zilongwang/ReadingBank huggingface dataset:
PO1 Development is within a single development footprint sited to: minimise the clearing and fragmentation of native vegetation, including any vegetative growth and material of vegetative origin, whether living or dead, including trunks, branches, stems, leaves, fruits and flowers, and ecological features within the Biodiversity areas overlay; maximise the extent of habitat restoration of areas of strategic biodiversity value within the High ecological significance sub-category on the Biodiversity areas overlay. Note—An ecological assessment prepared in accordance with the Biodiversity areas planning scheme policy can assist in demonstrating achievement of this performance outcome. Note—A development footprint may be used to fulfil recommendations of an ecological assessment. A development footprint plan can be on a plan of survey or be part of approved development. AO1.1 Development ensures that the dwelling house is contained within a single development footprint plan, that minimises the proportion of the development footprint within the High ecological significance sub-category and the General ecological significance sub-category. Note—Where there is no approved development footprint plan, a development footprint plan is to be prepared to support this acceptable outcome and this plan forms part of the approved development. AO1.2 Development ensures that the dwelling house is contained within a single development footprint plan, no greater than: 1000m2 where in the Low density residential zone, the Low-medium density residential zone, the Medium density residential zone, High density residential zone or the Character residential zone; or 2500m2 where in the Environmental management zone, the Conservation zone, the Emerging community zone, the Rural zone or the Rural residential zone, as shown in Figure a. AO1.3 Development ensures that management of vegetation undertaken to reduce risk from bushfire hazard, as demonstrated through a Bushfire Management Plan, occurs within a single bushfire management footprint plan no greater than 1500m2 which adjoins the development footprint plan. Refer to Figure c. PO2 Development ensures that ecological features and ecological processes, habitat trees, areas of strategic biodiversity value and wetlands are protected to ensure their long-term viability. AO2 Development ensures that the development footprint plan conserves ecological features (including significant vegetation communities listed in Table 8.2.4.3.B, significant flora species listed in Table 8.2.4.3.C, or significant fauna species listed in Table 8.2.4.3.D), koala habitat trees, areas of strategic biodiversity value and wetlands in a spatial configuration which:
Arboreal trapping x Appropriate method for gliders. Survey design dependent on site characteristics. Set 5–7m above ground. Bait as for traps. Clear daily, at or before sunrise. Should only be used where absolutely necessary. Pitfall traps x x x x Typically use no than five 20L buckets, 5m apart along each transect. Use drift fencing (30cm high) to direct animal movement toward traps with bottom of netting buried in ground. Bury buckets flush with the ground. Some debris (e.g. leaves, twigs) placed in bucket to provide shelter and protection for trapped fauna. Clear at sunrise, midday and sunset. Elliott traps (types A and B), cage traps x x Place traps at least 5m apart. Place cage and Elliott traps (Type B) at each end of transect. Bait typically with either rolled oats, peanut butter, honey and vanilla essence or with sweet potato soaked in linseed oil. Set traps late afternoon and check at or just before sunrise. Alcohol pit falls x Particularly useful for surveying ant and soil invertebrate species. Small clear glass/plastic jars one- quarter filled with preserving alcohol. Bury jars so that rim is flush with ground. Electronic bat detector Specialised survey technique. Only to be undertaken by a suitably qualified/experienced person. Accurate ultrasonic call analysis is critical. Record ultrasonic calls by walking a transect and stopping to record calls or by remote recording at specific locations (e.g. stag trees). Duration dependent on bat activity (generally minimum 20 minutes). Harp net x x Specialised survey technique. Only to be undertaken by a suitably qualified/experienced person. Specialised netting set up in front of bat cave exit or in known flight path. Bats hit net and drop into trap below, then released after identification and assessment complete. Duration dependent on bat activity (generally minimum 20 minutes). playback/ call recording x x Do not use this technique in conjunction with spotlighting with mammals and other prey species – especially after broadcasting predator calls (e.g. owls). Note that failure to attract an answering call to a recording does not prove absence of a species.
4970-2009 Protection of trees on development sites. Identify a replacement formula for trees which are damaged. C. Clearing and disposal To minimise the adverse impacts of vegetation clearance To maximise recycling or re-use of cleared vegetation To minimise the impacts on existing fauna Clearly identify and indicate on a plan the area of vegetation proposed to be cleared in relation to tree protection zones and structural root zones. Use clearing methods that will not damage adjacent protected vegetation and that will minimise soil profile disturbance. Match the type of equipment to be used with the specific clearing task. There are many options available, including hydraulic grabs etc. Recycle cleared vegetation for re-use on or off site. Recycling techniques include
PO5 Existing ecological corridors are protected, and possible enhanced, and have dimensions and characteristics that will:- effectively link habitats on and/or adjacent to the development site; facilitate the effective movement of terrestrial and aquatic fauna accessing and/or using the development site as habitat. Editor’s note—ecological corridors are identified conceptually on Strategic Framework Map (Natural environment and landscape character elements), AO5 Development retains, regenerates and rehabilitates native vegetation within a corridor. Editor’s note—where an ecological corridor is required to facilitate fauna movement, access or use of on-site habitat, the dimensions and characteristics of the ecological corridor will need to be determined by a site-specific ecological assessment. Click and provide your representations. PO6 Development near an ecological corridor mitigates adverse impacts on native fauna feeding, nesting, breeding and roosting sites and native fauna movements, including (but not limited to):- ensuring that development (e.g. roads, pedestrian access, in-stream structures) during both the construction and operation phases does not create barriers to the movement of fauna into, along or within ecological corridors; providing wildlife movement infrastructure where necessary and directing fauna to locations where wildlife movement infrastructure has been provided to enable fauna to safely negotiate a development area; and separating fauna from potential hazards (e.g. through appropriate fencing). AO6 No acceptable outcome provided. Click and provide your representations. Impact on habitat of threatened species PO7 Development protects the habitat of endangered, vulnerable and near threatened species and local species of significance, AO7 No acceptable outcome provided. Click and provide your representations.
