This document provides information on general principles of first aid. It discusses the history of organizations like St. John Ambulance Association and aims of first aid like saving lives and preventing deterioration. It outlines the scope of first aid including diagnosis, treatment and transportation. It describes causes of trauma-related deaths and emphasizes the importance of early treatment. Guidelines are provided for assessing airway, breathing and circulation. Specific instructions are given for conditions like bleeding, fractures, burns and more. Transportation techniques like carrying individuals with one or more people are illustrated.
This document provides an introduction to basic first aid, including how to treat minor injuries and medical emergencies. It explains that first aid aims to preserve life, prevent further injury, and promote recovery for a person in need of assistance. The document then gives guidance on treating specific first aid situations like nosebleeds, heart attacks, burns, and more. It also provides information on first aid training courses and resources in Singapore.
The document provides information on various first aid procedures. It discusses the objectives of first aid as preserving life, preventing worsening of conditions, and promoting recovery. It describes how to assess victims using DRABC (Danger, Response, Airway, Breathing, Circulation). Various first aid kits, treatments for burns, bleeding, fractures, snake bites, and more are outlined. The document emphasizes the importance of seeking immediate medical help when needed.
This document defines key terms related to excretion and osmoregulation in organisms. It discusses the processes of filtration, reabsorption and secretion in the kidney and the roles of specific kidney structures like nephrons and the loop of Henle in urine formation. It also covers osmoregulatory structures in different animals, hormones involved in urine regulation, and adaptive processes like hibernation, estivation and torpor.
This document contains questions for a student about osmoregulation - the process by which aquatic organisms regulate their internal salt concentrations. It asks about nitrogenous waste products in different organisms, and the effects of freshwater vs saltwater on fish. It also asks questions about thermoregulation in humans and how water is used to cool engines and nuclear reactors. The conclusion section is blank.
The mammalian kidney filters blood in the glomerulus and regulates water and salt balance through selective reabsorption and secretion in the nephron's tubule segments. In the proximal tubule, most reabsorption occurs, while the thin ascending loop of Henle secretes salt and the thick ascending loop reabsorbs salt actively. The collecting duct determines salt excretion, reabsorbing water passively. Osmoreceptors detect blood osmolarity and volume changes, triggering antidiuretic hormone and the renin-angiotensin-aldosterone system respectively to regulate water and salt balance. Through selective tubule transport, the kidney maintains homeostasis.
The document contains a worksheet asking students to identify different methods of heat transfer and label parts of the skin. It asks students to provide everyday examples of conduction, convection, radiation, and changes of state. It also has a diagram of the skin and asks students to match descriptions to the correct layers labeled A-O.
The immune system defends the body against pathogens through layered lines of defense. The innate immune system provides immediate nonspecific responses while the adaptive immune system mounts targeted responses through lymphocytes. B and T lymphocytes recognize pathogens through antigen receptors and mount humoral or cell-mediated responses involving antibody production or cytotoxic killing. Immune memory develops from these responses to provide faster protection upon reexposure. A balanced immune response is needed, as deficiencies or issues with self-tolerance can lead to infection or autoimmunity.
This document provides information on general principles of first aid. It discusses the history of organizations like St. John Ambulance Association and aims of first aid like saving lives and preventing deterioration. It outlines the scope of first aid including diagnosis, treatment and transportation. It describes causes of trauma-related deaths and emphasizes the importance of early treatment. Guidelines are provided for assessing airway, breathing and circulation. Specific instructions are given for conditions like bleeding, fractures, burns and more. Transportation techniques like carrying individuals with one or more people are illustrated.
This document provides an introduction to basic first aid, including how to treat minor injuries and medical emergencies. It explains that first aid aims to preserve life, prevent further injury, and promote recovery for a person in need of assistance. The document then gives guidance on treating specific first aid situations like nosebleeds, heart attacks, burns, and more. It also provides information on first aid training courses and resources in Singapore.
The document provides information on various first aid procedures. It discusses the objectives of first aid as preserving life, preventing worsening of conditions, and promoting recovery. It describes how to assess victims using DRABC (Danger, Response, Airway, Breathing, Circulation). Various first aid kits, treatments for burns, bleeding, fractures, snake bites, and more are outlined. The document emphasizes the importance of seeking immediate medical help when needed.
This document defines key terms related to excretion and osmoregulation in organisms. It discusses the processes of filtration, reabsorption and secretion in the kidney and the roles of specific kidney structures like nephrons and the loop of Henle in urine formation. It also covers osmoregulatory structures in different animals, hormones involved in urine regulation, and adaptive processes like hibernation, estivation and torpor.
