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files (5)LearningActivity-TypesofBonds.pdf
LearningActivity-CellularRespiration-Fillable.pdf
LearningActivity-Genetics.doc
EnergyDrinksDataAnalysisBackgroundInformation.pdf
LearningActivity-CellStructureAnalogies.pdf
LearningActivity-TypesofBonds.pdf
Learning Activity – Types of Bonds
Directions: Define each type of bond. Then, make an ANALOGY for each one (this may take some figuring out). Then, explain how the analogy fits the definition. Note: These do not have to be amazing, this is for YOU to have a way of learning each type of bond!
Example Analogy: Two men share an office – they look out the same window and utilize the same phone. They both have the same view and make/receive equal phone calls.
Polar Covalent Bonds Definition
Analogy
Explanation
Nonpolar Covalent Bonds Definition
Analogy
Explanation
Ionic Bonds Definition
Analogy
Explanation
Hydrogen Bonds Definition
Analogy
Explanation
- Definition:
- Analogy:
- Explanation:
- Definition_2:
- Analogy_2:
- Explanation_2:
- Definition_3:
- Analogy_3:
- Explanation_3:
- Definition_4:
- Analogy_4:
- Explanation_4:
LearningActivity-CellularRespiration-Fillable.pdf
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LearningActivity-Genetics.doc
Fill in the Punnett squares for each cross to determine the phenotype and genotype ratios of the offspring
Crosses with one homozygous dominant parent:
AA x AA AA x Aa AA x aa
Offspring Genotypes:
AA Aa aa AA Aa aa AA Aa aa
Offspring Phenotypes:
Dominant Dominant Dominant
Recessive Recessive Recessive
Crosses with one heterozygous parent:
Aa x AA Aa x Aa Aa x aa
Offspring Genotypes:
AA Aa aa AA Aa aa AA Aa aa
Offspring Phenotypes:
Dominant Dominant Dominant
Recessive Recessive Recessive
Crosses with one homozygous recessive parent:
aa x AA aa x Aa aa x aa
Offspring Genotypes:
AA Aa aa AA Aa aa AA Aa aa
Offspring Phenotypes:
Dominant Dominant Dominant
Recessive Recessive Recessive
Refer to the crosses that you worked out on the front of this page to answer questions 1-8
1. What crosses will result in all dominant phenotype offspring?
2. What cross will result in all recessive phenotype offspring?
3. What cross will result in half dominant and half recessive phenotype offspring?
4. What cross will result in a ratio of 3 dominant phenotype offspring for every 1 recessive offspring?
5. What cross will result in a 1:2:1 genotype ratio in the offspring?
6. What cross will result in all homozygous recessive offspring?
7. What cross will result in half homozygous dominant offspring and half heterozygous offspring?
8. What cross will result in all heterozygous offspring?
9. In dogs, black fur (B) is dominant over yellow fur (b). A homozygous black dog is mated with a yellow dog.
Do a punnett square to show the cross and predict the offspring (phenotypes and genotypes)
10. In dogs, black fur (B) is dominant over yellow fur (b). A heterozygous black dog is mated with a yellow dog.
Do a punnett square to show the cross and predict the offspring (phenotypes and genotypes)
11. What would the results of the crosses in questions 9 & 10 be if fur color showed incomplete dominance?
EnergyDrinksDataAnalysisBackgroundInformation.pdf
Read the following article and study the tables and graphs. You will need to reference this document while answering the questions.
Teens mixing alcohol and energy drinks a growing problem
CBC News Posted: Jan 25, 2013 1:17 PM ET
About one in five Canadian students say they have mixed alcohol with energy drinks, which researchers call a public health concern. Doctors say energy drinks mask the symptoms of intoxication and can lead to more risk- taking behavior, such as drunk driving. That in turn increases the likelihood of injury, compared with drinking alcohol alone in the short term.
Mark Ashbridge of Dalhousie University in Halifax used nationally representative data from 36,155 students who were in grades 7 to 12 in 2010-2011 to determine how commonly alcohol is consumed together with energy drinks or in premixes sold in a bottle or can. About 20 per cent of participants said they did mix energy drinks and alcohol, which is in line with previous studies of university students in Canada, the U.S. and Europe.
Use was highest in British Columba (26 per cent) and Nova Scotia (26 per cent) and lowest in Prince Edward Island (16 per cent)."Consumption of these drinks is substantial among Canadian high school students and can lead to many potential harms," the study's authors concluded in this week's issue of the journal CMAJ Open.
"Given that youth continue to drink alcohol illegally, alternative strategies may be more effective than top- down, abstinence-based programs." The main concern should be underage drinking, the researchers said. They suggest a flat tax on energy drinks or a variable tax that reflects caffeine content, such as Saskatchewan's, as well as harm-reduction campaigns to encourage young people not to mix alcohol with energy drinks.
While there were regional differences in consumption, it's not known if variations in the availability of energy drinks, prices or regional taxes made a difference.
