What elements are in the compound NaCl (table salt)?

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Biology homework help

Name:       Sec:
Chapter 2: The Chemistry of Life
Module 2.1 All life is made of molecules, which are made of atoms.
1. The scientific study of matter is chemistry.
2. Fill in the table regarding the states of matter by providing an example of each that is NOT in your book.

Solid Liquid Gas
Example


3. Match the following terms with their correct definitions:
matter, atom, molecule, element, compound
a. The smallest unit of matter that retains the properties of its specific type of matter:
b. A substance that cannot be broken into a simpler substance:
c. Anything that occupies space and takes up mass:
d. Substances with two or more elements in a fixed ratio:
e. Atoms that are bonded to one another:
4. Fill in the following diagram that illustrates the relationship between compounds and elements:
a. 
b. 

5. Neapolitan ice cream is vanilla, chocolate, and strawberry combined in a 1:1:1 ratio. Briefly explain how Neapolitan ice cream is a good analogy for compounds.

6. Complete the following diagram with regard to chemical reactions:


Module 2.2 All matter consists of chemical elements.
7.       are substances that cannot be broken down into simpler substances.
8. What elements are in the compound NaCl (table salt)?

9. Is H2O (water) an element? If not, explain your answer.

10. Where can you find all of the elements listed by atomic number?

11.  Complete the following diagram of an element from the periodic table:



12. Which of the following elements make up the majority of organisms?
a. |_| Carbon
b. |_| Hydrogen
c. |_| Oxygen
d. |_| Nitrogen
e. |_| All of the above
13. Fill in the following table regarding elements found in organisms:

Required in large amounts Required in small amounts Required in tiny amounts
% contribution to your cells


Example


Module 2.3 Atoms are composed of subatomic particles.
14. Atoms are made of smaller substances referred to as      .
15. An atom comprises what three smaller substances:
1. 
2. 
3. 
16. Complete the following table regarding atoms:

Subatomic particle Mass Charge









17. Match the following terms to the proper characteristic. Some terms may be used more than once:
Nucleus, proton, electron, neutron, electron shell, subatomic particles
a. Has no mass:
b. Found in the nucleus:
c. Center of the atom:
d. Contains electrons:
e. In constant motion:
f. Protons, electrons, neutrons:
18. Complete the following diagram of the atom:

           
     
     
19. An atom of carbon has six protons. What if you change the number of protons to seven? Is it still carbon? Explain your answer.

20.       vary in the number of electrons.
21. Briefly explain how you can have two atoms of carbon, yet each have a different atomic weight.

22. Atoms are considered to be electrically neutral (no overall electric charge) unless stated otherwise. If you have an ion (an atom with an electric charge), what subatomic particle has to vary? Breifly explain why.

23. Complete the following table by filling each line with the correct volume:

Element Atomic Number Mass Number Number of Protons Number of Neutrons Number of Electrons
Carbon-12
12 6

Nitrogen-14


7 7
Chlorine-35
35 17

Oxygen-16



8
Carbon -14




Module 2.4 Atoms are held together by chemical bonds.
24. What are the three ways in which atoms can interact with one another with respect to their electrons?
1. 
2. 
3. 
25. An attractive force that holds two atoms together is generically referred to as a(n):
a. |_| molecule
b. |_| chemical bond
c. |_| electron cloud
d. |_| compound
26. Complete the following diagram illustrating ionic bonds. Atom X gives one |_|electron to each atom Y. What are the ions that form as a result? Put the charges under each atom.


27. Which of the following would be considered a covalent bond?
a. |_| double bond
b. |_| single bond
c. |_| triple bond
d. |_| all of the above
28. Methane is to a nonpolar covalent bond as H2O is to a(n):
a. |_| chemical bond
b. |_| ionic bond
c. |_| polar covalent bond
d. |_| triple bond
29. Complete the following diagram illustrating chemical bonds:
a. 
b. 
c. 
d. 

D
C
B
A
30. Match the following terms to their definition:
Ionic bond, covalent bond, polar covalent bond, nonpolar covalent bond, hydrogen bond
a. A weak attraction between a slightly positive hydrogen and a slightly negative atom:
b. Two atoms sharing electrons:
c. Atoms sharing electrons equally:
d. A bond that forms between oppositely charged atoms:
e. A bond based on the unequal sharing of electrons:
31. Label the different bonds on the following diagram:


Module 2.5 The structure of water gives it unique properties.
32. True or False. If false, make a true statement: Electrons are shared equally between the oxygen and hydrogen atoms in a molecule of water.
33. Label the following diagram with the following terms:
Hydrogen bond, unequal sharing of electrons, – charge, + charge
A

E
D
C
B
a. 
b. 
c. 
d. 
e. 
34. Briefly explain what would happen to a large body of water (think Lake Superior) if ice didn’t float.

