Topic 1: Research Designs in Development Front: Human Development (Definition) Back: The scientific study of the changes that occur in people as they age from conception until death. Front: Why is age a problem in psychological research designs? Back: In an experiment, participants should be randomly assigned to independent variable conditions. However, people cannot be randomly assigned to different age groups. Front: Longitudinal Design (Definition) Back: A research design in which the same participant or group of participants is studied over a long period of time. Front: Longitudinal Design: Advantage Back: Looks at real, age-related changes as those changes occur in the same individuals. Front: Longitudinal Design: Disadvantages (2 main points) Back: 1. The huge amount of time, money, and effort involved in following participants over the years. 2. The loss of participants when they move away, lose interest, or die. Front: Cross-Sectional Design (Definition) Back: A research design in which several different age groups of participants are studied at one particular point in time. Front: Cross-Sectional Design: Advantages Back: Relatively inexpensive and easier to accomplish than the longitudinal design. Front: Cross-Sectional Design: Disadvantage Back: One is no longer comparing changes in the same individuals as they age; instead, individuals of different ages are being compared to one another. Front: Cohort Effect (Definition) Back: An effect on development when a group of people share a common time period or life experience. (Example: COVID) Front: Cross-Sequential Design (Definition) Back: A research design in which participants are first studied by means of a cross-sectional design but are followed and assessed for a period of time more than X years. Topic 2: Areas of Development & Big Questions Front: Continuity vs. Discontinuity Back: Does development happen in a continuous progression, or in a series of clear-cut stages? Front: Stability vs. Change Back: What remains stable over the course of human development, and what changes? Front: Physical Development Back: The development of the body; is fairly discontinuous, occurring in clearly defined stages that are distinct from each other. Front: Cognitive Development Back: Development of thinking and reasoning skills; is fairly continuous, and it changes over time. Front: Psychosocial Development Back: Encompasses our social and emotional lives. Front: Temperament (Definition) Back: A child's innate (born) behavioral and emotional characteristics. Front: Attachment (Definition) Back: The first emotional bond a child forms with its primary caretaker; the psychological characteristics and social relationships a person has throughout childhood, adolescence, and adulthood. Topic 3: Nature vs. Nurture & Genetics Front: Nature (Definition) Back: The influence of our inherited genes on our personality, physical growth, intellectual growth, and social interactions. Front: Nurture (Definition) Back: The influence of the environment on personality, physical growth, intellectual growth, and social interactions. Front: Behavioral Genetics Back: Tries to figure out how much of behavior is influenced by genetic inheritance and how much is due to a person's experiences. Front: Gene (Definition) Back: A section of DNA having a certain pattern of chemical elements. Front: DNA Molecules Back: Contain the instructions for all an organism's traits; these "instructions" are known as genes. Front: Environmental Influences on Development Back: Environmental influences that surround us before birth and during our lives significantly affect our development. (Examples: Parents/caretakers in early childhood; Friends/teachers in mid-to-late teens; Culture) Topic 4: Practice Questions & Scenarios Front: Practice Q1: Psychologists survey 2nd, 6th, 11th graders, and college students on their favorite genre of book at the same time. What type of study is this and why? Back: Cross-sectional. Because it studies different age groups at one single point in time. Front: Practice Q2: Explain why age can sometimes present a problem in psychology studies? Back: Age cannot be manipulated as an independent variable because researchers cannot randomly assign participants to different age groups. Front: Practice Q1: A psychologist does a longitudinal study examining how Patricia's emotions change throughout her school years. What type of development are they examining and why? Back: Psychosocial development. Because it involves studying her emotional changes and social experiences over time. Front: Practice Q2: A therapist asks Bill about his childhood experiences to understand why he has trouble trusting people. Why is that? Back: The therapist asks about Bill's childhood because early childhood experiences and attachment styles with primary caretakers heavily influence our adult psychological characteristics and relationships (Psychosocial development). Front: Practice Q1: Geraldo states: "My personality is completely determined by my genetics. I know this because I am just like my dad." Do you agree or disagree? Why? Back: Disagree. While genetics (nature) play a role, personality is not completely determined by them. Environmental factors (nurture) such as upbringing, culture, and life experiences also play a massive role (as studied in behavioral genetics).

