|
Polio Live Vaccine
|
Similarities
Between Both
|
Polio Dead Vaccine
|
1.Liquid, drink it
2. Humoral & cell-mediated
3. 95% affected
4.passes person to person
5.
|
1.Humoral
2. High effective rates
3.
4.
5.
|
1.can not replicate, live
2.injected in muscle
3.99% affective
4.can not pass on the immunity
5.
|
What diseases do vaccines prevent?
What is herd immunity?
What does it mean to be immunocompromised?
What kind of people would be considered immunocompromised?
How does herd immunity help people who are immunocompromised?
What does it mean to “exempt vaccines”?
What two ways can parents “exempt vaccines”?
Making it their choice
What is the theory behind vaccines?
What is the stigma around a person who questions vaccines?
What is “informed consent”?
Do doctors give “informed consent” to patients on vaccines?
Who controls vaccine laws?
What is California’s vaccine law? (Not mentioned in video, please Google it.)
How much knowledge do doctors receive about vaccines in medical school?
What is the “vaccine war”?
How has media shaped the “vaccine war”?
How has researching vaccine ingredients, learning about the immune system, and watching three videos with separate agendas helped you?
Blood typing
Trial Number
|
Reaction with Anti-A
|
Reaction with Anti-B
|
Reaction with Anti-Rh
|
Determined blood type
|
1
|
yes
|
no
|
yes
|
A positive
|
-
What blood type is needed for a transfusion for a Type O positive patient?
Type O positive is necessary for someone who needs a Type O transfusion
-
What would happen if someone was transfused with an incompatible blood type?
If someone was transfused with an incompatible blood type then they would have
a reaction.
What blood type is needed for a transfusion for a Type O positive patient?
What would happen if someone was transfused with an incompatible blood type?
How Are Antibodies Used for Blood Typing?-Lab Report
Introduction: In NEW school we are currently learning about immunology and how are body reacts to certain vaccines. In this lab we are blood typing to see what type blood we are and to learn about how are immune system works
Purpose: What blood type is Kelly going to be?
Hypothesis: If kellys blood is B negative, then antigen b will clump up , because
there will be a reaction to the antigen b and only that liquid.
there will be a reaction to the antigen b and only that liquid.
Materials:
- Blood typing slide (4)
- Antisera A and B
- Anti-Rh factor
- Mixing sticks
- Synthetic blood samples (4); Note: These do not contain real blood and thus are completely safe to handle. They will however accurately simulate the blood typing process.
- Disposable plastic pipettes (4); these are for moving the blood samples to the blood typing slide
- Disposable gloves
- Bleach bath
- Cotton balls
- Lancets
Procedure:
- In your lab notebook make a data table, to record all your data and observations.
- Using a disposable toothpick, place a drop of blood sample in each well of a blood typing slide.
- Add a drop of synthetic anti-A to the well labeled A.
- Add a drop of synthetic anti-B serum to the well labeled B.
- Add a drop of synthetic anti-Rh serum to the well labeled Rh.
- Using a different color mixing stick for each well, gently stir the blood and antiserum drops for 30 seconds. Remember to discard each mixing stick after a single use to avoid contamination to your samples.
- After 30 seconds of stirring carefully examine the liquid in the wells.
- If the liquid is clear or light pink with no particles or cloudiness formed, then no reaction has occurred and you should mark "No" in the appropriate box in the data table.
- If there are solid particles that have formed in mixing the sample or antiserum (they may be darker or lighter than the original liquid), then a reaction has occurred and you should mark "Yes" in the appropriate box. Also, if the liquid has very small particles formed, giving a cloudy appearance to the liquid, then a reaction has occurred and you should mark "Yes" in the appropriate box.
- It is important to look very closely at the wells and only do one well at a time. Be sure to stir at least 30 seconds with the plastic stick. The final product may be clear, white or dark pink depending on the combination of blood sample and antiserum, so look carefully to see if small or large particles have formed in the well.
- Reference the photos in Figure 1 for help determining if a reaction has occurred or not. If you continue to have trouble read the FAQ for this project.
- Record the results of your blood sample in the data table
- Place the toothpicks, blood typing slide, and cotton balls into the bleach bath
- Compare your results with the data table below:
Source: “How Are Antibodies Used for Blood Typing?” By Science Buddies
Trial Number
|
Reaction with Anti-A
|
Reaction with Anti-B
|
Reaction with Anti-Rh
|
Determined blood type
|
1
|
yes
|
no
|
yes
|
A positive
|
Conclusion: This section shows YOUR UNDERSTANDING of the lab. A strong conclusion will be 2 paragraphs long and follow the argumentation from evidence format.
