This document provides an overview of various activities from a life science unit on the human body. It outlines lessons on the digestive system, liver, bones and muscles, gas exchange, circulation, the heart, and heart problems. Activities include reading passages, experiments, models, and discussions. The goal is for students to learn about key body systems and organs, their structures and functions, through hands-on activities and analyzing results.
1. Regular exercise has several positive long-term effects on the cardiovascular system, including decreasing resting heart rate and blood pressure, and increasing stroke volume and cardiac output.
2. A sedentary lifestyle can negatively impact the cardiovascular system by failing to provide these benefits of regular exercise.
3. Students should understand the effects of long-term exercise and lifestyle on the cardiovascular system in preparation for an upcoming test.
This document provides instructions for a revision quiz game for year 9 physical education students. It outlines the rules of the game, which involves dividing students into 3 teams (red, blue, green) that compete by answering questions to complete laps. The document provides details on various strategies or "pit stops" teams can use such as using reference materials to answer a question or getting an alternative question. It also describes a qualifying lap where teams write down muscles and bones for points. The document concludes by providing sample questions that could be used in the quiz game.
This document provides a sample set of 10 preliminary questions for the PDHPE Core 1 topic of Better Health for Individuals and 10 preliminary questions for the PDHPE Core 2 topic of The Body in Motion. The questions cover a range of content, including definitions of health, health promotion approaches, determinants of health, roles in health promotion, musculoskeletal system, cardiorespiratory system, components of fitness, training principles, and biomechanics. Students are instructed to review relevant websites for study tips before attempting to answer the questions and to save their responses with their surname and the title "SAMPLE_PRELIMINARY_QUESTIONS".
This document outlines several activities from a science unit on the human body. The activities explore various body systems like the circulatory, respiratory, and digestive systems. Students will learn about organs and organ systems through readings, experiments, and models. They will examine functions like circulation, gas exchange, and digestion. The goal is for students to understand how human body structures work together as integrated systems.
Parts of Human Body in Hindi You Must KnowAnil Mahato
This is a PowerPoint presentation on learning Human Body parts in Hindi language with audio for each body parts. You will every human human body from head to hair to foot to finger, every body parts in Hindi language. The ppt is prepared by http://www.anilmahato.com - Ultimate place to learn Hindi for free
The document discusses how body language and gestures can easily be misinterpreted across cultures. Three stories are provided as examples: 1) An American uses the "A-OK" gesture which means "money" in Japanese, 2) A British thumbs-up is seen as rude in Sardinian culture, 3) Simple gestures like a finger-ring or nose-pinching take on negative meanings when seen by people from other cultures like Syrian or Colombian. The key lesson is that body language needs to be used carefully as the same gestures can have very different or even opposing meanings depending on the cultural context.
Body parts (Vocabulary Introduction) Lesson 1Mike Stonem
This document lists different body parts of a human. It includes head parts like hair, nose, ear, eye, and mouth as well as other body parts such as teeth, neck, hand, finger, arm, elbow, knee, shoulder, back, foot, and toe.
The document discusses the history and key concepts of feminism from the 19th century to present day. It covers the three waves of feminism, fighting for women's political, social, and economic rights. It also examines ongoing debates around representations of women in media and their impact, including the objectification of women's bodies and the pressure to conform to narrow beauty ideals. Critics argue this influences women's self-image and reinforces gender inequality, while others believe audiences are more active and resistant to media effects.
1. Regular exercise has several positive long-term effects on the cardiovascular system, including decreasing resting heart rate and blood pressure, and increasing stroke volume and cardiac output.
2. A sedentary lifestyle can negatively impact the cardiovascular system by failing to provide these benefits of regular exercise.
3. Students should understand the effects of long-term exercise and lifestyle on the cardiovascular system in preparation for an upcoming test.
This document provides instructions for a revision quiz game for year 9 physical education students. It outlines the rules of the game, which involves dividing students into 3 teams (red, blue, green) that compete by answering questions to complete laps. The document provides details on various strategies or "pit stops" teams can use such as using reference materials to answer a question or getting an alternative question. It also describes a qualifying lap where teams write down muscles and bones for points. The document concludes by providing sample questions that could be used in the quiz game.
This document provides a sample set of 10 preliminary questions for the PDHPE Core 1 topic of Better Health for Individuals and 10 preliminary questions for the PDHPE Core 2 topic of The Body in Motion. The questions cover a range of content, including definitions of health, health promotion approaches, determinants of health, roles in health promotion, musculoskeletal system, cardiorespiratory system, components of fitness, training principles, and biomechanics. Students are instructed to review relevant websites for study tips before attempting to answer the questions and to save their responses with their surname and the title "SAMPLE_PRELIMINARY_QUESTIONS".
This document outlines several activities from a science unit on the human body. The activities explore various body systems like the circulatory, respiratory, and digestive systems. Students will learn about organs and organ systems through readings, experiments, and models. They will examine functions like circulation, gas exchange, and digestion. The goal is for students to understand how human body structures work together as integrated systems.
Parts of Human Body in Hindi You Must KnowAnil Mahato
This is a PowerPoint presentation on learning Human Body parts in Hindi language with audio for each body parts. You will every human human body from head to hair to foot to finger, every body parts in Hindi language. The ppt is prepared by http://www.anilmahato.com - Ultimate place to learn Hindi for free
The document discusses how body language and gestures can easily be misinterpreted across cultures. Three stories are provided as examples: 1) An American uses the "A-OK" gesture which means "money" in Japanese, 2) A British thumbs-up is seen as rude in Sardinian culture, 3) Simple gestures like a finger-ring or nose-pinching take on negative meanings when seen by people from other cultures like Syrian or Colombian. The key lesson is that body language needs to be used carefully as the same gestures can have very different or even opposing meanings depending on the cultural context.
