Proposal to Include the Rank of Phylum in the International Code of Nomenclature of Prokaryotes to Be Open for Discussion In
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Mnemonic Memory Taxonomy
MNEMONIC MEMORY TAXONOMY Overview: In this lesson, students determine proper classification of organisms according to taxonomic levels, explore characteristics that determine classification, and create methods to recall ordered taxonomic terminology. Objectives: The student will: • describe the use and function of a taxonomy, specifically to order and classify living organisms; and • identify and list taxonomic levels of biological classification. Targeted Alaska Grade Level Expectations: Science [7] SC2.2 The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by identifying the seven levels of classification of organisms. [7] SA1.1 The student demonstrates an understanding of the processes of science by asking questions, predicting, observing, describing, measuring, classifying, makign generalizations, inferring, and communicating. Vocabulary: animalia— one of six kingdoms, including most living things that are able to move and digest food internally plantae –one of six kingdoms, including living things that generally manufacture their own food through the use of photosynthesis fungi – one of six kingdoms, mostly living things that are nonmobile and assist in the decomposition process, including yeasts, molds, and mushrooms binomial nomenclature – a scientific naming system that gives a unique name (“scientific name”) to each species, using organisms’ genus and species as its two parts (e.g., “Homo sapiens” for humans) class – a taxonomic rank below -
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 -
Botanical Nomenclature: Concept, History of Botanical Nomenclature
Module – 15; Content writer: AvishekBhattacharjee Module 15: Botanical Nomenclature: Concept, history of botanical nomenclature (local and scientific) and its advantages, formation of code. Content writer: Dr.AvishekBhattacharjee, Central National Herbarium, Botanical Survey of India, P.O. – B. Garden, Howrah – 711 103. Module – 15; Content writer: AvishekBhattacharjee Botanical Nomenclature:Concept – A name is a handle by which a mental image is passed. Names are just labels we use to ensure we are understood when we communicate. Nomenclature is a mechanism for unambiguous communication about the elements of taxonomy. Botanical Nomenclature, i.e. naming of plants is that part of plant systematics dealing with application of scientific names to plants according to some set rules. It is related to, but distinct from taxonomy. A botanical name is a unique identifier to which information of a taxon can be attached, thus enabling the movement of data across languages, scientific disciplines, and electronic retrieval systems. A plant’s name permits ready summarization of information content of the taxon in a nested framework. A systemofnamingplantsforscientificcommunicationmustbe international inscope,andmustprovideconsistencyintheapplicationof names.Itmustalsobeacceptedbymost,ifnotall,membersofthe scientific community. These criteria led, almost inevitably, to International Botanical Congresses (IBCs) being the venue at which agreement on a system of scientific nomenclature for plants was sought. The IBCs led to publication of different ‘Codes’ which embodied the rules and regulations of botanical nomenclature and the decisions taken during these Congresses. Advantages ofBotanical Nomenclature: Though a common name may be much easier to remember, there are several good reasons to use botanical names for plant identification. Common names are not unique to a specific plant. -
Microbiology Unit- 1 1. According to Bergey's Manual of Systematic
Microbiology Unit- 1 1. According to Bergey’s Manual of Systematic Bacteriology, prokaryotes that lack a cell wall belong to the group? a) Gracilicutes b) Firmicutes c) Tenericutes d) Mendosicutes 2.Which among the following kingdoms were proposed by Whittaker? a) Monera b) Protista,Fungi c) Plantae,Animalia d) Monera,Protista,Fungi,Plantae,Animalia 3. Lipopolysaccharide in cell walls is characteristic of? a) Gram-positive bacteria b) Gram-negative bacteria c) Fungi d) Algae 4. Which of the following symmetry is exhibited by rod-shaped viruses? a) icosahedral b) helical c) complex d) circular 5. Fungi are ______________ a) prokaryotic b) eukaryotic c) prokaryotic and lack chlorophyll d) eukaryotic and lack chlorophyll 6. Which microorganism(s) among the following perform photosynthesis by utilizing light? a) Cyanobacteria b) Fungi c) Viruses d) Cyanobacteria, Fungi and Viruses 7. Adenoviruses exhibit which of the following symmetry? a) helical symmetry b) circular symmetry c) icosahedral symmetry d) complex structure symmetry 8. The transfer of genes from one cell to another by a bacteriophage is known as __________________ a) Recombination b) Conjugation c) Transduction d) Transformation 9. The cell in which the F factor carries along with it some chromosomal genes are known as ____________ a) F+ cell b) F— cell c) F’ cell d) F’’’ cell 10. The xanthophyte walls are typically of _____________________ a) chitin b) cellulose c) cellulose and pectin d) starch 11. Vaucheria is a single-celled organism. a) True b) False 12. In Chlamydomonas the most common method of sexual reproduction is ________________ a) isogamy b) heterogamy c) oogamy d) spore formation 13. -