Paragraph One:
- Claim –Kellys blood type was B-.
- Evidence – Your evidence is the data you collected during the lab. Use your data to support and backup your claim. Discuss the patterns in your data; reference the ACTUAL numbers and trends in your data table and graph.
- Explain – Provide an explanation for what your data tells you. Explain why or how the evidence/data supports your claim.
Paragraph Two:
- Reflect on your original hypothesis, does your data support your original idea or not? Explain your answer. (Paper that earns a 3 or 4 will do this well).
- The errors that could have happened would be putting the wrong liquid in the wrong holder place on the tray. As well as not sanitizing good.
Role of phagocytes in innate or nonspecific community
What is the point of the immune system?
it is to keep out shady things from the body that can do damage to the body. (bacteria, bad proteins,viruses .. etc)
What is the difference between the first line of defense and second line of defense?
The first line of defense is to keep things out and more obvious our skin and oils.
What is innate immunity mean?
It means that they generally respond to the things that came bad.
What is non-specific immunity mean?
The initial immune response reaction against foreign antigens.
What are three examples of first line of defense?
Bacteria, bad proteins, viruses
What are the two examples of the second line of defense?
inflammatory response and phagocytes
What is a pathogen?
A bacteria or virus that can cause a disease
What is a phagocyte?
A class of cell that can eat up pathogens.
What is major histocompatibility complex II (MHC II)?
After they the foreign cells and take their proteins and flag
What is an antigen?
A toxin or foreign substance that induces an immune response
What is a virus? How do viruses work?
What is a virus?
-not living, very tiny ,complex collection of organic matter
What is the structure of a virus? (The anatomy of a virus)
-A strand of genetic info
How do viruses work?
-It must infect some kind of cells so it will be able to reproduce genetic material
-viruses are able to infect healthy cells and convert them into mindless virus producing robots.
How can a virus enter the body?
-Eat a certain type of food, water, swimming
What is bigger a virus or bacteria?
bacteria
How do viruses replicate?
-viruses are able to infect healthy cells and convert them into mindless virus producing robots.
-When in the cell the virus will then begin to use its molecular arsenal to hijack the cells protein manufacturing systems and DNA replication mechanism after the virus has integrated itself into the cells own DNA the cell will then replicate.
Vaccine
Questions-
How much is toxic?
How many people experience side effects?
9 ingredients 6 of those are toxic
formaldehyde, streptomycin and polymyxin B are toxic in high quantities
DTap
15 ingredients
10 ingredients toxic
MMR-
13 ingredients
measels, mumps and rubella
None are toxic
limited info in chick embryo cell culture and WI-38 human diploid lung
HIB (Haemophilus influenzae type B)
12 different ingredients
toxic if allergic to milk based proteins modified mueller and miller medium could be potentially dangerous
Hepatitis B
5 ingredients - 1st brand
9 ingredients - second brand
not toxic- phosphate buffer, yeast protein, dextrose,mineral salts
toxic- formaldehyde, sodium chloride, potassium aluminum sulfate
Hepatitis A
16 ingredients
not toxic- formalin, human diploid cells
toxic- sodium chloride, sodium borate, neomycin
HPV
10 ingredients
non toxic- carbohydrates, vitamins
protecting genitals from cancer
limited info- mineral salts
Science Assessment #7 Revamp
Independent vs Dependent variables
Where does our water come from?
