Four Short Essay Question.

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Homework Directions:

 

· You will answer 4 short answer/essay questions, each worth 5 points.

· The questions will draw primarily from your textbook.

· Each answer should be approximately 200 words, its not an exact science, but if you’re only writing a sentence or two you are not going into enough detail, or answering the entire question.

· When answering questions that ask for a definition, do not use a quote from the book to give that definition! Put the answer in your own words to show you understand what is being asked.

· Use quotations sparingly. Answers that are quote after quote do not show understanding or analysis and will be marked down.

· Do not use bullet points, graphs, charts or other methods to answer.  You need to write out your analysis/answer to show me you understand the material.

· Any quotes or outside sources need to be appropriately cited.

· All answers need to be written at a college level with appropriate spelling, punctuation and grammar.

· You will be turning all of your homework in through the TurnItIn. So remember, if you cheat, it will catch you!

 

Questions:

 

1. Define the term biocultural evolution.

2. Explain what is meant by differential net reproductive success. Give an example of how this mechanism works.

3. Compare and contrast the processes and end products of mitosis and meiosis.

4. Using the HbS allele to illustrate, describe why fitness levels are a function of the environment.

 
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“Keystone Species, Shrinking Red Knots, And Biomes”

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“Keystone Species, Shrinking Red Knots, and Biomes”

For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.

Topic 1

:  Keystone Species. Watch the video entitled “Some animals are more equal than others…” (1)* Then completely describe the concept of a keystone species, giving specific examples from the video.

Topic 2 [articles]: Shrinking Red Knots. Read two of the following three articles about shrinking Red Knots (2)*, (3)*, (4)*, or research additional information on your own. Then, address the following issues:

  • (a) Explain how the lifecycle of the Red Knot depends on hatchlings emerging at the same time as the insects hatch.
  • (b) What are the long-term ramifications of having a mismatch between the bird hatch and the insect hatch?
  • (c) Of the two articles you read, which of them do you feel was most informative?  Why?

Topic 3 [research]: Biomes. The term “biome” is described in the textbook. For this topic, describe the biome where you grew up (or where you currently live). Identify your location, the biome of the region, and describe the major characteristics of that biome. Add enough detail and commentary from your own experience, so that your answer is 125 words or more. If you’re really ambitious, you could consider looking up the EPA “ecoregion,” which will give additional details about your region.

*References (in Strayer Writing Standards format).

  1. HHMI Biointeractive, May 3, 2016, Some animals are more equal than others: keystone species and trophic cascades., https://www.youtube.com/watch?time_continue=1142&v=hRGg5it5FMI
  2. Helen Briggs, May 13, 2016, Shrinking bird pays the bill for Arctic warming, http://www.bbc.com/news/science-environment-36266692
  3. Joseph Dussault, May 12, 2016, Climate change chould be shrinking these arctic birds, http://www.csmonitor.com/Science/2016/0512/Climate-change-could-be-shrinking-these-Arctic-birds
  4. Carl Zimmer, May 12, 2016, Climate change and the case of the shrinking red knots,  http://www.nytimes.com/2016/05/17/science/climate-change-bird-red-knots.html?_r=0
 
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Microbiology Introduction Course With Lab Work

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Microbiology for the Health Professions

Credits – 3 (Lecture) 1 (Lab)

Description

Overview

This course is designed to meet the microbiology prerequisite for students who are applying for admission to health profession programs. Most students taking this course will have an undergraduate degree and will be in the process of a career change. Online Microbiology is a one-semester course.  It will emphasize the concepts that are a necessary groundwork for courses the student will take in his/her professional program.

Topics covered in this course include: the history of microbiology, microbial morphology and physiology, bacterial metabolism, genetics, ecology, and the classification of microorganisms, particularly bacteria, fungi, and viruses. Therapeutic agents used to disrupt and control microbial growth are considered and a body systems approach is utilized in the coverage of diseases.

Materials

Textbook

· Microbiology: A Human Perspective Eugene W. Nester et.al., 7th edition

Note: The e-book version of Nester may not be used on any proctored course exam. Textbooks need to be purchased separately and are not part of your registration fee. All course materials are available through our bookstore at  http://www.newengland.bkstr.com

Laboratory Components

It is mandatory for students enrolled in the laboratory component of the course to order a lab kit. The kit must be purchased directly through Hands on Labs and cannot be purchased second hand or from another vendor. Students enrolled in lab must complete both parts of every lab – the assigned experiment and the corresponding assignment online – to earn a grade for the lab. The kits must be ordered immediately upon enrollment in order to ensure materials are on hand for the start of the course. Note: Kits can take 5 – 7 business days to arrive. Go to this link:  https://www.holscience.com/mm5/merchant.mvc?Screen=LOGN

1. ENTER Login: C000384

2. ENTER Password: labpaq

3. Choose LP-2231-MB-02: LabPaq, Microbiology, 11 Labs

4. Review the  HOL Return and Refund Policy

Learning Objectives and Outcomes

Course Objectives

Upon successful completion of the course students will be able to:

1. Define basic structure/function of microorganisms including prokaryotes, eukaryotes and viruses, with emphasis on their relationships to human disease and treatment modalities

2. Describe the kinetics and patterns of microbial growth, and environmental factors that alter growth

3. Describe key features of microbial genetics, including DNA structure and function, as well as mechanisms of DNA replication, transcription and translation

4. Explain how and why microbial gene expression is regulated, as well as how genetic mutation and DNA transfer mechanisms affect microbial evolution, fitness and pathogenesis

