Thursday, 22 December 2016

GCSE Science Revision - Breathing

THE ATMOSPHERE. ANIMATIONS.

Monday, 21 November 2016

The Human Body for Kids/Learn about the Human Body for Children/46 Minut...

What is the biggest single-celled organism? - Murry Gans

¿Por qué es tan importante la biodiversidad? - Kim Preshoff

Saturday, 19 November 2016

Wednesday, 16 November 2016

Monday, 14 November 2016

Rocks

http://nationalgeographic.org/encyclopedia/non-renewable-energy/

http://greengarageblog.org/list-of-top-9-pros-and-cons-of-fracking

https://www.khanacademy.org/partner-content/mit-k12/mit-k12-ea/v/rock-cycle

Minerals in Your House

http://www.oum.ox.ac.uk/thezone/minerals/usage/build.htm

http://www.oum.ox.ac.uk/thezone/minerals/define/quiz/index.htm#question5

http://www.mineralogy4kids.org/minerals-your-house

http://alandalusalnatural.blogspot.com.es/2015/04/web-tasks-minerals-and-rocks.html

Sunday, 13 November 2016

Naomi Klein

http://www.atresplayer.com/television/programas/salvados/temporada-12/capitulo-4-entrevista-naomi-klein_2016110400571.html

Naomi Klein (born May 8, 1970) is a Canadian author, social activist, and filmmaker known for her political analyses and criticism of corporate globalization and of corporate capitalism.

Supermoon

http://www.space.com/34515-supermoon-guide.html

Monday, 7 November 2016

Sunday, 6 November 2016

Digestion

http://www.bbc.co.uk/education/guides/zwqycdm/activity

Sunday, 30 October 2016

Nutriton Webquest

http://kidshealth.org/en/kids/labels.html

http://education.ed.pacificu.edu/sweb/537mon/jacobnutritionwq/nutritionwq.html

Wednesday, 26 October 2016

Sunday, 23 October 2016

VITAMIN C IN JUICES

www.rsc.org/education/.../44%20Vitamin%20C.pdf

Thursday, 20 October 2016

Organs transplant.

http://www.rtve.es/alacarta/videos/documentos-tv/documentos-tv-lazos-sangre-trasplante-organos/2176348/

Sunday, 16 October 2016

From Big Bang to Man (Cassiopeia Project)

The timeline of the universe

Infographics:
http://www.johnkyrk.com/evolution.html

Video:
A big history of everything:
https://school.bighistoryproject.com/pages/console/?clientkey=56464#units/{66070072-59EF-4D02-AEAC-0957BA90EC31}

The History of Everything - TED | Big History Project

Wednesday, 12 October 2016

Tissues, Part 3 - Connective Tissues: Crash Course A&P #4

Scans reveal intricate brain wiring

http://www.bbc.com/news/science-environment-21487016

Sunday, 9 October 2016

Transport Across Cell Membranes

Doctors Use Stem Cells for First Trachea Transplant

Human tissues

https://drive.google.com/file/d/0B6G8KeGxmA0gYW5oU0JfS3VUa1U/view

Monday, 26 September 2016

THE GEOSPHERE

Tjhe study of the Earth: Discontinuities, layers, tectonic plates.

http://www.edistribucion.es/anayaeducacion/8450021/unidad_09.html

NASA Kid's Club

https://www.nasa.gov/kidsclub/index.html

Hello, Earth Kids!

My name is Nebula. Welcome to NASA Kids’ Club – a place to play games and learn about NASA!

Sunday, 11 September 2016

Sunday, 19 June 2016

EVOLUTION

http://www.nclark.net/Evolution
https://biodeluna.wordpress.com/2010/04/26/evolution-4eso/

Illustration from this site

ANATOMY AND PHYSIOLOGY

http://highered.mheducation.com/sites/0072351136/student_view0/animation_activities.html

