Definitions and MCQs of Ninth class chemistry (introduction to chemistry)Dr. Sajid Ali Talpur
1. Chemistry is defined as the scientific study of matter, including its composition and the changes it undergoes. It deals with the properties, composition, structure and changes of matter, as well as the principles governing these changes.
2. The document then provides definitions for key chemistry terms like matter, mass, volume, space, hypothesis, phenomenon, theory and types of chemistry such as organic chemistry and physical chemistry.
3. The rest of the document consists of multiple choice questions related to the history and basics of chemistry, testing understanding of topics like early Muslim contributions to chemistry, types of chemistry, and terms involving matter, substances and chemical reactions.
Definitions and MCQs of Ninth Class Chemistry (chemical energetics)Dr. Sajid Ali Talpur
This document defines key terms related to chemical energetics and thermodynamics. It discusses exothermic and endothermic reactions, heat of formation, standard heat of formation, and enthalpy. It also provides multiple choice questions to test understanding of these concepts, such as identifying whether photosynthesis is an exothermic or endothermic reaction.
The document discusses several key concepts in chemistry and biology:
1. Atoms are made up of subatomic particles like protons, neutrons, and electrons. The atomic number represents the number of protons in an atom. Isotopes are atoms of the same element with different numbers of neutrons.
2. Molecules are formed from combinations of atoms. Covalent bonds are formed when atoms share electrons, while ionic bonds are formed when electrons are transferred between atoms.
3. Organisms are made up of macromolecules like proteins, nucleic acids, carbohydrates, lipids, and synthetic polymers. These molecules are essential for structure, energy storage, heredity, and other functions.
Biology m3 movement of matls thru the cell membranedionesioable
This document provides an overview of module 3 from an alternative secondary education biology course on the movement of materials through the cell membrane. The module contains 3 lessons that discuss cellular exchange with the environment, different types of transport (passive vs. active), and how discoveries on cellular structures and functions have led to useful technologies. Students are expected to learn about diffusion, osmosis, active and passive transport, and how cellular processes are applied to food production and health. The module instructs students to complete reading, activities, and tests to achieve the learning objectives.
This document discusses various topics in chemistry and biology. It begins by defining chemistry as the science concerned with the composition, structure, and properties of matter, as well as changes during chemical reactions. Chemistry is then described as important for biology by explaining biological processes and enabling new medical treatments. The document goes on to differentiate atoms, elements, and molecules by defining them and providing examples. It also distinguishes between organic and inorganic chemistry. Finally, it describes the three types of carbohydrates - monosaccharides, disaccharides, and polysaccharides - and the four types of protein structure - primary, secondary, tertiary, and quaternary - including examples of each.
The document provides an outline for a biology curriculum covering various topics across 26 weeks. Some of the key topics included are: introducing biology, cells, movement of substances across membranes, chemical composition of cells, cell division, nutrition, and respiration. Each week covers 1-2 learning objectives, the associated learning outcomes, and any relevant notes. The learning outcomes describe what students should be able to do by the end of each topic, such as explaining concepts, designing experiments, comparing processes, and more.
Po l2e ch01 lecture principles of life edited sphsJames Franks
The document provides an overview of AP Biology, including information about the AP Biology exam. It discusses the four big ideas of biology: evolution, energy and molecular building blocks, information storage and transmission, and complex interactions between biological systems. It also describes the seven science practices used in biology. The remainder of the document outlines Chapter 1, which discusses the common aspects of structure, function and energy flow in living organisms. It explains that all life on Earth descended from a single-celled common ancestor and shares characteristics like DNA, cells, metabolism and replication. The evolution of prokaryotic and eukaryotic cells as well as multicellular organisms is summarized.
The document outlines the annual lesson plan for Biology in Form 4 for the year 2014. It consists of 52 weeks divided into themes and learning areas. The main themes are the introduction to biology, investigating the cell as the basic unit of living things, and investigating the physiology of living things and their relationship to the environment. Each week covers a different learning area like cell structure, movement of substances, nutrition, and endangered ecosystems. The document lists the learning objectives to be achieved each week.
Definitions and MCQs of Ninth class chemistry (introduction to chemistry)Dr. Sajid Ali Talpur
1. Chemistry is defined as the scientific study of matter, including its composition and the changes it undergoes. It deals with the properties, composition, structure and changes of matter, as well as the principles governing these changes.
2. The document then provides definitions for key chemistry terms like matter, mass, volume, space, hypothesis, phenomenon, theory and types of chemistry such as organic chemistry and physical chemistry.
3. The rest of the document consists of multiple choice questions related to the history and basics of chemistry, testing understanding of topics like early Muslim contributions to chemistry, types of chemistry, and terms involving matter, substances and chemical reactions.
Definitions and MCQs of Ninth Class Chemistry (chemical energetics)Dr. Sajid Ali Talpur
This document defines key terms related to chemical energetics and thermodynamics. It discusses exothermic and endothermic reactions, heat of formation, standard heat of formation, and enthalpy. It also provides multiple choice questions to test understanding of these concepts, such as identifying whether photosynthesis is an exothermic or endothermic reaction.
The document discusses several key concepts in chemistry and biology:
1. Atoms are made up of subatomic particles like protons, neutrons, and electrons. The atomic number represents the number of protons in an atom. Isotopes are atoms of the same element with different numbers of neutrons.
2. Molecules are formed from combinations of atoms. Covalent bonds are formed when atoms share electrons, while ionic bonds are formed when electrons are transferred between atoms.
3. Organisms are made up of macromolecules like proteins, nucleic acids, carbohydrates, lipids, and synthetic polymers. These molecules are essential for structure, energy storage, heredity, and other functions.
Biology m3 movement of matls thru the cell membranedionesioable
This document provides an overview of module 3 from an alternative secondary education biology course on the movement of materials through the cell membrane. The module contains 3 lessons that discuss cellular exchange with the environment, different types of transport (passive vs. active), and how discoveries on cellular structures and functions have led to useful technologies. Students are expected to learn about diffusion, osmosis, active and passive transport, and how cellular processes are applied to food production and health. The module instructs students to complete reading, activities, and tests to achieve the learning objectives.
This document discusses various topics in chemistry and biology. It begins by defining chemistry as the science concerned with the composition, structure, and properties of matter, as well as changes during chemical reactions. Chemistry is then described as important for biology by explaining biological processes and enabling new medical treatments. The document goes on to differentiate atoms, elements, and molecules by defining them and providing examples. It also distinguishes between organic and inorganic chemistry. Finally, it describes the three types of carbohydrates - monosaccharides, disaccharides, and polysaccharides - and the four types of protein structure - primary, secondary, tertiary, and quaternary - including examples of each.
The document provides an outline for a biology curriculum covering various topics across 26 weeks. Some of the key topics included are: introducing biology, cells, movement of substances across membranes, chemical composition of cells, cell division, nutrition, and respiration. Each week covers 1-2 learning objectives, the associated learning outcomes, and any relevant notes. The learning outcomes describe what students should be able to do by the end of each topic, such as explaining concepts, designing experiments, comparing processes, and more.
