The Start of the Abiogenesis: Preservation of Homochirality In
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Chemistry Grade Level 10 Units 1-15
COPPELL ISD SUBJECT YEAR AT A GLANCE GRADE HEMISTRY UNITS C LEVEL 1-15 10 Program Transfer Goals ● Ask questions, recognize and define problems, and propose solutions. ● Safely and ethically collect, analyze, and evaluate appropriate data. ● Utilize, create, and analyze models to understand the world. ● Make valid claims and informed decisions based on scientific evidence. ● Effectively communicate scientific reasoning to a target audience. PACING 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit Unit Unit Unit Unit Unit Unit Unit Unit 7 8 9 10 11 12 13 14 15 1.5 wks 2 wks 1.5 wks 2 wks 3 wks 5.5 wks 1.5 2 2.5 2 wks 2 2 2 wks 1.5 1.5 wks wks wks wks wks wks wks Assurances for a Guaranteed and Viable Curriculum Adherence to this scope and sequence affords every member of the learning community clarity on the knowledge and skills on which each learner should demonstrate proficiency. In order to deliver a guaranteed and viable curriculum, our team commits to and ensures the following understandings: Shared Accountability: Responding -
Intelligent Design, Abiogenesis, and Learning from History: Dennis R
Author Exchange Intelligent Design, Abiogenesis, and Learning from History: Dennis R. Venema A Reply to Meyer Dennis R. Venema Weizsäcker’s book The World View of Physics is still keeping me very busy. It has again brought home to me quite clearly how wrong it is to use God as a stop-gap for the incompleteness of our knowledge. If in fact the frontiers of knowledge are being pushed back (and that is bound to be the case), then God is being pushed back with them, and is therefore continually in retreat. We are to find God in what we know, not in what we don’t know; God wants us to realize his presence, not in unsolved problems but in those that are solved. Dietrich Bonhoeffer1 am thankful for this opportunity to nature, is the result of intelligence. More- reply to Stephen Meyer’s criticisms over, this assertion is proffered as the I 2 of my review of his book Signature logical basis for inferring design for the in the Cell (hereafter Signature). Meyer’s origin of biological information: if infor- critiques of my review fall into two gen- mation only ever arises from intelli- eral categories. First, he claims I mistook gence, then the mere presence of Signature for an argument against bio- information demonstrates design. A few logical evolution, rendering several of examples from Signature make the point my arguments superfluous. Secondly, easily: Meyer asserts that I have failed to refute … historical scientists can show that his thesis by not providing a “causally a presently acting cause must have adequate alternative explanation” for the been present in the past because the origin of life in that the few relevant cri- proposed candidate is the only known tiques I do provide are “deeply flawed.” cause of the effect in question. -
Prebiological Evolution and the Metabolic Origins of Life
Prebiological Evolution and the Andrew J. Pratt* Metabolic Origins of Life University of Canterbury Keywords Abiogenesis, origin of life, metabolism, hydrothermal, iron Abstract The chemoton model of cells posits three subsystems: metabolism, compartmentalization, and information. A specific model for the prebiological evolution of a reproducing system with rudimentary versions of these three interdependent subsystems is presented. This is based on the initial emergence and reproduction of autocatalytic networks in hydrothermal microcompartments containing iron sulfide. The driving force for life was catalysis of the dissipation of the intrinsic redox gradient of the planet. The codependence of life on iron and phosphate provides chemical constraints on the ordering of prebiological evolution. The initial protometabolism was based on positive feedback loops associated with in situ carbon fixation in which the initial protometabolites modified the catalytic capacity and mobility of metal-based catalysts, especially iron-sulfur centers. A number of selection mechanisms, including catalytic efficiency and specificity, hydrolytic stability, and selective