Archive for year: 2023

Build on Assignment #1. You will cover the same health problem and the same policy unless I state otherwise. Some remedial action on Assignment #1 may be required for students to proceed to Assignment #2. Complete the assignment using the table format provided below. Except for titles, narrative format is expected with complete sentences. The table should be single spaced and a maximum of two and a half (2.5) pages. Also include a cover page and a reference page in APA Format (these do not count toward the page limit). Except in the case of titles, use complete sentences, i.e. write using narrative format. No more than 15% of direct quotes or paraphrasing are permitted in the document. Review the bolded text in the Class Guidelines section of the syllabus above for formatting requirements.

HGMT 310 Assignment #2

Student Name:

Type your name here.

Assignment #2 Title:

Provide a unique short name of your assignment submission and official title of the federal policy or legislation.

Implementation:

Identify the federal (or state agency if the federal law places this on the states) and subunit (such as a department, bureau or office) responsible for implementing (putting it into effect) the policy. If multiple agencies are involved, indicate the roles and responsibilities of each.

Describe how the legislation is implemented? Any programs implemented as a result of the policy or law? Are local public health departments involved? Are collaborating organizations engaged to achieve the aims of the policy? Are citizen’s involved? Are health provider organizations involved? Are grants awarded to organizations to execute the policy (i.e. FDA, CDC, etc.)?

Enforcement:

What federal (or state agency if the federal law places this on the states) is responsible for enforcement? If multiple agencies are involved, indicate the roles and responsibilities of each.

What are the key areas for enforcement? How will compliance be measured, if at all? What penalties will be assessed, if any?

Impact on Health Care Organizations:

What should a Health Care Administrator know about this legislation and its related implementation? Does the implementation of this policy impact how Health Care Administrators deliver services? Include five bullets of how this federal legislation impacts health care organizations operating in your home state.  How would the Health Care Administrator ensure compliance?

Resource(s):

What internet resources are available to health organizations to find updates on programs implemented as a result of the policy you described? 

 

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BIO 100A Online Home Lab Reports

Instructions and Grading Rubric (40p)

Due by: 11:59 PM PST on the second Sunday of class

 

Directions

 

1. Before attempting to perform a lab, read the lab’s protocol in its entirety, look over the relevant supplemental materials, and gather all of the necessary materials.

2. Exercise caution and respect the safety of yourself and others at all times.

3. Keep notes as you perform experiments.

4. Use the lab reports to report your results.

5. Type your answers, observations, and results in bold.

6. Save your report often as you fill it out, so as not to lose information.

7. Use the “Save As” option to save your file as a Word file.

8. Save your lab report with this file name: Last name, underscore, First Initial, underscore H1. Thus Charles Darwin would save his Unit 1 Home Lab Report 1 as Darwin_C_H1.

9. Submit reports 1-4 as under the corresponding assignment link in week 2before 11:59 PM PST on the second Sunday of class.

10. Submit reports 5-8 as under the corresponding assignment link in week 4before 11:59 PM PST on the second Sunday of class.

11. Please note that the reports will be scanned for plagiarism, and it will be flagged for both containing web content verbatim and previously submitted papers- this includes your previous submissions if you have taken the class previously.

 

Laboratory Reports

 

Each of your lab reports MUST include the following components to receive full credit and be organized in the following way.

 

1. Purpose (4 pts): one to two sentences briefly stating the learning objective for the assigned lab.

 

2. Lab Summary (6 pts): Explain what was observed during the lab activity. This section should be approximately one paragraph in length.

 

3. Lab Answers (14 pts): Answers to the lab report questions that reflect and demonstrate your understanding on the concepts. (Should be written in complete sentences for Labs 2-6)

4. Discussion and Conclusions (16 pts):1-2 paragraph learning reflection that summarize the lab and specifically addresses the learning objectives relating them back to the data or observations collected in the lab.

