Giáo trình tiếng anh sinh học english in biology phần 1

ị ệ KIỀU HỮU ẢIMH TIÊNG ANH SINH HỌC ': n g l i s h in b i o l o g y (Giáo trình dùng cho học viên ngành Sinh học, Công nghệ sừứi học, Nông nghiệp, Yhọc, Dược học, M ôi ưường, Lâm n ghiệp, ) ٢ p r ٠ o c ٦ ịỊ t ٠ i j NHÀ XUẤT BẢN KHOA HỌC VÀ KỸ THUẬT HÀ NƠI iiỂ- LỜI NĨI SẦU Trong Ể ữ n g nănì V L ỉ ٠a qua việc giang dạy mơn t‫؛‬ếng Anlì chuyến ngánJ٦ hu Khoa Sùìiì iìọc, Trường Đại học Khoa học Tựnhlên^ Đại học Quô'c gia Hà Nội di vào nề nếp \ ٢ầ tì١ực mang lại hiệu quẩ cho siiìli viên, làm cho họ hiing tíìủ học tập say m ê ٦ nghiên cứu khoa hpc Tuy nhiC١n, tỉìời lượng h ٠ên lớp hạn chê', giáo trinh tlê'ng Anlì chu٠\rên ngcìiìlì cần dưỢc xế]} lạl vầ bơ sung tl٦êm đê siiìiì viên có tl٦ê sử dụng cho việc tự học glờ lên lớp M ặt kl ٦ác, việc cuí٦'n shch ''English for Students o f Biology (xuâ't bdn nẫm 1998) cUng du’Ợc dOng ngh‫؛‬ệp ngoầỉ hường y juê'n s dụng đả dặt cho tác gia lìliiẹm vụ ‫ ز‬٦1٦،‫ إ؛‬co nlìững cẩỉ tiến nội dung lần hìiìlì tliUc dê cuOn s، lcl١ cO the tl١ưc ti١ở tl١ầỉ٦h ĩ ١gười bạn hửu ích d ١o nliuiig al lììiì tự nghieiì CÚ.U ỉn tỉếng Anli sinlì học m ộ t cách cO hiệu qiuì Mang m ục tieii tl١iơ't thuv h'èn, "Enghsh In Biology., dời d ế đáp ứi٦g bạn dọc, vó٠i nội dimg hlnh tl١ức dểu dược b ổ sung xêp lại NgoầiiYiộtsốbàỉ tập vitii Site, ưó ììlìùìig biìí tập rtìcì m ộtsơ' s i Ể viên cho kỉìó Tuy nlìiên, vó'i sinlì \/lên klìá vầ giOl sinli h ‫ ؟‬c tld kl ٦ổng cO bà‫ ؛‬tặp nầoúỏi với hí>ì، \ lỊ khó, dỉều nói lên răng, khó ‫ ﻕ‬dây nằm hiểu hỉe't vể chuyên mồn kl ٦ông p h ẩ ỉ trongkỉến tl٦i'ỉ٠cVỂngổnnvữ Đe hốn thảnh c٠'n ) s، ‫؛‬c‫ ا‬١ n، ١y, t، ‫؛‬cgia da dưỢc dồng nghiệp ‫ ة‬Bộ m ôn Ngoạỉ ngữ TrưOng Dại !١ợc Kl١oa h ( ٠)C Tự lìlìlên, dặc biệt la ThS Vu Thị Thu Hả vầ Ths Đo ThJ Ngọc Nga rung câ'p nhiểu táỉ liệu có giá trị Đổng thOl, PGS.TS Lê Duy Th، ١nh, với vổ'n hiếu blêt tlê'ng Anlì phong phU, cUng gídp dỡ tác giả ].at nlỉlều h'ong q trìiìiì sưu tầm tài liệu Nhân dc١y, t، lcgiầxiiì bàv tO ỉịng cám ơn chân thảíah dơ'i vớ in lìu n g g ld p dờquv báu dO H d N ộ i, n g h y l tl٦á n g n ă m 2001 rp ٠ ‫د‬ Tác giá LỞI ٠1 ‫ف‬THIỆU Tiếng Aĩứi ả u y ê n ngành ngày ừỏ th ầỂ m ột mơn học khơng thếtỉìiêu đưỢc ữong chương ừìnlì d tạo cửnlìân Trường Đại học KI٦ oa học Tựnhỉẻn, Đại học Quốc gia Hà Nội Tạ‫ ؛‬KI٦ oa Sinh học, t‫ ؛‬ếng A l t chuyên ngàỉ٦ h dược bắt dầu g ‫ ؛‬ảng dạy tò niên học 1995-1996, Trong sáu khOa học vừa qua, môn học nảy da ch ۵٦g tO dưỢc hiệu quẩ cUa v‫ ؛‬ệc giUp dỡ sinlì vỉên dọc h ‫ ؛‬êu dịch tà‫ ؛‬í‫ ؛‬ệu tham khẩo s‫؛‬nlì hOc t‫ ؛‬ê'ng A Ể tiê'ng Việt, vớ‫ ؛‬m ột s ố đốỉ tượng sinh v‫ ؛‬ên khá, ưong v‫ ؛‬ệc hương dẫn họ nghe h ‫ ؛‬ểu ìỂ bảy semina khoa học đơn g ‫ ؛‬ẩn chuyên ngành s‫؛‬nh học N h ờyẽu thích vầ nắ.m học, họ ngày gắn bó say m ê vớ v to g tiếng Anh sinl٦ ‫ ؛‬siỉ٦ h học hơí٦ Cuỗ'n "English for Students o f Bioíogy" cUa TS Slnh học Kiều Hữu Anh, Chủ nhiệm Bộ mồn Vi sinh vật học, Khoa Sinh học, Trương Dạ‫ ؛‬học KÌ٦oa học Tự nh‫ ؛‬ền, DHQGHN, dơi năm 199S Nlìá xuẳt Khoa học vầ K ỹ thuật âh hành thực ữở thàỉ٦ h m ộtngườ ‫ ؛‬bạn thân tỉdết cUa sU٦ h v‫ ؛‬ên Khoa Sinh học ưong n h ữ ٦ g năm vừa qua Khống chỉla m ộ tg ‫؛‬áo iỂ tốt dược ٦ ỉều bạn dọc^ dUng đê’dạy học Trường Đại học, cuổ'n sách cOn đưỢc quan tâm tới sinh học yêu mến sử dụng Dón chầo thiên niên k ỷ mớ ‫ ؛‬, ch ling tổỉ vui mừng g ‫ ؛‬ớ‫ ؛‬th‫ ؛‬ệu với bạn dọc cuôh “English ỉn Biology” cUa TS K ‫ ؛‬ểu Hữu À ٦ h Trong cuồ'n giáo ữìidì tíêhg Anh chun ngầnh xuất íần này, tác g ‫؛‬á da tập hợp xếp ỉạ‫؛‬ bầ‫ ؛‬học hỢp ly hơn, dưa ní٦ íều hìnlì ‫ ﻣﺎف‬mii٦ h họa hơn, đặc biệt, ciuìg cầ'p nh‫ ؛‬ều loại tập da dạng từ d ễ dê'n khó, nhở dó kJ٦ chi g ‫ ؛‬ứp cho sii٦ h viẽn - đỐl tưỢng thưởng có ìiủ độ t٤ê'ng A iủ kl ١ chênh ỉệch ٠có d ‫ ؛‬ểu cẫ'u trúc ngữ pháp kỉện Jàm quen vơ٤‫ ة‬các mức độ, mà cịn gíUp cho bạn dọc quan tầm tỏ‫ ؛‬học có tlìê tự ưau dồỉ k siní٦ ‫ ؛‬ê'n tì٦ ức t‫ ؛‬ẽ'ng Anlì m ột cách hỉệu H y vọng sách Jầm vừa JOng sinh v‫ ؛‬ên ngh ‫ ؛‬ệp tl١ ‫ ؛‬ết tha sử dụng tíẽ'ng Anh làm cổng cụ dắc lực dường t‫ ؛‬ến vảo tììế k ỷ tììứ th ếk ỷ mằ ١ s , 21‫؛‬nh học dược coi m ột ngài٦ h khoa học m ũỉ nJ٦ ọn Hả Nộ‫؛‬, Tháng năm 2001 GS TS Nguyê.nBá Chủ hch Hội người giảng dạy Sinh học Việt Nam ChU tịch Hội dồng Ngành Sinh học - Dại học Quốc gia Hà Nộ! ChU tịch Hộ‫ ؛‬dồng Ngành Sinh học - Bộ Khoa học, Cổng nghệ Mơi ưường CONTENTS Lời nói đầu Lời giới tlìiệu Contents References U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit U nit O ne Two Three Four Five Six Seven Eight N ine Ten Eleven T w elve Thirteen Fourteen Fifteen Sixteen Seventeen Eighteen B iology and classification of organisms Ecology The carbon cycle The generation of ATP Parts of the cell Cellular reproduction M odern genetics Natural selection C ontrolling the size of the human population H orm ones and pherom ones C hem ical aspects of digestion The digestive tract Respiration The excretory system Circulation and the blood The nervous system Body defence Plant cell culture Com m on Irregular Verbs m English Glossary List of Biological Terms 31 65 97 123 149 179 209 231 263 285 313 337 351 371 405 433 465 505 507 523 REFERENCES Boukal, M and Nolan-Woods, N ٠ Macmillan Practice Test for TOEFL, Macmillan Publishers, 1992 Chan, W.K., Chan, J.V.L and Chu, S.F - Biology a modem approach & 2, Second Edition, Aristo Educational Press Ltd., 1991 Fried, G H ٠, - Theory and Problems of Biology, Schaum's Outline Series, McGraw-Hill, 1990, Holmes, S - Henderson's Dictionary of Biological Terms, Ninth Edition, Van Nostrand Reinhold Company, 1979 Maclean, J - English in Focus ; English in Basic Medical Science, Fourteen Impression, Oxford University Press, 1997 Mountford, A - English in Focus ; English in Agriculture, Fourth Impression, Oxford University Press, 1994 Murphey, MJ - Basic Writing in English for Science & Technology, Graliam (Pte) Ltd, 1983 Pearson, I - Biological Science, Oxford University Press, 1978 Pyle, M.A and Munoz, M.E - Test of English as a Foreign Language, Preparation Guide, John Willey&Sons, 1991 11 Raven, P.H and Johnson G.B - Updated Version Biology, Third Edition, WCB Publishers, 1995 12 Starr, C and Taggart, R - Biology - The Unity and Diversity of Live, Fifth Edition, Wadsworth Publishing Company, 1989 13 Thomson, A.J and Martinet, A - A Practical English Grammar, Oxford University Press, 1990 14 Walker, P.M.B - Chamber's Biology Dictionary, Chamber's Cambridge, 1989 BIOLOGY AND THE CLASSIFICATION OF ORGANISMS TEX T WHAT IS BIOLOGY? Biology (bios, life; logos, knowledge) is a science devoted to the study of living thiiigs or organisms It also includes the study of man Biology is a subject that has tio limits No matter how thoroughly and deeply we study animals and plants, tliere arc still mysteries (điều bí an) that we will not be able to unravel (làm sáng tỏ) in our lifetime Today there are numerous branches of Lnology I ’hey incl uue: anatomy bacteriology biochemistry botany cytology ecology embryology entomology genetics histology - the study of the stiuctures of living Brings at the organ and tissue level - the study^ of bacteria - the study oi molecules and chemical reactions that occur in living Brings - Bre study of plants - the study of cells - the study of the relationships of plants and animals with their environments - Bre study of the development of the embryo - the study of insects (a branch of zoology) - the study of heredity ~ Bre study of the structure of tissues at the cellular (light microscopic) level Unit One immunology microbiology morphology pathology physiology taxonomy zoology - the study of antigens (kháng nguyên), antibodies (kháng thể) and tlìeir mteractions - the study of microscopic organisms - the study of the external structures and forms of living organisms - the study of diseases - the study of how organisms function and the processes involved - the study of the classification of liviiig thiiigs - the study of animals THE CHARACTERISTICS OF LIVING ORGANISMS Tliere ai٠e many characteristics possessed by living organisms in common By tliese characteristics we can distinguish living things from non-living tilings Feeding or nutrition Every organism must take in food from its surroundings Tlie function of food is to provide energy for living processes and to provide tl٦e raw materials necessary for growtli Green plants possess chlorophyll and can make their own food by photosynthesis This is a form of autotrophic nutrition Animals and fungi cannot make tlieir own food They have to obtain food from other organisms, digesting the organic compounds by enzymes and absorbing the products into the body This is called heteroừophic nuừition Respiration All living processes require energy which is released from food The energy is released durmg the breakdown of certain energy-rich compounds in the food by the process of respiration, Durứìg respiration, oxygen is usually required and carbon dioxide and water are given off as by-products: enzyin^s ^1 glucose ٠ ٥ ٥ oxygen 6CO١ + 6H٦0 carbon water dioxide energy Respiration occurs in every cell of the body in both plants and animals Organisms obtain oxygen from the air or water around tliem This process is called breathing The methods of obtaining oxygen vary in different organisms For example, mammals (động vật có vú) use their lungs to obtam oxygen, fish use gills (mang) and flowering plants use stomata (khí khống^ lỗ khí) or lenticels (lỗ vo, Íỗ thân, lỗ rễ - bì l^ổngý Excretion There are many chemical processes, such as respiration, taking place inside the cells of an organism These are collectively called metabolism Some of the by-products of metabolism are of no use to the organism and may even be harmful if allowed to accumulate The removal of such waste substances from an organism is called excretion In mammals, carbon dioxide is excreted by the lungs during breathing out or exhalation and nitrogenous wastes (mainly urea) are excreted by the kidneys (thận) as urine Plants not possess excretory organs They usually get rid of metabolic wastes by tummg them into harmless substances which are stored witliin the body Leaf fall also elimmates metabolic wastes in some plants English in Biology Growth F.vcry organism gets bigger and more complex as it gets older Nonliving things also grow, such as crystals, by the addition of new material to their external surface Living organisms, however, grow from within by the formation of new living matter or protophism For this to take place, they must obtain food by autoti.ophic or heterotrophic nuti'ition (Fig 1.1) wing wing bud 6mm wing pairs 9mm J9mm t2mm 1st instar hopper stage 2nd imtar hopper stage 3rd instar hopper stage 23mm Urce wing buds wing growiitg Sih instar hopper 4(h instar hopper Fig 1.1 The growth of a locust Reproduction The lifespans (tuoi đời) of organisms are limited They eventually die through aging (sư hóa già), ،.iiseases, predation (sự ăn thịt) or ciccidents However, they have the ability to perpetuate (duy trì, làm cho bất diệt) their own species They produce offspring by sexual OĨ cisexiuilreproduction The resulting offspring have similar characteristics as their parents In asexual reproduction, a part of the parent becomes separated and develops into a new individual In sexual reproduction two individuals of opposite sexes are involved The male gainete {sperm) fuses (hợp nhất) with and fertilises (thu tinli) the female gamete {ovuni) to form a zygote (hợp tử) The zygote l٦ecomes an embryo (phỏi) which later develops into a new inelividual Irritability (or sensitivity) Living organisms have the abilitv to detect changes in botJi the internal and external ،:nvironments fwe call these changes stỉnniỉì - sư kích Ihídi) and respond to them For example, the superficial blood vessels in tl٦e skin of a mammal ،Ulate (giãn ra) in response to a rise in body temperature in order to increase the rate of heat loss If your eyes are exposed to bright light, the iris (mống inắt) responds by diminishing the pupil (con người) diameter Green plants can also tietect external stimuli such as light and water, but they respond more slowly than animals Movement Animals move from place to place {locomotion) to search for food and escape from their enemies Plants, on the other hand, can manufacture their own food by photosynthesis from raw