Teach backs
Coal with Colby
coal is formed through 300 million years of heat and pressure
starts off as plant life
natural gas is a big part of making coal
types of coal :
Peat- plant life that is decomposing by heat and pressure
Lignite- is peat but is subject to more heat and pressure has dark brown color and crumbles easily
Subbituminous and Bituminous - basically the same thing subject to less heat and pressure
anthracite
anthracite- rarest to make about 350 million years to make most efficient to all other coals
Natural Gas with Scott
Oil with Nick
Oil is a fossil fuels meaning that over millions of years, dead plants, and animals turned into oil
Fossil fuel-
Majority of plants and animals that for oil are tiny zooplankton and algae
Oil is collected by drills both on land and off land. Large drills go down to depth right above the oil
Oil is found in rubber, aspirin,crayons, ink
How much oil does U.S collect? 9.4 million barrels
Oil is a pollutant
Oil spills in the ocean can be devastating
3 vocab-
Diatom- plankton most often used in the formation oil
Barrels- 42 U.S. gallons
Fossil fuel- A fuel that has been produced from plant and animal matter
Environmental Impacts with Audrey
Carbon can last 100-300 years
leads to smog acid rain toxins in the environment and air pollution
of co2 comes from power plants
oil- powers mostly everything, cars, planes, houses
when petroleum is burned it emits CO2 = global warming
nitrogen oxide- respiratory
gas- methane, ethane, propane
-main contributor of co2 is cars
3 vocab-
-Air pollution- a mixture of solid particles and gasses in the air that can contaminate atmosphere
-Global warming- term used to describe a gradual increase in the average temp of the earth atmosphere and oceans, changing earths climate
-Emission (CO2)- production of discharge of something especially gas and radiation
Station 2- Alternative Energy with Kelly
Formed over millions of years
Intense pressure high heat and time
Renewable source is a substance that can be replenished just as fast as it is being drawn out
Fossil fuels not renewable
Cannot be replenished
We really use the equivalent to 4 billions ton of oil
By 2088 we are expected to run out of most fossil fuels
Station 3- Political Ramifications with Casey
Stop global warming by stop using fossil fuels
No perfect energy source
3 vocab-
fossil fuels-A fuel that has been produced from plant and animal matter
Export- no longer needed to import
Energy dependence-
Coal with Colby
coal is formed through 300 million years of heat and pressure
starts off as plant life
natural gas is a big part of making coal
types of coal :
Peat- plant life that is decomposing by heat and pressure
Lignite- is peat but is subject to more heat and pressure has dark brown color and crumbles easily
Subbituminous and Bituminous - basically the same thing subject to less heat and pressure
anthracite
anthracite- rarest to make about 350 million years to make most efficient to all other coals
Natural Gas with Scott
Oil with Nick
Oil is a fossil fuels meaning that over millions of years, dead plants, and animals turned into oil
Fossil fuel-
Majority of plants and animals that for oil are tiny zooplankton and algae
Oil is collected by drills both on land and off land. Large drills go down to depth right above the oil
Oil is found in rubber, aspirin,crayons, ink
How much oil does U.S collect? 9.4 million barrels
Oil is a pollutant
Oil spills in the ocean can be devastating
3 vocab-
Diatom- plankton most often used in the formation oil
Barrels- 42 U.S. gallons
Fossil fuel- A fuel that has been produced from plant and animal matter
Environmental Impacts with Audrey
Carbon can last 100-300 years
leads to smog acid rain toxins in the environment and air pollution
of co2 comes from power plants
oil- powers mostly everything, cars, planes, houses
when petroleum is burned it emits CO2 = global warming
nitrogen oxide- respiratory
gas- methane, ethane, propane
-main contributor of co2 is cars
3 vocab-
-Air pollution- a mixture of solid particles and gasses in the air that can contaminate atmosphere
-Global warming- term used to describe a gradual increase in the average temp of the earth atmosphere and oceans, changing earths climate
-Emission (CO2)- production of discharge of something especially gas and radiation
Station 2- Alternative Energy with Kelly
Formed over millions of years
Intense pressure high heat and time
Renewable source is a substance that can be replenished just as fast as it is being drawn out
Fossil fuels not renewable
Cannot be replenished
We really use the equivalent to 4 billions ton of oil
By 2088 we are expected to run out of most fossil fuels
Station 3- Political Ramifications with Casey
Stop global warming by stop using fossil fuels
No perfect energy source
3 vocab-
fossil fuels-A fuel that has been produced from plant and animal matter
Export- no longer needed to import
Energy dependence-
Deep dive
Crash course is a credible youtube channel because it is very famous resource that many people use around the world. This channel was mean't to help high school students as well.
From this video I have learned what the electron transport chain is and overall cellular respiration.
As a learner I believe this video has helped a lot, it is meant for young people and shows very good visuals helping me understand what it means.
