Anthropology Exam

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Beginning Thoughts on Anthropology, Culture & Cultural Diversity

1.)What ideas or images that come to mind if someone says “Anthropology” or “anthropologist”? What has shaped your ideas about what Anthropology is or what Anthropologists do?

2.)What IS Anthropology? And what are the four sub-fields of Anthropology?

3.)Some contemporary archaeologists focus on studying modern human waste….including e-waste. If someone were to study YOUR waste (trash) …and e-waste what would they learn about you? Your diet? Your lifestyle?

4.) What are some cultural adaptations human beings have to better allow them to survive in their environment? Are there negative effects of these adaptations? If so, do the benefits outweigh those negative effects?

5.)American anthropologist Ralph Linton once said “The last thing a fish would ever notice would be water.” (Ralph Linton, 1936) How is this relevant and applicable to a discussion on “culture”?

6.) Polish anthropologist, Bronislaw Malinowski who is credited with inventing the anthropological method of intensive fieldwork, wrote in his journal about his fieldwork in the Trobriand Islands.In his diary he wrote” Imagine yourself suddenly set down surrounded by all your gear, alone on a tropical beach close to a native village, while the launch or dinghy which has brought you sails away out of sight.” What is Malinowski describing? Have you ever had an analogous experience in Philadelphia (or elsewhere)?

7.)Clifford Geertz, one of the most influential American anthropologists in the last 40 years, said “The locus of study is not the object of study. Anthropologists don’t study villages (tribes, neighborhoods…) they study in villages.” What do you think he meant? (And what happens if you substitute college for village?)

8.) If I were to ask you to provide a “socio-cultural analysis” of this classroom…where would you begin? Can you identify 10 ways that you might consider “diversity” within this classroom? (on campus, in the city, in the U.S. or in the world?)

9.) How do you think about diversity? i.e.as a problem? A challenge? An asset? Explain

10.) What do you think is bigger…a nation-state or a culture? Briefly explain.

 
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Biology

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image5.jpg INCLUDEPICTURE “../images/lab007banner02.jpg” \* MERGEFORMAT image6.jpg
   

Experiment 2: The Neuromuscular Junction

image5.jpgEach skeletal muscle is connected to the nervous system be motor end units. When the neurotransmitter acetylcholine is release at this site, the muscle fiber depolarizes. Calcium ions are released from stores in the sarcoplasmic reticulum. The presence of Ca2+ triggers the ratcheting of actin and myosin filaments and the contraction of the myofiber as all of the myofibrils contract simultaneously.

Materials

Neuromuscular Junction Digital Slide Images Neuromuscular Junction (Longitudinal Section) Digital Slide Images

    

Procedure

1. Examine the digital slide images of the neuromuscular junction.

image1.png
Neuromuscular junction 100X.
image2.png
Neuromuscular Junction (Longitudinal Section) 1000X.

Post-Lab Questions

1. Identify the axon, terminal branches, and muscle fibers in the slide image below. If possible, trace the fiber to its terminus. image3.jpg

2. Are there few or many nuclei at the end plate?

3. What is a motor unit?

4. How is a greater force generated (in terms or motor unit recruitment)?

5. What types of sensors are present within the muscle to identify how much force is generated?

Experiment 3: Muscle Fatigue

Muscle contractions are essential for muscles to function properly. The inability of a muscle to maintain tension is muscle fatigue. Failure to contract may occur because of the accumulation of lactic acid, a lack of ATP, or decreased blood flow. In this exercise, you will investigate the correlation between repeated movements and muscle fatigue.

image6.jpg

Materials

Rubber Band

 Stopwatch

Note: If you suffer from a medical condition that does not permit you to perform this activity, please ask a partner to volunteer for you.

Procedure

1. Hypothesize how many times you can stretch a rubber band between your thumb and pinky finger in 20 seconds. Record your predictions in the table below.

2. Using your dominant hand, count the number of times you can completely stretch a rubber band between the thumb and pinky finger in 20 seconds. Be sure to stretch the rubber band as far as possible each time and do not take a break in between trials.

3. Record your count for each trial in Table 1.

Table 1: Experimental Counts
  Trial 1 Trial 2 Trial 3 Trial 4 Trial 5
Predicted Value          
Actual Value          

Post-Lab Questions

1. How did the predicted results compare to the actual results?

2. Did you notice any changes in the number of repetitions you could perform, or how your hand felt after each of the trials?

3. Explain the actions that were occurring at the cellular level to produce this movement. Include sources of energy and any possible effect of muscle fatigue.

4. Hypothesize what would happen if blood flow was restricted to the hand when this experiment is performed.

Experiment 4: Gross Anatomy of the Muscular System

image7.jpgMuscle actions are often described as a departure of the from the anatomical position of the body. In performing the next exercise, you will understand how muscles act to affect motion.

Materials

*Participant (can be yourself) *Heavy Object (approximately 5 pounds)

 *You must provide

Procedure

1. Begin by examining muscles found in the upper limbs. First, extend your forearm so you have a clear view of your hand. What muscle is required to perform this extension? Extend your fingers out so they are straight and splayed apart. Then, retract your fingers into a tight fist. Repeat this motion several times, observing the wrist and hand muscles as the flex and relax. What muscles are used to complete this action? Record your observations in Table 2.

