... | | |Principles of Biology | Copyright © 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course is designed to introduce biology at an entry level by examining the hierarchy that ranges from the fundamentals of cell biology to the physiology of organisms, and the interactions among those organisms in their environment. The topics in this course include cell biology, genetics, molecular biology, evolution, physiology, and ecology. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Simon, E. J., Reece, J. B., & Dickey, J. L. (2010). Essential biology with physiology. (3rd ed.). San Francisco, CA: Pearson/Benjamin Cummings. All electronic materials are available on...
Words: 1401 - Pages: 6
...BIOLOGY I TUTORIAL 2 BASIC MOLECULES OF CELLS II Student’s Guide: At university level, the tutor facilitates student learning without spoon-feeding. Therefore, you are expected to: • Read your textbook, attempt the questions before the tutorial • You may enter the class and sign your attendance after showing your tutor that all tutorial questions have been completed; even if you don’t know how to do, write something - you’re not advised to leave answers blank in the finals. • Write answers on board if you wish to receive tutor feedback (no answer, no feedback) • Be independent: consult textbooks or dictionaries on your own first before asking the tutor • All questions are compulsory. 1 mark may reflect 1 answer point. (No half mark is awarded in the finals marks) (Source: Final examination, Dec 2012) Q1. (a) Amino acids are the building blocks of proteins. Figure 1.1 shows the dipeptide molecule. [pic] Figure 1.1 i) Briefly explain the formation of dipeptide from two amino acids. (3 marks) ii) Name the molecular unit that could determine the structure of a protein. (1 mark) (Source: Final examination, Apr 2012) Q2 (a) Figure 2.1 shows a representation of a phospholipid molecule and Figure 2.2 shows the detailed structure of a fat molecule. [pic] [pic] Figure 2.1 Figure 2.2 (i) Based on Figure...
Words: 659 - Pages: 3
...Tutorial 1 A. Multiple choice questions 1. The first comprehensive theory of evolution, which proposed that the mechanism was an inner drive for improvement, was proposed by a. Aristotle b. Lamarck c. Darwin d. Wallace e. Da Vinci 2. The person(s) who suggested that populations increase geometrically and that their numbers must eventually be checked was a. Malthus b. Lamarck c. Darwin d. Wallace e. Lyell 3. Organs of different organisms that have a similar form due to a common origin are a. Homoplastic or analogous b. Artifacts c. Homologous d. Usually vestigial e. Found in fossils but never in contemporary organisms 4. The first to propose that the mechanism for the evolution of organisms is by natural selection was a. Malthus b. Lamarck c. Darwin d. Wallace e. Lyell 5. If Darwin had known about and employed current biochemical techniques, it most likely would have resulted in a. A different theory of evolution b. No theory his conviction of immutable species c. Confirmation of his theories d. An argument with Wallace (5 marks) B. Fill in the blanks: 1. The genetic changes that bring about evolution do not occur in individual organisms, but rather in ……………………………………………. . 2. The concept of...
Words: 542 - Pages: 3
...UNIVERSITI TUNKU ABDUL RAHMAN CENTRE FOR FOUNDATION STUDIES FOUNDATION IN SCIENCE JAN 2016 FHSB 1214 BIOLOGY I TUTORIAL 1 BASIC MOLECULES OF CELLS I Instructor’s Guide: 1. Standard answers are not encouraged. Discuss with the students and lead them to the correct answer. 2. Allow and push the students to express and explain the answers, at the same time, correct their mistakes or concepts. 3. If the tutorial questions are not yet covered in the lecture, it should be carried forward to the next tutorial. __________________________________________________________________________________ (Source : Final Examination, Apr 2015) Q1. (a) Figure 1 shows structures of some functional groups present in biological molecules Figure 1 Based on Figure 1, answer the following questions. (i) Identify the functional groups represented by C, D and E respectively. (3 marks) (ii) Given two carbohydrates molecules I and II, where by carbohydrate I contains chemical group A and carbohydrate II contains chemical group B, state ONE (1) possible carbohydrate for each carbohydrate molecule I and II. (2 marks) (iii) Briefly explain how functional groups may affect the functions of biological molecules. (2 marks) (Source: Final examination, Sept 2013) Q2. (a) Figure 2.1 shows the molecular structure of lactose (a disaccharide). Figure 2.1 (i)...