Ecology #3
Word
|
Part of speech
|
Definition
|
Fauna
|
Noun
|
The animal life in an area
|
Flora
|
Noun
|
Plant life in an area
|
Food web
|
Noun
|
Many food chains put together to show how energy flows through ecosystem
|
Food chain
|
Noun
|
The order that animals feed of of like plants and animals
|
Population
|
Noun
|
All members one species in one area
|
Predator
|
Noun
|
Animal that hunts, kills and eats
|
Prey
|
noun
|
An animal hunted, eaten and killed by predator
|
Producer
|
Noun
|
An organism that makes own food
|
Primary producer
|
Noun
|
Animals eat primary consumers- plant eaters
|
Secondary consumer
|
Noun
|
Animals that eat primary consumers- carnivores and herbivores
|
Tertiary consumer
|
Noun
|
Carnivore top of food chain feeds other carnivores or only secondary
|
Fossil Fuels
Group of energy sources that were formed from different plants and organisms during the Carboniferous Period around 360 million years ago
Different types of fossil fuels depend on four things the organic matter, temperature, time, and pressure conditions while decomposing
3 Major Types: coal, oil, and natural gas
coal- plants and trees + pressure and heat that hardened
oil- zooplankton and algae pressure caused to decompose + more heat and pressure
fossil fuels are sought after energy sources because they have a high energy density
world's dominant energy source
considered non-renewable resources because they take millions of years to form
cant be re-used
carbon dioxide causes environmental and health issues
carbon dioxide causes environmental and health issues
Fossil fuels are largest emitters of carbon dioxide
Ecology vocab #2
Word
|
Part of speech
|
Definition
|
Decomposer
|
Noun
|
Organism such as bacteria or fungus that breaks down dead matter and returns nutrients to the soil
|
Estuary
|
Noun
|
A body of water where freshwater and saltwater ecosystems merge together (marine and freshwater ecosystems will be present here)
|
Habitat
|
Noun
|
The place and surroundings where an organism normally lives
|
Herbivores
|
Noun
|
An organism that eats only plants
|
Host
|
Noun
|
A living organism on which a parasite lives
|
Limiting factor
|
Noun
|
Something in an environment that keeps the population
|
Niche
|
Noun
|
The habitat that supplies everything needed for a species or an organism to survive
|
Omnivores
|
Noun
|
A consumer that eats both plants and meats
|
Parasite
|
Noun
|
An organism that lives in or one another organism (called host)
|
A pond of bacteria?
Notes:
pond is a pool of water and sun can penetrate to the bottom
Ponds are tangent No movement Organisms’ outputs remain in water
Enter bacteria natural decomposer, Breaks down waste and ammonia
reduces algae
3 target vocab:
Macroscopic- large enough to be viewed without a microscope
Photoautotrophs- organisms producing their own food via photosynthesis
Heterotrophs-organisms that cannot produce their own food
Chlorine and lead in top water
Notes :
Tap water comes from rivers, sewer, ponds and ground
2% potable
Chlorine-
toxic, irritant, pale green gas, kills bacteria microbiological organisms
Chlorine affects environment reacts with other chemicals, low level harm
Lead-
color, NEVER safe, lead piping, soft or corrosive
lead affects air pollution,soil, moves through ecosystem, organ damage
3 target vocab:
corrosive- causes corrosion
potable- safe to drink
microbiological- science that deals with microorganisms.
pH and the Ocean
Notes:
pH is the acidity in a solution
8.0-8.4
Low number- acidic
High number- alkaline
Environment can affect pH levels
pH indicators are weak acids or bases, change specific color at specific pHs
Color change occurs when acid or base accepts or donates protons
Past 300 million years has been 8.2 now its 8.1
3 target vocab:
Acid- molecule that can donate a proton or accept electron pair in reactions
Bases- molecule that accepts protons
proton- particle found in nucleus with a positive charge
Water cycle demo
Materials:
-flask with hot water (500 mL water)
-6 mL of morton salt
-1,000 mL beaker
-25 mL beaker
-few ice cubes
Procedures:
1. added 6 mL of Morton salt in water
2. small beaker inside big beaker
3. add bb's in order to weigh down small beaker (standing up) in big beaker
4. add plastic wrap to act as the atmosphere
5. Add ice cubes on top of plastic wrap
The photo up above is showing the type of salt we used to make the water "salt water".
This photo is showing the flask we used to hold the hot water. (photo above)
this photo is showing our teacher putting the plastic rap over the beakers to keep everything locked in. (photo above)
Ecology- Water cycle
(above) The image above is showing the saltwater and freshwater there is. As you can see fresh water is very limited. most of the fresh water is iced and not melting, If it melts it will add to the amount of fresh water we have. This graph is for the oceans worldwide.
 |
"Biogeochemical cycles: Figure 3" by OpenStax College, Biology
(above) This image is showing where the water is in specific areas.
