quickest, etc. Then, figure out which ones to answer first. 

When you start the test, you don’t have to go in order. If your mind goes blank on question one, skip it . It’s not going anywhere, you can come back to it. But don’t waste time on it when there are others you can definitely answer later in the booklet. 

The identify and graph/draw questions are some of the quickest to respond to because they don’t require complete sentences, and the answers are usually very quick to come up with. Answer these questions first to get them out of the way. 

Time yourself. You get 90 minutes, but it goes by fast. Keep a digital watch that does not beep , and refer to it regularly. Plot how long you want to spend on each question so you don’t waste time in one area and lose points on another question you could have easily answered. Since the short questions are worth half your free-response score, you shouldn’t spend any more than 45 minutes on these four questions, or about 10-11 minutes apiece. 

This is not AP English. The graders are not English teachers. They don’t care how pretty your introduction is or how ~thought-provoking~ your thesis statement is. They just want to finish your paper and move on, so don’t ramble on and on. Skip the fluff and go straight to the point. Don’t restate the question or introduce the topic or regurgitate random knowledge - it won’t get you extra points, it’s a waste of time for you, and the Readers get bored sorting through all your thoughts and writing. 

Label your responses . While you still have to write in complete sentences, please label each response with a, b, c, etc. if the essay question has multiple parts. You don’t even have to go in order, but this helps Readers find your answer so they don’t have to sift and guess what you meant.

COMMIT TO YOUR ANSWER . Readers don’t like wishy-washy papers. Erase the words “might” and “possible” and “I think” from your vocabulary. You could be completely wrong, but if you’re writing about a purple hippopotamus, COMMIT to that purple hippopotamus. Don’t say “I think the purple hippopotamus might possibly maybe do photosynthesis if it feels like it.” That’s wishy washy, and Readers don’t accept that as an actual answer, so they won’t give points for it. Be committed , and loudly proclaim “This purple hippopotamus does photosynthesis!” Ta-da! 

If possible, always give an example. We said earlier not to mind dump and regurgitate, but examples are usually a good way to sweep up an extra point or two if you have budgeted your time wisely and can accurately apply it to the scenario. 

So, now that you know what the Readers are looking for in your responses, let’s talk about the types of questions they will ask you. 

Question Types

The short version of the free-response test has four questions, and each of those four questions has a distinct question type. These are based on “science practices” that CollegeBoard expects students to develop to be more ~well-rounded~ and ~critical thinkers~. Luckily, these questions go in a distinct order, too. Those types and order is as follows:

Scientific Investigation 

Conceptual Analysis

Analysis of Model or Visual Representation 

Analysis of Data 

With this, you can get a good idea of what to expect on the 3rd, 4th, 5th, and 6th question. And if you’re used to studying for the science section of the ACT, you probably recognize these question types. It’s all about analyzing graphs and tables, pulling information from passages, and performing analysis on data. 

Oh, while remembering all that AP Biology knowledge your teacher tried to get into your brain for the past 6-9 months. No pressure. 

Let’s break down what each of those question types is asking for, and the best ways to respond to maximize your time and your points. 

Scientific Analysis - this question will describe a lab experiment scenario, and expect you to be able to describe the biological concept or process involved, identify an experimental procedure, predict results, and justify your prediction.

Conceptual Analysis - in this question, CollegeBoard will present a question that describes a real-life scenario. It will relate that scenario to a biological phenomenon and tell you something has disrupted the process. To get all four points, you will have to describe the biological process that is happening, explain that biological concept, predict the causes and effects of the disruption, and justify your prediction. 

Analysis of Model or Visual Representation may seem like two separate question types, but they will ask you to do the same thing. Both will give you a description of some biological scenario with a visual model. You will be asked to analyze that model, and then describe different biological characteristics of the model, explain the relationships between the different characteristics, identify or draw the relationships within that model, and then explain how the scenario relates to a larger idea or concept. 

Analysis of Data - for the final question of the exam (and then you’re freeeeee !), you will receive data on a graph or table. You will then have to describe the data (twice), evaluate a hypothesis or prediction using the data, and then explain how the experimental results relate to some biological concept. 

These descriptions can seem a bit confusing on their own. Therefore, some examples are provided below. 

Sample Question 1 - Scientific Investigation  

A forest ecosystem has a delicate balance of life. Autotrophs, heterotrophs, and decomposers live together and exchange resources to survive. Sometimes their relationships are mutually beneficial, but sometimes they can be harmful for one species and beneficial for another. Buteo jumaicensis , or the red-tailed hawk, consumes smaller organisms such as small reptiles and small mammals. Recently, the ecosystem has been disturbed by deforestation of pine trees. Hawks typically roost on the crowns of tall trees, and as a result their habitat begins to diminish. 

a) Describe the niche of the red-tailed hawk. 

b) Identify the type of relationship shared between the red-tailed hawk and a common forest mouse. 

c) Predict the short-term impact of the decline of the red-tailed hawk due to deforestation, and how it will impact the rest of the ecosystem. 

d) Provide reasoning to justify your prediction. 

