The Ultimate 101 Prompt Guide for IB Biology (First Assessment 2025)

Introduction

Welcome to your essential guide for integrating Generative AI into the IB Biology classroom. The International Baccalaureate (IB) Diploma Programme for Biology emphasizes inquiry, critical thinking, and a deep, conceptual understanding of life sciences. This guide is designed to help both educators and students leverage the power of AI not just as an information-retrieval tool, but as a collaborative partner to enhance this learning journey. The goal is to foster the skills of the IB Learner Profile, encouraging students to be inquirers, thinkers, and communicators.

The 101 prompts below are meticulously crafted based on the IB Biology syllabus (first assessment 2025) for both Standard Level (SL) and Higher Level (HL). They are designed to be clear, actionable, and directly tied to the course’s themes (Unity and Diversity; Form and Function; Interaction and Interdependence; and Continuity and Change), practical skills, and assessment objectives.

How to Use This Guide:

Simply copy and paste a prompt into your preferred Generative AI tool (like Gemini, ChatGPT, etc.). For best results, customize the prompts by adding specific details, case studies, or data relevant to your current topic. Think of these as templates to build upon.

Pro Tip for Effective Prompting:

Iterate and Refine: Don’t accept the first response as final. Ask the AI to “make it more formal,” “simplify this for an SL student,” or “add a specific example from human physiology.”
Provide Context: The more context you provide (e.g., “I am an HL student preparing for Paper 2,” “My class has already studied Topic A1”), the more tailored the response will be.
Critical Evaluation: Always treat AI-generated content as a first draft. It is crucial to fact-check the information, especially data and recent discoveries, against reliable scientific sources. This process is, in itself, a valuable critical thinking exercise.

Section 1: Educator Prompts (50)

These prompts are designed to streamline planning, enhance lesson delivery, and create meaningful assessments, freeing up valuable time to focus on student interaction and support.

