zilongwang/ReadingBank huggingface dataset:
Name__________________________ Test/Due Date: _____________________ APUSH Period 5 Study Guide: American Revolution – 1844-1877 Overview As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war—the course and aftermath of which transformed American society. Must Know Dates 1848 Treaty of Guadeloupe Hidalgo ended Mexican War U.S. acquires California and territory of New Mexico which includes present-day Nevada, Utah, Arizona, new Mexico, and part of Colorado 1849: Gold discovered in California 1850 Compromise of 1850 California admitted to the Fugitive Slave Law strengthened 1853: Gadsden Purchase 1854 Kansas-Nebraska Act Republican Party formed 1856 Violence in Kansas Senator Sumner attacked in the Senate 1858: Lincoln-Douglas Debates 1859: John Brown's raid on Harper's Ferry 1860 Democratic splits apart Abraham Lincoln elected 16th President of the United States Lower South secedes 1861 Confederate States of America formed Civil War begins at Fort Sumter Upper South secedes North is defeated at the first battle of Bull Run 1862 Battle of Antietam Morill Tariff, Homestead Act Emancipation Proclamation issued (effective January 1, 1863) 1864 Grant's wilderness campaign Sherman takes Atlanta Sherman's "March to the Sea" 1865 Sherman takes South and North Carolina Lee surrenders at Appomattox Court House Thirteenth Amendment abolishes slavery Lincoln assassinated Andrew Johnson becomes President KKK formed 1867 First Reconstruction Act launches Radical Reconstruction Alaska purchased 1868 Fourteenth Amendment guarantees Rights Johnson impeached 1870: Fifteenth Amendment forbids denial of vote on racial grounds 1870s: Terrorism against blacks in South, flourishing of Darwinism and ideas of racial inferiority 1876 End of Reconstruction Battle of Little Big Horn Key Terms Use bullet points/phrases. Include dates where applicable. The key terms are intended to help you understand the material for the quizzes, test, and the AP Exam in May. If you do a good job now, reviewing in May will be much easier. Term Significance Revolution Polk Manifest Destiny 54-40 or Fight
Chapter 11 - The Meaning of It All What is Shubin’s biological “law of everything” and why is it so important? Afterword (new findings re: Tiktaalik) How was Tiktaalik able to survive in the cold Arctic environment?
1 for location 40 specimens x 3 pts each specimen = 120 points 1. adaptation of an animal 2. adaptation of a plant 3. abscisic acid 4. actin 5. amniotic egg 6. amylase 7. angiosperm 8. animal that has a segmented body 9. annelid 10. anther & filament of stamen 11. arthropod 12. archaebacteria 13. autotroph 14. auxin producing area of a plant 15. basidiomycete 16. Batesian mimicry 17. biological magnification 18. bryophyte 19. C4 plant 20. Calvin cycle 21. carbohydrate - fibrous 22. cambium 23. cellulose 24. chitin 25. chlorophyta 26. cnidarian 27. coelomate 28. conifer leaf 29. commensalism 30. connective tissue 31. cuticle layer of a plant 32. deciduous leaf 33. deuterostome 34. dicot plant with flower & leaf 35. diploid chromosome number 36. echinoderm 37. ectotherm 38. endosperm 39. endotherm 40. enzyme 41. epithelial tissue 42. ethylene 43. eubacteria 44. eukaryote 45. exoskeleton 46. fermentation 47. flower ovary 48. frond 49. fruit - dry with seed 50. fruit - fleshy with seed 51. gametophyte 52. gastropod 53. genetically modified organism 54. gibberellins 55. glycogen 56. gymnosperm cone 57. haploid chromosome number 58. heartwood 59. hermaphrodite 60. insect 61. K-strategist 62. keratin 63. leaf - gymnosperm
64. Lepidoptera 65. lichen 66. lignin 67. lipid used for energy storage 68. littoral zone organism 69. long-day plant 70. meristem 71. modified leaf of a plant 72. modified root of a plant 73. modified stem of a 74. monocot with flower & leaf 75. muscle - striated 76. mutualism 77. mycelium 78. mycorrhizae 79. myosin 80. nematode 81. niche 82. nymph stage of an insect 83. parasite 84. parenchyma cells 85. phloem 86. pine cone - female 87. Platyhelminthes 88. pollen 89. pollinator 90. porifera 91. prokaryote 92. protein - fibrous 93. protein - globular 94. protostome 95. pteridophyte 96. r-strategist 97. radial symmetry 98. rhizome 99. scale from animal with two-chambered heart 100. spore 101. sporophyte 102. stem - herbaceous 103. stem - woody 104. stigma & style of carpel 105. tendril of a plant 106. thorn of a plant 107. unicellular organism 108. vascular tissue 109. xerophyte 110. xylem
Big Ideas To match the revision to the AP Biology Curriculum a greater focus on the four Big Ideas is vital for student in depth understanding of Biology. Through the use of Cornell style note-taking (an organizational method which encourages pre-reading and information gathering before lectures) students are required to connect units with each of the 4 Big Ideas through their own understanding. The classroom lectures, labs, and activities are developed to allow for engaged discussions focused around the how and why concepts are interconnected and relate to one another. Course Planner The basic layout of this yearly plan is based upon the 2006, 2007 AP Biology Course Description. Some of the labs and assignments are available for changes and updates based on available materials, time and student progress. Ecology (summer reading) Population Dynamics – looking at the process of changing Earth’s Populations Communities and Ecosystems – investigating how ecosystems are linked Global Issues – What are the environmental impacts of humans and what and future plans for conservation biology and restoration biology AP Lab 12: Dissolved Oxygen Molecules and Cells – First Quarter (Chapters 2-10) Molecular Biology Chemistry Review Water – properties of water lab activity Organic Molecules – Organic molecules making; activity identifying organic molecules in food Cellular Respiration – Harvesting Chemical Energy Photosynthesis – Process that feeds the biosphere AP Lab 2: Enzyme Catalysis AP Lab 5 : Cell Respiration
