human biology

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Lab Project 2

Attached Files:

THIS PROJECT GOES ALONG WITH UNIT 2 AND IS DUE FIRST: WEDNESDAY of WEEK 3 by 11:59 Eastern Time. Note that is long before Project 1 is due in Week 6! Click on the assignment TITLE above to get to where you can submit your results … scroll down when you get there to submit all answers in the box or attach files.

How do you determine if someone’s chromosomes are normal and how are traits inherited? Let’s find out! Be sure and review the attached rubric below so you see what I expect when I am grading these.

Lab Project 2: Human Inheritance

Click for more options

“Streams may spring from one source, and yet some be clear and some be foul.” -Sir Arthur Conan Doyle

For your Module 2-related lab project you will complete several online activities related to genetics and inheritance patterns from the marvelous University of Arizona Online Biology Project site:

1) You will complete three human karyotypes (examinations of a person’s chromosomes for abnormalities in number or appearance) online. There are questions following each karyotype for Patients A, B and C (SEVEN total including an internet search problem) that you should answer and submit to me with your answers to parts 2 and 3 below by the lab project #2 due date on the calendar. Submit your entire report at one time in a single .doc, .docx, or .rtf file attachment below, please!

First, go to:

Reading Chromosomes

Karyotyping and Genetic Disorders-Aneuploidy

Karyotyping and Genetic Disorders- Rearrangements

Read about and watch animations of what happens when things go wrong in meiosis there!

Then try your hand at matching chromosomes up here:

Make a Karyotype

Nothing to report there, just practice.

_______________________________________________________________________________________________________________________

THEN for Part 1 of your lab assignment go to: Human Karyotyping Activity

Read the instructions there CAREFULLY include all background materials, then click on Patient Histories and follow the directions!

NOTE: DO NOT overlook the assignment after Patient C to find and write a brief summary of a genetics-related website. That is included in the project grade!

______________________________________________________________________________________________________________________________________________________________________

Part 2) Next complete the Colorblindness Inheritance Activity (NOT the Sex-Linked Inheritance Problem set- you want to complete the one about color-blind Audrei and her family, NOT fruit flies!)

Colorblindness Inheritance Problem Set

Read the opening page and then click on Brief Introduction to Sex-Linked Inheritance at the bottom. Read that and then click on the Color Blindness Problem Set button at the bottom of that page). Please submit your question answers for this set to me along with the karyotypes and the final Blood Types activity describe next.

_________________________________________________________________________________________________________________________

Part 3) Last, complete the Blood Types Problem Set, including your answers to the questions in your report:

Blood Types Problem Set

Click on the project title and submit ALL results for parts 1, 2, and 3 and your human genetics website review as a SINGLE attached .doc, .docx, .pdf, or .rtf file OR copy all of your answers to in the Assignment Submission box.

BEHS – WKFV – Par Tod – Neg Sen Tur Pos

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Question Description

Please take the following ten negative sentences and rewrite them to make them much more positive. They are a great collection of sentences I found in a textbook.

The author stated that these are sentences you should never say to your children. I want the same message or a similar message said in a positive, encouraging way.

You are welcome, actually encouraged to get help with this assignment and ask for advice from friends, spouses, siblings, parents, grandparents, relatives, co-workers, anyone! Teens are especially good at recognizing negative words and ideas; enlist their help! This is a group project. This looks easy, but it is not. I will be looking over them very stringently.

Some hints: Again! This assignment looks easy, but it is NOT! Please ask help from your children, from teens, from relatives, co-workers, etc.

  1. Perhaps you need to say what age group of child you would be addressing.
  2. Are you conveying support for your child? Good! Are you giving veiled (passive aggressive) criticism? Don’t!
  3. Are you making martyr statements (statements about “poor me” and “how hard I work” statements beginning with “I” and having complaints in them)? Many parenting textbooks like “I” sentences, but I find that they usually end up being angry complaints directed at the child. For this assignment, I would not use “I” statements.
  4. Please do not use sarcasm. Sarcasm is always interpreted very negatively by children. The angry message we think we hide in clever or funny sarcasm shouts loud and clear to children and hurts them terribly.
  5. No threats, even hidden threats!
  6. Do not ever compare siblings. That produces resentment by children.
  7. Sometimes a sentence is SO negative you cannot use it at all. Please substitute a positive, motivating sentence for any really bad, negative sentence.