A. Planning & Preparation (15 Prompts)

Unit Plan Outline: “Act as an experienced IB Biology teacher. Create a comprehensive unit plan for Topic A1: Water. The plan should span 5 one-hour lessons and include learning objectives from the syllabus, key vocabulary with definitions, suggested student-centered activities (including a lab on water’s cohesive properties), formative assessment ideas (like an exit ticket), and potential TOK links related to scientific models. Format as a detailed markdown table.”
HL Extension Plan: “Design a supplementary lesson plan for HL Topic A4.3: Translation. The plan must clearly build upon the SL understanding of transcription. Include challenging extension questions about polysomes and the efficiency of protein synthesis, and a data-based problem involving interpreting data from an experiment using antibiotics that inhibit specific ribosomal subunits.”
Inquiry-Based Learning: “Generate three inquiry-based questions to launch the study of Topic C1: Species and Communities. The questions should be open-ended, encourage student investigation, and be scaffolded in difficulty. For example: 1. (Foundational) What happens when a new species is introduced to an ecosystem? 2. (Investigative) How can we measure the health of a local ecosystem? 3. (Conceptual) To what extent are communities fragile?”
Lab Activity Idea: “Propose a simple, low-cost lab investigation for SL students on Topic B1.3: Membrane Transport, focusing on osmosis in potato tissue. Provide a detailed materials list, a step-by-step summary of the procedure including setting up different sucrose solutions, and crucial safety considerations. Also, suggest how students can collect and record quantitative data.”
IA Idea Generation: “Generate 5 distinct and researchable Internal Assessment (IA) ideas related to Topic C.4: Conservation of Biodiversity. For each idea, suggest a potential research question, a clear independent variable (with a range of values), and a measurable dependent variable. Ensure the ideas are ethical and feasible to conduct in a standard school laboratory or local environment.”
Differentiated Instruction: “Create a set of differentiated learning activities for a mixed-ability class studying Topic B2: Proteins. For students needing support, provide a drag-and-drop activity matching amino acid structures to their properties. For on-level students, create a task analyzing the effect of a mutation on protein structure. For HL students, provide a research task on the role of chaperonins in protein folding.”
Connecting Themes: “Outline a concept map that visually connects the overarching IB themes (Unity and Diversity, Form and Function) to the content within Topic A2: Nucleic Acids. For ‘Unity and Diversity,’ show how the universal genetic code is evidence for common ancestry. For ‘Form and Function,’ link the double-helix structure directly to its roles in stable information storage and replication.”
Resource Curation: “Act as a research assistant. Find and summarize three recent (published in the last 2 years) peer-reviewed scientific articles relevant to HL Topic D3: The Immune Response, particularly focusing on monoclonal antibody therapies. Provide a brief summary, the source URL, and explain how each could be used as an extension resource for highly motivated students.”
Yearly Calendar: “Create a detailed two-year pacing guide for an IB Biology HL course, following the 2025 syllabus. Allocate appropriate teaching hours for each topic, and strategically place deadlines for the Internal Assessment, the Group 4 Project, and mock exams. Include buffer weeks for review and practical work. Present it in a term-by-term markdown table.”
TOK Integration: “What are some compelling Knowledge Questions (KQs) related to Topic D4: Conservation of Biodiversity? Frame them in the context of the TOK Areas of Knowledge. For example: (Natural Sciences) How can scientific models of ecosystems help us overcome the limitations of our sense perception? (Ethics) What is the moral responsibility of humans towards other species?”
Command Term Focus: “Design a short starter activity (10 minutes) that helps students differentiate between the IB command terms ‘Explain,’ ‘Analyse,’ and ‘Evaluate’ using the context of enzyme function (Topic A3). Provide three sample questions, one for each command term, and outline what a successful answer for each would look like.”
Group 4 Project Brainstorm: “Suggest three interdisciplinary themes for the Group 4 Project that connect Biology, Chemistry, and ESS. For the theme of ‘Urban Sustainability,’ outline potential research avenues: Biology (lichen as bio-indicators of air pollution), Chemistry (analysis of heavy metals in soil), and ESS (evaluating the effectiveness of green roofs).”
Flipped Classroom: “Create a script for a 10-minute introductory video for a flipped classroom lesson on Topic C2: Energy Flow. The script should cover the key concepts of energy transfer, the 10% rule, and trophic levels in an engaging way. Include cues for on-screen graphics, such as an animated pyramid of energy, and end with a thought-provoking question for students to consider before class.”
Case Study Development: “Develop a one-page case study on the evolution of antibiotic resistance in bacteria (Topic C3: Evolution). Include background information on MRSA, a data table showing the percentage of resistant infections over 20 years, and a graph showing the correlation between antibiotic use and resistance. Write 4 discussion questions that require students to interpret the data and apply principles of natural selection.”
Syllabus Cross-Reference: “Identify all the explicit links between Topic A: Unity and Diversity and Topic D: Interaction with the Environment in the IB Biology syllabus. List the sub-topics and briefly explain the connection. For instance, link A2 (DNA) with D2 (Ecosystems) by explaining how environmental DNA (eDNA) is used to monitor species presence and biodiversity.”