10 Species of Cultural importance Species 1: _________________________ Why is this important to the people who live in this region? (5 marks) Species 2: _________________________ Why is this important to the people who live in this region? (5 marks) Species 3: _________________________ Why is this important to the people who live in this region? (5 Nature Hike Imagine you work at an outdoor portion of a Environmental Education Centre and you are to take students on a nature hike. Visitors will follow a trail loop and stop at various stations to learn about wildlife, healthy ecosystems, conservation and/or scientific methods. These stations can be self-guided, with signs, or explained by a tour leader. Develop five such stations below – (things that people can stop, see and learn about as they walk through nature) Station What will they see? What will they learn? 1 2 3
Level 1 50-59% Level 2 60-69% Level 3 70-79% 4 80-100% Communication Communication of school design Persuasive communication appropriate to the audience communicates school design with limited effectiveness communicates persuasively appropriate to the audience with limited effectiveness communicates school design with some effectiveness communicates persuasively appropriate to the audience with some effectiveness communicates school design with considerable effectiveness communicates persuasively appropriate to the audience with considerable effectiveness communicates school design with a high degree of effectiveness communicates persuasively appropriate to the audience with a high degree of effectiveness Thinking and Investigation Use of initiating and planning skills and strategies Use of critical and creative thinking processes, skill and strategies uses initiating and planning skills and strategies with limited effectiveness uses critical/creative thinking skills with limited effectiveness. uses initiating and planning skills and strategies with some effectiveness uses critical/creative thinking skills with some effectiveness. uses initiating and planning skills and strategies with considerable effectiveness uses critical/creative thinking skills with considerable effectiveness. uses initiating and planning skills and strategies with a high degree of effectiveness uses critical/creative thinking skills with a high degree of effectiveness. Application Application knowledge of the course material in the activity Proposing courses of practical action to deal with environmental problems. applies course knowledge with limited effectiveness proposes courses of practical action to deal with environmental problems with limited effectiveness applies course knowledge with some effectiveness proposes courses of practical action to deal with environmental problems with some effectiveness applies course knowledge with considerable effectiveness proposes courses of practical action to deal with environmental problems with applies course knowledge with a high degree of effectiveness proposes courses of practical action to deal with environmental problems with a high degree
(1) Partially Meets (3) Meets Expectations (5) Exceeds Expectations (6) Student Score Panels Comic strip has less than 5 panels that depict biodiversity. Comic strip has 5 panels that depict biodiversity. strip has 6 panels that depict biodiversity. Comic strip has more than 6 panels that depict biodiversity. Details Pictures have little to no detail. There are only 2 or less depicted in the pictures. Pictures have some detail. There are 3 to 4 animals/plants depicted in the pictures. Pictures have detail. There are 5 to 6 animals/plants depicted in the pictures. Pictures have many details. There are 7 or more animals/plants depicted in pictures and colors are used. Understanding Comic strip has panels but they do not depict a subtopic of biodiversity. Comic strip has 1 or 2 panels that show a diverse environment. Other panels do not clearly depict a subtopic of biodiversity. Comic strip has 3-4 panels that show a diverse environment and other panels clearly depict a subtopic of biodiversity. Dialogue bubbles and panels helps to covey a clear message. Comic strip has 5 or more panels that show a diverse environment and other panels clearly depict a subtopic of biodiversity. Dialogue bubbles and panels covey a strong message. Explanation There is less than 1 paragraph of explanation provided or no explanation. There is 1 paragraph that does not clearly explain the chosen biodiversity subtopic and/or does not explain how the message is developed in the comic strip. There is 1 paragraph that explains the chosen biodiversity subtopic and explains how the message is developed in the comic strip. There is more than 1 paragraph that explains the chosen biodiversity subtopic and explains how the message is developed in the comic strip. Grade = Student's Total Points x 5 Name ____________________________________________ Date _______________ Period ___________ Biodiversity Comic Strip Rubric
Date Start time End time Location Name GPS Coordinates Designations (circle one) None SSSI SAC SPA RAMSAR Other: Time of low water Height of low water Survey leader Habitat type (circle one) Rockpools Green seaweed zone Brown seaweed zone Sandy beach Mudflat Rocky shore Kelp zone Other: Substrate type (circle one) Bedrock Very large boulders (<1m) Large boulders (0.5-1m) Cobbles (head-fist) Small boulders (0.25-0.5m) Pebbles (50p-fist) Gravel – stone Artificial Gravel – shell Sand Mud Silt Other: cover (circle one) Blue sky Partly cloudy Cloudy Overcast Dark threatening sky Mist Foggy Rain (circle one) Dry Drizzle Passing light showers Squally Wind (circle one) Calm Light breeze Gentle breeze Moderate breeze Fresh Strong breeze Visibility (circle one) Excellent Very good Good Moderate Poor Haze Mist Foggy patches Temperature (circle one) <10°C 10-15°C 15-20°C 20-25°C >25°C Description of site: (Include site uses e.g.fishing, sports, moorings, tourism and any features that could affect the shore such as sea defences)