solubilization, are proposed as key determinants for autocatalytic reproduction exploited in protometabolic evolution. This evolutionary process led from autocatalytic networks within preexisting compartments to discrete, reproducing, mobile vesicular protocells with the capacity to use soluble sugar phosphates and hence the opportunity to develop nucleic acids. Fidelity of information transfer in the reproduction of these increasingly complex autocatalytic networks is a key selection pressure in prebiological evolution that eventually leads to the selection of nucleic acids as a digital information subsystem and hence the emergence of fully functional chemotons capable of Darwinian evolution. 1 Introduction: Chemoton Subsystems and Evolutionary Pathways Living cells are autocatalytic entities that harness redox energy via the selective catalysis of biochemical transformations. -
A Chemical Engineering Perspective on the Origins of Life
Processes 2015, 3, 309-338; doi:10.3390/pr3020309 processesOPEN ACCESS ISSN 2227-9717 www.mdpi.com/journal/processes Article A Chemical Engineering Perspective on the Origins of Life Martha A. Grover *, Christine Y. He, Ming-Chien Hsieh and Sheng-Sheng Yu School of Chemical & Biomolecular Engineering, Georgia Institute of Technology, 311 Ferst Dr. NW, Atlanta, GA 30032, USA; E-Mails: [email protected] (C.Y.H.); [email protected] (M.-C.H.); [email protected] (S.-S.Y.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-404-894-2878 or +1-404-894-2866. Academic Editor: Michael Henson Received: 29 January 2015 / Accepted: 19 April 2015 / Published: 5 May 2015 Abstract: Atoms and molecules assemble into materials, with the material structure determining the properties and ultimate function. Human-made materials and systems have achieved great complexity, such as the integrated circuit and the modern airplane. However, they still do not rival the adaptivity and robustness of biological systems. Understanding the reaction and assembly of molecules on the early Earth is a scientific grand challenge, and also can elucidate the design principles underlying biological materials and systems. This research requires understanding of chemical reactions, thermodynamics, fluid mechanics, heat and mass transfer, optimization, and control. Thus, the discipline of chemical engineering can play a central role in advancing the field. In this paper, an overview of research in the origins field is given, with particular emphasis on the origin of biopolymers and the role of chemical engineering phenomena. A case study is presented to highlight the importance of the environment and its coupling to the chemistry. -
Chemical Evolution Theory of Life's Origins the Lattimer, AST 248, Lecture 13 – P.2/20 Organics
Chemical Evolution Theory of Life's Origins 1. the synthesis and accumulation of small organic molecules, or monomers, such as amino acids and nucleotides. • Production of glycine (an amino acid) energy 3HCN+2H2O −→ C2H5O2N+CN2H2. • Production of adenine (a base): 5 HCN → C5H5N5, • Production of ribose (a sugar): 5H2CO → C5H10O5. 2. the joining of these monomers into polymers, including proteins and nucleic acids. Bernal showed that clay-like materials could serve as sites for polymerization. 3. the concentration of these molecules into droplets, called protobionts, that had chemical characteristics different from their surroundings. This relies heavily on the formation of a semi-permeable membrane, one that allows only certain materials to flow one way or the other through it. Droplet formation requires a liquid with a large surface tension, such as water. Membrane formation naturally occurs if phospholipids are present. 4. The origin of heredity, or a means of relatively error-free reproduction. It is widely, but not universally, believed that RNA-like molecules were the first self-replicators — the RNA world hypothesis. They may have been preceded by inorganic self-replicators. Lattimer, AST 248, Lecture 13 – p.1/20 Acquisition of Organic Material and Water • In the standard model of the formatio of the solar system, volatile materials are concentrated in the outer solar system. Although there is as much carbon as nearly all other heavy elements combined in the Sun and the bulk of the solar nebula, the high temperatures in the inner solar system have lead to fractional amounts of C of 10−3 of the average. -