Sample Question 2 - Conceptual Analysis  

The lac operon model is a common phenomenon used to demonstrate the regulation of gene expression. In this model, a gene is essentially turned “on” and “off” to produce proteins only when they are necessary. This allows a bacteria called Escherichia coli ( E. coli) to metabolize lactose. 

a) Describe the gene expression process from DNA to protein. 

b) Explain why operons are an evolutionary advantage over allowing genes to undergo transcription and translation constantly. 

c) Although less commonly used for demonstration, the trp operon is another bacterial operon found in E. coli. Predict what would occur if a lac repressor was used on the trp operon. 

d) Provide evidence to support your prediction. 

Sample Question 3 - Analyze Model or Visual Representation  

Signal transduction pathways occur when cells receive signals from outside their membranes, and transduct those messages through the cell to a predetermined location. These signals are used for a variety of reasons including growth, division, mating, protein production, and more. In order for a cell to experience signal transduction, it must receive some signal that binds to a receptor and triggers the pathway. 

a) Referring to the figure, predict a possible response that may occur as a result of this signal. b) Describe the steps of the signal transduction pathway that must occur to elicit a response. 

c) Sometimes secondary messengers may enter the cell only after a ligand has bound to a receptor. Explain why secondary messengers may be necessary for cell signalling. 

d) Identify the ligand in the figure. 

Stay Connected

© 2024 Fiveable Inc. All rights reserved.

AP® and SAT® are trademarks registered by the College Board, which is not affiliated with, and does not endorse this website.

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Published: 06 May 2024

APOE4 homozygozity represents a distinct genetic form of Alzheimer’s disease

• Juan Fortea   ORCID: orcid.org/0000-0002-1340-638X 1 , 2 , 3   na1 ,
• Jordi Pegueroles   ORCID: orcid.org/0000-0002-3554-2446 1 , 2 ,
• Daniel Alcolea   ORCID: orcid.org/0000-0002-3819-3245 1 , 2 ,
• Olivia Belbin   ORCID: orcid.org/0000-0002-6109-6371 1 , 2 ,
• Oriol Dols-Icardo   ORCID: orcid.org/0000-0003-2656-8748 1 , 2 ,
• Lídia Vaqué-Alcázar 1 , 4 ,
• Laura Videla   ORCID: orcid.org/0000-0002-9748-8465 1 , 2 , 3 ,
• Juan Domingo Gispert 5 , 6 , 7 , 8 , 9 ,
• Marc Suárez-Calvet   ORCID: orcid.org/0000-0002-2993-569X 5 , 6 , 7 , 8 , 9 ,
• Sterling C. Johnson   ORCID: orcid.org/0000-0002-8501-545X 10 ,
• Reisa Sperling   ORCID: orcid.org/0000-0003-1535-6133 11 ,
• Alexandre Bejanin   ORCID: orcid.org/0000-0002-9958-0951 1 , 2 ,
• Alberto Lleó   ORCID: orcid.org/0000-0002-2568-5478 1 , 2 &
• Víctor Montal   ORCID: orcid.org/0000-0002-5714-9282 1 , 2 , 12   na1  

Nature Medicine ( 2024 ) Cite this article

17k Accesses

4487 Altmetric

Metrics details

• Alzheimer's disease
• Predictive markers

This study aimed to evaluate the impact of APOE4 homozygosity on Alzheimer’s disease (AD) by examining its clinical, pathological and biomarker changes to see whether APOE4 homozygotes constitute a distinct, genetically determined form of AD. Data from the National Alzheimer’s Coordinating Center and five large cohorts with AD biomarkers were analyzed. The analysis included 3,297 individuals for the pathological study and 10,039 for the clinical study. Findings revealed that almost all APOE4 homozygotes exhibited AD pathology and had significantly higher levels of AD biomarkers from age 55 compared to APOE3 homozygotes. By age 65, nearly all had abnormal amyloid levels in cerebrospinal fluid, and 75% had positive amyloid scans, with the prevalence of these markers increasing with age, indicating near-full penetrance of AD biology in APOE4 homozygotes. The age of symptom onset was earlier in APOE4 homozygotes at 65.1, with a narrower 95% prediction interval than APOE3 homozygotes. The predictability of symptom onset and the sequence of biomarker changes in APOE4 homozygotes mirrored those in autosomal dominant AD and Down syndrome. However, in the dementia stage, there were no differences in amyloid or tau positron emission tomography across haplotypes, despite earlier clinical and biomarker changes. The study concludes that APOE4 homozygotes represent a genetic form of AD, suggesting the need for individualized prevention strategies, clinical trials and treatments.