Date Start time End time Location Name GPS Coordinates Designations (circle one) None SSSI SAC SPA RAMSAR Other: Time of low water Height of low water Survey leader Habitat type (circle one) Rockpools Green seaweed zone Brown seaweed zone Sandy beach Mudflat shore Kelp zone Other: Substrate type (circle one) Bedrock Very large boulders (<1m) Large boulders (0.5-1m) Cobbles (head-fist) Small boulders (0.25-0.5m) Pebbles (50p-fist) Gravel – stone Artificial Gravel – Sand Mud Silt Other: Cloud cover (circle one) Blue sky Partly cloudy Cloudy Overcast Dark threatening sky Mist Rain (circle one) Dry Drizzle Passing light showers Squally Wind (circle one) Calm breeze Gentle breeze Moderate breeze Fresh Strong breeze Visibility (circle one) Excellent Very good Good Moderate Poor Haze Mist Foggy patches Temperature (circle one) <10°C 10-15°C 15-20°C 20-25°C >25°C Description of site: (Include site uses e.g.fishing, sports, moorings, tourism and any features that could affect the shore such as sea defences)
PhD in Biodefense (BIOD) Education Plan for students admitted Fall 2017 Student name: _______________________________________ G#: _________________________ Advisor: _____________________________ Anticipated Graduation Date: _________________________ Core Coursework – 21 credits Course # Course Title Credits Semester Grade BIOD 604 Emerging Infectious Diseases I: Bacteria and Toxins (formerly Intro to Biodefense I: Bacterial & Toxin Agents) 3 BIOD 605 Emerging Infectious Diseases I: Viral Agents (formerly Intro to Biodefense II: Viral Agents) 3 BIOD 609 Biodefense Strategy (formerly Biodefense Strategy & Policy) 3 PUAD 637 or BIOD620 Managing Homeland Security/ Global Health Security Pol 3 GOVT 500 The Scientific Method & Research Design 3 GOVT 540 International Relations 3 GOVT 712 or 717, or PUAD 646 Additional advanced research course 3 Field of Specialization – 12 credits International Security: 2 required field courses + 6 credits of electives Course # Course Title Credits Semester Grade GOVT 744 (required) Foundations of Security Studies 3 GOVT 745 (required) International Security 3 Elective __________ 3 Elective __________ 3 Terrorism and Homeland Security: 2 required field courses + 6 credits of electives Course # Course Title Credits Semester Grade BIOD 722 (required) Examining Terrorist Groups 3 BIOD 725 (required) Terrorism and WMDs 3 Elective __________ Elective __________ Technology and WMD: 2 required courses + 6 credits of electives Course # Course Title Credits Semester Grade BIOD 706 (required) Nuclear, Biological, & Chemical Weapons Policy & Security 3 BIOD 760 (required) National Security Technology and Policy 3 Elective __________ Elective __________ Courses outside of the specialization – 6 credit hours
Course # Course Title Credits Semester Electives – 9 - 21 credits Course # Course Title Credits Semester Grade Dissertation Credits 998 Proposal: min 3, max 6. 999 Dissertation: min 6, max 18. 998+999 combined: min 12, max 24 Course # Course Title Credits/Semester Credits/Semester Credits/Semester BIOD 998 Dissertation proposal BIOD 999 Dissertation Research Approved Transfer Credits – 12 maximum and/or Reduction of Credit – 30 maximum Institution Course Number and Title Credit Credit Hours:______________ Anticipated Completion Dates Qualifying Exam: __________________________________ Dissertation Proposal (BIOD 998): ____________________ Dissertation Research (BIOD 999): ____________________ Advisor: ______________________________________________ Date: ________________ Signature Student: ______________________________________________ Date: ________________ Signature
4. Adenosine triphosphate, or ATP, is primarily used as _______ in living organisms. A. a muscle relaxing hormone B. a source of energy C. a reproductive enzyme D. a blood coagulant 5. In the respiration-photosynthesis cycle shown above, what are the reactants of cellular respiration that belong in box 1? A. ATP and methane B. glucose and oxygen C. carbon dioxide and water D. protein and nucleic acids 6. During photosynthesis, radiant energy from the Sun is transferred to plants and photosynthetic organisms. The chloroplasts in the cells of these organisms then transform the radiant energy into chemical potential energy stored in the bonds of A. protein molecules. B. water molecules which then evaporate through openings called stomata. C. highly condensed carbon compounds, such as carbohydrates. D. carbon dioxide.
C. bacteria, but neither animals nor plants D. animals, but not plants 14. In which organelle does photosynthesis take place? A. mitochondrion B. chloroplast C. endoplasmic reticulum D. nucleus 15. During photosynthesis, plant cells take in water (H2O) and carbon dioxide (CO2) and release oxygen (O2). How is this different from what takes place during aerobic respiration? A. During aerobic respiration, the mitochondria form CO2 during the process of fermentation. B. During aerobic respiration, cells take in O2 and release CO2, H2O, and ATP. C. During aerobic respiration, O2 is inhaled and CO2 and H2O are exhaled. D. During aerobic respiration, cells use ATP to convert insulin into glucose and CO2. 16.