Cell Biology Review cell types – Mystery cell lab activity: students examine known animal and plant cells, and then identify unknown cells samples Limits on cell size – Surface area to volume lab activity Cell membranes and transport Cell organelle structure and function – Cellular organelle analogy assignment Coordination within the cell AP Lab 1: Diffusion and Osmosis Cell Division and Genetics – Second Quarter (Chapters 13-21) Cell Division Introduction to chromosomes – Making models of chromatin, chromatids, sister chromatids and homologous chromosomes activity Online Onion Root tips tutorial from the University of Arizona biology project AP Lab 3: Mitosis and Meiosis Meiosis and genetic variation Evolutionary advantages of mitosis/meiosis Mendelian Genetics Mendelian principles with applications to monohybrid and dihybrid crosses Children by chance lab activity: exploring the inheritance of traits resulting from simple dominance, codominance, intermediate inheritance, sexlinkage, polygenic inheritance, multiple alleles AP Lab 7: Genetics of Organisms Human Genetics Chromosomal and molecular mutations Human genetic diseases Evolutionary advantage of recessive disorders Genetic Screening of Newborn Infants Activity: research, round table debate and public policy recommendation paper on genetic screening Molecular Genetics DNA historical background, experimental evidence The structure of DNA and RNA DNA extraction lab: extracting DNA from strawberries DNA replication Protein synthesis, transcription and translation – Proteins, the Essence of Life: activity simulating the process of protein synthesis Mutations
Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. Biology In Focus Unit 1: Ch. 1-9 Openstax Biology Units 1-2: Ch. 1-10 Communication Properties of Matter and Bonding Principles Special Properties of Water Carbon and Biological Molecules Macromolecules The structure and functions within eukaryotic cells Metabolic pathways, ATP, enzymes Cellular respiration, fermentation Photosynthesis & alternative methods of carbon fixation Receptor proteins, signal transduction, signal response ECM The structure of the cell membrane, selective permeability, cell transport. Metabolism: energy production and conversions, ATP, enzyme activity Cell division E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 2nd. Nine Weeks Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes. Biology In Focus Unit 2: Ch. 10-18 Openstax Biology Unit 3: Ch. 11-16 Meiosis & genetic variation Mendel’s Laws of Inheritance Non-Mendelian Inheritance Human genetics Chromosomes Sex-linked inheritance Linked genes Genetic Disorders A: Heritable information provides for the continuity of life. B: Expression of genetic information involves cellular and molecular mechanisms. C: The processing of genetic information is imperfect and is a source of genetic variation. D: communicate by generating, transmitting, and receiving chemical signals.
A) active and can bind to the operator. B) active and cannot bind to the operator. C) inactive and cannot bind to the promoter. D) inactive and can bind to the operator. E) inactive and cannot bind to the operator. A In the presence of tryptophan, tryptophan binds to the A) operator. B) promoter. C) RNA polymerase. D) trp genes. E) trp repressor. E In the absence of tryptophan, the trp repressor is A) active and can bind to the operator. B) active and cannot bind to the operator. C) inactive and cannot bind to the promoter. D) inactive and can bind to the operator. E) inactive and cannot bind to the operator. E The most efficient control of eukaryotic gene expression is achieved at the level of A) replication. B) transcription initiation. C) post-transcription. D) translation initiation. E) post-translation. B At which of the following level(s) can gene expression be regulated in eukaryotes? A) passage of mRNA through the nuclear membrane B) destruction of the mRNA C) rate of protein synthesis D) A and B E) A, B and C E Some videos and animations I used to collect questions from … These are short and effective. Don’t type in the links, download this file from the website! … Do I really need to keep saying this? Along with the nervous system, the ______ system coordinates the various activities of body parts. A) digestive B) endocrine C) circulatory D) respiratory E) excretory B
Adaptaion of an animal Adaptation of a Amniotic egg Abiotic Factor Angiosperm Anther and Filament Artificia Selection Archaea Autotroph Axon Behavior in Animals Biogeochemical Cycle Binary Fission Biotic Factors Biological Species Concept Biotechnology Cellular Respiration Calvin Cycle Carbohydrates Carpels C4 Plant CAM Plant Chloroplast/Chlorophyll Commensalism Competition Controlled Experiment Conservation Biology Convergent Evolution Density Dependent Facors Density Independent Factors Diffusion Diploid Chromosome Number DNA Ecosystem Endotherm Enzyme Eukaryote Endocrine System Feedback Inhibition Fermentation Fitness Food Web Gametophyte GMO Genetically Modified Organism Glucose Gymnosperm Haploid chromosome Number Homeostasis Heterotroph Immune System K-strategist Logistic Growth Mutualism Mutation Mitosis Monomer Natural Selection Nervous System Niche Osmosis Parasite Protist Pollen Prokaryote Protein pH Pharming Phloem Photosynthesis Population
