Chemistry Le Chatalier Practice Set Key.

BIO 12 CELL ORGANELLE KEY

CLICKY ON THE PICTURES TO LOOK AT IT.

Chemistry Practice Set 3

Bloglovin follow

So I decided to make things more convenient for some, I created a er... site thing xD, So if you prefer to follow with bloglovin then help yourself!

Show and Tell Spanish

Tengo una novela. Es mi favorito libro porque es muy intersante y comico. Esta escrito por Libba Bray. Su nombre es The Creat and Terrible BEauty. Es importante para mi porque mi padre compro para mi deciseis cumpleanos. Lo compro en Chapters. El sabe que me gusta los libros mucho! Alguna preguntas? 

Bio Lab ATTN: JINA AND CHRISTINA. please edit in comment box. I'll add it to the master.

Hypothesis

A person who does a series of physical activities will exhale more carbon dioxide compared to when they do limited physical activities.

Materials

• Bromothymol blue
• Water
• Sodium hydroxide solution
•  Plastic straw
•  Stirring stick
•  Beaker
•  White paper
•  Erlenmeyer flask
• 1 small Beaker  and 1 large beaker

Procedure

1.         Fill large beaker with 200ml of water.

2.         Add 20 drops of bromothymol blue to water.

3.         Stir the solution.

4.         Pour 75ml of the solution into the small beaker as the control.

5.         Pour 75ml of the solution into the Erlenmeyer flask.

6.         The relaxed person, who has not yet done a series of physical activity yet,blows with a plastic straw into the Erlenmeyer flask with solution for 10 seconds.

7.         Take sodium hydroxide and drop it into the CO₂ solution. Mix between every one drop until the orginal colour of the control is achieved. Record the number of drops. 

8.         The same person will run for 2 minutes and repeat step 6-7

9.        Another two to three people will repeat steps 6-8.
10.      Go through steps 1-9  for a second trial.

Data

Trial 1.

Participants	Drops of NaOH added to solution before running.	Drops of  NaOH added to solution after running.
Christina	2	5
Josephine	6	8
Average	4	6.5

Trial 2.

Participants	Drops of NaOH added to solution before running.	Drops of  NaOH added to solution after running.
Christina	3	7
Josephine	6	9
Average	4.5	8

OVERALL AVERAGE before running: 4.25 drops


OVERALL AVERAGE after running: 7.25 drops

Result

            The average amount of CO₂  exhaled by a normal relaxed person is equivalent to 4.25 drops of NaOH. 

            The average amount of CO₂  exhaled by a physically engaged person is equivalent to 7.25 drops of NaOH.

Conclusion

            An average person who is engaged in physical activity will exhale more carbon dioxide in comparison to an average person who is not physically engaged. There is an average difference of three NaOH drops between the initial results before running and final results after running.

            Possible errors on the experiment include: some people may perform more physical activities that increases the exhalation of CO₂, thus the amount of CO₂ may vary within each person. For example, some people who play an instrument may have bigger lung capacity which allows them to exhale more CO2.  Also, the control group was in a different type of container compared to the other tested variables thus variations of the colour may occur creating possible incorrect data to follow. 
            Future experiments may include how much O₂ a typical physical active person may inhale compared to a not physical active person. Also further studies could be done upon how temperature may effect the amount of CO₂ a typical human can exhale. 

monkey cup

( wendy you are pissed off during the entire thing)

Hi everyone! We are going to be reading a story book to you guys. So get comfortable and open those ears!

**opens storybook and sits down**

Emily: AHEM, hem. ONCE... upon a time.... from far far away.... there was a beautiful castle!

Josie: With Princesses and Princes? (** very excited!***)

Wendy: **Rolls eyes** Uhh... guys You guys got the wrong story. There aren't any Princesses or Princes, but rather.... ( dramatic pause) a DEADLY meat eating PLANT!

Josie: Ew.