35. Because water is      , it is able to dissolve many of life’s important substances.
36. Oils are nonpolar substances (molecules formed by nonpolar covalent bonds) that do not interact with water. Explain why oils are not attracted to water, whereas a substance like NaCl (table salt) is attracted to H2O. Hint: Think of why water molecules are attracted to each other.

37. Which of the following is a unique property of water?
a. |_| cohesion
b. |_| floating as ice
c. |_| being a crucial solvent
d. |_| all of the above

Describe studies and theories that explain face recognition.

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Face Identification

Write a 4-page section of a request for proposal (RPF) in which you address the topics of visual perception and face identification.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Required Resources
The following resources are required to complete the assessment.
Capella Resources
Click the links provided to view the following resources:

  • Assessment 4 Proposal Template.

SHOW LESS
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:

  • Esins, J., Schultz, J., Wallraven, C., & Bülthoff, I. (2014). Do congenital prosopagnosia and the other-race effect affect the same face recognition mechanisms? Frontiers in Human Neuroscience, 8, 759, 1–14.
  • Pezdek, K., O’Brien, M., & Wasson, C. (2012). Cross-race (but not same-race) face identification is impaired by presenting faces in a group rather than individually. Law and Human Behavior, 36(6), 488–495. doi:10.1037/h0093933
  • Wan, L., Crookes, K., Reynolds, K. J., Irons, J. L., & McKone, E. (2015). A cultural setting where the other-race effect on face recognition has no social–motivational component and derives entirely from lifetime perceptual experience. Cognition, 144, 91–115. doi:10.1016/j.cognition.2015.07.011

Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

  • Segre, L. (n.d.). Human eye anatomy: Parts of the eye. Retrieved from http://www.allaboutvision.com/resources/anatomy.htm
  • Kolb, H. (2014). Photoreceptors. Retrieved from http://webvision.med.utah.edu/book/part-ii-anatomy-and-physiology-of-the-retina/photoreceptors/

Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
    • Chapter 9, “Hearing and Language,” explores the auditory mechanism and how it works.
    • Chapter 10, “Vision and Visual Perception,” focuses on eye structure and the major theories of color and form vision.

Assessment Instructions
In Assessments 1–3, you completed three parts of a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. For this assessment, use the Assessment 4 Proposal Template (linked in the Resources) to create Part 4 of the RTF by connecting visual perception and face recognition to how understanding these two theories could help educators to be aware of ingrained biases.
Complete the following two sections:
X. Face Recognition

  1. Describe studies and theories that explain face recognition. Are people better at recognizing faces that are different or similar to their own? What does the research say about this?
  2. Analyze the neurological mechanisms that are involved, and explain why.

XI. Application of These Theories

  1. Connect face recognition theory to how this explains an educator’s own biases.
  2. Provide strategies or ways for educators to check their perceptions and face recognition biases when relating to students and parents, as well as when recalling information about students and a situation.

Explain what the psychologist can conclude about the relationship between different types of therapy and anxiety.