Coastal Marine Habitats Harbor Novel Early-Diverging Fungal Diversity
Fungal Ecology 25 (2017) 1e13 Contents lists available at ScienceDirect Fungal Ecology journal homepage: www.elsevier.com/locate/funeco Coastal marine habitats harbor novel early-diverging fungal diversity * Kathryn T. Picard Department of Biology, Duke University, Durham, NC, 27708, USA article info abstract Article history: Despite nearly a century of study, the diversity of marine fungi remains poorly understood. Historical Received 12 September 2016 surveys utilizing microscopy or culture-dependent methods suggest that marine fungi are relatively Received in revised form species-poor, predominantly Dikarya, and localized to coastal habitats. However, the use of high- 20 October 2016 throughput sequencing technologies to characterize microbial communities has challenged traditional Accepted 27 October 2016 concepts of fungal diversity by revealing novel phylotypes from both terrestrial and aquatic habitats. Available online 23 November 2016 Here, I used ion semiconductor sequencing (Ion Torrent) of the ribosomal large subunit (LSU/28S) to Corresponding Editor: Felix Barlocher€ explore fungal diversity from water and sediment samples collected from four habitats in coastal North Carolina. The dominant taxa observed were Ascomycota and Chytridiomycota, though all fungal phyla Keywords: were represented. Diversity was highest in sand flats and wetland sediments, though benthic sediments Marine fungi harbored the highest proportion of novel sequences. Most sequences assigned to early-diverging fungal Ion torrent groups could not be assigned -
The Empire of Life Needs a Proper Name by Guy Lane & Andrew Buckwell
The Empire of Life Needs a Proper Name by Guy Lane & Andrew Buckwell The Empire of Life Needs a Proper Name 9 May, 2020. The biggest living organism on Planet Earth is the Living Planet itself, but she doesn’t have a proper name. Guy Lane & Andrew Buckwell ascribe a taxonomic classification to Gaia. THE PROCESS of human reproduction goes through a number of distinct phases. First, a young man meets a young woman and they learn each other’s names. They realise their lives would be better in a partnership. They come to an agreement about how to live together, and then they make a baby human. A similar process takes place when our Living Planet seeks to reproduce. Let us explain. The proper name for a human is Homo sapiens, and the science of properly naming living things is called taxonomy. In 1758, Carl Linneus instituted the practice of binomial nomenclature. This is a two-part name, written in Latin that describes how the organism looks or behaves. The binomial for Homo sapiens translates (perhaps inappropriately) to “wise people”. All species are so named as part of their ‘taxonomic rank’ that has a number of levels: Domain – Kingdom – Phylum – Class – Order – Family – Genus – Species. For a human, the taxonomic rank has the following entries: Prokaryote – Animalia – Chordata – Mammalia – Primate – Hominidae – Homo – Sapiens. The different types of living things can be represented in a Tree of Life. The picture below shows the Tree of Life extended to the level of Kingdom. 1 The Empire of Life Needs a Proper Name by Guy Lane & Andrew Buckwell The Phylogenetic tree (Image via Wikipedia) Of note, there is one important life form that has yet to be given a binomial or ascribed a taxonomic rank. -
Chapter 11: Bacteria Bacterial Groups
Bacterial Groups u Most widely accepted taxonomic classification for bacteria is Bergey’s Manual of Systematic Bacteriology. u 5000 bacterial species identified, 3100 classified. Chapter 11: Bacteria u Bacteria are divided into four divisions (phyla) according to the characteristics of their cell walls. u Each division is divided into sections according to: u Gram stain reaction u Cell shape u Cell arrangements u Oxygen requirements u Motility u Nutritional and metabolic properties u Each section contains several genera. Four Divisions of Bacteria Classification of Bacteria Procaryotes Gram-Negative Division II Wall-Less Archaea Bacteria Bacteria Bacteria Bacteria (Gracilicutes) (Firmicutes) (Tenericutes) (Mendosicutes) Thin Cell Walls Thick cell Walls Lack cell walls Unusual cell walls Division I. Gram-Negative Bacteria Gram Negative Bacteria Spirochetes 1. Spirochetes u Helical shape. Flexible. u Contain two or more axial filaments (endoflagella). u Move in corkscrew pattern. u Medically important members: F Treponema pallidum: Syphilis F Borrelia spp.: Lyme disease, relapsing fever F Leptospira: Leptospirosis 1 Syphilis is Caused by a Spirochete Lyme Disease is Caused by a Spirochete Primary syphilitic chancre and secondary rash. Source: Tropical Medicine and Parasitology, 1997 Lyme Disease early lesion at tick bite site. Source: Medical Microbiology, 1998 2. Aerobic, Motile, Helical/Vibroid Gram- Negative Bacteria Gram Negative Bacteria u Rigid helical shape or curved rods. Aerobic, Motile, Helical/Vibroid u Lack axial filaments (endoflagella); have polar Gram-Negative Bacteria flagella instead. u Most are harmless aquatic organisms. u Genus Azospirillum fixes nitrogen in soil. u Genus Bdellovibrio attacks other bacteria. u Important pathogens include: F Campylobacter jejuni: Most common bacterial food- borne intestinal disease in the United States (2 million cases/year). -