Important: Please collect advice from everyone on these. Teens often to the best job of identifying negativity, and so do children. Good luck!

________________________________________

Here are the Negative Sentences:

You are to compose and turn in the completely rewritten, positive versions of these. If you think the sentence is just terrible, you should change the content enough to make it a sentence that is positive and encouraging.

  1. “Look at the dirty footprints you put on my clean kitchen floor. You never consider how hard I work.”
  2. “You are the sloppiest person. Just look at your room!”
  3. “If you don’t start doing your share around here, I’m going to cut your allowance.”
  4. “Take the garbage out this minute and no back talk, young man.”
  5. “Now, do you think that was a nice thing to say about your friend? You should learn to treat your friends the way you want to be treated.”
  6. “Don’t step off the sidewalk. You’ll get hit by a car.”
  7. “Why are you doing this to me, hard as I work?”
  8. “Why can’t you try as hard in school as your sister does?”
  9. “You knew you had to get up early, but you were so smart and stayed up until midnight.”
  10. “If you continue in the same manner, you’ll never amount to anything.”

***Please double space your sentences.***

Homework Help with BIOL 103 – Environmental Biology

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Need help with the below assignment, all information can be found in the internet and needs to be sited:

(10 point lab grade) Section – __________

No individual really wants our environment to be destroyed. And there are many who try their
best to do the right thing. But most often we are living excessive lifestyles that are encouraged by our
culture of having more stuff than our neighbors and the dollar is more important than life itself.
Government regulations can sometimes save us from ourselves and help life to run more
smoothly. Like simple rules of driving on the right side of the road or requiring factories to control their
pollution. High taxes on gasoline would reduce the use and those taxes could be used for public
transport. The more populated and complex our global society becomes, the more we need to get
organized and make rules that will save us from excessive environmental destruction that may benefit
the owner but is harming other people and wildlife.

A democracy works well when voters are EDUCATED about the issues and those who are running
for office. The voting turnout for local elections is often below 30%. American democracy would work
MUCH better if we all remember that local, state and national environmental regulations are ALL
important and we need to learn and to vote. Our local water & air quality, preservation of ecosystems
and our health rely on local government as well as national government.

1. Find out what “Tragedy of the Commons” means and describe how this relates to “good”
government controls. (1point)

2.. Go to this Virginia Department of Elections website http://elections.virginia.gov/ (or go to your own
state) and explain how you can cast an absentee vote when you need to. (1point) (REGISTER TO VOTE if
you have not done so.) – Use my home state – Virginia

3. Nov 5, 2019 is voting day. Find ballot info through
https://ballotpedia.org/Sample_Ballot Lookup You do NOT have to give your email or home address –
just your zip code will give a lot of info PRINT & attach the chart that shows the actual “My ballot”
names. (2 points) – Use my Zip Code “20132”

4. Choose a pair of important Virginia candidates that are from different political parties and running for
the same office from your ballot. (mayor? senator? Governor?) Name them, find their websites to find
any information you can on how each stands or how they have voted on environmental issues. This
question is worth 60% of this grade. So I expect that you will have a list of at least 4 important
environmental stances for EACH of the 2 opposing candidates you choose. You may cut and paste a
summary of their stance & what they plan to do. You may have to call or email their office to find out
where they stand – on climate change, water quality, fossil fuels, pesticide use, air pollution,
environmental education etc. Ask them to send a written statement to your email, unless they have it
posted online. You are a voter and have the right to know.

BSC2010 RVC1198 Forum for Module 3

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Question Description

You will answer these questions using your own words. You won’t copy and paste from elsewhere because that only harms your own understanding. These questions are your best practice on how to apply the concepts from this module to new scenarios. Take it seriously so you can do well on the exams.

