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Sound Words Worksheets. These worksheets provide practice using words that describe sound, such as low, high, soft, loud, etc. Free | Printable | Grade 1 | Science | Worksheets.

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Here are some major differences between acid and base. Know all that makes the two differ in their state of existence including PH, taste, etc.

The document consists of information and interactive based power points for the evolution unit that cover the following topics: 1) Darwin, Lamarck and Malthus 2) Natural Selection vs Artificial Selection 3) Types of Natural Selection 4) Hardy-Weinberg Equilibrium 5) Speciation 6) Origin of Cells/Life 7) Phylogenetic Trees The power points include all information required at the high school level for biological evolution :) Lesson on the Introduction to Evolution: https://www.teacherspayteachers.com/Product/High-School-Biology-Introduction-to-Evolution-FULL-LESSON-PLAN-3206815 Lesson on Natural Selection: https://www.teacherspayteachers.com/Product/High-School-Biology-Darwins-Theory-Natural-Selection-Lesson-Plan-3206850 Lesson on Hardy-Weinberg: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Hardy-Weinberg-3207229 Lesson on Speciation: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Speciation-Power-Point-3207230 Lesson on Co-Evolution and Mimicry: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Co-Evolution-Mimicry-ETC-3207691 Lesson on Creationism vs Science Debate: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Creationism-vs-Science-DEBATE-3207708 Lesson on the Origins of Life: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Origin-of-Life-3207733 Previous Lesson on Phylogenetic Trees and Cladograms: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Phylogenetic-Trees-and-Cladograms-3207747 Evolution Review: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-REVIEW-Questions-Games-and-Notes-3207788 Evolution Unit Test: https://www.teacherspayteachers.com/Product/Grade-11-and-12-Evolution-Unit-TEST-3207799 Lessons for the Entire Evolution Unit: https://www.teacherspayteachers.com/Product/Grade-11-and-12-Lessons-for-Entire-Evolution-Unit-3207822