Regions investment. This initiative is delivered by DAFWA in partnership with the Pilbara Development Commission and the Department of Regional Development, and works closely with the mining industry, Aboriginal groups and the pastoral industry. The authors like to thank Henry Brockman and Mitch Lever for their comments and suggestions to improve the document and Kathryn Buehrig and Janet Paterson for editing the document. Summary The Pilbara region covers 270 000 square kilometres (km2) of north-west Western Australia (WA). Its main agricultural land use is pastoralism, with beef cattle grazing native pastures. Currently, only 24km2 is under irrigation, with irrigated fodder the principal crop, but this could expand to 100km2. This expansion has the potential to significantly broaden the economic base of the Pilbara. Irrigation and the opportunities for changing land use and management may facilitate greater participation in the carbon economy by Pilbara land managers. Bioenergy feedstocks be sourced from purpose-grown crops or agricultural wastes. Carbon farming activities may be facilitated by the land use and management changes that are possible with the introduction of irrigated agriculture into existing pastoral systems. This report investigates the potential for land managers in the Pilbara to produce bioenergy from feedstocks sourced from irrigated agriculture, and to undertake carbon farming activities that are facilitated by introducing irrigated agriculture. Bioenergy There is a large demand for transport and stationary energy at several Pilbara locations. However, the energy market in the Pilbara is expensive because of the limited interconnected electrical grid and the distance over which fuels must be transported. Combined with the development of irrigation areas, this raises the possibility that locally grown crops dedicated to energy production, crop residues and animal effluent from feedlots might be viable alternatives to current energy supplies, which are dominated by fossil fuels. Several technologies for converting biomass to energy are now mature and the number of commercial-scale facilities is increasing in Australia and overseas. However, the slow rate of uptake in the market suggests there is still a perception of risk when compared to conventional power generation. To achieve long-term sustainability, bioenergy projects in the Pilbara would need to: be technically viable at the medium to large scale be suitable for the hot climate and remote location be able to use locally available feedstocks reduce greenhouse gas emissions and other environmental impacts
West Angelas Rio Tinto gas 40 Yarnima BHP Billiton Iron Ore Pty Ltd gas 190 Solomon Hub Power Fortescue Metals Group Ltd Gas, diesel 125 Telfer Gold Mine Newcrest Mining Gas, diesel 161 Wodgina Energy Developments Remote Energy Gas, diesel 13.7 Marble Bar Horizon diesel 1.31 Nullagine Horizon Power diesel 1.16
Type of Solutions Diffusion and Osmosis are both types of TRANSPORT - that is, no energy is required for the molecules to move into or out of the cell. Sometimes, large molecules cannot cross the plasma membrane, and are "helped" across by . This process, which uses proteins and ATP is called .
Transgenic organisms: Stem Cells The diagram to the right shows how stem cells can develop into many types of different cells. What are some of the potential benefits that could come from the growing of stem cells in a laboratory? What are some of the ethical issues surrounding the collection and use of stem What are transgenic organisms? What is the value of this technology in agriculture? What is the of this type of technology in the pharmaceutical industry?
Analyze the processes by which organisms representative of the following groups accomplish essential life functions including… Fill in the charts below showing how various groups of organisms accomplish the life functions listed. Protists Annelids Insects Transport of materials Circulatory System ? Open or Closed ? Diffusion 5 contractile “hearts”; mostly ___________ system Dorsal heart; open circulation Excretion – How is Waste Removed? Diffusion Paired nephridia – each segments ______________ tubules; empty into digestive Respiration – How do They get Oxygen? Diffusion Mainly diffusion ______________ along side of body to allow oxygen in Regulation / Maintain Homeostasis Contractile ______________, etc. Small brain; ventral nerve cord; sense organs ventral nerve cord; eyes, antennae Growth and Development Just cell growth Eggs in cocoons – hatch as small worms ___________________ (egg, larva, pupa, adult) Examples Amphibians Mammals Transport of materials Circulatory System? Open or Closed? 3 chambered ____________ system _______________________ heart; closed system – veins, arteries, capillaries Excretion – How is Waste Removed? Kidneys – empty into cloaca _________________ with ureter, urethra, bladder Respiration – How do They get Oxygen? Lungs or gills, also through ________ _____________ with trachea, bronchiole air sacs Regulation / Maintain Homeostasis Internal ears, vocal sac; some poison glands _______________ and complex nervous system with brain Growth and development Egg, _______________, adult Baby continues to develop after birth; varies with species Examples
For example, a patient who quadruplets may not know what exactly her values are in the beginning (whether to secure her own life or that of her 4 embryos). The doctor works with her to discover and develop her values, and presents carefully selected medical information to her. After discussion, they make a decision on preserving the embryos. (For teachers’ reference) What are the models of patient-doctor relationship for the 2 cases above? The case of Michael Jackson: Informative Model The case of Deliberative Model Evaluate the doctors’ performances in the following aspects in both cases: Dr Murray (in the case of Michael Jackson) Dr Martha (in the case of Nadia) Promoting Patient’s well-being The patient’s well-being was not fully considered. Dr Murray overdosed the patient with Demerol regardless of his physical condition, which caused his sudden death. The patient’s was well-addressed. Not only the patient’s own physical condition was considered, but her religious values, psychological health and even her husband’s views were also addressed. Respect for autonomy The patient’s autonomy outweighed the doctor’s professional judgment in this case. As per the patient’s request, Dr Murray injected him with a huge dosage of Demerol. The patient’s autonomy and the doctor’s professional judgment were well-balanced. The doctor facilitated the patient and her family to express their views; while the doctor provided professional advice based on their values to come up with a mutually agreed medical plan. Informed consent Although the doctor did tell the patient that the dosage he gave him ‘would put an elephant to sleep’, the warning of its fatalness was not explicit. The doctor told the patient about the details of the medical procedures and the possible risks before she made the decision.
