Interpreting Graphs – Population Growth

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Lab Activity: Interpreting Graphs – Population Growth

 

Use the graph below to answer questions 1–3.

Read each question, and write your answer in the space provided.

1. What type of population growth pattern is shown in the graph above?

 

 

2. Describe the growth of the hypothetical population shown in the graph, beginning with just a few breeding pairs.

 

 

 

3. What is the probable eventual fate of the hypothetical population represented in the graph?

 

 

 

Use the graph below to answer questions 4–7.

 

Read each question, and write your answer in the space provided.

4. Between what years does this graph predict that the human population growth rate will start slowing?

 

 

5. According to this graph, what will the world human population be in 2050?

 

 

6. From 1750 to 2000, which type of population growth model (logistic or exponential) does this graph more closely represent and WHY (provide one piece of data to support)?

 

 

7. If you could continue the graph to the year 3050, predict the type of population growth model this graph would represent. Explain your answer.

 

 

Human Population Growth Name: /50pt Lab

Objectives: You will create a graph of human population growth, analyze factors and conditions that affect it, and use it to predict future growth. Pre-Investigation Questions: Refer to the graph below: Use letters to answer the questions.

1. Refer to the illustration above. Which time period shows exponential growth of the population?

 

2. Refer to the illustration above. During which time period are the birth rate and death rate equal?

 

3. Which time period refers to when a population is in decline?

 

 

 

Statistics on Human Population
Year A.D. Number of People (in billions)  
0 .25  
1650 .50  
1750 .70  
1850 1.0  
1925 2.0  
1956 2.5  
1966 3.3  
1970 3.6  
1974 3.9  
1976 4.0  
1980 4.4  
1991 5.5  
2000 6.0  
2004 6.4  
2010 6.9  
2015 7.2  

 

Instructions for creating your graph.

Place time on the long horizontal (X) axis. Values should range from 0 A.D. to 2010. Place number of people on the vertical (Y) axis. Values should range from 0 to 8 billion. Make sure that your graph is a full page in size, you have the correct unit labels for the X and Y axes, and a title for your graph.

Analysis

4. It took 1649 years for the world population to double, going from .25 billion people to .50 billion people.

a. How long did it take for the population to double once again?

 

b. How long did it take for the population to double a second time?

 

c. A third time?

 

5. What growth model is human population growth for the 1st 1950 years?

 

6. What growth model is human population growth for the last 75 (or so) years?

 

7. Based on your graph, in what year will the population reach 8 billion?

 

The Earth’s Carrying Capacity: Human factors.

Prior to 1950, the death rate was high, which kept the numbers of humans from increasing rapidly. In the 19th Century, the agricultural revolution increased food production. The industrial revolution improved methods of transporting food and other good. In the 20th Century, advances in medicine, sanitation and nutrition have decreased the death rates further. These factors combined to produce the rapid growth of the human population in the 20th century.

As with any population, humans are also limited by factors such as space, amount of food and disease. The carrying capacity is the number of individuals that a stable environment can support. Authorities disagree on the maximum number of people that the earth can support, though the numbers generally range for 8 to 10 billion. As the population approaches its limit, starvation will increase. Some countries have a much higher growth rate than others. Growth rate is the number of people born minus the number of people that die. Compare the growth rates of the following countries

Most countries are trying to reduce their growth rate. Zero population growth means that as many people are being born as there are dying – to achieve zero population growth, each couple would need to have no more than two children (to replace the parents). Even if this number is achieved, the population will continue to grow because the parents will still live on for decades, as their children have children and their children have children…and so forth. The United States reached zero population growth in the 1980’s, and yet the overall population of the US still increases.

Analysis: Use the graph you created and the information above to answer the following questions.

8. What factors contributed to the world’s overall population growth in the last 150 years. List at least 4.

 

 

 

9. Why does a population not level off during the same year it reaches zero population growth?

 

 

 

10. What do you think the Earth’s carrying capacity for humans is?

 

11. If the carrying capacity of the earth was 9 billion people, when would this number be reached (according to your graph)?