Body parts (Vocabulary Introduction) Lesson 1Mike Stonem
This document lists different body parts of a human. It includes head parts like hair, nose, ear, eye, and mouth as well as other body parts such as teeth, neck, hand, finger, arm, elbow, knee, shoulder, back, foot, and toe.
The document discusses the history and key concepts of feminism from the 19th century to present day. It covers the three waves of feminism, fighting for women's political, social, and economic rights. It also examines ongoing debates around representations of women in media and their impact, including the objectification of women's bodies and the pressure to conform to narrow beauty ideals. Critics argue this influences women's self-image and reinforces gender inequality, while others believe audiences are more active and resistant to media effects.
This document outlines 31 activities from a science unit on the human body. The activities cover various body systems including the circulatory, respiratory, digestive, skeletal and muscular systems. Students read passages, conduct experiments, analyze data and answer questions to learn about how the body works and stays healthy. The goal is for students to understand the structures and functions of key body systems and make better lifestyle choices to support heart health.
This document contains summaries and activities for a life science unit on the human body. It includes 16 activities covering topics like the effects of alcohol, the functions of organs and organ systems, digestion, the liver, bones and muscles. Each activity includes an introduction, challenge, keywords, procedure, results, analysis and sometimes reflection. Students are asked to read passages, answer questions, do experiments and make models to learn about various body systems and functions.
This document provides an overview of 16 classroom activities related to the human body systems and scientific problem solving. The activities cover topics like the effects of alcohol on the body, the major organ systems and their functions, digestion, gas exchange, circulation, and heart rate. Students will read passages, conduct experiments, dissect chicken wings, play a circulation game, and measure their pulse at rest and after exercise. The goal is for students to learn about how the body works and apply the scientific process to solve problems.
This document contains summaries of multiple classroom science activities related to studying human biology and the scientific process. It includes introductions, challenges, procedures, results, and reflections for activities exploring topics like the scientific method, the human digestive and respiratory systems, and designing experiments. Key terms are defined for each activity, such as variables, hypothesis, and chemical vs. mechanical digestion. The document provides guidance for students on tasks to complete for homework and in-class work.
Scientists follow the scientific method to systematically study phenomena through hypothesis formation, observation, data collection, analysis and experimentation. This document describes activities where students learn about how scientists work and study diseases and the human body through various experiments and exercises. They explore how scientists investigated the cause of the disease pellagra and learn about the structure and functions of human organ systems through hands-on activities testing touch sensitivity and the location of nerves in the body. Key scientific concepts covered include the scientific method, variables, hypotheses, ethics and components of the nervous system.
This document outlines activities from a life science class. It includes introductions, challenges, procedures, results, analyses, and reflections for each activity. Activity topics include studying people scientifically, the scientific method, organs and organ systems, senses, digestion, the liver, bones and muscles, and gas exchange. Key terms are defined for each activity. Students are guided through experiments, readings, and questions to learn about various human body systems and scientific problem solving.
This document contains summaries of activities from a life science class. It outlines several experiments and assignments, including forming teams to illustrate a science safety rule, solving a hypothetical problem to save "Fred" using the scientific method, learning about the discovery of the cause of pellagra through a video, identifying human organ systems, testing sensitivity to touch in different parts of the body, and designing a paper ball shooting experiment to understand variables. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and the types of variables.
This document contains instructions and guidance for multiple science activities related to studying people scientifically. It includes directions for experiments on problem solving, testing medicines through clinical trials, qualitative and quantitative data collection, and peer review of scientific studies. Students are guided through reading background information, formulating hypotheses, conducting procedures, analyzing results, and reflecting on how scientific problem solving compares to problem solving in everyday life.
This document contains summaries of several classroom activities related to studying science. It outlines procedures for experiments on science safety rules, solving problems using the scientific method, learning about how scientists solved the mystery of pellagra, identifying human organ systems, testing sensitivity to touch, and exploring the nervous system. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and neurons. Students are assigned analysis questions and a reflection on topics like careers that use problem-solving.
The document outlines activities for a science unit on studying people scientifically. It provides instructions for 7 hands-on activities for students including experiments on problem solving, clinical drug trials, touch sensitivity, and qualitative vs quantitative data analysis. Students are asked to complete procedures, record results, analyze findings, and reflect on how scientists solve problems similarly to how students address challenges in their own lives.
1) The document outlines activities and lessons from a unit on studying people scientifically. It includes procedures, challenges, and analysis questions for multiple classroom activities on topics like clinical trials, qualitative and quantitative data, and experimental design.
2) Students will form teams, read about scientific concepts, complete worksheets, analyze case studies, and discuss how scientists solve problems.
3) One activity involves students proposing experimental designs for funding and evaluating sample study proposals. They will practice scientific skills like experimental design, data analysis, and peer review.
This document outlines activities for a unit on studying people scientifically. It includes 7 activities exploring topics like solving problems, clinical drug trials, testing human sensitivity, and collecting qualitative and quantitative data. Students are guided through readings, challenges, procedures, analysis and reflection questions for each activity to help them understand different scientific methods for studying people.
