Evolutionary Spandrels

Read the article by Gould and Lewontin (1979).  This article presents a  critique of the way evolutionary biology was evaluating selection and  adaptation. This article spawned a major turning point for the field.   It provides the notion that some traits arise simply as a structural  byproduct of selection on other traits. This means that observed or  inferred functional differences cannot always be equated to adaptive  changes.
After reading this article, write a short essay describing how this idea  of constraints impact evolution and the way in which researchers should  study evolution. What information would Gould and Lewontin need to  justify calling a trait an adaptation? What are the main critiques of  the Adaptationist Programme? How important do you think the evolutionary  history of the species is when considering if a trait is an adaptation?  How important do you think constraints are to the process of evolution?  Explain your reasoning for these opinions. Be sure to relate back to  the readings, lectures, and/or videos that you watched in Modules 2 and  3.
Requirements
One-half to one typed-page, single-spaced, times new roman, and 12 point  font.  DO NOT GO OVER ONE PAGE.  Include your name and your section  number at the top of the page and upload your assignment as a Word  document by the due date. Be concise and logical in your writing

 
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Case Sudy

MICROBIOLOGY

Case Study a

  1. Infections of the Skin, Eyes, and Underlying Tissues

It was so exciting! Caitlyn was the only freshman girl selected for Varsity Singers, her high school’s touring show choir. Their summer “retreat” was a six-day mega-rehearsal to learn all of the choreography for their upcoming show season. Monday through Saturday the week before school resumed, the 28 performers danced from 8 A M to 8 P M in their un-air-conditioned gymnasium. Caitlyn didn’t particularly mind the hot, humid rehearsal conditions, but sweating profusely in dance leotards every day was really starting to aggravate the acne on her shoulders and back. After a special preliminary performance for their families on Saturday night, Caitlyn showered and dressed to go home. It was then she discovered a very large, angry “pimple” that rubbed uncomfortably on the back waistband of her jeans. By morning, it was raised and the size of a dime. Caitlyn’s mother washed the

affected area, cleansed it with hydrogen peroxide, and applied an antibiotic ointment, telling her they would call the doctor tomorrow if it didn’t improve.

  1. What possible infections might Caitlyn have?
  2. What microbes would normally cause these infections? Are these microorganisms normal skin flora, pathogens, or both? Explain.

Monday morning, the first day of school, Caitlyn’s back was sore. “A great way to start high school,” she thought. Caitlyn’s mother took her to the pediatrician’s office right after school. The PA examined her back and was alarmed to see a lesion almost two inches in diameter. It was tender to the touch with poorly demarcated margins. The region was raised, warm, and Erythematous (reddened) with several smaller red lines radiating outward.

  1. What is your diagnosis? Describe the nature of this condition.

After consulting with the pediatrician, Keflex was prescribed for Caitlyn. She was sent home with instructions to monitor the infection. If it was not obviously improved by the next day, she was to return for reevaluation.

  1. To what class of antibiotics does Keflex belong? How does this drug work? What group of microbes is especially susceptible to it?

On Tuesday morning, Caitlyn went immediately to see her pediatrician. The lesion was the size of an egg and quite sore. Caitlyn also presented with a temperature of 38.4°C (101.2°F). Motrin and compresses were advised as comfort measures. The Keflex was continued and the lesion cultured for laboratory

analysis. Again, she was told to return if she didn’t notice improvement.

  1. How would you collect a specimen from Caitlyn’s lesion? Name several types of transport media commonly used. Why is it so important to appropriately transport a specimen to the microbiology laboratory?
  2. What media will likely be inoculated when this sample arrives in the laboratory? State your reason(s) for choosing the media you’ve indicated.
  3. In addition to media inoculation, what other procedure will be performed immediately using the specimen?

The preliminary Gram stain of the specimen showed many Gram-positive cocci in clusters. After 24 hours, the TSA with 5% sheep blood plate demonstrated pure growth of small, round, smooth, white, gamma-hemolytic colonies.  The same colony morphology was observed on the PEA (or CNA) plate with zero growth on the EMB (or MacConkey) plate. Colonies were also observed on the MSA plate, which was completely pink in color.