BIOFAB COURSE WORK AND SHORT COURSE OPTIONS MONDAY 20 JULY: THE 3D PRINTING PROCESS TIME EVENT ACADEMIC 9.30 – 10.00 Introduction – Focus on Machinery and Delivery Mechanisms Prof. Gordon Wallace 10.00 – 11.00 Polymers Dr Cathal O’Connell 11.00 – 12.00 Metals Dr Stephen Beirne 12.00 – 13.00 Lunch 13.00 – 14.00 CAD for 3D Printing Fletcher Thompson 14.00 – 15.00 Emerging Techniques -Electroprint -Dip Pen -High Res IJP Dr Cathal O’Connell 15.00 – 16.00 Lab Demonstrations – Commercially available Hardware WEDNESDAY 22 JULY: MATERIALS FOR 3D PRINTING TIME EVENT ACADEMIC 9.30 – 10.00 Introduction Prof. Gordon Wallace 10.00 – 11.00 Biopolymers Dr Zhilian Yue 11.00 – 12.00 Printing Gels Dr Sina Naficy 12.00 – 13.00 Lunch 13.00 – 13.30 Printing Structures with Drugs Prof. Gordon Wallace 13.30 – 14.30 Printing Cells Dr Xiao Liu 14.30 – 15.30 Metal Powders Dr Stephen Beirne 15.30 – 16.30 Lab Demonstrations – Custom Biosystems 16.30 – 17.30 Future Applications Dr Cathal O’Connell
Neisseria gonorrhoeae Gram-negative intracellular diplococcus Direct sexual contact Urethritis, cervicitis, PID Proteus mirabilis Lactose non-fermenting, swarming gram-negative bacillus Endogenous Community or nosocomial UTI Pseudomonas aeruginosa Lactose non-fermenting gram-negative bacillus catheterization Nosocomial UTI Staphyloccus epidermidis Coagulase-negative, gram-positive coccus Catheterization, endogenous Nosocomial UTI, Community-acquired UTI, biofilm agent Staphylococcus saprophyticus Catalase-positive, gram-positive coccus Endogenous Community-acquired UTI Treponema pallidum Spirochete (does not Gram stain) Direct sexual contact; vertical, from mother to child Chancre (painless genital primary, secondary, tertiary syphilis; neonatal syphilis Fungi Candida sp. Yeast with pseudohyphae Endogenous Vaginitis, nosocomial UTI Parasites Phthirus pubis Crab lice Direct sexual contact Pubic hair infestation Trichomonas vaginalis Protozoan Direct sexual contact Vaginitis Viruses Herpes simplex virus Enveloped DNA Direct sexual contact; vertical, from mother to child Recurrent genital ulcers, fetal/neonatal infections, encephalitis immunodeficiency virus (HIV) Retrovirus Direct sexual contact, blood; vertical, from mother to child AIDS, neonatal infection, dementia papillomavirus Nonenveloped DNA virus Direct sexual contact Genital warts, cervical carcinoma
Auburn High School Class of 1967 -- 50th Reunion -- April 2017 Personal information is optional, as much or little as you like Class member : Last Name First Name Maiden Spouse: Last Name Name Maiden Address : EMail: Telephone: You: Retired? __ Occupation (or former): Spouse: Retired? __ Occupation (or former): Children: Grandchildren: How have you spent the last 50 years -- as much or little as you wish. Education, hobbies, books written, songs recorded, operas written, etc. Something you have done that you doubt anyone else in the class has done: One or more items on your "bucket list:" Your best (appropriate to share!) memory of AHS: EMail completed form (preferably in MS Word) to: tskelton@ucsd.edu AHS67 website is http://home.sandiego.edu/~rskelton/AHS67 type in the whole thing EXACTLY, including the tilde ("~"), and match upper/lowercase to get there
APP ANA COM Citer quelques utilisations importantes des agroressources en synthèse organique et exploiter des documents pour illustrer leur part croissante en tant que matières premières ANA COM Citer quelques exemples importants de synthèses mettant en œuvre les biotechnologies
Draw the Phosphorous Cycle In what ways is phosphorous a key element to living things? What are the largest reservoirs of phosphorous? How do organisms obtain phosphorous? Explain why phosphorous is a limiting factor for plant growth in many soils and aquatic ecosystems. Draw the Sulfur Cycle Why is sulfur important to living organisms? List two ways that humans impact the sulfur cycle. What is the product that is formed from this? List 3 ways humans have impacted, or are impacting, the different biogeochemical cycles and which cycles they are affecting.
Water Cycle Part 3 Facts About This Part Sketch Something This Part 17. Sun 18. Atmosphere 19. Condensation 20. Precipitation 21. Sublimation 22. Infiltration 23. Runoff 24. Oceans 25. Evapotranspiration 26. Choose Your Own Step _______________ Task 4: The Nitrogen A. Click on the link below to watch the “Nitrogen Cycle” video by Study Jams. After you watch the video, write 1-2 things you learned about this cycle in the “L-Column” of the KWL on page one of this handout. B. Click on the link below to access the “Nitrogen Cycle” interactive activity from PBS Learning Media™ website. As you complete the activity complete the following fill-in-the-blank questions. Press “Launch” to begin the activity. 27. Introduction Nitrogen is an element essential to life it is found in , , , and in molecules important to . Most living things cannot absorb in its gaseous form, and rely on a process called to obtain nitrogen.