1) The document outlines activities and lessons from a science class focusing on studying people scientifically.
2) Procedures involve reading about and discussing scientific experiments and case studies, then answering analysis questions.
3) Activities explore topics like testing medicines through clinical trials, qualitative and quantitative research methods, and experimental design.
This document outlines activities from a science class focusing on studying people scientifically. It includes procedures for various classroom experiments and assignments, such as reviewing science lab safety rules, solving hypothetical problems through the scientific method, learning about clinical drug trials through a classroom simulation, and studying qualitative and quantitative data. Students are asked to complete data sheets, answer analysis questions, and write up a formal lab report. The goal is for students to learn how scientists study people and solve problems through hands-on activities and applying the scientific process.
1) The document outlines activities for a science class unit on studying people scientifically. It includes procedures, challenges, analysis questions and key words for each activity.
2) The activities cover topics like the scientific method, clinical trials, qualitative and quantitative data, and experiments involving the senses and nervous system.
3) Students are asked to design experiments, analyze results, and reflect on how scientists solve problems compared to how they solve problems in everyday life.
This lesson plan compares and contrasts different types of soil. The objective is for students to compare and contrast soil characteristics, identify soil layers, and appreciate the importance of soil. The lesson uses videos, group activities, and a KWL chart to explore soil composition and properties. Students then discuss the importance of soil and ways to care for it.
This document provides instructions on how to measure heart rate by checking one's pulse and counting beats over 10 seconds. It includes a table to record heart rate data from sitting, walking in place, jumping jacks, and chair steps. Students are asked to graph their results and answer questions analyzing their data and comparisons to others in their group. They are to draw conclusions about how heart rate increases with exercise and varies between individuals.
This document outlines an instructional unit on cell biology and disease for middle school students. It provides overviews and objectives for 50 hands-on learning activities involving topics like microscopic observation of cells, modeling cell structures, studying infectious diseases and the immune system, learning about vaccination and antibiotic discovery, and more. The activities utilize readings, discussions, experiments and analysis questions to engage students in exploring these scientific concepts.
The document provides an overview of the human body systems and organs through a series of slides. It discusses key topics like the circulatory system, blood circulation, and the heart. For the circulatory system, it notes that the heart pumps blood through arteries and veins to supply cells with oxygen and nutrients while removing carbon dioxide and waste. The heart is about the size of a fist and connected to major arteries that distribute blood throughout the body. The cells rely on constant blood flow for survival.
This document provides an overview of the human body systems and organs through a series of slides. It discusses the circulatory system in depth, explaining how the heart pumps blood through arteries and veins to supply cells with oxygen and nutrients while removing carbon dioxide and waste. The importance of blood circulation for cellular function is emphasized. Other body systems like respiratory, nervous, and digestive are briefly introduced as well.
This document discusses how digital media can be used positively in schools for engagement, collaboration, and breaking down walls. It provides examples of social media and web tools that teachers can use, such as blogs, Twitter, Pinterest, Prezi, and assessment tools like Kahoot and Plickers. The document emphasizes that technology should not be seen as the enemy, but as a way to practice appropriate and inspiring use, and that building caring relationships with students is most important.
This document advertises the Reimagining Leadership conference for educators that will take place from July 17-19, 2017 at the Disney Beach Resort in Orlando, FL. The conference, presented by the GE Foundation, will focus on the future of work, cultivating educator leadership skills, and STEM/college and career readiness. It will feature prominent speakers in education and over 500 education leaders from major cities. The document promotes sponsorship opportunities for the conference, including platinum, gold, silver, and bronze levels, as well as a materials sponsorship. Sponsorship registration is open until February 1, 2017.
This document outlines 31 activities from a science unit on the human body. The activities cover various body systems including the circulatory, respiratory, digestive, skeletal and muscular systems. Students read passages, conduct experiments, analyze data and answer questions to learn about how the body works and stays healthy. The goal is for students to understand the structures and functions of key body systems and make better lifestyle choices to support heart health.
This document contains summaries and activities for a life science unit on the human body. It includes 16 activities covering topics like the effects of alcohol, the functions of organs and organ systems, digestion, the liver, bones and muscles. Each activity includes an introduction, challenge, keywords, procedure, results, analysis and sometimes reflection. Students are asked to read passages, answer questions, do experiments and make models to learn about various body systems and functions.
This document provides an overview of 16 classroom activities related to the human body systems and scientific problem solving. The activities cover topics like the effects of alcohol on the body, the major organ systems and their functions, digestion, gas exchange, circulation, and heart rate. Students will read passages, conduct experiments, dissect chicken wings, play a circulation game, and measure their pulse at rest and after exercise. The goal is for students to learn about how the body works and apply the scientific process to solve problems.
This document contains summaries of multiple classroom science activities related to studying human biology and the scientific process. It includes introductions, challenges, procedures, results, and reflections for activities exploring topics like the scientific method, the human digestive and respiratory systems, and designing experiments. Key terms are defined for each activity, such as variables, hypothesis, and chemical vs. mechanical digestion. The document provides guidance for students on tasks to complete for homework and in-class work.
Scientists follow the scientific method to systematically study phenomena through hypothesis formation, observation, data collection, analysis and experimentation. This document describes activities where students learn about how scientists work and study diseases and the human body through various experiments and exercises. They explore how scientists investigated the cause of the disease pellagra and learn about the structure and functions of human organ systems through hands-on activities testing touch sensitivity and the location of nerves in the body. Key scientific concepts covered include the scientific method, variables, hypotheses, ethics and components of the nervous system.
