Input: [1] Encoding Specificity Principle [2]

Output: Retrieval of information is improved when conditions of recovery are similar to the conditions when information was encoded


Input: [1] Relearning [2]

Output: Learning material a second time, which usually takes less time than original learning (also called the savings method)


Input: [1] Retroactive Interference [2]

Output: New information interferes with remembering old information; backward-acting interference


Input: [1] Proactive Interference [2]

Output: Old information interferes with remembering new information; forward-acting interference


Input: [1] Consolidation [2]

Output: Process by which neural changes associated with recent learning become durable and stable


Input: [1] Tip-of-the-Tongue Phenomenon [2]

Output: Feeling that specific information is stored in long-term memory but of being temporarily unable to retrieve it


Input: [1] Serial Position Effect [2]

Output: Information at the beginning and end of a list is remembered better than material in the middle


Input: [1] Source Amnesia [2]

Output: Forgetting the true source of a memory (also called source confusion or source misattribution)


Input: [1] Sleeper Effect [2]

Output: Information from an unreliable source, which was initially discounted, later gains credibility because the source is forgotten


Input: [1] Distributed Practice [2]

Output: Practice (or study) sessions are interspersed with rest periods


Input: [1] Massed Practice [2]

Output: Time spent learning is grouped (or massed) into long, unbroken intervals (also known as cramming)


Input: [1] Long-Term Potentiation [2]

Output: Long-lasting increase in neural excitability, which may be a biological mechanism for learning and memory


Input: [1] Retrograde Amnesia [2]

Output: Loss of memory for events before a brain injury; backward-acting amnesia


Input: [1] Anterograde Amnesia [2]

Output: Inability to form new memories after a brain injury; forward-acting amnesia


Input: [1] Alzheimer's Disease [2]

Output: Progressive mental deterioration characterized by severe memory loss


Input: [1] Mnemonic Device [2]

Output: Memory-improvement technique based on encoding items in a special way


Input: [1] Cognition [2]

Output: Mental activities involved in acquiring, storing, retrieving, and using knowledge


Input: [1] Mental Image [2]

Output: Mental representation of a previously stored sensory experience, including visual, auditory, olfactory, tactile, motor, or gustatory imagery


Input: [1] Concept [2]

Output: Mental representation of a group or category that shares similar characteristics


Input: [1] Prototype [2]

Output: A representation of the "best" or most typical example of a category


Input: [1] Algorithm [2]

Output: A set of steps that, if followed correctly, will eventually solve the problem


Input: [1] Heuristics [2]

Output: Strategies, or simple rules, used in problem solving and decision making that do not guarantee a solution but offer a likely shortcut to it


Input: [1] Mental Set [2]

Output: Persisting in using problem-solving strategies that have worked in the past rater than trying new ones


Input: [1] Functional Fixedness [2]

Output: Tendency to think of an object functioning only in its usual or customary way


Input: [1] Confirmation Bias [2]

Output: Preferring information that confirms preexisting positions or beliefs, while ignoring or discounting contradictory evidence


Input: [1] Availability Heuristic [2]

Output: Judging the likelihood or probablility of an event based on how readily available other instances of the event are in memory


Input: [1] Representativeness Heuristic [2]

Output: Estimating the probablity of something based on how well the circumstances match our previous prototypes


Input: [1] Creativity [2]

Output: The ability to produce valued outcomes in a novel way


Input: [1] Divergent Thinking [2]

Output: Thinking that produces many alternatives or ideas; a major element of creativity


Input: [1] Convergent Thinking [2]

Output: Narrowing down a list of alternatives to converge on a single correct answer


Input: [1] Language [2]

Output: Form of communication using sounds and symbols combined according to specified rules


Input: [1] Phoneme [2]

Output: Smallest basic unit of speech or sound


Input: [1] Morpheme [2]

Output: Smallest meaningful unit of language formed from a combination of phonemes


Input: [1] Grammar [2]

Output: Rules that specify how phonemes, morphemes, words, and phrases should be combined to express thoughts


Input: [1] Syntax [2]

Output: Grammatical rules that specify how words and phrases should be arranged in a sentence to convey meaning


Input: [1] Semantics [2]

Output: Meaning, or the study of meaning, derived from words and word combinations


Input: [1] Cooing [2]

Output: Vowel-like sounds infants produce beginning around 2 to 3 months of age


Input: [1] Babbling [2]

Output: Vowel/consonant combinations that infants begin to produce at about 4 to 6 months of age


Input: [1] Overextension [2]

Output: Overly broad use of a word to include objects that do not fit the word's meaning


Input: [1] Telegraphic Speech [2]

Output: Two- or three-word sentences of young children that contain only the most necessary words


Input: [1] Overgeneralize [2]

Output: Applying the basic rules of grammar even to cases that are exceptions to the rule


Input: [1] Language Acquisition Device [2]

Output: According to Chomsky, an innate mechanism that enables a child to analyze language and extract the basic rules of grammar


Input: [1] Intelligence [2]

Output: Global capacity to think rationally, act purposefully, and deal effectively with the environment


Input: [1] Fluid Intelligence [2]

Output: Aspects of innate intelligence, including reasoning abilities, memory, and speed of information processing, that are relatively independent of education and tend to decline as people age


Input: [1] Crystallized Intelligence [2]

Output: Knowledge and skills gained through experience and education that tend to increase over the life span


Input: [1] Standardization [2]

Output: Establishment of the norms and uniform procedures for giving and scoring a test


Input: [1] Reliability [2]

Output: A measure of the consistency and stability of test scores when the test is readministered


Input: [1] Validity [2]

Output: Ability of a test to measure what it was designed to measure


Input: [1] Savant Syndrome [2]

Output: A condition in which a person with mental retardation exhibits exceptional skill or brilliance in some limited field


Input: [1] Stereotype Threat [2]

Output: Negative stereotypes about minority groups cause some members to doubt their abilities


Input: [1] Developmental Psychology [2]

Output: Study of age-related changes in behavior and mental processes from conception to death


Input: [1] Maturation [2]

Output: Development doverned by automatic, genetically predetermined signals


Input: [1] Critical Period [2]

Output: A period of special sensitivity to specific types of learning that shapes the capacity for future development


Input: [1] Air mass [2]

Output: a large body of air that has about the same temperature and humidity


Input: [1] Air pressure [2]