  1. What is meant by the term “pure growth”? What does it say regarding the quality of your specimen collection?
  2. Based upon these laboratory results, what microbe do you predict is causing Caitlyn’s infection? Explain. What two chemical tests would you perform next to verify your answer?

Colonies from the TSA plate were suspended in sterile saline and introduced into the Vitek II analyzer. It confirmed Staphylococcus epidermidis was the pathogen involved and indicated Keflex sensitivity.

HATS Off to MRSA b

They had toyed with the idea for years, and now, Jacob, Tony, and Tom had finally made their dream of a family business a reality. With Jacob’s computer expertise, Tom’s experience from his marketing internship, and Tony’s apprenticeship with a master painter, the three brothers were confident that “Color Your World Painters, Inc.” would be a successful business venture. After only six months, their Internet and local TV advertising had made them a household name in their community. Tony had to hire additional painters to handle their burgeoning workload. The brothers moved to a larger office, purchased improved equipment, and issued all employees uniforms and painter’s caps with their flashy new logo.

Business that summer was booming. The hot, sweaty paint crew worked from sun up to sun down every day. Upon returning to headquarters, they hung their caps on the wall, changed out their uniforms for street clothes, and collected nice fat paychecks. Jacob boasted smugly that things couldn’t be better…until one morning Tony didn’t show up for work. Annoyed, Jacob grabbed a uniform and Tony’s hat, got the painters organized, and took his brother’s place on the work crew while Tom tried to track down Tony. Tom’s second phone call reached his five-year-old niece, who was answering her mother’s cell phone. In a small and tearful voice, she told her uncle that they were at the hospital and daddy was

very sick because he had slime leaking out of his head. Confident that his niece’s imagination had run away with her, Tom reassured the little girl and told her he would be right there. Tom left a voicemail message on Jacob’s cell phone and headed to the hospital. When he met his sister-in-law, Julia, Tom was shocked to find his brother was in surgery. Stunned, Tom listened to Julia describe the events of the last few days. Out of embarrassment, Tony never mentioned to his brothers that he periodically suffered from boils around his hairline when working under hot, humid conditions. Two days ago, when Tony noticed the first few boils appear, he assumed it was just a recurrence of his seasonal problem. But, after 24 hours, Tony was becoming concerned. This was the worst case he had ever experienced. He had at least a dozen boils on the back of his neck and into his hairline. Despite his discomfort, Tony continued work without complaint, although he secretly blamed his problem on wearing the new company cap that made him sweat more around his hairline.

That evening, Tony showed Julia his neck and asked her to help him disinfect and bandage the area. His frightened wife pleaded with him to go to the emergency room, but Tony flatly refused. Number one, they didn’t have health insurance and he certainly did want to run up a bill. But number two, Tony was not about to be humiliated by going to the hospital for something so simple. In his mind, boils could hardly be considered life-threatening. Julia gently cleansed the area for her husband, counting 13 boils the size of a dime or larger. Tony winced in pain.

  1. What microbes commonly cause boils?
  2. What is another name for a boil?
  3. What is the incubation time for boil development?
  4. What factors are facilitating Tony’s problem?
  5. What at-home cleansing and treatment options would you have recommended Julia try?

line. Tony found it humorous that his “gooey zits” got quick attention at an ED known for its long wait times. Dr. Bergmann, an infectious disease physician, examined Tony, noting heat, extreme erythema, folliculitis, 15 boils ~1–2 cm in diameter, some draining copious amounts of pus, and numerous seeping  ulcerations. Dr. Bergmann applied a topical anesthetic before lancing several boils for culture. He ordered four sets of blood cultures drawn, started broad spectrum IV antibiotics, and immediately scheduled Tony for surgical debridement of his infection.

  1. Why did the doctor lance boil to collect a specimen for culture when many others were already draining pus?
  2. Why did Dr. Bergmann start Tony on antibiotics even though he didn’t know the microbe involved or its drug sensitivity?
  3. Why were blood cultures ordered?
  4. Why was Tony a candidate for immediate surgery?

Tom and Julia sat for about an hour in the waiting room before Dr. Bergmann arrived with an update on Tony’s condition. Preliminary Gram stain results from the lab confirmed Gram-positive clusters of cocci in Tony’s boils. Due to the extensive tissue damage, Dr. Bergmann confided to the family that he suspected community acquired-MRSA. Although Tony was “resting uncomfortably,” the surgical debridement of a 3.5 cm  10 cm area was a success. Tony would receive a three-week course of IV vancomycin before being permitted to return to work.

