Life Science GLOSSARY
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Eastern Deciduous Forest
Eastern Deciduous Forest Physical description Most of the terrain is rolling except for the Ozark Mountains, which can be steep. The average annual precipitation ranges from approximately 35 inches to 90 inches and is usually well-distributed throughout the year. Summers are hot; winters are cold. Dominant vegetation Deciduous trees dominate the landscape across the Eastern Deciduous Forest ecoregion where there is a lack of disturbance. Depending on location, trees such as oaks, hickories, maples, American beech, basswood, buckeye, yellow poplar, walnut, and birches are common in the overstory and can be indicators of a climax successional stage. Prevalent midstory trees include flowering dogwood, sassafras, sourwood, eastern redbud, hophornbeam, American hornbeam, and striped maple. Common shrubs include arrowwood, black huckleberry, blueberries, hawthorn, pawpaw, spicebush, viburnums, and witchhazel. A wide variety of forbs and ferns may be found in the understory. Common evergreen trees on many sites undergoing succession include eastern redcedar and shortleaf pine. Figure 2. Deciduous forest cover occurs over the Eastern Deciduous Forest ecoregion, except where areas have been cleared for agriculture and livestock. Changes in the composition, structure and function of the Eastern Deciduous Forest have already occurred during the past 100 years with the loss of American chestnut and the near total exclusion of fire. Prior to fire suppression, savannas and woodlands dominated by oak and shortleaf pine were prevalent over much of this ecoregion. Well-interspersed with forested areas in the Eastern Deciduous Forest ecoregion are agricultural fields, pastures and hayfields, and fields undergoing succession. Virtually all of these “old- fields” have been cropped in the past, and the vast majority has since been planted to nonnative grasses, especially tall fescue. -
Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts. -
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 -
Caesarean Section Or Vaginal Delivery in the 21St Century
CAESAREAN SECTION OR VAGINAL DELIVERY IN THE 21ST CENTURY ntil the 20th Century, caesarean fluid embolism. The absolute risk of trans-placentally to the foetus, prepar- section (C/S) was a feared op- death with C/S in high and middle- ing the foetus to adopt its mother’s Ueration. The ubiquitous classical resource settings is between 1/2000 and microbiome. C/S interferes with neonatal uterine incision meant high maternal 1/4000 (2, 3). In subsequent pregnancies, exposure to maternal vaginal and skin mortality from bleeding and future the risk of placenta previa, placenta flora, leading to colonization with other uterine rupture. Even with aseptic surgi- accreta and uterine rupture is increased. environmental microbes and an altered cal technique, sepsis was common and These conditions increase maternal microbiome. Routine antibiotic exposure lethal without antibiotics. The operation mortality and severe maternal morbid- with C/S likely alters this further. was used almost solely to save the life of ity cumulatively with each subsequent Microbial exposure and the stress of a mother in whom vaginal delivery was C/S. This is of particular importance to labour also lead to marked activation extremely dangerous, such as one with women having large families. of immune system markers in the cord placenta previa. Foetal death and the use blood of neonates born vaginally or by of intrauterine foetal destructive proce- Maternal Benefits C/S after labour. These changes are absent dures, which carry their own morbidity, C/S has a modest protective effect against in the cord blood of neonates born by were often preferable to C/S. -
Science Georgia Standards of Excellence SCIENCE - Zoology
Science Georgia Standards of Excellence SCIENCE - Zoology The Science Georgia Standards of Excellence are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines. The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction. In this course, students will recognize key features of the major body plans that have evolved in animals and how those body plans have changed over time resulting in the diversity of animals that are evident today. -
Cellular Transport Notes About Cell Membranes
