Microbiology 200

Microbiology On Line Lecture

Assignments to Chapter 10

Infectious Diseases on Skin

Dr. I. Iliev

 

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

Causative Agent:

Virulence Factors:

Portal of Entry:

Signs and Symptoms:

Incubation Period:

Susceptibility:

Treatment:

Prevention:

 

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

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

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

2. What was the diagnosis? Treatment?

3. How is this case different from impetigo?

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

5. How may the girl have contracted the condition?

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

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

 

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

 

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

 
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Bio 101

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

 

questions

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

 

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

3- • How to evaluate a source

4- •url and extension?

5- •Author?

6- •Contact info?

7- •Credentials

8- •References?

9- •Site appear professional?

10- •Purpose of the site?

11- •Biased?

 

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

•Include the following factors:

•Independent and dependent variables

•Controlled experiment

•Controlled variable

•Control vs Experimental Groups

•Blind experimentation

 
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10 Question Statistics Quiz

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

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

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

15        25        55        80

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

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

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

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

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

 

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

 

 

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

.0918        .9082        .8165        .6239

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

 

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

 

 

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

 

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

 

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

Nominal        Ordinal        Interval        Ratio

 

 

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Marine Biology Mod 4

Marine Biology 1

Running head: Marine Biology

Marine Biology

Student Name

Allied American University

Author Note

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

Part I

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

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

Essay

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

 
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Nutrition

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

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

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

Macronutrients – Carbohydrates, Lipids, and Proteins

Macronutrients

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

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

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

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

Carbohydrates: Structure and Sources

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

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

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

Carbohydrates: Role in the Body and Health Effects

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

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

Lipids: Structure and Sources

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

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

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

Lipids: Role in the Body and Health Effects

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

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

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

Proteins: Structure and Sources

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

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

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

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

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

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

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

Those pictures are the results of the report

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

All the information is in the lab manual.

 
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Microbiology Lab

2420-Lab 3- Bacterial Staining Techniques-II-(Differential)

Directions:

Answer following questions after reading the information and watching the video from the link below. Use color RED or BLUE for your answers. Submit the completed document on eCampus for grading. Refer to

· the textbook chapter 3 (3.2) (Nester- McGraw Hill)

· LinkBacterial Staining Techniques-IIVirtual Edge Experiment-4

Differential Staining

1. What is differential staining?

Gram Staining (4A on Virtual Edge)

Watch the video of Gram Staining from the textbook chapter 3- review 3.2 (pages 53-54), 3.5 (pages 65-67– cell wall of prokaryotic cells) and answer the following questions.

2. What is the purpose of Gram staining?

3. Who invented the Gram staining procedure?

4. What is the first stain used in Gram staining procedure?

5. Do all cells pick up this stain?

6. What is the function of a mordant?

7. Which mordant is used in the Gram staining procedure?

8. What would be the result if the mordant is forgotten from the procedure?

9. What is alcohol used for?

10. Why is decolorization necessary?

11. What is a counterstain?

12. Which counterstain is used in Gram staining?

13. What are cells called that retain the primary stain?

14. What are cells called that lose the primary stain?

15. What are cells called that take up the counterstain?

16. What type of cells do not take up the counterstain?

17. After the Gram staining procedure, Gram positive bacterial cells appear ______________ colored.

18. After the Gram staining procedure, Gram negative bacterial cells appear ______________ colored.

19. Which component of the cell wall in Gram positive bacteria is responsible for the retention of the primary stain?

20. Which component of the cell wall in Gram negative bacteria is responsible for the retention of the counterstain?

21. What would be the color of Gram negative bacterial cells if the decolorization step is forgotten? Explain.

22. Which bacteria were used in this experiment and what were their shapes? (From the textbook, review 3.3- Morphology of prokaryotic cells)

23. From what you have learned from the textbook, if a patient has E. coli infection which are Gram negative bacteria, would you advise them to take a course of Penicillin? Why or Why not?- Explain

24. Following picture shows the Gram staining result. Point out (or describe) Gram positive and Gram negative cells from the picture. Be sure to specify morphology:

Gram stain - Wikipedia

Acid-fast Staining- (4B on Virtual Edge):

Read the text from the following to help answering the following questions.

