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Cell Circuitry || Science Teaches English || The Chicken Genome Is Hot || Magnets in Medicine SEPTEMBER 2002 www.hhmi.org/bulletin Leading Doublea Life It’s a stretch, but doctors who work bench to bedside say they wouldn’t do it any other way. FEATURES 14 On Human Terms 24 The Evolutionary War A small—some say too small—group of Efforts to undermine evolution education have physician-scientists believes the best science evolved into a 21st-century marketing cam- requires patient contact. paign that relies on legal acumen, manipulation By Marlene Cimons of scientific literature and grassroots tactics. 20 Engineering the Cell By Trisha Gura Adam Arkin sees the cell as a mechanical system. He hopes to transform molecular 28 Call of the Wild biology into a kind of cellular engineering Could quirky, new animal models help scien- and in the process, learn how to move cells tists learn how to regenerate human limbs or from sickness to health. avert the debilitating effects of a stroke? By M. Mitchell Waldrop By Kathryn Brown 24 In front of a crowd of 1,500, Ohio’s Board of Education heard testimony on whether students should learn about intelligent design in science class. DEPARTMENTS 2 NOTA BENE 33 PERSPECTIVE ulletin Intelligent Design Is a Cop-Out 4 LETTERS September 2002 || Volume 15 Number 3 NEWS AND NOTES HHMI TRUSTEES PRESIDENT’S LETTER 5 JAMES A. BAKER, III, ESQ. 34 Senior Partner, Baker & Botts A Creative Influence In from the Fields ALEXANDER G. BEARN, M.D. Executive Officer, American Philosophical Society 35 Lost on the Tip of the Tongue Adjunct Professor, The Rockefeller University UP FRONT Professor Emeritus of Medicine, Cornell University Medical College 36 Biology by Numbers FRANK WILLIAM GAY 6 Follow the Songbird Former President and Chief Executive Officer, SUMMA Corporation JAMES H. -
Lecture 29 Spring 2007
Geol. 656 Isotope Geochemistry Lecture 29 Spring 2007 ISOTOPE FRACTIONATION IN THE BIOSPHERE INTRODUCTION As we noted, biological processes often involve large isotopic fractionations. Indeed, biological proc- esses are the most important cause of variations in the isotope composition of carbon, nitrogen, and sul- fur. For the most part, the largest fractionations occur during the initial production of organic matter by the so-called primary producers, or autotrophs. These include all plants and many kinds of bacteria. The most important means of production of organic matter is photosynthesis, but organic matter may also be produced by chemosynthesis, for example at mid-ocean ridge hydrothermal vents. Large frac- tions of both carbon and nitrogen occur during primary production. Additional fractionations also oc- cur in subsequent reactions and up through the food chain as hetrotrophs consume primary producers, but these are generally smaller. CARBON ISOTOPE FRACTIONATION DURING PHOTOSYNTHESIS The most important of process producing isotopic fractionation of carbon is photosynthesis. As we earlier noted, photosynthetic fractionation of carbon isotopes is primarily kinetic. The early work of Park and Epstein (1960) suggested fractionation occurred in several steps. Subsequent work has eluci- dated the fractionations involved in these steps, which we will consider in more detail here. For terrestrial plants (those utilizing atmospheric CO2), the first step is diffusion of CO2 into the boundary layer surrounding the leaf, through the stomata, and internally in the leaf. The average δ13C of various species of plants has been correlated with the stomatal conductance (Delucia et al., 1988), in- dicating that diffusion into the plant is indeed important in fractionating carbon isotopes. -
R Epor T Resumes