Cellular Transport Notes @ 2011 Center for Pre-College Programs, New Jersey Institute of Technology, Newark, New Jersey About Cell Membranes • All cells have a cell membrane • Functions: – Controls what enters and exits the cell to maintain an internal balance called homeostasis TEM picture of a – Provides protection and real cell membrane. support for the cell @ 2011 Center for Pre-College Programs, New Jersey Institute of Technology, Newark, New Jersey 1 About Cell Membranes (continued) 1.Structure of cell membrane Lipid Bilayer -2 layers of phospholipids • Phosphate head is polar (water loving) Phospholipid • Fatty acid tails non-polar (water fearing) • Proteins embedded in membrane Lipid Bilayer @ 2011 Center for Pre-College Programs, New Jersey Institute of Technology, Newark, New Jersey Polar heads Fluid Mosaic love water Model of the & dissolve. cell membrane Non-polar tails hide from water. Carbohydrate cell markers Proteins @ 2011 Center for Pre-College Programs, New Jersey Institute of Technology, Newark, New Jersey 2 About Cell Membranes (continued) • 4. Cell membranes have pores (holes) in it • Selectively permeable: Allows some molecules in and keeps other molecules out • The structure helps it be selective! Pores @ 2011 Center for Pre-College Programs, New Jersey Institute of Technology, Newark, New Jersey Structure of the Cell Membrane Outside of cell Carbohydrate Proteins chains Lipid Bilayer Transport Protein Phospholipids Inside of cell (cytoplasm) @ 2011 Center for Pre-College Programs, New Jersey Institute of Technology, Newark, New Jersey 3 Types of Cellular Transport • Passive Transport celldoesn’tuseenergy 1. Diffusion 2. Facilitated Diffusion 3. Osmosis • Active Transport cell does use energy 1. -
Reproduction in Fungi: Genetical and Physiological Aspects by CHARLES G
J. Genet., Vol. 73, Number 1, April 1994, pp. 55-56. (~) Printed in India. BOOK REVIEW Reproduction in Fungi: Genetical and Physiological Aspects By CHARLES G. ELLIOTT; Chapman & Hall, London, 1994; 310 pages; s 35.00 It is now ahnost one hundred years since Klebs (1986)laid the foundation of a scientific approach to the study of reproduction in fungi. Since then an extensive literature has accumulated on reproduction in fungi. To present this information ill terms of principles and concepts and to highlight the immediate problems for study is a daunting task. C. G. Elliott has made a commendable attempt in presenting an overview of the genetical and physiological aspects of fungal reproduction. Fungi are remarkable for producing many kinds of reproductive structures in many ways. They produce spores both asexually and sexually. A single fungus produces a single kind of sexual spore: oospores in phycomycetes, ascospores in ascmnycetes and basidiospores in basidiomycetes. The underlying genetical and physiological mechanisms in the formation of spores are complex and we are only beginning to discern them. The introductory chapter examines the advantages of both asexual and sexual reproduction and the persistence of sex in the face of the apparent advantage of asexual reproduction. The reader is reminded that sexual reproduction in fungi not only serves to generate variability, but also provides a means of repairing damaged DNA. Moreover, it can give rise to propagules resistant to unfavourable environmental conditions. In the chapters that follow, one learns that superimposed on the basic event of nuclear fusion are a variety of regulating medhanisms, the effects of which are to determine a successful mating. -
Congolius, a New Genus of African Reed Frog Endemic to The
www.nature.com/scientificreports OPEN Congolius, a new genus of African reed frog endemic to the central Congo: A potential case of convergent evolution Tadeáš Nečas1,2*, Gabriel Badjedjea3, Michal Vopálenský4 & Václav Gvoždík1,5* The reed frog genus Hyperolius (Afrobatrachia, Hyperoliidae) is a speciose genus containing over 140 species of mostly small to medium-sized frogs distributed in sub-Saharan Africa. Its high level of colour polymorphism, together with in anurans relatively rare sexual dichromatism, make systematic studies more difcult. As a result, the knowledge of the diversity and taxonomy of this genus is still limited. Hyperolius robustus known only from a handful of localities in rain forests of the central Congo Basin is one of the least known species. Here, we have used molecular methods for the frst time to study the phylogenetic position of this taxon, accompanied by an analysis of phenotype based on external (morphometric) and internal (osteological) morphological characters. Our phylogenetic results undoubtedly placed H. robustus out of Hyperolius into a common clade with sympatric Cryptothylax and West African Morerella. To prevent the uncovered paraphyly, we place H. robustus into a new genus, Congolius. The review of all available data suggests that the new genus is endemic to the central Congolian lowland rain forests. The analysis of phenotype underlined morphological similarity of the new genus to some Hyperolius species. This uniformity of body shape (including cranial shape) indicates that the two genera have either retained ancestral morphology or evolved through convergent evolution under similar ecological pressures in the African rain forests. African reed frogs, Hyperoliidae Laurent, 1943, are presently encompassing almost 230 species in 17 genera. -
Fall Color Is a Byproduct of the Physiological Response of Temperate-Zone Plants to Shortening Days
