形态性状、分子性状与同源性

“同源性(homology)”是生物学中最基本的概念之一。近年来, 随着分子生物学、生物信息学、发育生物学以及进化发育遗传学等学科的快速发展, 同源性一词在形态性状的比较、核苷酸和氨基酸序列的分析以及探讨形态性状进化的分子机制等方面都有广泛应用。然而, 由于不同的研究者对同源性概念的理解有所不同, 在实际应用中难免会出现不恰当使用“同源性”一词并得出错误结论的情况。本文从不同的角度介绍了如何对同源性进行判断以及影响同源性判断的因素。并指出正确理解同源性这一概念的含义, 以及通过综合各方面的证据对同源性进行推断对于揭示基因型和表型的进化以及二者之间的关系非常重要。     

形态性状、分子性状与同源性

“同源性（homology）”是生物学中最基本的概念之一。近年来,随着分子生物学、生物信息学、发育生物学以及进化发育遗传学等学科的快速发展,同源性一词在形态性状的比较、核苷酸和氨基酸序列的分析以及探讨形态性状进化的分子机制等方面都有广泛应用。然而,由于不同的研究者对同源性概念的理解有所不同,在实际应用中难免会出现不恰当使用“同源性”一词并得出错误结论的情况。本文从不同的角度介绍了如何对同源性进行判断以及影响同源性判断的因素。并指出正确理解同源性这一概念的含义,以及通过综合各方面的证据对同源性进行推断对于揭示基因型和表型的进化以及二者之间的关系非常重要。     

Chance as an explanatory factor in evolutionary biology.

Darwinian evolutionary biology has often been criticized for appealing to the notion of 'chance' in its explanations. According to some critics, such appeals exhibit the explanatory poverty of evolutionary theory. In response, defenders of Darwinism sometimes downplay the importance of 'chance' in evolution. I believe that both of these approaches are mistaken. The main thesis of this paper is that the term 'chance' encompasses a number of distinct concepts, and that at least some of these concepts serve essential explanatory functions in evolutionary biology. This claim is defended by way of an historical survey of the major concepts of 'chance' in the history of evolutionary biology, especially the concepts used by Jean Baptiste Lamarck, Charles Darwin, and Sewall Wright. An examination of their biologies shows how the concepts of 'chance' used cohere with their major scientific objectives and methods. These concepts survive and continue to function as important explanatory factors in contemporary evolutionary biology. Examples of such usage are given, and the explanatory status of 'chance' assessed.     

Pattern, process and the evolution of meaning: species and units of selection

Many of the fundamental concepts of biology lack consensual, precise definitions. Partly, this is due to a contrast between our discrete language and the continuous character of nature. Some debates over these concepts are confounded by the use of the same terms with different specific meanings, indicating a possible need for an expanded scientific lexicon. Words have their own histories, and frequently scientific terms with a vernacular origin retain associated vestigial meanings. Even terms newly coined within science have histories and changing meanings, which can lead to confusion among debaters. Debates over concepts are further confounded when the same terms are used in different fields of biology, with distinct (even conflicting) objectives, and by biologists with different approaches and perspectives. I illustrate these issues by considering the debate over the concept of species and the unit of selection.     

Bio-based production of chemicals, materials and fuels -Corynebacterium glutamicum as versatile cell factory

Since their discovery almost 60 years ago, Corynebacterium glutamicum and related subspecies are writing a remarkable success story in industrial biotechnology. Today, these gram-positive soil bacteria, traditionally well-known as excellent producers of L-amino acids are becoming flexible, efficient production platforms for various chemicals, materials and fuels. This development is intensively driven by systems metabolic engineering concepts integrating systems biology and synthetic biology into strain engineering.     

地点覆盖度、集合群落、地质时期动物群:联接古生物学和现代种群生物学的概念

在古生物群落中新近出现的地点覆盖度或发生率的概念,以及对生物集合种群的空间动态学的深入了解,使古生物学和现代生物学的联系更加紧密。集合群落的概念以及地质时期动物群的古生物学认识显示,将古生物学和生态学结合在一起是大有希望的。评述了目前对这些概念的理解,并以欧亚大陆大型食草动物群落的发育作为范例,介绍了运用这些理论来研究化石记录的方法。研究结果表明,化石记录中种群覆盖度的研究可以在以化石为基础的进化研究和以现生有机体为基础的进化研究之间架起一座桥梁。地点覆盖度最大的类群,像现代生态学中发生率最大的类群一样,往往是地理分布最广泛、在当地最丰富的类群。     