B. Lesson Delivery & Activities (15 Prompts)

Worksheet Creation: “Generate a two-part worksheet for SL students on Punnett squares (Topic B3: Inheritance). Part 1 should have 5 problems from monohybrid to dihybrid crosses. Part 2 should be a ‘reverse’ challenge where students are given the offspring ratios and must deduce the parental genotypes. Include a full, step-by-step answer key.”
Data-Based Questions (DBQ): “Create a DBQ based on Topic D2.2: Climate Change, suitable for Paper 2. Provide a dual-axis graph showing CO2 concentrations and coral reef bleaching events over 50 years. Write 4 questions that require data interpretation (‘State the year with the highest number of bleaching events’), analysis (‘Calculate the percentage increase in CO2’), and evaluation (‘Evaluate the strength of the correlation shown in the data’).”
Analogy for Concepts: “Explain the entire process of protein synthesis (transcription and translation, HL Topic A4) using a clear, detailed analogy of a chef (ribosome) cooking a meal (protein) from a recipe book (DNA) that cannot leave the library (nucleus). A photocopied recipe (mRNA) is used in the kitchen (cytoplasm), with ingredients (amino acids) brought by kitchen assistants (tRNA).”
Discussion Prompts: “Generate 5 thought-provoking discussion prompts for an HL class that has just studied Topic D6: The Nervous System. The prompts should encourage debate and critical thinking, such as: 1. Is ‘free will’ an illusion given our understanding of neural pathways? 2. To what extent can we ethically manipulate the nervous system to treat diseases like depression? 3. Evaluate the use of animal models in neuroscience research.”
Role-Play Scenario: “Design a role-play activity for Topic D3: The Immune Response. Assign students roles: ‘Macrophage’ (objective: engulf and present antigens), ‘Helper T-cell’ (objective: activate other cells), ‘B-cell’ (objective: become a plasma cell and produce antibodies), and ‘Pathogen’ (objective: infect host cells). Provide a script outline and a goal for each role to achieve during the ‘infection.'”
Interactive Presentation Slides: “Outline a 15-slide interactive presentation on Topic A1.2: The Properties of Water. For each slide, suggest a title, key bullet points, a specific visual aid (e.g., diagram of hydrogen bonding, graph of specific heat capacity), and an interactive element (e.g., a quick poll on ‘Which property is most important for life?’, a think-pair-share question).”
Misconception Check: “What are the common student misconceptions regarding natural selection (Topic C3), such as ‘evolution is a linear progression’ or ‘individuals can adapt during their lifetime’? For each misconception, provide a clear, concise explanation to correct it, using a specific biological example like the peppered moth.”
Real-World Connection: “Explain how the principles of cellular respiration (Topic D1) are applied in modern biotechnology and food production. Provide three specific examples, such as the use of yeast in baking and brewing, the production of citric acid by Aspergillus niger, and the role of anaerobic respiration in silage production for animal feed.”
Practical Skill Guide: “Create a student-friendly, one-page, illustrated guide on how to use a light microscope correctly. Include sections on preparing a wet mount, focusing techniques (using coarse and fine adjustment), calculating total magnification, and estimating cell size with a field of view measurement. This is for Topic A1: Cells as the basis of life.”
Exit Ticket Questions: “Generate 3 quick exit ticket questions for a lesson on Topic B1: Membranes and membrane transport, designed to assess different levels of understanding. 1. (Recall) Define active transport. 2. (Apply) Draw a simple diagram of a cell in a hypertonic solution. 3. (Synthesize) Why is a fluid membrane essential for endocytosis?”
Ethical Dilemma: “Present an ethical dilemma related to genetic modification (Topic B4: Genetic Engineering). Frame a short scenario about using CRISPR to create hypoallergenic peanuts. Ask students to hold a structured academic controversy, arguing for and against the technology from the perspectives of a parent of a child with a nut allergy, a CEO of a biotech company, an organic farmer, and an ethicist.”
Video Analysis Task: “Find a suitable, high-quality YouTube video (under 10 minutes) explaining the Calvin Cycle (HL Topic D1.3). Create a corresponding worksheet with 5 questions. Include comprehension questions (e.g., ‘What is the role of RuBisCO?’) and analysis questions (e.g., ‘If a plant is deprived of light, why will the Calvin cycle eventually stop?’).”
Jigsaw Activity: “Design a jigsaw activity for Topic D5: Homeostasis. Divide the topic into four expert groups: 1. Principles of Negative Feedback, 2. Thermoregulation in humans, 3. Control of Blood Glucose, 4. Osmoregulation by the kidney (HL). Create an ‘expert sheet’ for each group with key diagrams, information, and guiding questions to teach their peers.”
Modeling Activity: “Describe a hands-on activity where students can model DNA replication (Topic A4.1) using common classroom materials. Specify that different colored candies represent the four bases (A, T, C, G), licorice sticks are the sugar-phosphate backbone, and paper clips represent helicase and DNA polymerase. Provide a worksheet that guides them through semi-conservative replication.”
Debate Topic: “Formulate a debate motion related to conservation strategies (Topic C4): ‘This house believes that rewilding projects, which reintroduce keystone species, are more effective for long-term ecosystem restoration than creating isolated nature reserves.’ Provide key arguments and potential evidence for both the proposition and opposition.”

