Biological science - definition of biological science by The Free Dictionary pen definition biology

biological science
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Thesaurus Antonyms Related Words Synonyms Legend: Switch to new thesaurus Noun 1. biological science - the science that studies living organisms biology cell - (biology) the basic structural and functional unit of all organisms; they may exist as independent units of life (as in monads) or may form colonies or tissues as in higher plants and animals culture - (biology) the growing of microorganisms in a nutrient medium (such as gelatin or agar); "the culture of cells in a Petri dish" monad - (biology) a single-celled microorganism (especially a flagellate protozoan) homogeny - (biology) similarity because of common evolution isomorphism , isomorphy - (biology) similarity or identity of form or shape or structure heterology - (biology) the lack of correspondence of apparently similar body parts valence , valency - (biology) a relative capacity to unite or react or interact as with antigens or a biological substrate coarctation - (biology) a narrowing or constriction of a vessel or canal; especially a congenital narrowing of the aorta spindle - (biology) tiny fibers that are seen in cell division; the fibers radiate from two poles and meet at the equator in the middle; "chromosomes are distributed by spindles in mitosis and meiosis" meme - a cultural unit (an idea or value or pattern of behavior) that is passed from one person to another by non-genetic means (as by imitation); "memes are the cultural counterpart of genes" bioscience , life science - any of the branches of natural science dealing with the structure and behavior of living organisms biogeography - dealing with the geographical distribution of animals and plants phytology , botany - the branch of biology that studies plants cryobiology - the branch of biology that studies the effects of low temperatures on living tissues or organs or organisms cytology - the branch of biology that studies the structure and function of cells bionomics , environmental science , ecology - the branch of biology concerned with the relations between organisms and their environment embryology - the branch of biology that studies the formation and early development of living organisms astrobiology , exobiology , space biology - the branch of biology concerned with the effects of outer space on living organisms and the search for extraterrestrial life forestry - the science of planting and caring for forests and the management of growing timber genetic science , genetics - the branch of biology that studies heredity and variation in organisms microbiology - the branch of biology that studies microorganisms and their effects on humans molecular biology - the branch of biology that studies the structure and activity of macromolecules essential to life (and especially with their genetic role) morphology - the branch of biology that deals with the structure of animals and plants neurobiology - the branch of biology that deals with the anatomy and physiology and pathology of the nervous system palaeobiology , paleobiology - a branch of paleontology that deals with the origin and growth and structure of fossil animals and plants as living organisms physiology - the branch of the biological sciences dealing with the functioning of organisms radiobiology - the branch of biology that studies the effects of radiation on living organisms sociobiology - the branch of biology that conducts comparative studies of the social organization of animals (including human beings) with regard to its evolutionary history zoological science , zoology - the branch of biology that studies animals cell doctrine , cell theory - (biology) the theory that cells form the fundamental structural and functional units of all living organisms; proposed in 1838 by Matthias Schleiden and by Theodor Schwann evolutionism , theory of evolution , theory of organic evolution - (biology) a scientific theory of the origin of species of plants and animals theory of inheritance - (biology) a theory of how characteristics of one generation are derived from earlier generations cybernetics - (biology) the field of science concerned with processes of communication and control (especially the comparison of these processes in biological and artificial systems) taxonomy - (biology) study of the general principles of scientific classification cataplasia - (biology) degenerative reversion of cells or tissue to a less differentiated or more primitive form subkingdom - (biology) a taxonomic group comprising a major division of a kingdom variety - (biology) a taxonomic category consisting of members of a species that differ from others of the same species in minor but heritable characteristics; "varieties are frequently recognized in botany" phylum - (biology) the major taxonomic group of animals and plants; contains classes subphylum - (biology) a taxonomic group ranking between a phylum and a class superphylum - (biology) a taxonomic group ranking between a phylum and below a class or subclass class - (biology) a taxonomic group containing one or more orders

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mont blanc online store usa Home > News > Customer Stories > Customer Spotlight 29 nov 0 Scribe Story: Demystifying biology with “pen lectures” Posted by admin Customer Spotlight, Customer Stories, Livescribe in Education, Livescribe News No Comments

Rachel Simons is an adjunct professor at the University of Southern Maine.  She teaches biology, anatomy and physiology – subjects that involve lots of complex diagrams and vocabulary.  In other words, subjects that are ideal for pencasts.  Rachel calls them “pen lectures,” which she makes and posts for her students as a supplement to class labs and lectures.

“I can draw the lab set ups and draw diagrams to explain ideas. It’s especially valuable for topics that are particularly complex,” Rachel says. “The students can then replay the pencast as a review.”

Rachel also uses pencasts for students who miss class, ensuring that they can see and hear  her explanation – and are not relying on other classmates’ to explain the complicated class material. Even students who attend lectures often ask for a “pen lecture” so they can review them later.

“Diagrams are so much more useful than words alone to explain many of the concepts in class,” Rachel continues. “Pencasts give students the best of both.  They

can follow along as I draw anatomical diagrams, or diagram sequences of events that occur inside cells, for example. Pencasts allow me to show the student how to work out problem sets that involve equations or genetic crosses.”

