Question | Answer |
---|---|
circulatory | carries needed materials to the body cells; carries wastes away from body cells |
digestive | takes food into the body, breaks food down, and absorbs the digested materials |
endocrine | controls many body processes (such as intake of sugar by cells) by means of chemicals |
excretory | removes wastes |
immune | fights diseases |
muscular | enables the body to move; moves food through t he digestive system; keeps the heart beating |
nervous | detects and interprets information from the environment outside the body and from within the body; controls most body functions |
reproductive | produces sex cells that can unite with other sex cells to create offspring; controls male and female characteristics |
respiratory | takes oxygen into the body and eliminates carbon dioxide |
skeletal | supports the body, protects it, and works with muscles to allow movement; makes blood cells and stores some materials |
skin | protects the body, keeps water inside the body, and helps regulate body temperature |
Energy Transfer & Transformation
Question | Answer |
---|---|
Energy | The ability to do Work. |
Kinetic Energy | The energy an object has when it's in motion. |
Law of Conservation of Energy | Energy cannot be created or destroyed; it can only be transferred or transformed. |
Potential Energy | The stored energy in an object that is at rest. |
Volcanoes and Geysers are examples of which Form of Energy? | Geothermal |
What common device, found in TV Remotes and Smoke Detectors, is an example of Chemical Energy? | A Battery |
Forms of Energy can be _____________ or _______________. | Potential or Kinetic |
Elastic, Spring and Gravitational are Forms of _____________ Energy | Potential |
Stored Energy is called _____________ Energy. | Potential |
Moving Energy is called _____________ Energy. | Kinetic |
Convection, Conduction and Radiation are Forms of _____________ Energy. | Thermal/Heat |
Chapter 2 Electric Charges and Current
Question | Answer |
---|---|
electric field | the electric force that extends from every charged particle |
static electricity | the buildup of charges on an object |
friction | the transfer of electrons from one object to another by rubbing |
conduction | the transfer of electrons from a charged object to another by direct contact |
induction | the movement of electrons to one part of an object by the electric field of another object |
static discharge | the loss of static electricity as electric charges move off an object |
electroscope | an instrument that can detect the presence of electric charges, but cannot determine the type of charge |
electrical potential | the potential energy per unit of electric charge |
potential difference | the difference in electrical potential between two places |
voltage | the unit of measure of potential difference |
voltage source | creates a potential difference in an electric circuit; batteries and generators |
electrical resistence | the opposition to the flow of charges |
voltmeter | a device that measures potential difference or voltage |
ammeter | a device that measures current |
Ohm's Law | a conductor or any other device that has a constant resistance regardless of the voltage |
series circuit | all the parts of the circuit are connected one after another; only one path for electricity to follow |
parallel circuit | different parts of the circuit are on separate branches; more than one path for current to take |
short circuit | a connection that allows current to take an unintended path |
third prong | a round prong of a plug that connects the metal shell of an appliance to the ground wire of a building |
grounded | electrical systems lead charges from a circuit into the ground |
lightning rod | a metal rod mounted on a building in order to protect a building from lightning |
fuse | a device that contains a thin strip of metal that will melt if too much current flows through it |
circuit breaker | a safety device that uses an electromagnet to shut off the circuit when the current gets too high |
conservation of charge | electrons are transferred from one location to another; charges are not created or destroyed |
From Bacteria to Plants Ch 2
Question | Answer |
---|---|
virus | a small, nonliving particle that invades and then reproduces inside a living cell |
host | a living thing that provides a source of energy for a virus or an organism |
parasites | organisms that live on or in a host and cause harm to the host |
bacteriophage | a virus that infects bacteria |
active virus | a virus that immediately takes over the host cell's functions |
hidden virus | a virus that invades a cell, but remains inactive for awhile |
cytoplasm | the gel-like region inside a cell |
ribosomes | chemical factories inside cells where proteins are produced |
flagellum | a long, whiplike structure that extends out through the cell membrane and cell wall; used for movement |
