Module 5 (2)

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[INSERT TITLE HERE] 2

Running head: [INSERT TITLE HERE]

[INSERT TITLE HERE]

Student Name

Allied American University

Author Note

This paper was prepared for [INSERT COURSE NAME], [INSERT COURSE ASSIGNMENT] taught by [INSERT INSTRUCTOR’S NAME].

PART I: Short Response Questions

Directions: Using proper APA format, please write a response to each of the following questions that is two to three paragraphs in length. Please visit the Academic Resource Center (ARC) for concise APA guidelines.

1. Both aplastic anemia and pernicious anemia are characterized by low red blood cell count; explain the difference in their causes.

2. Why is the first Rh-positive baby born to an Rh-negative mother usually unaffected?

3. Explain what occurs in a myocardial infarction.

4. Explain how right-sided heart failure is usually caused by left-sided heart failure.

5. Name and briefly explain the four factors that influence blood pressure.

6. Explain the differences between normal postnatal circulation and fetal circulation. Based on the environment of the fetus, explain how these differences make fetal circulation more efficient.

7. List three causes of acquired immunodeficiency syndrome.

8. Explain the difference in mechanisms in the development of the allergic reaction of runny nose and hives and the allergic reaction to poison ivy.

PART II: Case Study

Directions: Please answer each of the case study questions below. Ensure that your responses are detailed and that each response is at least one half of a page to one page in length. Please use proper APA format. If necessary, please cite any sources. You may also utilize LIRN for your research. Please visit the Academic Resource Center (ARC) for concise APA and LIRN guidelines.

1. Mrs. Emery is pregnant. Her blood type is O negative and her husband’s blood type is O positive. She has been told that she will need to receive RhoGAM during her pregnancy (between 26 and 28 weeks) and again at delivery if the baby has O positive blood. She feels that it is important to receive as few medications as possible during her pregnancy. How should you advise her?

2. Mrs. Miller has been advised that she has mitral valve prolapse. She does not know what this is and has asked you to explain the disorder to her. Are there any complications from this disorder? How can this condition be corrected?

3. Mrs. Blake delivered a baby girl and was informed after the delivery that a “hole” in her baby’s heart had not closed properly and that surgery might be required to correct the problem. What was meant by this statement? How does fetal circulation differ from circulation after birth?

4. A patient being treated for AIDS comes to the office for a follow-up visit. The patient tested positive for the disease several months ago but has had no real symptoms of the disease up to this time. At the last visit, the physician prescribed a “cocktail” of several antiviral drugs. When asked about his compliance with the drug regimen, the patient replies that he has stopped taking the drugs because he doesn’t feel bad and doesn’t think he needs the drugs. How would you explain to the patient the importance of taking the prescribed medication?

 
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Biology Lab

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The Quest for an AIDS Vaccine
 

AIDS (acquired immunodeficiency syndrome) afflicts 38 million people worldwide. Almost 3 million people died from AIDs in 2003 alone, and over 20 million have died since the epidemic began. A vaccine that could prevent or slow down the spread of this deadly disease would be a boon to the world. However, since 1981 when the first cases of AIDS were diagnosed, researchers have been unsuccessful in their attempts to develop such a vaccine. The efforts of a company called VaxGen illustrate the complexity of this task.

VaxGen, which is located in Brisbane, California, developed a vaccine called AIDSVAX. The vaccine contained synthetic proteins of recombinant gp120, a protein normally found on the surface of HIV, the virus that causes AIDS. The vaccine was designed to induce the immune system to respond to this noninfectious protein and to produce antibodies that could protect the recipient from an actual HIV infection. In phase I clinical trials, the vaccine was tested for safety. Phase II clinical trials included a larger-scale test for safety as well as a test for the production of antibodies against gp120. As a result of these trials, AIDSVAX was shown to be safe, and patients receiving the vaccine did develop antibodies against gp120.

Phase III clinical trials involved large-scale, placebo-controlled, double-blind tests of the vaccine’s effectiveness. The first trial began in June of 1998 and involved 5,100 gay men and 300 women, all volunteers, from the United States, Puerto Rico, Canada, and the Netherlands. The second trial began in March of 1999 and involved 2,500 IV drug abusers from Bangkok, Thailand. Both trials were completed in 2003. Unfortunately, these trials revealed no difference in the overall rate of HIV infection between the vaccinated and the unvaccinated participants. The data indicate that recipients of the vaccine did produce antibodies against gp120, but that those antibodies were not adequate to protect against HIV infection. (It did appear that certain subgroups—ethnic minorities other than Hispanic—exhibited a small but statistically significant lowering of the infection rate, but these results are still being examined.)

Questions

1. Why do you think a person would volunteer to test an AIDS vaccine?

2. In the AIDSVAX trials, some people were given a placebo instead of the vaccine. All the recipients had been told of this possibility ahead of time, but they did not know which substance they were receiving. Is it ethical to give some of the trial participants only a placebo?

3. If a vaccine being tested works for some ethnic minorities but not others, do you think it should be given to just those races or to everyone?

4. Since the antibodies produced in AIDSVAX recipients were insufficient to protect them against infection, what might scientists try next?