This document outlines activities from a life science class. It includes introductions, challenges, procedures, results, analyses, and reflections for each activity. Activity topics include studying people scientifically, the scientific method, organs and organ systems, senses, digestion, the liver, bones and muscles, and gas exchange. Key terms are defined for each activity. Students are guided through experiments, readings, and questions to learn about various human body systems and scientific problem solving.
This document contains summaries of activities from a life science class. It outlines several experiments and assignments, including forming teams to illustrate a science safety rule, solving a hypothetical problem to save "Fred" using the scientific method, learning about the discovery of the cause of pellagra through a video, identifying human organ systems, testing sensitivity to touch in different parts of the body, and designing a paper ball shooting experiment to understand variables. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and the types of variables.
This document contains instructions and guidance for multiple science activities related to studying people scientifically. It includes directions for experiments on problem solving, testing medicines through clinical trials, qualitative and quantitative data collection, and peer review of scientific studies. Students are guided through reading background information, formulating hypotheses, conducting procedures, analyzing results, and reflecting on how scientific problem solving compares to problem solving in everyday life.
This document contains summaries of several classroom activities related to studying science. It outlines procedures for experiments on science safety rules, solving problems using the scientific method, learning about how scientists solved the mystery of pellagra, identifying human organ systems, testing sensitivity to touch, and exploring the nervous system. Key terms are defined for each activity, such as hypothesis, scientific method, organs, and neurons. Students are assigned analysis questions and a reflection on topics like careers that use problem-solving.
The document outlines activities for a science unit on studying people scientifically. It provides instructions for 7 hands-on activities for students including experiments on problem solving, clinical drug trials, touch sensitivity, and qualitative vs quantitative data analysis. Students are asked to complete procedures, record results, analyze findings, and reflect on how scientists solve problems similarly to how students address challenges in their own lives.
1) The document outlines activities and lessons from a unit on studying people scientifically. It includes procedures, challenges, and analysis questions for multiple classroom activities on topics like clinical trials, qualitative and quantitative data, and experimental design.
2) Students will form teams, read about scientific concepts, complete worksheets, analyze case studies, and discuss how scientists solve problems.
3) One activity involves students proposing experimental designs for funding and evaluating sample study proposals. They will practice scientific skills like experimental design, data analysis, and peer review.
This document outlines activities for a unit on studying people scientifically. It includes 7 activities exploring topics like solving problems, clinical drug trials, testing human sensitivity, and collecting qualitative and quantitative data. Students are guided through readings, challenges, procedures, analysis and reflection questions for each activity to help them understand different scientific methods for studying people.
1) The document outlines activities and lessons from a science class focusing on studying people scientifically.
2) Procedures involve reading about and discussing scientific experiments and case studies, then answering analysis questions.
3) Activities explore topics like testing medicines through clinical trials, qualitative and quantitative research methods, and experimental design.
This document outlines activities from a science class focusing on studying people scientifically. It includes procedures for various classroom experiments and assignments, such as reviewing science lab safety rules, solving hypothetical problems through the scientific method, learning about clinical drug trials through a classroom simulation, and studying qualitative and quantitative data. Students are asked to complete data sheets, answer analysis questions, and write up a formal lab report. The goal is for students to learn how scientists study people and solve problems through hands-on activities and applying the scientific process.
1) The document outlines activities for a science class unit on studying people scientifically. It includes procedures, challenges, analysis questions and key words for each activity.
2) The activities cover topics like the scientific method, clinical trials, qualitative and quantitative data, and experiments involving the senses and nervous system.
3) Students are asked to design experiments, analyze results, and reflect on how scientists solve problems compared to how they solve problems in everyday life.
This lesson plan compares and contrasts different types of soil. The objective is for students to compare and contrast soil characteristics, identify soil layers, and appreciate the importance of soil. The lesson uses videos, group activities, and a KWL chart to explore soil composition and properties. Students then discuss the importance of soil and ways to care for it.
This document provides instructions on how to measure heart rate by checking one's pulse and counting beats over 10 seconds. It includes a table to record heart rate data from sitting, walking in place, jumping jacks, and chair steps. Students are asked to graph their results and answer questions analyzing their data and comparisons to others in their group. They are to draw conclusions about how heart rate increases with exercise and varies between individuals.
This document outlines an instructional unit on cell biology and disease for middle school students. It provides overviews and objectives for 50 hands-on learning activities involving topics like microscopic observation of cells, modeling cell structures, studying infectious diseases and the immune system, learning about vaccination and antibiotic discovery, and more. The activities utilize readings, discussions, experiments and analysis questions to engage students in exploring these scientific concepts.
The document provides an overview of the human body systems and organs through a series of slides. It discusses key topics like the circulatory system, blood circulation, and the heart. For the circulatory system, it notes that the heart pumps blood through arteries and veins to supply cells with oxygen and nutrients while removing carbon dioxide and waste. The heart is about the size of a fist and connected to major arteries that distribute blood throughout the body. The cells rely on constant blood flow for survival.
This document provides an overview of the human body systems and organs through a series of slides. It discusses the circulatory system in depth, explaining how the heart pumps blood through arteries and veins to supply cells with oxygen and nutrients while removing carbon dioxide and waste. The importance of blood circulation for cellular function is emphasized. Other body systems like respiratory, nervous, and digestive are briefly introduced as well.