Monday, 13 June 2016

Hearing & Balance: Crash Course A&P #17

La evolución del ojo humano - Joshua Harvey

Wednesday, 8 June 2016

The diversity of mammals is amazing. They can be as huge as these whales,or as tiny as this cute little balancing mouse. They can be noisy like this howler monkey, or quiet like this hedgehog with its sharp, pointy spines.
Even though they’re amazingly diverse, all mammals have a number of common characteristics you should know about, so you can recognize and differentiate them.
All mammals are viviparous, they are born from their mothers’ womb. In their early stages of life, they feed on milk, which they get from their mothers' breasts where the mammary glands are. And that’s why they’re called mammals. And when they’re little, they’re so cute, aren’t they?
Mammals reproduce by internal fertilization when a sperm cell and an egg join inside the female.
As you can see, they have teeth inside their mouths, and lips around them so they can eat and suck milk.
Most mammals’ bodies are covered with hair, and all mammals breathe with their lungs, even if they live in the sea. Look at these dolphins coming to the surface for air.
The body temperature of mammals doesn’t depend on whether it’s cold or hot outside, because they can maintain their own internal temperature.
Almost all mammals are terrestrial, like camels, and jaguars. Some live in the sea and are called Marine mammals,like these dolphins,and these seals,There's even a flying mammal, bats are the only mammal that flies.
Mammals have four limbs, which vary depending on where they live. Land mammals have legs,so they can walk,and run when they need to,and Jump.,and sometimes even climb.
Marine mammals have fins so they can swim very fast...
And flying mammals have wings so they can fly through the sky...
Do you know which is the most wonderful mammal that lives on Earth?Human beings! People are mammals too...

How mammals feed
Depending on what they eat, mammals can be classified into different groups.
Herbivores only eat plants and their teeth are especially designed for grinding. Horses, sheep and llamas are herbivorous mammals. Some very special herbivores are called ruminants. They swallow their food almost without chewing it, and some of it is digested normally, but some of it is stored in their stomach, and when they want to, they regurgitate it into their mouth to digest it again. Cows, giraffes and goats are ruminants.
Carne means skin or meat in Latin, and that’s what carnivores eat: the flesh of other animals. Their teeth are large and sharp for hunting and tearing at their food.
Carnivores that eat insects and other invertebrates are called insectivores,like these anteaters.
Omnivorous mammals feed on both meat and plants. Bears, monkeys and humans are omnivores: we can eat a tasty burger with lettuce and tomato.
So, let's remember,
Mammals are viviparous, and in their early stages of life they feed on milk from their mother’s breasts,They have lips and breathe with their lungs,Their body temperature does not depend on the environment they are in, and depending on their food sources, they may be herbivores, carnivores or omnivores.

Birds

They are so diverse, and there are so many colors and shapes, it's fun to learn about them. For example, this tiny little hummingbird doesn’t look anything like this huge ostrich. And these penguins don’t look much like this peacock with its large fan-shaped tail. Well, they may not look alike, but they’re all birds, and have many things in common.
Birds are oviparous... which as you know, means that they reproduce by laying eggs. The females lay the eggs in nests, in the rocks... or on the ground... And with the heat of their bodies, they incubate the eggs until the little chicks hatch.
Birds don’t have teeth, they have beaks or bills... And these can be very different, depending on what that species of bird feeds on.
They breathe with their lungs, that are connected to... bags full of air... called air sacs... and these help birds to fly. Also, nature, which is very clever, has made their bones hollow, so they weigh very little, and because of this it’s much easier for them to fly.
The skin of birds is covered with feathers: these protect them from the cold and heat. Birds have four limbs, the back ones are legs... and the front ones are wings. Together, the wings and feathers are essential for them to be able to fly... and in some cases... so they can swim.
Birds are terrestrial and most of them can fly. Can you think of any birds that can’t fly? That’s right!!! Penguins and ostriches are two species of birds that cannot fly.
Birds have four types of feathers: those that cover the whole body; flight feathers in the wings that help them to fly; down feathers, which cover the chest and belly and maintain the body at a constant temperature; and tail feathers that help guide the birds’ body like a rudder on a boat.
Birds can be classified into several groups, according to what they eat: herbivores feed on plants and grasses – their beaks are short and strong, and can crush seeds and grains. When they only eat grains, they are called granivores.
Carnivorous birds hunt and eat other animals, using their strong, curved beaks. Within the group of carnivores there are insectivores, that only eat insects, and piscivores that only feed on fish. These birds have pointed beaks that are long and sharp to help them catch the fish. Remember - birds that eat fish are called piscivorous.
The last group - omnivorous birds - includes pigeons and hens, and they eat almost anything.
So remember: birds are oviparous, which means they reproduce by laying eggs; their mouths are beaks or bills and they breathe with their lungs; their skin is covered with feathers; and depending on the food they eat, they can be herbivorous... carnivorous... or omnivorous.
So, now you know a lot more about birds.