materials obtained in oiie place, and most of them are anchored (bo neo, tliả neo) into the soil by roots Their movements are comparatively slow, being restl'icted to bending (uốn cong) growth responses of the shoot (chồi, mắt, mầm, lộc, măng) and the root (rễ) 10 Unit One CLASSIFICATION OF LIVING THINGS Introduction There are about 10 million species of living organisms in tlie world The need to make order out of this great number and variety of organisms is characteristic of the human mind Scientists thus attempt to place them into groups based on tl^eir similarities The science of taxonomy includes the classification (arrangement), nomenclature (naming), and identification (description and characterization) of living organisms Biologists place organisms that share certain common characteristics into taxonomic groups called taxa (singular, taxoii) The basic taxon is the species, which is a collection of strains with similar characteristics - especially similarity m tlieir hereditary material A strain is made up of the descendants of a single colony from a pure culture Otlier features used to place organisms iiito species include morphology and nutritional requirements Closely related species are grouped into genera (singular, g e n u s), genera into families^ families into orders, orders iiito classes, classes into phyla (singular, phylum) or divisions, and phyla or divisions into kingdoms During the mid-eighteentli century, all living organisms were placed into one of two kingdoms, Plantae or Animalia, by Carolus Liimaeus, a Swedish physician and botanist He developed tiie binomial system of species names Although Limiaeus' pioneering work was a great scientific conti٠ibution, his and otlier early systems of classification often were misleading or just plain wroiig because they were based on inaccurate information Today, systems of classification, particularly those of microorganisms, are still evolving as researchers discover more about the physical and chemical characteristics of organisms Kingdom Protista Under his two-kingdom scheme, Linnaeus put protozoa in the animal kingdom, and other microorganisms (bacteria, algae, and fungi) with the plants However, this simple concept was impractical for microorganisms, some of which are predominantly plantlike, otliers animal-like, and others with characteristics of both In 1866 Ernst H Haeckel, a German zoologist and student of Charles Darwin, proposed that a third kingdom must be established to solve the dilemma This kingdom, called Protista , included those microorganisms having features of both plants and animals According to Haeckel, it included bacteria, algae, yeasts, molds, and protozoa But as more information became available about the internal structures of microbes, tire validity of the kingdom Protista was questioned Procaryotic and Eucaryotic Organisms Advances in electron microscopy in tire 1940s exposed much more of tire urternal structure of cells than possible witlr light microscopes A particularly important discovery iir terms of taxonomy was that microbial cells could be divided iirto two categories based on how the nuclear substance exist within the cell : eukaryotic cells have a nucleus separated from the cytoplasm by a nuclear membrane, where prokaryotic cells have nuclear material not enclosed within a membrane This difference is the basis for separation of bacteria from other kiirds of microorgairisms and from all other cells, plant or animal Bacteria have a prokaryotic cell sh'ucture and are prokaryotes Other cells, mcluding algae, fungi, protozoa, and cells of plants and animals, have a eukaryotic cell structure and are eukaryotes 11 English in Biology The Five-Kingdom Concept: of Classification Ways in which organisms obtain nutrition from their food are the basis of a fivekingdom system of classification proposed in 1969 by Robert M Wluttaker He expander! Haeckel's system of classification and suggested that three levels of cellular organization have evolved to accommodate three principal modes of nutrition : ( 1) photosynthesis, the process w^hereby light supplies energy to convert carbon dioxide and water to sugars; (2) absorption, the uptake of chemical nutrients rlissolved in water; and (3) ingestion, the intake of undissolved particles of food According to Whitt،iker, prokciryotcs form the kingdom Monera, which until recently was considered the most primitive kingdom and thouglit to be the ancestors of the eukaryotes Prokaryotes norn ٦aliv obtain nutrients only by absorption , and cannot ingest or photosynthesize foorl The kingdom Protistc) includes the unicellular eukdryotes microorganisms, which represeirt all three nutritional types : algae are photosynthetic, protozoa can ingest their food, and the slime molds (the lower fuiigi) only absorb nuh’ients Higher eukaryotic organisms are placed in the kingdom FLmtdc (photosynthetic green plants and higher algae), AnimaUd (animals, which ingest food), and Fungi, organisms that have cell VN'alls but lack the photosyntlietic pigment chlorophyll found in other plants and thus absorb their food Plant kingdom ٢ Non-flowering plants Flowering plants Plants without seeds Plant body not differentiated into roots, stems and leaves Algae Plants with seeds Plant body differentiated into leaves, stems and roots or rootlike structure ‫اﺋﺘﻠﻢ‬ No vascular tissues With vascular tiss.ues Bryophytes Ferns Fig 1.2 Summary of tl١e plant kingdom 270 Unit Ten STEROID HORMONE ACTION All steroid hormones stimulate \he synthesis of new proteins by activating certam genes ; tl٦ey not alter the activity of already existing proteins Being lipid-soluble, steroid hormones can diffuse rather easily across tlie plasma membrane of target cells Once inside, they move into the nucleus, where they bind with receptors specific for them The three-dimensional shape of the hormone-receptor complex allows it to associate with chromosomal proteins The complex activates certain gene regions and leads to the synthesis of particular mRNA transcripts, then to specific proteins NONSTEROID HORMONE ACTION How protein hormones and otlier water-soluble signaling