C. Assessment & Feedback (10 Prompts)

Quiz Generation: “Create a 10-question multiple-choice quiz on SL Topic A3: Enzymes and Metabolism. The questions should vary in difficulty, from simple recall to data interpretation from a graph. Include plausible distractors that target common errors, like confusing competitive and non-competitive inhibition. Provide a detailed answer key with explanations for each correct answer.”
Paper 1 Practice: “Generate 5 multiple-choice questions in the style of IB Paper 1, specifically for HL Topic D6.4: The Endocrine System. Focus on the control of metabolism by thyroxin and the role of leptin in appetite. Ensure questions require analysis of feedback loops.”
Paper 2 Section B Practice: “Write a practice question for Paper 2, Section B, in the style of an IB exam. The question should be: ‘Explain how the structure of the alveoli and capillaries are adapted for gas exchange, and discuss the causes and consequences of emphysema.’ (8 marks). Also, create a detailed markscheme with specific points for each mark.”
IA Marking Criteria: “Act as an IB examiner. Provide constructive feedback on this hypothetical student IA research question: ‘How does temperature affect the rate of photosynthesis in Elodea?’ Comment on its focus, clarity, and potential for success. Suggest specific improvements, such as narrowing the temperature range and defining precisely how the ‘rate’ will be measured (e.g., volume of oxygen produced per minute).”
Student Self-Assessment: “Create a student self-assessment checklist for the Internal Assessment based on the official IB criteria. Rephrase the criteria in student-friendly ‘I can…’ statements. For example, for ‘Evaluation,’ an item could be: ‘I can realistically discuss the limitations of my experimental design and suggest specific, practical improvements.'”
Marking Scheme Creation: “Generate a detailed markscheme for the question: ‘Explain the process of nerve impulse transmission along a myelinated neuron.’ (HL Topic D6.3). The markscheme should list up to 9 distinct points, including the roles of the sodium-potassium pump, voltage-gated channels, depolarization, repolarization, and saltatory conduction between nodes of Ranvier.”
Feedback Generator: “Here is a student’s short answer on the differences between mitosis and meiosis: [Paste student answer here]. Act as their teacher. Provide two ‘stars’ (specific points of strength, e.g., ‘You correctly identified the difference in chromosome number’) and one ‘wish’ (a specific, actionable area for improvement, e.g., ‘To improve, try to also explain the significance of crossing over in meiosis’).”
Short Answer Questions: “Write 3 short-answer questions (worth 3-4 marks each) covering Topic C2: Nutrient Cycling. Ensure the questions use different command terms: 1. (Outline) Outline the role of saprotrophic bacteria in the carbon cycle. 2. (Describe) Describe the process of nitrogen fixation. 3. (Explain) Explain the formation and effects of acid rain on forest ecosystems.”
Error Analysis: “A student incorrectly states that ‘all mutations are harmful and are caused by mutagens.’ Provide a detailed explanation correcting this error. Clarify that mutations can be spontaneous and have neutral (silent mutations) or beneficial effects (e.g., lactose tolerance), providing the basis for natural selection (Topic B3.4).”
Exam Command Term Practice: “Create a practice task where students must match the command terms (Define, State, Outline, Describe, Explain, Analyse, Evaluate) with appropriate question stems related to Topic D2: Ecosystems and Biomes. Then, have them choose one and write a model answer.”

