Role of Regulation of Breathing

Role of Regulation of Breathing UAC 1.2: Detail the role of the regulation of breathing. Question 1: During exercise, the rate of breathing increases. How does the body detect, coordinate and respond to increase pulmonary ventilation and why is it important? (250 words max) When exercising the pulmonary ventilation rate and depth expands so oxygen can diffuse from the air to the blood quicker and carbon dioxide can diffuse from the blood to the air faster. The brain is ultimately in charge of breathing; the brain stem utilises sensors to manage breathing. Breathing results from coordination of three interactions; a sensory system, respiratory control centre and an effector system. These sensors, called chemoreceptors are supported by nerves and muscles. Chemoreceptors recognise chemical substances and pass this data to the nerves in the central nervous system. During exercise there is an expansion in carbon dioxide which causes a reduction in the pH of blood. The additional carbon dioxide in the blood is detected by the chemoreceptors. Because of a diminishing in the pH, the respiratory control centre in the medulla, sends nervous impulses which instruct the intercostal muscles and diaphragm to contract harder and all the more often, which increase the breathing rate and the volume of the lungs during inhalation. Working together, the body is continually monitoring and adjusting pH and oxygen in the arterial blood. Breathing endeavours to maintain stability. Elevated amounts of carbon dioxide triggers speedier and more profound breathing. This expanded breathing reduces the concentration of carbon dioxide in the blood increasing the measure of oxygen taken in. UAC 2.1: Explain the process of ventilation including detail of lung volumes and capacities. Question 2: Explain, using Figure 1, how a human body inhales and exhales air. Include explanations of vital capacity, residual volume, tidal volume, ventilation rate and pulmonary ventilation. (350 words max) Figure 1: Spirometer trace Pulmonary ventilation is the movement of air into and out of the lungs. It is activated by the changes to the volume and air pressure in the lungs. There are two phases of ventilation: Inhalation is the admission of air into the lungs through the expansion of the chest volume and exhalation is the removal of air from the lungs through contraction of the chest volume. During inhalation the diaphragm contracts, simultaneously the intercostal muscles allow the rib confine to raise. This creates a drop in the pressure inside the lungs and extends the chest cavity, subsequently expanding the lung volume making a partial vacuum causing air to be passively drawn into the lungs from the respiratory tract to fill that space. The reverse occurs during exhalation. The muscles no longer contract and are relaxed. The diaphragm curves and raises, the intercostal muscles descend and the chest volume decreases. The chest cavity contracts therefore increased air pressure, causing the air in the lungs to be expelled passively through the upper respiratory tract. This is known as the tidal volume which is the volume of air took in and out in one breath when at rest. Sufficiency of ventilation is measured by a spirometer, (an instrument for recording volumes of air taken in and breathed out). Figure 1 demonstrates a following of a spirogram. Each breath invigorates a quantity of the air in the lungs and carries away a quantity of the carbon dioxide made by the body. Air moves in and out of the lungs around 12 times per minute in the average person as the diaphragm and intercostal muscles contract and relax, this is the ventilation rate and is calculated by the number of peaks in one minute. At the point when a person breathes in and out profoundly then considerably more air can be exchanged, this is known as vital capacity. The oxygen take-up is different as the carbon dioxide is expelled, the tidal volume in the air chamber decreases. The volume of air removed is shown by the distinction in height of the last peak from the first peak amid ordinary breathing. There is constantly some air left in the lungs that cannot be exchanged in light of the fact that the alveoli do not completely collapse; this is known as the residual volume. UAC 2.2: Explain the characteristics of efficient gaseous exchange and show with reference to diagrams how this is achieved in the lungs and capillaries. Question 3: Explain, using Figure 2, how the structures of the lungs and capillaries are adapted for efficient gas exchange. (450 words max) Figure 2: Diagram of an alveolus The lungs are adapted for the effective gas exchange; the