Po l2e ch01 lecture principles of life edited sphsJames Franks
The document provides an overview of AP Biology, including information about the AP Biology exam. It discusses the four big ideas of biology: evolution, energy and molecular building blocks, information storage and transmission, and complex interactions between biological systems. It also describes the seven science practices used in biology. The remainder of the document outlines Chapter 1, which discusses the common aspects of structure, function and energy flow in living organisms. It explains that all life on Earth descended from a single-celled common ancestor and shares characteristics like DNA, cells, metabolism and replication. The evolution of prokaryotic and eukaryotic cells as well as multicellular organisms is summarized.
The document outlines the annual lesson plan for Biology in Form 4 for the year 2014. It consists of 52 weeks divided into themes and learning areas. The main themes are the introduction to biology, investigating the cell as the basic unit of living things, and investigating the physiology of living things and their relationship to the environment. Each week covers a different learning area like cell structure, movement of substances, nutrition, and endangered ecosystems. The document lists the learning objectives to be achieved each week.
This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify the groups, their key adaptations, and distinguish among different types of mammals. The pre-test and lessons aim to help students achieve these learning objectives.
Dalton's atomic theory proposed that all matter is made of tiny indivisible particles called atoms. The theory was based on the law of conservation of mass, which states that mass is neither created nor destroyed in chemical reactions, and the law of constant proportions, which says that elements combine in definite proportions. Dalton put forth several postulates of the theory, including that atoms of a given element are identical in mass and properties and combine in small whole number ratios to form compounds. However, the theory had some drawbacks, as atoms are now known to be divisible and some atoms of different elements have the same mass.
This module introduces the field of biology and its key concepts. It is divided into three lessons: 1) defines biology and its branches, discusses unifying ideas and life processes; 2) describes biotechnology and genetic engineering, how scientists manipulate genes and create recombinant DNA; 3) will discuss tools used in biology like microscopes and contributions of scientists. The purpose is to help students understand the nature and scope of biology and biological concepts applied in technology through interactive lessons and self-tests.
Democritus was a Greek philosopher who proposed in the 5th century BCE that all matter is made up of tiny, indivisible particles called atoms that come in different sizes and arrangements. John Dalton further developed the atomic theory in the early 19th century, proposing that each element is composed of a unique type of atom and that atoms of different elements combine in simple whole number ratios to form chemical compounds. Dalton's atomic theory was similar to Democritus' earlier ideas but added that atoms of different elements have different properties.
1) Dalton's Atomic Theory states that all matter is composed of tiny, indivisible particles called atoms.
2) Atoms of the same element are identical, but different from atoms of other elements. Each element has unique atoms.
3) Atoms of different elements combine in whole number proportions to form compounds, such as water which is made of two hydrogen atoms and one oxygen atom.
A chemical substance is a form of matter that has a definite chemical composition and characteristic properties. It cannot be separated into its constituent elements by physical separation methods alone. Chemical substances exist as solids, liquids, gases, or plasma and may change between these states. They can be combined or converted through chemical reactions to form other substances. A chemical substance may be a pure chemical element or compound. An element is made of a single type of atom and cannot be broken down further, while a compound is formed when two or more elements are chemically bonded together. There are millions of possible chemical compounds due to combinations of the known chemical elements. Chemists use chemical formulae and molecular structures to refer to compounds. Pure substances are often isolated
Parent letter secondary topics term 2 19 20AP Pietri
In English, S1 and S2 students are analyzing the book Stone Cold and will complete an assessment on it covering reading, writing, speaking and listening. Following this, they will watch the film A Street Cat Named Bob and complete writing assignments based on it. S3 students are exploring film and TV drama in preparation for the critical reading paper. S4 students are editing their writing portfolios and speeches for the National 5 English exam.
In mathematics, topics covered for each year group include measurement, algebra, fractions, time, distance, speed, sequences, coordinates and symmetry. S4 students are focusing on applications of mathematics involving shape, space and measure, and algebraic skills for the National 5 exam.
In science
Bridging the silos: Opening a connection between physics and biology instructionJoe Redish
A presentation for BioQuest 2014 (University of Delaware) describing NEXUS/Physics: an introductory physics course designed to serve life science students and to explicitly articulate with a biology curriculum
1) Biochemistry is the study of chemical processes within living organisms and is essential for nurses to understand basic body functions.
2) Nurses need a solid understanding of biochemistry to properly comprehend human physiology and disease development, calculate appropriate medication dosages, and determine a patient's progress through clinical tests.
3) Biochemistry allows nurses to monitor patients' conditions through tests like kidney and liver function tests and determine treatment effectiveness through biomarkers like blood glucose and cholesterol levels.
This document summarizes a university lecture on cell biology. The lecture covered several topics:
1. An introduction to the course, including the lecturer's information and course details like credit hours and evaluation methods.
2. Definitions of key terms like cell biology, cell theory, and the diversity of cell types in terms of size, shape, internal organization, and needs.
3. Descriptions of the main parts of the cell including the nucleus, cytoplasm, organelles, and cell membrane. The functions of the cytoplasm and several important organelles were explained.
4. An overview of the nucleus, its components like chromatin and the nuclear envelope, and its role in controlling cell activities and storing DNA.
Inorganica chemistry principlesos structure and reactivity fourth editionDianaMontagut
This document provides an overview of the 4th edition of the textbook "Inorganic Chemistry: Principles of Structure and Reactivity" by James E. Huheey, Ellen A. Keiter, and Richard L. Keiter. The preface discusses updates that have been made to the new edition, including additional authors, chapters, and examples. It outlines the philosophy of providing essential inorganic chemistry concepts while emphasizing that the field is continually growing. The textbook aims to familiarize readers with applications of inorganic principles in an accessible manner.
John Dalton was an English chemist who developed modern atomic theory in the early 1800s. He proposed that all matter is made of extremely small indivisible particles called atoms, which are identical for a given element but differ between elements. Atoms of different elements combine in simple whole number ratios to form compounds, and chemical reactions involve atoms combining, separating, or rearranging. Dalton's atomic theory laid the foundation for understanding the composition and behavior of matter at the atomic scale.
This document provides an overview of basic chemistry concepts. It begins by classifying matter as either mixtures or pure substances, with pure substances further divided into elements and compounds. Elements contain only one type of atom, while compounds contain two or more different types of atoms combined in fixed ratios. The three common states of matter - solids, liquids, and gases - are described based on how tightly or loosely the particles are packed. Key concepts like the mole, molar mass, empirical and molecular formulas are also introduced. Measurement units commonly used in chemistry like grams, meters, and moles are defined according to the International System of Units.