molecules induce responses in target cells, given that they cannot cross the plasma membrane ? Some move into the cell by receptor-mediate endocytosis Others bind to a receptor and cause ion channels across the membrane to open Certain ions move inward, and their cytoplasmic concentration changes in ways tliat affect cell activities Most protein hormones, including insulin, activate second messengers, which are intracellular mediators of tlie responses to their signal One second messenger is cyclic AMP The response in which cyclic AMP plays a part begins when a hormone molecule binds to a receptor on tlie plasma membrane of a target cell The binding alters the activity of a membrane-bound enzyme system Adenyl cyclase is activate ; this enzyme catalyzes the conversion of ATP to cyclic AMP Many molecules of adenyl cyclase, not just one, are activated by a hormone-receptor complex Each of these enzyme molecules increases the rate at which many ATP molecules are converted to cyclic AMP Each second-messenger molecule so formed then activates many enzymes Each of tlie enzymes so activated can convert a very large number of substrate molecules into different enzymes, and so on until the number of molecules representing the final cellular response to tlie initial signal is enormous Thus, second messengers are a way of amplifying the response to a signaling molecule Answer the questions ; Define the difference between transmitter substances and neurosecretory hormones Define hormone Wliat functions hormones serve ? How these functions differ from those of ti'ansmitter substances Fill in the blanks : A target cell is one having receptors to which specific signaling molecules can bind and elicit a It may or may not b e to the signaling cell.) Signaling molecules include , a n d Cells respond to specific hormones or otlier signaling molecules only if tliey h a v e for them Steroid hormones have receptors in the Nonsteroid hormones have receptors on the Steroid hormones trigger a n d Nonsteroid hormones alter the activity o f English in Biology 271 Bài đọc them : A ENDOCRINE SYSTEM In the body, there are ductless glands called endocrine glands They are different from salivary glands which have ducts to carry their secretion (Fig 10.2) The endocrine glands secrete chemical messengers called hormones which diffuse directly iiito the blood They are then carried to the target organs by tl٦e bloodsti'eam Oi٦ receiving a trace amount of the specific hormone, the target organ responds, resulting in a change in growth and development or functioning of the organ In general a target organ responds only to a particular hormone So laormones are specific Nervous co-ordination is very quick But hormonal co-ordii٠iation is slow and it takes a longer time for the response to appear By conti.ast, the effect of hormonal co-ordination lasts for a longer period of time than nervous co-ordination flow of secretion (a) Exocrine gland (e.g salivary gland) diffusion of secretion dừectly to blood o u l-flo w blood capillary of blood (b) Endocrine gland (e.g pituitary gland) Fig 10.2 Diagram m atic structures o f two types of secretory glands Unit Ten 272 Fig 10.3 Endocrine glands in the human body There are six main endocriiie glands in tlie human body They are shown in Fig 10.3 Years ago it was thought that the pituitary gland controlled the activities of all other endocrine glands in tlie body So it was called 0٦e master gland Nowadays it is known that the part of the brain called hypotlialamus produces hormones which control the pituitary which in turn produces hormones regulating the activities of other endocrine glands The followiiig table is a summary of the secretions and functions of the major endocrine glands; English in Biology 273 Table 10.1 Human endocrine glands Endocrine gland Pituitary gland Location Hormones and function Below the cerebrum Growth hormone increases growth rate TSH (Thyroid-stimulating hormone) stimulates the tliyroid to secrete thyroxine Gonad-stimulating hormones stimulate the reproductive organs (testes and ovaries) to secrete sex hormones ADH (Anti-diuretic hormone) stimulates reabsorption of water in the kidneys) In the neck Thyroxine regulates the basic metabolic rate Above tlie kidneys Adrenalin (the emergency hormone) prepares tire body for emergency so that it responds to fear, excitement and danger effectively a) It raises blood glucose level by stimulating tire conversion of glycogen into glucose (b) It increases the rate of oxidation, heartbeat and breathing (c) It stimulates the pupils to dilate (d) It raises the blood pressure (Remark: This hormone is unstable Its action is very quick, similar to nervous coordination) Islets of Langerhans In the pancreas (As a cluster of cells among other pancreatic cells) Insulin promotes the conversion of glucose into glycogen iir order to lower glucose level in blood Ovaries (in female) In the abdomiiial cavity Female sex hormones control sexual development (menstruation and ovulation) and stimulate the development of the female secondary sexual characteristics Testes (in male) In tlie scrotal sacs Male sex hormones stimulate the development of tlie male secondary sexual characteristics Thyroid gland Adrenal glands Unit Ten 274 B ٠ REGULATION OF WATER AND MINERALSALTS BY THE KIDNEYS A mammal takes ii٦ water and loses water through the whole body If the amount of body fluid is to be kept constant, a balance will have to be maii٦ taU٦ed behveen water gain and water loss This balance is mainly achieved by tl٦e kidneys which have osmoregulatory functioias i.e regulate the amount of water in blood You should ki٦ow the internal structure of a kidney and how urine is formed Urine is a waste fluid which contains a large volume of water and a number of substances in solution The levels of water, salts and wastes in tire urine are irot always the same, but vary according to ti٦e conhol by the kidneys The kidneys maintain a constairt level of water in tire body by conholling tire absorption of water in the kidney tubules aird collecting ducts Tire amouirt reabsorbed depeirds oir the permeability of tire tubules which is in turn conhOlled.by antidiuretic hormone (ADH) ADH is a hormone pi'oduced by the pituitary After sweatUrg or eating a salty nreal, the blood becomes more concenhated Tlris is detected by an ai.ea iir tire braiir called hypothalamus which stimulates the pituitary to secrete ADH When ADH !.eaches the kidirey, it increases the permeability of tire collecting ducts, causiirg tire capillai'ies surrouirdUrg the nephroir to reabsorb much water As a result, a smaller volume of more concentrated urirre is formed (Fig 10.4) Thus the further loss of water from the blood is reduced secretioTi of more ADM stimulation of pituitary gland sweating more water reabsorbed by capillaries / inhibition of pituitary, less ADH , secreted ureter smaller amount of concentrated urine (aniidiuresK) blood gradually becomes dilutC r٠‫ ؟