5. Define and compare beneficial versus pathogenic host-microbial interactions

6. Explain fundamental stains, basic staining techniques, and corresponding bacterial and fungal morphology

7. Describe the clinical manifestations associated with common bacterial, viral, fungal, and parasitic diseases

8. Describe the uses of the various media and metabolic/enzymatic testing protocols

9. Identify bacterial/fungal toxic and invasive factors and their relationship to the pathogenesis of disease

10. Classify the mechanisms of antibiotic (antibacterial/antifungal), antiparasitic, and antiviral activity, as well as resistance strategies employed by target microorganisms

11. Identify the pathogens commonly associated with infections of the skin, eyes, nervous system, respiratory tract, gastrointestinal tract and genitourinary tract in humans, as well as their modes of pathogenesis and risk factors associated with each type of disease

12. Identify common healthcare-associated (nosocomial) pathogens

13. Identify disease and likely etiology on the basis of patient signs and symptoms, pertinent history, and lab findings

14. Create a case study outline.

Assignments

Lectures and Laboratories

Our textbook allows students to utilize CONNECT from McGraw-Hill to go through the lecture course material with Learnsmart. This is a good self-assessment tool. The access code for CONNECT may be purchased using a link located within the course homepage in Blackboard.

 

Laboratory Information:

For the laboratory portion of this course, you will be be purchasing a LabPaq lab kit from the Hands On Labs (HOL). Your instructor will provide you with a link that is unique to your class. You will use this link to create an account and set up your profile and submit your work. Additional directions for Getting Started with HOL can be found in the COURSE INFORMATION section of the course.

 

Laboratory Assignments

For students enrolled in the laboratory component, most weeks have an associated laboratory assignment. Complete each assignment online using the HOL Online link provided by your instructor.

Using the HOL resource material, your notes, and in some cases outside research, answer all of the questions in each lab exercise. Your answers must be in the form of complete and grammatically correct sentences with proper spelling, grammar, and capitalization. Be mindful of the spelling for bacterial genus and species names (capitalize genus names, lower case for species names, eg., Streptococcus pyogenes). If a question is asking for terms you are not familiar with, be sure to define and understand those before you answer the question. Reference your facts using in-text citations and AMA format for your outside references.

Once you complete the lab, use the text submission field for this assignment in Blackboard to write a message to your instructor to say that you have completed the assignment. This will serve as an alert to your instructor that your assignment is ready to be reviewed and graded.

Chapter Tests, Vocabulary Quizzes, and Unit Exams

Chapter Tests

The chapter tests are multiple-choice and matching. The tests can be accessed by clicking on the link in Blackboard. The chapter tests are open book and are intended to help you review for the unit exams. They are timed and you have three attempts at each test; the questions for each attempt cover the same material, although they may be different. The highest of the three attempt grades will be recorded in the grade book. If you take the test only once, that grade will be recorded in the grade book. To prepare for the chapter tests, complete the readings, view the lecture material, and review using the CONNECT and other study helps posted in the chapter module. Also, review the end-of-chapter questions and other study aides in your textbook. When you are ready, take the test. If you wish, you may review the material and take the test a second or third time.

Module Vocabulary Quizzes

Each module has a 20-term vocabulary quiz. The terms are selected from the chapter vocabulary lists. The quizzes are taken online through the Blackboard site. Each quiz is accessed by clicking on the link in Blackboard. The quizzes are open book and are intended to help you review for the unit exams. To prepare for the vocabulary quizzes read through the lists of terms for each chapter within the module. Fit the terms into the context of the learning objectives for each chapter. The vocabulary quizzes are timed and you have three attempts at each quiz. When you are ready, take the quiz. If you wish, you may review the material and take the quiz a second or third time.

Unit exams

The five unit exams are timed exams (120 minutes) consisting of multiple choice and matching; with all questions graded automatically upon the completion of the unit exam. These unit exams are single-attempt (with no pauses allowed during the 2-hour time frame) and may be taken only once. The unit exams will be available only after all the quizzes, tests and other assessments in the unit are completed. The exams will include topics covered in the textbook, learning objectives, and lectures for each unit. These exams are open notes and open book; however, you should review the material as though you will not have the notes or book available. There will not be time during the exam to look up every answer. Of the 5 unit exams, your 4 highest exams will count toward your final grade (the lowest score will be dropped). NOTE: Do not schedule your unit exams with ProctorU. Only the HOL Laboratory Final Exam (if you are taking the lab) and the lecture Final Exam need to be proctored.

 

The Microbiology Case Study

You will create a case study for a microbial infection selected from the current pathogen list which your instructor will provide to you. Your case study will be assembled using a detailed rubric. Upon completion, and by a specified due date (within Unit 5), your case study will be submitted using the Blackboard website.

 

Final Exam

The cumulative BIOL 1020 lecture final is a proctored test so plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the Final Exam, it will have to be printed out or hand-written and there are no exceptions to this policy.

HOL Laboratory Final Exam – For Students Enrolled in the Laboratory 

The cumulative BIOL 1020 laboratory final is a proctored test. Plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the HOL Laboratory Final Exam, it will have to be printed out or hand-writtenand there are no exceptions to this policy.

 

Discussion Board Posts

Discussion questions cover interesting current events or materials that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Most of the discussion questions are designed to accompany particular chapters (see specific discussion questions for more information). Each question will require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, or view a short video. Then you will write a response following the guidelines in the assignment.