This document contains questions for a student about osmoregulation - the process by which aquatic organisms regulate their internal salt concentrations. It asks about nitrogenous waste products in different organisms, and the effects of freshwater vs saltwater on fish. It also asks questions about thermoregulation in humans and how water is used to cool engines and nuclear reactors. The conclusion section is blank.
The mammalian kidney filters blood in the glomerulus and regulates water and salt balance through selective reabsorption and secretion in the nephron's tubule segments. In the proximal tubule, most reabsorption occurs, while the thin ascending loop of Henle secretes salt and the thick ascending loop reabsorbs salt actively. The collecting duct determines salt excretion, reabsorbing water passively. Osmoreceptors detect blood osmolarity and volume changes, triggering antidiuretic hormone and the renin-angiotensin-aldosterone system respectively to regulate water and salt balance. Through selective tubule transport, the kidney maintains homeostasis.
The document contains a worksheet asking students to identify different methods of heat transfer and label parts of the skin. It asks students to provide everyday examples of conduction, convection, radiation, and changes of state. It also has a diagram of the skin and asks students to match descriptions to the correct layers labeled A-O.
The immune system defends the body against pathogens through layered lines of defense. The innate immune system provides immediate nonspecific responses while the adaptive immune system mounts targeted responses through lymphocytes. B and T lymphocytes recognize pathogens through antigen receptors and mount humoral or cell-mediated responses involving antibody production or cytotoxic killing. Immune memory develops from these responses to provide faster protection upon reexposure. A balanced immune response is needed, as deficiencies or issues with self-tolerance can lead to infection or autoimmunity.
This document contains an activity worksheet on cell respiration and photosynthesis. It includes checklists to identify the key components and processes of glycolysis, the Krebs cycle, the electron transport chain, and photosynthesis. It also poses questions about the importance of glycolysis in ATP production, why the Krebs cycle is aerobic, the types of fermentation, the last electron acceptor in the electron transport chain, and the byproducts of the Krebs cycle and electron transport chain. Additional questions address the importance of light in photosynthesis, the role of Rubisco in sugar formation, and adaptations plants use in hot climates like PEPCO cycling in CAM plants.
The document contains questions about osmoregulation and thermoregulation. It asks about different nitrogenous wastes and their importance, what would happen if freshwater and saltwater fish were placed in the opposite environments, the relationship between loop of Henle length and environmental temperature, properties of water that make it a good cooling agent, and ways organisms cool themselves.
This document contains a series of guide questions covering various topics in biology including circulation, the lymphatic system, blood clotting, EKG waveforms, cellular respiration, photosynthesis, gas exchange, bird anatomy, marine animal respiration, immune system defenses, inflammation, humoral response, cell-mediated response, and immunological memory. It concludes with questions for student feedback on their favorite topic, corrected misconceptions, any additional questions, and recommendations for the next quarter.
The three lines of defense in the immune system are:
1) First line is external non-specific defenses like skin and mucus.
2) Second line is internal non-specific defenses like white blood cells and antimicrobial proteins.
3) Third line is internal specific defenses using B cells, T cells, and antibodies for a targeted response.
This document appears to be a worksheet for a lesson on heart contraction and the transport of materials through the cardiovascular system. It includes key terms related to the heart and cardiac cycle. Students are asked to identify parts of the heart, explain what would happen if different parts were destroyed, and determine the effects of various factors on blood pressure. The worksheet also contains a diagram for which students are to explain what occurs in different sections of the cardiovascular system.
A student homework assignment asks them to:
1) Draw a diagram of the blood clotting process.
2) Determine possible blood types based on parents' types and if they can donate.
3) Complete a table with cell types and actions.
4) Draw diagrams of humoral and cell-mediated immune responses and their step-by-step processes.
This document contains an activity worksheet about cell respiration and photosynthesis. It asks students to define key terms related to these processes, write out the chemical reactions, and draw a diagram showing the steps of photosynthesis and cell respiration. Students are asked to provide their name, date, and section number at the top of the page. The activity is numbered and divided into three parts - defining terms, writing reactions, and making a diagram.
This document contains 10 questions about transport mechanisms and circulatory systems. It asks about the different transport mechanisms in plants, the transpiration-cohesion-tension mechanism in trees, root pressure, cohesive forces in water, diffusion in different organisms, interstitial fluid, open vs closed circulatory systems, double circulation, single ventricles in amphibians, and different blood vessels and their characteristics.