D. Enrichment & Extension (10 Prompts)

Beyond the Syllabus: “What are some cutting-edge technologies related to CRISPR and gene editing (Topic B4) that go beyond the syllabus, such as base editing and prime editing? Summarize how one of these works, its potential advantages over traditional CRISPR-Cas9, and the ethical implications it raises.”
Career Pathways: “List 10 potential career pathways for a student who excels in IB Biology. For three of them (e.g., Genetic Counselor, Environmental Scientist, Biomedical Engineer), describe the typical responsibilities, required further education, and link specific IB skills (like data analysis, ethical reasoning) to the profession.”
Interdisciplinary Link: “Explain the connection between the Krebs cycle in Biology (Topic D1.2) and the concept of redox reactions and Gibbs free energy in Chemistry. Show how the transfer of electrons to NAD and FAD represents a capture of free energy, making the overall process exergonic.”
Documentary Recommendation: “Recommend three high-quality documentaries that align with the themes of Topic C: Evolution and Biodiversity (e.g., ‘Our Planet,’ ‘The Biggest Little Farm,’ ‘Chasing Coral’). For each, provide a brief synopsis, list the key IB Biology topics it covers, and create one critical thinking question for students to consider after watching.”
Guest Speaker Idea: “Imagine you are inviting a guest speaker for your class. Who would be an ideal professional to talk about Topic D3: The Immune Response (e.g., an immunologist, an epidemiologist, a vaccine researcher)? Generate 5 insightful interview questions the students could ask them about their work and career path.”
Citizen Science Project: “Design a mini ‘citizen science’ project for a class to study local biodiversity (Topic C1). The project should involve using quadrats to sample plant species in two different habitats (e.g., a school field vs. a shaded woodland area). Provide instructions for data collection, calculating the Simpson’s diversity index, and uploading findings to a platform like iNaturalist.”
Book Club: “Suggest a non-fiction book, like ‘The Immortal Life of Henrietta Lacks,’ that connects to Topic A1: Cells and Topic B4: Genetic Engineering. Create 5 discussion questions that prompt students to consider the ethical, social, and scientific implications of the story, linking directly to TOK and the IB Learner Profile.”
Podcast Episode Plan: “Outline a 15-minute podcast episode for students titled ‘The Secret Life of Fungi.’ The outline should include an engaging intro, a section on their role as decomposers in nutrient cycling (Topic C2), a section on mycorrhizal symbiotic relationships with plants, and an outro that discusses the potential of fungi in bioremediation.”
Scientific Poster Design: “Create a detailed template and a set of instructions for students to design a scientific poster summarizing their findings from a lab on enzyme inhibition (Topic A3.4). The instructions should cover layout, font size, the content of each section (Introduction, Methods, Results, Conclusion), and how to effectively display graphs and data.”
Global Issue Connection: “Create a short presentation outline explaining how an understanding of Topic D2.2: Climate Change is essential for informed global citizenship. Link the biological concepts (carbon cycle, greenhouse effect) to specific UN Sustainable Development Goals (e.g., SDG 13: Climate Action, SDG 14: Life Below Water) and suggest local actions students can take.”

Section 2: Student Prompts (50)

These prompts are designed to help you understand concepts, practice skills, and prepare effectively for all assessments by making you an active participant in your learning.

