The Life LUCA Originated in the Sedimentary Deposits in the Flood
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Framing Major Prebiotic Transitions As Stages of Protocell Development: Three Challenges for Origins-Of-Life Research
Framing major prebiotic transitions as stages of protocell development: three challenges for origins-of-life research Ben Shirt-Ediss1, Sara Murillo-Sánchez2,3 and Kepa Ruiz-Mirazo*2,3 Commentary Open Access Address: Beilstein J. Org. Chem. 2017, 13, 1388–1395. 1Interdisciplinary Computing and Complex BioSystems Group, doi:10.3762/bjoc.13.135 University of Newcastle, UK, 2Dept. Logic and Philosophy of Science, University of the Basque Country, Spain and 3Biofisika Institute Received: 16 February 2017 (CSIC, UPV-EHU), Spain Accepted: 27 June 2017 Published: 13 July 2017 Email: Kepa Ruiz-Mirazo* - [email protected] This article is part of the Thematic Series "From prebiotic chemistry to molecular evolution". * Corresponding author Guest Editor: L. Cronin Keywords: functional integration; origins of life; prebiotic evolution; protocells © 2017 Shirt-Ediss et al.; licensee Beilstein-Institut. License and terms: see end of document. Abstract Conceiving the process of biogenesis as the evolutionary development of highly dynamic and integrated protocell populations provides the most appropriate framework to address the difficult problem of how prebiotic chemistry bridged the gap to full-fledged living organisms on the early Earth. In this contribution we briefly discuss the implications of taking dynamic, functionally inte- grated protocell systems (rather than complex reaction networks in bulk solution, sets of artificially evolvable replicating molecules, or even these same replicating molecules encapsulated in passive compartments) -
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. -
Effect of Irradiation of the PEM of 1.531211SMJ29 Jeewanu with Clinical Mercury Lamp and Sunlight on the Morphological Features of the Silicon Molybdenum Jeewanu
International Journal of Engineering Research and General Science Volume 4, Issue 4, July-August, 2016 ISSN 2091-2730 Effect of Irradiation of the PEM of 1.531211SMJ29 Jeewanu with Clinical Mercury Lamp and Sunlight on the Morphological Features of the Silicon Molybdenum Jeewanu Deepa Srivastava Department of Chemistry, S.S.Khanna Girls‘ Degree College, Constituent College of Allahabad University, Allahabad, Uttar Pradesh, India E- Mail – [email protected] Abstract— Sterilized aqueous mixture of ammonium molybdate, diammonium hydrogen phosphate, mineral solution and formaldehyde on exposure to sunlight results in the formation of self-sustaining coacervates which were coined as Jeewanu, the autopoetic eukaryote by Bahadur and Ranganayaki. Jeewanu have been analyzed to contain a number of compounds of biological interest. The presence of various enzyme like activities viz., phosphatase, ATP-ase, esterase, nitrogenase have been also been detected in Jeewanu mixture. Gáinti (2003) discussed that Jeewanu possesses a promising configuration similar to protocell-like model. Keywords— Autopoetic, eukaryote, Jeewanu, PEM, sunlight, mercury lamp, morphology, 1.531211SMJ29 INTRODUCTION Sterilized aqueous mixture of ammonium molybdate, diammonium hydrogen phosphate, mineral solution and formaldehyde on exposure to sunlight results in the formation of self-sustaining coacervates which were coined as Jeewanu, the autopoetic eukaryote by Bahadur, K and Ranganayaki, S. in 1970. [1] The photochemical, formation of protocell-like microstructures ―Jeewanu‖ in a laboratory simulated prebiotic atmosphere capable of showing multiplication by budding, growth from within by actual synthesis of material and various metabolic activities has been reported by Bahadur et al. [1, 2, 3, 4, 5, 7, 8] Jeewanu have been analyzed to contain a number of compounds of biological interest viz. -
Description of an Eyeless Species of the Ground Beetle Genus Trechus Clairville, 1806 (Coleoptera: Carabidae: Trechini)
Zootaxa 4083 (3): 431–443 ISSN 1175-5326 (print edition) http://www.mapress.com/j/zt/ Article ZOOTAXA Copyright © 2016 Magnolia Press ISSN 1175-5334 (online edition) http://doi.org/10.11646/zootaxa.4083.3.7 http://zoobank.org/urn:lsid:zoobank.org:pub:C999EBFD-4EAF-44E1-B7E9-95C9C63E556B Blind life in the Baltic amber forests: description of an eyeless species of the ground beetle genus Trechus Clairville, 1806 (Coleoptera: Carabidae: Trechini) JOACHIM SCHMIDT1, 2, HANNES HOFFMANN3 & PETER MICHALIK3 1University of Rostock, Institute of Biosciences, General and Systematic Zoology, Universitätsplatz 2, 18055 Rostock, Germany 2Lindenstraße 3a, 18211 Admannshagen, Germany. E-mail: [email protected] 3Zoological Institute and Museum, Ernst-Moritz-Arndt-University, Loitzer Str. 26, D-17489 Greifswald, Germany. E-mail: [email protected] Abstract The first eyeless beetle known from Baltic amber, Trechus eoanophthalmus sp. n., is described and imaged using light microscopy and X-ray micro-computed tomography. Based on external characters, the new species is most similar to spe- cies of the Palaearctic Trechus sensu stricto clade and seems to be closely related to the Baltic amber fossil T. balticus Schmidt & Faille, 2015. Due to the poor conservation of the internal parts of the body, no information on the genital char- acters can be provided. Therefore, the systematic position of this fossil within the megadiverse genus Trechus remains dubious. The occurrence of the blind and flightless T. eoanophthalmus sp. n. in the Baltic amber forests supports a previ- ous hypothesis that these forests were located in an area partly characterised by mountainous habitats with temperate cli- matic conditions. -