1 post. knight et al. (2005) pollen limitation ann revCamomilla Cerda
This document summarizes a study examining the prevalence and importance of pollen limitation in plant populations. It begins with an introduction discussing theoretical frameworks for pollen limitation and the potential for ecological perturbations to disrupt plant-pollinator interactions and cause pollen limitation. It then provides an overview of the extent of pollen limitation using a quantitative meta-analysis and examines relationships between plant traits and pollen limitation using comparative approaches. The study aims to understand the occurrence and importance of pollen limitation in plant evolutionary ecology by considering both historical constraints and contemporary ecological factors that influence the magnitude of pollen limitation observed.
John Dalton was an English chemist born in 1766 to a poor weaver's family. He started his career as a school teacher and later became a school principal. In 1808, he presented his atomic theory of matter which proposed that (1) all matter is composed of extremely small particles called atoms, (2) atoms of a given element are identical, (3) atoms of different elements differ in their properties, (4) atoms of different elements combine in simple whole-number ratios to form compounds, and (5) atoms are combined, separated or rearranged during chemical reactions but not created, destroyed or changed. While modern atomic theory is more complex, Dalton's core ideas about atoms remain valid today.
Chemistry is the scientific study of the composition, properties, structure, and changes of matter. It examines the nature of atoms, how atoms form chemical bonds to create compounds, and the interactions between elements through chemical reactions that form various compounds. Chemistry bridges other natural sciences like physics, geology, and biology. The origins of chemistry can be traced back to alchemy, which was practiced for millennia in different parts of the world.
Chemistry has contributed to society's development despite cultural differences. Atoms and molecules behave in ways that can be related to cultural behaviors - electrons that transfer between atoms are like those who share cultures through bonding, while protons and neutrons remain in the nucleus like those who stay within their own culture. While applied differently due to cultural diversity, chemistry pioneered by early alchemists served as the basis for modern scientists. Notable scientists from different countries, such as Werner Heisenberg developing the uncertainty principle in Germany and Linus Pauling discovering atomic bonding behavior in the US, made remarkable advances that furthered the importance of chemistry through their culturally influenced ideas.
Physiology and psychology are closely related disciplines. Physiology studies the functions of anatomical structures, while psychology studies behavior. The two are interconnected in the following ways:
1. The structures and functions of the body influence behavior. For example, the functioning of the nervous system, brain, and sensory organs directly impact behaviors like perception, learning, memory, emotion, etc.
2. Behavior is influenced by and can influence physiological states. For example, stress and arousal levels impact physiological measures like heart rate, breathing, hormone release, etc. Conversely, physiological states like hunger, pain, or illness can influence behaviors.
3. It is difficult to study functions of structures without also observing behaviors, and vice versa. For example, to
Chapter 1 - A View of Life and its Chemical Basis. 1. Explain the.pdfmonikajain201
Chapter 1 - A View of Life and its Chemical Basis. 1. Explain the basic characteristics that are
common to all living things. 2. Describe the levels of organization of life. 3. Distinguish among
the three domains of life and kingdoms. 4. Explain the process of natural selection. 5. Identify
the components of the scientific method. 6. Contrast ionic and covalent bonds. 7. Explain how
the properties of water make life possible. 8. Recognize the importance of functional groups in
determining the chemical properties of an organic molecule. 9. Summarize the categories of the
main macromolecules and provide examples of their diverse biological functions: carbohydrates,
lipids, proteins and nucleic acids.
Solution
please split the questions and ask. it was too lengthy to answer so all are in short.
1. Explain the basic characteristics that are common to all living things.
The fundamental characteristics of all living beings are growth, reproduction. All are made up of
cells, they adapt and respond to the environment. They all obtain and utilize energy. Though all
these are in common, they have different cellular organization.
2. Describe the levels of organization of life.
The various levels of organization of life include organelles, cells, tissues, organs, organ systems,
organisms, populations, communities, ecosystem and biosphere. They are in the chronological
order starting from the simplest form to the most complex one.
3. Distinguish among the three domains of life and kingdoms.
Three domain system introduced by carl woese divides cellular forms into three domains- archae,
bacteria and eukaryotes. It mainly separates archae from prokaryotes based on their 16sRNA
differences. This classification is above the kingdom level.
The five kingdom system has prokaryotes without membranes placed under Monera, eukaryotes
are placed into 3 kingdoms plantae, fungi and animalia. Protista are a separate kingdom
consisting of diversified algae and others which does not come under other groups
4. Explain the process of natural selection
Charles Darwin proposed the natural selection in his theory of evolution. Natural selection is a
process by which the organisms which are adapted to the environmental conditions and survive
in them. Shortly said as “survival of the fittest”. They transfer the genetic traits to further
generations making them more dominant while those who cannot survive get eliminated.
5. Identify the components of the scientific method.
Scientific method is a planned method which helps scientists in answering or solving a problem.
It consists of 6 components. 1. Purpose or question of research, 2. Research to find more
information on the question, 3. Hypothesis after getting preliminary information, 4. Experimental
design of the question, 5. Analysis of the results, 6. Conclusion of the experiment.
6. Contrast ionic and covalent bonds.
Covalent bonds are less polar than ionic bonds.Covalent bond is a chemical bond formed
between two non-metals .
This document contains a daily lesson plan for an 11th grade biology class. The lesson plan aims to teach students about the unifying themes in the study of life, including cell theory, gene theory, homeostasis, and evolution. The teacher will start by reviewing a previous lesson on evolution experiments. Then students will discuss the definition of biology and its importance. The teacher will use a picture game to introduce the topic of unifying life principles. Students will learn about each principle through examples and diagrams. At the end, students will answer questions to evaluate their understanding of the key concepts.
This module discusses animals with backbones, known as vertebrates. It covers five groups of vertebrates: fishes, amphibians, reptiles, birds and mammals. The module is divided into lessons about the characteristics and examples for each group. Students are expected to learn to identify the groups, their key adaptations, and distinguish among different types of mammals. The pre-test and lessons aim to help students achieve these learning objectives.
Dalton's atomic theory proposed that all matter is made of tiny indivisible particles called atoms. The theory was based on the law of conservation of mass, which states that mass is neither created nor destroyed in chemical reactions, and the law of constant proportions, which says that elements combine in definite proportions. Dalton put forth several postulates of the theory, including that atoms of a given element are identical in mass and properties and combine in small whole number ratios to form compounds. However, the theory had some drawbacks, as atoms are now known to be divisible and some atoms of different elements have the same mass.
This module introduces the field of biology and its key concepts. It is divided into three lessons: 1) defines biology and its branches, discusses unifying ideas and life processes; 2) describes biotechnology and genetic engineering, how scientists manipulate genes and create recombinant DNA; 3) will discuss tools used in biology like microscopes and contributions of scientists. The purpose is to help students understand the nature and scope of biology and biological concepts applied in technology through interactive lessons and self-tests.
Democritus was a Greek philosopher who proposed in the 5th century BCE that all matter is made up of tiny, indivisible particles called atoms that come in different sizes and arrangements. John Dalton further developed the atomic theory in the early 19th century, proposing that each element is composed of a unique type of atom and that atoms of different elements combine in simple whole number ratios to form chemical compounds. Dalton's atomic theory was similar to Democritus' earlier ideas but added that atoms of different elements have different properties.