· link Acid-fast Staining,

· textbook chapter 3- section 3.2

25. List two genera of bacteria that are stained for identification by using Acid-fast staining method.

26. Which fatty acid is found in the cell walls of acid-fast bacteria?

27. Which primary stain is used in the acid-fast staining procedure?

28. Why is steaming necessary at this step?

29. Which counterstain is used in the acid-fast staining procedure?

30. Why is acid-alcohol used to decolorize in the acid-fast staining process instead of regular ethanol?

31. Which two types of bacteria were used in this experiment?

32. Which of the above two types of bacteria were acid-fast? (or retained the primary stain?)

33. From the picture below, point out the acid-fast cells:

Acid Fast Staining Flashcards | Quizlet

34. If you are working in a clinical diagnostic laboratory, which of the above staining methods would you use to predict the cause of infection under following conditions?

a. Tuberculosis

b. Strep throat

 
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Homework 7

Complete the following and submit the Word document by midnight Sunday. Remember to include complete citations for all sources used to answer each question.

1. In _____________ selection, individuals with both extreme forms of a trait are at a selective advantage.

2. The spotted touch-me-not, a flowering plant, has seed pods that burst open when touched and forcefully eject their seeds. Such an adaptation is favorable because it

A.  aids in the dispersal of the species.

B.  attracts insects that aid in pollination.

C.  prevents germination within the seed pod.

D.  can cause genetic changes to occur.

3. Which concept was not included in Charles Darwin’s theory of natural selection?

A.  survival of the fittest

B.  struggle for existence

C.  overproduction of offspring

D.  punctuated equilibrium

4. Define microevolution. Explain how the bottleneck effect and the founder effect each affect microevolution. Be sure you demonstrate your understanding of these three concepts in your answer.

5. Because of prolonged drought, the trees on an island are producing nuts that are much smaller with thicker and harder shells. What will happen to the birds that depend on the nuts for food?

Of the three general outcomes of natural selection, this example illustrates ____________ selection.

6. What is meant by “survival of the fittest” and how does it relate to evolution? Are these two concepts the same or different? Justify your answer and be sure to define both concepts adequately.

7. Define and compare natural and artificial selection, including the source of selection pressure and the traits selected for. Provide a specific example of each.

8. What is speciation in general? Briefly describe the difference between allopatric speciation and sympatric speciation. Be sure to include under what sort of conditions each type might occur.

9.  Huntington’s disease is a dominant disorder that causes progressive deterioration of brain cells and eventually death.  Even though this is a fatal disease and a dominant one, it has persisted in the human population.  Explain the reason that Huntington’s has not been eliminated.  (You will have to look up information on the disease paying special attention to the age at which it is expressed. It is important to understand the significance of this.)

 
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Investigation Design

Investigation Design Instructions and Rubric Your Task: Design an investigation to collect appropriate evidence to answer the guiding question:Why does (or doesn’t)

the frequency of a physical trait change in a rabbit population in differentenvironments? You can approach this question

in many different ways. There are multiple rabbit traits to focus on (fur color, tail length, teeth length) and many different

types of environments you could test (e.g. environments with and without predators, environments with or without food

limitation, environments with predators at the equator or arctic,and many more!). It is your job to determine what would be

appropriate and sufficient evidence to collect to support your answer to the guiding questionabove.

During Labs #10 and #11 you will have time to brainstorm with a classmate about different elements of the investigation

design, but each student will write up the investigation design assignment individually. By the due date on the course

calendar, you will individually submit an assignment in your own words via the Turnitin link under “Investigation Design” on

the main menu. Features of your design may be similar to a classmate’s if you brainstormed together, but the entire

assignment must be written individually and in your own words. Do not write your assignment in the same room asa

classmate and do not share your written assignment witha classmate. Write your procedure where indicated in Lab 12of the

lab manual or bring a copy of your investigation design to lab so that you can conduct your investigation during Lab #12! This assignment is 10% of your grade.Your investigation design must include sufficient detail that your TA could conduct

the same investigation after reading your assignment. You will be graded based on the rubric below. Your investigation design assignment will consist of the four sections outlined below and each section should address the following questions:

1. Introduction

a) Did you brainstorm with a classmate? If yes, who did you brainstorm with? b) What is the provided guiding question you are trying to answer with this investigation(it’s the same for everyone)?

c) Why is this an important orinteresting question to investigate? (Think about how this investigation connects to the

predictions about traits you made on the field tripin Lab #10.) 2. Experimental Design

a) How will you determine if the frequency of a trait in the population changes over time in different environments? b) What trait will you investigate? (e.g. fur color, tail length, or teeth length?)Why are you interested in this trait?

c) What different environments will you include in your design? (e.g. environments with and without predators,

environments with or without food limitation, environments with predators at the equator or arctic, etc.)Why did you decide to design you investigation this way?

d) There are other variables you can manipulate in the simulation that might influenc the biotic interactions (e.g. Which

allele is inherited as the dominant allele? Where do the rabbits live? When isa selection pressure first introduced?).