|
 |
| The water cycle by NOAA National Weather Service Jetstream, (above) the image above shows the cycle in which the water goes. Starting from the a body of water and ending in a body of water. |
Word
|
Part of speech
|
Definition
|
Ecology
|
Noun
|
The study of how living things interact with one another
|
Ecosystem
|
Noun
|
All living and nonliving things in an area and their interactions
|
Abiotic factor
|
Noun
|
The part of the ecosystem that is not alive and has never been alive
|
Biotic factor
|
Noun
|
The part of an ecosystem that is alive
|
Adaptation
|
Noun
|
A characteristic that helps an organism survive in its environment
|
Biome
|
Noun
|
A plant and animal community that covers a large part of the earth
|
Detritivore
|
Noun
|
An organism (as an earthworm or a fungus) that feeds on dead and decomposing organic matter
|
Community
|
Noun
|
A group of organisms living together in a certain area
|
Consumers
|
Noun
|
An organism that survives by eating producers or other consumers in its ecosystem
|
Carnivore
|
Noun
|
An organism that eats only other consumers (meat eater)
|
Deforestation
|
Verb
|
The cutting down and clearing of forest land- will usually lead to increased soil erosion in this area
|
Intro to Ecology Demo
Vocabulary:
Abiotic factor- non living things that affect living organisms (soil, water, sun)
biotic factor- living things (frog)
biotic factor- living things (frog)
predator- one that preys (bears. wolves)
prey- taken by predator as food
prey- taken by predator as food
consumer- organisms (animals) that feed off of other plants and animals
omnivore- feed off of both animal and plant
herbivore- feed off of plants
carnivore-feed off of meat/ animals
herbivore- feed off of plants
carnivore-feed off of meat/ animals
autotroph- organism capable of getting its own food (plans <-- sunlight )
photoautotroph- organism gets energy from light and uses carbon as its source
photoautotroph- organism gets energy from light and uses carbon as its source
decomposer- helps organic material to break down/decompose
producer- organic compounds using light energy, producers in food chain (algae in water)
primary consumer- herbivores
secondary consumer- carnivores
tertiary consumer-carnivore
secondary consumer- carnivores
tertiary consumer-carnivore
Activity: In this ecology demo we were put in a group of 10-12 students an each given a card with a biotic or abiotic factor. We were told to make our food chain and connect each organism to each other in someway. Then we labeled our abiotic or biotic factor on what it is using the vocabulary up above. The theme of our group was by a river considering we had birds, bacteria, fish, snakes and so on. Through out this lab we documented our progress
Science- Flipped classroom videos
Intro to DNA
Where is DNA found?
Cell- nucleus- chromosome (DNA)
What has DNA?
Anything that is living has DNA (humans, flowers,)
What is DNA?
A molecule, molecules make up organelles
Macromolecules
carbohydrates, lipids, nucleic acids, protein
Structure of DNA
ladder format
The function of DNA
gene coding (eye color, hair color)
codes for proteins (amino acids)
DNA replication (reproduction, growth skin when cut)
Fun facts!
- Over 99% of our DNA sequence is the same as other humans'
- If you unwrap all the DNA you have in your cells you could reach the moon 6,000 times
Who killed Romeo and Juliet
Suicide mistaken as homicide
Introduction: “Fathers are more likely to kill. Men killed six out 10 children” (Bello, USA Today) While investigating the ‘suicides’ DNA was found at Romeo and Juliet's crime scene leading the FBI thinking it is Capulet, Juliet's father leaving behind his DNA. Capulet abominated Romeo knowing he was in love with her daughter and did n ot want her to marry him, Capulet found out they secretly got married he was indignant and he wanted to do something about it. Juliet's father then murdered Romeo, Juliet was already awake from her deep sleep and caught his father doing it ,in order to keep her quiet he had to murder her too, he had set up the crime scene to make it look like a double suicide.
Purpose: Whose DNA will match the DNA at Romeo and Juliet's crime scene?
Hypothesis: I believe this is true because he wanted Juliet to marry Paris but she wanted to marry Romeo. Capulet hated Romeo and so Capulet murdered him and his own daughter because he despised her.
If Capulet killed Romeo and Juliet then he would be the reason of their death because he did not want Romeo and Juliet to get married he wanted Juliet to marry Paris he then killed his own daughter because he was furious with her.
Materials:
Procedure:
Making the Gel Electrolysis Chamber
Collecting the DNA
Extracting the DNA
Adding the DNA to the Gel Chamber
Data Table:
Identify the Independent and Dependent Variable:
Graph:
Conclusion:
The real murderer was Friar Laurence this infers that his DNA was more identical to the murders DNA. The gel chamber would have shown the matching of the DNAs if the lab was definite. There was not pattern in data because the lab did not work how we wanted it to.
My groups’ original hypothesis was wrong, thinking Capulet was the murderer.There were many errors in this lab, instead of using stainless steel wires the wire we used was not stainless steel causing it to rust in our gel chamber. The combs in our gel chamber also pulled out the gel leaving a rectangle space and so we had to cut out our own slits. Our class also did not use enzymes to break up the DNA which would have made it easier. Our lab was definitely not conclusive we had many errors and we only based this on off of one trial because all the materials used were very expensive. The DNA in the gel chambers were really hard to see, my group was not able to see the ending product. If someone else followed these procedure they might want to change some things like having stainless steel wire, and making sure not to leave the gel to dry for too long which caused our Styrofoam to pull out the gel and do this lab in a more suitable environment.
| ||||||||||
Reminders
System or order = Human body, organ system, organs, tissue, cells, organelles, molecules, atoms
All enzyme names end with ase - Protase = enzyme used to extract DNA
The Brain
FUN FACTS
Brain is fattest organ
Humans continue to make new neurons
Children who learn 2 languages before the age of five alter the brain structure
CONT..