Thermochemistry • Spontaneous Process • System • Entropy • Second Law of Thermodynamics • Free Energy • Kinetic Molecular Theory
Honors Chemistry 3st Grading Period Power Objectives: Academic Vocabulary: • Articulate elemental and molecular properties utilizing physical • Energy • Surroundings structures of the atom and the periodic table. (P.O. #1) • Law of conservation of • Universe energy • Enthalpy • Characterize interactions between matter and energy. • Chemical potential energy • Enthalpy (heat) of reaction (P.O. #2) • Heat • Thermochemical equation • Calorie • Vaporization • Demonstrate how mathematics describes concepts in • Joule • Fusion chemistry. (P.O. #3) • Specific heat • Hess’s law • Design and conduct chemistry investigations. (P.O. #4) • Calorimeter • Standard enthalpy of formation • Thermochemistry • Spontaneous process • System • Entropy • Second law of thermodynamics • Free energy • Kinetic Molecular Theory Thermochemistry Enduring Understandings: Essential Questions: • Temperature is not a form of energy. • What is energy? • Energy is a conserved quantity, which means it cannot be • How do potential and kinetic energy differ? • How can chemical potential energy be related to the heat lost or gained in chemical created or destroyed. reactions? • All of the energy present in the universe was derived from the • How is the amount of heat absorbed or released by a substance calculated as its Big Bang. temperature changes? • Different forms of energy have to do with the motion of atoms • How is a calorimeter used to measure energy that is absorbed or released? • What do enthalpy and enthalpy change mean in terms of chemical reactions and and molecules within a substance. processes? • All chemical reactions require the use of energy in some way, • How are thermochemical equations for chemical reactions and other processes which is why one’s body has a steady temperature and mixing written? • How is energy lost or gained during changes of state? chemicals can cause heat to be released or require heat to react • How is the heat that is absorbed or released in a chemical reaction calculated? (cold). -
Genetics, Epigenetics and Disease a Literature Review By: Anthony M
Genetics, Epigenetics and Disease A Literature Review By: Anthony M. Pasek Faculty Advisor: Rodger Tepe, PhD A senior research project submitted in partial requirement for the degree Doctor of Chiropractic August 11, 2011 Abstract Objective – This article provides an overview of the scientific literature available on the subject of genetic mechanisms of disease etiology as compared to epigenetic mechanisms of disease etiology. The effects of environmental influences on genetic expression and transgenerational inheritance will also be examined. Methods – Searches of the keywords listed below in the databases PubMed and EBSCO Host yielded referenced articles from indexed journals, literature reviews, pilot studies, longitudinal studies, and conference meeting reports. Conclusion – Although current research trends indicate a relationship between the static genome and the dynamic environment and offer epigenetics as a mechanism, further research is necessary. Epigenetic processes have been implicated in many diseases including diabetes mellitus, obesity, cardiovascular disease, metabolic disease, cancer, autism, Alzheimer’s disease, depression, and addiction. Keywords – genetics, central dogma of biology, genotype, phenotype, genomic imprinting, epigenetics, histone modification, DNA methylation, agouti mice, epigenetic drift, Överkalix, Avon Longitudinal Study of Parents and Children (ALSPAC). 2 Introduction Genetics has long been the central field of biology and it’s central dogma states that DNA leads to RNA, which leads to protein and ultimately determines human health or sickness1. The Human Genome Project marked a great triumph for humanity and researchers expected to solve the riddle of many complex diseases with the knowledge gleamed from this project. However, many more questions were raised than answered. Several rare genetic disorders including hemophilia and cystic fibrosis were explained by alterations in the genetic code but true genetic diseases only affect about one percent of the human population2. -