This is a preview of subscription content, access via your institution

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

24,99 € / 30 days

cancel any time

Subscribe to this journal

Receive 12 print issues and online access

195,33 € per year

only 16,28 € per issue

Buy this article

• Purchase on Springer Link
• Instant access to full article PDF

Prices may be subject to local taxes which are calculated during checkout

Similar content being viewed by others

APOE4/4 is linked to damaging lipid droplets in Alzheimer’s disease microglia

Dynamics of cognitive variability with age and its genetic underpinning in NIHR BioResource Genes and Cognition cohort participants

The Amyloid-β Pathway in Alzheimer’s Disease

Data availability.

Access to tabular data from ADNI ( https://adni.loni.usc.edu/ ), OASIS ( https://oasis-brains.org/ ), A4 ( https://ida.loni.usc.edu/collaboration/access/appLicense.jsp ) and NACC ( https://naccdata.org/ ) can be requested online, as publicly available databases. All requests will be reviewed by each studyʼs scientific board. Concrete inquiries to access the WRAP ( https://wrap.wisc.edu/data-requests-2/ ) and ALFA + ( https://www.barcelonabeta.org/en/alfa-study/about-the-alfa-study ) cohort data can be directed to each study team for concept approval and feasibility consultation. Requests will be reviewed to verify whether the request is subject to any intellectual property.

Code availability

All statistical analyses and raw figures were generated using R (v.4.2.2). We used the open-sourced R packages of ggplot2 (v.3.4.3), dplyr (v.1.1.3), ggstream (v.0.1.0), ggpubr (v.0.6), ggstatsplot (v.0.12), Rmisc (v.1.5.1), survival (v.3.5), survminer (v.0.4.9), gtsummary (v.1.7), epitools (v.0.5) and statsExpression (v.1.5.1). Rscripts to replicate our findings can be found at https://gitlab.com/vmontalb/apoe4-asdad (ref. 32 ). For neuroimaging analyses, we used Free Surfer (v.6.0) and ANTs (v.2.4.0).

Bellenguez, C. et al. New insights into the genetic etiology of Alzheimer’s disease and related dementias. Nat. Genet. 54 , 412–436 (2022).

Article   CAS   PubMed   PubMed Central   Google Scholar  

Frisoni, G. B. et al. The probabilistic model of Alzheimer disease: the amyloid hypothesis revised. Nat. Rev. Neurosci. 23 , 53–66 (2022).

Article   CAS   PubMed   Google Scholar  

Bateman R. J. et al. Clinical and biomarker changes in dominantly inherited Alzheimer’s disease. N. Engl. J. Med. 367 , 795–804 (2012).

Genin, E. et al. APOE and Alzheimer disease: a major gene with semidominant inheritance. Mol. Psychiatry 16 , 903–907 (2011).

Fortea, J. et al. Alzheimer’s disease associated with Down syndrome: a genetic form of dementia. Lancet Neurol. 20 , 930–942 (2021).

Fortea, J. et al. Clinical and biomarker changes of Alzheimer’s disease in adults with Down syndrome: a cross-sectional study. Lancet 395 , 1988–1997 (2020).

Jansen, W. J. et al. Prevalence of cerebral amyloid pathology in persons without dementia: a meta-analysis. JAMA 313 , 1924–1938 (2015).

Article   PubMed   PubMed Central   Google Scholar  

Saddiki H. et al. Age and the association between apolipoprotein E genotype and Alzheimer disease: a cerebrospinal fluid biomarker-based case-control study. PLoS Med. https://doi.org/10.1371/JOURNAL.PMED.1003289 (2020).

Jack, C. R. et al. NIA‐AA Research Framework: toward a biological definition of Alzheimer’s disease. Alzheimer’s Dement. 14 , 535–562 (2018).

Article   Google Scholar  

Beekly, D. L. et al. The National Alzheimer’s Coordinating Center (NACC) Database: an Alzheimer disease database. Alzheimer Dis. Assoc. Disord. 18 , 270–277 (2004).

PubMed   Google Scholar  

Montine, T. J. et al. National Institute on Aging–Alzheimer’s Association guidelines for the neuropathologic assessment of Alzheimer’s disease: a practical approach. Acta Neuropathol. 123 , 1–11 (2012).

Reiman, E. M. et al. Exceptionally low likelihood of Alzheimer’s dementia in APOE2 homozygotes from a 5,000-person neuropathological study. Nat. Commun. 11 , 1–11 (2020).

Iulita M. F. et al. Association of Alzheimer disease with life expectancy in people with Down syndrome. JAMA Netw. Open https://doi.org/10.1001/JAMANETWORKOPEN.2022.12910 (2022).

Corder, E. H. et al. Gene dose of apolipoprotein E type 4 allele and the risk of Alzheimer’s disease in late onset families. Science 261 , 921–923 (1993).

Fortea, J., Quiroz, Y. T. & Ryan, N. S. Lessons from Down syndrome and autosomal dominant Alzheimer’s disease. Lancet Neurol. 22 , 5–6 (2023).

Therriault, J. et al. Frequency of biologically defined Alzheimer’s disease in relation to age, sex, APOE ε4, and cognitive impairment. Neurology 96 , e975–e985 (2021).

