HOMEWORK: MEDIA AND INTERNET – ACCURATE VERSUS INACCURATE

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Overview

We all learn about medical information on the news and in media. At some point, we have all heard about health-related information in the media or looked up symptoms on the Internet; however, how do we know if our search is accurate? How do we know if what we hear is true?

Part One: Readings and Analysis

For this assignment, you will create a presentation in which you provide a critical analysis of a time in which you were influenced by inaccurate information, or you found accurate information through the media that helped you or someone you know. Your audience can be informal, such as a friend or family member, or formal, such as a coworker or conference presentation. Include the following:

  1. Identify a time when the media or the Internet influenced you either with accurate information or inaccurate information.
  2. Explain the selected topic.
    • Where did you learn about this topic? For example, did you see this in a movie, book, or other media, or did you search for information yourself on the Internet?
    • What specific symptoms or prevention methods did you identify?
  3. Explain how you determined if you found either inaccurate or accurate information about the topic.

Part Two: Presentation

Create a presentation in which you provide a critical analysis of your findings. You may choose the format of your presentation. Some suggestions are:

  1. A 6–12 slide PowerPoint presentation (or another choice of presentation software) with audio. Refer to the PowerPoint section of the Tools and Resources for PowerPoint tutorials.
  2. A 6–12 slide presentation recorded using Kaltura, a program offered by Capella that records audio and video. Refer to Using Kaltura for more information.
  3. A short podcast that includes a written transcript.
Presentation Requirements

Your presentation should meet the following requirements:

  • Length of recording: 5–8 minutes.
  • Length of slideshow (if using): 6–12 slides.
  • Format: The format you choose for your presentation must be one that your instructor can access for review and grading. Do not submit files from non-standard software programs. You can reference Capella’s Computer Requirements for more information about our standard software programs. Depending on the format you choose, upload or attach your presentation to the assignment area or provide a link in the submission box. Make sure to give your instructor access to the recording if necessary.

Refer to the assignment scoring guide before you submit your presentation to ensure you meet all expectations for this assignment.

Note: If you use assistive technology or any alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu with any access-related questions or to request accommodations.

https://campus.capella.edu/tutorials/using-kaltura

 
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Lab Reports

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BIOL 1406 Lab Reports, Lab Notebook Guidelines

 

Students must have a lab text book and a lab notebook to record notes and daily lab activities. A three ring binder is recommended to keep notes and materials together and organized. Your lab instructor will give more information about this.

 

Every entry in your notebook should include a statement of purpose that includes terminology, test method, experiment data, observations and conclusions (what you learned) from each activity in the exercises. Conclusions should address each of the questions or objectives listed in the purpose for the activity.

 

Your instructor will identify the activities to be covered for each exercise. It is available online at the eCampus community “NLC-BIOLOGY-LAB”.

The NLC Academics Skills Center and NLC Writing Lab (L240) is also available to assist with writing lab reports. Remember, The NLC Science Learning Center (P333) for learning resources and tutoring!

 

Three Formal Lab Reports (25 points each) on the following topics :

LR 1 – Lab 3: Carbon Chemistry- Exercise 3.2, Known and Unknown Testing

LR 2 – Lab 7: Enzymes- Exercise 7.3 A or B, Effect of Temperature or pH

LR 3 – Lab 9: Photosynthesis- Exercise 9.2, Necessity of Light

 

Each lab report will (must) consist of the following components for each activity:

Exercise # and Title of experiment

 

Introduction

 

Purpose

Identify the exercise objectives / questions to be answered by the activity and define any necessary terms. Include your hypothesis in this section.

 

Hypothesis

Should be worded as an “…if…….then….” statement based on the question your experiment was designed to answer. It should be easy to prove wrong. (Ex: “I expect that if yeast is given sugar, then more carbon dioxide will be produced.”)

 

Materials & Methods

Materials

What did you use to conduct the experiment? Include equipment, glassware, reagents etc. used.

Test Method

How is the experiment done?

Describe in detail how you set up the activity.

DO NOT COPY FROM THE LAB MANUAL.

 

Procedure / steps

Step by step instructions should be included in the Materials and Methods section.

 

Results

Observations

What happened during the exercise?

Data collected in neat table format.

Any graphs or photos of experimental results should be included here.

What were the results, what did you see?

Discuss your observations.

 

Discussion

 

Conclusion(s)

How do the observations answer the questions and objectives that have been identified in the purpose? Include a direct answer to your hypothesis. What was learned as a result of the lab exercise?

 

Errors / Suggestions

If your results are unexpected, identify any possible sources of errors and your suggestions to avoid errors and/or improve the experiment.

 

References

 

Any references used should be cited appropriately.

 

Exercises are to be completed accurately at the time specified by the instructor. Any points deducted will be determined by the instructor and the grading rubric. Absolutely no plagiarism will be tolerated . Everything must be in your original words, not copied from the book or another student. Reports should be written independently despite being conducted in a group. Any plagiarism will result in a Zero.