This document discusses how digital media can be used positively in schools for engagement, collaboration, and breaking down walls. It provides examples of social media and web tools that teachers can use, such as blogs, Twitter, Pinterest, Prezi, and assessment tools like Kahoot and Plickers. The document emphasizes that technology should not be seen as the enemy, but as a way to practice appropriate and inspiring use, and that building caring relationships with students is most important.
This document advertises the Reimagining Leadership conference for educators that will take place from July 17-19, 2017 at the Disney Beach Resort in Orlando, FL. The conference, presented by the GE Foundation, will focus on the future of work, cultivating educator leadership skills, and STEM/college and career readiness. It will feature prominent speakers in education and over 500 education leaders from major cities. The document promotes sponsorship opportunities for the conference, including platinum, gold, silver, and bronze levels, as well as a materials sponsorship. Sponsorship registration is open until February 1, 2017.
Scofield Magnet Middle School is a public school that uses an interdisciplinary approach to learning with an emphasis on math, science, and technology. It has a diverse student body and groups students heterogeneously, except for some advanced math and Spanish classes. The school utilizes block scheduling and teams of teachers who loop with students for three years. It offers various exploratory classes as well as extracurricular activities. Scofield has received several accolades for its effective practices and high student performance.
This document discusses turning Stamford, Connecticut into "STEMford" through expanding STEM education opportunities. It defines STEM as science, technology, engineering, and math. The document outlines STEM programs already occurring in the Stamford Public School district, including family nights, challenges, and after school programs. It also describes plans for the first annual Stamford STEMfest event to promote STEM careers and engage students through hands-on activities from local organizations. Survey results showed the STEMfest was well received and should continue next year. People are encouraged to participate in and help organize future STEM events.
This document contains summaries of 15 classroom activities related to genetics and cell biology. The activities explore topics such as human traits, plant inheritance, genetic diseases, chromosomes, reproduction, Mendelian genetics through coin toss simulations, use of pedigrees to study human traits, genetically modified organisms, and the structure and functions of cells. Students are prompted to make predictions, analyze results, and discuss challenges. The activities incorporate key terms, procedures, and questions to help students learn about genetics and life science.
This document provides instructions for students to calculate their resting pulse rate and monitor their pulse during recovery from exercise. Students are directed to take their pulse for 15 seconds in three trials and calculate the pulse per minute to determine their average resting heart rate. They then monitor their pulse every 30 seconds for 5 minutes after exercise to observe their heart rate returning to the resting level.
This document discusses opportunities for using digital media in education. It provides examples of how digital tools can be used to engage students, facilitate collaboration, and make learning more interactive. Specific tools that are mentioned include Edmodo for project-based learning, Remind101 for communication, Twitter for following educators, Pinterest and Delicious for bookmarking content, Prezi and SlideShare for presentations, Google Docs for collaboration, and Socrative and Kahoot! for formative assessments. The document emphasizes that technology should be used positively to enhance learning while practicing appropriate use. It concludes by advising educators to show students that they care in order to motivate their learning.
Gr 7 honors science final review 2015 filled inJim Forde
The document provides a review of key concepts covered in a 7th grade honors science final. It includes sections on scientific studies, the human body systems (respiratory, circulatory, digestive), cells, genetics, erosion and soil science, plate tectonics, and more. For each topic, it lists key terms and concepts and provides examples to illustrate experimental designs, organelle functions, genetic inheritance, plate boundary types, and the differences between continental drift and plate tectonic theory.
This document contains a study guide about plate tectonics with 24 multiple choice and short answer questions. It addresses key ideas such as continental drift proposed by Alfred Wegener, the theory of plate tectonics which states the Earth's crust is broken into plates that move, the four layers of the Earth and their properties, convection currents in the mantle, the three types of plate boundaries and associated geological phenomena, subduction, and the work of paleontologists.
This document contains a study guide with 25 questions about plate tectonics. The questions cover topics like continental drift, evidence for the theory of plate tectonics, layers of the Earth, convection currents, plate boundaries, earthquakes, volcanoes, mountain formation, and more. The study guide is meant to help the student learn and review important concepts in plate tectonics.
This document provides an overview of STEM education initiatives at Cloonan Middle School. It defines STEM as science, technology, engineering, and math and notes that almost all fast-growing jobs will require some STEM background. It describes how STEM is different by integrating the disciplines and using real-world problem solving. The document then outlines various STEM challenges, clubs, and projects taking place at Cloonan MS to engage students, including a STEM family night, challenges involving towers, boats, and fashion, and partnerships with outside organizations. It closes by noting the importance of support, partnerships, and grants to making these STEM learning opportunities possible.
This document contains a worksheet with 25 questions about genetics and reproduction. It covers topics like sexual vs. asexual reproduction, meiosis vs. mitosis, Punnett squares, genotypes, alleles, genetic traits. For each question, the student is asked to provide short answers about key genetics concepts and terms. Examples are provided of sexual and asexual reproduction in different organisms. Punnett squares demonstrate inheritance of traits from parent organisms.
This document contains questions and answers about genetics and reproduction. It defines sexual and asexual reproduction, listing humans and dogs as examples of sexual reproduction. Genetic information is contained in the cell nucleus. Scientists study organisms like pea plants and fruit flies because they reproduce quickly and are inexpensive. Meiosis produces gametes like sperm and eggs with half the number of chromosomes, while mitosis produces body cells. A Punnett square is used to determine trait probabilities in offspring. Environmental factors and multiple genes also influence traits.