A. Understanding Concepts (15 Prompts)

Simple Explanation: “Explain the difference between osmosis and diffusion like I’m 12 years old. Use an analogy involving a screen door for a cell membrane and different-sized balls for molecules. Then, ask me a question to check if I understood.”
Concept Clarification: “I’m confused about the role of tRNA in translation (HL Topic A4.3). Explain its function step-by-step, focusing on the anticodon and the specific amino acid it carries. Use a flow chart to show its journey from picking up an amino acid to binding to the ribosome’s A-site.”
Key Term Definitions: “Define the following terms from Topic C3: Evolution: homologous structures, analogous structures, and speciation. Provide a clear example for each (e.g., pentadactyl limb for homologous, wings of birds and insects for analogous) and explain what each tells us about evolutionary relationships.”
Process Visualization: “Describe the journey of a carbon atom from a CO2 molecule in the atmosphere, through photosynthesis in a plant, consumption by a herbivore, cellular respiration in that animal, and its eventual return to the atmosphere. Reference all the key processes in the carbon cycle (Topic C2.3) and name the key molecules at each stage.”
Compare and Contrast: “Create a detailed markdown table that compares and contrasts aerobic and anaerobic cellular respiration (Topic D1.1) in humans. The criteria for comparison should be: oxygen requirement, location in the cell, key stages, final products, and net ATP yield per glucose molecule.”
Summarize Topic: “Summarize the key ideas of SL Topic B1: Membranes and Membrane Transport in 5 bullet points. For each point, include a key vocabulary word and its definition (e.g., ‘Phospholipid Bilayer: Forms the basic, fluid, and flexible structure of the membrane’).”
Analogy Creation: “Give me a detailed analogy to understand how the sodium-potassium pump works in nerve cells (HL Topic D6.3). Compare it to a revolving door that requires energy (ATP) to push three ‘sodium’ people out of a building for every two ‘potassium’ people it lets in, thus maintaining a concentration gradient.”
‘Why’ Question: “Why is biodiversity important for ecosystem stability? Explain using the concepts of keystone species (like a sea otter) and food webs. Describe how high biodiversity leads to resilience by providing alternative pathways for energy flow if one species is removed.”
HL vs SL: “What are the main additional concepts I need to know for HL Topic D3: The Immune Response compared to the SL content? List them and provide a one-sentence summary of each, such as ‘Opsonization: The marking of pathogens by antibodies to enhance phagocytosis.'”
Diagram Annotation: “I have a diagram of a mitochondrion. Please act as my tutor. Ask me to label the key parts (outer membrane, inner membrane, cristae, matrix, intermembrane space) and then ask me to explain which specific process of cellular respiration occurs in each location.”
Step-by-Step Guide: “Provide a step-by-step guide to how an mRNA vaccine (like some COVID-19 vaccines) works to create immunity. Reference the roles of macrophages, helper T-cells, B-cells, and the production of memory cells and antibodies (Topic D3).”
Connect the Dots: “Explain the complete chain of events: how a single base substitution mutation in a DNA gene (Topic B3) could lead to a non-functional enzyme (Topic A3). Your explanation must include transcription, translation, primary, and tertiary protein structure.”
Real-Life Example: “Give me a real-life example of a positive feedback loop in human physiology (Topic D5), such as the release of oxytocin during childbirth. Explain clearly how the loop works and why it is not a homeostatic mechanism.”
Simplify the Complex: “Explain the light-independent reactions (Calvin cycle) of photosynthesis (HL Topic D1.3) in the simplest terms possible. Focus on the three main stages: carbon fixation, reduction, and regeneration of RuBP. State the main inputs (CO2, ATP, NADPH) and outputs (triose phosphate).”
Mental Model: “Help me build a mental model for understanding the fluid mosaic model of the cell membrane (Topic B1.1). Describe it as a ‘dynamic sea’ of phospholipids with ‘icebergs’ of proteins floating within it. Explain the roles of cholesterol (as a fluidity buffer) and glycoproteins (as cell identifiers).”

