Activity 3.3.1 Concept Map Assignment Answers

Unit Three: Power

Activity 3.1.1

Activity 3.1.2

Activity 3.2.1

Activity 3.2.2

We researched the different components of the digestive system and completed a student response sheet. The student response sheet is found linked below. We also constructed the digestive system in our manikin. 
To grasp a better hold on the digestive system, we were assigned a "bite of food" (butter). With this, we described the process of digestion, starting with the consumption of the food, all the way down to the colon. We created a concept map to help describe this, which can be found below.

Activity 3.2.4

Activity 3.2.5

Activity 3.2.6 

Activity 3.3.1

Activity 3.3.2

Activity 3.3.4

Activity 3.4.1

Activity 3.4.2

Activity 3.4.3

Activity 3.4.4

Activity 3.4.5

We completed a chart about the resources that are needed for living. The three main resources for life are oxygen, water, and food.
We fully completed the chart from 3.1.1 and went over the rule of three's.
Rule of Three's
3 minutes without oxygen
3 days without water
3 weeks without food

We created models of enzyme and substrate action. We modeled both induced fit and lock-and-key. We also created a concept map that explained enzymes. Below is a link to the concept map.
In this activity, we learned how enzyme activity is affected by certain circumstances. To begin, we followed out an experiment with the enzyme catalase and hydrogen peroxide (H2O2). We added water and peroxide to a test tube, then measured the amount of oxygen (O2) was produced when the catalse enzyme was added. To the left is a graph that shows all four of our trials.
       Secondly, we created our own experiment. We wanted to know if different Hydrogen Peroxide levels affected the amount of oxygen that is produced. To the right is a graph that shows 4 runs (1.5% for Trial 1, 3% for Trail 2, 6% for Trial 3, and none added for Trial 4). To the right is our lab report and presentation.
 In this activity, we were assigned a patient as we were "nutritionists/ dietitians. We had to calculate the patient's BMI, BMR, and TDEE. We had to suggest a new diet and new exercise plans for the patient. We concluded our work by gathering all of the information in a client report, as posted to the right.
In this activity, we reviewed the structure and uses of ATP. We discussed the processes ATP goes through in cellular respiration and the other molecules involved in it.
In this activity, we examined the medical history of an 11 year old girl, Melissa Martin. After looking over her medical histories, we were asked to complete a diagnosis for her. We diagnosed Melissa with severe acute asthma. Below are links to her medical histories. These medical histories have been edited to show major indicators, some abnormal levels, and then healthy levels/results.

​In this activity, we used a spirometer to measure tidal volume, inspiratory reserve, expiratory reserve, vital capacity, residual volume, total lung capacity, and minute volume at rest.
Rayvin getting ready to do the spirometer test.
In this activity, we researched the urinary system and made the system on our manikin.
Labeled nephron with its functions.
In this activity, we drew and labelled the functions and structures of a nephron. A picture of the labelled nephron is to the left.
In this activity, did a urinalysis. From this urinalysis, we had to diagnose the patients with the correct diagnosis. We completed a Case Study which is attached below. Also, we learned that alcohol inhibits the pituitary secretion of ADH. Low blood levels of ADH prevents the reabsorption of water. When the kidneys don't reabsorb water, more urine is produced.

Он до самой смерти боролся за то, во что верил, - за право личности на неприкосновенность частной жизни. Внизу по-прежнему завывала сирена. - Надо вырубить все электроснабжение, и как можно скорее! - потребовала Сьюзан.

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