Betthauser, T. J. et al. Multi-method investigation of factors influencing amyloid onset and impairment in three cohorts. Brain 145 , 4065–4079 (2022).

Snellman, A. et al. APOE ε4 gene dose effect on imaging and blood biomarkers of neuroinflammation and beta-amyloid in cognitively unimpaired elderly. Alzheimers Res. Ther. 15 , 71 (2023).

Ghisays, V. et al. Brain imaging measurements of fibrillar amyloid-β burden, paired helical filament tau burden, and atrophy in cognitively unimpaired persons with two, one, and no copies of the APOE ε4 allele. Alzheimers Dement. 16 , 598–609 (2020).

Mehta, R. I. & Schneider, J. A. What is ‘Alzheimer’s disease’? The neuropathological heterogeneity of clinically defined Alzheimer’s dementia. Curr. Opin. Neurol. 34 , 237–245 (2021).

van der Lee, S. J. et al. The effect of APOE and other common genetic variants on the onset of Alzheimer’s disease and dementia: a community-based cohort study. Lancet Neurol. 17 , 434–444 (2018).

Belloy, M. E., Napolioni, V. & Greicius, M. D. A quarter century of APOE and Alzheimera’s disease: progress to date and the path forward. Neuron 101 , 820–838 (2019).

Belloy, M. E. et al. APOE genotype and Alzheimer disease risk across age, sex, and population ancestry. JAMA Neurol. 80 , 1284–1294 (2023).

Jack, C. R. et al. Long-term associations between amyloid positron emission tomography, sex, apolipoprotein E and incident dementia and mortality among individuals without dementia: hazard ratios and absolute risk. Brain Commun. 4 , fcac017 (2022).

Morris, J. C. The Clinical Dementia Rating (CDR): current version and scoring rules. Neurology 43 , 2412–2414 (1993).

Weiner, M. W. et al. The Alzheimer’s Disease Neuroimaging Initiative 3: continued innovation for clinical trial improvement. Alzheimer’s Dement. 13 , 561–571 (2017).

Sperling R. A. et al. The A4 Study: stopping AD before symptoms begin? Sci. Transl. Med. https://doi.org/10.1126/scitranslmed.3007941 (2014).

Molinuevo, J. L. et al. The ALFA project: a research platform to identify early pathophysiological features of Alzheimer’s disease. Alzheimer’s Dement.: Transl. Res. Clin. Interventions 2 , 82–92 (2016).

Johnson, S. C. et al. The Wisconsin Registry for Alzheimer’s Prevention: a review of findings and current directions. Alzheimer’s Dement.: Diagnosis, Assess. Dis. Monit. 10 , 130–142 (2018).

Google Scholar  

LaMontagne P. J. et al. OASIS-3: longitudinal neuroimaging, clinical and cognitive dataset for normal aging and Alzheimer disease. Preprint at MedRxiv https://doi.org/10.1101/2019.12.13.19014902 (2019).

La Joie, R. et al. Multisite study of the relationships between antemortem [ 11 C]PIB-PET Centiloid values and postmortem measures of Alzheimer’s disease neuropathology. Alzheimers Dement. 15 , 205–216 (2019).

Montal, V. APOE4-ASDAD. GitLab https://gitlab.com/vmontalb/apoe4-asdad (2024).

Download references

Acknowledgements

We acknowledge the contributions of several consortia that provided data for this study. We extend our appreciation to the NACC, the Alzheimer’s Disease Neuroimaging Initiative, The A4 Study, the ALFA Study, the Wisconsin Register for Alzheimer’s Prevention and the OASIS3 Project. Without their dedication to advancing Alzheimer’s disease research and their commitment to data sharing, this study would not have been possible. We also thank all the participants and investigators involved in these consortia for their tireless efforts and invaluable contributions to the field. We also thank the institutions that funded this study, the Fondo de Investigaciones Sanitario, Carlos III Health Institute, the Centro de Investigación Biomédica en Red sobre Enfermedades Neurodegenerativas and the Generalitat de Catalunya and La Caixa Foundation, as well as the NIH, Horizon 2020 and the Alzheimer’s Association, which was crucial for this research. Funding: National Institute on Aging. This study was supported by the Fondo de Investigaciones Sanitario, Carlos III Health Institute (INT21/00073, PI20/01473 and PI23/01786 to J.F., CP20/00038, PI22/00307 to A.B., PI22/00456 to M.S.-C., PI18/00435 to D.A., PI20/01330 to A.L.) and the Centro de Investigación Biomédica en Red sobre Enfermedades Neurodegenerativas Program 1, partly jointly funded by Fondo Europeo de Desarrollo Regional, Unión Europea, Una Manera de Hacer Europa. This work was also supported by the National Institutes of Health grants (R01 AG056850; R21 AG056974, R01 AG061566, R01 AG081394 and R61AG066543 to J.F., S10 OD025245, P30 AG062715, U54 HD090256, UL1 TR002373, P01 AG036694 and P50 AG005134 to R.S.; R01 AG027161, R01 AG021155, R01 AG037639, R01 AG054059; P50 AG033514 and P30 AG062715 to S.J.) and ADNI (U01 AG024904), the Department de Salut de la Generalitat de Catalunya, Pla Estratègic de Recerca I Innovació en Salut (SLT006/17/00119 to J.F.; SLT002/16/00408 to A.L.) and the A4 Study (R01 AG063689, U24 AG057437 to R.A.S). It was also supported by Fundación Tatiana Pérez de Guzmán el Bueno (IIBSP-DOW-2020-151 o J.F.) and Horizon 2020–Research and Innovation Framework Programme from the European Union (H2020-SC1-BHC-2018-2020 to J.F.; 948677 and 847648 to M.S.-C.). La Caixa Foundation (LCF/PR/GN17/50300004 to M.S.-C.) and EIT Digital (Grant 2021 to J.D.G.) also supported this work. The Alzheimer Association also participated in the funding of this work (AARG-22-923680 to A.B.) and A4/LEARN Study AA15-338729 to R.A.S.). O.D.-I. receives funding from the Alzheimer’s Association (AARF-22-924456) and the Jerome Lejeune Foundation postdoctoral fellowship.