Output: the amount that air presses or pushes on anything


Input: [1] Anemometer [2]

Output: a tool that measures wind speed


Input: [1] Barometer [2]

Output: a tool that measures air pressure


Input: [1] Forecast [2]

Output: a prediction of what the weather will be like


Input: [1] Front [2]

Output: the line where two air masses meet


Input: [1] High-pressure area [2]

Output: a place where cool air sinks and pushes down on the earth’s surface with more pressure


Input: [1] Humidity [2]

Output: the amount of water vapor in the air


Input: [1] Hygrometer [2]

Output: a tool that measures humidity


Input: [1] Low pressure area [2]

Output: a place where warm air rises and pushes down on the earth’s surface with less pressure


Input: [1] Meteorologist [2]

Output: a person who studies weather


Input: [1] National Weather Service [2]

Output: a government agency that collects information about weather


Input: [1] Precipitation [2]

Output: moisture that falls from clouds to the ground


Input: [1] Rain gauge [2]

Output: a tool that measures precipitation


Input: [1] Wind vane [2]

Output: a tool that shows wind direction


Input: System 1: Intuitive Fast Automatic Effortless Slow-learning/Rigid System 2: Slow Controlled Effortful Rule-governed Flexible Where does emotion fit in? ["Hot" Cognition]

Output: Two-system view of decision-making

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: informed by the past (learning) but not tied to it easy access to what's relevant now "tuned" to current situation, goals, and action ["Hot" Cognition]

Output: Advantages of context sensitivity

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: feelings play a key role in context sensitivity: fast response, precede careful analysis, provides info about current situation interpret feelings, learn about preferences feelings help to signal benign vs. problematic situation ["Hot" Cognition]

Output: Role of feelings

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: feelings operate in System I, provide information about where, when, and whether to use system II ["Hot" Cognition]

Output: Feelings: system I or II?

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: we are very sensitive to our feelings moods, emotions, bodily sensations, cognitive experiences ...and very insensitive to where the feeling comes from ["Hot" Cognition]

Output: Disadvantages to using feelings

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: Retrieval - availability Processing - fluency ["Hot" Cognition]

Output: 2 basic types of metacognitive feelings

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: how do we use memories to think about the current situation availability heuristic alternative interpretation: not about feeling, rather the NUMBER of instances brought to mind feeling of recall vs. content of recall (change answers based on how many examples asked to recall) ["Hot" Cognition]

Output: Retrieval-availability

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: thinking can feel easy or difficult from perception to reasoning and recall reasons for difficulty: never saw it before, complicated, hard to read, hard to see, I'm distracted ease of processing is pleasant usually use feeling to inform judgment or evaluation people may misread difficulty of reading as indicative of the difficulty of doing ["Hot" Cognition]

Output: Processing - fluency

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: people make more conservative decisions when choice is difficult (deferral, status quo preference, pay to delay decisions) difficulty usually due to choice alternatives, but low fluency has the same effect ["Hot" Cognition]

Output: Fluency and choice

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: serve an informational and directive function approach/avoid why do I feel this way? is there something wrong? weather can determine self-reported moods if you don't draw their attention to it directly ["Hot" Cognition]

Output: Function of Moods

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: desirable info accepted at face value - System I undesirable info receives more intense cognitive appraisal - System II ["Hot" Cognition]

Output: Dual Process Model of Motivated Reasoning

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: [What is a virus made of?] Viral DNA produces...

Output: Viral RNA

DNA OR RNA inside a protein coat - can't replicate without host cell


Input: [What is a virus made of?] After Viral RNA is produced...

Output: protease produces protein coat to form viral particle that leaves cell

DNA OR RNA inside a protein coat - can't replicate without host cell


Input: [What is a virus made of?] What is a retrovirus?

Output: A virus with RNA genetic material

DNA OR RNA inside a protein coat - can't replicate without host cell


Input: [What is a virus made of?] What is reverse transcription?

Output: Retrovirus makes viral DNA

DNA OR RNA inside a protein coat - can't replicate without host cell


Input: [What is a virus made of?] What enzyme does the retrovirus contain?

Output: Reverse transcriptase - uses viral RNA template to make viral DNA

DNA OR RNA inside a protein coat - can't replicate without host cell


Input: [What is a virus made of?] What is a provirus?

Output: DNA - result of reserve transcription

DNA OR RNA inside a protein coat - can't replicate without host cell


Input: [2] a large body of air that has about the same temperature and humidity [1]

Output: Air mass


Input: [2] the amount that air presses or pushes on anything [1]

Output: Air pressure


Input: [2] a tool that measures wind speed [1]

Output: Anemometer


Input: [2] a tool that measures air pressure [1]

Output: Barometer


Input: [2] a prediction of what the weather will be like [1]

Output: Forecast


Input: [2] the line where two air masses meet [1]

Output: Front


Input: [2] a place where cool air sinks and pushes down on the earth’s surface with more pressure [1]

Output: High-pressure area


Input: [2] the amount of water vapor in the air [1]

Output: Humidity


Input: [2] a tool that measures humidity [1]

Output: Hygrometer


Input: [2] a place where warm air rises and pushes down on the earth’s surface with less pressure [1]

Output: Low pressure area


Input: [2] a person who studies weather [1]

Output: Meteorologist


Input: [2] a government agency that collects information about weather [1]

Output: National Weather Service


Input: [2] moisture that falls from clouds to the ground [1]

Output: Precipitation


Input: [2] a tool that measures precipitation [1]

Output: Rain gauge


Input: [2] a tool that shows wind direction [1]

Output: Wind vane


Input: What is Uniformitarianism and how does it relate to the process of Natural Selection?

Output: (Geological Process) Uniform & have operated as such from the orgin of the Earth until present

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What is a geometric progression? How does it relate to NS?

Output: population growth

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What is arithmetic progression? How does it relate to NS?

Output: food supply supply gradually increases with large population jumps

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: Finch study -> What type of selection? What influenced beak size ? How did this relate to rainfall?

Output: ~big seed, small seed, everything dying off ~1200 individuals in a pop. that lived up to 16 y/o ~population variation-> variation is genetically heritable ~drough killed lots and they came back adn have beak change ~Natural selection influenced beak size ~Related to rainfall ~Survival & reproduction are non-random

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What are the conditions necessary for Natural Selection?