REPTILES

Reptiles are vertebrate animals which are characterized by their special way of moving: many move by dragging their tummy, or abdomen, on or close to the ground; their name,
in Latin, means just that: reptar mean to crawl or slither.
Many are terrestrial, but there are also some that live in water.
All reptiles have a number of characteristics we should know about so we can recognize them. Reptiles are cold-blooded animals
that breathe with their lungs.
They are oviparous, that is they reproduce by eggs; when the eggs develop and hatch, the babies are just like their parents...
but very small. Aren’t they cute?
As you can see, reptiles’ skin is covered with strong, tough scales, and some, like tortoises, even have a shell. It looks like he has his house on his back, doesn’t it?
As for feeding well, most reptiles are carnivorous... They hunt,
like this crocodile which has just eaten this poor rodent;
or this cute chameleon, with its long, sticky tongue that catches all kinds of insects... Look, look! As we said already,
most reptiles are carnivorous, but some, like this iguana, are herbivorous.
There are lots of interesting things you should know about reptiles,
such as: most snakes have venom in their fangs...
But they’re not as bad as they seem, because they warn us of danger with their bright colors or the sound of their rattles.
Chameleons are very curious: they can change color, copying the landscape around them they blend in with the background so no-one can see them, and they become almost invisible.
So let’s remember the most important characteristics of reptiles.
Reptiles walk by dragging their tummy on or close to the ground;
they are oviparous and their body is covered with strong, hard scales...
They are vertebrates and are cold-blooded... And remember, they breathe with their lungs. Reptiles really are quite interesting, aren’t they? Well, goodbye for now everyone,

AMPHIBIANS

Hello everybody! Today we’re going to look at a truly amazing group of vertebrates... When they’re born they usually live in water... but when they grow up and become adults they spend most of their time on land. We present - the Amphibians!
All amphibians have some common characteristics that you should know about so you can recognize and differentiate them.
Amphibians have thin, bare skin, with no hairs and scales to protect them. Most have four legs and a membrane between their toes that allows them to move much better in the water.
Amphibians are oviparous, but they don’t incubate their eggs after laying them... they abandon them and don’t care for their young. Not very good parents, huh?
When they hatch, they’re small larvae and live in water. Slowly... very slowly... their bodies go through a process called metamorphosis.
During this process, the body of the amphibian... changes... their front and rear legs, their limbs, grow... and their heads and their bodies develop, so they finally look like their parents.
In the early stages of their lives... amphibians breathe through gills, but when they grow up and become adults... they breathe with their lungs. The problem is, their lungs are very small, and cannot get all the oxygen they need to live. But nature is very clever... and has solved this problem by allowing them to breathe and get the oxygen they need... through their skin. That’s why they need to be near water - to keep their skin wet.
In the early stages of their life, some amphibians are herbivores, but when they grow up... most become carnivores. So they need to hunt...
Some have a long, sticky tongue they shoot out to capture prey.
Aren’t amphibians fascinating? And also a bit strange?!
So let’s remember the most important characteristics...
Amphibians are vertebrates; they’re oviparous; in the early stages of their life they live in water as larvae, but slowly they change until they look just like their parents. This process of change is called metamorphosis.
Amphibians are carnivores, so they have to hunt to eat; they have thin, smooth skin, and breathe through their skin and with their lungs.
Amphibians are so interesting, aren’t they?

Sunday, 5 June 2016

Life in extreme environments.

http://learn.genetics.utah.edu/content/astrobiology/environments/

Are we alone in the universe? What can Earth's living creatures teach us about the possibility of extraterrestrial life? What do living things need to survive? How did life begin? Scientists called Astrobiologists look for answers.

Mars

Human health

http://learn.genetics.utah.edu/content/microbiome/ecosystem/

http://learn.genetics.utah.edu/content/disorders/

Chemical evolution

How does new genetic information evolve?

Sunday, 29 May 2016

File cards.Wild fauna and flora.

http://www.sierradebaza.org/index.php/fichas-tecnicas

http://www.sierradebaza.org/index.php/component/content/article/81-fichas-tecnicas/f-fauna/137-mamiferos

http://www.magrama.gob.es/es/biodiversidad/temas/inventarios-nacionales/p_4_fichas_iectb_tcm7-402388.pdf

http://www.murciaenclaveambiental.es/ftp/fichasenclave.pdf

http://learta.com/nmc/

http://learta.com/nmc/

Friday, 27 May 2016

StudyJams Weathering and Erosion

HOW DOES CANCER SPREAD? - Ivan Seah Yu Jun

Why it is so hard to cure HIV-AIDS? - Janet Iwasa

In 2008, something incredible happened: a man was cured of HIV. In over 70 million HIV cases, this was a first, and, so far, a last, and we don’t yet understand exactly how he was cured. But if we can cure people of various diseases, like malaria and hepatitis C, why can’t we cure HIV?