Author information

These authors contributed equally: Juan Fortea, Víctor Montal.

Authors and Affiliations

Sant Pau Memory Unit, Hospital de la Santa Creu i Sant Pau - Biomedical Research Institute Sant Pau, Barcelona, Spain

Juan Fortea, Jordi Pegueroles, Daniel Alcolea, Olivia Belbin, Oriol Dols-Icardo, Lídia Vaqué-Alcázar, Laura Videla, Alexandre Bejanin, Alberto Lleó & Víctor Montal

Centro de Investigación Biomédica en Red de Enfermedades Neurodegenerativas. CIBERNED, Barcelona, Spain

Juan Fortea, Jordi Pegueroles, Daniel Alcolea, Olivia Belbin, Oriol Dols-Icardo, Laura Videla, Alexandre Bejanin, Alberto Lleó & Víctor Montal

Barcelona Down Medical Center, Fundació Catalana Síndrome de Down, Barcelona, Spain

Juan Fortea & Laura Videla

Department of Medicine, Faculty of Medicine and Health Sciences, Institute of Neurosciences, University of Barcelona, Barcelona, Spain

Lídia Vaqué-Alcázar

Barcelonaβeta Brain Research Center (BBRC), Pasqual Maragall Foundation, Barcelona, Spain

Juan Domingo Gispert & Marc Suárez-Calvet

Neurosciences Programme, IMIM - Hospital del Mar Medical Research Institute, Barcelona, Spain

Department of Medicine and Life Sciences, Universitat Pompeu Fabra, Barcelona, Spain

Centro de Investigación Biomédica en Red Bioingeniería, Biomateriales y Nanomedicina. Instituto de Salud carlos III, Madrid, Spain

Centro Nacional de Investigaciones Cardiovasculares (CNIC), Madrid, Spain

Wisconsin Alzheimer’s Disease Research Center, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA

Sterling C. Johnson

Brigham and Women’s Hospital Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA

Reisa Sperling

Barcelona Supercomputing Center, Barcelona, Spain

Víctor Montal

You can also search for this author in PubMed   Google Scholar

Contributions

J.F. and V.M. conceptualized the research project and drafted the initial manuscript. V.M., J.P. and J.F. conducted data analysis, interpreted statistical findings and created visual representations of the data. O.B. and O.D.-I. provided valuable insights into the genetics of APOE. L.V., A.B. and L.V.-A. meticulously reviewed and edited the manuscript for clarity, accuracy and coherence. J.D.G., M.S.-C., S.J. and R.S. played pivotal roles in data acquisition and securing funding. A.L. and D.A. contributed to the study design, offering guidance and feedback on statistical analyses, and provided critical review of the paper. All authors carefully reviewed the manuscript, offering pertinent feedback that enhanced the study’s quality, and ultimately approved the final version.

Corresponding authors

Correspondence to Juan Fortea or Víctor Montal .

Ethics declarations

Competing interests.