 

12. What will happen when the human population exceeds the earth’s carrying capacity? Explain in a few sentences.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

( LABELS: )Population Growth Pyramids.

Analysis: Comprehensive population growth models. Answer the questions completely.

13. What is it called when a population increases at a steady, rapid rate?

 

 

14. Refer to the graph containing Germany. Which age group had the least amount of males?

 

 

15. Refer to the graph containing Guatemala. Which age group has the most individuals?

 

 

16. Which country has a nearly equivalent distribution for each age group?

 

 

17. Label the graph that illustrates a population “DECLINING”.

18. What is your justification?

 

 

19. Label the graph that illustrates a population “EXPANDING SLOWLY”.

20. What is your justification?

 

 

21. Label the graph that illustrates a population “EXPANDING RAPIDLY”.

22. What is your justification?

 

 

23. Label the graph that illustrates a population “STABLE”.

24. What is your justification?

 

 

25. Based upon what you know about these countries, what do you find interesting about the rate of growth of a country and its economy, standard of living, health factors, and other social influences?

 
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Can Eating Insects Save The World?

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  • Watch the BBC documentary, “Can Eating Insects Save the World?” (59 min).
  • https://youtu.be/Acxbx-DUkL4
  • Copy the questions below and answer them in the text box. You can also copy and paste from the file provided.
  • THIS IS A WRITING ASSIGNMENT so take care in preparing your responses. There should be at least 5 paragraphs and 350-500 words in total.
  1. List and discuss the health benefits of eating insects.
  2. List and discuss the benefit(s) to the environment.
  3. List and discuss the impact(s) on the planet and the human population.
  4. Can you think of some disadvantages of eating insects? Do a bit of research to verify your claim either way. Briefly present your evidence in support of your answer.
  5. Are spiders insects? Explain.BIO 10

    Can Eating Insects Save the World?

    Due: Monday, Dec 10, 2018, 11:59pm

    (10 points)

     

    Instructions:

    · Watch the documentary (59 min): https://youtu.be/Acxbx-DUkL4

    · Answer the 6 questions below. Copy and paste the entire section, including questions onto Canvas for submission.

     

    Short answer questions:

    Keep your answers to a few sentences each. #4 can be a little longer.

     

    1) List and discuss the health benefits of eating insects.

     

     

    2) List and discuss the benefit(s) to the environment.

     

     

    3) List and discuss the impact(s) on the planet and the human population.

     

     

    4) Can you think of some disadvantages of eating insects? Do a bit of research to verify your claim either way. Briefly present your evidence in support of your answer.

     

     

    5) Are spiders insects? Explain.

 
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Cell Biology And Genetics CASE 1!!!!

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MN551-1: Integrate knowledge of advanced physiology and pathophysiology across the lifespan with the clinical implications for the advanced practice nurse.

 

 

ONLY ADDRESS CASE 1!!!!!

 

 

 

Case Study: Cell Biology and Genetics

 

Below are several case studies. Your instructor will either assign you a case study or have you select one. If all of the case studies have not been covered, your instructor may assign a case study that no one has covered. Be sure to integrate your knowledge of advanced physiology and pathophysiology across the lifespan with the clinical implications for the advanced practice nurse.

 

 

Case Study Posting Requirements

1.    Make sure all of the topics in the case study have been addressed.

2.    Cite at least three sources; journal articles, textbooks, or evidenced-based websites to support the content.

3.    All sources must be within five years.

4.    Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

 

 

Case Study 1

Marsha and Clement are both carriers of sickle cell disease, a disease that is autosomal recessive. Their first child, Amelia, does not have the disease. Marsha and Clement are planning another pregnancy, but they are concerned about their second child having the condition. Clement’s dad died from complications of sickle cell disease shortly before Amelia was born.

1.    Draw a Punnett square to determine the likelihood of Marsha and Clement having a baby with sickle cell disease. What is the chance the baby will be a carrier of the disease, just like the parents?

2.    Marsha suggested to the nurse at the local family planning clinic that if the baby were a boy he might have a higher risk for developing the disease, just like his grandfather. If you were this Practitioner, how would you respond?