‬٥l vein b l ^ becomes concentrated due to abso^tion of salt and sweating b 'l blo.d _ [ vessel g u t Fig 10.4 The sequence of changes in response to a decrease in tire water content in blood English In Biology 275 On the other hand, if tlie blood is too dilute (for example, after drinking a large amount of water), the secretion of ADH is inhibited Then the capillaries surrounding the nephron reabsorbs less water, so more water is lost in the urine A greater volume of dilute urine is formed As a result the concentration of the blood is raised In short, the amount of water reabsorbed or lost by the kidneys depends on the body's requirements The amount of water in the blood can thus be kept constant Besides water, the capillaries surrounding the nephron also reabsorb salts and food The amount of salts reabsorbed also depends on the body's requirements If salts are necessary for physiological reactions, tl٦ey will be reabsorbed from the nephron The concentration of blood is determined by the amount of salts dissolved in the plasma When a lot of salts are present, tlie blood has a higher concentration This stimulates the secretion of ADH from the pituitary Changes described in Fig 10.5 will take place in the body inhibition of pituitary less ADHsecreted less water reabsorbed by capillaries pituitary, more AOH secreted // \ y blood gradually becomes concentrated large.moum of diluie urine (diuresis) ١١ blood is dilute blood vessel aAer drinking water J f water mtesune ^^٠ ١,.‫؛‬., Fig 10.5 The sequence of changes in response to an increase in the water content in blood C REGULATION OF BLOOD GLUCOSE LEVEL BY PANCREAS AND LIVER Necessity of keeping glucose level in blood constant Blood glucose is the main source of energy in the body It is absorbed into the blood from the ileum After a meal of carbohydrates, the level of blood glucose may rise to 180 mg per 100 cm^ of blood A high concenh٠ation of glucose in blood decreases the water potential of blood 276 Unit Ten and therefore produces a witlidrawal of water from the cells by osmosis This greatly influences the rate of metabolism Besides, if the level remains high, glucose will be excreted in urine resulting in diabetes mellitus Oil the otlier hand, a fall m blood glucose level in the case of starvation may cause unconsciousness It is because the brain stops functioning in glucose deficiency (e.g 40 mg glucose per 100 cm^of blood) Thus it is important to keep the level of blood glucose constant so that every part of the body can function normally Control of blood glucose level The glucose level in blood is controlled by insulin which is secreted from the islets of Langerhans in the pancreas Ii٦ response to a rise in tlie blood glucose level (for example, after a meal rich in carbohydrates), the islets of Langerhans secrete insulin into the bloodstream Wl٦en insulin reaches tl٦e liver, it stimulates the liver to convert surplus glucose into glycogen which is tlien stored in the liver This hormone also promotes the uptake of glucose from the blood by body cells and the subsequent oxidation of glucose in the cells Thus insulin can lower the blood glucose level until it returns to the normal level (about 100 mg per 100 cm^ of blood) When the concenhation of blood glucose is too low (for example, a long time after a meal), the reverse occurs The islets of Langerhans stops secreting insulin, and the liver converts some of its glycogen into glucose which is tlien released into tlie bloodstream Tlie blood glucose concentration therefore rises again All of tliese changes help to keep tlie blood glucose level constant - a very important example of homeostasis The control of blood glucose level in the body is an example of a feedback system (Fig 10 6) Failure to produce enough insulin results in diabetes mellitus A diabetic person cannot conti'ol his blood glucose level He may have as much as 160 mg glucose in every 100 cm^ of blood As tlie blood concentration of glucose is too high, its reabsorption by nephrons in the kidneys is incomplete Thus glucose is excreted in the urine This results in a fall of glucose level A blood glucose level lower than the normal level may lead to unconsciousness Nowadays, diabetics can maintain their blood glucose levels constant by receiving regular injections of insulin Q&A How hormones differ from enzymes? Hormones and enzymes are both effective in small amounts and are not consumed in the many metabolic processes tliey influence or initiate But the resemblance soon ends Enzymes are almost always protein (although some evidence for enzymatic properties of an RNA species has been reported), while hormones may be proteins, shorter peptides, single amino acids and derivatives, or steroids Enzymes may be synthesized within a cell to function there or may be secreted to the exterior through active transport processes and even pass along a duct to a specific locale Hormones are released directly into the bloodstream and are dishibuted throughout the body, where they may exert their effects upon a number of different target tissues Eng!ish ‫أ‬ „ Biology 277 after a meal too high Pancreas secretes insulin which causes liver to convert gluc٠>se to glycogen blood glucose level falls normal blood glucose level a long time after a meal normal blood glucose level