ElynnJoshua Ali G.Nicdao

Before this discussion, the spectrophotometer felt like a piece of equipment I knew I would eventually have to use but did not fully understand yet. Group 1’s explanation helped me connect the machine’s components with what it actually does in the laboratory. I learned that getting a reliable reading is not just about placing a sample inside; details such as selecting the proper wavelength and keeping the cuvette clean also matter. That stood out to me because it showed how a small mistake can affect the result. I was also encouraged by how I performed in the quiz. Biochemistry still takes effort for me, but experiences like this remind me that when I slow down, listen, and understand the reasoning, a difficult topic can become manageable.

Working on our report challenged me to go beyond recognizing the Beer-Lambert Law and actually explain what it means. At first, the relationship between absorbance and concentration felt abstract, but reviewing it with my groupmates helped me see how the idea is used in an experiment. I understood that the amount of light absorbed by a sample can help us determine the concentration of a substance, provided the conditions are appropriate. Presenting the topic also made me notice which parts I understood and which parts I still needed to clarify. I am learning that studying is not always a solo activity; hearing other people’s explanations and trying to explain the concept myself can make the lesson stay with me longer.

This chapter helped me see ATP as more than another abbreviation to remember for an exam. It is a form of energy that cells can use to carry out the work needed to keep the body functioning. Before, I did not think much about what happens between eating food and having the energy to study, walk, or exercise. Now I understand that energy from nutrients has to be transformed into a usable form before cells can put it to work. I still have to review the details, but connecting ATP to everyday activities makes the topic easier for me to appreciate. It is a reminder that even when I am sitting still trying to understand Biochemistry, my cells are constantly doing their own work.

Biologic oxidation showed me that the body cannot simply take the energy stored in food and use it all at once. Nutrients go through controlled reactions that allow energy to be released and captured in ways the cell can use. I found that idea easier to understand when I connected it to something familiar, like eating rice before a long day at school. The food may seem ordinary, but the body has to process its nutrients through a series of chemical reactions. This chapter also reminded me why Biochemistry can feel demanding: each process connects to another. Still, when I take time to understand the purpose behind the reactions instead of memorizing isolated terms, the overall picture becomes clearer.

I had heard the phrase “powerhouse of the cell” many times, but this chapter gave me a better understanding of the work happening in the mitochondria. Electrons move through components of the respiratory chain, helping create the conditions needed for ATP production through oxidative phosphorylation. I also learned to appreciate oxygen’s role as the final electron acceptor in this process. The pathway has several parts, so I cannot say that I have mastered every detail yet, but I can now see how the steps fit together. It is satisfying when a concept that once sounded like pure memorization starts to make sense as a process. That is the kind of progress I want to keep making in this subject.

This chapter helped me understand that metabolism is not one single pathway that works the same way all the time. The body can use different sources of fuel and can store energy for times when immediate intake is not enough. Which fuel is used depends on what is available and what the body needs at that moment. I found this useful because it connects several topics we have studied rather than treating them as separate lessons. It also changed how I think about metabolism: the body continues adjusting and managing its resources even while I sleep or spend hours studying. I may not always organize my own schedule perfectly during exam week, but the body has coordinated systems working constantly to maintain its needs.

The citric acid cycle initially seemed like a long list of intermediates and reactions that I would have to memorize. As I worked through the topic, I began to understand that the cycle is important because it helps process fuel and produces reduced coenzymes, including NADH and FADH₂, that carry electrons to the respiratory chain. That connection made the pathway feel less like a random sequence of names. I still need repetition to remember the intermediates and the order of reactions, but now I have a reason to learn them. The one thing that stayed in my mind is the mnemonic of “Can I Keep Selling Sex For Money, Officer”. My approach to Biochemistry is gradually changing: instead of asking only, “What do I need to memorize?” I am trying to ask, “What is this step doing, and how does it connect to the next one?”

Glycolysis helped me understand that glucose is broken down through a sequence of reactions rather than in one sudden step. One detail that stayed with me is that the pathway uses ATP at the beginning before generating ATP later. At first, this seemed counterintuitive, but it showed me that a cell may need to invest energy in order to obtain a useful return. I also learned that pyruvate can be further oxidized when the appropriate conditions are present, linking glycolysis to other energy-producing pathways. These connections are what make the subject challenging for me, but they are also what make it interesting once I understand them. I am trying to study the logic of the pathway, not just memorize its names for a quiz.

I used to think about carbohydrates mainly in terms of familiar foods such as rice and bread. This chapter expanded that view by showing that carbohydrates have several functions in the body. Besides serving as an energy source, they can form parts of important biological structures and participate in processes that help cells function. Learning this made the topic feel more relevant because carbohydrates are not just something discussed in nutrition; they are also part of the chemistry behind normal body function. I still have to work on remembering the different types and roles, but relating them to what happens in the body makes them easier to retain. It is another example of how Biochemistry gives a deeper explanation for things I encounter every day.

Glycogen metabolism made me think about how the body prepares for changes in its energy supply. Rather than relying only on the most recent meal, the body can store glucose in the form of glycogen and mobilize it when needed. I also learned that liver glycogen and muscle glycogen do not serve exactly the same purpose, which helped me understand why their roles should not be mixed up. This chapter connects well with the discussion of metabolism because it shows how the body balances current needs with stored resources. The pathway still takes review, especially when I have to remember how glycogen is built up and broken down, but I understand its overall purpose better now. It is reassuring to learn how carefully the body manages its energy, even when my own study routine sometimes feels less organized.

These pathways helped me recognize that glucose metabolism involves more than breaking glucose down for energy. Through gluconeogenesis, the body can produce glucose from certain non-carbohydrate precursors when needed. The pentose phosphate pathway, meanwhile, supports other cellular needs by producing NADPH and ribose-5-phosphate. I found it useful to compare the purposes of these pathways because they show how the body directs resources toward different tasks depending on the situation. This is also where I notice my usual struggle with Biochemistry: the names and steps can become overwhelming if I try to memorize everything at once. When I focus first on the purpose of each pathway, however, I have a better framework for learning the details. I am still working on it, but the connections are becoming more understandable.

Our small group discussion about carbon monoxide stood out because it connected biochemical concepts with a situation that could have serious consequences in real life. I learned that carbon monoxide can bind to hemoglobin and interfere with the blood’s ability to deliver oxygen effectively, making exposure dangerous even when the signs are not obvious at first. Listening to my classmates’ ideas helped me consider the case from different angles, and the discussion felt more engaging than simply reading the topic alone. I enjoy these SGD sessions because they give me opportunities to see how classroom knowledge can help explain what happens to an actual person. Biochemistry is still challenging for me, but applying it to a case gives me a clearer reason to keep learning.

My review process for Biochemistry is still a work in progress. I often need to return to the same material more than once, especially when a pathway has several steps that connect to other chapters. I use my iPad to keep my notes together and revisit the parts that I find difficult, but I know that having organized notes is only useful if I take the time to understand them. I am trying to move away from last-minute memorization and toward learning the purpose of each process and how it relates to the bigger picture. I treat every weekday like a Game 7: I may not get everything right immediately, but I can keep making adjustments and work toward the wins I need. I am not where I want to be yet, but I am still fighting, and every concept that finally clicks reminds me that the effort is worth it.