5. If a private company develops an AIDS vaccine, it will spend a large amount of money on development and testing. Should it offer the vaccine free of charge to people who cannot afford it, especially those in very poor countries? How can private companies afford to develop vaccines if they do not charge for them?

Assignment

Research how HIV differs from other viruses for which there are effective vaccines. Then hypothesize why it has been so difficult to develop a vaccine against AIDS.

References

http://www.vaxgen.com

http://www.cdc.gov

 
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Bio

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BIO 1030, Principles of Biology 1

 

Course Description Principles of Biology contains an introduction to all major areas of general biology. The relevance and contribution of this discipline to business, health care, policy creation, and other sciences is highlighted in this course.

Course Textbook Krogh, D. (2014). Biology: A guide to the natural world (5th ed., Technology update). Upper Saddle River, NJ:

Pearson.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Evaluate concepts and theories of basic biological sciences, including the scientific method, cellular processes, heredity, and biodiversity.

2. Generate logical interpretations and conclusions based on various representations of scientific data. 3. Examine the basic properties of living organisms, to include the categorization of life. 4. Explain various chemical processes within living organisms. 5. Analyze the fundamental structure and function of the cell. 6. Compare and contrast the phases of mitosis and meiosis. 7. Predict genotypes based on patterns of heredity and pedigree information. 8. Examine macromolecules to include synthesis, structure, and function. 9. Relate biological concepts to current real-world issues and technology.

 

Academic Integrity Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from breaches of this policy.

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook

and/or outside resources. 5. Suggested Reading: Suggested Readings are listed in Units I-VII. Students are encouraged to read the

resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.

BIO 1030, Principles of Biology Course Syllabus

 

 

 

BIO 1030, Principles of Biology 2

6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study.

7. Discussion Boards: Discussion Boards are part of all Waldorf term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.

8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I, II, III, V, and VI. Assessments are composed of multiple-choice questions, written-response questions, matching questions, ordering questions, and hot spot questions.

9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I, III, IV, V, VII, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

10. Final Exam: Students are to complete a Final Exam in Unit VIII. All Final Exams are proctored—see below for additional information. You are permitted four (4) hours to complete this exam in the presence of your approved proctor. This is an open-book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams. The Final Exam is composed of multiple choice questions and written response questions.

11. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

12. Student Break Room: This communication forum allows for casual conversation with your classmates.

Unit Assignments Unit I Web Assignment Virtual Experiment As you learned in Chapter 1, problems and questions can be answered by applying the scientific method. This assignment will allow you to gain some experience in using the steps of the scientific method to conduct a controlled experiment. You will also gain experience recording data and constructing graphs. Click here to download the experiment worksheet. Follow the instructions in the worksheet, save your file as a .doc, docx, or .rtf file using your last name and student number as the file name. Upload the completed assignment when you are finished for grading. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit III Annotated Bibliography Pick a type of cancer to research. Find articles that answer questions concerning your chosen type of cancer. This assignment will help you to organize the sources you will use in the Unit V Research Paper. An annotated bibliography consists of two parts: the reference citation in APA format, followed by the summary for that reference.

 Your sources should address the following topics, which will be included in the Unit V Research Paper: o Define cancer. o Describe the type of cancer you selected. o Describe the diagnosis: symptoms, diagnosis, staging, and prognosis. o Discuss treatment options, including medicines/alternative treatments. o Discuss causes/risk factors. o Include the incidence rate or statistics. o Explain the resources you would use if you or someone you knew had this type of cancer. o Discuss what you can do to help the fight against cancer. o Include any other interesting facts.

 Create an annotated bibliography following the structure given in the example: o Click here for the annotated bibliography example. o Find four to six current sources (published within the last five years). o Note that the reference citations should be organized in alphabetical order.

 

 

 

BIO 1030, Principles of Biology 3

o Summaries should not include opinions; rather, summaries should contain a short synopsis of the article, and no direct quotes should be present. End your summary with one or two sentences on why that source was selected and how it is of value to your research topic. Each summary should be at least 50 words in length.

 You must use at least two articles from any of the Waldorf Online Library databases to create your annotated bibliography. The remaining sources may include the textbook and credible websites other than Wikipedia.

You will NOT be writing the actual research paper in this unit. You will just be creating and submitting an annotated bibliography. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Lab Assignment Late Nite Labs provides students with an authentic science lab experience through virtual simulation. This course utilizes Late Nite Labs for this unit’s lab assignment. Please be sure to locate and become familiar with the link titled “Late Nite Labs” found at the top of the Course Content area of the navigation bar in your course. This link will take you to the information you need to access Late Nite Labs. Cellular Respiration Lab This cellular respiration lab will introduce you to various chemical processes within living organisms. On page 126 in the textbook, you learned about the three stages of cellular respiration. In this lab assignment, you will learn about both aerobic respiration and anaerobic respiration. You will conduct a virtual laboratory experiment in which you will examine the fermentation of different sugars by yeast. Make sure you read and follow all instructions step by step. Even though this is a computerized lab, you can do it incorrectly. Make sure you read the background information carefully before starting the lab. You will record your data and analyze your data. Analyzing the data will require you to perform mathematical computations based on the formulas in the background section of the lab. You will record all of your data and answer the questions on the Lab Report once you are finished. Before you begin your lab, be sure to click here to download the associated Lab Report. This lab report is what you fill out as you progress through your Late Nite Lab. Upon completion of the lab and lab report, navigate back to your unit in Blackboard to submit the lab report as a file upload to be graded. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit V Research Report Recall from the unit lesson, the chances of developing cancer are fairly high, and cancer is very much a current real world issue. Almost everyone has been affected by cancer in some way or knows someone who has been. This research report will have you explore the type of cancer you selected in Unit III. Your research report should accomplish the following:

