Animal Physiology Questions

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Biology 451 – Comparative Physiology – Exam 1

Pledge: In recognition of and in the spirit of the honor code, I certify that I have neither given nor received aid on

this examination.

 

(Signature) _________________________________

 

(Full Name, printed) ________________________________Student I.D. Number ____________________

 

Water vapor over a free water surface: 46.9 mmHg @ 37C; 31.7 mmHg @ 30 C; 17.5 mmHg @ 20 C;

12.8 mmHg @ 15 C; 9.2 mmHg @ 10°C

Solubility Coefficients @ 20C:  = 31 ml O2/l H2O;  = 878 ml CO2/l H2O;  = 15 ml N2/l H2O

Solubility Coefficients @ 15C:  = 34.1 ml O2/l H2O;  = 1019.0 ml CO2/l H2O;  = 16.9 ml N2/l H2O

MW of O2 = 32, MW of CO2= 44, MW of N2 = 28

 

For complete credit please show all calculations and units for problems 1-4 below. Write the correct answer

in the blank on the left side of the page for questions 5-7 (2 points per question)

 

Following the disastrous earthquake in Haiti, you are part of a team that has been contracted to conduct a survey of

the fauna and to document its recovery.

 

1) You land in Port-de-Paix on the northern coast of the island to begin your survey. You find an interesting group

of anolid lizards living in the vegetation adjacent to the beach. The temperature is 30 C, the relative humidity is

73%, and the locality is at sea level (barometric pressure = 760 mmHg). What is the partial pressure of carbon

dioxide in the air?

 

 

 

 

 

2) You begin trekking inland and discover a small freshwater lake that is inhabited by a diverse assemblage of

aquatic crustaceans. The elevation is 1815m (barometric pressure = 610 mmHg), the relative humidity is 62% and

the temperature is 20 C. What is the tension of nitrogen of the water in the lake?

 

 

 

 

 

3) You continue travelling inland and ascend the highest mountain, Morne de la Selle (2715 meters, barometric

pressure = 545 mmHg). At the top you discover a small pond that is inhabited by an unusual small fish species.

The temperature is 15 C and the relative humidity is 85%. What is the oxygen content (ml O2/liter water) of the

water in the pond?

 

 

 

 

 

4) Before departing Haiti you receive an invitation from a colleague to join her in the Aquarius underwater habitat

that is currently situated at 10 meters depth on the seafloor near the Ile de la Tortue, north of Port-de-Paix. She is

conducting experiments on corals in the surrounding patch reef area. The Aquarius habitat has open ports in the

bottom through which divers can enter the water, so the internal pressure in the habitat is the same as the ambient

pressure at that depth (1520 mmHg, relative humidity =100%, temperature = 20 C) and normal atmospheric air is

pumped down to the habitat from the surface. What is the partial pressure of nitrogen in the habitat?

 

 

 

 

Name _________________________________________ 2

The Aquarius habitat includes a small laboratory in which your colleague has installed aquaria to maintain the coral

specimens. The aquaria, which are filled with seawater, are equilibrated with the ambient air. Freshwater for

drinking and washing is kept in a large tank in the habitat and is also equilibrated with the ambient air in the

chamber.

 

5)_____ The tension of oxygen in the seawater in the aquaria would be (a. greater than; b. less than; c. equal to)

the freshwater in the tank.

 

6)_____ The oxygen content of the seawater in the aquaria would be (a. greater than; b. less than; c. equal to) the

freshwater in the storage tank.

 

7)_____ The tension of oxygen in the seawater in the aquaria would be (a. greater than; b. less than; c. equal to)

the tension of oxygen in the seawater surrounding the habitat at that depth.

 

 

Write the letter of the correct answer in the blank on the left side of the page (2 points each).

 

8)_____ In a mammalian circulatory system, the lowest pressure would be found in the (a. aorta; b. capillaries; c.

veins; d. vena cava.)

 

9)_____ The rate of diffusion of oxygen in air is (a. greater than; b. less than; c. equal to) the rate of diffusion of

oxygen in water.

 

10)____If the colloidal osmotic pressure is 30 mmHg and the hydrostatic pressure at a particular point in the

capillary is 22 mmHg, one would expect (a. reabsorption; b. no fluid movement; c. bulk filtration) to

occur at that point.

 

11)_____ During the “closed” phase of the cyclical respiration in insects, the partial pressure of oxygen in the

tracheal system (a. increases; b. decreases; c. remains relatively constant).

 

12)_____ Suppose that you perform an experiment on a mammal in which you decrease the oxygen content in the

inhaled air by 2.5%. You would predict that respiration by the animal would (a. increase; b. decrease; c.

remain unchanged).

 

13)_____ During exhalation, most of the air leaving the anterior air sacs of a bird (a. exits the mouth; b. enters the

posterior air sacs; c. flows into the lungs).

 

14)_____ The apparent viscosity of blood (a. increases; b. decreases; c. does not change) as the blood flows from

the arterioles to the capillaries.

 

15)_____ During inhalation, air flows from the (a. lungs; b. posterior air sacs; c. mouth) of a bird into the anterior

air sacs.

 

16)_____ If you monitored the pressure in the tracheal system of an insect, you would observe the lowest pressure,

relative to ambient, during the (a. fluttering phase; b. closed phase; c. open phase)

 

17)_____ Respiratory pigment molecules that are enclosed in blood cells tend to have a molecular weight that is (a.

greater than; b. less than; c. equal to) the molecular weight of respiratory pigments that are in solution in

the blood.

 

18)_____ At the normal pH of mammalian blood, most of the total carbon dioxide present is in the form of (a.

carbonic acid; b. bicarbonate ion; c. carbonate ion; d. a dissolved gas).

 

19)_____ Nearly 70% of the fat free vertebrate body is water. The smallest percentage of the water is found in the

(a. intracellular; b. interstitial; c. blood) compartment.