Words: 548 - Pages: 3
...BIOLOGY I TUTORIAL 2 BASIC MOLECULES OF CELLS II (Source: Final examination, Dec 2012) Q1. (a) Amino acids are the building blocks of proteins. Figure 1.1 shows the dipeptide molecule. [pic] Figure 1.1 i) Briefly explain the formation of dipeptide from two amino acids. (3 marks) ii) Name the molecular unit that could determine the structure of a protein. (1 mark) (Source: Final examination, Apr 2012) Q2 (a) Figure 2.1 shows a representation of a phospholipid molecule and Figure 2.2 shows the detailed structure of a fat molecule. [pic] [pic] Figure 2.1 Figure 2.2 (i) Based on Figure 2.1, name the parts of the molecule labeled as A, B and C. (3 marks) (ii) Based on Figure 2.1 and 2.2, briefly describe the chemical structure of lipids that account for their insolubility in water. (1 mark) (iii) During a practical session, Ms. Chan demonstrated to the students that when water and oil were added to a test tube, the two liquids formed two separate layers. She then added a solution of phospholipids to the mixture of water and oil. With justification, predict where the phospholipids would have dissolved. (3 marks) (b) Figure 2.3 shows part of a DNA molecule. [pic] Figure 2.3 (i) Name the TWO components that make up the part of the...
Words: 543 - Pages: 3
...consideration and analysis of the writer; they are not infallible statements of right/wrong, and they should not be used as grading elements. Also, at present, WritePoint cannot detect quotations or block-quotes, so comments in those areas should be ignored. Please see the other helpful writing resources in the Tutorials and Guides section of the Center for Writing Excellence. Thank you for using WritePoint. Pros & Cons of Gmos Throughout history, scientific research and the exploration of new technologies always have been areas of extreme controversy and heated debate. This is attributed that they touch upon and affect many aspects of people’s lives, not to mention their direct interference with political, social, and religious matters. One of the latest and most ferociously debated technologies the scientific community has offered humanity, is the technology of Genetically Modified Organisms and in particular genetically modified foods. A Genetically Modified food is crop plant modified in a laboratory using molecular biology techniques - the goal of producing an organism with specific traits for various reasons. Therefore only logical, given its nature...
Words: 1028 - Pages: 5
...2 AQA BIOL5: The synoptic essay AQA A2 Biology: Writing the Synoptic Essay by Dr Robert Mitchell CT Publications Copyright © Dr Robert Mitchell 2010 www.ctpublications.co.uk 0800 040 7901 Dr Robert Mitchell A catalogue record for this book is available from the British Library ISBN 978-1-907769-02-3 First published in May 2010 by CT Publications Copyright © Dr Robert Mitchell 2010 The right of Robert Mitchell to be identified as the author of this work has been asserted by him in accordance with the Copyright and Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without permission in writing from the publisher at the address below. Published in 2010 by CT Publications* 40 Higher Bridge Street Bolton Greater Manchester BL1 2HA Edition 10 9 8 7 6 5 4 3 2 1 *CT Publications is owned by Chemistry Tutorials located at the same address. Copyright © Dr Robert Mitchell 2010 www.biologytutorials.co.uk 0800 040 7901 3 4 AQA BIOL5: The synoptic essay CONTENTS 1. Be aware of the task you face ............................................................................ 6 What is Synoptic? ........................................................................................... 6 Will I have to learn everything? ..............
Words: 7147 - Pages: 29
...# 03060584 1. Instructional Context: The Biology class used in this component is a class of 29 students in grades 9-11, ranging in age from 14-16. This class is required for graduation coving topics from cells, DNA, genetics, photosynthesis, evolution, and ecology. In this section there were 16 girls and 13 boys. There are 17 freshmen, 11 sophomores and one junior. Twenty four students are Caucasian, four students are African American, and one students is Hispanic. Two students spoke a second language at home (Igbo and Arabic). Two students are on 504 plans. There was one student in a wheelchair that has a full time para with her. Student reading ability scores range from fourth grade to above twelfth grade; eighteen students are reading at or above grade level, eleven students are below grade level with six students reading at a 6th grade or lower level. The math scores ranged from 5th grade above twelfth; seven students are below grade level and 22 students are at or above grade level. Based on District Star Assessment results, two students are receiving additional reading help...
Words: 4614 - Pages: 19
...Students will understand how each organelles help the living organisms b. Unit Essential Question(s) – iii. Why each organelle has a specific function to carry? iv. Where do all cells come from? c. Daily Learning Objective v. Students will know the differences between eukaryotic and prokaryotic cells – I. GPS Standards SB1: Students will analyze the nature of the relationships between structures and functions in living cells. 1. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. SCSh3: Student will identify and investigate problems scientifically 1. Suggest reasonable hypotheses for identified problems 2. Develop procedures for solving scientific problems 3. Collect, organize and record appropriate data SCSh6: Students will communicate scientific investigations and information clearly 1. Use data as evidence to support scientific arguments and claims 2. Participate in group discussions of scientific investigation II. Introduction (TIME) a. The lesson start with an on-time quiz (15-20 minutes) 1. Students are expected to read page 96-99 on Georgia GPS Edition Biology Coach Manual. 2. After reading, students are expected to answer questions 1-4 on page 101. 3. The answers are then discussed in class (5 minutes) ...
