HELP with Analytical Report

PART 1– Analytical Report

Write a short analytical report (4 pages) on how organizations with market power set the price of their product in a mass market in accordance with the prompt below. In this topic, you have to introduce different price strategies that involve price discrimination.

Go to the library and find and read the following articles.

Vara, V. (2017). How frackers beat OPEC: the surprising ingenuity of the American shale-oil industry–and its huge global consequences. The Atlantic, (1). 20.

Oil & gas firms call for extension of pricing freedom to existing fields. (2016). FRPT- Chemical Snapshot, 14-16.

Ford, N. (2016). Winners and losers in an era of cheap oil: the impact of low oil and gas prices varies from country to country but the effects are not as straightforward as might be expected. African Business, (431). 51.

You may also find helpful information at:http://www.economist.com/topics/oil-prices

The Organization of Petroleum Exporting Countries (OPEC) is a cartel that attempts to keep oil prices high by restricting output. As part of that process, each member nation is assigned a production quota; most members have nationalized their oil industry so that the government controls overall production. However, member nations routinely exceed their production targets. Explain why OPEC often has difficulty keeping output low and prices high.

Public utility companies (you may stay with the topic of oil/gas) customarily charge more to business customers than to residential customers. Discuss this price discrimination as it relates to gas and oil.

What kind of changes do you predict will impact the oil industry based on the following trends in new energy sources: fracking, hydrogen fuel cells, biomass or bio fuel, solar, or a break-through in car batteries for electric cars? What are these market types and how does that matter to the pricing and production of oil.

For all of the industries that you discuss in this paper, state which of the four market types that it is (Perfect Competition, Monopoly, Monopolistic Competition or Oligopoly).

Ensure that you include Porter’s Five Forces Model in describing the pricing effects or strategies from these newer industries (or you may select one and discuss it in depth).

Part 2 – Quantitative Analysis Case

Write a Quantitative Analysis report on the following problems:

  1. The manufacturer of high-quality flatbed scanners is trying to decide what price to set for its product. The costs of production and the demand for product are assumed to be as follows:
    TC = 500,000 + 0.85Q + 0.015 Q2
    Q = 14,166 – 16.6P

    1. Determine the short-run profit-maximizing price.
    2. Plot this information on a graph showing AC, AVC, MC, P, and MR.
  2. An amusement park, whose customer set is made up of two markets, adults, and children, has developed demand schedules as follows:

Price($)QuantityAdultsChildren51520614187131681214911121010101198128613741462

The marginal operating cost of each unit of quantity is $5. (Hint: Because marginal cost is a constant, so is average variable cost, Ignore fixed cost.). The owners of the amusement park want to maximize profits.

  1. Calculate the price, quantity, and profit if
    1. The amusement park charges a different price in each market
    2. The amusement park charges the same price in the two markets combined.
    3. Explain the difference in the profit realized under the two situations.
  2. (Mathematical solution) The demand schedules presented in Problem 2 can be expressed in equation form as follows (where subscript A refers to the adult market, subscript C to the market for children, and subscript T to the markets combined)

QA = 20 – PA
QC = 30 – 2PC
QT = 50 – 3PT

Solve these equations for the maximum profit that the amusement park will attain when it charges different prices in the two markets and when it charges a single price for the combined market.

Part3

This Has To Be 150 Words

In certain industries, firms buy their most important inputs in markets that are close to perfectly competitive and sell their output in imperfectly competitive markets. Cite as many examples as you can of these types of businesses. Explain why the profits of such firms tend to increase when there is an excess supply of the inputs they use in their production process.

 
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Restoration Pamphlet

Select a scenario from the list below:

  1. There is a species of fish (with low numbers) that is having     trouble traveling up and down the river because of a dam.
  2. Choose an area that is economically depressed but has a lot of     species diversity, you need to protect the species while providing     jobs for locals.
  3. An animal is being poached for its horn     which is believed in some cultures to cure many diseases, it is not     critically endangered.
  4. The demand for farming is     increasing, which is destroying native forests and affecting their   biodiversity.
  5. An animal is starting to become isolated     because it is afraid to cross roads created by deforestation.
  6. Local birds typically migrate over the winter, but people are     feeding them and thermal pollution at a local stream is keeping the     water warmer, so the birds are not migrating, resulting in water   pollution.
  7. A drought has been going on for a period of time;     the water needed for homes, businesses, and farms has decreased lake     and river levels impacting the amount available for local flora and   fauna.
  8. Species are being found dead on local beaches due to   plastic.

Use the textbook and info-graphic under course materials to find the   best resource management practice to implement.

Create a pamphlet addressing the following:

  1. What is the issue and why it would work
  2. Describe the     restoration method you selected and why it would be best (with at     least two examples of how it has worked in similar situations     from peer reviewed sources)
  3. Time frame to complete the plan     (include short and long term objectives)
  4. What is the end     goal of the restoration project

This assignment uses a rubric. Please review the rubric prior to   beginning the assignment to become familiar with the expectations for   successful completion.

While GCU style is not required for the body of this   assignment, solid academic writing is expected, and documentation of   sources should be presented using GCU formatting guidelines, which can   be found in the GCU Style Guide, located in the Student Success Center.

 
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Human Organ Systems And Natural Selection

Human Organ Systems

The human body is truly remarkable and is designed to function effectively. Organs are important structures composed of different tissues that facilitate specific functions within the body. Organs function as part of an integrated group of structures known as organ systems. These organ systems form the organizational units that are responsible for crucial processes necessary for sustaining life.

