Wikipedia:WikiProject AP Biology 2018

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Seen here is a four step diagram depicting the usage of an enhancer. Within this DNA sequence, protein(s) known as transcription factor(s) bind to the enhancer and increases the activity of the promoter.
1. DNA
2. Enhancer
3. Promoter
4. Gene
5. Transcription Activator Protein
6. Mediator Protein
7. RNA Polymerase

A high school class in Maine - will contribute images to Wikipedia article and the commons until June 10, 2018. The collective goal is to contribute excellent biology diagrams to the Commons and to corresponding Wikipedia articles. This is done as part of an Advanced Placement Biology course. The lead editor is Chris Packard. This project is inspired by the 2009 Wikipedia AP Biology Project. There are many basic and important diagrams missing from biological articles and we're doing our part to fix this.

  • Students will work alone, there are 49 students so we should have 49 new images with captions and labels.
  • The time frame will be three weeks.
  • Students will be required to write a summary of why they select a topic; hopefully, eliminating obscure, random topic selections. They also must create labels and captions for their photos
  • They may add it to encyclopedia articles.
  • The best of the bunch will be submitted as Wikipedia featured pictures, see other candidates here. Featured images must be in .svg (vector) format.

Feel free to discuss this project. Please notify me of any concerns; especially if they involve the behavior of my students on Wikipedia. With a little patience, this should be an inspirational experience for all.

Goals / Motivation

  • To create a situation that not only vigorously enhances our ability to make quality decisions but also to improve our traction on the roads of 'Merica
  • To improve the images in Wikipedia's coverage of Biology articles.
  • To encourage promising students to write, create, learn, and contribute volunteer efforts through a service learning project.
  • The dreaded “Research Project” is a standard hurdle for most AP Programs. Rightfully so, being that many college courses require such publications to validate your existence. This new approach to constructing a scientific document, is far more authentic and interesting. Rather than researching for a paper that is destined for the teacher's eyes and then a one way trip to the circular bin, let us contribute to the world-wide data base for others to benefit. I hope this will be an interesting and memorable project and assessment. It's funny, I can remember a number of projects and papers I wrote during my own high school experience, but I can remember no tests whatsoever.

Contributions

As you upload your projects and add them to Wikipedia please add them to the gallery below. By adding a new line which begins with the word "File" and them follows the format of my sample image. Make sure to include your caption.