 

 

 

 

 

Name _________________________________________ 3

Oxygen-hemoglobin dissociation curves (a, b, & c) are graphed below. Fill in the blank with the letter

indicating the correct curve or with the correct value (2 points per blank)

20) If curve b is for the blood of a fetal

mammal, curve _____ is most likely for

the blood of the mother.

21) If curve b is for the blood of a rhinoceros,

curve _____ is most likely for the

myoglobin of its muscle.

22) If you increased the pH of a sample of

blood, curve b would shift towards

curve _____.

23) If the concentration of ATP in a blood

sample decreases, the oxygen

dissociation curve would be expected to

shift from the position of curve b

towards the position of curve _____.

24) The approximate P50 for curve c is _____

25) Suppose that you measure the oxygen

dissociation curves for a giraffe, a

gerbil and a gopher. Curve ____ is

most likely the curve for the giraffe.

26) If curve b was obtained for a blood sample tested at 30ºC, curve _____ would be obtained when the blood

sample is tested at 15 ºC.

27) If curve b is for blood leaving the muscle of a swimming fish, curve _____ would be the same blood after

leaving the gills.

28) If the blood sample shown by curve b was exposed to air with a high partial pressure of CO2, the curve would

be expected to shift toward the position of curve _____.

29) If curve b is for the blood of a deer, curve _____ is most likely for the blood of a seal of the same body mass.

 

The flow of blood through a portion of an unusual circulatory system is illustrated below. Fill in the blanks with the

number identifying the correct answer from the list below. The fluid has viscosity (i.e., it is not an ideal

fluid). (2 points per blank)

1. greater than 2. less than 3. equal to 30) The velocity at point B is _____ that at point C.

31) The pressure at point A is _____ that at point C.

32) In five minutes, the volume of water flowing past point A is ____ that at point B.

33) The tension in the wall at point B is ______ that at point D.

34) If the blood is stationary for a moment, the pressure at point C is ____ that at point D.

(You are viewing the vessels of the circulatory system from the side so point D is lower than point C.)

 

35) _____ Suppose that there is a mutation in mice that dramatically reduces surfactant secretion in the lungs. One

would predict that the muscular effort required to inflate the lungs during inhalation would (a. increase; b.

decrease; c. be unchanged) compared with a wild type mouse.

 

 

A B

C

D

% Sat

100

40 80

PO2 (mmHg)

a b c

 

 

Name _________________________________________ 4

36) _____ Suppose that you measured the breathing rate of a kangaroo (number of breaths per minute) while

hopping at sea level and while hopping at high altitude. If the stride frequency (number of hops per

minute) is identical at sea level and at altitude, you would predict that the breathing rate at altitude would

be (a. greater than; b. less than; c. equal to) that at sea level.

 

37) _____The lowest blood velocity in a mammalian circulatory system would be found in the (a. aorta; b.

capillaries; c. veins; d. vena cava.)

 

38) _____ The carbon dioxide content of air in the posterior air sacs of a bird is likely to be (a. greater than; b.

less than; c. equal to) that of the anterior air sacs.

 

39) _____ When compared at the same carbon dioxide tension, deoxygenated blood binds (a. more; b. less; c.

the same amount of) carbon dioxide compared with oxygenated blood.

 

40) _____ Suppose that you are a respiratory physiologist interested in the function of fish gills. You are also

unusually skilled in surgical techniques. You perform a series of experiments in which you swap the

arterial blood supply to, and venous return from, each gill arch so that blood flow through the gill lamellae

is reversed compared to the control fish. All other aspects of the experimental and control fish are

identical. You would predict that oxygen extraction in the experimental fish would be (a. greater than; b.

less than; c. equal to) that of the control fish.

 

41) _____ Suppose that you decide to repeat Scholander’s famous experiments on facilitated diffusion. If you

added gelatin to the hemoglobin solution you predict that the facilitation would (a. increase; b. decrease; c.

be unaffected).

 

42) _____ Gas exchange through the skin of most reptiles (a. is much greater than; b. is much less than; c. is

approximately equal to) gas exchange in the lungs.

 

43) _____ During the “fluttering” phase of cyclical respiration in insects, the partial pressure of carbon dioxide in

the tracheal system (a. increases; b. decreases; c. remains relatively constant).

 

44) _____ When carbon dioxide dissolves in water, the formation of (a. carbonate ion; b. bicarbonate ion; c.

carbonic acid) is the rate-limiting step. This step is accelerated by the enzyme called

45) ____________________________________________.

 

Fill in the blank with the correct word or words (2 points per blank).

46) If a gill removes oxygen from completely still water, the immediately adjacent

___________________________________ of water will soon be depleted of oxygen. Renewal of this

water is therefore important in supplying oxygen.

47) The tubeworm, Riftia pachyptilia, is an important member of many deep sea rift communities. Although it

lacks a mouth and intestinal tract, it grows remarkably rapidly and to great size. A large organ called the

___________________________________ fills the greater part of the coelom and is packed with bacteria

which provide the tubeworm with energy obtained from the oxidation of hydrogen sulfide.

48) In birds, the finest branches of the respiratory system, known as ________________________________ permit

through passage of air and are the site of exchange of the respiratory gases with the blood.

49) In insects, the openings of the tracheal system to the outside are called

__________________________________ and are highly complex structures that can be opened or closed

to allow a variable amount of gas exchange.

50) The flow of a fluid such as blood, water or air is characterized by two radically different regimes. In

_______________________________ the fluid “particles” move more or less parallel to one another in

paths that are smooth and regular. The large and small scale movements of the fluid in this regime are the

same.

 

Please print your name in the upper right corner of the back of this page.

 
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Reply Post 2

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2-17-18

9am American New York

APA FORMAT FOR EACH POST

WORD COUNT IS YOUR DISCRETION (MINIMUM 100 WORDS FOR EACH)

NO REFERENCES USE YOUR OWN WORDS!!!