Questions for group discussion:

  1. When you exercise, your muscles are using ATP to do the movements. Thus, the cell is doing cellular respiration in order to replace the ATP needed. A) Draw a series of diagrams showing the energy transfers that occur during exercise (include: ATP, muscle, heat, cell respiration, glucose). B) When we exercise, we produce a lot of heat, to cool us down, our body produces sweat. According to the laws of thermodynamics, where is the heat coming from? C) When we exercise to lose weight, where is that mass going (do we sweat it out, it turns into heat, becomes digestive waste, how do we eliminate it?)?
  2. Cells use primarily two ways of storing potential energy: 1) as concentration gradients and 2) in molecules. A) Explain how energy can be stored in these two forms and how it can be used to do other work. B) Propose an analogy that can explain these forms of energy storage using everyday items.
  3. You have been assigned to lead a lab that takes plant material and converts it into ethanol for fuel. The process relies entirely on enzymes that break down the cellulose into ethanol. How would each of the following factors affect the efficiency of your task: temperature, pH, enzyme concentration, substrate concentration, allosteric inhibitor, competitive inhibitor, allosteric activator? For each factor, explain what would happen if you double it and what would happen if you cut it in half.

    For the following questions (4-6), make a diagram summarizing the main steps in cellular respiration (glycolysis, pyruvate oxidation, Krebs cycle, electron transport chain, chemiosmosis, fermentation) indicating the inputs and outputs of each process. This diagram will help you answer the questions. See example of diagram here:

  4. Based at the diagram you drew, answer the following questions: A) How much energy is harvested in glycolysis (use ATP and potential ATPs as metric)? B) When is the oxidation of the glucose molecule completed? Explain what indicated that. C) What part/component of the glucose molecule is used in the electron transport chain? D) How does the electron transport chain contribute to ATP production?
  5. Cyanide poisoning causes a type of hypoxia by inhibiting cytochrome c oxidase, which is the very last protein in the electron transport chain. A) Explain how/why cyanide inhibition of cytochrome c oxidase interferes with cellular respiration. B) Does the cell have any alternative to keep glycolysis going? C) Explain the purpose of oxygen in respiration.
  6. A) Explain what would happen to ATP production in a mitochondrion that has “leaky membranes”, which would allow protons to diffuse through. B) Explain how the proton gradient contributes to ATP production.

Boil-1031 Lab Need Lab Report Written.

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Question Description

–On pill bug behavior lab.

–Light vs Dark and Dry vs Wet.

–Typed and printed.

Basically, it should contain a cover page with a title that clearly identify your work (not like “pillbug lab” which could mean anything). Then your name, and class. From second page, Abstract or Summary, Introduction which should contain background, purpose of your study including hypothesis, Materials and Methods contain details of procedure written in a way anyone should be able to repeat the experiment by just following your procedure, must be written in past tense in paragraph from as it is already completed by you. Next section is Results that you need to write 2-3 lines, add graph with description of graph in the bottom (you need two graphs), the you Discuss your result in discussion section. Finally, two sections are reference citations, you will need two (in intro or discussion) and acknowledgement. All sections must have separate heading.

The Following was posted as an announcement earlier.

Hi All

Use following links for rubric and examples to write your report.

http://www.biologycorner.com/worksheets/labreport_rubric.html (Links to an external site.)

https://www.reed.edu/Writing/paper_help/labreport_good.html

https://www.reed.edu/Writing/paper_help/labreport_bad.html

https://www.slideshare.net/XAB00DX/osmosis-lab-report (Links to an external site.)

https://studylib.net/doc/9221179/biology-%E2%80%93-potatoes-osmosis-lab-report (Links to an external site.)

Alternately, you may follow the instruction provided below.

Lab report

Report must be typed, printed.

Writing a lab report

  • Use the following headings in your lab report:

Title

  • 1Provide a title that reveals information about the study and its outcome. Use a cover page dedicated to the Title. The cover page also contains your name, also include the name(s) of the project participant(s), class title, date, and instructor’s name.

Summary/abstract

  • 1Provide a brief summary of your work (in about 50-60 words).

