AP Review Learning & Behavior(AP Psychology) Flashcards
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| 13668033314 | Ivan Pavlov | Contribution: developed the theory of "classical conditioning" while working with dogs Significance: Father of Classical Conditioning |  | 0 |
| 13668033315 | Classical Conditioning | Learning that takes place when two or more stimuli are paired together UCS = UCR; NS + UCS = UCR; & CS = CR |  | 1 |
| 13668033316 | Unconditioned Stimulus | Part of Classical Conditioning It is the stimulus that triggers a natural reflexive response. Pavlov's Dogs: "Meat" Little Albert: "Loud noise" | 2 | |
| 13668033317 | Conditioned Stimulus | Part of Classical Conditioning It initially has no effect but after conditioning, it triggers a natural reflexive response. Pavlov's Dogs: It was the "Bell" Little Albert: "White Mouse" | 3 | |
| 13668033318 | Extinction | Classical Conditioning: The disappearance of a behavior because CS no longer paired with the UCS Operant Conditioning: The disappearance of a behavior because it is no longer reinforced or punished | 4 | |
| 13668033319 | Spontaneous Recovery | Classical Conditioning: When a previous CR returns after it has been extinguished Operant Conditioning: Occurs when a response begins again after extinction | 5 | |
| 13668033320 | Stimulus Generalization | Classical Conditioning: When the NS and the CS are different. (Example: Little Albert being afraid of any thing that is white and furry) Operant Conditioning: When a reinforced/punished behavior occurs in a setting/situation where it was NOT learned (Example: Not cursing at home or at school) | 6 | |
| 13668033321 | Stimulus Discrimination | Classical Conditioning: When the NS and the CS are the same (Example: Little Albert being afraid of a white mouse) Operant Conditioning: When a reinforced/punished behavior occurs in a setting/situation where it was learned (Example: Cursing only at home because it is acceptable but not at school) |  | 7 |
| 13668033322 | Higher Order Conditioning | When the first CS is paired with a second CS The second CS is presented briefly before the first CS | 8 | |
| 13668033323 | Taste Aversions | Psychologist: Garcia Defined: If you ingest an unusual food or drink and then become nauseous, you will probably develop an aversion to the food or drink. Significance: Violates the acquisition principles of classical conditioning | 9 | |
| 13668033324 | Operant conditioning | Defined: Learning is based on the association of one's behavior and its consequences. Consequences are reinforced or punished Example: You choose to break curfew based on the consequences |  | 10 |
| 13668033325 | Law of Effect | Psychologist: Edward Thorndike Defined: if a behavior results in a satisfying consequence, it will likely be repeated whereas; if a behavior results in a unsatisfying consequence, it will NOT likely be repeated Example: If you complement your mother and she lets you stay out past curfew, you will complement her again | 11 | |
| 13668033326 | B.F. Skinner | Contributions: Invented the Operant chamber, aka his ________ box, to use in his research of animal learning. Significance: Father & Developer of Operant Conditioing |  | 12 |
| 13668033327 | Positive Reinforcement | Part of Operant Conditioning Adding something to increase the likelihood of a behavior occuring again Example: Receiving $5 for every "A" in high school |  | 13 |
| 13668033328 | Negative Reinforcement | Part of Operant Conditioning Increasing the likelihood of a behavior occurring again by removing a negative stimuli Example: Taking aspirin to relieve a headache | 14 | |
| 13668033329 | Positive Punishment | Part of Operant Conditioning Adding something to decrease the likelihood of a behavior occurring again Example: Spanking and yelling |  | 15 |
| 13668033330 | Negative Punishment | Part of Operant Conditioning Removing something to decrease the likelihood of a behavior occurring again Example: Grounding |  | 16 |