 

Grading rubric

 

	Unacceptable	Poor Effort	Good; Needs Improvement	Meets all Requirements
Purpose	No purpose provided (0 points)	Purpose does not state the learning objective and is unclear (1 point)	Purpose states learning objective but is not well thought through or written in a complete sentences. Purpose does not cover all aspects of the lab. (2 point)	Purpose states the learning objective, touches all aspects of the lab, and is written in a complete, well-thought out sentences (4 points)
Lab Summary	Missing (0 points)	Summary is incomplete (2 point)	Summary lacks complete thoughts and are not thorough (4 points)	Summary explains what occurred throughout the entirety of the lab and are 1 paragraph in length (6 points)
Lab Answers	No answers provided (0 points)	Lab answers lack detail, understanding, and/or bold print. Not all answers are provided (2-6 points)	Lab answers are provided and reveal the student had a strong understanding of the lab objectives. Not all questions are answered in detail or in bold. (8-12 points)	All lab answers are provided and reveal the student had a strong understanding of the lab objectives. Each question is answered in detail and in complete sentences. Also, the answers are in bold (14 points)
Discussion and Conclusions	No discussion & conclusions (0 points)	The discussion & conclusions does not meet length requirements and provides a weak summary of the lab activity and data (2-8 points)	The discussion & conclusions is on the shorter side of the length requirements and does not contain a thorough summary of the lab objectives and/or findings (9-15 points).	The discussion & conclusions is 1 -2 paragraphs long and contains references to the data found in the lab. The conclusion summarizes findings and reiterates the learning outcomes. Numerical values are mentioned. Possible issues, mistakes, and other occurrences during the lab are discussed (16 points). Please note this is not a diary!

Weak discussion & conclusions containing little in the way of quality content or revealing a lack of effort towards reflecting on the purpose of the lab activity will receive ZERO credit!

 

Unit 1 Home Lab 1: Metric system

Points: 40p

Name:

 

Purpose (4p)

 

Lab Summary (6p)

 

 

Lab Answers (14p)

1. Using a metric ruler, determine the length of the items in Table 1.1 below:

 

In the final column, you are to estimate your measurement precision. To do this, measure each item a second or even third time. How close are the measurements? If there is a range of values for the length you measure, record the average difference between measurement values as your uncertainty. If your measured value for a given object appears the same after repeated measurements, this does not necessarily mean that your uncertainty is zero. Look closely at your ruler or measurement device and estimate the smallest unit of length that you would be able to discriminate with it. Every measurement device has limits. For instance, very few people use a ruler with a precision greater than 1/3 or 1/2 of a millimeter; in many cases, even this precision is difficult or impossible to obtain. Typically +/- 1 mm is standard for measuring flat objects with a ruler, but this uncertainty can be expected to go up when the object has significant curvature or its length is not quite so well defined.

 

To measure the circumference (length around) of your head or thigh, wrap a piece of string around it and mark where the string meets itself. Then lay the string out flat and measure the length with your ruler.

 

Table 1.1. Metric measurements and uncertainties.

	meters	cm	mm	inches	Uncertainty ?
Your favorite shoe	.254	25.4	254	10	2.54
Your index finger	0.0762	7.62	76.2	3	7.62
A pencil	0.1524	15.24	152.4	6	1.524
Fingernail of your pinky	0.003175	0.3175	3.175	1/8	.3175
Width of a credit card
The circumference of your thigh
The circumference of your head

2. Measure and record volume in Table 1.2.

 

Estimate the rough volume of your head by using the circumference (denoted C) and multiplying out this formula (based on the volume of a sphere =4pr³/3 = C³/(6p²)):

 

Volume ? 1/59 × C × C × C = C³/59

 

Estimate the uncertainty in your head volume (?V, called “delta V”) calculation by using the uncertainty in your measurement of the circumference of your head (denoted ?C) and multiplying through the following formula:

 

?V ? 3/59 × C × C × ?C = 3/59 × C² × ?C

 

Table 1.2. Head volume and uncertainty estimates.

