...Chapter 1 – Invitation to Biology Name Bassam Farid Define BIOLOGY-- The study of life and living organisms Describe 3 Similar Characteristics of Living Organisms 1. Continual inputs of energy and the cycling of materials maintain life’s complex organization 2. Organisms sense and respond to change 3. DNA inherited from parents is the basis of growth and reproduction in all organisms List levels of Life’s organization from smallest to largest.Atom.molecule,cell,organism Understand interactions between producers, consumers, decomposers Energy comes from Nutrients and raw material from environment, and photosynthesis . List 3 important functions of DNA. 1. Grow 2. Develop 3.Reproduce Key Terms: emergent properties energy homeostasis mutation adaptive trait nature natural selection evolution Know the 3 Domains of Life for classification | | | 1.bacteria,archaea,eukaryotes | | | Compare prokaryotes versus eukaryotes--Prokaryotes one celled and Eukaryotes multicellularsdsdsdsdsdsdsPrrrsdsProkaryotes one celled and Eukaryotes multicellularProkaryotes one celled and Eukaryotes multicellularProkaryotes one celled and Eukaryotes multicellular | | | List 4 categories of eukaryotes | | | 1.Animals ...
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...Chapter Learning Objectives Chapter 22: Descent with Modification: a Darwinian View of Life * Define evolution and adaptation a. Evolution-change over time of the genetic composition of a population; descent of modern organisms with modifications from pre-existing organisms b. Adaptation- accumulation of inherited characteristics that enhance organisms’ ability to survive in specific environments Concept 22.1: The Darwinian revolution challenged traditional views of a young Earth inhabited by unchanging species * Describe the theories of catastrophism, gradualism, and uniformitarianism. c. Catastrophism- principle that events in the past occurred suddenly and were caused by mechanisms different than those operating in the present d. Gradualism- idea that Earth’s geologic features could be explained by gradual mechanisms still operating today e. Uniformitarianism- mechanisms of change are constant over time * Explain the mechanism for evolutionary change proposed by Jean-Baptiste de Lamarck f. x-Use and disuse- Bodies of living organisms are modified through the use or disuse of parts g. x-Inheritance of acquired characteristics- these modifications are inherited by offspring Concept 22.2: Descent with modification by natural selection explains the adaptations of organisms and the unity and diversity of life * Explain the mechanism for evolutionary change proposed by Darwin in On the Origin of Species. ...
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...BIOL 1106 – Lesson 3 – 1/27 1. In the spring the sap in maple trees flows up the tree through the xylem by the water potential difference from root > stems. 2. How does water move into xylem? a. Epidermis > across Root Cortex > Regulated by asparian Strip > finally in the Stele (vascular bundle) b. Examples of dissolved solutes: i. Nitrate ii. Phosphate iii. Sulfate c. Related terms: iv. Transpiration v. Adhesion and cohesion vi. Water potential – predicts and calculates which way water flows 1. Water Potential is a measure of potential energy that predicts which way water will move 3. Calculating water potential d. Water potential = pressure potential + solute potential vii. Pressure potential – pressure exerted by the plant cell wall that limits water from moving in viii. Solute potential – the effect of solute concentration. Pure water at atmospheric pressure has a solute potential of zero. As solute is added, the value for solute potential becomes more negative. e. Potential energy to move by diffusion osmosis across membranes f. Water moves from an area of lower to high solute concentration g. Water moves from an area of high water potential to low water potential h. Pure water has a psi of zero; that value decreases with additional solutes, and how much the cell walls/membranes “push” back ...
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...Instructor’s Manual for the Laboratory Manual to Accompany Hole’s Essentials of Human Anatomy and Physiology Eighth Edition Terry R. Martin Kishwaukee College [pic] [pic] Instructor’s Manual for the Laboratory Manual to Accompany Hole’s essentials of human anatomy and physiology, eighth edition David shier, jackie butler, and ricki lewis Published by McGraw-Hill Higher Education, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © The McGraw-Hill Companies, Inc, 2003, 2000, 1998. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with Hole’s essentials of human anatomy and physiology, eighth edition, provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. www.mhhe.com Contents PREFACE V An Overview vi Instructional Approaches viii Correlation of Textbook Chapters and Laboratory Exercises ix Suggested Time Schedule xi Fundamentals of Human Anatomy and Physiology Exercise 1 Scientific Method and Measurements 1 Exercise 2 Body Organization...