Thursday, 26 May 2016

La Molineta

La Molineta area to the north of the city, once a suburb of the wealthy, where many of the magnificent mansions had been left to decay. We saw Villa Pedicaris used in the opening sequences of the “Wind and the Lion” (Sean Connery) and the now restored Casa Fischer, Montgomery’s HQ in the film “Patton” (George C Scott). We then drove past the Roque Caves, once the location for many films such as “Conan the Barbarian” (Arnold Schwarzenegger), “Blindman” (Ringo Starr) and “Red Sun” (Charles Bronson) but now being demolished to make way for a shopping centre.http://www.almanzoragof.org/a-tour-of-almeria-city-and-the-refugios/

http://planestrategicoalmeria.blogspot.com.es/2014/06/espacios-libres-en-la-ciudad-y-parque.html

EL PARQUE DE LA MOLINETA.

Espacio natural situado en la periferia norte de la ciudad cuyos límites se corresponden con la autovía de circunvalación de la ciudad, rambla, camino de Cruz de Caravaca y Rambla Federico García Lorca. Está conectado a la red de espacios verdes de la ciudad a través de la Rambla. Supone una aportación de 66 hectáreas.

Zona de grandes valores culturales, arquitectónicos, etnográficos y paisajísticos:

- cortijos tradicionales,

- amplia red hidrológica formada por una serie de aljibes, pozos y balsas que se articulan en torno al Canal de San Indalecio

- restos de explotaciones de antiguas canteras

- gran riqueza de vegetación: algunas especies protegidas, matorral bajo, algarrobo, sauces, pinos…

Características:

- Proximidad a la ciudad

- Equidistancia con diferentes barrios

- Conservación de especies vegetales y animales (caracol Chapa: emblema de la Plataforma ‘Salvemos la Molineta’)

- Mantenimiento de infraestructuras hidráulicas

- Mirador de la ciudad y la bahía
Todo ello nos hace ver que el PGOU debería establecer medidas proteccionistas para garantizar la conservación de este paisaje singular.

Espacio para el debate

- Cuestiones que se plantean:

- ¿Posible construcción de viviendas?

. Previsiones en un primer momento: en el centro, viviendas unifamiliares. No se conoce documento de avance.

. Informe de Medio Ambiente: decisivo para el futuro de la Molineta.

- Cordel de la Campita:

. Situación de abandono. No se asumen responsabilidades por parte del Ayuntamiento y Junta de Andalucía.

- ¿Conveniencia de aprobación del PGOU o mejor sería dejarlo sobre la mesa?

. El Plan se aprobará previsiblemente a finales de año

. El objeto de debate no sería este PGOU; al fin y al cabo, este documento es un plan burocrático, sin grandes expectativas y quizás lo único necesario sería pulirlo. Lo importante es tener una visión clara de ciudad.

. Si se aprueba tal y como está, dejará de hablarse de la ciudad, ya que no existe esta cultura: la participación de las partes, de los elementos, de los actores que es lo que permite su desarrollo a una escala humana.

- El gran reto de la Junta de Andalucía es cambiar la legislación urbanística: dar lugar a unas reglas de desarrollo urbano y no de crecimiento.

. ¿Dónde habría que centrarse ahora mismo en el PGOU? En Almería hay una serie de piezas amenazadas por las reglas que existen, entre ellas la Molineta: ¿qué va a hacer la Junta de Andalucía? Importante es que el movimiento ciudadano se oponga a su urbanización y posible edificación (no se debería rebajar ni un solo centímetro de esta demanda).

. Falta de visión política en nuestros dirigentes: no se piensa en proyectos de ciudad, solo en grandes realizaciones. ¿Por qué no hay respuesta ciudadana a barbaridades como el desmantelamiento de árboles?: no existe una cultura cívica que nos lleven a la movilización ante estas situaciones.

. ¿Es importante la política que se hace desde la oposición? ¿Se cuenta con los ciudadanos? ¿Se ha hecho algún plante ante el equipo de gobierno del Ayuntamiento por esta circunstancia por parte de la oposición socialista?

- ¿Cuál debe se la estrategia para hacer una política de ciudad?

. Presentar la ciudad como lugar para una estrategia de participación.

. Construir un espacio de diálogo

. Hacer de ella una zona de convivencia

. Detener su crecimiento y propiciar su desarrollo

. Saber explicarle a los ciudadanos por qué se hacen determinadas actuaciones

- Proyecto de ciudad: responsabilidad compartida.

. A pesar de que las decisiones las toman las ‘élites’, no se podría construir ciudad si el empoderamiento de sus ciudadanos impulsaran cambios positivos de las situaciones que viven. Pero no sería suficiente una movilización en este sentido, los partidos políticos tendrían también que responsabilizarse del papel que juegan. En este sentido

- no ha habido interés en hacerse presentes ni en esforzarse

- han estado ausentes de los grandes debates ciudadanos

- no ha existido una discusión seria sobre los grandes problemas de la ciudad

. ¿Qué partidos asumirían un proyecto de ciudad consensuado con los ciudadanos? Que empiecen a explicarlo y a aplicarlo.