1) Dalton's Atomic Theory states that all matter is composed of tiny, indivisible particles called atoms.
2) Atoms of the same element are identical, but different from atoms of other elements. Each element has unique atoms.
3) Atoms of different elements combine in whole number proportions to form compounds, such as water which is made of two hydrogen atoms and one oxygen atom.
A chemical substance is a form of matter that has a definite chemical composition and characteristic properties. It cannot be separated into its constituent elements by physical separation methods alone. Chemical substances exist as solids, liquids, gases, or plasma and may change between these states. They can be combined or converted through chemical reactions to form other substances. A chemical substance may be a pure chemical element or compound. An element is made of a single type of atom and cannot be broken down further, while a compound is formed when two or more elements are chemically bonded together. There are millions of possible chemical compounds due to combinations of the known chemical elements. Chemists use chemical formulae and molecular structures to refer to compounds. Pure substances are often isolated
Parent letter secondary topics term 2 19 20AP Pietri
In English, S1 and S2 students are analyzing the book Stone Cold and will complete an assessment on it covering reading, writing, speaking and listening. Following this, they will watch the film A Street Cat Named Bob and complete writing assignments based on it. S3 students are exploring film and TV drama in preparation for the critical reading paper. S4 students are editing their writing portfolios and speeches for the National 5 English exam.
In mathematics, topics covered for each year group include measurement, algebra, fractions, time, distance, speed, sequences, coordinates and symmetry. S4 students are focusing on applications of mathematics involving shape, space and measure, and algebraic skills for the National 5 exam.
In science
Bridging the silos: Opening a connection between physics and biology instructionJoe Redish
A presentation for BioQuest 2014 (University of Delaware) describing NEXUS/Physics: an introductory physics course designed to serve life science students and to explicitly articulate with a biology curriculum
1) Biochemistry is the study of chemical processes within living organisms and is essential for nurses to understand basic body functions.
2) Nurses need a solid understanding of biochemistry to properly comprehend human physiology and disease development, calculate appropriate medication dosages, and determine a patient's progress through clinical tests.
3) Biochemistry allows nurses to monitor patients' conditions through tests like kidney and liver function tests and determine treatment effectiveness through biomarkers like blood glucose and cholesterol levels.
This document summarizes a university lecture on cell biology. The lecture covered several topics:
1. An introduction to the course, including the lecturer's information and course details like credit hours and evaluation methods.
2. Definitions of key terms like cell biology, cell theory, and the diversity of cell types in terms of size, shape, internal organization, and needs.
3. Descriptions of the main parts of the cell including the nucleus, cytoplasm, organelles, and cell membrane. The functions of the cytoplasm and several important organelles were explained.
4. An overview of the nucleus, its components like chromatin and the nuclear envelope, and its role in controlling cell activities and storing DNA.
Inorganica chemistry principlesos structure and reactivity fourth editionDianaMontagut
This document provides an overview of the 4th edition of the textbook "Inorganic Chemistry: Principles of Structure and Reactivity" by James E. Huheey, Ellen A. Keiter, and Richard L. Keiter. The preface discusses updates that have been made to the new edition, including additional authors, chapters, and examples. It outlines the philosophy of providing essential inorganic chemistry concepts while emphasizing that the field is continually growing. The textbook aims to familiarize readers with applications of inorganic principles in an accessible manner.
John Dalton was an English chemist who developed modern atomic theory in the early 1800s. He proposed that all matter is made of extremely small indivisible particles called atoms, which are identical for a given element but differ between elements. Atoms of different elements combine in simple whole number ratios to form compounds, and chemical reactions involve atoms combining, separating, or rearranging. Dalton's atomic theory laid the foundation for understanding the composition and behavior of matter at the atomic scale.
This document provides an overview of basic chemistry concepts. It begins by classifying matter as either mixtures or pure substances, with pure substances further divided into elements and compounds. Elements contain only one type of atom, while compounds contain two or more different types of atoms combined in fixed ratios. The three common states of matter - solids, liquids, and gases - are described based on how tightly or loosely the particles are packed. Key concepts like the mole, molar mass, empirical and molecular formulas are also introduced. Measurement units commonly used in chemistry like grams, meters, and moles are defined according to the International System of Units.
1 post. knight et al. (2005) pollen limitation ann revCamomilla Cerda
This document summarizes a study examining the prevalence and importance of pollen limitation in plant populations. It begins with an introduction discussing theoretical frameworks for pollen limitation and the potential for ecological perturbations to disrupt plant-pollinator interactions and cause pollen limitation. It then provides an overview of the extent of pollen limitation using a quantitative meta-analysis and examines relationships between plant traits and pollen limitation using comparative approaches. The study aims to understand the occurrence and importance of pollen limitation in plant evolutionary ecology by considering both historical constraints and contemporary ecological factors that influence the magnitude of pollen limitation observed.
John Dalton was an English chemist born in 1766 to a poor weaver's family. He started his career as a school teacher and later became a school principal. In 1808, he presented his atomic theory of matter which proposed that (1) all matter is composed of extremely small particles called atoms, (2) atoms of a given element are identical, (3) atoms of different elements differ in their properties, (4) atoms of different elements combine in simple whole-number ratios to form compounds, and (5) atoms are combined, separated or rearranged during chemical reactions but not created, destroyed or changed. While modern atomic theory is more complex, Dalton's core ideas about atoms remain valid today.
Chemistry is the scientific study of the composition, properties, structure, and changes of matter. It examines the nature of atoms, how atoms form chemical bonds to create compounds, and the interactions between elements through chemical reactions that form various compounds. Chemistry bridges other natural sciences like physics, geology, and biology. The origins of chemistry can be traced back to alchemy, which was practiced for millennia in different parts of the world.
Chemistry has contributed to society's development despite cultural differences. Atoms and molecules behave in ways that can be related to cultural behaviors - electrons that transfer between atoms are like those who share cultures through bonding, while protons and neutrons remain in the nucleus like those who stay within their own culture. While applied differently due to cultural diversity, chemistry pioneered by early alchemists served as the basis for modern scientists. Notable scientists from different countries, such as Werner Heisenberg developing the uncertainty principle in Germany and Linus Pauling discovering atomic bonding behavior in the US, made remarkable advances that furthered the importance of chemistry through their culturally influenced ideas.
Physiology and psychology are closely related disciplines. Physiology studies the functions of anatomical structures, while psychology studies behavior. The two are interconnected in the following ways:
1. The structures and functions of the body influence behavior. For example, the functioning of the nervous system, brain, and sensory organs directly impact behaviors like perception, learning, memory, emotion, etc.
2. Behavior is influenced by and can influence physiological states. For example, stress and arousal levels impact physiological measures like heart rate, breathing, hormone release, etc. Conversely, physiological states like hunger, pain, or illness can influence behaviors.