FOR THE TWO POSTS BELOW, READ CASE STUDY QUESTION 1 ATTACHED AND STATE WHETHER OR NOT YOU AGREE WITH THEM AND WHY IN YOUR OWN WORDS?

1. Alexa just received devastating news of her HIV diagnosis and of her long-term boyfriend being unfaithful. At any age, there truly is no greater heartbreak than to find out the one you were planning on spending forever with has been unfaithful. Add being 17 and being diagnosed with HIV on top of this, and this is the hardest thing Alexa will ever have to go through. As a nurse, I must develop trust with Alexa so she knows everything between us is confident and private. “If trust is broken and mistrust develops, it is very difficult for the informant (nurse) to regain trust” (Butts & Rich, 2016, p. 195). This is the very thing I would want to avoid with her. I want to gain her trust and never lose it. I would do this by sharing with her my own heartbreak story so she feels equal with me and knows that I’ve been there, and I won’t discount her feelings. If I share a personal story she may be more inclined to share more with me and trust me. Nurse-adolescent relationships are so important. You want them to be professional and respectful, but on some level personal so they feel comfortable coming to you.

When Alexa comes back to visit me I will take this as a sign that she is comfortable around me and can confide in me. I would take this time to further educating her on her HIV and possible next steps. I would make sure to respect her autonomy no matter my opinions because this diagnosis is hard for anyone especially a 17-year-old. I would apply the ethical competencies of beneficence and nonmaleficense as well by expressing what I believe to be best for her and what would bring her no harm.

Alexa is in such complicated situation and it is important for me to be understanding of her feelings and keep our conversation private so she knows she can always come back to speak to me about any concerns. Working with a 17-year-old girl can be tough but that is why it is extremely important to build a strong nurse-adolescent relationship immediately.

2. In my opinion the situation at hand is tough. Alexa is very young and she has not yet experienced life. With Alexa’s situation there are many different approaches I would take. I would first have to put myself in Alexa’s shoes to reach her on a personal level of emotions and stress. Alexa’s emotions are everywhere at this point because the person she loved and expected to be with for the rest of her life betrayed her. I would simply take my time with Alexa to show my compassion and care. I would then transition into a professional aspect, giving Alexa great facts about HIV and possibly different programs she could attend to help her cope with her situation. I would inform Alexa on how imperative it is to start treatment right away to slow down the progression of the HIV (CDC, 2018). I would inform Alexa of antiretroviral therapy which is the medicine she will be taking to protect her immune system. The medicine can help Alexa stay healthy for many years and greatly reduce any chances of transmission with future partners (CDC, 2018).

Next, I would follow some ethical principles: nonmaleficence (do no harm), autonomy, justice, and beneficence. With nonmaleficence (do no harm), I would provide Alexa with proper treatment and referrals outside the clinic. I would make sure Alexa does not have any allergies from the medication she has to take for the HIV to prevent any harm. Using Autonomy, Alexa has the right to make her own decisions (Butts & Rich, 2016, pg. 36), so if she chooses not to take the medications provided, I as the nurse must respect her decisions and not be judgmental. Using justice I would treat Alexa the same (Butts & Rich, 2016, pg. 46) despite the fact she has HIV. Using beneficence I would simply make sure I follow protocol for maintaining Alexa’s confidentiality so our relationship will not become compromised.

Lastly, I would suggest that Alexa meet me every other week for follow ups. During the follow ups I would provide Alexa with more general information about her condition, and simply talk to her about how she is doing. This is just to show that Alexa at least has her nurse to confide in when things get too tough.

**FOR THE TWO POST BELOW READ CBRT ARTICLE & STATE WHETHER OR NOT YOU AGREE WITH THEM AND WHY IN YOUR OWN WORDS? **

1.The transport of oxygen and carbon dioxide in the blood is critical for survival. The victims with the most severe symptoms would need mechanical ventilation to overcome the inability of their respiratory systems to maintain normal blood levels of oxygen and carbon dioxide. Phosgene gas would reduce the amount of oxygen available for transport to the tissues. In addition, the metabolic waste product carbon dioxide is transported by three mechanisms back to the alveoli in the blood. Here carbon dioxide crosses the respiratory membrane, driven by a pressure gradient that favors its exit via the lungs during exhalation. By knowing which mechanism transports the most CO2, predict what would happen to the blood pH if the CO2 level dramatically increased?

While 10% of CO2 travels in the plasma, and 20% bound to hemoglobin as carbaminohemoglobin (not to be confused with carboxyhemoglobin, which occurs when CO irreversibly binds to Hb), the majority (70%) travels as the bicarbonate ion, HCO3-. A dramatic increase in PCO2, also known as hypercapnea, would cause a decrease in pH (blood becomes more acidic). In response, central chemoreceptors trigger hyperventilation in order to expel the excess CO2 upon expiration. However, if pulmonary edema is severe enough, gas exchange is prevented since the alveoli are filled with fluid and thus have a higher surface tension. This also prevents O2 from entering the lungs and so leads to hypoxemia, as well.

2.Phosgene exposure causes inflammation and pulmonary edema that is deleterious to the function of the lungs. (a) What are the three physical factors that influence pulmonary ventilation? How would each of these factors be affected by inflammation and edema?

Pulmonary ventilation is the process of moving air into and out of the lungs. There are three physical factors that influence pulmonary ventilation: airway resistance, alveolar surface tension, and pulmonary compliance. Due to inflammation, airway resistance can be increased. The inflammation can narrow the air passages (diameter decreases). A difficulty for air to pass through the airways can occur. Due to pulmonary edema, alveolar surface tension can be increased. Excess fluid in the lungs can cause the alveoli to collapse during expiration. Due to pulmonary edema, pulmonary compliance (the ability of the lungs to stretch) can be decreased. An excess fluid in the lungs requires a greater pressure to apply which causes an increase in resistance. A breathing difficulty with inhalation can occur.

