Transcript Document

19 August 2014
1.
2.
3.
4.
What is this graph saying?
What can you infer about the data presented?
Are there things that this graph is missing?
Draw a second graph that illustrates the data differently.
Types of Graphs
Rap
Classical
Rock
Alternative
Tecno
Trip hop
Country
Histogram
20 August
What is Science?
1) What is science and what is it not? Working in groups of 2 or 3, determine what is and
is not science by writing a few paragraphs outlining your arguments
– Give specific examples of what is and is not science and why.
2) Invent an experiment you could do based on data you would like to collect
or observations you have had. Develop a hypothesis and describe in as much
detail as you can how you would collect the data.
List the Independent Variables, Dependent Variables, Controls for your hypothetical
experiment
22 August
Define these words (they are not in your vocab packet):
Truth
Verification
Falsification
Proof
22 August
Hypothesis
After having thoroughly researched your question, you should have some educated
guess about how things work. This educated guess about the answer to your
question is called the hypothesis.
The hypothesis must be worded so that it can be tested in your experiment. Do this
by expressing the hypothesis using your independent variable (the variable you
change during your experiment) and your dependent variable (the variable you
observe-changes in the dependent variable depend on changes in the independent
variable). In fact, many hypotheses are stated exactly like this: "If a particular
independent variable is changed, then there is also a change in a certain dependent
variable."
"If I open the faucet [faucet opening size is the independent variable], then it will
increase the flow of water [flow of water is the dependent variable] because?????
"Raising the temperature of a cup of water [temperature is the independent
variable] will increase the amount of sugar that dissolves [the amount of sugar is
the dependent variable] because???????
"If a plant receives fertilizer [having fertilizer is the independent variable], then it
will grow to be bigger than a plant that does not receive fertilizer [plant size is the
dependent variable] because???????
If mammalian weight is influenced by the quantity of sugar we eat, and if
we give 50 mice three different types of liquid, four times a day for 8
weeks, each with a different amount of simple sugars (G-Cola, water,
orange juice), then the weight of each the mice receiving the highest
quantity of sugar will gain the most weight.
H1 (hypothesis)
Ho (null hypothesis – retains the status quo)
There will be no change in weight between the different drinks.
Practice writing a hypothesis.
Most of the time a hypothesis is written like this:
"If _____[I do this] _____, then _____[this]_____ will happen.“
Your hypothesis should be something that you can actually test, what's called a
testable hypothesis. In other words, you need to be able to measure both
"what you do“ and "what will happen“.
Homework due – 24 Aug, submit through turnitin.com. Click
on the “Practice” assignment and up load the document
Two people who were important to developing the modern meaning of science
were Karl Popper (1902 – 1994) and Thomas Kuhn (1922 – 1996).
Do a search for their work and thoughts on science, what science means, and how
science should be done. There has been a lot written by them and about them.
You will have to cite three references (web page and author) in the ALA format.
Your work should be about a 500 words or so, not including your literature
citations.
Citation Example.
European Space Agency. 2008. ESA: Missions, Earth Observation: ENVISAT.
[Online] Available from: http://envisat.esa.int/
[Accessed 3rd July 2008].
25 August
Chapter 34
Reproduction and Development
Review the following pages: 788 through 792.
Know the male and female reproductive parts
You do not have to memorize the menstruation cycle.
Vocabulary:
Fertilization –
Zygote –
Implantation –
Embryo –
Fetus –
Placenta –
Trimester –
Study Guide Questions
Page 339 – questions 1 – 5
Page 340 – questions 6 – 8
Page 343 – questions 1 – 3
Page 344 – questions 4 – 8
Page 346 – questions 7 – 15
26 August
Continue working on these pages and definitions.
Vocabulary:
Fertilization –
Zygote –
Implantation –
Embryo –
Fetus –
Placenta –
Trimester –
Study Guide Questions
Page 339 – questions 1 – 5
Page 340 – questions 6 – 8
Page 343 – questions 1 – 3
Page 344 – questions 4 – 8
Page 346 – questions 7 – 15
The female reproductive system produces
ova.
 There are two main functions of the female reproductive
system.
 produce ova, or egg cells
 provide a place where a zygote develops
fallopian
tube
ovary
urinary bladder
uterus
cervix
rectum
vagina
The male reproductive system produces sperm.
 There are two main functions of the male reproductive system.
 produce sperm cells
 deliver sperm to the female reproductive system
urinary bladder
seminal vesicle
vas deferens
rectum
penis
epididymis
urethra
scrotum
testis
uterus
fallopian
tube
5 to 7 days to uterus
follicle
egg cell
ovary
egg released
corpus luteum
uterine wall
The fertilized egg implants into the uterus and is
nourished by the placenta and umbilical cord.