R EPOR TRESUMES ED 010 991 SE 000 019 BIOLOGICAL EDUCATION IN AMERICAN SECONDARY SCHOOLS 1890-1960. BY- HURD, PAUL DEHART AMERICAN INST. OF BIOLOGICAL SCIENCES REPORT NUMBER BSCS BULLI PUB DATE 1 FEB 61 EDRS PRICEMF S0.45 HC$10.76 269P. DESCRIPTORS *BIOLOGY, *SCIENCE EDUCATION, *SECONDARY SCHOOL SCIENCE, CURRICULUM, COURSE CONTENT, EDUCATIONAL OBJECTIVES, HISTORY, TEACHING METHODS, TEXTBOOKS, BIOLOGICAL SCIENCES CURRICULUM STUDY, NATIONAL SCIENCE FOUNDATION, AMERICAN INSTITUTE OF BIOLOGICAL SCIENCES, DISTRICT OF COLUMBIA CHANGES IN AMERICAN SECONDARY SCHOOL BIOLOGICAL EDUCATION CURING THE PERIOD 1890-1960 ARE DESCRIBED. INFORMATION FROM THE REPORTS OF IMPORTANT COMMITTEES SUMMARIZES CHANGES IN BIOLOGICAL EDUCATION CURING EACH DECADE OF THE PERIOD COVERED BY THE STUDY. CHANGES IN COURSE CONTENT, TEACHING METHODOLOGY, AND RATIONALE ARE RELATED TO CORRESPONDING CHANGES IN SOCIAL STRUCTURE, EDUCATIONAL PHILOSOPHY, AND EXISTING KNOWLEDGE OF LEARNING THEORY. TOPICAL AREeeS ANALYZED INCLUDE (1) COURSE OBJECTIVES, (2) CRITERIA FOR THE SELECTION CF COURSE CONTENT, (3) TEXTBOOKS, (4) THE LEARNING CF BIOLOGY, AND (5) INSTRUCTIONAL RESOURCES. UNRESOLVED PROBLEMS IN BIOLOGICAL EDUCATION AND PROBLEMS AND ISSUES IN TEACHING BIOLOGY ARE DISCUSSED. (AG) op- lb" A II1111 It -41111thz- ,...11100t'. BIOLOGICAL SCIENCES CURRICULUM STUDY BULLETIN NO. 1 BIOLOGICAL ir(kryi( EDUCATION IN AMERICAN SECONDARY SCHOOLS 1890-1960 By Paul DeHart Hurd Education Consultant Ilielogical Sciences Curriculum Study On leave, School of Education Stanford University U.S. DEMMER Of RAM, MOON a WEIFAR ma Of MANN 11115 DEMI HAS Ka REPEONCEN UAW AS NaiveIRON Mt PERSON OR 01111111ATION OMANI IT.POINTS Of MEW OR OPINIONS STAND 00 NOT NECESSARY MUER OffKIAL OffKE OfEDUCATION POSITION 01 POUCY. American Institute of liological Sciences 2000 P Street, N.W. -
Annual Report 2013.Pdf
ATOMIC HERITAGE FOUNDATION Preserving & Interpreting Manhattan Project History & Legacy preserving history ANNUAL REPORT 2013 WHY WE SHOULD PRESERVE THE MANHATTAN PROJECT “The factories and bombs that Manhattan Project scientists, engineers, and workers built were physical objects that depended for their operation on physics, chemistry, metallurgy, and other nat- ural sciences, but their social reality - their meaning, if you will - was human, social, political....We preserve what we value of the physical past because it specifically embodies our social past....When we lose parts of our physical past, we lose parts of our common social past as well.” “The new knowledge of nuclear energy has undoubtedly limited national sovereignty and scaled down the destructiveness of war. If that’s not a good enough reason to work for and contribute to the Manhattan Project’s historic preservation, what would be? It’s certainly good enough for me.” ~Richard Rhodes, “Why We Should Preserve the Manhattan Project,” Bulletin of the Atomic Scientists, May/June 2006 Photographs clockwise from top: J. Robert Oppenheimer, General Leslie R. Groves pinning an award on Enrico Fermi, Leona Woods Marshall, the Alpha Racetrack at the Y-12 Plant, and the Bethe House on Bathtub Row. Front cover: A Bruggeman Ranch property. Back cover: Bronze statues by Susanne Vertel of J. Robert Oppenheimer and General Leslie Groves at Los Alamos. Table of Contents BOARD MEMBERS & ADVISORY COMMITTEE........3 Cindy Kelly, Dorothy and Clay Per- Letter from the President..........................................4 -
Lecture 7 - the Calvin Cycle and the Pentose Phosphate Pathway
Lecture 7 - The Calvin Cycle and the Pentose Phosphate Pathway Chem 454: Regulatory Mechanisms in Biochemistry University of Wisconsin-Eau Claire 1 Introduction The Calvin cycle Text The dark reactions of photosynthesis in green plants Reduces carbon from CO2 to hexose (C6H12O6) Requires ATP for free energy and NADPH as a reducing agent. 2 2 Introduction NADH versus Text NADPH 3 3 Introduction The Pentose Phosphate Pathway Used in all organisms Glucose is oxidized and decarboxylated to produce reduced NADPH Used for the synthesis and degradation of pentoses Shares reactions with the Calvin cycle 4 4 1. The Calvin Cycle Source of carbon is CO2 Text Takes place in the stroma of the chloroplasts Comprises three stages Fixation of CO2 by ribulose 1,5-bisphosphate to form two 3-phosphoglycerate molecules Reduction of 3-phosphoglycerate to produce hexose sugars Regeneration of ribulose 1,5-bisphosphate 5 5 1. Calvin Cycle Three stages 6 6 1.1 Stage I: Fixation Incorporation of CO2 into 3-phosphoglycerate 7 7 1.1 Stage I: Fixation Rubisco: Ribulose 1,5- bisphosphate carboxylase/ oxygenase 8 8 1.1 Stage I: Fixation Active site contains a divalent metal ion 9 9 1.2 Rubisco Oxygenase Activity Rubisco also catalyzes a wasteful oxygenase reaction: 10 10 1.3 State II: Formation of Hexoses Reactions similar to those of gluconeogenesis But they take place in the chloroplasts And use NADPH instead of NADH 11 11 1.3 State III: Regeneration of Ribulose 1,5-Bisphosphosphate Involves a sequence of transketolase and aldolase reactions. 12 12 1.3 State III: -
