This document provides an overview of a 12-lesson module on growth and development. The lessons will cover topics like growing and changing, growth patterns, cell reproduction, genetics, specialized cells, and proteins. Key concepts include DNA, genes, inheritance, cell division, and how cells become specialized.
This document defines key terms related to biology and genetics. It describes the structure and packaging of DNA, the central dogma of molecular biology, and important experiments that determined DNA is the genetic material, including Griffith's experiment demonstrating transformation, Avery et al's identification of DNA as the transforming principle, Hershey and Chase's experiment using bacteriophage, and Meselson and Stahl's experiment demonstrating semi-conservative DNA replication. It also outlines DNA and RNA structure, the double helix model of DNA, and DNA replication.
The document discusses the structure of DNA. It describes how DNA is made up of nucleotides containing deoxyribose, phosphate groups, and nitrogenous bases. Rosalind Franklin discovered through X-ray diffraction that DNA has a twisted, X-shaped structure with two strands. James Watson and Francis Crick then developed the double helix model of DNA, which showed two antiparallel strands coiled around each other and held together through hydrogen bonding between specific base pairs. Their model explained existing evidence about DNA's structure.
1) The document summarizes a chapter about DNA structure and function from a biology textbook. It describes key discoveries in DNA research including Chargaff's rules, Rosalind Franklin's x-ray images, and Watson and Crick's double helix model.
2) It explains DNA replication as semi-conservative and how DNA polymerase uses each strand as a template to assemble new strands from nucleotides. Errors can lead to mutations if uncorrected.
3) It discusses cloning of adult animals using somatic cell nuclear transfer and describes the process used to create Dolly the sheep, the first mammal cloned from an adult cell.
Deoxyribonucleic acid (DNA) contains the genetic instructions that determine an organism's traits. DNA has a double helix structure with a backbone made of alternating sugar and phosphate molecules, and bases (adenine, thymine, guanine, cytosine) that form rungs of the ladder-like structure. Genes are segments of DNA that code for proteins. Rosalind Franklin and Maurice Wilkins discovered that DNA has a helical structure using X-ray crystallography. James Watson and Francis Crick combined this evidence with their own research to establish DNA's double helix structure in 1953. DNA codes for amino acids that join to form proteins, which determine traits like eye and skin color. Gregor
The presentation includes about the basic knowledge of Deoxyribonucleic Acid or DNA. It involves the definition, structure, occurence, quantity, chemical composition, stability, variety, types, molecular weight, complementary of base pairs, absorbance, viscosity, ionic interactions, alternative forms and functions of DNA.
The document discusses the history of discoveries that led to determining the structure of DNA. It describes Griffith's experiments in the 1920s showing bacteria could be transformed, suggesting DNA carries genetic information. Avery later showed DNA was the molecule responsible for transformation. Chargaff discovered rules for base pairing in DNA. Rosalind Franklin's X-ray crystallography photos, especially Photo 51, provided data like DNA being a double helix that Watson and Crick used to model the DNA structure in 1953, with two strands coiled around each other and bases on each strand complementary and bonded to the other.
Ch 16: The Molecular Basis of Inheritance veneethmathew
DNA is the genetic material that is faithfully replicated and passed from parents to offspring. James Watson and Francis Crick discovered the double helix structure of DNA in 1953, which explained how DNA could store and replicate the instructions for making organisms. Their model showed that DNA consists of two strands coiled around each other, with nucleotides on the strands bonded together through base pairing with adenine bonding only to thymine and guanine only to cytosine. This allows each strand to serve as a template for duplicating the other, explaining DNA's role in inheritance and allowing organisms to pass genetic information between generations.
Chapter 16: Molecular Basis of InheritanceAngel Vega
KEY CONCEPTS
16.1 DNA is the genetic material
16.2 Many proteins work together in
DNA replication and repair
16.3 A chromosome consists of a DNA molecule packed together with proteins
This document provides a review of key concepts from chemistry of life, cell biology, genetics, and evolution. It defines organic compounds and the six elements that make up living things. It describes the four major categories of organic molecules and their structures and functions. It also reviews cell structures, organelles, and the differences between prokaryotic and eukaryotic cells. Genetic concepts like DNA, genes, mutations, and Mendelian genetics are summarized. Finally, it defines evolution by natural selection and provides evidence to support the theory of evolution.
This document provides an overview of DNA including its structure, function, discovery, testing, and applications. It discusses that DNA contains the instructions for development, life, and reproduction and is found in every cell. The structure of DNA is a double helix formed from nucleotides. DNA can be tested to determine genetic disorders, carrier status, and disease risk. Mutations in DNA can cause changes in organisms. DNA has many uses including genetic engineering, fingerprinting, personalized healthcare, and industry applications. However, it also has risks if damaged or used for biological warfare.
The document summarizes key discoveries in establishing DNA as the genetic material. It describes experiments by Griffith, Avery, Hershey and Chase showing that DNA transforms bacteria and is the genetic material in viruses. Watson and Crick developed the double helix model of DNA structure based on Franklin's X-ray images, explaining Chargaff's rules. Their model suggested DNA replication is semiconservative, supported by Meselson-Stahl experiments. DNA polymerase synthesizes new DNA strands while helicase and ligase aid replication.
This document provides an outline and overview of key concepts about cells. It begins by defining a cell and describing the main types - prokaryotic and eukaryotic. It then discusses the main components of cells, including the cytoplasm, organelles, cytoskeleton, cell wall, extracellular matrix, and cell junctions. For each topic, it provides brief explanations and examples. Interactive questions are included throughout to test understanding. The goal is to introduce the fundamental building blocks and structures that make up prokaryotic and eukaryotic cells.
DNA (Deoxyribo nucleic acid) is the principal genetic material of all organisms, except some viruses.
In 1953, James Watson and Francis Crick proposed the structural model of DNA for which they received the Nobel Prize in 1962.
This document discusses the molecular basis of inheritance. It begins by summarizing what was previously known about inheritance patterns from Mendel's work and the search for the genetic material. It then describes key experiments that established DNA as the genetic material, including Avery, MacLeod and McCarty's work showing DNA was the transforming principle in Griffith's experiments, and Hershey and Chase's experiment using radioactive labels to show that DNA enters bacteria during viral infection. The document goes on to discuss the structure of DNA, including the double helix model proposed by Watson and Crick based on Chargaff's rules and X-ray diffraction data. It also describes how DNA is packaged in cells via histones and nucleosomes.
The document discusses genes and DNA. It explains that DNA contains genes which act as recipes that determine traits. DNA is found in all cells and contains the genetic code for an organism. DNA replicates and is passed from parents to offspring. Genes determine traits like eye and hair color through dominant and recessive alleles. Genetic disorders occur due to mutations in genes. Examples given are sickle cell anemia, Down syndrome, and lactose intolerance.
Chromosomes carry DNA, which contains the genetic code. DNA is made up of bases that pair together in a double helix structure. When cells divide, the DNA copies itself so each new cell has the same genetic information. Genes in DNA code for proteins, which determine cell characteristics. Mutations in DNA can change protein sequences and cause genetic disorders.
DNA replication is semi-conservative, with each new DNA molecule containing one old and one new strand. Several enzymes are involved, including DNA polymerase, helicase, and ligase. The leading strand is replicated continuously while the lagging strand involves discontinuous replication of Okazaki fragments that are later joined. Primers of RNA are required to initiate synthesis, with DNA polymerase then adding complementary nucleotides to the 3' end to extend the DNA chain. Chargaff's rules and the double helix model of DNA provided evidence that DNA is the genetic material.
This document provides an overview of a 12-lesson course on keeping healthy. The lessons will cover topics like what causes disease, microbe attacks, vaccines, antibiotic resistance, and health studies. It previews the objectives and activities for the first lesson on microbes and disease, including understanding how microbes can cause illness and how the body prevents microbes from entering.
This document provides an overview of the lessons to be covered in a module on life on Earth. It includes topics such as the variety of life, evolution, evidence of change, Charles Darwin's theories, the origins of species, inheritance, where life came from, sensing the environment, human evolution, and extinction. Each lesson includes objectives, key terms, and extension questions. The document guides students through the content that will be examined over the next 12 lessons and an end of module test.