This document outlines the requirements for a Biology 2 final project on physiology and anatomy. Students will work in groups to research and present on an approved topic related to concepts discussed in the course. They must submit a topic proposal that includes an introduction, background research sources, and presentation outline. The final presentation should be in video format and resemble a TED Talk, exploring topics like improving human structure and function or examining a specific organ system. Deadlines are provided for topic approval, the written proposal, and the final presentation video.
This document outlines the course description, course outline, references, and grading system for Biology 2, a one unit comparative anatomy and physiology course offered to third year students at the Philippine Science High School - Main Campus. The course covers basic concepts of life processes with a focus on structure-function relationships among organisms. It examines evolutionary trends in organ system development. The course aims to demonstrate unity in diversity and value nature. It is divided into four quarters covering topics like biological organization, life processes, homeostasis, support/locomotion, regulation/control, and reproduction. Student work is evaluated based on tests, exams, class activities, and participation.
This document outlines the schedule and activities for an education course during the summer of 2011-2012. It includes reports, meetings, demos and simulations for preparation, and culminates with "the big day" at the end of the course.
This document outlines the schedule for EDUC 280 in summer 2011-2012, including reports, meetings, demos and simulations leading up to the final project. Meetings and practice sessions will help prepare students for their culminating presentations.
The last activity of the Field Biology Batch 2012 will take place on March 18-19 at Mt. Gulugod Baboy in Mabini, Batangas. The trip will focus on conservation, mountaineering, and surveying the flora and fauna of the montane region. Five teachers will supervise the trip to ensure safety. Parents are asked to indicate whether they allow their son/daughter to participate.
The immune system protects the body from pathogens through a complex system of cells, tissues, and organs. It has innate and adaptive defenses. The innate system provides immediate but non-specific responses, while the adaptive system mounts antigen-specific immune responses that can recognize and remember pathogens. The adaptive system includes B cells that produce antibodies and T cells that direct immune responses. Antibodies help eliminate pathogens through processes like opsonization, neutralization, and complement activation. Memory cells enable faster and stronger responses upon reexposure to the same pathogen. Immunodeficiencies impair immune function, while autoimmune diseases arise from immune responses against self-antigens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
This document contains an activity worksheet on cell respiration and photosynthesis. It includes checklists to identify the key components and processes of glycolysis, the Krebs cycle, the electron transport chain, and photosynthesis. It also poses questions about the importance of glycolysis in ATP production, why the Krebs cycle is aerobic, the types of fermentation, the last electron acceptor in the electron transport chain, and the byproducts of the Krebs cycle and electron transport chain. Additional questions address the importance of light in photosynthesis, the role of Rubisco in sugar formation, and adaptations plants use in hot climates like PEPCO cycling in CAM plants.
The document contains questions about osmoregulation and thermoregulation. It asks about different nitrogenous wastes and their importance, what would happen if freshwater and saltwater fish were placed in the opposite environments, the relationship between loop of Henle length and environmental temperature, properties of water that make it a good cooling agent, and ways organisms cool themselves.
This document contains a series of guide questions covering various topics in biology including circulation, the lymphatic system, blood clotting, EKG waveforms, cellular respiration, photosynthesis, gas exchange, bird anatomy, marine animal respiration, immune system defenses, inflammation, humoral response, cell-mediated response, and immunological memory. It concludes with questions for student feedback on their favorite topic, corrected misconceptions, any additional questions, and recommendations for the next quarter.
The three lines of defense in the immune system are:
1) First line is external non-specific defenses like skin and mucus.
2) Second line is internal non-specific defenses like white blood cells and antimicrobial proteins.
3) Third line is internal specific defenses using B cells, T cells, and antibodies for a targeted response.
This document appears to be a worksheet for a lesson on heart contraction and the transport of materials through the cardiovascular system. It includes key terms related to the heart and cardiac cycle. Students are asked to identify parts of the heart, explain what would happen if different parts were destroyed, and determine the effects of various factors on blood pressure. The worksheet also contains a diagram for which students are to explain what occurs in different sections of the cardiovascular system.
A student homework assignment asks them to:
1) Draw a diagram of the blood clotting process.
2) Determine possible blood types based on parents' types and if they can donate.
3) Complete a table with cell types and actions.
4) Draw diagrams of humoral and cell-mediated immune responses and their step-by-step processes.