  • This is a heat exchange between vessels as one vessel gives heat and the other receives it. When part of a mammals body, in this case a duck foot, is submerged in a colder substance, in this case being water, the mammal starts counter current heat exchange. The vessel going down transfers it's own heat to the vessel that has lost heat. 1 - This is the outside of the ducks foot. 2a - Warm blood is flowing from the core of the body down the vein. 2b - The blood flowing up from the cold substance is receiving heat from the vein. 3 - The transfer of heat form the vein to the vessel. 4 - A representation of the rest of the leg.
    This is a heat exchange between vessels as one vessel gives heat and the other receives it. When part of a mammals body, in this case a duck foot, is submerged in a colder substance, in this case being water, the mammal starts counter current heat exchange. The vessel going down transfers it's own heat to the vessel that has lost heat. 1 - This is the outside of the ducks foot. 2a - Warm blood is flowing from the core of the body down the vein. 2b - The blood flowing up from the cold substance is receiving heat from the vein. 3 - The transfer of heat form the vein to the vessel. 4 - A representation of the rest of the leg.
  • This image shows the the microscopic signs of alzheimer's disease on the brain. Alzheimer's forms plaques (clumps of protein fragments), and tangles (twisted strands of protein). You can find plaque In point A. In point B, you will see the tangles that have formed inside dying cells.
    This image shows the the microscopic signs of alzheimer's disease on the brain. Alzheimer's forms plaques (clumps of protein fragments), and tangles (twisted strands of protein). You can find plaque In point A. In point B, you will see the tangles that have formed inside dying cells.
  • The aortic valve controls outflow of blood from the left ventricle of the heart through the aorta (valve is indicated within the yellow highlighted box). Normal aortic valve is tricuspid. Five types of bicuspid valve are shown, with Type 1 being most prevalent. Bicuspid valve forms when the tissue surrounding one of the cusps (leaflets) of the valve fuse during fetal development. This developmental anomaly can have either negative or no effect on the individual.
    The aortic valve controls outflow of blood from the left ventricle of the heart through the aorta (valve is indicated within the yellow highlighted box). Normal aortic valve is tricuspid. Five types of bicuspid valve are shown, with Type 1 being most prevalent. Bicuspid valve forms when the tissue surrounding one of the cusps (leaflets) of the valve fuse during fetal development. This developmental anomaly can have either negative or no effect on the individual.
  • Lysosomes digest materials taken into the cell and recycle intracellular materials. Step one shows material entering a food vacuole through the plasma membrane, a process known as endocytosis. In step two a lysosomes within an active hydrolytic enzyme comes into picture as the food vacuole moves away from the plasma membrane. Step three consists of the lysosome fusing with the food vacuole and hydrolytic enzymes entering the food vacuole. In the final step, step four, hydrolytic enzymes digest the food particles. SOURCE:Holtzclaw, Fred W., et al. AP* Biology: to Accompany Biology, Campbell, Reece, 8e AP* Edition. Pearson Benjamin Cummings, 2008.
    Lysosomes digest materials taken into the cell and recycle intracellular materials. Step one shows material entering a food vacuole through the plasma membrane, a process known as endocytosis. In step two a lysosomes within an active hydrolytic enzyme comes into picture as the food vacuole moves away from the plasma membrane. Step three consists of the lysosome fusing with the food vacuole and hydrolytic enzymes entering the food vacuole. In the final step, step four, hydrolytic enzymes digest the food particles. SOURCE:Holtzclaw, Fred W., et al. AP* Biology: to Accompany Biology, Campbell, Reece, 8e AP* Edition. Pearson Benjamin Cummings, 2008.
  • Dead zones are bodies of water that do not have sufficient oxygen (3) levels in order to support most marine life. Dead zones are caused by oxygen-depleting factors which include, but are not limited to, human pollution (4). This is a process called eutrophication, where oxygen levels decrease as elements such nitrogen and phosphorous increase. A healthy river will have increased amounts of oxygen for consumption by organisms (1). As nitrogen increases, algae (5) produce large amounts of oxygen, but die from increased nitrogen. Decomposers then use all of the remaining oxygen decomposing the algae, resulting in no oxygen left and no oxygen being produced (2).
    Dead zones are bodies of water that do not have sufficient oxygen (3) levels in order to support most marine life. Dead zones are caused by oxygen-depleting factors which include, but are not limited to, human pollution (4). This is a process called eutrophication, where oxygen levels decrease as elements such nitrogen and phosphorous increase. A healthy river will have increased amounts of oxygen for consumption by organisms (1). As nitrogen increases, algae (5) produce large amounts of oxygen, but die from increased nitrogen. Decomposers then use all of the remaining oxygen decomposing the algae, resulting in no oxygen left and no oxygen being produced (2).
  • The process and possible outcomes of random X chromosome inactivation in female human embryonic cells undergoing mitosis. 1.Early stage embryonic cell of a female human 2.Maternal X chromosome 3.Paternal X chromosome 4.Mitosis and random X chromosome inactivation event 5.Paternal chromosome is randomly inactivated in one daughter cell, maternal chromosome is inactivated in the other 6.Paternal chromosome is randomly inactivated in both daughter cells 7.Maternal chromosome is randomly inactivated in both daughter cells 8.Three possible random combination outcomes
    The process and possible outcomes of random X chromosome inactivation in female human embryonic cells undergoing mitosis. 1.Early stage embryonic cell of a female human 2.Maternal X chromosome 3.Paternal X chromosome 4.Mitosis and random X chromosome inactivation event 5.Paternal chromosome is randomly inactivated in one daughter cell, maternal chromosome is inactivated in the other 6.Paternal chromosome is randomly inactivated in both daughter cells 7.Maternal chromosome is randomly inactivated in both daughter cells 8.Three possible random combination outcomes
  • The image demonstrates how ligase catalyzes the formation of two fragment strands of DNA. The ligase joins the two fragments of DNA to form a double strand of DNA by "pasting" them together.
    The image demonstrates how ligase catalyzes the formation of two fragment strands of DNA. The ligase joins the two fragments of DNA to form a double strand of DNA by "pasting" them together.
  • This pedigree has a sex-linked recessive disorder. It is possible to tell the trait is recessive because it skips a generation with only carriers in generation 2. Because the trait is sex-linked only females can be carriers since only females have 2 x chromosomes. As a result a lot more males tend to display sex-linked recessive disorder than females. Female carriers tend to give the trait to about half of their sons and daughters but only the sons will be affected while the daughters will only be carriers.
    This pedigree has a sex-linked recessive disorder. It is possible to tell the trait is recessive because it skips a generation with only carriers in generation 2. Because the trait is sex-linked only females can be carriers since only females have 2 x chromosomes. As a result a lot more males tend to display sex-linked recessive disorder than females. Female carriers tend to give the trait to about half of their sons and daughters but only the sons will be affected while the daughters will only be carriers.
  • Disinfectants are used to rapidly kill bacteria. They kill off the bacteria by causing the proteins to become damaged and outer layers of the bacteria cell to rupture. The DNA material subsequently leaks out.
    Disinfectants are used to rapidly kill bacteria. They kill off the bacteria by causing the proteins to become damaged and outer layers of the bacteria cell to rupture. The DNA material subsequently leaks out.
  • DNA is identified by the CAS9 protein and envelops the DNA strand. Inside, the CAS9 protein reads and matches DNA strands with previous DNA that was obtained by virus invasions in the past. The DNA is matched and relays information to the rest of the cell. In the model, the DNA strand in the pentagon represents the DNA that is being identified and matched to the new, longer DNA strand.