This document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It introduces key concepts about homeostasis, including how the body regulates conditions like body temperature, water levels, blood sugar levels, and blood pressure. Each lesson will focus on a different aspect of homeostasis, starting with an introduction to homeostasis and negative feedback mechanisms in Lessons 1 and 2. Subsequent lessons will cover topics like enzyme function, temperature regulation, water homeostasis, and what can happen when homeostasis goes wrong.
The document discusses a lesson plan that covers genetic screening and testing. Over the next 12 lessons, students will learn about genetics topics like inherited disorders, genetic testing, screening, and the ethical issues around how genetic information is used. One lesson focuses on genetic screening and testing, including how genetic information could be misused by insurance companies and discussed the arguments for and against using DNA profiles to determine insurance costs.
The document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It focuses on lesson 7 which covers how the body responds to changes in core temperature through vasoconstriction, vasodilation, sweating, and shivering. The key concepts covered are how varying blood supply to the skin through constricting or dilating blood vessels helps regulate core temperature. Extension questions provide further explanation and examples.
The document provides information about a biology lesson plan that covers genetics and inherited traits. It includes 12 lessons that cover topics like similarities and differences between family members, inherited disorders like cystic fibrosis and Huntington's disease, genetic testing, and stem cells. The lesson plan provides learning objectives, activities, and questions for each lesson.
The document provides an overview of a 12-lesson chemistry course covering topics like the periodic table, alkaline metals, chemical equations, halogens, helium, atomic structure, electrons, salts, and ionic theory. It includes lesson objectives, activities, extension questions, and summaries for the first two lessons which focus on the periodic table and alkaline metals. Key points covered are the periodic table's arrangement of elements, properties of group 1 alkaline metals like their reactions with water and acids, and their similarities and reactivity trends.
The document provides an overview of a course on Earth science and the universe. It includes 12 lessons covering topics like mapping the seafloor, plate tectonics, earthquakes and volcanoes, the origin of the universe, the solar system, what we are made of, the extinction of dinosaurs, and whether life exists elsewhere. The first lesson introduces concepts of time, space, the structure of Earth, and the rock cycle. Subsequent lessons will explore these topics in more depth.
The document provides an overview of the 12 lessons in a health studies module, including topics like antibiotics, vaccines, and clinical trials. It then presents information about lesson 7 which focuses on antibiotics and the rise of antibiotic-resistant "superbugs" due to overuse of antibiotics. The lesson objectives, activities, key concepts, and extension questions are outlined.
This document provides an overview of the lessons in a growth and development module, including the key topics and objectives covered in each lesson. The 12 lessons cover topics like growing and changing, growth patterns in humans and plants, cell division and specialization, sexual reproduction, protein production, and phototropism. Each lesson includes activities, literacy and numeracy focus areas, and questions to extend learning. The lessons explore how organisms develop from single cells to complex multi-cellular organisms through cell division and specialization of tissues and organs.
The document provides information about DNA discovery and the Human Genome Project. It discusses the roles of James Watson, Francis Crick, Rosalind Franklin and Maurice Wilkins in discovering the structure of DNA. It describes the Human Genome Project, which sequenced the entire human genome, and some ways its findings have been applied. It also addresses some ethical issues raised by the project. The document includes questions for students to answer about DNA, cells, and the roles of scientists in DNA discovery.
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DNA is a highly complex, intricate and extraordinary macromolecule found within all living cells. DNA is a "biochemical noun" and can be defined as "...a self- .... In other words, DNA refers to the molecules inside cells that carry genetic information and pass it from one generation to the next. The scientific name for DNA .... Free Essays from 123 Help Me | acid (DNA) is a molecule, a material rather, that is present in almost all living organisms. It is self-replicating and is .... 17. 2. 2022 ... Dna is the genetic fabric which is present in all the cells of the body. This molecule present a few characteristics, as VNTR, special present .... 24. 4. 2020 ... Genetic ancestry testing holds the potential to identify the geographic origins of an individual's ancestors, ancestral lineages, and relatives, .... 25. 4. 2022 ... 2022 DNA Day Essay Contest: Full Essays · 1st Place: Man Tak Mindy Shie, Grade 12. Teacher: Dr. Siew Hwey Alice Tan School: Singapore .... DNA, or Deoxyribonucleic acid, is two self replicating biopolymer strands that contain biological information that is necessary for human life. DNA is what .... DNA, also known as deoxyribonucleic acid, is a genetic information-carrying molecule that is essential for the development, growth, and reproduction of all .... DNA stand for deoxyribonucleic acid. RNA stands for ribonucleic acid. They share some similarities, such as both being nucleic acids.. Free Essay: The Structure and Replication of DNA Introduction The ... The enzyme polymerase is used to add new nucleotides to the growing DNA strands.
The Human Genome Project aimed to sequence the entire human genome. Over a decade, more than 1,100 scientists from around the world collaborated to decode over 3 billion letters of genetic code. This provided insights into human development and held promise to discover the genetic causes of diseases and develop new treatments. However, the project also raised ethical issues such as potential for genetic discrimination and "designer babies".
DNA replication is the process by which a cell makes an identical copy of its DNA before cell division. It involves three main steps: initiation, elongation, and termination. During initiation, enzymes unwind and separate the DNA double helix at the origin of replication. In elongation, DNA polymerase adds complementary nucleotides to each single strand of DNA, creating two new double helix DNA molecules. Termination occurs when the primers are removed and fragments are joined by ligase, completing replication of the original DNA.
Modern genetics revolves around DNA and its role in heredity. James Watson and Francis Crick discovered that DNA is made of two chains of nucleotides in a ladder-like structure. They also discovered that DNA replicates itself through a process of unwinding and new nucleotides attaching based on base pairing. DNA stores genetic information through genes, which are sections that code for the production of proteins using codons and mRNA.
1. Cytology is the study of cells and their structure and function. Prokaryotic cells lack a nucleus and membrane-bound organelles, while eukaryotic cells possess a nucleus and membrane-bound organelles.
2. DNA is the genetic material found in the nucleus. It was discovered in 1953 by Watson, Crick, and Franklin and consists of two strands of nucleotides connected in a double helix structure.
3. The nucleus contains DNA and directs cell activities. It is surrounded by a nuclear membrane and contains chromatin, genes, and nucleoli where ribosomes are formed before leaving through nuclear pores.
This document provides an introduction to bioinformatics. It begins by explaining that biology data is being collected rapidly and stored in databases, while software tools to analyze this data are also developing. Bioinformatics is defined as the research, development or application of computational tools and approaches for expanding the use of biological data. The document then reviews key molecular biology concepts like DNA, RNA, genes, proteins and the central dogma to provide context for bioinformatics. It distinguishes between bioinformatics users and developers, and notes that the field has expanded with genomic analysis.
Asian Art Museum Visit and AssignmentOn the first Sunday of .docxdavezstarr61655
Asian Art Museum Visit and Assignment
On the first Sunday of every month, admission to the museum’s permanent collection is free. On other days, your student ID will get you discounted admission. ($10) I’d recommend spending at least two hours there whenever you go, but if you get “museum fatigue,” take a break, have some tea, come back later.
The Museum has a wonderful permanent collection of Chinese art. You are only required to go once this semester, but I hope you’ll want to go more than once. Make sure to see the small gilded Buddha, one of their most famous pieces, and the bronze rhinoceros. Their jade collection is also famous. And look at whatever paintings they have out at the moment to see the possible formats: hanging scroll, hand scroll, album paintings. Of course, if you have time, the rest of the museum—the Indian, Southeast Asian, Tibetan, Japanese, Korean, and Mongolian art-- is also wonderful.
