Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: All other materials included in this unit are derived from content originated at the Open University.
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1.3 Chromosome structure and DNA replication DNA replication is closely linked to chromosome replication, which in turn is linked to cell division, which includes the nuclear division of mitosis. This raises an intriguing question: how many DNA molecules are present in a chromosome? Chromosomes are composed of DNA intimately associated with proteins. When the chromosomes become visible at the beginning of mitosis, the DNA has already been replicated, and the chromosomes are double structures; that is, each chromosome consists of t
1 1.2 How DNA is replicated Cell division involving the nuclear division of mitosis produces two progeny cells, which contain identical genetic material, which is also identical with that of the original parent cell. This is how a fertilized egg grows into an adult many-celled organism. For one cell to become two new ones with identical genetic material, the DNA in each chromosome must undergo a process in which an identical copy is made. As noted above, Watson and Crick postulated that DNA base-pairing provides a
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Figure 1 Science Photo Library; Figure 8a This photograph has been provided by Railway Technical Research Institute in Japan; Figure 22 Proceedings of the Royal Society A248 464. The Royal Society; F
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3.1 Introduction In 2000, the House of Lords Select Committee on Science and Technology produced an influential report that highlighted the complex and increasingly problematic relationship between contemporary science and society, particularly in the field of biotechnology (House of Lords Select Committee on Science and Technology, 2000). The report argued that many of these concerns were seen by the public to be the result of a perceived lack of transparency in the relationship between science, industry, pu
1.10 Changing sea-level
Sedimentary rocks reveal how environmental conditions in Britain's geological past were extremely different from those of the present day (in fact ‘Britain’, like the rest of the Earth's geography is transitory when viewed in terms of the very long span of geological time). As well as evidence from sedimentary rocks, recent landforms also indicate that in the more recent geological past (within the Quaternary Period), sea-level was not the same as it is at present. 5.3.2 Conclusion after reading this article: The paper suggests that the factors that had long been considered responsible for neurodegenerative disease are also important for normal neuronal function. For example, they exert a physiological homeostatic effect by reducing excitatory transmission in Author(s): 1.2 Time, space, temperature and energy The conventional view of the Universe is that, at the very instant of the Big Bang, the Universe came into being. There was no ‘before’ this instant since the Big Bang marked the creation of time. No location for this event can be specified since the Big Bang marked the creation of space. All that can be discussed are times after the Big Bang, and things that happen in the space created as a result of it. This is a difficult concept to visualize; but please bear with us and examine the co 1.5.8 Bibliographic software If you are considering taking your studies further you might like to consider using bibliographic software. Bibliographic software can be used to sort references, annotate them, manage quotations or create reading lists. There are several software packages on the market. Some are listed below. 1.4.2 P is for Presentation By presentation, we mean, the way in which the information is communicated. You might want to ask yourself: Is the language clear and easy to understand? Is the information clearly laid out so that it is easy to read? Are the fonts large enough and clear? Are the colours effective? (e.g. white or yellow on black can be difficult to read) If there are graphics or photos, do they help 10 ‘Science for all?’ A look at some contexts The following statement is from the science National Curriculum in England published in 2000. Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific meth 7.1 Introduction I now want to take forward the notion of a science curriculum for public understanding, identifying problems and opportunities. Our guide in what follows is the Beyond 2000 document, which emerged from a working group led by UK-based science educators, working collaboratively with science teachers, education researchers, professional scientists within universities, indust 5 Education for democracy? We are surrounded by, and interact increasingly with, scientific and technological products – for example, electronic miracles such as DVDs, mobile phones or microwave ovens; what is debatable is the extent to which we need to know anything of their workings to co-exist happily with them (see, for example, Chapman, 1991). Perhaps knowing something about the workings of mobile phones, for example, will help users assess the extent of any health risk they pose. Arguments for disseminating sci 3.1.5 (E) Historical development of scientific knowledge Pupils should be taught some of the historical background to the development of scientific knowledge. 3.1.3 (C) Scientific methods and critical testing Pupils should be taught that science uses the experimental method to test ideas, and, in particular, about certain basic techniques such as the use of controls. It should be made clear that the outcome of a single experiment is rarely sufficient to establish a knowledge claim. 9.5 Tables Using a table or just a set of columns can help you to analyse information and ideas. You can vary the number of columns and rows as needed. The following activity provides an opportunity for you to summarise information in a table. 5.2 Barristers In 2008 there were approximately 12,000 barristers in independent practice known as the Bar. Their governing body is the Bar Council. It acts as their regulatory body and sets the requirements for training, qualification and professional development. The main role of a barrister is advocacy i 4 Key players in law enforcement If a law is broken, who has the responsibility for ensuring that the individual or company who has broken the law is ‘brought to justice’? 1.1 The constitution The UK has a common law legal system. It is very difficult to give a simple definition of the legal system in the UK, but you may find it helps to think of it as the system that covers how all civil and criminal laws are made, used and enforced. A fundamental part of any legal system is its Author(s): Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content acknowledged below is P
The importance of science
Activity 7: Completing a table
Activity 5: Who enforces the law?