Emily: Oh! OH sorry, right! Sorry ahem let me start the story again...... From Far far away, in the jungles of South eastern Asia on the island of Borneo lived Monkey Cups. (flips the page)

Josie: Monkey cups?! You mean the monkey that goes OOO OOO AH AH?! ( does a monkey action) but it's a cup?

Wendy: ( face palms )

Emily: No, the Monkey Cups are also known as Tropical Pitchers.

Josie: A Pitcher? So it's a monkey with a baseball glove?

Wendy: Oh my GOD! NO! Its the deadly meat eater plant! The Nepenthes! For example the Nepenthes fusca.

Emily: Yes, so anyways in the jungle the Tropical Pitcher stretches it's vines across the ground and on to trees. Because the Tropical Pitcher was a lowland species meaning it lives below sea level on land. It doesn't not have the best view of it's surrounding.

Josie: Aw... that ... is SO SAD! Poor plant! I can tell this story is going to be SO touching!

Wendy: Can we quit it with the commenting, lets just continue on with the story. ( rolls eyes again looking irritated) Uhh... okay i am going to continue, so the Nepenthes Fusca or Tropical pitcher has luscious green leaves and a sac that is typically a deep forest green marked with brown. The sac is 20 cm high and 4 cm wide. It's narrow sac was simply so attractive that soon many forest critters joined its company.

Josie: Oh EWWWWW. Its so UGLY! I mean, yeah the plant don't have a good view. Its sad and all but EW what do those insects see in a plant that looks like an organic toilet?!

Wendy: ( getting pretty pissed off)

Emily: You see, Josie. Its because the Tropical Pitcher makes it own perfume and the aroma that it gives is smells fantastic.

Wendy: ( finally blows) THATS IT. JOSIE if you think that this scary plant is so “poor” why won't you read the next part of the story yourself! And see if you think it's so sad and touching anymore!

Josie: Jeez keep your pantyhose on. I'll read it if you hate reading so much. Ahem cough On one bright sunny day Tropical Pitcher got hungry. As the insects and mice played around the pitcher. It's hunger took over. The mouse that was near the top of the pitcher who was admiring it's nector all overthe pitchers leaves and lip, suddenly feel into the Pitcher's pitfall mouth! ...... OMG IT ATE THE CUTE MOUSE! OMG OMG!

Emily: Yes it ate the mouse. And to continue with the story..... There was an enzyme inside the pitfall that completely dissolved the mouse. All the proteins and nucleic acids of the mouse is broken down and digested by the Tropical Pitcher. “DEILIOUS!” thought the Monkey Cup.

Josie: THIS IS A HORROR STORY?! Why didnt anyone tell me this?!

Wendy: UGH YOU ARE THE HORROR STORY! THATS IT I AM LEAVING! I CAN'T DO STORY TIME WITH YOU! I CANT STAND YOU!

Josie: Well... okay! I'll go too!

(Wendy and Josie turns around so their backs faces each other )

Emily: Uhh... sorry we are having some.... technical.... no physical difficulties. We would not be able to finish the story today. .... How about we enjoy this video clip of the Monkey Cup instead?

1000 ways to die ( Tapeworms) ATTN: Michael

Err okay so i have this video. I am not sure if you can get it off my blog, if you can't then i'll see if i can send it over via email. although it's rather large.

Life cycle ( ATTN: Micheal)

Click here to view full size

As you can obviously see: I didn't draw this particular one unlike the other two i just posted. Haha if i have time tomorrow after my piano then I might draw my own copy for now this one is good enough.

Oh and also the diagram itself contains enough words and there is no need for you to add more. If you want you could add a border or something to make it look better. 

Classification Chart ( ATTN: Michael)

Click here to view the chart in full size

This is the three example organism classification chart. There is no need to add anything else other than this chart.

For Bio// Tapeworms ATTN: MICHAEL!

July 20th, 2011

click me to copy or save the full size picture.

