BIO 1140 Lecture Notes - Lecture 7: Arachidonic Acid, Caffeine, Biosynthesis

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periwinklemuskrat478

27 Sep 2016

School

University of Ottawa

Department

Biology

Course

BIO 1140

Professor

Caroline Petit- Turcotte

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Document Summary

Communication is important for a large number of different activities in all organisms. We are going to be looking at four classes of receptors, three of which is the transmembrane and one that resides in the cytoplasm or in the nucleus. We are going to have to interpret that message and are going to have to start preparing a response. Then we are going to have to act upon it o. That target cell is going to have to act upon the message it has received. Question: the target tissues for steroid hormones do not have receptors on the membrane surface for these hormones because of these hormones. Chemical messenger - 6 classes o o o. The communication path taken to reach target cell. Their mode of action/interaction with the cell and receptors. Steroids are recognized through their 4 rings. Receptors will be located inside the cytosol or the nucleus (inside the cell) and will not bind to cell receptors.

Related Questions

________30. If you are investigating the inner structure of a new cell and see that it has a significantly larger amount of RER than other cells. You would conclude the cell does a great deal of____?
A. ATP synthesis

B. protein synthesis
C. DNA synthesis
D. active transport
E. polysaccharide hydrolysis

________31. If a cell comes in contact with a toxic substance such as H2O2, it could survive as long as it has a ___ to digest it.
A. DNA
B. peroxisome

C. mitochondria
D. phospholipids
E. intermediate filaments

________32. Some cells have structures to help them withstand osmotic pressure. For example,
A. Plant cells due to their walls
B. Animal cells due to the sodium/potassium pumps

C. Bacterial cell due to their swimming

D. Viruses due to their protein coats

________33. Evolution occurs only as a cell ____.

A. They undergo mitosis
B. Change in their gene pool
C. They move from one habitat to another

D. They begin to eat different foods

________34. Ribosomes are produced in the

A. nucleoli.
B. chromatin.
C. nuclear envelopes.

D. Golgi complex. E. cisternae.

________35. Algae are often green, but there are red and brown species also. What accounts for this difference in color?
A. The chlorophyll of chloroplasts
B. The pigments in other plastids

C. The presence of a mitochondria
D. The accumulation of cellular wastes

________36. The chloroplast and other like prokaryotes have which of the following that helps with photosynthesis?
A. They live in water based environments
B. They have chloroplasts in their cytoplasm

C. Change color in the dark vs. the sun
D. They have photoreceptor proteins in their membranes or mesosomes.

________37. Located in the membrane, we see a set of proteins called receptors that only connect with or bind to specific substances. This is called __.
A. ligand specificity.
B. hormone selectivity.

C. cell tonicity.
D. water saturation. E. signal resolution.

________38. Of the following statements, we could say that ___ is false.
A. All organisms are composed of cells and cell products.
B. An organism's structure and all of its functions are due to the activities of cells.
C. The cellular organelles are the simplest structural and functional unit of life.
D. Cells come from preexisting cells.
E. Cells are made from nonliving components including the nucleus, cell membrane and cytoplasm.

________39. If it is really true that our cells are the smallest anatomical unit that meets all of the properties of life, then which of the following could imply otherwise?
A. vacuoles
B. centrioles

C. Golgi apparatus
D. mitochondria
E. endoplasmic reticulum

________40. Oxygen is an absolute need for animal and plant cells alike due to the ___.

A. RER
B. Mitochondria
C. Lysosomes

D. DNA

________41. In a plasma membrane, we expect to see the carb/protein structures to extend into the ___, but the secondary messengers to move within the __.
A. extracellular fluid; cytosol
B. cytosol; extracellular fluid

C. intracellular fluid; cytosol

D. cytosol; intracellular fluid

E. extracellular fluid; plasma

________42. Bacteria are found in all of the following habitats:

A. Caves
B. Oceans
C. Animals

D. Everywhere on Earth

________43. Two solutions are separated by a selectively permeable membrane. Solution A has a higher concentration of an impermeable solute compared to solution B. Which of the following do you expect would happen?
A. solute will move from solution A to solution B