Note: It is helpful to palpate the area being flexed to better identify which muscles are being used.

2. Moving up the limb, extend your forearm out until it is parallel to the ground. Have a partner press down on your forearm. Flex your forearm to provide resistance as your partner pushes down. Observe the forearm and identify which muscles are being used. Record your observations in Table 2.

3. The partner should stop pushing down on your forearm, but keep it extended. Curl the forearm upward, creating a bend at the elbow. Observe which muscles are being used to complete this action, and record your observations in Table 2.

4. Find a heavy object, and pick it up. Keeping your arm straight, raise the object out to the side until it is parallel to the ground. What muscles does this require? Continue holding the object, and extend your arm back behind you. What muscles does this activate? Record your observations in Table 2.

Note: Be sure the heavy object is not too heavy before you lift it. This item should be approximately 5 – 10 pounds. This object should never be raised above your head!

5. Move down to the lower limbs, and determine what motions are needed to view the lower limb muscles in action. For example, you may want to walk, jump, sit, point your toes, etc. Engage at leave seven different muscles and indicate what motion was used to engage each muscle in Table 2.

Table 2: Gross Anatomy Data
Movement Muscle(s) Activated Action(s) of Muscle(s)
1. Forearm Extended (Step 1)    
2. Fingers Extended and  Splayed (Step 1)    
3. Fingers Retracted (Step 1)    
4.  Forearm Pressed Down Upon (Step 2)    
5. Elbow Bent (Step 3)    
6. Arm Raised to Side with Heavy Object (Step 4)    
7. Arm Extended Back with Heavy Object (Step 4)    
8. (lower limbs; student selects action…)    
9. (lower limbs; student selects action…)    
10. (lower limbs; student selects action…)    
11. (lower limbs; student selects action…)    
12. (lower limbs; student selects action…)    
13. (lower limbs; student selects action…)    
14. (lower limbs; student selects action…)    
 

Post-Lab Questions

1. Label the human muscle diagram.

image4.jpg

2. Which muscle(s) were used to extend your arm backwards?

3. Which muscle(s) were used to extend and splay your fingers outward?

Experiment 5: ATP and Muscle Fatigue

Muscles require energy to contract. Energy is released when biomolecules such as sugars and fats are broken down, and is stored in the form of ATP. ATP enables muscle contraction, but can only be stored in relatively small amounts. For this reason, the body must continually metabolize new ATP molecules.

image8.jpgMuscle fatigue occurs if the local ATP reservoir for a muscle becomes depleted. This is a common result of strenuous exercise in which ATP is consumed at a faster rate than it is produced. At this point, muscles may fail to contract and the intensity of an exercise must decrease. In this experiment, you will test how long it takes your muscles to fatigue.

Materials Stopwatch *Participant *Sturdy Wall to Stand Against *You must provide

Procedure

1. To begin, find a wall that is strong enough for you to push against. A temporary wall (such as a partition panel) is not suitable.

2. Find the stopwatch and adjust the settings so it is ready to operate.

3. Stand with your back pressed up against the wall, and lower yourself into a “wall-sit”. To do this:

a. Align the backs of your heels, hips, and shoulders with the wall.

b. Keeping your back pressed against the wall, take a few small steps forward (your upper half will lower as you walk your feet out).

c. Lower yourself into a sitting position, keeping your back flat against the wall, until your knees form a 90 degree angle.

d. Steady this position by focusing the majority of your weight in your heels. Do not allow your lower back to pull away from the wall.

4. Start the stopwatch and time how long you are able to hold the wall-sit position. The amount of time will vary, but will likely fall within approximately 30 – 120 seconds. When you are tired, check the time on the stopwatch, and move out of the position by slowly lowering your body down to the floor or standing up.

5. Record how long you were able to hold the wall-sit in Table 3.

6. Allow your muscles to rest for approximately two minutes, reset the stopwatch, and repeat Steps 3 – 5.

7. Again, allow your muscles to rest for approximately two minutes, reset the stopwatch, and repeat Steps 3 – 5. You should have three trials of data.

Table 3: Muscle Fatigue Data
Trial Time (seconds)
Trial 1  
Trial 2  
Trial 3  

 

Post-Lab Questions

1. What happened to the time intervals between Trial 1 and Trial 3? What caused this change?

2. Identify three muscles which were engaged during the wall-sit.

3. Explain the biochemical reasoning behind muscle fatigue.

  © 2013 eScience Labs, LLC. All Rights Reserved   image7.jpg
 
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Scin Work Wk7

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SCIN 130 Lab 7: CSI Wildlife, Case 1

General Instructions

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

Remember, you are to upload this packet with your quiz for the week!

Background

The scenarios investigated are based on the recently published literature: Wasser, S. K., Brown, L., Mailand, C., Mondol, S., Clark, W., Laurie, C., & Weir, B. S. (2015). Genetic assignment of large seizures of elephant ivory reveals Africa’s major poaching hotspots. Science, 349(6243), 84–87. The underlying data are available on the Dryad Digital Repository: http://dx.doi.org/10.5061/dryad.435p4.

Remember, DNA is made up of nucleotides and an allele is an alternative form of a gene which may be from mutation, but is found on the same place in a chromosome in individuals and functions similarly. If you are unfamiliar with these terms, make sure to review them in your book prior to completing the lab.