Circumference (C)	Uncertainty in Circumference (?C)	Head Volume   ? 1/59 C3	Uncertainty in Head Volume (?V) ? 3/59 × C2 × ?C

 

 

3. Complete the conversions in Table 1.3. The first row has been done.

 

Table 1.3. Length conversions.

Length	km	m	miles	feet
2.0 km	2.0	2,000	1.24	6,562
705 m		705
3.25 miles			3.25
300 ft				300

 

 

4. Complete the conversions in Table 1.4.

 

Table 1.4. Mass conversions.

Weight	kg	g	pounds (lbs)
5.0 kg	5.0
400 g		400
50 pounds			50

 

 

 

5. Complete the conversions in Table 1.5.

 

Table 1.5. Volume conversions.

Volume	liters	ml	gallons
6.0 liters (l)	6.0
600 ml		600
3 gallons			3

 

 

6. Complete the conversions in Table 1.6.

 

Table 1.6. Temperature conversions.

Temperature	°C	°F
100 °C	100
27 °C	27
-2 °C	-2
27 °F		27
95 °F		95
-40 °F		-40

 

 

7. Population biologists use the term “Doubling time” to refer to how long it takes a population to double in size. This concept is particularly useful when the average time for a given individual to reproduce is fairly constant in a species. Consider a bacterial population that can reproduce by dividing into two daughter cells (binary fission) from an original single individual cell. Assume a doubling time of ten minutes and fill out the following table. At time zero there is one bacterium, ten minutes later there are two bacteria, ten minutes after that there are 4 bacteria, etc. Fill in the blanks in Table 1.7.

 

Table 1.7. Population growth.

Number of Bacteria	1	8			First exceeds 10,000
Time	0	30 min	1 hour	2 hour

 

Unit 1 Home Lab 2: Enzymes

Points: 40p

Name:

Purpose (4p)

Lab Summary (6p)

Lab Answers (14p)

1. Fill in the following table. Compare all cups. Use relative terms to describe the size and number of bubbles in each cup. For instance, describe the Number of Bubbles using the terms: No bubbling, Moderate bubbling, Good bubbling, Very good bubbling. To describe average bubble size use the terms: Very small, Small, Large, or Very large. To describe pH without access to pH detectors, simply use the pH chart earlier in this chapter to describe each as acidic, neutral,or basic. To describe the Catalase Activity, use your data on the size and number of bubbles to estimate the amount of gas produced in the Catalase mediated process. Use the following terms: Very Low, Low, Moderate, High, Very high

 

Table 2.1. Catalase reaction observations.

Cup	Number of Bubbles	Size of Bubbles	pH	Catalase Activity
1
2
3
4

 

 

2. Bubbling indicates the formation of what chemical?

 

 

3. Describe the activity of Catalase as pH increases. Do you think that other enzymes are likely to behave in this way as well? Why or why not.

 

 

4. Assume that you have a pH meter which would enable you to very accurately measure the pH of a solution. Describe an experimental design that would allow you to pinpoint the exact pH at which Catalase is the most active.

 

 

5. Regarding cup #1:

a) Describe the utility of cup #1 as a control.

b) What other material did you introduce to this cup? Describe what you observed. How does Catalase activity in the material you investigated compare to potato?

Unit 1 Home Lab 3: Cellular Respiration

Points: 40p

Name:

Purpose (4p)

Lab Summary (6p)

Lab Answers (14p)

1. List the following experimental materials:

a) Kind of yeast used:

b) Kind of water used:

c) Average temperature of the water bath during the experiment:

d) Average room temperature during the experiment (estimate if necessary):

e) Duration of yeast solutions exposure to bath:

 

2. List your results in Tables 3.1 – 3.4.

 

Table 3.1. Independent variables and experimental conditions.