students to be thoroughly prepared for each lab. Late lab work will NOT be accepted for points. Supplementary materials: We will look at portions of the NOVA series: RX for Survival: a Global Health Challenge, deal specifically with modern day drug resistant viruses and threats to human health. We will take a look at some clips from the BBC and National Geographic series Planet Earth, Discovery Life and Untamed Americas when we get into diversity of organisms and ecology. Readings from Nature and National Geographic will also be used in to illustrate the role of science and technology in society. Course Overview Topic Dates Exam Date Chapter Readings Molecules and Cells August 16th to October 9th Chemistry of Life Cells Cellular Energetics Cell Communication/Cycle August 16th to August 28th August 31st to September 18th September 21st to September 27th September 29th to October 6th August 30th September 19th September 28th October 9th 2-6 (2) 7-8 (3) 9-10 (4-5) 11-13 (6) Heredity, Genetics and Evolution October 16th to December 18th Heredity Molecular Genetics Evolutionary Biology October 16th to October 25th October 27th to November 13th November 15th to December 15th October 26th November 14st December 18th 14-15 (7) 16-20 (8) 22-25 (9-10) Organisms and Populations January 4th to April 6th Structure and Function of organisms: Bacteria, Archaea Plant Animals Ecology January 5th to March 2nd March 6th to April 5th March 5th April 6th 11-13, portions of 14 27-28 29-30, 35-39 40-49 50-55 (15-16) AP Exam Prep AP Exam **Use biology to address societal and environmental concerns 9th to May 11th **May 14th to May 22nd May 14th - 8AM *May 22nd All of them
PART IV--Personal Reflection (5 pts) Reflect on the experience of dissecting a mammal and mollusk. Part VI--FRQs (15 pts) Pick any 3 to answer in complete sentences. #1 #2 #3 #4
September 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 No School 4 B Vocab Quiz Per 2 5 A Quiz Ch. 5 6 B Quiz Ch. 5 7 A Test Periods 1&2 8 9 10 B Test Periods 1&2 11 A Quiz Ch. 6 12 B Quiz Ch. 6 13 A Notecards Due P 3 Vocab Quiz 14 B Notecards Due P 3 Vocab Quiz 15 16 17 A Quiz Ch. 7 18 B Quiz Ch. 7 19 A Quiz Ch. 8 20 B Quiz Ch. 8 21 A 22 23 24 B 25 A Quiz Ch. 9 26 B Early Release Quiz Ch. 9 27 A Quiz Ch. 10 28 B Quiz Ch. 10 29 30
November 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 A Quiz Ch. 17 2 B Quiz Ch. 17 3 4 5 A Test Period 4 6 B Test Period 4 7 A Quiz Ch. 18 8 B Quiz Ch. 18 9 A Period 5 Notecards Quiz 10 11 12 B Period 5 Notecards Quiz 13 A 14 B 15 A Quiz Ch. 19 16 B Quiz Ch. 19 17 18 19 No School 20 No School 21 No School 22 No School 23 No School 24 25 26 A 27 B 28 A Quiz Ch. 20 29 B Quiz Ch. 20 30 A
December 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 B 4 A Quiz Ch. 21 5 B Release Quiz Ch. 21 6 A Quiz Ch. 22 7 B Quiz Ch. 22 8 9 10 A 11 B 12 A Quiz Ch. 23 13 B Quiz Ch. 23 14 A Test Period 5 15 16 17 B Test Period 5 18 A Mid Term 19 B Mid Term 20 No School 21 No School 22 23 24 No School 25 No School 26 No School 27 No School 28 No School 29 30 31 No School
relevant Ksp values. 6.21 4: Interpret data regarding solubility of salts to determine, or rank, the relevant Ksp values. 6.22 4: Interpret data regarding the relative solubility of salts in terms of factors (common ions, pH) that influence the solubility. 6.23 3C: Identify a given solution as being the solution of a monoprotic weak acid or base (including salts in which one ion is a weak acid or base), calculate the pH and concentration of all species in the solution, and/or infer the relative strengths of the weak acids or bases from given equilibrium concentrations. (6.15) 3D: Given an arbitrary mixture of weak and strong acids and bases, determine which species will react strongly with one another and what species will be present in large concentrations at equilibrium. (6.17) 3E: Design a buffer solution with a target pH and buffer capacity by selecting an appropriate conjugate acid-base pair and estimating the concentrations needed to achieve the desired capacity. (6.18) 3F: Relate the predominant form of a chemical species involving a labile proton to the pH of a solution and the pK associated with the labile proton. (6.19) 2B: Generate or use a particulate representation of an acid and a strong base to explain the species that will have large versus small concentrations at equilibrium. 6.11 2C: Identify and define titration, equivalence point, indicator, monoprotic, diprotic, polyprotic. 2C: Distinguish between strong and weak acid solutions with similar values of pH, including the percent ionization of the acids, the concentrations needed to achieve the same pH, and the amount of base needed to reach the equivalence point in a titration. 6.12 2D: Identify and define weak acid, strong acid, weak base, strong acid. 2D: Identify and define acid/base indicators. 2D: Determine the appropriate indicator for use in a titration 2E: Identify and define conjugate acid/base pairs, buffer, buffer capacity. 2E: Identify a solution as being a buffer solution and explain the buffer mechanism in terms of the reactions that would occur on addition of acid or base. 2F: Identify and define pKa, Henderson-Hasselbalch equation.