  1. What common skin microbes demonstrate this Gram morphology and staining?
  2. What does MRSA stand for?
  3. What is the difference between community acquired-MRSA and hospital acquired-MRSA?
  4. How does the resistance demonstrated by this organism differ from the resistance it typically shows to penicillin?
  5. Why is vancomycin a good treatment choice when penicillin and methicillin are ineffective?
  6. What complications are associated with IV vancomycin treatment?
  7. Tony’s infection progressed rapidly and resulted in substantial soft tissue damage. Why is MRSA able to cause this problem?
 
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Microbiology >Answer Questions In 2 Pgs

Week 1: Review Sheet

Exercise 1: Hanging-drop and wet-mount preparations

1. How does true motility differ from Brownian movement?

2. What morphological structure is responsible for bacterial motility?

3. Why is a wet preparation discarded in disinfectant solution or biohazard container?

4. What is the value of a hanging-drop preparation?

5. What is the value of a wet-mount preparation?

Exercise 2: Simple stains

1. Define acidic and basic dyes. What is the purpose of each?

2. What is the purpose of fixing a slide that is to be stained?

3. Why are the specimens to be stained suspended in sterile saline or distilled water?

4. How does a stained preparation compare with a hanging drop for studying the morphology

and motility of bacteria?

5. List at least three types of bacteria whose names reflect their shapes and arrangements,

and state the meaning of each name.

Exercise 3: Gram stain

1. What is the function of the iodine solution in the Gram stain? If it were omitted, how would

staining results be affected?

2. What is the purpose of the alcohol solution in the Gram stain?

3. What counterstain is used? Why is it necessary? Could colors other than red be used?

4. What is the advantage of the Gram stain over a simple stain such as methylene blue?

5. In what kind of clinical situation would a direct smear report from the laboratory be of

urgent importance?

 
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SCI 115 Week 3 Discussion

Part 1: Post a Response

In this week’s discussion you will be exploring energy and how it’s captured, released, and used by all living creatures.

Review the video about the “phytoplankton that brought Earth to life” found at: https://youtu.be/m_43nR11PW8. In this clip, Penny Chisholm discusses a tiny phytoplankton called Prochlorococcus. Based on that video, address the following:

· In the video, Dr. Chisholm tells us that Prochlorococcus samples from different environments that are genetically different. Discuss what this tells us about the relationship between organisms and their environments.

· What do you think is the most interesting or significant aspect of Prochlorococcus?

 
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Microbiology 200

Microbiology On Line Lecture

Assignments to Chapter 10

Infectious Diseases on Skin

Dr. I. Iliev

 

I. DISEASE AT GLANCE: Cutaneous Anthrax: Provide full information to following:

Causative Agent:

Virulence Factors:

Portal of Entry:

Signs and Symptoms:

Incubation Period:

Susceptibility:

Treatment:

Prevention:

 

II. CLINICAL CASE STUDY: A Painful Rush. Please answer to your best all questions ate the end of this case.

A mother brings her 3 year old daughter to pediatrician describing that the girl has fever and chills for 3 days. The girl also has a large, intensely red patch with a distinct margin on her leg and a nearly swollen lymph node. When the nurse, and later the physician touches the area it is firm and warm, and the girl screams in pain. Based on these observations, doctor makes a presumptive diagnosis and begin treatment.

1. Is it necessary to confirm the diagnosis with lab test? Why or why not?

2. What was the diagnosis? Treatment?

3. How is this case different from impetigo?

4. What is the agent causing this girl’s condition?

5. How may the girl have contracted the condition?

6. What component(s) of the agent stimulated the fever and the lesion?

7. Why is important for doctor to begin immediate treatment?

 

III. What do we know about Chickenpox and Shingles? Is it viral or bacterial disease? Provide details for the following: cause; virulence factors, portal entry, signs and symptoms, incubation period, treatment and prevention.

