Odyssey High School Biology Vocabulary
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Glossary - Cellbiology
1 Glossary - Cellbiology Blotting: (Blot Analysis) Widely used biochemical technique for detecting the presence of specific macromolecules (proteins, mRNAs, or DNA sequences) in a mixture. A sample first is separated on an agarose or polyacrylamide gel usually under denaturing conditions; the separated components are transferred (blotting) to a nitrocellulose sheet, which is exposed to a radiolabeled molecule that specifically binds to the macromolecule of interest, and then subjected to autoradiography. Northern B.: mRNAs are detected with a complementary DNA; Southern B.: DNA restriction fragments are detected with complementary nucleotide sequences; Western B.: Proteins are detected by specific antibodies. Cell: The fundamental unit of living organisms. Cells are bounded by a lipid-containing plasma membrane, containing the central nucleus, and the cytoplasm. Cells are generally capable of independent reproduction. More complex cells like Eukaryotes have various compartments (organelles) where special tasks essential for the survival of the cell take place. Cytoplasm: Viscous contents of a cell that are contained within the plasma membrane but, in eukaryotic cells, outside the nucleus. The part of the cytoplasm not contained in any organelle is called the Cytosol. Cytoskeleton: (Gk. ) Three dimensional network of fibrous elements, allowing precisely regulated movements of cell parts, transport organelles, and help to maintain a cell’s shape. • Actin filament: (Microfilaments) Ubiquitous eukaryotic cytoskeletal proteins (one end is attached to the cell-cortex) of two “twisted“ actin monomers; are important in the structural support and movement of cells. Each actin filament (F-actin) consists of two strands of globular subunits (G-Actin) wrapped around each other to form a polarized unit (high ionic cytoplasm lead to the formation of AF, whereas low ion-concentration disassembles AF). -
Liliaceae S.L. (Lily Family)
Liliaceae s.l. (Lily family) Photo: Ben Legler Photo: Hannah Marx Photo: Hannah Marx Lilium columbianum Xerophyllum tenax Trillium ovatum Liliaceae s.l. (Lily family) Photo: Yaowu Yuan Fritillaria lanceolata Ref.1 Textbook DVD KRR&DLN Erythronium americanum Allium vineale Liliaceae s.l. (Lily family) Herbs; Ref.2 Stems often modified as underground rhizomes, corms, or bulbs; Flowers actinomorphic; 3 sepals and 3 petals or 6 tepals, 6 stamens, 3 carpels, ovary superior (or inferior). Tulipa gesneriana Liliaceae s.l. (Lily family) “Liliaceae” s.l. (sensu lato: “in the broad sense”) - Lily family; 288 genera/4950 species, including Lilium, Allium, Trillium, Tulipa; This family is treated in a very broad sense in this class, as in the Flora of the Pacific Northwest. The “Liliaceae” s.l. taught in this class is not monophyletic. It is apparent now that the family should be treated in a narrower sense and some of the members should form their own families. Judd et al. recognize 15+ families: Agavaceae, Alliaceae, Amarylidaceae, Asparagaceae, Asphodelaceae, Colchicaceae, Dracaenaceae (Nolinaceae), Hyacinthaceae, Liliaceae, Melanthiaceae, Ruscaceae, Smilacaceae, Themidaceae, Trilliaceae, Uvulariaceae and more!!! (see web reading “Consider the Lilies”) Iridaceae (Iris family) Photo: Hannah Marx Photo: Hannah Marx Iris pseudacorus Iridaceae (Iris family) Photo: Yaowu Yuan Photo: Yaowu Yuan Sisyrinchium douglasii Sisyrinchium sp. Iridaceae (Iris family) Iridaceae - 78 genera/1750 species, Including Iris, Gladiolus, Sisyrinchium. Herbs, aquatic or terrestrial; Underground stems as rhizomes, bulbs, or corms; Leaves alternate, 2-ranked and equitant Ref.3 (oriented edgewise to the stem; Gladiolus italicus Flowers actinomorphic or zygomorphic; 3 sepals and 3 petals or 6 tepals; Stamens 3; Ovary of 3 fused carpels, inferior. -
Activity-Release-Form-KLCC
Kingdom Life Community Church Activity Release Form For those 18 years of age or older, all parents, and all guardians: I consent for any of my children listed below to participate in any activity or trip sponsored by Kingdom Life Community Church. In case of medical need or injury, I authorize the church to arrange for medical or dental services for me and any of my children listed below. I agree that any such expense will be my obligation. I, individually, or in my capacities as parent or guardian of the below listed children, waive, release, and indemnify the church and all of its agents, directors, officers, employees and volunteers (collectively, “released parties”) from all demands, claims, liability, in law or in equity, that have arisen or may arise from any church activity or trip and that involve any damage, loss, or injury to me, my spouse, any of my children, my property, or the property of any of my children. In the same capacities, I promise not to sue any of the released parties for any such demands, claims, or liability. This waiver, release, indemnification, and promise not to sue do not apply to claims of criminal conduct or gross negligence. I understand that the church may take photographs of me and my family in the course of its activities, and I grant the church permission to publish such photographs in a manner the church deems appropriate. This activity release form is in effect for any activities that I, or any of my children, may participate in. This form is revocable, prospectively only, by a writing signed by me that bears the date that the revocation is delivered to the church. -