S.C.J. has served at scientific advisory boards for ALZPath, Enigma and Roche Diagnostics. M.S.-C. has given lectures in symposia sponsored by Almirall, Eli Lilly, Novo Nordisk, Roche Diagnostics and Roche Farma, received consultancy fees (paid to the institution) from Roche Diagnostics and served on advisory boards of Roche Diagnostics and Grifols. He was granted a project and is a site investigator of a clinical trial (funded to the institution) by Roche Diagnostics. In-kind support for research (to the institution) was received from ADx Neurosciences, Alamar Biosciences, Avid Radiopharmaceuticals, Eli Lilly, Fujirebio, Janssen Research & Development and Roche Diagnostics. J.D.G. has served as consultant for Roche Diagnostics, receives research funding from Hoffmann–La Roche, Roche Diagnostics and GE Healthcare, has given lectures in symposia sponsored by Biogen, Philips Nederlands, Esteve and Life Molecular Imaging and serves on an advisory board for Prothena Biosciences. R.S. has received personal consulting fees from Abbvie, AC Immune, Acumen, Alector, Bristol Myers Squibb, Janssen, Genentech, Ionis and Vaxxinity outside the submitted work. O.B. reported receiving personal fees from Adx NeuroSciences outside the submitted work. D.A. reported receiving personal fees for advisory board services and/or speaker honoraria from Fujirebio-Europe, Roche, Nutricia, Krka Farmacéutica and Esteve, outside the submitted work. A.L. has served as a consultant or on advisory boards for Almirall, Fujirebio-Europe, Grifols, Eisai, Lilly, Novartis, Roche, Biogen and Nutricia, outside the submitted work. J.F. reported receiving personal fees for service on the advisory boards, adjudication committees or speaker honoraria from AC Immune, Adamed, Alzheon, Biogen, Eisai, Esteve, Fujirebio, Ionis, Laboratorios Carnot, Life Molecular Imaging, Lilly, Lundbeck, Perha, Roche and outside the submitted work. O.B., D.A., A.L. and J.F. report holding a patent for markers of synaptopathy in neurodegenerative disease (licensed to Adx, EPI8382175.0). The remaining authors declare no competing interests.

Peer review

Peer review information.

Nature Medicine thanks Naoyuki Sato, Yadong Huang and the other, anonymous, reviewer(s) for their contribution to the peer review of this work. Primary Handling Editor: Jerome Staal, in collaboration with the Nature Medicine team.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary information

Supplementary information.

Supplementary Methods, Results, Bibliography, Figs. 1–7 and Tables 1–3.

Reporting Summary

Supplementary code.

This code is also available in the GitLab repository.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Cite this article.

Fortea, J., Pegueroles, J., Alcolea, D. et al. APOE4 homozygozity represents a distinct genetic form of Alzheimer’s disease. Nat Med (2024). https://doi.org/10.1038/s41591-024-02931-w

Download citation

Received : 03 November 2023

Accepted : 19 March 2024

Published : 06 May 2024

DOI : https://doi.org/10.1038/s41591-024-02931-w

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Your Best College Essay

Maybe you love to write, or maybe you don’t. Either way, there’s a chance that the thought of writing your college essay is making you sweat. No need for nerves! We’re here to give you the important details on how to make the process as anxiety-free as possible.

What's the College Essay?

When we say “The College Essay” (capitalization for emphasis – say it out loud with the capitals and you’ll know what we mean) we’re talking about the 550-650 word essay required by most colleges and universities. Prompts for this essay can be found on the college’s website, the Common Application, or the Coalition Application. We’re not talking about the many smaller supplemental essays you might need to write in order to apply to college. Not all institutions require the essay, but most colleges and universities that are at least semi-selective do.

How do I get started?

Look for the prompts on whatever application you’re using to apply to schools (almost all of the time – with a few notable exceptions – this is the Common Application). If one of them calls out to you, awesome! You can jump right in and start to brainstorm. If none of them are giving you the right vibes, don’t worry. They’re so broad that almost anything you write can fit into one of the prompts after you’re done. Working backwards like this is totally fine and can be really useful!

What if I have writer's block?

You aren’t alone. Staring at a blank Google Doc and thinking about how this is the one chance to tell an admissions officer your story can make you freeze. Thinking about some of these questions might help you find the right topic:

• What is something about you that people have pointed out as distinctive?
• If you had to pick three words to describe yourself, what would they be? What are things you’ve done that demonstrate these qualities?
• What’s something about you that has changed over your years in high school? How or why did it change?
• What’s something you like most about yourself?
• What’s something you love so much that you lose track of the rest of the world while you do it?

If you’re still stuck on a topic, ask your family members, friends, or other trusted adults: what’s something they always think about when they think about you? What’s something they think you should be proud of? They might help you find something about yourself that you wouldn’t have surfaced on your own.  

How do I grab my reader's attention?

It’s no secret that admissions officers are reading dozens – and sometimes hundreds – of essays every day. That can feel like a lot of pressure to stand out. But if you try to write the most unique essay in the world, it might end up seeming forced if it’s not genuinely you. So, what’s there to do? Our advice: start your essay with a story. Tell the reader about something you’ve done, complete with sensory details, and maybe even dialogue. Then, in the second paragraph, back up and tell us why this story is important and what it tells them about you and the theme of the essay.

THE WORD LIMIT IS SO LIMITING. HOW DO I TELL A COLLEGE MY WHOLE LIFE STORY IN 650 WORDS?

Don’t! Don’t try to tell an admissions officer about everything you’ve loved and done since you were a child. Instead, pick one or two things about yourself that you’re hoping to get across and stick to those. They’ll see the rest on the activities section of your application.