B. Practicing & Applying (15 Prompts)

Practice Questions: “Generate 5 short-answer practice questions for Topic D2: Ecosystems and Biomes, each using a different command term (‘Define,’ ‘Outline,’ ‘Describe,’ ‘Explain,’ ‘Suggest’). Include a detailed answer key with the mark allocation for each point.”
Solve a Problem: “A strand of DNA has the following base sequence: 5′-ATG-GGC-TTA-3′. Walk me through the steps to find the corresponding mRNA sequence and the amino acid sequence it codes for. Provide a codon table and explain how to use it.”
Data Analysis: “I have the following data from an enzyme lab: [Paste a table with substrate concentration vs. reaction rate]. Help me analyze this data. Prompt me to identify the trend, explain what is happening at the molecular level, and suggest why the rate plateaus (reaches Vmax).”
Graphing Practice: “Given this data set [Paste data showing light intensity vs. rate of photosynthesis], describe how I would construct a graph. Tell me what goes on the x-axis and y-axis, the correct units, and what type of graph to use. Then, describe the expected shape of the curve and explain what a limiting factor is.”
IA Research Question: “I am interested in doing my IA on caffeine’s effect on the heart rate of Daphnia. Help me refine this into a focused, testable, and ethical IB-style research question. Suggest a range of 5 caffeine concentrations to test.”
IA Methodology: “For an IA investigating the effect of pH on amylase activity, what would be a suitable methodology? Prompt me to list the independent, dependent, and at least five key controlled variables. Ask me how I would measure the rate of reaction precisely (e.g., time taken for starch to disappear using iodine).”
Chi-Squared Test: “I have the following observed results from a dihybrid genetic cross in fruit flies: [Provide observed numbers for four phenotypes]. The expected ratio is 9:3:3:1. Walk me through how to perform a chi-squared test, including calculating expected values, the chi-squared value, determining degrees of freedom, and finding the p-value from a table to draw a conclusion.”
Paper 2 DBQ: “Act as my study partner. Let’s analyze a Data-Based Question. Here’s a graph: [Describe or paste a graph showing fish population before and after a marine reserve was created]. Ask me three questions about it, starting with ‘State,’ then ‘Analyse’ (requiring a calculation), then ‘Evaluate’ (asking about the reliability of the conclusion).”
Calculate Magnification: “An exam question shows a micrograph of a cell. The scale bar is labeled 10µm and it measures 20mm in the image. Walk me through the calculation for the magnification of the micrograph, ensuring I use the formula M = I/A and convert the units correctly.”
Design an Experiment: “I want to design an experiment to test the hypothesis that ‘wind increases the rate of transpiration in plants’ using a potometer. Help me identify my independent variable (wind speed), dependent variable (rate of water uptake), and three key controlled variables (e.g., temperature, humidity, light intensity).”
Predict the Outcome: “Predict what would happen to a marine food web if sea otters (a keystone species) were hunted to extinction. Explain the concept of a trophic cascade, detailing the effects on sea urchin populations and kelp forests.”
Evaluate a Statement: “Evaluate the claim that ‘the use of biofuels is a complete and sustainable solution to the negative environmental impacts of fossil fuels.’ Help me construct a balanced argument by providing points for (e.g., renewable, carbon neutral in theory) and against (e.g., land use competition, impact on food prices, monoculture issues).”
Apply Knowledge: “How could a doctor use knowledge of membrane transport (Topic B1) to explain to a patient’s family why giving a severely dehydrated person pure water intravenously is dangerous, while a saline (isotonic) solution is safe? Explain the osmotic effects on red blood cells.”
Ethical Argument: “Construct a well-reasoned argument from an ethical perspective against the therapeutic cloning of humans for organ harvesting (Topic B4). Use at least two different ethical frameworks, such as arguing against the commodification of human life and the potential for unforeseen consequences.”
Interpret a Karyogram: “Here is a description of a human karyogram: 47 chromosomes, with three copies of chromosome 21, and the sex chromosomes are XX. Ask me to identify the condition (Down syndrome), the sex (female), and explain how an error in meiosis (nondisjunction) could lead to this.”

C. Revising & Self-Assessment (10 Prompts)

Flashcard Creation: “Create a set of 10 digital flashcards for HL Topic D6.3: Nerves and Synapses. Each card should have a key term on one side (e.g., ‘Action Potential,’ ‘Myelin Sheath’) and a concise definition on the other. For three of the cards, include a simple labeled diagram.”
Revision Guide: “Generate a one-page revision guide (study sheet) for SL Topic C1: Species, Communities, and Ecosystems. Use clear headings, bullet points, and bold keywords. Include a section on practical skills, such as how to use a quadrat and how to set up a transect.”
Quiz Me: “Quiz me on the key functions of the different organelles in a eukaryotic animal cell (Topic A1). Ask me 5 questions, one by one. Wait for my answer to each before providing the correct answer and brief feedback.”
Mind Map: “Create a detailed mind map structure for revising the entire Topic A: Unity and Diversity. Start with the central topic, branch out into the four sub-topics (A1-A4), and for each sub-topic, include branches for key concepts, processes, and relevant HL extensions.”
Explain to a Friend: “I need to revise Topic A3: Enzymes for my exam. Act as if I’m explaining it to a friend who knows nothing about biology. Write down a clear, simple script for me to learn, covering the lock-and-key/induced-fit models, activation energy, and factors affecting enzyme activity.”
Past Paper Analysis: “I’m reviewing a past exam paper. I got a question on the greenhouse effect wrong. Explain the correct answer in detail, differentiating between the greenhouse effect and the enhanced greenhouse effect. Highlight the three most common reasons students lose marks on this type of question.”
Topic Checklist: “Create a comprehensive revision checklist for Topic B: Form and Function, based on the 2025 syllabus. List all the key concepts, processes, and skills. Format it as a table with columns for ‘Concept,’ ‘I can explain it,’ ‘I can apply it,’ and ‘I need to review it.'”
Acronyms and Mnemonics: “Suggest a memorable mnemonic or acronym to help me remember the stages of mitosis (Prophase, Metaphase, Anaphase, Telophase) and a brief description of what happens in each stage. For example, ‘PMAT – People Meet And Talk.'”
Self-Marking: “Here is my answer to an 8-mark question on the carbon cycle: [Paste student’s answer]. Using a typical IB markscheme, grade my answer point-by-point. Tell me exactly which marks I earned and why, and which marks I missed and how I could have earned them.”
Concept Connections: “Draw and explain three deep connections between homeostasis (Topic D5) and membrane transport (Topic B1). For example, how does osmoregulation in the kidney depend on aquaporins and active transport? How does glucose transport into cells relate to blood sugar homeostasis?”