Botany Genetics Mendelian Inheritance
References 1. Elrod S., Stansfield W., 2002, Genetics, 4th Edition, Tata McGraw-Hill 2. Strickberger M. W., 1985, Genetics, 3rd Edition, Macmillan Publishing Company 3. Griffiths A. J., Wessler S.R., Lewontin R.C., Carrol S. B., 2008, Introduction to Genetic Analysis, 9th Edition, W. H. Freeman and Company 4. Klug W.S., Cumming M.R., Spencer C. A., Palladino M. A., 2009, Concepts of Genetics, 9th Edition, Benjamin Cummings Publication 5. Tamarin R. H., 2002, Principles of Genetics, 7th Edition, Tata McGraw-Hill 6. Hartwell L.H., Hood L., Goldberg M.L., Reynolds A.E., Silver L. M., Veres R. C., 2004, Genetics, 2nd Edition, McGraw-Hill 7. Pierce B.A., Genetics: A Conceptual Approach, 4th edition, W.H. Freeman 8. T.H. Noel Ellis, Julie M.I. Hofer, Gail M. Timmerman-Vaughan, Clarice J. Coyne and Roger P. Hellens, 2011, Mendel, 150 years on, Trends in Plant Science, Vol. 16, 590-596 Genetics Botany Mendelian Inheritance Learn More / Supporting Materials / Source of Further Reading 2.1 Glossary Starting Term Defination Related Term Character <Character> < Genotype > < Genotype of an organism is the gene combination it possesses. Genotype of phenotypically yellow seeded F1 may be YY or Yy.> <Character> < Phenotype > < Phenotype refers to the observable attributes of an organism. Plants with either of the two genotypes Yy or Yy are phenotypically yellow seeded.> <Character> < Homozygote > < A plant with a pair of identical alleles is called as Homozygote (Y/Y or y/y).> <Character> < Heterozygote > < a plant in which the <term2> allele of the pair differ is called as heterozygote (Y/y).> <Character> < locus > < A locus (plural: loci) is the location of a gene on a chromosome. -
Amino Acid Racemization and Homochirality on Earth and Elsewhere
Astrobiology Science Conference 2015 (2015) 7756.pdf Amino Acid Racemization and Homochirality on Earth and Elsewhere. Jeffrey L. Bada1 and H. J. Cleaves2, 1Scripps Insitution of Oceanography, University of California at San Diego, La Jolla, CA (2024-0212 jba- [email protected], 2 Earth-Life Science Institute, Tokyo Institute of Technology, Tokyo, 152-8550, Japan; and Institute for Advanced Study, Princeton, NJ 08540 ture, and the chemical environment [3]. Racemi- Introduction: Did amino acid homochirality zation reactions are rapid on the terrestrial geo- originate before, during or after the origin of life logic time scale and even at deep ocean tempera- on Earth? Some researchers consider homochiral- tures (2°C), amino acids are totally racemized ity to be an inevitable consequence of universal (D/L = 1.0) in <5-10 million years [3]. This fundamental physical processes that took place should also be the case for any homochiral amino either in extraterrestrial environments or directly acids in the putative Europan Oceans. When bio- on the early Earth. Others consider that without genic amino acids are completely racemized, they molecular homochirality there could be no origin would be indistinguishable from a chirality point- of life. An alternative view is that biochemistry of-view from the racemic amino acids produced itself played a more important role than abiotic by abiotic organic synthesis or those derived from chemical or physical processes, and thus bio- exogenous sources. Small L-enantiomric excess- molecular homochirality is a consequence of life, es in α-dialkyl amino acids with a chiral center rather than a prerequisite for life [1]. -
Thermochemistry Worksheet #1