To earn full credit: you will need to post a response, respond to the original posts of at least two other students, and then contribute to an ongoing discussion. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.

Discussion Question Guidelines

1. Read the assignment carefully so that you are familiar with the materials that you need to cover and how to craft your post.

2. Respect each other’s ideas, feelings, and experience. Some of the questions involve areas of disagreement. Expect your classmates to have different opinions.

3. Use proper writing style. Correct spelling and sentence structure are expected just as if you were writing a regular paper. Use spell check and grammar check before you submit.

4. Write your posting in a word document! That way you can save a copy and use spell check and grammar check.

5. Cite the sources that you use to write your response. Follow the AMA guidelines.

6. Avoid posting large blocks of text. Break your writing into paragraphs and use a space between paragraphs to make your posting easier to read online.

7. Subscribe to the discussion so that you get email updates when there is activity.

8. Use the “reply” button rather than the “compose” button when responding to someone else’s post.

9. When responding to a classmate, address them by name.

10. Do not use postings such as “I agree,” “I don’t know either,” or “ditto.” They do not add to the discussion, take up space on the Discussions, and will not be counted.

11. Everyone benefits from an active discussion. Check back in frequently to see what others are saying.

12. Plan your time carefully. You will need to give your classmates time to respond to your postings. This is an asynchronous class where students will be in different points of the class.

13. Contact your instructor if there are schedule problems or other issues that need to be resolved.

Examinations and Grading Information

For students taking the lecture course only, the final course grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the final grade
5 Unit Exams (drop lowest score; 4 in total) 20% of the final grade
Final Exam 20% of the final grade
Case Study 20% of the final grade
Discussion Boards 20% of the final grade
Total Course Grade 100%

 

For students taking the lecture course with the laboratory, your final grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the lecture grade
5 Unit Exams (lowest score is dropped, 4 total) 20% of the lecture grade
Final Exam 20% of the lecture grade
Case Study 20% of the lecture grade
Discussion Boards 20% of the lecture grade
Total 100% of the lecture grade
12 Laboratory Exercise Assessments

HOL Laboratory Final Exam

 60% of the laboratory grade

40% of the laboratory grade

 

Final Grade  
Lecture Grade 75% of Final Grade
Laboratory Grade 25% of Final Grade
Total Course Grade 100%

A letter grade is assigned according to the scheme below. The final course grade will not be posted until all the quizzes, tests, exams, and case study, are completed. For those students taking the laboratory, all lab exercise assessments and the laboratory Final Exam must be also be submitted.

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Outline

Microbiology BIOL 1020

Lecture and Lab Schedule

Unit Module Lecture topic Textbook chapter HOL Laboratory Exercise
1. Life and Death of

Microbes

 1 Humans and the Microbial World 1 #1: Microbiology Laboratory Preparation
    The Molecules of Life

(Note: There is no lecture or quiz for Chapter 2. You need to be familiar with the topics, but will not be asked specific questions from this chapter on the exam.)

 2  
    Microscopy and Prokaryotic Cell Structure 3  
  2 Dynamics of Prokaryotic Growth 4 #2: Microscopy for Microbiology
    Control of Prokaryotic Growth 5  
  3 Metabolism: Fueling Cell Growth 6 #3: Aseptic Technique and Culturing Microbes
    Review for and take the Unit I Exam  
2. Microbial

Genetics and

Diversity

 4 DNA to Proteins 7 #4: Bacterial Enumeration – Dilutions and Plate Counts
    Bacterial Genetics 8  
    Biotechnology and Recombinant DNA 9  
  5 Identification and Classification of Prokaryotic Organisms 10 #5: Bacterial Morphology and Staining Techniques
    The Diversity of Prokaryotic Organisms 11  
    The Eukaryotic Members of the Microbial

World

 12  
  6 Viruses, Prions, and Viroids: Infectious Agents of Plants and Animals 13 #6: Antibiotic Sensitivity – Kirby Bauer Diffusion Test
    Review for and take the Unit II Exam  
Unit Module Lecture topic Textbook reading HOL Laboratory Exercise
3. Microorganisms

and Humans

 7 The Innate Immune Response 14 #7: Biochemical Testing For Microbial Identification – Methyl Red, Voges-Proskauer, and Catalase
    The Adaptive Immune Response 15  
  8 Immunological Disorders 17 #8: Biochemical Testing For Microbial Identification – Carbohydrate Fermentation Testing
    Applications of the Immune response 18  
  9 Host-Microbe Interactions 16 #9: Bacterial Identification Through Functional Media – Motility Testing
    Epidemiology 19  
  10 Antimicrobial Medications 20 #10:Environmental Influences on Microbial Growth – Salt Tolerance and pH Testing
    Review for and take the Unit III Exam  
4. Infectious

Diseases

 11 Respiratory Infections 21 #11: Fomite Transmission
    Skin Infections 22  
  12 Wound Infections 23 #12: Food Safety
    Digestive System Infections 24  
  13 Genitourinary Infections 25  
    Nervous System Infections 26  
  14 Blood and Lymphatic System Infections 27 HOL Laboratory Final Exam: Prepare for the Laboratory Final Exam
    HIV Disease and Complications of Immunodeficiency 28  
    Schedule your HOL Laboratory Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the HOL Laboratory Final Exam

Review for and take the Unit IV Exam

Request the current pathogen list from your instructor for your Case Study!
5. Applied

Microbiology

 15 Microbial Ecology 29  
    Environmental Microbiology 30  
    Food Microbiology 31  
  16 Review for and take the Unit V Exam

Submit your Case Study!
Schedule your Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the Final Exam

 

Student Resources

Course Length

A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.