Bottle	Sugar	Yeast	Water	Yeast solution height (in cm)	To be heated in warm water bath?
1	1 teasp	2 teasp	¼ cup		No. Leave this bottle at room temp.
2	1 teasp	2 teasp	¼ cup		Yes.
3	1 teasp	2 teasp	¼ cup		Yes. Replicates bottle #2
4	1/3 teasp	2 teasp	¼ cup		Yes.
5	No Sugar	2 teasp	¼ cup		Yes.
6			¼ cup

 

Table 3.2. Observations of dependent variables.

Bottle	Balloon size	Yeast growth	Other observations
1
2
3
4
5
6

 

 

 

Table 3.3. Balloon size and solution height measurements.

Bottle	Circumference, C (cm)	Uncertainty in C, ?C	Radius (long axis, R; cm)	Uncertainty in R, ?R	New height of yeast solution (in cm)
1
2
3
4
5
6

 

 

3. In Table 3.4, record yeast growth and estimated volume of each balloon on Bottles 1-6.

 

a. Yeast growth = New height (in Table 3.3) – Original height (in Table 3.1)

 

b. If the balloon did not inflate, it has a volume of zero.

 

c. To estimate the volume of each balloon, use the following formula for the approximate volume of an ellipsoid with a horizontal circumference C and long axis radius R (from Table 3.3):

 

Volume ? 2/19 × (C × C × R)

 

d. To estimate the fractional uncertainty in the volume, use this formula:

 

?V ? 2 × (?C +?R) / C

 

Table 3.4. Yeast growth and balloon volume.

Bottle	Independent Variable	Yeast growth: (Change in solution height)	Balloon Volume (cm3)	Uncertainty in Balloon Volume estimate (?V)
1	No heating
2	Control 1
3	Control 2
4	1/3 teaspoon sugar
5	No sugar
6

 

 

4. Outline the experimental questions in this yeast activity (in a paragraph or two).

 

5. Describe what is measured by the balloon volume. How does it correlate with yeast growth?

 

6. Compare Bottles # 2 & 3. Are they very different? Discuss the utility of having a duplicate measurement when considering the precision of your experimental technique.

 

7. Compare Bottles # 1 to 2 & 3 and discuss the effect of temperature on cellular respiration in yeast.

 

8. Compare Bottles # 2, 3, 4, 5 and discuss the effect of sugar on cellular respiration in yeast.

 

9. Discuss results obtained with your experimental Bottle #6 in comparison with the other experimental conditions.

 

10. In a paragraph or two, describe your conclusions, thoughts about what you learned about cellular respiration, and/or things that went wrong.

Unit 1 Home Lab 4: Genetics and DNA

Points: 40p

Name:

Purpose (4p)

Lab Summary (6p)

Lab Answers (14p)

 

1. Describe what you can see in the final DNA extraction solution. Is the precipitant bubbly or stringy? Does it stick together or does it form many islands?

 

2. List your phenotype for the tongue rolling, ear attachment, and hitch-hiker thumb traits in Table 4.1. Use the following notation:

a) If you can roll your tongue, then your phenotype is R. If you cannot, then your phenotype is r.

b) If your earlobes are unattached, then your phenotype is U. If your earlobes are attached, then your phenotype is u.

c) If you do not have a hitch-hiker thumb, then your phenotype is H. If you do have a hitch-hiker thumb, then your phenotype is h.

 

Use the information above to determine your possible genotypes and record them in Table 4.1. Notice that the phenotype for a given trait is recorded with a single letter, whereas the genotype requires two letters per trait.

 

Then, using what you have figured about your genotype, infer the different possible genotypes that your parents could have had. For instance, if you determine that your possible genotype for earlobe attachment is UU or Uu,then the possible parental genotypes are:

 

Possible parents of UU: UU ×UU; UU ×Uu; Uu × Uu

Possible parents of Uu: UU ×Uu; UU × uu; Uu × Uu; Uu × uu

 

For this question, do not ask your parents about their phenotypes! You will do this in question 3. Question 2 is an exercise in inference based on your understanding of genetics.