    DNA is identified by the CAS9 protein and envelops the DNA strand. Inside, the CAS9 protein reads and matches DNA strands with previous DNA that was obtained by virus invasions in the past. The DNA is matched and relays information to the rest of the cell. In the model, the DNA strand in the pentagon represents the DNA that is being identified and matched to the new, longer DNA strand.
  • This pedigree has a sex-linked dominant disorder. It is possible to tell it is dominant because it doesn't skip generations. It is possible to tell it is sex-linked because affected fathers will pass the trait on to all of their daughters. This is because they have to pass along their affected dominant x but none of their sons because they pass on a y to their sons. The affected mother in the second generation is heterozygous (having a dominant and a recessive allele) will have a 50% chance of passing the trait on to all of her children regardless of their gender.
    This pedigree has a sex-linked dominant disorder. It is possible to tell it is dominant because it doesn't skip generations. It is possible to tell it is sex-linked because affected fathers will pass the trait on to all of their daughters. This is because they have to pass along their affected dominant x but none of their sons because they pass on a y to their sons. The affected mother in the second generation is heterozygous (having a dominant and a recessive allele) will have a 50% chance of passing the trait on to all of her children regardless of their gender.
  • This pedigree has a autosomal recessive disorder. It is possible to tell this order is recessive because it skips generations with none of generation 3 actually displaying the trait. When both parents display the disorder all of their kids have to display the disorder. But when only one parent displays the disorder all of the kids will be carriers but unaffected by the trait. It is possible to tell the trait is autosomal because it affects females and males equally.
    This pedigree has a autosomal recessive disorder. It is possible to tell this order is recessive because it skips generations with none of generation 3 actually displaying the trait. When both parents display the disorder all of their kids have to display the disorder. But when only one parent displays the disorder all of the kids will be carriers but unaffected by the trait. It is possible to tell the trait is autosomal because it affects females and males equally.
  • This pedigree has an autosomal dominant disorder. It is possible to tell the trait is dominant because it never skips a generation and there are no unaffected carriers. Affected children must have affected parents. When one parent possesses the trait and is heterozygous ( possessing a dominant and recessive allele) approximately half of the children will possess the dominant disorder.
    This pedigree has an autosomal dominant disorder. It is possible to tell the trait is dominant because it never skips a generation and there are no unaffected carriers. Affected children must have affected parents. When one parent possesses the trait and is heterozygous ( possessing a dominant and recessive allele) approximately half of the children will possess the dominant disorder.
  • In both stages of metamorphosis, the insect begins the cycle as an egg. In a complete metamorphosis the insect passes through four distinct phases which produce an adult that does not resemble the larvae. In an incomplete metamorphosis an insect does not go through a full transformation, but instead transitions from a nymph to an adult by molting its exoskeleton.
    In both stages of metamorphosis, the insect begins the cycle as an egg. In a complete metamorphosis the insect passes through four distinct phases which produce an adult that does not resemble the larvae. In an incomplete metamorphosis an insect does not go through a full transformation, but instead transitions from a nymph to an adult by molting its exoskeleton.
  • This image shows a priming web built from different types of priming. The lines in this web indicate associations that an individual might have. If two words are more closely linked in the web, then they are more likely to be more quickly recognized when primed with a nearby word. The dotted lines indicate morpheme primes, or primes from words that sound similar to each other, while the straight lines indicate semantic primes or words that have meanings or associations that relate to each other.
    This image shows a priming web built from different types of priming. The lines in this web indicate associations that an individual might have. If two words are more closely linked in the web, then they are more likely to be more quickly recognized when primed with a nearby word. The dotted lines indicate morpheme primes, or primes from words that sound similar to each other, while the straight lines indicate semantic primes or words that have meanings or associations that relate to each other.
  • Diagram 1- Testosterone, shown in this image as T, outside of a cell containing androgen receptors and 5a-reductase (5a-r), an enzyme which converts T to DHT. AR stands for androgen receptor, which binds to both T and DHT.Diagram 2 - Testosterone (T) inside the cell, going one of two paths.(I) T does not bind to the enzyme 5a-reductase (5a-R) and simply binds to the androgen receptor (AR), where it will later be transported into the nucleus.(II) T binds with the enzyme 5a-R, becoming DHT (indicated by the descending arrow). From there, it binds to the AR and will be transported to the nucleus.
    Diagram 1- Testosterone, shown in this image as T, outside of a cell containing androgen receptors and 5a-reductase (5a-r), an enzyme which converts T to DHT. AR stands for androgen receptor, which binds to both T and DHT.Diagram 2 - Testosterone (T) inside the cell, going one of two paths.(I) T does not bind to the enzyme 5a-reductase (5a-R) and simply binds to the androgen receptor (AR), where it will later be transported into the nucleus.(II) T binds with the enzyme 5a-R, becoming DHT (indicated by the descending arrow). From there, it binds to the AR and will be transported to the nucleus.
  • (1.) The mouse population has a majority with light fur, which is very visible, and a minority with dark fur, which is not very visible. At the same time, the owl population has a minority with very good eyesight. The majority have normal eyesight. (2.) Mice with light fur were hunted by both types of owl, causing a decline in the light mouse population. As a result, the owl population grew. As they were already the majority, owls without good eyesight remained the majority. (3.) Due to their success in hiding from owls, dark mice survive and become the majority. Since the light mice population has been greatly reduced, the owls with poor eyesight are unable to hunt. Owls with good eyesight can hunt dark mice, so they survive and reproduce. (4.) Dark mice are not very visible, so they have a better chance of surviving than light mice. Thus they pass on their genes and mice with dark fur becomes normal. Likewise, owls with good eyesight are able to hunt these dark mice, so owls with good eyes are able to hunt and reproduce. Owls with good eyes become normal.
    (1.) The mouse population has a majority with light fur, which is very visible, and a minority with dark fur, which is not very visible. At the same time, the owl population has a minority with very good eyesight. The majority have normal eyesight. (2.) Mice with light fur were hunted by both types of owl, causing a decline in the light mouse population. As a result, the owl population grew. As they were already the majority, owls without good eyesight remained the majority. (3.) Due to their success in hiding from owls, dark mice survive and become the majority. Since the light mice population has been greatly reduced, the owls with poor eyesight are unable to hunt. Owls with good eyesight can hunt dark mice, so they survive and reproduce. (4.) Dark mice are not very visible, so they have a better chance of surviving than light mice. Thus they pass on their genes and mice with dark fur becomes normal. Likewise, owls with good eyesight are able to hunt these dark mice, so owls with good eyes are able to hunt and reproduce. Owls with good eyes become normal.
