school made easier a kid s guide to study strategies

school made easier a kid s guide to study strategies

Practice: The reproductive system Next lesson The immune system Sort by: Top Voted Egg, sperm, and fertilization The reproductive system Up Next The reproductive system Biology is brought to you with support from the Amgen Foundation Biology is brought to you with support from the Our mission is to provide a free, world-class education to anyone, anywhere. Khan Academy is a 501(c)(3) nonprofit organization. Donate or volunteer today. This unit is aligned to the Class 12 NCERT curriculum. Our mission is to provide a free, world-class education to anyone, anywhere. Khan Academy is a 501(c)(3) nonprofit organization. Donate or volunteer today. Researchers Are Starting to Find AnswersWhich of the following is rarely a cause of premature ejaculation? The opening of the urethra (the channel that transports semen and urine) is located at the tip of the glans penis. The base of the glans penis is called the corona. In uncircumcised males, the foreskin (prepuce) extends from the corona to cover the glans penis. The two larger ones, the corpora cavernosa, lie side by side. The third sinus, the corpus spongiosum, surrounds most of the urethra. When these spaces fill with blood, the penis becomes large and rigid (erect). The scrotum also acts as a climate-control system for the testes because they need to be slightly cooler than body temperature for normal sperm development. The cremaster muscles in the wall of the scrotum relax to allow the testes to hang farther from the body to cool or contract to pull the testes closer to the body for warmth or protection. Usually the left testis hangs slightly lower than the right one. The testes have two primary functions: The epididymis collects sperm from the testis and provides the environment for sperm to mature and acquire the ability to move through the female reproductive system and fertilize an ovum. One epididymis lies against each testis.

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One such duct travels from each epididymis to the back of the prostate and joins with one of the two seminal vesicles. In the scrotum, other structures, such as muscle fibers, blood vessels, and nerves, also travel along with each vas deferens and together form an intertwined structure, the spermatic cord. This channel is the part of the urinary tract that transports urine from the bladder and the part of the reproductive system through which semen is ejaculated. Walnut-sized in young men, the prostate enlarges with age. When the prostate enlarges too much, it can block urine flow through the urethra and cause bothersome urinary symptoms. The prostate and the seminal vesicles produce fluid that nourishes the sperm. This fluid provides most of the volume of semen, the fluid in which the sperm is expelled during ejaculation. Other fluid that makes up a very small amount of the semen comes from the vas deferens and from Cowper glands in the urethra. From developing new therapies that treat and prevent disease to helping people in need, we are committed to improving health and well-being around the world. The Manual was first published as the Merck Manual in 1899 as a service to the community. The legacy of this great resource continues as the MSD Manual outside of North America. Learn more about our commitment to Global Medical Knowledge. When a sperm and egg join, the egg is fertilised and a baby starts to develop. Its mother provides all a baby’s needs until it is born. Part of Biology Reproduction Add to My Bitesize Add to My Bitesize Revise quiz Test Human Reproduction test questions 1 Which of the following is not a part of the male reproductive system. Penis Testes Uterus 2 Which of the following is not a part of the female reproductive system. Ovary Vagina Sperm duct 3 What are the male sex cells called. Sperm cells Sperm ducts Scrotum 4 Where are the male sex cells made. In the testes In the sperm ducts In the penis 5 What are the female sex cells called.