 Can be separated into pure substances through physical changes Physical changes do not change the chemical composition of the matter Ways to separate mixtures o Distillation – separation by boiling point o Filtration – separation method used with a solid & liquid mixture where a barrier blocks solid particles from passing through o Chromatography – a series of methods that employ a system with two phases (states of matter)  Mobile phase (liquid or gas)  Stationary phase (solid)  of Chromatography Chromatography Column Chromatography  Pure substances Matter made up of only one type of element or compound o Compound – substance with constant composition that can be broken down into elements by chemical means o Elements – a substance that cannot be decomposed into simpler substances by chemical or physical  Atoms – the most basic unit of matter  Proton – positively charged particle  Neutron – neutral particle  Electron – negatively charged particle Section 2 Atoms, Molecules, & Ions Fundamental Chemical Laws Antoine Lavoisier (1743-1794) o Father of Modern Chemistry o Explained the nature of combustion; showed combustion involves oxygen, not phlogiston o His experiments suggested that mass is not created or destroyed (Law of Conservation of Mass) Joseph Proust (1754-1826) o Showed that a compound contains exactly the same proportion of elements by mass.  Example: Copper(II) Carbonate has a definite mass ratio of Cu: 5.3 parts to 4 parts oxygen to 1 part carbon; CuCO3, g.f.m = (Cu, 63.5 + C, 12.0 + O, 48.0 = 123.5), composition = (Cu, 63.5/123.5 = 0.514; C, 12.0/123.5 = 0.0972; O, 48.0/123.5 = 0.389), ratio = (Cu, 0.514/0.0972 = 5.29, C, 0.0972/0.0972 = 1.00, O = 0.389/0.0972 = 4.00) o Proust’s Law, a.k.a. Law of Definite Proportion John Dalton (1766-1844) o Proust’s work inspired Dalton to think about atoms as parts of the elements
b. a noble gas with 18 protons in the nucleus c. a halogen with 85 protons and 85 electrons d. a member of the alkali metal family whose most stable ion contains 18 electrons e. a member of 17 whose most stable ion contains 10 electrons 9. Suppose that a stable element, atomic number 119, symbol Pe, name Petrassium, is discovered. a. Would Pe be a metal or a non-metal? Explain/justify your answer. b. What would be the most likely charge of the Pe ion in stable ionic compounds? c. An isotope of Petrassium has a mass number of 291. How many neutrons does it have? d. Write the formula for the compound formed between Pe and the carbonate (CO3) ion.
You will need to know: Polyatomic Ions. A list of relevant Polyatomic Ions is included. These need to be memorized prior to the first day of school. Memorize the 7 Diatomic Molecules, N2, O2, F2, Cl2, Br2, I2, and H2 (remember, it looks like an upside down L or seven on the periodic table and H) Elements #1 (H) – # 88 (Ra) AND Uranium (U) and Plutonium (Pu) on the Periodic ( You will not be given a periodic table with the names of the elements in AP Chem. ) Know where the metals, nonmetals, metalloids are on the periodic table Nomenclature and formula writing Determine if a compound has covalent bonds, ionic bonds or both Naming Acids Balancing Reaction Types (Synthesis, Decomposition, Double Displacement, Single Displacement, Combustion) Significant figures Scientific Notation Metric Conversions Molar Conversions dot structures Polarity Electron configuration Stoichiometry Molarity Half-Life Oxidation Numbers/ Oxidation Reduction Reactions Net Ionic Equations Many of life's failures are people who did not realize how close they were to success when they gave up. T. Edison Good Luck !!!!! List the 7 diatomic molecules.
Would a 1 m aqueous solution of glucose, C6H12O6, or a 1 m aqueous solution of the ionic compound, (NH4)3PO4, have a lower freezing point? Explain your reasoning and prove it with ΔTf calculations. Kf for water is 1.86 °C/m. Give a definition of colligative properties. Draw a phase diagram of a pure substance, and show how addition of a solute affects this diagram.
AP Chemistry 2018-2019 Instructor: Mrs. Powers Room: SC-7 E-mail address: Course Description The course is intended to provide the equivalent of a general chemistry course usually taken during the first year of college. Week 1-2 Chemistry Fundamentals Matter Nomenclature of Binary Compounds Analytical Chem (atomic mass, moles, empirical and molecular formulas) Writing and balancing chemical equations Stoichiometry Spectroscopy Week 3-4 Types of chemical equations Solutions Precipitation reactions and solubility rules Acid Base reactions and formation of a salt by titration Balancing redox reactions and titrations Gravimetric calculations Net Ionic Equations Week 5-7 Gas Laws Measurement of gases General gas laws—Boyle, Charles, Gay-Lussac, Combined, Ideal Dalton’s Law of Partial Pressure Molar volume of gases and stoichiometry Graham’s Law of Effusion Kinetic Molecular Theory Real Gases and deviation from ideal gas law Week 8-12 Thermo Endothermic and Exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess’s Law Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Heat of formation Bond energies Week 13-16 Liquids, Solids, and Solutions Structure and Bonding Vapor pressure and changes in states Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Week 17-20 Kinetics Rates of reactions Factors that affect rates of reactions Reaction pathways Rate equation determination Activation energy and Boltzmann distribution Week 21-23 General Equilibrium Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatlier’s principle The equilibrium constant Solving equilibrium problems Week 24-28 and Bases Definition and nature of and bases Kw and pH scale pH of strong and weak and bases Polyprotic acids pH of salts Structure of acids and bases Week 29-31 Electrochemisty Electrochemical cells and voltage The Nernst equation Spontaneous and equations Chemical applications Week 32-33 Review for AP Exam May 1st AP Exam
Requirements: Typed / MLA formatting 2-page maximum 1st person Due Date: ___________________________ Choices: Personal Reflection Was this novel worth reading, in your opinion? Why or why not? What did you like about this novel? In what ways could you relate to the text? In what ways can you what you learned from this text to your life? Recommendation Write a book review recommending this book to high-school-aged readers. Explain what this text has to offer young people. Try to convince your reader to pick it up and start reading it! Context Reflection What have you learned about the period in which this text was written through reading this book? What have you learned about the period in which this text is set through reading this book? Why might knowing about the historical context of both the period in which your text was written and the time in which it is set be significant in terms of helping one understand the text in a deep way? March Calendar 5 6 7 8 9
Explore novel choices (try Goodreads!) & choose a Create a reading schedule, get it approved by Mrs. Lamp Work Time (read, take notes, work on mini-essay) Vocabulary Study due by 7:45 am (emailed) Work Day (read, take notes, work on mini-essay) Mini-Essay #1 Due Deadline #1 Present Vocabulary Words Assignment #1 (2 pts) 12 Mini-Essay #2 Due Deadline #2 Group Talk (2 pts) 13 Work Day (read, take notes, work on mini-essay) 14 Small Group Assignment #2 (2 pts) 15 Mini-Essay #3 Due Deadline #3 Talk (2 pts) 16 Grammar Quiz Work Time (read, take notes, work on final reflection) 19 Spring Break 20 Spring Break 21 Spring Break 22 Spring Break 23 Spring 26 Final Reflections (due by 3 pm on turnitin.com) Essay Exam (3 prompt choices) Reading Schedule: By 3/8: _______________________________ By 3/12: _______________________________ By 3/15: _______________________________ By 3/26: _______________________________
Mass of Ball g kg Ball Diameter (d) cm m Position Height (m) Time -1 (s) Time -2 (s) Time -3 (s) Avg Time (s) A B C D Processed Data Position Potential Energy, mgh (J) Kinetic Energy, 1/2mv2 (J) Energy, PE + KE (J) Velocity, dia/time (m/s2) A B C D Supplemental Data ΔPE (J) ΔKE (J) ΔTE (J) A→B B→C C→D Total
AMS3O0 □ Regional Strings Compulsories in GRADE 12 Check if applicable AMS4O0 □ AMS4O0 □ Student Signature: ___________________________ Parent Signature: ___________________________ Co-ordinator Signature: _____________________
AP Biology: DNA replication Name: Draw a diagram of a DNA molecule going through replication. Label all the parts of the molecules and be sure to identify the 5' and 3' ends, and the leading and lagging strands. State the purpose of each of the following enzymes: DNA ligase, topoisomerase, helicase, RNA primase, DNA polymerase, gyrase.