• The zygote becomes a blastocyst and implants in the
uterus.
blastocyst
blastocyst
uterine wall
Implantation of
blastocyst
 The blastocyst becomes an embryo.
• Embryonic membranes protect
and nourish the embryo.
– amniotic sac cushions
embryo; protects from
sudden temperature
changes.
placenta
– placenta connects mother
and embryo; allows
exchange of gases,
nutrients, and wastes.
umbilical cord
uterus
amniotic sac
– umbilical cord connects
embryo to placenta; 2
arteries and 1 vein allow
exchange of gases,
nutrients, and wastes.
28 August
Chapter 30
Respiratory and Circulatory Systems
Vocabulary:
Cardiovascular system (know the four chambers of the heart – how
does our blood move in the heart?)
Study Guide Questions
Page 301 – questions 1 – 5
Systolic pressure
Page 302 – questions 6 – 7
Diastolic pressure
Page 303 – questions 1 – 2
Blood pressure
(skip parts A and B)
Page 304 – questions 3 – 5
Page 305 – questions 1 – 5
Page 307 – question 2
3 September
Chapter 30
Respiratory and Circulatory Systems
Vocabulary:
Cardiovascular system (know the four chambers of the heart – how
does our blood move in the heart?)
Study Guide Questions
Page 301 – questions 1 – 5
Systolic pressure
Page 302 – questions 6 – 7
Diastolic pressure
Page 303 – questions 1 – 2
Blood pressure
(skip parts A and B)
Page 304 – questions 3 – 5
Page 305 – questions 1 – 5
Page 307 – question 2
Things that effect your blood pressure
Blood pressure is the measure of the force of blood pushing against blood vessel walls.
The heart pumps blood into the arteries (blood vessels), which carry the blood
throughout the body. High blood pressure, also called hypertension, is dangerous
because it makes the heart work harder to pump blood to the body and contributes to
hardening of the arteries, or atherosclerosis, and to the development of heart failure.
What Causes High Blood Pressure?
The exact causes of high blood pressure are not known, but many factors and
conditions may play a role in its development, including:
•
•
•
•
•
•
•
•
•
•
Smoking
Being overweight or obese
Lack of physical activity
Too much salt in the diet
Too much alcohol consumption (more than 1 to 2 drinks per day)
Stress
Older age
Genetics
Family history of high blood pressure
Chronic kidney disease/Adrenal and thyroid disorders
!! Know the parts and function of the heart !!
• The heart has four chambers: two atria, two ventricles.
• Valves in each chamber prevent backflow of blood.
left atrium
right atrium
left ventricle
right ventricle
• Muscles squeeze the chambers in a powerful pumping
action.
• The respiratory system is where gas exchange
occurs.
– picks up oxygen from inhaled air
– expels carbon dioxide and water
sinus
nose
mouth
epiglottis
trachea
lungs
The respiratory system moves gases into and
out of the blood.
• The lungs contain the bronchi, bronchioles, and alveoli.
• Millions of alveoli give the lungs a huge surface area.
• The alveoli absorb oxygen from the air you inhale.
alveoli
bronchiole
Gas exchange occurs in the alveoli of the lungs.
• Oxygen and carbon dioxide are carried by the
blood to and from the alveoli.
– oxygen diffuses from alveoli into capillary
– oxygen binds to hemoglobin in red blood cells
– carbon dioxide difuses from capillary into alveoli
GAS EXCHANGES
ALVEOLI
capillary
alveolus
co2
Co2 diffuses
into alveolus.
o2
capillaries
O2 diffuses
into blood.
Air inhaled.
Air exhaled.
Muscles and
rib cage relax.
Muscles contract and
rib cage expands.
Diaphragm flattens
and moves downward.
Diaphragm relaxes
and rises.
!! Know the parts and function of the heart !!
• The heart has four chambers: two atria, two ventricles.
• Valves in each chamber prevent backflow of blood.
left atrium
right atrium
left ventricle
right ventricle
• Draw the chambers of the heart – from the body, to the
heart, to the lungs, to the heart, back to the body.
!! Understand what causes high blood pressure
and how it is measured !!
• Blood pressure is a measure of the force of
blood pushing against artery walls.
– systolic pressure:
left ventricle
contracts
– diastolic pressure:
left ventricle
relaxes
• High blood pressure can precede a heart attack or stroke.
What Is "Normal" Blood Pressure?