- Las últimas apuestas han sido por proyectos de parques extensos, la Hoya, Parque de las Familias…, pero se han dejado en un abandono total la corona periférica. Parques como este último, cuya explanada se estaba utilizando como zona deportiva, se hubiera podido reformar con una inversión barata y así haber podido dignificar barrios como la Chanca, Quemadero, Los Almendros, El Puche…

Estudio del medio físico:
https://ecoargar.files.wordpress.com/2016/02/panelpi.pdf

Sierra de Gádor:
http://www.almerinatura.com/en/sierra-de-gador

Caracol Chapa:
http://lapitaverde.es/?p=256

MAPS:
Google Maps:
https://www.google.es/maps/@36.8533179,-2.4663385,957m/data=!3m1!1e3

Rulecillo por la Molineta - Almería

http://ca.wikiloc.com/wikiloc/view.do?id=4654738
Geología de Almería:
http://www.juntadeandalucia.es/medioambiente/web/ContenidosOrdenacion/red_informacion_ambiental/PDF/Geodiversidad/Guia_geologica_sureste_almeriense_espa%F1ol.pdf

http://www.biodiversidadvirtual.org/geologia/Calcarenita-bioclastica-grano-grueso-%28grainstone-Dunham-1962%29-img450.html

Sierra de Gádor: la gran desconocida:

http://mediomarino.almediam.org/node/159

http://www.camplevantedealmeria.com/sites/default/files/documentos/Anejo%208.II_.c.%20Memoria%20descriptiva.pdf

Almería - La Campita, (La Molineta)

http://es.wikiloc.com/wikiloc/view.do?id=1313453

Monday, 23 May 2016

Migrations

Friday, 20 May 2016

What is the Evidence for Evolution?

What is Natural Selection?

Symbiosis and evolution

http://science.sciencemag.org/content/348/6233/392.summary#login-pane

Symbiotic partnerships are a major source of evolutionary innovation. They have driven rapid diversification of organisms, allowed hosts to harness new forms of energy, and radically modified Earth's nutrient cycles. The application of next-generation sequencing and advanced microscopic techniques has revealed not only the ubiquity of symbiotic partnerships, but the extent to which partnerships can become physically, genomically, and metabolically integrated (1). When and why does this integration of once free-living organisms happen?

La simbiosis fundamental

J. S.

Los casos de calamares bioluminescentes y gusanos marinos gigantes pueden parecer meras curiosidades de la biología, la ciencia de la exuberancia y la profusión donde cualquier cosa que pueda ocurrir acaba ocurriendo en alguna parte. Pero hay un suceso que ha resultado tan central en la historia de la vida en la Tierra que obliga, por sí mismo, a considerar la simbiosis como un mecanismo evolutivo esencial: el origen de la célula eucariota, el tipo de célula del que estamos hechos todos los animales, las plantas y los hongos de este planeta, además de microorganismos unicelulares como las amebas y los paramecios. Sin la simbiosis que originó la célula eucariota no existiríamos.
Las mitocondrias se han hecho bastante populares en los últimos tiempos. Se han usado para identificar a Colón, para resolver toda clase de crímenes y para determinar los parentescos del hombre de Atapuerca; además transmiten enfermedades hereditarias por vía materna y son objeto de intensa investigación para intentar corregirlas. Cada una de nuestras células contiene entre 100 y 100.000 mitocondrias, que son las responsables de producir la energía para los procesos vitales.
Gracias sobre todo a la gran bióloga Lynn Margulis (1938-2011), aunque con notables precursores que se remontan a tiempos de Darwin, sabemos hoy que las mitocondrias provienen de antiguas bacteria de vida libre, y que su asociación con otras bacterias y arqueas (similares a las bacterias) generó la célula eucariota hace unos 2.000 millones de años. Como en los demás casos de simbiosis, la selección natural darwiniana tuvo un montón de trabajo que hacer después, pero el mecanismo disparador fue la simbiosis.
Las células de las plantas y las algas tienen un segundo orgánulo (pequeño órgano intracelular) de origen bacteriano: los cloroplastos que les permiten obtener energía de la luz solar.
Si esto son curiosidades, nosotros también lo somos.

Thursday, 12 May 2016

ESL Podcast/ Health/medicine

http://www.eslpod.com/website/show_all.php?cat_id=39974&low_rec=20

Thursday, 5 May 2016

Geoparque de Cabo de Gata-Níjar. Leyendo en las piedras.