 
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Biology 1406 Photosynthesis Lab

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Biology 1406

Photosynthesis Lab

 

Objectives:

· Observe oxygen produced by photosynthesis

· Determine pigments in plants that allow for photosynthesis

 

 

Terms:

· Chromatography

· Photosynthesis

· Autotroph

 

Materials Needed:

 

 

Exercise 1

· 4 large beakers or clear bowls/cups

· 4 small beakers or clear bowls/cups

· Light source (lamp or window)

· Fresh spinach (or other soft) leaves

· Baking soda

· Paper towel

 

 

 

Exercise 2

 

· 1 Tall beaker or glass

· Pencil or pen

· Coin (quarter, nickel, dime or penny)

· Paper towel

· Coffee filter

· Fresh spinach (or other soft, dark green) leaf

· Rubbing alcohol

· Tape (or something else to secure filter)

· Plastic wrap (not necessary but helpful)

 

 

 

Introduction

 

Photosynthesis is the process by which autotrophic organisms make their own food in the form of glucose using light energy from the sun and carbon dioxide. Autotrophic organisms include; plants, some bacteria and some protists (eukaryotic organisms such as algae). Photosynthesis takes 6 carbon dioxides, 6 water molecules and energy from sunlight to form a single glucose and 6 oxygen molecules (see figure 1).

Autotrophic organisms will then utilize the glucose produced for cellular respiration to get ATP from it. The only difference in cellular respiration in autotrophs versus heterotrophs (organisms who consume other plants and animals for energy) is where the glucose for cellular respiration comes from. Autotrophs get their glucose from photosynthesis while heterotrophs must eat another organism to obtain a glucose for cellular respiration.

 

Figure 1: Photosynthesis equation. Showing the reactions uses 6 carbon dioxides, 6 water molecules and energy from the sun to form glucose and 6 oxygen molecules.

(Image source: Professor Mello)

Exercise 1: Photosynthesis

 

First we will look at photosynthesis in plants. In this experiment you will compare the amount of photosyn- thesis produced by spinach leaves under varying conditions such as water with baking soda added. Baking soda when placed in water will release carbon dioxide molecules into the water.

Procedure 1—

1. Obtain 4 large beakers or clear bowls/cups. And 4 small beakers or clear cups/bowls. The key here is that you want the smaller beakers/bowls to fit inside the larger ones and you need enough room that you can turn the small beaker upside down while its inside the larger beaker. Meaning you want to be able to put the small beaker inside the larger facing up. Then turn the small beaker upside down without pulling it out of the larger beaker to do so.

2. In one of the large beakers fill it about 3/4 of the way full with regular water. You want the water lever in the large beaker to be taller than the smaller beaker.

3. Fill the remaining 3 beakers with the same amount of water that you filled the first.

4. Label one beaker control light, and one control dark, set them both aside. These two beakers will just have regular water in them.

5. To the next beaker add a tablespoon of baking soda and stir to dissolve.

6. Continue to add baking soda to the beaker one table spoon at a time, stirring in-between tablespoons, until the water becomes slightly cloudy.

7. Add the same number of tablespoons of baking soda to the remaining beaker.

8. Label one beaker light, and one dark.

9. Take one of the control beakers, place it on a paper towel, towel, or in a sink, to prevent a mess occurring for the next couple of steps as water may splash out.

10. Place a small beaker in one of the control beakers face up

11. Place 3 spinach leaves inside the submerged small beaker.

12. Carefully turn the smaller beaker upside down while keeping it submerged in water. You want to prevent any air from getting inside the small beaker

13. If your spinach leaves float out carefully stuff them back up underneath the small beaker without getting any air bubbles in the smaller beaker. If air bubbles occur turn the small beaker right side up, remove the air bubbles and try again. See figure 2 for an example of what the completed setup should look like.

14. Repeat this process for the remaining 3 beakers.

15. Place the control dark and dark beakers in a cabinet or under a cover to keep them in the dark.

16. Place the control light and light beakers in a window sill or by a bright light.

17. Observe the small beakers for bubbles once every 5 minutes for 20 minutes.

18. Rank the amount of bubbles on a scale of 0-5. 0 = no bubbles, 5 = lots of bubbles.

19. Record the results in the student handout portion of the lab.

 

 

 

Figure 2. Image A shows the setup using a measuring cup and a small bowl instead of beakers. Image B shows the setup using two beakers. Image c shows that there are no bubbles in the smaller beaker/bowl with initial setup. Image D shows what the bubbles will look like as they form over time.

(Image source: Professor Mello)

 

Exercise 2: Chromatography

 

Photosynthetic organisms capture the energy from sunlight utilizing pigments. Plant leaves tend to have multiple pigement types in them so they can absorb multiple wavelengths of light. These pigments are what give plant leaves their colors. Most plants have pigments that absorb all wavelengths except for green light. Green light is instead reflected back or transmitted which is why most plants appear green. All things that we see as color reflect back the wavelength of light you see and absorb or transmit (allow to pass through) all other colors.