Word brain appears 66 times in the play in shakespeare
Quick system of order review
All humans are made up of organ systems
All organ systems are made up of organs
All organs are made up of tissues
All tissues are made up of cells
All cells are made up of organelles
All organelles are made up of molecules
All molecules are made up of atom
Dendrites: brings info to cell body
Axons: Takes info. away from the cell
myelin: helps speed impulse made up of fat and protein
synapse: space between neurons where molecules are transformed
Dendrites: brings info to cell body
Axons: Takes info. away from the cell
myelin: helps speed impulse made up of fat and protein
synapse: space between neurons where molecules are transformed
The anatomy of the brain
The day I woke up in the hospital I was extremely disoriented and confused, then the doctor had just explained to me I had a stroke. This was not what I expected or wanted to hear, the fact that I had just had a stroke was very unexpected, and left me and my family completely shocked and concerned. My doctor had mentioned that my stroke had occurred because of the lack of blood flow in my brain and my brain was not receiving enough nutrients or oxygen. The side of the brain affects the opposite side of the body, in this case my right brain was the area of the stroke and my left side of my body was affected, I have many challenges to go through since this stroke has happened. This had caused physical and psychological damage.
The stroke affected the left side of my body, I ignore the objects and people on my left side and lost movement in my left arm and leg. Walking, eating, getting ready are all affected by my stroke and loosing movement in my arm and leg making it more difficult to complete these tasks. My vision is not as good as it should be on my left side, I may sometimes not recognize shapes or familiar faces, I know this may hurt my family a little but they do understand why I may not be able to recognize them. My doctor had mentioned to me that I should look around often when I am walking around to be aware of where I am walking and to make sure I’m not running into things.
Along with the physical damage I had psychological damage on right side of my brain. I have trouble keeping up and understanding a conversation I may be having. I can forget what I have said when answering questions and may repeat an answer or phrase. It may be frustrating with other people when I can not hold up a conversation. My doctor had mentioned problem solving and reasoning can affect me.
Even though my stroke will not be totally recovered I will attend a rehabilitation center, I will have to learn how to be without the use of my arm and leg to make some tasks a bit easier. This is not something I expected but will have to live with what happened. I am now home and i hope to not return to the hospital.
Word
|
Function
|
Brainstem (September)
|
Controls of flow of actions from the brain to the rest of the body
|
Cerebellum (September)
|
Receives information from sensory systems
|
Cerebrum (Makenzie)
|
It is the largest part of human brain and it is divided into four parts.
|
Right brain (Makenzie)
|
The right brain coordinates the left side of the body and creates creativity and arts.
|
Frontal Lobe (Jordan)
|
Controls cognitive skills like emotional expression, problem solving, and memory
|
Sensory Strip(Jordan)
|
A band of neurons in your cerebrum or cerebral cortex that controls the 5 senses.
|
Medulla(Riley)
|
The medulla oblongata helps regulate breathing, heart and blood vessel function, digestion, sneezing, and swallowing. This part of the brain is a center for respiration and circulation. Sensory and motor neurons (nerve cells) from the forebrain and midbrain travel through the medulla.
|
Pons (Riley)
|
The part of the brainstem that links the medulla oblongata and the thalamus.
|
Occipital (Alyssiana Hugel)
|
One of the four major lobes, that is responsible for your vision.
|
Meninges(Alyssiana Hugel)
|
Three membranes that cover the spinal cord and the brain. The three membranes are dura mater, arachnoid mater, and pia mater.
|
Thalamus(Will)
|
The thalamus is responsible for the sleep and wake cycle
|
Temporal(Will)
|
The temporal lobe is mostly responsible for hearing
|
Parietal (Lyric)
|
attached to the wall of the body or of a body cavity or hollow structure.
|
Hypothalamus (josh)
|
a region of the forebrain below the thalamus that coordinates both the autonomic nervous system and the activity of the pituitary, controlling body temperature, thirst, hunger, and other homeostatic systems, and involved in sleep and emotional activity.
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Pituitary gland (josh)
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Controls hormones in the body and triggers puberty in the body so that it may grow to it’s full adult form
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Pineal gland (erika)
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Small endocrine gland in the vertebrate brain. The pineal gland produces melatonin, a serotonin derived hormone which modulates sleep patterns in both circadian and seasonal cycles.