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THIS IS NOTE IS LARGE AND HAS LOTS OF PICTURES; MOST PICS ARE TAKEN FROM SILVERTHORN TEXTBOOK What are the different types of hormones? How are hormones released and controlled? What are the major endocrine organs (glands) and endocrine pathogenesis as well as the interactions between hormones (synergistic or antagonistic) What are hormones? Hormones: derived from greek verb ormao = 'to excite or arouse', they are chemical messengers secreted into the blood by specialised cells and generally act on remote organ sites and alter rates of processes in target cells. They act at very low concnetrations nano to picomolar range (10^-9 to 10^-12). They control long-term homeostatic processes: Grow, development, metabolism, reproduction and internal environment regulation. Hormones are produced by endocrine cells and organs - released from endocrine glands. Endocrinology is the study of the endocrine system and hormone action Hormones act by binding receptors on or in target cells: - Controlling the rates of enzymatic reactions. - Controlling the movement of ions or molecules across membranes - Controlling gene expression and protein synthesis Hormones have half-lives; i.e. they act for specific period of time before becoming inactivated. Abit of history of endocrinology: First experiments performed in mid 1800s. 1849 Berthold and his roosters. 1889 C. Brown-Sequard's Viagra. 1889 discovery of insulin by Minkowski. 1891 thyroid hormone replacement. 1922 purified insulin was used in clinical trials Types of Hormones Many different classification schemes: a. Protein/peptide b. Steroid (cholesterol derivatives) c. Amine (tryptophan or tyrosine derivatives) OR i. Lipophilic: penetrate cell membrane readily (steroid hormones and thyroid hormones) ii. Lipophobic: do not penetrate cell membrane (peptides and catecholamines) Look at the figure to the right to see the different hormones - must know ALL (espcially the most important - thyroid, parathyroid, adrenal, pancreas, hypothalamus-pituitary, gonads) A. PROTEIN AND PEPTIDE HORMONES These are the most common types of hormones. - preprohormone - large inactive - prohormone - posttranslational modification - peptide hormone-receptor complex - signal transduction system Stored in secretory vesicles and secreted by exocytosis. Dissolved in blood for transport. Act on cell surface receptors - do not penetrate target cell by diffusion. Rapid onset, short duration and short half-life in the blood - usually inactivated by proteases. Not active orally. This is because they are proteins/peptides and are digested in the gut (so administration is other than oral cavity - injections!?) More is discussed below about hormone receptors B. STEROID HORMONES - Cholesterol-derived synthesized in the smooth ER. Synthesize as needed from precursors. Lipophilic and can diffuse across membranes and are not stored in secretory cell. They transported through the blood with carrier proteins. They bind on intracellular receptor (cytoplasmic or nuclear receptors (mostly)) which recognize specific steroids. Steroid hormones induce their effects by altering transcription - they activate or repress gene expression for protein synthesis. They are slower acting and have long duration and longer half-life. May be active orally Examples: cortisol, estrogen, testosterone The pineal gland, the thalamus and corpus callosum HORMONE RECEPTORS (some things are mentioned below again; this area must be cleaned!) Hormones work by binding to specific receptors on or in target cells. Receptors are specific for hormone(s). Presence of receptor is necessary for response in cell. Cells have multiple receptors for different hormones. Some hormones have more than one type of receptor; e.g. multiple types adrenergic receptor. They can get up or down regulation of receptors. Little exposure to hormone - upregulation; e.g. alloxan diabetes. Lot of exposure to a hormone - down regulation - type 2 diabetes? Agonists: substances that bind to receptor and mimic effect of a hormone. Antagonists are substances that bind to receptor but do not stimulate, so block the effect of a natural hormone. Partial agonists bind and havve low activity, phytoestrogens in soya. Many drugs act as hormone agonists/antagonists Types of hormone receptors 1. Intracellular receptors that affect mRNA transcription 2. G-protein coupled receptors 3. Tyrosine Kinase associated receptors (RTK) 1. Intracellular receptors Lipophilic hormone enters cell by simple diffusion. It binds to receptor in nucleus or cytoplasm (translocated to nucleus). Binding induces conformational change and form receptor dimers. The activated receptor has a DNA binding region that binds to ''hormone-responsive elements'' of DNA. Receptor binds to specific base sequences on DNA so affects specific genes. Binding of receptor to DNA switches genes for proteins in that area on or off. Get induction or repression of synthesis of key proteins. Calcitriol (from vitamin D) induces synthesis of several key proteins involved in calcium transport in the gut. 2. G-protein coupled receptors - GPCR Proteins in membrane with three subunits α,β and γ. They are called G proteins because they are associated with GDP/GTP. G protein complex in membrane with GDP bound to a region. Hormone binds to GPCR increases its affinity for αβγ-trimer. When GPCR and αβγ unit combine, the GDP on the α unit is replaced by GTP. The α unit when bound to GTP dissociates from βγ. The α unit binds to a membrane enzyme (or ion channel) and alters its activity. The α unit is a weak GTPase and as GTP is converted to GDP so it rebinds to form αβγ - so terminating its effects. G-proteins There are several types of G-proteins. Proteins Gs and Gi stimulate or inhibit the