Microbiology Introduction Course With Lab Work

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Microbiology for the Health Professions

Credits – 3 (Lecture) 1 (Lab)

Description

Overview

This course is designed to meet the microbiology prerequisite for students who are applying for admission to health profession programs. Most students taking this course will have an undergraduate degree and will be in the process of a career change. Online Microbiology is a one-semester course.  It will emphasize the concepts that are a necessary groundwork for courses the student will take in his/her professional program.

Topics covered in this course include: the history of microbiology, microbial morphology and physiology, bacterial metabolism, genetics, ecology, and the classification of microorganisms, particularly bacteria, fungi, and viruses. Therapeutic agents used to disrupt and control microbial growth are considered and a body systems approach is utilized in the coverage of diseases.

Materials

Textbook

· Microbiology: A Human Perspective Eugene W. Nester et.al., 7th edition

Note: The e-book version of Nester may not be used on any proctored course exam. Textbooks need to be purchased separately and are not part of your registration fee. All course materials are available through our bookstore at  http://www.newengland.bkstr.com

Laboratory Components

It is mandatory for students enrolled in the laboratory component of the course to order a lab kit. The kit must be purchased directly through Hands on Labs and cannot be purchased second hand or from another vendor. Students enrolled in lab must complete both parts of every lab – the assigned experiment and the corresponding assignment online – to earn a grade for the lab. The kits must be ordered immediately upon enrollment in order to ensure materials are on hand for the start of the course. Note: Kits can take 5 – 7 business days to arrive. Go to this link:  https://www.holscience.com/mm5/merchant.mvc?Screen=LOGN

1. ENTER Login: C000384

2. ENTER Password: labpaq

3. Choose LP-2231-MB-02: LabPaq, Microbiology, 11 Labs

4. Review the  HOL Return and Refund Policy

Learning Objectives and Outcomes

Course Objectives

Upon successful completion of the course students will be able to:

1. Define basic structure/function of microorganisms including prokaryotes, eukaryotes and viruses, with emphasis on their relationships to human disease and treatment modalities

2. Describe the kinetics and patterns of microbial growth, and environmental factors that alter growth

3. Describe key features of microbial genetics, including DNA structure and function, as well as mechanisms of DNA replication, transcription and translation

4. Explain how and why microbial gene expression is regulated, as well as how genetic mutation and DNA transfer mechanisms affect microbial evolution, fitness and pathogenesis

5. Define and compare beneficial versus pathogenic host-microbial interactions

6. Explain fundamental stains, basic staining techniques, and corresponding bacterial and fungal morphology

7. Describe the clinical manifestations associated with common bacterial, viral, fungal, and parasitic diseases

8. Describe the uses of the various media and metabolic/enzymatic testing protocols

9. Identify bacterial/fungal toxic and invasive factors and their relationship to the pathogenesis of disease

10. Classify the mechanisms of antibiotic (antibacterial/antifungal), antiparasitic, and antiviral activity, as well as resistance strategies employed by target microorganisms

11. Identify the pathogens commonly associated with infections of the skin, eyes, nervous system, respiratory tract, gastrointestinal tract and genitourinary tract in humans, as well as their modes of pathogenesis and risk factors associated with each type of disease

12. Identify common healthcare-associated (nosocomial) pathogens

13. Identify disease and likely etiology on the basis of patient signs and symptoms, pertinent history, and lab findings

14. Create a case study outline.

Assignments

Lectures and Laboratories

Our textbook allows students to utilize CONNECT from McGraw-Hill to go through the lecture course material with Learnsmart. This is a good self-assessment tool. The access code for CONNECT may be purchased using a link located within the course homepage in Blackboard.

 

Laboratory Information:

For the laboratory portion of this course, you will be be purchasing a LabPaq lab kit from the Hands On Labs (HOL). Your instructor will provide you with a link that is unique to your class. You will use this link to create an account and set up your profile and submit your work. Additional directions for Getting Started with HOL can be found in the COURSE INFORMATION section of the course.

 

Laboratory Assignments

For students enrolled in the laboratory component, most weeks have an associated laboratory assignment. Complete each assignment online using the HOL Online link provided by your instructor.