Your assignment is to find TWO works of art in the China collection that you like. Describe them briefly and specifically, including both their similarities and their differences. For example, they may be in different media (bronze, painting, jade, etc) or from different periods, or about different subjects. Please include photographs, but don’t rely on the pictures in what you write. Instead, create a word picture of each work. Then explain (1) why you chose these particular pieces and (2) what you learned about Chinese civilization from them. One page total, about 300 words. Please scan and upload this and YOUR MUSEUM TICKET to the iLearn link. DUE ANY TIME DURING THE SEMESTER. GRADING IS CR/NC. THIS COUNTS FOR 5% OF YOUR GRADE.
If this assignment is a hardship for you because of money, work or family responsibilities, please consult me and I’ll figure out an alternative for you.
Name ________________________ Sec._________
Chapter 5: Chromosomes and Inheritance
Module 5.6 Gametes have half as many chromosomes as body cells.
Answer the following questions as you read the module:
1.
is the process that results from the union of gametes from two different parents.
2.
A skin cell is to a somate as a(n) ________ is to a gamete.
A)
embryo
B)
zygote
C)
brain cell
D)
egg
3.
Determine whether each of the following cells is haploid or diploid.
A)
An egg
B)
A cell from your liver
C)
A zygote
D)
A sperm
E)
A cell from your heart
4. A normal human egg or sperm has 23 chromosomes, which is exactly one half what a somate has. Briefly explain what would happen every generation if gametes were actually diploid.
5._________________contain the same genes at the same locations.
A)
Sex chromosomes
B)
Autosomes
C)
Gametes
D)
Homologous chromosomes
6. Are the two chromosomes shown here homologous? Briefly explain why or why not.
7.
Can a karyotype be used to determine the gender of an individ.
Genes are segments of DNA that contain instructions for making proteins or controlling cell functions. DNA stores and transmits genetic information found within all living things, telling cells which proteins to make and when. DNA is located in the nucleus of cells and forms tightly coiled structures called chromosomes. In 1953, Watson and Crick discovered that DNA has a double helix structure with two nucleotide chains wrapping around each other.
The document provides background information on cells, including that cells are the basic building blocks of living things, cells have different types that perform specialized functions, and the cell theory states that all cells come from other cells. It then discusses the early discoveries of cells by scientists like Hooke, Schleiden, and Schwann that helped establish the cell theory and furthered understanding of cell structure.
The document discusses DNA, genes, and how genetic information is expressed. It explains that James Watson and Francis Crick discovered the double helix structure of DNA in 1953. DNA contains genes which code for proteins and are the basic units of heredity that get passed from parents to offspring. The document outlines the process of how genetic information in DNA gets transcribed into RNA and then translated into proteins, which leads to expressed traits in organisms.
The document discusses various cellular processes and organelle functions including homeostasis, permeability, energy production, cell transport, and protein synthesis. It also covers DNA structure and genetic inheritance through processes like replication, transcription, and translation. Key cellular and genetic concepts like mutations, variation, and interrelationships between organ systems are examined.
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1) Bacterial transformation experiments and studies of bacteriophages provided evidence that DNA carries genetic information. Avery discovered DNA was the transforming factor in bacteria. Hershey and Chase found that the genetic material of bacteriophages was DNA.
2) The structure of DNA was elucidated. Chargaff found rules of base pairing in DNA. Franklin's X-ray diffraction revealed DNA's double helix structure. Watson and Crick built a DNA model explaining its structure and base pairing.
3) DNA replication copies genetic information by unwinding the double helix and synthesizing new complementary strands according to base pairing rules, ensuring each daughter cell inherits the full genome. It occurs at replication forks in prok
The document discusses the history and development of the cell theory, beginning with Hooke and Leeuwenhoek's early observations of cells in the 1600s and culminating in the three main points of the modern cell theory - that all living things are made of cells, cells come from pre-existing cells, and cells are the basic unit of life. It also outlines the key contributions of scientists like Schwann, Schleiden, and Virchow that led to the modern understanding that cells are the fundamental building blocks of all living organisms.
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The cell cycle involves a series of events that take place as a cell grows and divides, including interphase and mitosis. Mitosis is a form of cell division that produces two daughter cells with the same genetic material as the parent cell. Meiosis is a type of cell division that produces gametes with half the number of chromosomes through one round of DNA replication followed by two cell divisions. Proteins are essential macromolecules found in all living organisms that are made of amino acids and perform important functions. Chromatin is the combination of DNA and proteins found within cell nuclei that packages and organizes the DNA.
The document provides an overview of lessons covering physics topics related to astronomy. It outlines 24 lessons that will cover telescopes, lenses, different types of telescopes, stars, the sun, moon and earth, eclipses, star distances, galaxies, and more. Each lesson includes objectives, literacy and numeracy focuses, and extension questions.
The document outlines a physics lesson plan covering topics related to telescopes, stars, galaxies, and the structure and composition of stars over 24 lessons. Key topics included refracting and reflecting telescopes, star distances and brightness, galaxies, stellar composition and nuclear fusion, and how a star's color relates to its surface temperature.
This document outlines a physics lesson plan on telescopes over 24 lessons. It will cover the different types of telescopes like refracting, reflecting, and radio telescopes. It will discuss how telescopes produce images using electromagnetic radiation of different frequencies. Key topics include lenses, star distances, galaxies, and the composition of stars. Lessons will include activities, literacy and numeracy focus, and questions for extension.
The document outlines a physics course covering topics related to astronomy and the structure of atoms and stars over 24 lessons. It provides learning objectives and activities for each lesson, including lessons on telescopes, the sun and planets, star distances and temperatures, galaxies, and the structure and behavior of atoms and gases.
This document provides an overview of the lessons that will be covered in a module about radiation and waves. It focuses on lesson P6.7, which discusses electromagnetic waves with frequencies higher than visible light, including ultraviolet (UV) rays, X-rays, and gamma rays. The lesson objectives are to understand that these waves are ionizing radiation that can alter or damage living cells. Examples of sources, detectors, and uses of each type of wave are provided. Key concepts explained are that frequency increases and wavelength decreases as you move from radio waves to gamma rays in the electromagnetic spectrum.
This document provides an overview of 12 lessons on the wave model of radiation. It will cover topics such as what waves are, describing wave properties, how waves behave at barriers and boundaries, bending light beams, electromagnetic waves, radio waves, and radiation from space. The first lesson defines key terms like amplitude, wavelength, and frequency and explains the two main types of waves - transverse and longitudinal waves. Subsequent lessons will focus on reflection, refraction, diffraction, and interference of waves.
The document outlines a route map for a 12 lesson course on electric circuits. It will cover topics like static electricity, electric charge, circuits, current, resistance, resistors, voltage, power, and electricity generation and distribution. It provides learning objectives and a sample activity for the first lesson which involves drawing a series circuit with batteries, a switch, light bulb, resistor and variable resistor and adding a voltmeter and ammeter.
This document provides an overview of the topics that will be covered in 12 lessons on electric circuits. The lessons will cover static electricity, electric charge, circuit symbols, simple circuits, controlling and measuring current, resistance, resistor combinations, measuring voltage, electrical power, domestic appliances, generating electricity, and distributing electricity. Each lesson will have objectives, activities, extension questions, and a summary.
This document provides an overview of the key concepts and lessons covered in a physics module on forces and motion. Over 12 lessons, students will learn about forces in different directions, how objects start and stop moving, friction, reaction forces, speed, modeling motion, force interactions, momentum, changes in momentum, car safety, laws of motion, work and energy, and kinetic and gravitational potential energy. Example questions and activities are provided to help students understand concepts like momentum, changes in momentum due to forces, and how safety features in cars like seatbelts reduce impact forces during collisions.
The document outlines a 12 lesson plan on the topic of forces and motion. It will cover key concepts such as forces in different directions, how objects start to move, friction, reaction of surfaces, speed, modeling motion, force interactions, changes in momentum, car safety, and laws of motion. Each lesson will include objectives, activities, literacy and numeracy focuses, and questions to help students understand the key topics being covered.
1. The document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, and energy changes over 24 lessons.
2. Lesson C7.9 focuses on rates of reaction and how factors like temperature, concentration, and particle size can influence the rate. Collision theory and activation energy are also discussed.
