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 12 Unit One Fish ! Outercovering Slimy scales Structures for locomotion Fins Breathing organ Gills Temperature control Amphibians Moist skin without scales Tadpoles — gills Adults -٠ lungs and slimy skin Embryo development Birds Dry skin with scales pentaductyl legs Lungs Independent in water, eggs with some yolk Mammals Feathers Hairs wings legs pcnladactyl legs Lungs Lungs Homoiothcrmic (warm-blooded) Poïkilothermie (cold-blooded) Externally in water Fertilisation Reptiles Internally on land Inside chalky shells on land, eggs with lots of yolk which is a source of nutrients With beak Other features Inside mother's body, nutrients from placenta With diaphragm and mammary glands Fig 1.3 Sumniary of the vertebrates Thus microorganisms were placed in three of the five kingdoms : Monera (bacteria) Protista (protozoa and microscopic algae), and Fungi (the microscopic fungi called m/sis anLl wo IlIs) Whittaker's system puts all bacteria in the kingdom Monera and suggests a common ancestry for all members of this kingdom However, results of extei١sive research during recent decades sugesst a different ancesti'al pattern among microoganisms, as described in tlie following section Archaeobacteria, Eubacteria, and Eukaryotes Befoi'e 1977 scientists thought prokaryotes were the most primitive of all organisms The prefix p r o -, meaning "earlier than" implied that these organisms, because of their simple structure, were the ancestors of the more complex eukaryotes Then Carl Wt)ese and his co­ investigators at the University of Illinois discovered that neither group had developed from the other They found instead that prokaryotes and eukaryotes apparently had evolved by completely different pathways from a common ancestral form Evidence to support this idea came from studies of ribosonml rihonuclcic dcul or rRNA which is essential for protein synthesis and thus cell survival Found in ribosomes of all living organisons, rRNA is composed of many smaller units called ribonucltx'ftklcs There are four kinds of ribonucleotides, arranged in various combinations to form a single, long chain of several hundred units The rRNA from any particular organism has a distinctive arrangement of ribonucleotides, or a specific nucleotide secjiience The genes that conti٠ol the nucleotide sequence of rRNA slowly change during millions of years of evolution Because one can compare these changes in different organisms, rRNA can servt? as an indicator of how closely organisms are related Some portions of the rRNA English in Biology 13 iiio Il'ciiIcs oi all li\ ٠ injT٦orjvinisiiis Iui\'c romainol·! aliiKist ‫ا‬1‫ 'اا‬sanio, (،Icspite 3.5 to billion years of evtiluticin Tliis etiostanax' snpp ‫؛‬١i-ts the ‫اا‬0 ،‫ ا‬ll٦at all orya !٦is,i٦s ١' e develoj'ied from a ١ l form.،eoninion a!ieestr At tl١ e sa!iie tiiiie, tlie cìmoLíiit of ‫ا‬1‫؛‬1‫ا‬0 ‫آ‬0!٦‫ا‬-‫ 'ا‬amony ll١ e other portloiis of rRNA ean be ‫اا‬٠ ٦ ‫ا‬to ‫اااآال‬١ ^‫ا‬:' ‫ا 'ا‬١ ess bet!1 ٦ dt.yree of relatl\١'eei٦(١!Í١ Ì^!ĨÌS bor example, if the nueleotide،J١ setjoei٦ee^ ot two kinds ،if oryanisms ،liffer yreatl١ ', are only distai٦tly related : that is the \'،tl٦ ir٠ ،‫؛‬١ ١ anỉsms ،hverj١ ed a loi٦y timt ayo from ،1 eommon aneestor However, if set-Ịuenees show niLkh more simỉl‫اا‬organisms are ،'loselv ,'J-ίt١ ‫ا‬٠ elate ‫ا‬l an،l liave ،١relatively reeent eommon aneesttir Usiny tl١ ese teeli!٦‫؛‬٩Ìjes, 4٧oese fonnL·! t!٦at 'R.AJA moleenles in ‫ﺋﺮ‬ronps of organisms differ in tile arrangement, or se،iiiene،., of tlieir nneleotides Enkarvotes possess one ^eiiei.al type of ?