3. It is difficult to study functions of structures without also observing behaviors, and vice versa. For example, to
Chapter 1 - A View of Life and its Chemical Basis. 1. Explain the.pdfmonikajain201
Chapter 1 - A View of Life and its Chemical Basis. 1. Explain the basic characteristics that are
common to all living things. 2. Describe the levels of organization of life. 3. Distinguish among
the three domains of life and kingdoms. 4. Explain the process of natural selection. 5. Identify
the components of the scientific method. 6. Contrast ionic and covalent bonds. 7. Explain how
the properties of water make life possible. 8. Recognize the importance of functional groups in
determining the chemical properties of an organic molecule. 9. Summarize the categories of the
main macromolecules and provide examples of their diverse biological functions: carbohydrates,
lipids, proteins and nucleic acids.
Solution
please split the questions and ask. it was too lengthy to answer so all are in short.
1. Explain the basic characteristics that are common to all living things.
The fundamental characteristics of all living beings are growth, reproduction. All are made up of
cells, they adapt and respond to the environment. They all obtain and utilize energy. Though all
these are in common, they have different cellular organization.
2. Describe the levels of organization of life.
The various levels of organization of life include organelles, cells, tissues, organs, organ systems,
organisms, populations, communities, ecosystem and biosphere. They are in the chronological
order starting from the simplest form to the most complex one.
3. Distinguish among the three domains of life and kingdoms.
Three domain system introduced by carl woese divides cellular forms into three domains- archae,
bacteria and eukaryotes. It mainly separates archae from prokaryotes based on their 16sRNA
differences. This classification is above the kingdom level.
The five kingdom system has prokaryotes without membranes placed under Monera, eukaryotes
are placed into 3 kingdoms plantae, fungi and animalia. Protista are a separate kingdom
consisting of diversified algae and others which does not come under other groups
4. Explain the process of natural selection
Charles Darwin proposed the natural selection in his theory of evolution. Natural selection is a
process by which the organisms which are adapted to the environmental conditions and survive
in them. Shortly said as “survival of the fittest”. They transfer the genetic traits to further
generations making them more dominant while those who cannot survive get eliminated.
5. Identify the components of the scientific method.
Scientific method is a planned method which helps scientists in answering or solving a problem.
It consists of 6 components. 1. Purpose or question of research, 2. Research to find more
information on the question, 3. Hypothesis after getting preliminary information, 4. Experimental
design of the question, 5. Analysis of the results, 6. Conclusion of the experiment.
6. Contrast ionic and covalent bonds.
Covalent bonds are less polar than ionic bonds.Covalent bond is a chemical bond formed
between two non-metals .
This document contains a daily lesson plan for an 11th grade biology class. The lesson plan aims to teach students about the unifying themes in the study of life, including cell theory, gene theory, homeostasis, and evolution. The teacher will start by reviewing a previous lesson on evolution experiments. Then students will discuss the definition of biology and its importance. The teacher will use a picture game to introduce the topic of unifying life principles. Students will learn about each principle through examples and diagrams. At the end, students will answer questions to evaluate their understanding of the key concepts.
This document provides an overview of the course BCH 201: Cell biology, pH and buffers. It discusses the course content which includes concepts in chemistry applicable to biological systems, biomolecules like carbohydrates, proteins, lipids and nucleic acids. It also discusses topics like water properties, pH, buffers, cell membranes and transport systems. The document then provides details about molecules and cells, biomolecules, forces that maintain biological structures, overview of cells and cellular biochemistry.
This document provides an overview and introduction to the course HBC1011 Biochemistry I. It discusses the history of biochemistry, important biomolecules, cell structure, and the overall goal of understanding life's processes at the molecular level. The summary also notes that students will learn about the fundamental understanding of how the body works gained from biochemistry and its impacts on medicine, health, and biotechnology.
This document provides an overview and introduction to the course HBC1011 Biochemistry I. It discusses the history of biochemistry, important biomolecules, cell structure, and the overall goal of understanding life's processes at the molecular level. The summary also notes that students will learn about the fundamental understanding of how the body works gained from biochemistry and its impacts on medicine, health, and biotechnology.
This document provides an overview and introduction to the course HBC1011 Biochemistry I. It discusses the history of biochemistry, important biomolecules, cell structure, and the overall goal of understanding life's processes at the molecular level. The summary also notes that students will learn about the fundamental understanding of how the body works gained from biochemistry and its impacts on medicine, health, and biotechnology.
The document provides an overview of a biochemistry course for 3rd year biology majors. It includes information about the course title, code, credit hours, evaluation criteria, and course outline. The course outline covers topics such as the introduction to biochemistry, chemistry of amino acids and proteins, enzymes, carbohydrates, and lipids. The document also defines biochemistry and discusses the scope and importance of studying biochemistry. It explains key cellular components and organelles, including their structures and functions. Additionally, it summarizes important concepts around water properties, chemical bonds, and biological buffer systems.
The document discusses the unifying themes in the study of life science. It explains that biology comprises multiple disciplines that are connected through unifying themes. The ten main themes include emergent properties, cellular organization, heritable information, structure and function, interaction with the environment, regulation, unity and diversity, evolution, scientific inquiry, and the relationship between science, technology, and society. The themes serve to connect the various subdisciplines of biology and highlight shared properties of living organisms.
This document discusses the major unifying themes in the study of biology. It identifies six unifying themes: (1) the cell theory that describes living systems, (2) the molecular basis of inheritance that explains the continuity of life, (3) the relationship between structure and function, (4) the diversity of life brought by evolution, (5) evolutionary conservations that demonstrate the unity of living systems, and (6) emergent properties that arise from the organization of life. It then discusses seven shared properties of living things: (1) systems of related parts at all levels, (2) the relationship between structure and function, (3) homeostasis, (4) evolution explaining unity and diversity, (5) inheritance
The four major types of biomolecules are carbohydrates, lipids, nucleic acids, and proteins. Nucleic acids like DNA and RNA store an organism's genetic code by determining the amino acid sequence of proteins. Proteins serve as structures, transporters, enzymes, antibodies, hormones, and influence gene activity. Carbohydrates are essential energy sources and structural components, built from sugar units. Lipids store energy, form cell and organelle membranes, and act as chemical messengers. All biomolecules have a relationship between structure and function influenced by their environment.
This document provides an introduction to carbohydrate metabolism. It discusses glycolysis, glycogenesis, glycogenolysis, and gluconeogenesis. Specifically, it covers the basic principles of metabolism, including the roles of enzymes as catalysts and in controlling metabolic pathways. It also provides learning objectives and defines key terms related to carbohydrate metabolism.
This document provides an introduction to carbohydrate metabolism. It discusses glycolysis, glycogenesis, glycogenolysis, and gluconeogenesis. Specifically, it covers the basic principles of metabolism, including the roles of enzymes as catalysts and in regulating metabolic pathways. It also provides learning objectives and defines key terms related to carbohydrate metabolism.
