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. 

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.

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.

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

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

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?