So if a shirt is red its either absorbing or transmitting all wavelengths of light except red. The red wavelength is being reflected back and that is what your eyes see. Black and white colors are the exception to this. A black tshirt absorbs all wavelengths of light so black is actually the absence of color wavelengths being reflected into your eye. While a white shirt reflects all wavelengths of light, your brain process all wavelengths being reflected together as white. This is why black shirts can be much hotter than other color of shirts on a sunny day, the black shirt absorbs all of the light energy, a white shirt is generally the coolest color of shirt to wear on a hot day as it reflects of all the sun’s energy.

In this procedure we will separate the pigments in spinach leaves so you can see how many pigments the plant uses to perform photosynthesis.

 

 

Procedure:

 

1. Obtain a tall cup or beaker.

 

2. Obtain a coffee filter or piece of chromatography paper. Cut it into long rectangular strip that is an inch wide and long enough to reach from the top of your beaker to the bottom (see figure 3 for an example setup). Try to touch the strip you cut by the edges, oils on your hands can be absorbed by the paper and mess up the experiment.

3. Measure half an inch up from the bottom of the strip and place a spinach leaf on it.

 

4. Use a coin to rub the spinach leave over the line multiple times until the green from the leaf has been

rubbed into the paper, see figure 3 for an example.

 

5. Tape the top of the strip (part furtherest away from your green spinach line) to a pencil or pen and hang it inside the beaker (see figure 3 for an example of setup).

6. Carefully pour rubbing alcohol into the bottom of the beaker you want enough to get the bottom of the strip wet but not enough to cover the green spinach line.

7. Place a plastic wrap over the top of the beaker to help prevent evaporation.

 

8. Allow the experiment to run until the alcohol is about an inch from the top of the strip.

 

9. Remove the strip from the container and observe the different pigment lines.

 

10. Identify which pigments you see using figure 3 as a reference.

 

 

 

Figure 3. Image A shows the chromatography strip with a quarter and spinach leaf ready to be used. Image B shows the spinach

leaf about an inch up on the paper and the quarter is about to be used to rub the spinach. Image c shows the quarter rubbing a line along the spinach leaf to transfer pigment. Image D shows the green leaf pigment that has been transferred to the paper

successfully. Image E shows the complete final setup with the chromatography paper attached to a pen and hanging in a beaker.

Notice the bottom of the paper touches the bottom of the beaker.

(Image source: Professor Mello)

 

Name:

 

Biology 1406

Lab 1: Student Handout

 

Exercise 1 Photosynthesis

Rank the amount of bubbles on a scale of 0-5. 0 = no bubbles, 5 = lots of bubbles. Record your observations in the table below.

 

Treatment 0 min 5 min 10 min 15 min 20 min
Control Dark
Dark
Control light
Light

 

 

1. Which treatment(s) produced the most bubbles? Why?

 

 

 

 

 

2. Which treatment(s) produced the least bubbles? Why?

 

 

 

 

 

3. What was the purpose of the baking soda? Why was it necessary for photosynthesis?

 

Exercise 2 Chromatography

Draw your completed chromatography strip below and label the pigments. You may use colored pencils if available or draw it in black and white labeling the color of each line as well as the pigment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. Why do plants utilize multiple pigments for photosynthesis? What is the benefit or drawback of using multiple?

 

 

 

 

 

 

 

 

5. What color does each of the pigments you saw reflect back? What color(s) do they each absorb?

 
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Lab

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SCIN 130 Lab 4: Stickleback Evolution, Part 2

 

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

In this experiment, you will analyze the pelvic structures of stickleback fish collected from two lakes around Cook Inlet, Alaska, to determine whether there are significant differences between the two populations. You will then use your data and information about the lakes to draw conclusions about the possible environmental factors affecting the evolution of pelvis morphology.

 

 

Specific Lab Instructions

 

Name: Sarah Springle

Date: 11/24/2020

 

Return to: The Virtual Stickleback Evolution Lab

 

You are going to perform Experiment 2 for the Stickleback lab this week.

 

Begin with Tutorial 2. When you are comfortable scoring a pelvis in fossil fish, you may move on (Note: it is a little more difficult in fossils than live fish, so you may want to spend a little time here).

 

1. What score would you assign to a fossil specimen that has only one pelvic spine visible? Complete

2. A stickleback fossil may show no signs of pelvic structures. What are possible sources of error associated with scoring the pelvis of such a fossil as “absent”?

 

When you feel you have mastered scoring fossils, you may move on to Experiment 2.

1. In your own words describe the overall objective of Experiment 2 and explain what the data you collect will allow you to estimate.