Specific Lab Instructions

Name:     

Date:

Go to: CSI Wildlife on HHMI Biointeractive

Part 1: The Introduction

1. Read the instructions on the home page. Then, watch the opening video from the CSI Wildlife Introduction.

2. What is a keystone species?

SCIN 130 Lab 7: CSI Wildlife, Case 1

V1 04.2018 Felicetti

Page 1 of 9

3. Dr. Wasser states that approximately 50,000 African elephants are killed each year. According to the video, it is estimated that there are around 470,000 African elephants. If these numbers are correct, approximately what percentage of African elephants are killed each year? (Show your work.

4. In one or two sentences, summarize Dr. Wasser’s research and how it is being used to conserve elephants.

Part 2: Case One

1. Watch the crime scene video on the first slide of Case One. Explain the goal of the case.

2. Look at the map provided; in what type of location are the majority of African elephants located?

3. Proceed to the How DNA Profiling Works section.

a.

b. What does “STR” stand for and how are they important for identification?

c. Look at the gel on the screen. What do the bands on the agarose gel represent?

d. What is the purpose of the DNA ladder on the agarose gel?

e. DNA profiling is also called DNA fingerprinting. A common misconception about DNA fingerprinting is that the analysis has to do with actual fingerprints. Explain one similarity and one difference between a human being’s pattern of bands on an electrophoresis gel and a human fingerprint.

4

5. Click on Technique.

a. List three sources to obtain elephant DNA for analysis.

b. Watch the animation on the polymerase chain reaction under Technique. What is the purpose of heating the DNA strand? What is the purpose of cooling the DNA strand?

c. What is the relationship between the size of a DNA fragment and the distance it migrates in the gel?

d. Why does DNA migrate to the positive electrode?

e. Run the gel in the Technique section by pressing the Start button. Which elephant (left or right) has both the largest and smallest fragments?       Approximately what size is the largest fragment (bp)?       Smallest?      .

6. Proceed to the Application section and look at the gel.

a. For Marker C, are the two elephants in the gel on the left homozygous or heterozygous? How do you know?

7. Read the Review section, and make sure you can answer the questions.

8.

9. Go to Finding a Match

a. Click on the “+” next to each marker. Compare the bands in the agarose gel from the unidentified elephant and the known elephants. Which elephant (there are two pages of them) matches the unidentified elephant?

10. Watch the video on the “Case Solved” slide.

a.

b. Name two properties of a good marker and explain why good markers are important.

Adapted from: Click and Learn “CSI Wildlife” (2016). CSI Wildlife Explorer Worksheet. HHMI Biointeractive Teaching Materials.

 
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UMUC Biology 102/103 Lab 2: The Chemistry Of Life ANSWER KEY

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This is the correct material for UMUC Biology 102/103 Lab 2: The Chemistry of Life. However, this is an Answer Key, which means, you should put it in your own words. Here are the questions that will be answered. Attached is the lab that is fully completed when purchased. Enjoy!

Pre-Lab Questions

1.    Nitrogen fixation is a natural process by which inert or unreactive forms of nitrogen are transformed into usable nitrogen. Why is this process important to life?

2.    Given what you have learned about the hydrogen bonding shared between nucleic acids in DNA, which pair is more stable under increasing heat: adenine and thymine, or cytosine and guanine? Explain why.

3.    Which of the following is not an organic molecule; Methane (CH4), Fructose(C6H12O6), Rosane (C20H36), or Ammonia (NH3)? How do you know?

Experiment 1: Testing for Proteins

Data Tables and Post-Lab Assessment

Table 1: A Priori Predictions

Sample Initial Color Final Color Is Protein Present?
1. Albumin Solution      
2. Gelatin Solution      
3. Glucose      
4. Water      
5. Unknown      

 

Sample Initial Color Final Color Is Protein Present?
1. Albumin Solution      
2. Gelatin Solution      
3. Glucose      
4. Water      
5. Unknown      

Table 2: Testing for Proteins Results

Post-Lab Questions

1.    Write a statement to explain the molecular composition of the unknown solution based on the results obtained during testing with each reagent.

2.    How did your a priori predictions from Table 1 compare to your actual results in Table 2? If there were any inconsistencies, explain why this occurred.

3.    Identify the positive and negative controls used in this experiment. Explain how each of these controls are used, and why they are necessary to validate the experimental results.

4.    Identify two regions which proteins are vital components in the human body. Why are they important to these regions?

5.    Diet and nutrition are closely linked to the study of biomolecules. Describe one method by which you could monitor your food intake to ensure the cells in your body have the materials necessary to function.

Experiment 2: Testing for Reducing Sugars

Data Tables and Post-Lab Assessment

Table 3: Testing for Reducing Sugars Results

Sample Initial Color Final Color Reducing Sugar Present
1 – Potato      
2 – Onion      
3 – Glucose Solution      
4 – Water      
5 – Unknown      

Post-Lab Questions

1.    What can you conclude about the molecular make-up of potatoes and onions based on the test you performed? Why might these foods contain these substance(s)?

 

2.    What results would you expect if you tested ribose, a monosaccharide, with Benedict’s solution? Biuret solution?

Experiment 3: What Household Substances are Acidic or Basic?