membrane enzyme adenylate cyclase. This catalyses ATP to cyclic AMP which is a secondary messenger which brings about intracellular hormone effects. There are other second messengers like cGMP, inositol triphosphate, diacyglycerol and calcium. Sorry for the informal diagram! Glucagon and cAMP Glucagon binds to its membrane receptor. The αβγ G protein attaches to the receptor. The α unit's GDP is replaced by GTP; this α unit detaches and binds to and activates membrane adenylate cyclase. Increased cAMP produced inside the cell. α-unit converts GTP to GDP and it rejoins to βγ-unit - cessation of effect. Cyclic AMP binds to and activates cAMP dependent protein kinase (PKA). This protein kinase adds phosphate residues to specific protein sites which activate or inhibit it. Glycogen synthase becomes inactive when phosphorylated - less glycogen synthesis. PKA phosphorylates phosphorylase kinase to make it more active and this in turn phoshorylate phosphorylate b (inactive) to an (active) increased glycogen breakdown. cAMP broken down to AMP by enzyme phosphodiesterase which stops effect. Phosphodiesterase inhibited by caffeine, theophylline and sidenafil (viagra - omg). Phosphatases within cell remove phosphate groups from protein - counteract protein kinases. Enzyme activity depends upon proportion phosphorylated - balance of kinase and phosphatase effects! cAMP A number of hormones work via cAMP as a secondary messenger. Precise effect of rise or fall in cAMP depends upon tissue enzymes. Catabolic enzymes are more active when phosphorylated i.e. by increased cAMP - anabolic less active. Theophylline potentiates effects of cAMP and is a derivative of cAMP that penetrates cell and mimics effect of cAMP (hormone?) Phosphotidyl inositol system When hormone binds to its receptor it activates a G-protein. The α subunit binds to and activates phospholipase C in membrane. This enzyme converts phospholipid phosphotidyl inositol biphosphate (PIP2) to diacylglycerol (DAG) and inositol triphosphate (IP3) - both are secondary messengers. Diacylglycerol (DAG) This activates protein kinase C in the membrane. This causes protein phosphorylation which brings about a response in the cell. Inositol Triphosphate (IP3) Enters cytoplasm. Triggers calcium release from endoplasmic reticulum. This calcium binds to a protein called calmodulin which activates a calmodulin sensitive protein kinase. Calcium can also trigger secretion. Guanylate cyclase The receptor(s) for atrial natriuretic factor (ANF) have a guanylate cyclase component. The ANF binds to the receptor which increases guanylate cyclase activity. Cyclic GMP is produced in the cell - the secondary messenger. 3. Tyrosine Kinase associated receptors (RTK) Insulin and receptor tyrosine kinase (RTK) Insulin receptor is tetramer α2β2. Insulin binds to external binding sites on a subunits. The β subunits are large transmembrane proteins with tyrosine kinase activity. The α units suppress the TK activity but when insulin binds this removes inhibition. The TK units phosphorylate each other and other cellular proteins. TK effects: activates a protein phosphatase which dephosphorylates glycogen synthase - activated. In cells like muscle and fat releases the glucose transporter GLUT-4 from vesicles to membrane. Other effects also... The hormone receptor complexes aggregate and internalised into vesicles and insulin is degraded. Feedback loop and Response loop Now lets talk abit about the how hormones are controlled Afferent: incoming signal: a. Stimulus -> b. Sensor or Receptor -> -> d. Afferent Pathway -> Efferent: outgoing signal: -> e. Integrated center -> f. Efferent pathway -> g. Target or Effector -> h. Response (this was the response loop: from stimulus to response) (Feedback loop: from response back to stimulus is the feedback loop mechanism)......Stimulus -> Sensor or receptor......etc. We gone see how this control mechanism (stimulus then sensor or receptor then afferent pathway to integrated center to efferent pathway then target or effector and response) occurs in other hormones and in different examples. Look (click) at the diagrams!!! Example 1 Example 2 Major endocrine organs Brain: - Hypothalamus (trophic and neurohormones) - Pituitary Gland (8 major hormones) Other organ sites: - Thyroid gland (thyroid hormones and calcitonin) - Adrenal cortex: cortisol and other steroids - Adrenal medulla: catecholamines - Liver: IGFs - Pancreas: insulin and glucagon - Gonads: sex hormones Neurohormone is any hormone synthesized and released by a neuron Trophic hormone is a hormone that controls the secretion of another hormone. Posterior Pituitary Summary of hormones Endocrine Control Three levels: Hypothalamic stimulation >> Hormones are synergistic and antagonistic such as the antagonism between insulin and glucagon, thyroid and parathyroid, etc.. The diagram below shows the antagonisms of hormones. Proper balance between them is extremely important for health Summary: Hormones are chemical messengers. They are synthesized, released and act at remote sites. Three main groups of hormones (proteins/peptides, steroids, amines). Each group has a different mechanism of action. Hormone release and action is controlled by response feedback loops; these loops can have multiple input and output points. Each endocrine organ makes a specific set of hormones. Hypothalamus and Pituitary gland (hormone central). Steroid hormone synthesis mainly in adrenal gland. Endocrine disorders from hormone imbalances also occur producing hyper/hypo secretion. Like the thyroid gland hyper/hypo, growth hormone production and the pancreas and insulin/glucagon balance. Also remember the importance of hormone synergy and antagonism (look at the hormone wheel