Using the HOL resource material, your notes, and in some cases outside research, answer all of the questions in each lab exercise. Your answers must be in the form of complete and grammatically correct sentences with proper spelling, grammar, and capitalization. Be mindful of the spelling for bacterial genus and species names (capitalize genus names, lower case for species names, eg., Streptococcus pyogenes). If a question is asking for terms you are not familiar with, be sure to define and understand those before you answer the question. Reference your facts using in-text citations and AMA format for your outside references.

Once you complete the lab, use the text submission field for this assignment in Blackboard to write a message to your instructor to say that you have completed the assignment. This will serve as an alert to your instructor that your assignment is ready to be reviewed and graded.

Chapter Tests, Vocabulary Quizzes, and Unit Exams

Chapter Tests

The chapter tests are multiple-choice and matching. The tests can be accessed by clicking on the link in Blackboard. The chapter tests are open book and are intended to help you review for the unit exams. They are timed and you have three attempts at each test; the questions for each attempt cover the same material, although they may be different. The highest of the three attempt grades will be recorded in the grade book. If you take the test only once, that grade will be recorded in the grade book. To prepare for the chapter tests, complete the readings, view the lecture material, and review using the CONNECT and other study helps posted in the chapter module. Also, review the end-of-chapter questions and other study aides in your textbook. When you are ready, take the test. If you wish, you may review the material and take the test a second or third time.

Module Vocabulary Quizzes

Each module has a 20-term vocabulary quiz. The terms are selected from the chapter vocabulary lists. The quizzes are taken online through the Blackboard site. Each quiz is accessed by clicking on the link in Blackboard. The quizzes are open book and are intended to help you review for the unit exams. To prepare for the vocabulary quizzes read through the lists of terms for each chapter within the module. Fit the terms into the context of the learning objectives for each chapter. The vocabulary quizzes are timed and you have three attempts at each quiz. When you are ready, take the quiz. If you wish, you may review the material and take the quiz a second or third time.

Unit exams

The five unit exams are timed exams (120 minutes) consisting of multiple choice and matching; with all questions graded automatically upon the completion of the unit exam. These unit exams are single-attempt (with no pauses allowed during the 2-hour time frame) and may be taken only once. The unit exams will be available only after all the quizzes, tests and other assessments in the unit are completed. The exams will include topics covered in the textbook, learning objectives, and lectures for each unit. These exams are open notes and open book; however, you should review the material as though you will not have the notes or book available. There will not be time during the exam to look up every answer. Of the 5 unit exams, your 4 highest exams will count toward your final grade (the lowest score will be dropped). NOTE: Do not schedule your unit exams with ProctorU. Only the HOL Laboratory Final Exam (if you are taking the lab) and the lecture Final Exam need to be proctored.

 

The Microbiology Case Study

You will create a case study for a microbial infection selected from the current pathogen list which your instructor will provide to you. Your case study will be assembled using a detailed rubric. Upon completion, and by a specified due date (within Unit 5), your case study will be submitted using the Blackboard website.

 

Final Exam

The cumulative BIOL 1020 lecture final is a proctored test so plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the Final Exam, it will have to be printed out or hand-written and there are no exceptions to this policy.

HOL Laboratory Final Exam – For Students Enrolled in the Laboratory 

The cumulative BIOL 1020 laboratory final is a proctored test. Plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the HOL Laboratory Final Exam, it will have to be printed out or hand-writtenand there are no exceptions to this policy.

 

Discussion Board Posts

Discussion questions cover interesting current events or materials that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Most of the discussion questions are designed to accompany particular chapters (see specific discussion questions for more information). Each question will require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, or view a short video. Then you will write a response following the guidelines in the assignment.

To earn full credit: you will need to post a response, respond to the original posts of at least two other students, and then contribute to an ongoing discussion. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.

Discussion Question Guidelines

1. Read the assignment carefully so that you are familiar with the materials that you need to cover and how to craft your post.

2. Respect each other’s ideas, feelings, and experience. Some of the questions involve areas of disagreement. Expect your classmates to have different opinions.

3. Use proper writing style. Correct spelling and sentence structure are expected just as if you were writing a regular paper. Use spell check and grammar check before you submit.

4. Write your posting in a word document! That way you can save a copy and use spell check and grammar check.

5. Cite the sources that you use to write your response. Follow the AMA guidelines.

6. Avoid posting large blocks of text. Break your writing into paragraphs and use a space between paragraphs to make your posting easier to read online.