archaebacteria | bacteria that live in extreme environments |
eubacteria | bacteria that live everywhere but extreme environments |
binary fission | a process in which one cell divides to form two identical cells |
asexual reproduction | a reproductive process that involves only one parent and produces offspring that are identical to the parent |
sexual reproduction | two parents combine their genetic material to produce a new organism which differs from both parents |
conjugation | one bacterium transfers some of its genetic material into another bacterial cell through a thin, threadlike bridge that joins the two cells |
respiration | the process of breaking down food to release its energy |
endospore | a small, rounded, thick-walled resting cell that forms inside a bacterial cell when conditions become unfavorable for the bacteria |
decomposer | organism that breaks down large chemicals in dead organisms into small chemicals |
infectious diseases | illnesses that pass from one organism to another |
toxin | a poison |
antibiotic | a chemical that can kill bacteria without harming a person's cells |
Physical growth
Question | Answer |
---|---|
Child brain is __% of adult brain weight by 6 years | 90% |
How do brains become bigger? (1) Because of more neurons or (2) Because neurons grow larger or (3) because neurons increase their connections?? | (2) and (3). NOT (1) |
What is this defining? "growth of axonal and dendritic fibres" | Synaptogenesis |
Does the process of synaptognesis increase or decline as we get older? | Declines |
Look at notes at Curvilinear Trend in Synaptic Density. What does it show? | That when we are younger and when we are older we have less synaptic density |
An old idea about the brain is that brain circuitry(connections) is pre-determined by DNA. What is the new idea for this? = That brain connections are determined through….? | Through interaction with the world – our experience |
In the brain there is an initial ______production of synapses and this gives us a kind of readiness to learn. The brain has been primed for learning | overproduction |
So initially our brains have an overproduction of synapses and then…..this experience guides the development of the brain because certain synapses are p__________ and others are s_______________ | pruned, strengthens |
Another example of how experience effects the brain…the brain needs to be exposed to certain kinds of input to be able to eventually produce that input. | …. |
Cortisol production interferes with the neural/brains development. Cortisol is a h__________. Children who receive nurturing care in their first year are (less or more?) likely to respond to minor stresses by producing _________. | less, cotrisol |
So production of cortisol (from nurturing care) provides a form of protection – as it is helping them cope with ______ later in life | stress |
At age two, a childs brain has twice as many synapses as an adult brain. True or false? | False, its actually at age three |
The number of synapses we have then stays steady for the next decade (10years) so some synapses __________ and others _________ but the overall number holds steady | increase, decrease |
There are fewer changes in more hard-wired areas of the brain such as the brain stem – this is one of the first areas to evolve with evolution | …. |
Where do the most dramatic changes in synapse development take place? | In the cerebral cortex |
What is this referring to? "getting rid of synapses that are not helpful" | Synaptic pruning |
There is an incredible rate of synaptic pruning during the _________ decade of life | second |
An old idea about the brain is that experiences before 3 years have limited impact. What is the new idea? | That early experiences do influence the brain – the architecture of the brain and the nature and extent of adult capabilities. |
Years ago in Romani, many children were neglected, physically and sexually abused etc. Years later their brain scans were compared with normal children's. A PET scan of child at 9.5 years shows ____ activity of a normal child. | less |
An old idea about the brain is that brain development is linear, slowly progressing towards adulthood. What is the new idea for this? And why does this mean we need a good environment when younger. | That brain development is non-linear – there are prime times for acquiring difference kinds of knowledge – early childhood being the biggest prime time. So therefore we need a good environment at that point. |
Look at graph in notes to answer the following question…in the visual cortex there is a peak in synapse density at ____ year old and in the prefrontal cortex there is a peak at _____ years old | one, four |
In the first year of life there is major development in the _______ cortex (which controls body movement), in the v______ cortex and in the hippocampus (important for m_________) | motor, visual, memory |
