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Procedimiento peps
Este documento explica el procedimiento de Primeras Entradas Primeras Salidas (PEPS) para el registro contable de inventarios. PEPS requiere que los artículos se vendan en el orden en que entraron al almacén, respetando el precio de costo original. El documento incluye un ejemplo numérico que muestra las entradas, salidas, costos y saldos de sombrillas en un almacén a lo largo de varias fechas.
Excre terms
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.
Osmothermoreg activity
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.
Overview of excretion in mammals
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.
Integumentary activity
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.
Immune 20132014 (1)
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.
Cell respi photosynthesis activity
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.
Lab activity 1 20122013
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.
Recommended
Procedimiento peps
Este documento explica el procedimiento de Primeras Entradas Primeras Salidas (PEPS) para el registro contable de inventarios. PEPS requiere que los artículos se vendan en el orden en que entraron al almacén, respetando el precio de costo original. El documento incluye un ejemplo numérico que muestra las entradas, salidas, costos y saldos de sombrillas en un almacén a lo largo de varias fechas.
Excre terms
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.
Osmothermoreg activity
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.
Overview of excretion in mammals
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.
Integumentary activity
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.
Immune 20132014 (1)
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.
Cell respi photosynthesis activity
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.
Lab activity 1 20122013
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.
2nd quarter notes
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.
Immune notes
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.
Transport activity
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.
Homework clotting and immune
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.
Cell respi and photosynthesis activity
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.
Transport notes
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.
Biology project sy 2012 2013
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.
Bio2 course outline 2012 2013
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.
Pix educ 280
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.
Pix educ 280
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.
Fb
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.
Immune 20112012
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.
Immune system terms
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.
Terms immune
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.
Terms immune
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.
Terms immune
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.
Terms immune
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.
Respiration20112012
This document discusses the requirements and structures for respiration in organisms. It covers the respiratory medium, surface, and structures used by different organisms. These include cell membranes, gills, lungs and tracheal systems. Countercurrent exchange and gas transport pigments like hemoglobin are described. The regulation of breathing and factors affecting it are also summarized.
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2nd quarter notes
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.
Immune notes
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.
Transport activity
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.
Homework clotting and immune
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.
Cell respi and photosynthesis activity
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.
Transport notes
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.
Biology project sy 2012 2013
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.
Bio2 course outline 2012 2013
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.
Pix educ 280
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.
Pix educ 280
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.
Fb
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.
Immune 20112012
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.
Immune system terms
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.
Terms immune
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.
Terms immune
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.
Terms immune
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.
Terms immune
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.
Respiration20112012
This document discusses the requirements and structures for respiration in organisms. It covers the respiratory medium, surface, and structures used by different organisms. These include cell membranes, gills, lungs and tracheal systems. Countercurrent exchange and gas transport pigments like hemoglobin are described. The regulation of breathing and factors affecting it are also summarized.