too low Pancreas secretes less insulin so liver converts glycogen to glucose blood glucose level rises Fig 10.6 Control of blood glucose level is a feedback system Enzymes are generally highly specific, catalyzing a single reaction or type of reaction Flormones have a range of effects, some of which may be quite profound Hormones may demonstrate different hut significant actions on different tissues in tlie same organism or show very different effects in different organisms This is not usually the case for enzymes Hormones play a key role in tlie maintenance of tlieir levels tlirough negative feedback involving tropic hormones and tlie releasing factors of the hypothalamus; this is not paralleled by enzymes What other causes of diabetes might there be besides lack of production of insulin by beta cells of the pancreatic islets? The failure to produce sufficient insulin is a major, but not an exclusive, cause of diabetes In some cases insulin is produced in sufficient quantity, but tl١ie body is refractory to the insulin A failure to maintain sufficient numbers of insulm receptors on tlie membranes of target tissues or a defect in their viability may be a responsible factor, hi obesity, insulin refractoriness is often encountered In some cases the body may produce an abnormal insulinase which destroys insulin at a rapid rate The usual insulin-degrading pathways have not been implicated in clinical diabetes The production of antibodies to insulin may tie up the hormone; a diabetes of such origm would be an autoimmune disease Experimental diabetes has been produced in animals by injection of such drugs as alloxan or streptozocin These substances desti.oy islet tissue Some have speculated that viral desti'uction of islet tissue may be responsible for juvenile diabetes (insulin-dependent diabetes), a particularly severe form of the disease compared with maturity-onset diabetes (non-insulin-dependent diabetes) The virus may produce an autoimmune reaction which then causes the desb'uction Why you suppose a diabetic person does not benefit from orally administered insulin? Insulin is a small protein of approximately 5000 daltons It is derived from a larger precursor (zymogen) that is enzymatically cleaved to produce a pair of polypeptide chains held together by S-S bonds If insulin is given orally, the proteolytic digestive enzymes degrade it For this reason, insulin must be iiijected A technique has been developed by which msulin is automatically injected into diabetic patients over a period of days Insulm 278 Unit Ten preparations also exist that can be injected once in a 24-h period, with slow absorption occurring during that time These clinical initiatives simplify somewhat the maintenance burden for diabetic persons 10 Neurohumoral nei’ve fibers in the brain seem to function as part of ti٦e nervous system and yet their effects are finally achieved through the elaboration of humoral substances that act like hormones despite tl٦e short distances tliey travel to achieve tlieir effects Could an argument be made that the adrenal medulla is actually part of tl٦e neural apparatus? In the case of the adrenal medulla we are acutely confronted with the difficulty of distmguishing between endocrine and neural function In the first place, the adrenal medulla arises from ectoderm This is the germ layer from which the entire nervous system derives Secondly, tl٦e adrenal medulla is mobilized along with the sympathetic nervous system during periods of stress or challenge to the organism The nerves associated with the sympathetic apparatus achieve their effects by producing norepinephrine at their endings in the immediate vicinity of target organs The adrenal medulla can be likened to a large sympatlietic nerve endiiig that liberates tlie catecholamines norepinephrine and epmephrine into the circulatory system, where they eventually extend and prolong the general fight-orflight response 11 Tyrosine is a precursor of thyroxine What steps would you say intervene between precursor and end product? First, tyrosine is doubly iodinated to form diiodotyrosine (Iodine ions are taken up from the blood by thyroid tissue and converted to elemental iodine, which then attaches to tyrosine.) Condensation and modification of two diiodotyrosine molecules produces thyroxme (T4 ) Triiodothyronine (T3 ) probably results from the loss of a single iodine within the thyroxine sti.ucture Tyrosine is also the starting point for the synthesis of the catecholammes norepinephriiie and epinephriiie 12 In countries where dietary intake of iodine is low, goiters, enlargements of the thyroid, are common What would you say is the chain of events leading to formation of the goiter? In tire absence of iodiire neitirer thyroxine nor taliodothyronine can be produced The low levels of these thyroid hormones in tire blood cause tire anterior pituitary to produce large amounts of TSH, and witlrout the negative feedback effects of T4 and Tj, the pituitary continues to produce TSH without interruption Since two effects of TSH are an increase in the size and number of thyroid follicle cells, so that more thyroid hormone is produced, excessive amounts of TSH cause hypertrophy aird hyperplasia of the cells and lead to the enlarged thyroid A number of compounds (goirrogens) inlribit thyroid hornroire production and lead to formation of goiters Thiourea is a goihogen that has been used extensively to produce experimental goiter iii test animals 13 Thyroid hormone plays a significant regulatory role in all vertebrates but is not essential to life Why then most mammals die when tire thyroid gland is extirpated? (Hint: Consider everything that is removed with the thyroid gland.) Wlien the thyroid gland is removed, the paratliyroids are also lost Because of the many important roles of calcium in tlie body, removal of the parathyroids, which are essential in mamtaining calcium homeostasis, quickly leads to death 14 Regulation of the menstrual and estrous cycles provides an excellent example of the integration of hormonal action seen in mammals Briefly discuss the hormonal interactions involved FSH releasing