Output: 1>Pop. vary in traits 2>traits are genetically heritable 3>More offspring are produced than can survive 4>Survival & reproduction are non-random

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What are the agents of evolutionary change-review notes of mutation, geneflow, nonrandom mating, genetic drift

Output: Mutation->errors made by DNA polymerase (protein causing genes=changes in amimo acids) Geneflow->movement of alleles from one population to anothe Nonrandom mating->indivduals with whom you are likely to share alleles. Assortive-mating with similar genotypes. Disassortive-mating with dissimilar genotypes. Genetic drift->random with respect to fitness (most pronounced in small pops, can lead to random loss & fixation of alleles.

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What is fitness?

Output: ability of an individual to produce offspring

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What is artifical selection?

Output: In the theory of evolution, artificial selection is the process of intentional or unintentional modification of a species through human actions which encourage the breeding of certain traits over others

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: How does natural selection produce major change?

Output: Provides species with traits that will allow them to adapt and survive to the everchanging enviroment

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What is homology?

Output: Study of likeness or similarity

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What is a vestigial structure?

Output: Reduced or incompletely developed structure that has little or No function but clearly similar to functioning structures in other species ex. Tailbone

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: How do imperfect structures relate to the theory of evolution by Natural Selection? What is convergent evolution?

Output: Imperfect structures of a species relate to the theory of evolutionary change because traits in a population change as the environment correlates so some species structures completely evolved or are a vestigial trait Convergent evolution-> due to natural selection favoring similar solutions to problems possesed by the environment

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: Be able to recognize disruptive, directional, stabilizing selection.

Output: Disruptive-> increase of variation-NO MEAN CHANGE Stabilizing-> NO MEAN CHANGE/loss of variation Directional->MEAN CHANGE/no change in variation

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: What is the difference between macroevolution and microevolution?

Output: Micro->evolution in population; changes in allele frequencies Macro-> origin of NEW taxonomic groups (species)

evolution and natural selection (biol 1200) Flashcards - Cram.com

Because of "special creation" was still very popular


Input: dendrites

Output: What part of the nueron carries the impuse toward the cell body?

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: -70mv +40mv

Output: What is the charge of a nueron at resting state and repolorization phase?

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: action potential

Output: What is it called when there is a rapid reversal of charges?

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: Once released, the chemicals will diffuse across synapse and trigger action potential (inrush of Na+)

Output: What is the role of acetycholine?

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: the sum effect of all nuerotransmitters acting on a nueron.

Output: Define summation

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: receptor, sensory nueron, internueron or spinal cord, motor nueron, effector

Output: What are the 5 components of the reflex arc?

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: helps regenerate a damaged nueron

Output: Define neurilemma

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: Central Nervous System Peripheral Nervous System

Output: what are the two types of nervous systems?

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: sympathetic parasympathetic

Output: What are the 2 types of autonomic nerves in the PNS?

Nervous System Review Martin Flashcards - Cram.com

Which ions are where at the resting pont of a neuron?


Input: ["Hot" Cognition] Two-system view of decision-making

Output: System 1: Intuitive Fast Automatic Effortless Slow-learning/Rigid System 2: Slow Controlled Effortful Rule-governed Flexible Where does emotion fit in?

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Advantages of context sensitivity

Output: informed by the past (learning) but not tied to it easy access to what's relevant now "tuned" to current situation, goals, and action

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Role of feelings

Output: feelings play a key role in context sensitivity: fast response, precede careful analysis, provides info about current situation interpret feelings, learn about preferences feelings help to signal benign vs. problematic situation

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Feelings: system I or II?

Output: feelings operate in System I, provide information about where, when, and whether to use system II

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Disadvantages to using feelings

Output: we are very sensitive to our feelings moods, emotions, bodily sensations, cognitive experiences ...and very insensitive to where the feeling comes from

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] 2 basic types of metacognitive feelings

Output: Retrieval - availability Processing - fluency

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Retrieval-availability

Output: how do we use memories to think about the current situation availability heuristic alternative interpretation: not about feeling, rather the NUMBER of instances brought to mind feeling of recall vs. content of recall (change answers based on how many examples asked to recall)

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Processing - fluency

Output: thinking can feel easy or difficult from perception to reasoning and recall reasons for difficulty: never saw it before, complicated, hard to read, hard to see, I'm distracted ease of processing is pleasant usually use feeling to inform judgment or evaluation people may misread difficulty of reading as indicative of the difficulty of doing

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Fluency and choice

Output: people make more conservative decisions when choice is difficult (deferral, status quo preference, pay to delay decisions) difficulty usually due to choice alternatives, but low fluency has the same effect

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Function of Moods

Output: serve an informational and directive function approach/avoid why do I feel this way? is there something wrong? weather can determine self-reported moods if you don't draw their attention to it directly

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: ["Hot" Cognition] Dual Process Model of Motivated Reasoning

Output: desirable info accepted at face value - System I undesirable info receives more intense cognitive appraisal - System II

Error and Bias Exam 1 Week 4 Flashcards - Cram.com


Input: [Natural Law] Inalienable Rights

Output: rights that may not be given away by those who have them

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Social Contract (Legitimacy)

Output: View that morality is based on social agreements that serve the interests of those who make the agreement.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Divine Right of Kings

Output: Power given to the king comes from god

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Popular sovereignty

Output: The power of the government rests with the people

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Classical Republicanism

Output: The idea that the individual exists to serve the common good of the country

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Delegated (Enumerated) Powers

Output: Written in the constitution; numbered power.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Republican Government

Output: Representation, by vote of the people.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Federal Government

Output: Power is shared between local (subnational) and national government

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Unitary Government

Output: Central government has most of the power and decision-making ability

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Confederation government

Output: Government where power is split between central government and states.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Corruption of Blood

Output: The incapacity to inherit, or pass an inheritance, in consequence of an attainder to which the party has been subject.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Reserved Powers

Output: Power belongs to the states

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Concurrent Powers

Output: Power belongs to the state and national government.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Denied Powers

Output: Power cannot be exercised

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Necessary And Proper (elastic) Powers

Output: The Congress shall have Power - To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Separation of Powers

Output: Splitting of national power into 3 parts, legislative, judicial, and executive.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Checks and Balances

Output: Each branch has the power to stop the others.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Full Faith and Credit Clause