Future Prospects of The Common Cold Due to the main role of viruses in the pathogenesis of the common cold, antivirals could be expected to have potential effects in the treatment of this disease. That is why current research is focused on the testing of antivirals against the Rhinovirus (Eccles & Weber, 2009). Development of sophisticated techniques to detect the nature of the viruses causing colds is also in the process. Additional research on the host response and viral interaction during the common cold is also ongoing. Moreover, there is also a dire need for the awareness of programs about the ineffectiveness of the antibiotics in the treatment of the common cold (Heikkinen & Järvinen, 2003). Reading Comprehension Questions: What are the symptoms of the common cold? Why was it called a cold? What is the general name of the that causes the common cold? Describe how a cold virus “takes hold” inside its host. What is an “incubation period” and how long does it last for the common cold? How is the cold spread? How is a cold treated? Why are antibiotics not used to treat a cold? What hygiene measure can be used to prevent you from getting a cold? population is most likely to get sick from the common cold and how often, on average, do they suffer from it? Regarding your answer to number 10 above, explain why you think this might be the case. Antibiotics are used too to treat a cold even though they have absolutely no effect. From your previous knowledge, why is the overuse of antibiotics a bad thing? What will you do in the future to prevent yourself from getting sick?
English 11 AP Annotation Handout Student Name: _____________________________________ Class Period: ____________________ Date: _____________________ Name of Book and Author: Twelve Angry Men by Reginald Rose Number of Passage Strategy Quotation & Citation (MLA) Analysis: 1 2 3 4 5 6 7 8 9 10 11 12 Name of Book and Author: In Cold by Truman Capote Number of Passage Strategy Quotation & Citation (MLA) Analysis: 1 2
The Guest – Albert Camus A New Leaf – F. Scott Fitzgerald The Cask of Amontillado – Edgar Allen Poe Where Are You Going, Where Have You Been? – Joyce Carol Oates The Necklace – Guy De Maupassant Poetry Terence, this is stupid stuff – A.E. Housman Is my team plowing – A.E. Housman Mirror – Sylvia Plath Storm Warnings – Adrienne Rich One Art – Elizabeth Bishop Meeting at Night – Robert Browning The Forge – Seamus Heaney Bright Star – John Keats The Sick Rose – William Peace – George Herbert Leda and the Swan – William Butler Yeats Love’s Deity – John Donne The Oxen – Thomas Hardy Landcrab – Margaret Atwood Blackberry Eating – Galway Kinnell Do No Go Gentle Into That Good Night – Dylan Thomas Home Burial – Robert Frost into the Wreck – Adrienne Rich of Day - John Donne Clod and the Pebble – John been a death, in the opposite house – Emily Dickinson – Linda Pastan – Langston Hughes August Night – Seamus Heaney – Robert Frost Telephone – Maya Angelou – Sylvia Plath Beach – Matthew Arnold Going – Philip Larkin I the Choice – Walt Whitman Dance – William Carlos Williams time of year – William Shakespeare 25 - William Shakespeare 47 – William Shakespeare 134 – William Shakespeare Lamb AND The Tyger – William Blake Author to her Book – Anne Bradstreet – Countee Cullen
WSPU (in Britain) Flora Tristan Key Concept 3.4 (Period 3: 1815-1914) European states struggled to maintain international stability in an age of nationalism and revolutions. Required Information Illustrative/Optional Information Vocabulary The Concert of Europe (Congress System) Metternich Conservativism Suppressed Nationalism and Liberalism Strengthens religion The Quadruple Alliance (later Quintuple) The Monroe Doctrine Lord Castlereagh Lord Canning Age of Revolutions Greek War Decembrist Revolt Polish Rebellion July Revolution Belgian Revolution Latin America Lord Byron The Cadets Louis XVIII Simon Bolivar Eric Hobsbawm (secondary source) Revolutions of 1848 Breakdown of Concert of Europe The Frankfurt Parliament Banquets (French workers) “The Citizen King” The Crimean War End of the Concert of Europe Weakness of the Ottoman Empire Florence Nightingale Charge of the Light Brigade Siege of Sevastopol Concessions Conservative- Nationalistic Leaders Cavour Bismarck Napoleon III Czar Nicholas I Franco-Prussian War Alsace-Lorraine Kleindeutsch vs grossdeutsch Reparations Creation of the Dual Monarchy of A-H Ausgleich Autocratic Reform in Russia Alexander II Sergei Witte “Autocracy, Orthodoxy, National Organic Statute (Poland) The Russian Revolution of 1905 Balance of Power transformed Unification of Italy and Germany Cavour and Garibaldi Bismarck’s methods Realpolitick Bismarckian Alliance System (to isolate France) Dismissal of Bismarck heightens int’l tensions (dumbass William II) Nationalist Tensions in the Balkans Congress of Berlin Growing Influence of Serbia Bosnia-Herzegovina Crisis of 1908 Balkan Wars The Red Shirts Russo-Japanese War 1905 The Duma of Russia Key Concept 3.5 (Period 3: 1815-1914) A variety of motives and methods led to the intensification of European global control and increased tensions among the Great Powers.