7. Subscribe to the discussion so that you get email updates when there is activity.

8. Use the “reply” button rather than the “compose” button when responding to someone else’s post.

9. When responding to a classmate, address them by name.

10. Do not use postings such as “I agree,” “I don’t know either,” or “ditto.” They do not add to the discussion, take up space on the Discussions, and will not be counted.

11. Everyone benefits from an active discussion. Check back in frequently to see what others are saying.

12. Plan your time carefully. You will need to give your classmates time to respond to your postings. This is an asynchronous class where students will be in different points of the class.

13. Contact your instructor if there are schedule problems or other issues that need to be resolved.

Examinations and Grading Information

For students taking the lecture course only, the final course grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the final grade
5 Unit Exams (drop lowest score; 4 in total) 20% of the final grade
Final Exam 20% of the final grade
Case Study 20% of the final grade
Discussion Boards 20% of the final grade
Total Course Grade 100%

 

For students taking the lecture course with the laboratory, your final grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the lecture grade
5 Unit Exams (lowest score is dropped, 4 total) 20% of the lecture grade
Final Exam 20% of the lecture grade
Case Study 20% of the lecture grade
Discussion Boards 20% of the lecture grade
Total 100% of the lecture grade
12 Laboratory Exercise Assessments

HOL Laboratory Final Exam

 60% of the laboratory grade

40% of the laboratory grade

 

Final Grade  
Lecture Grade 75% of Final Grade
Laboratory Grade 25% of Final Grade
Total Course Grade 100%

A letter grade is assigned according to the scheme below. The final course grade will not be posted until all the quizzes, tests, exams, and case study, are completed. For those students taking the laboratory, all lab exercise assessments and the laboratory Final Exam must be also be submitted.

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Outline

Microbiology BIOL 1020

Lecture and Lab Schedule

Unit Module Lecture topic Textbook chapter HOL Laboratory Exercise
1. Life and Death of

Microbes

 1 Humans and the Microbial World 1 #1: Microbiology Laboratory Preparation
    The Molecules of Life

(Note: There is no lecture or quiz for Chapter 2. You need to be familiar with the topics, but will not be asked specific questions from this chapter on the exam.)

 2  
    Microscopy and Prokaryotic Cell Structure 3  
  2 Dynamics of Prokaryotic Growth 4 #2: Microscopy for Microbiology
    Control of Prokaryotic Growth 5  
  3 Metabolism: Fueling Cell Growth 6 #3: Aseptic Technique and Culturing Microbes
    Review for and take the Unit I Exam  
2. Microbial

Genetics and

Diversity

 4 DNA to Proteins 7 #4: Bacterial Enumeration – Dilutions and Plate Counts
    Bacterial Genetics 8  
    Biotechnology and Recombinant DNA 9  
  5 Identification and Classification of Prokaryotic Organisms 10 #5: Bacterial Morphology and Staining Techniques
    The Diversity of Prokaryotic Organisms 11  
    The Eukaryotic Members of the Microbial

World

 12  
  6 Viruses, Prions, and Viroids: Infectious Agents of Plants and Animals 13 #6: Antibiotic Sensitivity – Kirby Bauer Diffusion Test
    Review for and take the Unit II Exam  
Unit Module Lecture topic Textbook reading HOL Laboratory Exercise
3. Microorganisms

and Humans

 7 The Innate Immune Response 14 #7: Biochemical Testing For Microbial Identification – Methyl Red, Voges-Proskauer, and Catalase
    The Adaptive Immune Response 15  
  8 Immunological Disorders 17 #8: Biochemical Testing For Microbial Identification – Carbohydrate Fermentation Testing
    Applications of the Immune response 18  
  9 Host-Microbe Interactions 16 #9: Bacterial Identification Through Functional Media – Motility Testing
    Epidemiology 19  
  10 Antimicrobial Medications 20 #10:Environmental Influences on Microbial Growth – Salt Tolerance and pH Testing
    Review for and take the Unit III Exam  
4. Infectious

Diseases

 11 Respiratory Infections 21 #11: Fomite Transmission
    Skin Infections 22  
  12 Wound Infections 23 #12: Food Safety
    Digestive System Infections 24  
  13 Genitourinary Infections 25  
    Nervous System Infections 26  
  14 Blood and Lymphatic System Infections 27 HOL Laboratory Final Exam: Prepare for the Laboratory Final Exam
    HIV Disease and Complications of Immunodeficiency 28  
    Schedule your HOL Laboratory Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the HOL Laboratory Final Exam

Review for and take the Unit IV Exam

Request the current pathogen list from your instructor for your Case Study!
5. Applied

Microbiology

 15 Microbial Ecology 29  
    Environmental Microbiology 30  
    Food Microbiology 31  
  16 Review for and take the Unit V Exam

Submit your Case Study!
Schedule your Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the Final Exam

 

Student Resources

Course Length

A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.