Output: Full faith and credit shall be given in each state to the public acts, records, and judicial proceedings of every other state.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Privileges and Immunities Clause

Output: The Privileges and Immunities Clause (U.S. Constitution, Article IV, Section 2, Clause 1, also known as the Comity Clause) prevents a state from treating citizens of other states in a discriminatory manner, with regard to basic civil rights.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Letters of Marque and Reprisal

Output: an official warrant or commission from a government authorizing the designated agent to search, seize, or destroy specified assets or personnel belonging

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Theocracy

Output: Theocracy is a form of government in which a god or deity is recognized as the state's supreme civil ruler

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Secular Government

Output: Government with separation of church and state

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Amendament

Output: Altering or abolishment of a part of the Constitution

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Ratify (Ratification)

Output: The act of approving a law or bill.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Extended Sphere

Output: Idea that more representation is stronger than less representation.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Dual federalism

Output: Both national and state governments supreme in their own spheres

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Nationalization Period

Output: This period marked a substantial growth in the power of the national government and was dominated by the federal Supreme Court under the leadership of Chief Justice John Marshall

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Cooperative Federalism

Output: cooperative federalism, began when Franklin D. Roosevelt assumed the presidency in 1933. This period of increased cooperation was made necessary because of the economic collapse during the great depression

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Creative Federalism

Output: This period was marked by the use of categorical grants that the national government provided to the states for a specific purpose

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] New Federalism

Output: established federal revenue sharing which provided block grants that the states could use for any purpose that they desired, which increased the power of the states to make their own decisions

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Competitive Federalism

Output: This period has been called Competitive Federalism because there was an increased competition between the states and the national government to exert influence and power

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Elites

Output: Rule by identifiable group of persons who possess a disproportionate share of political power

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Monarchy

Output: One Ruler

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Democracy

Output: Direct - People handle problems themselves; Indirect - Representatives are elected to handle problems.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Oligarchy

Output: Few Rulers

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Aristocracy

Output: Wealthy ruling class

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Charter

Output: A document issued by a sovereign, legislature, or other authority, creating a public or private corporation, such as a city, college, or bank, and defining its privileges and purposes.

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Bicameral

Output: Two Chamber legislature

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Unicameral

Output: Single Chamber legislature

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Federalists

Output: Supported ratification of the constitution

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Anti-Federalists

Output: Opposed ratification of the constitution

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Compromise

Output: concept of finding agreement through communication, through a mutual acceptance of terms

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Federal Revenue Sharing

Output: provided block grants that the states could use for any purpose that they desired, which increased the power of the states to make their own decisions

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Block Grant

Output: which increases the power of the states to make their own decisions

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Categorical Grant

Output: grants, issued by the United States Congress, which may be spent only for narrowly-defined purposes

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Repeal

Output: reversing or removal of a law

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: [Natural Law] Abolish

Output: To get rid of a law

AP Government - Unit 1 Terms Flashcards - Cram.com

Rights given to every human because they exist


Input: shows number of times each value for the variable occurs [descriptive stats]

Output: frequency distribution

Research Exam 1: Set 7 Flashcards - Cram.com


Input: score that occurs most frequently [descriptive stats]

Output: mode

Research Exam 1: Set 7 Flashcards - Cram.com


Input: "middle score" in a rank-ordered distribution [descriptive stats]

Output: median

Research Exam 1: Set 7 Flashcards - Cram.com


Input: sum of all scores divided by number of scores [descriptive stats]

Output: mean

Research Exam 1: Set 7 Flashcards - Cram.com


Input: mode, median, mean [descriptive stats]

Output: measures of central tendency

Research Exam 1: Set 7 Flashcards - Cram.com


Input: range, variance, standard deviation [descriptive stats]

Output: measures of variability

Research Exam 1: Set 7 Flashcards - Cram.com


Input: difference between highest and lowest values in distribution [descriptive stats]

Output: range

Research Exam 1: Set 7 Flashcards - Cram.com


Input: measure of variability within distribution [descriptive stats]

Output: variance

Research Exam 1: Set 7 Flashcards - Cram.com


Input: square root of the variance [descriptive stats]

Output: standard deviation

Research Exam 1: Set 7 Flashcards - Cram.com


Input: one sided: 34% two sided: 68% [descriptive stats]

Output: 1 standard deviation

Research Exam 1: Set 7 Flashcards - Cram.com


Input: one sided: 47% two sided: 95% [descriptive stats]

Output: 2 standard deviation

Research Exam 1: Set 7 Flashcards - Cram.com


Input: one sided: 49% two sided: 99.9% [descriptive stats]

Output: 3 standard deviation

Research Exam 1: Set 7 Flashcards - Cram.com


Input: [Differientiated instruction] Pedagogy

Output: The study of being a teacher or the process of teaching

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Think-pair-share

Output: • a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Sheltered instruction

Output: • a means for making content comprehensible for English learners while at the same time developing their English language skills

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] rubric

Output: Specifies the level of performance expected for several levels of quality

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Choral reading

Output: Reading aloud in unison with a whole class or group of students

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Story retelling

Output: Post reading or post listening recalls in which readers or listeners tell what they remember

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Incidental teaching

Output: provides structured learning opportunities in the natural environment by using the child’s interests and natural motivation

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Contextual teaching

Output: helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Explicit instruction

Output: Involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. Topics and contents are broken down into small parts and taught individually. Involves modeling skills and behaviors and modeling thinking

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Reading comprehension, Phonic instruction, Reading fluency, Computer technology, Comprehension, Phonemic awareness instruction, Vocabulary

Output: What were the tenets that Charlann Simon built her collaborative classroom based on as viewed in the videos?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] • This professional issues statement is an official policy statement of the American Speech-Language-Hearing Association (ASHA) and is a companion document to the position statement on the Roles and Responsibilities of Speech-Language Pathologists in Schools

Output: What is the scope and purpose of the ASHA document Roles and Responsibilities of the School Based Speech Language Pathologist?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] health, vision, hearing, social and emotional status, general intelligence (or cognitive abilities), academic performance, communicative status, and motor abilities

Output: What are the necessary components of a comprehensive evaluation as outlined in the Policies and Procedures manual?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] a significant delay in one or more of the cognitive, physical, communication, social/emotional, or adaptive domains

Output: What is the definition of developmental delay in the P & P?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance

Output: What is the definition of a speech or language impairment as defined in the Policies and Procedures For Special Education In Oklahoma?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Eligibility

Output: a determination based on a child’s assessment results as they compare to state or local eligibility criteria for special education

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Placement

Output: the description of the program that meets a student’s individual education needs including the amount, type, frequency and location of special education and relation services

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Parents of the child, 1 regular education teacher, 1 special education teacher, Representative of the public agency, Someone with special expertise regarding the child, Child with disability when appropriate

Output: Who is included in the IEP meeting?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] o Held at least once a year o New factors are added at each meeting o Things that need to be considered: • Child strengths or the child • Concerns of parents • Results of initial evaluation • Academic, development, and functional needs

Output: Describe the IEP process.