• Autotrophs: Organisms that produce their own organic food molecules using energy from light or chemical bonds. • Overall Equation: \(6\text{CO}_2 + 6\text{H}_2\text{O} + \text{light energy} \rightarrow \text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2\) • Site of Photosynthesis: Organ: Leaf | Organelle: Chloroplast The Two Main Stages 1. Light-Dependent Reactions: • Location: Thylakoid membranes (labeled X in the diagram). • Reactant used: Water (\(\text{H}_2\text{O}\)). • Products made: Oxygen (\(\text{O}_{2}\)), ATP, and NADPH. 2. Calvin Cycle (Light-Independent Reactions): • Location: Stroma. • Reactant used: Carbon dioxide (\(\text{CO}_{2}\)). • Products made: Glucose (\(\text{C}_6\text{H}_{12}\text{O}_6\)), ADP, and \(\text{NADP}^{+}\). Reactant & Product Tracking • Source of Carbon in Glucose: Carbon dioxide (\(\text{CO}_{2}\)). • Source of Hydrogen in Glucose: Water (\(\text{H}_2\text{O}\)). • Source of Released Oxygen Gas (\(\text{O}_{2}\)): Water (\(\text{H}_2\text{O}\)). • Glucose Storage: Excess glucose is stored as starch. • Glucose Transport: Moved through the plant via phloem tissue. Light & Pigments • Light-Capturing Molecule: Chlorophyll. • Most Effective Light Colors: Blue and Red. • Least Effective Light Color: Green (it is reflected, which is why leaves look green). Leaf Anatomy & Gas Exchange • Cuticle: Waxy, waterproof outer layer that prevents water loss. • Stomata: Microscopic pores that control gas exchange (\(\text{CO}_{2}\) in, \(\text{O}_{2}\)/water vapor out). • Guard Cells: Cells that physically open and close the stomata. • Xylem: Vascular tissue that transports water up from roots to leaves. • Root Hairs: Hair-like extensions that increase surface area for water absorption. Effect of Open Stomata: • Photosynthesis: Increases (more \(\text{CO}_{2}\) enters). • Transpiration (Water Loss): Increases (water vapor escapes). • Plant Water Levels: Decreases. • Chlorophyll / Chloroplast Levels: Stays the same. 🔋 Part 2: Cellular Respiration Master Sheet Core Formula & Concepts • Overall Aerobic Equation: \(\text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2 \rightarrow 6\text{CO}_2 + 6\text{H}_2\text{O} + \text{ATP}\) • Primary Energy Source: Glucose. • Primary Useful Product: ATP (used directly for cellular work like active transport and muscle contraction). • Waste Products: Carbon dioxide (\(\text{CO}_{2}\)) and Water (\(\text{H}_2\text{O}\)). The Three Aerobic Stages (In Order) 1. Glycolysis: • Location: Cytoplasm. • Details: Splits glucose into pyruvate. Does not require oxygen. 2. Krebs Cycle (Citric Acid Cycle): • Location: Mitochondrial Matrix. • Details: Breaks down pyruvate, releases \(\text{CO}_{2}\), and charges electron carriers (NADH and \(\text{FADH}_{2}\)). 3. Electron Transport Chain (ETC): • Location: Inner Mitochondrial Membrane (cristae). • Details: Yields the greatest amount of ATP. Uses Oxygen (\(\text{O}_{2}\)) as the final electron/hydrogen acceptor to form water. Cellular Respiration Atom Tracking • Where the Carbons from Glucose end up: \(\text{CO}_{2}\). • Where the Hydrogens/Electrons from Glucose end up: \(\text{H}_2\text{O}\). 🏃 Part 3: Anaerobic Pathways, Exercise, & Redox Anaerobic Respiration (Fermentation) • Definition: Breakdown of glucose to generate ATP without oxygen. • Location: Cytoplasm. • ATP Yield Comparison: Aerobic respiration yields 36–38 ATP | Anaerobic respiration yields only 2 ATP. • Main Purpose of Fermentation: Regenerates \(\text{NAD}^{+}\) so glycolysis can keep running. • Lactic Acid Fermentation: Occurs in animals. Produces lactic acid. • Alcohol Fermentation: Occurs in yeast/plants. Produces ethanol and \(\text{CO}_{2}\). Chemical Changes During Strenuous Exercise • ATP: Decreases (used up rapidly). • ADP: Increases (byproduct of breaking down ATP). • Glucose: Decreases (consumed as fuel). • \(\text{CO}_{2}\): Increases (waste product builds up). • Lactic Acid: Increases (due to a lack of oxygen causing a switch to fermentation). Redox Reactions (Electrons & Hydrogen) • Oxidation: The loss of electrons or hydrogen atoms. • Reduction: The gain of electrons or hydrogen atoms. • Memory Trick: OIL RIG (Oxidation Is Loss, Reduction Is Gain). 🔄 Part 4: Plants vs. Animals (The Big Picture) Plant Gas Concentrations in a Sealed Container • In the Light: \(\text{CO}_{2}\) decreases. (Photosynthesis runs faster than respiration, consuming \(\text{CO}_{2}\)). • In the Dark: \(\text{CO}_{2}\) increases. (Photosynthesis stops without light, but respiration continues, releasing \(\text{CO}_{2}\)). Comparing Organisms • Plants/Autotrophs: Perform both photosynthesis and cellular respiration. • Animals/Heterotrophs: Perform only cellular respiration. • Plant Roots: Perform only cellular respiration (they have no access to light and lack chloroplasts). • Plant Leaves: Perform both photosynthesis and cellular respiration.