AP European History Rescue Pack Review * Period: Renaissance & Reformation (1300-1600) What is humanism? Who is associated? What is Northern Humanism? Who is associated? Explain the role of patrons in facilitating the art & learning of the era. Please list 2 major patrons of the era. Characteristics of Renaissance art: Realism- Perspective- Individualism- Themes- Please identify one Renaissance work of art. Who was the artist and what is the significance of the work? What is how does Castiglione define the “Renaissance Man” in The Courtier? Social Changes Education: Role of Women: Machiavelli’s The Prince (List at 3 per column) Exploration Motives? Prince Henry the Navigator: Vasco de Gama: Hernando Cortes: Bartolome de las Casas: Please define or list the significance of the following: Gutenberg-
What was the lifestyle of the aristocracy of the Ancien Regime? (ex. food, work, Country estate life) Describe the food and work of the commoners of that era. The French Revolution (1789-1815*) *this depends on whether you see Napoleon as a child of the French Revolution, honestly. First Estate Second Estate Third Estate 98% of population - List four economic and social problems led to the outbreak of the Revolution. How did the American Revolution and the Enlightenment inspire the people of France? What was the Estates General and why was it unpopular with the 3rd Estate? How did court life at Versailles contribute to the unpopularity of Louis and Marie Antoinette? What was their punishment? What was the National Assembly and how was it formed? (hint: Tennis) What were the three ideals of the French Revolution? How were these reflected in the Declaration of the Rights of Man? How did Robespierre & the mobs of Paris corrupt the Revolution? What happened in Paris from 1792-1794? Napoleon (1799-1815*) *With interruptions
ADAM SMITH AND LAISSEZ-FAIRE ECONOMICS: Sets the foundation for economic liberalism THE LATER ENLIGHTENMENT: Baron D’Holbach - 1. German enlightenment thinker 2. Author of System of Nature 1770 3. Strict atheism and materialism - men are machines/God is a product of our mind and is unnecessary/ Man’s actions are completeley determined by outside forces (This theory was known as Determinism NOT DEISM) Because of His staunch atheism, determinism and attacks on Christianity undermined the Enlightenment/ Some saw it as too radical Condorcet - Progress of the Human Mind a. His theories of Progress were Utopian in Nature b. Identified 9 stages of human progress that had already occurred and predicted the 10th stage would bring perfection. His preaching in the possibility of human perfectibility helped undermine the legitimacy of Enlightened Ideas Deism = most philosophes didn’t adopt atheism/they were deists = God made world then left us in charge/ The Clock Maker Theory ROUSSEAU AND THE SOCIAL CONTRACT: Jean-Jacques Rousseau - 1. Born in Geneva - kicked out then wandered around a lot Unlike Voltaire, Rosseau did not come from the upper classes. He was neglected as a child, a runaway at 16, and was largely self-taught. Unlike Voltaire, Rosseau did not come from the upper classes. He was neglected as a child, a runaway at 16, and was largely self-taught. 2. Always felt separate from and apart from society and people 3. Settles in Paris and hooks up with the philosophes He criticized the salons… 4. Rousseau comes to be the anti reason/logic based Enlightenment thinker DOES PROGRESS IN THE ARTS AND SCIENCES CORRESPOND WITH PROGRESS IN MORALITY? -Rousseau said NO! As civilizations progress, they move away from morality (Do you agree or disagree -Civilization itself leads away from true fundamentals Technology and art create false desires. 5. Writes on political philosophy - Discourse on the Origins of Inequality The Social Contract 1762 6. Writes on social and educational ideas - Emile 1762 The Nouvelle Eloise Discourse on the Origins of Inequality -
What products did Europeans seek from & African colonies? How were the Jewish populations mistreated in the late 1800’s? Why were the Russians unhappy in the late 1800’s? Why is the late 19th century referred to as the “Belle Époque”?