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Cilia Egg cells Cervix 6 About how long does the menstrual cycle take. About 5 days About 14 days About 28 days 7 What is ovulation. The release of a mature egg cell The loss of the lining of the uterus The joining of a male sex cell and a female sex cell 8 What substance passes through the placenta to the baby. Oxygen Carbon dioxide Blood 9 How long is gestation in humans? 28 days 40 weeks 11 years 10 Which change during puberty happens to boys and girls. Hips widen Facial hair grows Underarm hair grows Check score next More Guides Human reproduction Plant reproduction next Struggling to get your head round revision or exams? Our tips from experts and exam survivors will help you through. The BBC is not responsible for the content of external sites. Read about our approach to external linking. When using the content you must attribute us (The Open University) (the OU)The Acknowledgements section is used to list, amongst other things, third partyProprietaryAcknowledgements section is also used to bring to your attention any other Special RestrictionsFor example there may be times when the Creative Commons. Non-Commercial Sharealike licence does not apply to any of the content even if owned by us (the. OU). In these stances, unless stated otherwise, the content may be used for personal and non-commercialThese are: OU logos, trading names and may extend to certain photographic andUnauthorised use of any of the content may constitute a breach of the terms and conditions. We reserve the right to alter, amend or bring to an end any terms and conditions providedHead of Intellectual Property, The Open University Estimating Gestational Age from Fundal Height Measurement Antenatal Care Module: 11. Assessing the Fetus Antenatal Care Module: 12. Minor Disorders of Pregnancy Part 2 Antenatal Care Module: 13. Providing Focused Antenatal Care Antenatal Care Module: 14. Health Promotion Issues During Pregnancy Antenatal Care Module: 15.

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Counselling Pregnant Women on Danger Symptoms Antenatal Care Module: 16. Antenatal Interventions to Reduce Mother to Child Transmission of HIV Antenatal Care Module: 17. Premature Rupture of Membranes (PROM) Antenatal Care Module: 18. Common Medical Disorders in Pregnancy Antenatal Care Module: 19. Hypertensive Disorders of Pregnancy Antenatal Care Module: 20. Abortion and other Causes of Early Pregnancy Bleeding Antenatal Care Module: 21. Late Pregnancy Bleeding Antenatal Care Module: 22. Starting IV Fluid Therapy and Catheterising the Pregnant Woman Download PDF versions Antenatal Care Part 1 PDF (3.7MB) Antenatal Care Part 2 PDF (3.1MB) About this course 44 hours study 1 Level 1: Introductory Course description Antenatal Care If you create an account, you can set up a personal learning profile on the site. Create account See more courses Antenatal Care Module: 4. Hormonal Regulation of the Female Reproductive System Study Session 4 Hormonal Regulation of the Female Reproductive System Introduction In the previous study session you learned about the anatomy and physiology of the female reproductive system. The hormones oestrogen and progesterone were briefly introduced. In this study session you will learn much more about the role of these and other important hormones involved in the regulation of the human menstrual cycle, the monthly production of mature ova (eggs) by females of reproductive age, and the preparation of the uterus as a welcoming environment for the start of a pregnancy. Downloads You can download these files for use offline or on a mobile device. The materials below are provided for offline use for your convenience and are not tracked. If you wish to save your progress, please go through the online version. Explanation of available formats and their limitations 4. Hormonal Regulation of the Female Reproductive System Ebook (EPUB) 713.5KB 4.

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Hormonal Regulation of the Female Reproductive System Word version (optimised for screen readers) 133KB XML source document (staff only) All downloads across this website Go to next page Next Learning Outcomes for Study Session 4 Print page For further information, take a look at our frequently asked questions which may give you the support you need. Have a question? Report a concern Back to top OpenLearn Create is powered by a number. The Open University is incorporated by Royal Charter (RC 000391). The Open University is authorisedConditions of use Privacy and cookies Modern Slavery Act OU Copyright Link to Twitter Link to Facebook Link to Youtube. The Animal Body: Basic Form and Function 14.1 Animal Form and Function 14.2 Animal Primary Tissues 14.3 Homeostasis Chapter 14 PowerPoint Chapter 15. Animal Nutrition and the Digestive System 15.1 Digestive Systems 15.2 Nutrition and Energy Production 15.3 Digestive System Processes 15.4 Digestive System Regulation Chapter 15 PowerPoint Chapter 16. The Nervous System 16.1 Neurons and Glial Cells 16.2 How Neurons Communicate 16.3 The Central Nervous System 16.4 The Peripheral Nervous System 16.5 Nervous System Disorders Chapter 16 PowerPoint Chapter 17. Sensory Systems 17.1 Sensory Processes 17.2 Somatosensation 17.3 Taste and Smell 17.4 Hearing and Vestibular Sensation 17.5 Vision Chapter 17 PowerPoint Chapter 18. The Endocrine System 18.1 Types of Hormones 18.2 How Hormones Work 18.3 Regulation of Body Processes 18.4 Regulation of Hormone Production 18.5 Endocrine Glands Chapter 18 PowerPoint Chapter 19. The Musculoskeletal System 19.1 Types of Skeletal Systems 19.2 Bone 19.3 Joints and Skeletal Movement 19.4 Muscle Contraction and Locomotion Chapter 19 PowerPoint Chapter 20. The Respiratory System 20.1 Systems of Gas Exchange 20.2 Gas Exchange across Respiratory Surfaces 20.3 Breathing 20.4 Transport of Gases in Human Bodily Fluids Chapter 20 PowerPoint Chapter 21. The Circulatory System 21.1.