diagram!) -------------------------------------------------------------------------------------------------------------- Now lets talk abit about glucose and calcium metabolism problems Insulin and Diabetes: An overview Table of Contents: History and discovery of insulin Nature of insulin and implications Actions of insulin Control of insulin secretion Glucagon actions Control of glucagon release Integrated pancreatic control of blood glucose Diabetes mellitus and its types Symptoms and long term complications Causes Pathophysiology Diagnosis Treatment Prevention Introduction - Islets of Langerhans in pancreas: α cells secrete glucagon β cells secrete insulin - Diabetes mellitus (lack of insulin) most common endocrine disorder - 1.8 million diabetics in UK (3%) 1.55 million type 2 and may be 1 million more undiagnosed (5% of NHS spending) - Pima Indians (Arizona) half population over 35 years diabetic - also very prevalent in South Asians in UK. Historical Landmarks - 150-200AD term Diabetes (syphon) applied to condition in which ''flesh and bones melt down into urine'' - 1674 the term Mellitus (honeyed) was applied because of urine's sweet taste - 1889 - Pancreatectomy in dogs produces diabetic-like state postulated that pancreas produces an antidiabetic factor. - Ligation of pancreatic duct causes degeneration of pancreas but not islets - no diabetes - 1909 the term insulin was coined but could not be isolated - 1921 Banting and Best extracted insulin from dog pancreas. - 1953 Sanger - complete sequence of insulin.1st protein to be sequenced Nature of Insulin - Protein hormone of 51 amino acids - not active by mouth. A chain is 21 aa and the B chain is 30 aa. Linkages are S-S links between cysteine residues. Pig and beef insulin are active in humans despite slight differences. First treatments were with impure animal insulin; now use ''monocomponent'' human insulin. - 1969: Proinsulin extracted from pancreas. Single chain of 84aa and C-peptide (33aa) cut out to leave insulin i.e. 1 gene. C-peptide used as a marker for endogenous insulin production in diabetes. Actions of Insulin - Increased synthesis glycogen, fat and protein. - Increased glucose uptake into muscle and adipose tissue but not brain, liver, red cells, etc. - Increased glycogen formation and glucose use - Increased fat synthesis - Increased protein synthesis in muscle - Reduced ketone production - So lack of insulin......... Control of insulin secretion Increases in blood glucose (and blood amino acids) have direct effect on β-cell. GIP produced by gut in response to eating increases insulin release - anticipatory. Parasympathetic stimulation (vagus) increases release but sympathetic reduces it. Glucagon 29 amino acid peptide from α-cells. Increases glycogen breakdown and gluconeogenesis in liver. Release is stimulated by low blood glucose. High blood amino acids increases release but this is suppressed by high blood glucose. Increases by sympathetic or parasympathetic activity, DIABETES Diagnosis - Symptoms plus casual plasma glucose 11.1mmol/l. - Fasting (8h+) plasma glucose 7.0mmol/l (6.1 for whole blood). - 2h plasma glucose 11.1mmol/l during oral glucose (75g) tolerance test. - 6.1-7mmol fasting impaired - half will become diabetic within 10yrs - No symptoms - need to repeat Type 1 diabetes Type 1 diabetes - Less than 10% of total - Characterized by β-cell destruction and almost total failure of insulin supply. Fairly rapid onset usually in childhood. Need isnulin injections and prone to ketoacidosis - Often thin at diagnosis. Inherited predisposition (linked to tissue-type) - environmental trigger(s) e.g. infection - Most have autoantibodies to β-cells at diagnosis Type 2 diabetes Type 2 Diabetes - No initial β-cell degeneration. Gradual onset traditionally in people over 40 but starting to occur in young - why? - Usually overweight at diagnosis - Symptoms relatively mild at start and ketoacidosis uncommon (undiagnosed) - Most do not need insulin unless advanced - Runs in families but not linked to tissue type and no islet cell antibodies present - Prevalence increasing as population ages and gets fatter Causes of type 2 diabetes: - No initial β-cell pathology and insulin still produced (absolute level may be high) - Reduced sensitivity to insulin - need more to get same effect - Genetic susceptibility - racial differences - Environmental triggers - ''western diet and lifestyle'' high fat diet; inactivity; overweight and abdominal obesity Metabolic syndrome (syndrome X) - Insulin resistance causes problems even without diabetes: high blood insulin, moderate hyperglycaemia, hypertension, raised blood TAg and lowered HDL. - Many later become diabetic and all at increased risk of CHD Diagnosis High waist (102cm men or 88cm women) or WHR 0.95/0.85 Moderate fasting hyperglycaemia Elevated BP Elevated TAG Low HDL ANY THREE suggests diagnosis Symptoms of Diabetes Mellitus Symptoms of diabetes mellitus High blood glucose (diagnosis) – why?? Glucose in urine – why?? Diuresis – why?? Prone to dehydration despite increased thirst and drinking In type 1 get ketoacidosis: Fatty acids →Acetyl CoA → Ketones Rapid weight loss (may also occur in type 2 so underestimate link with obesity) Hypoglycaemic coma? Long term complication Diabetics tend to die prematurely despite effective short term treatment Very high rates of cardiovascular disease – insulin resistance (pre-diabetes) is a risk factor for heart disease Also prone to retinopathy and cataracts – blindness Diabetic nephropathy (renal failure) Gangrene and risk of amputation Causes of long term problems High levels of blood lipoproteins causing increased risk of atherosclerosis in arteries Changes in functioning of small blood vessels due to persistent hyperglycaemia and glycosylation of protein in membranes Latter thought to be important factor in retinopathy