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Identify them by teachers telling the SLP or mere observation or evaluation.

Output: How do speech-language pathologists identify students who may need speech and/or language services in the public schools?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] activities to comply with the IDEA, requirements to annually identify, locate, and evaluate all children with disabilities residing in a local educational agency or state educational agency

Output: What is “Child Find”?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] Speech and language impairments

Output: “Specific Learning Disabilities” is the largest category of students receiving special services in the public schools. What is listed as the second largest category?

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] FAPE

Output: Free appropriate public education: Protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] FERPA

Output: Family education rights and privacy act: Allows students with access to their education records, an opportunity to seek to have the records amended, and some control over the disclosure of information from the records

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] IEP

Output: Individualized education program: Designed to meet the unique educational needs of one child, who may have a disability, as defined by federal regulations

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] IDEA

Output: Individuals with disabilities education act: Governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to age 18 or 21

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] LEA

Output: Local education agency: Represents the district and is responsible for ensuring that anything requested in the meeting (in terms of district resources) can be made available.

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Differientiated instruction] SDE

Output: State department of education: A formal governmental label for the state-level government agencies within each U.S. state responsible for providing information, resources, and technical assistance on educational matters to schools and residents

SLP Programs in Public Schools Flashcards - Cram.com

• involves providing students with different avenues to acquiring content; to processing, constructing, or making sense of ideas; and to developing teaching materials so that all students within a classroom can learn effectively, regardless of differences in ability


Input: [Demand] Demand Schedule

Output: A schedule showing the amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Law of Demand

Output: The principal that, other things equal, an increase in a product's price will reduce the quantity of it demanded, and conversely for a decrease in price.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Diminishing Marginal Utility

Output: In any specific time period, each buyer of a product will derive less satisfaction (or benefit, or utility) from each successive unit of the product consumed.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Income Effect

Output: A change in the quantity demanded of a product that results from the change in real income (purchasing power) caused by a change in the product's price.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Substitution Effect

Output: (1) a change in the quantity demanded of a consumer good that results from a change in its relative expensiveness caused by a change in the product's price; (2) the effect of a change in the price of a resource on the quantity of the resource employed by a firm, assuming no change in its output.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Demand Curve

Output: A curve illustrating demand.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Determinants of Demand

Output: Factors other than price that determine the quantities demanded of a good or service. 1) consumers' tastes (preference) 2) the number of buyers in the market 3) consumers' incomes 4) the prices of related goods 5) consumer expectations.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Normal Goods

Output: A good or service whose consuption increases when income increases and falls when income decreases, price remaining constant.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Inferior Goods

Output: A good or service whose consuption declines as income rises (and conversely), price remaining constant.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Substitute Good

Output: Products or services that can be used in place of each other. When the price of one falls, the demand for the other product falls; conversely, when the price of one product rises, the demand for the other product rises.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Complementary Good

Output: Products and services that are used together. When the price of one falls, the demand for the other increases (and conversely).

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Change in Demand

Output: A change in the quantity demanded of a good or service at every price; a shift of the demand curve to the left or right.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Change in Quantity Demanded

Output: A change in the amount of a product that consumers are willing and able to purchase because of a change in the product's price.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Supply

Output: The amounts of a good or service that sellers (or a seller) will offer at various prices during some period.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Supply Schedule

Output: A schedule showing the amounts of a good or service that sellers (or a seller) will offer at various prices during some period.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Law of Supply

Output: The principle that, other things equal, an increase in the price of a product will increase the quantity of it supplied, and conversely for a price decrease.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Supply curve

Output: A curve illustrating supply.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Determinants of Supply

Output: Factors other than price that determine the quantities of a good or service. 1) resource prices 2) technology 3) taxes and subsidies 4) prices of other goods 5) producer expectations 6) the number of sellers in the market.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Change in Supply

Output: A change in the quantity supplied of a good or service at every price; a shift of the supply curve to the left or right.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Change in Quantity Supplied

Output: A change in the amount of a product that producers offer for sale because of a change in the product's price.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Equilibrium Price

Output: The price in a competitive market at which the quantity demanded and the quantity supplied are equal, there is neither a shortage nor a surplus, and there is no tendency for price to rise or fall.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Equilibrium Quantity

Output: 1) The quantity demanded and supplied at the equilibrium price in a competitive market; 2) the profit-maximizing output of a firm.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Surplus

Output: The amount by which the quantity supplied of a product exceeds the quantity demanded at a specific (above-equilibrium) price.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Shortage

Output: The amount by which the quantity demanded of a product exceeds the quantity supplied at a particular (below equilibrium) price.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Productive Efficiency

Output: The production of a good in the least costly way; occurs when production takes place at the output at which average total cost is a minimum and marginal product per dollar's worth of input is the same for all inputs.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Allocative Efficiency

Output: The apportionment of resources among firms and industries to obtain the production of the products most wanted by society (consumers); the output of each product at which its marginal cost and price or marginal benefit are equal.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Price Ceiling

Output: Sets the maximum legal price a seller may charge for a product or service.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [Demand] Price Floor

Output: A minimum price fixed by the government for a product or service.

Macroeconomics McConnell Brue 17 Chapter 3 Flashcards - Cram.com

The amounts of a good or service that buyers (or a buyer) wish to purchase at various prices during some time period.