 

 

 

 

Table 4.1. Personal phenotype and genotype; inferred possible parental genotypes.

Trait	Your Phenotype	Your possible Genotypes	Inferred possible parental genotypes
Tongue rolling (R or r)
Earlobe attachment (U or u)
Hitch-hiker thumb (H or h)

 

 

 

3. Complete Table 4.2 for you, any blood relatives that you can ask (i.e., parents, siblings, children, etc.), and at least five unrelated “Others” (e.g., spouse, friends, co-workers, etc.). As before, phenotypes for a given trait are recorded with a single letter. You may wish to report separately on your children and spouse in Table 4.3.

 

Table 4.2. Observed parental, sibling, and other’s phenotypes,

Trait	Mother’s Phenotype	Father’s Phenotype	Relatives’ Phenotype(s)	Others’ Phenotype(s)
Tongue rolling (R or r)
Earlobe attachment (U or u)
Hitch-hiker thumb (H or h)

 

 

In Table 4.2, are there any traits that are particularly common or uncommon among you and your relatives, compared to the unrelated others?

 

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Virtual Lab:  Punnett Squares

Worksheet

Part I: Answer the following questions:

1. Which of the following is most inclusive?

a. allele

b. genotype

2. Dominant alleles are represented by:

a. an upper case letter

b. a lower case letter

c. it does not matter what type of letter is used

3. In fruit flies, gray body color is dominant over black body color. Using the letter G to represent body color, what is the genotype of a heterozygous gray bodied fly?

a. GG

b. gg

c. Gg

d. GGgg

4. All of the offspring of two gray bodied flys are also gray. What can you conclude about the genotypes of the parent flies?

a. They are both heterozygous

b. They are both homozygous dominant

c. They are both homozygous recessive

d. You cannot conclude anything definitively about the parental genotypes

5. Some of the offspring of two gray bodied flies are black. What can you conclude about the genotypes of the parent flies?

a. They are both heterozygous

b. They are both homozygous dominant

c. They are both homozygous recessive

d. You cannot conclude anything definitively about the parental genotypes

Part II: Follow the instructions in the Question column to complete the virtual lab scenarios and record your data:

Complete all ten scenarios and record your results in Table 1.

When you record a ratio, whether it is genotypic or phenotypic ratio, always record the most dominant characteristic first, followed by the recessive.  For example, when recording genotypic ratios:     1)  If your offspring genotypes include 1 GG, 2 Gg, and 1 gg, the ratio would be:      1 GG : 2 Gg : 1 gg     2)  If your offspring genotypes include 2 GG and 2 Gg, the ratio would be:                2 GG : 2 gg   (or 1:1 in the reduced form)     3)  If your offspring genotypes are 4 gg, then the ratio would be written as::               4 gg

When you record phenotypic ratios for a monohybrid cross, there are only two possible phenotypes – either the dominant phenotype or the recessive phenotype.  So you do not need to indicate the phenotype, simply put the dominant # first, followed by the recessive #:     4)  If your offspring phenotypes are 3 dominant and 1 recessive, the ratio is:               3:1     5)  If your offspring phenotypes are 4 dominant and 0 recessive, the ratio is:               4:0     6)  If your offspring phenotypes are 0 dominant and 4 recessive, the ratio is:               0:4

Table 1:

Scenario #	Genotype of Parent I	Genotype of  Parent II	Genotypic Ratio of Offspring	Phenotypic Ratio of Offspring
1
2
3
4
5
6
7
8
9
10

 

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Topic 1. Societal Aspects of Human Gene Editing. Read the letter-to-the-editor to a newspaper by Dr. Cox, in which he states an opinion about the use of CRISPR for human gene editing.

• (a) In your own words, what is the main point that Dr. Cox is trying to make?
• (b) How can our society reconcile differing views about the ethics of using biotechnology? Explain.