3.    When Amelia, who does not have sickle cell disease, grows up and marries someone who does have the disease, how likely is it that her children will have the disease?

 Case Study 2

Maria is a sedentary, 68-year-old woman who is overweight. She complains that her hands and feet are always cold, and she tires quickly when cleaning the house. At her most recent visit to her doctor, her blood pressure was 184/98 mm Hg. She has edema around her ankles and legs, and her physician is concerned about an echocardiogram that indicates Maria has an enlarged heart.

1.    Identify two reasons why Maria will have tissue ischemia. How might this lead to hypoxia?

2.    What two early and reversible changes occur to tissue cells when they are hypoxic?

3.     What specific type of cellular adaptation has taken place in Maria’s enlarged heart? What made you come to this conclusion?

4.    Predict why Maria’s heart has become enlarged. Why doesn’t this enlargement give her the same cardiac strength and endurance as a well-trained athlete?
Case Study 3

Kevin worked for 10 years at a uranium mine, excavating uranium for a nearby nuclear power plant. Now, 25 years later, he has small cell lung cancer. Kevin is anorexic and has lost a considerable amount of weight. His muscles are wasting, and he is weak. He tries to move around the house throughout the day but tires easily. It has been difficult for him to access care, and the treatment for his cancer is just starting.

1.    With the ongoing exposure to the ionizing radiation, DNA damage occurred. Outline the three stages of carcinogenesis that occurred after his exposure to radiation.

2.    Kevin is normally a fit and active man, and his wife often commented on how much food he used to eat after a day at mine. Why would there be muscle wasting and weight loss now? Explain your answer using your

3.    knowledge of the metabolic changes seen with cancer.

4.     In some cancer patients, muscle weakness may result from the production of onconeural antigens. Describe the effects of these antigens. What form would this process likely take in Kevin’s situation?

 Case Study 4

Felicity is a very busy 29-year-old woman in a professional career. She has diabetes mellitus, and is also pregnant for the first time. Due to her busy schedule, it took her three weeks to visit the family doctor to have the pregnancy confirmed. Felicity became very concerned when her physician asked whether she had been taking folic acid. It was all Felicity could do to remember to manage her insulin levels, and taking folic acid supplements was something she hadn’t even considered. Her doctor told her to take 600 μg of folic acid daily and advised Felicity to return later for maternal serum marker testing.

1.    Explain the potential teratogenic effect of folic acid deficiency on the developing fetus. What other risk factor is noteworthy in Felicity’s case?

2.    What is the benefit of maternal serum marker testing? What other test would be particularly useful to monitor the development of Felicity’s baby in this situation?

 

3.    When is the fetus most vulnerable to the effects of teratogens and why?

 

Assignment Requirements:

Before finalizing your work, you should:

·         Ensure you have written at least four double-spaced pages.

·         be sure to read the Assignment description carefully (as displayed above);

·         consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and

·         utilize spelling and grammar check to minimize errors.

·         follow the conventions of Standard American English (correct grammar, punctuation, etc.);

·         be well ordered, logical, and unified, as well as original and insightful;

·         display superior content, organization, style, and mechanics; and

·         use APA 6th Edition format as outlined in the APA Progression Ladder.

 
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Lab 11: Frog & Fetal Pig Dissections

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Virtual Lab: Virtual Frog Dissection

http://mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html

1. If you come upon any terms that are unfamiliar to you, please refer to your textbook for further explanation or search the word here: http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx

2. In this exercise, you will be performing a virtual frog dissection. To begin, click on the “Introduction” link on the opening page. Read through and listen to the information presented to learn about the basics of dissection and animal phylogeny. When you are finished, click the “Menu” button at the bottom of the page to return to the opening page of the laboratory activity.

3. Once you are back to the opening page, click the “External Anatomy” button. Read through, watch and listen to the information presented in these segments. When you are finished, click the “Menu” button at the bottom of the page to return to the opening page of the laboratory activity.