3. Examples of reversible reactions are given where the direction can change based on conditions like temperature and pressure. Equilibrium is reached when the rates of the forward and reverse reactions are equal and concentrations no longer change.
This document outlines a chemistry lesson plan covering titrations. The lesson will teach students how titration is used as a quantitative technique to measure the concentrations of acids and bases by determining the volume needed of a standard solution to reach the endpoint of a neutralization reaction. Key concepts include using an indicator to identify the endpoint, repeating titrations to obtain an accurate average volume, and how titrations can be used to find the concentration of an unknown solution based on the reaction stoichiometry. The lesson will also discuss using data loggers and pH probes for higher precision measurements.
The document outlines a chemistry route map for studying various topics over 24 lessons, including alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, titrations, reaction rates, equilibrium, the chemical industry, and green chemistry. It provides lesson objectives, activities, and questions for lessons on alkanes, alcohols, and carboxylic acids, covering topics like their structures, properties, reactions, uses, and how they are produced.
This document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, gas chromatography, titrations, rates of reaction, equilibrium, the chemical industry, green chemistry, industrial chemistry, theories on acidity, sampling, and making ethanoic acid. The module will focus on improving yield in industrial chemistry and reducing waste and pollution.
This document provides an overview of a 12-lesson chemistry module that will cover various topics related to chemical synthesis, including the chemical industry, acids and alkalis, rates of reactions, and factors that affect rates. It focuses specifically on lesson 6.11, which discusses the different stages involved in chemical synthesis, and lesson 6.12, which is about measuring the yield of chemical reactions.
The document provides an overview of a 12-lesson course on chemical synthesis that covers topics such as the chemical industry, acids and alkalis, reactions of acids, salts, purity of chemicals, rates of reactions, catalysts, chemical quantities, stages of chemical synthesis, and measuring yield. The first lesson focuses on understanding the role and importance of the chemical industry and the difference between bulk and fine chemicals.
This document outlines a lesson plan on metals from the lithosphere. It will teach students how reactive metals are extracted from ores using methods like carbon displacement and electrolysis. Key concepts include metal ores, extraction methods, reactivity series, and calculating formula masses of compounds. Activities include matching metals to their ores, naming metals, and explaining extraction techniques and material uses based on reactivity.
This document provides an overview of the lessons that will be covered in a course on chemicals in the natural environment. The 12 lessons will cover chemicals found in the atmosphere, hydrosphere, lithosphere and biosphere. It outlines the key concepts, objectives and activities for the first lesson which will introduce the four spheres and focus on the chemicals found in each.
1. Ionic compounds form when a metal reacts with a non-metal, resulting in positively charged metal ions and negatively charged non-metal ions that bond together in a crystalline lattice structure.
2. When ionic compounds dissolve in water or melt, the ions become free to move and conduct electricity. During electrolysis, positively charged metal ions move to the cathode and negatively charged non-metal ions move to the anode.
3. Common ionic compounds include sodium chloride, formed from sodium and chlorine ions, and copper chloride, used in electrolysis to extract copper metal from its ionic form.
This document outlines a biology curriculum covering various topics over 12 lessons. It will cover photosynthesis, respiration, feeding relationships, genetics, blood, circulation, energy, symbiosis, parasites, disease, biotechnology, exercise, joints, genetic modification, and more. Key concepts include how plants and organisms obtain and use energy, genetic inheritance and testing, the structure and function of body systems, and applications of biotechnology.
How Netflix Builds High Performance Applications at Global ScaleScyllaDB
We all want to build applications that are blazingly fast. We also want to scale them to users all over the world. Can the two happen together? Can users in the slowest of environments also get a fast experience? Learn how we do this at Netflix: how we understand every user's needs and preferences and build high performance applications that work for every user, every time.
Transcript: Details of description part II: Describing images in practice - T...BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and slides: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Are you interested in learning about creating an attractive website? Here it is! Take part in the challenge that will broaden your knowledge about creating cool websites! Don't miss this opportunity, only in "Redesign Challenge"!
Coordinate Systems in FME 101 - Webinar SlidesSafe Software
If you’ve ever had to analyze a map or GPS data, chances are you’ve encountered and even worked with coordinate systems. As historical data continually updates through GPS, understanding coordinate systems is increasingly crucial. However, not everyone knows why they exist or how to effectively use them for data-driven insights.
During this webinar, you’ll learn exactly what coordinate systems are and how you can use FME to maintain and transform your data’s coordinate systems in an easy-to-digest way, accurately representing the geographical space that it exists within. During this webinar, you will have the chance to:
- Enhance Your Understanding: Gain a clear overview of what coordinate systems are and their value
- Learn Practical Applications: Why we need datams and projections, plus units between coordinate systems
- Maximize with FME: Understand how FME handles coordinate systems, including a brief summary of the 3 main reprojectors
- Custom Coordinate Systems: Learn how to work with FME and coordinate systems beyond what is natively supported
- Look Ahead: Gain insights into where FME is headed with coordinate systems in the future
Don’t miss the opportunity to improve the value you receive from your coordinate system data, ultimately allowing you to streamline your data analysis and maximize your time. See you there!
Are you interested in dipping your toes in the cloud native observability waters, but as an engineer you are not sure where to get started with tracing problems through your microservices and application landscapes on Kubernetes? Then this is the session for you, where we take you on your first steps in an active open-source project that offers a buffet of languages, challenges, and opportunities for getting started with telemetry data.
The project is called openTelemetry, but before diving into the specifics, we’ll start with de-mystifying key concepts and terms such as observability, telemetry, instrumentation, cardinality, percentile to lay a foundation. After understanding the nuts and bolts of observability and distributed traces, we’ll explore the openTelemetry community; its Special Interest Groups (SIGs), repositories, and how to become not only an end-user, but possibly a contributor.We will wrap up with an overview of the components in this project, such as the Collector, the OpenTelemetry protocol (OTLP), its APIs, and its SDKs.
Attendees will leave with an understanding of key observability concepts, become grounded in distributed tracing terminology, be aware of the components of openTelemetry, and know how to take their first steps to an open-source contribution!
Key Takeaways: Open source, vendor neutral instrumentation is an exciting new reality as the industry standardizes on openTelemetry for observability. OpenTelemetry is on a mission to enable effective observability by making high-quality, portable telemetry ubiquitous. The world of observability and monitoring today has a steep learning curve and in order to achieve ubiquity, the project would benefit from growing our contributor community.
Scaling Connections in PostgreSQL Postgres Bangalore(PGBLR) Meetup-2 - MydbopsMydbops
This presentation, delivered at the Postgres Bangalore (PGBLR) Meetup-2 on June 29th, 2024, dives deep into connection pooling for PostgreSQL databases. Aakash M, a PostgreSQL Tech Lead at Mydbops, explores the challenges of managing numerous connections and explains how connection pooling optimizes performance and resource utilization.
Key Takeaways:
* Understand why connection pooling is essential for high-traffic applications
* Explore various connection poolers available for PostgreSQL, including pgbouncer
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* Discover best practices for monitoring and troubleshooting connection pooling setups
* Gain insights into real-world use cases and considerations for production environments
This presentation is ideal for:
* Database administrators (DBAs)
* Developers working with PostgreSQL
* DevOps engineers
* Anyone interested in optimizing PostgreSQL performance
Contact info@mydbops.com for PostgreSQL Managed, Consulting and Remote DBA Services
INDIAN AIR FORCE FIGHTER PLANES LIST.pdfjackson110191
These fighter aircraft have uses outside of traditional combat situations. They are essential in defending India's territorial integrity, averting dangers, and delivering aid to those in need during natural calamities. Additionally, the IAF improves its interoperability and fortifies international military alliances by working together and conducting joint exercises with other air forces.
Blockchain and Cyber Defense Strategies in new genre timesanupriti
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For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/07/intels-approach-to-operationalizing-ai-in-the-manufacturing-sector-a-presentation-from-intel/
Tara Thimmanaik, AI Systems and Solutions Architect at Intel, presents the “Intel’s Approach to Operationalizing AI in the Manufacturing Sector,” tutorial at the May 2024 Embedded Vision Summit.
