The highlighted structures are:

This figure shows two of three forces that act on an object. Which of the following vectors could represent the third force on the object if the object is known to have an acceleration of zero?

An ABG result shows the pH to be 7.31 and the HCO3– to be 23 mEq/L. Which of the following is the most likely disorder?

Using the ABG interpretation “made easy” rule of thumb,  if pH is 7.36 and the PaCO2 is 31 mmHg, how much compensation if any is occurring?

Primary metabolic acidosis is associated with which of the following?

A patient has a blood gas result of: pH 7.23, PaCO2 of 60 mm Hg, and a HCO3 of 18 mEq/L. What is the blood gas indicating?1. It is indicating a combined acidosis.2. Patient has a primary respiratory and a primary metabolic disorder.3. Compensation is not possible.

An ion channel allows [N]×10¹⁹ charged particles to pass through in [t]×10⁻² s. If each particle has a charge of +5×10⁻¹⁹ C, what is the resulting electric current (in Amperes, A)?

Three resistors are connected to a battery as shown in the figure. The battery’s voltage is V = 240 V. The resistor values are R1 = [R1] Ω, R2 = [R2] Ω, R3 = [R3] Ω. What is the voltage across resistor R1 (unit in volts, V)? Here the voltage is positive.

A circuit is shown in the figure. Resistors R1 = [R1] Ω and R2 = [R2] Ω.  Given that the battery voltage is V = [v] V, what is the power dissipated in resistor R1 (unit in Watts, W)?

Using the article, “TV Linked With Brain Changes in Kids” by Laura Sanders, answer the following essay prompt: Think about what you have read. Are you surprised, concerned, confused?  Are the sources cited by the author credible, or might they be biased?  Why do you think so? Do your own observations or experiences lead you to agree or disagree with the ideas expressed in the article? Be sure to consider the importance of speaker, audience, context, and purpose in your essay.  Write a multi-paragraph formal essay that expresses your opinion about the effects of media exposure on human development. Include information from the article to support your thesis, using integrated citation.   You will be graded based on the following: 25/25 Author includes a thesis statement with two main ideas that fully answer the question being asked in the prompt 25/25 Author includes one parenthetical citation per body paragraph that aligns with MLA guidelines (no works cited is necessary); author makes a connection of the quote to the prompt 25/25 Author uses 3rd person academic point of view; content shows a clear understanding of the prompt and article being presented 25/25 Author uses proper grammar, punctuation, capitalization etc. Reading: ——————————————————————————————————- Science News Society for Science & the Public  GROWTH CURVE: NEUROSCIENCE    TV Linked With Brain Changes in Kids  BY LAURA SANDERS   DECEMBER 2, 2013  Last Sunday, the Giants battled the Redskins in our living room, and there was no bigger fan than 9-month-old Baby V. Unlike her father, she was not interested in RG3’s shortcomings. The tiny, colorful guys running around on a bright green field, the psychedelic special effects and the bursts of noise drew her in like a moth to a 42-inch high-definition flame.  My friends with kids have noticed the same screen fascination in their little ones. Like adults, kids love colorful, shiny, moving screens. The problem, of course, is that watching TV probably isn’t the best way for little kids to spend their time. Long bouts in front of the tube have been linked to obesity, weaker attention spans and aggression in kids.  Now, a new study of Japanese children has linked TV time with changes in the growing brains, effects that have been harder to spot. And the more television a kid watches, the more profound the brain differences, scientists report November 20 in Cerebral Cortex.   Researchers studied kids between age 5 and 18 who watched between zero and four hours of television a day. On average, the kids watched TV for about two hours a day. Brain scans revealed that the more television a kid watched, the larger certain parts of the brain were. Gray matter volume was higher in regions toward the front and side of the head in kids who watched a lot of TV.  Say that again? Watching television boosts brain volume? Before you rejoice and fire up Season 1 of Breaking Bad, keep in mind: Bigger isn’t always better. In this case, higher brain volume in these kids was associated with a lower verbal IQ. Study coauthor Hikaru Takeuchi of Tohoku University in Japan says that these brain areas need to be pruned during childhood to operate efficiently. “Gray matter volume is like body weight,” Takeuchi says — the scales can be tipped by both muscle and fat. Stretching the analogy to its (admittedly ridiculous) endpoint, TV might make the developing brain too fat.  These results, like most of the other studies on children and TV time, highlight an association. The data can’t say that TV viewing caused these changes. Even if the results could do that, it still wouldn’t be clear whether the culprit was TV itself or the lack of other activities like playing sports, practicing an instrument or playing with pals. Some of the kids in the study watched TV for 4 hours a day. Assuming they also ate, slept and went to school, that leaves very little time for anything else.  The study is “one of the first to attempt to bridge the developmental science of television viewing with neuroscience,” says health policy expert Frederick Zimmerman of the University of California, Los Angeles.  More studies are needed to figure out exactly how television affects the growing brain. But for now, it’s clear that parking in front of a TV for hours on end isn’t good for us, and that’s especially true if you’re a kid.