. ** READ THE REFLECTION QUESTION BELOW STATE & WHETHER OR NOT YOU AGREE WITH ANSWER GIVEN OR YOU DON’T AGREE AND STATE WHY IN YOUR OWN WORDS***

3. Reflection: “Despite well over 60 years of prolific, extensive, and indiscriminate use of penicillin, Streptococcus pyogenes continues to be universally susceptible. Even though most other streptococcal organisms have developed antibacterial resistance, and even S. pyogenes has demonstrated resistance to other antibacterials, why would S. pyogenes still remain susceptible to penicillin?” 

While Streptococcus pyogenes has been and continues to be susceptible to penicillin, that does not mean the Group A Streptococci will be susceptible to the antibiotic forever. Since it takes a different amount of time for each strain of bacteria to develop antibiotic resistance, it could still happen in the future and lead to a quick turnaround. It has been discovered that S. pyogenes has restriction barriers, which include extracellular DNA enzymes that make it more difficult to accept a different source of DNA via conjugation or transformation. Thus, this process that could potentially lead to the development of antibiotic resistance has been ineffective in this strain of bacteria. In addition, this form of bacteria already lacks the ability to readily accept other sources of DNA. Strains of bacteria that have developed a resistance to penicillin have the ability to produce penicillin-binding proteins, which allow the bacteria to maintain the peptidoglycan component of the cell wall while also displaying a low affinity for the antibiotic. However, in S. pyogenes, tests have shown that the biological makeup of the bacteria would be negatively affected by these pencillin-binding proteins. Therefore, additional research needs to be done to test additional ways to potentially develop resistance to penicillin in this strain of bacteria.

FOR THE TWO POST BELOW READ PAGE 1-6 ATTACHED & STATE WHETHER OR NOT YOU AGREE WITH THEM AND WHY IN YOUR OWN WORDS.

1.I believe that parents, medical professionals (especially pediatricians), food marketers, educators (especially health and gym teachers), and our government officials are all responsible for addressing childhood obesity. Controversy 13 states that, “parents and other caregivers have a unique opportunity to help children form healthy habits related to the foods they eat, the physical activities they participate in, and their emotional well-being”. (Sizer et.al, 2018). I also recommend that mothers that can breastfeed do breastfeed because studies have shown “that breastfeeding was associated with a reduced risk of obesity among infants, young children, older children, and adults” (Savage et. al, 2007) This starts after conception for mothers. It is important to have a healthy diet during pregnancy and to feed children healthy and nutritious foods from a very young age, as this will affect their taste preferences in the future. I think that pediatricians play a large role in monitoring children’s weight, nutrition, and exercise, and if something is not healthy, I think they should provide steps for children to get back on track. I think that food marketers, including the FDA, need to implement changes to the nutrition labels of food to make them easier to understand for children. I also believe that child educators should make sure to educate children in proper nutrition, diet, and exercise and to ensure that students understand what a balanced diet is. According to a study from Columbia University,”nutrition education is more likely to be effective when it focuses on behavior/action (rather than knowledge only) and systematically links relevant theory, research and practice.” (Hard et. al, 2015 ). Because of this I propose that teachers explain nutrition labels and do a field trip to the grocery store to have students try to pick healthy breakfast, lunch, dinner, and snack options.Finally, I think responsibility falls on our government to focus more on the issue of obesity in our country.

2.The childhood obesity epidemic is such a multifacited problem, that I think the only way to work toward a solution is to have multiple individuals, groups and agencies combine forces. On the individual level, parents and their children need to make healthier choices. If a child is young, parents need to provide healthy foods, and teach healthy eating and physical activity practices. Children learn by example, so parents who have unhealthy habits and are obese themselves are more likely to pass these behaviors down to their children. At the group level, organizations like schools and after-school programs need to provide healthy meals and opportunities for adequate physical activity. These groups also need to teach healthy habits. Finally, agencies are responsible for the broadest and farthest-reaching interventions. Government agencies should support positive food advertising, useful food labels and food programs for low-income families.

I think a serious contributor to the childhood obesity problem is family income. Low-income families often don’t always have access to grocery stores with healthy options, and even if they do they often can’t afford those options. In order to save money, low-income families may turn to fast food or convenience store foods. The low cost and easy access of these foods increases consumption in low-income areas. In order to combat the obesity epidemic, healthy food options need to be made available and affordable. This type of change has to start at the agency level and trickle down to the individual level.

Another solution that has already been shown effective is school programs to address healthy eating and physical activity. An example of a program already in place is the NFL’s Play 60 initiative. This program encourages children to be active for at least 60 minutes a day. The program includes various challenges and rewards. I think children are especially reward driven, so if more schools would adopt programs incentivizing healthy habits, more children would participate. Practicing these habits on a daily basis, in a fun environment, would hopefully ingrain them into children so they become second nature.

 
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Microbiologyy

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Many interventions, protocols, and prevention methods are used to maintain or improve overall human health. The aim of some is to improve quality of life, while others specifically reduce, remove, or eradicate microbial pathogens which would otherwise cause disease.

Many such processes may also result in, or cause, unintended consequences to humans, pathogens, and/or the environment that were not predicted. The most well-known example is that of the rise of multiple antibiotic-resistant bacteria following the use (and overuse) of antibiotics.

Each of the papers in this discussion provides an example of interventions originally intended to improve health and prevent disease. The first paper by Alharbi et al concerns restroom electric hand dryers. The second by Nettleton et al discusses artificial sweeteners and their impact on the gut bacteria. The third is a review of the latest findings that trehalose, an artificial sweetener, may have contributed to the current disease epidemic of Clostridium difficile. Finally, McNamara and Levy discuss the current status of triclosan which was first introduced in the 1970s. A background paper which defines and reviews the Hygiene Hypothesis, by Roduit et al, is also provided.