Buzzle – Zoology Terms – Glossary of Biology Terms and Definitions Http
Buzzle – Zoology Terms – Glossary of Biology Terms and Definitions http://www.buzzle.com/articles/biology-terms-glossary-of-biology-terms-and- definitions.html#ZoologyGlossary Biology is the branch of science concerned with the study of life: structure, growth, functioning and evolution of living things. This discipline of science comprises three sub-disciplines that are botany (study of plants), Zoology (study of animals) and Microbiology (study of microorganisms). This vast subject of science involves the usage of myriads of biology terms, which are essential to be comprehended correctly. People involved in the science field encounter innumerable jargons during their study, research or work. Moreover, since science is a part of everybody's life, it is something that is important to all individuals. A Abdomen: Abdomen in mammals is the portion of the body which is located below the rib cage, and in arthropods below the thorax. It is the cavity that contains stomach, intestines, etc. Abscission: Abscission is a process of shedding or separating part of an organism from the rest of it. Common examples are that of, plant parts like leaves, fruits, flowers and bark being separated from the plant. Accidental: Accidental refers to the occurrences or existence of all those species that would not be found in a particular region under normal circumstances. Acclimation: Acclimation refers to the morphological and/or physiological changes experienced by various organisms to adapt or accustom themselves to a new climate or environment. Active Transport: The movement of cellular substances like ions or molecules by traveling across the membrane, towards a higher level of concentration while consuming energy. -
Revised Glossary for AQA GCSE Biology Student Book
Biology Glossary amino acids small molecules from which proteins are A built abiotic factor physical or non-living conditions amylase a digestive enzyme (carbohydrase) that that affect the distribution of a population in an breaks down starch ecosystem, such as light, temperature, soil pH anaerobic respiration respiration without using absorption the process by which soluble products oxygen of digestion move into the blood from the small intestine antibacterial chemicals chemicals produced by plants as a defence mechanism; the amount abstinence method of contraception whereby the produced will increase if the plant is under attack couple refrains from intercourse, particularly when an egg might be in the oviduct antibiotic e.g. penicillin; medicines that work inside the body to kill bacterial pathogens accommodation ability of the eyes to change focus antibody protein normally present in the body acid rain rain water which is made more acidic by or produced in response to an antigen, which it pollutant gases neutralises, thus producing an immune response active site the place on an enzyme where the antimicrobial resistance (AMR) an increasing substrate molecule binds problem in the twenty-first century whereby active transport in active transport, cells use energy bacteria have evolved to develop resistance against to transport substances through cell membranes antibiotics due to their overuse against a concentration gradient antiretroviral drugs drugs used to treat HIV adaptation features that organisms have to help infections; they -
MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics Students who demonstrate understanding can: MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Disciplinary Core Ideas Crosscutting Concepts Practices LS2.A: Interdependent Relationships Cause and Effect in Ecosystems Analyzing and Interpreting Data Cause and effect relationships Analyzing data in 6–8 builds on K–5 Organisms, and populations of may be used to predict experiences and progresses to organisms, are dependent on their phenomena in natural or designed extending quantitative analysis to environmental interactions both with systems. other living things and with nonliving investigations, distinguishing between correlation and causation, and basic factors. statistical techniques of data and error In any ecosystem, organisms and analysis. populations with similar requirements Analyze and interpret data to for food, water, oxygen, or other provide evidence for phenomena. resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Observable features of the student performance by the end of the course: 1 Organizing data a Students organize the given data (e.g., using tables, graphs, and charts) to allow for analysis and interpretation of relationships between resource availability and organisms in an ecosystem, including: i. -
