This module introduces biodiversity and how organisms are classified and named. It discusses the variety of living things on Earth and how they are grouped into domains, kingdoms, and species based on their characteristics. Organisms are classified to better understand the relationships between different types of living things and given scientific names to have a standardized system for identifying and discussing organisms anywhere in the world. The module will cover the historical background of classification, current classification systems, and the importance of classifying organisms.
classify organisms using the hierarchical taxonomic system
create mnemonic device on biological taxonomic system
3.discuss the quotation “Where there is unity there is victory”-Publilius Syrus
classify organisms using the hierarchical taxonomic system
create mnemonic device on biological taxonomic system
3.discuss the quotation “Where there is unity there is victory”-Publilius Syrus
Module 7 OverviewOrigin and Classification of LifeThe origin o.docxmoirarandell
Module 7 Overview
Origin and Classification of Life
The origin of life has been of great debate for centuries. This module will outline the various ideas of how life and Earth itself developed. You will learn the evidence for multiple theories on the origin of life and the evolution of these theories based on new scientific findings.
This module will also focus upon one of the most important achievements of the science of biology: the classification of organisms and the creation of an internationally agreed upon system of nomenclature. Understanding how organisms are classified provides an important basis for any future studies in ecology.
Learning Objectives
Upon completion of this module, you should be able to:
10A
Describe the evidence used to suggest an extraterrestrial source for life on earth.
10B
State the most probable physical conditions on early Earth and the changes thought to have happened before life could exist.
10C
Differentiate between the concepts of spontaneous generation and biogenesis.
10D
Examine the chemical and physical events that must have occurred to have life originate on Earth.
10E
Describe the different hypotheses for what the first living thing might have been like.
10F
Identify the way in which organisms have caused the atmosphere of the earth to change.
10G
State the order and approximate times for major evolutionary events.
10H
Examine the endosymbiotic theory.
10I
Explain the experimental evidence for the origin of life from organic and inorganic material.
10J
Distinguish between taxonomy and phylogeny.
10K
Describe the kinds of tools used to establish phylogenetic relationships.
10L
Distinguish among viruses, viroids, and prions.
10M
Describe the scientific method for naming organisms.
11A
List and give distinguishing characteristics of the kingdoms within the Domain Eukarya.
11B
Distinguish between Bacteria and Archaea.
11C
Explain the features that differentiate organisms as microbes.
11D
List the basic characteristics of members of the Protista, Archaea, Bacteria, and Fungi.
11E
Identify the type of environments in which microorganisms live.
Module 7 Reading Assignment
Enger, E. D., Ross, F. C., & Bailey, D. B. (2012). Concepts in biology (14th ed.). New York: McGraw-Hill. Chapters 19, 20, and 21.
Optional Reading Assignment:
Chapter 22, The Plant Kingdom, and Chapter 23, The Animal Kingdom.
Origin and Classification of Life
Scientists have broken down life into domains of organisms. Scientists believe that at first life, there was first the bacteria domain. The bacteria domain was followed by the archaea domain and finally, the eucarya domain. Domain bacteria and domain archaea remain the same and have not been further broken down. Domain eucarya was further broken down into the plant kingdom, the fungi kingdom, and the animal kingdom.
Organisms live on, in, and within all types of environments. Organisms can be found from pole to pole and everywhere in between. This includ ...
What to know how you're related to a brown rat? Interpret this infographic to find out.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Module 7 OverviewOrigin and Classification of LifeThe origin o.docxmoirarandell
Module 7 Overview
Origin and Classification of Life
The origin of life has been of great debate for centuries. This module will outline the various ideas of how life and Earth itself developed. You will learn the evidence for multiple theories on the origin of life and the evolution of these theories based on new scientific findings.
This module will also focus upon one of the most important achievements of the science of biology: the classification of organisms and the creation of an internationally agreed upon system of nomenclature. Understanding how organisms are classified provides an important basis for any future studies in ecology.
Learning Objectives
Upon completion of this module, you should be able to:
10A
Describe the evidence used to suggest an extraterrestrial source for life on earth.
10B
State the most probable physical conditions on early Earth and the changes thought to have happened before life could exist.
10C
Differentiate between the concepts of spontaneous generation and biogenesis.
10D
Examine the chemical and physical events that must have occurred to have life originate on Earth.
10E
Describe the different hypotheses for what the first living thing might have been like.
10F
Identify the way in which organisms have caused the atmosphere of the earth to change.
10G
State the order and approximate times for major evolutionary events.
10H
Examine the endosymbiotic theory.
10I
Explain the experimental evidence for the origin of life from organic and inorganic material.