  • Key: (a) Sodium (Na+) ion (b) Potassium (K+) ion (c) Sodium channel (d) Potassium channel (e) Sodium-Potassium Pump In the stages of an action potential, the permeability of the membrane of the neuron changes. At the resting state (1), sodium and potassium ions are unable to pass through the membrane, and the neuron has a negative charge inside (mainly due to the large proteins that are negatively charged, as well as the lower amount of positive K+ ions inside the neuron). Once the action potential is triggered, the depolarization (2) of the neuron activates the sodium channel, allowing sodium ions to pass through the membrane of the neuron and results in a positive charge in the neuron and a negative charge in the extracellular fluid. After the action potential is reached, the neuron begins repolarization (3), where the sodium channels close and the potassium channels open, allowing potassium ions to cross the membrane and flood into the extracellular fluid, resulting in a positive charge in the extracellular fluid and a negative charge that is below the resting potential of the neuron. Finally, to return the neuron to that resting potential after the potassium pump closes, a sodium-potassium pump works to exchange three sodium ions per two potassium ions across the plasma membrane during the refractory period (4). Once the Na+ and K+ are back where they started, the neuron is back to its resting state (1), ready to do it all over again for the next action potential.
    Key:
    (a) Sodium (Na+) ion
    (b) Potassium (K+) ion
    (c) Sodium channel
    (d) Potassium channel
    (e) Sodium-Potassium Pump
    In the stages of an action potential, the permeability of the membrane of the neuron changes. At the resting state (1), sodium and potassium ions are unable to pass through the membrane, and the neuron has a negative charge inside (mainly due to the large proteins that are negatively charged, as well as the lower amount of positive K+ ions inside the neuron). Once the action potential is triggered, the depolarization (2) of the neuron activates the sodium channel, allowing sodium ions to pass through the membrane of the neuron and results in a positive charge in the neuron and a negative charge in the extracellular fluid. After the action potential is reached, the neuron begins repolarization (3), where the sodium channels close and the potassium channels open, allowing potassium ions to cross the membrane and flood into the extracellular fluid, resulting in a positive charge in the extracellular fluid and a negative charge that is below the resting potential of the neuron. Finally, to return the neuron to that resting potential after the potassium pump closes, a sodium-potassium pump works to exchange three sodium ions per two potassium ions across the plasma membrane during the refractory period (4). Once the Na+ and K+ are back where they started, the neuron is back to its resting state (1), ready to do it all over again for the next action potential.
  • This image shows the difference between endotherms and ectotherms. The mouse is endothermic and regulates its body temperature through homeostasis. The lizard is ectothermic and its body temperature is dependent on the environment
    This image shows the difference between endotherms and ectotherms. The mouse is endothermic and regulates its body temperature through homeostasis. The lizard is ectothermic and its body temperature is dependent on the environment
  • This is a diagram showing mutations in an RNA sequence. Figure (1) is a normal RNA sequence, consisting of 4 codons. Figure (2) shows a missense, single point, non silent mutation. Figures (3 and 4) both show frame shift mutations, which is why they are grouped together. Figure 3 shows a deletion of the second base pair in the second codon. Figure 4 shows an insertion in the third base pair of the second codon. Figure (5) shows a repeat expansion, where an entire codon is duplicated.
    This is a diagram showing mutations in an RNA sequence. Figure (1) is a normal RNA sequence, consisting of 4 codons. Figure (2) shows a missense, single point, non silent mutation. Figures (3 and 4) both show frame shift mutations, which is why they are grouped together. Figure 3 shows a deletion of the second base pair in the second codon. Figure 4 shows an insertion in the third base pair of the second codon. Figure (5) shows a repeat expansion, where an entire codon is duplicated.
  • This diagram shows the relationship between different families of turtles within the superfamily of Testudinoidea. The four primary families within the superfamily of Testudinoidea are Emydidae, Geoemydidae, Platysternidae, and Testudinae. The family of Emydidae is further subdivided into the families of Dierochelyinae and Emydinae. The family of Geoemydidae is further subdivided into Geoemydinae and Rhinoclemmydinae.
    This diagram shows the relationship between different families of turtles within the superfamily of Testudinoidea. The four primary families within the superfamily of Testudinoidea are Emydidae, Geoemydidae, Platysternidae, and Testudinae. The family of Emydidae is further subdivided into the families of Dierochelyinae and Emydinae. The family of Geoemydidae is further subdivided into Geoemydinae and Rhinoclemmydinae.
  • There are two types of root systems in plants that provide their stems and leaves with water and mineral. The fibrous root system is characterized by many roots with similar sizes. In contrast, plants that use the taproot system grow a main root with smaller roots branching off of the taproot. Where the letters start mark the beginning of the roots. A. Fibrous Root System B. Taproot System Source: http://facweb.furman.edu/~lthompson/bgy34/plantanatomy/plant_root.htm
    There are two types of root systems in plants that provide their stems and leaves with water and mineral. The fibrous root system is characterized by many roots with similar sizes. In contrast, plants that use the taproot system grow a main root with smaller roots branching off of the taproot. Where the letters start mark the beginning of the roots.
    A. Fibrous Root System
    B. Taproot System Source: http://facweb.furman.edu/~lthompson/bgy34/plantanatomy/plant_root.htm
  • An example of membrane receptors. (1.) Ligands, located outside the cell. (2.) Ligands connect to specific receptor proteins based on the shape of the active site of the protein. (3.) The receptor releases a messenger once the ligand has connected to the receptor.
    An example of membrane receptors. (1.) Ligands, located outside the cell. (2.) Ligands connect to specific receptor proteins based on the shape of the active site of the protein. (3.) The receptor releases a messenger once the ligand has connected to the receptor.
  • (A) Microscopic hairs etched along the tail of the decapod activate a somatic signal (2) in response to the presence of an environmental stimulus (1). (B) The action potential activated by the somatic interneuron (3) relays an impulse to the lateral giant (LG) interneuron (4). (C) The lateral giant interneuron executes a reflex by relaying impulses to various giant motor neurons (5) within the abdomen of the lobster. These muscular contractions result in the decapod being capable of successfully propelling itself through the water, away from the site of stimulus.
    (A) Microscopic hairs etched along the tail of the decapod activate a somatic signal (2) in response to the presence of an environmental stimulus (1). (B) The action potential activated by the somatic interneuron (3) relays an impulse to the lateral giant (LG) interneuron (4). (C) The lateral giant interneuron executes a reflex by relaying impulses to various giant motor neurons (5) within the abdomen of the lobster. These muscular contractions result in the decapod being capable of successfully propelling itself through the water, away from the site of stimulus.
  • 1) Antibodies (A) and pathogens (B) free roam in the blood. 2) The antibodies bind to pathogens, and can do so in different formations such as: opsonization (2a), neutralisation (2b), and agglutination (2c). 3) Phagocytosis begins when a phagocyte (C) approaches the pathogen. The Fc region (D) of the antibody binds to one of the Fc receptors (E) on the phagocyte. 4) Phagocytosis occurs as the pathogen is ingested.
    1) Antibodies (A) and pathogens (B) free roam in the blood. 2) The antibodies bind to pathogens, and can do so in different formations such as: opsonization (2a), neutralisation (2b), and agglutination (2c). 3) Phagocytosis begins when a phagocyte (C) approaches the pathogen. The Fc region (D) of the antibody binds to one of the Fc receptors (E) on the phagocyte. 4) Phagocytosis occurs as the pathogen is ingested.