Words: 1347 - Pages: 6
...UNIVERSITI TUNKU ABDUL RAHMAN CENTRE FOR FOUNDATION STUDIES FOUNDATION IN SCIENCE MAY 2016 FHSB1214 BIOLOGY I TUTORIAL 1 BASIC MOLECULES OF CELLS I (Source: Final Examination, Apr 2015) Q1. (a) Figure 1.1 shows structures of some functional groups present in biological molecules Figure 1.1 Based on Figure 1.1, answer the following questions. (i) Identify the functional groups represented by C, D and E respectively. (3 marks) (ii) Given two carbohydrates molecules I and II, where by carbohydrate I contains chemical group A and carbohydrate II contains chemical group B, state ONE (1) possible carbohydrate for each carbohydrate molecule I and II. (2 marks) (iii) Briefly explain how functional groups may affect the functions of biological molecules. (2 marks) 1 (Source: Final examination, April 2014) Q2. (a) Figure 2.1 shows two reversible processes of the synthesis of one disaccharide molecule and the formation of its monomers. X Y Figure 2.1 (i) Name the type of disaccharide formed from process Y. (1 mark) (ii) Name the processes X and Y. (2 marks) (iii) State TWO (2) polysaccharides that can be found in plants formed by the monomers shown in Figure 2.1. Give ONE (1) function for each. (4 marks) (Source: Final examination, Sept 2013) (b) Figure 2.2 shows the molecular structure of lactose (a disaccharide). Figure 2.2 (i) Lactose can be broken down into its monomers by addition of water. Based...
Words: 536 - Pages: 3
...Welcome to Biol 342 Molecular Biotechnology 1 Dr. Michael D.J. Lynch Biology 342 Molecular Biotechnology 1 Instructor: Dr. Michael D.J. Lynch Room: B2 - 249D e-mail: mdjlynch@uwaterloo.ca office hours: Thursdays 1:00 – 2:30 pm If you need to speak with me outside scheduled lecture time, please contact me via email to make an appointment – that way I can be sure to set aside time for you. Prerequisites: Biol 130, 239, 240, 309. Biol 241 recommended Required textbook: Glick & Pasternak Molecular Biotechnology 4th edition, 2010. ASM Press. Available from UWaterloo Bookstore. 2 copies on reserve at Davis library. Students find this textbook very useful, and I refer to it often for lectures. A worthwhile purchase. This text is also used in Biol 432. LEARN ● ● ● ● ● ● lecture notes (slides in .pdf) Podcasts (screencasts) of lectures course info, important dates tutorial information practice exams announcements Use your Quest/UWdir ID and password Accessing the podcasts…….. Check that you are using a LEARN-approved browser! Goals for this course: ● Understand the fundamentals of molecular biotechnology, primarily in the context of the methods that are employed in the field ● Develop skills in the designing of molecular approaches to biotechnology ● Develop critical thinking skills ● Effectively communicate concepts learned Assigned readings and student notes: Readings from the text will be assigned in lecture notes on...
Words: 4935 - Pages: 20
...Animal Diversity Time Requirements: Exercise 1: 15 mins. Exercise 2: 15 mins. Exercise 3: 30 mins. Exercise 4: 10 mins. Exercise 5: 15 mins. Exercise 6: 20 mins. Exercise 7: 30 mins. Exercise 8: 10 mins. Exercise 9: 30 mins. Materials Required: ITEM NUMBER (per group) LOCATION Any living or preserved plant *specimens (listed below) Display Cart/Counter Microscopes (compound and dissecting) Display Counter Colored pencils 1 set Cart/Counter *Specimens: Preserved or Living Prepared Slides Grantia Grantia choanocytes Hydra Planaria Tapeworm Clam Termite Brittle star Crayfish Earthworm Frog Mammal skulls Sand dollar Sea cucmber Sea star Lab Safety: Wear safety goggles/glasses and gloves while handing specimens (it is preferred that specimens remain in the appropriate containers untouched). Lab coats or aprons may be available upon request. Demonstrations/Tutorials: To display each life cycle with specimens and slides, see the following display suggestions – Clean up and Disposal of Waste 1. Return any materials to original locations. 2. Try to preserve any living specimens for future labs. Lab Alternatives – Computer Based p. 113 Exercise 1 – Phylum Porifera – Sponges Given that all sponges are filter feeders, why does it follow that all sponges are aquatic? Filter feeding is the filtering of nutrients and plankton suspended in water therefore for sponges to feed effectively they must be aquatic ...