1. Courses in SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks

2. Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.

3. Course start and end dates are in respect to Eastern Standard Time.

Incomplete Grade Policy

Students are expected to complete all course work by the end date of the course. To view the incomplete grade policy, please  click here .

 
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Biology Experiment

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WEEK 1 EXPERIMENT ANSWER SHEET Please submit to the Week 1 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 1 EXPERIMENT ASSIGNMENT

· Experiment 1 Exercise 1 – The Scientific Method

· Experiment 1 Exercise 2A – pH of Common Solutions

· Experiment 1 Exercise 2B — pH and Buffers

Experiment 1 Exercise 1: The Scientific Method

Be sure that you have read over the introductions to this week’s Experiments activities before starting. When ready, open the following website:

Glencoe/McGraw Hill. No date. The Scientific Method http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES01/ES01.html

Scenario

You have been tasked to design the most efficient compost pile possible; one that can take organic waste material and quickly break it down into a form that can be applied as mulch. A compost pile typically involves:

· Green materials (e.g., fresh grass clippings, fresh leaves)

· Brown materials (e.g., dried grass, twigs, hay, dried leaves)

· Water

· Aeration

The efficiency of a compost pile is measured by how quickly organic matter is decomposed and this efficiency is dictated by the proper combination of the components listed above. Unfortunately, you do not know where to begin! Fortunately, you have a compost simulator that will allow you test a variety of compost designs before you have to construct your actual compost pile.

The purpose of this exercise is to use the Scientific Method to determine the best design for the most efficient compost pile. Note that the parameters that can be varied (using the slider bar) in our simulator are:

· Brown to Green Balance: 100% Green material, 100% Brown material or a combination of both

· Water Concentration: 0 to 100% water

· Number of turns per Month: 0 to 8 turns per month (the greater the number of turns the greater the aeration)

Hypothesis

We will start with the hypothesis that “an efficient compost pile needs lots of green material, a lot of water and a lot of aeration to be efficient”.

Question

1. Based on the on the hypothesis above and knowing the design parameters, write a reasonable prediction if the hypothesis is correct. Be sure to word it as an “If…then” statement (2 pts).

Procedure

A. Conduct an experiment (Experiment 1) to test the hypothesis above using the simulation program.

a. Set the design criteria using the sliders for Brown to Green Balance, Water Concentration and Number of Turns per month. Be sure to use settings based on the hypothesis; this is what you are testing.

b. Record your design criteria in Table 1 below for Experiment 1.

c. Click on the Calendar (Sept 1) in the simulation to start the experiment. When complete, record the Efficiency Meter reading.

Table 1. Design criteria and experiment results (2 pts)

  Brown to Green Balance Water Concentration Number of Turns per Month Efficiency

(High, Medium, Low)
Experiment 1        
Experiment 2        
Experiment 3

(Optional)

        

Questions

2. Was your prediction correct? If not, why do you think so (2 pts)?

3. Write an alternative hypothesis regarding an alternative compost pile design (2 pts).

4. Conduct another Experiment (Experiment 2) to test your new hypothesis using new design criteria (Click Reset to start over). Enter the necessary information in Table 1 above. What was the result of Experiment 2 (2 pts)?

Optional

If your second design was still not very efficient, conduct another Experiment and record your design criteria and results in the Table above.

Experiment 1 Exercise 2A: pH of Common Solutions

Be sure that you have completed your text book readings, have read through the online lecture and have read the introductory material for the Week 1 Experiment before starting. First, answer the following questions:

Questions

1. What is the definition of an acid? Your definition should include more than just a pH range. Provide one example of an acid. Cite your sources. (2 pts).

2. What is the definition of a base? Your definition should include more than just a pH range. Provide one example of a base. Cite your sources. (2 pts).

Open the pH simulation below to begin:

Glencoe/McGraw Hill. No date. pH of Common Solutions http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

Procedure

A. Record the six substances shown across the top of the screen in Table 2 below (e.g., antacid, shampoo, battery acid, soft drinks…).