and renal failure To improve long term prospects Normalise blood lipoprotein profile Normalise body weight Minimise the hyperglycaemia without repeated bouts of hypoglycaemia Diagnose and treat hidden cases because long term damage is ongoing Implementation Low (saturated) fat diet – prior to 1970 diabetic diet was high fat low carbohydrate. sSubstitution of complex for simple carbohydrates, increase in dietary fibre, restriction of energy intake (when necessary) This helps to normalise blood lipoproteins but also improves insulin sensitivity Rapid self monitoring of blood glucose Long term check – glycosylated haemoglobin Use of rapid soluble insulin and prolonged action depot insulin Oral hypoglycaemic agents Sulponylureas act to stimulate insulin release (e.g. tolbutamide and chlorpropamide) – only work in type 2 where there are functioning β-cells Biguanides – reduces hepatic gluconeogenesis, slows absorption from gut and increases uptake by muscle 2 Trials Diabetes Control and Complications Trial DCCT) for type 1 UK Prospective Diabetes Survey - type 2 Development renal, retinal & neuropathy delayed by intensified therapy Higher glycated Hb – more complications & deaths Calcium and Osteo Calcium Balance - Overview of typical calcium fluxes - Vitamin D – nature and role - Role of parathyroid hormone - Role of calcitonin - Integrated control of blood calcium - Osteoporosis - What is it? - What causes it? - What can be done about it? Calcium For adults: Gains – losses = 0 Growth & pregnancy – net gain Gains and losses hormonally controlled 99% of body calcium is in bone mineral as hydroxyapatite – c1kg Bone is a reserve of calcium – release or uptake of Ca2+ hormonally controlled Functions of non-bone calcium Muscle contraction – excitation triggers Ca2+ release which triggers contraction Hormone/transmitter release Intracellular regulator Co-enzyme function – blood clotting Etc So blood calcium finely regulated and must be kept within narrow limits Osteoporosis Thinning of bones making them susceptible to fracture e.g. from simple fall Up to 3 million people in UK may be affected – annual toll of: 70,000 hip fractures 40,000 recorded vertebral fractires 50,000 wrist fractures c20,000 death each year attributable to hip fractures Nature of osteoporosis Osteoclasts – breakdown of bone Osteoblasts – make new bone Bone constantly being remodelled but in later life synthesis slightly less than breakdown so gradual erosion Risk factors for osteoporosis Bone mass declines with age acceleration at menopause (more elderly women more osteoporosis) Inactivity – weight bearing exercise increases bone mass and inactivity leads to loss of bone Lack of sex hormones (even in men)– early menopause, anorexia etc Lack of vitamin D (sunlight exposure) What about calcium intake?? Smoking, heavy drinking, being underweight Osteoporosis – strategies for reducing its effects Increase peak bone mass – e.g. encourage activity in children and young adults Slow decline in bone mass – activity, vitamin D, HRT in older people also drugs that block bone breakdown Reduce risk of falling – building design and maintenance, maintain muscle strength, protect hips with padding? Increase bone strength – reverse process of oseoporosis Conventional treatments Oestrogen therapy – good preventative Vitamin D/calcium - 40% of old people in residential homes have biochemical evidence of vit. D deficiency Calcitonin as nasal spray or by injection – blocks bone breakdown Biphosphonates are analogues of pyrophosphate (etidronate and alendronate) adsorbed onto bone mineral and inhibit resorption Teriparatide – new treatment Active parathyroid analogue which is injected Leads to formation of strong new bone – reverses osteoporosis Treatment for up to 18 months and benefits last beyond this Theory: Pth leads to increased renal Ca2+ reabsorption, vit D activation and bone breakdown – but latter only at high doses At low doses Pth stimulates osteoblasts (bone makers) before osteoclasts (bone breakers) HRT HRT has been first line preventative for osteoporosis Endometrial cancer is a clear risk of oestrogen alone so must give with synthetic progestin if uterus present Conclusively show to reduce bone loss in postmenopausal women Case-control studies – up to 50% reduction in hip fractures in menopausal women taking oestrogen More problems with HRT Nelson et al (2002) – HRT increased risk of heart disease in elderly women Beral et al (2003) Million women study – HRT small increase in breast cancer risk 2003 MHRA advised GPs that HRT should not be used for long periods to prevent osteoporosis in women over 50 Phyto-oestrogens Are these an alternative to HRT? Substances from plants not steroids but have oestrogenic activity Isoflavins (genistein, daidzein) from soy and other legumes Lignans in whole grains Coumestins in clover and alfalfa sprouts Soy foods and supplements, blach cohosh, red clover 2-4 mg isoflavins per mg soy protein Supplements c40mg/day Some diets high in soy 100mg/day Babies soy formula 4mg/kg body weight Act as partial agonists so can increase or decrease oestrogenic activity depending upon circumstances c1:10,000 potency of oestrogen But HRT c50μg/day whereas supps 1000X more by weight of isoflavins So significant total activity Branca 2003 In vitro genistein reduces osteoclast activity but increases osteoblasts Soybean feeding increases bone density in ovariectomised rats Women in SE Asia (where soy intakes are high) – women with highest intakes have higher bone density Not seen where soy intakes are lower (need high dose) Review of 7 studies suggest phyto-oestrogens over 6 months positive influence on bone density in lumbar spine Phyto-oestrogens – substantial report published by Food Standards Agency Other benefits? Possible risks?