1. Courses in SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks

2. Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.

3. Course start and end dates are in respect to Eastern Standard Time.

Incomplete Grade Policy

Students are expected to complete all course work by the end date of the course. To view the incomplete grade policy, please  click here .

 
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He Baby’s Brain: Wider Than The Sky Full

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The Teenage Brain: A World of Their Own

Video Title

The Child’s Brain: Syllable from Sound

Video Title

The Aging Brain: Through Many Lives

PBS

At age 95, the poet Stanley Kunitz was named U.S. poet laureate and was still writing new poems and reading to live audiences-an inspiring example of the brain’s vitality in the final years of life. This program presents recent discoveries in neuroscience that tell us how the brain ages, and how that aging process and intact mental functions aren’t mutually exclusive. The film demonstrates that older brains continue producing new neurons and possess unique characteristics that form the basis for wisdom. Alzheimer’s disease is also an important topic. Distributed by PBS Distribution. Part of the series The Secret Life of the Brain. (56 minutes)

The Aging Brain: Through Many Lives

Video Title

The Adult Brain: To Think by Feeling

Video Title

 

The Baby’s Brain: Wider Than the Sky, Full Video (54:21)

Segments Transcript

FULL PROGRAM

The Baby’s Brain: Wider Than the Sky

SEGMENTS

  1. Human Brain: Ultimate Machine03:05
  2. Premature Infant Brain02:02
  3. Genetic Code Script01:27
  4. The Primitive Beginning of Thoughts and Feelings01:56
  5. Neuron Pathways02:20
  6. Neuron Migration01:50
  7. Genetic Blueprint03:25
  8. Coping Before the Brain is Ready01:52
  9. Learning Disabilities in Preemies01:33
  10. Shaping the Brain in Unintended Ways02:05
  11. Emulating the Womb03:21
  12. Nature vs. Nurture04:11
  13. Preemie Brain Development02:51
  14. Physical Change in Development of Brain Parameters02:59
  15. Negotiating a Complicated World01:57
  16. Critical Stimulation01:16
  17. Critical Images02:20
  18. Fighting for Cortical Connections03:12
  19. Maturing Without Visual Experience01:45
  20. Removing Cataracts in Time01:43
  21. Plastic Human Brain02:17

Hide Segments/Transcripts 

DESCRIPTION 

Only four weeks into human gestation, the brain’s first cells, the neurons, are already forming at an astonishing rate—250,000 every minute. This program illustrates that process and the more complex brain development that occurs during an infant’s life, both before and following birth. Viewers learn how vision and the visual cortex come into play; what happens when a baby is born with visual impairment, such as infant cataracts; and many more facts and insights regarding the early brain’s ability to shape itself in response to the demands of the world. Distributed by PBS Distribution. Part of the series The Secret Life of the Brain. (56 minutes)

Distributed by PBS Distribution.DETAILS Producer: PBSSeries: The Secret Life of the BrainDate Added: 12/12/2009Copyright Date: © 2001Item #: 41054Type: Documentary FilmRun Time: 54:21TAGSAnatomy Biological neural network Biology Brain Human brain Mind NeuropsychologyNeuroscience Neuroscience and intelligence

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The Teenage Brain: A World of Their Own

Video Title

The Child’s Brain: Syllable from Sound

Video Title

The Aging Brain: Through Many Lives

Video Title

The Adult Brain: To Think by Feeling

Video Title

 

 
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Pick Your Pathogen

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Week 7 Assignment : Pick your Pathogen

Submit Assignment

· Due Saturday by 12pm EST

 

· Points 50

 

· Submitting a file upload

Required Resources Read/review the following resources for this activity:

· Textbook: Chapter 21, 22, 23

· Lesson

· Minimum of 2 scholarly sources

Instructions

Objective: Select a publication or a newspaper article on a pathogen, apply knowledge learned in BIOS242, and write a paper.

The goal for this project is:

· to make connections between concepts learned in the course and what is observed in a health care setting

· to understand real-life applications of Microbiology

Project Parameters: For this assignment, you will identify a pathogen in a newspaper article or publication of your choice, apply principles learned in BIOS 242, and research the pathogen for its connection to nursing/health care. You must get approval for your chosen article and pathogen. You will then write a paper on their chosen pathogen/topic.

The pathogen can be a bacteria, fungus, protozoa, or virus. In addition to the article, information to include in the paper should include, morphology, gram stain characteristics, virulence factors, susceptibility to antibiotics, host cells, nutritional needs, growth conditions, mechanisms used to evade the immune system and invasion into the host(s), interactions with the hosts and diseases caused and affected body systems. Additionally, students should explain symptoms when the pathogen infects a host, as well as a diagnosis and the therapeutic intervention needed after infection. You may also add information on statistics related to infection (epidemiology) and any new research findings related to the pathogen.

Writing Requirements (APA format)

· Length: 2 pages (not including title page or references page)

· 1-inch margin

· Double spaced

· 12-point Times New Roman font

· Title page

· References page (minimum of 2 scholarly sources)

Grading This activity will be graded using the provided rubric.