Data Tables and Post-Lab Assessment

Table 4: pH Values of Common Household Substances

Substance pH Prediction pH Test Strip Color
     
     
     
     
     

Post-Lab Questions

1.    What is the purpose of determining the pH of the acetic acid and the sodium bicarbonate solution before testing the other household substances?

2.    Compare and contrast acids and bases in terms of their H+ ion and OH– ion concentrations.

3.    Name two acids and two bases you often use.

 
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The Hardy-Weinberg Equation

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The Hardy-Weinberg Equation 1
The Hardy-Weinberg Equation
How can we make predictions about the characteristics of a population?
Why?
Punnett squares provide an easy way to predict the possible genotypes for an offspring, but it is not practical
to perform a Punnett square analysis on all possible combinations of all members of a population to
predict what the population might look like in the future. For that we must turn to statistics. The HardyWeinberg
equation is a tool biologists use to make predictions about a population and to show whether or
not evolution is occurring in that population.
Model 1 – Controlled (Selective) Mating
Bb
Bb
Bb
bb
bb
bb
Bb
Bb
Bb
bb
bb
bb
Males Females
Bb
Bb
Bb
bb
bb
bb
Males Females
Bb
Bb
Bb
bb
bb
bb
1. How many mating pairs are illustrated in Model 1?
2. Describe the parents in each mating pair in Model 1. Use terms such as homozygous, heterozygous,
dominant, and recessive.
3. Use two Punnett squares to determine the possible genotypes for offspring from the pairs.
2 POGIL™ Activities for AP* Biology
4. If each mating pair has one offspring, predict how many of the first generation offspring will
have the following genotypes.
BB Bb bb
5. Imagine the 24 beetles in Model 1 as a population in an aquarium tank.
a. How likely is the pairing scenario in Model 1 to take place during the natural course of things
within that tank?
b. Why is Model 1 labeled “Selective Mating”?
6. List two other pairings that might occur in the population in Model 1 if the beetles were allowed
to mate naturally.
7. If the population of beetles in Model 1 mated naturally would your prediction for the offspring
in Question 4 still be valid? Explain.
8. Discuss in your group the limitations of Punnett square predictions when it comes to large populations.
Summarize the key points of your discussion here.
The Hardy-Weinberg Equation 3
Model 2 – Population Genetics
Bb bb
Bb Bb
Bb Bb
Bb bb
bb bb
bb bb
Bb bb
Bb Bb
Bb Bb
Bb bb
bb bb
bb bb
Males Females
9. Compare the organisms in the population in Model 1 with the organisms in the population in
Model 2.
10. Individually match up twelve mating pairs from the population in Model 2 that might occur in a
natural, random mating situation.
11. Compare your set of mating pairs with other members of your group. Did your mating scheme
match anyone else’s in the group?
4 POGIL™ Activities for AP* Biology
Read This!
When it comes to mating in natural populations with hundreds or even millions of individuals, it is diffi
cult, maybe even impossible, to think of all the mating scenarios. After several generations of leaving
things up to nature, the alleles that are present in the population will become more and more randomized.
Statistics can help biologists predict the outcome of the population when this randomization has occurred.
If the population is particularly nonrandom to start, this randomization may take several generations.
12. How many total alleles are in the population in Model 2?
13. What is the probability of an offspring from the Model 2 population getting a dominant allele?
14. What is the probability of an offspring from the Model 2 population getting a recessive allele?
15. If p is used to represent the frequency of the dominant allele and q is used to represent the frequency
of the recessive allele, then what will p + q equal?
16. Use your knowledge of statistics to calculate the probability of an offspring from the Model 2
population having each of these genotypes. Support your answers with mathematical equations.
(Don’t forget there are two ways to get a heterozygous offspring—Bb or bB.)
BB Bb bb
17. Check your answers in Question 16 by adding the three values together. Your sum should be
equal to one. Explain why the sum of the three answers in Question 16 should be equal to one.
18. Using p and q as variables, write formulas for calculating the probability of an offspring from a
population having each of the following genotypes.
BB Bb bb
19. Complete the equation:
p2
+ 2pq + q2
=
The Hardy-Weinberg Equation 5
Read This!
The equations you have just developed, p + q = 1 and p2
+ 2pq +q2
= 1, were fi rst developed by G. H.
Hardy and Wilhelm Weinberg. They represent the distribution of alleles in a population when
• The population is large.
• Mating is random.
• All genotypes are equally likely to reproduce (there is no natural selection).
• No organisms enter or leave the population (there is no immigration or emigration).
• No mutations occur.
In other words, the group of alleles available in the population must be very stable from generation
to generation. If the distribution of genotypes in a population matches that predicted by the HardyWeinberg
equation, then the population is said to be in Hardy-Weinberg equilibrium. If the distribution
of genotypes in a population does not match that predicted by the Hardy-Weinberg equation, then the
population is said to be evolving.
20. Consider the requirements for a population to be in Hardy-Weinberg equilibrium. In the natural
world, are populations likely to be in Hardy-Weinberg equilibrium? Justify your reasoning.
21. Sickle-cell anemia is a genetic disease. The Sickle-cell allele is recessive, but individuals with the
homozygous recessive genotype (ss) often die prematurely due to the disease. This affects approximately
9% of the population in Africa. Use the Hardy-Weinberg equations to calculate the
following:
a. The frequency of the recessive allele in the population (q).
b. The frequency of the dominant allele in the population (p).
c. The frequency of homozygous dominant individuals in the African population.
d. The frequency of heterozygous individuals in the African population.
e. Based on this analysis, is the African population in Hardy-Weinberg equilibrium? Justify your
answer.
6 POGIL™ Activities for AP* Biology
22. Individuals with the heterozygous genotype (Ss) for Sickle-cell exhibit resistance to Malaria, a
serious disease spread by mosquitoes in Africa and other tropical regions.
a. Discuss with your group how this might affect the frequency of the recessive allele in the
African population. Summarize your group’s conclusions here.
b. How might this trait affect the values calculated in Question 21 and the population’s
tendency toward Hardy-Weinberg equilibrium?
23. Consider the beetle population in Model 2. Imagine a change occurred in the beetle’s ecosystem
that made it easier for predators to spot the white beetles and six of the white beetles were lost.
Predict the genotype frequency in the population after this event.
24. Compare your answers to Question 22 with those of Question 16. How do your answers support
the conclusion that the population is not in Hardy-Weinberg equilibrium?
The Hardy-Weinberg Equation 7
Extension Questions
25. The ability to taste PTC is due to a single dominant allele “T.” You sampled 215 individuals and
determined that 150 could detect the bitter taste of PTC and 65 could not. Calculate the following
frequencies.
a. The frequency of the recessive allele.
b. The frequency of the dominant allele.
c. The frequency of the heterozygous individuals.
26. Sixty flowering plants are planted in a flowerbed. Forty of the plants are red-flowering homozygous
dominant. Twenty of the plants are white-flowering homozygous recessive. The plants
naturally pollinate and reseed themselves for several years. In a subsequent year, 178 red-flowered
plants, 190 pink-flowered plants, and 52 white-flowered plants are found in the flowerbed. Use a
chi-square analysis to determine if the population is in Hardy-Weinberg equilibrium.