Introduction

  • Do include a background, purpose, and your “hypotheses” (see below).
    • 2The background should include 1) description about pill bugs and 2) what material is used for and why you used it in your study (eg. Choice/behavior chamber: what it is, how it is used and for what?)
    • 1aThe purpose (your scenario)
    • 2 State your hypothesis and how you could test it.
      • .

Procedure

  • 1make a list of the equipment used (in paragraph).
  • 2Do describe the procedure in your own words. Do not number the steps in your procedure. The procedure should be in paragraph form, not recipe form.
  • 1Must use past tense

Results

  • 2Include results as Table and/or graph and also use few lines to describe. Must have description or descriptive captions with tables/graph.
  • 1But, don’t make a conclusion.

Discussion

  • 2Provide a conclusion based on the results. Your conclusion should relate to the purpose of the exercise that you described in the introduction.
  • 1Critique your experimental technique.
  • 1Tell how you might conduct a similar exercise in the future.

Reference/Literature cited

  • 1Provide a list of references (a minimum of two references should be used. Excluding the handout provided by the Instructor).

Acknowledgements

  • 1Thank/acknowledge those persons who assisted you in carrying out the study.

its my final lab report

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Requirements for the Pendulum Lab Report

The report must be a Word or pdf file smaller than 10 MB. It must be submitted through Blackboard by the deadline. Consult the full grading rubric as you write the report, although the following points summarize the expectations. Please do not copy and paste the list of requirements below into a Word file and fill it out like a worksheet. This will cause your SafeAssign matching percentage to increase dramatically. Also, much of this report can be copied and pasted from your group’s lab records. Be sure to put things in your own words, however, or your SafeAssign matching percentage will get too high.

1.Your name, first and last names of all lab partners, descriptive title of the experiment that includes the DV and IV(s), and when the experiment was conducted.

2.An experimental design template for eachfactor investigated. See example below. Number and descriptively title each table for easy reference (ex. “Table 1. Experimental design plan for determining impact of mass on acceleration of car.”)

Experimental Design Template

Research Question

What impacts the period of a pendulum for small swings?

Dependent variable (DV)

Independent variable (IV)

Control Variables (CV)

(include actual values)

Testable Hypothesis

Prediction

3.Data tables and graphs for eachfactor investigated.

a.Include column headers and units for each table. Number and title each table for reference (ex. “Table 1. Data for investigating whether car mass impacts acceleration.”).

b.On each graph include labels with units for each axis and error bars for each point. (If bars are too small to be seen, include a note near the table indicating this.) Number and title graphs for reference (ex. “Figure 1. Graph of cart mass versus speed.”).

c.Include all measurement uncertainties anddescribe how these were estimated.

4.Discussion and conclusion.

a.Restate for the reader the research question being investigated in this lab.

b.Discuss how each of the three experiments addressed the research question, what claims were made, and the conditions under which the claims are valid. Refer to each graph in your discussion.

c.State the theoretical mathematical model for the period of a pendulum and discuss how your data fits with this model. Be sure to refer to the data tables or graphs in this discussion. Even those factors that did not impact the period of the pendulum should be discussed here and compared to what is included in the theoretical model.

d.Discuss which errors (random and/or systematic) were present and what was done to reduce them (or could be done in the future to reduce them).

e.Discuss any constraints in this experiment that may limit the generalizability of your results.

5.Correct grammar usage and properly cited references, if applicable.It is important to proofread your writing and to correct mistakes in spelling, grammar, and punctuation.

Discussion and peer reviews

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DISCUSSION POST MUST BE 10+ SENTENCES AND THE PEER REVIEWS MUST BE 7+ SENTENCES PLEASE USE YOUR OWN WORDS AND DO NOT COPY FROM OTHER SITES STAY ON TOPIC ,BE POSITIVE , AND DO NOT COMMENT ON GRAMMAR ERRORS. TALK DIRECTLY TO CLASSMATES IN PEER REVIEWS!!! YOU MUST COMPLETE BOTH PEER REVIEWS AND DISCUSSION QUESTION!! THANK YOU.