Name: Thermochemistry Worksheet #1 1. The reaction of magnesium with sulfuric acid was carried out in a calorimeter. This reaction caused the temperature of 27.0 grams of liquid water, within the calorimeter, to raise from 25.0C to 76.0C. Calculate the energy associated with this reaction. 2. The reaction of zinc with nitric acid was carried out in a calorimeter. This reaction caused the temperature of 72.0 grams of liquid water, within the calorimeter, to raise from 25.0C to 100.C. Calculate the energy associated with this reaction. 3. A 4.00 gram sample of solid gold was heated from 274K to 314K. How much energy was involved? 4. The reaction of magnesium with hydrochloric acid carried out in a calorimeter caused the temperature of water to change from 25.0C to 36.0C. In this reaction 3760J of energy was released. What mass of water was present? 5. The reaction of magnesium oxide with hydrochloric acid carried out in a calorimeter caused the temperature of water to change from 25.0C to 46.0C. In this reaction 4860J of energy was released. What mass of water was present? 6. A piece of solid gold was heated from 274K to 314K. 35.7J of energy was needed to raise the temperature. What mass of gold was present? Use Hf values (table found in notes) to solve the following problems. 7. Determine the H for each of the following reactions. Classify each reaction as either exothermic or endothermic. a. C3H8(g) + 5O2(g) 3CO2(g) + 4H2O(g) H = ? kJ/mol b. -
Experiment 8 Thermochemistry This Week In
Experiment 8 Thermochemistry CH 204 Fall 2006 Dr. Brian Anderson What is Thermochemistry? The study of heat in chemical reactions. Forming chemical bonds releases energy. Breaking chemical bonds requires energy. How much energy? Depends on the bond. Add up all the energies to get the heat of reaction, ∆Hrxn . This week in lab We will measure the amount of heat given off by 50 ml of hot water, by some chunks of hot metal, and by two chemical reactions + 2+ Mg + 2H → Mg + H2 + heat + 2+ MgO + 2H → Mg + H2 O + heat We’ll do all these reactions in a coffee cup calorimeter. 1 The basic operation of calorimetry - Start with a known volume of a solution in the calorimeter. - Drop in something hot, or start a reaction that generates heat. - Close the calorimeter and measure the increase in temperature as heat is generated. - Keep measuring the temperature until it finally levels out. Part One: Add hot water to cold 50 mL of cold water (5ºC). Add 50 mL of hot water (75ºC). Final temp should be (75 + 5) ÷ 2 = 40ºC But the final temp will actually be lower than that because the cup itself will absorb a little bit of the heat. Heat Capacity We will use the data in part 1 to calculate the heat capacity of the cup, in units of J/K. This will tell us how many Joules of heat the cup absorbs for every K (or degree C) the water heats up. We know how many Joules of heat we added with the hot water, and we can calculate how many Joules were absorbed by the cold water as it warmed up. -
Molecular Biology and Applied Genetics
MOLECULAR BIOLOGY AND APPLIED GENETICS FOR Medical Laboratory Technology Students Upgraded Lecture Note Series Mohammed Awole Adem Jimma University MOLECULAR BIOLOGY AND APPLIED GENETICS For Medical Laboratory Technician Students Lecture Note Series Mohammed Awole Adem Upgraded - 2006 In collaboration with The Carter Center (EPHTI) and The Federal Democratic Republic of Ethiopia Ministry of Education and Ministry of Health Jimma University PREFACE The problem faced today in the learning and teaching of Applied Genetics and Molecular Biology for laboratory technologists in universities, colleges andhealth institutions primarily from the unavailability of textbooks that focus on the needs of Ethiopian students. This lecture note has been prepared with the primary aim of alleviating the problems encountered in the teaching of Medical Applied Genetics and Molecular Biology course and in minimizing discrepancies prevailing among the different teaching and training health institutions. It can also be used in teaching any introductory course on medical Applied Genetics and Molecular Biology and as a reference material. This lecture note is specifically designed for medical laboratory technologists, and includes only those areas of molecular cell biology and Applied Genetics relevant to degree-level understanding of modern laboratory technology. Since genetics is prerequisite course to molecular biology, the lecture note starts with Genetics i followed by Molecular Biology. It provides students with molecular background to enable them to understand and critically analyze recent advances in laboratory sciences. Finally, it contains a glossary, which summarizes important terminologies used in the text. Each chapter begins by specific learning objectives and at the end of each chapter review questions are also included.