This document contains an activity worksheet about cell respiration and photosynthesis. It asks students to define key terms related to these processes, write out the chemical reactions, and draw a diagram showing the steps of photosynthesis and cell respiration. Students are asked to provide their name, date, and section number at the top of the page. The activity is numbered and divided into three parts - defining terms, writing reactions, and making a diagram.
This document contains 10 questions about transport mechanisms and circulatory systems. It asks about the different transport mechanisms in plants, the transpiration-cohesion-tension mechanism in trees, root pressure, cohesive forces in water, diffusion in different organisms, interstitial fluid, open vs closed circulatory systems, double circulation, single ventricles in amphibians, and different blood vessels and their characteristics.
This document outlines the requirements for a Biology 2 final project on physiology and anatomy. Students will work in groups to research and present on an approved topic related to concepts discussed in the course. They must submit a topic proposal that includes an introduction, background research sources, and presentation outline. The final presentation should be in video format and resemble a TED Talk, exploring topics like improving human structure and function or examining a specific organ system. Deadlines are provided for topic approval, the written proposal, and the final presentation video.
This document outlines the course description, course outline, references, and grading system for Biology 2, a one unit comparative anatomy and physiology course offered to third year students at the Philippine Science High School - Main Campus. The course covers basic concepts of life processes with a focus on structure-function relationships among organisms. It examines evolutionary trends in organ system development. The course aims to demonstrate unity in diversity and value nature. It is divided into four quarters covering topics like biological organization, life processes, homeostasis, support/locomotion, regulation/control, and reproduction. Student work is evaluated based on tests, exams, class activities, and participation.
This document outlines the schedule and activities for an education course during the summer of 2011-2012. It includes reports, meetings, demos and simulations for preparation, and culminates with "the big day" at the end of the course.
This document outlines the schedule for EDUC 280 in summer 2011-2012, including reports, meetings, demos and simulations leading up to the final project. Meetings and practice sessions will help prepare students for their culminating presentations.
The last activity of the Field Biology Batch 2012 will take place on March 18-19 at Mt. Gulugod Baboy in Mabini, Batangas. The trip will focus on conservation, mountaineering, and surveying the flora and fauna of the montane region. Five teachers will supervise the trip to ensure safety. Parents are asked to indicate whether they allow their son/daughter to participate.
The immune system protects the body from pathogens through a complex system of cells, tissues, and organs. It has innate and adaptive defenses. The innate system provides immediate but non-specific responses, while the adaptive system mounts antigen-specific immune responses that can recognize and remember pathogens. The adaptive system includes B cells that produce antibodies and T cells that direct immune responses. Antibodies help eliminate pathogens through processes like opsonization, neutralization, and complement activation. Memory cells enable faster and stronger responses upon reexposure to the same pathogen. Immunodeficiencies impair immune function, while autoimmune diseases arise from immune responses against self-antigens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
The document discusses the immune system and its defenses against pathogens. It covers three groups: 1) the non-specific first line defenses of the skin, mucus, and cilia, 2) the inflammatory response involving cells like macrophages, mast cells, and cytokines, and 3) the specific adaptive immune response involving T cells, B cells, antibodies, and memory cells that provide long-term protection against pathogens.
1. DISLOCATIONS
WHAT TO LOOK FOR
The most common dislocations occur in the shoulder, elbow, finger, or thumb.
LOOK FOR THESE SIGNS:
1. swelling
2. deformed look
3. pain and tenderness
4. possible discoloration of the affected area
IF A DISLOCATION IS SUSPECTED...
1. Apply a splint to the joint to keep it from moving.
2. Try to keep joint elevated to slow blood flow to the area
3. A doctor should be contacted to have the bone set back into its socket
STRAINS
DIFFERENCE IN SPRAINS AND STRAINS:
SPRAIN--involves injury to the ligaments around a joint
STRAIN--involves injury to a muscle or tendon
TREATMENT:
1. At the time of the injury, begin the RICE treatment.
2. For lower back strain, rest will often bring relief to the strained muscle. If
not, alternate cold compresses with moist heat, allowing a time of rest
between the treatments.
2. RICE TREATMENT
REST - Avoid using the affected part to avoid further discomfort or injury.
Gradually rebuild your exercise program once the injury has healed.
ICE - Apply ice (bags with crushed ice, cold packs, etc.) to the injured area for
the first 24 to 48 hours to prevent or reduce swelling.