LA GEOLOGÍA DE ALMERÍA,DEL DESIERTO DE TABERNAS Y DEL CABO DE GATA

Tuesday, 3 May 2016

Paisaje si retorno

http://www.rtve.es/television/escarabajo/

http://www.rtve.es/alacarta/videos/el-escarabajo-verde/escarabajo-verde-paisaje-sin-retorno/3593090/

in retorno

Tuesday, 26 April 2016

ROCKS

https://www.learner.org/interactives/rockcycle/types.html

Discover rock secrets through these activities.
Create a rock collection as you learn about the three main types of rock.
Find out how to tell the different rock types apart.
See how rocks change from one type into another!

3 States of Matter for Kids (Solid, Liquid, Gas): Science for Children -...

Sunday, 24 April 2016

Ecocide of the Río de Aguas

https://www.change.org/p/sos-nos-quitan-nuestra-agua-para-el-beneficio-de-unos-pocos-destruyen-el-r%C3%ADo-aguas
This is a call upon the Junta de Andalucia to stop the ecocide of Rio De Aguas
The ancient fossil water aquifer located in the Sorbas-Tabernas basin in the province of Almeriahas been over exploited to a point that is about to disappear.
As a result of this unsustainable exploitation about 7,000 people are being affected by the water shortage in the area. Ecologically speaking the damage is irreparable, the indiscriminated extraction of subterranean water from the aquifer has led to a decrese in the spring waterflow, from 40 L/s to 3 L/s in the last few years. The Paraje Natural Karst en Yesos of Sorbas is a protected, remarkable and unique landscape in Europe that is also afected by the reduction of subterranean water from the aquifer has led to a decrese in the spring waterflow, from 40 L/s to 3 L/s in the last few years. The Paraje Natural Karst en Yesos of Sorbas is a protected, remarkable and unique landscape in Europe that is also afected by the reduction of the waterflow, Los Molinos del Rio Aguas spring in this arid Paraje Natural produces an oasis effect that hosts endemic and exclusive flora and fauna, including the southeast peninsular tortoise Tortuga Mora which is assessed as vulnerable in the IUCN Red List.

http://www.ecologistasenaccion.org/article31264.html
El programa de divulgación sobre temas de Medio Ambiente, el Escarabajo Verde, emitió “El último oasis” en el que se describe a través de entrevistas e imágenes la situación de sobreexplotación del acuífero que alimenta al manantial del río Aguas. El profesor de la UAL Jose María Calaforra, el presidente del GEM, José Rivera, o el coordinador provincial de Ecologistas en Acción, Marcos Diéguez, son algunos de los invitados al programa.
http://www.rtve.es/alacarta/videos/el-escarabajo-verde/escarabajo-verde-ultimo-oasis/3383219/

Wednesday, 20 April 2016

Make Your Own Paper

Trees for the Earth

Earth Day’s Global 2016 Theme: Trees For The Earth.

Over the next five years, as Earth Day moves closer to its 50th anniversary, we’re calling on you to help us achieve one of our most ambitious goals yet — we’re planting 7.8 billion trees and we’re starting now.

Our planet is currently losing over 15 Billion trees each year (equivalent to 48 football fields every minute). In honor of Earth Day’s 50th anniversary in 2020, Earth Day Network announced Trees for the Earth, a plan to plant 7.8 Billion trees by Earth Day 2020: one tree for every person on the planet. We invite you to join us!

Trees will be the first of five major goals we are undertaking in honor of the five-year countdown to our 50th anniversary. On their own and together, these initiatives will make a significant and measurable impact on the Earth and will serve as the foundation of a cleaner, healthier and more sustainable planet for all.

In planting 7.8 Billion trees, we will contribute to three major goals:

Mitigating Climate Change and Pollution
Planting trees absorb excess and harmful CO2 from our atmosphere. In a single year, it takes roughly 96 trees to absorb the amount of CO2 produced by one person. Trees also absorb odors and pollutant gases like nitrogen oxides, ammonia, sulfur dioxide and ozone, as well as filter particulates out of the air by trapping them on their leaves and bark.

Protecting Biodiversity
By planting the right trees, we can help counteract the loss of species, as well as provide increased habitat connectivity between regional forest patches.

Supporting Communities and their Livelihoods
Planting trees help communities achieve long-term economic and environmental sustainability and provide food, energy and income. Studies have shown that schools with tree cover have reduced asthma and lung disease rates and help students with ADHD concentrate for longer periods. Tree planting has a direct correlation to reduced crime rates, increased property values, reduced litter, higher social cohesion, and a number of other social and psychological benefits.

- See more at: http://www.earthday.org/earth-day/earth-day-toolkit/#1

Trees for the Earth

Earth Day’s Global 2016 Theme: Trees For The Earth.

