Biology Case Study Forum Post

For this weeks forum we will look at a case study on resistance to antibiotics. The case study examines resistance to the most commonly used antibiotics.  For this weeks forum you will have the opportunity to collect and analyze data and discuss your results.

Read through the attached case study and answer any 4 questions using your textbook and the internet as resources. Make sure to let us know what question # you are answering. Use your answers to the questions in the pdf to help you answer the questions asked below. Write your post in a narrative format based on your answers to the questions. 

Ch 4 and Ch 5

Read chapter 4 and 5 and follow the instructions: 

You can earn 5 points of extra-credit on this exam by contributing to the Twitter Study Guide.
You must submit 2 one sentence statements (150 characters maximum) about points you think are important to know for the exam from each chapter.  It can not just be copied out of the book but must be in your own words.  It also can not just be a definition or a duplication of a previously posted point. 

Just to clarify, they must be points of knowledge, not something like, “It is important to know the levels of taxonomic organization.”  Instead you should say, “The levels of taxonomic classification, from highest to lowest are, Kingdom, Phylum, Class, Order, Family, Genus, Species.”

You must have your submission completed by midnight of the Thursday prior to the exam.

This is an all or nothing assignment, you either get all of the extra-credit by doing the entire assignment correctly or you get zero points. 

Lab 5: Weather and Climate Change

Read “Lab 5: Weather and Climate Change.” This lab will allow you to explore the water cycle through the creation of an ecosystem model. Additionally, you will observe how water moves throughout the environment and is affected by weather patterns. Then, you will utilize this information and your eScience lab kit to complete Demonstration 1and Experiment 1 on the Week Five Lab Reporting Form. Make sure to complete all of the following items before submission:

  1. Read through the introductory material.
  2. Perform Demonstration 1: Modeling the Water Cycle using your eScience lab manual and kit. 
  3. Answer Post Lab Questions 1 through 4 in complete sentences on the Week Five Lab Reporting Form.
  4. Complete Experiment 1: Water Movement using your eScience lab manual and kit.
  5. Answer Post Lab Questions 1 through 5 in complete sentences on the Week Five Lab Reporting Form.

College Level: Principle of Biology I (Online)

College Level: Principle of  Biology 1 Lab (course online)

 

13 weeks remaining. Purchase Agreement (Down Payment, Mid-point Payment, Balance Remaining after 13 weeks completed). ervice fees for each transaction is too costly for my budget.

 

13 Lab Reports (due wkly on Monday by 12:00pm)**** Exercises, Experiments, Demostrations. A few questions may require explanation (word count 30+).No format

 

******13 Quizzes (due wkly on Tuesday by 12:00p) *** 30mins, *****10 multiple choice

 

Demostrations/ Experiments (Require photo upload) Typically 2-4 photos.

 

 

 ********Below is an example of one lab report and syllabus of course (to get an ideal of weekly assignments).

*********Will provide remaining assignments and quizzes after agreement

 

Biology questions on cancer

Using the Pdf attached, refer to page 33-42 and briefly answer the following questions. just about 3 pages

 

 

1. What are the causes of skin cancer?

2. Why are Caucasians more at risk of skin cancer than other populations?

3. At what age does skin cancer typically occur? Is the incidence of skin cancer greater in youth or old age?

4. Does the amount of UV light reaching the Earth vary in a predictable manner (Figure 6-3)? If so, describe the pattern you observe.

5. What latitude receives the greatest amount of UV light (Figure 6-3)? The least?

6. Based on these data (Figure 6-3), where might you expect to find the most lightly pigmented and most darkly pigmented people on the planet? Be as specific as you can.

7. Provide a rationale to your answer above (i.e., why did you think that more darkly pigmented people would be found in those areas)?

8. Interpret Figure 6-4 and the trend it describes.

A. Is skin reflectance randomly distributed throughout the globe? If not, how would you describe the pattern?

B. Restate your findings in terms of skin color and UV light (instead of skin reflectance and latitude).

C. How closely do these findings match the predictions of your hypothesis (Question 6)?

D. Some populations have skin colors that are darker or lighter than predicted based on their loca­tion. Their data point falls somewhere outside of the line shown in (Figure 6-4). What might ex­plain the skin color of these exceptional populations? Propose a few hypotheses.

E. Hypothesize why different skin colors have evolved.

9. Hypothesize why different skin colors have evolved. Based on what you know, what factor is most likely to exert a selective pressure on skin color?

10. Review your answer to Question 3. Keeping your answer in mind, how strong a selective pressure do you expect skin cancer (UV-induced mutations) to exert on reproductive success?

11. Based on this information, does your hypothesis about the evolution of skin color (Question 9) seem likely? Why or why not? How does skin color meet, or fail to meet, the three requirements of natural selection outlined above?

12. Based on Branda and Eaton’s results (Figure 6-5), what is the apparent effect of UV light exposure on blood folate levels?

13. What is the apparent effect of UV light on folate levels in these test tubes? __________________

14. How is folate linked to natural selection?

15. All other things being equal, which skin tone would you expect to be correlated with higher levels of folate? _________________________________________________________________________

16. Based on this new information, revise your hypothesis to explain the evolution of human skin color.

17. What would happen to the reproductive success of:

A.light-skinnedperson living in the tropics? _________________________________________

B. light-skinned person living in the polar region? _____________________________________

C.dark-skinned person living in the tropics? _________________________________________

D.  dark-skinned person living in the polar region? _____________________________________

18. Predict the skin tones expected at different latitudes, taking folate needs into consideration. Use the world map (Figure 6-6) to indicate the skin tone expected at each latitude (shade the areas where populations are darkly pigmented).