 

IV. CRITICAL THINKING: A week after spending their vacation rafting down Colorado River, all five members of Jones family developed cold sores on their lips. At the local hospital doctor told them that the lesions were caused by a herpesvirus. Both Mr. and Mrs. Jones were stunned: Isn’t true that herpes is a sexually transmitted disease (STD)? How could it have affected their young children?

 
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Bio 101

http://www.extremetech.com/extreme/181818-vampirism-is-real-scientists-find-that-old-animals-can-be-rejuvenated-with-the-blood-of-the-young-and-innocent

 

questions

1- The collection of data for scientific inquiry can be performed in a variety of methods. Would the administration of young blood to old mice be an example of an observational study or experimental based science? Explain your answer.

 

2- We currently live in a world with a lot of media outlets providing lots of information in many different forms. It can be confusing as to whether these forms are from a trustworthy source, biased for various reasons, or trying to be an influential opinion piece.Evaluate the source of the young blood/mice source given the following criteria (make sure to add a statement as to whether you deem the source as valid or invalid):

3- • How to evaluate a source

4- •url and extension?

5- •Author?

6- •Contact info?

7- •Credentials

8- •References?

9- •Site appear professional?

10- •Purpose of the site?

11- •Biased?

 

3- Describe the details of the DESIGN of the mouse experiment that concluded that “young blood can reverse some signs of aging and improve cognitive abilities”. Not all of these factors may be specifically stated in the article. Please come up with possible answers when necessary (and state them as such). You’ll have to think and be creative (but not too creative :).

•Include the following factors:

•Independent and dependent variables

•Controlled experiment

•Controlled variable

•Control vs Experimental Groups

•Blind experimentation

 
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10 Question Statistics Quiz

1. A sample of 80 juvenile salmon is grouped into the resulting frequency distribution based on their weights.

Weight (in grams) Frequency
100-149 15
150-199 10
200-249 30
250-299 25

If a cumulative frequency distribution were constructed for the weights of the salmon, what would be the cumulative frequency for the class weighing less than 200 grams? (Points : 0.5)

15        25        55        80

2. Select the complement of the event: All 80 participants in a study are kidney donors. (Points :

At least one of the participants is a kidney donor.        Less than 40 of the participants are kidney donors.        None of the participants are kidney donors.        More than 40 of the participants are kidney donors.

3. Use the following probability distribution for this next question. Biologists researching a certain type of hawk, Accipiter spp., found the following probability values for x, the number of offspring.

x P(x)
0 .05
1 .19
2 .32
3 .21
4 .12
5 .08
6 .03

Find the mean of the probability distribution for offspring of Accipiter spp. . Give your answer to one decimal, e.g., 1.2 . (Points : 0.5)

 

4. Use the binomial distribution for this question. A doctor knows from experience that 10% of the patients to whom she gives a certain medication will experience undesirable side effects. Assume the doctor gives medication to the next 12 patients. Referring to the binomial distribution for the medication, find the probability that exactly three of these patients will experience undesirable side effects. Give your answer to three decimals, e.g., .987 . (Points : 1)

 

 

5.Use the Standard Normal distribution to answer this question. Identify the probability corresponding to a z-score of less than -1.33. (Points : 1)

.0918        .9082        .8165        .6239

6. Use the Poisson distribution for this question. For a science laboratory experiment, the average number of radioactive particles passing through a counter in a millisecond is four. Find the probability that six particles pass through the counter in a given millisecond. Give your answer to three decimals, e.g., .987 . (Points : 1)

 

7. Use the normal distribution for this question. The mean maximum aerobic power (VO2MAX) score for women ages 20 to 29 is 36 ml/min/kg with a standard deviation of 7 ml/min/kg. Find the probability of a woman between the ages of 20 to 29 having a VO2MAX score of greater than 45 ml/min/kg. Give your answer to three decimals, e.g., .987 . (Points : 1)

 

 

8. Find the minimum sample size required to estimate a population proportion p . Margin of error: four percentage points; confidence level: 95%; from a prior study, p is estimated by = .125 . Round your answer up to the nearest integer. (Points : 1)

 

