This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Describe the formation and structure of soil
Explain and describe how root hair cells acquire water, ions and minerals using proton pumps and transport pathways
Compare and contrast the role of bacteria and fungi in nutrient acquisition by plant roots
This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Distinguish essential, beneficial, macro- and micro-nutrient requirements for plants and animals
Predict the symptoms of nutrient deficiencies in plants and animals
Describe the diversity of adaptations for acquisition of nutrients in plants and animals
This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Explain the functional adaptations of gas exchange surfaces in animals using Fick’s Law (surface area, distance, concentration gradients and perfusion)
Apply the Law of Partial Pressures to predict direction of gas movement in solution
Compare and contrast the structure/function of gills, tracheae, and lungs
Describe the reversible binding of O2 to hemoglobin (dissociation curves)
Predict the effects of pH, temperature, and CO2 concentrations on hemoglobin affinity for O2
This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Distinguish between the thermoregulators classified as endotherms and ectotherms, homeotherms, heterotherms, and poikilotherms
Explain the mechanisms that animals use to regulate their body temperature: including circulatory adaptations, metabolic activity, insulation, torpor, and behavioral adaptations exploiting the processes of conduction, convection, radiation, and evaporation.
Describe the mechanisms used by plants to tolerate temporary drought and flooding*
Describe the photosynthetic adaptations of C4 and CAM plants to dry conditions*
This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Distinguish sources and sinks for plant sugars
Explain the mechanism responsible for pressure flow model of sugar transport in phloem
Compare and contrast the mechanisms driving fluid flow in xylem and phloem
This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Diagram the structure and function of the mammalian heart, including all four chambers, valves, major blood vessels, and nodes essential for electrical conduction pathways
Explain the process of electrical activation of the cardiac cycle
Describe mechanisms for controlling heart rate and cardiac output
This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Describe the structure and function of each region of the mammalian nephron (glomerulus, Bowman’s capsule, proximal convoluted tubule, Loop of Henle, distal convoluted tubule, and collecting duct)
Recognize the roles of active/passive transport, osmotic gradients, and countercurrent exchange in nephron function
Explain integrated hormonal regulation of water/ion regulation by the mammalian kidney
This resource is included in GA Tech Biology course "Bio 1520" in module Nutrition Transport and Homeostasis. Learning Objectives
Predict movement of water in plants by applying the principles of water potential
Describe the typical water potential gradient in plants under normal, salty, or dry soil conditions
Describe the three hypotheses explaining water movement in plant xylem, and evidence for each
This "Gel Electrophoresis" learning object is the from the Sumanas resource series. Sumanas offers a robust selection of content and services that are directed at enhancing the learning experience.
Paul Andersen explains how genes are regulated in both prokaryotes and eukaryotes. He begins with a description of the lac and trp operon and how they are used by bacteria in both positive and negative response. He also explains the importance of transcription factors in eukaryotic gene expression.
The word biology means, "the science of life", from the Greek bios, life, and logos, word or knowledge. Therefore, Biology is the science of Living Things. That is why Biology is sometimes known as Life Science.
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BI102A is a survey course that introduces the discipline of molecular biology and genetics, exploring topics including cell division, protein production, inheritance and gene regulation. This book focuses on putting those topics into an appropriate context for students who are not biology majors.
BI101A is a survey course that introduces the discipline of cellular biology, exploring topics including the scientific method, parts of a cell, and how cells function. This book focuses on putting those topics into an appropriate context for students who are not biology majors.
General Biology is intended to leave the student with an integrated view of the living world including the nature of sciences, evolution of biological organization, composition and organization of living substances, metabolism, control, reproduction, heredity and ecological relationships. This class meets the A.A. degree lab science requirement in the State of Washington.Login: guest_oclPassword: ocl
Welcome to the wonderful world of microbiology! Yay! So. What is microbiology? If we break the word down it translates to “the study of small life,” where the small life refers to microorganisms or microbes. But who are the microbes? And how small are they?
Generally microbes can be divided into two categories: the cellular microbes (or organisms) and the acellular microbes (or agents). In the cellular camp we have the bacteria, the archaea, the fungi, and the protists (a bit of a grab bag composed of algae, protozoa, slime molds, and water molds). Cellular microbes can be either unicellular, where one cell is the entire organism, or multicellular, where hundreds, thousands or even billions of cells can make up the entire organism. In the acellular camp we have the viruses and other infectious agents, such as prions and viroids.
In this textbook the focus will be on the bacteria and archaea (traditionally known as the “prokaryotes,”) and the viruses and other acellular agents.
Paul Andersen describes genetic drift as a mechanism for evolutionary change. A population genetics simulator is used to show the importance of large population size in neutralizing random change. The near extinction of the northern elephant is used as an example of the bottleneck effect.
Paul Andersen explains how the frequency of recombination between linked genes can be used to determine the relative location of genes on a chromosome. Thomas Hunt Morgan and Alfred Strutevant used the fruit fly to develop a theory of chromosomal inheritance and discover crossing over.
Paul Andersen reviews the concepts of genetics discovered by Gregor Mendel.
Paul Andersen previews the information in the genetics unit. He defines the central dogma of biology and explains how DNA creates an RNA transcript that is used to translate proteins. He differentiates between mitosis and meiosis. He also explains how Mendelian genetics differs from the current understanding of genetics.