AI at the edge is powering a revolution in industrial IoT, from real-time processing and analytics that drive greater efficiency and learning to predictive maintenance. Intel is focused on developing tools and assets to help domain experts operationalize AI-based solutions in their fields of expertise.
In this talk, Thimmanaik explains how Intel’s software platforms simplify labor-intensive data upload, labeling, training, model optimization and retraining tasks. She shows how domain experts can quickly build vision models for a wide range of processes—detecting defective parts on a production line, reducing downtime on the factory floor, automating inventory management and other digitization and automation projects. And she introduces Intel-provided edge computing assets that empower faster localized insights and decisions, improving labor productivity through easy-to-use AI tools that democratize AI.
Navigating Post-Quantum Blockchain: Resilient Cryptography in Quantum Threatsanupriti
In the rapidly evolving landscape of blockchain technology, the advent of quantum computing poses unprecedented challenges to traditional cryptographic methods. As quantum computing capabilities advance, the vulnerabilities of current cryptographic standards become increasingly apparent.
This presentation, "Navigating Post-Quantum Blockchain: Resilient Cryptography in Quantum Threats," explores the intersection of blockchain technology and quantum computing. It delves into the urgent need for resilient cryptographic solutions that can withstand the computational power of quantum adversaries.
Key topics covered include:
An overview of quantum computing and its implications for blockchain security.
Current cryptographic standards and their vulnerabilities in the face of quantum threats.
Emerging post-quantum cryptographic algorithms and their applicability to blockchain systems.
Case studies and real-world implications of quantum-resistant blockchain implementations.
Strategies for integrating post-quantum cryptography into existing blockchain frameworks.
Join us as we navigate the complexities of securing blockchain networks in a quantum-enabled future. Gain insights into the latest advancements and best practices for safeguarding data integrity and privacy in the era of quantum threats.
MYIR Product Brochure - A Global Provider of Embedded SOMs & SolutionsLinda Zhang
This brochure gives introduction of MYIR Electronics company and MYIR's products and services.
MYIR Electronics Limited (MYIR for short), established in 2011, is a global provider of embedded System-On-Modules (SOMs) and
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MYIR, recognized as a national high-tech enterprise, is also listed among the "Specialized
and Special new" Enterprises in Shenzhen, China. Our core belief is that "Our success stems from our customers' success" and embraces the philosophy
of "Make Your Idea Real, then My Idea Realizing!"
Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Em...Erasmo Purificato
Slide of the tutorial entitled "Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Emerging Trends" held at UMAP'24: 32nd ACM Conference on User Modeling, Adaptation and Personalization (July 1, 2024 | Cagliari, Italy)
An invited talk given by Mark Billinghurst on Research Directions for Cross Reality Interfaces. This was given on July 2nd 2024 as part of the 2024 Summer School on Cross Reality in Hagenberg, Austria (July 1st - 7th)
Hire a private investigator to get cell phone recordsHackersList
Learn what private investigators can legally do to obtain cell phone records and track phones, plus ethical considerations and alternatives for addressing privacy concerns.
Hire a private investigator to get cell phone records
B5 lesson part two
1. B5 Growth and Development Route map Over the next 12 lessons you will study : Friday 21 October 2011 B5.1 Growing and Changing B5.2 Growth Patterns B5.3 Growing Plants B5.4 A look inside the nucleus End of module test B5.5 Making new Cells B5.6 Sexual Reproduction B5.7 The Mystery of Inheritance B5.8 Specialised cells – special protein B5.9 Switched on or off? B5.10 Stem Cells B5.11 Making Proteins B5.12 Phototropism
2. B5.7 The mystery of inheritance Decide whether the following statements are true or false: We will focus on. Friday 21 October 2011 First activity: DNA is a double helix made form two strands of DNA that coil around one another. DNA is found in every cell of the human body. Where did each DNA strand come from ? Literacy: DNA, double helix, genes, base pairs, Crick, Watson, base pairing, adenine, cytosine, guanine, thymine, bonds and genetic inheritance. Numeracy: Between 1860 and 1523 various scientists led the charge to discover the material of inheritance, its structure and how it passed on information form generation. In 1953, two Cambridge scientists solve the puzzle. Their name Watson and Crick. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on: Asking questions and extending our thinking about inheritance Team workers Effective participators Self managers Lesson objectives: Understand the role of DNA in the cell and its three dimensional structure Understand how DNA is copied in the cell and how DNA passes on information Understand the role of Francis Crick and James Watson in discover DNA’s strucure.
3. B5.7 The mystery of inheritance Extension questions: 1: Who discovered the double helix structure of DNA ? 2: Which base of the DNA molecule always pairs up with Adenine? 3: Describe what happens when a DNA molecule is copied inside the cell during mitosis (cell division) or meiosis (gamete formation) ? 4: What does base pairing mean ? 5: “Nuclein” was recognised as genetic material in what year ? 6: What is DNA short for ? Know this: a: Know the role of DNA in the human body. b: Know how DNA passes on information through each successive generation. c: Know that a single gene is 3 bases either A, T G or C. Friday 21 October 2011 Introduction: The information to determine the characteristics of your whole body is held by the nucleus in your cells and is called the genetic code . The genetic code is stored in chromosomes. A chromosome is a very long molecule of DNA . In humans there are 23 pairs of chromosomes, 23 of which are from you mother and 23 from your father. A DNA molecule contains two strands twisted together in a spiral - this is a double helix . Each strand is made of four bases: adenine (A) , thymine (T) , guanine (G) , and cytosine (C) . The order of these bases reads like a code with 3 bases making a gene which then code for an amino acid found in a protein like an enzyme.
4. Key concepts Look at the photograph and information and answer all the questions: Watson and Crick made cardboard models of the bases in DNA. He found that A&T base pairs were the same size as the G&C base pairs. He also discovered a spherical pattern using X-ray crystallography. He realised that there were pairs of bases between two chains (a sugar and phosphates). The shape turned out to be a double helix. Watson and Crick B5.7 a DNA, the material of inheritance X ray crystallography of DNA What are the names of the four bases and which base pairs with which base ? What is the name of the sugar backbone found in the DNA molecule ?
5. Key concepts Look at the photograph and information and answer all the questions: During cell division DNA is replicated. The double helix structure allows for this replication. In the diagram opposite left, the two strands separate (blue). Free bases then form two new strands (orange). You are then left with two identical double helix molecules. Each DNA molecule is made from half old DNA (shown in blue) and half new DNA (shown in orange.) During normal cell division when does DNA replicates itself ? Who discovered the double helical structure of the DNA molecule ? If you examine the DNA found in sperm or egg gametes would it look the same as the picture opposite left ? B5.7 b Replicating DNA inside the cell maternal strand paternal strand Old DNA New DNA
6. B5.7 Plenary Lesson summary: amino triplet nucleus genetic Friday 21 October 2011 In 1953, Crick and Watson published their now famous paper, “a structure for Deoxyribose Nucleic Acid” in the scientific journal Nature. This paper brought together all their work on DNA and they used it to work out the structure of the double helix structure of DNA. How Science Works: Research how proteins are made inside the cell from the information found in DNA and what are the role of proteins inside the cell and human body. Preparing for the next lesson: Cells make proteins from about 20 _______ acids. There are thousands of different proteins. Each protein has a certain combination of amino acids joined together in a particular order. Each amino acid has a three-base code (a _______ code). The ________ code for making proteins is held on DNA in the cell ________. Decide whether the following statements are true or false : False True 3: You share 50% of your DNA with your mum and dad ? False True 2: Abbot and Costello discovered the structure of DNA ? False True 1: Adenine and guanine pair together in the DNA strand ?