exchange surface must have the ability to exchange gases quickly enough to oblige the requirements of the cells. The lungs contain a huge number of tiny, air-filled sacs called alveoli. Within the alveoli, an exchange of gases happens between the gases inside the alveoli and the blood by passive diffusion. The alveoli are adapted to make gas exchange in the lungs happen effectively and proficiently. The walls of the alveoli are a single cell thick and are made of flattened epithelial cells, making the exchange surface thin which shortens the diffusion pathway over which gases need to make. In order to maximise the amount of diffusion taking place, the alveoli are folded up truly fine, giving an expansive surface area. This means more gas can be exchanged at the same time and it happens speedier which implies the lungs can ventilate faster. The alveoli have a moist layer; this moisture is passed through the cell membrane of the alveolar cells. The alveoli are kept moist to dissolve gases. The moist lining additionally diminishes the surface strain, which means less energy is required to inflate the alveoli and prevents the collapse of alveoli. Every alveolus is encompassed by numerous capillaries; these capillaries are slender so that the red blood cells are squeezed against the capilla ry wall giving a good blood supply, therefore giving a short diffusion pathway. For the exchange of gases to be fast, a steep diffusion gradient is required. The concentration gradient is the distinction in concentration between two focuses. This is to guarantee the molecules diffuse quickly and in the correct bearing. In the lungs the presence of a very thin permeable diffusion pathway of just two flattened cells helps to create a steep concentration gradient. Every alveolus is ventilated, evacuating waste carbon dioxide and replenishing oxygen levels in the alveolar air. The blood arriving in the alveoli has a higher carbon dioxide concentration which is delivered amid breath by the bodys cells. However, the air in the alveoli has a much lower concentration of carbon dioxide, which means there is a concentration gradient which permits carbon dioxide to diffuse out of the blood and into the alveolar air. Similarly, blood arriving in the alveoli has a lower oxygen concentration, as it has been utilised for respiration by the cells of the body, while the air in the alveoli has a higher concentration. Consequently, oxygen moves into the blood by diffusion and integrates with the haemoglobin in red blood cells. This continual supply of gas to one side of the exchange source and its expulsion from the alternative side ensures that diffusion, and therefore exchange, can proceed.  ­Ã‚ ­ References Grant, A. Waugh, A. (2014) Ross Wilson Anatomy Physicology in Health and Illness. 12th edn. Churchill Livingstone. Cohen, B. Hull, K. (2015). Memmlers The Human Body in Health Disease. 13th edn. Wolters Kluwer. Kennedy, P. Sochacki, F. (2008). OCR Biology. Heinemann. Boundless. Lung Capacity and Volume. Boundless Anatomy and Physiology Boundless, 07 Nov. 2016. Available at: https://www.boundless.com/physiology/textbooks/boundless-anatomy-and-physiology-textbook/respiratory-system-22/nonrespiratory-lung-functions-209/lung-capacity-and-volume-1029-9200/ (Accessed 10 March 2017). Boundless. Chemoreceptor Regulation of Breathing. Boundless Anatomy and Physiology Boundless, 21 Sep. 2016. Available at: https://www.boundless.com/physiology/textbooks/boundless-anatomy-and-physiology-textbook/respiratory-system-22/respiration-control-212/chemoreceptor-regulation-of-breathing-1039-6384/ (Accessed 10 March 2017). A Level Notes (2016). Available at: http://alevelnotes.com/The-Lungs/169?tree= (Accessed on 10 March 2017). BBC (2014). Available at: http://www.bbc.co.uk/schools/gcsebitesize/pe/appliedanatomy/1_anatomy_respiratorysys_rev1.shtml (Accessed on 8 March 2017). BBC Bitesize (2014). Available at: http://www.bbc.co.uk/bitesize/standard/biology/the_body_in_action/the_need_for_energy/revision/3/ (Accessed on 8 March 2017. BBC Bitesize (2014). Available at: http://www.bbc.co.uk/education/guides/zm6rd2p/revision/1 (Accessed on 8 March 2017). Quizlet (2017). Available at: https://quizlet.com/16078421/stages-of-aerobic-cellular-respiration-flash-cards/ (Accessed on 8 March 2017).      Ã‚   Khan Academy (2017). Available at: https://www.khanacademy.org/science/biology/cellular-respiration-and-fermentation/overview-of-cellular-respiration-steps/a/steps-of-cellular-respiration (Accessed on 7 March 2017). BBC Bitesize (2014). Available at: http://www.bbc.co.uk/bitesize/higher/biology/cell_biology/respiration/revision/1/ (Accessed on 5 March 2017).