I'M STUCK ON THE CONCLUSION. HELP?

If you can’t think of another way to end the essay, talk about how the qualities you’ve discussed in your essays have prepared you for college. Try to wrap up with a sentence that refers back to the story you told in your first paragraph, if you took that route.

SHOULD I PROOFREAD MY ESSAY?

YES, proofread the essay, and have a trusted adult proofread it as well. Know that any suggestions they give you are coming from a good place, but make sure they aren’t writing your essay for you or putting it into their own voice. Admissions officers want to hear the voice of you, the applicant. Before you submit your essay anywhere, our number one advice is to read it out loud to yourself. When you read out loud you’ll catch small errors you may not have noticed before, and hear sentences that aren’t quite right.

ANY OTHER ADVICE?

Be yourself. If you’re not a naturally serious person, don’t force formality. If you’re the comedian in your friend group, go ahead and be funny. But ultimately, write as your authentic (and grammatically correct) self and trust the process.

And remember, thousands of other students your age are faced with this same essay writing task, right now. You can do it!

Scientists say they have identified a new genetic form of Alzheimer’s disease

Scientists say they have identified a new genetic form of Alzheimer’s disease that underscores the urgent need for developing specialised treatment and prevention strategies.

Researchers in the US said almost all of the people who carry two copies of the APOE4 gene variant, known as APOE4 homozygotes, are likely to develop signs of the neurological condition.

They said this gene is already associated with a higher risk of developing Alzheimer’s.

But scientists now believe 95% people who are over 65 and carry two copies of APOE4 show early signs of the disease, making it a distinct genetic form of Alzheimer’s.

These people also develop the condition earlier than those with other variants of the APOE gene, they added.

The findings, published in the journal Nature Medicine, are based on clinical data from more than 10,000 people, as well as pathological data from more than 3,000 brain donors.

Dr Juan Fortea, director of the research area on neurological diseases, neuroscience, and mental health at the Sant Pau Research Institute in Barceclona, Spain , said: “These data represent a reconceptualisation of the disease or what it means to be homozygous for the APOE4 gene.

“This gene has been known for over 30 years and it was known to be associated with a higher risk of developing Alzheimer’s disease.

“But now we know that virtually all individuals with this duplicated gene develop Alzheimer’s biology.”

He said the findings are important because APOE4 homozygotes represent between 2% and 3% of the general population.

This warrants the development of specialised research strategies, treatment approaches and clinical trials for these people, according to the researchers.

Dr Reisa Sperling, professor in neurology at Harvard Medical School , and director of the Centre for Alzheimer Research and Treatment at Brigham and Women’s Hospital in Boston , Massachusetts , in the US, added: “This research really suggests that we should be treating them quite early, at a younger age and at an early stage of pathology because we know they are very likely to progress to impairment quickly.

“So we have to think about how we can treat APOE4 carriers.

“These individuals are desperate – they have seen it (the disease) in both of their parents.”

Now we know that virtually all individuals with this duplicated gene develop Alzheimer's biology

Mutations in three genes, APP, PSEN1 and PSEN2, are known to cause a rare form of Alzheimer’s known as ADAD (early-onset autosomal dominant Alzheimer’s disease).

This form of the disease runs in families.

APOE is one of many other genes associated with Alzheimer’s and comes in three different variations: APOE2, APOE3, and APOE4.

Everyone carries two copies of APOE, one inherited from each parent.

Previous studies have shown that having at least one APOE4 gene variant,  which about 25% of people in the UK are thought to carry, almost triples the risk of getting the disease, while having two copies increases the risk by up to twelve-fold.

In the current research, the team found a majority of people with two copies of APOE4 showed signs of the disease by the age of 55, compared with those with another gene variant, such as APOE3.

And by the age of 65, almost all (95%) of them had abnormal levels of a protein known as amyloid in the fluid that surrounds the brain and spinal cord – a key sign of Alzheimer’s disease.

At the present time we do not advise that people have genetic testing for APOE except when taking part in research, but this may change in the future

Scans showed that 75% of over-65 APOE4 homozygotes had abnormal build-up of amyloid protein in the brain, which is seven to 10 years earlier than symptom development for other APOE variants.

Commenting on the study, Professor Jonathan Schott, chief medical officer at Alzheimer’s Research UK, added: “In this large well-conducted study, researchers showed that people who inherited two copies of APOE4 almost all developed Alzheimer’s changes in the brain by their mid 60s.

“These individuals were more likely to develop dementia and tended to do so at a younger age than those with different APOE combinations.

“At the present time we do not advise that people have genetic testing for APOE except when taking part in research, but this may change in the future.”

He said that Alzheimer’s UK is funding research projects to try to understand why having the APOE4 gene increases the risk of disease.

Dr Richard Oakley, Alzheimer’s Society’s associate director of research and innovation, added: “This study has shown us that this particular gene might play an important role in Alzheimer’s disease development, suggesting its presence is not only a risk factor, but could also indicate a new form of Alzheimer’s disease.