Chapter 3: Amount of substances

IAS Edx Chemistry - Unit 1 - Topic 1: Formula, Equations & Amounts

Science Study In general, the probability of flooding decreases when there is an increase in the amount of Standard(s)

Amount of substance (Physical Chem)

amount of substance and the mole + determination of formulae + moles and volume

Amount of Substance

3.1.2 Amount of Substance

Atomic structure and Amount of substance

Thẻ ghi nhớ: Size, Amount

Amount of Substance

2.2 Amount of substance

1.2 Amount of Substance

3.1.2: Amount of Substance

FIS 201 Exam 3 Set 3: Lectures 20–21 — Firearms and Ammunition

Calculating the amount of substance from mass

Grade 10 Hospitality Studies — Exam memo Section A: Short questions (40 marks) Question 1.1 — Multiple choice Question Answer 1.1.1 B — Pancake 1.1.2 A — Too much baking powder was used 1.1.3 A — Glaze 1.1.4 C — Marinade 1.1.5 D — Tortellini 1.1.6 C — 250 ml (likely expected answer) 1.1.7 C — Purchasing the same amount of ingredients 1.1.8 B — Earl Grey 1.1.9 C — Déglacé 1.1.10 B — Maître d'hôtel Question 1.2.1 — Cheese matching Write only the letter next to each number. Question Answer 1.2.1.1 Very hard cheese B — Pecorino 1.2.1.2 Soft, ripened cheese D — Brie 1.2.1.3 Semi-hard cheese G — Emmental 1.2.1.4 Processed cheese E — Sliced cheese 1.2.1.5 Special cheese C — Feta Question 1.2.2 — Pasta matching Question Answer 1.2.2.1 Italienne D — Pasta with butter and grated cheese 1.2.2.2 Napolitaine E — Tomato sauce and Parmesan 1.2.2.3 Cannelloni B — Filled pasta tubes with béchamel sauce and cheese 1.2.2.4 Lasagne A — Layers of pasta, mince and béchamel sauce with cheese 1.2.2.5 Milanese C — Tomato sauce, ham and cheese Question 1.3 — Culinary terminology Question Answer 1.3.1 Mirepoix — a mixture of carrots, celery and onions used to flavour stocks and sauces. 1.3.2 Sifting — passing dry ingredients through a sieve. 1.3.3 Grating — rubbing food against a grater. 1.3.4 Skimming — removing fat from the surface of a liquid. 1.3.5 Dusting — sprinkling icing sugar or castor sugar over a cake. 1.3.6 Mageu (mahewu) — fermented maize-meal drink or sour porridge. 1.3.7 Crêpe — a thin French pancake used to wrap fillings. 1.3.8 Durum wheat — the wheat commonly used to make dried pasta. 1.3.9 Approximately 1 kg of cooked pasta. 1.3.10 Fruit purée / coulis — fruit that has been puréed, with or without sugar. Question 1.4 — Choose the correct answers 1.4.1 Combination heat cooking methods A — Braising C — Pot roasting The question asks for three, but these are the two clear combination methods in the options shown. Check this question against your class notes because the paper may contain an error. 1.4.2 Types of cooking equipment The options shown are all examples of cooking equipment: A — Bain-Marie B — Combi oven C — Steamer D — Convection oven E — Bratt pan The instruction says to choose three, so I can't confidently identify the intended three from this list alone. 1.4.3 Types of coffee A — Espresso B — Cappuccino D — Mocha Latte E — Café Mocha Rooibos is not coffee. Section B: Kitchen and restaurant operations, hygiene, safety and security (40 marks) Question 2.1 — Burns and first aid 2.1.1 Give one reason why Lungelo could have burnt herself with the wet cloth. (2) Water in the wet cloth can heat up and produce steam, which can burn the skin. The wet cloth transfers heat more readily than a dry insulating cloth. 2.1.2 Classify the type of burn. (1) - A thermal burn, caused by heat. 2.1.3 Explain how to treat her burn. (3) Cool the burn under cool running water for 20 minutes. Remove jewellery or clothing near the burn if it is not stuck to the skin. Cover it loosely with a sterile, non-fluffy dressing. Do not apply ice, butter or toothpaste. 2.1.4 Provide the aim of first aid. (2) Preserve life. Prevent the condition from worsening and promote recovery. 