Section 3.1-3.2 Biology 1 Notes :: essays research papers

SECTION 3.1 WHERE LIFE HAPPENS 1. Living things can be either uni-cellular (one cell) or multi cellular. A bacteria is one type of unicellular. 2. About 8000 of the smallest bacteria could fit inside one of your red blood cells. 3. The longest cells are the thin nerve cells found in large animals and they can be more than a meter long. 4. The cell with the greatest volume is an unfertilized ostrich egg 5. A cell’s shape is related to its function. For example, a long nerve cell is long and it carries messages from your spine to your toes. The contraction and relaxation of muscle tissue is responsible for the movement in animals. A SMALL NEW WORLD 1. In the 1600’s people only knew about organisms they could see with the unaided eye. 2. A trio of Dutch eyeglass makers invented the microscope in the late 1500’s. It consisted of a tube with lenses ground from rock crystal, and it magnified objects up to 9 times their actual size. 3. In 1665 the British scientist Robert Hooke published a set of drawings illustrating what he had observed with a microscope. 4. In the early 1670’s Anton van Leeuwenhook, a Dutch fabric-store owner, began to grind lenses as a hobby. He used handheld microscopes to examine materials such as pond water and blood. BIOLOGISTS BUILD A THEORY 1. By the 1830’s many biologists were using the microscope as their chief investigative tool 2. Mathias Schleiden was a botanist, a scientist that studies plants. He found that plant parts he examined were made out of cells. In 1838 Schleiden made the generalization that all plants are made of cells. 3. Theodor Schwann was studying and animals. His microscopic investigations of animal parts led him to generalize that all animals were made of cells. 4. In 1858, a German doctor named Rudolf Virchow disputed the idea of spontaneous generation. Virchow reasoned that new plant cells arise only from existing plant cells, and new plant animal cells arise only from existing animal cells. 5. The cell theory consists of three principles:  Cells are the basic units of all life.  All organisms are made of one or more cells.  All cells arise from the existing cells. SEEING SMALLER 1. One of the most important tools used by biologists is the microscope. 2. Until the 1950’s microscopes were light microscopes—instruments that use either sunlight or artificial light to view objects. With the advantage of this it can magnify many microscopic objects while they are alive.

1. Discuss Dr. Faustus as a tragedy Essay

Ans—Understanding of Christopher Marlowe’s Elizabethan tragedy, Dr. Faustus, can be framed in terms of the Renaissance philosophy and the Elizabethan tragedy, which takes a different turn on some points from the Aristotelian tragedy, for instance such as the Elizabethan tragedy’s requisite death of the tragic hero. Dr. Faustus demonstrates the Renaissance philosophy that pits the dichotomy of good, angelic humanity against evil, depraved humanity. Marlowe’s play also is a model of the Elizabethan tragedy. Marlowe constructed the character of Dr. Faustus to represent within himself both characteristics of the Renaissance view of humanity as divinely good and hellishly evil. First, Dr. Faustus is presented as a scholar of all things including divinity, the highest Renaissance scholarly discipline. Then, Faustus is shown as dissatisfied with the limitations of humanity and grasping for unlimited knowledge, which is a Biblical allusion to Adam and Eve who ate of the Tree of Knowledge. Throughout the play, Faustus descends to lower and lower planes of knowledge in his pursuit for the â€Å"power† and â€Å"omnipotence† that comes from knowledge. At the beginning, Mephistopheles answers all Faustus’ questions but draws the line on talk of the universe, which can be seen to stand for astronomical and cosmological studies–the very studies that science is deeply involved in today: CERN; Hubble; SoHo; etc). Faustus must be content with merely mapping the universe instead of understanding it. Marlowe ultimately shows in Dr. Faustus the futility of the quest for ultimate knowledge and the inevitable end result of abandoning moral integrity for omnipotent knowledge. Dr. Faustus also represents a Classic Elizabethan tragedy. First, the tragic hero has a flaw or makes an error in judgment that leads to his own doom. It’s hard to say whether Faustus had a fatal flaw in his character or whether he was doomed by a faulty understanding that lead to a fatally disastrous error in judgment. All along the way, Faustus has doubts and hesitations which speak for an integrity of his moral character. If he has a fatal flaw, it might be that he did not reckon the power of evil highly enough, that he thought that with omnipotent knowledge, he could free himself from the chains of evil he wrapped so blithely around himself. Adam and Eve also fell to the punishment from the lure of knowledge. Of course, quite often Faustus’ fatal flaw is said to be greed and irreverent disregard for goodness. One clue to forming a literary stance on the question lies in examining his hesitations and second thoughts. In addition to this, the questions addressed in Marlowe’s play are nobel universal questions pertaining to the highest order of considerations: the meaning of life and death, the quest for knowledge, the respective power of of good and evil. In further accord with elizabethan tragedy, the play Dr. Faustus employs comedic relief through the presence of clowns that also acts as a means of giving information about the characters and the action of the play. The clowns in Dr. Faustus are Rafe and Robin. In Elizabethan tragedy, the clowns (rural, country simpletons who misuse language accidentally) and fools (urban dwellers who play with language and â€Å"misuse† it intentionally for wit) generally replace the Greek Chorus that carried the task of moving the st ory along with information not performed on stage, but in Dr. Faustus, Marlowe employs both the Greek-style Chorus and Elizabethan clowns. Finally, in keeping with Elizabethan tragic form, Faustus gets himself in so deep, his tragic flaw or error in judgement is so aggregious that it leads ultimately and necessarily to his death, thus fulfilling the fate of an Elizabethan tragic hero. Since Faustus has overestimated what he can attain from an arrangement with Lucifer and since he underestimated the power of Lucifer’s evil, his ultimate end must be and is death even though he recognizes his mistakes and pleads for pardon.