DISCUSSION PROMPTS

  1. What was the specific original intent of the intervention or procedure described in each of the papers and what was their unintended consequence(s)?
  2. Can you offer a solution or remediation for any or all of the resulting consequences from these interventions?
  3. What is the Hygiene Hypothesis (described in the Roduit paper) and how is it related to this discussion?
READINGS

Antibacterial Consumer Products – How Reliable Are They 2017.pdf

Assessment of the bacterial contamination of hand air dryer in washroom.pdf

Pathogens boosted by food additive 2018.pdf

Reshaping the gut microbiota – Impact of low-calorie sweeteners and the link to insulin resistance 2016.pdf

The Hygiene Hypothesis Roduit et al 2016.pdf

Triclosan – An Instructive Tale 2016.pdf

 
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Scin Work Wk3

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SCIN 130 Lab 3: 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

 

 

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.

 

 

SCIN130 Lab 3: Stickleback Evolution, Part 1

a.

V1 04.2018 Felicetti

Page 1 of 9

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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1. Which Describes The Outcome Of Both Vertical And Lateral Gene Transfer? Leads To Rapid Evolution Of A Population Increases Variability In…

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1. Which describes the outcome of both vertical and lateral gene transfer? leads to rapid evolution of a population increases variability in a population results in large changes to the genetic code occurs between nonrelated organisms are types of mutation 2. Which of the following occurs in vertical gene transfer, but does not occur in horizontal gene transfer? a type of asexual reproduction rapid evolutionary changes the use of a sex pilus interaction between parent and offspring plasmid transfers 3. Which of the following best describes the role of vertical gene transfer in evolution? The types of genes passed on in vertical gene transfer are determined by artificial selection. Vertical gene transfer is not affected by fitness. Vertical gene transfer involves sexual reproduction that increases variation. Mechanisms of evolution do not act on processes of vertical gene transfer. Organisms that utilize vertical gene transfer have an increased chance of mutation. 4. Which of the following is not part of the process of bacterial conjugation? plasmids F+ cells F– cells sex pilus bacteriophage 5. Based on the role of gene transfer in populations, which process will not increase variability in a population? sexual reproduction conversion conjugation transformation transduction

 
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Asexual Reproduction

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1) For this assignment you must interview two people. Ask them this multiple choice question:
From where is the large majority of the mass of a block of wood of derived? (Show them a real piece of wood or a picture of a piece of wood)
1. Nutrients in the ground taken up by the roots
2. Water in the ground taken up by the roots
3. Out of thin air
4. The Sun

Then ask them why they think that their answer is correct. Finally report to them the correct answer and explain why it is correct.
In your write-up, please include the answers and explanations of the persons you interviewed.

2) For this assignment you are to demonstrate your knowledge of the advantages and disadvantages of sexual and asexual reproduction. Watch the following two videos:
http://www.youtube.com/watch?v=pAXeVFeHwEA

http://www.youtube.com/watch?v=F07cI3s1_1I
Next, to get credit for this assignment, please 1) submit at least three advantages of asexual reproduction; 2) submit at least three advantages of sexual reproduction; and 3) describe the example of the fish in the ponds of Sonora mexico and what it demonstrates about the importance of sexual reproduction.

 
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Need Help With Basic Biology Experiment

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WEEK 1 EXPERIMENT ANSWER SHEET Please submit to the Week 1 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 1 EXPERIMENT ASSIGNMENT

· Experiment 1 Exercise 1 – The Scientific Method

· Experiment 1 Exercise 2A – pH of Common Solutions

· Experiment 1 Exercise 2B — pH and Buffers

Experiment 1 Exercise 1: The Scientific Method

Be sure that you have read over the introductions to this week’s Experiments activities before starting. When ready, open the following website:

Glencoe/McGraw Hill. No date. The Scientific Method http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES01/ES01.html

Scenario

You have been tasked to design the most efficient compost pile possible; one that can take organic waste material and quickly break it down into a form that can be applied as mulch. A compost pile typically involves:

· Green materials (e.g., fresh grass clippings, fresh leaves)

· Brown materials (e.g., dried grass, twigs, hay, dried leaves)

· Water

· Aeration

The efficiency of a compost pile is measured by how quickly organic matter is decomposed and this efficiency is dictated by the proper combination of the components listed above. Unfortunately, you do not know where to begin! Fortunately, you have a compost simulator that will allow you test a variety of compost designs before you have to construct your actual compost pile.

The purpose of this exercise is to use the Scientific Method to determine the best design for the most efficient compost pile. Note that the parameters that can be varied (using the slider bar) in our simulator are:

· Brown to Green Balance: 100% Green material, 100% Brown material or a combination of both

· Water Concentration: 0 to 100% water

· Number of turns per Month: 0 to 8 turns per month (the greater the number of turns the greater the aeration)

Hypothesis

We will start with the hypothesis that “an efficient compost pile needs lots of green material, a lot of water and a lot of aeration to be efficient”.

Question

1. Based on the on the hypothesis above and knowing the design parameters, write a reasonable prediction if the hypothesis is correct. Be sure to word it as an “If…then” statement (2 pts).

Procedure

A. Conduct an experiment (Experiment 1) to test the hypothesis above using the simulation program.

a. Set the design criteria using the sliders for Brown to Green Balance, Water Concentration and Number of Turns per month. Be sure to use settings based on the hypothesis; this is what you are testing.

b. Record your design criteria in Table 1 below for Experiment 1.

c. Click on the Calendar (Sept 1) in the simulation to start the experiment. When complete, record the Efficiency Meter reading.

Table 1. Design criteria and experiment results (2 pts)

  Brown to Green Balance Water Concentration Number of Turns per Month Efficiency

(High, Medium, Low)
Experiment 1        
Experiment 2        
Experiment 3

(Optional)

        

Questions

2. Was your prediction correct? If not, why do you think so (2 pts)?

3. Write an alternative hypothesis regarding an alternative compost pile design (2 pts).

4. Conduct another Experiment (Experiment 2) to test your new hypothesis using new design criteria (Click Reset to start over). Enter the necessary information in Table 1 above. What was the result of Experiment 2 (2 pts)?