  • -Step 1- Water imbibition, the uptake of water, results in rupture of seed coat. -Step 2-The imbibition of the seed coat results in emergence of the radicle (1) and the plumule(2), the cotyledons get unfolded(3). -Step 3-This marks the final step in the germination of the seed where the cotyledons are expanded which are the true leaves/peasNote- Temperature must be kept at an optimum level.
    -Step 1- Water imbibition, the uptake of water, results in rupture of seed coat. -Step 2-The imbibition of the seed coat results in emergence of the radicle (1) and the plumule(2), the cotyledons get unfolded(3). -Step 3-This marks the final step in the germination of the seed where the cotyledons are expanded which are the true leaves/peasNote- Temperature must be kept at an optimum level.
  • Step 1: A macrophage engulfs the pathogen. Step 2: The macrophage then digests the bacterium and presents the pathogen’s antigens. Step 3: A T helper cell binds to the macrophage and becomes an activated T helper cell. Step 4: The activated T helper cell binds to a B cell in order to activate the B cell. Step 5: When the B cells are activated, some B cells turn into plasma cells and are released in the blood, while other B cells become B memory cells that quicken response for a second exposure. Step 6: Plasma cells then secrete antibodies, which bind to antigens to fight the invading pathogens.
    Step 1: A macrophage engulfs the pathogen. Step 2: The macrophage then digests the bacterium and presents the pathogen’s antigens. Step 3: A T helper cell binds to the macrophage and becomes an activated T helper cell. Step 4: The activated T helper cell binds to a B cell in order to activate the B cell. Step 5: When the B cells are activated, some B cells turn into plasma cells and are released in the blood, while other B cells become B memory cells that quicken response for a second exposure. Step 6: Plasma cells then secrete antibodies, which bind to antigens to fight the invading pathogens.
  • Lysogenic Cycle:1. The prokaryotic cell is shown with its DNA, in green. 2. The bacteriophage attaches and releases its DNA, shown in red, into the prokaryotic cell. 3. The phage DNA then moves through the cell to the host’s DNA. 4. The phage DNA integrates itself into the host cell's DNA, creating prophage. 5. The prophage then remains dormant until the host cell divides. 6. After the host cell has duplicated, the phage DNA in the the daughter cells activate, and the phage DNA begins to express itself. Some of the cells containing the prophage go on to create new phages which will move on to infect other cells.
    Lysogenic Cycle:1. The prokaryotic cell is shown with its DNA, in green. 2. The bacteriophage attaches and releases its DNA, shown in red, into the prokaryotic cell. 3. The phage DNA then moves through the cell to the host’s DNA. 4. The phage DNA integrates itself into the host cell's DNA, creating prophage. 5. The prophage then remains dormant until the host cell divides. 6. After the host cell has duplicated, the phage DNA in the the daughter cells activate, and the phage DNA begins to express itself. Some of the cells containing the prophage go on to create new phages which will move on to infect other cells.
  • This is a diagram of a normal ovary going through it’s cycle, with a polycystic ovary showing how the cycle messes up and forms cysts.
    This is a diagram of a normal ovary going through it’s cycle, with a polycystic ovary showing how the cycle messes up and forms cysts.
  • This is a diagram of how an ovary looks with a cyst.
    This is a diagram of how an ovary looks with a cyst.
  • Hydra budding: 1. Non-reproducing. 2. Creating a bud. 3. Daughter growing out. 4. Beginning to cleave. 5. Daughter broken off. 6. Daughter clone of parent.
    Hydra budding: 1. Non-reproducing. 2. Creating a bud. 3. Daughter growing out. 4. Beginning to cleave. 5. Daughter broken off. 6. Daughter clone of parent.
  • (1&2) The melting of plastic waste from campfires or high temperatures on beaches is resulting in the formation of a new type of rock known as plastiglomerate. (3) Formed plastiglomerate merges with surrounding sediment to create a compositionally different sediment layer. (4) The emergence of this new layer is being used as physical evidence of a marker horizon for an Anthropocene Epoch. Campfire image retrieved from: https://commons.wikimedia.org/wiki/File:Campfire3_mgx.svg Original rock image retrieved from: https://www.vexels.com/vectors/preview/145827/round-rock-illustration
    (1&2) The melting of plastic waste from campfires or high temperatures on beaches is resulting in the formation of a new type of rock known as plastiglomerate. (3) Formed plastiglomerate merges with surrounding sediment to create a compositionally different sediment layer. (4) The emergence of this new layer is being used as physical evidence of a marker horizon for an Anthropocene Epoch. Campfire image retrieved from: https://commons.wikimedia.org/wiki/File:Campfire3_mgx.svg Original rock image retrieved from: https://www.vexels.com/vectors/preview/145827/round-rock-illustration
  • The diagram demonstrates the mutualistic relationship between plants and their mycorrhiza, which is a fungus that helps plants take in key nutrients. The left side of this diagram shows the plant pathway of this relationship, where the host plant transfers between 4% to 20% of its photosynthetically fixed carbon, which is labeled “G” in this image because it represents glucose, to the mycorrhiza. On the right side of this diagram, the arbuscular mycorrhiza pathway, which branches off from the plant root, which is the brown cylinder-like figure in the image, provides the plant with nutrients, including, most importantly, phosphate and nitrogen.
    The diagram demonstrates the mutualistic relationship between plants and their mycorrhiza, which is a fungus that helps plants take in key nutrients. The left side of this diagram shows the plant pathway of this relationship, where the host plant transfers between 4% to 20% of its photosynthetically fixed carbon, which is labeled “G” in this image because it represents glucose, to the mycorrhiza. On the right side of this diagram, the arbuscular mycorrhiza pathway, which branches off from the plant root, which is the brown cylinder-like figure in the image, provides the plant with nutrients, including, most importantly, phosphate and nitrogen.
  • 1. Skin, and other physical barriers 2. Laceration, or break in the barrier 3. Harmful Bacteria 4. Macrophage 5. Macrophage envelops Bacteria, destroys it, and identifies the Antigens present 6. APC, or Antigen Presenting Cell, carries the Antigens of the bacteria 7. Helper T Cell transfers Antigens from APC to B Cell 8. B Cell is activated by Helper T Cell 9. Some B Cells become Memory B Cells, ready to provide antigens for future infection 10. Other B Cells become Plasma Cells, that secrete antibodies 11. Antibody 12. Antibodies match with Antigens present on the Bacteria, disabling them, and stopping the infection I. Non-Specific (Barriers) II. Non-Specific (General Responses) III. Specific Response
    1. Skin, and other physical barriers 2. Laceration, or break in the barrier 3. Harmful Bacteria 4. Macrophage 5. Macrophage envelops Bacteria, destroys it, and identifies the Antigens present 6. APC, or Antigen Presenting Cell, carries the Antigens of the bacteria 7. Helper T Cell transfers Antigens from APC to B Cell 8. B Cell is activated by Helper T Cell 9. Some B Cells become Memory B Cells, ready to provide antigens for future infection 10. Other B Cells become Plasma Cells, that secrete antibodies 11. Antibody 12. Antibodies match with Antigens present on the Bacteria, disabling them, and stopping the infection I. Non-Specific (Barriers) II. Non-Specific (General Responses) III. Specific Response
  • This diagram shows a negative feedback loop for human body temperature regulation. 1. The blood vessel is in its homeostatic state. When there is an increase or decrease in the body temperature, an impulse is sent to the hypothalamus of the brain which then sends an impulse into the body that causes the blood vessels to change size. 2. This blood vessel has been dilated so that heat can be released through the skin and the body temperature and blood vessel can return to their normal states. 3. This blood vessel is constricted so that less heat is lost through the skin and the body temperature and blood vessel can return to normal. My reference source for this information is: http://www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_21c/further_biology/maintaining_body_temperature/revision/3/
