FITNESS CLIENTS CASE STUDIES

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Instructions:

This section of your final exam provides you with an opportunity to  apply all of the information you have learned throughout the course to  the work that you will be doing as a certified professional.

You will be presented with two client profiles, and will be asked to  design a 12-week periodized program for each client. In addition to  describing the logistics of the program, you will also be asked to  explain why you have designed the program the way that you have.

Approach these clients as you would approach a real-life situation.  Your client should be able to take your program and put it into practice  without having to contact you for explanation of what to do or why to  do it.

Before you finalize your submission, make sure your program passes the following tests:

1. Is the training program that you are designing appropriate, safe,  and effective for the client, given the client’s physical abilities and  primary goals?

2. Could you defend your program from a legal standpoint? Who would  be held liable if your client was injured during training because of  either lifting too much weight or exceeding a certain heart rate?

3. Is your program justifiable from a business standpoint? Are you  professional with your current clients? Would they refer their friends,  family, or colleagues to you based on the guidance that you provide in  your program design?

4. Imagine that YOU are the paying client. Would you feel that your  money was well spent if you were handed the training program/dietary  recommendations?

Case Study 1

Calculations: Calculate the client’s target heart rate using the Karvonen formula.

Training Program: Design a full 12-week periodized training program  for the client described in the Client Profile. Be very specific as you  design the training program. This is an opportunity for you to  demonstrate your full comprehension of the information and concepts  discussed throughout the course. List the types of exercise, duration,  sets, reps, rest intervals, and so on.

Include the following in your case study submission:

  • A description of your professional responsibilities as discussed in the stages of the drawing-in process (Unit 12)
  • Discussion of any fitness tests, methods of evaluation, and data collection used to assess and evaluate the client’s needs
  • Specific conditions that you have identified in the client profile
  • A fully detailed 12-week comprehensive and periodized training  program including specific exercises, sets, repetitions, suggested rest  times, etc. Use an integrated approach in your program recommendations.
  • Specific and detailed nutritional strategies and an explanation as  to how the strategies will assist the client in meeting energy needs
  • Explanation for your chosen assessment, programming, and nutritional  recommendations. (Be sure to reference course concepts when  discussing rationale for your recommendations.

Keep in mind that a client should be able to take your program and  put it into practice without having to contact you to clarify what you  intended by your recommendations or to explain parts of your program.

Don’t forget your explanation for WHY you listed and recommended what  you did. Reference the concepts and theories covered in the course. Be  sure to address why the program and exercises recommended are  appropriate for the specific client given the client’s history, current  abilities, and intended goal(s). For example: if you are developing a  program for a beginner client without any resistance training  experience, explain how your program addresses the lack of experience,  initial need for foundational development, process by which you would  safely progress the client, etc. Tying your program to course concepts  is a critical component of your case study.

Review the Client Profile below.

Client Profile: Selina Kyle

Age: 31

Gender: Female

Resting Heart Rate: 70 bpm

Height: 5’7″

Weight: 159 lb

Body Fat Percentage: 33%

Background and Goals: Selina just had her first baby a couple months  ago and is determined to shed excess pregnancy pounds before summer.  Selina has very limited exercise experience. She did not play high  school or college sports. Prior to having her first child, she did like  to hike, go out dancing, and take the occasional yoga class. She is  eager to start a program to lose the baby weight. She can dedicate 3 or 4  days per week to exercise and is willing to sign on for 12 weeks to  start.

 

Case Study 2

Calculations: Calculate the client’s target heart rate using the Karvonen formula.

Training Program: Design a full 12-week periodized training program  for the client described in the Client Profile. Be very specific as you  design the training program. This is an opportunity for you to  demonstrate your full comprehension of the information and concepts  discussed throughout the course. List the types of exercise, duration,  sets, reps, rest intervals, and so on.

Include the following in your case study submission:

  • A description of your professional responsibilities as discussed in the stages of the drawing-in process (Unit 12)
  • Discussion of any fitness tests, methods of evaluation, and data collection used to assess and evaluate the client’s needs
  • Specific conditions that you have identified in the client profile
  • A fully detailed 12-week comprehensive and periodized training  program including specific exercises, sets, repetitions, suggested rest  times, etc. Use an integrated approach in your program recommendations.
  • Specific and detailed nutritional strategies and an explanation as  to how the strategies will assist the client in meeting energy needs
  • Explanation for your chosen assessment, programming, and nutritional  recommendations. (Be sure to reference course concepts when  discussing rationale for your recommendations.