D. Preparing for Assessments (10 Prompts)

IA Introduction: “Help me write a compelling introduction for my IA on the effect of temperature on enzyme activity. It needs to include the real-world context (e.g., importance of temperature in biological systems), a focused research question, and a clear, justified hypothesis that predicts the shape of the resulting graph.”
IA Evaluation: “Act as a critical friend. For my experiment measuring the rate of photosynthesis, what are some of the most significant limitations and sources of error I should discuss in my IA’s ‘Evaluation’ section? For each limitation, prompt me to suggest a specific and realistic improvement.”
Exam Time Management: “Give me a detailed time management strategy for IB Biology Paper 2 (HL). Breaking it down by marks, how much time should I allocate to each question in Section A and to the two extended-response questions in Section B to ensure I finish the paper?”
Deconstruct a Question: “Let’s deconstruct this exam question: ‘Evaluate the evidence for the theory of evolution by natural selection.’ Identify the command term (‘Evaluate’) and help me brainstorm the specific points I should include, covering evidence from the fossil record, selective breeding, homologous structures, and speciation.”
Paper 3 (HL) Prep: “Give me a summary of the key skills needed for Paper 3, Section A (the data-based question). Include tips on interpreting graphs, identifying outliers, calculating percentages, and commenting on the significance of error bars.”
Essay Plan: “Create a detailed essay plan (introduction, 3 body paragraphs with topic sentences, conclusion) for the following Section B question: ‘Discuss the processes of transcription and translation that lead to protein synthesis in eukaryotes.’ For each body paragraph, suggest a specific example or detail to include for full marks.”
Command Term Practice: “Give me a practice question for each of these command terms: ‘Describe,’ ‘Explain,’ and ‘Discuss,’ all related to Topic D3: Immunity. For the ‘Discuss’ question, provide bullet points for a balanced argument.”
IA Personal Engagement: “I did my IA on the effect of acid rain on seed germination using seeds from my local area. How can I write the ‘Personal Engagement’ section to show genuine interest and curiosity? Give me some sentence starters that demonstrate independent thinking and creativity in the design of my method.”
Study Plan: “Create a 4-week revision plan for my final IB Biology SL exams. The plan should cover all topics, be themed each week (e.g., Week 1: Topic A & B), and incorporate active recall techniques like practice papers and teaching concepts to someone else. Format it as a weekly calendar.”
Final Exam Mindset: “Act as a supportive tutor and mindset coach. What are three key pieces of advice for the day before my final IB Biology exam? Focus on managing stress, effective last-minute review (not cramming), and practical preparations (sleep, nutrition).”

Section 3: Bonus Universal Prompt (1)

The Bio-Art Fusion: “Act as a creative biologist and an art historian. Select one key biological process (e.g., the firing of a neural synapse) and one major art movement (e.g., Surrealism). In detail, describe how a Surrealist artist like Salvador Dalí might visually represent the synapse. Explain your choices, linking the dreamlike, illogical principles of Surrealism to the almost magical speed and complexity of neurotransmission. Describe the use of melting clocks to represent the speed of the impulse and ants to represent neurotransmitters swarming across the synaptic cleft. Finally, generate a detailed prompt for an image generation AI (like Midjourney or DALL-E) to create this piece of art, specifying the style, color palette, composition, and mood.”