《动物生物学》教学对生命科学发展和人才培养的作用

动物生物学是揭示动物生命活动规律的科学。作为生命科学专业本科学生最早接触到的主干课程之一,动物生物学的教学对于学生了解生物学的基本概念和基础知识、构建生命科学的知识体系和思维方式、培养和巩固专业兴趣十分重要。系统回顾和总结了动物生物学研究对生命学科发展的贡献,阐明了动物生物学教学对生命科学人才培养与学科建设的作用,引起广大的生物学教学工作者和管理者对动物生物学教学的重视,促进传统重要基础课程的建设与发展。     

A hierarchical biology concept framework: a tool for course design

A typical undergraduate biology curriculum covers a very large number of concepts and details. We describe the development of a Biology Concept Framework (BCF) as a possible way to organize this material to enhance teaching and learning. Our BCF is hierarchical, places details in context, nests related concepts, and articulates concepts that are inherently obvious to experts but often difficult for novices to grasp. Our BCF is also cross-referenced, highlighting interconnections between concepts. We have found our BCF to be a versatile tool for design, evaluation, and revision of course goals and materials. There has been a call for creating Biology Concept Inventories, multiple-choice exams that test important biology concepts, analogous to those in physics, astronomy, and chemistry. We argue that the community of researchers and educators must first reach consensus about not only what concepts are important to test, but also how the concepts should be organized and how that organization might influence teaching and learning. We think that our BCF can serve as a catalyst for community-wide discussion on organizing the vast number of concepts in biology, as a model for others to formulate their own BCFs and as a contribution toward the creation of a comprehensive BCF.     

The geometrization of biology

The twentieth century has witnessed a geometrization of physics, that is, a reduction of the basic concepts of physics to geometric concepts. The topological approach to biology, recently proposed and to some extent developed by the author, is a small step in the direction of geometrization of biology, but is unable to achieve the main purpose of such a geometrization of biology, namely, the reduction to geometric concepts of such purely biological concepts as ingestion, digestion, assimilation, etc. To achieve this purpose we must find geometric structures or spaces, in which different geometric properties stand to each other in the same formal logical relation, as the different concepts of biology stand to each other. If this were possible, then a set of geometric theorems could be “translated” by an appropriate “glossary” into a set of biological laws. While not offering a solution to this problem, the present paper illustrates the possibility of such an approach on several examples. Certain new types of topological spaces are introduced, which are used for illustration purposes only. It is shown, however, how from a theorem about such spaces a verifiable biological prediction could be made, if these spaces were to be taken seriously. A possible application to biology of E. Artin's theory of braids is outlined.     

昆虫抗药性测定与杀虫剂穿透生物学

论文阐明了杀虫剂穿透生物学的基本概念及其对昆虫抗药性测定的指导意义;论述了杀虫剂穿透生物学提出的背景及其与"田间毒理学"的关系,分析了在昆虫抗药性生物测定中存在的问题及其主要原因;提出了杀虫剂穿透生物学在昆虫抗药性测定中的应用原则。     

Synthetic biology, inspired by synthetic chemistry

The topic synthetic biology appears still as an 'empty basket to be filled'. However, there is already plenty of claims and visions, as well as convincing research strategies about the theme of synthetic biology. First of all, synthetic biology seems to be about the engineering of biology - about bottom-up and top-down approaches, compromising complexity versus stability of artificial architectures, relevant in biology. Synthetic biology accounts for heterogeneous approaches towards minimal and even artificial life, the engineering of biochemical pathways on the organismic level, the modelling of molecular processes and finally, the combination of synthetic with nature-derived materials and architectural concepts, such as a cellular membrane. Still, synthetic biology is a discipline, which embraces interdisciplinary attempts in order to have a profound, scientific base to enable the re-design of nature and to compose architectures and processes with man-made matter. We like to give an overview about the developments in the field of synthetic biology, regarding polymer-based analogs of cellular membranes and what questions can be answered by applying synthetic polymer science towards the smallest unit in life, namely a cell.     

Book review of evolutionary genetics: Concepts,analysis, and practice

Recent technological advances have expanded and increased the resolution of studies in evolutionary biology, creating a need for a modern textbook that highlights the latest developments in the field. Evolutionary Genetics: Concepts, Analysis, and Practice, by Glenn‐Peter Sætre and Mark Ravinet (2019), as well as the book's accompanying online tutorials, provide a clear, up‐to‐date, and enjoyable introduction to evolutionary biology and genetics that explains fundamental evolutionary concepts, illustrates recent exciting findings, and offers hands‐on experience in analysing and interpreting genomic data. The book's accessible nature and emphasis on developing practical skills make it a valuable resource for undergraduate courses on evolutionary biology.     