Keep in mind that a client should be able to take your program and  put it into practice without having to contact you to clarify what you  intended by your recommendations or to explain parts of your program.

Don’t forget your explanation for WHY you listed and recommended what  you did. Reference the concepts and theories covered in the course. Be  sure to address why the program and exercises recommended are  appropriate for the specific client given the client’s history, current  abilities, and intended goal(s). For example: if you are developing a  program for a beginner client without any resistance training  experience, explain how your program addresses the lack of experience,  initial need for foundational development, process by which you would  safely progress the client, etc. Tying your program to course concepts  is a critical component of your case study.

Review the Client Profile below.

Client Profile: Clark Kent

Age: 17

Gender: Male

Resting Heart Rate: 55 bpm

Height: 5’11”

Weight: 165 lb

Body Fat Percentage: 15%

Background and Goals: Clark is a junior in high school and is eager  to gain some muscle mass and strength before his final football season  next year. He knows very little about nutrition and his diet consists  primarily of processed foods (i.e., fast food, cafeteria food, etc.). He  eats two or three meals per day on average. Clark’s training regimen  has been sporadic and inconsistent recently, so he is coming to you for  help. He is anxious to be at his best by the start of his senior season,  which is three months away.

BELOW IS A SAMPLE ANSWER, PLEASE MAKE IT CLOSE TO THIS:

Sample Case Study

Jocko Johnson

Age  Gender  Height  Weight  Body Fat %    30  Male  73 inches  200  18

Jocko was an athlete in high school playing a variety of sports  including football, track (100- 400 meter events) and baseball. He has  come to you because he has recently had his 30 th birthday and wants to  get back in shape. While he is in decent shape already, Jocko wishes to  get in excellent shape with an eye on perhaps competing in a local  bodybuilding show in the future.

CLIENT  CALCULATIONS

Use the information above to calculate the following. Only the final  answer is required. You do not need to show full calculations.

  1. What is the client’s  BMI?
  2. What is the client’s  BMR?
  3. Using the Karvonen formula, what is the client’s target heart rate at 60%  and 80%?

ASSESSMENT, TRAINING, AND NUTRITIONAL  STRATEGY

Using the information above, address points a-c.

  1. Discuss fitness tests or methods of evaluation that should be used  to assess the client, providing rationale for your recommendations. Be  sure to address the specific conditions presented by your client.
  2. Provide a detailed, comprehensive, 12-week periodized training  pro- gram, including specific sets, repetitions and exercises, utilizing  an integrated approach.
  3. Discuss nutritional strategies and supplement recommendations with a rationale for your choices.

Sample Case Study Response

The case study provides an opportunity for you to put your fitness  knowledge into practice and design a program for a sample client. Think  of the case study as your first paying client. Give as much detail as  someone new to fitness would need. In addition, provide the rationale  for each of your decisions as if you were discussing the program with  educated fitness professionals.

The following provides a formatting approach that you can use when  structuring your answer. Please note, however, the content serves as a  minimal representation of what is expected. To prove your competency in  program design, you will need to provide greater detail, as well as  rationale for your program decisions. If you have any questions about  comprehensive program design, feel free to contact Educational Support.

A. While Jocko may appear to be a dream client on the surface, I  realize that his athletic background and mid- life crisis that brought  him here will probably lead to more than a little impatience on his  part. At my initial consultation I would explain to him that I would  need at least a three-month commitment from him to ensure his getting  started on the right foot. In my experience most clients need about this  long to really get in the swing of things and start seeing some  results. At this time I would establish my fees, get him signed up and  give him a health history questionnaire to fill out for our next  meeting.

After this I would set up our first appointment. I would plan on  having enough time in the first session to have him complete a release  of liability form and go over his health history questionnaire. If he  had any red flags or other concerns we would hold off on training until I  had spoken to his doctor and he had gotten a doctor’s release.  Otherwise we would get started on the enclosed program. Before starting I  would do circumference, bodyweight and bodyfat percentage measurements  so we can track his progress.