، seÌỊLienee aikl pl.okaryotes a seeond type B athe also dlseovered tliat some procaryotes have Uìiỉìỉ khìLỈ ()/'rRJ\7/i lliis rRNrX arrangement differs as mncli from tliat of other procaryotes ١ ٢ or،ls, there iire ti■]'() nicijor kinds o f bcicteriii It is\ as It rloes from that of encaryotes In otlier now clear tliat tliese two kinds of fiacteria, ،lesignated dvchdeobcicterid and eiibdcterid , are as hlferent from eacli otlier as tliey are from tlie eucarvotes ، II BIOLOGICAL TERMS (CAC THUẬT NGỮS1NH HỌC) Stidin (chủng, nòi) ; A \’ariant group v\'ilhin a species, often breeding true and maintained in culture or CLiltivcition, with more or less ،listinct morỊshologicaỉ, physiological or cultural characteristics (The term is n،>t used in formal taxonomy.) Species (lt١ai, viêt tat so it SỊ1., so nhieu sỊip.).■ A group of individuals that (1) actually or potentiallv interbreed (giao phối, lai) with each other but not with other such group, (2) show continuous morphological variation within the g١roup but which is distinct from other such group, raxonomically, species are grouỊied into genera and divided into subspecies and varieties Ceuus (chi, giống, số nliiổu penerd) ; A taxonomic rank of closely related forms, which is further sub،.Uvi،led into species and therefore below family and above species Fdmilv (họ) : A group of similar genera of taxonomic rank below o/٠،/c7٠and above genus', 'with plants, the names usually end in -aceae Order (bộ) : 'Faxonomic rank below í7،í.v.s anrl above fd/ii/Jy; for plants, the names usually end in -oles c/dss (!6'}٦) ; A taxonomic group into which a phylum or division is divided, and which is itself divided into or،i،'rs ỉbvỉuin (ngành) ; A primary rlivision consisting of plants or animals constructed on a similar general } Ian, and thought to be relate،!; in plants, also called a division Kingdoni (gidi) : The largest taxonomic group, such as the plant kingdom aird aiiimal kiiigdom Tdxonoinv (hệ thống học) ; The science of classification as applied to living organisms, including study of means of formation of species etc 10 Noniencỉcìlure (sự định tên) : The making and giving distinguishing names to all groups of plants aiuỉ/animaỉs 1 Cldss^ficdtion (su' phàn loại) : The arrangement of plants and animals in groups, based on some or all of their >iir،ilarities an،l differences 12 Tdxon (taxian) : An)' group of organisnrs to which anv rank of taxonomic name is applied ‫ﻻ‬ !‫ا‬One 14 III G R AM M A R : NORM AL S E N TEN C E PATTERN IN ENGLISH (MẪU CÂU THÒNG THƯỜNG TRONG TIẾNG ANH) Một câu đơiì giản tiong tiếng Anh chứa hai thảnh phần, chủ ngữ {subject} đồnẹ từ {verb), song thồng thường chứa thêm tán ngữ {complement) hoặc/ từ bổ nghĩa {modifier): subject verb complement Trees grow (Cây mọc) a success The experiment was (Thí nghiệm dã thành công) the rice crop The heavy rains damaged (Mưa lớn dã làm hỏng vụ lúa) Yoưr investigation must be finished (Nghiên cứu bạn phải dược kết thúc vào tuần tới) We finished our last experiment (Hôm qua chủng tơi dã làm xong thí nghiệm cuối cùng) modifier by next week, yesterday Chii ngử Mỗi cáu tiehg Anh bíìt bucìc phai cO chủ ngủ, nhien viêt khoa học, khOng phai lUc nảo chủ ngử cUng dOn gian dễ nhận nl٦ư ti.ong nám ví dụ ti'en Hay xem x،‘t cac chủ ngữ phUc tạp (dưỢc gt١cl١ dưới) troiTg câu sau dây : The pollution caused by the factories was widespread in their effects (Nạn Ô nhiễm tU' nhà n٦ay ngảy cảng mở rộng vể mặt hiệu quả) 7٠ The widespread floodini^ of low-lving agricultural areas causes a great loss of crops (Lụt lội ti'àn lan ‫ ة‬nhUưg vUng nởng ng!١iệp ti.ũng dang gây nên sụ' tcỉn thất lớn mUa n٦ang) Ngoài , sứ'cầu, itv k there thường dưỢc sư dụng chủ ngữ giả (pseudosub‫؛‬ect) : It is raining right now (Chinh lUc ti.