Topic 2. Societal Aspects of Gene Drives in Wild Populations. In the article by Zimmer (2017), Kevin Esvelt says that he made a huge mistake by championing the application of a technology that he now says is far too dangerous to actually deploy. In a post of about 125 words, address the following:

• (a) What is the technology that he championed? What does it consist of and why does he think it’s too risky to use outside the lab?
• (b) In your opinion, what sorts of laws and regulations, if any, should society put into place to regulate the technology that Esvelt regrets championing?

Topic 3. Pedigrees for Traits that are Controlled by a Single Gene. While most human traits are controlled by more than one gene, a subset of them are controlled by a single gene for that trait. In such cases, the pedigree can be useful in determining the mode of inheritance, such as autosomal dominant, autosomalrecessive, or X-linked recessive. The document Pedigrees.pdf **  contains the pedigree for three different traits from the same family: Trait 1, Trait 2 and Trait 3. In each pedigree, individuals with the trait are shaded. These pedigrees follow the usual conventions for pedigrees: squares are males; circles are female; offspring are drawn under each mating pair. See book for details.

• (a) Which of the three traits (Trait 1, Trait 2, Trait 3) follows an X-linked recessive pattern of inheritance?
• (b) Which clues from the pedigree support your conclusion?

References

Cox, J. (2017, October 11). Compromise sure beats division. Courier-Record Newspaper [Blackstone, Virginia], p. A4. Can be found via this link:  cox crisprletter.pdf **

Zimmer, C. (2017, November 16). ‘Gene drives’ are too risky for field trials, scientists say. The New York Times. Retrieved from https://www.nytimes.com/2017/11/16/science/gene-drives-crispr.html?_r=0

 

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“Evo-devo, Medical Revolutions and Human Survival”

For your primary post, select ONE of the following discussion topics. Please select only one of the three topics listed. Using your own words, write a primary post of at least 125 words that follows the instructions. Be sure to address everything listed in the instructions. Each topic has two subtopics [a, b]; please address both of them.

Your primary post is worth up to 14 out of 20 points. Also, make a substantive reply to a fellow classmate on any topic. Use your own words. You don’t need to use any sources other than the ones specified, but if you do use other sources, you must cite them.

Topic 1

: Evo-devo. Watch the video (1)* featuring Sean Carroll discussing the science of evolution and the field of evolutionary-developmental biology (evo-devo).

• (a) Describe three things that you learned from the video.
• (b) Of the three things you described, which was the most surprising, and why?
• (c) Discuss what these things teach us about biology.

Topic 2 [article]: The cusp of a revolution in medicine. In a recent op-ed, Craig Venter (2)* shares his opinion that we are “on the cusp of a revolution” in medicine.

• (a)  Describe three things that you learned from this op-ed.
• (b)  Of the three things you describe, which was the most surprising, and why?
• (c)  Discuss what these things teach us about biology.

Topic 3 [article]:  Earth will survive; we may not. In a provocative Op-Ed, astrophysicist Adam Frank says that “pretending we can just extend the Holocene in perpetuity” is just a foolish excuse to put off making inevitable choices brought about by climate change.

• (a)  Summarize Frank’s basic argument.
• (b)  Some biologists, particularly conservation biologists reacted negatively to this essay. What is your reaction to this essay?
• (c)  Explain how this relates to biology.

*References (in Strayer Writing Standards format).

1. Erik Olsen, June 25, 2007, Sean Carroll on evolution and the science of evo-devo, https://www.nytimes.com/video/science/1194817104756/the-science-of-evolution.html
2. Craig Venter, December 13, 2017, Genetic sequencing is the future of medicine, https://www.washingtonpost.com/news/theworldpost/wp/2017/12/13/human-genome/
3. Adam Frank, June 12, 2018, Earth will survive. We may not., https://www.nytimes.com/2018/06/12/opinion/earth-will-survive-we-may-not.html

 

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