This document provides an introduction to carbohydrate metabolism. It discusses glycolysis, glycogenesis, glycogenolysis, and gluconeogenesis. Specifically, it covers the basic principles of metabolism, including the roles of enzymes as catalysts and in regulating metabolic pathways. It also provides learning objectives and defines key terms related to carbohydrate metabolism.
A living organism is a highly complex and unstable system. Its existence is precarious because of its complexity. Metabolism is the sum
total of all biochemical reactions designed to maintain and replicate
the structure of the organism and to counteract a continuous drive
towards an increase in the disorder, or entropy, of the system.
To build complex structures requires energy, i.e., a system needs
energy for synthesis and maintenance. Human metabolism derives
energy from degradation of organized structures (food) from plants,
and, therefore, indirectly from the sun. In more affluent societies of
the world, a significant amount of energy is obtained from animals
which themselves have survived by utilizing plants and other animals.
For the most part, food represents complex organic molecules which
require energy to be synthesized and therefore can yield energy by
being destroyed. (Food also contains some constituents which are
not utilized for energy production, but have important roles in maintaining life, e.g., minerals and vitamins.)
This module introduces the field of biology and its key concepts. It is divided into three lessons: 1) defines biology and its branches, discusses unifying ideas and life processes; 2) describes biotechnology and genetic engineering, how scientists manipulate genes and create recombinant DNA; 3) will discuss tools used in biology like microscopes and contributions of scientists. The purpose is to help students understand the nature and scope of biology and biological concepts applied in technology through interactive lessons and self-tests.
This document provides an overview of Biology Module 1 on the nature of biology. It begins by outlining the module's purpose and structure. The module is divided into 3 lessons that cover: 1) defining biology and its branches, 2) biological concepts in technology, and 3) tools used in biology and biotechnology. It then lists the key learning objectives which include identifying unifying ideas in biology, explaining life processes, and describing contributions of scientists. The document provides guidance on how to learn from the module and includes a pre-test to assess prior knowledge. It also outlines some of the major branches of biology and defines key life processes such as growth, metabolism, reproduction, and response to environment.
The document provides information about a lesson plan on cell structure and function for 8th grade students. The objectives are for students to be able to describe cell components and their functions, differentiate between plant and animal cells, and appreciate the importance of cells. It includes descriptions of cell organelles like the cytoplasm and chloroplasts. It emphasizes that cells work together to carry out life functions and their study enables understanding of how organisms function as well as applications in biotechnology and medicine. Students are instructed to create a Venn diagram to compare plant and animal cells.
BIO 130 Module 1 NotesModule 1 Reading AssignmentEnger, E. D..docxhartrobert670
BIO 130: Module 1 Notes
Module 1 Reading Assignment
Enger, E. D., Ross, F. C., & Bailey, D. B. (2012). Concepts in biology (14th ed.). New York: McGraw-Hill. Chapters 1, 2, and 3.
The Scientific Method and the Foundations of Life
Biology teaches us the basics of life and that our world is made up of many living organisms that contribute to life around us. The term, “biology,” means the study of life and the organisms that live in it. Biology is considered a natural science that leads to all other sciences. There are many branches of biology that include zoology, anatomy and physiology, and microbiology—to name a few. You will learn the basics of life, which are made up of genes, DNA, and cells. You will also see how cells make up tissues, how tissues make up systems, and how systems make the organism. You will also discover how evolution played an important role in who we are today.
The process of science is to make observations, ask questions that will allow us to form a hypothesis (educated guess), and test the hypothesis in order to find new laws and theories. From these theories, we should be able to form a conclusion about the topic.
The next area to understand is the basic levels for which all living things exist. The ecosystem is composed of living organisms consisting of plants and animals and how they interact with each other within the environment. A community is a group of species coming together in a specific location. The population accounts for how many of a particular species there are in a group. An organism is a living system that continues through reproduction and is made up of organ systems. Organ systems are made up of organs that are structural units of tissue joined to serve a single function. Tissues are cells that form into multi-cellular organisms. The cell is the smallest component of life that has nerve cells, blood cells, and muscle cells. Next, we have molecules, which are two atoms tightly bonded. Atoms are made up of a collection of protons, neutrons, and electrons. If you understand this concept, you will begin to understand the basics of life.
In this course you will learn about the basics of chemistry, which include the periodic table of elements, which is a very important component to chemistry. It is composed of chemical elements that are organized by atomic numbers, electron configurations, and chemical properties. To better understand the periodic table, please watch the Periodic Table video.
Matter and energy are the two main components that make up our universe. Matter is anything that is physical; for example, your pen, the air you breathe, and the earth. Matter has four states: solid, liquid, gas, and plasma. Energy has the ability to do work or cause change in the environment; an example of this is light. A covalent bond is when there are atoms sharing electrons. An ionic bond is when an atom gives up an electron to another atom. When the atom is given up, it is known as a c ...
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Solutions Manual for Biology The Essentials 2nd Edition by Mariëlle Hoefnagels
1. Solutions Manual for Biology The Essentials 2nd Edition by Mariëlle
Hoefnagels
Download: http://downloadlink.org/p/solutions-manual-for-biology-the-
essentials-2nd-edition-by-marielle-hoefnagels/
Test Bank for Biology The Essentials 2nd Edition by Mariëlle Hoefnagels
Download: http://downloadlink.org/p/test-bank-for-biology-the-essentials-2nd-
edition-by-marielle-hoefnagels/
CHAPTER 2 – The Chemistry of Life
CHAPTER OUTLINE
2.1 Atoms Make Up All Matter
A. Elements Are Fundamental Types of Matter
B. Atoms Are Particles of Elements
C. Isotopes Have Different Numbers of Neutrons
2.2 Chemical Bonds Link Atoms
A. Electrons Determine Bonding
B. In an Ionic Bond, One Atom Transfers Electrons to Another Atom
C. In a Covalent Bond, Atoms Share Electrons
D. Partial Charges on Polar Molecules Create Hydrogen Bonds
2.3 Water Is Essential to Life
A. Water Is Cohesive and Adhesive
B. Many Substances Dissolve in Water
C. Water Regulates Temperature
D. Water Expands as It Freezes
E. Water Participates in Life’s Chemical Reactions
2.4 Cells Have an Optimum pH
2.5 Cells Contain Four Major Types of Organic Molecules
A. Large Organic Molecules Are Composed of Smaller Subunits
B. Carbohydrates Include Simple Sugars and Polysaccharides
C. Proteins Are Complex and Highly Versatile
D. Nucleic Acids Store and Transmit Genetic Information
E. Lipids Are Hydrophobic and Energy-Rich
LEARNING OUTCOMES
02.00.01 Explain the relationship between chemistry and biology.
02.01.01 Identify the most important elements in living organisms.
02.01.02 Describe the structure of atoms.
02.02.01 Compare and contrast the different types of bonds.
02.02.02 Differentiate between atoms and molecules.
2. 02.03.01 Explain how the structure of water affects its chemical properties.