Rime of the Ancient Mariner and Frankenstein - 1111 Words

Coleridge s Rime of the Ancient Mariner tells the story of an ancient mariner who kills an albatross and brings upon himself and his ship s crew a curse. The ancient mariner travels the world, unburdening his soul, telling his story to whomever needs to hear it. Shelley alludes to the poem several times. Robert Walton in Frankenstein is similar to the Wedding Guest from Rime of the Ancient Mariner, with Victor Frankenstein playing the role of the mariner. As the mariner feels compelled to share his story to one who needs to hear it, so does Victor. The explicit theme in Rime of the Ancient Mariner, that love conquers all, is a clue as to how the tragedy that occurs in Frankenstein s life could have been avoided. Mary†¦show more content†¦The very deep did rot: O Christ! That ever this should be! Yes, slimy things did crawl with legs Upon the slimy sea (Coleridge pt. II, st. 9). This quote shows The Mariner s outlook on nature in the beginning of the poem. The Mariner refers to the creatures of the sea as slimy things, which obviously has a negative connotation. However, once Coleridge teaches his character the lesson of the inherent beauty in nature, the Mariner learns that all creatures are beautiful. In Shelley s piece, which also has this theme, it seems that Frankenstein really never learns this lesson, while the creature does seem to grasp this concept. I beheld those I loved spend vain sorrow upon the graves of William and Justine, the first hapless victims to my unhallowed arts (Shelley 79). This quote shows Shelley s theme of how devastating the consequences can be for one single unthinking act. Obviously, Victor s single unthinking act was his creation of the creature. When he made this creature, there is no way that he thought he would kill two of his closest loved ones, and later kill more. However, it happened and Shelley is showing us how devastating the effects can be. Similarly, in The Rime of the Ancient Mariner, The Mariner also suffers for a single, unthinking act. His act was the killing of the albatross. He paid for it in more than one way. First, he was sent to a Life-in-Death, then after heShow MoreRelatedAnalysis Of The Poem Frankenstein And The Rime Of The Ancient Mariner 1131 Words   |  5 Pagesin Frankenstein and The Rime of The Ancient Mariner Henry Wadsworth once said: â€Å"Every man has his secret sorrows which the world knows not; and often times we call a man cold when he is only sad.† Such untold sorrows are what plague two very distinct characters in two very distinct works of literature. Mary Shelley’s Frankenstein tells of Victor Frankenstein’s torment as he is plagued by his creation; Samuel Coleridge’s The Rime of The Ancient Mariner is the sinister tale told by a mariner burdenedRead MoreSimilarities Between The Rime Of The Ancient Mariner And Frankenstein1458 Words   |  6 PagesIn the Rime of the Ancient Mariner, it has similarities to Frankenstein with structure. In Frankenstein, through careful reading, it is shown how The Rime of the Ancient Mariner has influenced Mary Shelley’s novel. The structure of both the novel and the poem are situated similarly. As well as the end of the novel is similar to the poem. The structure of Frankenstein is laid out to follow The Rime of the Ancient Mariner. Also the poem has significance to each character in the novel, Walton his loveRead MoreEssay on Comparison: Frankenstein The Rime of the Ancient Mariner1680 Words   |  7 Pagestale upon the wedding-guest, make narration itself fundamental (as it is in Frankenstein)† (Dr. Michael Rossington) Therefore, this essay will talk about the different narrators found in both literary works and its narrative structure. Mary Shelley and Samuel Taylor Coleridge are two recognized writers of the Romantic era. The influence of Coleridge’s The Rime of the Ancyent Marinere is reflected in Shelley’s Frankenstein in terms of narrative structure, literary techniques and themes. For exampleRead MoreThe Mysteries Of Udolpho, Frankenstein, And The Rime Of The Ancient Mariner1249 Words   |  5 Pagesfall fashions and the