COMPRESSION - Wrap an elastic bandage around the injured area to secure the
ice in place. Do not wrap it so tightly that the circulation is cut off. After 10-15
minutes, loosen the bandage and remove the ice. Ice may be reapplied for 15-20
minutes every one or two hours for the first six hours after the injury. As long as
the injury is swelling, continue to apply ice 3-4 times a day.
ELEVATION - Elevate the injured area above the level of the heart to slow the
blood flow to the injury.
SPRAINS
SIGNS OF A STRAIN:
1. affected joint begins to swell immediately
2. joint may also turn black and blue due to the escaped blood from torn
blood vessels
3. victim will experience excruciating, shooting pains at the time of the injury
because many nerves are injured in a sprain
TREATMENT:
1. RICE treatment
2. Thermotherapy (applying moist heat) promotes healing, but should not be
applied to a muscle or ligament injury for at least 24 hours because heat
3. will increase the swelling. After the swelling has gone, you should alternate
applying cold compresses and moist heat to the injury.
3. To treat the injury with warm, wet packs, place a water-dampened towel
in a microwave oven for about 30 seconds. Check to make sure the towel is
not too hot before placing it on the skin. If a microwave oven is not
available, run a towel under very hot tap water, wring it out, and apply it
to the injury.
4. A sprained arm should be placed in a sling.
Most sprains take at least 6-8 weeks to heal.
ANIMAL BITES
MINOR BITES
1. Wash it carefully with soap and water
2. Apply an antiseptic (i.e. hydrogen peroxide)
3. Apply an antibiotic cream
PUNCTURE WOUND OR LARGE GASH
1. Clean the bite to rid it of infection
2. Victim should be treated by a doctor
Whether the bite is large or small, a doctor should be contacted if swelling,
increasing redness, or drainage occurs, or if there are flu like symptoms, fever, or
swollen glands.
BEE STINGS
1. Remove the stinger by scraping with your fingernail or the blade of a knife
2. Wash the area thoroughly with soap and water
4. 3. Apply ice, calamine lotion, or baking soda-and-water mixture to relieve the
swelling and pain
A stinger that is not removed continues to release venom into the body for as long
as 20 minutes.
Do not remove a stinger with tweezers. Squeezing releases more of the poison into
your body.
The swelling should be gone within 24 hours.
SIGNS OF AN ALLERGIC REACTION:
1. Difficulty breathing
2. Begin to cough
3. Complain of headache
4. Possibly become unconscious
Immediate medical attention is needed if an allergic reaction develops.
SNAKEBITES
1. Get the victim away from the snake.
2. Check the snakebite for puncture wounds. If one or two fang markings are
visible, the bite is from a poisonous pit viper.
3. Remember what the snake looks like. The doctor will need to know this to
provide the proper treatment.
4. Keep the victim calm, lying down, and with the bitten arm or leg below the
level of his heart to slow the blood flowing from the wound to the heart.
The more the victim moves, the faster the venom spreads through the
body.
5. 5. Clean the wound. Be sure to wipe away from the bite. This keeps any
venom on the unbroken skin around the bite from being wiped into the
wound.
6. Watch for general symptom (i.e. sharp pain, bruising, swelling around the
bite, weakness, shortness of breath, blurred vision, drowsiness, or
vomiting.
7. Get the victim to the hospital as soon as possible.
If any of the above mentioned symptoms occur within 30 minutes from the time of
the bite, and you are over two hours away from medical help, tie a constricting
band (3/4 to 1 1/2 inches wide) two inches above the bite or above the swelling.
The band needs to be loose enough to slip a finger underneath it. The band slows
blood flow away from the bite, keeping the venom from reaching the heart. The
band must be applied within 30 minutes after the time of the bite to be effective.
If the swelling spreads, move the band so that it is two inches above the swelling.
FAINTING
KNOW THE SYMPTOMS AND WHAT TO DO
Before losing consciousness, the victim may complain of...
1. lightheadedness
2. weakness
3. nausea
4. skin may be pale and clammy
5. If a person begins to feel faint, he should...
1. lean forward
2. lower head toward knees
As the head is lowered below the heart, blood will flow to the brain.
What to do if someone becomes unconscious:
THE RECOVERY POSITION
6. 1. keep the victim lying down with head lowered and legs elevated
2. loosen any tight clothing
3. apply cool, damp cloths to face and neck
In most cases, the victim will regain consciousness shortly after being placed in
this position. After the victim regains consciousness, do not let him get up until
you have questioned him (Who are you? Where are you?, Do you know what day
it is?) to be sure he has completely recovered.