| 13668033331 | Shaping | Part of Operant Conditioning Positively reinforcing closer and closer approximations of a desird behavior to teach a new behavior | 17 | |
| 13668033332 | Primary Reinforcers | Reinforcers that are rewarding such as food, water, rest, whose natural properties are reinforcing. | 18 | |
| 13668033333 | Secondary Reinforcers | Defined: Reinforcers that are rewarding because we learned that are reinforcing. Example: praise, money, the chance to play video games. |  | 19 |
| 13668033334 | Fixed-Ratio Schedule | Defined: schedule of reinforcement after a set number of responses. Example: Being paid for every 10 pizzas made | 20 | |
| 13668033335 | Variable-Ratio Schedule | Defined: schedule of reinforcement after a varying number of responses. Example: playing a slot machine | 21 | |
| 13668033336 | Fixed-Interval Schedule | Defined: schedule of reinforcement after a fixed amount of time has passed Example: cramming for an exam | 22 | |
| 13668033337 | Variable-Interval Schedule | Defined: schedule of reinforcement after varying amounts of time Example: pop (surprise) quizzes in class | 23 | |
| 13668033338 | Instinctive Drift | Defined: when animals revert to instinctive behaviors rather than the operantly conditioned behaviors Examples: Rats will not walk backward, chickens won't hit a ball and run to first base, and pigs won't put wooden dollars into a piggy bank | 24 | |
| 13668033339 | Observational Learning | Defined: learn by watching others Example: BoBo Doll Study | 25 | |
| 13668033340 | Latent Learning | Defined: Learning that occurs but is not apparent until there is an incentive to demonstrate it Example: Tolman's rats would only complete the maze if there was cheese for them at the end of the maze | 26 | |
| 13668033341 | Insight Learning | Defined: suddenly knowing the solution to the problem Example: When taking a test and the previous answer comes to you without effort | 27 | |
| 13668033342 | Acquisition of Classical Conditioning | Frequency: the more often the CS and the US are paired together Timing: the CS is presented a half a second before the US | 28 | |
| 13668033343 | Biological Preparedness | Defined: humans and animals have predisposed fears that help us survive Examples; Phobia of heights keeps us away from danger | 29 | |
| 13668033344 | Unconditioned Response | Part of Classical Conditioning It is the unlearned, naturally occurring response to the stimulus Pavlov's Dogs: It was the "Salivating to the Meat" Little Albert: "Screaming at the Loud Noise" | 30 | |
| 13668033345 | Associative Learning | Defined: learn by putting together two events Example: Expect to hear thunder after viewing lightening | 31 | |
| 13668033346 | Habituation | Defined: An organisms decreasing response to a stimulus with repeated exposure to it Example: Your parents yell at you a lot and eventually you tune out their yelling | 32 | |
| 13668033347 | Watson | Contribution: applies Classical Conditioning to Humans through the "Little Albert" Experiment Significance: Creates "Behaviorism" Theory |  | 33 |
| 13668033348 | Thorndike | Contribution: studied cats in puzzle boxes and recorded their behaviors Significance: Creates "Law of Effect" theory |  | 34 |
| 13668033349 | Bandura | Contribution: Studied how children mimic others behaviors and repeat that same behavior Significance: Creates "Observational Learning" Theory |  | 35 |
| 13668033350 | Garcia | Contribution: Demonstrated the significance of biological processes in classical conditioning Significance: Creates "Taste Aversions" theory | 36 | |
| 13668033351 | Seligman | Contribution: Used dogs to demonstrates the significance of cognitive processes in classical conditioning Significance: Creates "Learned Helplessness" theory | 37 | |
| 13668033352 | Tolman | Contribution: demonstrated the significance of cognitive processes in operant conditioning by studying rats in mazes Significance: Creates the "Latent Learning" theory | 38 | |
| 13668033353 | Bretlands | Contribution: demonstrated the significance of biological/instinctive processes in operant conditioning by studying a variety of animals Significance: Creates the "Instinctive Drift" theory | 39 | |