Overview of the Circulatory System 21.2. Components of the Blood 21.3. Mammalian Heart and Blood Vessels 21.4. Blood Flow and Blood Pressure Regulation Chapter 21 PowerPoint Chapter 22. Osmotic Regulation and Excretion 22.1. Osmoregulation and Osmotic Balance 22.2. The Kidneys and Osmoregulatory Organs 22.3. Excretion Systems 22.4. Nitrogenous Wastes 22.5. Hormonal Control of Osmoregulatory Functions Chapter 22 PowerPoint Chapter 23. The Immune System 23.1. Innate Immune Response 23.2. Adaptive Immune Response 23.3. Antibodies 23.4. Disruptions in the Immune System Chapter 23 PowerPoint Chapter 24. Animal Reproduction and Development 24.1. Reproduction Methods 24.2. Fertilization 24.3. Human Reproductive Anatomy and Gametogenesis 24.4. Hormonal Control of Human Reproduction 24.5. Human Pregnancy and Birth 24.6. Fertilization and Early Embryonic Development 24.7. Organogenesis and Vertebrate Formation Chapter 24 PowerPoint Appendix About the Authors Versioning History What exactly is life. This may sound like a silly question with an obvious answer, but it is not easy to define life. For example, a branch of biology called virology studies viruses, which exhibit some of the characteristics of living entities but lack others. It turns out that although viruses can attack living organisms, cause diseases, and even reproduce, they do not meet the criteria that biologists use to define life. How do those various living things function. When faced with the remarkable diversity of life, how do we organize the different kinds of organisms so that we can better understand them. And, finally—what biologists ultimately seek to understand—how did this diversity arise and how is it continuing. As new organisms are discovered every day, biologists continue to seek answers to these and other questions. When viewed together, these eight characteristics serve to define life. Even very simple, single-celled organisms are remarkably complex. Inside each cell, atoms make up molecules.

These in turn make up cell components or organelles. Multicellular organisms, which may consist of millions of individual cells, have an advantage over single-celled organisms in that their cells can be specialized to perform specific functions, and even sacrificed in certain situations for the good of the organism as a whole. How these specialized cells come together to form organs such as the heart, lung, or skin in organisms like the toad shown in Figure 1. 2 will be discussed later. For example, plants can bend toward a source of light or respond to touch. Even tiny bacteria can move toward or away from chemicals (a process called chemotaxis) or light (phototaxis). Movement toward a stimulus is considered a positive response, while movement away from a stimulus is considered a negative response. After a few minutes, the plant returns to its normal state. Many multicellular organisms (those made up of more than one cell) produce specialized reproductive cells that will form new individuals. When reproduction occurs, DNA containing genes is passed along to an organism’s offspring. These genes are the reason that the offspring will belong to the same species and will have characteristics similar to the parent, such as fur color and blood type. Biologists refer to this fit as adaptation and it is a consequence of evolution by natural selection, which operates in every lineage of reproducing organisms. Examples of adaptations are diverse and unique, from heat-resistant Archaea that live in boiling hot springs to the tongue length of a nectar-feeding moth that matches the size of the flower from which it feeds. All adaptations enhance the reproductive potential of the individual exhibiting them, including their ability to survive to reproduce. Adaptations are not constant. As an environment changes, natural selection causes the characteristics of the individuals in a population to track those changes.

