4.2 Iron transport It is obvious that iron must be transported around the human body. Firstly, it must be transported from the food in the gut to the places where it is required. Mostly, iron is required in the bone marrow, where red blood cells are formed. Red blood cells have a finite lifetime of about only four months, and old cells are destroyed, usually in the spleen. Iron from the destruction of these cells is then transported from the spleen back to the bone marrow to be recycled. Iron cannot be tr
3.5 A new life There is a common belief that life begins at the moment of conception, i.e. when a sperm fuses with an egg. This is a step forward from past years, when life was alleged to start at the time of ‘quickening’, i.e. when a woman could feel her fetus moving inside her. However, both these opinions suffer from an underlying falsehood: that life ‘begins’ at all. Life is a continuum; gametes are produced by living parents, and fuse to produce new living individuals, but unfused gametes are n
3.2 The anatomy of a graph A graph shows how two different types of data that can take on different values (known as variables) are related, or change in relation to each other; for instance, how a patient's temperature changes over time. Each measurement consists of two variable values: the patient's temperature and the time at which the temperature was taken. Author(s):
3 Orogenies in the Proterozoic The document attached below includes the third section of Mountain building in Scotland. In this section, you will find the following subsections: 3.1 Introduction 3.2 Palaeoproterozoic rifting, sedimentation and magmatism 3.3 The Palaeoproterozoic Laxfordian Orogeny 3.3.1 Assembly of the Lewisian Complex 3.3.2 Formation of Proterozoic crust
1.7.3 Framing an appropriate and useful research question At the heart of any research is the research question. The quality of output hinges on the quality of the question: why it is asked, how it is asked, how it relates to other questions and knowledge, and what might constitute an answer. Hence, one key skill is demonstration of the ability to develop a well-formulated question. The examiner will be looking for evidence of: articulation of the motivation and significance of the question
Learning outcomes After studying this course, you should be able to: Explain the reasons for earthquakes Understand where in the world earthquakes are most likely to occur Describe the potential consequences of an earthquake Differentiate between earthquake intensity and earthquake magnitude Appreciate the enormous energies released by earthquakes.
Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under Creative Commons licence. Course image: Nick Fedele in Flickr made available under Author(s):
4.7 Graphical conversions: What is the relationship between the Fahrenheit and the Celsius scales? To determine this, you first need to determine the gradient of the straight line inFigure 11. The new vertical scale goes from 0 to 180 as the Celsius scale on the horizontal axis goes from 0 to 100. So the gradient is and the relationship be
4.3 Graphical conversions: How do you use the graph? Look at Figure 9. Start with the map distance on the horizontal scale, move vertically up until you reach the line, then move horizontally until you reach the vertical axis. The number at that point will give you the corresponding ground distance in kilometres. 1.4.2 Graphical conversions: drawing a straight-line graph This means, for instance, that if you double one value, the effect is to double the other, and if you third one value, the upshot is that the other is divided by three as well. And the fact that the relationship is directly proportional has an important consequence for the graph-it will necessarily be a straight line. Only two points are needed to draw a straight-line graph. Choosing one of the points is straightforward, it is the origin of the graph. Why? Because zero distance on the m Acknowledgements Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content is taken from an activity written by Marion Hall for students taking courses in Health and Social Care, in particular those studying K101 An Introduction to Health and Social Care. The original activity is one of a set of skills activities made available to all HSC students via the HSC Resource Bank. Except for third party materials and otherwise stated (see Introducing algebra Recognizing mathematics, continued In Example 1 it is the use of many numbers that identifies it as mathematics and suggest the area of mathematics called arithmetic. Example 2 has numbers but also graphs and diagrams, suggesting statistics. The shapes in Example 3 suggest that the geometrical part of mathematics is being used whereas Example 4, with all the alphabetic symbols, is clearly drawing upon algebra. In the next activity you will be asked to look in more d Examples 1 and 2 Environment: Lake Baikal Introduction This unit focuses on the problem of greenhouse gas emissions, especially carbon dioxide, and explore what you can do to lighten those emissions to help reduce the rate of climate change. You will assess your ‘carbon footprint’ and see what actions you and, if relevant, other household members could take to lighten that footprint. You will also better understand which actions are more and less effective, and the scope and limits of what individuals can do at the personal and household leve Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence References 5.3.3 Training, education, testing and validation An audited plan has not been proved to work. It has simply been checked for major omissions. The next stages are to train people in the plan's contents and procedures, and to validate the plan. The relationship between ‘training and education’ and ‘plan validation and testing’ is a bit ambiguous. It could be argued that it is not worth putting a lot of resources into training until the plan has been validated. On the other hand, a plan cannot be properly validated unless the people va 5.7 Emergency planning – the process Usually, when emergency plans are prepared the hazards already exist, and may have been there for some time. The liquefied petroleum gas (LPG) stores in the middle of many cities are a classic example. They ‘grew’ in the former coal yards adjacent to railways. Their presence may be accepted, whereas a new development with similar hazard potential might give rise to objections. In the preparation of plans, the phenomenon known as ‘agenda setting’ must be taken into account. This
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Should natural resources be exploited to support economic development? In Siberia, Lake Baikal is the deepest lake in the world and contains one fifth of the world’s freshwater. It has developed over 25 million years to be a truly unique eco-system - yet this lake is now an environment at serious risk. This album focuses on the growing environmental threats to the region, which was named a World Heritage Site in 1996. Industry and new businesses flocked to the once-isolated region, inducing ma