| 13668033354 | Pavlov's Dogs | First experiment that created and demonstrate the theory of classical conditioning | 40 | |
| 13668033355 | Little Albert | First experiment to demonstrate how emotions can be classically conditioned in humans Provides a foundation for the "Behaviorism Theory" |  | 41 |
| 13668033356 | Conditioned Response | Part of Classical Conditioning Occurs after conditioning when the conditioned stimulus (CS) triggers an innate response Pavlov's Dogs: It was the "Salivating to the Bell" Little Albert: "Screaming/Crying" | 42 | |
| 13668033357 | Learned Helplessness | Defined: Exposure to inescapable and uncontrollable aversive (bad) events produces passive behavior Study: Seligman delivering shocks to dogs Example: If a student consistently fails math, they may start to give up or a sports team that consistently loses may start to belive they can't win |  | 43 |
| 13668033358 | Reliable Signals | Defined: A cognitive process in classical conditioning where the organism must decide if the NS accurately predicts the UCS Example: Pavlov's Dogs-the dogs had to think that the NS (bell) predicted the UCS (meat) | 44 | |
| 13668033359 | Concerns regarding Punishment | It does not teach the learner appropriate behavior and can also increase violent behavior in the learner | 45 | |
| 13668033360 | Skinner Box | Also known as: Operant Chamber Description: A chamber containing a bar or key that an animal (rat or pigeon) can manipulate in order to obtain a reward |  | 46 |
| 13668033361 | Immediate Reinforcer | Defined: when you are immediately rewarded for a behavior (it's all about the short run) Example: skipping school and enjoying time with friends | 47 | |
| 13668033362 | Superstitious Behavior | Defined: if a random reinforcement follows an event, the event will likely be repeated. Example: a lucky shirt, shoes, etc. | 48 | |
| 13668033363 | Continuous Reinforcement Schedule | Defined: When every behavior is reinforced Example: a multiple choice test Significance: best for "establishing" a behavior | 49 | |
| 13668033364 | Cognitive Maps | Defined: having the ability or know how to accomplish a particular task Example: Tolman's rats knew how to complete the maze | 50 | |
| 13668033365 | Intrinsic Motivation | Defined: the desire to perform a behavior effectively and for its own sake—rewards can carry hidden costs. Example: reading books because you find them rewarding | 51 | |
| 13668033366 | Extrinsic Motivation | Defined: the desire to perform a behavior to receive external rewards or avoid threatened punishment. Example: reading a book because you need to get a good grade in your English class | 52 | |
| 13668033367 | BoBo Doll Study | Psychologist: Bandura Description: Children watched (through a one way glass)a confederate play with the BoBo doll and then played with the BoBo doll in the same way as the confederate Significance: used to develop "observational learning" | 53 | |
| 13668033368 | Mirror Neurons | Defined: frontal lobe neurons that fire when performing certain actions or when observing another doing so Example: explains why yawning is contagious | 54 | |
| 13668033369 | Densensitization | Defined: after viewing a similar act/behavior, you become less emotionally responsive (indifferent or unaware) to the stimulus Example: The first murder on TV is shocking but becomes less shocking as you watch violent television | 55 | |
| 13668033370 | Pro-Social Modeling | Defined: People who show nonviolent, helpful behavior prompt similar behavior in others Significance: When parents help their grandparents, the children will likely do the same | 56 | |
| 13668033371 | Anti-Social Modeling | Defined: People show violent, selfish behavior prompts similar behaviors in others Significance: Watching violent TV prompts similar behaviors in others (pro-wrestling, etc.) | 57 | |