The document discusses Punnett squares and basic genetics concepts. It defines key terms like heterozygous, homozygous, genotype and phenotype. It provides examples of Punnett squares and asks the reader to determine genotypes and phenotypes based on whether a trait is dominant or recessive. It also includes an example involving the inheritance of face color and hair color in Oompa Loompas.
This document provides information on multiple topics related to biology and the scientific process. It discusses key elements of experiments like placebos, informed consent, and sample size. It also defines important scientific terms like dependent variable, independent variable, and constant variable. Additionally, it outlines the structure and functions of major body systems like the skeletal system, circulatory system, respiratory system, and digestive system. It explains cellular structures and compares bacterial and animal cells. The document covers a wide range of biological concepts in a descriptive manner.
The document provides a framework for answering a question about food preservation methods. It outlines that the response should restate the question, answer it while citing two pieces of evidence with explanations, provide a counter argument that others may have, and rebut that counter argument with evidence from the source text.
This document discusses food preservation methods and argues that canning is the best option. It cites two reasons from experts that canning destroys bacteria and seals out air to prevent spoiling. While freezing is an alternative, canning allows food to maintain its texture and flavor longer when stored.
Canning uses heat to kill microbes allowing food to be stored for long periods, though it requires significant energy and some vitamins are lost, with food poisoning a risk if not done correctly. Chemical preservation extends shelf life through anti-microbial agents but some people are sensitive and can have allergic reactions, while irradiation destroys microbes without residue or altered taste at low temperatures and little nutrient loss, though it is expensive. Pasteurization prevents microbial growth while retaining some vitamins but results in significant vitamin loss, impacted flavor, and greater expense.
This document defines key cellular structures and their functions, including the cell membrane, cell wall, nucleus, cytoplasm, mitochondria, chloroplasts, and vacuoles. It also briefly discusses cellular respiration, microbes, protists, bacteria, and blood types.
This document provides a review of key cell biology concepts including:
1. It defines important cell structures like the cell membrane, nucleus, mitochondria, chloroplasts, and vacuoles.
2. It explains cellular respiration takes place in the mitochondria, with oxygen and sugar as inputs and carbon dioxide, water, and ATP as outputs.
3. It notes that a cell's shape is related to its function, giving the example that form follows function.
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Kosmoderma Academy, a leading institution in the field of dermatology and aesthetics, offers comprehensive courses in cosmetology and trichology. Our specialized courses on PRP (Hair), DR+Growth Factor, GFC, and Qr678 are designed to equip practitioners with advanced skills and knowledge to excel in hair restoration and growth treatments.
Know the difference between Endodontics and Orthodontics.Gokuldas Hospital
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
low birth weight presentation. Low birth weight (LBW) infant is defined as the one whose birth weight is less than 2500g irrespective of their gestational age. Premature birth and low birth weight(LBW) is still a serious problem in newborn. Causing high morbidity and mortality rate worldwide. The nursing care provide to low birth weight babies is crucial in promoting their overall health and development. Through careful assessment, diagnosis,, planning, and evaluation plays a vital role in ensuring these vulnerable infants receive the specialize care they need. In India every third of the infant weight less than 2500g.
Birth period, socioeconomical status, nutritional and intrauterine environment are the factors influencing low birth weight
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
Lecture 6 -- Memory 2015.pptlearning occurs when a stimulus (unconditioned st...AyushGadhvi1
learning occurs when a stimulus (unconditioned stimulus) eliciting a response (unconditioned response) • is paired with another stimulus (conditioned stimulus)
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
NAVIGATING THE HORIZONS OF TIME LAPSE EMBRYO MONITORING.pdfRahul Sen
Time-lapse embryo monitoring is an advanced imaging technique used in IVF to continuously observe embryo development. It captures high-resolution images at regular intervals, allowing embryologists to select the most viable embryos for transfer based on detailed growth patterns. This technology enhances embryo selection, potentially increasing pregnancy success rates.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Osteoporosis - Definition , Evaluation and Management .pdf
Bodyworksnb1113
1. Issues and Life Science
Unit B: Body Works
Mr. Forde
Scofield Magnet MS
2. Activity 12: What’s Happening Inside?
October 3-4, 2013
Getting Started: List as many human organs
as you can.
Introduction: Read and summarize pg. B-10
in 2 sentences.
3. Challenge: What do you know about organs and organ
systems of the human body?
Key Words:
System- A group of related parts that work together
Organ- a structure made of tissues that perform an
important body function (job).
Organ System- a group of organs that work together to
perform an important body function (job).
5. Procedure: Have you read and do you understand the procedure for
part A pg. B11-B12 together? Write two sentences that describes
what you will be doing.
Results: Part A: Copy questions from part A “laying it out”
Part B: Write your grouped organs in your notebook
cardiovascular system, cell,
Complete student sheet 12.1 sheet
digestive system, excretory
system, function, muscular system,
Part C: Clay model
nervous system, organ,
reproductive system, respiratory
Part D: student sheet 12.2a and 12.2b
system, skeletal system, structure,
system (body system)
Analysis: Answer Analysis Questions 1,2, 5 and 6.
Reflection: What new things have you learned about the human
body in this activity?
6.
7.
8.
9.
10.
11.