AP Biology Names___Biomolecule Stations Per
AP Biology Names____________________________________ Biomolecule Stations Per.______________ In this two-day activity, you will move through several different stations and learn about the four macromolecules in the biological world. Day 1: Modeling Carbohydrates and Lipids 1. Use the 3d-printed models to answer the questions for carbohydrates and lipids. NOTE: Blank corners indicate “carbon” atoms. Glucose Fructose Glycerol Acetic Acid Butyric Acid Caproic Acid Day 2: Modeling Proteins 1. Using the Amino Acid Sidechain list, organize the sidechains on the circular magnetic mat according to their name or properties. 2. Examine the side chains and their positions on the circle. Describe your observations on your answer sheet by answering questions #1-6 under Modeling Proteins. 3. Now you have explored the chemical properties and atomic composition of each sidechain, you are ready to predict how proteins spontaneously fold up into their 3D shapes. Answer questions #7-8 on your answer sheet. 4. Unwind the yellow tube. Notice the blue and red end caps. The blue end cap represents the N- terminus (the beginning) and the red end cap represents the C-terminus (the end) of the protein. 5. Select 15 metal U-shaped clips from your kit. Beginning at the N-terminus, place the 15 u-clips three inches apart on the tube. 6. Select methionine from the mat and place it on the clip closest to the blue end cap. Choose six hydrophobic sidechains, two acidic sidechains, two basic sidechains, two cysteine sidechains, and two other polar sidechains. Place them in any order you choose on your tubes u-clips. -
Introduction to the Cell Cell History Cell Structures and Functions
Introduction to the cell cell history cell structures and functions CK-12 Foundation December 16, 2009 CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and distribution of high quality educational content that will serve both as core text as well as provide an adaptive environment for learning. Copyright ©2009 CK-12 Foundation This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Contents 1 Cell structure and function dec 16 5 1.1 Lesson 3.1: Introduction to Cells .................................. 5 3 www.ck12.org www.ck12.org 4 Chapter 1 Cell structure and function dec 16 1.1 Lesson 3.1: Introduction to Cells Lesson Objectives • Identify the scientists that first observed cells. • Outline the importance of microscopes in the discovery of cells. • Summarize what the cell theory proposes. • Identify the limitations on cell size. • Identify the four parts common to all cells. • Compare prokaryotic and eukaryotic cells. Introduction Knowing the make up of cells and how cells work is necessary to all of the biological sciences. Learning about the similarities and differences between cell types is particularly important to the fields of cell biology and molecular biology. -
Cell Growth-Regulated Expression of Mammalian MCM5 and MCM6 Genes Mediated by the Transcription Factor E2F
Oncogene (1999) 18, 2299 ± 2309 ã 1999 Stockton Press All rights reserved 0950 ± 9232/99 $12.00 http://www.stockton-press.co.uk/onc Cell growth-regulated expression of mammalian MCM5 and MCM6 genes mediated by the transcription factor E2F Kiyoshi Ohtani1, Ritsuko Iwanaga1, Masataka Nakamura*,1, Masa-aki Ikeda2, Norikazu Yabuta3, Hiromichi Tsuruga3 and Hiroshi Nojima3 1Human Gene Sciences Center, Tokyo Medical and Dental University, Tokyo 113-8510, Japan 2Department of Developmental Biology, Graduate School of Dentistry, Tokyo Medical and Dental University, Tokyo 113-8549, Japan; 3Department of Molecular Genetics, Research Institute for Microbial Diseases, Osaka University, Suita 565-0871, Japan Initiation of DNA replication requires the function of family (MCM2-7) that have been identi®ed in yeast, MCM gene products, which participate in ensuring that Xenopus, and human. Mcm proteins seem to regulate DNA replication occurs only once in the cell cycle. the initiation at the replication origin where the loading Expression of all mammalian genes of the MCM family of the proteins onto the origin recognition complex is induced by growth stimulation, unlike yeast, and the (ORC) is regulated by Cdc6 and cyclin-dependent mRNA levels peak at G1/S boundary. In this study, we kinases (Donovan et al., 1997; Tanaka et al., 1997). examined the transcriptional activities of isolated human However, the mechanism(s) by which Mcm proteins MCM gene promoters. Human MCM5 and MCM6 control the initiation of DNA replication remains promoters with mutation in the E2F sites failed in unclear. promoter regulation following serum stimulation and Xenopus Mcm proteins seem to be able to access exogenous E2F expression. -
18.4 Bacteria and Archaea Kingdom Eubacteria Domain Bacteria