Input: [1] Life Cycle [2]

Output: The sequence of life stages leading from the adults of one generation to the next.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Sexual Reproduction [2]

Output: The reproductive process that involves the union of a sperm and an egg.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Genome [2]

Output: A complete set of an organism's genetic material.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Asexual Reproduction [2]

Output: The production of offspring by a single parent, without the participation of sperm and egg.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Chromosomes [2]

Output: The structures that contain most of the organism's DNA.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Cell Division [2]

Output: Cell reproduction (cells come from cells). Cell division makes it possible for a fertilized egg to develop through various embryonic stages and for an embryo to develop into an adult organism. Cell division ensures the continuity of life from generation to generation 0 its the basis of both asexual reproduction and the formation of sperm and eggs in sexual reproduction).

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Binary Fission [2]

Output: A means of sexual reproduction in which a parent organism, often a single cell, divides into two individuals of about equal size. Prokaryotes use this method to reproduce. In prokaryotes, most genes are carried on a circular DNA molecule that, with associated proteins, constitutes the organism's single chromosome. Prokaryotes have smaller cells and less complicated chromosomes that eukaryotes.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Chromatin [2]

Output: The chromosomes exist as a diffuse mass of very long, thin fibers called this.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Sister Chromatids [2]

Output: The two identical parts of a duplicated chromosome in a eukaryotic cell.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Centromere [2]

Output: A region where two chromatids are tightly join together.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Cell Cycle [2]

Output: An orderly sequence of events that extends from the time a cell divides to form two daughter cells to the time those daughter cells divide again.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Interphase -DNA Synthesis: -The first subphase: G1 -The second subphase: S -The third subphase: G2 [2]

Output: The phase that the cell cycle spends most of its time in. This is a time when a cell's metabolic activity is very high, when the cell is performing its various functions within the organism. This lasts about 90% of the total cycle. Chromosomes duplicate in this period. DNA SYNTHESIS is the main event of chromosome duplication and occurs in the middle of the interphase and serves as the basis for dividing interphase into 3 subphases. THE FIRST SUBPHASE: G1 is a period before DNA synthesis begins. G1 is a time when the cell increases its supply of proteins, increases the numbers of many of its organelles, and grows in size. THE SECOND SUBPHASE: S is when DNA synthesis actually occurs. At the beginning of S phase, each chromosome is single. At the end of this phase, after DNA replication, the chromosomes double, each consisting of two sister chromatids. THE THIRD SUBPHASE: G2 spans the time from the completion of DNA synthesis to the onset of cell division. Proteins that are synthesized here are essential to cell division.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: [1] Mitotic Phase -Mitosis -Cytokinesis [2]

Output: The part of the cell ctcle when mitosis divides the nucleus and distributes its chromosomes to the daughter nuclei, and cytokinesis divides the cytoplasm, producing two daughter cells. MITOSIS is the division of a single nucleus into two genetically identical daughter nuclei. CYTOKINESIS is the division of the cytoplasm to form two separate daughter cells. This usually begins before mitosis is completed.

Biology: Chapter 8 The Cellular Basis of Reproduction and Inheritance Modules 1-7 Flashcards - Cram.com


Input: External context such as family circumstances or community institutions that reduce risk exposure or the impact of risk exposure; internal; factors such as adaptive coping strategies

Output: Buffers

Psyc 115 key terms Flashcards - Cram.com


Input: the existence of two or more disorders or conditions in the same individual at the same time

Output: Comorbidity

Psyc 115 key terms Flashcards - Cram.com


Input: major experiential changes in the life cycle (usually associated with maturation, stress, age-appropriate changes, behavioral change or situational change). Can include transitions in the individual or family life cycle

Output: Developmental transition

Psyc 115 key terms Flashcards - Cram.com


Input: any behavior which denies individuals or groups of people equality of treatment which they may wish

Output: Discrimination

Psyc 115 key terms Flashcards - Cram.com


Input: Refers to sociological variable (i.e. poverty) or contexts that increase the risk for negative developmental outcomes

Output: Distal Risk

Psyc 115 key terms Flashcards - Cram.com


Input: a significant delay on growth resulting from inadequate caloric intake; often a consequence of neglect

Output: Failure to thrive

Psyc 115 key terms Flashcards - Cram.com


Input: refers to the process (genetic, environmental, cultural, or familial) whereby behavior is passed on from one generation to the next

Output: Intergenerational transmission

Psyc 115 key terms Flashcards - Cram.com


Input: instance in which different forms of child maltreatment occur

Output: Multiple victimization

Psyc 115 key terms Flashcards - Cram.com


Input: the systematic use of power or authority to treat others unjustly

Output: Oppression

Psyc 115 key terms Flashcards - Cram.com


Input: a preconceived judgment, or opinion made about a person or group based solely upon their social position variable (race, social class, ethnicity, gender) that is often accompanied by unreasonable bias or objection

Output: Prejudice

Psyc 115 key terms Flashcards - Cram.com


Input: individuals with a disorder of interest (i.e. substance abuse, depression)

Output: Proband

Psyc 115 key terms Flashcards - Cram.com


Input: refers to psychological or behavioral characteristics that increase the risk for negative developmental outcomes

Output: proximal risk

Psyc 115 key terms Flashcards - Cram.com


Input: the pervasive and systematic assumptions of the inherent superiority of certain races, and consequent discrimination against other races

Output: racism

Psyc 115 key terms Flashcards - Cram.com


Input: the process of maturation and development of symptoms (replace idea of symptoms as reflective of an underlying disorder). The term is suggestive of a developmental background of dynamic events that produce symptoms.

Output: symptom generation

Psyc 115 key terms Flashcards - Cram.com


Input: [Parliamentary procedure] presiding officer

Output: the officer or person designated to preside over or lead a meeting; usually the president

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] chair person

Output: also call chair; the person who presiding over a meeting.