B. solute will move from solution B to solution A

C. water will more from solution A to solution B

D. water will move from solution B to solution A E. no movement of solute or water will occur

________44. In the kidney, we notice that almost all of the cells involved in the production of urine have high concentrations of the Na+/K+ pump. Which typically works to push Na+ ___ its concentration gradient by using ___.
A. up; active transport

B. up; facilitated transport
C. up; cotransport
D. down; active transport
E. down; facilitated transport

________45. In the charts of a patient recently admitted to the hospital noted that he was taking a medication called lithium and high doses of calcium supplements. Given this, we would expect the patientâs liver to have a higher than normal amount of __ to purify out the lithium and calcium.

A. lysosomes.
B. centrosomes.
C. mitochondria.
D. peroxisomes.
E. rough endoplasmic reticulum.

________46. We have long observed that our neural cells in the brain cannot replicate or replace themselves due to the lack of ____.
A. produce ATP.
B. divide.

C. produce enzymes.
D. secrete material across their plasma membrane E. conduct electrical signals.

________47. An organismâs structure and function is ultimately due to the structure and function of itâs __.
A. Organs
B. Tissues

C. Cells

D. Nuclei

Check the Course Announcements at the beginning of the week following the deadline for Part 1 to discover exactly what happened to the deer population on the Kaibab plateau. This information is essential for completion of Part 2.

The second part of your project is to take what you've learned about the Kaibab forest ecosystem and write an accurate description of the boom and bust of this deer population, using correct ecological language. Consider as many of the aspects of these events as you can. Be sure to consider the effects on the other species in the ecosystem as well.

Refer to your on-line materials and the appropriate sections of your textbook. Your discussion should include (but not be confined to) consideration of all of the following concepts: carrying capacity, predator/prey relationships, population cycling, resource partitioning, competitive exclusion, fundamental and realized niches, food chains, food webs and trophic pyramids.

Note that the purpose of this exercise is for you to demonstrate to me that you understand these important concepts of ecology by utilizing them accurately and appropriately in the description of the disaster in the Kaibab forest. Your essay must include both clear indications that you understand the meanings of these principles and clear indication that you understand how these principles can be used to describe what happened to the ecosystem on the Kaibab plateau.

information given of part one: On the north rim of the Grand Canyon, an area called the Kaibab plateau, there is a conifer forest called the Kaibab forest. The forest's trees include pine, fir and spruce. Shrubbery includes a variety of willows, raspberries, etc. A hundred years ago, this forest was a stable ecosystem, housing, among other species, a population of about four thousand mule deer.

These deer were hunted by local Native Americans, who used them for food and other materials. They were also hunted by predators like pumas, wolves and coyotes.

In 1906, the US made this region into a National Game Preserve. With the intent of protecting the deer, hunting was forbidden. Bounties were paid for killing the pumas, wolves and other large animals that preyed on the deer. By 1925, more than 6000 predators had been killed, virtually wiping out the ecosystem's large predators.