7. B5.8 Specialised cells – special proteins Decide whether the following statements are true or false: Lesson objectives: Understand the role of proteins as structural molecules and enzymes in the human body Understand how proteins are made inside the cell Understand why cells become specialised inside the human body We will focus on. Friday 21 October 2011 First activity: List as many different proteins in the body and describe their role, for example collagen is important in holding skin cells together ? Literacy: Genes, DNA, proteins, keratin, elastin, collagen, structural proteins, enzymes, Antibodies, genetic switches, cells, skin, bone, nails, tendons, and ligaments Numeracy: All cells contain the same genetic information yet cell are different they are specialised. A skin cell is very different to a muscle or nerve cell. How this happens is by gene switching on or off PLTS Independent enquirers Creative thinkers Reflective learners We will focus on: Identify questions to answer about the different proteins within the body. Team workers Effective participators Self managers
8. B5.8 Specialised Cells Extension questions: 1: Name three types of protein in your body ? 2: Name one structural protein and say how it is suited to do its job ? 3: DNA is a cell’s genetic code. What does it do in a cell ? 4: How do genes control how a cell develops ? 5: Name a cell which would make these proteins: a) collagen, b) amylase and c) haemoglobin ? 6: Enzymes are proteins what role do they play in the body ? Know this: a: Know the role of proteins inside the cell and human body B: Know that humans have over 300 types of specialised cells. b: Know how cell become specialised by gene switching. Friday 21 October 2011 Introduction: Some proteins make up the framework of cells and tissues. These are structural proteins. If you were to remove all the water from an animal cell, 90% of what is left is proteins. Different specialised cells will contain different structural proteins needed to allow them to do their job inside the human body (both structural and enzymes) Other proteins that are also made using fragment of your DNA are also essential to life, for example all enzymes are proteins that speed up chemical reactions in a cell and during the digestion of food from your diet.
9. Key concepts Look at the photograph and information and answer all the questions: Explain why mammals like humans have more specialised cells when compared to plants like trees ? Give the name of the specialised cell that a) produces glucose b) carries oxygen c carries electrical impulses d) fertilises an egg e) detects light and colour ? In organisms which are multi cellular (made up of many cells), they cells are often specialised so they can perform a particular job better. They often have special shapes or structures in order to do their job better. This often results in the specialised cells being dependant upon other cells in the organism to perform the living processes it cannot. B5.8 a Specialised cells in plants and humans Plants typical have between 25 to 30 specialised cells for example, root hair cells, palisade cells, and stomata cells. Humans typically have between about 300 specialised cells for example, skin cells, red blood cells, nerve cells and muscle cells
10. Key concepts Look at the photograph and information and answer all the questions: Cardiac cells are unique in that they ‘twitch’ or contract naturally. Why does this feature make them good at their job in the heart ? Give two other specialised cells and explain how they are adapted to do their job in the human body ? Cells are designed for the specific functions they play in the human body as part of the billions of cells that work together to support life. A nerve cell for example is long and thin and conducts electrical impulses. A red blood cell has a large surface area and no nucleus, so it can transport the maximum amount of oxygen from the lungs to the rest of the body. B5.8 a Specialised cells in plants and humans Plants cells Human cells
11. B5.8 Plenary Lesson summary: tissues reactions antibodies proteins Friday 21 October 2011 Proteins are essential structural molecules found in cell membranes and provide the framework to make tissues like skin boner and muscle. Enzymes are proteins which speed up the chemical reactions that keep our bodies working. For example, digestive enzymes (amylases, proteases and lipases) speed up the chemical reactions the digestive system. How Science Works: Research into how proteins are made and how one gene codes for protein which have specific role in the human body. Preparing for the next lesson: Structural ________ are the framework which make up cells and ___________. There are other proteins which are essential for the chemical _________ that keep our bodies working. Other proteins called __________ are the proteins that help to defend our bodies against disease. Decide whether the following statements are true or false : False True 3: All cells in your body came from just one original cell, the zygote ? False True 2: Plants have less specialised cells when compared to humans ? False True 1: Human hair and fingernails are both made from proteins ?
12. B5.9 Switched on or off ? Decide whether the following statements are true or false: Lesson objectives: Understand how proteins are made inside the cell and how one gene codes for one amino acid the building blocks of proteins. Understand how and when gene switching occurs in different specialised cells. We will focus on. Friday 21 October 2011 First activity: All cells contain exactly the same genetic information and yet a skin cell is very different from a nerve cell or a red blood cell. Specific genes are switched on or off to make cell different and specialised. List the feature of each cell type and say how it help each cell do its job in the human body ? Literacy: DNA, genes, base pairs, thymine, guanine, cytosine and adenine, amino acids, proteins, cells, specialised cells, genetic switching, one gene theory, organism, chromosomes and DNA. Numeracy: Humans have about 25,000 to 30,000 genes. Each gene ode for a unique protein. Each proteins (structural or a proteins that folds to create an enzyme) will do a specific job. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on: Communicating your learning and understanding in relevant ways for different audiences Team workers Effective participators Self managers
13. B5.9 Switched on or off ? Extension questions: 1: Suggest a function, other than respiration, that all cells carry out ? 2: At the 8-cell stage of any embryo, how may genes are switched on ? 3: Draw a diagram which shows the genes which are switched on in an unspecialised cell ? 4: Write a definition for the one-gene-one-protein theory ? 5: Where would you find unspecialised stem cells in an adult ? Know this: a: Know how proteins are made inside cells from the information contain in our DNA. b: Know how gene switching causes cells to become specialised in the human body. Friday 21 October 2011 Introduction: One-gene-one-protein theory says that each gene controls the manufacture of one type of protein. In humans there are 20000 to 25000 genes. Not all genes are active and as cells grow some genes switch ‘off’ or ‘on’. In a hair cell, the genes for the enzyme that make keratin will be switched on, but the genes for those that make enzyme amylase (found in salvia and the small intestine) will be switched off. Some proteins are found common to every cell ,f or example all cells need to respire so genes that make enzymes that allow respiration to occur will be switched on in all cells.
14. Key concepts Look at the photograph and information and answer all the questions: Why could stem cells be used as therapies of the future to treat disease organs including the brain ? What causes genes to become switched on or off ? All cells contain the same DNA code. When a cell has to become specialized, it has to switch on certain genes and switch off the transcription of others. This mechanism of keeping a check on the genes being expressed at any point of time is referred to as gene regulation. A neuron, for example, will have a certain set of genes switched on, which is different from the genes switched on in a muscle cell. B5.9 a Gene switching making specialised cells stem cell blood cells muscle cells nerve cells (gene switching) unspecialised stem cell gene ‘on’ gene ‘off’
15. Key concepts Look at the photograph and information and answer all the questions: You identify a cell which makes an amylase enzyme and an antiseptic protein where would you fins these cells ? You identify a cell that makes a tough water membrane resistant to UV light where would you find these cells ? Cells are specialised doing very different jobs in the human body. You would expect a red blood cell which carries oxygen around the body in blood to be the same as a nerve cell which carry electrical impulses to and from the brain to all areas of the body. Different gene which make different proteins are either switched ‘on’ or ‘off’ to make he cell adapted for their function. B5.9 b Gene switching making specialised cells Genes used to make haemoglobin protein which traps iron which then binds oxygen. Blood cells Nerve cells Heart cells Genes used to produce a insulating myelin sheath so nerve cells can conduct impulses. Gene sues to produce structural proteins which are able to ‘twitch’ on their own.
16. B5.9 Plenary Lesson summary: genetic protein cell hair Friday 21 October 2011 In a developing embryo, the cells near the end of a limb will make fingers. Cells nearer the body will make an arm. This happens because of the difference in the concentration of chemical signals in each region of the embryo. Quite how the embryo manages to control all the cells is still a miracle and mystery of life of the developing foetus ! How Science Works: Research into what are stem cells and how might stem cell therapy be used to treat medical conditions like disease of the brain (Parkinson's disease, Alzheimer's) or damaged organs (Heart lung or liver) Preparing for the next lesson: DNA is a cell’s ________ code. Each gene is the instruction for a cell to make a particular ________. By controlling what proteins a cell makes, genes control how a _____ develops. We are still unsure what makes some cells turn into nerve cells or ________ cells. We think there must be some sort of gene switching in every cell. Decide whether the following statements are true or false : False True 3: DNA is not a cell’s genetic code ? False True 2: All genes in every cell of your body are active ? False True 1: In a salivary gland cell, the genes to produce amylase are switched on ?