Directions for Biographical Sketch: Complete the form Save the completed form on your computer Upload completed form as part of the online application for the Hellman, Sicher, Graber Award BIOGRAPHICAL SKETCH Do not exceed four pages. Please type. NAME Institution (Address, Phone, Fax) or Mailing Address Email Address EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education including current position) INSTITUTION AND LOCATION DEGREE (if applicable) MM/YY FIELD OF STUDY INSTITUTION AND LOCATION DEGREE (if applicable) MM/YY FIELD OF STUDY INSTITUTION AND LOCATION DEGREE (if applicable) MM/YY FIELD OF STUDY EMPLOYMENT (If you are currently employed then state your employer and the position held. Residents do not need to complete this section) Employer Position Title Is this a Faculty Position Honors and Awards List all Publications
Sporophyte Station 20 - Asexual Reproduction of a Liverwort Examine a living gametophyte showing asexually reproductive gemmae cups. Be able to recognize a gametophyte showing the cups with gemmae inside. 1. How are the gemmae dispersed? Gemmae Cups Station 21 – Division: Bryophyta - Mosses Examine the “leafy” moss plants provided for you. You need to be able to recognize these species as mosses. Is there a vein system present in the “leaves”? Is this “plant” a gametophyte or a sporophyte?
Station 17 – Germinating Pollen Study the slide of pollen germinating. Be able to identify the following structures: the pollen grain and pollen tube. What are the nuclei that may be seen in a pollen tube? Station 18 – Female Gametophyte with the 4-nucleate Embryo Sac Study the slide of the Fritillaria 4-nucleate embryo sac. On the slide, there are 6 cross sections of the ovary. Locate an embryo sac showing the 4-nucleate stage. Be able to identify the following structures: ovary, ovary wall, ovule, embryo sac, and the 4 megaspores (nuclei). Station 19 – Female Gametophyte with the 8-nucleate Embryo Sac the flower model. Locate the embryo sac showing the 8-nucleate stage. Be able to identify the following structures: ovary, ovary wall, embryo sac, antipodals, polar nuclei, synergids, egg, integument, and micropyle. What happens to the antipodals fertilization? What happens to the polar nuclei after fertilization? What happens to the synergids fertilization? Why is fertilization in flowering plants called double fertilization? Station 20 – Seeds Be able to recognize the structures on a monocot (corn) and a dicot (Bean) seed diagram Station 21 – Fruit and Seed Dispersal
Station 21 – Gravitropism Does the shoot represent positive or negative gravitropism? How do plants tell up from down? What hormone is thought to be responsible for the bending response? What is actually happening at the cellular level to cause this bending response? Station 22 – Rapid Leaf Movement What is the name of the specialized cells that allow for this movement? What reason do plants do this?
Station 32 – Female Cone with an Embryo Study the pine embryo slide and the seed of a pine. Be able to identify the following structures on the slide: the integument, the nucellus, the cotyledons, the hypocotyl, and the radicle. Be able to recognize a pine seed. What is the function of the nucellus? What is the function of the cotyledons? What does the hypocotyl develop into? What does the radicle develop into? Station 33 – Angiosperm Flower The word Angiosperm means, “enclosed seed” and refers to the fact that the seeds are enclosed within an ovary. The ovary contains an ovule, which is part of the flower. The ovary usually becomes the fruit and the ovule develops into the seeds. Examine the flowers that have been provided. Be sure you can identify the following structures and their functions: receptacle, pedicel, ovary, ovule, sepal (calyx), petal (corolla), stamen, anther, filament, carpel (pistil), stigma, and style. Station 34 – Ovary Position
Foot Prothallus SEED PLANTS CLASSIFICATION: Domain: Eukarya Kingdom: Virdiplantae Vascular Seed Plants (Gymnosperms) Division: Coniferophyta Conifers Division: Cycadophyta Cycads Division: Ginkgophyta Ginkgo Division: Gnetophyta Mormon Tea Vascular Seed Plants (Angiosperms) Division: Anthophyta Flowering Plants Class: Dicotyledonae Dicots Class: Monocotyledonae Monocots INTRODUCTION TO SEED PLANTS The vascular plants possess true conducting tissue consisting of xylem and phloem. They are said to possess true leaves, roots and stems. The also possess supporting tissue for more upright growth, stomata (small pores) for the exchange of gases, and a protective layer of cutin which forms a cuticle. These characteristics allow vascular plants to get large in size. Vascular plants also begin to remove themselves from moist environments because they need less or no water for reproduction. In ferns, a single spore can germinate in the soil to form a gametophyte. Sexual reproduction follows and soon the organism is established. In Gymnosperms (naked seed) and Angiosperms (covered vessels), the spores cannot be agents of dispersal. The sporophyte is heterosporous producing two different types of spores (microspores and megaspores). The microspores, produced in microsporangia, will develop into male gametophytes (pollen). The megaspores, produced in megasporangia are located within ovules. In the Gymnosperms, the sporangia are located in cones. In the Angiosperms, the sporangia are located in flowers. Station 22 – Seed Plants What characteristics are specific to seed plants?