To characterize the pelvic structures of fossil stickleback. The data will allow us to estimate the rate of change in the frequency of the complete pelvic phenotype over time for this populations.

 

2. What is one type of information that researchers can gain from studying fossils that they cannot obtain from living populations?

Could give information about long terms patterns, which could help calculate rate of change for certain traits.

 

SCIN130 Lab 4: Stickleback Evolution, Part 2

 

V1 04.2018 Felicetti

Page 6 of 9

Begin the experiment in the window on the left. Complete Part 1: Preparing Fossils (click on the bench to get started).

 

3. You will collect data on pelvic structures using fossils from rock layers 2 and 5. Approximately how many years of deposition separate these two layers?

In this lab they were 3000 years apart

 

4. Which layer is older, 2 or 5? Explain your answer.

Layer 2, because the oldest are at the bottom

 

 

 

Complete Part 2 of the lab in the window on the left.

Score Your Fossils

 

 

5. Based on the pelvic phenotypes you measured, do the fossils in layer 2 differ from those in layer 5? Explain how.

 

 

6. After your collect data for the pelvic phenotype in layers 2 and 5, add your totals, and submit. As in lab 3, you may use the graph feature in the program as it works fine, or you can create your own Excel graph. Insert a screenshot here.

7. How do your data compare to those collected by Dr. Bell and colleagues?

 

 

8. Take the quiz. What can be inferred about the presence or absence of predatory fish when the Truckee Formation was a lake? Describe the evidence.

 

9. After completing the quiz, click on Experiment 2 Analysis.

10.

11. Complete the tables below as you perform the rate calculations. (The link to the instructions is very helpful.)

Sample Layer Number of Fish with a Complete Pelvis Total Number of Fish Sampled Relative Frequency of Complete Pelvis Trait in Population Sampled
1

2

3

4

5

6

 

Time Decrease in Percentage of Complete Pelvis Trait per Thousand Years (Rate of Change)
First 3,000 years (Layer 1 to Layer 2)

Next 3,000 years (Layer 2 to Layer 3)

Next 3,000 years (Layer 3 to Layer 4)

Next 3,000 years (Layer 4 to Layer 5)

Next 3,000 years (Layer 5 to Layer 6)

Total 15,000 years (Layer 1 to Layer 6)

 

 

1. What does it mean when the rate of change is a negative number?

 

2. Complete the Analysis Quiz.

3. Describe the trend in the data over time.

 

4. Why is it important to calculate the rate of change over time?

 

5.

6. In what way is the change in the complete pelvis phenotype in the fossils from the Nevada lakebed similar to what might have occurred in Bear Paw Lake from Experiment 1?

 

 

 

 

Adapted from: Brokaw, A. (2013). Stickleback Evolution Virtual Lab. HHMI Biointeractive Teaching Materials.

 
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BI101 Unit 8 Homework

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Complete the following and submit the Word document by midnight Sunday. Remember to include complete citations for all sources used to answer each question.

1. Are most invasive (exotic) species K-selected or r-selected species? Explain your choice and why that makes sense in terms of their ecological success.

2. Briefly define a community and an ecosystem and describe how the two are interrelated.

3. Which of the following levels of organization are in order, from simplest to most complex. a.  population, organism, community, ecosystem b.  community, ecosystem, population, organism        c.  organism, community, population, ecosystem d.  population, ecosystem, organism, community e.  organism, population, community, ecosystem

4. Mosses growing on bare rock will eventually help to create soil.  These mosses are involved in ___ succession. a.  primary b.  secondary c.  tertiary

5. If a farmer sprays a pesticide onto a field and kills half of the insect pests, he has caused a reduction in________. a.  field capacity b. carrying capacity c. population size d. More than one of the above

6. What type of survivorship curve would you expect for a plant species in which only a few seeds are produced and most of these survive to produce adult plants? a.  type I b.  type II c.  type III

7. An ecological niche is an organism’s_______ in an ecosystem. a. location b.  habitat         c.  resources         d.  function

8. No matter how rapidly populations grow, they eventually reach a limit and begin to stabilize. This is called the ______________.

9. Unicellular algae live in the tissues of coral animals.  The algae provide food for the coral, while the coral provides a stable home for the algae. This is an example of a.  Parasitism b.  Commensalism c.  Mutualism

10. The vast majority of energy taken into an ecosystem is____________. a.  converted into biomass by plants. b.  utilized by secondary consumers. c.  lost as heat. d.  used by the primary consumers. e.  concentrated in the decomposers.