Psychology spec Essay

We don’t aim to profit from education – we want you to. If you are an existing customer then we thank you for your support. If you are thinking of moving to AQA then we look forward to welcoming you. 1. 2 Why choose Psychology? The revised specification will provide students with a sound understanding of the various methods and approaches in psychology at an introductory level. Knowledge of methods and approaches will be illustrated through various topic areas representing the core areas of social, cognitive, developmental, biological and individual differences. The topic areas have been chosen because of their importance and prominence within the core area and their relevance to everyday life. The specification requires candidates to nderstand ethical issues that must be considered when conducting research in psychology. New content has been introduced, while less popular topics have been removed. Unit 1 of this specification can be delivered as a Short Course. GCSE psychology is no longer tiered; therefore the question papers have been designed to be accessible to candidates of all abilities. . 3 How do I start using this specification? Already using the existing AQA Psychology specification? Register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc, at http://www. qa. org. uk/rn/askaqa. php Information will be available electronically or in print, for your convenience. Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. You can let us know by completing the appropriate Intention to Enter and Estimated Entry forms. We will send copies to your Exams Officer and they are also available on our website (http://www. aqa. org. uk/admin/p_entries. php). Not using the AQA specification currently? Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres. A small minority are not. If your centre is new to AQA, please contact our centre approval team at centreapproval@aqa. org. uk 1. 4 How can I find out more? Teacher Support You have 24-hour access to useful information and answers to the most commonly-asked questions at Details of the full range of current Teacher Support and CPD courses are available on our web site at http://web. aqa. org. uk/qual/cpd/index. php If the answer to your question is not available, you can submit a query for our team. Our target response time is one day. There is also a link to our fast and convenient online ooking system for all of our courses at http://coursesandevents. aqa. org. k/training 2 Specification at a Glance (Short Course) 4181 Unit 1: aking Sense of other people (41801) Written Paper – 1 hour 30 mins 80 marks – 100% Candidates answer all questions (Full Course) 4182 Other People 80 marks – Unit 2: Understanding Other people (41802) plus For assessments and subject awards after June 2013 there is a requirement that 100% of the assessment is terminal. 3 Subject Content Students should have experience of designing and conducti ng informal classroom research using a variety of methods. They will be expected to analyse data collected in investigations at a descriptive level and draw conclusions based on research findings. They will be required to draw on these experiences to answer questions in the examination for these units. In the delivery of these units, it is expected that teachers will seek out contemporary examples of theories and research to develop their candidates’ understanding of the subject content. 3. 1 Unit 1 Making Sense of Other People Memory Processes of encoding, storage and retrieval. The multi-store, reconstructive and levels of processing explanations of memory. Description and evaluation of studies to investigate explanations of memory. Explanations and studies of forgetting including interference, context and brain damage (retrograde and anterograde amnesia). Eyewitness testimony. description and evaluation ot studies ot tactors which attect the reliability eyewitnesses’ accounts of people and incidents, including the research by Loftus (1974), Bruce and Young (1998). Contemporary practical applications derived from the explanations of memory and forgetting and their benefits and drawbacks.