By Government, Particularly in Administrative Positions, and Exert an Increasing Demand and Suggest Future Action for Trained Pu
DOCUMENT RESUME ED 025 220 24 HE 000 314 By-Mosher, Frederick C. Professional Education and the Public Service; An Exploratory Study. Final Report. California Univ., Berkeley. Center for Research and Development in Higher Education. Spons Agency-Office of Education (DHEW), Washington, D.C. Bureau of Research Bureau No- BR-5-0248 Pub Date Apr 68 Contract- OEC- 6- 10- 106 Note-170p. EDRS Price MF-$0.75 HC-$8.60 Descriptors- Administrative Personnel, *Government (Administrative Body), Governmental Structure, *Government Emplo_yees, *Higher Education, Professional Education, Professional Occupations,Professional Personnel, Public Administration Education, Public Officials, *Public Policy Professional and technical fields are the fastest growing occupational sectors in the US. More than one-third of all professional and technical workers are employed by government, particularlyinadministrative positions, and exert an increasing influence on public policy. But, with the exception of city managers, many of these employees regard themselves as members of the disciplines in which they weretrained rather than primarily as public administrators. The field of public administrationhas not influenced public policy as much as other fields have, possibly because: it is not a specialized profession; practitioners do not agree on what its core knowledge,skills and orientation should be; and there is little incentive for students to pursue studies in the field since most administrative positions are held by otherspecialists. Althou9h more attention in colleges is now being paid toadministrative and management fields, courses are usually based onorganizational theories of private business models, with little emphasis on the unique problems of government administration.Professional schools suffer from a general bias against teaching the kinds of subjects thatmight be useful in government jobs. -
Date: To: September 22, 1 997 Mr Ian Johnston©
22-SEP-1997 16:36 NOBELSTIFTELSEN 4& 8 6603847 SID 01 NOBELSTIFTELSEN The Nobel Foundation TELEFAX Date: September 22, 1 997 To: Mr Ian Johnston© Company: Executive Office of the Secretary-General Fax no: 0091-2129633511 From: The Nobel Foundation Total number of pages: olO MESSAGE DearMrJohnstone, With reference to your fax and to our telephone conversation, I am enclosing the address list of all Nobel Prize laureates. Yours sincerely, Ingr BergstrSm Mailing address: Bos StU S-102 45 Stockholm. Sweden Strat itddrtSMi Suircfatan 14 Teleptelrtts: (-MB S) 663 » 20 Fsuc (*-«>!) «W Jg 47 22-SEP-1997 16:36 NOBELSTIFTELSEN 46 B S603847 SID 02 22-SEP-1997 16:35 NOBELSTIFTELSEN 46 8 6603847 SID 03 Professor Willis E, Lamb Jr Prof. Aleksandre M. Prokhorov Dr. Leo EsaJki 848 North Norris Avenue Russian Academy of Sciences University of Tsukuba TUCSON, AZ 857 19 Leninskii Prospect 14 Tsukuba USA MSOCOWV71 Ibaraki Ru s s I a 305 Japan 59* c>io Dr. Tsung Dao Lee Professor Hans A. Bethe Professor Antony Hewlsh Department of Physics Cornell University Cavendish Laboratory Columbia University ITHACA, NY 14853 University of Cambridge 538 West I20th Street USA CAMBRIDGE CB3 OHE NEW YORK, NY 10027 England USA S96 014 S ' Dr. Chen Ning Yang Professor Murray Gell-Mann ^ Professor Aage Bohr The Institute for Department of Physics Niels Bohr Institutet Theoretical Physics California Institute of Technology Blegdamsvej 17 State University of New York PASADENA, CA91125 DK-2100 KOPENHAMN 0 STONY BROOK, NY 11794 USA D anni ark USA 595 600 613 Professor Owen Chamberlain Professor Louis Neel ' Professor Ben Mottelson 6068 Margarldo Drive Membre de rinstitute Nordita OAKLAND, CA 946 IS 15 Rue Marcel-Allegot Blegdamsvej 17 USA F-92190 MEUDON-BELLEVUE DK-2100 KOPENHAMN 0 Frankrike D an m ar k 599 615 Professor Donald A. -