11. A farmer is using an insecticide to treat his crops. While most insects do not survive their first exposure to the insecticide some have a gene that enables them to survive. When these survivors reproduce they will likely pass along this resistance to their offspring. This results in an increase in numbers of the insects over time. Which of the following processes applies to this survival? a. cloning b. mutation c. natural selection d. genetic engineering

12. What is the ecological relationship between insects and crops? a. mutualism  b. competition c. predation

13. Sea anemones growing on the backs of crabs without damaging the crabs are an example of a.  Parasitism b.  Commensalism c.  Mutualism

14. Which of these is a population density-independent regulating factor? a.  Competition b.  Predation c.  Size of population d.  Weather e.  Resource availability

15. Producers are_________. a.  Autotrophs b.  Herbivores c.  Omnivores d.  Carnivores

16. If biological magnification occurs, the ___ will have the highest levels of toxins in their systems. a.  producers b.  herbivores c.  primary carnivores d.  top carnivores

17. Given the amount of sunlight that hits the plants on our planet, and the ability of plants for rapid growth and reproduction, how come we aren’t all hip deep in dead plants?

 
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Complete The Biology Labs

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Lab 3 Identification of Carbohydrates, Proteins, and Lipids Assignment

 

Results

 

1. While looking at the pictures for the results of each test, fill in the chart below (+/- means was the color positive or negative):

 

No.

 

 Substance Benedict Test Iodine Test Biuret Test Sudan Dye
    color +/- color +/- color +/- +/-
1 water (control)              
2 10 % glucose              
3 10 % sucrose              
4 10 % starch              
5 10 % albumin              
6 salad oil              
7 milk              
8 regular soda              
9 unknown              

 

 

 

2. Fill in the table below for the results of the Benedict Test (look at the color for each test tube and then match up the color in the table found on page 7):

 

No. Substance Gm %
1 water (control)  
2 10 % glucose  
3 10 % sucrose  
4 10 % starch  
5 10 % albumin  
6 salad oil  
7 milk  
8 regular soda  
9 unknown  

 

 

Answer questions with complete sentences.

 

3. A clear regular (non-diet) soda was tested. How much reducing sugar was present in the sample? Is the reason it is sweet because it contains reducing sugars? How do you know this?

 

 

4. Did the milk you tested contain protein? How do you know this? If it contained protein can you determine how much? Why or why not?

 

 

 

5. Do you think the Sudan Dye Test is a quantitative or qualitative test? Why or why not?

 

 

6. What is an indicator substance? Give an example.

 

 

7. Which tests gave you a positive result when you tested your unknown? What does this tell you?

 

 

8. Outline the functions of the polysaccharides in the table below.

 

Polysaccharide Function
Glycogen  
Chitin  
Cellulose  
Starch  

 

 

9. Outline the functions of the proteins in the table below:

 

Protein Function
Hemoglobin  
Keratin  
Myoglobin  
Fibrin  
Serum albumin  
Insulin  
Calmodulin  
Immunoglobins  
Cytochromes  
Vasopressin  
Pepsin  
Ferritin  

 

 

 

10. Outline the functions of the lipids in the table below:

 

Lipid Function
Lecithin  
Prostaglandins  
Cholesterol  
Estrogen  
Carotene  

 

 

11. Which groups of organic molecules would you expect to find in the following:

 

a. corn oil –

 

b. silk –

 

c. rubber –

 

d. soap –

 

e. molasses –

Lab 3

I

dentification of

C

arbohydrates

, P

roteins

,

and

L

ipids

 

Assignment

Results

  1.  While looking at thepictures for theresults of each test, fill in the chart below

(+/-meanswas the color positive or negative):No.Substance

Benedict Test

Iodine Test

Biuret Test

Sudan Dye color+/color+/-color+/-+/

 

water (control)

 

2. 10%  glucose

 

3. 10 % sucrose

 

4. 10 % starch

 

5. 10 % albumin

 

6. salad oil

 

 

7. milk

 

8. regular soda

 

9. unknown

 

2. Fill in the table below for the results of the Benedict Test (look at the color for each test tube and then match up the color in the table found on page 7):

 

 

 

No.Substance Gm %

 

1

 

water (control)

 

2

10 % glucose

3

10 % sucrose

4

10 % starch

 

5

10 % albumin

 

6

salad oil

7

milk

8

regular soda

9

unknown

Answer questions with complete sentences.

3.

A clear regular (non diet) soda was tested

. How much reducing sugar was present in the sample? Is the reason it is sweet because it contains reducing sugars? How do you know this?

 

Lab 3 Identification of Carbohydrates, Proteins, and Lipids Assignment

 

Results

 

1. While looking at the pictures for the results of each test, fill in the chart below (+/- means

was the color positive or negative):

 

No.

 

Substance

Benedict

Test

Iodine Test Biuret

Test

Sudan

Dye

color +/- color +/- color +/- +/-

1 water (control)

2 10 % glucose

3 10 % sucrose

4 10 % starch

5 10 % albumin

6 salad oil

7 milk

8 regular soda

9 unknown

 

 

2. Fill in the table below for the results of the Benedict Test (look at the color for each test tube

and then match up the color in the table found on page 7):

 

No. Substance Gm %

1 water (control)

2 10 % glucose

3 10 % sucrose

4 10 % starch

5 10 % albumin

6 salad oil

7 milk

8 regular soda

9 unknown

 

 

Answer questions with complete sentences.