| 13668033372 | Behaviorism | Psychologist: John B. Watson Defined: a theory that made psychology an objective science by making it based on observable (and only observable) events, not the unconscious or conscious mind. | 58 | |
| 13668033373 | Delayed Reinforcer | Defined: when you complete a behavior but not awarded immediately (it's all about the long run) Example: getting good grades in school and attending class in order to get a good job in the future | 59 | |
| 13668033374 | Partial Reinforcement Schedule | Defined: When a random behavior is reinforced Example: Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval Significance: best for "maintaining" a behavior | 60 |
Flashcards
Poetic Terms AP Literature Flashcards
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| 13050872288 | alliteration | the repetition of initial consonant sounds Example"Silence surged softly..." |  | 0 |
| 13050872289 | assonance | the repetition of vowel sounds followed by different consonants in two or more stressed syllables Examples: "purple curtain," "young love" |  | 1 |
| 13050872290 | cacophony | the opposite of euphony; a harsh, unpleasant combination of sound. Cacophony may be an unconscious flaw, or it may be used consciously for effect, as Browning and Hardy often used it. |  | 2 |
| 13050872291 | consonance | the repetition in two or more words of final consonants in stressed syllables Example: "east and west" |  | 3 |
| 13050872292 | euphony | pleasing sounds. Opposite of cacophony. |  | 4 |
| 13050872293 | meter | a generally regular pattern of stressed and unstressed syllables in poetry | 5 | |
| 13050872294 | Iambic | duh-DUH, as in "above" |  | 6 |
| 13050872295 | Anapestic | duh-duh-DUH as in "but of course" | 7 | |
| 13050872296 | Dactylic | DUH-duh-duh, as in "honestly" | 8 | |
| 13050872297 | Trochaic | DUH-duh, as in "pizza" |  | 9 |
| 13050872298 | Iambic pentameter | duh-DUH (five iambic feet in one line...Shakespearean sonnets) |  | 10 |
| 13050872299 | Approximate/slant rhyme | two words are alike in some sounds, but do not rhyme exactly (Example: now and know) |  | 11 |
| 13050872300 | End rhyme | occurring at the ends of lines (the most common type of rhyme) |  | 12 |
| 13050872301 | Internal rhyme | occurring within a line |  | 13 |
| 13050872302 | rhyme scheme | the pattern of end rhymes, labeled with capital letters for the purpose of analysis |  | 14 |
| 13050872303 | ballad | a song or poem that tells a story of tragedy, adventure, betrayal, revenge, or jealousy |  | 15 |
| 13050872304 | blank verse | verse written in unrhymed, iambic pentameter |  | 16 |
| 13050872305 | dramatic monologue | a poem in which a character speaks to one or more listeners who remain silent or whose replies are not revealed |  | 17 |
| 13050872306 | elegy | a poem of mourning, usually over the death of an individual |  | 18 |
| 13050872307 | epic | a long narrative poem that relates the great deeds of a larger-than-life hero who embodies the values of a particular society |  | 19 |
| 13050872308 | epitaph | an inscription on a gravestone or a commemorative poem written as if it were for that purpose |  | 20 |
| 13050872309 | free verse | unrhymed poetry not written in a regular rhythmical pattern or meter. It seeks to capture the rhythms of speech |  | 21 |
| 13050872310 | limerick | a humorous, rhyming five-line poem with a specific meter and rhyme scheme |  | 22 |
| 13050872311 | lyric poem | verse that expresses the personal observations and feelings of a single speaker |  | 23 |
| 13050872312 | narrative poem | a poem that tells a story |  | 24 |
| 13050872313 | ode | a complex and often lengthy lyric poem, written in a dignified formal style on some lofty or serious subject, addresses a subject Example ode to my coffee |  | 25 |
| 13050872314 | Shakespearean/English sonnet | a sonnet which consists of three quatrains and a couplet. The most common rhyme scheme is abab cdcd efef gg. |  | 26 |
| 13050872315 | Petrarchan/Italian sonnet | a sonnet which consists of an octave and a sestet with the rhyme scheme being abbaabba cdecde. There is usually a pronounced tonal shift between the octave and sestet as well. |  | 27 |