Examples of organ systems include, but are not limited to, the cardiovascular system, the digestive system, the musculoskeletal system, the nervous system, the excretory system, the endocrine system, and the respiratory system. Even organ systems do not function alone. These systems work together, interacting with other organs in a functional network that keeps the body in balance. (Look up the term homeostasis in your text.) When homeostasis or the normal functioning of organ systems is disrupted, disease may develop, causing injury to the body or even death.

The following case studies detail an outcome associated with a disease or organ malfunction:

Select ONE study to investigate further for your assignment.

Critically evaluate the information provided, and correlate it with the organ systems that are affected in the scenario. Use the information that you have gathered to answer the assignment questions that follow the case study. Present your work as an APA-formatted research report.

Case Study 1:

Atherosclerosis is narrowing of the arteries caused by the accumulation of fatty deposits on the arterial walls. On June 22, 2002, the St. Louis Cardinals were preparing for their upcoming baseball game against the Chicago Cubs. Concern arose when their prized pitcher, 33-year old Darryl Kile did not show up for practice. Soon after, he was found still in his hotel room where he had suddenly died in his sleep (New York Times, 2002). It was discovered that the cause of death was related to three of his coronary arteries being 80–90% blocked as a result of atherosclerosis (New York Times, 2002), which ultimately caused him to suffer a heart attack.

Answer the following 3 questions in regard to this case study:

  1. Provide a description of how the heart functions. Based on this, explain why atherosclerosis would result in a heart attack.
  2. How are arteries different from veins and capillaries? Describe the functions of arteries, veins, and capillaries.
  3. Vertebrates and some invertebrates have a closed circulatory system. Describe each of these. Explain the advantage of having a closed circulatory system over an open circulatory system.

Case Study 2:

Cigarette smoking remains the leading preventable cause of death in the United States, causing an estimated 438,000 deaths—or about 1 out of every 5 smokers—each year (Woloshin, Schwartz, & Welch, 2008).

Mr. Amos is 57 years old and has been smoking for the past 30 years of his life. A recent doctor’s visit revealed that Mr. Amos has stage-3 lung cancer, characterized by his symptoms of nagging chest pain, fatigue, coughing up blood, substantial weight loss, and increased carbon dioxide levels in his blood. The doctor informed Mr. Amos that had he quit his smoking habit several years ago, he would have reduced his risk for developing lung cancer later in life. Mr. Amos immediately began treatment for the lung cancer that had metastasized to his lymph nodes.

Answer the following 3 questions regarding this case study:

  1. Briefly describe the respiratory system. What main components in cigarettes affect the respiratory system? Explain the effect of 2 compounds on specific organs, cells, and processes in the respiratory system.
  2. There are alternate mechanisms of transporting carbon dioxide (CO2) and oxygen (O2) in the blood. Explain how smoking might lead to increased levels of carbon dioxide in the blood.
  3. Can smoking affect other organ systems of the body? Give specific examples, and briefly explain your answer.

Follow these guidelines for your APA research paper:

  • Utilize at least 2 credible sources to support the arguments presented in the paper. Make sure you cite them appropriately within your paper, and list the references in APA format on your Reference page.
  • In accordance with APA formatting requirements, your paper should include an Abstract, Title, and Reference page; should be double-spaced; and should include a running head and page numbers. Your paper should be 2–3 pages in length, not counting the Title page, Abstract, and Reference page.

References

Alman, L. K. (2002). Heart disease can hit even the young, like Kile. The New York Times. Retrieved from https://www.nytimes.com/2002/06/25/sports/baseball-heart-disease-can-hit-even-the-young-like-kile.html

Woloshin, S., Schwartz, L, & Welch, H. G. (2008). The risk of death by age, sex, and smoking status in the United States: Putting health risks in context. Retrieved from https://academic.oup.com/jnci/article/100/12/845/882914

 
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Genetics

BIOL209: General Genetics Laboratory

Mendelian Inheritance in Humans

 

PRE-LAB ASSIGNMENT:

Students are expected to read all pages before coming to the lab to complete the experiments.

Print this entire lab packet and bring it to the laboratory.

Objectives:

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

1. Observe some single-gene genetic traits in humans.

2. Solve problems involving Punnett squares and pedigrees

 

Modern genetics began with the work of Gregor Mendel and his study of pea plants. Mendel observed patterns in the number of each phenotype (physical appearance) of offspring from different parents. Mendel described genetic concepts that are used today to explain simple heredity (what traits are passed from one generation to the next) and variation (the differences between parents and their offspring). Through his experiments, Mendel determined that there can be multiple forms of the same gene. These alternate forms of genes, which are called alleles, code for slightly different expressions of a genetic trait. He recognized that some alleles exhibited dominant tendencies and others, recessive tendencies. When a dominant allele combined with a recessive allele, the dominant allele was expressed in the phenotype. Following the system that Mendel used in his experiments, a dominant allele is represented with a capital letter, and a recessive allele is represented with a lowercase letter.

 

For decades, teachers and professors have used a few classic human traits to demonstrate the concepts of simple autosomal inheritance. In this activity, you will observe the phenotypes of people in your class. You will apply your results, along with research findings, to predict whether each trait follows patterns of simple autosomal inheritance.

 

Mendelian Laws apply to the simple autosomal inheritance that Gregor Mendel studied, but these laws do not always apply to more-complex modes of genetic inheritance.

 

1. The Law of Segregation: Inherited traits are determined by genes, with two copies of each gene. Parental genes are randomly separated and segregated into each sex cell (gamete) with one copy of each gene per gamete. Offspring inherit one copy of each gene from each parent.

 

2. The Law of Independent Assortment: The inheritance of one trait is not dependent on the inheritance of another.

It turns out that some genes, and therefore some traits, are linked. Therefore, they are not assorted independently. Genes in close proximity to one another on the same chromosome are, in fact, more likely to be inherited together.