These genes provide instructions that will direct cellular growth and development, ensuring that a species’ young will grow up to exhibit many of the same characteristics as its parents. For example, organ systems such as the digestive or circulatory systems perform specific functions like carrying oxygen throughout the body, removing wastes, delivering nutrients to every cell, and cooling the body. These conditions may, however, change from one moment to the next. Organisms are able to maintain internal conditions within a narrow range almost constantly, despite environmental changes, through a process called homeostasis or “steady state”—the ability of an organism to maintain constant internal conditions. For example, many organisms regulate their body temperature in a process known as thermoregulation. Organisms that live in cold climates, such as the polar bear, have body structures that help them withstand low temperatures and conserve body heat. In hot climates, organisms have methods (such as perspiration in humans or panting in dogs) that help them to shed excess body heat. Some organisms capture energy from the sun and convert it into chemical energy in food; others use chemical energy from molecules they take in. Chemical energy derived from food is used to power flight. California condors are an endangered species; scientists have strived to place a wing tag on each bird to help them identify and locate each individual bird. The atom is the smallest and most fundamental unit of matter. It consists of a nucleus surrounded by electrons. Atoms form molecules. A molecule is a chemical structure consisting of at least two atoms held together by a chemical bond. Many molecules that are biologically important are macromolecules, large molecules that are typically formed by combining smaller units called monomers. An example of a macromolecule is deoxyribonucleic acid (DNA), which contains the instructions for the functioning of the organism that contains it.

Organelles are small structures that exist within cells and perform specialized functions. All living things are made of cells; the cell itself is the smallest fundamental unit of structure and function in living organisms. (This requirement is why viruses are not considered living: they are not made of cells. To make new viruses, they have to invade and hijack a living cell; only then can they obtain the materials they need to reproduce.) Some organisms consist of a single cell and others are multicellular. Cells are classified as prokaryotic or eukaryotic. Prokaryotes are single-celled organisms that lack organelles surrounded by a membrane and do not have nuclei surrounded by nuclear membranes; in contrast, the cells of eukaryotes do have membrane-bound organelles and nuclei. Organs are collections of tissues grouped together based on a common function. Organs are present not only in animals but also in plants. An organ system is a higher level of organization that consists of functionally related organs. For example vertebrate animals have many organ systems, such as the circulatory system that transports blood throughout the body and to and from the lungs; it includes organs such as the heart and blood vessels. Organisms are individual living entities. For example, each tree in a forest is an organism. Single-celled prokaryotes and single-celled eukaryotes are also considered organisms and are typically referred to as microorganisms. For example, a forest may include many white pine trees. All of these pine trees represent the population of white pine trees in this forest. Different populations may live in the same specific area. For example, the forest with the pine trees includes populations of flowering plants and also insects and microbial populations. A community is the set of populations inhabiting a particular area. For instance, all of the trees, flowers, insects, and other populations in a forest form the forest’s community.