 Introduce the paper’s purpose, including background information on what cancer is and a summary of the main points.

 Describe the type of cancer you selected.

 Describe the diagnosis: symptoms, diagnosis, staging, and prognosis.

 Discuss treatment options, including medicines/alternative treatments.

 Discuss causes/risk factors.

 Include the incidence rate or statistics.

 Explain the resources you would use if you or someone you knew had this type of cancer.

 Discuss what you can do to help the fight against cancer.

 Include any other interesting facts. Your research report should be at least three full pages in length and include an introduction, a body, and a conclusion. You are required to cite at least two peer-reviewed sources and two additional sources of your own choosing, for a minimum of four sources. You are encouraged to use the references from the Unit III annotated bibliography assignment, but it is not a requirement.

 

 

 

BIO 1030, Principles of Biology 4

Be sure to include a separate title page and reference page. Title and reference pages do not count towards the minimum page requirement. An abstract is not required. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations following APA style guidelines. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Lab Assignment Electrophoresis (DNA) Lab Late Nite Labs provides students with an authentic science lab experience through virtual simulation. This course utilizes Late Nite Labs for this unit’s lab assignment. Please be sure to locate and become familiar with the link titled “Late Nite Labs” found at the top of the Course Content area of the navigation bar in your course. This link will take you to the information you need to access Late Nite Labs. This DNA lab will introduce you to the practical application of DNA testing. In Chapter 13 of the textbook, we learned about the double helix and components of DNA. In this lab, you will conduct a paternity test to identify the biological father of a child using DNA. Make sure you read and follow all instructions step by step. Even though this is a computerized lab, you can do it incorrectly. Make sure you read the background information carefully before starting the lab. You will record your data and analyze your data. You will record all of your data and answer the questions on the Lab Report once you are finished. Before you begin your lab, be sure to click here to download the associated Lab Report. This lab report is what you fill out as you progress through your Late Nite Lab. Upon completion of the lab and lab report, navigate back to your unit in Blackboard to submit the lab report as a file upload to be graded. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Lab Assignment Late Nite Labs provides students with an authentic science lab experience through virtual simulation. This course utilizes Late Nite Labs for this unit’s lab assignment. Please be sure to locate and become familiar with the link titled “Late Nite Labs” found at the top of the Course Content area of the navigation bar in your course. This link will take you to the information you need to access Late Nite Labs. Basic Microscopy Lab In this unit, we discussed four aspects of biotechnology. None of these modern day advances would have been possible without the invention of the microscope, which enabled us to view cells. In this lab, you will gain experience in basic microscopy. You will use a virtual microscope to examine the various cell types and cell structures that you previously learned about in Unit III. Make sure you read and follow all instructions step by step. Even though this is a computerized lab, you can do it incorrectly. Make sure you read the background information carefully before starting the lab. You will record your data and analyze your data. You will record all of your data and answer the questions on the Lab Report once you are finished. Note: You will not be able to access your Portfolio snapshots until the lab is completed. Before you begin your lab, be sure to click here to download the associated Lab Report. This lab report is what you fill out as you progress through your Late Nite Lab. Upon completion of the lab and lab report, navigate back to your unit in Blackboard to submit the lab report as a file upload to be graded. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 

 

 

BIO 1030, Principles of Biology 5

Submitting Course Papers/Projects Once you have completed your papers/projects, submit your completed papers/projects by uploading through the Assignment tab in each unit. Do not e-mail your paper directly to your professor. By using the Assignment tab, your record will automatically be updated to indicate you have submitted your papers/projects and the assignment will be provided to your professor for grading. Instructions for submitting your assignment can be found under the Assignment tab in each unit.

APA Guidelines Waldorf University requires that students use APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Students can find Waldorf’s Citation Guide in the myWaldorf Student Portal by clicking on the “Citation Guide” link under the “Resources” heading. This document includes examples and sample papers.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting the “Grades” link. Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Final Exam Guidelines

Proctored Final Exams are taken online. Final Exams are to be administered to students by an approved proctor on a date that is mutually convenient. The student is responsible for selecting a qualified proctor that must be approved by the College. To view a list of acceptable proctor qualifications, see the Proctor Agreement form. The Proctor Agreement form is located in the Online Forms, Courses page of the myWaldorf Student Portal. To request your proctored final exam and/or review the complete Examination Proctor Policy and Proctor Agreement, submit the Request, go to the Request to take Final Exam Online (Online Exam) form. The Request to take Final Exam Online (Online Exam) form is located in the Online Forms, Courses page of the myWaldorf Student Portal. Reminder: The Final Exam is due by Tuesday, 11:59 p.m. (Central Time) of Unit VIII. Any student who does not take the Final Exam by the end of the term will automatically fail the entire course.