    This diagram shows a negative feedback loop for human body temperature regulation. 1. The blood vessel is in its homeostatic state. When there is an increase or decrease in the body temperature, an impulse is sent to the hypothalamus of the brain which then sends an impulse into the body that causes the blood vessels to change size. 2. This blood vessel has been dilated so that heat can be released through the skin and the body temperature and blood vessel can return to their normal states. 3. This blood vessel is constricted so that less heat is lost through the skin and the body temperature and blood vessel can return to normal. My reference source for this information is: http://www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_21c/further_biology/maintaining_body_temperature/revision/3/
  • Hydrangea flower color changes based on the pH in soil. As the graph depicts, soil with a pH of 5.5 or lower will sprout blue hydrangeas, a ph of 6.5 or higher will produce pink hydrangeas, and soil in between 5.5 and 6.5 will have purple hydrangeas. White hydrangeas can not be manipulated by soil pH, they will always be white because they do not contain pigment for color.
    Hydrangea flower color changes based on the pH in soil. As the graph depicts, soil with a pH of 5.5 or lower will sprout blue hydrangeas, a ph of 6.5 or higher will produce pink hydrangeas, and soil in between 5.5 and 6.5 will have purple hydrangeas. White hydrangeas can not be manipulated by soil pH, they will always be white because they do not contain pigment for color.
  • The Digestive System of a Platypus
    The Digestive System of a Platypus
  • An example of three types of symbiotic relationships: commensalist (I), parasitic (II), and mutualist (III). In each relationship, the symbiont benefits from the host. In a mutualist relationship (III) the host is benefits. In a parasitic relationship (II), the host is harmed. Finally, in a commensalist relationship (I), the host is unaffected
    An example of three types of symbiotic relationships: commensalist (I), parasitic (II), and mutualist (III). In each relationship, the symbiont benefits from the host. In a mutualist relationship (III) the host is benefits. In a parasitic relationship (II), the host is harmed. Finally, in a commensalist relationship (I), the host is unaffected
  • 1a. Cowpox virus is injected into the bloodstream.2a. The virus enters the cells and a mild fever develops.3a. T-cells and B-cells recognize the antigen as a threat.4a. Activated T and B cells replicate, and their offspring become memory T-cells and B-cells.5a. Antibodies are produced and destroy the virus.1b. Smallpox virus is injected into the bloodstream.2b. Memory T and B cells recognize the virus.3b. Antibodies are produced and destroy the virus.
    1a. Cowpox virus is injected into the bloodstream.2a. The virus enters the cells and a mild fever develops.3a. T-cells and B-cells recognize the antigen as a threat.4a. Activated T and B cells replicate, and their offspring become memory T-cells and B-cells.5a. Antibodies are produced and destroy the virus.1b. Smallpox virus is injected into the bloodstream.2b. Memory T and B cells recognize the virus.3b. Antibodies are produced and destroy the virus.
  • The diagram demonstrates positive feedback, using the example of blood clotting in the body. The damaged blood vessel wall releases chemicals that initiate the formation of a blood clot. Every time the blood clot builds up more, more chemicals are released that speed up the process. The process gets faster and faster until the blood vessel wall is completely healed and the positive feedback loop has ended. The graph represents the number of platelets aiding in the formation of the blood clot. The exponential form of the graph represents the positive feedback mechanism.
    The diagram demonstrates positive feedback, using the example of blood clotting in the body. The damaged blood vessel wall releases chemicals that initiate the formation of a blood clot. Every time the blood clot builds up more, more chemicals are released that speed up the process. The process gets faster and faster until the blood vessel wall is completely healed and the positive feedback loop has ended. The graph represents the number of platelets aiding in the formation of the blood clot. The exponential form of the graph represents the positive feedback mechanism.
  • The model above shows the process of anaerobic respiration through denitrification which takes place in some bacteria. The process shown takes place in the plasma membrane of prokaryotes. NO3 goes through respiratory dehydrogenase and reduces through each step from the Ubiquinose through the bc1 complex through the ATP Synthase protein as well. Each reductase loses oxygen through each step so that the final product of anaerobic respiration is N2.
    The model above shows the process of anaerobic respiration through denitrification which takes place in some bacteria. The process shown takes place in the plasma membrane of prokaryotes. NO3 goes through respiratory dehydrogenase and reduces through each step from the Ubiquinose through the bc1 complex through the ATP Synthase protein as well. Each reductase loses oxygen through each step so that the final product of anaerobic respiration is N2.
  • Gravitropism, the process of plant roots growing in the direction of gravity and plant shoots growing opposite of gravity, is dependent on the location and concentration of auxin in the roots and shoots. In shoots not parallel to the pull of gravity, high concentration of auxin moves towards the bottom side of the root to stimulate elongation of the bottom cells, while suppressing cell growth on the top of the shoot. This allows the bottom cells of the shoot to continue a curved growth and elongate its cells upward with the auxin, opposite the pull of gravity as the auxin move towards the bottom of the shoot. Source: http://herbarium.desu.edu/pfk/page8/page9/page9.html
    Gravitropism, the process of plant roots growing in the direction of gravity and plant shoots growing opposite of gravity, is dependent on the location and concentration of auxin in the roots and shoots. In shoots not parallel to the pull of gravity, high concentration of auxin moves towards the bottom side of the root to stimulate elongation of the bottom cells, while suppressing cell growth on the top of the shoot. This allows the bottom cells of the shoot to continue a curved growth and elongate its cells upward with the auxin, opposite the pull of gravity as the auxin move towards the bottom of the shoot. Source: http://herbarium.desu.edu/pfk/page8/page9/page9.html
  • Gravitropism, the process of plant roots growing in the direction of gravity and plant shoots growing opposite of gravity, is dependent on the location and concentration of auxin in the roots and shoots. In roots not parallel to the pull of gravity, high concentration of auxin moves towards the bottom side of the root to suppress growth of the bottom cells, while allowing cell elongation on the top of the root. This allows the top cells of the root to continue a curved growth and elongate its cells downward with little auxin, towards the pull of gravity as the auxin move towards the bottom of the root. Source: http://herbarium.desu.edu/pfk/page8/page9/page9.html
    Gravitropism, the process of plant roots growing in the direction of gravity and plant shoots growing opposite of gravity, is dependent on the location and concentration of auxin in the roots and shoots. In roots not parallel to the pull of gravity, high concentration of auxin moves towards the bottom side of the root to suppress growth of the bottom cells, while allowing cell elongation on the top of the root. This allows the top cells of the root to continue a curved growth and elongate its cells downward with little auxin, towards the pull of gravity as the auxin move towards the bottom of the root. Source: http://herbarium.desu.edu/pfk/page8/page9/page9.html
  • There are two categories of strokes. One is an ischemic stroke, caused by a blood clot in a vein or artery of the brain. The other is a hemorrhagic stroke, caused by a ruptured artery or vein leading to blood leaking into the brain cavity. 1a.Diagram of a brain showing a blood clot in the middle cerebral artery blocking the flow of oxygen-rich blood to a portion of the brain thus cutting off access to oxygen and nutrients. 1b.The brain death, represented by the grey area, as a result of the lack of blood due to the blood clot. 2a.Diagram of a brain showing a rupture in the middle cerebral artery causing blood to leak out of the artery. 2b.The blood leakage into the brain, represented by the red area, as a result of a ruptured artery.

