Transport notes
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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.
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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
Transport activitychuckiecalsado
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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
Homework clotting and immunechuckiecalsado
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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
Cell respi and photosynthesis activitychuckiecalsado
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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.Biology project sy 2012 2013
Biology project sy 2012 2013chuckiecalsado
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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
Bio2 course outline 2012 2013chuckiecalsado
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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
Pix educ 280chuckiecalsado
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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
Pix educ 280chuckiecalsado
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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
Fbchuckiecalsado
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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
Immune 20112012chuckiecalsado
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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
Immune system termschuckiecalsado
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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.Transport notes
- 1. Name:_____________________________________________ Section:_______________ Date: ______________ Transport Notes 1. What are the different transport mechanisms, how do they work? 2. Why is the transpiration-cohesion-tension mechanism more cost effective for trees compared to root pressure? 3. What is the importance of the build-up of minerals/ions in root pressure? 4. What happens to the cohesive forces between water molecules if transpiration is too fast? 5. Why will diffusion work in poriferans, cnidarians and flatworms and not in mammals, avians, etc? 6. What is an interstitial fluid? What is its function/s? 7. Differentiate an open circulatory system to a closed circulatory system. 8. What is the key element for an animal to have a double circulation in the transport of substances throughout its body? What is the importance of having a double circulation type of transport? 9. Why can amphibians opt to have a single ventricle? What is the effect of having a single ventricle? 10. What are the different blood vessels and their corresponding characteristics and functions?