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Pyschology

Data set
•  Anxiety scores for 5 veterans who received behavioral therapy: 104, 108, 107, 106, 103 •  Anxiety scores for 5 veterans who received cognitive therapy:  99, 98, 101, 100, 99 •  Anxiety scores for 5 veterans who received biofeedback therapy: 103, 104, 105, 107, 101 •  Anxiety scores for 5 veterans who received medication therapy: 101, 100, 101, 103, 100Assignment: Analysis of Variance (ANOVA)
In Week 4, you explored t-tests, which allowed you to compare a sample to a population or compare two groups to one another. For example, you might want to compare the effectiveness of two types of treatment for insomnia, but what if you want to compare the effectiveness of more than two groups? A one-way analysis of variance, or ANOVA, allows you to do just that—compare multiple groups (called levels) of one independent variable (called a factor). For example, in a study about insomnia treatments, you might compare a level that receives muscle relaxation training to a second level that receives visualization training and, finally, to a third level that receives deep-breathing training. An ANOVA allows you to compare all of the levels at once to see if, in general, the type of treatment influences how long it takes to fall sleep. If results are statistically significant, post hoc analyses then provide even more information by identifying which specific levels differ from one another, ultimately showing you which specific treatments are more effective than others.
This application will allow you to continue your practice with hypothesis testing by comparing scores with ANOVA in order to determine if results are statistically significant. Download the data set that you will use for this Assignment from the Weekly Data Set forum. Be sure to watch this week’s instructional video in the introduction or Learning Resources folder before beginning your Assignment.
Scenario: Imagine that a psychologist working with veterans with post-traumatic stress disorder wants to compare the effectiveness of several therapies focused on reducing symptoms of anxiety. The psychologist randomly sampled 20 veterans who recently returned from combat and randomly assigned each of them to receive one of four interventions for 8 weeks. A survey was used to measure the participants’ anxiety at the end of the 8 weeks. Higher anxiety scores indicate more anxiety. You can find the data for this Assignment in the Weekly Data Set forum found on the course navigation menu.
By Day 7
To complete this Assignment, submit 7 answers to the following. Use SPSS to compare the mean anxiety scores with a one-way ANOVA.

  • Before computing any analyses, state the null hypothesis and alternative hypothesis in words (not formulas).
  • Identify the factor and dependent variable.
  • Name the levels of the factor.
  • State the degrees of freedom between groups and explain how you calculated it by hand.
  • State the degrees of freedom within groups and explain how you calculated it by hand.
  • Identify the obtained F value using SPSS.
  • Identify the p value using SPSS.
  • Explain whether the F test is statistically significant. Explain how you know.
  • Explain what the psychologist can conclude about the relationship between different types of therapy and anxiety.
  • Should the psychologist conduct a post hoc test? Why or why not? If post hoc testing is needed, conduct a Tukey HSD post hoc analysis in SPSS. Explain what the results tell you.

Be sure to fully explain the rationale for your answer to each question, including evidence from the text and Learning Resources.
Provide an APA reference list.
Submit three documents for grading:

  • Your text (Word) document with your answers and explanations to the assignment questions, your SPSS Data file, and your SPSS Output file, your SPSS Data file , and your SPSS Output file

The manner in which you would ensure informed consent was appropriately obtained

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250 WORDS ONLY (START WORK I WILL PAY ONCE POSTED AFTER WORK 8PM

DISCUSSION QUESTION NEED IT BY THE END OF THE DAY 200 WORDS
Assignment 1: Confidentiality: Groups and Minors
Learning how to manage confidentiality with groups is a challenging task for counselors. However, working with special populations is an even bigger challenge for counselors. In the following case study, you will learn not only about the challenge of confidentiality in groups but also about working with minors when breaches of confidentially may be needed.
Case Study:
You have been contracted by a local school district to conduct a counseling group for a group of high school girls who have been labeled “at risk.” During one session, the group members begin discussing their sexual activities.
One of the group members, a 14-year-old girl, discloses she has been dating her boyfriend for 4 months and they are sexually active. After some discussion, she sheepishly admits they do not use protection when sexually active and she suspects her boyfriend may have passed on to her a sexually transmitted disease. Her boyfriend has been her first and only sexual partner.
However, she excitedly states they are in love and plan to get married someday. She also says she is afraid of her parents finding out because she thinks they would be so mad that they would kick her out. Later in the session, this group member adds that her boyfriend is 18 years old.
Tasks:
Using the ethical decision-making model, outline your response to this situation. Be specific. You may respond (and are encouraged to respond) in an outline form (i.e., develop a response to each ethical decision-making step):

  • As part of the specific steps involved in your ethical decision-making process, identify the following in a minimum of 250 words:
    • The specific elements and process of informed consent for this situation (e.g., disclosing limits of confidentiality, theoretical approaches, duty to warn, etc.).
    • The manner in which you would ensure informed consent was appropriately obtained.
    • Your ethical obligations to the community and society (on the basis of the state in which you are located) and the implications of these ethical requirements (e.g., mandated reporting requirements).
  • Finally, discuss your reflections upon your “personal ethical evolution” during this term (i.e., thoughtfully examine how your perspectives about ethics have changed, evolved, been enhanced, etc.).
  • Reflect upon what additional information and/or experiences you will pursue to continue refining your ethical decision-making ability and ethical practice.

Support your discussion with resources from professional literature in your response. Professional literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu or .gov).