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] out of order

Output: inappropriate parliamentary procedure being used

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] poise

Output: composure under pressure situations

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] recognition from the chair

Output: permission for a member to speak, given when the chair is properly addressed

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] discuss

Output: talk about the motion after properly being recognized

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] decorum

Output: propriety of debate

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] precedence

Output: the right to come before; prority

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] vote

Output: to give members the right to express approval of or opposition to a particular action

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] majority vote

Output: a decision by over half the members

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] two-thirds vote

Output: 67% of all members present must favor a motion

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] general (unanimous) consent

Output: everyone agrees and no vote is necessary

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] minutes

Output: the official written record of the meetings of an organization, reflecting all actions taken and discussion on important issues

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] main motion

Output: intoduces new business before a meeting

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] amendable

Output: when it is possibleto modify or change the wording and the meaning of the motion to which it is applied

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] subsidiary motion

Output: a motion that relates to some other motion on the floor and can change or alter the main motion

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] germane

Output: closely related to or having bearing on the subject of the motion

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] primary amendment

Output: an amendment applied to any amendable motion, except the motion to amend

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] secondary amendment

Output: an amendment applied to a motin to amend

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] debatable

Output: open for discussion, as of an item being considered by an organization

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] immediately pending motion

Output: a formal propsal that is under consideration on the motion being discussed

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] standing committee

Output: a committee that continues to exist in an organization from one year to another

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] special committee

Output: a committee created for a special purpose that disbands as soon as it has completed its task

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] adjourned meeting

Output: a continued meeting set to meet again at a certain time, similar to a recess

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] orders of the day

Output: the items of business on the agenda

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] incidental motions

Output: a motion that arises out of other motions and takes precedence over other motions when appropriate

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] violation

Output: misuse of proper parlimentary procedure

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] parliamentarian

Output: an expert on rules governing meetings who serves as an advisor to a chair person

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] tie vote

Output: the same number for and against a motion

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] vote by voice

Output: a vote in which the chairpersonask "aye" for the motion and "nay" for those who opposed to the motion

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [Parliamentary procedure] privileged motion

Output: has nothing to do with the pending motion but is of such urgency and importance to interrupt the consideration of other questions

Basic parliamentary vocab words/Ch. 7 Flashcards - Cram.com

a set of rules and procedures to follow to keep a meeting orderly and harmonious, and guarantee that all persons have equal opportunity to express themselves.


Input: [2] The transport of dissolved substances into cells. [1]

Output: absorption

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The breakdown of absorbed substances. [1]

Output: digestion

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The breakdown of food molecules with a release of energy [1]

Output: respiration

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The removal of soluble waste materials. [1]

Output: excretion

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The removal of nonsoluble waste materials. [1]

Output: egestion

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The release of biosynthesized substances. [1]

Output: secretion

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The actual locomotion of a cell from one point to another, or we might mean movement of things within a cell. [1]

Output: movement

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Sensing and responding to changes in the surroundings. [1]

Output: irritability

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Maintaining the status quo - The cell must make sure that all of its organelles are functioning properly, that all organelles are supplied with the substances that they need, and that everything within the cell is running accordingly. [1]

Output: homeostasis

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] All cells die. Thus, in order to maintain life, cells must produce other cells via this method. [1]

Output: reproduction

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The study of cells. [1]

Output: cytology

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A rigid structure on the outside of certain cells, usually plant and bacteria cells. [1]

Output: cell wall

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A carbohydrate that hardens cellulose. [1]

Output: pectin

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Small holes in the cell walls that allow substances (like nutrients) to diffuse through the cell wall and into the cell. They also allow waste products from the cell to diffuse into the cell's surroundings [1]

Output: pores

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Walls that are formed on the inside of the original cell wall once a plant cell has matured and stopped growing. They no longer need to be flexible, so they are much more rigid, providing better protection for the contents of the cell [1]

Output: secondary cell walls

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Once the secondary cell walls are formed, the original cell wall is usually referred to as ______________. [1]

Output: primary cell wall.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The thin film between the cell walls of adjacent plant cells and is made primarily of pectin. [1]

Output: middle lamella

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The semipermeable membrane between the cell contents and either the cell wall or the cell's surroundings. Because it is semipermeable, it allows certain substances, and not others, to pass through it. [1]

Output: plasma membrane

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Allows certain substances (nutrients, water, and oxygen, for example) to pass through and enter the cell, but it does not allow other substances (certain toxins, for example) in. [1]

Output: semipermeable

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A jellylike fluid inside the cell in which the organelles are suspended. [1]

Output: cytoplasm

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Substances in which at least one atom has an imbalance of protons and electrons. [1]

Output: ions

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The motion of cytoplasm in a cell that results in a coordinated movement of the cell's contents. [1]

Output: cytoplasmic streaming

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The organelles in which nutrients are converted to energy. [1]

Output: mitochondrion

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The organelle in animal cells responsible for hydrolysis reactions that break down proteins, polysaccharides, disaccharides, and some lipids. Hydrolysis reactions do not occur on their own. They need enzyme catalysts in order to make them happen. Thus, the lysosome is full of enzyme catalysts for the hydrolysis reactions that it needs to perform. [1]

Output: lysosome

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Non-membrane-bounded organelles that are found in both eukaryotic and prokaryotic cells. These organelles are responsible for synthesis of proteins in the cell. [1]

Output: ribosomes

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] An organelle composed of an extensive network of folded membranes that performs several tasks within a cell. Commonly abbreviated as: ER [1]

Output: endoplasmic reticulum

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] ER that is dotted with ribosomes and is a part of protein synthesis. Typically, specialized proteins that are secreted by certain cells are produced here. [1]

Output: rough ER

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] ER that has no ribosomes Although no protein synthesis occurs in this type of ER, many other chemicals can be produced in this organelle. Lipids are made in order to store excess energy, and hormones and steroids, which affect a range of cell functions, can be made here as well. In addition, this ER inactivates certain harmful byproducts of digestion and respiration and then sends them to the plasma membrane to be ejected. [1]

Output: smooth ER

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Organelle involved in biosynthesis is found only in plant cells, algae cells, and some protozoa. [1]

Output: plastid

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Organelles that store starches or oils. When plants have excess monosaccharides from photosynthesis, they are typically linked together in a long polysaccharide called starch. This allows the plant to store them for future use. This are is where these starches are stored. [1]

Output: leucoplasts

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] This structure contains the pigment chlorophyll, which you have already learned is a catalyst for the photosynthesis process. Photosynthesis actually takes place in the fluid that fills this structure. (this is the chromoplast that is most familiar) [1]

Output: chloroplast

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Photosynthesis actually takes place in this fluid that fills the chloroplast [1]

Output: stroma

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] a membrane-bounded “sac.” [1]

Output: vacuole

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] hold and stores food while it is being digested [1]

Output: food vacuoles

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] regulate the amount of water in the cell [1]

Output: contractile vacuoles

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A large vacuole that rests at the center of most plant cells and is filled with a solution that contains a high concentration of solutes. [1]