18. The author of the passage, Niccolo Machiavelli, is one of the most famous sixteenth century writers most directly influenced by: scholasticism skepticism Renaissance humanism dualism 19. In the passage above, the main subject that the author is addressing is: relationships within the family political leadership sea-based power vs. land-based power political vs. religious power 20. Which of the following is the most important assumption that Machiavelli based his observations on? The building of states and political authority are in themselves, separate from religion. Religion and family shape the nature of political institutions. Only state with both powerful navies and armies can be successful. Political leaders must always be subject to religious leaders, and moral principles should shape political decisions. Questions 21 – 23 refer to the following map. 21. The map above shows a system of trade known as the: Columbian Exchange price revolution triangular trade encomienda system 22. The turning point that prompted the importation of large numbers of slave from West Africa to Brazil and the Caribbean was: the foundation of permanent colonies in North America by the British and the French the growth of cane sugar plantations in the New World the growth of tobacco plantations in the New World
d. rejecting mathematics in place of alchemy e. reconciling new scientific theories with Christian teaching 24. Galileo was found guilty of heresy and condemned by the Inquisition on the grounds that he: a. left the Roman Catholic Church and became a Protestant b. used his telescope to explore the heavens c. actively supported the Gallican cause in France against papal supremacy d. publicly advocated Copernicus’ heliocentric system e. discovered the law of universal gravitation 25. The engraving above illustrates the interests and values of the: a. Protestant Reformation b. Catholic Reformation c. Scientific Revolution d. French Revolution e. Industrial Revolution Essay Questions ’78: “Nature and nature’s laws lay hid in the night, God said, ‘Let Newton be’ and all was light.” The couplet above was Alexander Pope’s way of expressing the relationship between the Scientific Revolution and Christianity. What was the effect of seventeenth-century science on Christianity, and how did each react to the other? ’84: How did the developments in scientific thought from Copernicus to Newton create a new conception of the universe and humanity’s place within it? ’91: Describe the new astronomy of the sixteenth and seventeenth centuries and analyze the ways in which it changed scientific thought and methods. ’00: Explain the development of the scientific method in the seventeenth century and the impact of scientific thinking on traditional sources of authority. ’04: Assess the impact of the Scientific Revolution on religion and philosophy in the period 1550 to 1750. ’09: Analyze how Galileo, Descartes, and Newton altered traditional interpretations of nature and challenged traditional sources of knowledge. ’97 DBQ: Women and the Scientific Revolution ’05B DBQ: Influences on scientists in sixteenth and seventeenth centuries
Terms philosophes Patent of Toleration (1781) bourgeoisie Thomas Malthus (1766-1834) blood sports popular culture carnival taverns coffee houses Voltaire (1694-1778) cosmopolitan Deism "General Will" humanitarianism Concern. Human Under. (1690) natural law/rights physiocrats Francois Quesnay (1694-1777) rococo Adam Smith (1723-90), Wealth of Nations Jean-Jacques Rousseau (1712-78) The Social Contract (1762) Montesquieu (1689-1755) Spirit of the Laws (1748) Letter Conc. Engl. Nation (1734) Cesare Beccaria (1738-94) Immanuel Kant (1724-1804) Hume (1711-76) Diderot (1713-84), Encyclopedia Candide (1759) salons magazines/literacy romantic love childhood Benjamin Franklin (1706-90) Thomas Jefferson (1743-1826) Marie-Therese Geoffrin (1699-1777) Marquis du Deffand (1697-1780) Franz Joseph Haydn (1732-1809) the Samuel Richardson (1689-1761) Henry Fielding (1707-1754) Baron d'Holbach (1723-89) John Wesley (1703-91) Methodism Grand Tour travel literature Calas Affair Bernard de Fontanelle (1657-1757) Pierre Bayle (1647-1706), Historical and Critical Dictionary Rousseau's Emile infanticide Jethro Tull (1674-1741) Agricultural Revolution "putting-out" system textile innovations poverty enlightened monarchs Catherine the Great Joseph II Frederick the
Terms Richard Awkwright (1732-92) Jeremy Bentham (1748-1832) Chartism Combination Acts Corn Laws cotton gin Factory Act, 1833 flying shuttle James Hargreaves (d. 1778) John Kay (1704-64) Thomas Newcomen (1663-1729) Robert Owen (1771-1858) Poor Law, 1834 spinning jenny utopian socialism water frame James Watt (1736-1819) enclosure cottage industry putting-out system metallurgy improvements railroad improvements urbanization Zollverein protectionism Ten Hours Act (1847) Mines Act (1842) Public Health Act (1848) Crystal Palace Exhibition, 1851 Friedrich Engels (1820-95) Cond. of Work. Classes in Eng. (1845) Congress of Vienna (1814-15) Alexander I (1777-1825) Talleyrand (1754-1838) Klemens von Metternich (1773-1859) Holy Alliance Quadruple Alliance Concert of Europe domesticity Liberalism John Stuart Mill (1806-73) Reform Act of 1832 Giuseppe Mazzini (1805-72) Goerg Friedrich List (1789-1846) Ludwig von Beethoven (1770-1827) Romanticism Victor Hugo (Hunchback, Les Mis) Conservatism Carlsbad Decrees (1819) socialism de Saint-Simon (1760-1825) Pierre Joseph Proudhon (1809-65) Charles Fourier (1772-1837) July Revolution (1830) Charles X (1824-30) Louis Phillipe (1830-48) Belgian independence strikes Second Republic (1848-50) Paris Commune Louis Kossuth (1802-94) Frankfurt Parliament Queen Victoria (1837-1901) Georg Wm. Friedrich Hegel (1770-1831) William Wordsworth (1770-1850) Johann Goethe (1749-1832) Liberty Leading the People (1831) Greek independence proletariat Tristan (1801-44) "banquet" campaign Napoloen III Peterloo Massacre (1819)
accompagnent. Cliquez sur « Choisissez une chanson », ensuite choisissez « niveau moyen ». Vous verrez une liste d’artistes. Essai. Considérez le proverbe : « Il faut de tout pour faire un monde ». Dans le contexte du premier thème que nous étudierons, la tolérance, qu’est-ce que cela vous dit ? Écrivez un essai pour exprimer vos pensées sur ce sujet.