1) DISCUSSION QUESTION

Part 1: Post a Response

Reflecting on the work that you have done and the articles/videos that you have read and watched, what do you think is the most interesting or useful topic that you explored? Which topic do you wish wasn’t included in the course? Next, if you could change this course in any way you wanted, what would you like to see?

(CRISPR was also my most interesting topic)

2) PEER REVIEW #1 (CHRISTINA)

Good Morning Classmates and Dr. Cox.

This course has been a tad challenging but very interesting. The topic that I found the most interesting was a few weeks ago in week 6. I learned about CRISPR and how this system can improve humans well-being. There are now ways to have control over human evolution and now able to change the code of life. This is something that obviously needs to be majorly regulated but, this was very interesting and blew my mind. Knowing that there is a way to better treat HIV and other diseases is exciting. I wouldn’t change anything about this course and I hope that everyone had an awesome semester! Thank you Dr. Cox for all that you did, you are a wonderful professor!

Christina S.

3) PEER REVIEW #2 (CYNTHIA)

Hello Classmate,

The most interesting one for me was the apoptosis. Apoptosis is programmed cell death. This happens when a cell is formed, but something happened during DNA replication that caused for a mutation to form, so the cell dies rather than keep dividing to form a whole region of bad cells. It helps our body because it prevents cancer from forming. If apoptosis doesn’t happen, then cancer cells are more likely to form, because cells that have a problem aren’t dying as they should be. Furthermore, the one that shouldn’t have been in the course was the Snake and the Squirrel. I understand that each location of each species have to adapt to their environment and it’s kinda common sense to do so but, I did learned that the snake and the squirrel had to programmed their body to strengthened their ability for survival. I guess what I would of wanted to see more is the structure of cells in the human body. This class was challenging but I made it through.

BEHS – Dis Stu – WKFV – Journal

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Designing for Disabilities

Please see attached document “GUIDE on HOW TO KEEP A JOURNAL.pdf” to complete the task for this week. Please make sure to review the “Evaluation of Journals” as that is how this task will be graded. I have also attached an example of an completed journal for you to reference and follow as a format.

I have attached this week’s lecture notes and summary and additional information.

Designing for Disability — this week’s work focuses on Universal Design (UD) which is dedicated to improving access for persons who may have functional limitations. These limitations are usually enhanced by environmental barriers more than by the impairment or limitation the person may have. Designing for disability now encompasses everything around us that we use and touch. UD is very important for assistive devices and other types of equipment and technologies needed to enhance the abilities of the person and the use of modern technology and communications. Lately, there is a lot of emphasis on other aspects of society access, such as interior and exterior designing, fashion and accessories that are more fitting and user-friendly for persons with different functional limitations. For information on designing for other abilities see: https://www.nytimes.com/2017/05/09/fashion/parsons-design-disability.html

Universal Design (UD) is the process of creating products that are accessible to people with a wide range of abilities, disabilities, and other characteristics. Universally designed products accommodate individual preferences and abilities; communicate necessary information effectively (regardless of ambient conditions or the user’s sensory abilities); and can be approached, reached, manipulated, and used regardless of the individual’s body size, posture, or mobility. Application of universal design principles minimizes the need for assistive technology, results in products compatible with assistive technology, and makes products more usable by everyone, not just people with disabilities.

Typically, products are designed to be most suitable for the average user. In contrast, products that are designed according to principles of universal design are designed to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design (Connell et al., The Principles of Universal Design in resources list).

Universal design typically results in product features that benefit a variety of users, not just people with disabilities. For example, sidewalk curb cuts, designed to make sidewalks and streets accessible to those using wheelchairs, are today often used by kids on skateboards, parents with baby strollers, and delivery staff with rolling carts. Similarly, a door that automatically opens when someone approaches it is more accessible to everyone, including small children, workers whose arms are full, and people using walkers or wheelchairs.

BEHS – Dis Stu – WKEX – DQ

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The legal definition of Advocacy is the act of pleading for or arguing in favor of a social issue or actively supporting a cause or proposal calling for social and governmental action. It can also refer to the work or profession of an advocate(s) who represents a person or group. For lawyers, advocacy means representing the interests of the client in the best manner possible.