9. Assume that a simple random sample has been taken, the population standard deviation is not known, and the population is normally distributed. Medical researchers studying cochlear implants, devices placed behind the bone in the ear to improve hearing, found the following number of implants over the last twelve years in children under 3 years old. Use a 90% confidence level and the following sample data: 40    90    99    120   150   220   300   320   460   520   600   650 Use the sample data and confidence level to construct a confidence interval estimate of the population mean µ. Give your answer to with one decimal, e.g., (123.4,567.8) . (Points : 0.5)

 

10. Biologists measure the water temperature of the Merrimack River in New Hampshire. What type of data is collected? (Points : 1)

Nominal        Ordinal        Interval        Ratio

 

 

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Marine Biology Mod 4

Marine Biology 1

Running head: Marine Biology

Marine Biology

Student Name

Allied American University

Author Note

This paper was prepared for Marine Biology, Module 4 Homework Assignment taught by [INSERT INSTRUCTOR’S NAME.

Part I

Directions: For this homework assignment, you are required to answer one of the following two critical thinking questions. Please provide strong responses that demonstrate critical thinking skills. In this case, short responses may not demonstrate the level of critical thinking skill required for full credit.

Two species of sea urchins live practically side by side on sandy bottoms. The two species appear to have the same diet (drift seaweeds and other bits of organic matter). They are able to live in the same environment without competing with each other. How might they be able to share their habitat and food resources?
It is not always easy to categorize a particular case of symbiosis. Suppose a certain species of snail is always found living on a certain coral. No one has found evidence that the snail harms the coral, so the relationship is classified as an example of commensalism. How would you go about testing this hypothesis? What kinds of observations might lead to the conclusion that the snail is a parasite, or that it has a mutualistic relationship with the coral?
Part II

Essay

a the different physical adaptations seen in bony fish, cartilaginous fish, and tooth whales to adapt with the marine environment. Describe and discuss the physical and physiological adaptations for the following: temperature, salinity, and pressure. Look at respiratory and circulatory systems to help identify these adaptations.

 
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Nutrition

Create a PowerPoint presentation of no more than 15 slides that reflect your understanding of the three macronutrients discussed in this module: Carbohydrates, Lipids, and Proteins. Be creative!
Each slide should include information about each macronutrient.

  • Definition of the macronutrient inclusive of its      function and structure
  • Where they are digested and absorbed
  • Types and their purpose
  • Special characteristics and function
  • Clinical applications as they relate to health and      diets

Use APA Editorial Format for citations and references used other than the textbook.

Macronutrients – Carbohydrates, Lipids, and Proteins

Macronutrients

In this module nutrients are introduced with a discussion about how they work in the body. There are six classes of nutrients:

  • Energy yielding macronutrients: Carbohydrates, Lipids      or Fats, and Proteins
  • Non-energy yielding micronutrients: Vitamins (water soluble      and fat soluble) and Minerals (macrominerals and microminerals) and Water

In this module the focus will be on energy yielding macronutrients. In the next module the non-energy micronutrients are discussed.

Let’s start with an overview by viewing the Gastrointestinal Tract in Action http://www.dnatube.com/video/1104/Gastrointestinal-tract-in-action and you may find the following CDC Nutrition for Everyone website helpful http://www.cdc.gov/nutrition/everyone/index.html

Carbohydrates: Structure and Sources

A carbohydrate is an organic compound (a substance that contains carbon bonded to hydrogen) that provides energy. Chemically, all carbohydrates contain carbon, hydrogen, and oxygen in the same proportion as water (H2O). A carbohydrate is measured in calories or “kilocalories.”

A kilocalorie (C) is a unit of energy. Note the capital C means these are kilocalories and not calories. Carbohydrates provide 4 Calories/gram and are an immediate source of energy for the body. For example, to find the number of carbohydrate kilocalories, find the amount of carbohydrates per serving and multiply this number by four to get the amount of carbohydrate kilocalories. Example: 20g carbohydrates x 4 = 80 kilocalories of carbohydrates. So keep this in mind when teaching clients.

Carbohydrates include starches, fiber, and sugars (glucose). Carbohydrates can be found in rice, pasta, cereals, starchy vegetables (corn, potatoes, green beans) and bread. Fiber-rich carbohydrates include berries, kidney beans, and broccoli. Carbohydrates with a large amount of sugars are baked goods, cookies, cakes, soda, syrups, and honey. You can think of carbohydrates as anything with “white” ingredients (white flour, white sugar). Fruits are also considered carbohydrates with sugar as well as alcohol. This is helpful to remember when conducting client teaching. You help them to distinguish between high calorie, high starch, and high sugar carbohydrates.