17. B5.10 Stem cells Decide whether the following statements are true or false: Friday 21 October 2011 First activity: Imagine you have been diagnosed with life changing or threatening Parkinson's disease, dementia, Alzheimers or even liver cancer, why could doctors and laboratories who offer stem cell therapy potential take advantage of you PLTS Independent enquirers Creative thinkers Reflective learners We will focus on Team workers Effective participators Self managers Lesson objectives: Understand that cloned stem cell may offer therapeutic treatments in the future for disease or damaged organs Understand the ethical questions that may arise when using stem cell technology to treat patients with life changing o threatening diseases. Literacy: Asexual reproduction, clones, cloning, identical, twins, fertilisation, sperm, egg, molly, dolly, stem cells, undifferentiated, differentiated, Parkinson's disease, dementia and Alzheimer's. Numeracy: Currently stem cell therapy where stem cells are injected into a target organ like the liver or brain to form new brain or liver cells is banned in this country. In Switzerland, certain doctors now offer stem cell therapy at a cost of £20,000.
18. Stem cells Extension questions: 1: How are stem cells different from other cells ? 2: Why would scientists think stem cells would be useful in treating Parkinson’s disease ? 3: Explain how stem cell technology/treatment is different from cloning an adult ? 4: For each of these cells, say whether or not your body would reject it: bone marrow from a) your twin b) your sister and c) from stem cells with some of your own genes ? Know this: a: Know that cloned stem cells may offer therapeutic treatments in the future for disease or damaged organs. b: Know that stem cell scan be sources form bone marrow although only 1 in 10,000 bone marrow cells are stem cells. Friday 21 October 2011 Introduction: Scientists are try to improve methods for cloning animals. So in the future it may be possible to clone humans. But most scientists don’t want to clone adult human beings. However, some scientists do want to clone human embryos. They think that some cells from cloned embryos could be used to treat diseases. Stem cells which are unspecialised are found in embryos (left over form fertility treatment) and are unspecialised cells, which could be given to patients to repair damaged or diseased organs. To avoid rejection of the stem cells, they would need to have the same genes as the person getting them as a treatment. B5.10
19. Key concepts B5.10 a Look at the photograph and information and answer all the questions: Stem cells can now be grown and transformed into specialized cells with characteristics consistent with cells of various tissues such as muscles or nerves through cell culture. It is hoped that stem cells source form either embryos or umbilical cord tissue will be used to treat, replace and repair damages, disease or ageing organs including the heart, brain, liver and skeletal muscle. In the future disease like dementia, may be cured by injecting stem cells into the brain. Would you take this treatment if you suffered from one of these diseases ? State the ethical issues of using stem cells from a) embryos and b) umbilical cord ? Using stem cell technology Brain Other Stem cells could treat diseases like Parkinson disease where neurons cease to produce dopamine Stem cells could treat damaged organs like the heart of skeletal muscle. They could also treat organs identified with tumour for example liver cancer
20. B5.10 b Look at the photograph and information and answer all the questions: Occasionally a vital organ like a heart may fail even when we’re young. Scientists are now researching how to repair these organs using ‘stem cells.’ Unlike transplants, where you require a donor organ, stem cells once injected into a damaged organ can turn into new cells that can repair that organ. Stem cells unlike transplanted organs are not rejected by the body’s immune system. Explain why there is a real need to research the use of ‘stem cells’ as a source of cells that could produce any type of new cell as our own population ages ? Most stem cells used in scientific research are taken from embryos that are unwanted...what are the ethical issues of using cells taken from embryos ? If stem cell technology worked and was simple to administer we could all live to about 140...discuss the consequences of this on society ? Harvested stem cells Stem cell Blood cells Nerve cells Heart cells Stem cell technology Key concepts
21. B5.10 c Look at the photograph and information and answer all the questions: Give two ethical reasons for and against why we should all have access to stem cell therapy/treatment ? If stem cell technology could improve life expectancy should we use it ? Stem cell technology is yet proven may never work Stem cell technology would only be available to those patients who could afford to pay ? Human embryos should not be used as a source of stem cells ? The money could be better spent on preventing people form smoking or drinking and leading an unhealthy life Medical researchers believe that stem cell therapy has the potential to dramatically change the treatment of human disease. In the future, medical researchers anticipate being able to use technologies derived from stem cell research to treat a wider variety of diseases including cancer, Parkinson's disease, spinal cord injuries, multiple sclerosis, and muscle damage, However, there still exists a great deal of social and scientific uncertainty surrounding stem cell research, which could possibly be overcome through public debate and future research. Is using stem cell technology ethical Stem cell technology could help people live longer free of disease The cost of treating an elderly person with dementia using stem cell technology would be cheaper than having to provide long term care Scientists will be able to use embryos as a source for stem cells that would normally be destroyed Arguments for ? Arguments against ? If the technology works then we have the duty to make sure that we all benefit from it Key concepts
22. B5.10 Plenary Lesson summary: unspecialized cloned treat different Friday 21 October 2011 How Science Works: Research into how the body makes proteins using genes located in the DNA double helix. Preparing for the next lesson: Stem cells are ___________ animal cells which can develop into _________ types of cells. This is advantageous for scientists who want to use some cells from _______ human embryos to _______ diseases. Scientists at the University of Freiberg in Germany treated 60 patients who had heart disease. Some of the patients were treated using stem cells. The scientists think that the stem cells turned into new blood vessels or heart muscle cells or made the heart tissue secrete chemicals that encouraged growth of the patient’s own heart cells. Decide whether the following statements are true or false : False True 3: Using stem cells could help cure diseases like the common cold and flu ? False True 2: Bone marrow is the source of our own stem cells ? False True 1: We now clone humans all the time ?
23. B5.11 Making Proteins Decide whether the following statements are true or false: Lesson objectives: Understand how the genes contained in DNA are used to manufacture proteins inside the cell cytoplasm. Understand how proteins are made and their role in cells. We will focus on. Friday 21 October 2011 First activity: Name the four base pairs that make the unique code of life DNA. How are they pair and how is DNA replicated during normal cell division ? Literacy: Amino acids, triplet code, mRNA, DNA, Arginine, Lysine, Tyrosine, Ribosome, cytoplasm, nuclear membrane, proteins, genes. Numeracy: There are just 20 different amino acids which are used to make long chain proteins. Some proteins can be up to 2000 amino acids long meaning that 6000 base pair were required to manufacture that protein found along part of your DNA. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on: Questioning your own and other’s assumptions about how proteins are made Team workers Effective participators Self managers
24. B5.11 Making Proteins Extension questions: 1: Why are instructions for making proteins copied onto mRNA instead of using DNA itself ? 2: How many DNA bases code for a single amino acid? 3: What is the triplet code for tyrosine ? 4: Which amino acid has the code GCC ? 5: What are the differences between DNA and mRNA ? 6: What controls the sequence of amino acids in a protein chain ? Know this: a: Know how proteins are made inside the cell and how the sequence of amino acids is controlled the genes found in DNA. b: Know that the three dimensional shape of a proteins controls its properties. Friday 21 October 2011 Introduction: The great number of jobs carried out by proteins means that the are different from one another. The exact shape of a protein can be very important to how it works. Cells make proteins from 20 different amino acids and many proteins can be chains of 1000 to 2000 amino acids. The sequence of these amino acids is determined by your DNA. The sequence of the amino acids fixes the way the chains of amino acids fold to form the three-dimensional shape of the protein either as a structural protein like collagen or keratin or an enzyme like amylase or protease.