Station 3 - The Tissues of a Dicot Root Observe the section (XS) of a dicotyledon root from the buttercup Ranunculus. (Ranunculus Root) Be able to recognize the difference between a monocot and a dicot root. You will be held responsible for the following tissues: Epidermis, stele (xylem, phloem), pericycle, cortex, endodermis, and passage cells. You also need to know their function. Epidermis Xylem Phloem Pericycle Cortex Endodermis Passage cells Fill out the following table. TISSUE LOCATION MERISTEM ORIGIN FUNCTION Epidermis Single layer of cells around the outside of root Stele Central cylinder of tissue made up of primary xylem, phloem, pith, and pericycle Xylem: Phloem: Pericycle: Cortex Parenchyma found between the stele and the epidermis with passage cells Cortex: Endodermis: Passage cells: Station 4 – Carrot Look at the longitudinal and sections of a carrot (Daucus) root and identify the following structures: cortex, stele, pericycle and lateral (secondary) roots. Cortex Lateral Roots Pericycle
Where are ciliates found? What lifestyles do taxa demonstrate? Be able to recognize the examples Spirostomum and Vorticella. Use the example Paramecium to demonstrate how Ciliates can reproduce. What is the name of the process where they exchange nuclei standing side by side? Which nuclei or exchanged? Is it sexual or asexual? What is the name of the process where they appear to reproduce end to end? Is it sexual or asexual? Station 28 – Clade1: Stramenopila What are the general characteristics of the Stramenopila? What are the four clades included in the larger clade Stramenopila? Station 29 – Clade2: Bacillariophyta What are the general characteristics of the clade Bacillariophyta?
What two clades are they divided into? Why? Station 9 – Clade3: Plasmodial Molds What are the general characteristics of Plasmodial Slime Molds? Where are they found? Why do the form a plasmodium? Station 10 – Clade3: Cellular Molds What are the general characteristics of Cellular Slime Molds? Where are they found? Why do the form a plasmodium? Station 11 – Clade2: Gymnamoebas What are the general characteristics of Gymnamoebas? Where do these organisms live? How do they feed? Station 12 – Clade2: Entameobas What are the general characteristics of Entamoebas? What species do Entamoebas infect? How many species are in humans? Which is the only one that is pathogenic in humans?
Station 25 – Clade1: Alveolata What are the general characteristics of the Alveolata? What are the three clades included in the larger clade Alveolata? Station 26 – Clade2: Dinoflagellates What are the general characteristics of the clade Dinoflagellates? Where are dinoflagellates found? Be able to recognize the example as a Dinoflagellate. What does this organism cause? What does this organism release and what does it cause? How do they feed? Station 27 – Clade2: Apicomplexans What are the general characteristics of the clade Apicomplexans? are the pathenogenic species found? Be able to recognize the example Plasmodium sp. What does this organism How is this organism transmitted? What parts of the human does this organism attack?
Station 4 – Clade2: Chlorophyta Examples Cellular Organization Unique Characters to identify Habitat Example Desmids Nucleus, isthmus, and chloroplasts. Volvox Vegetative protoplasmic strands, and daughter colonies Protococcus None What are they confused with? Spirogyra Chloroplasts, conjugation tube, male gamete, female gamete, and Zygospores. What are the gametes in the species referred to as? Why? Ulothrix Chloroplasts What structure demonstrates specialization? Are the filaments haploid or diploid? Station 5 – Clade2: Charophytes What are the general characteristics for the clade Charophytes? Where are they found? What two groups are commonly called “Green Algae”?
Station 41 – Be able to recognize the structures on a monocot (corn) and a dicot (Bean) seed diagram Station 42 – Fruit and Seed Dispersal What are the different types of dispersal mechanisms? What are the most efficient transporters of fruits and seeds? Station 43 – Fruit Wall The wall, developed from the ovary wall, is called the pericarp. The pericarp consists of three layers: the exocarp, the mesocarp, and the endocarp. Be able to identify these structures on an orange. Exocarp Mesocarp Endocarp Station 44 – Fruits: Be able to identify the fruit shown in class. FRUIT TYPES CATEGORIES NAMES Fleshy Fruits Simple Drupe: fleshy fruit with a single seed enclosed by a hard, stony endocarp (pit) Examples: Olives, Almonds, Coconuts True Berry: fleshy fruit with a thin skin and a pericarp which is soft at maturity Examples: Tomatoes, Bell Pepper, Grapes, Bananas Pepos: fleshy fruit with a relatively thick rind Examples: Cucumbers, Zucchinis Hesperidium: fleshy fruit with a leathery skin containing oils with the ovary wall becoming saclike and swollen with juice. Examples: Oranges
Report Rubric 4 3 2 1 Focus/Ideas Informed and well-focused with one clear topic and quality details Generally focused report with clear topic with adequate details Report lacking focus; unclear topic and/or needs more supporting details Report with no focus or clear topic and lacks development and details Organization/ Paragraphs Clear sequence of information with time-order words Reasonably clear sequence with some time-order words Confused sequence of information; few time-order words No attempt to put information into sequence Voice Informative voice Somewhat informative voice No informative voice No distinct voice Word Choice Vivid, precise words to express ideas words to express ideas Language adequate Vague, dull, or misused words Sentences Clear sentences; no run-ons Mostly clear sentences Some sentences unclear; too many ideas in some sentences Incoherent sentences or short, choppy sentences Conventions Few, if any, errors Several errors Errors that detract from writing and may interfere with understanding Errors that hamper understanding Total Score: ______/4 Name:_________________________________________________________________________ Name of person: _____________________________________________________
Sheep Liver Fluke Station 20 – Trematoda Be able to recognize individuals Organism Description Means of Infection Location of Other Hosts Chloronchis sp. Schistosoma mansoni Dracunculiasis sp. Station 21 – Class: Cestoda In this lab, you will be studying the tapeworm (Taenia pisiformes). You will also be asked to identify the following structures: scolex, hooks, rostellum, suckers, proglottids, uterus, ovary, yolk gland, testes, ductus deferens, genital pore, and vagina.