The forest itself is an ecosystem. An ecosystem consists of all the living things in a particular area together with the abiotic, or non-living, parts of that environment such as nitrogen in the soil or rainwater. At the highest level of organization, the biosphere is the collection of all ecosystems, and it represents the zones of life on Earth. It includes land, water, and portions of the atmosphere. The source of this diversity is evolution, the process of gradual change during which new species arise from older species. Evolutionary biologists study the evolution of living things in everything from the microscopic world to ecosystems. In this system, species that are most similar to each other are put together within a grouping known as a genus. Furthermore, similar genera (the plural of genus) are put together within a family. This grouping continues until all organisms are collected together into groups at the highest level. The current taxonomic system now has eight levels in its hierarchy, from lowest to highest, they are: species, genus, family, order, class, phylum, kingdom, and domain. Thus species are grouped within genera, genera are grouped within families, families are grouped within orders, and so on. Scientists now recognize three domains of life, the Eukarya, the Archaea, and the Bacteria. The domain Eukarya contains organisms that have cells with nuclei. It includes the kingdoms of fungi, plants, animals, and several kingdoms of protists. The Archaea, are single-celled organisms without nuclei and include many extremophiles that live in harsh environments like hot springs. The Bacteria are another quite different group of single-celled organisms without nuclei. Both the Archaea and the Bacteria are prokaryotes, an informal name for cells without nuclei.

The recognition in the 1990s that certain “bacteria,” now known as the Archaea, were as different genetically and biochemically from other bacterial cells as they were from eukaryotes, motivated the recommendation to divide life into three domains. This dramatic change in our knowledge of the tree of life demonstrates that classifications are not permanent and will change when new information becomes available. Before Linnaeus, the use of common names to refer to organisms caused confusion because there were regional differences in these common names. Binomial names consist of the genus name (which is capitalized) and the species name (all lower-case). Both names are set in italics when they are printed. Every species is given a unique binomial which is recognized the world over, so that a scientist in any location can know which organism is being referred to. For example, the North American blue jay is known uniquely as Cyanocitta cristata. Our own species is Homo sapiens. The scanning electron micrograph shows (a) bacterial cells belong to the domain Bacteria, while the (b) extremophiles, seen all together as colored mats in this hot spring, belong to domain Archaea. Both the (c) sunflower and (d) lion are part of domain Eukarya. A phylogenetic tree is a diagram showing the evolutionary relationships among biological species based on similarities and differences in genetic or physical traits or both. A phylogenetic tree is composed of branch points, or nodes, and branches. The internal nodes represent ancestors and are points in evolution when, based on scientific evidence, an ancestor is thought to have diverged to form two new species. The length of each branch can be considered as estimates of relative time. The pioneering work of American microbiologist Carl Woese in the early 1970s has shown, however, that life on Earth has evolved along three lineages, now called domains—Bacteria, Archaea, and Eukarya.

Woese proposed the domain as a new taxonomic level and Archaea as a new domain, to reflect the new phylogenetic tree. Many organisms belonging to the Archaea domain live under extreme conditions and are called extremophiles. To construct his tree, Woese used genetic relationships rather than similarities based on morphology (shape). Various genes were used in phylogenetic studies. Woese’s tree was constructed from comparative sequencing of the genes that are universally distributed, found in some slightly altered form in every organism, conserved (meaning that these genes have remained only slightly changed throughout evolution), and of an appropriate length. The tree shows the separation of living organisms into three domains: Bacteria, Archaea, and Eukarya. Bacteria and Archaea are organisms without a nucleus or other organelles surrounded by a membrane and, therefore, are prokaryotes. Biologists may pursue one of those sub disciplines and work in a more focused field. For instance, molecular biology studies biological processes at the molecular level, including interactions among molecules such as DNA, RNA, and proteins, as well as the way they are regulated. Microbiology is the study of the structure and function of microorganisms. It is quite a broad branch itself, and depending on the subject of study, there are also microbial physiologists, ecologists, and geneticists, among others. Because of its interdisciplinary nature, this sub discipline studies different functions of the nervous system using molecular, cellular, developmental, medical, and computational approaches. Zoology and botany are the study of animals and plants, respectively. Biologists can also specialize as biotechnologists, ecologists, or physiologists, to name just a few areas. Biotechnologists apply the knowledge of biology to create useful products. Ecologists study the interactions of organisms in their environments. Physiologists study the workings of cells, tissues and organs.