How will these variables be controlled or manipulated in your investigationtrials? Why did you make those decisions?

e) How many trials (or replicates) will you conduct? Why is the number of trials important?

f) For how many generations will you need to run the simulation during each trail?How did you determine this# of

generations was appropriate? Why do you think # of generationsis a biologically important variable in this

investigation? 3. Data Collection

a) Will you collect data on a singleresponse variable or multiple response variables (e.g. Total rabbits in population, number of rabbits with white fur, number of rabbits with brown fur, etc)?. Why did you decide to design your

investigation this way?

b) How will you keep track ofand organize the data you collect? Look through your lab manual to review the types of data charts you have used in this class. Draft a data table on the “Data Collection” page of Lab 12 in your manual.

4. Data Analysis

a) How do you predict the frequency of the trait will change in the rabbit population in the different environments you are testing? Why do you think this?

b) Is your prediction grounded in biological concept that we have learned this semester? How so?

c) What type of calculations will you need to maketo summarize your data across multiple trials? Why are these necessary?

d) What type of graph could you createto help make sense of your data? Describe what the graph would look like,

including how you would label the axis, if applicable.

1

 

 

Grading Rubric

 

 

Criteria Levels of Achievement Proficient Satisfactory Needs Improvement Unsatisfactory

Biology Content 20 Points 18 Points 15 Points 10 Points Use concepts All biological content 1 biology content 2-­­3 biology content 4 or more biology content correctly in Intro and was correct error errors errors Analysis sections

Biology reasoning 30 Points 27 Points 22 Points 15 Points Supported design All reasoning was 1 reasoning error 2-­­3 reasoning errors 4 or more reasoning errors with appropriate appropriate reasoning

Depth of response 20 points 18 points 15 points 10 points Fully explained all Vaguely explained Needed to elaborate Complete lack of depth; thinking thinking on 1 item more on several Answers are limited to bare responses minimum.

Completeness 20 Points 18 Points 15 Points 10 Points Complete all Completed all parts Answered all Completed all 4 Skipped several sub-­­parts or questions in the of all questions parts of all sections but skipped entire sections outline above sections, but 1 or 2 sub-­­parts missed 1 sub-­­ question within a part

Quality 10 Points 8 Points 6 Points 4 Points Creativity, No – or very minor, 1-­­2 noticeable Several noticeable Errors indicated lack of cohesiveness, word almost unnoticeable errors or average errors proofreading; errors made it choice, spelling, – errors; creative design difficult to understand grammar, correct use design of scientific terms

 

 

 

2

 
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Reflection 300 Words

Reflection 300 Words

 

 If the body positivity movement had to select its unofficial MVP, it would definitely be Lizzo. Known for her catchy songs like “Truth Hurts” and “Good as Hell,” this singer-songwriter, rapper, and flutist unabashedly celebrates her own body and urges fans to accept themselves, no matter their shape, size, color, gender, or sexuality. Recently, though, celebrity trainer Jillian Michaels (famous for her tenure on the reality television show The Biggest Loser) drew ire from Lizzo’s fans by expressing concern about Lizzo’s health on social media. Little did she know that she was treading on controversial ground in the body positivity movement: the intersection between size and health. Enter into this debate yourself by reading Katelyn Esmonde’s Vox article “What Jillian Michaels Got Wrong about Lizzo and Body Positivity” and answer the following questions.

· In response to praise of Lizzo’s self-acceptance, Jillian Michaels declared, “Why are we celebrating her [Lizzo’s] body? … ‘Cause it isn’t going to be awesome if she gets diabetes. I’m just being honest. Like, I love her music. … But there’s never a moment where I’m like, ‘And I’m so glad she’s overweight!’” Do you feel that Michaels is justified in her comments? Why or why not? Also, consider Michaels’s potential authority on the topics of health and body. Do these lend more credibility to her comments on Lizzo? Why or why not?

· Esmonde (the author of the article) argues that “by publicly speculating about Lizzo’s susceptibility to diabetes or other chronic diseases, Michaels is doing more harm than good.” What specifically does the writer mean by this? How exactly does she see Michaels’s comments as causing harm (sometimes even literal) to fat people?

· The author also explores scientific research that complicates our understanding of the relationship between health and weight. Explain how Esmonde argues that poor health is not always related to fatness (and vice versa), using specific examples from the text.

· Lastly, the author attempts to distinguish expressing concern for someone’s health and fat-shaming. What do you see as the difference between these two things? Do you believe that Jillian Michaels was legitimately worried about Lizzo’s health or was she engaging in a type of fat shaming (or even something else entirely)? Explain your reasoning.

 
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