 
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Biology Lab Work 4 Assistance

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UMUC Biology 102/103

Lab 4: Enzymes

INSTRUCTIONS:

·         On your own and without assistance, complete this Lab 4 Answer Sheet electronically and submit it via the Assignments Folder by the date listed in the Course Schedule (under Syllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

         Save your Lab 4 Answer Sheet in the following format:  LastName_Lab4 (e.g., Smith_Lab4).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

Pre-Lab Questions

  1. How could you test to see if an enzyme was completely saturated during an experiment?
  2. List three conditions that would alter the activity of an enzyme. Be specific with your explanation.
  3. Take a look around your house and identify household products that work by means of an enzyme. Name the products, and indicate how you know they work with an enzyme.

Experiment 1: Enzymes in Food

Data Tables and Post-Lab Assessment

Table 1: Substance vs. Starch Presence

Table 1: Substance vs. Starch Presence
Substance Resulting Color Presence of Starch?
Positive Control: Ginger Root    
Negative Control: Student Must Select    
Food Product:    
Food Product:    
Saliva:    

Post-Lab Questions

 

  1. What were your controls for this experiment? What did they demonstrate? Why was saliva included in this experiment?
  2. What is the function of amylase? What does amylase do to starch?
  3. Which of the foods that you tested contained amylase? Which did not? What experimental evidence supports your claim?
  4. Saliva does not contain amylase until babies are two months old. How could this affect an infant’s digestive requirements?
  5. There is another digestive enzyme (other than salivary amylase) that is secreted by the salivary glands. Research to determine what this enzyme is called. What substrate does it act on? Where in the body does it become activated, and why?
  6. Digestive enzymes in the gut include proteases, which digest proteins. Why don’t these enzymes digest the stomach and small intestine, which are partially composed of protein?

Experiment 2: Effect of Temperature on Enzyme Activity

Data Tables and Post-Lab Assessment

Table 2: Balloon Circumference vs. Temperature

Table 2: Balloon Circumference vs. Temperature
Tube Temperature (°C) Uninflated Balloon Circumference (cm) Final Balloon Circumference (cm) Difference in Balloon Circumference (cm)
1 – (Cold)        
2 – (RT)      
3 – (Hot)      

 

 

Post-Lab Questions

  1. What reaction is being catalyzed in this experiment?
  2. What is the enzyme in this experiment? What is the substrate?
  3. What is the independent variable in this experiment? What is the dependent variable?
  4. How does the temperature affect enzyme function? Use evidence from your data to support your answer.
  5. Draw a graph of balloon diameter vs. temperature. What is the correlation?
  6. Is there a negative control in this experiment? If yes, identify the control. If no, suggest how you could revise the experiment to include a negative control.
  7. In general, how would an increase in substrate alter enzyme activity? Draw a graph to illustrate this relationship.
  8. Design an experiment to determine the optimal temperature for enzyme function, complete with controls. Where would you find the enzymes for this experiment? What substrate would you use?
 
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Cell Structure Answer Key

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Cell Structure Answer Key

(Cell Structure Answer Key)

UMUC Biology 102 / 103 Lab 3: Cell Structure And Function ANSWER KEY

This contains 100% correct material for UMUC Biology 103 LAB03. However, this is an Answer Key, which means, you should put it in your own words. Here is a sample for the Pre lab questions answered:

Pre-Lab Questions

1. Identify the major similarities and differences between prokaryotic and eukaryotic cells. (2 pts)

Prokaryotes tend to be less complex than eukaryotic cells, with fewer organelles and (generally) fewer requirements for survival. Eukaryotes have a nucleus, while prokaryotes do not. Both eukaryotes and prokaryotes have DNA, a cell membrane, and cytoplasm.