 

3. A clear regular (non-diet) soda was tested. How much reducing sugar was present in the

sample? Is the reason it is sweet because it contains reducing sugars? How do you know

this?

 
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Unit 3 Assignment B

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Discuss each of the following topics. Be sure to provide your references/resources in APA style formatting.

Case Study 1: Myeshia, a 19-year-old female, recently read about the health benefits of calcium and decided to increase her intake of dairy products by drinking milk. Not long afterward, she experienced bloating, cramping, and gassiness. She suspected that the source of this discomfort was the milk she consumed, especially because her parents and sister had complained of the same problem. She wanted to determine if the milk was, in fact, the cause of her gastrointestinal discomfort, so the next day she substituted yogurt for the milk in her diet. Subsequently, she did not have any symptoms. What component of milk likely causes the problem? Why was she able to tolerate yogurt, but not milk?

Case Study 2: Marc and Dan are twins who like the same activities, and foods. At a recent doctor’s appointment, Dan was told that he has type 2 diabetes. He has been feeling well and has not noticed any changes in his health. He does not understand why he has diabetes, but this brother does not and why he has not had any noticeable symptoms. How would you explain this to him?

Topic 3: Describe what the glycemic index is and how this is very important in developing a nutritional diet.

Clarifications

Case Study 1

Case Study 2

No Plagiarism

 
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Biological Concepts

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WEEK 6 EXPERIMENT ANSWER SHEET Please submit to the Week 6 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 6 EXPERIMENT ASSIGNMENT

· Experiment 6 Exercise 1 – Monhybrid Crosses

· Experiment 6 Exercise 2 – Dihybrid Cross

· Experiment 6 Exercise 3 – Inheritance of Human Traits

Experiment 6 Exercise 1: Monohybrid Crosses

You will be conducting monohybrid crosses using fruit flies. Open in the following website:

Fly Lab JS. No date. https://www.sciencecourseware.org/FlyLabJS/

Procedure

A. Select a trait to modify from the left side of the page. For the monohybrid crosses, you will only change one trait at a time.

B. Select a trait for the male and then click “Select for Mating”. Repeat for the female.

C. You are now ready to mate the flies by selecting “Mate” from the menu near the top of the screen.

D. You will now analyze your results by clicking on “Analyze”. Click on the box “Ignore Sex of Flies”

E. Record the data in the table below.

F. Repeat five times to complete the table.

Table 1. Results of crosses.

Parent Phenotypes Offspring Phenotype
Parent 1 Parent 2 # %
Wild Type (WT) Forked Bristles 1001 WT 100% WT
       
       
       
       
       

Questions

1. How might you use these data to determine which traits were recessive and which were dominate (2 pts)?

2. Is it possible to determine the genotype for each cross? If so, how? (3 pts)?

Experiment 6 Exercise 2: Dihybrid Cross

We will continue to use flies for our crosses, but this time we will examine the inheritance of TWO different traits: body color (gray or black) and wing type (long or vestigial). As with our first crosses, the gray body color is dominant (GG or Gg) over the black body color (gg). And the long wing type is dominant (LL or Ll) over vestigial (ll). Be sure you have reviewed our online Genetics lecture and this week’s reading before proceeding. An example of a dihybrid cross is shown on p 150 in your book.

We will cross a gray bodied fly with long wings which has the genotype GGLl with a gray bodied fly with long wings with a genotype of GgLl . Note that even though the phenotypes are the same, the genotypes of the two parents are different.

Identify the four possible gametes produced by these two individuals. Note that each gamete must consist of two alleles (G or g and L or l):

Parent 1 Parent 2

image1.png image2.png

GGLl GgLl

Parent 1 (GGLl) Gametes: _______ ______ _______ _______ (1 pts)

Parent 2 (GgLl) Gametes: _______ ______ _______ _______ (1 pts)

Create a Punnett square to show the outcome of a cross between these two individuals (GGLl and GgLl) using the gametes you identified above (3 pts).

    Parent 1
           
Parent 2          
           
           
           

Questions

1. What are the possible F1 genotypes (these must now have four alleles) and their percentages (4 pts)?

2. Recall that GG and Gg individuals are gray bodied, while gg individuals are black bodied and that LL and Li individuals have long wings, while ll individuals have vestigial wings. What are the phenotypes of the resulting offspring and what are the percentages of these phenotypes (2 pts)?

Experiment 6 Exercise 3: Inheritance of Human Traits

Read over the Inheritance of Human Traits Introduction under the Week 6 Experiment link in our course before beginning.

Procedure

A. For each of the heritable traits describe below, determine which form you have (dominant form or recessive form). This is your phenotype.

B. Record your phenotype information in Table 2 below. Then, enter the possible genotype(s) you have based on your phenotype.