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...Biology notes- DNA Structure of DNA Nucleotide structure Individual nucleotides of DNA are made up of three components: A sugar called deoxyribose A phosphate group An organic base belonging to one of two different groups: A single ring bases- cytosine and thymine Double ring bases- adenine and guanine The sugar, phosphate group and organic base are combined as a result of condensation reactions, to give a single nucleotide. DNA structure DNA is made up of two strands of nucleotides. Each of the two strands is extremely long, and they are joined together by hydrogen bonds formed between certain bases. In its simplified form, DNA can be thought of as a ladder, in which the phosphate and deoxybrose molecules alternate to form the uprights and the organic bases pair together to form the rungs. Pairing of bases The organic bases contain nitrogen and are of two types. Those with a double ring structure- A and G, have longer molecules than those with a single ring structure C and T. A pairs with T by 2 hydrogen bonds G pairs with C by 3 hydrogen bonds The quantities of adenine and thymine in DNA are always the same and so are the quantities of G and C. However, the ratio of adenine and thymine to guanine and cytosine varies from species to species. Double helix The uprights of phosphate and deoxyribose wind around one another to form a double helix. They form the structural backbone of the DNA molecule. For each complete turn of this helix, there are ten base...
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...Chapter 1: Thinking Critically With Psychological Science Textbook: i. The Need for Psychological Science a) Did We Know It All Along? Hindsight Bias i. Hindsight bias = Something has happened makes it seem inevitable ii. Not because common sense is usually wrong, but because common sense more easily describes what has happened than what will happen b) Overconfidence iii. We tend to think we know more than we do c) The Scientific Attitude iv. Curiosity 1. Empirical approach v. Skepticism = persistently asking two questions: What do you mean? How do you know? 2. Scientific attitude: being skeptical but not cynical, open but not gullible vi. Humility = an awareness of our own vulnerability to error and an openness to surprises and new perspectives d) Critical Thinking ii. How Do Psychologists Ask and Answer Questions? e) The Scientific Method vii. A scientific theory explains through an integrated set of principles that organizes observations and predicts behaviour or events. viii. Hypotheses ix. We should be aware that it can bias subjective observations x. Operational functions = a statement of the procedures used to define research variables. For example, human intelligence may be operationally defined as what an intelligence test xi. Replicate – repeat xii. Finally – organizepredictionsrevised...
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...Biology Units 3 &4 Notes -Chapter 1- The Chemical Nature of Cells | |Protein |Carbohydrates |Fats |Nucleic acid | |Monomer |Amino acids |Monosaccharaide |Fatty acids, glycerol |Nucleotide | |Example |2o Amino acids |Glucose, Fructose, Ribose |Triglycerides |Adenine, Cytosine, Guanine | | | | |Steroids, Phospholipids |&Thymine/ Uracil | |Diagram | | | | | | | | | | | | | | | | | | | | | | | |Bonding (how units combine – |1st structure-strong covalent |Strong covalent glycoside |Rarely ever forms polymer |covalent bonds b/w sugar | |polymers ...
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...Biology: Midterm 1 (Friday, October 2, 2015) Outcomes for Exam In multiple choice format questions, identify the following: 1. Characteristics of viruses and why they are not generally considered to be “alive”. * virus= infectious biological particles; 1+ nucleic acid molecules surrounded by protein capsid or envelope * nucleic acid: DNA or RNA, composed of single/double strand (genes encode coat proteins, proteins of regulation of transcription) * capsid: protein coat of virus, viral genome packaging * envelope: lipid bilayer that contains proteins * enveloped viruses: genomes contain genes for synthesis of envelope proteins * viral genomes= virus-specific enzymes (nucleic acid replication) * non-living organism/not “alive” - lack that properties of life (no independent reproduction, no metabolic system= no energy, dependent on host cells 2. Why viral infections are usually difficult to treat with drugs, and exceptions to this general principle. * viruses= hidden in host cells, use host cell machinery to replicate (no obvious viral product to be targeted by drugs/antibiotics - not like bacteria) * symptoms can only be relieved not treated - natural immune function treats — some viruses deadly symptoms= prevention w/ vaccinations (e.g. measles, polio) * Viruses using own polymerases (e.g. RNA viruses - influenza)= more obvious targets - antiviral drugs to treat 3. Whether viruses...
