This document contains a syllabus covering topics related to nutrition, including:
1. The chemical components of carbohydrates, fats, and proteins.
2. Definitions of nutrition, digestion, and the process by which plants produce carbohydrates through photosynthesis.
3. An overview of the structure and functions of the human digestive system, including the roles of teeth, the alimentary canal, and absorption of digested nutrients.
Guided notes covering material from Topic 2.1 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 2.1 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 2.3 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
this presentation describes the various types of minerals, their roles, deficiency symptoms. this presentation also describe the criteria of essentially of the minerals.
Guided notes covering material from Topics 2.4 and 7.3 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Guided notes covering material from Topic 2.3 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
this presentation describes the various types of minerals, their roles, deficiency symptoms. this presentation also describe the criteria of essentially of the minerals.
Guided notes covering material from Topics 2.4 and 7.3 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
I split the presentation for the unit into two, as I added so many slides to help with student questions and misconceptions. This one focuses on mathematical aspects of the unit.
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A focus on agricultural chemistry emerged in the writings of J. G. Wallerius, Humphry Davy, and others, leading to the development of the scientific approach to food and nutrition. For instance, Elements of Agricultural Chemistry, by Davy, was published in the United Kingdom in 1813 as part of a course of lectures for the Board of Agriculture and is now in its sixth edition. Carl Wilhelm Scheele’s 1785 isolation of malic acid from apples was among earlier research.
A focus on agricultural chemistry emerged in the writings of J. G. Wallerius, Humphry Davy, and others, leading to the development of the scientific approach to food and nutrition. For instance, Elements of Agricultural Chemistry, by Davy, was published in the United Kingdom in 1813 as part of a course of lectures for the Board of Agriculture and is now in its sixth edition. Carl Wilhelm Scheele's 1785 isolation of malic acid from apples was among earlier research.
https://easy4learning.com/?p=109
Eben Horsford of Lowell, Massachusetts, translated and published some of Liebig's studies on the chemistry of food in 1848.
The Society of Public Analysts was established in 1874 with the intention of using analytical techniques for the general public's benefit. It was also motivated by worries about the quality of the food supply, particularly difficulties with food adulteration and contamination, which by the 1950s had progressed beyond purposeful contamination to include chemical food additives. Food chemistry would emerge with the growth of schools and institutions across the world, most notably in the United States, along with dietary ingredient research, most notably the Single-grain experiment from 1907 to 1911. The United States Food and Drug Administration was established in 1906 as a result of more study conducted by Harvey W. Wiley at the United States Department of Agriculture in the late 19th century. The Agricultural and Food Chemistry Division of the American Chemical Society was founded in 1908, and the Institute of Food Technologists was founded in 1909.
Food physical chemistry serves as a foundation for food chemistry because it frequently draws from rheology, theories of transport phenomena, physical and chemical thermodynamics, chemical bonds and interaction forces, quantum mechanics, reaction kinetics, biopolymer science, colloidal interactions, nucleation, glass transitions, and freezing/disordered or noncrystalline solids
everything you need to know about human nutrition. inclues all information need to know for leaving cert biology. includes protein, carbohydrates, vitmains, minerals and fats and oils. classification of them and sources of each of them
Biomolecules , A living molecules (1).pdfSahilParmar43
A biomolecule or biological molecule is a loosely used term for molecules produced by living organisms that are essential to one or more typically biological processes, such as cell division, morphogenesis, or development. Biomolecules include large macromolecules such as proteins, carbohydrates, lipids, and nucleic acids, as well as small molecules such as vitamins and hormones. A more general name for this class of material is biological materials. Biomolecules are an important element of living organisms, those biomolecules are often endogenous,produced within the organism but organisms usually need exogenous biomolecules, for example certain nutrients, to survive.
A representation of the 3D structure of myoglobin, showing alpha helices, represented by ribbons. This protein was the first to have its structure solved by X-ray crystallography by Max Perutz and Sir John Cowdery Kendrew in 1958, for which they received a Nobel Prize in Chemistry
Biology and its subfields of biochemistry and molecular biology study biomolecules and their reactions. Most biomolecules are organic compounds, and just four elements—oxygen, carbon, hydrogen, and nitrogen—make up 96% of the human body's mass. But many other elements, such as the various biometals, are also present in small amounts.
The uniformity of both specific types of molecules (the biomolecules) and of certain metabolic pathways are invariant features among the wide diversity of life forms; thus these biomolecules and metabolic pathways are referred to as "biochemical universals" or "theory of material unity of the living beings", a unifying concept in biology, along with cell theory and evolution theory.
biological macromolecules large cellular components abundantly obtained naturally and are responsible for varieties of essential functions for the growth and survival of living organisms.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
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The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
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2. 4.1 Nutrients4.1 Nutrients
1. List the chemical elements that make up:
•carbohydrates;
•fats;
•proteins.