Which part of the brain has slower development? And which part of the brain has possibly even later development? | The prefrontal cortex, the frontal cortex |
What is the timing of formation of myelination in different areas? | First occurs in sensory cortex –> then motor cortex –> then frontal cortex |
Myelination is not complete until adolescents and possible even early adulthood! true or false? | True |
Why is myelination important? | Because it speeds up the transmission of information in the brain |
What is the extreme illness caused by lack of myelination? | Multiple Sclerosis |
An old idea of the brain is that a toddler's brain is much less active than the brain of a university student. What is the new idea for this? | By the time children are 3 years old, their brains are twice as active as those of adults. Activity levels drop during adolescence because we are losing synapses. |
Children are primed for learning. Read over the reasons why this is… | … |
Glucose metabolic rate increases until about 9 years if age and then begins to decline in adulthood in the _________ decade of life | second |
What three things does the brain need? | Nourishment, Care and Surroundings (stimulation – new things, new language etc) |
Study the feedback loop diagram in notes | …. |
Malnutrition directly effects brain development. What else does malnutrition do? Read and write out study notes | ….. |
Study the graph with 'Brain and Weight Across the Lifespan' | |
The physical changes that take place during adolescence/puberty are controlled by the h___________? | Hypothalamus |
The timing of puberty is dependent on things such as h_______(genes), g______ and n__________ | heredity, gender, nutrition |
Who goes through puberty earlier – girls or boys? | girls |
Girls and boys reach puberty before they used to. True or false? | True |
What is one of the key components that seem to be involved in the way puberty is hitting children earlier? | Nutrition – we are supplied with more nutrition than we used to be years ago – better acces to meat and milk products |
The peak of puberty being 12 years old is for what gender? And the peak being 14 to 15 years old is for what gender? | Girls, Boys |
Study the various subcomponents of timing of puberty | ….. |
What does Menarche refer to? | Getting your period |
The adolescent brain continues to develop until 22-25 years old. The areas of the greatest development during adolescence are the pre_______ cortex, C________ C______ and the c___________ | Prefrontal cortex, Corpus Callosum and the Cerebellum |
Adolescence is a time of "fewer but ______" neural connections. | faster |
Parts and descriptions of the tree
Question | Answer |
---|---|
THICK | GRUESO |
THIN | DELGADO |
LONG | LARGO |
SHORT | CORTO |
YOUNG | JOVEN |
OLD | VIEJO |
TALL | ALTO |
SHORT | BAJO |
BIG | GRANDE |
SMALL | PEQUENO |
ROOT | RAIZ |
TRUNK | TRONCO |
BRANCH | RAMA |
LEAF | HOJA |
SEED | SEMILLA |
Weathering and Erosion
Question | Answer |
---|---|
What is the Wentworth Scale? | |
What are the four characterictics we use to analyze sand particles? | |
What does it mean when you are asked the of the sand? | |
What is a dune? | |
What is a canyon? | |
What is a plateau? | |
Define erosion and name four types of erosion. | |
There are three different kinds of Chemical Erosion. Name them and descrribe what they are. | |
There are five different kinds of Physical Erosion. Name at least three. | |
What is deposition? | |
Draw the rock cycle. |
Science
Term | Definition |
---|---|
What is the wentworth scale? | Particle size or grain size refers to the diameter of a grain of granular material such as sediment or the lithified particles. |
What are the four characteristics we use to analyze sand particles? | 1 Composition; 2 Environments; 3 Study; 4 Uses |
What does it mean when you are asked the source of the sand? | It means they are trying to saye were does sand come from. |
What is a dune? |
Environmental Ecology- Food, Soil, & Pest Management
Term | Definition |
---|---|
Food Security | 1/6 people in developing countries facing food insecurity in form of malnutrition and chronic hunger. |
Macronutrients | Protein, carbs, fats (lipids) |
Micronutrients | Vitamins/minerals |
Food Production Systems | 1. Croplands 2. Rangeland/Pastures 3. Ocean fisheries |
Croplands | Responsible for 77% of worlds food (grains, wheat, rice corn)- feeds 2/3 of world's population. Responsible for 47% of all calories- measure of energy value of food in terms of heat output |
Rangeland/pastures | Meat production- 16% of world's food production |
Ocean fisheries | 7% of world's food production. Aquaculture- fresh water pond production of fish (catfish, tilapia, freshwater shrimp) |