Carbohydrates: Role in the Body and Health Effects

The number one role carbohydrates play is to supply energy (4 C/gram). Carbohydrates are specifically important to neurologic function (brain) and physical exercise. Also, carbohydrates save protein use in the body by using carbohydrates for energy rather than growth and maintenance of body tissues and prevent ketosis. Growth and maintenance of body tissues is best done by proteins. Carbohydrates provide fiber from whole grains. Fiber reduces the risk of obesity, heart disease, type 2 diabetes, and high cholesterol. Fiber is needed to prevent constipation which can lead to hemorrhoids, and gastrointestinal disorders such as diverticulosis and colon cancer. Our bodies need 45-65% carbohydrate intake of our total energy intake (the Acceptable Macronutrient Distribution Range or AMDR). Adequate Intake of fiber is 25 grams per day for women and 38g for men.

An important point for nurses to remember about carbohydrates is that a low carbohydrate high protein diet can lead to keto-acidosis and damage to the heart, liver, and kidneys because the body will break down proteins (and muscle) if there is not enough glucose in the body for energy. Another important point is that the liver converts all molecules to glucose. So for those diabetic clients on oral anti-diabetic medications, always consider liver function. Hypoglycemia is another disease process to recognize concerning carbohydrates. Lastly, lactose intolerance is considered when discussing carbohydrates because dairy products contain lactose, a sugar and form of carbohydrates.

Lipids: Structure and Sources

A lipid is also an organic compound that provides an important energy source during rest and low intensity exercise. Chemically all fats contain carbon, hydrogen, and oxygen much less proportionately to water. A lipid also contains phospholipids, phosphorus, and occasionally nitrogen. Lipids include triglycerides, phospholipids, and sterols. Lipids are insoluble in water. Think of a lipid when making a salad dressing; the oil or fat stays on top of the water.

Lipids provide 9 Calories/gram and are a later source of energy for the body after carbohydrate calories have been used. Lipids contain the most concentrated amount of energy for the body. To find the number of lipid kilocalories, find the amount of fats per serving and multiply this number by nine to get the amount of fat kilocalories. For example, 20g fat x 9 = 180 kilocalories of fats.

Food sources include: oils, shortening, butter, margarine, mayonnaise, salad dressings, table cream, and sour cream. Triglycerides are the most common form of fats found in foods and contain fatty acids. Some fatty acids increase the risk of chronic disease and some fatty acids prevent disease and protect our health. Phospholipids contain phosphate and are found in only a few foods. Cholesterol is an example of a phospholipid. Cholesterol is found in any animal product. If it comes from an animal and has fat, it is cholesterol. Meat, eggs, dairy, and eggs are all examples of foods that contain cholesterol.

Lipids: Role in the Body and Health Effects

Lipids carry important fat soluble vitamins A, D, E, and K. They also provide a sense of fullness and satisfaction since they take longer to digest. There are three types of triglycerides and are important to distinguish because of their health effects. Saturated fatty acids (coconut oil, butter, cheese, whole milk, cream, lard, and beef fat) can cause high cholesterol, heart disease, and atherosclerosis, and contribute to obesity since fat is stored in adipose tissue. But Mono and Poly unsaturated fats such as olive oil, nuts, canola oil, corn, and safflower oils help prevent high cholesterol. Therefore, animal fats are saturated and contribute to high cholesterol, cardiovascular disease, and cancer, while plant fats are good and help lower the risk of disease. Also, saturated fats are solid at room temperature, while unsaturated fats are liquid at room temperature. This is an important point when teaching clients about fat in the diet. Essential fatty acids cannot be synthesized by the body and must be consumed in the diet (linoleic acid and alpha-linolenic acid).

There is one exception to the saturated fat classification, coconut oil. In years past, coconut oil was viewed as an artery clogging fat and placed in the same category as animal fat. When reexamined by experts this medium chain fatty acid is now seen as a heart healthy fat that fights disease. This fat is not stored in the body as adipose tissue, but rather metabolized by the liver immediately and used as energy. For this reason, experts say it speeds up metabolism and promotes weight loss. This beneficial oil is involved in research around the globe for medical conditions such as Alzheimer’s, Diabetes Mellitus Types I and II, Coronary Artery Disease, and numerous skin disorders.