Constructing Protocells: a Second Origin of Life
04_SteenRASMUSSEN.qxd:Maqueta.qxd 4/6/12 11:45 Página 585 Session I: The Physical Mind CONSTRUCTING PROTOCELLS: A SECOND ORIGIN OF LIFE STEEN RASMUSSEN Center for Fundamental Living Technology (FLinT) Santa Fe Institute, New Mexico USA ANDERS ALBERTSEN, PERNILLE LYKKE PEDERSEN, CARSTEN SVANEBORG Center for Fundamental Living Technology (FLinT) ABSTRACT: What is life? How does nonliving materials become alive? How did the first living cells emerge on Earth? How can artificial living processes be useful for technology? These are the kinds of questions we seek to address by assembling minimal living systems from scratch. INTRODUCTION To create living materials from nonliving materials, we first need to understand what life is. Today life is believed to be a physical process, where the properties of life emerge from the dynamics of material interactions. This has not always been the assumption, as living matter at least since the origin of Hindu medicine some 5000 years ago, was believed to have a metaphysical vital force. Von Neumann, the inventor of the modern computer, realized that if life is a physical process it should be possible to implement life in other media than biochemistry. In the 1950s, he was one of the first to propose the possibilities of implementing living processes in computers and robots. This perspective, while being controversial, is gaining momentum in many scientific communities. There is not a generally agreed upon definition of life within the scientific community, as there is a grey zone of interesting processes between nonliving and living matter. Our work on assembling minimal physicochemical life is based on three criteria, which most biological life forms satisfy. -
Classification of Botany and Use of Plants
SECTION 1: CLASSIFICATION OF BOTANY AND USE OF PLANTS 1. Introduction Botany refers to the scientific study of the plant kingdom. As a branch of biology, it mainly accounts for the science of plants or ‘phytobiology’. The main objective of the this section is for participants, having completed their training, to be able to: 1. Identify and classify various types of herbs 2. Choose the appropriate categories and types of herbs for breeding and planting 1 2. Botany 2.1 Branches – Objectives – Usability Botany covers a wide range of scientific sub-disciplines that study the growth, reproduction, metabolism, morphogenesis, diseases, and evolution of plants. Subsequently, many subordinate fields are to appear, such as: Systematic Botany: its main purpose the classification of plants Plant morphology or phytomorphology, which can be further divided into the distinctive branches of Plant cytology, Plant histology, and Plant and Crop organography Botanical physiology, which examines the functions of the various organs of plants A more modern but equally significant field is Phytogeography, which associates with many complex objects of research and study. Similarly, other branches of applied botany have made their appearance, some of which are Phytopathology, Phytopharmacognosy, Forest Botany, and Agronomy Botany, among others. 2 Like all other life forms in biology, plant life can be studied at different levels, from the molecular, to the genetic and biochemical, through to the study of cellular organelles, cells, tissues, organs, individual plants, populations and communities of plants. At each of these levels a botanist can deal with the classification (taxonomy), structure (anatomy), or function (physiology) of plant life. -
The Biodiversity–Ecosystem Function Debate in Ecology
Provided for non-commercial research and educational use only. Not for reproduction, distribution or commercial use. This chapter was originally published in the book Handbook of The Philosophy of Science: Philosophy of Ecology. The copy attached is provided by Elsevier for the author’s benefit and for the benefit of the author’s institution, for non-commercial research, and educational use. This includes without limitation use in instruction at your institution, distribution to specific colleagues, and providing a copy to your institution’s administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution’s website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's permissions site at: http://www.elsevier.com/locate/permissionusematerial From deLaplante Kevin, and Picasso Valentin, The Biodiversity-Ecosystem