12. Activity 13: Living With Your Liver
October 11, 2013
Getting Started: What do you know about your liver?
(one sentence)
Challenge: How does your liver help to keep your
body in balance?
Keywords: (vocab section)
Structure- the way in which parts are arranged
Function- job
Regulate- to control the rate or speed of something
Toxin- a poison that is harmful to the human body
Procedure: Read, Annotate and RACE the liver article.
13. Activity 14: Breakdown
October 8 -10, 2013
Introduction: Read p B-19 and describe the difference between mechanical and
chemical digestion.
Challenge: What are the common elements of all scientific problem-solving
methods?
Key Words: chemical breakdown, mechanical breakdown, surface area
14. Challenge: Why is it important to chew your food?
Procedure:
Design an experiment on digestion and have the following in your notebook:
•Title
•Purpose
•Variable being tested (Indep. Variable)
•Procedure
•Hypothesis
•Variables we are keeping the same
Results: •Data on data chart (in notebook) from your original experiment.
Analysis: Answer Analysis
Questions 1 - 3
15. •Title: Breakdown - Part B.
•Problem: What effect does
•Variable being tested (Indep. Variable):
•Hypothesis: If….. then….. because
•Variables we kept the same(Control Variables)
•Procedure:
Step 1Results: ______ sec.
Observations:
16. Activity 15: Digestion: An Absorbing Tale
October 21, 2013
Getting Started: Do question 1 on student sheet
15.1 (Burrito) on back 1/2 of page.
Challenge: How does your digestion system work?
Key Words:
Absorb (absorption)- moving of nutrients from
the digestive system to your blood
Nutrients: completely broken down food
Analysis: Answer Analysis Questions 2 an3 for HW
(discuss 4 and 6 in class)
Reflection: Sheet 15.1
19. Digestive system organs:
Mouth- teeth and tongue – mechanical digestion
- saliva – chemical digestion (starches)
Esophagus- connects mouth to stomach
- wave like motion
Stomach- churns foods- mechanical digestion
- powerful acid – chemical digestion of proteins
Liver and Pancreas- sprays digestive juices onto the food
as it leaves the stomach to digest fats and reduce acidity.
Small Intestine- Site of MOST chemical digestion; Villi absorb
nutrients here
Large Intestine- Solid waste formed and water reabsorbed.
20. Activity 16: Support System: Bones, Joints and Muscles
October 23-25 2013
Introduction: Read intro on pg. B28
Challenge: How do the structures in a chicken wing or a human
arm enable it to perform its function?
Key Words:
Bone- a tissue made of bone cells surrounded by calcium
phosphate.
Cartilage- a slippery tissue located at the ends of bones, your
ears and the tip of your nose.
Joint- a location where two bones meet
Ligament- tissue that connects Bone to Bone.
Tendon- Tissue that connects Muscle to Bone.
21. The functions (Jobs) of the bones:
1)Protection- (rib cage, skull etc.)
2)Support
3)Production of blood cells in marrow
(Center part of long/flat bones)
4)Movement (with skeletal muscles)
5)Mineral Storage (Calcium)
22.
23.
24.
25. Activity 17: Gas Exchange
October 30, 2013
Getting Started: Complete the
anticipation guide 17.1 “before”
Challenge: How much carbon
dioxide is in your exhaled breath?
Key Words:
Indicator – are chemicals that
change their appearance in
different solutions.
Respiratory System – the body
system that allows you to take in
oxygen and release carbon dioxide.
----------------------------------------------Procedure: Have you read and do
you understand the procedure for
part A on pg. B39-B40? Write two
sentences that describe what you
will be doing.
26. Results: Part A results- create this chart.
CUP
Initial BTB Final BTB After Adding
color
color
Sodium hydroxide
A (control)
X
B (air)
X
C (sodium
hydroxide)
X
D (exhaled
breath 1)
E (exhaled
breath 2)
Part B- ______ - number of drop it took to match the BTB control color.
Analysis: Part B- Answer Analysis Questions 3 - 7 pg. B43
Reflection: If you had pneumonia, which limits your ability to take exchange oxygen, how
do you think you would feel?
27.
28.
29.
30. RACE:
R— Re-state question
A— Answer question
-------------------------------------------------C— Cite Evidence
“ I know this because……”
E— Expand answer
“This tells me that……..”
31. Challenge: How can you quantitatively measure your level of fitness?
Key Words: Pulse
Procedure: Follow along on pages B51 - B52
Results:
•What do you predict your resting heart rate will be per minute? _________beats/min
•After moderate exercise what will your heart rate be per minute? _________beats/min
Use data sheet 19.1 “Pulse Data” for all additional data.
Analysis: Answer Analysis Questions 1 - 3 pg. b52 - b53. (HW q 4 pg b-53
32.
33. Feel the Beat! (Embedded Task)
October 28 and 30, 2013
Getting Started: Think of two different activities that might impact your heart rate? (Be
creative… it doesn’t have to be exercise.)
Introduction: We will be using inquiry think sheets to design our own original “Feel the beat”
experiments!
34.
35. Pulse- the throbbing of arteries as
blood is pushed through them by
the heart
Circulatory System- the system that
circulates blood around your body.
Respiratory System- the body system
that allows you to take in oxygen and
release carbon dioxide.
36. Activity 18: The Circulation Game
November 13, 2013
Introduction: Read pg. B-45 and discuss with class.
Challenge: What does the blood do as it travels around
the body?