Use of alcohol mixed with energy drinks was higher among younger students, marijuana users, and those who were frequently absent from school, involved in sports and had more spending money. Doing well in school and feeling more connected to school seemed to be protective. The researchers noted that the students were reporting on their own use of the substances, which is a sensitive subject. The team did not have demographic data such as family income or the students' mental health that could influence consumption.
In January, researchers in the U.S. said the number of people seeking emergency treatment after consuming energy drinks has doubled across the country over the past four years. Most of the cases involved teens or young adults.
Name: Table 1 Questions 1. What does Table 1 show? a) The percentage of students who never drink energy drinks. b) The percentage of students that drink energy drinks mixed with alcohol. c) The survey answers of students who drink energy drinks. d) The brand of energy drinks each student drinks. 2. Using Table 1, what is the most common number of energy drinks per student? a) Once in the last year b) Once in the last month c) 6+ times in the last month d) 20+ times in the last month 3. Which of these assumptions affects the accuracy of the data in Table 1? a) All students are freshmen in high school. b) Students will be honest when answering researchers. c) Canadian teenagers are representative of all teens. d) All students are equally attracted to caffeinated beverages. 4. What variables were controlled by the researchers who conducted the survey in Table 1? a) Brand of energy drinks b) Number of energy drinks consumed c) Use of alcohol d) None of the above 5. The researchers did NOT study the relationship between energy drink consumption and family income. What type of relationship would you expect (You’ll need information from the article to answer this)? a) As family income goes up the number of energy drinks consumed goes up. (positive relationship) b) As family income goes up the number of energy drinks consumed goes down. (negative relationship) c) No relationship 6. Use Table 1 to determine what the main reason students are drinking energy drinks. a) To get a caffeine buzz b) Peer pressure c) To make alcohol taste better d) Not able to determine.
Figure 2 Questions 7. Which is the dependent (data) variable in the experiment that gives us Figure 2? a) Number of emergency room visits b) Type of drug c) Age of student d) Number of energy drinks consumed 8. In Fig. 2, which age group is the most likely to combine energy drinks with alcohol and end up in the ER? a) 12-17 year olds. b) 18-25 year olds. c) 26 to 39 year olds. d) 40+ year olds. 9. Using the data in Figure 2, what was the most common type of ER visit involving energy drinks for 12- 17 year olds? a) Energy drink+alcohol b) Energy drink+prescription drugs c) Energy drink+illicit drugs d) Energy drink alone 10. Based on the information in Figure 2, what can you conclude? a) Energy drinks increase the likelihood of visiting the ER. b) Energy drinks combined with alcohol are the least health risk. c) Energy drinks combined with pharmaceutical drugs is the most common combination for ER patients. d) Children under 12 are the least likely to visit the ER. 11. The last paragraph of the article states that the number of ER visits after consuming energy drinks has doubled in the last 4 years. What evidence would support this claim? a) Figure 2 b) A graph of the total number of ER visits compared to the number involving energy drinks c) A graph of the total number of ER visits by year d) A graph of the percent of ER visits involving energy drinks by year 12. Which of the following questions CANNOT be answered by the data in Figure 2? a) What percentage ER visits of 12-17 year olds involves mixing energy drinks with illicit drugs? b) What is the most common mixture for 18-25 year olds? c) Which age group visits the ER most due to energy drink combinations? d) What percentage of people over 40 who visit the ER have mixed energy drinks with alcohol?
LearningActivity-CellStructureAnalogies.pdf
Structure Analogy Reason
Example: Vacuole
Rubbermaid container
A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cell.
Nucleus
Rough Endoplasmic Reticulum
Smooth Endoplasmic Reticulum
Ribosome
Cell membrane
Golgi apparatus
Cytoskeleton
Lysosome
Mitochondria
Chloroplast
Cell Wall
Peroxisome
Tight Junction
Desmosome
Gap Junction
- Example Vacuole:
- Rubbermaid containerNucleus:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellNucleus:
- Rubbermaid containerRough Endoplasmic Reticulum:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellRough Endoplasmic Reticulum:
- Rubbermaid containerSmooth Endoplasmic Reticulum:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellSmooth Endoplasmic Reticulum:
- Rubbermaid containerRibosome:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellRibosome:
- Rubbermaid containerCell membrane:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellCell membrane:
- Rubbermaid containerGolgi apparatus:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellGolgi apparatus:
- Rubbermaid containerCytoskeleton:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellCytoskeleton:
- Rubbermaid containerLysosome:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellLysosome:
- Rubbermaid containerMitochondria:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellMitochondria:
- Rubbermaid containerChloroplast:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellChloroplast:
- Rubbermaid containerCell Wall:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellCell Wall:
- Rubbermaid containerPeroxisome:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellPeroxisome:
- Rubbermaid containerTight Junction:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellTight Junction:
- Rubbermaid containerDesmosome:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellDesmosome:
- Rubbermaid containerGap Junction:
- A Rubbermaid container stores substances for my house just like the vacuole stores substances for the cellGap Junction:
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