 

 

 

BIO 1030, Principles of Biology 6

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Unit Assessments (5 @ 8%) = 40% Unit I Web Assignment = 5% Unit III Annotated Bibliography = 5% Unit V Research Report = 10% Lab Assignments (3 @ 5%) = 15% Final Exam = 9% Total = 100%

 

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

 

 

 

BIO 1030, Principles of Biology 7

BIO 1030, Principles of Biology Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

Unit I Science as a Way of Learning

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 1: Science as a Way of Learning: A Guide to the Natural World  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Web Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit II Essential Parts: Atoms and Molecules

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 2: Fundamental Building Blocks: Chemistry, Water and pH  Chapter 3: Life’s Components: Biological Molecules  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Proctor Approval Form

Notes/Goals:

 

 

 

BIO 1030, Principles of Biology 8

BIO 1030, Principles of Biology Course Schedule

Unit III Essential Parts: Cells

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 4: Life’s Home: The Cell  Chapter 5: Life’s Border: The Plasma Membrane  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Annotated Bibliography by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit IV Energy and Its Transformations

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 6: Life’s Mainspring: An Introduction to Energy  Chapter 7: Vital Harvest: Deriving Energy from Food  Chapter 8: The Green World’s Gift: Photosynthesis  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Lab Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

 

BIO 1030, Principles of Biology 9

BIO 1030, Principles of Biology Course Schedule

Unit V How Life Goes On: Genetics Part I

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 9: The Links in Life’s Chain: Genetics and Cell Division  Chapter 10: Preparing for Sexual Reproduction: Meiosis  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Research Report by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VI How Life Goes On: Genetics Part II

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 11: The First Geneticist: Mendel and His Discoveries  Chapter 12: Units of Heredity: Chromosomes and Inheritance  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

 

BIO 1030, Principles of Biology 10

BIO 1030, Principles of Biology Course Schedule

Unit VII How Life Goes On: Genetics Part III

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 13: Passing on Life’s Information: DNA Structure and Replication  Chapter 14: How Proteins Are Made: Genetic Transcription, Translation, and Regulation  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Lab Assignment by Tuesday, 11:59 p.m. (Central Time)  Request to take Final Exam

Notes/Goals:

 

Unit VIII Biotechnology

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 15: The Future Isn’t What It Used to Be: Biotechnology  Additional Reading Assignment(s): See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Lab Assignment by Tuesday, 11:59 p.m. (Central Time)  Final Exam by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 
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For A-Plus Writer Only

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There are two assignments within in this post with 5 attachements, four chapters and a PDF form for the second assignemt.

 

DIscussion

 

John, a 32 year-old lawyer, had worried for several years about developing Huntington’s chorea, a neurological disorder that appears in a person’s 30s or 40s, bringing rapid uncontrollable twitching and contractions and progressive, irreversible dementia. It leads to death in about 10 years. John’s mother died from this disease. Huntington’s is autosomal dominant and afflicts 50% of an affected parent’s offspring. John had indicated too many people that he would prefer to die rather than to live and die as his mother had. He was anxious, drank heavily, and had intermittent depression, for which he saw a psychiatrist.  Nevertheless, he was still a productive lawyer. John first noticed facial twitching three months ago and two neurologists independently confirmed a diagnosis of Huntington’s. He explained his situation to his psychiatrist and requested help committing suicide. When the psychiatrist refused, John reassured him that he did not plan to attempt suicide any time soon. However, when he went home, John pinned a note to his shirt to explain his actions and to refuse any medical assistance that might be offered, then, ingested all of his antidepressant medication.  His wife, who did not yet know about his diagnosis, found him unconscious and rushed him to the emergency room without removing the note.

  • What should the care team at the emergency room do?
  • Discuss this question using the following topics and analyzing how these issues are applied to the decision made by the emergency room care team. Use at least two scholarly sources to support your discussion. Your initial post should be a minimum of 250 words.
  • Review of the topics within this case:
    • Medical Indications: There are two diagnoses/prognoses that merit consideration. The underlying chronic disease of Huntington’s has no available treatment and a bleak long term prognosis. However, there are effective treatments available for the acute diagnosis of drug overdose.
      • How does the chronic diagnosis affect the team’s response to the acute condition?
    • Patient Preferences: We know from the patient’s suicide note that he is refusing all medical treatment. However, what do we know about these statements of preference?
      • Were they informed?
      • Was the patient competent to make that decision?
    • The answers to these questions remain unclear, but we do know that the patient does not have decision making capacity for the present decision of whether to proceed with the gastric emptying.
      • Is there a surrogate decision- maker available?
    • Quality of Life: Life with Huntington’s can be difficult with the onset of spasms and dementia. John was familiar with the quality of life associated with living with Huntington’s as he watched his mother die of this disease. On the other hand, John does have a supportive family and continues to be able to work for the time being.
      • How should the diminished quality of life that is anticipated in the future affect the current decision?
    • Contextual Features: Several factors in the context of this case are significant. While the patient has a legal right to refuse treatment, he is currently unconscious and his surrogate (his wife) is requesting treatment. There are also certain emergency room obligations to treat emergent conditions.
      • How should the emergency staff weigh the various competing legal and regulatory duties?

