Methodological skeptic

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Question 1 

  1. David Hume was a:

 

Unmitigated skeptic

 

Methodological skeptic

 

Local skeptic

 

Global skeptic

3 points

Question 2 

  1. By “high accessibility      requirements” the internalist means:

 

The evidence level   is so high I do not have access to it

 

I know, or through   introspection can attain, my reasons for my beliefs

 

externalists do   not highly cherish their epistemic obligations

 

all of the above

3 points

Question 3 

  1. Christopher Columbus was convinced      that he discovered a route to the East Indies because it lined up with his      maps and the current beliefs of his day. However, he was wrong. This      example demonstrates a problem with:

 

A reliabilist form of justification

 

An evidentialist form of   justification

 

A foundationalist form of   justification

 

A coherentist form of justification.

3 points

Question 4 

  1. According to the      presentation on skepticism, Descartes’ systematic doubt:

 

questioned the   senses

 

questioned reason

 

both of the above

 

none of the above

3 points

Question 5 

  1. Rene Descartes was a:

 

Local skeptic

 

Metaphysical skeptic

 

Unmitigated skeptic

 

Global Skeptic

3 points

Question 6 

  1. The virtue of studiousness does      not take into account the proper kinds of motives for seeking knowledge.

 

True.

 

False.

3 points

Question 7 

  1. Which is not one of the ways that      Wood says moral and intellectual virtues parallel each other?

 

Each are developed throughout life.

 

We do not grow in either of them   automatically.

 

Each is best developed in the context   of community.

 

They yield the same kinds of results.

3 points

Question 8 

  1. Thomas Aquinas thought that moral      and intellectual virtues were closely related.

 

True.

 

False.

3 points

Question 9 

  1. Aristotle thought that the virtues      are present naturally in all people.

 

True.

 

False.

3 points

Question 10 

  1. For Aristotle, the “Golden Mean”      points to fixed and universal ethical norms for all people to follow.

 

True.

 

False.

3 points

Question 11 

  1. When the used car salesman tells      Steve that the particular car he is considering purchasing has less than      fifteen thousand actual miles on it, Steve is, quite naturally, a bit      skeptical about this claim, particularly since the car is over ten years      old and looks a little worse for wear.  In exhibiting this level of      doubt, Steve is expressing:

 

Global skepticism

 

Methodological skepticism.

 

Common sense skepticism.

 

Metaphysical skepticism.

3 points

Question 12 

  1. To suggest that we should suspend      all judgments about any claim to knowledge,
    is to suggest a softer and mitigated form of skepticism in contrast to its      more unmitigated expressions.

True

False

3 points

Question 13 

  1. Rather than having certainty about      our beliefs, it is more likely that we have varying degrees of rational      support for our beliefs.

True

False

3 points

Question 14 

  1. Hume thinks that, while we may      assume connections of causality (i.e., every event has a cause), we never      actually perceive a necessary connection of causality and therefore we      cannot know a causal connection has actually occurred.

True

False

3 points

Question 15 

  1. When Descartes employs systematic      doubt against the beliefs he holds, he discovers that:

 

He must be a thinking thing in order   to be deceived by an evil demon, and a thinking thing can at least be certain   that it is an existing thing.

 

In order to have doubt about anything   one believes, one would at least have to be an existing thing in order to doubt,   and a doubting thing can at least be certain that it is an existing thing.

 

He can be certain about some claims   to knowledge.

 

All of the above.

3 points

Question 16 

  1. When we consider the way that our      beliefs relate to each other, we are making a reference to

 

Our noetic structure.

 

The method of abduction.

 

The sensus divinitatus.

 

The notion of concurrence.

3 points

Question 17 

  1. Those holding to some form of      externalism in rationality tend to argue that, since it is impossible for      persons to have any cognitive access to the reasons and evidence that      support some of a person’s beliefs, internalists cannot be right with      respect to their account of justification for all beliefs.

True

False

3 points

Question 18 

  1. Select the one below that does NOT      belong : The justification of one’s beliefs is a matter that deals with

 

Epistemic issues relating to the   rationality of one’s beliefs.

 

A person having reasons or evidence   for one’s beliefs.

 

Theological issues about the process   of salvation.

 

How a person goes about formulating   the evidence for a belief.

3 points

Question 19 

  1. Ginger believes that the dog she      sees in her neighbor’s back yard is her own
    Labrador Retriever named Sam.  Since there are no other Labrador      Retrievers in the neighborhood fitting the same description as Sam, and      since the dog Ginger sees in her neighbor’s yard seems to recognize      Ginger’s voice when she calls out to it, Ginger quite naturally believes      the dog in her neighbor’s back yard is her dog Sam.  It turns out,      however, that the dog in her neighbor’s back yard is in fact not Ginger’s      dog but the Labrador of a visiting relative of her neighbor.  On an      internalist account of justification, since it turns out not to be true      that Ginger saw her dog Sam in her neighbor’s back yard, Ginger was not      justified in believing it was her own dog in the first place.

True

False

3 points

Question 20 

  1. The problem with W. K. Clifford’s      statement “It is wrong always, everywhere and
    for anyone, to believe anything upon insufficient evidence” is that:

 

Most contemporary epistemologist   agree that there are no objective moral duties.

 

The statement is a disguised form of   externalism in justification.

 

As a matter of fact, we simply don’t   hold beliefs based on insufficient evidence.

 

Many contemporary epistemologists   think the statement is self-defeating.

 
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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

Survivorship, Distribution, and Population Growth – 1

 

 

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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