    There are two categories of strokes. One is an ischemic stroke, caused by a blood clot in a vein or artery of the brain. The other is a hemorrhagic stroke, caused by a ruptured artery or vein leading to blood leaking into the brain cavity.
    1a.Diagram of a brain showing a blood clot in the middle cerebral artery blocking the flow of oxygen-rich blood to a portion of the brain thus cutting off access to oxygen and nutrients.
    1b.The brain death, represented by the grey area, as a result of the lack of blood due to the blood clot.
    2a.Diagram of a brain showing a rupture in the middle cerebral artery causing blood to leak out of the artery.
    2b.The blood leakage into the brain, represented by the red area, as a result of a ruptured artery.
  • Lakes are stratified into three separate sections: Ⅰ. The Epilimnion Ⅱ. The Metalimnion Ⅲ. The Hypolimnion The scales are used to associate each section of the stratification to their corresponding depths and temperatures. The arrow is used to show the movement of wind over the surface of the water which initiates the turnover in the epilimnion and the hypolimnion.
    Lakes are stratified into three separate sections:
    Ⅰ. The Epilimnion
    Ⅱ. The Metalimnion
    Ⅲ. The Hypolimnion
    The scales are used to associate each section of the stratification to their corresponding depths and temperatures. The arrow is used to show the movement of wind over the surface of the water which initiates the turnover in the epilimnion and the hypolimnion.
  • Top and Right: Staghorn Sumac, Rhus typhina (Compound Leaf)Bottom: Skunk Cabbage, Symplocarpus foetidus (Simple Leaf)1.Apex 2.Primary Vein 3.Secondary Vein 4.Lamina 5.Leaf Margin 6.Petiole
    Top and Right: Staghorn Sumac, Rhus typhina (Compound Leaf)Bottom: Skunk Cabbage, Symplocarpus foetidus (Simple Leaf)1.Apex 2.Primary Vein 3.Secondary Vein 4.Lamina 5.Leaf Margin 6.Petiole
  • This is a diagram of the anatomy of a plant with labels of structural parts of the plants and the roots. 1. The Shoot System. 2. The Root System. 3. Hypocotyl. 4. Terminal Bud. 5. Leaf Blade. 6. The Internode. 7. Axillary Bud. 8. Node. 9. Stem. 10. Petiole. 11. Tap Root. 12. Root Hairs. 13. Root Tip. 14. Root Cap
    This is a diagram of the anatomy of a plant with labels of structural parts of the plants and the roots. 1. The Shoot System. 2. The Root System. 3. Hypocotyl. 4. Terminal Bud. 5. Leaf Blade. 6. The Internode. 7. Axillary Bud. 8. Node. 9. Stem. 10. Petiole. 11. Tap Root. 12. Root Hairs. 13. Root Tip. 14. Root Cap
  • This diagram depicts how the xylem play a role in the process of transpiration. Xylems are responsible for water and minerals traveling up from the roots of the plant to the leaves. There are multiple phenomena that cause this flow that goes against gravity, and three of them are depicted in this diagram. 1. This part of the diagram illustrates transpirational pull. As water evaporates from the leaf cells, a negative pressure at the top of the plant is created. This leads to millions of menisci to form, and the surface tension that results from this creates a negative pressure in the xylem, which helps pull the water and minerals up. 2. This part of the diagram depicts the pressure flow hypothesis. Sugars that are produced are kept in the phloem, which is to the left. This leads to a solute pressure in the phloem that is much lower than that of the xylem, which holds only water and minerals. Since the phloem and the xylem are inter-connected, the high solute concentration in the phloem draws the materials in the xylem up by negative pressure. 3. This part of the diagram represents root pressure. A lower water pressure of the root cells than of the soil causes water to move by osmosis into the roots. The result of this is a positive pressure that pushes water and minerals up the xylem.
    This diagram depicts how the xylem play a role in the process of transpiration. Xylems are responsible for water and minerals traveling up from the roots of the plant to the leaves. There are multiple phenomena that cause this flow that goes against gravity, and three of them are depicted in this diagram. 1. This part of the diagram illustrates transpirational pull. As water evaporates from the leaf cells, a negative pressure at the top of the plant is created. This leads to millions of menisci to form, and the surface tension that results from this creates a negative pressure in the xylem, which helps pull the water and minerals up. 2. This part of the diagram depicts the pressure flow hypothesis. Sugars that are produced are kept in the phloem, which is to the left. This leads to a solute pressure in the phloem that is much lower than that of the xylem, which holds only water and minerals. Since the phloem and the xylem are inter-connected, the high solute concentration in the phloem draws the materials in the xylem up by negative pressure. 3. This part of the diagram represents root pressure. A lower water pressure of the root cells than of the soil causes water to move by osmosis into the roots. The result of this is a positive pressure that pushes water and minerals up the xylem.
  • Bionic eyes are sometimes used to help the visually impaired. The diagram illustrates how the process works. Initially, the patient receives a surgically implanted chip in their retina. Glasses worn have miniature cameras in the lens (1), which then send signals to a processing box, transported by an external wiring system (2) where these signals can be accepted by an implant receiver (3) then sent to the implanted chip located in the retina. Then, the chip converts these signals into electrical impulses (4) that can then be sent to the optic nerve and processed as an image (5) which activates parts of the brain- including the visual cortex, along with other corresponding sensory sections. The brain of the visually impaired has the ability to rewire in order to efficiently use the parts that are typically used for vision, as their other senses become keener in order to compensate- sound, for example, can activate the visual cortex of a blind person’s brain.
    Bionic eyes are sometimes used to help the visually impaired. The diagram illustrates how the process works. Initially, the patient receives a surgically implanted chip in their retina. Glasses worn have miniature cameras in the lens (1), which then send signals to a processing box, transported by an external wiring system (2) where these signals can be accepted by an implant receiver (3) then sent to the implanted chip located in the retina. Then, the chip converts these signals into electrical impulses (4) that can then be sent to the optic nerve and processed as an image (5) which activates parts of the brain- including the visual cortex, along with other corresponding sensory sections. The brain of the visually impaired has the ability to rewire in order to efficiently use the parts that are typically used for vision, as their other senses become keener in order to compensate- sound, for example, can activate the visual cortex of a blind person’s brain.
  • Phage therapy is the use of bacteriophages to treat bacterial infections. This could be used as an alternative to antibiotics when bacteria develops resistance. Superbugs that are immune to multiple types of drugs are becoming a concern with the more frequent use of antibiotics. Phages can target these dangerous microbes without harming human cells due to how specific they are. When bacteria develop immunity to phages they generally have to give up their antibiotic resistance, always leaving a weakness that allows us to treat against them.
    Phage therapy is the use of bacteriophages to treat bacterial infections. This could be used as an alternative to antibiotics when bacteria develops resistance. Superbugs that are immune to multiple types of drugs are becoming a concern with the more frequent use of antibiotics. Phages can target these dangerous microbes without harming human cells due to how specific they are. When bacteria develop immunity to phages they generally have to give up their antibiotic resistance, always leaving a weakness that allows us to treat against them.
  • The diagram above represents the process of chimeric antigen receptor T-cell therapy (CAR), this is a method of immunotherapy, which is a growing practice in the treatment of cancer. The final result should be a production of equipped T-cells that can recognize and fight the infected cancer cells in the body. 1. T-cells (represented by objects labeled as ’t’) are removed from the patient's blood. 2. Then in a lab setting the gene that encodes for the specific antigen receptors are incorporated into the T-cells. 3. Thus producing the CAR receptors (labeled as c) on the surface of the cells. 4. The newly modified T-cells are then further harvested and grown in the lab. 5. After a certain time period, the engineered T-cells are infused back into the patient.
    The diagram above represents the process of chimeric antigen receptor T-cell therapy (CAR), this is a method of immunotherapy, which is a growing practice in the treatment of cancer. The final result should be a production of equipped T-cells that can recognize and fight the infected cancer cells in the body.
    1. T-cells (represented by objects labeled as ’t’) are removed from the patient's blood.
    2. Then in a lab setting the gene that encodes for the specific antigen receptors are incorporated into the T-cells.
    3. Thus producing the CAR receptors (labeled as c) on the surface of the cells.
    4. The newly modified T-cells are then further harvested and grown in the lab.
    5. After a certain time period, the engineered T-cells are infused back into the patient.
  • Inflammation is a process by which the body's white blood cells and substances they produce protect us from infection with foreign organisms, such as bacteria and viruses. The (phagocytes)White blood cells are a nonspecific immune response, meaning that they attack any foreign bodies. However, in some diseases, like arthritis, the body's defense system the immune system triggers an inflammatory response when there are no foreign invaders to fight off. In these diseases, called autoimmune diseases, the body's normally protective immune system causes damage to its own tissues. The body responds as if normal tissues are infected or somehow abnormal.
    Inflammation is a process by which the body's white blood cells and substances they produce protect us from infection with foreign organisms, such as bacteria and viruses. The (phagocytes)White blood cells are a nonspecific immune response, meaning that they attack any foreign bodies. However, in some diseases, like arthritis, the body's defense system the immune system triggers an inflammatory response when there are no foreign invaders to fight off. In these diseases, called autoimmune diseases, the body's normally protective immune system causes damage to its own tissues. The body responds as if normal tissues are infected or somehow abnormal.
  • Metapopulations are important in fisheries. The local population (1.) serves as a source for interbreeding with surrounding subspecies populations (1.a, 1.b, and 1.c).The populations are normally spatially separated and independent but spatial overlap during breeding times allows for gene flow between the populations.
    Metapopulations are important in fisheries. The local population (1.) serves as a source for interbreeding with surrounding subspecies populations (1.a, 1.b, and 1.c).The populations are normally spatially separated and independent but spatial overlap during breeding times allows for gene flow between the populations.
  • The graph compares professional marathon times (2:12 and below) to the times of professional marathoners who tested positive for any form of doping as described by WADA since 2012. https://www.iaaf.org/records/all-time-toplists/road-running/marathon/outdoor/men/senior
    The graph compares professional marathon times (2:12 and below) to the times of professional marathoners who tested positive for any form of doping as described by WADA since 2012. https://www.iaaf.org/records/all-time-toplists/road-running/marathon/outdoor/men/senior
  • When a light photon hits a pigment molecule (1), the light energy is transfered from molecule to molecule (2) until it reaches the reaction-complex (3). Then, the excited electron (4) then reaches the primary electron acceptor (5).
    When a light photon hits a pigment molecule (1), the light energy is transfered from molecule to molecule (2) until it reaches the reaction-complex (3). Then, the excited electron (4) then reaches the primary electron acceptor (5).
  • To control buoyancy the fish will “gulp” water and force it through its gills. Through this process dissolved oxygen goes into the fish’s blood stream. This oxygen then travels to the swim bladder and diffuses into the swim bladder controlling the buoyancy of the fish. To go up the fish relaxes its muscles and allows for the swim bladder to increase in size and to go down the fish will contract it’s muscles force the gases back into the bloodstream which will continue traveling throughout the body.
    To control buoyancy the fish will “gulp” water and force it through its gills. Through this process dissolved oxygen goes into the fish’s blood stream. This oxygen then travels to the swim bladder and diffuses into the swim bladder controlling the buoyancy of the fish. To go up the fish relaxes its muscles and allows for the swim bladder to increase in size and to go down the fish will contract it’s muscles force the gases back into the bloodstream which will continue traveling throughout the body.