 

 

ASSIGNMENT

 

  • Review THE ANESTHESIA FORM identify the five requirements within that consent form; explain where and how each element is noted within the actual form itself.
  • Then, analyze the purpose for such consent forms from both the patient’s and organization’s viewpoints.

Your paper should be two to three pages in length, excluding the title and reference pages; include at least two scholarly sources, in addition to the text; and be written in APA format.

 
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Lab Report 12 Hours

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Drosophila Three-Point Test Cross Lab Write-Up Instructions (65 points)

Abstract (5 points)

In a short paragraph describe the experiment that was done as well as the major findings. Clarity is essential. The abstract is usually written last and is limited to 200 words.

Introduction (14 points)

Provide ALL background information a reader would need to understand the purpose, results and analysis of the experiment. Must include:

1. Why it is important to know the locations of genes in the genome.
2. A description a crossing-over during meiosis, linkage, recombination frequency (RF), and how RF relates to map units?  How does RF change for closely linked versus distantly linked and unlinked, genes?
3. Why is it advantageous to map three (or more) genes at once instead of mapping each pair of genes separately
4. The benefits of Drosophila for genetic analyses
5. The hypotheses for this experiment

 

• RF measured in lab will be similar to the expected RF based on known map distances.
• Reciprocal classes will occur and survive in equal numbers.
• Interference will be a positive value.

 

 

Methods (14 points)

This section should provide enough information so that the reader could carry out the experiment independently.

1. Explain the experimental strategy: P, F1 and F2.  Describe all genotypes and expected phenotypes.
2. Describe the different traits that were scored.
3. Why was it unnecessary to determine the sex of the F2?
4. Describe calculations for RF, map units, and Interference.
5. Describe the Chi-Square tests that were done and the highest acceptable Chi-Square value for a corresponding p value of 0.05 or lower for relevant degrees of freedom used in your different Chi-Square tests.  (Measured vs. published map distances; reciprocal classes)

 

Results (14 points)

In this section, the data are shown in tables AND explained in coherent paragraphs.

1. Produce a table with the counts of each F2 phenotype for:your group’s data, your lab section’s data, data provided by the fly experts. (Note to TA’s: This lab has a long history of terrible data, so each lab instructor will invent a dataset for each of her/his lab sections. These data sets MUST change each semester!)
2. Produce THREE genetic maps, each based on each of the data sets in the Table. Calculate Interference for each data set. Show the equation for calculation of interference.
3. Compare expected and observed data for pairwise map distances among the three genes and for reciprocal crosses using Chi-Square values. Report p-values for all comparisons, and state whether differences between expected and observed data can be attributed to chance. Do this for all data sets. (There will be 18 Chi-square calculations, 6 per data set.)
4. A narrative must describe the table, mapping calculations and Chi-Square calculations.  You must interpret your Chi-Square results.  Can deviations from expected values be attributed to chance?  Explain your reasoning.

 

Discussion (14 points)

The results are summarized in this section and the reasons WHY data were significantly different than expected are considered.

1. How do map units calculated from the three data sets (one small and two large) compare to published distances?
a. What happened for the shorter y-cv distance?
b. What happened for the longer cv-f distance?
c. What happened with the 4 reciprocal classes?  In the case of reciprocal classes, were any trends observed (certain reciprocals tend to be near equal while others were quite different)? How do mutations affect viability?
d. Did these results match the hypotheses stated earlier?
2. Why is it difficult to accurately measure long map distances by RF?
a. What can be done for more accurate measurements of long map distances?
3. What difficulties arose when assigning phenotypes when scoring the F2?
a. What could be done to reduce these difficulties?

 

Overall Conclusions (4 points)

Keep this section short, one paragraph at the most. Do not repeat yourself over and over when writing this paragraph!

What do the data demonstrate?

Why is a statistical analysis important?

Summarize ways to improve the outcome of the three point testcross mapping experiment; describe “tricks” for evaluating phenotypes.

 

PLAGIARISM: Remember, you must use your own words, even if you work with others to discuss what the content of your paper will be.  Do not use quotations; read material, figure out what it means, and then explain in your own words. If you do use material not found in the lab manual or the textbook, be sure to cite it. Instructions for citations are found in the oral presentation section of the Genetics Lab Manual.  All papers must be .doc or .docx files, and will be submitted to your lab’s BeachBoard Dropbox and will be subject to plagiarism detection using Turnitin.  A strict ZERO policy (on the entire write-up) will apply to all plagiarism that goes beyond a shared, common phrase. If two students’ papers are found to be highly similar, BOTH students will receive a ZERO.  Do not give your word file to a friend to help them out at the last minute; they will likely take both of you down. Papers must be uploaded to the lab BeachBoard Dropbox BEFORE your lab starts on the designated due date. Please see http://philosophy.tamu.edu/~gary/intro/plagiarism.index.html for some examples of plagiarism.

