Pick Your Pathogen

Week 7 Assignment : Pick your Pathogen

Submit Assignment

· Due Saturday by 12pm EST

 

· Points 50

 

· Submitting a file upload

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

· Textbook: Chapter 21, 22, 23

· Lesson

· Minimum of 2 scholarly sources

Instructions

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

The goal for this project is:

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

· to understand real-life applications of Microbiology

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

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

Writing Requirements (APA format)

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

· 1-inch margin

· Double spaced

· 12-point Times New Roman font

· Title page

· References page (minimum of 2 scholarly sources)

Grading This activity will be graded using the provided rubric.

Course Outcomes (CO): 10, 11

 
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Martian Farming Case

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

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

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

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

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

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

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

thereby identify strengths and weaknesses.

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

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

Farming in Space?Farming in Space?

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

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

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

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

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

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

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

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

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

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

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

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

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

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

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

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

Water usage Fertilizer usage Space required for growth

Yield Post-harvest processing

Waste generation

Time to grow to harvest (fast

growth: low)

Labor required for growth & processing

Corn Medium High High High Medium High Low Medium

Rice High High High Medium High Medium Medium High

Oats Low Low High Low High Medium Low Medium

Barley Low Medium High Low High Medium Low Medium

Potatoes Medium High Medium High Low Low Medium Low

Wheat Low Medium High High High Medium High High

Peas Low Low Low Medium Medium Medium Low Low

Soybeans Medium Low Low Low Medium Medium High Low

Peanuts Low High Medium Low Medium Medium High Low

Spinach Medium High High Low Low Low Low Medium

Broccoli Medium High High Low Low Low Low Medium

Winter squash

High Medium High Low Low Low Medium Medium

Fish High Low Medium Low High Medium High High

Total calories provided

Protein content Carbohydrate content

Fat content Micronutrient content

Additional structure needed for growth, processing, storage

Shelf life after processing

Corn High Low High Low Medium Medium High

Rice Medium Low High Low Medium Medium High

Oats Medium Low High Low Medium Medium High

Barley Medium Low High Low Medium Medium High

Potatoes Medium Low High Low High Medium Medium

Wheat Medium Medium High Low Medium Medium High

Peas High Low High Low High Low High

Soybeans Medium Medium Medium Medium High Low High

Peanuts High Medium Medium High High Medium High

Spinach Low Low Low Low High Low Low

Broccoli Low Low Low Low High Low Low

Winter squash

Low Low High Low High Low Low

Fish High High Low Medium High High Low

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

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

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

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

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

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

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

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

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

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

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

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

 

 
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Nutrition Homework

Assignment Instructions

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

Case 1: Vitamins

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

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

OR

Case 2: Minerals

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

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

OR

Case 3: Fluids

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

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

OR

Case 4: Weight Management

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

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

Overview of Grading Rubric:

Points (100 total)

Content

33

Answered each question for the selected case

22

Question responses are substantial and thoughtful

15

References used to support answer

10

Free of grammar and spelling errors

10

Greater than 300 words

10

Submitted by the due date

 
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Lab Report Biology

BIO 122

Fall 2017

 

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

 

Introduction: (5 points)

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

· Must be double-spaced

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Methods and Materials: (5 points)

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

· Must be double-spaced

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

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

 

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

 

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

 

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

 

Results: (5 points)

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

 

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

 

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

 

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

 

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

· NO RAW DATA!

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

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

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

· Your graphs NEED a SPECIFC, DETAILED title.

 

Discussion: (5 points)

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

· Must be double-spaced

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

 

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

 

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

 

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

 

· Discuss if you had to repeat your experiment.

 

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

 

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

 

References: (3 points)

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

· You must use the Harvard format style.

· NO WEBSITES!

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

 

Overall: (2 points)

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

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

· Was the paper consistent? Any font changes?

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

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

 
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SCI 115 Week 3 Light Spectrum And Plant Growth

Instructions:

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

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

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

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

o Select a plant

o Select the color for each chamber

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

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

o Record the data in the appropriate data table.

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

Table for Spinach (already filled out)

 

COLOR

 

Red

 

Orange

 

Green

 

Blue

 

Violet

 

Measured Height of plant

(cm)

 

Observation 1

 

16

 

16

 

1

 

18

 

14

 

Observation 2

 

22

 

17

 

3

 

22

 

19

 

Observation 3

 

17

 

12

 

2

 

17

 

15

 

AVERAGE

 

18.3

 

15.0

 

2.0

 

19.0

 

16.0

TABLES TO FILL OUT

1. Table for Radish

 

COLOR

 

Red

 

Orange

 

Green

 

Blue

 

Violet

 

Measured Height of plant

(cm)

 

Observation 1

 

Observation 2

 

Observation 3

 

AVERAGE

 

2. Table for Lettuce

 

COLOR

 

Red

 

Orange

 

Green

 

Blue

 

Violet

 

Measured Height of plant

(cm)

 

Observation 1

 

Observation 2

 

Observation 3

 

AVERAGE

 

QUESTIONS TO ANSWER

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

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

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

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

 
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Experiment 8

How to Proceed

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

Species Interactions: Competition – Introduction

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

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

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

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

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

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

In Biomes – Introduction

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

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

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

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

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

 
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Animal Physiology Questions

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

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

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

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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