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...A2 level Biology notes By bssjonny Contents A2 level Biology notes 1 Contents 2 Section 1.1 – Populations and ecosystems 2 Section 1.2 – Investigating Populations 3 Section 1.3 – Variation in population size 4 Section 1.4 / 1.5 – Competition / Predation 5 Section 1.6 – Human Populations 6 Section 2.1 – Energy and ATP 8 Section 3.1 + 3.2 – Photosynthesis and the light dependent reaction 10 Section 3.3 – The light – independent reaction 11 Section 3.4 – Factors affecting photosynthesis 12 Section 4.1 – Glycolysis 13 Section 4.2 – Link reaction + Kreb cycle 14 Section 4.3 – Electron transport chain 15 Section 4.4 – Anaerobic respiration 16 Section 5.1 – Food chains and food webs 17 Section 5.2 – Energy transfer between trophic levels 18 Section 5.3 – Ecological pyramids 19 Section 5.4 – Agricultural ecosystems 20 Section 5.5 – Chemical and biological control of agricultural pests 21 Section 5.6 – Intensive rearing of domestic livestock 22 Section 6.1 – The carbon cycle 23 Section 6.2 - The greenhouse effect and global warming 24 Section 6.3 – The nitrogen cycle 25 Section 6.4 – Use of natural and artificial fertilisers 26 Section 6.5 – Environmental consequences of using fertilisers 27 Section 7.1 – Populations and Ecosystems 28 Section 7.2 – Conservation of habitats 29 Section 8.1 – Studying inheritance...
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...• Explain how the evolution of these reproductive adaptations has increased the chanced of continuity of the species in the Australian Environment Asexual reproduction Organisms that reproduce asexually do not have to rely on another individual organism to provide gametes and are at an advantage when sudden or unexpectedly favourable conditions arise because they can quickly reproduce themselves (with offspring identical to the parent). This can become a competitive edge if the organism lives in an environment that is often disturbed, and they are particularly well suited to a certain environment or habitat. Asexual reproduction among plants is far more common in harsh environments where there is little margin for variation. The main disadvantage to asexual reproduction is if extremely harsh conditions arise, the whole group of species is particularly vulnerable to these conditions, or to disease, parasitism and predation. Sexual reproduction Sexual reproduction produces offspring that are genetically different and possibly better adapted to new and changing environmental conditions than their parents. This gives the species a better chance at surviving in ever-changing environments. However, sexual reproduction is often a more energetically expensive process, compared to asexual reproduction, and may be the first thing an organism abandons in times of hardship. External fertilisation The chances of successful external fertilisation are increased by the synchronisation...
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...Microevolutionary Process Notes * 1) Natural selection works on individuals * 2) Individuals do not evolve, populations do * Insecticide application didn’t result in insecticide resistance: some insects carry trait of resistance in their genes * Processes in Microevolution -Mutation -Non-random mating -Genetic Drift -Natural Selection -Gene Flow * Hardy-Weinburg Theorem: Frequencies of alleles and genotypes are preserved from generation to generation in populations that are not evolving -p2 + 2pq + q2 = 1 * Hardy-Weinburg tells us that we will never get rid of bad genes and it’s used to figure how gene populations change over time * The Hardy-Weinberg theorem describes a pop’n that is not evolving. It has 5 assumptions: 1. Genetic Drift: This represents random changes in small gene pools due to sampling errors in propagation of alleles. The bottleneck effect and founder effect are prime examples of genetic drift. In either case the number of individuals in a population is drastically reduced distorting the original allelic frequencies. (H-W assumes large population) 2. Gene Flow: The movement of alleles into and out of a gene pool. Migration of an organism into different areas can cause the allelic frequencies of that population to increase. Most populations are not isolated, which is contrary to the Hardy-Weinberg Theorem. (H-W assumes the population isolated from others) 3. Mutations: These changes in the genome of an organism are...