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Do you understand the meaning of classification? Classification basically is the arrangement of things in taxonomic groups in accordance to the observed similarities. It helps in understanding the group as a whole with simple ease. Now let's study about the biological classification.

Quizlet Vocabulary Game, M2 Good and Bad Bacteria - a good review M2 Recap Blog Post at Sahm-I-Am Kingdom Monera - bacteria (1) p. 37-41, Bacteria The organisms that make up kingdom Monera are all prokaryotic. These prokaryotic cells are bacteria. Bacteria is made up of organisms that are one tiny cell each. They are single-cellular. They can only be seen with a microscope. So if you can actually see any living thing, you will know it is not made of only one cell, but is multi-cellular. See these images of how prokaryotic cells may be drawn differently. Image 1, Image 2, Image 3 (scroll down) There may be more than one correct name of a certain part of a cell. DNA and nucleoid, for example. Also notice fimbriae (sing. fimbria) and pili. (This is because of which job the fimbriae are doing -- bottom of p. 39) But the main thing to know is that prokaryotic cells do not have organelles (little organs) like a eukaryotic cell does. ►See this image that compares the two kinds of cells. --In the cytoplasm (also called cytosol) of a prokaryotic cell, there are ribosomes and DNA. --In the cytoplasm of a eukaryotic cell, there are many organelles, each with their own job. ►The fimbriea/pili are not used to move the bacterium. They are for grasping. They grasp surfaces to adhere to them (fimbriea), or they grasp other bacteria as part of reproduction (pili). ►Prokaryotic DNA is arranged in a winding, circular shape that connects end-to-end. There is only one replication origin (original DNA strand) when replication starts. ►By contrast, eukaryotic DNA is linear (in a line); it does not connect end to end to form a circle. The DNA in a eukaryotic cell is enclosed in a nucleus -- it is "membrane-bound." Other organelles are enclosed in membranes also, much like little water balloons of all shapes. In eukaryotic cells, when the DNA is replicated, there are as many as 1000 replication origins. Despite these differences, however, the underlying process of replication is the same for both prokaryotic and eukaryotic DNA. ►More about: Prokaryotes, Eukaryotes (when used as an adjective, these words end in -ic) The shapes of bacteria. There are three basic shapes of bacteria. (see image), source. -Sperical (cocci), which is round. -Rod-shaped (bacilli), which are longer. -Helical (spirilla), which look like a spiral. These three shapes of bacteria have variations and different groupings. (see image) source. ►Read about the size of bacteria, a single, prokaryotic cell of the kingdom Monera. Shape and Movement of Bacteria You may not understand all this, so listen twice! (You will learn on p. 43 about anaerobic bacteria that do not need oxygen.) Case for a Creator - Bacterial Flagellum ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ (2) p. 41-44, The Eating Habits of Bacteria A. Heterotrophic bacteria get food from other sources. 1. parisitic bacteria - parasites that feed off a living host. 2. saprophytic bacteria - feed from a non-living host; decomposes dead things for food. Saprophytes are therefore also called decomposers B. Autotrohphic bacteria - manufactures their own food by either photosynthesis or chemosynthesis. ►Click to learn more. A chat box may pop up a couple of times, asking if you want help. Just ignore or X off the box each time. Replying, even just saying "no, thank you," may result in taking you to another page. We learned about photosynthesis in Module 1. Chemosynthetic bacteria use a different process to manufacture their food. The difference is their source of energy. Photosynthesis uses energy from the sun. Simply digesting food does not give us energy. In order to get energy from the food we eat, there is a complicated chemical process. That is why we breathe - so we get the oxygen needed to help perform this complicated process. Since humans breathe, we are aerobic organisms. However, some bacteria do not need oxygen to be able to convert their food into energy by chemosynthesis. They are anaerobic organisms. Typically they may live deep underground or in the bottom of a swamp. These bacteria help decompose dead organisms or convert useless chemicals into chemicals that can be used by other life forms. These bacteria are another essential part of God's Creation. The growth of a population of bacteria ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ (3) p. 47-50, Genetic Recombination in Bacteria Genetic recombination in bacteria can occur in one of three ways. Conjugation - temporary union of 2 organisms to transfer DNA Transformation - transfer of DNA from a non-functional donor cell to a functional recipient cell Transduction - the process by which infection by a virus results in DNA being transferred from one bacterium to another Conjugation: (this is the plasmid sending a strand from the donor to the recipient, not the DNA sending it) Transformation: Transduction: Flu Attack! How a Virus Invades Your Body ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ (4) p. 50b-51, Bacterial Colonies Some images in your text on p. 51 are staphylococcus, streptobacillus, and streptococcus. Staphylococcus aureus (genus and species) is the Latin name for Staph infection. Streptococcus pharyngitis is the name for strep throat. Others named were diplococcus, tetracoccus, and diplobacillus. Remember bacteria can can have variations and different groupings. (see image) source. The shape of the bacteria is in the name. Did you also notice the prefixes in the above names of bacteria? This indicates the number, and/or the way the bacteria is grouped in its colony. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ (5) p. 53-54, Classification in Kingdom Monera The first way we separate the organisms in Kingdom Monera is by their cell walls. Using a Gram stain process (named after Hans Christian Gram) can tell what kind of cell wall an organism has by the the color of the cell wall after staining. (see image) One type of cell wall will retain the dark purple stain, because it has a certain thick layer (peptidoglycan) on the outer layer of the cell. This is called a gram-positive bacteria. Other bacteria's cell walls have a thin layer of peptidoglycan further into the layers, and it does not retain the dark stain, and the last pinkish stain is retained. This is a gram-negative bacteria. ►See the peptidoglycan layers in gram-positive and gram-negative bacteria. In this diagram, it is indicated by a brownish layer. ►Watch this animation of Gram stain procedure. Scroll down and read the steps on the left as the animation happens on the right. It is fast! So after you carefully read the steps, re-watch the animation of the steps. They play continuously. Escherichia coli, commonly known as E. coli, is Gram-negative, while Streptococcus (Strep) is Gram-positive. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ (6) p. 54-56a, Classes in kingdom Monera There are 4 phyla in kingdom Monera. The phyla are divided into classes for different reasons. Phylum Graciliacutes (Gram-negative) is further divided into classes by how they obtain food. The phylum Firmicutes (Gram-positive) is further divided by shape. The other two phyla are not divided into classes because they each have only one class, but there is a reason they are different phyla than the first two I mentioned. Study carefully before attempting the On Your Own 2.14. Take notes similar to the table at the bottom of page 55. ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ p. 60 Experiment 2.2, Pond Life, Part B. (Part A was preparation for this experiment.) ►At Julie's blog, see bacteria in the pond water her class collected. ►At Julie's blog, see videos of bacteria in pond water. (Experiment done in M3 - continued from M2) ►At Michelle's blog see A Microscopic World video of bacteria from their pond water. ►Michelle's class viewing bacteria in samples of pond water. ►Video -- The reaction of her class last year when they opened the stinky cultures! We're not able to actually do the experiments, so here are some pictures of bacteria. See if you can find any names you recognize. There are two bacteria for Salmonella, but only one causes food poisoning. There are others I think you will recognize. Here are also some videos of bacteria. Microbiologia I Bacteria Growth White Blood Cell Chases Bacteria Salmonella Cell A video from TVschoolhouse.com. This is a great website! ►Click to watch a 10-minute video about good and bad bacteria. In the video, he talks about 3 kinds of bacteria - parasites, saprophytes, and autotrophs. Why doesn't he mention heterotrophs? Because parasites and saprophytes are the two kinds of heterotrophs - bacteria which do not make their own food. Bacteria grow best at around our body temperature or a little lower. So when you have a fever from white blood cells attacking the bacteria, that inhibits bacterial growth! God sure knows what he's doing! Also learn about how bacteria take in food thru their cell walls. Keep watching! =)