| 13050872316 | sestina | a poem that consists of six six-line stanzas and a three-line envoy. It makes no use of refrain. The form is usually unrhymed; rather it has a fixed pattern of end-words which demands that these end-words in each stanza be the same, though arranged in a different sequence each time. |  | 28 |
| 13050872317 | villanelle | a poem that has 19 lines, 5 stanzas of three lines and 1 stanza of four lines with two rhymes and two refrains. The 1st, then the 3rd lines alternate as the last lines of stanzas 2,3,and 4, and then stanza 5 (the end) as a couplet. It is usually written in tetrameter (4 feet) or pentameter. |  | 29 |
| 13050872318 | caesura | (or cesura) A pause or break in a line of verse. Originally, in CLASSICAL literature, the caesura characteristically divides a FOOT between two words, usually near the middle of a line. Some poets, however, have sought diversity of rhythmical effect by placing the caesura anywhere from near the beginning of a line to near the end. |  | 30 |
| 13050872319 | couplet | two consecutive lines of poetry that rhyme. Heroic couplet is also in iambic pentameter. |  | 31 |
| 13050872320 | enjambment | the continuation of the sense and grammatical construction of a verse or couplet on to the next verse or couplet. In other words, the line is not end-stopped, but wraps around to the next line. |  | 32 |
| 13050872321 | stanza | a group of lines in a poem, considered as a unit, like a paragraph in prose Examples of types of stanzas Couplet, two lines that rhyme Tercet- 3 lines quatrain 4 lines, Cinquain- 5 lines, sestet 6 lines Septets- 7 lines, octaves 8 lines | 33 | |
| 13050872322 | allusion | reference to a well-known person, text, historical event, etc. Example Shakespearean and Biblical allusions |  | 34 |
| 13050872323 | apostrophe | when an absent person, an abstract concept, or an important object is directly addressed. | 35 | |
| 13050872324 | conceit | unconventional/unexpected metaphors |  | 36 |
| 13050872325 | metaphor | unexpected comparison between two unalike things |  | 37 |
| 13050872326 | extended metaphor | a metaphor carried throughout the text or poem | 38 | |
| 13050872327 | personfication | giving human qualities to an inanimate object or force | 39 | |
| 13050872328 | connotation | all the meanings, associations, or emotions that a word suggests |  | 40 |
| 13050872329 | denotation | dictionary definition of a word |  | 41 |
| 13050872330 | diction | word choice. To discuss a writer's diction is to consider the vocabulary used, the appropriateness of the words, the vividness of the language, and the accompanying connotations of a specific word choice |  | 42 |
| 13050872331 | metonymy | a figure of speech in which the name of one object is substituted for that of another closely associated with it. Example: The soldier led with his gun. "The pen (publishing) is mightier than the sword ( military)." |  | 43 |
| 13050872332 | Synechdoche | a figure of speech in which the name of one object is substituted for that of another closely associated with it. Example: "All hands on deck!" "Lend me your ears." "I left my heart in San Francisco." |  | 44 |
| 13050872333 | synesthesia | from the Greek (syn-) "union", and (aesthesis) "sensation"; is the mixing of the senses Examples: Sound that smells of Granny's brownies and tastes like the toil of a dancer. |  | 45 |
| 13050901911 | Litotes (understatement) | a figure of speech in which a negative statement is used to affirm a positive statement. | 46 | |
| 13050906957 | Asyndeton | omission of conjunctions between coordinate phrases, clauses, or words | 47 | |
| 13050909422 | Polysyndeton | the use, for rhetorical effect, of more conjunctions than is necessary or natural | 48 | |
| 13050915085 | Anaphora | repetition of a word or phrase at the beginning of successive phrases, clauses, or lines | 49 | |
| 13050920142 | Antithesis | 50 |
La vida contemporanea- AP Spanish Language & Culture Flashcards