Citations

To respond to question 1 of the Introduction, you will need to look up papers. Cite these as described in the group oral presentation instructions in the Genetics Lab Manual.

 

Writing Tips

Many students feel that if they write something in complicated language, they sound more intelligent.  This results in awful sentences such as, “A significant frequency of DNA is made of gene.” “Genes are made of DNA.” makes a lot more sense! Also, the term “significant” is only used with an accompanying statistical test.  See below for more helpful writing tips:

1) The phrasing, “, so…” is conversational English, and not appropriate for written English.

2) The word “very” has little meaning.  Use a stronger adjective. Four letter V-WORD.

3) Use the passive voice, not “We define recombination frequency as…”  Instead use:  “Recombination frequency isdefined as…”

4) Separate different sections into paragraphs so the overall organization is clear to the reader.

5) If you want to use “it” or “they” in a sentence, be certain that the subject referred to is clear.

 

6) Omit needless words.  Go through each sentence to reduce wordiness.

 

7)” it’s” = it is; “its” is the possessive.

 

8) Do not keep using the word “it” in your complex sentences.  Re-word the sentence so the subject is clear.

 

9) Avoid meaningless sentences such as “Chromosomes areinteresting molecules that are found in Drosophila.”  Think of a real point you want to make, and use meaningful language.

 

10) Avoid contractions; don’t use them!  I cannot emphasize this enough; they’re too informal.

 

11) Semicolons separate two independent clauses; independent clauses can serve as their own sentence.

 

12) A colon separates one independent and one dependent clause: as in this sentence.

13) The possessive is rarely used in scientific writing and comes off as awkward and unprofessional.  Do not write, “The gene’s location is not known.”  Instead, write, “The location of the gene is not known.”

 
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BIO-220 Topic 2 DQ 2

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Select an example of a global biome and an example of an ecosystem found in that biome (grassland, forest, desert). What kind of animals and plants would you expect to make up that ecosystem? Provide one symbiotic relationship example within your selected ecosystem (such as mutualism, commensalism, and predatory prey).

There are different types of relationships.

 

  1. Mutualism: Individuals of both species benefit (i.e., ox-pecker, a type of bird that eats parasites from rhinoceros)
  2. Parasitism: Individuals of one species feed on individuals of the other species, causing them harm without necessarily killing them (e.g., tape worms, ticks, bot flies). This is also sometimes grouped with predation because both are consumed.
  3. Predation: Individuals of one species kill and consume individuals of the other species.
  4. Commensalism: Individuals of one species benefit, but the other is not hurt or harmed (e.g., a bird nesting in a tree doesn’t hurt the tree; a scavenger eats the left-overs that have been abandoned by a predator).
  5. Competition: Individuals of both species use either the same food, water, or shelter type, so they are competing with each other like in a sports game.
 
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Biology

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Virtual Lab: Sex-Linked Traits

Worksheet

1. Go to: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_06/index.html

2. Please make sure you have read through all of the information in the “Questions” and “Information” areas. If you come upon terms that are unfamiliar to you, please refer to your textbook for further explanation or search the word here: http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx

3. Next, complete the Punnett square activity by clicking on the laboratory notebook. Please be sure to note the possible genotypes of the various flies:

Female, red eyes Female, red eyes Female, white eyes Male, red eyes Male, white eyes
         

When you have completed the Punnett square activity, return to the laboratory scene to begin the actual laboratory activity.

4. In this exercise, you will perform a Drosophila mating in order to observe sex-linked trait transmission. Please click on the shelf in the laboratory. Here you will find vials of fruit flies. On the TOP shelf, please click on one of the female vials (on the left side) and then drag it to the empty vial on the shelf below. Please repeat this step using one of the male vials (on the right side). These flies will be used as the parental (P) generation. You may switch your parent choices at any time by dragging out old selections and dragging in new flies. Use the Punnett square below to predict the genotypes/phenotypes of the offspring (Note: refer to the genotype table you created above if needed):

Genotype:

Phenotype:

 Genotype:

Phenotype:
Genotype:

Phenotype:

 Genotype:

Phenotype:

___% Female, red eye ___% Female, white eye ___% Male, red eye ___% Male, white eye

When you are finished, click “Mate and Sort”.

5. You will now see information appear in the vials sitting on the next shelf below. These are the offspring of the parent flies you selected above, and they represent the first filial (F1) generation. In your “Data Table” on the bottom of the page and/or on Table I found at the end of this Worksheet, please input the numbers of each sex and phenotype combination for the F1 generation. These numbers will be placed into the first row marked “P generation Cross”.