Function Debate in Ecology. In: Dov M. Gabbay, Paul Thagard and John Woods, editors, Handbook of The Philosophy of Science: Philosophy of Ecology. San Diego: North Holland, 2011, pp. 169-200. ISBN: 978-0-444-51673-2 © Copyright 2011 Elsevier B. V. North Holland. Author's personal copy THE BIODIVERSITY–ECOSYSTEM FUNCTION DEBATE IN ECOLOGY Kevin deLaplante and Valentin Picasso 1 INTRODUCTION Population/community ecology and ecosystem ecology present very different per- spectives on ecological phenomena. Over the course of the history of ecology there has been relatively little interaction between the two fields at a theoretical level, despite general acknowledgment that many ecosystem processes are both influ- enced by and constrain population- and community-level phenomena. -
Enforcement Is Central to the Evolution of Cooperation
REVIEW ARTICLE https://doi.org/10.1038/s41559-019-0907-1 Enforcement is central to the evolution of cooperation J. Arvid Ågren1,2,6, Nicholas G. Davies 3,6 and Kevin R. Foster 4,5* Cooperation occurs at all levels of life, from genomes, complex cells and multicellular organisms to societies and mutualisms between species. A major question for evolutionary biology is what these diverse systems have in common. Here, we review the full breadth of cooperative systems and find that they frequently rely on enforcement mechanisms that suppress selfish behaviour. We discuss many examples, including the suppression of transposable elements, uniparental inheritance of mito- chondria and plastids, anti-cancer mechanisms, reciprocation and punishment in humans and other vertebrates, policing in eusocial insects and partner choice in mutualisms between species. To address a lack of accompanying theory, we develop a series of evolutionary models that show that the enforcement of cooperation is widely predicted. We argue that enforcement is an underappreciated, and often critical, ingredient for cooperation across all scales of biological organization. he evolution of cooperation is central to all living systems. A major open question, then, is what, if anything, unites the Evolutionary history can be defined by a series of major tran- evolution of cooperative systems? Here, we review cooperative evo- Tsitions (Box 1) in which replicating units came together, lost lution across all levels of biological organization, which reveals a their independence and formed new levels of biological organiza- growing amount of evidence for the importance of enforcement. tion1–4. As a consequence, life is organized in a hierarchy of coop- By enforcement, we mean an action that evolves, at least in part, to eration: genes work together in genomes, genomes in cells, cells in reduce selfish behaviour within a cooperative alliance (see Box 2 for multicellular organisms and multicellular organisms in eusocial the formal definition). -
Content Outline for Biological Science Section of the MCAT
Content Outline for Biological Science Section of the MCAT Content Outline for Biological Science Section of the MCAT BIOLOGY MOLECULAR BIOLOGY: ENZYMES AND METABOLISM A. Enzyme Structure and Function 1. Function of enzymes in catalyzing biological reactions 2. Reduction of activation energy 3. Substrates and enzyme specificity B. Control of Enzyme Activity 1. Feedback inhibition 2. Competitive inhibition 3. Noncompetitive inhibition C. Basic Metabolism 1. Glycolysis (anaerobic and aerobic, substrates and products) 2. Krebs cycle (substrates and products, general features of the pathway) 3. Electron transport chain and oxidative phosphorylation (substrates and products, general features of the pathway) 4. Metabolism of fats and proteins MOLECULAR BIOLOGY: DNA AND PROTEIN SYNTHESIS DNA Structure and Function A. DNA Structure and Function 1. Double-helix structure 2. DNA composition (purine and pyrimidine bases, deoxyribose, phosphate) 3. Base-pairing specificity, concept of complementarity 4. Function in transmission of genetic information B. DNA Replication 1. Mechanism of replication (separation of strands, specific coupling of free nucleic acids, DNA polymerase, primer required) 2. Semiconservative nature of replication C. Repair of DNA 1. Repair during replication 2. Repair of mutations D. Recombinant DNA Techniques 1. Restriction enzymes 2. Hybridization © 2009 AAMC. May not be reproduced without permission. 1 Content Outline for Biological Science Section of the MCAT 3. Gene cloning 4. PCR Protein Synthesis A. Genetic Code 1. Typical information flow (DNA → RNA → protein) 2. Codon–anticodon relationship, degenerate code 3. Missense and nonsense codons 4. Initiation and termination codons (function, codon sequences) B. Transcription 1. mRNA composition and structure (RNA nucleotides, 5′ cap, poly-A tail) 2. -
Latin Derivatives Dictionary