2. Define nutrition as taking in of nutrients which
are organic substances and mineral ions, containing
raw materials or energy for growth and tissue
repair, absorbing and assimilating them.
3. 4.1 Nutrients4.1 Nutrients
3. Describe the structure of large molecules made
from smaller basic units, i.e.
•simple sugars to starch and glycogen;
•amino acids to proteins;
•fatty acids and glycerol to fats and oils.
5. 4.1 Nutrients4.1 Nutrients
5. List the principal sources of, and describe the
importance of:
•carbohydrates;
•fats;
•proteins;
•vitamins (C and D only);
•mineral salts (calcium and iron only);
•fibre (roughage);
•water.
6. 4.1 Nutrients4.1 Nutrients
7. Describe the deficiency symptoms for:
•vitamins (C and D only);
•mineral salts (calcium and iron only.
6. Describe the use of microorganisms in the
manufacture of yoghurt.
7. 4.2 Plant nutrition4.2 Plant nutrition
1. Define photosynthesis as the fundamental
process by which plants manufacture
carbohydrates from raw materials using energy
from light.
2. Explain that chlorophyll traps light energy and
converts it into chemical energy for the formation
of carbohydrates and their subsequent storage.
8. 4.2 Plant nutrition4.2 Plant nutrition
3. State the word equation for the production of
simple sugars and oxygen.
4. State the balanced equation for photosynthesis
in symbols:
6CO2 + 6H2O + light C6H12O6 + 6O2
9. 4.2 Plant nutrition4.2 Plant nutrition
5. Investigate the necessity for chlorophyll, light
and carbon dioxide for photosynthesis, using
appropriate controls.
6. Investigate and state the effect of varying
light intensity on the rate of photosynthesis (e.g.
in submerged aquatic plants).
7. Describe the intake of carbon dioxide and
water by plants.
10. 4.2 Plant nutrition4.2 Plant nutrition
8. Identify and label the cuticle, cellular and
tissue structure of a dicotyledonous leaf, as seen
in cross-section under the light microscope and
describe the significance of the features of a leaf
in terms of functions, to include:
•distribution of chloroplasts – photosynthesis;
•stomata and mesophyll cells – gas exchange;
•vascular bundles (xylem and phloem) – transport
and support.
11. 4.2 Plant nutrition4.2 Plant nutrition
9. Describe the importance of:
•nitrate ions for protein synthesis;
•magnesium ions for chlorophyll synthesis.
10. Explain the effects of nitrate ion and
magnesium ion deficiency on plant growth.
11. Describe the uses, and the dangers of overuse,
of nitrogen-containing fertilisers.
12. 4.3 Animal nutrition4.3 Animal nutrition
1. State what is meant by the term balanced diet
and describe a balanced diet related to age, sex
and activity of an individual.
2. Describe the effects of malnutrition in relation
to starvation, coronary heart disease, constipation
and obesity.
13. 4.3 Animal nutrition4.3 Animal nutrition
3. Define ingestion as taking substances (e.g. food,
drink) into the body through the mouth.
4. Define egestion as passing out of food that has
not been digested, as faeces, through the anus.
7. Define digestion as the break-down of large,
insoluble food molecules into small, water-soluble
molecules using mechanical and chemical
processes.
14. 4.3 Animal nutrition4.3 Animal nutrition
5. Identify the main regions of the alimentary
canal and associated organs including mouth,
salivary glands, oesophagus, stomach, small
intestine: duodenum and ileum, pancreas, liver, gall
bladder, large intestine: colon and rectum, anus.
6. Describe the functions of the regions of the
alimentary canal listed above, in relation to
ingestion, digestion, absorption, assimilation and
egestion of food.
15. 4.3 Animal nutrition4.3 Animal nutrition
8. Identify the types of human teeth and describe
their structure and functions.
9. State the causes of dental decay and describe
the proper care of teeth.
16. 4.3 Animal nutrition4.3 Animal nutrition
10. State the significance of chemical digestion in
the alimentary canal in producing small, soluble
molecules that can be absorbed.
12. State where, in the alimentary canal, amylase,
protease and lipase enzymes are secreted.
13. State the functions of a typical amylase, a
protease and a lipase, listing the substrate and
end-products.
17. 4.3 Animal nutrition4.3 Animal nutrition
14. Define absorption as movement of digested
food molecules through the wall of the intestine
into the blood.
16. Identify the small intestine as the region for
the absorption of digested food.
18. 4.3 Animal nutrition4.3 Animal nutrition
15. Describe the significance of villi in increasing
the internal surface area of the small intestine.
17. Describe the structure of a villus, including the
role of capillaries and lacteals.
18. Describe the role of the liver in the
metabolism of glucose (glucose glycogen).→
19. 4.3 Animal nutrition4.3 Animal nutrition
19. Describe the role of fat as an energy storage
substance.
11. Outline the role of bile in emulsifying fats, to
increase the surface area for the action of
enzymes.