2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell? (2 pts)

DNA is housed in the nucleus in eukaryotic cells. Prokaryotic cells do not have a nucleus, and thus DNA exists freely in the cytoplasm.

3. Identify three structures which provide support and protection in a eukaryotic cell. (2 pts)

The cell membrane, the cytoplasm, and the cytoskeleton (microtubules, microfilaments, etc.).

Experiment 1: Cell Structure and Function

(Cell Structure Answer Key)

Post-Lab Questions

1.    Label each of the arrows in the following slide image:

2.    What is the difference between the rough and smooth endoplasmic reticulum?

3.    Would an animal cell be able to survive without a mitochondria? Why or why not?

4.    What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?

5.    Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.

Experiment 2: Osmosis – Direction and Concentration Gradients

Data Tables and Post-Lab Assessment

(Cell Structure Answer Key)

Table 3: Sucrose Concentration vs. Tubing Permeability

Band Color Sucrose % Initial Volume (mL) Final Volume (mL) Net Displacement (mL)
Yellow        
Red        
Blue        
Green        

Hypothesis:

Post-Lab Questions

1.    For each of the tubing pieces, identify whether the solution inside was hypotonic, hypertonic, or isotonic in comparison to the beaker solution in which it was placed.

2.    Which tubing increased the most in volume? Explain why this happened.

3.    What do the results of this experiment this tell you about the relative tonicity between the contents of the tubing and the solution in the beaker?

4.    What would happen if the tubing with the yellow band was placed in a beaker of distilled water?

5.    How are excess salts that accumulate in cells transferred to the blood stream so they can be removed from the body? Be sure to explain how this process works in terms of tonicity.

6.    If you wanted water to flow out of a tubing piece filled with a 50% solution, what would the minimum concentration of the beaker solution need to be? Explain your answer using scientific evidence.

7.    How is this experiment similar to the way a cell membrane works in the body? How is it different? Be specific with your response.

 
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Foundations of Criminal Justice

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Foundations of Criminal Justice

(Foundations of Criminal Justice)

1) A codified law is known as a

A) deviant act.

B) statute.

C) theory.

D) crime.

2) According to John F. Galliher, legal definitions of criminality are arrived at through a __________ process.

A) sociological

B) psychological

C) political

D) mainstream

3) Ron Classen sees crime primarily as

A) a violation of a law.

B) problem behavior.

C) an offense against human relationships.

D) a form of social maladjustment.

4) The pluralistic perspective suggests that behaviors are typically criminalized through

A) general agreement of members of society.

B) a political process.

C) the existence of shared norms and values.

D) none of the above

5) Which of the following jobs probably would not fall within the field of criminalistics?

A) Fingerprint examiner

B) Polygraph operator

C) Forensics examiner

D) Correctional officer

6) A police officer or probation officer is best described as a

A) criminalist.

B) criminologist.

C) criminal justice professional.

D) none of the above

7) __________ definitions focus on criminology’s role in uncovering the underlying

causes of crime.

A) Scientific

B) Causative

C) Disciplinary

D) None of the above

8) According to various professional groups, violence in television, music, video, games, and movies

A) may lead to increased levels of violent behavior among children.

B) may lead to decreased levels of violent behavior among children.

C) may lead to emotional sensitization toward violence in real life.

D) may have no effect on levels of violent behavior among children.

9) Which of the following is not an immediate input provided by the justice system that may enhance or reduce the likelihood of criminal occurrences?

A) Police response time to a crime scene

B) The availability or lack of official assistance

C) The presence or absence of police officers

D) A prison that acts as a “crime school”

(Foundations of Criminal Justice)

10) Which of the following is not considered a property crime by the UCR?

A) Robbery

B) Burglary

C) Arson

D) Theft

11) Which of the following is not a reason why rape victims fail to report their victimization?

A) Fear that the crime is not important enough to report

B) Fear of the perpetrator

C) Fear of participation in the criminal justice system

D) Shame

12) The category of crimes in NIBRS which corresponds most closely to the UCR Part I offenses is

A) Group A offenses

B) Part I crimes

C) NIBRS key crimes

D) None of the above

13) According to Elliott Currie, the __________ is the rate of crime calculated on the basis of crimes that would likely be committed by those who are incapacitated by the criminal justice system.

A) actual crime rate

B) criminality index

C) latent crime rate

D) clearance rate

14) The NCVS divides larceny into the categories of __________ larceny.

A) household and personal

B) grand and petty

C) violent and nonviolent

D) felony and misdemeanor

15) Which of the following is not a finding of the National Youth Survey?

A) Violent offenders begin lives of crime earlier than originally believed.

B) Females are involved in a smaller proportion of crime than previously thought.

C) There is a consistent progression from less serious to more serious acts of

delinquency over time.

D) Race differentials in crime are smaller than traditional data sources indicated.

16) The first step in any research is to

A) develop a research design.

B) choose a data collection technique.

C) review the findings.

D) identify a problem.