Dedication: 3/15/05 I dedicate this collection to my friends Orville and Evelyn Brynelson and my parents George and Marion Greenwald. I especially thank James Steckel, Barbara Zbikowski, Gustavo Betancourt, and Joshua Ellis, colleagues and computer experts extraordinaire, for their invaluable assistance. Kathy Hart, MUHS librarian, was most helpful in suggesting sources. I further thank Gaylan DuBose, Ed Long, Hugh Himwich, Susan Schearer, Gardy Warren, and Kaye Warren for their encouragement and advice. My former students and now Classics professors Daniel Curley and Anthony Hollingsworth also deserve mention for their advice, assistance, and friendship. My student Michael Kocorowski encouraged and provoked me into beginning this dictionary. Certamen players Michael Fleisch, James Ruel, Jeff Tudor, and Ryan Thom were inspirations. Sue Smith provided advice. James Radtke, James Beaudoin, Richard Hallberg, Sylvester Kreilein, and James Wilkinson assisted with words from modern foreign languages. Without the advice of these and many others this dictionary could not have been compiled. Lastly I thank all my colleagues and students at Marquette University High School who have made my teaching career a joy. Basic sources: American College Dictionary (ACD) American Heritage Dictionary of the English Language (AHD) Oxford Dictionary of English Etymology (ODEE) Oxford English Dictionary (OCD) Webster’s International Dictionary (eds. 2, 3) (W2, W3) Liddell and Scott (LS) Lewis and Short (LS) Oxford Latin Dictionary (OLD) Schaffer: Greek Derivative Dictionary, Latin Derivative Dictionary In addition many other sources were consulted; numerous etymology texts and readers were helpful. Zeno’s Word Frequency guide assisted in determining the relative importance of words. However, all judgments (and errors) are finally mine. -
Zoology (ZOOLOGY) 1
Zoology (ZOOLOGY) 1 ZOOLOGY/BIOLOGY/BOTANY 152 — INTRODUCTORY BIOLOGY ZOOLOGY (ZOOLOGY) 5 credits. Second semester of a two semester course designed for majors in ZOOLOGY/BIOLOGY 101 — ANIMAL BIOLOGY biological sciences. Continuation of 151. Topics include: selected topics 3 credits. in plant physiology, a survey of the five major kingdoms of organisms, speciation and evolutionary theory, and ecology at multiple levels of the General biological principles. Topics include: evolution, ecology, animal biological hierarchy. Enroll Info: Biology/Botany/ZOOLOGY/BIOLOGY/ behavior, cell structure and function, genetics and molecular genetics BOTANY 151. Not recommended for students with credit already in and the physiology of a variety of organ systems emphasizing function in Zoology/BIOLOGY/ZOOLOGY 101,102 or Botany/BIOLOGY/BOTANY 130 humans. Enroll Info: Not recommended for students with credit already in Requisites: ZOOLOGY/BIOLOGY/BOTANY 151 Zoology/Biology/BOTANY/BIOLOGY/ZOOLOGY 151 or 152 Course Designation: Gen Ed - Communication Part B Requisites: None Breadth - Biological Sci. Counts toward the Natural Sci req Course Designation: Breadth - Biological Sci. Counts toward the Natural Level - Elementary Sci req L&S Credit - Counts as Liberal Arts and Science credit in L&S Level - Elementary Repeatable for Credit: No L&S Credit - Counts as Liberal Arts and Science credit in L&S Last Taught: Spring 2021 Repeatable for Credit: No Last Taught: Summer 2021 ZOOLOGY 153 — INTRODUCTORY BIOLOGY 3 credits. ZOOLOGY/BIOLOGY 102 — ANIMAL BIOLOGY LABORATORY 2 credits. One-semester course designed for engineering majors including chemical and biological engineering. Topics include: cell structure and function, General concepts of animal biology at an introductory level. -
BIOL 1501 Principles of Biology I
Common Course Outline for: BIOL 1501 Principles of Biology I A. Course Description 1. Number of credits: 5 2. Lecture hours per week: 4 Lab hours per week: 3 3. Prerequisites: Math 1080 or 1090 or eligible for 1100; Eligible for READ 1106 4. Co-requisites: None 5. MnTC Goal: 3 This course is designed for students majoring in biology and other science related fields, including the health professions. Students will explore major biological processes occurring at the cellular level, with emphasis on cell structure and function, metabolism, reproduction, development, genetics and gene expression, and evolution. Students will engage in techniques appropriate to the study of biological processes and gain experience in experimental design, data analysis and interpretation, and the communication of results. This course meets a requirement for the Biology (Minnesota State Transfer Pathway) AS-P degree and is a prerequisite for BIOL 1502. It is strongly recommended that students have successfully completed (C or higher) a college level biology lab course, or a high school biology course within the past three years, before enrolling in this course. Lecture 4 hours per week. Lab 3 hours per week. B. Date last revised: August 2019 C. Outline of Major Content Areas Lecture: Subtopics listed under each main topic may vary due to recent developments in the field and current events. 1. Introduction a. The scientific process, the nature of biological inquiry, and data analysis and interpretation b. Hypotheses, predictions, and scientific theories c. Evolution and natural selection d. Unity and diversity of life e. Systematics – taxonomy, classification, phylogeny f. Organic molecules g.