B. I would follow the enclosed program (see program on the following  page) for a few reasons. First, the first mesocycle is a low volume, low  intensity one that is designed mainly to increase tendon and ligament  strength and allow him to get back in the groove of working out without  asking too much of him and discouraging him. After a foundation has been  set I would want to increase the intensity and volume levels resulting  in a routine geared towards muscle growth. Next I would work on limit  strength by introducing a mesocycle that had very high intensity levels  and moderate volume. We would then reassess his goals and see where to  go from there.

C. My nutritional strategy for this client would consist of 5 high  calorie days and 2 low calorie days. I would suggest he follow a 1-2-3  or 1-2-4 macronutrient ratio depending on his metabolism and mesocycle.  The higher intensity mesocycles would warrant more carbs, while the  lower intensity one’s would not need as much fuel. I would suggest he  get around 160 grams of protein a day and get his fat from “healthy”  fats such as olive oil and hemp seed oil. The easiest way to estimate  his daily caloric requirements is to have him keep a food log for a few  days and see where he is at now. It will be much easier to make  adjustments to his diet if I have a reference point.

Sample Case Study Workout Program (Sample Case Study Response Continued)

Weeks 1 – 3: STRENGTH TRAINING

The following exercises are to be performed in a circuit fashion on Monday, Wednesday, and Friday.

Squat/Leg Press: 1-2 Sets, 10-15 Repetitions Incline Bench Press: 1-2  Sets, 10-15 Repetitions Leg Curl: 1-2 Sets, 10-15  Repetitions

T-Bar Row: 1-2 Sets, 10-15  Repetitions

Standing Calf Raises: 1-2 Sets, 10-15 Repetitions DB Shoulder Press:  1-2 Sets, 10-15 Repetitions Crunches: 1-2 Sets, 20 Repetitions

Seated DB Curl: 1-2 Sets, 10-15 Repetitions

Back Extensions: 1-2 Sets, 15  Repetitions

Cable Pushdowns: 1-2 Sets, 10-15 Repetitions

AEROBICS

Tuesday/Thursday: 20- to 45-minute run

Saturday: 30-second jog/30-second sprint for 5 minutes total

Weeks 4 – 9: STRENGTH TRAINING

For this mesocycle we will use the following split and corresponding exercises.

MESOCYCLE SPLIT

Monday: Quads, Hamstrings, Calves Wednesday: Pecs, Biceps, Abs/Lower Back Friday: Back, Triceps, Shoulders

EXERCISES, REPS AND SETS

Squat: 4 Sets, 8-10 Repetitions

Stiff Leg Deadlift: 4 Sets, 8-10 Repetitions Leg Extension a1: 2  Sets, 12 Repetitions Leg Curls a2: 2 Sets, 12 Repetitions Seated Calf  Raises: 2 Sets, 10  Repetitions

Standing Calf Raises: 2 Sets, 12 Repetitions

Wednesday: Incline Bench Press: 4 Sets, 8-10 Repetitions

Peck Deck: 2 Sets, 12  Repetitions

Preacher Curls: 2 Sets, 10-12 Repetitions

Russian Twist: 3 Sets, 8  Repetitions

Back Extensions: 3 Sets, 10  Repetitions

Friday: Pull-Up: 4 Sets, 8-10 Repetitions

Cable Rows: 3 Sets, 8-10 Repetitions

Lying Tri Extensions: 3 Sets, 8-10 Repetitions DB Shoulder Press: 2  Sets, 8-10 Repetitions Lateral Raises: 2 Sets, 8-10  Repetitions

AEROBICS

Tuesday: 30-second jog/30-second sprint, start 5 minutes and add 1 minute each week

Thursday: 30- to 45-minute run

Saturday: 30-second jog/30-second sprint, start 5 minutes and add 1 minute each week

Note: a1 and a2 designate two exercises that are to be done in a  superset fashion. Do one set of the a1 exercises and while you are  resting perform one set of the a2 exercise. Repeat until you have  completed all prescribed sets for those exercises before moving on to  the next exercise(s).