10J
Distinguish between taxonomy and phylogeny.
10K
Describe the kinds of tools used to establish phylogenetic relationships.
10L
Distinguish among viruses, viroids, and prions.
10M
Describe the scientific method for naming organisms.
11A
List and give distinguishing characteristics of the kingdoms within the Domain Eukarya.
11B
Distinguish between Bacteria and Archaea.
11C
Explain the features that differentiate organisms as microbes.
11D
List the basic characteristics of members of the Protista, Archaea, Bacteria, and Fungi.
11E
Identify the type of environments in which microorganisms live.
Module 7 Reading Assignment
Enger, E. D., Ross, F. C., & Bailey, D. B. (2012). Concepts in biology (14th ed.). New York: McGraw-Hill. Chapters 19, 20, and 21.
Optional Reading Assignment:
Chapter 22, The Plant Kingdom, and Chapter 23, The Animal Kingdom.
Origin and Classification of Life
Scientists have broken down life into domains of organisms. Scientists believe that at first life, there was first the bacteria domain. The bacteria domain was followed by the archaea domain and finally, the eucarya domain. Domain bacteria and domain archaea remain the same and have not been further broken down. Domain eucarya was further broken down into the plant kingdom, the fungi kingdom, and the animal kingdom.
Organisms live on, in, and within all types of environments. Organisms can be found from pole to pole and everywhere in between. This includ ...
What to know how you're related to a brown rat? Interpret this infographic to find out.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Actividades sobre la unidad de taxonomía y clasificación de seres vivos (los 5 reinos) para alumnado de 1º ESO que cursan Biología y Geología, dentro del programa PILE/AICLE
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
THE IMPORTANCE OF MARTIAN ATMOSPHERE SAMPLE RETURN.Sérgio Sacani
The return of a sample of near-surface atmosphere from Mars would facilitate answers to several first-order science questions surrounding the formation and evolution of the planet. One of the important aspects of terrestrial planet formation in general is the role that primary atmospheres played in influencing the chemistry and structure of the planets and their antecedents. Studies of the martian atmosphere can be used to investigate the role of a primary atmosphere in its history. Atmosphere samples would also inform our understanding of the near-surface chemistry of the planet, and ultimately the prospects for life. High-precision isotopic analyses of constituent gases are needed to address these questions, requiring that the analyses are made on returned samples rather than in situ.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
The increased availability of biomedical data, particularly in the public domain, offers the opportunity to better understand human health and to develop effective therapeutics for a wide range of unmet medical needs. However, data scientists remain stymied by the fact that data remain hard to find and to productively reuse because data and their metadata i) are wholly inaccessible, ii) are in non-standard or incompatible representations, iii) do not conform to community standards, and iv) have unclear or highly restricted terms and conditions that preclude legitimate reuse. These limitations require a rethink on data can be made machine and AI-ready - the key motivation behind the FAIR Guiding Principles. Concurrently, while recent efforts have explored the use of deep learning to fuse disparate data into predictive models for a wide range of biomedical applications, these models often fail even when the correct answer is already known, and fail to explain individual predictions in terms that data scientists can appreciate. These limitations suggest that new methods to produce practical artificial intelligence are still needed.
In this talk, I will discuss our work in (1) building an integrative knowledge infrastructure to prepare FAIR and "AI-ready" data and services along with (2) neurosymbolic AI methods to improve the quality of predictions and to generate plausible explanations. Attention is given to standards, platforms, and methods to wrangle knowledge into simple, but effective semantic and latent representations, and to make these available into standards-compliant and discoverable interfaces that can be used in model building, validation, and explanation. Our work, and those of others in the field, creates a baseline for building trustworthy and easy to deploy AI models in biomedicine.
Bio
Dr. Michel Dumontier is the Distinguished Professor of Data Science at Maastricht University, founder and executive director of the Institute of Data Science, and co-founder of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles. His research explores socio-technological approaches for responsible discovery science, which includes collaborative multi-modal knowledge graphs, privacy-preserving distributed data mining, and AI methods for drug discovery and personalized medicine. His work is supported through the Dutch National Research Agenda, the Netherlands Organisation for Scientific Research, Horizon Europe, the European Open Science Cloud, the US National Institutes of Health, and a Marie-Curie Innovative Training Network. He is the editor-in-chief for the journal Data Science and is internationally recognized for his contributions in bioinformatics, biomedical informatics, and semantic technologies including ontologies and linked data.