 

3. The Law of Dominance: If the inherited genes have multiple alleles, the dominant allele will determine the phenotype of the organism.

In fact, some alleles are codominant, meaning that multiple alleles contribute to the phenotype of the individual. Traits may have more than two alleles for the same gene. Furthermore, multiple genes may contribute to the phenotype of one trait.

 

 

Instructions

This lab is designed to demonstrate genetics, or the study of how heritable characteristics are passed from generation to generation. Genetic traits are determined by genes, or small segments of DNA carried on chromosomes that determine physical characteristics. This exercise demonstrates how different alleles of the same gene segregate and reassort (separate and come together) in a population.

 

Part I: Observing Mendelian Inheritance in Human Traits

1. Students will work in groups of two to complete the assignments.

2. Every person will submit an individual lab report for this lab.

3. Mark your appropriate phenotype for each trait on the chart.

4. Determine your corresponding genotype for each trait; if dominant, use the heterozygous genotype.

 

Human Genetic Traits

A. Facial Dimples: Dimples, or indentations, at the corner of the mouth are a dominant trait.

 

B. Bent little finger: A dominant allele causes the last joint of the little finger to dramatically bend inward toward the 4th finger. Lay both hands flat on a table relax your muscles, and note whether you have a bent or straight little finger.

 

C. Eye Color: Brown pigmented irises are dominant. The absence of brown pigment results in blue eyes, which is recessive. Hazel or green eye color is the result of a second gene that produces a yellow pigment. Hazel eyes have both brown and yellow iris pigment, while green eyes have both the recessive blue iris and dominant yellow pigment. For our purposes, assess only the presence of absence of brown pigment.

 

D. Free Earlobes: Free earlobes are dominant over attached earlobes. Read the introduction to Chapter 9 for an explanation of how this trait is produced during fetal development.

 

E. Mid-digital Hair: The presence of hair on the middle joint of the finger is a dominant trait. Hair may not be present on all of your fingers, but if you have hair on even one finger, you are dominant.

 

F. Hand clasping: When the hands are clasped (without thinking about it!), most people place their left thumb on top of their right.

 

G. Widow’s Peak: A distinctive downward point of the frontal hairline is a dominant trait known as a widow’s peak. If you have a straight hairline, you are recessive for this trait.

 

H. Tongue Rolling: The ability to roll the tongue upward from the sides is a dominant trait. For some reason, people who exhibit this trait seem to think it is a desirable thing to do. As far as anyone knows, tongue rolling has no obvious anatomical or physiological advantage or disadvantage.

 

I. Chin cleft: A prominent cleft in the chin is inherited as the dominant phenotype. The cleft is due to the bond structure which underlies the Y-shaped fissure of the chin. Females appear to be less conspicuously affected than males.

 

J. Hitchhiker’s Thumb: The ability to bend the thumb backward at least 45 is a dominant trait. The proper term for this is distal hyperextensibility.

 

K. Handedness: Right-handedness is an autosomal dominant trait.

 

L. Finger number: The number of fingers on the hand is controlled by genes. Having more than 5 digits is dominant.

 

M. PTC Tasting: The ability to taste the chemical phenylthiocarbamide, or PTC, is a dominant trait. Place a piece of PTC paper on the back of your tongue. If you can detect this chemical, it will have a bitter taste. If the paper does not taste nasty to you, then you are recessive for this trait.

 

N. Relative Length of the Big Toe: If your big toe is shorter than your second toe, you are dominant for this trait.

 

O. Palmaris Longus Muscle: The presence of this muscle is a dominant genetic trait. If you have this muscle you will have three wrist tendons. To determine this, clench your fist tightly and flex your hand toward you. If you can see or feel three tendons in your wrist, you have the long palmar muscle and are dominant. If you have only two tendons, then you are recessive for this trait.

 

 

 

Data Sheet

  Class Data
Traits Symbols Dominant Phenotype Your phenotype Your genotype Dom Rec
1. Facial dimples D, d Dimples d      
2. Bent little finger B, b Bent little finger b      
3. Eye Color E, e Brown eyes E      
4. Free ear lobe F. f Free ear lobe F      
5. Mid-digital hair H, h Presence of hair h      
6. Hand clasping L, l Left on top L      
7. Widow’s peak W, w Widow’s peak w      
8. Tongue Rolling T, t Tongue roll T      
9. Chin cleft C, c Cleft in chin c      
10. Hitchhiker’s Thumb H, h Straight

(180°)

h      
11. Handedness R, r Right R      
12. Finger number S, s Six-digits s      
13. PTC Tasting P, p Tasting P      
14. Big Toe Length G, g Longer Big toe g      
15. Palmaris Longus Muscle M, m Three tendons m      

Questions

1. Did you have mostly dominant or recessive traits?

Recessive

 

2. Compare your findings with other students.

a. For which trait were most students dominant?

 

 

 

b. For which traits were most students recessive?

 

 

Part II: Mendelian Genetics: Monohybrid Crosses

A monohybrid cross is the genetic transmission of a single trait. For this exercise, you will “mate” (exchange gametes) with the person listed and determine the genotypes and phenotypes of the offspring that could result from each mating, or “cross”.

 

1. Complete a Punnett Square using your genotype and the given genotype. Calculate the probability of all the different possible genotypes and phenotypes of your offspring in percentages.

 

a. Widow’s Peak: Yours_____Ww___________ & your partners: ww

 

 

 

 

 

 

 

 

 

b. Tongue Rolling: Yours_____TT___________ & your partners Tt

 

 

 

 

 

 

 

 

 

c. Hand Clasping: Yours______LL__________ & your partners LL

 

 

 

 

 

 

 

 

 

2. Two people who are heterozygous for tasting the chemical PTC marry. List the genotypes possible for their children regarding the tasting of PTC. Show your work.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part 2: Dihybrid Crosses

1. Alfred is heterozygous for tongue rolling and has five fingers. Alfreda, his wife, cannot roll her tongue and is heterozygous for polydactyly.

a. What is Alfred’s genotype?