Contributors

Add your user name here following my example. Just add this template with your username instead of the line: {{user|username}} and then, if your username is not identifiable, your real first name.

Uploading

In order to complete the assignment and reap all the benefits of your hard work (such as a good grade) you MUST complete all of the following steps. If you need help, just ask.

How to, step by step

Step 1: Create a Wikipedia Global account by clicking "Login/create account" in the upper right hand corner of this page.
Step 2: Click here to use the WikiCommons File Upload Wizard
Step 3: If you didn't do it in the Wizard, categorize your image by adding a one or more [[Category:_______]] tags at the bottom of the page (fill in the name of the category in the _______.) You might use Category:Biology diagrams (but that's not a very helpful category) or something more specific like Category:Molecular biology or something else appropriate.
Step 4: If you didn't do it in the Wizard you should also now add your labels and your caption information in the description to your upload page in the Commons.
Step 5: Your image is now available in all Wiki Projects, including Wikipedia. So let's add it to the article! Go to the article you want to add your donated image to. In the top of the section of the article or the subheading you want to add the image to add something like this:

[[File:MY IMAGE NAME.png|right|thumb|200px|The [[caption]] of '''my image'''.]]
That's not too hard is it? For your caption you'll need to follow Wikipedia style and use some mark up to do this - it's kind of like a micro-essay. The [[ ]] creates a link to the given page on Wikipedia and the ''' ''' make the word bold, in Wikipedia it's appropriate to bold the title of the article the first time it's used in the text or in a caption."


Step 6: Wow you've done it! Now you just have to turn in your work by adding it to gallery in the section above here called "Contributions". Just follow the model I provided in the first entry. Make sure that your entry is between the <gallery> and </gallery> tags or it won't show up. Your caption will likely have to be shorter than your description, see the style advice below.

Style guides

To get past the stumbling blocks of editing Wikipedia, articles will have to conform to the Wikipedia style guides. The largest barriers are:

You can always ask for help at:

Writing a good image caption

Policies and guidelines (list)
Principles
Content policies
Conduct policies
Other policy categories
Directories

There are several criteria for a good caption. A good caption:

  1. clearly identifies the subject of the picture, without detailing the obvious.
  2. is succinct (that means short).
  3. establishes the picture's relevance to the article.
  4. provides context for the picture.
  5. draws the reader into the article.

Different people read articles different ways. Some people start at the top and read each word until the end. Others read the first paragraph and scan through for other interesting information, looking especially at pictures and captions. For those readers, even if the information is adjacent in the text, they will not find it unless it is in the caption—but do not tell the whole story in the caption—use the caption to make the reader curious about the subject.

Another way of approaching the job: imagine you're giving a lecture based on the encyclopedia article, and you are using the image to illustrate the lecture. What would you say while attention is on the image? What do you want your audience to notice in the image, and why? Corollary: if you have got nothing to say, then the image probably does not belong in the article.

Images for the lead

It is very common to use an appropriate representative image for the lead of an article, often as part of an infobox. The image helps to provide a visual association for the topic, and allows readers to quickly assess if they have arrived at the right page. For most topics, the selection of a lead image is plainly obvious: a photograph or artistic work of a person, photographs of a city, or a cover of a book or album, to name a few.

Image selection for other topics may be more difficult and several possible choices could be made. While Wikipedia is not censored, as outlined in the above section on offensive images, the selection of the lead image should be made with some care with respect to this advice. Lead images are loaded and shown upon navigating to the page, and are one of the first things that readers will see. Editors should avoid using images that readers would not have expected to see when navigating to the page. Unlike other content on a page that falls below the lead, the lead image should be chosen with these considerations in mind.

Some advice on selecting a lead image include the following:

  1. Lead images should be images that are natural and appropriate visual representations of the topic; they not only should be illustrating the topic specifically, but should also be the type of image that is used for similar purposes in high-quality reference works, and therefore what our readers will expect to see. Lead images are not required, and not having a lead image may be the best solution if there is no easy representation of the topic.
  2. Lead images should be selected to be of least shock value; if an alternative image exists that still is an accurate representation of the topic but without shock value, it should always be preferred. For example, using an image of deportees being subjected to selection as the lead image at this version of Holocaust is far preferable to the appropriate images that appear later in the article that show the treatment of the prisoners or corpses from the camps.
  3. Sometimes it is impossible to avoid the use of a lead image with perceived shock value if the topic itself is of that nature, for example in articles on various parts of human genitalia. It should be anticipated, through Wikipedia:Content disclaimer, that readers will be aware they will be exposed to potentially shocking images when navigating to articles on such topics.

Planning and resources

Talk pages

These are places where you can leave and receive messages and questions, every page has one. Whenever you edit these pages, make sure that you are signed in. Also, add four tildes ~~~~ to the end of all comments you make on talk pages. This will let people know who is talking.

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