Students have told Rachel that studying challenging subjects like human anatomy or cell biology with the benefit of “pen lectures” adds an enriching dimension to the material, and have urged other instructors to adopt the technology as well.

“I’m in favor of anything that helps student comprehension and enjoyment of science,” Rachel concludes. “Pencasts are a great tool in that regard because they’re so quick and informal.  The students like them and they truly help.”

Even if you’re not a student yourself, you can learn something about human biology from Professor Simons.  Just click on the pencast below to see and hear her explain the process of digestion.

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WRITING A SCIENTIFIC RESEARCH ARTICLE

| Format for the paper | Edit your paper! | Useful books |

FORMAT FOR THE PAPER

Scientific research articles provide a method for scientists to communicate with other scientists about the results of their research. A standard format is used for these articles, in which the author presents the research in an orderly, logical manner. This doesn't necessarily reflect the order in which you did or thought about the work.  This format is:

| Title | Authors | Introduction | Materials and Methods | Results (with Tables and Figures) | Discussion | Acknowledgments | Literature Cited |

TITLE

Make your title specific enough to describe the contents of the paper, but not so technical that only specialists will understand. The title should be appropriate for the intended audience. The title usually describes the subject matter of the article: Effect of Smoking on Academic Performance" Sometimes a title that summarizes the results is more effective: Students Who Smoke Get Lower Grades"

AUTHORS

1. The person who did the work and wrote the paper is generally listed as the first author of a research paper.

2. For published articles, other people who made substantial contributions to the work are also listed as authors. Ask your mentor's permission before including his/her name as co-author.

ABSTRACT

1. An abstract, or summary, is published together with a research article, giving the reader a "preview" of what's to come. Such abstracts may also be published separately in bibliographical sources, such as Biologic al Abstracts. They allow other scientists to quickly scan the large scientific literature, and decide which articles they want to read in depth. The abstract should be a little less technical than the article itself; you don't want to dissuade your potent ial audience from reading your paper.

2. Your abstract should be one paragraph, of 100-250 words, which summarizes the purpose, methods, results and conclusions of the paper.

3. It is not easy to include all this information in just a few words. Start by writing a summary that includes whatever you think is important, and then gradually prune it down to size by removing unnecessary words, while still retaini ng the necessary concepts.

3. Don't use abbreviations or citations in the abstract. It should be able to stand alone without any footnotes.

INTRODUCTION

What question did you ask in your experiment? Why is it interesting? The introduction summarizes the relevant literature so that the reader will understand why you were interested in the question you asked. One to fo ur paragraphs should be enough. End with a sentence explaining the specific question you asked in this experiment.

MATERIALS AND METHODS

1. How did you answer this question? There should be enough information here to allow another scientist to repeat your experiment. Look at other papers that have been published in your field to get some idea of what is included in this section.

2. If you had a complicated protocol, it may helpful to include a diagram, table or flowchart to explain the methods you used.

3. Do not put results in this section. You may, however, include preliminary results that were used to design the main experiment that you are reporting on. ("In a preliminary study, I observed the owls for one week, and found that 73 % of their locomotor activity occurred during the night, and so I conducted all subsequent experiments between 11 pm and 6 am.")

4. Mention relevant ethical considerations. If you used human subjects, did they consent to participate. If you used animals, what measures did you take to minimize pain?

RESULTS

1. This is where you present the results you've gotten. Use graphs and tables if appropriate, but also summarize your main findings in the text. Do NOT discuss the results or speculate as to why something happened; t hat goes in th e Discussion.

2. You don't necessarily have to include all the data you've gotten during the semester. This isn't a diary.

3. Use appropriate methods of showing data. Don't try to manipulate the data to make it look like you did more than you actually did.

"The drug cured 1/3 of the infected mice, another 1/3 were not affected, and the third mouse got away."

TABLES AND GRAPHS

1. If you present your data in a table or graph, include a title describing what's in the table ("Enzyme activity at various temperatures", not "My results".) For graphs, you should also label the x and y axes.

2. Don't use a table or graph just to be "fancy". If you can summarize the information in one sentence, then a table or graph is not necessary.

DISCUSSION

1. Highlight the most significant results, but don't just repeat what you've written in the Results section. How do these results relate to the original question? Do the data support your hypothesis? Are your results consistent with what other investigators have reported? If your results were unexpected, try to explain why. Is there another way to interpret your results? What further research would be necessary to answer the questions raised by your results? How do y our results fit into the big picture?

2. End with a one-sentence summary of your conclusion, emphasizing why it is relevant.

ACKNOWLEDGMENTS

This section is optional. You can thank those who either helped with the experiments, or made other important contributions, such as discussing the protocol, commenting on the manuscript, or buying you pizza.

REFERENCES (LITERATURE CITED)

There are several possible ways to organize this section. Here is one commonly used way:

1. In the text, cite the literature in the appropriate places:

Scarlet (1990) thought that the gene was present only in yeast, but it has since been identified in the platypus (Indigo and Mauve, 1994) and wombat (Magenta, et al., 1995).