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Broca’s Area (erika)
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region in the frontal lobe of the left hemisphere of the brain with functions linked to speech production.
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Iron chef lab presentations
Pesticides
Team 1
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Team 2
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Hypothesis
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Affect more animal cells because affects nervous system
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If organic and inorganic samples of: ground chuck and apples are exposed to the same pesticides than the organic foods cellular structure will be more damaged by the pesticides then the non organic foods because non organic food has been altered to resist pesticides.
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Skills or techniques
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Yeast
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Made agar
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Results of lab
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Correct hypothesis
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More growth on organic
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Do differently/ errors
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Ants
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Turning off incubator
Smelt bad
length/time not exact
Incubator overheated
Have more order, controlled environment, more measurements
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Questions and/ or comments
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Sugars
Team 1
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Team 2
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Hypothesis
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If bacteria is exposed to various different sugars
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If six students, three boys, three girls get their glucose levels tested for one week
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Skills or techniques
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Making agar
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pricking , Researched best times to test
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Results of lab
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Honey highest growing of bacteria hypothesis was wrong
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Holes in data, kids absent, kids not meeting at the same time
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Do differently/ errors
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Incubator turned off
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Get more test subjects
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Questions and/ or comments
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Corn
Team 1
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Team 2
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Hypothesis
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If a plastic water bottle is melted down
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If 50g of frozen, canned, and a conventional ear of corn are stored within an incubator at 33° C, than the conventional ear of corn will generate the most bacteria within 6 observational days because no methods have been applied to prevent the growth of bacteria and promote the preservation of the corn.
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Skills or techniques
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BPA, take
pH levels
Staining
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Microscope
Agar
Colony counting
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Results of lab
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Did not get exact thing looking for because microscope and lack of info on BPA on the internet
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Ear of corn grew more bacteria
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Do differently/ errors
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Not being able to make BPA had to use
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Turned off incubator
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Questions and/ or comments
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Drinks
Team 1
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Team 2
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Hypothesis
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If 15 human teeth were
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If yeast is given different liquids with varying amounts of natural and artificial sugars in bottles with balloons on top, then the bottle with the most natural sugar will inflate the balloon the most because the yeast will thrive with the natural sugars causing the yeast to release more carbon dioxide.
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Skills or techniques
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Measuring grams from teeth weight
Agar
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Yeast carbon dioxide & balloons
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Results of lab
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Coca cola had the biggest impact on teeth
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Honey had most impact but then cane sugar was most inconsistent
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Do differently/ errors
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Incubator turned off
Heated incubator
Drinks spilled (brought ants)
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Sugar and honey overflowed
Ran out of certain ingredients
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Questions and/ or comments
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Team 2 Iron chef lab -
In this lab we students had a mystery box my group ended up with strawberries. Five other group members and I made up a lab using strawberries and we are competing with the other groups to have the best lab. We decided to do something with mold since we already knew mold grew fast on strawberries. Our lab was to identify botrytis mold on organic and conventional strawberries and on which one grew more mold. We used agar and patato dextrin agar to find out which one produced that grey mold.
Procedures:
- Make Regular Agar and pour into 6 petri dishes.
- Make PDA and pour into 6 different petri dishes
- Refrigerate for 3 days
- Swab the outside of organic strawberries and place into 2 PDA dishes and 2 RA dishes
- Swab the outside of conventional strawberries and place into 2 PDA and 2 RA dishes
- Leave 2 RA dishes and 2 PDA dishes alone as a control
- Put all 12 dishes into an incubator
- After 1 week of incubation Take out 1 dish from each group (conventional pda, control pda, organic pda, conventional ra, control ra, organic ra) and use the ocular loop to scrape off a sample from each dish.
- Transfer these samples to individual slides and cover them with slide covers.
- Place the slides under microscopes and examine them for botrytis cinerea.
- If it is a positive id then mark it as such in the data table.
- Repeat steps 7-10 at 1.5 weeks for the other set of petri dish samples.
- Repeat steps 7-10 again at 2 weeks for the first set of petri dishes.
- Repeat steps 7-10 again at 2.5 weeks for the second set of petri dishes.
Materials:
- 1 box of strawberries (organic)
- 1 box of strawberries (non organic)
- Potato Dextrose agar
- Basic Agar
- Petri dishes
- Microscope
- Slides
- bvSlide covers
- Swab
- Iodine (staining as needed)
- Incubator
- Ocular Loop
Skills
- Fungus identification
- Microscope usage
- Incubator usage
- Agar plate making
Hypothesis-
If a lab technician swabs a organic and a conventional strawberry and transfers it into in an agar plate and then an incubator then the organic strawberries’ agar plate will grow more botrytis cinerea than the agar plate with the swab from the conventional strawberry because the organic strawberries are not allowed to use pesticides to prevent mold.