Beloniformes Flying Fish are they found? What is used for “wings”? Why do they do this behavior? Order: Cyprinodontiformes Desert Pupfish Why are they endangered? What can they tolerate? Order: Stephanoberyciformes Ridgeheads 1. Where are they found? 2. How did they get their name? 3. Why are they called pseudoceanic? Superorder: Acanthopterygii (cont.) Classification Fish Information Order: Gobiesociformes Clingfish What is modified into the sucker? Where are they found? Order: Gasterosteiformes Sticklebacks How are they unique? Who are they related to? How were they used in behavioral studies?
Experiences that made this person important: 1. 2. Grading: Students will receive two grades for their book report: 1)3-D Biography box book report and 2) Oral presentation. Biography 3-D Box Book Report – Rubric Category 4 Outstanding 3 Proficient 2 Satisfactory 1 Unsatisfactory Required Elements (These elements are from your graphic organizer) The box includes all required elements as well as additional information. All required elements are included on the box. Most of the required elements are included on the box. Several required elements were missing. Title, Author’s Name, Timeline, Quotation, and any Picture Captions All written work is in the student’s very best writing, bold, and large enough to be read. Most written work is neat, bold, and enough to be read . There are a lot of erased words which make it difficult to read. The writing is bold, and large enough to be read. Written work is too small or difficult to be read.
Sheep Liver Fluke Station 20 – Trematoda Be able to recognize these individuals Organism Description Means of Infection Location of Adult Other Hosts Chloronchis sp. Schistosoma mansoni Station 21 – Class: Cestoda In this lab, you will be studying the tapeworm (Taenia pisiformes). You will also be asked to identify the following structures: scolex, hooks, rostellum, suckers, proglottids, uterus, ovary, yolk gland, testes, ductus deferens, genital pore, and vagina.
Station 25 – Phylum: Echinodermata What characteristic is unique to echinoderms? What type of symmetry do these organisms demonstrate? What does the word “echinodermata” mean? What type of development do these animals have? When did they appear in the evolutionary history? Where are they found? Station 26 – Phylum: Echinodermata Level of Organization Organ-system level Tissue Layers Triploblastic Type of Digestive System Alimentary Canal What type of digestion do they have? Extra- and intracellular Type of Excretory System None Type of Circulatory System Reduced Type of Respiratory System Dermal Branchiae Type of Nervous System Ring and Radial nerves Type of Body Cavity Eucoelomates Type of Asexual Reproduction Regeneration Type of Sexual Reproduction Dioecious Station 27 – Echinoderm Structures Be able to recognize the following terms and the pedicellariae and bipinnaria larvae under the microscope. Oral side: Aboral side: Madreporite: Ambulacral Grooves: Pedicellariae: Papillae: Bipinnaria larvae
Name _______________________________________________ Period 1 2 5 Biography Research Choice Board Directions: Choose any (3) items in a row either vertically, horizontally or on a slant. Write a Acrostic Poem for the person your biography was about, using both the first and last name Each line should be a full sentence! Include pictures Teachers are great Everyday they create lessons Acting out in class is bad. Chocolate makes us feel better. Hate to grade papers. Create an ABC book based on the person your biography was about. You need one page for every letter from A to Z, and each letter will be for a word relating to your person. (Example: Abraham Lincoln, you could have “P is for President”, “C is for Civil War”) Include pictures Create a timeline showing the major events from the lifetime of your biography subject. Include at least 8 events Brief description sentences. Include pictures for each event Illustrate and write captions for what you think are the three (3) most important events of your person’s life. Using create a word collage of quotes said by or about your person. Create a birth and death certificate for your person. Include date, location and a short paragraph about that time of their life. Complete a trading card on your person. Include an illustration and important facts about their life. 5 important facts about the person Newspaper Article Select an event in the person’s life and write a newspaper article with: Creative headline 5 facts about the event Illustration with caption. Cereal Box Wrap a cereal box in paper and transform the outside to an informational box about the person. Be sure to include: Person’s name At least 5 interesting facts and illustrations Other ideas: timeline, quotes, poetry TRADING CARD
Station 20 – Classification Supergroup: Archaeplastids Group: Chlorophyta Ex: Volvox (P 42, Figs. 4.43 – 4.44) What type of cellular form do they exhibit? Be able to identify the following structures: vegetative cells, protoplasmic strands, and daughter colonies. Station 21 – Classification Supergroup: Archaeplastids Group: Chlorophyta Ex: Protococcus What type of cellular form do they exhibit? is this organism found? Station 22 – Classification Supergroup: Archaeplastids Chlorophyta Ex: Spirogyra What type of cellular form do they exhibit? Be able to identify the chloroplasts, nucleus, conjugation tube, male gamete, female gamete, and Zygospore. What part of the life cycle is haploid and which are diploid?