Course Outcomes (CO): 10, 11

 
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Martian Farming Case

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Page 1“Farming in Space?” by Joyner and Allen

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Problem Statement Congratulations! Y ou are leaving Earth forever. You are selected to be part of a mining colony of 100 people located on the planet Mars. Before you head to Mars, however, you need to fi gure out how to feed yourself and your colleagues once you are there. Your group is tasked with selecting the foods to be grown on Mars.

Suppose that enough food can be taken to supply the entire colony for several months (approximately 90 days). After this, food for the colony must come from what can be grown. Th e colony manager is instructed to keep costs as low as possible while still providing a sustainable food supply that meets the nutrient requirements for adult humans. You may assume that all of the colonists are healthy adults of average height and weight with no known food allergies.

By the time you arrive on Mars, a dome-like structure will already be in place to maintain an Earth-like air composition, pressure, and temperature. Within this dome there are 1000 acres available for growing foodstuff s. You can bring seeds, soil, and fertilizer with you, but keep in mind that seeds require time to germinate and grow to maturity, and diff erent plants have diff erent growth requirements. Additionally, certain foodstuff s require more fertilizer than others, which is additional weight you must bring with you, increasing the cost of the trip.

Some Mars facts: Mars has a 687d orbital period and a 24h 40m day-night cycle, and sunlight is about 44% as intense as at Earth. Mars has plenty of carbon dioxide and water for your use, but you will still need to collect it and recycle all that you use. Th e soil and air are extremely poor in carbon and nitrogen compounds, hence the need for fertilizers and other organics. Outside of your dome, the air pressure will be at most about 1% that at Earth’s surface. Th e outside day-night temperature will vary by 60 to 80°C, with a daytime maximum above the freezing point of water during the summer. Martian-analog soils on Earth would include those of the ash-infused Columbia plateau in North America, and the Dry Valleys of Antarctica.

Your problem-solving method will proceed thus: • In Part I, you will identify some potential challenges related to sustainable agriculture. • In Part II, you will choose fi ve criteria to be used for ranking potential Martian crops. • In Part III, you will use your criteria to rank a list of given crops and identify the top three. • In Part IV, you will refl ect upon the context of the problem, the method of solution, and the results, and

thereby identify strengths and weaknesses.

Developing a Sustainable FoodDeveloping a Sustainable Food Supply on MarsSupply on Mars

by Helen S. Joyner, School of Food Science, University of Idaho, Moscow, ID Michael L. Allen, Department of Physics and Astronomy, Washington State University, Pullman, WA

Farming in Space?Farming in Space?

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 2“Farming in Space?” by Joyner and Allen

Part I – Sustainability Considerations In an inhospitable environment such as the Martian surface, sustainability becomes a major issue. Sustainability implies that whatever resources are used to grow crops (e.g., water, fertilizer) can be replaced so that the growth of crops can continue, producing the same quantity and quality of crops indefi nitely.

Questions 1. As a group, write down two challenges in terms of sustainability you would face when developing a sustainable

food supply for a Martian colony (or any area that is severely lacking in agricultural resources). Keep in mind the space and time limitations you have (1000 acres of growing space and several months’ worth of food).

2. A sustainable food supply requires more than just resource management. It also needs to provide people with suffi cient calories, macronutrients, and micronutrients for health, productivity, and well-being. Write down at least two challenges of producing such a diet sustainably in an area severely lacking in agricultural resources.

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 3“Farming in Space?” by Joyner and Allen

Part II – Selecting Criteria for Growing Foods From the list below, choose the fi ve most important criteria for selecting appropriate foods to grow in the Martian colony, keeping in mind the constraints given in the problem statement and your responses to the previous questions. Write a paragraph justifying why these fi ve are the most important.

• Water usage • Fertilizer usage • Space required for growth • Yield • Post-harvest processing required • Waste generation • Total kilocalories provided • Protein content • Carbohydrate content • Fat content • Micronutrient content • Additional structure needed for growth/processing/storage • Time to grow to harvest • Labor/fuel required for growth/processing • Shelf life after processing

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 4“Farming in Space?” by Joyner and Allen

Part III – Foodstuff Selection After discussing colony needs and constraints with specialists in plant and soil science, you have generated a list of foodstuff s that could potentially be grown on Mars:

• Corn • Barley • Peas • Spinach • Fish • Rice • Potatoes • Soybeans • Broccoli • Oats • Wheat • Peanuts • Winter squash

Using the tables below, select the three foodstuff s that are optimal as determined from the fi ve criteria you chose in Part II. Ignore the other criteria when making your selection. Possible scoring systems include (but are not limited to) assigning more weight to criteria that are considered more important or assigning diff erent numbers of points to diff erent categories (e.g., high=1, medium=2, low=3).

If the criteria you select result in more than three optimal foodstuff s based on your scoring system, you must determine and justify a way to break any tied scores. Write a paragraph identifying your three chosen foodstuff s and justifying why they are the most appropriate to grow on Mars.