2.5 Student’s performance reflects success on some but not all Level 3 learning targets 50-59% 2 Student’s performance reflects success on foundational skills and knowledge required to achieve the learning goal. 40-49% 1.5 Student’s performance reflects success on some but not all Level 2 learning targets 30-39% 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. 0-29%
to write essays that are designed to develop skills in argumentation and the use of evidence and interpretation. Textbook and Supplemental Texts Brinkley, Alan. American History: Connecting with the Past, 14th edition. McGraw-Hill, 2013. Faragher, John Mack, et al. Out of Many: A History of the American People, Fifth AP Edition. Upper Saddle River: Pearson/Prentice Hall, 2007. Henretta, A., Rebecca Edwards, Robert O. Self. America's History, Combined Edition. 8th edition. Bedford/St. Martin's, 2014. Kennedy, David M.and Lizabeth Cohen. The American Pageant, 15th edition. Cengage, 2012. Grading: Grades will be calculated by points. Student progress will be evaluated, on a unit through seminars, homework, writing assignments, quizzes, and tests. Students will analyze diverse primary and secondary sources. There will be formal writing assignments based on the essay formats required for the AP U.S. History Exam. Students will be required to do and individual presentations. Homework will be posted on Blackboard weekly. Students must have a 3-ring binder filled with loose-leaf paper. All homework, handouts, and other course material must be kept in student binders. Period I: 1491-1607 Text Readings: American History: Connecting with the Past Chapter 1 Overview: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Essential Questions: What was the political environment in Europe that led to the exploration and colonization of the New World? How did geography influence the location of European colonies? What were the effects of the importation of African slaves into the Americas? How did the commercial incentive of the New World affect the rivalry between Spain and England? Unit Activities: Students will:
Muhammad Ali Speaks Out Against the Vietnam War (1966) Martin Luther King Jr. “Beyond Vietnam” (April 4, 1967) Colburn “They were Butchering People” (2003) Tim O’Brien “The Man I Killed” (1990) Maria Herrera-Sobek “Untitled” (1999) Tom Hayden “SDS: Students for a Democratic Society” *translations Bob “Masters of War” (1963) Barry Sadler, “The Ballad of the Green Berets” (1966) *Luu Nguyen and Long Hung, North Vietnamese, “The March of Liberation” (March, 1966) Pete Seeger, “Waist Deep in the Big Muddy” (1967) *Pham Duy, Vietnamese folk singer “A Tale of Two Soldiers” (1968) Country Joe McDonald, “Fixin’ to Die Rag” (1968) *Trinh Cong Son, South Vietnamese, “I Must See the Sun” (1969) Crosby, Stills, Nash, Young, “Ohio” (1970) John Lennon, “Give Peace a Chance” (1970) Images Kent State Draft Cards Student Protests African-American Protests Rich vs. Poor
*Luu Nguyen and Long Hung, North Vietnamese, “The March of Liberation” (March, 1966) MI: Pete Seeger, “Waist Deep in the Big Muddy” (1967) MI: *Pham Duy, Vietnamese folk singer “A Tale of Two Soldiers” (1968) MI: Primary Source Key SFI and Description of person/group 2-3 Arguments against the War evidence from text Country Joe McDonald, “Fixin’ to Die Rag” (1968) MI: *Trinh Cong Son, South Vietnamese, “I Must See the Sun” (1969) MI: Crosby, Stills, Nash, Young, “Ohio” (1970) MI:
Topics Key Questions Key Terms The Meaning of Party Identify the functions that political parties perform in American democracy. political party linkage institution party identification ticket splitting third parties winner-take-all system proportional representation coalition government The Party in the Electorate Determine the significance of party identification in America today. Parties: Their Impact on American Politics Assess both the impact of third parties on American politics and their limitations Understanding Political Parties Evaluate the advantages and disadvantages of responsible party government. FRQs: In the United States political system, there are several linkage institutions that can connect citizens to government. Elections constitute one such institution. Because of low voter turnout, elections represent an mperfect method of linking citizens to their government. Even when there is low voter turnout, however, other linkage institutions can connect citizens to government. (a) Describe how each of the following is related to the likelihood of voting. • Age • Education (b) Identify one current government electoral requirement that decreases voter turnout. Explain how it decreases voter turnout. (c) Identify one linkage institution other than elections and explain two ways it connects citizens to government. Chapter 9: Campaigning and Voter Behavior Topics Key Questions Key Terms The Nomination Game Evaluate the fairness of our current system of presidential primaries and caucuses. nomination campaign strategy national party conventions superdelegates invisible primary caucus presidential primaries party platform campaign contributions political action committee (PACs) Super PACs political efficacy civic duty policy voting The Impact of Campaigns Determine why campaigns have an important yet limited impact on election outcomes. Whether to Vote: A Citizen’s First Choice Identify the factors that influence whether people vote. How Americans Vote: Explaining Citizens Decisions Assess the impact of party identification, candidate evaluations, and policy opinions on voting behavior. The Last Battle: The Electoral College Evaluate the fairness of the Electoral College
Dates and Topics: (Dates and Assignments can and probably will change throughout the year) Quarter I Week Topic Assignments 1 (7/20-22) Introduction to the Course Introduction to Mr. Liew 2 (7/25-29) Current Political Climate History in the Making Paper 3 (8/1-5) Campaign & Elections Ch. 8 Notes 4 (8/8-12) Political Culture & Socialization Ch. 3 Notes 5 (8/15-19) Political Culture & Socialization 6 (8/22-26) Public Opinion Ch. 5 Notes 7 (8/29-9/2) Public Opinion & The Media 8 (9/6-9) Political Parties 9 (9/12-16) Political Parties 10 (9/12-16) Performance Task 11 (9/19-30) *Fall Break Quarter II Week Assignments 1 (10/3-7) Interest Groups & PACs 2 (10/10-14) 3 (10/17-21) 4 (10/24-28) 5 (10/31-11/4) 6 (11/7-11) Ch. 23 & 24 Notes 7 (11/14-18) Ch. 26 Notes 8 (11/21-25) Ch. 29 Notes 9 (11/28-12/2) 10 (12/5-9) Review + Midterm Ch. 30 Notes (Bonus) *Stamp Packet Due