Key Words:
Cardiovascular System (circulatory system)- made
up of the heart, arteries, veins and capillaries that
transport blood around the body.
Vein- A vessel that returns blood to the heart
Artery- a vessel that carries blood away from the
heart
Capillaries- Very tiny blood vessels that connect
arteries to veins. They deliver Oxygen to the tissues.
37.
38. Key Words: Cardiovascular System
Procedure: Do part A on pg B46 - B47 and discuss with your team.
Do part B on pg B48 and play or observe the game.
Results:
Analysis: Answer Analysis Questions 1 - 6.
39.
40. Activity 21: Inside a pump?
November 14 , 2013
Getting Started: When we played the circulation game did blood travel in more
than one direction?
Introduction: Read intro on pg. B59
41. Challenge: What type of pump is better for pumping water? What does this tell you about
the structure of your heart?
Procedure: Experiment with both types of bulbs and try and make them work like your
heart might.
Analysis: Answer Analysis Questions 1,2, and 3.
Reflection: What new things have you learned about the heart in this activity?
42. Activity 22: The Heart a Muscle?
November 18, 2013
Getting Started: If your heart beats 70 times per minute, how many times does it
beat in a day? Show your work.
Introduction: Read intro. page B-62
43. Challenge: How can you measure how hard the heart works?
Procedure: See page B-63
Analysis: Answer Analysis Questions 2, 3 and 4
Reflection: What new things have you learned about the heart in this activity?
44. STEM Activity: Working heart or lung model.
November 12
Getting Started: Describe a few ways you can you create a model of the heart or lungs?
Introduction:You will be challenged to plan and develop a model or the heart or lung.
46. Activity 23: HEART PARTS
November 19 , 2013
Getting Started: How is the heart
designed to force blood to flow in
one direction?
Intro: Read intro on page B-65
Challenge: How does your heart
work as a double pump?
Key Words:
Atrium- a chamber in which blood
enters the heart
Ventricle- a chamber in which blood
is pumped to the lungs or body,
Valves: a device that controls the
flow of a liquid.
47.
48. Results: Answer Stopping to Think questions in notebook.
Analysis: Answer Analysis Questions 1, 2 and 4.
49.
50. Activity 25: Healing the Heart
Homework
Getting Started: Do you know someone who
has had a heart problem? What is it?
Challenge: What are some risks in developing
new treatments for heart problems?
Procedure: Do the reading pg. B-73 - B-76
Results: Complete three level reading guide
and timeline sheet.
Analysis: Answer Analysis Questions 1 - 5.
51.
52. Activity 27: The Pressure’s On
Optional
Getting Started: hat kind of heart problems
have you heard of? How do they effect the
heart?
Challenge: What are the effects of high blood
pressure on the heart?
Key Words: blood pressure
Procedure: Have you read and do you
understand the procedure on pg. B83 -B84?
Write two sentences that describe what you
will be doing.
Results: Complete the blood pressure data
sheet.
Analysis: p. B-84 analysis question 3 in your
notebook
53.
54. Activity 28: Heart Problems
November 17 , 2010
Optional
Getting Started:
Introduction: Read and summarize pg. B-10
in 2 sentences.
Challenge: What causes a heart attack or
stroke?
Key Words: Coronary Arteries, Risk Factors
Procedure: Read the passage together and
use the “problems of the heart” sheet.
Results: Answer the “stopping to think”
questions below.
Analysis: p. B-89 analysis questions 1 and 2
in your notebook
Reflection: What can you do to improve or
maintain the health of your heart?
55.
56. Activity 29: Helping Hearts
Optional Project
Getting Started: Take the heart risk quiz.
Introduction: Are there healthy choices you can
make to help your heart?
Challenge: What is your relative risk of heart
disease? How can you convince people to make
choices hat reduce their level of risk?
Key Words: voluntary
Procedure: Have your team take the heart risk quiz
and decide which items are voluntary.
Results: Part A: Take the healthy choices quiz and
determine which are voluntary.
Part B: Write your “Make Healthy
Decisions” Brochure!
57. Notebook Quiz #2
Question 1: What is the challenge question of activity 13?
Question 2: What is the definition of the word “Nutrients”?
Question 3: What is the name of Activity 14?
Question 4: List 5 digestive system organs. (activity 15)
Question 5: What are 4 jobs of the bones? (activity 16)
Question 6: What is the definition of the word “Capillaries”?
Question 7: On what date did we do Activity 22?
Question 8: What is the getting started question of activity 23?
58. Activity 21: Inside a pump?
November 5 , 2010
Getting Started: When we played the circulation game did blood travel in more
than one direction?
Introduction: Read and summarize pg. B-10 in 2 sentences.
59. Challenge: What do you know about organs and organsystems of the human body?
Key Words: cardiovascular system, cell, digestive system, excretory system, function,
muscular system, nervous system, organ, reproductive system, respiratory system, skeletal
system, structure, system (body system)
Procedure: Have you read and do you understand the procedure for part A pg. B11-B12
together? Write two sentences that describes what you will be doing.
Results: Part A: Copy questions from part A “laying it out”
Part B: Write your grouped organs in your notebook
Complete student sheet 12.1 sheet
Part C: Clay model
Part D: student sheet 12.2a and 12.2b
Analysis: Answer Analysis Questions 1,2, 5 and 6.
Reflection: What new things have you learned about the human body in this activity?
60. In your opinion, which risk factor do
you believe contributes the most to
heart disease?