18.4 Bacteria and Archaea Kingdom Eubacteria Domain Bacteria 18.4 Bacteria and Archaea Description Bacteria are single-celled prokaryotes. 18.4 Bacteria and Archaea Where do they live? Prokaryotes are widespread on Earth. ( Est. over 1 billion types of bacteria, and over 1030 individual prokaryote cells on earth.) Found in all land and ocean environments, even inside other organisms! 18.4 Bacteria and Archaea Common Examples • E. Coli • Tetanus bacteria • Salmonella bacteria • Tuberculosis bacteria • Staphylococcus • Streptococcus 18.4 Bacteria and Archaea Modes Of Nutrition • Bacteria may be heterotrophs or autotrophs 18.4 Bacteria and Archaea Bacteria Reproduce How? • by binary fission. • exchange genes during conjugation= conjugation bridge increases diversity. • May survive by forming endospores = specialized cell with thick protective cell wall. TEM; magnification 6000x • Can survive for centuries until environment improves. Have been found in mummies! 18.4 Bacteria and Archaea • Bacteria Diagram – plasmid = small piece of genetic material, can replicate independently of the chromosome – flagellum = different than in eukaryotes, but for movement – pili = used to stick the bacteria to eachpili other or surfaces plasma membrance flagellum chromosome cell wall plasmid This diagram shows the typical structure of a prokaryote. Archaea and bacteria look very similar, although they have important molecular differences. 18.4 Bacteria and Archaea • Classified by: their need for oxygen, how they gram stain, and their shapes 18.4 Bacteria and Archaea Main Groups by Shapes – rod-shaped, called bacilli – spiral, called spirilla or spirochetes – spherical, called cocci Spirochaeta: spiral Lactobacilli: rod-shaped Enterococci: spherical 18.4 Bacteria and Archaea • Main Groups by their need for oxygen. -
Macromolecules of Life Worksheet
Test Your Knowledge: Macromolecules of Life For Anatomy & Physiology I Biological Macromolecules, Fill in the blank: Macromolecule Monomer Elements Present Function Examples Carbohydrates C,H,O Lipids Fats, Oils, Phospholipids, Cholesterol, Grease, Waxes, Steroids Proteins Amino Acids Nucleic Acids Genetic Information Carbohydrates are classified by __________. The most common simple sugars are glucose, galactose and fructose that are made of a single sugar molecule. These can be classified as __________. Sucrose and __________ are classified as disaccharides; they are made of two monosaccharides joined by a dehydration reaction. The most complex carbohydrates are starch, __________ and cellulose, classified as __________. Lipids most abundant form are __________. Triglycerides building blocks are 1 __________ and 3 __________ per molecule. If a triglyceride only contains __________ bonds that contain the maximum number of __________, then it is classified as a saturated fat. If a triglyceride contains one or more __________ bonds, then it is classified as an unsaturated fat. Lipids are also responsible for a major component of the cell membrane wall that is both attracted to and repelled by water, called __________. The tail of this structure is made of 2 __________, that are water insoluble (hydrophobic). The head of this structure is made of a single __________, that is water soluble (hydrophilic). Proteins building blocks are amino acids that are held together with __________ bonds. These are covalent bonds that link the amino end of one amino acid with the carboxyl end of another. Their overall shape determines their __________. The complex 3D shape of a protein is called a __________. -
The Cell-Theory: a Restatement, History, and Critique Part III
*57 The Cell-theory: A Restatement, History, and Critique Part III. The Cell as a Morphological Unit By JOHN R. BAKER (From the Department of Zoology and Comparative Anatomy, Oxford) SUMMARY A long time elapsed after the discovery of cells before they came to be generally regarded as morphological units. As a first step it was necessary to show that the cell-walls of plants were double and that cells could therefore be separated. The earliest advances in this direction were made by Treviranus (1805) and Link (1807). The idea of a cell was very imperfect, however, so long as attention was con- centrated on its wall. The first person who stated clearly that the cell-wall is not a necessary constituent was Leydig (1857). Subsequently the cell came to be regarded as a naked mass of protoplasm with a nucleus, and to this unit the name of protoplast was given. The true nature of the limiting membrane of the protoplast was discovered by Overton (1895). The plasmodesmata or connective strands that sometimes connect cells were prob- ably first seen by Hartig, in sieve-plates (1837). They are best regarded from the point of view of their functions in particular cases. They do not provide evidence for the view that the whole of a multicellular organism is basically a protoplasmic unit. Two or more nuclei in a continuous mass of protoplasm appear to have been seen for the first time in 1802, by Bauer. That an organism may consist wholly of a syn- cytium was discovered in i860, in the Mycetozoa.