 

b. What is Alfreda’s genotype?

 

c. What are Alfred’s possible sperm with regard to these two traits?

 

d. What are Alfreda’s possible eggs with regard to these two traits?

 

e. What is the probability that their first child will not roll its tongue and will have the normal number of fingers?

 

 

 

 

 

 

 

Part 3: Pedigrees

1. Determine the mode of inheritance.

2. Label the generations, genotypes and correct symbols (if applicable)

 
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Lab 6

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 1

Lab 6. Energy use

In this week’s lab, you will visualize metabolism in a living organism, evaluate some scientific claims regarding metabolic processes, and use your own scientific and mathematical thinking skills to personally evaluate a “popular” weight loss mantra. Part 1: Sugar Metabolism in Yeast As we are learning this week, living organisms harvest energy from “food” through cellular processes contributing to an organisms “metabolism”. These processes involve the transfer of energy from of carbon based molecules (that were originally produced during photosynthesis) to a more readily useable form (most commonly, ATP), and the carbon is released as waste. This part of the lab will demonstrate the importance of sugar for the metabolic processes of the fungal organism, Saccharomyces cerevisiae, commonly known as baker’s yeast. Yeast are a single-celled type of fungi that humans use and interact with every day. Beneficial applications of these organisms are diverse, ranging from cooking to bioremediation, while some species are also responsible for causing illnesses like athlete’s foot and ringworm. Interestingly (and fortunately for us), yeast can effectively harvest energy from sugar in the absence of oxygen, and this is precisely what we will be observing today. This process is somewhat similar to the aerobic respiration that our (human) cells undergo, in that both processes break down sugar molecules releasing carbon waste; however, no oxygen is required for fermentation. This is why yeast are sometimes called anaerobic organisms. Materials: for this activity, you will need:

 Ruler, able to measure centimeters.

 Marker/tape for labeling

 4 sandwich or quart (or larger) size sealable ziploc bags (if you are able to splurge on bags that you trust will seal, versus the cheaper ones with questionable sealing abilities, do so- it will be worth it).

 4 packages Bakers Yeast (available at any grocery store in the baking aisle)

 Table Sugar (~2 tablespoons or 2 sugar packets; sugar substitute will not work)

 Warm water (4 cups)

 1 tbs measuring spoon for measuring sugar

 1 cup measuring cup for measuring water Experimental Set Up: A. Label your Ziploc bags. Use caution; do not tear or poke a hole in the bag(s)

1: Yeast + Water 2: Yeast + Water 3: Yeast + Water + Sugar

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 2

4: Yeast + Water + Sugar B. Add 1 package of yeast to each ziploc bag. C. Add 1 tablespoon of sugar to yeast in ziploc bags 3 and 4 only. D. Carefully add 1 cup of warm water to each ziploc bag (one at a time is fine).

Eliminate as much air from the bag as possible before sealing and mix carefully.

 Try to dissolve all the solid clumps in the water, but be gentle with the yeast, and try not to damage the bags.

 The less air you have in the bags at this point, the better your results will be. See image:

 Manage your time carefully here, you don’t want too much time to go by between activating (adding the water) the different treatments.

E. Start your timer and check the seal of each bag for good measure (leaks = messy clean up).

F. Measure the height of the Ziploc bag in centimeters (cm). To do this, hold the ruler up

vertically next to the ziploc bag, and record how “tall” the bag is; the distance between the top of the bag and the bottom (surface of the table is fine). Record your measurement in the provided Yeast Metabolism Data table (below). Also note in the table any observations you have about each treatment (color, bubbles, anything else you notice). This is your time 0 measurement.

G. Every 5 minutes for 45 minutes, gently mix solutions inside bags, and repeat measurements.

 Use caution as you approach and pass 45 minutes; the bag may burst (= messy!)

H. After the final, 30-minute, measurement, calculate the change in Ziploc bag height for each treatment by subtracting time 0 (starting) height measurement from the time 30 height measurement (of the same sample). The difference between these values gives you actual increase in height for each treatment. For example, if your time 0 height was 2cm, and your time 30 height was 10 cm, that treatment would have increased by 8 cm. Fill these values in the Change in Height row (labeled H) of the Yeast Metabolism Data table, below.

I. Determine the average change in height for each condition Yeast without or with sugar. To do this, add the values determined for the Change in Height for treatments 1 and 2, and divide this number by 2. This is your average change in height for the minus sugar condition. Repeat this step for the values obtained for treatments 3 and 4 to determine the average plus sugar height change. Fill these values in the Average Height Change row (labeled I) of the Yeast Metabolism Data table, below.

 

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 3

Note: this experiment can also be performed with balloons attached to the top of ~16oz small spout plastic bottles, as seen in the image (20oz soda or water bottles work well, after they’ve been rinsed thoroughly of course). The visual effect of this set up is much better than with Ziploc bags, but more materials are needed (4 balloons, 4 bottles, funnel for transporting ingredients to bottles, etc….) if you are able to/want to repeat the experiment this way, I highly recommend it (it’s a lot more fun). Show your friends and family your new party trick  Yeast Metabolism Data:

Expired Time

Treatment 1: Yeast+Water

Treatment 2: Yeast+Water

Treatment 3: Yeast+Water+Sugar

Treatment 4: Yeast+Water+Sugar

Height in cm

Observations Height in cm

Observations Height in cm

Observations Height in cm

Observations

0 minutes

 

 

5 minutes

 

 

 

 

10 minutes

 

 

 

 

 