Water usage Fertilizer usage Space required for growth

Yield Post-harvest processing

Waste generation

Time to grow to harvest (fast

growth: low)

Labor required for growth & processing

Corn Medium High High High Medium High Low Medium

Rice High High High Medium High Medium Medium High

Oats Low Low High Low High Medium Low Medium

Barley Low Medium High Low High Medium Low Medium

Potatoes Medium High Medium High Low Low Medium Low

Wheat Low Medium High High High Medium High High

Peas Low Low Low Medium Medium Medium Low Low

Soybeans Medium Low Low Low Medium Medium High Low

Peanuts Low High Medium Low Medium Medium High Low

Spinach Medium High High Low Low Low Low Medium

Broccoli Medium High High Low Low Low Low Medium

Winter squash

High Medium High Low Low Low Medium Medium

Fish High Low Medium Low High Medium High High

Total calories provided

Protein content Carbohydrate content

Fat content Micronutrient content

Additional structure needed for growth, processing, storage

Shelf life after processing

Corn High Low High Low Medium Medium High

Rice Medium Low High Low Medium Medium High

Oats Medium Low High Low Medium Medium High

Barley Medium Low High Low Medium Medium High

Potatoes Medium Low High Low High Medium Medium

Wheat Medium Medium High Low Medium Medium High

Peas High Low High Low High Low High

Soybeans Medium Medium Medium Medium High Low High

Peanuts High Medium Medium High High Medium High

Spinach Low Low Low Low High Low Low

Broccoli Low Low Low Low High Low Low

Winter squash

Low Low High Low High Low Low

Fish High High Low Medium High High Low

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 5“Farming in Space?” by Joyner and Allen

•

Case copyright held by the National Center for Case Study Teaching in Science, University at Buff alo, State University of New York. Originally published October 2, 2015. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work. Licensed photo in title block © Dutchscenery | Dreamstime.com, id 28067696.

Part IV – Refl ection Discuss the following questions with the members of your group. Choose someone in your group to take minutes of the discussion.

Questions 1. In reference to Part II, are there criteria not listed that you would add to the list? If so, what would you add?

Would these criteria be ranked among your top fi ve? If so, then justify your choice.

2. In reference to Part III, are there foods not listed that you would add to the list? If so, explain why you would add these foods to the list and estimate values (high, medium, low) for each criterion. Include a formal reference to any information you have to look up. If you think the list is complete, explain why.

3. Consider your three best foods: could you survive indefi nitely on this diet? Be productive and healthy? Be happy? Why or why not?

4. Why do you think your group was restricted to only three foods?

5. How do you think your fi nal list of three foods would change if you included more than fi ve criteria for ranking each food?

6. Would you grow additional types of foodstuff s after developing the infrastructure to sustainably produce your three chosen foods? Explain your answer.

7. Part II lists 15 criteria for ranking foods. Which of these criteria are related to sustainability? Justify your selections.

 

 
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Nutrition Homework

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Assignment Instructions

Pick one of the following four case studies and respond to the questions. Your response should be 300 words or more.  Be sure to use references (APA formatting is suggested) to support your answers.  Here is an excellent reference:  https://www.eatrightpro.org/-/media/eatrightpro-files/practice/position-and-practice-papers/position-papers/nutritionathleticperf.pdf

Case 1: Vitamins

Roger is a starting guard on his college basketball team. He is a leader on his team, stays after practice to work on his shots, and is busy with academic and community life on campus. Because of his hectic schedule, he has little time for meal planning, grocery shopping, and food preparation. Dinner is usually consumed at the athletics training table during the week, and the rest of his meals are costumed either at home or at local restaurants. A 3-day food record kept by Roger recently was analyzed using a nutrition software program. The analysis revealed overall energy intake was not meeting his estimated needs, and vitamins A, C, and folate were consistently low throughout the three days. The rest of the vitamins and minerals met the minimum RDA or AI requirements.

  1. What questions should you ask Roger about his typical daily diet?
  2. What recommendations do you have for Roger to improve his dietary intake of vitamins and his energy intake?
  3. How can you help Roger meet these recommendations?

OR

Case 2: Minerals

Anne participates in triathlons. Recently, in a half-Ironman race, she experienced nausea, intestinal cramping, and diarrhea on the run, leading to poor performance. The entire race took her nearly 6.5 hours. During the bike portion, she consumed 100 oz of a relatively new sports beverage that she has been training with this year, as well as two gels. On the run, she consumed sips of the sports beverage provided on the course but switched over to water once she started experiencing nausea, cramping, and diarrhea. She was frustrated by her performance and wants to ensure that it does not happen again. You ask Anne to bring in the new sports beverage she has been consuming so that you can review the Supplement Facts label. Per 8 oz. serving, the following nutrients are provided: 60 calories, 15 g carbohydrates, 0 g protein, 0 g fat, 100 mg sodium, 50 mg calcium, 30 mg magnesium, and 100 mg potassium.

  1. What could be a potential cause of Anne’s nausea, intestinal cramping, and diarrhea during the race?
  2. How does Anne’s new sports beverage compare with others on the market?
  3. What recommendations would you give to Anne to prevent the symptoms from occurring in future races?

OR

Case 3: Fluids

Chad is a collegiate lacrosse player in Arizona. During the preseason and in-season training, the team will practice for hours, often in 80- to 90-degree weather. The coach incorporates fluid breaks during practice; however, he allows the athletes to consume only water. The coach believes that sports beverages hinder performance and therefore forbids the athletes to consume them. The athletes complain of feeling fatigued, lethargic, and light-headed by the end of practices.

  1. What are the problems in this scenario?
  2. What should the athletes do to feel better throughout their practices?
  3. What hydration principles should the athletes follow?

OR

Case 4: Weight Management

Ian is an 18-year-old gymnast training in a private gym with many other male and female gymnasts. He is competing at an advanced level and is likely to make the next Olympic team. Lately, he has been finding some of his balance and strength moves on the rings and parallel bars more difficult. He has gone through a bit of a growth spurt and has gained approximately 5 pounds over the last year. He suspects the weight gain is causing his performance difficulties. He decides to try a weight loss program that will help you lose weight before his next big competition in six weeks. He is not sure how many calories to consume and therefore, arbitrarily decided to eat 1,500 kcal per day.