An important point to know about lipids is to be aware of what cholesterol numbers mean. See http://www.cdc.gov/cholesterol/ldl_hdl.htm and review the National Lipid Association recommendations for patient-centered management of dyslipidemia: Part 1 – executive summary http://www.lipidjournal.com/article/S1933-2874(14)00274-8/fulltext#sec1.1

Proteins: Structure and Sources

A protein is also an organic compound that supports tissue growth, repair, and maintenance. Chemically all proteins contain carbon, hydrogen, and oxygen and differ from carbs and lipids in that they contain nitrogen. Proteins contain amino acids. The body will break down food proteins into amino acids and then rebuild the amino acids to build protein for the body, such as in the muscles and blood. Essential amino acids are only obtained from food, the body cannot make them. Non-essential amino acids are made by the body and do not need to be consumed in the diet. Proteins provide 4 Calories/gram for energy.

Food sources of proteins include: meat, poultry, fish, eggs, milk, yogurt, cheese, dried beans and peas, and nuts and nut butters. A small amount of protein can sometimes be found in whole grains and vegetables.
Proteins: Role in the Body and Health Effects

Proteins are essential for tissue growth, repair, and maintenance. A diet with the appropriate amount of protein promotes healing in any plan of care. If clients are not consuming enough carbohydrates and lipids, the body will use protein as an energy source. This can lead to problems such as poor healing, ketoacidosis, and muscle damage to include heart, kidneys, and liver. Protein can be used for energy in times of low carb intake and/or starvation. The body will break down protein for essential glucose to provide energy to the brain. Proteins have so many functions it is impossible to discuss them all. Here are the other functions to pay attention to in your readings: enzymes and hormones, maintaining fluid and electrolyte balance, acid-base balance, building a strong immune system, neurotransmission, and the transport and storage of other nutrients. Also the effects of consuming too much protein is not what you might think given many Americans think high protein diets are essential to weight loss and do not realize the health effects such as high cholesterol, bone loss, and kidney disease.

Note that according to the Institute of Medicine, a balanced diet will consist of between 20 to 35 percent calories from fat, 10 to 35 percent from protein and 45 to 65 percent from carbohydrates. Aim for 30 percent, 20 percent and 50 percent of your calories from fat, protein and carbohydrates, respectively.

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Write A Report For Comparing Cell Contents Of Plants From Different Environments

Hand in to your discussion leader a typed lab report. You and your group members can submit identical cover pages and data tables, but your introduction and discussion must be written by you, in your own words. (1) Cover page: including the title of the experiment (in this case use “Comparing cell contents of plants from different environments” ), your name, the date, your discussion leader’s name, and the number of your discussion section. Also include the names of all your partners and their discussion section TAs. (2) Introduction: State your hypothesis about whether the concentration of solutes inside the cells of plants from different environments should be the same or different. Explain briefly why your hypothesis makes sense to you. State the prediction you generated from this hypothesis and describe (in general terms) how you tested it. You don’t need to detail the methods (because they are already in the lab guide), but you do need to define an isotonic point (especially what you consider to be its relationship to the cell’s internal solute concentration) and explain how you used isotonic points to test your prediction. (3) Results: On a separate page, summarize your data from tables 3 (onion cells) and 4 (three other kinds of cells) into one table, clearly labeled. (4) Discussion: In about 2 pages, explain what an isotonic point is and compare the isotonic points of your specimens with each other and with sea water. Does there appear to be a relationship between isotonic points and environment in which the plants are found? If not, then what cellular mechanisms (salt pumps, impermeable cell membranes, or others?) might these plant cells be using to maintain a stable internal environment despite widely differing external environments? Include some of the analysis and discussion questions raised on the previous page.

P.s. The first document is a model of the report (Pg 26-43 in the lab manual). Just write as it

Those pictures are the results of the report

The last document – the lab manual Page 44-60 are for this report we are working on, just ignore other pages.

All the information is in the lab manual.

 
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