In broad strokes, each of the four years in the Waldorf high school curriculum embodies an underlying theme and method that helps guide students not just through their studies of outer phenomena but through their inner growth as well. Obviously, these themes and methods are adapted to each specific group of students and take account of the fact that teenagers grow at their own pace. Hence, the “broad strokes.” And yet, one can identify struggles common to most any teenager even though adolescents pass through developmental landscape at varying speeds, they nonetheless have to cover similar terrain. READ MORE

Adhesion vs Cohesion: What's the Difference? with list of top differences and real time examples including images, see also man, woman, dog, cat, gross, net, java, database, science, general, english etc.

Learn Kubectl commands with our comprehensive guide on the Kubernetes cheat sheet and gain insights into the most useful commands in the pdf format.

The topics covered in the Power Point include: 1) Definition of Speciation with examples 2) Mechanisms of reproductive isolation (Prezygotic and post zygotic) 3) Modes of Speciation (sympatric and allopatric) 4) Adaptive Radiation 5) Divergent Evolution 6) Convergent Evolution 7) Co-evolution Enjoy! Lesson on the Introduction to Evolution: https://www.teacherspayteachers.com/Product/High-School-Biology-Introduction-to-Evolution-FULL-LESSON-PLAN-3206815 Lesson on Natural Selection: https://www.teacherspayteachers.com/Product/High-School-Biology-Darwins-Theory-Natural-Selection-Lesson-Plan-3206850 Previous Lesson on Hardy-Weinberg: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Hardy-Weinberg-3207229 Next Lesson on Co-Evolution and Mimicry: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-Co-Evolution-Mimicry-ETC-3207691 Evolution Review: https://www.teacherspayteachers.com/Product/High-School-Biology-Evolution-Unit-REVIEW-Questions-Games-and-Notes-3207788 Evolution Unit Test: https://www.teacherspayteachers.com/Product/Grade-11-and-12-Evolution-Unit-TEST-3207799 Evolution PowerPoints for the Unit: https://www.teacherspayteachers.com/Product/Grade-11-and-12-POWERPOINTS-for-entire-Evolution-Unit-3207814 Lessons for the Entire Evolution Unit: https://www.teacherspayteachers.com/Product/Grade-11-and-12-Lessons-for-Entire-Evolution-Unit-3207822

Torus fields have always been engendered in the forms of plasma fields, clouds of charge, structures of photons and even in some elevated forms of DNA, alphabet, symbolism are just to name a few. T…

Le génome humain compte 23 paires de chromosomes: 22 homologues et 1 paire de chromosomes sexuels. Les filles possèdent la paire XX. Les garçons possèdent la paire XY. Ce qui différencie les filles des garçons c'est bien ce "Y" Pour retenir X ↔ fille et Y ↔ garçon pensez

This is easy, quick, and inexpensive lab, related to cells, plants/botany, and transpiration, helps students identify leaf stomata and connect the structure to its function. I'm not the first to use this lab, but I've created a simple worksheet to help focus students during the activity. Requires ...

Weather in Spring is so unpredictable.Here are some lessons on how to track it, present the data & even make rain! All with a focus on hands-on learning!

The dictionary meaning of the word Governance is “The action or manner of governing a state, organisation, etc”. And simply because every organisation wants to be uniquely different, data governance…

This worksheet can be used to test students by having them identify elements as metals, nonmetals, or metalloids.

General concepts of ETC and Oxidative Phosphorylation: 1. Occurs in cell cytosol: Glycolysis 2. Occurs in mytochondrial matrix: Kreb's (TCA) cycle 3. Occurs in mitochondrial inner membrane: ETC - Stepwise movement of electrons from high energy to low energy

There are a couple of things you might have learnt in science class that aren't quite right.