hormone from tlie hypothalamus causes the anterior pituitary to secrete Eng!!sh ‫ا‬ „ Bio!ogy 279 FSH, which in turn causes the development of the ovarian follicle and subsequent production of the estrogens Tlie increasing levels of estrogen eventually cause the hypothalamus to slow production of FSH releasing hormone and to increase levels of LH releasing hormone This stimulates the anterior pituitary to release LFI, which m turn promotes ovulation and development of the corpus luteum Tire corpus luteum begins secretion of progesterone Progesterone inhibits production of FSH releasing hormone, so that no new follicles are prepared; however, in tl٦e absence of fertilization, progesterone begins to inliibit LH releasing hormone This causes the corpus luteum to degenerate and reduces progesterone levels Witli reduced progesterone, production of FSH releasing hormone in the hypothalamus is no longer inhibited, so that FSH can be released from the pituitary and initiate growth of a new follicle 15 At least 13 different hormones use cyclic AMP as the second messenger in performing their functions Since these hormones all have different functions, how you suppose it is possible for them to use the same intermediary to achieve tl٦ese different ends? A first level of specificity is achieved by tlie fact that specific hormones can bind only to highly specific receptors Tlius, all cells but those carrymg the receptors are ruled out for bindmg and subsequent hormonal action Even specific parts of a selected cell are determined by the position of the receptor The second level of specificity is imposed by the fact that although cAMP may be able to trigger a number of enzymes, it will encounter only specific enzyme systems in differentiated cell types SUPPLEMENTARY PROBLEMS 16 The hormones of the adrenal medulla are modified : ‫ روﻧﻢ‬fatty acids ‫ك‬/)‫ و‬amino acids (c) monosaccharides nucleotides ‫ راﻳﻢ‬steroids 17 Match tire terms iir coluirrir A witlr tire endocrine A Hyposecretion causes cretinism Dissociates oxidative phosphorylation Uses iodine in its hormone ^.Stimulated by AOTH ^.Produces glucagon 6.Contains a protein that lowers blood sugar ٠ 7.Stores hypothalamic hornnones 8.Hypersecretion causes giantism in tine young glands listed in column B B (a) Thyroid (b) Pituitary ‫ رﻳ ﻢ‬Adrenal cortex (d) Pancreatic islet tissue 18 Insulin nnust first attacln to receptors on a fat cell before it exerts its effects (a) True ‫ رﻳ ﻢ‬False 19 Insulin, as a natural hormone, is !.esistaint to the effects of digestive enzymes (a) True ‫ رﻳ ﻢ‬False 20 In Graves' disease, tine victim tends to be obese ‫ رﻳﻴﻢ‬True ‫ رﻳ ﻢ‬False 21 Parathyroid hormone is necessary to maintain life True ‫ رﻳ ﻢ‬False 280 lin it T e n 22 Botli epinephrine and the glucocorticoids tend to reduce blood sugar levels (a) True False 23 The adrenal medulla secretes approximately 80 percent epinephrine and 20 percent norepUephrine r،?; True ‫ ﻻﻳﻢ‬Fals‫؟‬ 24 Esfeadiol is secreted by the Graafian follicle of the ovary (a) True ‫ ﻻﻳﻢ‬False 25 The placenta may be considered an endocrine structure ‫ ﻻﻳﻢ‬Ti'ue ‫ ﻻﻳﻢ‬False 26 The incorporation of iodir٦e into table salt might be expected to !*educe the u٦cidence of simple goiter ‫ ﻻﻳﻢ‬True ‫ ﻻﺑﻢ‬False 27 Tyrosii٦e is significant in hormone formation in the thyroid and the adrenal medulla ‫ رﻳ ﻢ‬True ^^False 28 Fill-in-the-blank questions : The central nervous system releases _ to issue long-term commands that will influence the level of activity of numerous organs These a r e _ signals rather than nervous signals Most hormones are produced by the glands These glairds are under the conti٠ol of the J _ The hypothalamus tl٦en directs th e _ gland to send further chemical signals to other glands throughout the body The pituitary gland is comprised of two distinct glands, t h e _ and th e _ The seven principal pituitary hormones are released by th e _ of the pituitary The level of calcium in blood plasma is conti'olled by fluctuating levels o f and ,two hormones which each oppose the action of tlie other Tliis is an example of _ controls, a method in which the body regulates a particular activity by mamtaining a balance between releasmg signals and inhibitory signals When the hypothalamus senses the level of a particular hormone and subsequently ceases to transmit the chemical signalling its release, production of this hormone is said to be regulated by a process known a s and _ are chemicals which act both as neuroti*ansmitters in the sympathetic nei٠vous system and as hormones released into the bloodstream High levels o f _ in the brain are believed to cause a feeling of emotional well­ being When the liver cannot store any additional glucose in the form o f _ excess glucose in the blood stream is then converted to _ 10 Hormones made o f _ not actually enter target cells, but interact witli a receptoi* on the cell surface instead hormones actually enter tl٦e nucleus of the target cell, where they become involved with gene transcription 1 is a condition in which tire afflicted individual has elevated levels of blood glucose Such individuals may be treated by being given on a daily basis 12 The hormone _ helps the body reduce the amount of sodium lost in the urine English in Biology 29 Multiple choice questions ; The hypothalamus relays insti'uctions to th e to send additional chemical signals to the hormone-producing glands of the body a centi'al nervous system b adrenal glands c pituitary gland d spinal cord e liver The posterior lobe of the pituitary releases: a endorphins b ADH and oxytocin c prolactin and luteinizing hormone d insulm e aldosterone The release of antidiuretic hormone (ADH) causes: a water resorption in tlie kidneys b dehydration and excessive tliirst c a drop m blood pressure d an increase in sodium loss The conversion of glucose to glycogen is stimulated by: a insulin b glucagon c the adrenal medulla d deamination e epinephrine Noradrenaline and adrenaline: a regulate the balance of sex hormones b cause retention of water c enable perception of pain d speed up digestion e prepare the body for sudden action The hormones responsible