Weeks 10 – 12: STRENGTH TRAINING

For this mesocycle we will use the following split and corresponding exercises

MESOCYCLE SPLIT

Monday: Quads, Hamstrings, Calves Wednesday: Pecs, Back, Abs/Lower Back Friday: Biceps, Triceps, Shoulders

EXERCISES, REPS AND SETS

Monday:   Deadlift: 6 Sets, 8 Repetitions

Stiff Leg Deadlift: 4 Sets, 8  Repetitions

Seated Calf Raises: 5 Sets, 8  Repetitions

Wednesday: Bench Press a1: 6 Sets, 8 Repetitions

Pull-Up a2: 6 Sets, 8 Repetitions

Russian Twist: 3 Sets, 8  Repetitions

Back Extensions: 3 Sets, 8  Repetitions

Friday:    Barbell Curl a1: 5 Sets,  10 Repetitions Close Grip Bench  a1: 5 Sets, 10 Repetitions Military Press: 5 Sets, 10  Repetitions

Note: a1 and a2 designate two exercises that are to be done in a  superset fashion. Do one set of the a1 exercises and while you are  resting perform one set of the a2 exercise. Repeat until you have  completed all prescribed sets for those exercises before moving on to  the next exercise(s).

AEROBICS

Thursday: 30-minute run

Saturday: 30-second jog/30-second sprint, start 10 minutes and add 1 minute each week

 
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“Apoptosis, Crossover, and Tumor-suppressor genes”

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“Apoptosis, Crossover, and Tumor-suppressor genes”

For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.

Topic 1

: Apoptosis. Watch the Khan Academy video about apoptosis (1)*, then address the following issues in your own words:

  • (a) What is the difference between apoptosis and necrosis?
  • (b) What is the role of apoptosis in the normal, healthy development of animals?
  • Reminder: you don’t need to cite the Khan Academy video for this topic, but if you use any other sources, you must cite them.

Topic 2 [article]: Crossover. Read the article from the University of Rochester on a gene that influences crossover rates in fruit flies. Then address the following:

  • (a)  Explain the relationship between crossover, genetic diversity, and natural selection.
  • (b)  Summarize the findings regarding a gene that influences crossover.
  • Reminder: you don’t need to cite the University of Rochester article for this topic, but if you use any other sources, you must cite them.

Topic 3 [research]: Tumor-suppressor genes versus Proto-oncogenes. This is a library-research topic in which you are required to provide your sources. Mutations in tumor suppressor genes can contribute to or cause cancer, just as mutations in proto-oncogenes can also contribute to or cause cancer. However, tumor suppressor genes are very different from proto-oncogenes.

  • (a) Explain why a gain-of-function mutation to a proto-oncogene (or its promoter) may be associated with increased risk of cancer.
  • (b) Explain why a loss-of-function mutation to a tumor suppressor gene may be associated with increased risk of cancer.

References:

  1. Khan Academy, No date given. Apoptosis

    , https://www.khanacademy.org/science/biology/cellular-molecular-biology/stem-cells-and-cancer/v/apoptosis

  2. Lindsey Valich, April 19, 2018. Scientists discover gene controlling genetic recombination rates. http://www.rochester.edu/newscenter/genetic-recombination-selfish-dna-may-help-explain-differences-in-fruit-flies-312422/
 
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Survivorship, Distribution, and Population Growth – 6

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BI 101 Online Lab Procedures

Lab 2: Survivorship, Distribution, and Population Growth

 

Learning Objectives:

By the end of this lab you will be able to: ● Create a survivorship curve. ● Describe how parental care affects offspring survivorship. ● Determine the index of dispersion for a population. ● Use population growth equations to predict the size of a population.

Additional resources needed:

The following resources are located in the Week 2 “Research and Report” section of the Moodle course. ● Lab 2 Report​: You will record your data and answer analysis questions in this report. Once

complete, you will submit this report through the submission page on the course website. ● Lab 2 Spreadsheet​: This document has tables and graphs that you will generate as you go

through the activities outlined in this document. It is not to be turned in, but you will need it to create graphs and analyze your data.