C. Answer the questions found following Table 2 below.

Description of Heritable Traits

Trait Possible Alleles Dominant Form Recessive

Form

 Examples
Ear lobes E or e Detached (Free) Attached  

image3.png 
Hairline W or w Widows peak Straight image4.jpg Widow’s peak Straight
Tongue rolling T or t Able to roll Unable to roll image5.jpg
Hand folding R or r Right thumb on top Left thumb on top image6.jpg
Chin C or c Cleft chin No cleft chin image7.jpg
Tongue folding F or f Can fold tongue backwards Cannot fold tongue backwards image8.jpg
Thumb H or h Straight thumb (cannot bend backwards) Hitchhiker’s thumb (can bend it backwards) image9.jpg
Little Finger B or b Bent inwards Straight image10.jpg
Mid-digital hair M or m Hair on fingers No hair on fingers  

image11.png 

An example is shown as to what should be entered in RED. Please correct the entry for “Ear lobes” based on your personal data. For the Genotypes, please use the letters provided above (8 pts).

Table 2. Your phenotypes and genotypes.

Trait Phenotype Genotype
Ear lobes Unattached OR Detached EE/Ee OR

ee
Hairline    
Tongue Rolling    
Hand Folding    
Chin    
Tongue Folding    
Thumb    
Little Finger    
Mid-digital Hair    

Questions

1.  Which traits did you have that were dominant (1 pts)?

2.  Which traits did you have that were recessive (1 pts)?

3. What does it mean to be homozygous for a trait? Cite source(s) used (1 pts).

4.  What does it mean to be heterozygous for a trait? Cite source(s) used (1 pts).

5.  Define genotype and phenotype? Cite source(s) used (1 pts).

6.  Which traits do you know for sure that you were homozygous (1 pts)?

Week 6 Experiment Grading Rubric

Component Expectation Points
Experiment 6 Exercise 1 Correctly perform and record the outcome of five monohybrid crosses (Table 1).

 5
 

 Demonstrate an understanding of the possible outcomes of monohybrid crosses with respect to genotypes and phenotypes (Questions 1-2).

 5
Experiment 6 Exercise 2 Determine the correct parental gametes and conduct a dihybrid cross.

 5
 

 Correctly evaluate the outcome of a dihybrid cross (Questions 1-2).

 6
Experiment 6 Exercise 3

 Correctly recognize one’s phenotype and assigns the correct genotype (Table 2).

 8
 

 Demonstrate an understanding of dominant and recessive traits, genotype vs phenotype and homozygous vs heterozygous (Questions 1-6).

 6
TOTAL  

 35 pts

Updated October 2013

 
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Assignment 3.1: The Evolution Of The Metabolic Process

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Step 1: As with other structures and functions within cells, evolution has driven the metabolic processes. This has created both unique processes in organisms and universal key characteristics.
Viewing metabolism through the lens of evolution, answer the following questions in a 2-3-page paper:

  1. Propose a hypothesis about how these processes evolved. What evidence did you use to propose this evolution? Defend your hypothesis.
  2. Identify universal characteristics across organisms that utilize each process in the metabolic pathways. For each characteristic or structure, explain what properties these characteristics or structures have that make them useful across organism types. Then, explain why the amphibolic pathways of metabolism are advantageous for the cells that utilize the full spectrum.
  3. Next, identify unique characteristics or pathways that specialized cells use to create their own version of the metabolic processes. Looking at archaea can help identify these variations in the process. After identifying these changed characteristics or pathways, compare them to the “normal” characteristics and pathways, determining why each organism utilizes a specific one and not the other.
  4. Finally, hypothesize about future evolutionary changes that may be observed.
 
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Anthro

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1

A NT H R O 10 1 ES SA Y IN ST R UC T ION S __________________________________________________________________________________________

Essay Prompt: Refute the notion of race as a biological category applicable to humans __________________________________________________________________________________________

An assignment link is set up on Canvas for you to submit your essay. The assignment link takes you directly into our class page for Turnitin.com, so you don’t need to create an account and you don’t need a class ID or password.

 You must submit a properly formatted essay that includes in text citations and a reference page.

 You must use APA formatting for your essay (APA formatting resources are provided for you).

You should upload your essay a few days before the deadline, because if Turnitin.com detects any plagiarism or other issues, you can fix your mistakes and then re-upload your essay before the deadline expires. (If you need to make changes and then re-submit your essay, that will completely replace your previous submission.)

• Submit your essay no later than a few days before the deadline (you may submit as early as you like).

• Log back in afterwards and check your originality report (any plagiarized material will be highlighted).

▪ If plagiarized material is detected, remove and replace it with your own words and resubmit your essay.

▪ Make sure that you have uploaded a properly formatted (APA) essay with a reference page.

▪ There should be at least 3 articles listed in your bibliography (that you read for your literature review).