Optional

If your second design was still not very efficient, conduct another Experiment and record your design criteria and results in the Table above.

Experiment 1 Exercise 2A: pH of Common Solutions

Be sure that you have completed your text book readings, have read through the online lecture and have read the introductory material for the Week 1 Experiment before starting. First, answer the following questions:

Questions

1. What is the definition of an acid? Your definition should include more than just a pH range. Provide one example of an acid. Cite your sources. (2 pts).

2. What is the definition of a base? Your definition should include more than just a pH range. Provide one example of a base. Cite your sources. (2 pts).

Open the pH simulation below to begin:

Glencoe/McGraw Hill. No date. pH of Common Solutions http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

Procedure

A. Record the six substances shown across the top of the screen in Table 2 below (e.g., antacid, shampoo, battery acid, soft drinks…).

B. Enter a predicted pH value for each solution and a brief explanation for your choice.

Table 2. Predicted and measured pH values and your explanations (6 pts).

 

 Substance Predicted pH Explanation for Prediction Measured pH
1        
2        
3        
4        
5        
6        
Optional additional solutions
7        
8        
9        
10        
11        
12        

C. Next, use the pH paper to measure the pH of each of the six solutions.

a. Click on the lose end of pH paper and drag into the first test tube.

b. It should change color. Drag the piece of paper over to the dispenser and use the color chart to estimate the pH. Record the measured pH in the Table above.

c. Use the up and down arrows beneath the name of the substance and set the value to the one you determined using the pH paper.

d. Repeat this procedure for the remaining five substances.

D. When you have recorded your pH values and set the counter to indicate the measured pHs, click on Check to see how you did. If necessary, retest any solutions you got wrong.

E. This simulation has twelve different solutions. Feel free to test them all if you would like. This is not required though! Click on Reset if you are interested.

F. When you are done testing the pHs, answer the questions below.

Questions

3. Which of your substances tested are considered an acid (1 pts)?

4. Which of your substances tested are considered a base (1 pts)?

5. What surprised you most about your results in this activity (1 pts)?

Experiment 1 Exercise 2B: Buffers

Before beginning, answer the following question:

Question

1. What is a buffer and briefly, how do they work? Cite your source (2 pts)?

Procedure

Open the buffer simulation below to begin (if necessary, copy the web address and past it into your browser). Be sure your speakers are turned on.

McGraw-Hill Education. No date. Buffers http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/buffer12.swf

A. Listen to the Introduction. If you need to listen to it again, reload the page.

B. Next, click on the Add Strong Acid, H+ button. Pay attention to the bars in the graph. They correspond to the level of the components in the beaker. You will need to watch them carefully.

Questions

2. Why does the green bar in the graph drop? Why does the purple bar in the graph rise? Explain what is occurring chemically (4 pts).

3. In the simulation shown, what happens to the pH in the beaker when HCl is added? How do you know this based on what you see in the graph (2 pts)?

4. What will happen to the pH if HCl is added after all of the acetate is used up? (1 pts)?

Procedure (continued)

C. Next, click on the Add Strong Base. OH-.

Question

5. What is formed when sodium hydroxide is added and how does this affect the pH (4 pts)?

 

Week 1 Experiment Grading Rubric

Component Expectation Points
Experiment 1 Exercise 1 Demonstrates an understanding of the Scientific Method and an ability to apply it (Table 1, Questions 1-3) 10 pts
Experiment 1 Exercise 2A Demonstrates an understanding of pH and how it applies to your everyday life (Table 2, Questions 1-5). 13 pts
Experiment 1 Exercise 2B Demonstrates an understanding of pH and the effect of buffers (Questions 1-5) 13 pts
TOTAL  

 36 pts

Updated October 2013

 
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SC235 Biology Unit 2 Assignment

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Assignment Details

Where do we fit in?

This week you are exploring the characteristics of our species and the role we play in our ecosystem. Two terms commonly used to describe an organism’s place in the environment is their “habitat” and their “niche.” A habitat is defined as an area inhabited by particular species. A niche is defined as the role (job), activities and resources used by an organism. For example, a polar bear’s habitat is the arctic whereas its niche is to swim, eat fish, walruses and seals, and to take care of polar bear cubs. Have you ever considered the characteristics of your niche or thought about what might happen if you were forced to switch to another niche? This Assignment will give you the opportunity to compare and contrast the niche that you live in with an assigned niche (described below).

Your essay should include:

· A description of your personal niche and of your assigned niche highlighting the similarities and differences.

· A description of your personal habitat and your assigned habitat highlighting the similarities and differences.

· Consider what characteristics would provide a survival advantage to you or to the individuals who currently occupy each niche and habitat.

· How have humans adapted to the two habitats and niches?

· What difficulties might you have living in the assigned niche and why?

· What types of cultural adaptations have evolved from living in your niche? Your assigned niche?

· Your discussion should consider any biological adaptations as well; things such as dealing with food spoilage, insect vector control, food and waterborne illnesses, etc.

Letter of last name: Assigned Niche
A-G An Ecologist Studying Penguin Mating in the Arctic
H-N An Ecologist Studying Elephant Behavior in a Sub-Saharan Desert
O-T A Botanist Studying Endangered Plants in a Tropical Rain Forest
U-Z An Ecologist Studying Kangaroo Behavior in the Australian Outback

 

Basic writing requirements:

Your essay should be in APA format and include a cover page, an introduction, the body of the essay addressing the different topics and questions described above, and a conclusion paragraph. Please remember to reference any statement of fact and to include a reference list at the end of the essay. The essay should be a minimum of 750 words in length not counting the cover page and reference list.