17) A __________ is especially valuable when aspects of the social setting are beyond the control of the researcher.

A) one-group pretest-posttest design

B) case study

C) controlled experiment

D) quasi-experimental design

18) The study of one particular criminal organization is an example of the __________ data-gathering strategy.

A) survey research

B) case study

C) participant observation

D) secondary analysis

19) The degree of dispersion of scores around the mean is known as the

A) standard deviation.

B) median.

C) correlation.

D) significance test.

20) A __________ correlation exists between sample size and the degree of confidence we can have in our results.

A) positive

B) curvilinear

C) negative

D) inverse

21) In which year was the Magna Carta signed?

A) 450 B.C.

B) 1215

C) 1066

D) 1700 B.C.

22) Which of the following was not one of the three types of crimes outlined by Beccaria?

A) Crimes that involved no victims other than society

B) Crimes that ran contrary to the social order

C) Crimes that injured citizens or their property

D) Crimes that threatened the security of the state

23) Which of the following categories of punishment might include the loss of the right to vote?

A) chronic

B) compulsive

C) indelible

D) restrictive

24) The argument that crime is not a result of poverty or social conditions and

therefore cannot be affected by social programs was made by

A) Lawrence Cohen.

B) David Fogel.

C) Ronald V. Clarke.

D) James Q. Wilson.

25) Research by __________ found that a small number of chronic recidivists were responsible for a large majority of serious violent crime.

A) Marvin Wolfgang

B) Marcus Felson

C) Jack Katz

D) Ronald V. Clarke

 
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Health Law and Ethical Dilemmas

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Health Law and Ethical Dilemmas

Health And Law

Health Law and Ethical Dilemmas

The Legal and Regulatory Environment of Health Care

Textbook: Fremgen, B. F. (2014). Medical law and ethics (5th ed.). Upper Saddle River, NJ: Pearson.

Instructions: Please ensure to substantiate your response with scholarly sources and also a personal account of your own experience in the work place. Cite and reference work! Must be 150 to 175 word count.

1. Please highlight two things you found most interesting about Chapter 1. See attached

1a. Read the Jeanette M case; based on the case address your opinion and thoughts to the comments below.

What reactions do you have to the ideas they presented? Include examples from the course readings or your own experience to support your perspective, and raise questions to continue the dialogue

Monica: In the case of Jeanette M. I don’t believe there is an ethical problem. If anything there may be a legal problem for the receptionist because she should have gotten more information regarding Jeanette’s condition. An elderly woman with shortness of breath should have been recommended to the ER. However, Jeanette is also partially at fault because she took no action to save herself sooner. She should have went to the ER on her own as soon as she became exhausted. I would say that the doctor had no part in her death and both the receptionist and Jeanette were at fault (if I had to place blame). If the receptionist had taken the extra time to learn more about Jeanette, she may have referred her to the ER saving Jeanette’s life, maybe. Being that she was elderly, suffering from pneumonia and congestive heart failure, there may have been nothing they could have done.

BeaJae: I agree, on an ethical level had the receptionist given the doctor the message when it was first received Jeanette M could have had a response well before 5:00 P.M. It may or may not have saved her but at least the call would have been answered in a timely manner. I don’t believe that anyone is at fault for the death of Jeanette M and as a receptionist, the order of which the conversation had taken place was adequate because she is only a receptionist, the doctor would have to make the call on what Jeanette is to do as far as getting treatment. In a busy workplace anywhere a lot of things tend to go unanswered due to being understaffed, overworked, or misjudging a situation but in many of them someone is held to blame for the mishap. In this case i believe that there is no one to blame in the death of Jeanette only a delay in reporting the call.

2. Please highlight one thing you found most interesting about Chapter 2. See Chapter 2 attached

2a. Read the Case of Jacob and the diseased and share your thoughts

3. Please highlight one thing you found most interesting about Chapter 8. See Chapter 8 attached.

3a. Read the case of Janet K. and Epilepsy and share your thoughts

4. Read and share your thoughts about the Legislative Process page on the United States House of Representatives website. http://www.house.gov/content/learn/legislative_process/

5. Read and share your thoughts on the article “Why Is Health Care Regulation so Complex? http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2730786/

Based on the article above, address your opinion and thoughts to the comment below:

What reactions do you have to the ideas they presented? Include examples from the course readings or your own experience to support your perspective, and raise questions to continue the dialogue

5a. Kwan: This article provided a great summary of health care regulation in the U.S. and how it is managed by different levels of government: local, state, and federal. My personal experience working in medical billing and medical front office had been quite challenging at first as I had to learn HIPAA, ICD-9 (at the time), and Medicare/Medicaid compliance. Kind of a crash course if no one has had any official training or education on these subjects. However, I am glad to have experienced it first hand and now I am enjoying the work as a student. Students that learn about health care regulation and compliance at UOP are definitely going to be ahead starting a career in this industry if they aren’t working in it now – so lucky! This article provides examples from a physician and a pharmaceutical company’s perspective on how they require the necessary and legal regulations in order to provide treatment (physician) and sell the drug (pharmaceutical company). As for becoming a physician, it really makes people appreciate the hard work (time, money, and education) they put in in order to practice. Not only do they have to:

– attend a medical school that has received accreditation by a private body

– take a national examination administered by another nongovernmental organization

– obtain licensure from a state medical board

– complete a hospital residency that is funded and governed by the federal Medicare program

– achieve certification from a private specialty board

– AND obtain clinical privileges at a hospital that may operate as either a private or public entity

..but they have to complete regulatory and compliance tasks throughout their career in order to continue to practice (Field, 2008). This helps us as consumers know that we are getting treatment from well-educated medical professionals that meet the necessary standards of law.