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| 13727181257 | Estrategias | strategies |  | 0 |
| 13727181258 | solicitar | ask for, request |  | 1 |
| 13727181259 | graduarse | to graduate |  | 2 |
| 13727181260 | matricularse | to register |  | 3 |
| 13727181261 | el horario | schedule |  | 4 |
| 13727181262 | la aula | the classroom |  | 5 |
| 13727181263 | ayuda financiera | financial aid |  | 6 |
| 13727181264 | una beca | a scholarship |  | 7 |
| 13727181265 | ingresar | admit, get in |  | 8 |
| 13727181266 | la materia | the material |  | 9 |
| 13727181267 | repasar | to review |  | 10 |
| 13727181268 | el curso | the course |  | 11 |
| 13727181269 | aprobar | to approve |  | 12 |
| 13727181270 | reprobar | to fail, to flunk |  | 13 |
| 13727181271 | apuntes | notes |  | 14 |
| 13727181272 | la asignatura | subject, course | | 15 |
| 13727181273 | el bachillerato | high school diploma |  | 16 |
| 13727181274 | las calificaciones | report card |  | 17 |
| 13727181275 | la carrera | the career |  | 18 |
| 13727181276 | la especialización | specialization |  | 19 |
| 13727181277 | la facultad | the faculty, department |  | 20 |
| 13727181278 | la licenciatura | The degree |  | 21 |
| 13727181279 | la matricula | register. license plate |  | 22 |
| 13727181280 | optativo | optional, optative |  | 23 |
| 13727181281 | el plazo | time period |  | 24 |
| 13727181282 | el titulo | title |  | 25 |
| 13727181283 | arquitecto | architect |  | 26 |
| 13727181284 | las ventajas | the advantages |  | 27 |
| 13727181285 | las desventajas | the disadvantages |  | 28 |
| 13727181286 | el consejero | the counselor |  | 29 |
| 13727181287 | el decano | dean at university |  | 30 |
| 13727181288 | el profesor | the professor |  | 31 |
| 13727181289 | el rector | dean, rector |  | 32 |
| 13727181290 | arquitectura | architecture |  | 33 |
| 13727181291 | bellas artes | fine arts |  | 34 |
| 13727181292 | artista | the artist |  | 35 |
| 13727181293 | científico | scientist |  | 36 |
| 13727181294 | físico | physical, physicist |  | 37 |
| 13727181295 | químico | chemist |  | 38 |
| 13727181296 | abogado | attorney |  | 39 |
| 13727181297 | medico | doctor |  | 40 |
| 13727181298 | filosofo | philosopher |  | 41 |
| 13727181299 | ingeniero | engineer |  | 42 |
| 13727181300 | programador | programmer |  | 43 |
| 13727181301 | escritor | writer |  | 44 |
| 13727181302 | mecánico | mechanic |  | 45 |
| 13727181303 | psicólogo | psychologist |  | 46 |
| 13727181304 | sociólogo | sociologist |  | 47 |
| 13727181305 | contable | accountant |  | 48 |
| 13727181306 | ama de casa | house wife |  | 49 |
| 13727181307 | albañil | builder, construction worker |  | 50 |
| 13727181308 | las ciencias | the sciences |  | 51 |
| 13727181309 | economía | economy |  | 52 |
| 13727181310 | derecho (leyes) | law |  | 53 |
| 13727181311 | filosofía | philosophy |  | 54 |
| 13727181312 | ingeniería | engineering |  | 55 |
| 13727181313 | informática | computer science |  | 56 |
| 13727181314 | medicina | medicine |  | 57 |
| 13727181315 | psicología | psychology |  | 58 |
| 13727181316 | sociología | sociology |  | 59 |
| 13727181317 | los formularios | forms, questionnaire |  | 60 |
Phonics ch Flashcards
Terms : Hide Images
| 8919996353 | chest | n.胸部，胸腔；一种大的坚固的木箱，柜子 |  | 0 |
| 8919999153 | chug | [美，非正式] 一饮而尽，一口喝下 |  | 1 |
| 8920006576 | chunk | n 大块 |  | 2 |
| 8920007497 | chin |  | 3 | |
| 8920008498 | cheetah | n. 猎豹 |  | 4 |
| 8920009441 | chimney |  | 5 | |
| 8920011221 | chopsticks |  | 6 | |
| 8920012184 | choose | v.选择 |  | 7 |
| 8920013449 | chase | v./n.追逐,追求 |  | 8 |
| 8920022265 | munch | v.用力咀嚼，出声咀嚼 | 9 | |
| 8920023203 | stench | n.臭气，恶臭(stink) |  | 10 |
| 8920024101 | clench | v.握紧；咬紧（牙关等） |  | 11 |
| 8920032057 | patch | n.补丁；一小片(土地) |  | 12 |
| 8920034158 | scratch | v.抓,搔,扒 n.抓,搔,抓痕;起跑线 |  | 13 |
| 8920036554 | fetch | v. 拿回，取回 |  | 14 |
Flashcards
Flashcards
AP biology chapter 19 Flashcards
Terms : Hide Images
| 8783025248 | Virus | -smaller and simpler than eukaryotes -technically nonliving b/c cannot reproduce/carry out metabolic activity outside host cell |  | 0 |