“The insights from the study suggest that in the future it could be important to take into account a person’s genetics when planning how to reduce their risk of developing Alzheimer’s disease, or when considering their treatment if they already have the disease.”

From news to politics, travel to sport, culture to climate – The Independent has a host of free newsletters to suit your interests. To find the stories you want to read, and more, in your inbox, click here .

Advertisement

Supported by

There’s a New Covid Variant. What Will That Mean for Spring and Summer?

Experts are closely watching KP.2, now the leading variant.

• Share full article

By Dani Blum

For most of this year, the JN.1 variant of the coronavirus accounted for an overwhelming majority of Covid cases . But now, an offshoot variant called KP.2 is taking off. The variant, which made up just one percent of cases in the United States in mid-March, now makes up over a quarter.

KP.2 belongs to a subset of Covid variants that scientists have cheekily nicknamed “FLiRT,” drawn from the letters in the names of their mutations. They are descendants of JN.1, and KP.2 is “very, very close” to JN.1, said Dr. David Ho, a virologist at Columbia University. But Dr. Ho has conducted early lab tests in cells that suggest that slight differences in KP.2’s spike protein might make it better at evading our immune defenses and slightly more infectious than JN.1.

While cases currently don’t appear to be on the rise, researchers and physicians are closely watching whether the variant will drive a summer surge.

“I don’t think anybody’s expecting things to change abruptly, necessarily,” said Dr. Marc Sala, co-director of the Northwestern Medicine Comprehensive Covid-19 Center in Chicago. But KP.2 will most likely “be our new norm,’” he said. Here’s what to know.

The current spread of Covid

Experts said it would take several weeks to see whether KP.2 might lead to a rise in Covid cases, and noted that we have only a limited understanding of how the virus is spreading. Since the public health emergency ended , there is less robust data available on cases, and doctors said fewer people were using Covid tests.

But what we do know is reassuring: Despite the shift in variants, data from the C.D.C. suggests there are only “minimal ” levels of the virus circulating in wastewater nationally, and emergency department visits and hospitalizations fell between early March and late April.

“I don’t want to say that we already know everything about KP.2,” said Dr. Ziyad Al-Aly, the chief of research and development at the Veterans Affairs St. Louis Healthcare System. “But at this time, I’m not seeing any major indications of anything ominous.”

Protection from vaccines and past infections

Experts said that even if you had JN.1, you may still get reinfected with KP.2 — particularly if it’s been several months or longer since your last bout of Covid.

KP.2 could infect even people who got the most updated vaccine, Dr. Ho said, since that shot targets XBB.1.5, a variant that is notably different from JN.1 and its descendants. An early version of a paper released in April by researchers in Japan suggested that KP.2 might be more adept than JN.1 at infecting people who received the most recent Covid vaccine. (The research has not yet been peer-reviewed or published.) A spokesperson for the C.D.C. said the agency was continuing to monitor how vaccines perform against KP.2.

Still, the shot does provide some protection, especially against severe disease, doctors said, as do previous infections. At this point, there isn’t reason to believe that KP.2 would cause more severe illness than other strains, the C.D.C. spokesperson said. But people who are 65 and older, pregnant or immunocompromised remain at higher risk of serious complications from Covid.

Those groups, in particular, may want to get the updated vaccine if they haven’t yet, said Dr. Peter Chin-Hong, an infectious disease specialist at the University of California, San Francisco. The C.D.C. has recommended t hat people 65 and older who already received one dose of the updated vaccine get an additional shot at least four months later.

“Even though it’s the lowest level of deaths and hospitalizations we’ve seen, I’m still taking care of sick people with Covid,” he said. “And they all have one unifying theme, which is that they’re older and they didn’t get the latest shot.”

The latest on symptoms and long Covid

Doctors said that the symptoms of both KP.2 and JN.1 — which now makes up around 16 percent of cases — are most likely similar to those seen with other variants . These include sore throat, runny nose, coughing, head and body aches, fever, congestion, fatigue and in severe cases, shortness of breath. Fewer people lose their sense of taste and smell now than did at the start of the pandemic, but some people will still experience those symptoms.

Dr. Chin-Hong said that patients were often surprised that diarrhea, nausea and vomiting could be Covid symptoms as well, and that they sometimes confused those issues as signs that they had norovirus .

For many people who’ve already had Covid, a reinfection is often as mild or milder than their first case. While new cases of long Covid are less common now than they were at the start of the pandemic, repeat infections do raise the risk of developing long Covid, said Fikadu Tafesse, a virologist at Oregon Health & Science University. But researchers are still trying to determine by how much — one of many issues scientists are trying to untangle as the pandemic continues to evolve.

“That’s the nature of the virus,” Dr. Tafesse said. “It keeps mutating.”

Dani Blum is a health reporter for The Times. More about Dani Blum