The functions of each part: ( you do not need to put this on the slide if you do not want to i will go through them all orally anyways.)

PROGLOTTIDS: It contains hundreds of eggs and they are on all body segments starting from the neck and on. 

BODY SEGMENT: It can break off and become the feces of the host. Due to the proglottids on the back of the segments it is a way of how tapeworm find other hosts. Body segments grow back as long as the head or scolex and neck is still attached.

THE SUCKER AND HOOKS ON THE SCOLEX: It is the point of attachment for the tapeworms. The suckers help hold on to the host's tissues and the hooks allow a better grip when moving in the host's tissues. It can also penetrate intestine walls. 

-NOTE- I did this in a hurry with the math mid terms in mind....... if it's ugly dont complain! LOL but if there is anything you want me to add let me know. 

-NOTE2- FUTURE DIAGRAMS WILL BE POSTED LATER TODAY OR TOMORROW. 

The Body of Christopher Creed

The Body of Christopher Creed

** As Torey walks out of the store. And Bo goes into hiding**

Renee: You could have stayed with me and Ryan. But you have to butt in on Leandra's turf? Are you stupid?

** walks closer in towards Ali with a i-am-in-your-face-attitude**

Ali: No, and it's none of your business!

Renee: Leandra's my business, she's my friend--

**more of the I-am-in-your-face-attitude**

Ali: Oh, get a life! ( backs away) It shouldn't matter to you where I stay

Renee: your stupid sex life makes it a problem where you stay！I didn't cause your legendary rep, Ali! You caused it! If people think you're a slut that's because you practically begged them to! M dad told me about your mother. Well, guess what? You're no better.

Ali: NO!

** balls up fists and punches Renee and Renee backs off into Torey**

Torey: Renee, Jesus! Hold up！

Renee: Maybe you don't know her mom is a major slut, Torey

** Bo grunts and walks out of the dark hidden place**

Bo: God, you look funny when you're scared, Bowen. You don't get scared too often, I guess. Not with that big fat mouth of yours always flapping along in front of you.

Renee: I am NOT scared of you. , you retard

**Bo steps forward and....*

Bo: RAWR

** Renee screams or squeals**

Renee: My dad's a cop. Don't fuck with me

**Bo chuckles**

Bo: What? You think i did Creed? And I'm coming to do you next? Haha oh oh right yeah Renee! I killed him, haha Ah, how did we do it again Adams?

Torey: We took a gun and shot him?

Bo: Oh that's right! I forgot I took the gun and shot him and left him for dead in the woods! And as your dad, its funny that should be calling Mrs, McDermott a slut what does that make your dad?

**Ali screams **

Ali: NO!

Renee: What are you blabbling about Richardson?

Bo: Oh I mean your dad was only screwing her mother all last year!

Ali: OMFG WHY DID YOU TELL HER THAT?! I SWEAR TO GOD

**Ali runs off**

Spanish vocab

Spanish script for 2011 Mar/Apr

W: ¿Esta lista?

C- Uhh.... Quiero un caso de agua

W- ¿Oh .... si. Le gustaria caliente o fria?

C-Fria por favour

W ¿Ah.... y para comer?

C-Si,quiero tacos pequeños

W-¿Algo mas?

C- No.

W- Un memento por favour

C-¿Cuanto es la cueuta?

W- Oh .... es... treinta dolares

C-¿ QUE?

W- S..i?

C- ¿Treinta dolares? ¡Es un robo!

W- Es solo trienta dolares por un muy buen taco y agua

C- Ugh... ¿Agua? ¿Cuanto cuesta el agua?

W- Es cinco dolares

C- Ci..i...n... co... dolares?!

W- *smirks* Si, cinco dolares. No es gratis. ¡Es un buen precio!

C- ¡No, es muy caro! no quero el vaso de agua ni un taco... ADIOS

Psychology Chapter 8 Test outline

Blk A. Neff.