19. Can folate explain the variation and distribution of light- and dark-skinned individuals around the world?

20. How is vitamin D linked to natural selection?

21. Which skin tone allows someone to maintain the recommended level of vitamin D? ________________

22. Based on this new information, revise your hypothesis to explain the evolution of the variation and distribution of human skin color.

23. Taking only vitamin D into consideration, what would happen to the reproductive success of:

A. light-skinned person living in the tropics? _________________________________________

B. light-skinned person living in the polar region? _____________________________________

C. dark-skinned person living in the tropics? _________________________________________

D. dark-skinned person living in the polar region? _____________________________________

24. Predict the skin tones expected at different latitudes, taking only vitamin D needs into consider­ation. Use the world map (Figure 6-8) to indicate the skin tone expected at each latitude (shade a region to represent pigmented skin in that population).

25. Can vitamin D alone explain the current world distribution of skin color? ____________________

26. Using principles of natural selection, predict the skin tone expected at different latitudes, taking ul­traviolet exposure, vitamin D, and folate needs into consideration. Use the map (Figure 6-9) to indicate skin tone patterns at different latitudes (shade regions where populations are expected to be darkly pigmented).

27. Are UV light, vitamin D and folate needs sufficient to explain the current world distribution of skin color? ___________________________________________________________________________

28. How might you explain that Inuits, living at northern latitudes, are relatively dark-skinned (much more so than expected for their latitude)? Propose a hypothesis.

29. Conversely, Northern Europeans are slightly lighter-skinned than expected for their latitude. Pro­pose a hypothesis to explain this observation.

Micro Bio Discussion 2 paragraph 150 words.

based on what you learned from the Videos and what you have learned about antimicrobial resistance from your textbook, discuss the following in two paragraphs (a paragraph should be a minimum of 150 words).

  • How do bacteria develop resistance (first paragraph)
  • What can be done to reduce antimicrobial resistance? (2nd paragraph)

Read your classmates’ postings, and respond to at least one of them.

Your post will be graded as follows:( see the attached rubric)

Clear response to the prompt(s) using standard English grammar and spelling

90%

Substantial comment to one classmate (do not simply say “Good Idea” or “I agree”). Demonstrate thoughtfulness towards the topic, it should relate insignts or genuine understanding.

10%Total100%

UMUC Biology 102 / 103 Lab 6: Taxonomy ANSWER KEY

This contains 100% correct material for UMUC Biology 103 LAB06. However, this is an Answer Key, which means, you should put it in your own words. Here is a sample for the Pre lab questions answered:

Pre-Lab Questions

 

1. Use the following classifications to determine which organism is least related out of the three. Explain your rationale. (1 pts)

 

 

The Eastern Newt is the least related organism out of the three. While all three are classified into the same domain, kingdom, phylum and class the Eastern Newt is in a different order than the American Green Tree Frog and the European Fire-Bellied Toad.

 

2. How has DNA sequencing affected the science of classifying organisms? (1 pts)

DNA sequencing has allowed for the comparison of genes at the molecular level as opposed to physical traits at the organism level. Physical traits can be misleading when classifying how related two organisms are. DNA sequencing can also trace relatedness through generations and more accurately assess how closely related two organisms are.

 

3. You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it. (1 pts)

The organism’s physical features can be used to compare it to known organisms. Some physiological features can even possibly be used to help classify it.

 

The rest of the questions in the lab are answered as well:

Experiment 1: Dichotomous Key Practice

Data Tables and Post-Lab Assessment

Table 3: Dichotomous Key Results

Organism

Binomial Name

i

 

Selasphorus platycercus

ii

 

Mus musculus

iii

 

Vaccinium oxycoccos

iv

 

Ramphastos vitellinus

v

Quercus abla

vi

 

Evathlus smithi

vii

 

Helix aspersa

viii

 

Taeniopygia guttata

ix

 

Lonicera japonica

xi

 

Oryctes nasicornis

xii

 

Taeniopyga guttata

xiii

 

Musa acuminata

 

Seems like x was omitted, which would have been Carduelis tristis.

 

Post-Lab Questions

1.    What do you notice about the options of each step as they go from number one up?

 

 

2.    How does your answer from Question 1 relate to the Linnaean classification system?

 

Experiment 2: Classification of Organisms

Data Tables and Post-Lab Assessment

Table 2: Key Characteristics of Some Organisms

Organism

Kingdom

Defined Nucleus

Mobile

Cell Wall

Photosynthesis

Unicellular

E. Coli

 

 

 

Yes

 

Yes

Protozoa

 

Yes

Yes

No

 

Yes

Mushroom

 

Yes

 

Yes

 

 

Sunflower

 

Yes

Yes

Yes

Yes

 

Bear

 

Yes

Yes

 

 

 

 

 

 

 

 
 

 

Post-Lab Questions

1.    Did this series of questions correctly organize each organism? Why or why not?

 

 

2.    What additional questions would you ask to further categorize the items within the kingdoms (Hint: think about other organisms in the kingdom and what makes them different than the examples used here)?

 

 

 

3.    What questions would you have asked instead of the ones that you answered about when classifying the organisms?

 

 

 

Mendelian Genetics Lab

Background

The laws of segregation, independent assortment, and dominance, discovered in the mid 19th century by Gregor Mendel, form the basis of all genetics. The ability to predict the results of crossing experiments and explain any variance between expected and observed results is still a vital part of our understanding of heredity. The relationship between the genotype and the phenotype of an organism is now understood with better clarity than it was in the early part of the 20th century. Today our ability to determine gene sequences in individual organisms and populations of organisms has allowed us to deepen our understanding of heredity. In this lab assignment you will experiment with monohybrid crosses and explore the role of chance in genetics.

 

 

I have already started the lab work