for the development of secondary sexual characteristics are: a polypeptides b steroids c large proteins d neurotransmitters T he conti'ols metabolite levels in tlie blood a lung b spleen c kidney d liver e heart When blood glucose levels fall below normal, Û\e _ releases _which acts to mcrease tlie rate of conversion of glycogen to glucose, a liver; msuliii 281 Unit Ten 282 b adrenal medulla; adrenalin c pancreas; glucagon d anterior lobe of the pituitary; ACTH e b and d are both correct Which of the following organs controls water balance in the body? a liver b kidney c lungs d heart e bladder 30 Matching questions: Match each of the following pituitary hormones with its function ) prolactin 2) melanocyte-stimulating hormone (MSH) 3) thyroid-stimulating hormone (TSH) 4) adrenocorticoti.opic hormone (ACTH) 5) follicle-stimulating hormone (FSH) 6) somatotropin or growth hormone (GH) 7) lutemizing hormone (LH) A stimulates muscle and bone growth B involved in sperm development C causes color changes in reptile and amphibian skins D stimulates breasts to produce milk E stimulate the adreiial cortex F mvolved in tliyroidal hormone production G involved in menstrualcycle; also triggers testosterone production 31 Short-answer questions : Explam what is meant by the term "feedback loop" Give examples of hormones whose levels are governed by feedback loops What happens to blood returning from tl٦e stomach and small intestme when it passes through the liver en route to the heart? V NEW W ORDS 10 11 12 13 abnormality /sbnDi’mseliti /(n) adjustment /9١d3AStm3nt / (n) adrenal /9١drinl / (adj) androgen / ‘‫؛‬endr9d39n / (n) antenna /гепЧепэ / (n) axillary / ‘sksabri / (adj) behaviour /bi’heivia / (n) bulb /Ьл1Ь / (n) canal /кэ’пзе! / (n) caste/ka: St / (n) centerfold / ‘sentsfould / (n) colony / 'kolani /(n) companion /kom’psenjsn / (n) tínlì bât thường, khác thường điều chỉnh thận, thượng thận androgen, kích tố tính đực anten, râu thuộc nách hành vi hành kênh, ống đắng câp ti٠ang tờ tạp chí tập đồn bạn, bầu bạn English In Biology 283 !7 / b m p i t s n t / ( a d j) c o o r d in a t e / k o u 'o d in e it f (v ) c o r p u s a lla t u n i / ‘ k o p s s a ’ le it o m / d e p r i v e o f / d i ’p r a iv / ( v ) !8 d e v o u r / d i ١v a i o / ^ 19 d if fe r e n tia tio n 20 e n d o c r in e 21 e r r a tic 22 e v a p o r a te 22 e v o k e / i ١v o u k / f v 24 fe m in iz a tio n 25 g e n ita lia 26 id e n tify 27 im p r e g n a te 28 im p u ls e / 29 in g u in a l ‫ ‘ر‬i q g w i n o l / 30 in s tin c t ‫ ا‬ in t e g r a t e / ‘ in tig r e it 32 i s o l a t e / ‘a is o le it/fv ^ 33 lo c u s t/^ lo u k o s t/^ ? ^ 34 m a m n ia r y !4 !5 16 C i ٦a i ٦ g co m p eten t / / ( ii) ^ n n g h n g h ie n / d if a r e n t ^ i’e i^ o n / / / / / f e m o n i ’z e i j s n / a i ١d e n t i f a i / / / / (v ) / / (n ) / / ( a d j) g l a n d (n ) (a d j) 36 37 m i s l e a d / m i s ١l i : d / f v ^ 38 n iO tli/m o :0 /f/? m a ig r o t s r i 3‫ ا‬/ (v ) (a d j) ‘ m a ;im o r i m o ’to n l / (n ) (n ) / ^ iij s t iij k t / (n ) ‘ im p r e g n e it ‘ im p ٨ ls / / d ^ e n i'te ilio m a tern a l / (a d j) (n ) 39 m u s c l e / ٤n i ٨ s 40 n e s t / n e s t / / ‫درا‬ ‫ ا‬ n y m p h /n im f/ 42 o lfa c to r y 43 o u t p u t / ‫ ﺀ‬a υ p u t / ‫ر?ر‬ 44 p e r c e i v e / p o ١s i : v / f ^ 45 / fe n o t ip ik o li / (a d v ) p o t e n t i a l i t y / p o t e n ^ i ’ a i l i t i / ‫رررﻧﻢ‬ p s e u d o p r e g n a n c y / ' s u : d o u ١p r e g n n s i / p s y c h o l o g i c a l / s a i k s ’ l o d ^ i k s l / (a d j) p u b e r ty / ‘ p ju :b :ti / (n ) p u b i c / p j r i ' b i k / ( a d j) q u a l i f y / ^ k w o l i f a i / ‫ﻟﻨﻢ‬ r e c i p i e n t / r i ’ s i p i s n t / (a d j) r e s p o n s e / r i ’ s p o n s / 6‫ر‬ ‫رر‬ r o o m n i a t e / ‘ r u : m m e i t / 6‫ر?ا‬ 48 49 50 51 52 53 54 that tliudng bay hrti goi len sựhóa tinh cai cd quan siiih due xac diiili/ ‫ ا‬٦‫ل‬٦‫ ^ ؤ‬dang thu tinh xung thuOc ben b anning hdp tlianh n٦ột d٦e thdhg n h،t phan lap chau cha'u tuye'nvii tl٦u ٠ c ve me thu.c di cii lam cho lac dường ngai l (v ) i ١v æ p э r e i t I iiig r a to r y 47 8‫ي‬hOa phai٦, 8‫ي‬b ‫؛‬ệt hOa thu.c n i tie't (n ) (a d j) ‘e n d o u k r in 35 46 ph63 hcTp tuyen tiet liocmon juvertil la'y di 'rd ^ x H (a d j) i cd ‫دررا‬ / 0І ١f æ k t r i / (v , ‫ررر‬ p h e n o ty p ic a lly 55 r u le o u t / r u : ! a u t / ^ 56 sca n ty 57 s e c r e t in 58 s i l k w o r m / s i l k w a : m / / ‫ر?ر‬ 59 s t a t i s t i c / s t ١t i s t i k / / ‘ sk a ^ n ti / / (a d j) s i ١k r i : t n / h ie (n ) (a d j) (n ) tổ I٦h ٠ ng tran, thie'u ti٠ung ngiii, khihi giac hieu suit, su san xua't h i i u , nhan thtic tl٠‫ ا‬uộc kieuhinh tiềm nang cO thai gia thude tarn ly tudi day thi thude mu cO dU tieu chuan, dU kha nang tlie’nhan sd tra Idi ban chung phOng bac bO thie'u, it hoemon tiet tarn thude thd'ng ke Unit Ten 284 s t im u lu s / ١ s tim ju l3 s / s w if t / s w if t / (n) (adj) s y n c h r o n iz e / 's iq k r s n a iz / s y n d r o m e / ’s in d r o u m / (n) ta r g e t c e ll / ١ ta :g itse l/f/7 ^ te r m ite / ١ t3 ;m a ii / (n) 6 t e s t ic u la r / t e ’s t ik j u b / (adj) t e s t is / ’te s t o s / th y r o id / ١ a ir o is d / t h y r o x i n e / a i ’rD :ksin / (7?^ 70 tr a il/tr e il/f/? ; 71 tr ig g e r /١ tr ig a / v ic in i t y / v i ’s in iti / (7?^ v o la t ile / ’v o b t a il / (adj) chat kich thich mau, nhanh lam d6ng b6 hoi chiing bao dich, te bao bia m6i thu6c tinh hoan tinh hoan tuyen giap tiroxin vet, dau v^'t gay sii tiep can, su l^n can thu6c bay hdi ... nhan du’dc sinh vat an tap 26 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 10 0 10 1 10 2 10 3 10 4 10 5 10 6 10 7 10 8 10 9 11 0 11 1 11 2 11 3 11 4 11 5 11 6 11 7 11 8 11 9 12 0 12 1 12 2 12 3 12 4 Unit... / in t3:mz af / inaccurate / in'' cekjurit / information / infa''meijan / (/?7 ingest / in'' d3est / fv7 ingestion / in? ??d3 estj١ an / f/;7 internal / in'' tamal / investigation / investi''geijan / kingdom... o f Bioíogy" cUa TS Slnh học Kiều Hữu Anh, Chủ nhiệm Bộ mồn Vi sinh vật học, Khoa Sinh học, Trương Dạ‫ ؛? ?học KÌ٦oa học Tự nh‫ ؛‬ền, DHQGHN, dơi năm 19 9S Nlìá xuẳt Khoa học vầ K ỹ thuật âh hành