A blood pressure reading has a top number (systolic) and bottom number
(diastolic). The ranges are:
Normal: Less than 120 over 80 (120/80)
Prehypertension: 120-139 over 80-89
Stage 1 high blood pressure: 140-159 over 90-99
Stage 2 high blood pressure: 160 and above over 100 and above
High blood pressure in people over age 60: 150 and above over 90 and above
People whose blood pressure is above the normal range should consult their
doctor about steps to take to lower it.
The respiratory and circulatory systems work
together to maintain homeostasis.
• The circulatory system transports blood
and other materials.
– brings supplies to cells
– carries away wastes
– separates oxygen-poor and oxygen-rich blood
• Circulatory diseases affect mainly the heart
and the arteries.
– artery walls become thick and inflexible
– plaque blocks blood flow in arteries
4 September
Chapter 29 Vocab
Define the following terms:
Nervous system –
Endocrine system –
Central Nervous System (CNS) –
Peripheral Nervous System (PNS) –
Brain stem –
Cerebrum –
Cerebellum –
Corpus callosum –
Study Guide,
Thalamus –
Hypothalamus –
Page 296 - #s 3 & 4
Pituitary gland –
Hippocampus –
Feed your brain, eat things with
omega-3 & omega-6 fatty acids
What is So Special About The Human Brain
https://www.ted.com/talks/suzana_herculano_houzel_what_is_so_sp
ecial_about_the_human_brain
Meninges - three membranous envelopes that surround the brain and spinal cord
The nervous and endocrine systems have different
methods and rates of communication.
 The nervous system works quickly, using chemical and
electrical signals.
– interconnected network of cells
– signals move through cells
– divided into central nervous
system (CNS) and peripheral nervous
system (PNS)
spinal
chord
nerves
The CNS processes information.
 The brain has three parts.
– cerebrum controls thought,
movement, emotion
– cerebellum allows
for balance
– brain stem controls
basic life functions
Brain
stem
midbrain
pons
medulla
oblongata
The nervous system (in yellow) controls
thoughts, movement, and emotion.
The endocrine system (in red) controls
growth, development, and digestion.
The nervous system
 You do not have to
know these
structures, only
the basic function
of the nervous
system.
http://en.wikipedia.org/wiki/File:TE-Nervous_system_diagram.svg
 You do not have to know these structures, only the basic
function of the endocrine system.
Neurons are highly specialized cells.
 A neuron has three parts.
 cell body has nucleus and organelles
1
Cell body
Neurons are highly specialized cells.
 A neuron has three parts.
 cell body has nucleus and organelles
– dendrites receive impulses
2 dendrites
Neurons are highly specialized cells.
 A neuron has three parts.
 cell body has nucleus and organelles
– dendrites receive impulses
– axon carries impulses
3 axon
 Neurons have other structures to transmit signals.
– synapse
synapse
 An action potential is a moving electrical impulse.
– It is generated by a stimulus.
– Na+ enters, and cell becomes
positively charged.
– K+ leaves, and area of positive
charge moves.
area of detail
 A chemical signal passes between neurons.
– Impulse reaches terminal.
impulse
 A chemical signal passes between neurons.
– Impulse reaches terminal.
impulse
 A chemical signal passes between neurons.
– Impulse reaches terminal.
– Neurotransmitters released into synapse.
 A chemical signal passes between neurons.
– Impulse reaches terminal.
– Neurotransmitters released into synapse.
– Neurotransmitters stimulate next cell.
synapse
impulse
vesicles
neurotransmitter
receptor
 The brain stem has three parts.
– midbrain controls some
reflexes
– pons regulates breathing
– medulla oblongata controls
heart function, swallowing,
coughing
midbrain
pons
medulla
oblongata
Pituitary gland
Temporal lobe
Parietal lobe
Corpus Callosum
Frontal lobe
Hippocampus
Occipital lobe
Pituitary gland
Midbrain
Temporal lobe
Pons
Cerebellum
Medulla oblongata
Spinal cord
Myelin, the protective sheath that covers
communicating neurons, is composed of 30% protein
and 70% fat. One of the most common fatty acids in
myelin is oleic acid, which is also the most abundant
fatty acid in human milk and in our diet.
Monosaturated oleic acid is the main component of
olive oil as well as the oils from almonds, pecans,
macadamias, peanuts, and avocados.