02.04.01 Explain how acids and bases affect pH.
02.05.01 Explain the relationship between monomers and polymers.
02.05.02 Compare and contrast the structures and functions of the four classes of biological
molecules.
3. WHERE DOES IT ALL FIT IN?
Chapter 2 provides an overview of the basic principles of chemistry making up the first hierarchal
level of living systems discussed in Chapter 1. The chemistry concepts and terminology can be
intimidating to many students because of the diversity of concepts needed to build an understanding
of biological molecules. Reinforce to students that the elemental chemistry being covered in this
chapter is essential for understanding cell structure and organismic function, and principles of
homeostasis being taught during the semester. The scope of information about organic matter
covered in Chapter 2 sets down the foundation of understanding cell metabolism, cell replication, cell
structure, genetics, and membrane transport. Regularly refer to Chapter 2 when discussing the topics
that rely on information about elements, organic molecules, and the properties of water.
SYNOPSIS
This chapter presents students with the basic chemistry background essential for understanding the
underlying principles of biology. Living organisms can be viewed as chemical machinery composed
of molecules that build their structure and that take part in chemical reactions that run a variety of
metabolic reactions. The chapter demonstrates the roles of elements and molecules to the function
and structure of organisms and their interaction with the environment. Basic concepts about atoms
and elements are discussed in a way that is pertinent to biological systems. Emphasis is placed on the
biological roles of ions and bonding. The important features of isotopes pertinent to living systems
are also discussed.
The properties of water are also discussed in this chapter. The features of water that permit cell
function and the overall survival of organisms on the Earth are highlighted. Examples of water’s
characteristics are illustrated using examples of how organisms adapted to the Earth’s watery
environment. It is stressed that water is the main unifying molecule that maintains the chemical and
physical environmental conditions needed for cells and organisms to function. Coverage is also given
to pH and its role in organisms and the environment. Buffers are introduced, as well as information
about how organisms regulate their internal environments.
Organic molecules are later introduced in the chapter once the foundations of elements and bonds are
established. The chapter introduces the fundamental properties of biological molecules and their
existence as monomers and polymers. Each group of molecules is then introduced. The basic
chemistry and biological roles of carbohydrates, proteins, nucleic acids, and lipids are discussed.
Examples of common monomers and polymers are discussed. Enough background about each group
of molecules is provided to promote class discussions about environmental health, medical
treatments, and nutrition.
4. COMMON STUDENT MISCONCEPTIONS
There is ample evidence in the educational literature that student misconceptions of information
will inhibit the learning of concepts related to the misinformation. The following concepts
covered in Chapter 2 are commonly the subject of student misconceptions. This information on
“bioliteracy” was collected from faculty and the science education literature.
Students do not discern mass and weight and think they are equal at all times.
Students think density of an object depends only on its volume.
Students are unaware that atoms cannot be seen with a standard microscope.
Students confuse the terms atoms and elements as synonymous in meaning.
Students believe the atomic nucleus is large and in close proximity to the orbitals.
Students think the electron shell is there to protect the nucleus.
Students misconceive that elements of solids are hard, whereas elements of gases are soft.
Students are unaware that atomic mass values are unaffected by electron number.
Students think all bonds store and release energy.
Students believe ionic compounds form neutral molecules such as Na+
Cl-
in water.
Students think electrons in covalent bonds belong to the particular atom they came from.
Students are unaware that electron pairs are not always equally shared in covalent bonds.
Students think the strength of acids and bases is the same thing as its concentration.
Students think substances containing H are acidic; substances containing OH are basic.
Students are unaware the pH scale is not a linear change in measurement.
Students misconceive that buffers make a solution neutral.
Students think all acids and bases are harmful and poisonous.
Students are unaware that salts have a pH value.
Students believe pH is a measure of acidity.
Students believe the chemistry in biological systems does not follow all the same rules of
chemistry.
Students are unsure about the hierarchical order of atoms, molecules, and cells.
Students are unaware that carbohydrates serve other purposes beyond a source of fuel for
the body.
Students think all polysaccharides are starches.
Students think all carbohydrate polymers are for food storage.
Students are unaware that proteins are energy sources for the body.
Students are unfamiliar with more than the common 20 types of amino acids in nature.
Students are unaware that amino acids and proteins are related molecules.
Students think fats produce more energy than carbohydrates.
Students think fats only serve as a stored source of energy.
Students often confuse amino acids and nucleic acids.
Students believe all proteins have tertiary structure.
Students believe proteins are a 100% representation of the DNA information.
Students think nucleic acids solely serve the purpose of genetic material.
Students believe saturated fats are bad, while unsaturated fats are good.
Students are unaware that cholesterol is required by the body.
5. Students think fats travel as clumps of insoluble material in the blood.
Students think organic molecules are only produced by organisms.
The following articles provide strategies for increasing bioliteracy in the college classroom:
Baldwin JD, Ebert-May D, Burns, D. 1999. The development of a college biology self-efficacy
instrument for non-majors. Science Education 83(4): 397-408.
Ebert-May D. 2001. Research-based change: how one college professor approached the
challenge of changing teaching. In: Implementing the Science Standards in Higher Education,
eds. W. J. McIntosh and E. Siebert, pp. 36-39. Arlington, VA: National Science Teachers
Association.
Khodor J, Halme DG, Walker GC. 2004. A Hierarchical Biology Concept Framework: A Tool
for Course Design. Cell Biology Education, 3(2): 111-121.
Klymkowsky MW, Garvin-Doxas K, Zeilik M. 2003. Bioliteracy and teaching efficacy: what
biologists can learn from physicists. Cell Biol Educ, 2(3):155-61.
6. INSTRUCTIONAL STRATEGY PRESENTATION ASSISTANCE
Molecular models are quite helpful when reinforcing the concept of molecular structure. Many
aspects of chemistry such as the differences between isomers just don’t work on a two-
dimensional surface. Three-dimensional isomer models can be built and shown to the class.
Large plastic or polystyrene molecular model kits usually used to teach organic chemistry are
appropriate for large lecture sections. The importance of molecular shape in living organisms can
be demonstrated using hands and different size gloves. The hands can represent a substrate and
the gloves represent an enzyme that must bind with the substrate.
Researchers have been known to use common objects to represent the structure of molecules
they were studying. Provide students with tangible examples of 3-D molecular structure by
constructing molecules from polystyrene balls and straws. Pop-it beads are valuable for
describing polymerization of nearly all of the molecules of life, especially amino acids forming
polypeptide chains. A coiled telephone cord effectively resembles an alpha helix while a zigzag
strip of crimped paper can demonstrate pleated sheets.
The characteristics of water become intuitive to students when related to everyday observations
such as the tempering effects on weather, sweating, surface tension, and so forth. Use as many
common examples as possible. Students can measure the relative pH of various household
solutions using tea – the normal unadulterated drinking variety. Tea becomes more yellow in
color when lemon juice is added because the juice is acidic, not because the tea is diluted by a
yellow liquid. Red cabbage is also an acid-base indicator; red when acid, blue when basic.