6. You will next need to select one of the F1 female flies and one of the F1 male flies to create the second filial (F2) generation. Drag your selections down to the empty vial on the next shelf below and fill in the Punnett square below to predict the offspring:

Genotype:

Phenotype:

 Genotype:

Phenotype:
Genotype:

Phenotype:

 Genotype:

Phenotype:

___% Female, red eye ___% Female, white eye ___% Male, red eye ___% Male, white eye

After clicking “Mate and Sort”, you will now have information on their offspring (the F2 generation) to input into your “Data Table” or Worksheet below. This information will be placed into the second row marked “F1 generation Cross”.

NOTE: there are additional lines remaining to use if your instructor requires the analysis of additional crosses.

7. Please finish this exercise by opening the “Journal” link at the bottom of the page and answering the questions.

Table I:

Cross Type Phenotype of Male Parent Phenotype of Female Parent Number of Red eye, Male Offspring Number of White eye, Male Offspring Number of Red eye, Female Offspring Number of White eye, Female Offspring
P Generation Cross            
F1 Generation Cross            
P Generation Cross            
F1 Generation Cross            

Post-laboratory Questions:

1. Through fruit fly studies, geneticists have discovered a segment of DNA called the homeobox which appears to control:

a. Sex development in the flies

b. Life span in the flies

c. Final body plan development in the flies

2. The genotype of a red-eyed male fruit fly would be:

a. XRXR

b. XRXr

c. XrXr

d. A or B

e. None of the above

3. Sex-linked traits:

a. Can be carried on the Y chromosome

b. Affect males and females equally

c. Can be carried on chromosome 20

d. A and B

e. None of the above

4. A monohybrid cross analyzes:

a. One trait, such as eye color

b. Two traits, such as eye color and wing shape

c. The offspring of one parent

5. A female with the genotype “XRXr”:

a. Is homozygous for the eye color gene

b. Is heterozygous for the eye color gene

c. Is considered a carrier for the eye color gene

d. A and B

e. B and C

6. In T.H. Morgan’s experiments:

a. He concluded that the gene for fruit fly eye color is carried on the X chromosome

b. He found that his F1 generation results always mirrored those predicted by Mendelian Laws of Inheritance

c. He found that his F2 generation results always mirrored those predicted by Mendelian Laws of Inheritance

d. A and B

e. All of the above

7. In this laboratory exercise:

a. The Punnett square will allow you to predict the traits of the offspring created in your crosses

b. XR will represent the recessive allele for eye color, which is white

c. Xr will represent the dominant allele for eye color, which is red

d. All of the above

8. In a cross between a homozygous red-eyed female fruit fly and a white-eyed male, what percentage of the female offspring is expected to be carriers?

a. 0%

b. 25%

c. 50%

d. 75%

e. 100%

9. In a cross between a white-eyed female and a red-eyed male:

a. All males will have red eyes

b. 50% of males will have white eyes

c. All females will have red eyes

d. 50% of females will have white eyes

10. In human diseases that are X-linked dominant, one dominant allele causes the disease. If an affected father has a child with an unaffected mother:

a. All males are unaffected

b. Some but not all males are affected

c. All females are unaffected

d. Some but not all females are affected

Journal Questions:

1. Explain why all mutations are not necessarily harmful.

2. Does changing the sequence of nucleotides always result in a different amino acid sequence? Explain.

3. Explain the differences between a point mutation and a frameshift mutation.

 
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BIol

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Writing Quiz #1: Ocean Plastics Background: In 2016, California voters passed a law designed to limit single-use plastic bags, such as plastic grocery bags. This law is intended as a step to reduce the number of plastic bags that enter the ocean. The articles and videos below discuss the problem of many types of plastic trash in the ocean, including single-use plastic bags, and how this trash affects marine organisms, even in the most remote areas. Writing quiz INSTRUCTIONS (READ THIS!): For this writing quiz, pretend you’ve been asked to help design a public awareness campaign regarding the problem of plastics in the ocean. Imagine that your essay is a proposal that the organization working on this campaign will be using to talk about the campaign with potential donors. You should therefore think of your essay as an executive summary of this issue, and the steps that this campaign will be suggesting to help address the problem. Your essay/paragraph should address the following points:

• Summarize the problem. Your summary must include a discussion of at least two major sources of plastics in the ocean.

• Present what you think are the 2-3 most compelling arguments for changing our behavior to address this problem.

• Suggest at least one simple step that you & other college students could do to help.

Remember – you need to make this into a PARAGRAPH! Concise and straightforward! Re-read the prompt above until you are sure you know what you are doing! This is a paragraph in which you are trying to persuade potential donors! Additional resources are NOT required, but you are welcome to use them if you think they are necessary. If you do use additional resources, you MUST cite these on your note card. Your citation may be in any standard citation format (MLA, APA, CBE, etc.).

• You WILL need to cite the resources that I have provided you in your essay. Resources (all are posted on Titanium):

• The Economist. “Ridding the ocean of plastic.” YouTube. Uploaded 8 June 2017, https://youtu.be/SnG8dWGJ2FE

• Kaplan S. “By 2050, there will be more plastic than fish in the world’s oceans, study says.” The Washington Post. 20 Jan. 2016. http://wapo.st/1S3QAin?tid=ss_mail&utm_term=.6e2d3f4627eb Accessed 23 October 2017.