  1. Which assessments are required to determine whether Ian needs to lose weight?
  2. What type of diet and exercise plan would you recommend for Ian?
  3. What additional concerns do you have for Ian’s health and sports performance?

Overview of Grading Rubric:

Points (100 total)

Content

33

Answered each question for the selected case

22

Question responses are substantial and thoughtful

15

References used to support answer

10

Free of grammar and spelling errors

10

Greater than 300 words

10

Submitted by the due date

 
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Lab Report Biology

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BIO 122

Fall 2017

 

Alcoholic Fermentation Lab Report: Do’s and Don’ts for an “A” Lab Report

 

Introduction: (5 points)

· Must indent for each new concept, idea, and EACH NEW paragraph

· Must be double-spaced

· MUST BE WRITTEN IN PAST TENSE and THIRD PERSON! (i.e. no “I,” “me” or “mine”)

 

· What is the process of fermentation? Provide a definition in your own words. What are the necessary reactants, products and byproducts of the reaction? Under what conditions does this process occur? Are they aerobic or anaerobic, and what does this mean? What are the final products that are produced in the process?

 

· What are the different types, alcoholic or lactic fermentation, for example? How do these two types of fermentation differ? Which type of fermentation did we perform our experiment? How was fermentation measured in our experiment? CO2 evolved? Bubble formation?

 

· What is the real world application of fermentation? What is it used to produce that is commonly used in a household setting? Name or list different products that are the end product of fermentation. Cite outside literature in the Harvard style that is peer-reviewed.

 

· If a high concentration of yeast and glucose are necessary for fermentation to occur, producing CO2, what does the CO2 indicate? How was CO2 production observed? What are the ideal concentrations of yeast and glucose for fermentation? Why? Why is it that yeast cells require glucose? How is glucose an energy source for cellular work? How does glucose relate to ATP molecules?

 

· Introduce your variable that you designed in this experiment and provide background information. FOR EXAMPLE, what is ethyl alcohol? Why would it influence the fermentation rate? What is the measure of pH? Why would it influence the fermentation rate? What are the different species of yeast you are using (Candida milleri or sourdough, Quick rise, and champagne yeast) and how is each species different?

 

· State your hypothesis clearly with reasoning as the LAST sentence of this section.

 

Methods and Materials: (5 points)

· Must indent for each new concept, idea, and EACH NEW paragraph

· Must be double-spaced

· MUST BE WRITTEN IN PASTE TENSE and THIRD PERSON! (i.e. no “I,” “me” or “mine”)

· What materials were used for the experiment? Respirator setups? How many? Rubber tubing? Clamps or binder clips? 1 mL pipettes? Four small Erlenmeyer’s flasks to create a respirator setup with approximately how much tap water filled? Water bath at 37 degrees Celsius? Test tubes? Yeast solution at what concentration or %? What was the strain or genus species of the yeast used? Did you have to equilibrate your test tubes for 5 minutes first in the temperature environment? Then measure every 2 minutes for a total of 20 minutes per trial?

 

· What are the actual and initial CO2 evolved values? How did you measure and calculate these values for your data collection?

 

· How did you measure CO2 production? How did you time this? Did the rubber tubing remain clamped throughout the entire experiment? Why? How did you measure on the pipette as the solution went down?

 

· Did you do anything differently between Trial I and Trial 2? Errors, adjustments, technique changes? Why?

 

Results: (5 points)

· Two tables and two graphs required (one for EACH TRIAL) AND a third graph comparing SIDE by SIDE BOTH TRIALS.

 

· Table 1 should read “Table 1: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 1. This table represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 1 of the fermentation lab, which indicates…………”

 

· Table 2 should read “Table 2: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 2. This table represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 2 of the fermentation lab…………”

 

· Graph 1 should read “ Graph 1: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 1. This graph represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 1 of the fermentation lab…………”

 

· Graph 2 should read, “ Graph 2: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 2. This graph represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 1 of the fermentation lab…………”

· NO RAW DATA!

· Your graph must be color-coded and have a LEGEND. A legend with “Series 1, 2, 3” will lose points.

· Data should be clearly labeled, with each numerical data value ABOVE each data point on the graph.

· Both axes (x and y axis) should be labeled.

· Your graphs NEED a SPECIFC, DETAILED title.

 

Discussion: (5 points)

· Must indent for each new concept, idea, and EACH NEW paragraph

· Must be double-spaced

· MUST BE WRITTEN IN PAST TENSE and THIRD PERSON! (i.e. no “I,” “me” or “mine”)

 

· Was your hypothesis refuted or supported? Why or why not? THIS SHOULD BE THE FIRST OR SECOND SENTENCE IN THIS SECTION.

 

· Discuss how each respirator set up differed (FOR EXAMPLE: Respirator 1 in the first and second trials had the greatest amount of ethyl alcohol, at 10% ethyl alcohol, and Respirator 4 had the lowest amount of ethyl alcohol, at 1% ethyl alcohol). Why would ethyl alcohol (or your variable that you tested) affect fermentation? What other factors affect fermentation? What are the necessary conditions for fermentation? Why would ethyl alcohol (or the variable that you tested) interfere with fermentation? What happens at the molecular level to either INHIBIT or INCREASE the rate of fermentation?