| 8783025249 | Capsid | -protein shell enclosing viral genome -built from capsomere protein subunits -usually have few types of proteins making up capsid | 1 | |
| 8783025250 | Viral Envelopes | -membranous envelope surrounding capsids of many animal viruses -derived from membranes of host cells -contain host cell phospholipids and membrane proteins -contain viral proteins and glycoproteins | 2 | |
| 8783025251 | Bacteriophage (Phage) | -viruses that infect bacteria -capsids w/ elongated icosahedral heads w/ DNA -protein tail piece w/ fibers by which phages attach to bacterium attached to head |  | 3 |
| 8783025252 | Host Range | limited variety of host cells each type of virus can affect | 4 | |
| 8783025253 | Viral Reproduction | 1. virus binds to host cell and enters uncoated, releasing viral DNA and capsid proteins 2. viral genome encodes proteins to have host reprogram cell to copy viral nucleic acid and replicate viral genome 3. meanwhile, host enzymes transcribe viral genome into viral mRNA, which host ribosomes use to make more capsid proteins 4. viral genomes and capsid proteins self-assemble into new virus particles, which exit cell to infect other cells and spread viral infection |  | 5 |
| 8783025254 | Lytic Cycle | -phage reproductive cycle that culminates in death of host cell 1. Attachment: page uses tail fibers to bind to specific receptor sites on surface bacteria 2. Entry of phage DNA and degradation of host DNA: sheath of tail contracts, injecting the phage DNA into cell and leaving empty capsid outside -> cells DNA hydrolyzed 3. Synthesis of viral genomes and proteins: phage DNA directs production of phage proteins and copies of phage genome w/ host enzymes 4. Assembly: 3 separate sets of proteins self-assemble to form phage heads, tails, and tail fibers; genome packaged in capsid as head forms 5. Release: phage directs production of enzyme that damages bacterial cell wall -> fluid enters -> cell swells and bursts, releasing 100-200 phage particles |  | 6 |
| 8783025255 | Virulent Phage | phage that reproduces only by lytic cycle | 7 | |
| 8783025256 | Lysogenic Cycle | phage reproductive cycle w/ replication of phage genome w/o destroying host 1. phage DNA incorporated on site of bacterial chromosome -> prophage 2. bacterium reproduces normally, copying prophage and transmitting it to daughter cells 3. many cell divisions -> large population of infected bacteria |  | 8 |
| 8783025257 | Temperate Phage | phage capable of using both modes of reproduction in bacteria | 9 | |
| 8783025258 | Prophage | phage DNA incorporated w/ bacterial DNA |  | 10 |
| 8783025259 | Reproductive Cycle of Lipid Enveloped RNA Virus | 1. glycoproteins on viral envelope bind to specific receptor molecules on host cell, promoting viral entry into cell 2. capsid and viral genome enter cell-digestion of capsid by cellular enzymes releases viral genome 3. viral genome functions as template for synthesis of complementary RNA strands by viral envelope 4. new copies of viral genome RNA made using complementary RNA strands as templates 5. complementary RNA strands also function as mRNA, translated into capsid proteins (in cytosol) and glycoproteins for viral envelope (ER, Golgi) 6. vesicles transport envelope glycoproteins to plasma membrane 7. capsid assembles around each viral genome molecule 8. each new virus buds from cell, envelope studded w/ viral glycoproteins embedded in membrane derived from host cell |  | 11 |
| 8783025260 | Retrovirus (Class VI) | -RNA animal virus w/ most complex reproductive cycles -have reverse transcriptase enzyme | 12 | |
| 8783025261 | Reverse Transcriptase | enzyme that transcribes RNA template to DNA | 13 | |
| 8783025262 | HIV | -Human Immunodeficiency Virus -retrovirus causing AIDS | 14 | |
| 8783025263 | AIDS | Acquired Immunodeficiency Syndrome | 15 | |