25. Key concepts Look at the photograph and information and answer all the questions: The amino acids used to build proteins chains are sources from where ? Why is DNA copied forming RNA which is then used outside the cell nucleus to code for the new protein chain made from amino acids ? Protein synthesis is the process in which cells build proteins. Making proteins is a multi-step process, beginning with amino acid synthesis and transcription of nuclear DNA into messenger RNA, which is then used to determine which amino acids go where. Short fragments call tRNA pick up the right amino acid and start building the protein chain. B5.11 a How are proteins synthesised
26. Key concepts Look at the photograph and information and answer all the questions: What role do antibodies play on our body are where would d you find these proteins ? Enzymes work by locking onto one substrate…explain why the folding of a enzyme is important to its function ? Proteins are like long necklaces with differently shaped beads. Each "bead" is a small molecule called an amino acid. There are 20 standard amino acids, each with its own shape, size, and properties. Proteins typically contain from 50 to 2,000 amino acids hooked end-to-end in many combinations. To become active, proteins must twist and fold into their final, shape. which enables proteins to accomplish their function. B5.11 b Three dimensional shapes of proteins Collagen in our cartilage and tendons gains its strength from its three-stranded, rope-like structure. It provide a matrix for skin and other cells. Antibodies are immune system proteins. The two arms of the Y-shaped antibody bind to a foreign molecule and help white blood cell trap bacteria/viruses. Enzymes, which are proteins that speed reactions, often contain a groove or pocket to hold the molecule they act upon. Collagen Antibody Different enzymes
27. Key concepts Look at the photograph and information and answer all the questions: Explain why beta sheets proteins are used to make small tube like structures inside the cell ? The proteins containing alpha and beta sheets what does this resemble ? When proteins fold, they don't randomly fold into twisted masses. They form set three dimensional shapes. Often, short sections of proteins form recognizable shapes. Where a protein chain curves into a corkscrew, that section is called an alpha helix . Where it forms a flattened strip, it is a beta sheet . Some proteins can contain or a mix of alpha helices and beta sheets . B5.11 c Three dimensional shapes of proteins The three dimensional image above shows a protein with a mix of alpha helices and beta sheets . The three dimensional image above shows a protein with mostly beta sheets The three dimensional image above show a protein with mostly alpha helices .
28. Key concepts Look at the photograph and information and answer all the questions: Explain why the shape of a red blood cell in very important so it can do its job ? Explain why there is no know cure form sickle cell at the current time ? Small errors in proteins can cause disease like sickle cell anaemia. Sickle cell disease, which most often affects those of African descent, is caused by a single error in the gene for haemoglobin, the oxygen-carrying protein in red blood cells. This error, results in an single incorrect amino acid. Hemoglobin molecules with this incorrect amino acid stick together and distort the normally smooth, lozenge-shaped red blood cells into jagged sickle shapes. B5.11 d Three dimensional shapes of proteins The most common symptom of the disease is unpredictable pain in any body organ or joint, caused when the distorted blood cells jam together, unable to pass through small blood vessels. These blockages prevent oxygen-carrying blood from getting to organs and tissues . Normal red blood cells Sickle cell
29. B5.11 Plenary Lesson summary: protein cells chains function Friday 21 October 2011 In 1961, Crick worked out that a three-base code for each amino acid would work. Different combinations of the four bases produce 64 triplet codes. So there is more than one code for each amino acid. There are also codes that signal the starting and stopping of the protein chain. These start and stop triplets mark the beginning and end of a gene. How Science Works: Research into how plants grow and how they can respond to stimuli such as light, moisture and gravity. Preparing for the next lesson: Each ________ is very different from each other due to the different type of job they have. _________ make proteins from about 20 different amino acids. They can join in __________ from 50 to many thousands. The order of the amino acids determines the shape and _________ of the protein. Decide whether the following statements are true or false : False True 3: Genes found in the DNA can leave the cell nucleus ? False True 2: Four bases on DNA codes for an amino acid, the building blocks of proteins ? False True 1: In mRNA the uracil base (U) takes the place of the thyamine base (T) on DNA ?
30. B5.12 Phototropism Decide whether the following statements are true or false: Lesson objectives: Understand that plant growth can respond to stimuli like light, moisture and gravity. Understand how plants grow towards the light displaying photropism. We will focus on. Friday 21 October 2011 First activity: What is mRNA? How is it different from DNA ? Why are instructions for making proteins copied onto mRNA ? How many DNA base code for an amino acid? Literacy: Plants, growth, phototropism, stimuli, moisture, light, gravity, auxin, roots, shoots, bending, development, hormones, roots, shade and sunshine. Numeracy: How plants shoots bend towards the light or how plant roots bend towards the ground is cause by the plant cells growing at different rates on one side of a growing shoot or root. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on: Generate ideas and explore possibilities Team workers Effective participators Self managers
31. B5.12 Phototropism Extension questions: 1: How does the walking palm tree grow towards the light ? 2: Explain why a plant benefits from bending towards the light ? 3: Write a definition for phototropism ? 4: Where does a shoot detect light ? 5: When a shoot bends towards the light which cells in the shoot grow the quickest ? 6: How would a seed grow in zero gravity and light (sketch) ? Know this: a: Know how plants respond to stimuli like light by auxin controlled growth b: Know that the palm tree, Socratea durissima , grows new roots towards a sunny patch which pulls the stem and leaves towards the light. Friday 21 October 2011 Introduction: Plants rooted in soil can’t move from place to place. You may have noticed that plants on windowsills seem to be bending towards the light. They are not moving, but growing. When the direction the light comes from affects the direction of plant growth, it is called phototropism . The only part of the plant that grows in the opposite way are the roots. They grow down into the ground away from the light. This is negative phototropism. Plants can also respond to gravity and moisture.
32. Key concepts Look at the photograph and information and answer all the questions: Using your knowledge of auxin in response to light and the direction of light why do we germinate seeds in the dark ? Why is it beneficial for plants to bed towards the light ? B5.12 a Plant’s response to light The three dimensional image above shows a protein with mostly beta sheets Light energy from sunlight Auxin accumulates on the dark side of the shoot causing cell elongation and the subsequent bending of the shoot towards the light source Auxin accumulation Plants can respond to environmental stimuli like light, gravity and water. Unlike humans and other animals, plants cannot move themselves because they lack a skeletal muscle system. Plants can, however grow towards or away from a light source. Plant shoots grow towards the light, whereas plant roots grow towards gravity and moisture.
33. Key concepts Look at the photograph and information and answer all the questions: B5.12 b Plant’s response to light The three dimensional image above shows a protein with mostly beta sheets Plants must grow in one direction or another to respond to stimuli like light, moisture or even gravity. They can’t simply move because thy don’t have a nervous or muscle system. The following experiments help us understand the role auxin plays in controlling a plant’s response. Look at the three different scenarios and predict where auxin is found and how this affects plant growth ? Light energy from sunlight Expt. one Expt. two Expt. three Three different experiment were set up as shown above: In experiment one: the shoot is untouched. In experiment two: foil covers the tip of the shoot. In experiment three: foil covers the base of the tip. Look at the result sand what do these results tell us ? results results results
34. B5.12 Plenary Lesson summary: clone organ roots auxins Friday 21 October 2011 Charles Darwin experimented with phototropism. He showed that the young shoots of grasses normally grew towards light and remained straight when he covered their tips. When he covered the lower parts of the shoot it didn’t stop them from bending towards the light. This proved that only the tip of the plant was sensitive to light. How Science Works: Revise for an end of module test on all the work you have covered on B5 Growth and Development. Preparing for the next lesson: Unspecialised plant cells can make any type of _______ the plant needs. Rooting powder can be used to encourage cut shoots to form _______. Rooting powder contains plant hormones. The _______ cause the new cells produced by the new cells in the shoot to develop into roots. The cutting then grows into a complete plant which is a _____ of the parent. Decide whether the following statements are true or false : False True 3: Low concentrations of auxins cause shoot cells to expand ? False True 2: Light is an essential requirement for plants ? False True 1: Phototropism is when shoots grow in the direction of light ?
35. B5 Growth and Development Route map Over the next 12 lessons you will study : Friday 21 October 2011 B5.1 Growing and Changing B5.2 Growth Patterns B5.3 Growing Plants B5.4 A look inside the nucleus End of module test B5.5 Making new Cells B5.6 Sexual Reproduction B5.7 The Mystery of Inheritance B5.8 Specialised cells – special protein B5.9 Switched on or off? B5.10 Stem Cells B5.11 Making Proteins B5.12 Phototropism