Be sure you understand the following in detail:

Classical Conditioning : UCS, UCR, CS, and CR as well as  EXTINCTION and GENERALIZATION.  It's a good idea to know what Discrimination is too.

What you would do if you want your child to do their homework? ( What reinforcers you would use? why?)

*TIPS*

Know who created observant learning -> Albert Bandura.
What was Pavlov's experiment?
And what kind if learning did B.F. Skinner created?

What is the Law of Effect?
What is Partial Scheduling?


And defiantly understand the difference between punishment and negative reinforcement/ (you can obtain this information in the textbook.)

Of course there are other things i may not remember from the test. Just remember the three main topic of this unit : Classical Conditioning, Observation Learning and Operant Conditioning

Socials Water Script

Josephine: ( Dancing with umbrella and mug) I am singing in the rain, just singing in the rain. What a... ( Sees Joan) Oh... Oh Hi

Joan: Uhh....what are you doing? ( Points to the cup in Josephine's hand)

Josephine: Oh this? ( Holds up cup) I am collecting water because my taps aren't working (Sigh) You know.... I need water for my cooking, my laundry, my sink, my toilet .... and to drink! (Sigh)

Joan: Wait... ( In shock) you are going to USE AND DRINK this rain water?!

Josephine: Well YEAH! ( rolls eyes) what else can I do? Its not like I live near the ocean or something...

Joan: (Facepalm) Let's have the professors come and explain this to you... (Sigh)

-Enters Archy and Roland-

Archy: So lets learn some facts about water!

-Archy explains basic facts on water from power point-

-Joan and Josephine should be standing and nodding their heads as Archy goes through each point, acting as if you are comprehending and is fascinated in what he is saying-

Roland: rainwater contains pollutants, soil, plant parts,

insect parts, bacteria, algae, and sometimes radioactive

materials that the rain/snow has washed out of the air.

Joan: (Faces Josephine) You see? That is why you can't drink rain water!\

Josephine: Oh EWWW!!! It's polluted water? But how does water get polluted?

-*Roland explains why and continues on other problems and why it is a problem*-

Roland: Water can get polluted by acid deposition from the air, traffic that are spread through rivers and pollutants that enter the water through groundwater.

( Roland explains problem about polluted waters and pauses)

-*When Roland is done, Josephine will explain the solutions*-

Josephine: OH! Well with all these problems, maybe there are some ways to fix them! Like...... ( talks about the facts on power point)

_________________________________________________

** Note: I have not seen the power point yet, thus there may be further changes made tmr before the presentation. Any changes you want to make just tell me so I'll update the script. Otherwise please print out this script and either practice your parts or write out your parts if you are explaining the power point. thank you.

Socials ( Solution)

::SOLUTIONS::

•  In 1970, United States created the Clean Water Act in hopes to have less pollution in water, though it worked in the beginning the pollution level today is still about the same. 

• By reducing the amount of fresh water we use. Example) Using less water in toilets , or reduce the amount of irrigation. 
•  Countries can try to reduce pollution in water, by enforcing laws that will prevent further pollution

• Encourage effective and smart agriculture practices!

-by using techniques such as bio dynamic farming, we can reduce polluted runoffs into streams
- we could ban massive chicken raising operations which would also reduce polluted runoffs from entering streams

•  Do smart gardening!

- by not using fertilizers you buy at stores you'll help reduce the chemically polluted runoffs from entering into streams (Also it will save you money because your soil isn't slow degrading due to the fertilizers)

• Walk more, and drive less

- by driving less, less nitrogen is emitted into the air thus less polluted air would go through condensation and pollute the aquifers.

• Have a better "Flush" (Sewage) System!

-  We can reduce the amount of water used in flushing toliets
- In Maryland, they have a "flush tax" which is $3 added onto their sewage bill the money is used to build more efficient sewage systems.
- ELIMINATE STRAIGHT PIPES! There are still places where they have outflow pipes that leads to the nearest creek!