Zoology Syllabus
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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. -
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 -
Glossary - Zoology - Intro
1 Glossary - Zoology - Intro Abdomen: Posterior part of an arthropoda’ body; in vertebrates: abdomen between thorax and pelvic girdle. Acoelous: See coelom. Amixia: A restriction that prevents general intercrossing in a species leading to inbreeding. Anabiosis: Resuscitation after apparent death. Archenteron: See coelom. Aulotomy: Capacity of separating a limb; followed by regeneration; used also for asexual reproduction; see also fissipary (in echinodermata and platyhelminthes). Basal Lamina: Basal plate of developing neural tube; the noncellular, collagenous layer that separates an epithelium from an underlying layer of tissue; also basal membrane. Benthic: Organisms that live on ocean bottoms. Blastocoel: See coelom. Blastula: Stage of embryonic development, at / near the end of cleavage, preceding gastrulation; generally consisting of a hollow ball of cells (coeloblastula); if no blastoceol is present it is termed stereoblastulae (arise from isolecithal and moderately telolecithal ova); in meroblastic cleavage (only the upper part of the zygote is divided), the blastula consists of a disc of cells lying on top of the yolk mass; the blastocoel is reduced to the space separating the cells from the yolk mass. Blastoporus: The opening into the archenteron (the primitive gastric cavity of the gastrula = gastrocoel) developed by the invagination of the blastula = protostoma. Cephalisation: (Gk. kephale, little head) A type of animal body plan or organization in which one end contains a nerve-rich region and functions as a head. Cilium: (pl. cilia, long eyelash) A short, centriole-based, hairlike organelle: Rows of cilia propel certain protista. Cilia also aid the movement of substances across epithelial surfaces of animal cells. Cleavage: The zygote undergoes a series of rapid, synchronous mitotic divisions; results in a ball of many cells. -
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. -
Biology Has Been Taught at Bristol – As Botany and Zoology – Since Before the University Was Founded in 1909
Biology has been taught at Bristol – as Botany and Zoology – since before the University was founded in 1909. Bristol has made significant contributions to many fields, from animal cognition and medicinal plants to entomology, evolutionary Game Theory and bird flight – and the BBC Natural History Unit's proximity to the University has led to television careers for a number of graduates! In 1876, University College, the precursor to the University, appointed Dr. Frederick Adolph Leipner as Lecturer in Botany, Zoology and, amusingly, German. Leipner had trained at the Bristol Medical School, but taught botany and natural philosophy, later combining this with teaching in Vegetable Physiology at the Medical School. He became Professor of Botany in 1884 and was a founding member of the Bristol Naturalists' Society, becoming its President in 1893. Bristol today is proud of its interdisciplinary strengths and, among others, offers Joint Honours Degrees in Geology and Biology, and in Psychology and Zoology. A portent of these modern links is seen in one of the University's most notable early appointments, Conwy Lloyd Morgan, appointed as Professor of Zoology and Geology in 1884 and then – somehow fitting in service as Vice- Chancellor – becoming the first Chair in Psychology (and Ethics). Lloyd Morgan is most famous as a pioneer of the study of comparative animal cognition. He was a highly influential figure for the North American Behaviourist movement: “Lloyd Morgan's cannon” is a comparative psychologist's version of Occam's Razor whereby no behaviour should be ascribed to more complex cognitive mechanisms than strictly necessary. He was the first Fellow of the Royal Society to be elected for psychological work. -
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 -
Bio 345 Field Botany Fall 2013 Professor Mark Davis Macalester College (Office: Rice 104; 696-6102) Office Hours - M: 1:30-3:00 P.M
Bio 345 Field Botany Fall 2013 Professor Mark Davis Macalester College (Office: Rice 104; 696-6102) Office Hours - M: 1:30-3:00 p.m. Wed: 1:30-3:00 p.m. GENERAL INFORMATION Biology 345-01 (02): (Field Botany) is a course in plant taxonomy, plant geography, and plant ecology. Students will learn the principles of plant classification and, through first hand experience, the techniques of plant identification, collection, and preservation. Students also will be introduced to the fields of plant geography and plant ecology. Particular attention will be given to the taxonomy, geography, and ecology of plants growing in the North Central United States. Weekly field trips to nearby habitats will enable students to become familiar with many local species. This is a course for anyone who enjoys plants and wants to learn to identify them and learn more about them, as well as for students with a scientific interest in plant taxonomy and ecology. Note: this syllabus and other course materials can also be found on Moodle. READINGS: Readings from Barbour and Billings (2000), North American Terrestrial Vegetation, Cambridge U Press (in Bio Student Lounge); Judd et al. (2008), Plant Systematics: A Phylogenetic Approach, Sinauer Associates (in Bio Student Lounge); & readings to be assigned. LECTURES: MWF 10:50 - 11:50 a.m. in OR284. Please come to class on time!!!! LABORATORY/FIELD TRIPS/DISCUSSIONS: Thurs: 8:00 - 11:10 a.m. During September, and October we will usually take field trips during the weekly laboratory time. These will be local botanizing trips and will provide students with the opportunity to develop and practice their identification skills in the field. -
(LOCF) for (ZOOLOGY) Undergraduate Programme: a Template 2019
Learning Outcomes based Curriculum Framework (LOCF) for (ZOOLOGY) Undergraduate Programme: A template 2019 UNIVERSITY GRANTS COMMISSION BAHADUR SHAH ZAFAR MARG NEW DELHI – 110 002 1 Table of Contents Table of Contents ....................................................................................................................... 2 Preamble .................................................................................................................................... 6 Foreword .................................................................................................................................... 9 1. Introduction ......................................................................................................................................... 10 2. Learning Outcome Based approach to Curriculum Planning ............................................... 10 2.1 Nature and extent of the B.Sc degree Programme in Zoology ......................................... 11 2.2. Aims of Bachelor’s Degree Programme in Zoology ......................................................... 11 3. Graduate Attributes in Zoology ..................................................................................................... 12 4. Qualification Descriptors for a Bachelor’s Degree Programme in Zoology.....................14 5. Learning Outcomes in Bachelor’s Degree Programme in Zoology…………………..15 5.1 Knowledge and Understanding ...................................................................................................... 15 -
History of Zoology Since 1859
History of zoology since 1859 This article considers the history of zoology since the Asian zone and a New Guinea/Australian zone. His key theory of evolution by natural selection proposed by question, as to why the fauna of islands with such similar Charles Darwin in 1859. climates should be so different, could only be answered by Charles Darwin gave new direction to morphology and considering their origin. In 1876 he wrote The Geograph- ical Distribution of Animals, which was the standard ref- physiology, by uniting them in a common biological the- ory: the theory of organic evolution. The result was erence work for over half a century, and a sequel, Island Life, in 1880 that focused on island biogeography. He a reconstruction of the classification of animals upon a genealogical basis, fresh investigation of the development extended the six-zone system developed by Philip Sclater of animals, and early attempts to determine their genetic for describing the geographical distribution of birds to relationships. The end of the 19th century saw the fall animals of all kinds. His method of tabulating data on an- of spontaneous generation and the rise of the germ the- imal groups in geographic zones highlighted the disconti- ory of disease, though the mechanism of inheritance re- nuities; and his appreciation of evolution allowed him to propose rational explanations, which had not been done mained a mystery. In the early 20th century, the redis- [2][3] covery of Mendel’s work led to the rapid development of before. genetics by Thomas Hunt Morgan and his students, and The scientific study of heredity grew rapidly in the wake by the 1930s the combination of population genetics and of Darwin’s Origin of Species with the work of Francis natural selection in the "neo-Darwinian synthesis".