Concept: Relationship Between Organisms (Under Unit: Ecology) This is the HD (high-resolution) version with no watermark. If you'd like to save money by using the FREE versions (lower-res, with watermarks), you can find them at the Owlcomics Official Homepage: http://owlcomics.com/ Key Concepts in this Comic: Predation, Competition, Carnivores, Symbiosis, Autotroph, Heterotroph, Specialist, Generalist, Etc.

Here we will present a test case template in Excel, describing the use of each field in detail. You can also download the Excel file.

One thing readers most request is inexpensive (or free) teaching materials. Here is the first "Teach with Trash" idea, and I plan to have more to come.

A graphic I decided to make in order to compile some of the most important chemicals responsible for the natural smell and taste of some fruits (among others such as butter, lavender, etc.). Feel fre…

How much ghosts can affect us varies with our spiritual strength. Consistent spiritual practice gives us protection against spiritual distress.

This set of guided notes with biology doodles on Alleles can be little anchor charts for your student to keep in their notebook! Using these pages, students can color, doodle, and make connections within the material as they takes notes in class. This topic is usually introduced in the genetics unit of biology class. There is 1 student page all about alleles and can help you bridge the protein synthesis unit into the genetics unit Please see the preview and read the description carefully to see what is included. Google Slides versions of the notes are now included! Students and teachers can "write" on them using Kami/Google Slides! Terrific for Distance Learning because teachers can write on them with the app Kami while showing their screen. They are also short and to-the-point, a fast way to get material across in a short amount of time. They also have terrific on-page diagrams to help students understanding complex concepts.) Included in the PDF file: * Student Sample (1 page) * Teacher Tips/Discussion Tips (2 pages) * Teacher Answer Key (1 page) * Teachers Answer Key for Fill in Blank Version * Three different options for student pages (3 different options of the same student page, including a fill-in-the-blank version for differentiation) * One exit ticket included This resource is part of my Biology Doodle Notes bundle!  Check out the bundle for more fun topics you can teach all year long!  Would you like homework pages to help your students review what they've learned in class?  Check out my Biology Homework Pages here. Contact Us If you have any questions or concerns, please reach out to us on the question and answer section of my store and we will get back to you quickly! Terms of Use: Purchasing my teaching resources allows you to: * make copies for your own classes only. * place this file on your own password-protected class page or server (Blackboard, Google Drive, etc) AS LONG AS no other teacher has access to that class webpage. This resource is for you, the purchaser, alone. You are not allowed to distribute this digital resource to other teachers or post this resource on any webpage or server that is available for public view. If you and a team of teachers would like to use this resource together, please purchase additional licenses on the resource purchase page. Failure to comply with these terms of use is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Files are partially or fully non-editable to protect the images that are copyrighted and purchased through licenses. Thanks for understanding! © Bethany Lau  All Rights Reserved.

Teaching about cell transport mechanisms is a challenge because it is such a visual topic! Students need to really SEE how the processes work. Animations work really well for teaching about endocytosis and exocytosis but I find my students still need a great visual handout that they can examine, analyze, and keep in their notebooks to study from. So I created this coloring page and questions to go along with it! This Activity is also available as part of a money saving bundle! Click here! Included are the following 2 student pages: Endocytosis and Exocytosis Coloring Page Question Page Answer keys are also included for all question pages. I suggest going over a short lesson (maybe include a online animation!) first with your students and then give them this coloring page with questions to reinforce the material. The question page directs them how to color the page and asks them to think deeper about the material. Some questions may require some textbook or online research, depending on how you taught the material. Other Coloring Pages! Cell Membrane Simple Diffusion Osmosis Facilitated Diffusion Active Transport Looking for cell and organelle diagrams and readings for your students? Check out my cell and organelle diagram bundle! Contact Us! If you have any questions or concerns, please reach out to us on the question and answer section of my store and we will get back to you quickly! Terms of Use: Purchasing my teaching resources allows you to: * make copies for your own classes only. * place this file on your own password-protected class page or server (Blackboard, Google Drive, etc) AS LONG AS no other teacher has access to that class webpage. This resource is for you, the purchaser, alone. You are not allowed to distribute this digital resource to other teachers or post this resource on any webpage or server that is available for public view. If you and a team of teachers would like to use this resource together, please purchase additional licenses on the resource purchase page. Failure to comply with these terms of use is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Files are partially or fully non-editable to protect the images that are copyrighted and purchased through licenses. Thanks for understanding! © Bethany Lau  All Rights Reserved.

Was sind die Ursachen von rechten Oberbauchschmerzen? Hier erklären wir Ihnen, was es mit Oberbauchschmerzen rechts im Bauch auf sich haben könnte. Ursache Leber, Magen, Galle oder Darm:

The development of high-affinity B cell memory is regulated through three separable phases, each involving antigen recognition by specific B cells and cognate T helper cells. Initially, antigen-primed B cells require cognate T cell help to gain entry ...

The signaling component of the mammalian Fibroblast Growth Factor (FGF) family is comprised of eighteen secreted proteins that interact with four signaling tyrosine kinase FGF receptors (FGFRs). Interaction of FGF ligands with their signaling receptors ...