In planting 7.8 Billion trees, we will contribute to three major goals:

Protecting Biodiversity
By planting the right trees, we can help counteract the loss of species, as well as provide increased habitat connectivity between regional forest patches.

- See more at: http://www.earthday.org/earth-day/earth-day-toolkit/#1http://www.earthday.org/take-action/footprint-calculator/?key=0

Trees for the Earth

Earth Day’s Global 2016 Theme: Trees For The Earth.

In planting 7.8 Billion trees, we will contribute to three major goals:

Protecting Biodiversity
By planting the right trees, we can help counteract the loss of species, as well as provide increased habitat connectivity between regional forest patches.

- See more at: http://www.earthday.org/earth-day/earth-day-toolkit/#1

Trees for the Earth

Earth Day’s Global 2016 Theme: Trees For The Earth.

In planting 7.8 Billion trees, we will contribute to three major goals:

Protecting Biodiversity
By planting the right trees, we can help counteract the loss of species, as well as provide increased habitat connectivity between regional forest patches.

- See more at: http://www.earthday.org/earth-day/earth-day-toolkit/#1

http://chemistry.about.com/od/chemistryactivities/a/howtomakepaper.htm

Make Your Own Paper

You are going to pulp the old paper together with water, spread it out, and allow it to dry. It's that simple!

Tear the paper (feel free to mix different types) into small bits and put it into a blender.
Fill the blender about 2/3 full with warm water.
Pulse the blender until the pulp is smooth. If you are going to write on the paper, blend in 2 teaspoons of liquid starch.
Set your mold in a shallow basin or pan. Pour the blended mixture into the mold. Sprinkle in your mix-ins (thread, flower petals, etc.). Shake the mold from side to side, keeping it in the liquid, to level out your paper pulp mixture.
You have few different options here. You could remove the mold from the liquid, let the paper dry in the mold, and then peel it off. I flipped my paper out onto my countertop and used a sponge to wick away excess water. You could press a cookie sheet onto the paper to squeeze out the excess water.

Sunday, 17 April 2016

http://www.esolcourses.com/content/topics/environment/climate-change/climate-change-word-search.html

http://www.esolcourses.com/content/topics/animals/pets/dangerous-unsuitable-pets.html

Thursday, 14 April 2016

Menstruation in Kenya

Sexual health.

http://kidshealth.org/en/teens/sexual-health/#catguys

Learn the facts about sexual health with articles about puberty, menstruation, infections, and just about everything else you wanted to know, for guys and girls.

https://www.healthychildren.org/English/health-issues/conditions/sexually-transmitted/Pages/default.aspx

https://www.acog.org/-/media/For-Patients/faq112.pdf

http://www.cdc.gov/reproductivehealth/unintendedpregnancy/pdf/contraceptive_methods_508.pdf

http://teachers.teachingsexualhealth.ca/wp-content/uploads/CALM-Contraception-Lesson-2.pdf

//www.healthychildren.org/English/health-issues/conditions/sexually-transmitted/Pages/Sexually-Transmitted-Infections-Prevention.aspx

Sexually Transmitted Infections Prevention

Sexually transmitted infections (STIs) are infections that are spread by sexual contact. While the incidence of reported STIs has actually declined in the United States in the last decade, the number of these infections in children and teenagers is still very high. About 25% of teenagers will have an STI before they graduate from high school.

Bacteria or viruses cause STIs. Any person who has sex with another person can get them. While STI symptoms can range from mild irritation and soreness to severe pain, many times there are no symptoms at all. The STI called chlamydia, for example, is generally symptom free or causes only mild symptoms. The diagnosis may not be made until complications develop.

Teenagers and young adults have higher rates of STIs than any other age group. One of the main reasons is that they frequently have unprotected sex. They are also biologically more likely to develop an infection. In addition, they may be less likely to use health care services that could give them information on how to protect themselves against STIs.

Prevention of STIs

The best way for teenagers to prevent STIs is to not have sexual intercourse. They should understand that when they choose to have sex, it is a decision that could affect them for the rest of their lives. Teenagers need to know that having sex could lead to pregnancy or an STI. Be certain that your teenager understands the risks. For example, make sure she knows that acquired immunodeficiency syndrome (AIDS), which is caused by human immunodeficiency virus (HIV), is a leading cause of death in people aged 15 to 24 years. The presence of other STIs such as chlamydia, herpes, gonorrhea, and syphilis can increase the chance of getting an HIV infection. According to the Centers for Disease Control and Prevention, people with STIs have at least 2 to 5 times the risk of acquiring HIV through sexual contact.

Sexually transmitted infections can also cause pelvic inflammatory disease in women (an infection of the uterus and fallopian tubes) and epididymitis in men (inflammation of the coiled tube beside the testes). Complications from STIs can lead to infertility or an ectopic pregnancy (a fertilized egg that grows outside the womb). If a woman is pregnant, an STI can infect her baby.

