This document provides an outline for a biology lesson on human nutrition and respiration. The lesson covers several key topics:
1) Respiration, comparing aerobic and anaerobic respiration and their products. Students are asked to write equations for anaerobic respiration in yeast and muscles.
2) Gas exchange, labeling breathing movements and structures involved. Students order structures according to air flow and compare absorption functions of the lungs and small intestine.
3) Blood cells, with tasks to draw and label white and red blood cells and explain how their shapes relate to their functions.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Materia: Biology Senior 3
Profesora: Ma. Magdalena Ravagnan
Contenido nodal: Nutrition in humans: part 2
SEGUNDO TRIMESTRE
Fecha de presentación: Wednesday February14th
1) Respiration
1) a- If, in one word, you had to say what respiration was about, which word would you choose from this list:
mitochondria- energy- no oxygen- cells- food?
b- Which living organisms respire?
2) a-Build a table comparing aerobic and anaerobic respiration.
b- What is the difference between aerobic and anaerobic in the products produced?
3) State the equation of a) anaerobic respiration in yeast.
b) anaerobic respiration in muscles.
2)- Gas exchange
2. 1) Label all parts involved in breathing movements.
2) Place the following structures in the order in which air reach them when breathing out: bronchus, trachea, nasal cavity,
alveolus.
3) One function of the small intestine is to absorb food. One function of the lungs is to absorb oxygen. Point out the basic
similarities in these two structures which help to speed the process of absorption.
4) Place the following in the correct order: lungs deflate, , air leaves lungs, external intercostal muscles relax, thorax back
to dome shape.
5) Blood: Make a labelled drawing of a white and a red blood cell. Explain how their shape is related to their functions.