ời dang mưa) /fis a nice, day today (HOm la ngày dẹp ti٠ò٠i) 10 It was a time of volcanoes, blasting enormous amounts of material skyward (Đó la thOi kỳ nUi lUa lam nổ tung nỉìững kl^d'i lưọng vật cha't khổng lổ vào không hung) 11 There is no special circulatory system in Amoebae (Ơ amip khỏng cO hệ tuần hoản riêng biệt) 12 There are many examples of natural selection as a result of environmental change (CO nhỉều vi dụ chọn lọc tự nhiêj١ la ket qua cUa sụ' bie'n dổi mỏi ti١ương) Đơng tií Đi sau chU ngử, dộng từ chng la mOt thOnh phần bắtbuộcdxí[ câu tiêng Anh Động tíi’cO la từ dơi٦ dộc ti٠ong ví dụ 1; 2; 3; 5; 7, cUng cO thể la cụm dộng 15 English ỉn Biology từ {verbphrase) chứa nhiều ft·.' động từvà động từchừih câu 4; ti.ong ví dụ sau : 13 These compounds would have been hydrogen sulfide (H٦S), ammonia (NHj), and methane (CH4) (Các hỢp chất phải sunfua hiđro, amoniac metan) 14 The light has been burning for ten hours (Ngọn đèn thắp đưỢc 10 rồi) Tân ngữ Tân ngừ tl٠iài٦lì phần bơ nghĩa cho động từ Nó giơng chủ ngữ chỗ danh từ, dại từ hay cụm danh từ {noun phrase), song nói chung đứiìg sau động từ câu chủ dộng Không phải câu cần có tân ngữ Tân ngữ khơng bắt đầu giới từ Tân ngữ ti١ả lời cho câu hỏi what?\\oầ.Q whom? Từ bổ nghĩa Từ bổ nghĩa cho biêt tlìịi gian, địa điểm hay cách thức hành động Từ bổ nghĩa rât hay gặp dạng cụm giới từ {prepositionalphrasé) Cụm giới từ I٦hóm từ bắt đầu giới từ kết tlìúc danh từ, chang hạn ùì the mornừìg, at the university, on the table, cầ n lưu ý từ bổ nghĩa thời gian tl٦ ường đứi٦g cuốĩ cùngnế\i ti'ong câu có từ hai từ bổ nghĩa ti٠ở lên Từ bơ nghĩa có tliê ti٠ạng từ hay cụm ti٠ạng từ, hạn last year, hurriedly, next month, outdoors, yesterday Không phải câu cần có từ bơ nghĩa Từ bơ nghĩa ti٠ả lời cho câu hỏi when? where?\\oầc how? IV EX ER C ISES A motor саг can move and consume peti'oleum to release energy However, it is not a living organism Explain Match the words in columii A with those in column B Column В Column A nutrition a removal of metabolic wastes locomotion b formation of new protoplasm irritability c oxidation of food to release energy reproduction e obtaining food from surroundings excretion f moving from place to place respiration g responding to external stimuli growth h producing offspring Complete the first column of the table : 16 Features Unit One Differences between typiccilplants and dnhiìcìĩs Plants Animals a) Have a diffuse or branching a) Have a more definite body form and a bodvj and the number of fixed number of organs organs changes all the time b) Cells not have a cell wall b) Cells surrounded by a cellulose cell wall a) Have chlorophyll a) Lack chlorophyll b) Autoti'ophic b) Heteroti'ophic Synthesize their own food by Depend on other organisms for food photosynthesis c) Have feeding structures such as mouth c) Lack feeding sti'uctures and digestive ti'act (a) The whole body is anchored a) The body is not anchored to the ground to the ground and only parts and tlie whole organism can move from of the body can move place to place b) Usually movement is very b) Movement is fast slow and is a result of growth a) A small amount of metabolic a) More metabolic wastes are formed wastes are formed and are b) Metabolic wastes are removed by a usually stored in harmless complicated excretory system forms such as crystal b) No specialized excretory system Lower respiratory rate in body Faster respiratory rate in body cells cells a) Mainly apical growth (growth a) Mainly intercalary growth (growtli at the tips of roots and shoots) occurs throughout the body) b) indefinite growth growtli b) Definite growth —growtli stops when continues throughout life mature a) Lack receptors and nervous a) Have receptors and nervous system system b) More sensitive and respond to stimuli b) Less sensitive and respond to quickly stimuli slowly Arrange the following words m correct order, beginning with the largest group; genus, species, phylum, family, order, class (i) State two physiological processes carried out by a mammal but not by a green plant (ii) State one physiological process carried out by