It is highly recommended that you print this document to facilitate ease of access while

completing the activities.

Before you begin this lab, obtain the following items from your lab kit:

● Feathers

You will need to provide:

● 25 local obituaries from 2018

Introduction to Survivorship

Within a population, some individuals die very young while others live into old age. Until quite recently, the pattern of mortality for humans has been influenced primarily by disease. When the number of survivors of a population is plotted against time or life span the graph is termed a ​survivorship curve​. Three patterns of survivorship are recognized. These three can be displayed by survivorship curves, graphs that indicate the pattern of mortality in a population. While survivorship curves for humans are relatively easy to generate, information about other species is more difficult to determine. It can be quite a trick to simply determine the age of an individual plant or animal, not to mention watching an entire population over a period of years. However, the principle of determining survivorship can be demonstrated by using population data and non-living objects. In this exercise you will produce survivorship curves using data from obituaries and feathers.

Part 1: Human Survivorship

Obtain obituaries from your local newspaper or website source. You will need 25 for this exercise. 1. Complete ​Table 1 found in your Lab Report by recording the year born, the year died, and age at

death for 5 individuals found in your obituaries. Place a “1” in each cell if the individual lived to that

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BI 101 Online Lab Procedures

age interval (AI). For example, if the age at death was 43, then the first 5 age interval columns would be marked with 1’s. If the individual did not survive into a particular interval, enter a “0” in the corresponding box. When all rows are complete, add together all of the numbers for each column and record the total in the last row of the table. These totals represent the number of individuals that survived into that interval. You should have a total of 5 for the first AI. As your population gets older, you should see this number decrease.

2. Using the lab spreadsheet, create a survivorship curve for your sample size of 5 in the spreadsheet. Open the lab spreadsheet. Click on the first tab at the bottom of the spreadsheet titled “Human Survivorship 5”. Enter your totals from the last row ​Table 1 into the yellow highlighted column in the spreadsheet. A graph will be automatically generated. Add an image of your graph into your lab report. The easiest way (that I know of) for PC users to do this is ​use the Snipping Tool . Mac users can ​take a screenshot of part of your screen . Save as an image and insert it into your lab report.

3. Now use the spreadsheet to create another survivorship curve, but this time using a sample size of 25. Click on the second tab titled “Human Survivorship 25”. Notice that the type of data being plotted has changed. When reporting data in populations that are large, it is easier to analyze the data as a percent of the population instead of actual headcounts, as you did in the first graph. In the yellow highlighted column, enter the year born for 25 individuals you found in your collected obituaries. (It’s ok to use the 5 you already used in your first data set).

4. Answer the questions in the lab report, using the two graphs you just generated.

5. Click on the tab in the spreadsheet titled “Human Survivorship Historical”, observe the survivorship curves of human populations during different points in history, and discuss your observations in your lab report. Please note, the green line that represents deaths after 1940 is created from your data set of 25 individuals, so you must complete that graph to answer the question in the lab report.

6. Using your graph with 25 data points, interpret the data by answering the questions in the lab report. Make note of the differences in how the data is reported when answering the questions! Remember, your population of 5 is reported as ​total number of people still alive, while the population of 25 is reported as ​percent of the population​ that is still alive.

Part 2: Feather Survivorship

You learned that the three different types of survivorship curves indicate certain characteristics of that species, including level of parental care. In this activity, you will test this using feathers as your test “species”. You will measure the “time to death” after tossing each feather into the air. “Time to death” is recorded as time that passes from the moment the feather leaves your hand to the moment the feather touches the ground or other surface. You might find it helpful to enlist the help of a volunteer to assist you in monitoring time until death. Population 1​ – ​Control Set​: Do not give any assistance to the feather to keep it “alive”, just let it be. Record the time it takes to land.

Survivorship, Distribution, and Population Growth – 2

 

 

BI 101 Online Lab Procedures

Population 2​ – ​Parental Care​: Once the feather leaves your hand, you will give your “offspring” assistance to keep alive. You can wave a paper or your hands under it, blow it upward to keep it going, or fan it somehow in an effort to keep the feather in the air and prevent it from hitting the ground (“dying”).