 

· What other scientific tests are used to measure this activity? Cite outside, peer-reviewed literature/sources here.

 

· Discuss if you had to repeat your experiment.

 

· Discuss potential errors (i.e. human error, pipetting techniques, etc).

 

· Discuss future direction for if the experiment was to be repeated in the future, how could it improve? What should be done differently?

 

References: (3 points)

· You must indent each citation properly! The first line of each new citation is NOT indented, but every other line is indented.

· You must use the Harvard format style.

· NO WEBSITES!

· You must use either Google Scholar, the Mortensen Library database, or PubMed for your outside research.

 

Overall: (2 points)

· Was your writing good? Did you use scientific wording?

· Did you proofread? Were there a lot of typos or grammatical errors?

· Was the paper consistent? Any font changes?

· Did you have a good descriptive title for your lab report?

· DO NOT USE “Fermentation/Cellular Respiration Lab Report.” This is your chance to be creative!

 
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SCI 115 Week 3 Light Spectrum And Plant Growth

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Instructions:

· Go to the following Virtual Lab Website http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS12/LS12.html

· The virtual lab runs under Flash. You may need to enable your browser to run it.

· Watch the short video clip about the white light spectrum and the pigments in plants.

· Using the controls to run the experiment, collect data to fill in the tables for radish and lettuce.

o Select a plant

o Select the color for each chamber

o Turn the light switch “On” to run the experiment

o Use your mouse to grab the ruler and measure the height of the tallest part of the plant to the nearest centimeter. The height of each plant counts as one observation.

o Record the data in the appropriate data table.

o Calculate the average height of the plant for each color.

Table for Spinach (already filled out)

 

COLOR

 

Red

 

Orange

 

Green

 

Blue

 

Violet

 

Measured Height of plant

(cm)

 

Observation 1

 

16

 

16

 

1

 

18

 

14

 

Observation 2

 

22

 

17

 

3

 

22

 

19

 

Observation 3

 

17

 

12

 

2

 

17

 

15

 

AVERAGE

 

18.3

 

15.0

 

2.0

 

19.0

 

16.0

TABLES TO FILL OUT

1. Table for Radish

 

COLOR

 

Red

 

Orange

 

Green

 

Blue

 

Violet

 

Measured Height of plant

(cm)

 

Observation 1

 

Observation 2

 

Observation 3

 

AVERAGE

 

2. Table for Lettuce

 

COLOR

 

Red

 

Orange

 

Green

 

Blue

 

Violet

 

Measured Height of plant

(cm)

 

Observation 1

 

Observation 2

 

Observation 3

 

AVERAGE

 

QUESTIONS TO ANSWER

3. Based on these observations, which color of light causes the greatest amount of plant growth?

4. Based on these observations, which color of light causes the least amount of plant growth?

5. In a short paragraph, explain how these observations are consistent with the information presented in the short video?

6. Given that white light contains all colors of the spectrum, what growth results would you expect under white light?

 
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Experiment 8

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How to Proceed

  • Read through the introductory materials below.
  • Open the Unit 8 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 8 Exercise 1 – Species Interactions: Competition (~1.5 hrs)
    • Experiment 8 Exercise 2 – Biomes (~30 min)
  • Save your completed Unit 8 Experiment Answer Sheet and submit it no later than Sunday midnight (CT).

Species Interactions: Competition – Introduction

This unit we are learning about species-species interactions and how species influence each other (see pp 428-432 and our online lecture). One important interaction is interspecific competition, in which two or more species compete for limited resources. Competition, along with predation and symbioses (e.g., commensalism, mutualism, and parasitism) are important biological interactions that affect the size of species populations.

In the first exercise, we will examine the population growth of two species of freshwater ciliates. Populations of these species initially grow exponentially (see p 408), but the population does not increase in size forever. Eventually it reaches what is known as the carrying capacity of the environment, or the maximum population size the environment can support due to limitations in food, water or other resources.

Competitive exclusion (see p 429) may occur between two species that compete for the same resources. In this situation, only one species will be successful, such that the other species is forced to move elsewhere or die out. This rarely happens in nature though, since the species on the losing end typically switches to an alternate resource. However, under artificial situations, elimination of one species can occur.

The purpose of this exercise is to use a simulation to model competitive exclusion using the microscopic organisms that Gause used to come up with his competitive exclusion principle (see p 429). You will need to use the following website. Be sure you can access it and use it:

Glencoe/McGraw Hill. No date. Population Biology
http://www.mhhe.com/biosci/genbio/virtual_labs/BL_04/BL_04.html (Links to an external site.)

When you are ready to begin, go to the above website and open the Unit 8 Experiment Answer Sheet and follow the instructions.

In Biomes – Introduction

This unit we have learned about the large scale ecosystems called Biomes. They have developed over millions of years and the flora and fauna found in each biome type have adapted to the long term climate conditions (e.g., average rainfall, average temperatures). The purpose of this exercise is to see how well you understand the biotic and abiotic factors that shaped the various biomes. Review pp 384-390 and our online lecture this unit before beginning.

You will need to use the following websites. Be sure you can access them and use them:

NASA. No date. The Great Graph Match
http://earthobservatory.nasa.gov/Experiments/Biome/graphmatch_advanced.php  (Links to an external site.)

NASA. No date. To Plant or Not to Plant
http://earthobservatory.nasa.gov/Experiments/Biome/plant_it.php (Links to an external site.)

When you are ready to begin, open the Unit 8 Experiment Answer Sheet to complete this exercise.

 
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