Field, R. I. (2008). Why Is Health Care Regulation So Complex? Pharmacy and Therapeutics, 33(10), 607-608.

 

6. Read and share your thoughts on the Laws & Regulations page on the U.S. Department of Health &

Human Services website. http://www.hhs.gov/regulations/

7. Health Care Governance in the US:

Who should be responsible for governing health care delivery in the United States? What should the role of the government be, if any?

8. Government and Health Care

What function does each federal branch of government serve in relation to health care delivery?

Do you think they do a good job?

9. Read and share your thoughts on the Regulations overburden health care article. http://www.edermatologynews.com/single-view/regulations-overburden-health-care/f7bb02a29855cd0ec55a043e1ce29e02.html

10. Complete the Health Care Laws Matrix below. Cite/ reference with proper APA style.

· Explain how health care laws are created.

· Evaluate the impact of local, state, and federal laws on the health care industry.

· Health Care Laws

Health Law and Ethical Dilemmas

Identify 2 health care laws Describe the health care law (25- to 45- words) Identify why the health care law was created (45- to 90- words) Describe how the health care law impacts the health care industry (90- to 175- words)
1.

 
2.

 
 
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Leadership profile – an effective leader 

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Leadership profile – an effective leader

(Leadership profile – an effective leader) Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits. To Prepare: Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources. Please Note: This Assessment will take roughly 30 minutes to complete.

Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen. Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items. Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post. (Leadership profile – an effective leader)

Leadership profile - an effective leader 

Evaluating Leadership Skills through StrengthsFinder Assessment

The Gallup StrengthsFinder assessment helps individuals identify their unique strengths, enhancing their leadership abilities. Upon completing the assessment, I received my top five themes: Learner, Input, Responsibility, Analytical, and Achiever. These themes provide insights into my leadership traits and areas for improvement.

Description of Assessment Results

  1. Learner:
    I have a strong desire to learn and continuously improve. I enjoy the process of becoming more competent.
  2. Input:
    I am inquisitive and collect information. I find joy in gathering knowledge, which helps in making informed decisions.
  3. Responsibility:
    I take ownership of tasks and am committed to completing them with high standards. I am dependable and trustworthy.
  4. Analytical:
    I have the ability to think critically and examine situations from various perspectives. I seek to understand the underlying factors.
  5. Achiever:
    I have a constant drive for accomplishing goals. I find satisfaction in productivity and meeting challenges head-on.

Core Values to Strengthen

  1. Integrity:
    Integrity is essential in leadership. It fosters trust and sets a moral example for others to follow. By aligning actions with words and consistently upholding ethical standards, I can reinforce my commitment to integrity.
  2. Empathy:
    Understanding and sharing the feelings of others is vital in leadership. It helps build strong relationships and fosters a supportive environment. I aim to actively listen and be more considerate of others’ perspectives.

Strengths to Enhance

  1. Communication:
    Effective communication is crucial for successful leadership. It ensures clarity, fosters teamwork, and helps convey visions and goals. I plan to work on delivering clear and concise messages and actively engaging in dialogues.
  2. Adaptability:
    Flexibility in adapting to changes and new challenges is a valuable trait. It allows for resilience and effective problem-solving. By embracing change and remaining open-minded, I can strengthen my adaptability.

Characteristics to Develop

  1. Delegation:
    While I often take responsibility, effective delegation is essential. It empowers team members and improves overall efficiency. I aim to trust others with tasks and provide necessary support while avoiding micromanagement.
  2. Conflict Resolution:
    Handling conflicts constructively is a critical leadership skill. It maintains harmony and ensures productive outcomes. I will focus on addressing conflicts promptly and fairly, seeking win-win solutions.

Applying Strengths Finder Results

Reflecting on these results, I can leverage my strengths to enhance my leadership capabilities. For example, as a Learner, I can promote a culture of continuous improvement within my team. By utilizing my Analytical skills, I can make informed decisions and provide strategic guidance. My Responsibility trait ensures that I maintain high standards, fostering a trustworthy and dependable leadership style. Meanwhile, focusing on improving Communication and Adaptability will help me engage more effectively with my team and navigate challenges.

By developing Integrity and Empathy, I can build stronger, more meaningful relationships with my team members. Strengthening Delegation and Conflict Resolution will allow me to lead more efficiently, empowering others and maintaining a cohesive work environment.

Conclusion

Using the insights from the StrengthsFinder assessment, I can refine my leadership skills and behaviors. Emphasizing continuous learning, effective communication, and ethical conduct will enhance my ability to lead successfully. This self-awareness fosters personal growth and improves team dynamics, leading to optimal success.

References

Gallup. (2024). Clifton Strengths for Students.
https://www.gallup.com/cliftonstrengths/en/252137/home.aspx

Northouse, P. G. (2021). Leadership: Theory and Practice (9th ed.). Sage Publications.
https://us.sagepub.com/en-us/nam/leadership/book272020

 
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