Activity 3: Six Kingdoms Brochure
Activity 3: Six Kingdoms Brochure Objective: You will demonstrate your knowledge of the six kingdoms of organisms by gathering information (from your class notes, the internet, and the biology textook) and creating a brochure on the six kingdoms in which scientists classify organisms. Your brochure will be organized as follows: 1. Making the Brochure- the brochure is made of one piece of paper. Fold the paper into thirds. 2. Cover- your cover should have a picture and an appropriate title. Your name should be written in the bottom right corner of the cover. 3. Inside the Brochure- inside your brochure, you should have one section for each of six kingdoms. Use the front and back of the paper. Since there will only be five open sections left in the brochure, you should place both the Eubacteria Kingdom and Archaebacteria Kingdom in the same section. You must include the following information for each of the six kingdoms: • Are the organisms unicellular (one cell) or multicellular (many cells) or both? • Do they have a nucleus in their cells? • Do they make their own food or get it from other organisms? • Other important characteristics • A picture or a diagram of sample organisms (one or a few) The Kingdom Fungi The Kingdom Fungi includes some of the most important organisms, both in terms of their ecological and economic roles. By decomposing dead material, they continue the cycle of nutrients through ecosystems. In addition, most plants could not grow without the fungi, or mycorrhizae, that live in their roots and supply essential nutrients. Other fungi provide numerous drugs (such as penicillin and other antibiotics), foods like mushrooms, truffles and morels, and the bubbles in bread (yeast), champagne, and beer. -
Anatomy and Go Fish! Background
Anatomy and Go Fish! Background Introduction It is important to properly identify fi sh for many reasons: to follow the rules and regulations, for protection against sharp teeth or protruding spines, for the safety of the fi sh, and for consumption or eating purposes. When identifying fi sh, scientists and anglers use specifi c vocabulary to describe external or outside body parts. These body parts are common to most fi sh. The difference in the body parts is what helps distinguish one fi sh from another, while their similarities are used to classify them into groups. There are approximately 29,000 fi sh species in the world. In order to identify each type of fi sh, scientists have grouped them according to their outside body parts, specifi cally the number and location of fi ns, and body shape. Classifi cation Using a system of classifi cation, scientists arrange all organisms into groups based on their similarities. The fi rst system of classifi cation was proposed in 1753 by Carolus Linnaeus. Linnaeus believed that each organism should have a binomial name, genus and species, with species being the smallest organization unit of life. Using Linnaeus’ system as a guide, scientists created a hierarchical system known as taxonomic classifi cation, in which organisms are classifi ed into groups based on their similarities. This hierarchical system moves from largest and most general to smallest and most specifi c: kingdom, phylum, class, order, family, genus, and species. {See Figure 1. Taxonomic Classifi cation Pyramid}. For example, fi sh belong to the kingdom Animalia, the phylum Chordata, and from there are grouped more specifi cally into several classes, orders, families, and thousands of genus and species. -
BIOLOGY CLASS – XI and XII (2021-22) the Present Curriculum
BIOLOGY (Code No. 044) Syllabus for Purpose of Examination 2021-22 CLASS – XI and XII (2021-22) The present curriculum provides the students with updated concepts along with an extended exposure to contemporary areas of the subject. The curriculum also aims at emphasizing the underlying principles that are common to animals, plants and microorganisms as well as highlighting the relationship of Biology with other areas of knowledge. The format of the curriculum allows a simple, clear, sequential flow of concepts. It relates the study of biology to real life through the use of technology. It links the discoveries and innovations in biology to everyday life such as environment, industry, health and agriculture. The updated curriculum focuses on understanding and application of scientific principles, while ensuring that ample opportunities and scope for learning and appreciating basic concepts continue to be available within its framework. The curriculum is expected to: promote understanding of basic principles of Biology encourage learning of emerging knowledge and its relevance to individual and society promote rational/scientific attitude towards issues related to population, environment and development enhance awareness about environmental issues, problems and their appropriate solutions create awareness amongst the learners about diversity in the living organisms and developing respect for other living beings appreciate that the most complex biological phenomena are built on essentially simple processes It is expected that the