B. Enter a predicted pH value for each solution and a brief explanation for your choice.

Table 2. Predicted and measured pH values and your explanations (6 pts).

 

 Substance Predicted pH Explanation for Prediction Measured pH
1        
2        
3        
4        
5        
6        
Optional additional solutions
7        
8        
9        
10        
11        
12        

C. Next, use the pH paper to measure the pH of each of the six solutions.

a. Click on the lose end of pH paper and drag into the first test tube.

b. It should change color. Drag the piece of paper over to the dispenser and use the color chart to estimate the pH. Record the measured pH in the Table above.

c. Use the up and down arrows beneath the name of the substance and set the value to the one you determined using the pH paper.

d. Repeat this procedure for the remaining five substances.

D. When you have recorded your pH values and set the counter to indicate the measured pHs, click on Check to see how you did. If necessary, retest any solutions you got wrong.

E. This simulation has twelve different solutions. Feel free to test them all if you would like. This is not required though! Click on Reset if you are interested.

F. When you are done testing the pHs, answer the questions below.

Questions

3. Which of your substances tested are considered an acid (1 pts)?

4. Which of your substances tested are considered a base (1 pts)?

5. What surprised you most about your results in this activity (1 pts)?

Experiment 1 Exercise 2B: Buffers

Before beginning, answer the following question:

Question

1. What is a buffer and briefly, how do they work? Cite your source (2 pts)?

Procedure

Open the buffer simulation below to begin (if necessary, copy the web address and past it into your browser). Be sure your speakers are turned on.

McGraw-Hill Education. No date. Buffers http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/buffer12.swf

A. Listen to the Introduction. If you need to listen to it again, reload the page.

B. Next, click on the Add Strong Acid, H+ button. Pay attention to the bars in the graph. They correspond to the level of the components in the beaker. You will need to watch them carefully.

Questions

2. Why does the green bar in the graph drop? Why does the purple bar in the graph rise? Explain what is occurring chemically (4 pts).

3. In the simulation shown, what happens to the pH in the beaker when HCl is added? How do you know this based on what you see in the graph (2 pts)?

4. What will happen to the pH if HCl is added after all of the acetate is used up? (1 pts)?

Procedure (continued)

C. Next, click on the Add Strong Base. OH-.

Question

5. What is formed when sodium hydroxide is added and how does this affect the pH (4 pts)?

 

Week 1 Experiment Grading Rubric

Component Expectation Points
Experiment 1 Exercise 1 Demonstrates an understanding of the Scientific Method and an ability to apply it (Table 1, Questions 1-3) 10 pts
Experiment 1 Exercise 2A Demonstrates an understanding of pH and how it applies to your everyday life (Table 2, Questions 1-5). 13 pts
Experiment 1 Exercise 2B Demonstrates an understanding of pH and the effect of buffers (Questions 1-5) 13 pts
TOTAL  

 36 pts

Updated October 2013

 
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Bio 1 Worksheet- Easy

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Attached you will find the BIO 1 worksheet:

 

The purpose of this assignment is to lay a foundation of cell biology including the following:

  • the fundamental concepts of chemistry
  • the energy metabolism of cells
  • the structures and functions of plant, animal, and bacteria cells

This assignment also has you apply the scientific method to a real-world scenario.

Complete the Cell Biology worksheet.

  Title

ABC/123 Version X

 1

 

  Cell Biology Worksheet

BIO/101 Version 7

 2

 

 

University of Phoenix Material

 

Cell Biology Worksheet

 

Part I: Foundations of Cell Biology

Respond to the prompts in the tables below. Each response should be at least 30 words. Cite any references that you use.

 

Foundations of Chemisty in Biology

Prompt Your response
Describe an example of a chemical reaction that occurs in the body.  

 

Plant Cells

 

Prompt Your response
Describe the primary structures in plant cells.  
Explain the role of each structure in plant cells.  
Explain how plant cells make energy for cellular processes.  

 

 

Animal Cells

 

Prompt Your response
Describe the primary structures in animal cells.  
Explain the role of each structure in animal cells.  
Explain how animal cells make energy for cellular processes.  