Teenagers may face peer pressure to have sex. They need to understand that they can resist that pressure, and it’s OK to wait to have sex. Remind your teenager that saying “no” may not be easy at times, but saying “no” today is better than doing something she will regret tomorrow.

“I like you a lot, but I’m just not ready to have sex.”
“You’re really fun to be with, and I wouldn’t want to ruin our relationship with sex.”
“You’re a great person, but sex isn’t how I prove I like someone.”
“I want to wait until I’m married to have sex.”

Drugs and alcohol make it more difficult to remain firm about the choice to wait to have sex. Even sexually active teenagers might try high-risk sexual behaviors while drinking alcohol or using drugs.

http://www.fpnsw.org.au/types_of_contraception.pdf

In vitro fertilization:

https://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000074.htm

Tuesday, 12 April 2016

Genetic engineering

http://www.edistribucion.es/anayaeducacion/8450021/unidad_04.html

Monday, 11 April 2016

TSUNAMI

Tectonics of the planet Earth.

Friday, 8 April 2016

DNA

https://www.stem.org.uk/elibrary/resource/29637/origami-dna

http://www.planet-science.com/categories/experiments/biology/2012/03/extract-your-own-dna.aspx

Extract your own DNA

Tuesday, 5 April 2016

How to Extract DNA from Anything Living

http://learn.genetics.utah.edu/content/labs/extraction/howto/

http://learn.genetics.utah.edu/content/labs/extraction/howto/detergent/

http://learn.genetics.utah.edu/content/labs/extraction/howto/enzyme/

http://learn.genetics.utah.edu/content/labs/extraction/howto/DNA_Extraction.pdf

First, you need to find something that contains DNA. Since DNA is the blueprint for life,
everything living contains DNA. For this experiment, we like to use green split peas. But there
are lots of other DNA sources too, such as:
   Spinach
   Chicken liver
Strawberries
Broccoli
Step 1

Put in a blender:
•   1/2 cup of split peas (100ml)
•   1/8 teaspoon table salt (less than 1ml)
•   1 cup cold water (200ml)
Blend on high for 15 seconds.
The blender separates the pea cells from
each other, so you now have a really thin
pea-cell soup.

Soapy Peas
Pour your thin pea-cell soup through a
strainer into another container (like a
measuring cup).
Step 2
Add 2 tablespoons liquid detergent (about
30ml) and swirl to mix.
Let the mixture sit for 5-10 minutes.
Pour the mixture into test tubes or other
small glass containers, each about 1/3 full.
Step 3
Enzyme Power
Add a pinch of enzymes to each test tube
and stir gently. Be careful! If you stir too
hard, you’ll break up the DNA, making it
harder to see.
Use meat tenderizer for enzymes. If you
can’t find tenderizer, try using pineapple
juice or contact lens cleaning solution.

Alcohol Separation
Tilt your test tube and slowly pour
rubbing alcohol (70-95% isopropyl or
ethyl alcohol) into the tube down the side
so that it forms a layer on top of the pea
mixture. Pour until you have about the
same amount of alcohol in the tube as
pea mixture.
Step 4
Alcohol is less dense than water, so it
floats on top. Look for clumps of white
stringy stuff where the water and alcohol
layers meet.
Finish
What is that Stringy Stuff?
DNA is a long, stringy molecule. The salt
that you added in step one helps it stick
together. So what you see are clumps of
tangled DNA molecules!
DNA normally stays dissolved in water,
but when salty DNA comes in contact with
alcohol it becomes undissolved. This is
called precipitation. The physical force of
the DNA clumping together as it precipitates
pulls more strands along with it as it rises
into the alcohol.
You can use a wooden stick or a straw to
collect the DNA. If you want to save your
DNA, you can transfer it to a small container
filled with alcohol.

You Have Just Completed DNA Extraction!
Now that you’ve successfully extracted DNA from one source, you’re ready to
experiment further. Try these ideas or some of your own:
Experiment with other DNA sources. Which
source gives you the most DNA? How can you
compare them?
Experiment with different soaps and
detergents. Do powdered soaps work as well as
liquid detergents? How about shampoo or body
scrub?
Experiment with leaving out or changing steps.
We’ve told you that you need each step, but
is this true? Find out for yourself. Try leaving
out a step or changing how much of each
ingredient you use.
Do only living organisms contain DNA? Try
extracting DNA from things that you think
might not have DNA.
Want to conduct more DNA extraction
experiments? Try out different soaps and
detergents. Do powdered soaps work as well
as liquid detergents?