Grinnell College Acceptance Rate, SAT/ACT Scores

Grinnell College is a private liberal arts college with an acceptance rate of 24%. Founded in 1846, and located in Grinnell, Iowa, Grinnell has an endowment of nearly $2 billion and a 9-to-1  student/faculty ratio. For its strengths in the liberal arts and sciences, Grinnell was awarded a chapter of the prestigious  Phi Beta Kappa  honor society. Students can choose from 42 areas of study, and the college relies on individualized planning and advising instead of core requirements. In athletics, the Grinnell Pioneers compete in the NCAA Division III Midwest Conference. Popular sports include football, soccer, basketball, and cross country.   Considering applying to Grinnell College? Here are the admissions statistics you should know, including average SAT/ACT scores of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Grinnell College had an acceptance rate of 24%. This means that for every 100 students who applied, 24 students were admitted, making Grinnells admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 7,349 Percent Admitted 24% Percent Admitted Who Enrolled (Yield) 26% SAT Scores and Requirements Grinnell College requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 48% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 670 740 Math 700 780 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Grinnells admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Grinnell scored between 670 and 740, while 25% scored below 670 and 25% scored above 740. On the math section, 50% of admitted students scored between 700 and 780, while 25% scored below 700 and 25% scored above 780. Applicants with a composite SAT score of 1520 or higher will have particularly competitive chances at Grinnell. Requirements At Grinnell, the SAT writing section is optional. Note that Grinnell participates in the scorechoice program, which means that the admissions office will consider your highest score from each section across all SAT test dates. Grinnell does not require SAT Subject test scores. ACT Scores and Requirements Grinnell College requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 52% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 32 35 Math 28 33 Composite 30 34 This admissions data tells us that most of Grinnells admitted students fall within the top 7% nationally on the ACT. The middle 50% of students admitted to Grinnell received a composite ACT score between 30 and 34, while 25% scored above 34 and 25% scored below 30. Requirements Note that Grinnell does not superscore ACT results; your highest composite ACT score will be considered. At Grinnell, the ACT writing section is optional. GPA Grinnell College does not provide data about admitted high school students high school GPAs. Self-Reported GPA/SAT/ACT Graph Grinnell College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Grinnell College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Grinnell College has a highly competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Grinnell has a holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and glowing letters of recommendation can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Note that a personal interview is not required, but is strongly encouraged. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores are outside of Grinnells average range. In the graph above, the blue and green dots represent accepted students. You can see that most students who got into Grinnell had at least A- averages, SAT scores (ERWM) above 1300, and ACT composite scores above 28. A winning application, however, is about more than good grades and test scores. If you look at the red on the graph (rejected students), youll see that several students with high grades and test scores were rejected from Grinnell. If You Like Grinnell, You Might Be Interested Other Liberal Arts Colleges: Amherst | Bowdoin | Claremont McKenna | Davidson | Haverford | Middlebury | Pomona | Swarthmore | Vassar | Washington and Lee | Wellesley | Wesleyan | Williams All admissions data has been sourced from the National Center for Education Statistics and Grinnell College Undergraduate Admissions Office.

Contrasting the Aboriginals View on the Environment and...

Aboriginal and non-aboriginal people are un-intentionally separated by many means. One such example would be the way each use their land and how they manage it, and different land uses stem from different values and morals. The biggest difference is that aborigines think of their environment and its inhabitants no lower than themselves, they live with the environment, take care of it, preserving the balance of ecosystems. Non-aboriginal people, however, think less about everything else and are more centred on their own wellbeing, comfort, and wealth. Non-aboriginal people live apart from the natural world, not in it. They take advantage of the available resources, thinking less about fellow humans and even less about the potential†¦show more content†¦In today’s world, hardly any species of wildlife become extinct from natural causes. Europeans hunt animals to such an extent that we classify it as overhunting. We destroy their habitat, and introduce other animals that are a threat to endangered animals or are competition for resources and food. Habitat destruction is the greatest threat to both animals and plants. Deforestation of rainforests as such, physically kills of plant species, and these plants and the environment they form are the habitats that are vastly inhabited by all types of living matter, from elephants in the African jungles, to the beetles that live in logs. An approximation of extinct species of mammals would be about 60, since 1600. 125 species of birds have also become extinct since then. Currently, there are around 1000 to 1100 species of birds and mammals that are facing extinction, or on the brink of extinction. Including plants and invertebrates too would bring this number to 20 000. This is solely to do with the fact that Europeans use whatever land available to make way for industrial, commercial and residential use. Aboriginal fire management is when people use fire to manage their land and its forests. Leaves of gum trees, contain flammable oils. Dead leaves and some branches fall of these trees and gather on the ground for prolonged periods of time, which form a kind of fuel for bushfires. Instead of allowing the fuel load to build up, aboriginals