Instructions:

1. Toss a feather in the air or drop it from an elevated height. Time starts when it leaves your hand. 2. Observe and time how long the feather takes to land (in seconds). Assume the maximum lifespan is

30 seconds. If it takes longer than 30 seconds for the feather to drop, enter 30 into your chart. 3. Record your data in ​Table 2​ of your lab report. Repeat steps until you have 20 data points. 4. Transfer your data to the ​Feather Survivorship​ tab in the Spreadsheet. 5. Save your graph, similar to how you saved the survivorship curves, and insert it into the report. 6. Answer the analysis questions in your lab report.

Part 3: Distribution Patterns

Ecologists use the term “dispersion” to describe the distribution pattern of individuals in their habitat. This pattern may vary from a ​random​, ​uniform​, or ​clumped distribution. Dispersion can be an important factor in evaluating the impact a population can have on its habitat or how exploiting a habitat can impact a native population. For example, the action of an equal number of clumped individuals will be different than if the same number had been uniformly distributed.

Instructions:

The last page of this lab represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. Print out the last page and use it to determine the pattern of dispersion by following the instructions below: 1. Using a penny, flip the coin onto the page. Where the coin lands, count the total number of algae that

are touching any part of the coin. Record this number in ​Table 3 in your lab report. Repeat this process 20 times.

2. Use ​Table 4​ to summarize your data. a. Column 1: Target Species per Plot (X)

This column represents the number of individuals that were touching the coin with each flip.

b. Column 2: Number of Plots (E) Look at your data in Table 3. How many times did you flip the coin and not land on any algae? This is the number that is recorded in the first row. How many times did your coin land on 1 algae? Record this number in row 2. For example, if your coin touched 3 algae four coins flips out of 20, then you enter “4” into the row where X=3. Repeat this until all pertinent rows are complete.

c. Column 3: Number of Algae Counted This column represents the total number of individuals that were touched with each flip (Column 1 multiplied by column 2). For example: If (X) = 3, and (E) = 6, then 6 of your 20 coin flips resulted in touching 3 algae, and you counted 18 individuals. (6 flips x 3 algae = 18 algae counted).

Survivorship, Distribution, and Population Growth – 3

 

 

BI 101 Online Lab Procedures

d. Totals The last row of the table is the sum of each column of data. (n) = Total number of coin flips (N) = Total number of algae counted

3. In the spreadsheet, click on the “Index of Dispersion” tab. Enter your data from column 2 of ​Table 4

into the cells highlighted in yellow. Make sure your own calculations correspond with those generated in the spreadsheet. You should see an index (I​d​) value automatically in cell C24, calculated after you enter your (E) values. Record this index in the last row of ​Table 4​.

Use the following information to determine the distribution pattern of the algae. You will discuss the value in part 4 of the lab report. (Note: Your calculated I​d will probably not be exact, but should be much closer to one of the following values than the others.)

If ​I​d​ = 1​, then distribution pattern is random. If ​I​d​ = n​, then distribution pattern is clumped. If ​I​d​ = 0​, then distribution pattern is uniform.

Part 4: Population Growth

The last page of this lab (the same that you used in Part 3) represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. The date at time of count is December 31​st​, 2015 (end of year)..

Instructions:

Using the printout on the last page, count the number of algae and sea urchins present in your tide pool on December 31st, 2015. Record these numbers in ​Table 5​ of the lab report.

Density and Distribution of Algae

1. Calculate the density of the algae. Recall that species density refers to the amount of space an individual takes up in a habitat. Your answer should be expressed as # of algae per square meter (Units must be included!). Not sure how to calculate density? The lecture materials has examples!

2. Identify the index of dispersion you calculated in part 3 in your lab report.

3. Discuss what this index tells us about the lifestyle of algae

Sea Urchin Population

1. On January 1st, 2015, the sea urchin population consisted of the adult urchins and those that died throughout the year. (Remember, the young urchins were born after January 1st!) Determine the population size at the ​BEGINNING of 2015​ and record in your lab report.

2. On December 31st, 2015, the urchin population consisted of all the adult sea urchins plus those that were born during the year. (Remember, the dead urchins can’t be counted as part of the population at the end of the year since they are dead!) Determine the population size at the ​END of 2015 and record in your lab report.