Turnitin Analysis

A special feature is available to help you with reviewing your Unit 2 Assignment for plagiarism. When you submit your Assignment to the Unit 2 Dropbox, your Assignment will automatically be analyzed by the plagiarism detection tool, Turnitin. Soon after you submit your Assignment, you will be able to view the Turnitin Originality Report. Originality Reports provide a summary of matching or highly similar text found in a submitted paper. To assist you, here is a link to a Turnitin review report tutorial:  https://vimeo.com/29333644 . When an Originality Report is available for viewing, an icon will appear in the report column of the Assignment Inbox. Originality Reports are only available in the Inbox. For this reason, you will need to download the report prior to the grading of the Unit 2 Assignment. To do this, click on the print icon at the bottom of the Originality Report. This will prepare a readable, PDF version of the Originality Report that you can save to your computer.

Submitting Your Assignment

Save your copy of the APA-formatted Assignment in a location and with a name that you will remember. Be sure to use the “Save As” option to include your first and last name in the title of the document. For example, your Assignment might be called Shawn_Edwards_Assignment2.doc

When you are ready, submit your work to the Dropbox.

 
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Biology Lab

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1

BIOL 102: Lab 9

Simulated ABO and Rh Blood Typing

Objectives:

After completing this laboratory assignment, students will be able to:

• explain the biology of blood typing systems ABO and Rh

• explain the genetics of blood types

• determine the blood types of several patients

Introduction:

Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the

same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team

who discovered another blood group, the Rh blood group system. There are many blood group systems known

today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The

designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was

discovered.

Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different

common blood types, which are determined by the presence or absence of certain antigens – substances that

can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs

also known as erythrocytes).

ABO System:

The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.

Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person

normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes

but does not produce antibodies against those antigens that are present on his/her erythrocytes.

• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have

antibodies against B antigens (anti-B antibodies). See picture below.

• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies

against antigen A (anti-A antibodies).

• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has

BOTH anti-A and anti-B antibodies.

• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has

neither anti-A nor anti-B antibodies.

The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups

are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is

the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%

of the population. The incidences of types B and AB are 12% and 4%, respectively.

 

 

 

 

 

 

 

2

 

Table 1: The ABO System

Blood Type

Antigens on RBCs

Antibodies in the Blood

Can GIVE Blood to Groups:

Can RECEIVE Blood from Groups:

A A Anti-B A, AB O, A

B B Anti-A B, AB O, B

AB A and B Neither anti-A

nor anti-B AB O, A, B, AB

O Neither A nor

B Both anti-A and anti-B

O, A, B, AB O

 

Blood Typing: Process of Agglutination

Blood typing is performed with antisera containing high levels of anti-A and anti-B antibodies/agglutinins. The

simple test is performed as follows:

 

Several drops of each kind of antiserum are added to separate samples of

blood. If agglutination (clumping of erythrocytes) occurs only in the

suspension to which only anti-A serum was added, the blood type is A. If

agglutination occurs only in the anti-B mixture, the blood type is B (see image).

Agglutination in both samples indicates that the blood type is AB. The absence

of agglutination indicates that the blood type is O.

 

 

 

 

Table 2: Agglutination Reaction of ABO Blood-Typing Sera

Reaction to Anti-A Serum Reaction to Anti-B Serum Blood Type

Agglutination (clumping)

No agglutination (no clumping)

Type A

No agglutination (no clumping)

Agglutination (clumping)

Type B

Agglutination (clumping)

Agglutination (clumping)

Type AB

No agglutination (clumping)

No agglutination (clumping)

Type O

 

 

 

3

 

Rh System

In the period between 1900 and 1940, a great deal of research was done to discover the presence of other

antigens on human red blood cells. In 1940, an antigen designated as Rh factor, was discovered. Although it

exists as six antigens, the D factor is responsible for the Rh+ condition. The Rh factor is found in 85% of

Caucasians, 94% of African-Americans, and 99% of Asians. An individual who possesses these antigens is

designated as Rh+; an individual who lacks them is designated Rh-. The anti-Rh antibodies of the systems are

not normally present in the plasma, but anti-Rh antibodies can be produced upon exposure and sensitization to

Rh antigens.

The genetics of the Rh blood group system is complicated by the fact that more than one antigen can be

identified as the result of the presence of a given Rh gene. Initially, the Rh phenotype was thought to be

determined by a single pair of alleles. However, there are at least eight alleles for the Rh factor. For the

purpose of simplicity, consider one allele: Rh+ is dominant over Rh-. Thus a person with Rh+/Rh-

heterozygous genotype has Rh+ blood.

Importance of Blood Typing

Early attempts to transfer blood from one person to another produced varied results. If incompatible blood

types are mixed, erythrocyte destruction, agglutination and other problems can occur. For instance, if a person

with Type B blood is transfused with blood type A, the recipient’s anti-A antibodies will attack the incompatible

Type A erythrocytes. The Type A erythrocytes will be agglutinated, and hemoglobin will be released into the

plasma. In addition, incoming anti-B antibodies of the Type A blood may also attack the Type B erythrocytes of

the recipient with similar results. This problem may not be serious, unless a large amount of blood is

transfused.

The ABO blood groups and other inherited antigenic characteristics of red blood cells are often used in

medico-legal situations involving identification or disputed paternity. In paternity cases a comparison of the

blood groups of mother, child, and alleged father may exclude the man as a possible parent of the child. For

example, a child of blood type AB whose mother is Type A could not have as a father a man whose blood

group is Type O. Blood typing does not prove that an individual is the father of a child, it merely indicates

whether or not he is a possible parent.

 

 

4

The Genetics of Blood Types

Alleles are different versions of the same gene that can occupy the same locus (gene location on a

chromosome). There are usually two alleles of each gene. Humans have two copies of each gene because

they receive one copy from their mother and one copy from their father. If they receive two of the same alleles,

they are considered homozygous. If they have two different alleles, they are considered heterozygous. Alleles

can also be dominant and recessive. Alleles are dominant when the presence of one allele is sufficient to

express the trait and recessive when two copies of the allele must be present to express the trait.