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...Lec. 14 Notes Neurophysiology III Introduction: Sensory neurons provide our bodies with information from our surrounding environment. Specialized sensory neurons include: 1. Nerve cells-photoreceptors of the eye/hair cells-olfactory cells of the nose. 2. Nerve endings –naked endings and respond to pain or encapsulated in pacinian corpuscle. 3. Epithelial cells-taste cells on the tongue> these are non-neuronal!! Somatic Senses vs. -involve receptors in the skin, muscles, tendons, joints, and visceral organs. Special Senses -The five senses (details about these later). 1. Exteroceptive senses=changes on the body surface from light, pressure etc. 2. Proprioceptive senses = have to do with the body’s position as well as it’s movement Ex. muscle length/tension, equilibrium etc. 3. Visceroceptive/interoceptive senses=changes in the body’s internal environment. Ex. Blood pressure Types of Stimulus: *Photoreceptors> light *Chemoreceptors>chemicals Ex. Changes in pH, metabolite concentrations etc. *Mechanoreceptors>respond when deformed by mechanical forces. Receptors for sound and balance in the ear also involved with these. *Thermoreceptors> warmth/cold *Nociceptors>pain receptors. Specifically, tissue damage provides stimulus. Definitions: Transduction= the receptor in a cell converts some of the stimulus energy into an electrical signal that provides information for the nervous system. Threshold=minimal level of excitement required for a nerve...
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...Those notes can only be sequenced so many times before they are repeated by a new musician and called “original”. Intellectual property has been protected in the courts systems, but has favored personal interest over creativity and borrowing. In the case of Weber vs. Repp for example, Repp was claiming to be the owner of the copied Catholic folk music stolen to create music by Weber. With help from a lawyer, it is proven that Weber wrote a song previous to the music and songs by Repp. It was demonstrated that Weber wrote a song, Repp wrote another song sounding similar, and then Weber wrote the song in question. This showing that Weber borrowed from himself and Repp borrowed from him. The musical notes played in the same sequence were copied by both composers and therefore the courts dismissed the case, musical notes are not owned by any one composer. It does not matter what you copy but how much you choose to take. The idea behind Gladwell’s argument is that borrowing some to be creative is and needs to be acceptable in the eyes of “plagiarism...
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...to harmonize, considering it was our first year learning an instrument. There was no reading or writing when it came to playing the instruments, but with music, a story can be made. For example, half the class would play our recorders in sync with one another, and other students in the class would play percussion. With the rhythm of the music combined, the feel and sound of the music gives the audience a feel of a different environment, such as feeling as though you are taking a journey through an Indian village, or celebrating the first fourth of July in America. As I progressed through the year, music classes turned into singing as well. In order to know the words that we were singing, we had paperback music, which had music lines, notes, and words for us to...
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...through the paper. Halfway through the paper, I saw my friend John suspiciously looking at the class. My instincts told me that something was wrong. As a result, I began to keep an eye on John. Suddenly, I saw John taking notes out from his pencil case! My mouth hung wide open and I gasped in shock. How could John do that! I thought should I report him? The devil in my mind said that I should not care about this thing after all, he is still my best friend while the angel said that I should be honest and report him. After thinking for a while, I decided to report him. I raised my hand and told the teacher “ Mr Tan, John is cheating by using notes from his pencil case.” The teacher nodded his head and walked towards John’s table. Mr Tan said “John! Why are you cheating?” John shook his head to deny that he did not cheat. Mr Tan confiscated his pencil case and dumped the contents out. Out came pencils, erasers and pens. But there was no notes inside! John let out a smirk from his mouth. I was shocked! I thought that there was a note? Just when I thought all hope was lost, Mr Tan found another zip at the pencil case and he opened it. Suddenly, John’s smirk began to vanish. Waves of panic overwhelmed him. The hidden note was found there! Mr Tan looked at John sternly. He brought John to the principal’s office to explain what had happened. On the next day, the fiery-tempered Discipline Master caned John during assembly period. After this incident...
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