• National Geographic. “How we can keep plastics out of our ocean.” YouTube. Uploaded 16 Sept. 2016, https://youtu.be/HQTUWK7CM-Y

• Schlossberg T. “The immense, eternal footprint humanity leaves on Earth: Plastics.” The New York Times. 19 July 2017. https://nyti.ms/2vDd82h. Accessed 25 July 2017

• United Nations. “Plastic ocean.” YouTube. Uploaded 24 May 2017, https://youtu.be/ju_2NuK5O-E

 

 

Grading and Other Important Points

• The rubric I will use to grade your writing quiz is posted on Titanium. • DO NOT use quotes! • Make sure to put all statements in your own words. • You may prepare a single 4×6″ card, using both sides, with any notes you need to write

your paragraph. o Under no circumstances should this be a complete version of your paragraph

written in tiny print! o The ability to answer thoroughly, but concisely, is a skill to develop!

• If you use any resources beyond those above, you should ensure they are from reputable sources, and these additional resources MUST be cited on your note card.

o Remember to review your notes from the beginning of the semester regarding what constitutes evidence.

o Make sure to critically evaluate any additional resources you use. o Does this source have an agenda (e.g., are they trying to sell something, influence

public policy, or promote a particular cause)? Is the resource reputable? Do multiple resources corroborate the information?

 
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Visual Aids

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Watch the two videos listed below and answer the questions.

https://www.youtube.com/watch?time_continue=2&v=uo48o62Dbrk

https://www.youtube.com/watch?v=V74AxCqOTvg

 

1. List three different visual aids that you could potentially use for each topic listed. Please describe why you think your selections would be effective. You can copy/paste example speech topics below to the Forum and place your examples for the following topics.

  1. To persuade my audience to donate blood
  2. To persuade my audience to fasten their seatbelts
  3. To persuade my audience to begin an exercise program
  4. To inform my audience about the different types of coins of the world
  5. To Inform my audience about the electoral college.
  6. To inform my audience about the different majors at Southern Miss

2. Then you will watch Stacey Kramer’s speech entitled “The Best Gift I Ever Survived” And Derek Sivers’ “How to Make a Movement” speech. Compare and contrast the ways in which the speakers use visual aids in their talks. What is the primary difference? Who do you think used visual aids more effectively?

Your response must be at least 500 words for the entire assignment.

 
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Lab: Stickleback Evolution

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Lab: Stickleback Evolution, Part 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

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:

Date:

 

Go to: The Virtual Stickleback Evolution Lab

Link: https://media.hhmi.org/biointeractive/vlabs/stickleback2/index.html?_ga=2.222191320.1578381481.1524156496-368479012.1521089692

 

 

1. Read the entire Introduction

a. How do spines protect ocean stickleback fish?

 

b. Watch the video about pelvic reduction in freshwater stickleback. The loss of stickleback pelvic spines is similar to the loss of which body parts in some other four-legged vertebrates?

 

 

2. Click on Overview, read the material.

 

a. Click on the interactive stickleback fish. Describe where its spines are located.

 

b. Watch the video about the stickleback fish armor. Explain how the stickleback armor protects the fish from some predators.

 

3. Click on Tutorial 1, practice scoring the pelvis of living fish until you feel as if you have mastered it.

 

4. When you are comfortable with scoring, click on Experiment 1. Be sure to read the background information prior to beginning.

 

 

Lab: Stickleback Evolution, Part 1

a.

b. Explain in your own words the overall objective of Experiment 1.

 

c. Click on the link to the map of Alaska, then click on the blue pin “B” on the larger map. What lake is located between Rabbit Foot Lake and Coyote Lake?      

 

d. In a population, what happens to organisms that are better adapted to the environment in which they live?

 

 

5. Click on Part 1 in Experiment 1. Read the information and watch the video. When you are ready, begin the experiment by clicking on the blue gloves. Then follow the directions on the left panel to perform the staining experiment.

 

 

6. When you have finished staining the fish in Part 1, move on to Part 2 of Experiment 1.

 

 

7.

8. Before you score the fish, watch the short video on Bear Paw and Frog Lakes. According to Dr. Bell, what is an important difference between Bear Paw Lake and Frog Lake?

 

9. What is one advantage of studying larger-sized samples?

 

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

a. Why is it important that the labels included in specimen jars be made of special paper that does not disintegrate in alcohol over time?

b. When you have finished scoring fish from both locations, count each phenotype, then submit your totals.

 

c.

d. You are to create a graph from your data. The graph creator in the lab works perfectly fine if you do not want to transfer your data to Excel. Create a graph and insert a screenshot of it here.

 

e. Examine the pelvic score data you just collected. Does the pelvic phenotype differ between Bear Paw Lake and Frog Lake fish? Explain.

 

f. Explain why the stickleback fish in Frog Lake are more similar to ocean and sea-run stickleback than they are to the stickleback fish in Bear Paw Lake.

 

11. Take the quiz at the end.

a. When you are finished, Insert your name in the progress section, take a screenshot from the progress section, and insert it here (tutorial 1, Experiment 1, parts 1, 2 and 3 should all say complete).

 

 

 

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

 
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