This is just a small sample of the many fields that biologists can pursue. From our own bodies to the world we live in, discoveries in biology can affect us in very direct and important ways. We depend on these discoveries for our health, our food sources, and the benefits provided by our ecosystem. Because of this, knowledge of biology can benefit us in making decisions in our day-to-day lives. This transformation will allow biologists to continue to understand the history of life in greater detail, how the human body works, our human origins, and how humans can survive as a species on this planet despite the stresses caused by our increasing numbers. Biologists continue to decipher huge mysteries about life suggesting that we have only begun to understand life on the planet, its history, and our relationship to it. For this and other reasons, the knowledge of biology gained through this textbook and other printed and electronic media should be a benefit in whichever field you enter. Biologists as well as chemists and biochemists can be forensic scientists. Forensic scientists provide scientific evidence for use in courts, and their job involves examining trace material associated with crimes. Interest in forensic science has increased in the last few years, possibly because of popular television shows that feature forensic scientists on the job. Also, the development of molecular techniques and the establishment of DNA databases have updated the types of work that forensic scientists can do. Their job activities are primarily related to crimes against people such as murder, rape, and assault. Their work involves analyzing samples such as hair, blood, and other body fluids and also processing DNA found in many different environments and materials. Forensic scientists also analyze other biological evidence left at crime scenes, such as insect parts or pollen grains.

Students who want to pursue careers in forensic science will most likely be required to take chemistry and biology courses as well as some intensive math courses. All living organisms share several key properties such as order, sensitivity or response to stimuli, reproduction, adaptation, growth and development, regulation, homeostasis, and energy processing. Living things are highly organized following a hierarchy that includes atoms, molecules, organelles, cells, tissues, organs, and organ systems. Organisms, in turn, are grouped as populations, communities, ecosystems, and the biosphere. Evolution is the source of the tremendous biological diversity on Earth today. A diagram called a phylogenetic tree can be used to show evolutionary relationships among organisms. Biology is very broad and includes many branches and sub disciplines. Examples include molecular biology, microbiology, neurobiology, zoology, and botany, among others. For instance, an ecologist may study a population of individuals, the population’s community, the community’s ecosystem, and the ecosystem’s part in the biosphere. When studying an individual organism, a biologist could examine the cell and its organelles, the tissues that the cells make up, the organs and their respective organ systems, and the sum total—the organism itself.

Occasionally, however, wording changes were made to render some of the original recommendations more user friendly and precise. The committee was composed of physicians and associated healthcare providers who are experts in the areas of SCD and prevention, complex VA, interventional electrophysiology, coronary artery disease (CAD), HF and cardiomyopathy, paediatric cardiology and arrhythmias, device therapy, cardiovascular care, cardiovascular genetics and nursing. Experts in different subspecialties in cardiology were identified with the help of the related working groups of the ESC. All members of the writing committee approved the guideline recommendations. Seventy-four peer reviewers reviewed the document. An extensive literature survey was conducted that led to the incorporation of 810 references.Several challenges undermine identification of the cause of SCD in both age groups: older victims, for instance, may suffer from multiple chronic cardiovascular conditions so that it becomes difficult to determine which contributed most to SCD. In younger persons, the cause of SCD may be elusive even after autopsy, because conditions such as inherited channelopathies or drug-induced arrhythmias that are devoid of structural abnormalities are epidemiologically relevant in this age group. 3.2 Autopsy and molecular autopsy in sudden death victims I C 17 Whenever an autopsy is performed, a standard histological examination of the heart is recommended and it should include mapped labelled blocks of myocardium from representative transverse slices of both ventricles. I C 17 The analysis of blood and other adequately collected body fluids for toxicology and molecular pathology is recommended in all victims of unexplained sudden death. I C 17 Targeted post-mortem genetic analysis of potentially disease-causing genes should be considered in all sudden death victims in whom a specific inheritable channelopathy or cardiomyopathy is suspected.