Melvin Calvin
M ELVIN C A L V I N The path of carbon in photosynthesis Nobel Lecture, December 11, 1961 Introduction It is almost sixty years since Emil Fischer was describing on a platform such as this one, some of the work which led to the basic knowledge of the struc- ture of glucose and its relatives 1 . Today we will be concerned with a de- scription of the experiments which have led to a knowledge of the principal reactions by which those carbohydrate structures are created by photo- synthetic organisms from carbon dioxide and water, using the energy of light. The speculations on the way in which carbohydrate was built from carbon dioxide began not long after the recognition of the basic reaction and were carried forward first by Justus von Liebig and then by Adolf von Baeyer and, finally, by Richard Willstätter and Arthur Stall into this century. Actually, the route by which animal organisms performed the reverse reaction, that is, the combustion of carbohydrate to carbon dioxide and water with the utili- zation of the energy resulting from this combination, turned out to be the first one to be successfully mapped, primarily by Otto Meyerhof 2 and Hans Krebs 3. Our own interest in the basic process of solar energy conversion by green plants, which is represented by the overall reaction began some time in the years between 1935 and 1937, during my post- doctoral studies with Professor Michael Polanyi at Manchester. It was there I first became conscious of the remarkable properties of coordinated metal compounds, particularly metalloporphyrins as represented by heme and chlorophyll. -
Plant- Physiology and the PLANT CELL on the ASPP Homepage Click on "Publications" Click Onjournal Title
THE NEWSLETTER OF THE AMERICAN SOCIETY OF PLANT PHYSIOLOGISTS Volume 24, Number 2 March/April 1997 Preparing for a Record Turnout ill Vancouver lant Biology '97: A View from the Pacific Rim, submitted from anywhere in the world. Second, it Pthrough a combination of factors and a lot of made the sorting and planning process for the hard work, has culminated in what promises to be program committee go much more smoothly than one of the largest and most international plant usual. Third, it will result in an on-line searchable science meetings ever. The American Society of abstract database and meeting program that will be Plant Physiologists and the Canadian Society of made accessible through ASPP's web page in April. Plant Physiologists, along with the help of the And last, a more complete and cohesive abstract Japanese Society of Plant Physiologists and the supplement and printed program will be the final Australian Society of Plant Physiologists, Inc., and result. the more widespread use of the Internet, have announced the meeting all over the world. Informa Oral and Poster Scheduling tion about the meeting has been available on ASPP's web page since last summer, and numerous l A]hiIe we are pleased and excited about the III messages about the conference have been posted to unprecedented number of abstract submis VV pertinent plant science newsgroups. Full-color sions for Plant Biology '97, the program committee advertisements have been displayed in the journals was also faced with a new set of scheduling or other advertising modes sponsored by all four challenges. -
BIOLOGICAL SCIENCE FIFTH EDITION Freeman Quillin Allison 10
BIOLOGICAL SCIENCE FIFTH EDITION Freeman Quillin Allison 10 Lecture Presentation by Cindy S. Malone, PhD, California State University Northridge © 2014 Pearson Education, Inc. Roadmap 10 In this chapter you will learn how Photosynthesis links life to the power of the Sun by previewing by examining Conversion of light How photosynthetic pigments energy into chemical capture light energy 10.2 energy 10.1 then looking closer at Energy flow and ATP Photosystem II production10.3 Photosystem I and exploring CO2 fixation and reduction to The Calvin cycle form sugars 10.4 © 2014 Pearson Education, Inc. ▪ Photosynthesis – Is the process of using sunlight to produce carbohydrate – Requires sunlight, carbon dioxide, and water – Produces