15 minutes

 

 

 

 

20 minutes

 

 

 

 

 

25 minutes

 

 

 

 

30 minutes

 

 

 

 

35 minutes

 

 

 

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 4

40 minutes

 

 

 

 

45 minutes

 

 

 

 

(H) Height Change:

Treatment 1: Yeast+Water

Treatment 2: Yeast+Water

Treatment 3: Yeast+Water+Sugar

Treatment 4: Yeast+Water+Sugar

(I) Avg Height Change

Yeast (minus sugar): Yeast + Sugar:

When you are finished, answer the following questions:

1. Describe your observed results of the yeast metabolism experiment (include observations and average change for each treatment)? Were these the results you were expecting? Is your average an accurate representation of your treatment data? Why/why not? 2. Based on what you learned this week and the conditions that the yeast cells were in during this experiment, which metabolic process did the yeast undergo? What gas was produced? How do you know? Can humans carry out this process, and if so, what purpose does it serve in human cells? 3. If you were to compare the results of this experiment from several different people, assuming that they all implemented the procedure in the exact same way, would you expect each person to get exactly the same results? Why or why not? In your answer discuss possible sources of variation in this experiment. 4. The sugar that was added to the ziploc bags represents the “food” source for the yeast. Where did the energy that the yeast extracted from the sugar originally come from? Explain how you know this. 5. When you make bread, if you just mix flour, sugar and water, the dough does not rise, and the bread will be flat and hard. If you include yeast in the bread dough, then the dough rises and the bread is bigger and fluffier. Use your results from the yeast metabolism experiment to explain how the yeast helps the bread dough to rise.

6. Discuss how this yeast metabolism experiment relates to the material that we learned this week (and previous weeks!). Use specific examples.

 

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 5

Part 2: Is Lost Weight Really Lost? In the next part of this week’s lab, we will read about some research that used mathematical evidence to answer this very question, but also collected some shocking data about what the general public understands about cellular respiration and human metabolism. Below you will find links to read the original, primary, research article, and a few additional summary articles generated for the popular media based on the original. Original Research Article: http://www.bmj.com/content/bmj/349/bmj.g7257.full.pdf Take some time to review the original article first. Don’t be intimidated. For a scientific article, the language is fairly easy to understand for a non-scientist. That being said, don’t worry if you don’t understand every word. Take notes while you read and try to get the general idea of:

 What is the main point of the study? What was the study trying to find out?

 What are the main conclusions, their results/findings?

 How does the study apply to you, and what we’ve learned this week (and this semester)? After you’ve familiarized yourself with the original article, follow the other links to review the 6 summary articles. As you are reading each, take notes. Consider/evaluate each of the following.

 What is/are the main point/s of the article?

 Are the main points of the article consistent with the original research study? Is the article appropriately using information from the original study, or skewing it/making a new point?

 Do you notice anything questionable about the summary article, for example in terms of disclosures, conflicts of interest, echo chamber, etc…. remember our Lab 1materials!

 Is the source reputable? Remember our Week 1 materials! Summary Article 1: https://www.medicalnewstoday.com/articles/287046.php

Summary Article 2: https://www.scientificamerican.com/article/when-you-lose-weight-wher/

Summary Article 3: https://www.npr.org/sections/health-shots/2014/12/16/371210831/when-

you-burn-off-that-fat-where-does-it-go

Summary Article 4: https://www.sciencedaily.com/releases/2014/12/141216212047.htm

Summary Article 5: http://theconversation.com/when-we-lose-weight-where-does-it-go-91594

Summary Article 6: https://www.beachbodyondemand.com/blog/where-does-fat-go-when-you-

lose-weight

When you are finished, answer the following questions: 7. Compared to the original metabolism research article, which summary article do you find to be the most accurate? Which summary article do you find to be the least accurate? Explain your answer, providing at least 2 valid reasons why for each.

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 6

8. Which metabolism summary article source (publisher) do you find to be the most reputable/trustworthy? Which summary article source (publisher) do you find to be the least reputable/trustworthy? Explain your answer, providing at least 2 valid reasons why for each. 9. Based on the original metabolism research study, when you lose weight, how does the matter leave your body? Identify in what all the forms that the matter is in as well as the percent of each form. With your response, state which article(s) you used to answer and why you chose to use this article as your reference. 10. It is several years in the future, and you are home visiting family for Thanksgiving. During Thanksgiving dinner, your brother is bragging about some of his recent weight loss accomplishments. He says “since he’s shed these 45lbs, that’s 20kg you know, I have all this extra energy”. He takes it even further, saying “as the weight comes off, it transforms right into energy!”. Based on the original research study, explain why this belief may seem logical, but is in fact, wrong. Include in your answer evidence from the original study that illustrates that the majority of people are incorrect in this assumption (hint: look at the figures). 11. It is several years in the future, and you are home visiting family for Thanksgiving. During Thanksgiving dinner, your brother is bragging about some of his recent weight loss accomplishments. He says “since he’s shed these 45lbs, that’s 20kg you know, I have all this extra energy”. He takes it even further, saying “as the weight comes off, it transforms right into energy!”. Based on the original research study, offer your brother a better, scientifically and quantitatively accurate, explanation to his observed phenomenon. Include numerical, quantitative data specific to your brother’s case to support your argument. For this, you must consider how much weight he has lost and based on the article, tell him exactly where that weight went. 12. After completing this week’s course material, you are talking with a friend, who is also taking this class. Your friend mentions that they find it super interesting how a simple, single celled organism, such as yeast can function so similar to us (only in certain ways of course). You ask what they mean, and they say “Well, if you think about it- in the yeast experiment we just did, they “exhaled” the carbon-based product of metabolism, just like we do!” Is your friends statement correct? Why/why not?