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Making agar
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This was two days after we swabbed the strawberry and you could already see the change. ( Regular Agar conventional strawberry)
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Cellular Respiration-
The main point of cellular respiration is to take sugars and oxygen turn into adenosine (ATP)There are three steps to the cellular respiration. The steps occur in the cytoplasm which is the liquid surrounding the cell and the mitochondria also known as the powerhouse. The first step is glycolysis the main point of this step is to break down the sugars. Glycolysis occurs in the cytoplasm this process takes 2 ATP's to breakdown 6 carbon rings it then makes 4 ATP's and pyruvate is a necessary input for the kreb cycle which is then transferred into the mitochondria
Digestive system teach back
Liver
Main functions?
Detoxify blood
Toxins separated
Filters Nutrients, fat stores
Produces bile
Located?
Between pancreas and gallbladder
Liver is dense with many cells that filter and make bile from toxins
Main problems of heart diseases- liver is full of fat, clogged in all arteries
Level of sugar remains constant
Glycogen - takes sugar from the food stores it into that enzyme so when low in blood it is used
Facts
Storage, production metabolizing and filter
Filters into heart
Alcohol leads to liver inflammation.
Gallbladder
Located and size
under the liver
Muscle sack
Size of small pear
7-10 inches long
What is bile?
bile - light green made out of bile salts water and cholesterol
Bile received from bladder squeezes bile into small intest when digested food
Helps enzyme break down helps lipase break the stuff down
Helps in the small intestine
Helps enzyme break down
Gallstone doesn't let the bile out
You can live without a gallbladder
Pancreas
Main function?
Pancreas is one way No food travels through it
Delivers stuff into body
Creates enzymes into the small intestine Enzymes digest food chemically
2nd main function- creates hormones insulin, Glucagon
Diabetes don’t produce much insulin
Making poop 9/13/16
Food digestion first starts off with our mouth and our ingestion of food. As the food enters your mouth it is your incisors, molars, saliva and amylase job to break down the food. Amylase is an enzyme that breaks down starch and glycogen into sugars. The act of the mouths job is called a mechanical digestion; the act of physically breaking down food. From the mouth it goes through the esophagus, it is a tube that connects the throat and stomach. As soon as the food enters the stomach it releases acids and more enzymes and begins the process of churning to break down the food even more. The process in the stomach with the enzymes and acids is called a chemical digestion. The enzymes in the stomach are pepsin and lipase. Pepsin breaks down the proteins as for the lipase breaks down the fat. The stomach also includes hydrochloric acid, this acid protects the body from receiving any diseases. The stomach then leads the food into the small intestine. The small intestine has the higher percentage of most work in the digestive system, this intestine absorbs the nutrition. The large intestine is the last step before the waste exits the body. The large intestine absorbs the water from the stool called absorption and forms it so the waste has a shape that can easily be removed from the body. The rectum is storage for the waste before it exits the body. That is how food goes through our digestion system and ends up as poop.
@PsychToday. "Why Do We Eat?" Psychology Today. N.p., n.d. Web. 17 Sept. 2016.
"Digestive System." Flashcards. N.p., n.d. Web. 18 Sept. 2016.
"Digestive System." Flashcards. N.p., n.d. Web. 18 Sept. 2016.
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This picture includes the mouth, gullet (esophagus), stomach, large intestine, small intestine, rectum and anus these all have big roles in the digestive system.
In the 'Poop Lab' we did in class each person in this picture was in charge of a step in the digestion system from left to right we start off with the mouth, esophagus, stomach, small intestine, large intestine and ending on the right is the rectum.
The bowl is acting as the mouth holding the food the scissors are acting as the incisors and the two plastic cups were the molars. In this part of digestion it is breaking down into small pieces these students also added water to act as saliva during this process.
The paper rowel roll made from cardboard is playing the role of the esophagus and leading the food into the stomach to help the food digest more.
The stomach is the ziploc bag keeping all the food and acids inside. The girl on the right is putting in liquids to act as enzymes. The stomach is a muscular organ.
These are the ones that are getting poured into the stomach to help digest more.
This nylon material was the small intestine the material fit as this intestine because it absorbs the nutrients and the calories. The small intestine connects the stomach to the large intestine.
The white sock was the large intestine at the end of the sock was a hole acting as the rectum.
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