Pericytes: developmental, physiological, and pathological perspectives, problems, and promises

Pericytes, the mural cells of blood microvessels, have recently come into focus as regulators of vascular morphogenesis and function during development, cardiovascular homeostasis, and disease. Pericytes are implicated in the development of diabetic retinopathy and tissue fibrosis, and they are potential stromal targets for cancer therapy. Some pericytes are probably mesenchymal stem or progenitor cells, which give rise to adipocytes, cartilage, bone, and muscle. However, there is still confusion about the identity, ontogeny, and progeny of pericytes. Here, we review the history of these investigations, indicate emerging concepts, and point out problems and promise in the field of pericyte biology.     

The Mathematical Basis of Mendelian Genetics

In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the gatekeeper or a pre-requisite for subsequent coursework in those fields and pre-professional programmes (eg pre-medicine or pre-veterinarian). Thus, how helpful high school science and mathematics experiences are in preparing students for their introductory biology classes is important and relevant for teachers, science educators and policy makers alike. This quantitative study looked at the association between students' high school science and mathematics experiences with introductory college biology performance. Using a nationally representative sample of US students (n?=?2667) enrolled in 33 introductory college biology courses, a multi-level statistical model was developed to analyse the association between high school educational experiences and the final course grade in introductory biology courses. Advanced high school science and mathematics coursework, an emphasis on a deep conceptual understanding of biology concepts and a prior knowledge of concepts addressed in well-structured laboratory investigations are all positively associated with students' achievement in introductory college biology.     

The fitness of human sociobiology: the future utility of four concepts in four subdisciplines.

Reported here are the results of a survey inquiring into the rate of acceptance of four sociobiological concepts in regard to their usefulness for future research. Included in the survey were members of four subdisciplines: animal behavior (biology), biological anthropology, cultural anthropology, and developmental psychology. Three types of institutions were included: universities, four- and five-year colleges, and community colleges. A total of 1,631 responses are reported with the degree of acceptance varying from highest to lowest as follows: biology, biological anthropology, developmental psychology, and cultural anthropology. These variations are related to the central concepts of each subdiscipline.     

Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop

Twenty-one biology teachers from a variety of disciplines (genetics, ecology, physiology, biochemistry, etc.) met at the University of Colorado to begin discussions about approaches to assessing students' conceptual understanding of biology. We considered what is meant by a "concept" in biology, what the important biological concepts might be, and how to go about developing assessment items about these concepts. We also began the task of creating a community of biologists interested in facilitating meaningful learning in biology. Input from the physiology education community is essential in the process of developing conceptual assessments for physiology.     

Anatomy of a crosslinker

Crosslinking mass spectrometry has become a core technology in structural biology and is expanding its reach towards systems biology. Its appeal lies in a rapid workflow, high sensitivity and the ability to provide data on proteins in complex systems, even in whole cells. The technology depends heavily on crosslinking reagents. The anatomy of crosslinkers can be modular, sometimes comprising combinations of functional groups. These groups are defined by concepts including: reaction selectivity to increase information density, enrichability to improve detection, cleavability to enhance the identification process and isotope-labelling for quantification. Here, we argue that both concepts and functional groups need more thorough experimental evaluation, so that we can show exactly how and where they are useful when applied to crosslinkers. Crosslinker design should be driven by data, not only concepts. We focus on two crosslinker concepts with large consequences for the technology, namely reactive group reaction kinetics and enrichment groups.     

Does Biology Need an Organism Concept?

Among biologists, there is no general agreement on exactly what entities qualify as ‘organisms’. Instead, there are multiple competing organism concepts and definitions. While some authors think this is a problem that should be corrected, others have suggested that biology does not actually need an organism concept. We argue that the organism concept is central to biology and should not be abandoned. Both organism concepts and operational definitions are useful. We review criteria used for recognizing organisms and conclude that they are not categorical but rather continuously variable. Different organism concepts are useful for addressing different questions, and it is important to be explicit about which is being used. Finally, we examine the origins of the derived state of organismality, and suggest that it may result from positive feedback between natural selection and functional integration in biological entities.     

浅谈传粉生物学中几个术语的含义及其中文译名

准确理解外来的专业术语并给予合适的中文译名,不仅有助于推动学科的发展,而且有利于同行之间的交流。传粉生物学是近年来在我国迅速发展的一个生态学与进化生物学的分支领域。本文讨论了该学科中的几个重要术语的含义和它们的中文译名,建议将pollen discounting和seed discounting译为“花粉折损”和“种子折损”,herkogamy译为 “雌雄异位”,trade-off译为“权衡”。