Part 3: Is it Really That Simple? It seems obvious, especially after viewing the summary articles in Part 2 of this lab, that we (humans) tend to have a fixation (no pun intended) on diets, fat, and weight. New diets (or lifestyle programs, if we want to use more current terms) seem to come out, one right after another, each claiming to be the next best way to provide quick, permanent, weight loss. However, the researchers behind the original article that we read in Part 2 of this lab argue that weight loss simply represents a balance between intake an output of matter; that to lose weight, you must consume fewer calories than your body uses. The question we will answer in this part of our lab is, is it really that simple? Specifically, as you calculate your own metabolic

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 7

rate and compare it with your typical daily caloric intake, you will put the “eat less, move more” weight loss claim to the test. Before we begin, remember calories are a measurement of energy and because one calorie is a very small unit, food calories are usually measured in units of 1,000 calories, called kilocalories (abbreviated kcal). Also note, although we are limiting our range of study in this exercise to calories only, the skills and information that you will glean here are directly applicable and relevant. To determine your daily energy expenditure/consumption, or metabolic rate, you will incorporate two components: your basal metabolic rate (BMR) and additional calories expended (on top of the cell maintenance/survival processes). Let’s start with your basal metabolic rate (BMR). It is important to note that BMR varies according to the following components (and some others). This experimental procedure takes all these factors into consideration.

 Body style: a tall, thin person has a higher BMR than a short, stout person

 Age: the younger the person, the more likely it is that cell division is occurring; therefore, BMR is higher for younger persons than for older persons

 Sex: males have a higher BMR than females because males have a greater percentage of

muscle tissue
 
 A. To calculate your BMR, use the formula below that is most appropriate for your inherited

(chromosomal based) gender. To do this, you will also need the following information:

 Your weight in pounds (lbs)

 Your height in inches (in)

 Your age in years

Resources: http://www.height- converter.com/

 

Female: BMR = 655 + (4.354 X weight in lbs) + (4.569 X height in inches) – (4.7 X age in years) Male: BMR = 66 + (6.213 X weight in lbs) + (12.69 X height in inches) – (6.8 X age in years)

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 8

My BMR = _____ kcal. Next, we will use the “activity multiplier” to determine your total caloric expenditure (actual metabolic rate).

To give you an idea how daily activity impacts overall metabolic rate, review the figure. This figure shows the time required to “burn” 4 different caloric values through 3 different activity levels. B. Multiply your BMR (determined in the previous step) by the appropriate activity factor from the list (below) to determine your total caloric expenditure (actual metabolic rate).

 sedentary (desk job, with little or no exercise) = BMR X 1.2

 lightly active (light exercise, 1-3 days/week) = BMR X 1.4

 moderately active (moderate exercise, 3-5 days/week) = BMR X 1.6

 very active (intensive exercise, 6-7 days/week) = BMR X 1.7

My total caloric expenditure (BMR times the selected activity multiplier) = _____ kcal. C. Determine the number of calories for all the food you consume in a single day.

 Select a typical day when you eat your normal number of meals (with fairly average food choices) and record everything that you eat (including amounts and brand names). Consider using the food diary provided below to keep your records.

 Use the following websites to look up food caloric values. You may also find caloric info for specific foods on the food product wrapping or on manufacturers website. Note that preliminary research comparing calorie “calculators” has identified these two within the most accurate (use caution with others). o https://www.webmd.com/diet/healthtool-food-calorie-counter o https://www.myfooddiary.com/?network=g&keyword=food%20calorie%20counter

&matchtype=p&device=c&devicemodel=&adgroup=1037681552&position=1t1&cre ative=273779895484&gclid=Cj0KCQjw45_bBRD_ARIsAJ6wUXREPZgR4ZO9L5ZnsHV H3wK5iNtSeppegjULpzoEDfJVb1QzsGmlhnEaAh3gEALw_wcB

 If you have trouble finding information, use your best estimate. My total caloric intake over the recorded 24-hour period was ______ kcal.

D. Calculate your energy balance as: total kcal consumed – total kcal expended = ____ kcal

E. Return to your actual metabolic rate (energy expenditure calculations), above and

recalculate what your total calorie expenditures would be if you increased your activity

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 9

multiplier by one level (for example, from light to moderate activity). If you were already at the highest activity level, recalculate for one level lower. My updated caloric expenditure (BMR times the updated activity multiplier) = _____ kcal.

F. Use this updated metabolic rate to recalculate an updated (hypothetical) energy balance, as

updated energy balance = total kcal consumed – updated total kcal expended = ____ kcal Our last step in this part of our lab is too evaluate if our calculations make any (real) sense. G. Click the link; visit the website

https://www.choosemyplate.gov/MyPlatePlan to get your USDA recommended calorie intake values. Click start on the “Get Your MyPlate Plan” widget.

H. When prompted, enter/fill in your

 Age

 Sex

 Pregnant/Breastfeeding Status

 Weight (pounds)

 Height (feed/inches)

 Approximate level of physical activity.

I. Click calculate food plan to review recommended the number of calories that the USDA recommends you intake in order to achieve and maintain a healthy weight. How do these numbers relate to your metabolic rate calculations?

When you are finished, answer the following questions:

13. State and discuss your actual metabolic rate determination and your USDA MyPlate calorie recommendations. Were these consistent? Were they (either or both) what you expected? Why/why not? 14. Visit https://www.choosemyplate.gov/MyPlatePlan and determine how many calories are recommended by the USDA MyPlate program in order to achieve and maintain a healthy weight for a 27-year-old, genetic female, that weighs 145lbs, is 5 feet 7 inches tall. She is not pregnant or breastfeeding, and she is exercises lightly, walking for 30 minutes 1-3 days a week.