oxygen as a by-product ▪ The overall reaction when glucose is the carbohydrate: 6 CO2 6 H2O light energy C6H12O6 6 O2 © 2014 Pearson Education, Inc. ▪ Photosynthesis contrasts with cellular respiration – Photosynthesis is endergonic – Reduces CO2 to sugar – Cellular respiration is exergonic – Oxidizes sugar to CO2 Electrons are Electrons are pulled __________; pulled _______________; C is _________ O is _________ Potential energy increases 6 CO2 6 H2O Input of 6 O2 (carbon dioxide) (water) energy Glucose (oxygen) © 2014 Pearson Education, Inc. ▪ Light-dependent reactions – Produce O2 from H2O ▪ Calvin cycle reactions – Produce sugar from CO2 ▪ The reactions are linked by electrons – Released in the light-dependent reactions – When water is split to form oxygen gas – Then transferred to the electron carrier NADP+, forming NADPH © 2014 Pearson Education, Inc. ▪ The Calvin cycle Figure 10.2 then uses Sunlight (Light – These electrons energy) – The potential Light- energy in ATP capturing reactions – To reduce CO2 to (Chemical make sugars energy) Calvin cycle (Chemical energy) © 2014 Pearson Education, Inc. -
Student Achievement in Biology 101 at Iowa State University Roy Marshall Bennett Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1970 Student achievement in biology 101 at Iowa State University Roy Marshall Bennett Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Curriculum and Instruction Commons Recommended Citation Bennett, Roy Marshall, "Student achievement in biology 101 at Iowa State University " (1970). Retrospective Theses and Dissertations. 4284. https://lib.dr.iastate.edu/rtd/4284 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. 71-7245 BENNETT, Roy Marshall, 1927- STUDENT ACHIEVEMENT IN BIOLOGY 101 AT IOWA STATE UNIVERSITY. Iowa State University, Ph.D., 1970 Education, curriculum development University Microfilms, Inc., Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED STUDENT ACHIEVEMENT IN BIOLOGY 101 AT IOWA STATE UNIVERSITY by Roy Marshall Bennett A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY Major Subject: Education Approved: Signature was redacted for privacy. In Charge of Work Signature was redacted for privacy. Signature was redacted for privacy. Dej Iowa State University Of Science and Technology Ames, Iowa 1970 ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION 1 Need for the Study 6 Statement of the Problem 8 Null Hypotheses 8 Purposes of the Study 10 Objectives of the Study 11 Limitation and Scope of the Study 12 Basic Assumptions 13 Definitions of Terms and Symbols 14 Organization of the Study 16 CHAPTER II. -
AP Biology-00001310.Cdr
® INTERNATIONAL ACADEMY OF SCIENCE Acellus AP Biology AP Biology Course Curriculum Unit 1 - Evolution Drives the Diversity and Unity of Life 46 Photosystems 1 Intro to AP Biology 47 Photophosphorylation 2 Nature of Science 48 Carbon Fixation (or Calvin Cycle) 3 Evidence for Evolution 49 Putting It Together - Photosynthesis and Respiration 4 Natural Selection - Descent with Modification 50 Feedback Mechanisms 5 Hardy - Weinberg Theorem 51 Cell Communication 6 Hardy - Weinberg Equilibrium Unit 6 - The Cell Cycle 7 Biological Evolution 52 Why Do Cells Divide? 8 Phylogeny - Evolutionary History 53 Origin of the Cell Cycle 9 Modern Synthesis Theory of Evolution 54 Chromosome Structure Unit 2 - Water Potential 55 Phases of the Cycle 10 Abiogenesis 56 Lab: Cell Division - Part I 11 Properties of Water 57 Lab: Cell Division - Part II 12 Organic Molecules 58 Variances in the Cell Cycle 13 Origin of Cells 59 Control of the Cell Cycle 14 Endosymbiosis 60 Uncontrolled Cell Cycle 15 Characteristics of Life 61 Lab: Cell Division - Part III 16 Cell Membranes - Structure Unit 7 - Mitosis and Meiosis 17 Selective Permeability 62 Two Types of Cell Reproduction 18 Diffusion and Cell Size 63 Meiosis Overview 19 Water Potential - Concentration Gradient 64 The Phases of Meiosis 20 Lab: Water Potential 65 Meiosis and Genetic Variation Unit 3 - Cell Structure 66 Lab: Cell Division - Part IV 21 Basic Cell Structure 67 Lab: Cell Division - Part V 22 Prokaryotes 68 Meiosis and Gamete Formation 23 Eukaryotes Unit 8 - History of Genetics 24 Mitochondria and Chloroplasts