1. BicolUniversity Tabaco Campus
Tayhi, Tabaco City
BIODIVERSITY
NAMING AND
CLASSIFYING ORGANISM
Unit 4; module 1: This module will introduce you to the
concept of biodiversity, specifically the variety of
organisms living on Earth. This will discuss how they
are classified and named. It will also show the
similarities and differences of these organisms. It will
describe the different groups to which these organisms
belong. It will let you discover uses of some not just as
food but also in medicine, agriculture, industries and
the ecosystems where they are present. In addition,
you will know about the harmful effects of some to
other organisms.
By: GinaG. Vargas; BSED BIOLOGICAL SCIENCE3
3/5/2014
2. NAMING AND CLASSIFYING ORGANISMS
I. OBJECTIVES
At the end of the period, the student must be able to:
1. Understand the historical background of classifying organisms
2. Identify how organisms are being classified
3. Explain why organisms are needed to be classified
II. SUBJECT MATTER
Topic: Naming and Classifying Organisms
Reference: module
Materials: projector, laptop, papers
Teachingstrategy: power point presentation, lecture discussion
Skills: understanding, identifying, explaining
III. LESSONPROPER
PRELIMINARIES
1. Prayer,
2. Checking Of Attendance
A. MOTIVATION
Activity 1
What’sin a name?
Objectives:
After performing this activity, you should be able to:
1. give the names of organisms as they are known in your community
2. recognize the need to have a systemof classifying and naming
organisms.
Materials Needed:
pictures of organisms pencil
or ballpen sheet of paper
Procedure:
1. Get pictures of organisms fromyour teacher.
3. 2. With your group, discuss how each of these organisms is called in your community.
Accept any name which your groupmates will give for an organism. If you know othernames
by which an organismis called in another place, include them. Write these on the sheet of
paper.
3. Be ready when yourteacher asks you to present your work to the class. Take note of how
the other groups named each of the organisms shown.
Q1. Are there organisms that others gave the same name to as your group did?
Give examples.
Q2. Are there organisms that others gave a different name to as your group did?
What are these organisms?
Q3. What can you say about your knowledge of the organisms before the other
groups’ presentations and the teacher’s discussion?
B. LEARNING TASK
INTRODUCTION OF THE TOPIC
Species diversity consists of the large number and all different kinds, shapes,
colors and sizes of organisms that inhabit the Earth. It includes the smallest and
the simplest bacterium (pl. bacteria) to the complex, bigger, brightly colored
flower or fish. Add to this the carabao, the tallest acacia, the biggest elephant
and a human like you. These organisms are found in various places from the soil,
to the rivers, oceans, and forests, salty or hot places, in short in every corner of
the Earth. Some of them even live in your body. At present, more than a million
organisms have been identified and named while many more are being
discovered every year. Just recently, foreign and local researchers have
found that diversity of reptiles And amphibians in the Northern Philippines is even
greater than what has been known and identified.
If there are a lot more of the organisms in the world than you can count,
how will you be able to know about them?
Does an organism you see in your place, for example, have the same
name in another place?
Do organisms have to be classified? Why?
POWERPOINT PRESENTATION
C:UsersWSCDocumentsZNEEHGeduc techPORTFOLIO-ET2LP'S-8-
PPTSCIscience-PPT.pptx
IV. EVALUATION
4. I. ENUMERATION
1.Give the 3 domain systemof classifying organism
2.Enumerate the 5 kingdomof classification of organisms
3.. Give at least five uses of protists.
II. IDENTIFICATION
1. Where are sporesof yeasts produced? How are yeast spores called
2. Where are mushroomspores produced?
3. What is the advantage of the large numbers of spores produced by
fungi?
4. Where in the Philippines would pine treeslikely grow?
5. In terms of leaf venation,is santan a dicot or a monocot?
III. ESSAY
1. Describe cocci, bacilli,and spirilla.
2. Think of ways by which you can avoid leptospirosis?
3. Fromwhat you know and have observed about fungi, in what conditionsdo they
grow?
4. How do liverworts, mosses and hornworts differin appearance?
5. Why do you think nonvascular plants cannot grow very large or tall?
6. How will Azolla help rice if they are grown together in fields?
7. Give other uses of ferns in yourlocality.
8. How would uncontrolled cutting of pine trees, for example, affect the forest
ecosystem?
9. Describe how birds, butterflies and spiders benefit from members of the
angiosperms.
10. What is the greatest contribution of plants to living things on Earth?
11. What harmcan weeds do to cropsif they grow together?
12. . In your observation, how are animalsdistinguished fromthe othergroups
as to their reaction to stimuli?
13. Why do you think parasitic flatworms do not have a digestive system?
14. How would you describe univalves? bivalves?
15. How do arthropods differ fromechinoderms?
V. ASSIGNMENT
Make a tree diagram showing the different kingdom and species of organisms