a green plant but not by a mammal The followmg are some groups of plants; lichens (địa y), flowering plants, algae (tảo), fungi (nâm), ferns (dươiig xỉ, quyết), conifers (cây kim) Identify the groups of plants described (i) Non-green organisms liviiig on other living organisms or dead organic matter; with hyphae (sợi) (ii) Green plants livmg in damp (am) places; forming spores (bào tử) during reproduction (iii) Plants composed of algae and fungi living together in mutual association English in Biology 17 (iv) Plants livmg u٦ water; plant bodies not divided into stem, leaf and root (v) Woody plants with seeds inside cones (the nón); needle-shaped leaves (vi) Green plants witli stems, leaves and roots; with flowers and seeds Each of the following statements describes characteristics of an mvertebrate Identify the mvertebrate described m each case (i) Shaped like an umbrella; havmg tentacles (xúc tu, tua SỜ, tay cuốn) with sting cells (tếbào sỢi châm) (ii) Having four pairs of jointed legs (chân klìớp); body divided into two parts (iii) Terrestrial animal but laying eggs m water (iv) Marme animal shaped like a star (v) Body consists of one cell only (vi) With two pairs of flying wings Name tlie group(s) of vertebrates which (i) are warm-blooded (ii) have lungs for breathmg (iii) have gills for breathing (iv) have scales (váy) on their body surfaces (v) have beaks (mo) for feed mg (vi) lay shelled (có vỏ) eggs Tl٦e drawings below show a variety of animals : (Tliey ax٠e not drawn to the same scale.) Frag BỂtiiy TortoiM IpIfTOW (i) Tliey are idenhfied as A to H according to the key given below: Animal Invertebratei With ٤ Vertebraiet Without lagt With Without scale 1■ ■ II w th wings ] Without wings d w ‫؛‬ihflat body l^ m a lA Animal B Animal c Without flat body ‫ﻫﺲ‬ {TcatKef) without with without father mammary glands mammary glands Animal D Animal El Animal F ٢‫ج‬ 7dw ‫اﺀم‬ ٠! (AnimalO o o c C h o٠ n Unlm alH l Unit One 18 Name the animals identified as c , F and H (ii) (1) State the t)'pe of association between the tapeworm (sấn dây) and the man (2) State the structural features of the tapeworm, which are adapted for attachement to the inside of the man's small intestine and absorption of food from the man respectively (iii) What type of association may be formed if hermit crab (cua kv cư) and the sea anemone (hải quv) live together ? (iv) Which animal(s) is/are homoiotherm(s) (động vật máu nóiìg) ? An example of commensalism 10 A student examined some specimens His observations are shown in the table below : ١ \O b s e rv a tio n H a b ita t R oot S te m L eaves C h lo r o p h y ll A la n d X V V X t w in in g stem B la n d X X X V g r e y is h h y p h a e a ls o p r e se n t c w a te r V V V ١ / s t o m a a b se n t D la n d X X X X d e n ta l fo r m u la 0 0 E w a te r X X X X u n ic e llu la r la n d X X V F X s c a le s p r e se n t R e m a rk s S p e c im e n Key: V = present, x ٠ = absent (i) State, giving two reasons in each case, which specimen is : (1 ) an alga (2) ^ parasitic plant (ii) Give a possible reason to explain why stomata are absent in speciment C (iii) What groups of organisms can be found iri specimens B ? Naine the type of association shovsm by these organisms (iv) Which specimen must be a primary consumer ? Explain your answer (v) To which group of organisms might specimen F belong ? 