Words: 4763 - Pages: 20
...asddsaProteins (/ˈproʊˌtiːnz/ or /ˈproʊti.ɨnz/) are large biomolecules, or macromolecules, consisting of one or more long chains of amino acid residues. Proteins perform a vast array of functions within living organisms, including catalyzing metabolic reactions, DNA replication, responding to stimuli, and transporting molecules from one location to another. Proteins differ from one another primarily in their sequence of amino acids, which is dictated by the nucleotide sequence of their genes, and which usually results in protein folding into a specific three-dimensional structure that determines its activity. A linear chain of amino acid residues is called a polypeptide. A protein contains at least one long polypeptide. Short polypeptides, containing less than 20-30 residues, are rarely considered to be proteins and are commonly called peptides, or sometimes oligopeptides. The individual amino acid residues are bonded together by peptide bonds and adjacent amino acid residues. The sequence of amino acid residues in a protein is defined by the sequence of a gene, which is encoded in the genetic code. In general, the genetic code specifies 20 standard amino acids; however, in certain organisms the genetic code can include selenocysteine and—in certain archaea—pyrrolysine. Shortly after or even during synthesis, the residues in a protein are often chemically modified by posttranslational modification, which alters the physical and chemical properties, folding, stability, activity...
Words: 2229 - Pages: 9
...Arberesha Gashi 10.02.12 Biology of organisms 207 lab tutorial 3 Kidney functions: 1) a) Glomerular filtration rate : The glomerulus is known as a filtration center where majority of the blood vessels pump so they can take in nutrients and produce urine. The glomerular filtration rate provides us with the rate of blood flow through the filters in the kidneys. The rate is measured each minute, showing what has been filtered through. The GFR test informs people about their kidneys and if they are working well. The test is conducted by taking a sample of blood, and evaluating how much creatinine is in the body. The level of creatinine along with other factors measures the filtration rate. Healthy results should show that your body is filtering the creatinine well, because it is a waste that needs to be excreted. The GFR, about 125 mL/min (180 liters/day). b) Renal clearance: relates to how much volume of the plasma that is cleared of a compound per unit of time. An example would include, the kidney may filter and remove all of the urea in a 65ml of plasma in one minute. The kidneys help filter the blood and absorb nutrients in one flow, and release other parts as urea. c) Vasa recta: This includes a thin blood vessels which aligns from the efferent arterioles, that leave each glomerulus in the kidney ( nephron). The vasa recta are is what forms the u shaped loops next to the...
Words: 1231 - Pages: 5
...Madej1, Donna R. Maglott1, Aron Marchler-Bauer1, Vadim Miller1, Ilene Mizrachi1, James Ostell1, Anna Panchenko1, Lon Phan1, Kim D. Pruitt1, Gregory D. Schuler1, Edwin Sequeira1, Stephen T. Sherry1, Martin Shumway1, Karl Sirotkin1, Douglas Slotta1, Alexandre Souvorov1, Grigory Starchenko1, Tatiana A. Tatusova1, Lukas Wagner1, Yanli Wang1, W. John Wilbur1, Eugene Yaschenko1 and Jian Ye1 1 Downloaded from http://nar.oxfordjournals.org/ by guest on March 20, 2015 National Center for Biotechnology Information, National Library of Medicine, National Institutes of Health, Building 38A, 8600 Rockville Pike, Bethesda, MD 20894, USA and 2University Clinic of Blood Group Serology and Transfusion Medicine, Medical University of Graz, Auenbruggerplatz 3, A-8036 Graz, Austria Received September 16, 2010; Revised October 29, 2010; Accepted November 1, 2010 ABSTRACT In addition to maintaining the GenBank nucleic acid sequence database, the National Center for Biotechnology Information (NCBI) provides analysis and retrieval resources for the data in GenBank and other biological data made available through the NCBI Web site. NCBI resources include Entrez, the Entrez Programming Utilities, MyNCBI, PubMed, PubMed Central (PMC), Entrez Gene, the NCBI Taxonomy Browser, BLAST, BLAST Link (BLink), Primer-BLAST, COBALT, Electronic PCR, OrfFinder, Splign,...
Words: 11985 - Pages: 48