Construct protein amino acid sequence demonstrations by using a chain of pop beads composed
of 20 differently labeled beads to represent the 20 different amino acids commonly making up
proteins (the beads can be labeled with an indelible marker). The beads can be put together to
show the variation in primary structure. Pipe cleaners, or wire, can be used to help demonstrate
secondary, tertiary, and quaternary structure.
It is encouraged to use some lecture or recitation time to discuss the “What’s the Point?,” “Why
We Care,” “Burning Questions” boxes, and the end-of-chapter reading titled “Investigating Life:
E. T. and the Origin of Life.” The information in these resources encourages students to use the
chapter information in critical thinking situations.
When assigning the chapter as a reading, encourage the students to stop and complete the
“Mastering Concepts” features as a way of assessing their knowledge of what they read. In
addition, the “Pull It Together” provides students with a visual summary of the important
concepts in the chapter.
7. HIGHER LEVEL ASSESSMENT
Higher level assessment measures a student’s ability to use terms and concepts learned from the
lecture and the textbook. A complete understanding of biology content provides students with the
tools to synthesize new hypotheses and knowledge using the facts they have learned. The
following table provides examples of assessing a student’s ability to apply, analyze, synthesize,
and evaluate information from Chapter 2.
Application Have students apply the concept of water cohesion to the properties of
glue.
Ask students to explain why the digestive system of animals must be
adapted to break down covalent bonds yet there is no particular
mechanism for breaking down ionic bonds.
Ask students to explain why foods high in saturated fats stay fresher than
foods high in unsaturated fats.
Analysis Ask students to select and analyze three characteristics of water that
would help an organism survive in the desert.
Ask students to explain why keeping track of dietary amino acid intake is
more important than just knowing what proteins are being taken in the
diet.
Ask students to explain what nutrient molecules would be deficient in
food if crop plants were deprived of fertilizers containing nitrogen and
phosphorus.
Synthesis Ask students to come up with potential agricultural uses of an instrument
that measures the types of elements found within an intact living
organism.
Ask students to design a hypothetical low calorie food using isomers of
carbohydrates and alternative forms of lipids.
Ask students to describe how an organism would have to adapt to
extremely hot environmental conditions in which the tertiary structure of
normal proteins is disrupted.
Evaluation Ask students to discuss the probability of life on a planet that is not
abundant in the elements that form covalent bonds.
Ask students to evaluate the difference between nutrients obtained from
nature versus those produced synthetically in a laboratory.
Ask students to explain why the molecules in organisms found on
another planet may not be of nutritional value to humans.
8. FUN FACTS
Trivial facts about biology are a fun way to spice up a lecture. They can be read in class or
placed at appropriate points into a lecture using the board or a projected presentation. The trivia
can be used as a jumping point for students to further investigate the fact.
The only letter not appearing on the periodic table of elements is the letter J.
Matter making up the Earth weighs approximately 7,000,000,000,000,000 tons.
Types of matter called atoms were believed to exist by the Greeks about 2,400 years ago.
At room temperature, the average air molecule travels at the speed of a rifle bullet.
Air becomes liquid at about -190o
C.
Cellophane food wrap is not made of plastic, rather it is made from cellulose that has
been shredded and aged.
In a 100-year period, a water molecule spends 98 years in the ocean, 20 months as ice,
about two weeks in fresh water bodies, and less than a week in the atmosphere.
An average adult human body contains around 250 g or ½ lb of salt.
The amount of carbon in the human body is enough to fill about 9,000 lead pencils.
It is estimated that a plastic container can resist decomposition when buried in a landfill
for as long as 50,000 years.
A bee sting is acidic and a wasp sting is alkali.
9. IN-CLASS CONCEPTUAL DEMONSTRATION
Exposing the Carbon Skeleton of Organisms
Organic chemistry is often the least enjoyable subject covered in general biology courses. This
demonstration reinforces the fact that all organic molecules have a carbon skeleton. It shows the
prevalence of carbon in organic molecules versus inorganic molecules. Plus, it demonstrates the
amount of bond energy stored in organic molecules. It uses sulfuric acid to break down the
covalent bonds of organic molecules releasing the oxygen and hydrogen. What remains in the
container is a carbon mass puffed with gases (carbon dioxide and sulfur oxides) released by the
molecular degradation.
Special Precautions
Caution must be used with this demonstration. It produces a rapid burst of heat
and noxious fumes. It should be done using personal protection equipment
(gloves, goggles, and a laboratory apron) and in a well-vented area near a source
of running water. Be careful to conduct the demonstration in a manner that
students cannot be harmed if the glass container cracks. The waste remaining
from the demonstration should be disposed in an acid waste container.
This procedure can be shown to a large class using a videocam attached to an LCD projector.
Materials
Large glass thermometer
Three 400 ml Pyrex®, or equivalent glass, beakers
Three large glass test tubes
300 ml of room temperature water
Bottle of sucrose solution with dropper (20 g sucrose/100 ml water)
Bottle of amino acid solution with dropper (20 g amino acids/100 ml water)
Bottle of table salt solution with dropper (20 g table salt/100 ml water)
Bottle of concentrated sulfuric acid solution with dropper
Roll of aluminum foil
Personal protection equipment
10. Procedure and Inquiry
1. Explain to the class that you will be demonstrating the carbon composition of organic
molecules compared to inorganic molecules.
2. Lay down a sheet of aluminum foil on the table where the demonstration will take
place.
3. Place one beaker in the middle of the foil.
4. Add 100 ml of water to the beaker.
5. Place one test tube into the beaker.
6. Add 5 ml of sucrose solution to the test tube while explaining your action to the class.
7. Place the thermometer in the beaker so that the bulb is touching the base of the test
tube.
8. Announce to the class the starting temperature of the solution.
9. Slowly add approximately 2 ml of the concentrated sulfur acid (do not mix or stir).
10. Direct the class to observe what happens (the solution will darken followed by the
rapid eruption of a black column of “puffy material”).
11. Announce to the class the final temperature of the solution.
12. Repeat steps 4 through 11 for the amino acid and salt solutions.
13. Ask the class to explain the elemental composition of the “puffy material” (they
should be directed to answer carbon with hydrogen gas and carbon dioxide).
14. Ask them why the table salt solution did not show carbon “puffy stuff.”
15. Ask the class to explain the temperature elevation (they should explain it was due to
the energy released by the breakage of covalent bonds).
16. Ask the students what they should expect to find if a similar demonstration was
performed on the following materials:
A piece of chalk
Lump of bacon fat
A piece of paper
11. Solutions Manual for Biology The Essentials 2nd Edition by Mariëlle
Hoefnagels
Download: http://downloadlink.org/p/solutions-manual-for-biology-the-
essentials-2nd-edition-by-marielle-hoefnagels/
Test Bank for Biology The Essentials 2nd Edition by Mariëlle Hoefnagels
Download: http://downloadlink.org/p/test-bank-for-biology-the-essentials-2nd-
edition-by-marielle-hoefnagels/