2.1.5 Distinguish between a chemical and an electrical burn. (2) Chemical burn: Caused by corrosive chemicals damaging the skin or tissues. Electrical burn: Caused by an electric current passing through the body. Question 2.2.1 — Preparation apparatus (6) A — Colander Use: To drain water from cooked pasta or rinse fruit and vegetables. B — Palette knife Use: To spread icing or lift and turn delicate foods. C — Spatulas / scrapers Use: To scrape mixtures from bowls or fold ingredients together. Question 2.3 — Franchises 2.3.1 Three advantages and three disadvantages (6) Advantages Disadvantages An established brand attracts customers. Franchise fees and royalties must be paid. Training and support are provided. The owner has limited independence. An established business model reduces some risks. Strict rules limit changes to products and operations. 2.3.2 Identify three franchises. (3) McDonald's KFC Nando's Question 2.4 — Three types of formal accommodation (3) Hotels Motels Guest houses Question 2.5 — Why must departments work closely together? (4) To ensure efficient communication and coordination. To prevent mistakes and delays. To provide good customer service. To ensure all departments work towards the same goals. Question 2.6 — Parts of a chef's uniform 2.6.1 Chef's jacket (3) Protects the skin from heat and minor splashes. Helps maintain a professional appearance. Can be removed or changed when dirty to maintain hygiene. 2.6.2 Safety shoes (2) Protect the feet from hot liquids, falling objects and sharp items. Provide grip to reduce slipping on wet or greasy floors. Question 2.7 — Three basic methods of pest control (3) Physical or mechanical control — traps, screens and sealing entry points. Chemical control — approved pesticides. Biological control — using natural enemies of pests. Section C: Nutrition, menu planning and food commodities Your screenshots don't show every page of Question 3 clearly. I can answer the visible questions from Question 4 on page 10. Question 4.3 — Salt water test 4.3.1 Evaluate the freshness of the egg and motivate your answer. (2) The egg appears to be standing upright at the bottom of the glass, so it is likely older rather than very fresh. As eggs age, the air cell grows and the egg becomes more buoyant. A fresh egg generally sinks and lies flat. An older egg may stand upright. An egg that floats is generally very old and should be checked carefully before use. Question 4.4 — Guidelines for purchasing eggs (4) Choose clean eggs with uncracked shells. Avoid eggs with unpleasant odours. Buy eggs from a reputable supplier. Check the expiry or best-before date and ensure they have been stored appropriately. Question 4.5 — Three ways to store eggs (3) Store in a refrigerator at a consistent, cool temperature. Keep in their carton to protect them and reduce absorption of odours. Store away from strong-smelling foods and use older eggs first. Question 4.6.1 — Properties of a French omelette (3) Pale golden or lightly coloured on the outside. Soft, moist and tender inside. Neatly folded, with no burnt patches. Question 4.7 — Difference between butter and margarine (2) Butter: Made from milk fat or cream. Margarine: Made mainly from vegetable oils or other permitted fats. Question 4.8 — Two bacteria used in yoghurt manufacture (2) Lactobacillus delbrueckii subsp. bulgaricus Streptococcus thermophilus Question 4.9 — Three heat-treatment methods applied to dairy products (3) Pasteurisation Sterilisation Ultra-high-temperature (UHT) treatment Question 4.10 — Four milk substitutes (4) Soya milk Oat milk Almond milk Rice milk Question 4.11 — Correct way to freeze mince (3) Divide the mince into meal-sized portions. Place in airtight, freezer-safe packaging and flatten into thin portions. Label with the date and freeze promptly at −18 ∘ C or colder. Question 4.12 — Two cooking methods for minced meat (2) Frying Stewing Question 4.13 — How to correctly pour tea (3) Place a tea strainer over the cup if using loose-leaf tea. Pour the brewed tea carefully into the cup without spilling. Serve with milk, sugar or lemon according to the customer's preference.

Chemistry CCEA AS Level 2.1 (Formulae and amounts of a substance)

Chemistry CCEA AS Level 1.1 (Formulae, equations and amounts of substances)