Output: central vacuole

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Water tends to enter the central vacuole by osmosis. This makes the central vacuole bigger and bigger, causing it to push the cytoplasm and all of the organelles against the cell wall. This causes the cell to be pressurized, much like a balloon. This particular pressure helps keep a plant rigid. [1]

Output: turgor pressure

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Vacuoles that contain the nondigestible, nontoxic waste products of digestion [1]

Output: waste vacuoles

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A vacuole that holds the matter which a cell engulfs. [1]

Output: phagocytic vacuole

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The process by which a cell engulfs foreign substances or other cells. [1]

Output: phagocytosis

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] When a vacuole is small, it is typically called ___________. [1]

Output: vesicle

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Vesicle formed at the plasma membrane to allow the absorption of large molecules. [1]

Output: pinocytic vesicle

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Vesicle that holds secretion products so that they can be transported to the plasma membrane and released. [1]

Output: secretion vesicle

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] When a cell needs to absorb a molecule that is large (but not so large that it needs to be engulfed), a tiny pocket is formed in the plasma membrane. That pocket is then pinched off, forming a vacuole. This process is called ___________. [1]

Output: pinocytosis

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The organelles where proteins and lipids are stored and then modified to suit the needs of the cell. They are comprised of flattened, interconnected membrane sacs that look like a stack of pancakes. [1]

Output: Golgi bodies

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Interesting organelles found mostly in animal cells. Some plant cells have them, but most do not. They form flagella or cilia in cells that have them and they are involved in the asexual reproduction of cells. (mitosis) [1]

Output: centrioles

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Spiral strands of protein molecules that form a tubelike structure. [1]

Output: microtubules

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Once the centriole has formed a cilium, it stays at the base of the cilium and is called a __________ ___________. [1]

Output: basal body

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] the asexual reproduction of cells [1]

Output: mitosis

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Often called the “control center of the cell,” it holds the cell's main DNA, which tells the cell everything it needs to know about its structure and functions. [1]

Output: nucleus

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] DNA stored in the nucleus and is a copy of the parent cell. [1]

Output: nuclear DNA

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A highly-porous membrane that separates the nucleus from the cytoplasm. [1]

Output: nuclear membrane

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] a substance found in the DNA and referred to as RNA [1]

Output: ribonucleic acid

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Clusters of DNA, RNA, and proteins in the nucleus of a cell. [1]

Output: chromatin

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] This is the center where RNA is made. Ribosomes are also assembled here and then transported out of the nucleus. [1]

Output: nucleolus

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] DNA stored in the mitochondrion. It is involved in producing the proteins that the cell needs specifically for respiration. [1]

Output: mitochondrial DNA

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A network of fibers that holds the cell together, helps the cell to keep its shape, and aids in movement. [1]

Output: cytoskeleton

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Fine, threadlike proteins found in the cell's cytoskeleton. [1]

Output: microfilaments

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Threadlike proteins in the cell's cytoskeleton that are roughly twice as thick as microfilaments. are mostly responsible for strengthening and supporting the cell, which allows it to keep its shape. [1]

Output: intermediate filaments

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A lipid in which one of the fatty acid molecules has been replaced by a molecule that contains a phosphate group. A plasma membrane is usually constructed of proteins, cholesterol, and these...... [1]

Output: phospholipids

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Molecules that contain three fatty acids linked together on a glycerol molecule. [1]

Output: lipids

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] “water-loving” [1]

Output: hydrophilic end

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] “water-fearing” [1]

Output: hydrophobic end

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] In the plasma membrane, phospholipids are arranged in a double layer with the hydrophobic ends pointing towards each other and the hydrophilic ends pointing out towards the surroundings and in towards the cell. This layer is called the phospholipid bilayer ___________ _____________. [1]

Output: phospholipid bilayer

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] When a carbohydrate is attached to a protein, the protein is called a ____________. [1]

Output: glycoprotein

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] When a carbohydrate is attached to a phospholipid, it is called a ______________. [1]

Output: glycolipid

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Movement of molecules through the plasma membrane according to the dictates of osmosis or diffusion. No cellular energy is expended as a result of the substance passing through the plasma membrane [1]

Output: passive transport

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Movement of molecules through the plasma membrane (typically opposite the dictates of osmosis or diffusion) aided by a process that requires energy [1]

Output: active transport

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A solution in which the concentration of solutes is essentially equal to that of the cell which resides in the solution. [1]

Output: isotonic solution.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A solution in which the concentration of solutes is greater than that of the cell that resides in the solution. [1]

Output: hypertonic solutions

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Collapse of a walled cell's cytoplasm due to a lack of water. [1]

Output: plasmolysis

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The rupturing of a cell due to excess internal pressure. [1]

Output: cytolysis

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] A solution in which the concentration of solutes is less than that of the cell that resides in the solution. (There is greater solute concentration on the inside of the cell than on the outside. As a result, water flows by osmosis into the cell until the cell bursts from too much water pressure.) [1]

Output: hypotonic solution.

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] Energy necessary to get a chemical reaction going. [1]

Output: activation energy

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] The chemical process that generates most of the energy in the cell, supplying molecules needed to make the metabolic reactions of an organism run. [1]

Output: cellular respiration

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] C^3H^4O^3 Aerobic cellular respiration is accomplished through a four-stage process that begins in the cytoplasm. When the cell wants to “burn” a monosaccharide for energy, the monosaccharide first goes into the cytoplasm. There, enzymes catalyze a reaction that causes the monosaccharide molecule to lose some of its hydrogen atoms and form 2 molecules of this substance. [1]

Output: pyruvic acid

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] C^6H^12O^6 [1]

Output: chemical formula for glucose

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] the first stage of cellular respiration Much like striking a match to start something burning, the amount of energy needed to begin this reaction is half of that which is released when the reaction finishes. [1]

Output: glycolysis

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com


Input: [2] the second stage of cellular respiration Once 2 molecules of pyruvic acid are made, they head to a mitochondrion. As they cross into the mitochondrion, the next stage takes place. This stage is also called the “oxidation of pyruvic acid” in some biology texts. In this process, the pyruvic acid is broken down, and a protein (coenzyme A) is attached to the remains. [1]

Output: formation of acetyl coenzyme A

Apologia Biology Module 06 Vocabulary Flashcards - Cram.com