Joseph R. Hibbeln, M.D., and Norman Salem, Jr.,
Ph.D., concluded in 1995 that the "relative deficiencies
in essential fatty acids may also intensify vulnerability
to depression."
http://www.brainfacts.org/sensing-thinking-behaving/learning-andmemory/articles/2011/synaptic-plasticity/
% brain of total body weight (150 pound human) = 2%
Average brain width = 140 mm
Average brain length = 167 mm
Average brain height = 93 mm
Average number of neurons in the brain = 86 billion
Number of neurons in octopus brain = 300 million (from How Animals See, S. Sinclair,
1985)
Number of neurons in honey bee brain = 950,000 (from Menzel, R. and Giurfa, M.,
Cognitive architecture of a mini-brain: the honeybee, Trd. Cog. Sci., 5:62-71, 2001.)
The brain is the center of the human nervous system, controlling our thoughts,
movements, memories and decisions.
With evolution, the human brain has become more and more complicated, many of its
interesting properties are still not well understood by scientists.
Most strokes result from a blood clot in the brain that blocks the local blood supply, this
causes the damage or destruction of nearby brain tissue and a wide range of stroke
symptoms.
The Brain
https://www.youtube.com/watch?v=kMKc8nfPATI&list=TL4F-kfWX7_OsbaRx0PI9b4tjVYKltvj
9 September
Chapter 31
Immune System and Disease
Study Guide pages
Vocabulary:
Immune system –
Page 314 – Entire page
Active immunity –
Page 317 - #s 1 & 4
Chronic disease –
Page 318 - # 10
Immune response –
Page 320 - #s 9, 10 & 12
Specific/Non-Specific response –
Vaccine –
Antibiotic resistance –
Communicable disease – Communicable diseases, also known as infectious diseases
or transmissible diseases, are illnesses that result from the infection, presence and
growth of pathogenic (capable of causing disease) biologic agents in an individual
human or other animal host – pages 752 – 753.
Number
Number
Germ theory states that microscopic particles
cause certain diseases.
 Germ theory proposes that microorganisms cause diseases.
 proposed by Louis Pasteur
 led to rapid advances in understanding disease
• Koch’s postulates support the theory.
 Disease-causing agents are called pathogens.
Hemorragic fever
Key facts
• Ebola virus disease (EVD), formerly known as Ebola haemorrhagic fever, is a severe,
often fatal illness in humans.
• EVD outbreaks have a case fatality rate of up to 90%.
• EVD outbreaks occur primarily in remote villages in Central and West Africa, near
tropical rainforests.
• The virus is transmitted to people from wild animals and spreads in the human
population through human-to-human transmission.
• Fruit bats of the Pteropodidae family are considered to be the natural host of the
Ebola virus.
• Severely ill patients require intensive supportive care. No licensed specific
treatment or vaccine is available for use in people or animals.
World Health Organization http://www.who.int/mediacentre/factsheets/fs103/en/
There are different types of pathogens.
 Bacteria are single-celled
organisms.
 cause illness by destroying cells
 release toxic chemicals
 Viruses are genetic
material surrounded by a
protein coat.
– force host cells to
make more viruses
– very small
 Protozoa are single-celled organisms.
– use host cells to complete their life cycles
– take nutrients from host cell
 Parasites are multicellular organisms.
– grow and feed on a host
– possibly kill the host
Pathogens can enter the body in different ways.
• Pathogens can be transferred by direct or indirect contact.
• Indirect contact does not require touching an infected
individual.
– touching an infected
surface
– breathing in infected
air
• Vectors carry a pathogen and transmit it into healthy cells.
 Direct contact requires touching an infected individual.
Includes:
• Kissing
• sexual
intercourse
tick
Many body systems protect you from
pathogens.
 The immune system is the body system that fights off infection
and pathogens.
 Many other tissues and systems help the immune system.
 Skin is a physical barrier to infection.
 Mucous membranes trap pathogens entering the body.
 The circulatory system transports immune cells.
 Antibiotic resistance can cause medicines to become
ineffective.
– Some bacteria in a population have genes that make
them immune to antibiotics.
– These bacteria spread the gene, making the antibiotics
useless.
A bacterium carries
genes for antibiotic
resistance on a plasmid.
A copy of the plasmid is transferred
through conjugation.
Resistance is quickly
spread through
many bacteria.
Vaccines artificially produce acquired
immunity.
 Vaccines also control pathogens and disease.
 given to prevent illness
 contain the antigen of a weakened pathogen
11 September
1) Take a few moments and
write down what your note taking style is and
how you study for exams.
2)
Then, reflect on how you could change, modify or improve the way you study to
make the best grades possible.
If you wish, use these websites to help you learn how your brain perceives the
world and identify the way you may learn best.