2. In the References section list citations in alphabetical order.

Indigo, A. C., and Mauve, B. E. 1994. Queer place for qwerty: gene isolation from the platypus. Science 275, 1213-1214.

Magenta, S. T., Sepia, X., and Turquoise, U. 1995. Wombat genetics. In: Widiculous Wombats, Violet, Q., ed. New York: Columbia University Press. p 123-145.

Scarlet, S.L. 1990. Isolation of qwerty gene from S. cerevisae. Journal of Unusual Results 36, 26-31.

 

EDIT YOUR PAPER!!!

"In my writing, I average about ten pages a day. Unfortunately, they're all the same page."
Michael Alley, The Craft of Scientific Writing

A major part of any writing assignment consists of re-writing.

Write accurately Scientific writing must be accurate. Although writing instructors may tell you not to use the same word twice in a sentence, it's okay for scientific writing, which must be accurate. (A student who tried not to repeat the word "hamster" produced this confusing sentence: "When I put the hamster in a cage with the other animals, the little mammals began to play.") Make sure you say what you mean.

Instead of: The rats were injected with the drug. (sounds like a syringe was filled with drug and ground-up rats and both were injected together)
Write: I injected the drug into the rat.

Be careful with commonly confused words:

Temperature has an effect on the reaction.
Temperature affects the reaction.

I used solutions in various concentrations. (The solutions were 5 mg/ml, 10 mg/ml, and 15 mg/ml)
I used solutions in varying concentrations. (The concentrations I used changed; sometimes they were 5 mg/ml, other times they were 15 mg/ml.)

 Less food (can't count numbers of food)
Fewer animals (can count numbers of animals)

A large amount of food (can't count them)
A large number of animals (can count them)

The erythrocytes, which are in the blood, contain hemoglobin.
The erythrocytes that are in the blood contain hemoglobin. (Wrong. This sentence implies that there are erythrocytes elsewhere that don't contain hemoglobin.)

Write clearly

1. Write at a level that's appropriate for your audience.

"Like a pigeon, something to admire as long as it isn't over your head." Anonymous

 2. Use the active voice. It's clearer and more concise than the passive voice.

 Instead of: An increased appetite was manifested by the rats and an increase in body weight was measured.
Write: The rats ate more and gained weight.

 3. Use the first person.

 Instead of: It is thought
Write: I think

 Instead of: The samples were analyzed
Write: I analyzed the samples

 4. Avoid dangling participles.

 "After incubating at 30 degrees C, we examined the petri plates." (You must've been pretty warm in there.)

  Write succinctly

 1. Use verbs instead of abstract nouns

 Instead of: take into consideration
Write: consider

 2. Use strong verbs instead of "to be"

 Instead of: The enzyme was found to be the active agent in catalyzing...
Write: The enzyme catalyzed...

 3. Use short words.

"I would never use a long word where a short one would answer the purpose. I know there are professors in this country who 'ligate' arteries. Other surgeons tie them, and it stops the bleeding just as well."
Oliver Wendell Holmes, Sr . Instead of: Write: possess have sufficient enough utilize use demonstrate show assistance help terminate end

4. Use concise terms.

 Instead of: Write: prior to before due to the fact that because in a considerable number of cases often the vast majority of most during the time that when in close proximity to near it has long been known that I'm too lazy to look up the reference

5. Use short sentences. A sentence made of more than 40 words should probably be rewritten as two sentences.

 "The conjunction 'and' commonly serves to indicate that the writer's mind still functions even when no signs of the phenomenon are noticeable." Rudolf Virchow, 1928

  

Check your grammar, spelling and punctuation

1. Use a spellchecker, but be aware that they don't catch all mistakes.

 "When we consider the animal as a hole,..." Student's paper

 2. Your spellchecker may not recognize scientific terms. For the correct spelling, try Biotech's Life Science Dictionary or one of the technical dictionaries on the reference shelf in the Biology or Health Sciences libraries.

 3. Don't, use, unnecessary, commas.

 4. Proofread carefully to see if you any words out.

USEFUL BOOKS

Victoria E. McMillan, Writing Papers in the Biological Sciences , Bedford Books, Boston, 1997
The best. On sale for about $18 at Labyrinth Books, 112th Street. On reserve in Biology Library

Jan A. Pechenik, A Short Guide to Writing About Biology , Boston: Little, Brown, 1987

Harrison W. Ambrose, III & Katharine Peckham Ambrose, A Handbook of Biological Investigation , 4th edition, Hunter Textbooks Inc, Winston-Salem, 1987
Particularly useful if you need to use statistics to analyze your data. Copy on Reference shelf in Biology Library.

Robert S. Day, How to Write and Publish a Scientific Paper , 4th edition, Oryx Press, Phoenix, 1994.
Earlier editions also good. A bit more advanced, intended for those writing papers for publication. Fun to read. Several copies available in Columbia libraries.

William Strunk, Jr. and E. B. White, The Elements of Style , 3rd ed. Macmillan, New York, 1987.
Several copies available in Columbia libraries.  Strunk's first edition is available on-line.