4. The last portion of this activity involves an examination of the internal anatomy of a frog. To do this, click the “Internal Anatomy” button on the opening page of the laboratory. Read through, watch and listen to all of the information presented in these segments and actively participate where required. You may have to do a virtual cut on the frog by dragging the appropriate tool to the frog or label organs of the dissected frog by dragging the appropriate organ names to the site on the opened frog. Please STOP when you are through with each labeling step and be sure to fill in your final answers on Figures 1 and 2 below.

 

Figure 1: Digestive System Organs

A   =

B   =

C   =

D   =

E   =

F   =

 

Figure 2: Organs   of the Circulatory, Respiratory, Excretory and Reproductive Systems

A   =

B   =

C   =

D   =

E   =

F   =

G =

H =

Frog Dissection Post-laboratory Questions:

1.  The dorsal side of the leopard frog:

a.  Is a light, solid color

b. Is a colored and patterned

c. Is initially cut during a dissection

d. A and C

2.  Leopard frogs:

a.  Are invertebrates

b. Are warm-blooded

c. Have a gills at one time during their life cycle

d. All of the above

3. In regards to the external anatomy of a leopard frog:

a.  It is easy to tell the sex of the animal

b. The cloaca is at the anterior end of the animal

c. The feet of the hind limbs have 5 toes

d. All of the above

4.  In the opened mouth of the leopard frog, one can see:

a.  The nostrils

b. The glottis

c. The vomerine teeth

d. A and B

e. All of the above

5.  Which of the following is found in the digestive system of the leopard frog but not in that of a human?

a.  Gall bladder

b. Stomach

c. Pancreas

d. Liver

e. None of the above

6.  Arteries in the circulatory system:

a.  Carry blood to the heart

b. Carry blood away from the heart

c. Carry out diffusion of gases

7.  In the leopard frog heart:

a.  The right atrium carries oxygen rich blood

b. The left atrium carries oxygen poor blood

c. There are 3 chambers present

d. All of the above

8.  By comparison to the leopard frog heart, the human heart:

a.  Has 4 chambers present

b. Carries mixed blood in the ventricles

c. Is more efficient

d. A and C

e. All of the above

9.  Fat bodies play a role in:

a.  Respiration

b. Circulation

c. Hibernation

d. Reproduction

e. C and D

10.  The most anterior portion of the leopard frog brain is/are the:

a.  Olfactory lobes

b. Cerebrum

c. Optic lobes

Virtual Lab: Virtual Fetal Pig Dissection

https://www.whitman.edu/academics/departments-and-programs/biology/virtual-pig

Figure 1: Fetal Pig – Digestive System

 

Description: pig diagram

1. __________________________
2. __________________________
3. _________________________
4. _________________________
5. ________________________
6. _________________________
7. __________________________
8. __________________________
9. __________________________
10. _________________________
11. _________________________
12. _________________________
13. ________________________

Identify the organ (or structure)

14. _____________________________ Opening (valve) between stomach and small intestine.
15. _____________________________ Stores bile, lies underneath the liver.
16. _____________________________ A branch of the large intestine, a dead end.
17. _____________________________ Separates the thoracic and abdominal cavity
18. _____________________________ Membrane that holds the coils of the small intestine.
19. _____________________________ The straight part of the small intestine, after stomach.
20. _____________________________ Empties bile into the duodenum from the gall bladder.
21. _____________________________ The last stretch of large intestine
22. _____________________________ Bumpy structure under the stomach; makes insulin
23. _____________________________ Lies between the two umbilical vessels.

Figure 2: Urinary and Reproductive Systems

Male  Female

Identify the Organs (or structure) on the above diagram:

A.

B.

C.

D.

E.

F.

G.

H.

I.

J.

K.

Identify the organ:

· Urine passes through the _________ to reach the urinary ___________ for storage.

· Urine exits the ________ to the outside through the ____________

· The ______________ is where sperm production takes place.

· The ______________ contain all the developing eggs the female pig will ever have.

· Called a ___________________ in humans, the __________ receives the egg from the ovary at ovulation.

· Fertilized eggs travel from the oviducts into the ______________ for implantation.

 
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