19 English ỉn Biology 11 The drawings below show a variety of organisms living in different habitats (The organisms are not drawn to the same scale.) c H (i) Organisms A, B and c are normally found in the same kind of habitat What is this habitat? (ii) With reference to drawiiigs A to K, state 1) the structure for locomotion possessed only by D and E 2) the structure for perpetuation (sự tổn tại) of species possessed only by F and G (iii) Name the major animal or plant group to which each of the followmg organisms belongs: 1) D 2) E 3) F 4) G (iv) State one external feature which is useful for classifying each of the following organisms: 1) H 2) 3)J 12 The drawings below show a variety of plants 20 Unit One Hibiscus Bread mould Maize The plants shown above are identified as A to F according to the key given below : with flowers ] leaves with veins in parallel pattern PLANTA Plants _ „ leaves with veins in network pattern PLANTS ٦ without flowers 1 with seeds without seeds PLANTC with leaves without leaves PLANT D I— with chlorophyll PLANT E (i) Name the plants identified as A, C, D and E (ii) Name tlie mode of nutrition of bread mould Describe how it obtains its food (iii) Why is it that green algae caimot grow at the bottom of a deep lake? — I without chlorophyll PLANT F English ỉn Biology 21 13 Gạch chủ ngữ (hai gạch) động từ (một gạch) ữong câu sau đây; a) All living organisms may be classified mto different groups b) The smallest group is called a species which is a group of organisms with many common characteristics and which can interbreed successfully to produce fertile offspring c) Similar species are grouped into genera (singular; genus) d) Similar genera are then grouped into families, families into orders and so on e) Tlie modem tlieory of classification is based on the work of a Swedish naturalist called Limiaeus f) Linnaeus gave each kmd of living organism a scientific name composed of two parts g) This scientific name is different from tíie common name h) The first part of the scientific name is the name of the genus it belongs to and is known as the generic name i) The second part is the name of the species and is known as the specific name j) This method of naming is called tlie bmomial system k) Tlie generic name always begins with a capital letter and the specific name always begiiis with a small letter l) In the 18th century, Latin was an international language that every scientist used and understood Lmnaeus therefore chose to use Latm names 14 Thêm chủ ngữ và/hoặc động từ để hoàn thành câu sau : The cause of the children's illnesses contamiiiated drinkilig water .of the s u n tlie skin of some people The bunch of bananas .on the table The problems of water pollution for the conference next month Tl٦e irrigation project for the benefit of the farmers T h e in these two fields by a very serious disease The object of these mvestigations the prevention of accidents were damaged by the storm very useful animals m S.E Asia 10 beside that building over th ere the property of the Faculty of Biology 15 Chữa lỗi sai câu sau Trước tiên xác địiứì đâu chủ ngữ viết lại câu cho đ ú n g ; Each student typed their theses tliemselves The socio-economic considerations in this project has been discussed Each student must put their best efforts mto every piece of work Not one person among all these scientists disagree with tliis theory The result of careless storage and disposal of wastes are the breediiig of vectors of disease The exhaust of vehicles because of their deadly components are harmful to humans The great number of vehicles m modem cities cause serious congestion Durmg recent years the number of cars m most countries have been gradually mcreasing In Britam in 1970 there was over 11 cars for a population of 55 million 10 There must be a limit to the number of cars that can be allowed and they may be reached before the end of this century  ... 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... 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 19 95 -19 96, Trong sáu khOa học vừa qua, môn học. .. s , 21? ??؛‬nh học dược coi m ột ngài٦ h khoa học m ũỉ nJ٦ ọn Hả Nộ‫؛‬, Tháng năm 20 01 GS TS Nguyê.nBá Chủ hch Hội người giảng dạy Sinh học Việt Nam ChU tịch Hội dồng Ngành Sinh học - Dại học Quốc