Krebs Cycle research


For the first brief of the semester the group was tasked with re-designing a system of respiration called the Krebs cycle, which is notoriously complicated.  The client hoped that an overhaul of the design and presentation of biological equations could serve several purposes;

– Making the information more understandable and accessible to

– Helping students with understanding and memorization

They are several ways I can do this –

– – Interactively e.g. app – revealing information gradually

– – filll in the blanks

– – an infographic poster e.g a stream or river

ferris wheel

– – Use GESTALT theory to group information

– – Showing where the complex biological words come from – break them down to explain

– – explain the cycle and what i shappening to help with understanding over memorization

Things to consider –

– – portability/ easy access

– – simplify and explain molecular structure

– – linking the different cycles – showing where the glucose comes from and goes to

– – show molecules (glucose, hydrogen, oxygen) and enzymes in a visual way

– –  simple for ease of learning – enough information to spark curiosity

– –  could include different layers of difficulty

I have always been interested in biology, and it was one of my favourite subjects during the Leaving Cert as I found it relatively easy to memorize cycles such as the Krebs. I remember looking at the Krebs cycle in class and the moment when it struck with real understanding – I felt like a vague mystery of life had been answered – why we need oxygen to breathe how that turns into CO2

I dug up my own Leaving Cert notes to see how my teacher managed to arrange the complex diagrams in a way that made perfect sense to me at the time.

krebsLooking at the diagram, I think the thing that made it so simple and clear for me is that it shows very clearly what is happening on a molecular level – nothing comes out of nowhere

For example, the 6 carbons in glucose are split to make 2 pyruvate (each with 3 carbons), and then one carbon leaves as carbon dioxide, leaving the 2 carbons in Acetyl Coenzyme A


I think that the direction I feel would work best (for me anyway) is breaking down the equation – focusing on where the molecules come from and end up, to help students contextualize all this information – linking it with what they know of the they world and other biology theory


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