| 8783025264 | HIV Reproductive Cycle | 1. envelope glycoproteins enable virus to bind to specific receptors on certain white blood cells 2. virus fuses w/ cell's plasma membrane-capsid proteins removed, releasing viral proteins and RNA 3. reverse transcriptase catalyzes synthesis of DNA strand complementary to viral RNA 4. reverse transcriptase catalyzes synthesis of second DNA strand complementary to first 5. double stranded DNA incorporated as provirus -> permanent resident of cell 6. proviral genes transcribed into RNA molecules-serves as genomes for next viral generation and as mRNAs for translation into viral protein 7. viral proteins include capsid proteins, reverse transcriptase, and envelope glycoproteins 8. vesicles transport glycoproteins to cell's plasma membrane 9. capsids assemble around viral genomes and reverse transcriptase molecules 10. new viruses bud off host cells |  | 16 |
| 8783025265 | Vaccine | harmless variant of pathogen that stimulates immune system to mount defenses against harmful purposes | 17 | |
| 8783025266 | Emerging Viruses | viruses that are new to medical scientists/suddenly appear b/c: 1. mutation of existing viruses -> new strains of disease -> epidemics 2. dissemination of viral disease from small, isolated human population-can be due to technological and social factors (radiation, travel, blood transfusion, sexual promiscuity, drugs, etc...) 3. spread of existing virus from other animals | 18 | |
| 8783025267 | Epidemic | huge outbreak of disease | 19 | |
| 8783025268 | Pandemic | global epidemic | 20 | |
| 8783025269 | Viroid | -circular RNA molecules that infect plants -replicate in host plant cells using host enzymes instead of encoding proteins -cause errors in regulatory system that control plant growth -> stunted growth, abnormal development | 21 | |
| 8783025270 | Prion | -infection proteins that cause many degenerative brain diseases of many animals -mostly transmitted w/ food-incubation 10+ years -virtually indestructible propagate by: -misfolded versions of normal brain proteins -contact w/ normal folded protein -> normal gets abnormal shape -chain rxn of misfolding -> cellular malfunction, brain degeneration | 22 |
AP La Comunidad Flashcards
Terms : Hide Images
| 7160228960 | la aldea | village | 0 | |
| 7160230927 | el pueblo | town | 1 | |
| 7160228961 | la ciudad | city | 2 | |
| 7160228962 | la nación | nation | 3 | |
| 7160228963 | el país | country | 4 | |
| 7160228964 | la población | population | 5 | |
| 7160228965 | el pueblo | town | 6 | |
| 7160228966 | la solidaridad | unity | 7 | |
| 7160228967 | el vecindario | neighborhood | 8 | |
| 7160228968 | los vecinos | neighbors | 9 | |
| 7160228969 | la vivienda | house | 10 | |
| 7160232652 | la ciudadanía | citizenship | 11 | |
| 7160235075 | la capacitación | training | 12 | |
| 7160235444 | donar | to donate | 13 | |
| 7160235445 | aportar | to contribute | 14 | |
| 7160235862 | reforzar | to reinforce | 15 | |
| 7160236250 | proporcionar / dar | to give | 16 | |
| 7160236738 | los fondos | funds | 17 | |
| 7160238393 | el reto / el desafío | challenge | 18 | |
| 7160239895 | colaborar | to collaborate | 19 | |
| 7160240606 | la equidad | equality | 20 | |
| 7160241060 | la tolerancia | tolerance | 21 | |
| 7160242696 | el liderazgo | leadership | 22 | |
| 7160246426 | el entrenamiento | training | 23 | |
| 7160246969 | el ocio | leisure | 24 | |
| 7160246970 | realizar | to carry out | 25 | |
| 7160247473 | trabajar como voluntario | to volunteer | 26 | |
| 7160248903 | la empresa | company, business | 27 | |
| 7160249457 | la brecha | gap | 28 | |
| 7160250152 | el / la docente | teacher | 29 | |
| 7160253061 | la identidad | identity | 30 | |
| 7160253756 | la herramienta | tool | 31 | |
| 7160254385 | el respaldo | support | 32 | |
| 7160254997 | el nivel socioeconómico | socio-economic level | 33 | |
| 7160255815 | la sociedad | society | 34 | |
| 7160256450 | difundir | to spread | 35 | |
| 7160258164 | la población | population | 36 | |
| 7160258703 | la gente | people | 37 | |
| 7160258704 | los ciudadanos | citizens | 38 | |
| 7160264532 | el poder | power | 39 |
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