NC State https://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://www.campusexplorer.com/college-advice-tips/C6CA1844/Top-10-Study-Skillsfor-High-School-Students/
Three of the most creative minds of the twentieth century were involved with the same subject.
John Dewey, working at the century's turn, refined and elaborated the Pragmatism of Charles
Peirce. This was a philosophy of science built on Hume's work which gradually won out over the
last vestiges of the older Realism once so valiantly defended by Bertrand Russell. With the help of
Karl Popper, in early mid-century, an updated version of Dewey's approach eventually challenged
the previously popular Logical Positivism as well. Popper extended and refined this new
perspective by providing insights on how scientific knowledge accumulates through a process
akin to natural selection. Thomas Kuhn has expanded on it also -- showing how science, as a social
endeavor, follows a path marked not by an even continuity of small steps, but by great leaps
forward interspersed with plateaus.
Four Steps to Becoming an Active Learner
1. Prepare and be on time
a. Preview chapters and prepare questions.
b. Have a positive attitude.
c. Get to class a few minutes early, and have necessary materials with you when you get there.
d. Practice the active lecture participation tips outlined below.
2. Take organized notes
a. Experiment with different styles of note taking
b. Listen for main ideas.
c. Learn to cope with professors who talk too fast
3. Review and clarify notes
Review your notes for at least 15 minutes within 24 hours of taking them, or you may forget up to 80 percent
of what you learned. Review notes on a weekly basis as well, spending about 25-30 minutes per class at the
end of the week to prepare for the new information you will be learning in the next week.
4. Prepare for the next lecture
Complete assignments (including reading) before the lecture they are
assigned for. Not only will this make lecture more interesting, but you will also be able to identify main
points more easily - since you will have an idea of what the information being presented is about.
Taking Notes for Science Class
The general idea of note taking is to divide your paper into two-columns. This system allows you to keep
your notes organized, summarize the main points of a lecture quickly, and review for tests more efficiently.
The Cornell Note-taking method can be used while reading a textbook or during a lecture.
How It Works:
On your paper, arrange columns in the following manner
1. Record: During the lecture, use the note-taking column to record the lecture using telegraphic sentences. A
telegraphic sentence is a sentence that expresses a straightforward, no-frills idea or action.
2. Questions: As soon after class as possible, formulate questions based on the notes in the right-hand
column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen
memory. Also, the writing of questions sets up a perfect stage for exam-studying later.
3. Recite: Cover the note-taking column with a sheet of paper. Then, looking at the questions or cuewords in
the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas
indicated by the cue-words.
4. Reflect: Reflect on the material by asking yourself questions, for example: “What’s the significance of
these facts? What principle are they based on? How can I apply them? How do they fit in with what I
already know? What’s beyond them?
5. Review: Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a
great deal for current use, as well as, for the exam.
Study Habits and Technique
Successful goals are:
Attainable
o Good example: “Getting at least a B on my next test.”
o Bad example: “do good enough so I don’t have my PS3 taken away”
Realistic
o Good example: “Write my 10-page paper by next week.”
o Bad example: “Write my 10-page paper by after dinner.”
Specific
o Good example: “Learn all the parts of the brain.”
o Bad example: “understand the brain homework”
Topic
Date
Cornell Notes youtube video
https://www.youtube.com/wa
tch?v=WtW9IyE04OQ
Note Taking Area
Summary Area
Remediation Work for quiz
1. Draw a brain, like the one on your handout.
2. Label each of these parts: cerebrum, brain stem, cerebellum, frontal lobe, parietal
lobe, occipital lobe, temporal lobe, and pituitary gland.
3. Define each of those eight parts of the brain.
4. Draw the heart, like the one in your book.
5. Label each of these parts: right atrium, right ventricle, left atrium, left ventricle,
direction of blood flow from the body, to the lungs, back to the heart, and back to
the body.
16 September
A doctor concluded that taking a new herbal supplement reduced people's hay fever
symptoms. Out of 100 patients with hay fever, 50 were given the supplement and 50
were not. The number of patients that experienced symptoms was recorded below.
Treatment
Runny Itchy
Nose Eyes
Itchy
Throat
Puffy
Eyes
Stuffy
Nose
Supplement
25
10
30
30
20
No supplement
45
30
35
40
45
Based on this data, which statement is most likely true?
A. The doctor’s conclusion is supported by the data.
B. The data is not relevant to the doctor’s conclusion.
C. The data does not support using herbal supplements to stay healthy.
D The doctor did not need to consider symptoms to support his conclusion.
Develop a hypothesis that could have been used to test this hypothesis & make a
bar graph of the data.
Take it from
me, you
better study!
Number