 

 

Bacterial Cells

 

Prompt Your response
Describe the primary structures in bacteria cells.  
Explain the roles of each structure in bacteria cells.  
Explain how bacteria cells make energy for cellular processes.  
How are plant cells, animal cells, and bacteria cells different?  

 

 

Part II: Applying The Scientific Method to Everyday Life

Recently, Earl attended a picnic at his daughter’s school. The picnic was a potluck, and the food was served outdoors. Contributions included hamburgers, hot dogs, baked beans, potato chips, potato salad, coleslaw, apple pie, and vanilla ice cream. Within 24 hours of the picnic, several attendees developed symptoms of food poisoning. Of the 50 people who attended the picnic, only 30 people became ill. Every person at the picnic ate something, but not every person had an opportunity to sample each item. Earl noticed that the potato salad he started to eat was warm. He also noticed that his hamburger was somewhat pink in the middle and not fully cooked. Earl wonders if eating the hamburgers or the potato salad could be responsible for making some attendees ill. Earl has begun to apply the scientific method to this common problem. Answer each of the following prompts in at least 75 words.

 

Prompt Your response
What is Earl’s hypothesis? How did Earl create his hypothesis?  
Describe the steps of the scientific method Earl utilized.  
How could Earl use the scientific method to create an experiment to determine which food sources made people sick?  

 

 

References

Cited in APA Format

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2017 by University of Phoenix. All rights reserved.

 
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SC235 Biology Unit 2 V

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Assignment Details

Where do we fit in?

This week you are exploring the characteristics of our species and the role we play in our ecosystem. Two terms commonly used to describe an organism’s place in the environment is their “habitat” and their “niche.” A habitat is defined as an area inhabited by particular species. A niche is defined as the role (job), activities and resources used by an organism. For example, a polar bear’s habitat is the arctic whereas its niche is to swim, eat fish, walruses and seals, and to take care of polar bear cubs. Have you ever considered the characteristics of your niche or thought about what might happen if you were forced to switch to another niche? This Assignment will give you the opportunity to compare and contrast the niche that you live in with an assigned niche (described below).

Your essay should include:

· A description of your personal niche and of your assigned niche highlighting the similarities and differences.

· A description of your personal habitat and your assigned habitat highlighting the similarities and differences.

· Consider what characteristics would provide a survival advantage to you or to the individuals who currently occupy each niche and habitat.

· How have humans adapted to the two habitats and niches?

· What difficulties might you have living in the assigned niche and why?

· What types of cultural adaptations have evolved from living in your niche? Your assigned niche?

· Your discussion should consider any biological adaptations as well; things such as dealing with food spoilage, insect vector control, food and waterborne illnesses, etc.

Letter of last name: Assigned Niche
A-G An Ecologist Studying Penguin Mating in the Arctic
H-N An Ecologist Studying Elephant Behavior in a Sub-Saharan Desert
O-T A Botanist Studying Endangered Plants in a Tropical Rain Forest
U-Z An Ecologist Studying Kangaroo Behavior in the Australian Outback

 

Basic writing requirements:

Your essay should be in APA format and include a cover page, an introduction, the body of the essay addressing the different topics and questions described above, and a conclusion paragraph. Please remember to reference any statement of fact and to include a reference list at the end of the essay. The essay should be a minimum of 750 words in length not counting the cover page and reference list.

Turnitin Analysis

A special feature is available to help you with reviewing your Unit 2 Assignment for plagiarism. When you submit your Assignment to the Unit 2 Dropbox, your Assignment will automatically be analyzed by the plagiarism detection tool, Turnitin. Soon after you submit your Assignment, you will be able to view the Turnitin Originality Report. Originality Reports provide a summary of matching or highly similar text found in a submitted paper. To assist you, here is a link to a Turnitin review report tutorial:  https://vimeo.com/29333644 . When an Originality Report is available for viewing, an icon will appear in the report column of the Assignment Inbox. Originality Reports are only available in the Inbox. For this reason, you will need to download the report prior to the grading of the Unit 2 Assignment. To do this, click on the print icon at the bottom of the Originality Report. This will prepare a readable, PDF version of the Originality Report that you can save to your computer.

Submitting Your Assignment

Save your copy of the APA-formatted Assignment in a location and with a name that you will remember. Be sure to use the “Save As” option to include your first and last name in the title of the document. For example, your Assignment might be called Shawn_Edwards_Assignment2.doc

When you are ready, submit your work to the Dropbox.

 
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