The human blood types A, B, AB, and O are inherited by multiple alleles. Multiple alleles refer to three or more

genes that occupy a single locus. In the case of blood types, there are three versions of the gene which

encodes agglutinogens: A, B and O. The A and B alleles are both dominant and are considered co-dominant.

The O allele is recessive to both A and B alleles.

The alleles for blood types are often designated with the letter I with a subscript:

• The A allele is designated IA and codes for the synthesis of agglutinogen A

• The B allele is designated IB and codes for synthesis of agglutinogen B

• The O allele is designated i or IO and does not produce any antigens.

The phenotypes listed in the table below are produced by the combinations of the three different alleles IA, IB,

and IO.

 

 

 

 

 

 

 

 

Using Punnett Squares to Determine Future Genetic Combinations

A Punnett square is a chart which shows/predicts all possible gene combinations in a cross of parents (whose

genes are known). Punnett squares are named for an English geneticist, Reginald Punnett. He discovered

some basic principles of genetics, including sex linkage and sex determination. He worked with the feather

color traits of chickens in order to quickly separate male and female chickens.

Punnett squares can also be used to predict the blood type of future offspring between two people with a

known genotype. When creating the chart, the first step is to designate letters for dominant and recessive

alleles. It has been previously mentioned that A (IA) and B (IB) are both dominant alleles while O (i) is

recessive; therefore, this step is complete. The second step is to write the genotype (genetic combination) of

each parent and the third step is to list the alleles that each parent can contribute. If the parent is homozygous

(both alleles are either dominant or recessive), then she/he can only pass on the dominant allele that she/he

possesses. If the parent is heterozygous (one allele is dominant and the other allele is recessive or she/he has

both A and B dominant alleles), then he/she can pass on either allele. The fourth step is to draw the Punnett

square (one large square containing four smaller squares) and write the possible genes of one parent along

Table 3: Phenotypes and Possible Genotypes

Phenotype Possible Genotypes

A IA IA (homozygous dominant A) OR

IA i (heterozygous A)

B IB IB (homozygous dominant B) OR

IB i (heterozygous B)

AB IA IB (co-dominant AB)

O ii (homozygous recessive O)

 

 

5

the top and the possible genes of the other parent along the left side. The fifth step is to fill the smaller square

by transferring in the parental letter above the square and the parental letter to the left of the square. The sixth

step is to list all of the possible genotypes (the combinations in each small square) and resultant phenotypes

(physical trait). Figure 1 below is of a cross (mating) between a person who is homozygous dominant A (type

A) and a person who is homozygous recessive (type O).

 

 

 

 

 

 

All of the children would have a heterozygous A genotype and blood type A phenotype.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IA IA

i IA i IA i

i IA i IA i

 

 

6

LAB DATASHEET Purpose Each group will perform blood typing analyses to determine the unknown blood types of four patients using the

ABO and Rh factor systems.

 

Procedure

1. Obtain four (4) blood typing trays and use the wax pencil to label them as follows: P1, P2, P3, and P4.

2. Place five (5) drops of Patient 1 Simulated Blood Sample in each well (A, B, and Rh) of the P1 tray.

a. Place three (3) drops of Anti-A Simulated Serum in Well A and mix the blood and serum with a stirring

stick for ten (10) seconds.

b. Place three (3) drops of Anti-B Simulated Serum in Well B and mix the blood and serum with a stirring

stick for ten (10) seconds.

c. Place three (3) drops of Anti-Rh Simulated Serum in Well Rh and mix the blood and serum with a

stirring stick for ten (10) seconds.

d. Carefully examine each well to determine if the simulated blood in each well has clumped

(agglutinated). Record your results and observations in Table 4.

3. Place five (5) drops of Patient 2 Simulated Blood Sample in each well (A, B, and Rh) of the P2 tray.

Repeat directions “a-d” listed under Step 2.

4. Place five (5) drops of Patient 3 Simulated Blood Sample in each well (A, B, and Rh) of the P3 tray.

Repeat directions “a-d” listed under Step 2.

5. Place five (5) drops of Patient 4 Simulated Blood Sample in each well (A, B, and Rh) of the P4 tray.

Repeat directions “a-d” listed under Step 2.

6. Thoroughly rinse all trays and stirring sticks and return to their proper location.

 

 

 

Table 4: Agglutination Reaction Results

 

Anti-A

Serum

(+ or -)

Anti-B Serum

(+ or -)

Anti-Rh

Serum

(+ or -)

Observations

(Clumping?) Blood Type

Patient 1:

Mr. Smith

Patient 2:

Mr. Jones

Patient 3:

Mr. Green

Patient 4:

Ms. Brown

 

 

7

Analysis of Results

1. What ABO agglutinogens are present on the red blood cells of Mr. Green’s blood?

2. What ABO agglutinins are present in the serum of Mr. Green’s blood?

3. If Mr. Jones needed a transfusion, what ABO type(s) of blood could he safely receive?

4. If Ms. Brown were serving as a donor, what ABO blood type(s) could receive her blood safely?

5. Why is it necessary to match the donor’s and the recipient’s blood before a transfusion is given?

 
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Science In Action Biology Assignment

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For this assignment, you will read a book-length account of “science in action”—real  people engaging in the practices of science to generate new scientific knowledge (the books you can use are listed in the file attached).  There are many books that are intended for a public audience and provide a window into the thoughts, emotions, and motivations of scientists. This assignment offers an additional challenge to synthesize supplemental reading and course objectives while delving further into some of the big ideas of biology.

This is an analytical paper, not a book report. Your writing should clarify the reader’s understanding of what scientists do, how science is done, and how new scientific knowledge is generated.

Analyze two specific examples of science-in-action from the book you chose in response to the guiding questions below and make explicit connections to what you have learned and experienced in BSC1005L. Choose examples to demonstrate that you read the book completely; these should be the best examples of science-in-action from the book, and your analysis should provide evidence that these are appropriate examples.

 
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