Community advocates are activists/advocates for social issues who organize others and sometimes raise funds to effectively lobby for causes that affect all members of society or smaller constituencies such as members of the disability community. Community advocates typically volunteer or work for lobbyist groups, think tanks, human rights, organizations representing special groups, animal rights, and environmental organizations, etc. Advocacy includes traditional activities such as civic demonstrations, litigations, government lobbying, and public education. It can also include capacity building, relationship building, forming networks, and leadership development. In general, advocacy refers to activities that are intended to influence society and specific legislation as in the implementation of the ADA.

Part I :

To Do: Watch Videos and post your discussion comments.

a) Read and watch the suggested video and post your discussion comments. — From the following organizations’ website links you will learn about different examples of very important advocacy activities that have or are taking place in the country today.

b) Disability Rights Education & Defense Fund (DREDF). Doing Disability Justice. Video by Atlantic Documentary: The Disabled Fight for Health Care —Could Health-Care Cuts Cost Disabled Americans Their Freedom:

https://dredf.org/2017/07/10/atlantic-documentary-disabled-fight-health-care/

c) Disability Rights Advocates (DRA) — Advancing equal rights for people with all types of disabilities nationwide. Video by DRA Three different cases related to ADA accessibility and social inclusion. Examples are: the NY Subway System and Uber, Inc. car services and technologies: http://dralegal.org/

Part II

2. Chose one case of advocacy activity from any of these above organizations and answer the following two questions:

a) What would you do as an advocate, to support the cause of any of these groups and obtain the results that are needed by the disability community?

b) Can you identify a disability and an older adult’s issue that people should advocate for social justice? Which important social issues these two groups have in common that could be at risk for their quality of life. Please explain.

c) What type of effective advocacy skills or techniques would you use to obtain positive results for the constituency’s cause?

d) From the additional learning resources, Advocacy Charter — which two principles you consider of most importance for effective advocacy. Please explain.

evr1001 class work

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  1. How and why have human population size and growth rate changed over time? What key technologies enabled societies to support more people?
  2. Where do most of the Earth’s population live today, and where is expected future population growth most likely to occur?
  3. What are population growth trends in economically developed countries as opposed to less economically developed countries?
  4. How to pronatalist pressures contribute to larger family sizes in less developed countries?
  5. Why might populations continue to grow even if younger parents have children at or below the replacement rate?
  6. Examine Infographic 4.1.4. What are the characteristics of the population growth in each of the three age-structure diagrams shown? Which country would have a growing population? Which country will have a shrinking population?
  7. Why is a shrinking population considered undesirable? Many countries are offering incentives for parents to have larger families.
  8. Explain the Demographic Transition model. Based on this model, what do demographers predict for population trends in countries now undergoing economic development? What pronatalist factors might act to continue the trend of larger families, even with economic development?
  9. How has education for women helped to reduce family size? Has smaller family sizes largely been a consequence of voluntary decisions or state-mandated decisions?
  10. The expected population of Earth by 2100 is expected to be almost double today’s population. What will be needed to provide a quality of life for this size population?
  11. 1. What types of solid waste do we produce and why do we say waste is a “human invention”?
  12. 2. Why do we say that there is no “waste” in nature?3. When we say that Earth is a closed system to matter, what are the consequences of burying matter in landfills where it cannot be broken down by natural processes and reused?4. How does discarded plastic end up in marine ecosystems? Why are microplastics the greatest concern?5. How might toxic substances in bits of plastic ingested by marine life end up in the food we eat? What could be the health consequences to both humans and other organisms as a result?6. What human activities generate the most waste? Why is the per capita rate of trash production higher in wealthy countries?7. What are some of the environmental problems caused by waste in both lower-income and wealthy countries?8. Discuss how household and electronic waste are hazardous. What are the consequences of improper disposal of these items?9. People are often told to flush their medications down the toilet. What could be the environmental consequences of this action?10. Look around your house and discuss three ways you could reduce the amount of plastic and food waste you produce.