Topsoil | 6-8 inches- most production (renewable natural resource, but very slow 10-100 years) wind/water erosion- soil runoff- natural/human activities, vegetation removal, strip mining Effects: loss of soil fertility, increased water pollution |
Irrigation | Importing fresh water to grow crops. 20% of cropland production (1/5) in world is irrigate- produces 45% of world's food Problem: salinization-build up of thin layers of salt; stunted crop growth, low crop yields, kills plants |
Reduce Soil Erosion | 1. No-till Cultivation- seeds injected underground (hi-tech) 2. Terracing- (stair-step) 3. Contour planting- (strip-cropping) 4. Alley Cropping 5. Windbreaks |
Restore Soil Fertility | 1. Use of inorganic fertilizers 2. Use of organic fertilizers (animal manure) 3. Composting small scale |
1950's Green Revolution | Period in time wen we developed a hi-tech agricultural output- inorganic fertilizers, herbicides, pesticides, irrigation process, increase crop yield, multiple cropping |
GMO | Genetically modified organisms (grains, wheat, corn, rice) increased crop yield, herbicide resistance (round-up ready) increased cancer rate, increase fertility rate- male and female, allergies |
Meat Production | 1. Grazing livestock (grass feed)- natural 50% 2.Industrialized (factory like)- grains, less environmentally and economically sound- must feed=$ & energy consumption & waste pollution |
Pest | Any species that interfere with human welfare by competing with us for 1. Food supplies 2. Destroy buildings/materials (termites) 3. Spread disease (vectors) 4. Destroy ecosystem |
Pesticide Types | 1. Man-made synthetic- (50x greater) 2. Natural pesticides- pansies, marigold, garlic, & rosemary |
Man-Made Synthetic Pesticide Advantages | 1. Saves human lives 2. Increased food supplies 3. Increased farmer profits 4. Work faster 5. Health risks lowered (if properly used) 6. Newer pesticides safer |
Man-Made Synthetic Pesticide Disadvantages | 1. Genetic resistance by pests 2. Financial treadmill 3. Kills natural predators (bats, birds) 4. Can pollute environment 5. Can kill wildlife 6. Endangered/threatened species 7. Human health- children (organ shortage- liver) |
Pest Control Alternatives (Larger Scale) | 1. Fool pests- rotating crops & planting time 2. Homes for pest enemies (lizards) 3. Genetic resistance for crops 4. Natural Enemies (Parasites, Viruses, bacteria) 5. Use hot scalding water spray 6. Use hormones- disrupt life cycles of pests 7. Pher |
Environmental Ecology- Human Population and Urbanization
Term | Definition |
---|---|
Death Rate | Number of deaths per 1000 people |
Total Fertility Rate | Avg. number of children born to women during reproductive years. (Globally 2.7, developing 2.9) |
>60 Senior Citizens | 1. Rapid Pop. Decline 2. Economic Problems a. Lower gov't budget b. Med. probs (Medicare-$) (Medicade >65) c. Social Security 3. Social Problem a. Experienced labor and technical support |
Reasons for Trend | 1. Better food/nutrient sources 2. Good medical/support services 3. Improved sanitation 4. Improved water supplies 5. Life expectancy- 68, 77 |
World Population | 7+ Billion |
Trends of Urbanization | 1. Number and sizes of urban population increasing (79% US pop, 51% world) 2. Faster in developing countries 3. Poverty becoming more urbanized 4. Urban sprawl takes up countryside |
Trend | In US rapid population growth is primarly due to lower death rates than increased birth rate. |
Factors and decisions that affect birth rate | 1. Children part of workforce- generate $ 2. Cost of raising & edu children- $ 3. Availability of pension systems 4. Urbanization- dev of family planning services 5. Edu & Emp opp for women 6. Age at marriage 7. Legal abortions 8. Rel beliefs/trad |
Urbanization Advantages | 1. Centers of Economic, Educational, Technological, and Employment development |
Factors on why people move areas | 1. Religious Persecution 2. Conflicts & Wars 3. Political Reasons 4. Environmental/Pollution |
Population Growth Trends of Developing Countries | 1. Show growth rate trends tend to decline. a. Fam. Planning services b. Women edu & workplace c. China- One Policy, gov't intervention Conquences- Lack of scientists & engineers, lack of financial capital, large debts to developed countries |
Trend: Infant Mortality | Best measure of quality of life in a nation |
U.S. Population Trends | 1900- 76 M 2007- 302 M 2009- 307+ M 2050- 439 M 2180- 571 M |
Population Change | (Births + Immigration)-(Deaths + Emigration) geographically 1. China 1.6B 2. India 1.1B 3. USA 307M |
Baby Boom Age | 1946-1964 1945 WWII ended Represents 36% of US population |
Population Age Structure | Distrubution of males and females according to age groups >60 senior citizens (36%) <15 youth (27%) |
Birth Rate | Number of live births/1000 women |
Demographics | The study of human population trends |
Replacement Level Fertility Rate | Number of children born to a woman during her lifetime |
Urbanization | Movements of populations to edges of cities |