In order to successfully complete this assignment, you must follow these instructions:

Complete your literature review before attempting to write your essay!!! Literature review – For your research, you must read at least three (3) of the peer reviewed scientific articles provided to you on our class Canvas page – also included under the Essay Instructions folder. You may also look up peer reviewed scientific articles via the campus library. You must conduct an appropriate academic literature review in order to gain adequate knowledge of the topic. You are required to read at least three (3) articles for your literature review, but you can read more if you choose. Don’t search for articles on the Internet! You may only use peer reviewed scientific articles published in scholarly journals. DO NOT USE INFORMATION FROM THE INTERNET!!! NO WIKIPEDIA!!! If you need assistance writing your paper: • A scientific writing guide is also posted for you on Canvas under the Essay Instructions folder. • If you need help with the structure of your essay and in-text citations, work with a writing tutor. If you need assistance with APA formatting:

• APA formatting resources are included under the Essay Instructions folder and APA formatting links can be found within the module for this assignment.

 

 

 

2

Paper Formatting:

 Cover page and headers are not required (you may include them if you use a formatting template).

 Your paper should be typed double-spaced, using a clear font, no larger than 12pt.

 Your paper should be two (2) full pages minimum and three (3) full pages maximum. Essay structure:

• Your essay must include all the required components: introduction, thesis statement, body, and conclusion – and a reference page (bibliography).

• You must write an original essay (ENTIRELY IN YOUR OWN WORDS) containing your own objective perspectives on the topic, making references to factual information (written in your own words) that you learned from the three articles you read for your literature review.

• Include in-text citations to identify for your readers what specific literature sources your statements are based on. Your essay should have adequate and properly formatted in-text citations throughout. (If you need help with in-text citations, you must work with a writing tutor!)

• Do NOT plagiarize! Your essay must be entirely in your own words. Plagiarism will result in a zero grade for this assignment, which will detrimentally impact your overall grade for the course.

• Please note that excessive use of quotations (too many quotes) in your paper is considered to be a form of plagiarism. *This is a short essay, so you don’t include more than 2 one-sentence quotes.

• Be very specific with your sentences and do not make vague statements. Do not leave the reader guessing or requiring clarification as to what you are saying.

• Do not use incomplete or run-on sentences and be sure that your paragraphs flow properly. Introduction:

Your introduction will be one or two paragraphs long and will tell the reader:

• The subject or topic of the essay (a brief and concise introduction to the topic).

• In a science essay, the topic will often constitute an unresolved problem.

• Don’t write random statements. Everything you write must be attributed to a source from your literature review and you must cite all sources of information that your statements are based on!

Thesis statement:

Your thesis statement is a rational, objective, and well-informed statement about the topic that directly addresses the prompt. Be very specific and concise. Your thesis statement should be one sentence. Underline your thesis statement. Your thesis statement should be the last sentence of your first paragraph (introduction paragraph).

Your essay should be constructed around your thesis statement.* You should begin with a clear and concise (one sentence) thesis statement and build the rest of your essay around it. This is an example of a good thesis statement that directly addresses the prompt: Science proves that human “races” do not exist, yet people ignorantly still believe they do.

 

 

3

Body:

The body of your essay will usually incorporate these elements:

1) A background to the problem at issue. Your background will incorporate a (brief) literature review of each of the existing perspectives addressing the problem.

2) The main points and rationale of your own argument supported by factual references. You must have adequate in text citations throughout your paper, but do not over-cite material into your essay (i.e., do not incorporate more than two sentences of direct quotes).

3) Completely and adequately address and support your thesis statement. Do not leave the reader requiring further clarification of the points you are making or guessing as to what particular aspects of the topic you are referring to.

A good essay body closely addresses and adequately supports the thesis statement. The number one error in undergraduate essays is not completely addressing and adequately supporting the thesis statement. The body of your essay must adequately address and support your thesis statement without being tangential. Conclusion:

Your conclusion should be a paragraph summarizing the essential points of your argument and clearly stating your conclusions. The golden rule of conclusion writing is not to include any material that has not been discussed in the body (i.e., don’t introduce any new information). Do not repeat information or state the exact same sentences you included earlier in your paper. Science essays are different from non-scientific critical writing, and your reader should not be kept in suspense about your conclusions. Spell out your conclusions as soon as possible in the interests of clarity and to help your reader evaluate the strength of your argument. At the very least you should be able to clearly indicate the perspective that you are supporting. Reference Page (Bibliography):

At the end of your essay you must include a properly formatted (APA) reference page, which lists the articles, books, etc., that you read/viewed for your literature review. Your reference page must be on its own separate page, placed at the end of your essay. You may title it: “References,” “References Cited,” or “Bibliography.” The reference list must be in proper APA format. The specific format of each reference included in your list is different, depending on what type of source it comes from (e.g., journal article, textbook, documentary, etc.). Your reference page must include a minimum of 3 peer reviewed scholarly articles you read for your literature review. (You may include additional articles.)

 
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