Printed in: Southwest Horticulture (2001) 18(6):6 The Colors of Fall Ursula Schuch, Plant Sciences Department, University of Arizona, Tucson Cool nights and warm, sunny days signal the onset of fall, and perfect weather for the development of brilliant crimson, gold, copper or yellow foliage. Fall color is a byproduct of the physiological response of temperate-zone plants to shortening days. Best fall colors are generally seen in deciduous, broadleaf woody plants that originate in USDA zones 3 to 9. In Arizona, fall color is scarce in the low desert, but is displayed more generously at higher elevations. Chlorophyll is responsible for the green color of leaves or stems and enables plants to produce sugars through the process of photosynthesis. In green leaves, chlorophyll is the dominant pigment. Visible light is absorbed by pigments, and leaves appear green because chlorophyll absorbs red and blue light while transmitting and reflecting green light. Carotenoids are accessory pigments in the photosynthesis process with colors in shades of yellow to orange; however, they are much less abundant than chlorophyll. Starting in spring, when plant growth begins for temperate-zone plants, and throughout summer, chlorophyll is continuously produced in the growing leaves to enable maximum food production. This is the time of greatest stem elongation, new leaf production, and growth in girth. As summer transitions into fall, plants respond to shorter days with reduced stem elongation, initiation of leaf abscission, reduced chlorophyll production, and increased production of other pigments. This marks the onset of dormancy and the beginning of frost hardiness. The splendor of fall color begins when chlorophyll production declines in the leaves and when the less abundant carotenoids unveil yellow to orange hues, or anthocyanins flaunt colors of red and purple. -
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. -
Study Guide Medical Terminology by Thea Liza Batan About the Author
Study Guide Medical Terminology By Thea Liza Batan About the Author Thea Liza Batan earned a Master of Science in Nursing Administration in 2007 from Xavier University in Cincinnati, Ohio. She has worked as a staff nurse, nurse instructor, and level department head. She currently works as a simulation coordinator and a free- lance writer specializing in nursing and healthcare. All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text shouldn’t be regarded as affecting the validity of any trademark or service mark. Copyright © 2017 by Penn Foster, Inc. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515. Printed in the United States of America CONTENTS INSTRUCTIONS 1 READING ASSIGNMENTS 3 LESSON 1: THE FUNDAMENTALS OF MEDICAL TERMINOLOGY 5 LESSON 2: DIAGNOSIS, INTERVENTION, AND HUMAN BODY TERMS 28 LESSON 3: MUSCULOSKELETAL, CIRCULATORY, AND RESPIRATORY SYSTEM TERMS 44 LESSON 4: DIGESTIVE, URINARY, AND REPRODUCTIVE SYSTEM TERMS 69 LESSON 5: INTEGUMENTARY, NERVOUS, AND ENDOCRINE S YSTEM TERMS 96 SELF-CHECK ANSWERS 134 © PENN FOSTER, INC. 2017 MEDICAL TERMINOLOGY PAGE III Contents INSTRUCTIONS INTRODUCTION Welcome to your course on medical terminology. You’re taking this course because you’re most likely interested in pursuing a health and science career, which entails proficiencyincommunicatingwithhealthcareprofessionalssuchasphysicians,nurses, or dentists. -
Microbial Growth
7 Microbial Growth 1 7.1 Reproductive strategies 1. Describe binary fission as observed in bacteria and archaea 2. Compare the three reproductive strategies used by bacteria other than binary fission 2 Reproductive Strategies • The reproductive strategies of eukaryotic microbes – asexual and sexual, haploid or diploid • Bacteria and Archaea – haploid only, asexual - binary fission, budding, filamentous – all must replicate and segregate the genome prior to division 3 4 7.2 Bacterial cell cycle 1. Summarize the two major events in a typical bacterial cell cycle 2. State the functions of cytoskeletal proteins in a typical bacterial cell cycle and in determining cell shape 5 Bacterial Cell Cycle • Cell cycle is sequence of events from formation of new cell through the next cell division – most bacteria divide by binary fission • Two pathways function during cycle – DNA replication and partition – cytokinesis 6 Chromosome Replication and Partitioning - 1 • Most bacterial chromosomes are circular • Single origin of replication – site at which replication begins • Terminus – site at which replication is terminated, located opposite of the origin • Replisome – group of proteins needed for DNA synthesis • DNA replication proceeds in both directions from the origin • Origins move to opposite ends of the cell 7 8 Chromosome Partitioning • Replisome pushes, or condensation of, daughter chromosomes to opposite ends • MreB (murein cluster B) – an actin homolog, plays role in determination of cell shape as spiral inside cell periphery, and chromosome