*Read the instructions* for Part 2, then consider this additional information about the Kaibab forest.
There are some hints in here to suggest the *minimum* range of the subjects you need to discuss to explain this; You will need to read the chapters and the course materials to understand the meanings of these concepts, and to be able to use them to explain the Kaibab disaster. There are other important concepts as well--so keep your eyes open as you read. It wouldn't hurt to go back and read the original description in Part 1, either. And you may find it necessary to do some quick browsing in areas of your book not directly related to ecology. (For instance, you might just want to do some looking into the nature and importance of the bark and twig ends on a tree.) Do not neglect the on-line essays which are provided for you in this Unit. What you should *not* do is Google the Kaibab, or look it up on a source like Wikipedia. This is not about what you can *discover* about the Kaibab forest.
Your grade will depend upon how completely you convince me you understand the concepts involved in this description. This is your test on ecology--your goal is to convince me that you understand the concepts and terminology of the subject, and can apply them to a real life situation.
Before we go on to the new information, there are a few things that came up as I was grading the Part 1 submissions which I think I should mention, just to keep you from straying in some incorrect directions.
First, remember that your concern is the fate of the Kaibab forest in the *immediate* sense--over tens of years, not thousands. There are no evolutionary issues here, at least in the short term (and that's your concern right now). So we won't be talking about adaptive radiation.
Also, keep your focus on the *Kaibab forest*, not on other ecosystems. Oh, and remember that the Kaibab is pretty isolated--emigration really isn't a reasonable alternative for the species living in this forest.
And finally, until we get to Part 3, the only human interaction we are considering is the initial decision to put bounties on those large predators, which led to their near-extinction in the area. You will be thinking a bit about human hunters trying to control the deer population toward the end, but the rest of the time you're just concerned with the natural processes going on in the ecosystem.
Okay, now on to the actual description of what happened in the Kaibab Forest as a result of killing almost all of the large predators. Remember, your task in Part 2 is going to be to describe and explain all of this using the concepts of ecology which you are learning in Unit 2 of the course.
*****
The primary, most immediate outcome of the removal of the predators from the ecosystem was that the deer population exploded, because the loss of the normal predator populations removed a primary source of population control. And the expanding deer population ate a *lot.* [Hint: explaining this requires discussion of population cycling, predator prey relationships and carrying capacities.]
As the deer population got larger and larger, their impact upon their favored food plants became extreme. They ate a much larger percentage of each year's plant populations, and they ate a larger portion of each individual plant. They also began to eat more from the plants which they didn't like so well--plants normally consumed by other herbivores in the ecosystem. In the winter, the starving deer ate about anything remotely resembling food, including twigs and bark from trees. As a result of the destruction of many of the twig ends of the trees, the spring tree growth was inhibited (why?). The stripping of the bark caused the death of some of the trees (why?). The extreme browsing on the herbaceous plants caused shifts in the plant population diversity, as the deer drove many of their favored plants into extinction within the ecosystem. [Hint: Explanation here will need to include discussion of resource partitioning, competitive exclusion, and realized vs. fundamental niches.]
All of this also impacted upon the rest of the animals in the ecosystem, since many of them depended upon the same kinds of food the deer ate, or depended upon the foods that the deer were eating because they could no longer get the food they favored. Then of course, the smaller predatory species (like foxes and owls) depended upon the health of those populations of small herbivores (like rabbits and mice). [Hint: sounds like food chains, food webs and trophic pyramids come into this part.]
After a couple of decades, the ecosystem was quite altered. The plant community was very different from what it had been before, and the deer herd, though not extinct, was composed of significantly smaller and weaker deer than the herd from the 1890s. (This was partially due to their straightened circumstances re. food, but also partially due to the absence of predators. Why would the removal of the natural predators cause this change in the general vigor of the deer in the herd (and why would the substitution of *human* hunting not exert the same positive influence)?)
Okay, the next phase of your assignment is to describe all the things going on in this ecosystem using the proper terminology that you should be learning from studying this unit of the course. Note that your use of terms like, for instance, "resource partitioning" needs to show that you understand not just what the concept means, but how it is reflected in this specific ecological disaster. Feel free to discuss this as much as you want to on your Discussion Board. Don't ignore the little questions tucked into the above description, and pay attention to those hints. Your response must demonstrate proper understanding of these concepts and how they are demonstrated by the disaster in the Kaibab forest.
This is the largest part of your exam project; your response should reflect the fact that this is a 50 point "essay" question. You are given a lot of organizational clues and hints about what issues you need to include in the information above. Make use of those things.

BIO 1140 Lecture Notes - Lecture 7: Arachidonic Acid, Caffeine, Biosynthesis

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