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 10

15. Calculate the actual metabolic rate for a 50-year-old, genetic male, that weighs 230 lbs, is 6 feet 3 inches tall. He is very active, running or playing basketball for 45 minutes to an hour 6-7 days a week. 16. Based on this figure, approximately how long would it take to burn 1,000 kcal at rest, by walking, and while jogging? Explain your answer; how did you come to this conclusion? 17. Discuss the meaning and long-term (over time) implications of the energy balance we calculated in the metabolic rate experiment. If a person’s calculated energy balance was positive every day long-term, what effect would that have on body weight over time? If a person’s calculated energy balance was negative every day long-term, what effect would that have on body weight over time? If a person’s calculated energy balance was 0 every day long-term, what effect would that have on body weight over time? Explain your answer (why this would happen) for each situation.

18. How did your calculated energy balance change when you updated (went up or down) an activity level? If your goal was to gain weight, what changes could you make in your daily diet to improve your energy balance situation? If your goal was to lose weight, what changes could you make in your daily diet to improve your energy balance situation? 19. Based on calorie considerations alone, which dieting strategy should be more effective for weight loss: a low carb diet or a low fat diet (recall: Carbohydrates and proteins each contain 4 kcal/g and Fats contain 9 kcal/g)? Explain your answer. 20. Based on your metabolic rate data and calculations, explain why athletes often gain weight when they retire from sports.

 
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500 Word – Journal

Journal Posting #1 – On p12 of your text (also posted under Important Documents), read“Evaluate a Scientific Claim”  complete & submit this 500-word essay to your Journal as described in the syllabus

Question: 

-Successful students will: 1) describe the roles of science in society and the properties of the scientific method, 2) identify and describe macromolecules and their roles as nutrients and 3) assess the validity of scientific claims. These outcomes will be demonstrated by online exams and through performing online article searches and critiques (Journal Posting).

———————————————————————————————————-

This assignment is designed to allow the student to select and assess the scientific validity of a claim. Students are to select a claim, apply the criteria used to determine scientific acceptability and describe their findings in a well-written narrative essay. This assignment aligns with the student learning outcomes for the course and the College. 

 
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Discussion 2: Interconnectedness Of Life Discussion

9/8/22, 1:31 PM Discussion 3: Evolution by Natural Selection – BSC1005 GEN BIO NON-MAJOR ONLINE 703103

https://bconline.broward.edu/d2l/le/555048/discussions/topics/837706/View 1/2

 

Discussion 3: Evolution by Natural Selection Available on Sep 4, 2022 12:01 AM. Access restricted before availability starts.

Available until Sep 11, 2022 11:59 PM. Access restricted after availability ends. Must post first.

BSC1005 GEN BIO NON-MAJOR ONLINE 703103 RA

Discussions List View Topic Settings Help

Subscribe

Original Post – Due two days before the due date.

This discussion provides you with some data about four pools of guppies. These pools have

different turbidity (i.e. cloudiness), make-up of predators, depths, locations, numbers of

guppies, and contain bright or drab-colored male guppies. Your goal is to first observe the

data given about the pools and note any patterns you see that might relate to the color

patterns of the male guppies. Selection pressures are an aspect of the environment that

causes a change in characteristics over time. Then you will decide which of the selection

pressures on the male guppies have resulted in the variations in color patterns you see in the

data. The data you need for this assignment is posted in D2L titled “Data for Evolution by

Natural Selection Discussion.”

Step one: Observation

1. Write a short summary, approximately a paragraph, of Table 2.1. Try to give a concise

(short) but rich description of each of the four guppy pools.

2. Write a short summary, approximately a couple of sentences, of Tables 3 and 4. These

tables discuss different characteristics related to guppy mating.

Step Two: Draw a Conclusion

1. What selection pressures caused the variation in the color pattern of male guppies?

Support your claims with evidence.

2. Is it better to be bright or drab if you are a male guppy? Support your claims with

evidence.

Respond to your peers – Due by the due date.

NOTE: Only those student who have submitted a main post two days before due date are eligible to respond to peers.

 

 

9/8/22, 1:31 PM Discussion 3: Evolution by Natural Selection – BSC1005 GEN BIO NON-MAJOR ONLINE 703103

https://bconline.broward.edu/d2l/le/555048/discussions/topics/837706/View 2/2

Rubrics

Evolution by Natural Selection Discussion

Start a New Thread

Filter by:

Sort by:

Author First Name A-Z

You must start a thread before you can read and reply to other threads

Go through the majority of the posts and respond to two other students. Both of your

responses should be grammatically correct, well thought out, and further the

discussion. Some common ways to further a discussion are to ask a question, share

something related to the topic, or expand on a topic. Responses should be approximately a

paragraph in length.

For example, in this topic, you might note similarities and differences in your observations.

You may also find you disagree with a peer’s assessment of what causes the color variations

or the benefit of being bright or drab. Remember to always support your claims with

evidence!

All Threads

 

 
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Concentration Urine

Name: ______________________________ NPB 101L, Quiz 6

Instructions:

You may use any written references you deem necessary (e.g. lab manual, textbooks) but you MAY NOT consult with other students (past or present), other TAs, professors, neighbors, relatives, pets, extraterrestrials, friends (real or imaginary), beings from another plane of existence, etc.

 

Please show all work, including appropriate units, and box your answer to receive full credit.

 

1. Your weight is _______ lbs, which is equal to _______ kg. The lab manual (pg 67) specifies how much you should drink based on your weight. Calculate the four volumes. You only need to show details of the calculations for one of the experimental solutions.

a. Volume of distilled water you should drink: _____________

b. Volume of isotonic saline you should drink: _____________

c. Volume of bicarbonate you should drink: _____________

d. Volume of fluid you should drink if you are the control: _____________

2. The last time you urinated was at 10:40 AM. It is now 1:15 PM. You completely void your bladder, filling a one-liter bottle. What is your flow rate in mL/min?