propriety of social actions? Pre-dash, the elements of Gothic fiction permeate and resonate throughout the Romantic era and are included in analysis of many such fiction and prose. The Mysteries of Udolpho, Frankenstein, The Rime of the Ancient Mariner, etc. display said aspects and can be considered works of true Gothic horror. Emily St. Aubert (from Udolpho) acts in the Gothic fashion when, examining the secret chambers of the deceased Marchioness, she witnesses the supernaturalRead MoreMary Shelley s Frankenstein And The Rime Of The Ancient Mariner1634 Words   |  7 Pagespublication in 1818, Mary Shelley’s Frankenstein has been translated into over 28 languages and sold millions on millions of copies (Anonymous). The immense popularity largely stems from the novel’s connections to literary schools of criticism and several other written pieces. Specifically, Mary Shelley’s Frankenstein intertwines with feminist criticism and directly compares to the Genesis creation story, as well as Samuel Taylor Coleridge’s â€Å"The Rime of the Ancient Mariner.† When on the topic of feministRead MoreThe Romantic Movement Of Mary Shelley s Frankenstein, And The Rime Of The Ancient Mariner1909 Words   |  8 PagesFrankenstein: Romanticism The novel, Frankenstein, by Mary Shelley, demonstrates many different romantic ideals such as, the adoration of nature, extreme location, nationalism and exaggeration of emotions. The romantic movement was in response to the reason and logic dominated enlightenment era. Frankenstein, contrary to the enlightenment, demonstrates romanticism through glorifying one’s feelings and straying from the classroom towards nature. Shelley’s ideals paralleled that of: Edmund Burke, JeanRead MoreContent and Theme of Mary Shelleys Frankenstein Rivaled to Samuel Coleridge’s Rime of the Ancient Mariner974 Words   |  4 PagesContent and theme of Frankenstein rivaled to Rime of the Ancient Mariner English novelist Mary Shelley’s Frankenstein and English poet Samuel Coleridge’s The Rime of the Ancient Mariner share very closely tied themes respectively in their own literary worlds. Through both novel and poem, in the eyes of each Victor Frankenstein and the Mariner three themes recur within. Knowledge, Frankenstein is addicted to knowledge in younger pursuits. The Mariner is cursed on the spread of knowledge of hisRead MoreCompare and contrast the Frankenstein novel and Coleridges rime of the ancient mariner in terms of narrative voice, theme and literary techniques1558 Words   |  7 Pageswriters are unique in many ways. The profound influence of Coleridges The Rime of the Ancyent Marinere is reflected in Shellys Frankenstein in terms of narrative structure, themes and literary techniques. This essay will compare and contrast the Frankenstein extract and the poem, The Rime of the Ancyent Marinere in three aspects, namely the narrating voice, the themes and the literary techniques used. In the Frankenstein passage, Victors creation, the creature, is the narrator. Here, a framedRead MoreThe Rime Of The Ancient Mariner878 Words   |  4 PagesThe Rime of the Ancient Mariner is a poem by the English poet Samuel Taylor Coleridge. Coleridge and his friend, William Wordsworth, put together a collection of their work called Lyrical Ballads. It contained Coleridge’s famous poem Rime of the Ancient Mariner. This collection is widely recognized as the initiation of the shift towards modern poetry and British Romantic literature. Although the poem’s deliberate use of antiquated language differed from romantic poetry’s use of modern languageRead MoreThe Rime Of The Ancient Mariner1669 Words   |  7 PagesThroughout Mary Shelley’s Frankenstein and â€Å"The Rime of The Ancient Mariner† there are many instances where metacognitive thinking and knowledge are discussed and presented. The word metacognition comes from the root word meta whic h means beyond. The word metacognition can take many forms including knowledge and when or how to use certain strategies to learn or be used to solve problems. In Mary Shelley’s Frankenstein we see metacognitive thinking throughout mainly through victor and the creature