Survivorship, Distribution, and Population Growth – 4

 

 

BI 101 Online Lab Procedures

3. Using the population size you determined for the ​beginning of the year, determine the birth rate (b) for the sea urchin population in 2015. Record this in your lab report.

4. Again using the population size you determined for the beginning of the year, determine the death rate (d) for the sea urchin population in 2015. Record this in your lab report.

5. Calculate the growth rate (r) for the sea urchin population.

6. Using your calculations, predict the growth of the sea urchin over the course of 5 years. Remember: G = (r) x (population size). G represents the number of individuals added to the population within a given time frame. Refer to the lecture slides and study guide to see examples of how to determine population size over the course of several years. ​Start your calculations using the original population size you calculated at the beginning of the year in 2015​.

7. Record the population size for 5 years of growth in the last section of the lab report and discuss your results.

Survivorship, Distribution, and Population Growth – 5

 

 

BI 101 Online Lab Procedures

 

Survivorship, Distribution, and Population Growth – 6

 
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BIOS 255 Week 4 Midterm Review

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1. Question:  The muscular layer of a blood vessel is the

2. Question:  Each of the following changes will result in increased blood flow to a tissue, except

3. Question:  Pulmonary veins carry blood to the

4. Question:  The goal of cardiovascular regulation includes all of the following, except to ensure that

5. Question:  In response to hemorrhage, there is

6. Question:  The source of blood carried to capillaries in the myocardium would be the ________.

7. Question:  If cardiac muscle is deprived of its normal blood supply, damage would primarily result from ________.

8. Question:  Norepinephrine acts on the heart by ________.

9. Question:  If the vagal nerves to the heart were cut, the result would be that ________.

10. Question:  Blood ejected from the ventricles enters which of these vessels during ventricular systole?

11. Question:  Hemorrhage with a large loss of blood causes ________.

12. Question:  The left ventricular wall of the heart is thicker than the right wall in order to ________.

13. Question:  When the heart is beating at a rate of 75 times per minute, the duration of one cardiac cycle is ________ second(s) .

14. Question:  If the length of the absolute refractory period in cardiac muscle cells was the same as it is for skeletal muscle cells ________.

15. Question:  If we were able to artificially alter the membrane permeability of pacemaker cells so that sodium influx is more rapid, ________.

16. Question:  Blood flow through the circulatory system is affected by all of the following, except

17. Question:  As blood travels from the aorta toward the capillaries, the

18. Question:  Blood pressure increases with all of the following, except increased

19. Question:  When renin is released from the juxtaglomerular cells

20. Question:  Symptoms of shock include all of the following, except

21. Question:  An individual who is blood type AB negative ________.

22. Question:  Which of the following is not a phase of hemostasis (stop bleeding) ?

23. Question:  Thromboembolic disorders ________.

24. Question:  What organ in the body regulates erythrocyte production?

25. Question:  Which of the following is a regulatory function of blood?

26. Question:  Which of the following might trigger erythropoiesis?

27. Question:  An individual who is blood type AB negative ________.

28. Question:  Select the correct statement regarding blood cell formation.

29. Question:  All of the following can be expected with polycythemia except ________.

30. Question:  Which of the following is characteristic of all leukocytes?

31. Question:  Which of the following is a precursor of a basophil?

32. Question:  Which of the following is true about blood plasma?

33. Question:  Which of these is not a normal plasma protein?

34. Question:  Blood volume restorers include all of the following except ________.

35. Question:  During the period of ventricular filling ________.

36. Question:  If we were able to artificially alter the membrane permeability of pacemaker cells so that sodium influx is more rapid, ________.

37. Question:  The tricuspid valve is closed ________.

38. Question:  The source of blood carried to capillaries in the myocardium would be the ________.

39. Question:  Blood moves forward through veins by all of the following, except

40. Question:  As blood travels from the aorta toward the capillaries, the

41. Question:  Blood pressure increases with all of the following, except increased

42. Question:  Which of the following statements is false concerning the movement of fluid between capillaries and interstitial space?

43. Question:  Each of the following arteries carries blood to the heart, except the

 
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