3. Assume your flow rate is 2.75 mL/min. Estimate the creatinine concentration of your urine. Use the estimates of GFR and plasma creatinine concentration given in the lab manual (pg 70). Express your answer in mg/L.

4. In order to accurately measure creatinine concentration using a spectrophotometer, you must dilute your estimated creatinine concentration to 30 mg/L. Using the value of estimated creatinine concentration from question 3, calculate the required dilution factor in order to wind up with a urine creatinine concentration of 30 mg/L. Round your answer UP to the next whole number.

 

5. Assuming you start with 1 mL sample of urine, how much distilled water should you add in order to obtain a dilution factor of 12?

 

6. Suppose your optical density reading from the spectrophotometer is 1.1. Assume the standard curve to estimate the creatinine concentration of your DILUTED urine sample results in the following equation:

y = 0.1411x – 0.0236

 

where: y is the spectrophotometer reading

x is the creatinine concentration

a. Calculate the creatinine concentration of your DILUTED urine sample.

b. Using the dilution factor calculated in question 4, find the creatinine concentration of your UNDILUTED urine.

7. Using the undiluted urine creatinine concentration you calculated from question 6 and the flow rate from question 2, calculate your creatinine clearance.

8. Is the creatinine clearance rate you calculated in question 7 closed to the expected normal value for a healthy adult? If not, what should it be approximately (include units)?

9. Suppose your sodium meter reading is 80 mV. Using the standard curve (see last page), calculate your sodium clearance using the flow rate from question 2.

10. At what times should you prepare your diluted urine samples for creatinine analysis?

 

 

 

1

 

SPEC. A

y = 0.1411x – 0.0236

-0.2

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

024681012

Concentration, (mg/dL)

Spec Reading

Na+ Meter #1

y = 25.927Ln(x) – 56.3

-100

-50

0

50

100

150

1101001000

Concentration, (mEq/L)

Voltage, (mV)

 
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Calculations And Interpretations For Epidemiology

Principles of Epidemiology

Calculations and Interpretations: Answer the following questions in the space provided. Show all of your work.

1. Evidence of an increased risk of lung cancer associated with cigarette smoking was sought by Doll and Hill. In one study, 649 lung cancer cases were matched by age, and gender to 649 controls; 647 of the cases and 622 of the control had a history of smoking cigarettes.

 

a. Name the type of study.

 

b. Create the appropriate 2X2 table for the study. (2 points)

 

Lung Cancer Controls

Smokers 647 622

Nonsmokers 2 27

Total 649 649

 

 

c. Calculate the appropriate measure of association for the study. (4 points)

 

d. Interpret the results. (2 points)

 

2. In another study, the smoking habits of 34,445 male physicians were obtained by mailed questionnaires. Deaths among these physicians over the subsequent years were identified though contact with the office of the Registrar General. The death rates from lung cancer of these physicians classified by smoking habits were :

Standardized Death Rates per 1000 Persons Aged 35 or More per Year

Nonsmokers 0.07

Cigarette Smokers 0.96

 

a. Name the type of study. (2 points)

 

b. Calculate the Relative Risk for smokers as compared to nonsmokers. (6 points)

 

c. Interpret the results (2 points)

 

 

Annual Death Rates per 100,000 Persons

Exposure Category Lung Cancer Coronary Heart Disease

Heavy Smokers 166 599

Nonsmokers 7 422

 

a. Calculate the relative risk from Lung Cancer Mortality for Heavy Smokers compared to non smokers. ( 4 points)

 

 

b. Calculate the attributable risk of Lung Cancer from smoking. (4 points)

 

 

 

c. Interpret the results. (2 points)

 

d. Calculate the percent attributable risk of Coronary Heart Disease due to smoking (4 points)

 

e. Interpret the results. (2 points)

 

 

 

 

 

 

 

 

 

3. Convert the following incidence rates to attributable risk using the additive model: (5 points)

Incidence Rates Relative Risks

Factor A Factor A

_ + _ +

Factor B – 3.0 9.0

_____________________________________ __________________________________

+ 15.0 21.00

 

 

 

4. Calculate the concordance rate for the following data: (5 points)

Twin 1

Has Leukemia Does Not Have Leukemia

Twin 2 Has Leukemia 14 1

Does Not Have Leukemia 26 36

 
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Human Reproduction PowerPoint Presentation

Human Reproduction

Unit VII assessment  

Introduction 

Well, it is that time—yes, time for that talk. For this activity, you will develop a PowerPoint presentation about human reproduction. You are to pretend that the presentation is what you will use to give your son or daughter “the talk” about human reproduction.

Objectives 

  1. Identify the major structures and functions of the endocrine, skeletal, muscular, reproductive, and nervous systems.
  2. Evaluate various risk factors for diseases within body systems.
  3. Describe differences between male and female body structure and function.
  4. Explain sexual reproduction and development in humans.
  5. Differentiate between diseased states and homeostasis.
  6. Distinguish between the functions of the various glands of the body.

Materials

 Computer with internet access

Directions

Make sure you use correct terminology and include the following in your presentation:

  • Overall purpose of the reproductive systems
  • Information about the male and female systems
  • At least two visual aids illustrating the two systems
  • Structure and function of the organs involved
  • Practicing “safe sex” and preventing pregnancy and STDs
  • Use bulleted information on slides (five lines or less)
  • Include detail in the speaker’s notes
  • Include a separate title slide and a separate reference slide
  • Use appropriate font and backgrounds
  • Include at least six slides (not counting your title slide or reference slide)
 
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