Lab 4 – Protists & Fungi

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Name:

Lab 4 – Protists & Fungi

Objectives

1. Describe the differences between Protists, Fungi and Prokaryotic cells.

2. Describe how to separate Protists based on their nutrition.

3. Look at examples of Protists and label specified structures.

4. Describe how Fungi obtain nutrients.

5. Look at examples of Fungi and label specified structures.

Reading assignment: Read 16.6 – 16.9: There is also a power point of this material.

For this worksheet you will search the internet for examples of the given organism. You must list the reference (web site) that you used for each picture that you copy into the worksheet. You need to choose unlabeled photographs of microscope slides that show all of the structures, that you will then label. Refer to the file “How to Label an Image” found on Bb > Lab Assignments > Lab Background Information.

List 2 differences between prokaryotic bacteria and protists.

A Paramecium caudatum is a unicellular heterotroph. What does this mean?

Phytoplanton are marine autotrophs. What does this mean?

Protists are eukaryotic. Is it possible for a prokaryotic organism to be an autotroph? Explain.

A. Protozoa

1. Amoeba proteus – Using the internet find a photograph of a slide of an amoeba. Copy the photograph (listing the source) into this worksheet and label the nucleus and pseudopod.

What is the pseudopod?

How do these protists ingest food?

2. Paramecium caudatum – Find a photograph of a slide of a paramecium and label the nucleus.

What structure allows this organism to move?

3. Plasmodium vivax is also a protozoan and a parasite.

What disease results when humans are infected with this organism?

How do humans acquire this protozoan?

Please watch the video on Plasmodium’s life cycle:

What cells does the parasite target in the human host?

Where does sexual reproduction take place in the parasite’s life cycle?

B. Algae

1. Volvox (colonial algae) – Find a photograph of a slide of Volvox and label the parent colony, juvenile (or daughter) colony, and vegetative cells.

2. Spirogyra– Find a photograph of a slide of Spirogyra in the asexual stage and label the chloroplasts and cell wall.

Find a second photograph of a slide of Spirogyra in the sexual stage and label the zygotes, female filament (with zygote), male filament (empty) and conjugation tubules.

What is conjugation?

C. Fungi

List 2 differences between protists and fungi.

Describe how fungi obtain nutrients.

List 2 problems caused by fungi and 2 benefits provided by fungi.

1. Yeast (unicellular fungus) – Find a photograph of a slide of yeast.

2. Breadmold – Rhizopus. Find a photograph of a slide of Rhizopus in the asexual stage and label the hyphae, sporangia, and spores.

Find a second photograph of a slide of Rhizopus in the sexual stage and label the gametangium and zygospore.

3. Coprinus Mushroom – Find a photograph of a slide of Coprinus (not a picture of a mature mushroom) and label the cap, stalk, gills, and spores

Once you have completed the worksheet you need to submit it using Blackboard.

Take Lab Quiz 4. This quiz covers the information from sections 16.6 – 16.9.

These are the organisms that you will find images of and the structures you must identify.

Kingdom Protista

Protozoa

Amoeba proteus – pseudopodia, nucleus

Paramecium caudatum – nucleus

Algae

Volvox – multicellular colonial alga

parent colony juvenile colony vegetative cells

Spirogyra – multicellular filamentous alga (2 drawings)

chloroplasts pyrenoids cell walls

female filament zygotes male filament conjugation tubes

Kingdom Fungi

Yeast

Breadmold – Rhizopus (2 drawings)

asexual: hyphae sporangia spores

sexual: gametangium zygospore

Coprinus Mushroom

cap stalk gills spores

 
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Epidemiology Finals Paper

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Population: In this section of your report, you will summarize key elements of the research study and analyze the population impacted by the health issue.  A. Summarize the people, places, and times represented in the research study to provide context for your report. [IHP-330-02]  B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite specific examples from the research study to support your description. [IHP-330-01]  C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the research study to support your description. [IHP-330-01]  D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning. [IHP-33001]

 

II. Health Issue: In this section of your final project, you will analyze the health issue in focus in the research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic.  A. Describe the risk factors associated with the public health issue. Support your description with evidence from the research study and your independent research. [IHP-330-02]  B. Describe the mode of transmission of the public health issue. Support your description with evidence from the research study and your independent research. [IHP-330-02]  C. Determine the incidence and prevalence of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330-03]  D. Determine the mortality rate of the health issue using the data from the research study to perform the appropriate calculations. [IHP-33003]  E. Interpret the odds ratio to determine the strength of association between the potential sources of exposure and the disease. [IHP-330-03]  F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue. [IHP-330-03]

 

III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies.  A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]  B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]

 

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]  D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study. [IHP-330-04]

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health.  A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and impacted population. [IHP-330-05]  B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be sure to justify your determination. [IHP-330-05]  C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit? [IHP330-05]

IHP 330 Final Project Guidelines and Rubric

 

Overview

Epidemiology is the science that allows public health practitioners to study the patterns, causes, and effects of health conditions in defined populations. Public health practitioners rely on epidemiology to understand the risks and protective factors associated with health conditions, and to identify health disparities and specific populations at risk for disease. Studies in epidemiology inform the development of public health policy and targeted interventions to prevent disease and reduce health disparities.

 

For your final project, you will complete an epidemiological research study report based on the provided research study, “ Salmonella in the Caribbean .”

Epidemiologists in the field are often tasked with developing recommendations to address specific health issues, and part of that process is analyzing what other communities and epidemiologists have already done to address the issues. In your epidemiological research study report, you will analyze a health issue, the population impacted, and the prevention strategies used. You will then develop a research question and determine an appropriate research design to further investigate the issue.

 

The final project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Five. The final product will be submitted in Module Seven.

 

In this assignment, you will demonstrate your mastery of the following course outcomes:

 

IHP-330-01: Draw connections between health disparities within specific populations and social and behavioral determinants

IHP-330-02: Determine key epidemiological principles of disease by analyzing health research studies

IHP-330-03: Determine patterns and trends of disease causation in specific populations by analyzing health data

IHP-330-04: Differentiate between primary, secondary, and tertiary prevention strategies for how they address key factors impacting health issues of specific populations

IHP-330-05: Select epidemiological research designs to investigate disease and improve the quality of health for specific populations

 

Prompt

For your final project, you will develop an epidemiological research study report on the provided research study, “Salmonella in the Caribbean,” which investigates a public health issue impacting a specific population. In your project, you will analyze the population impacted by the public health issue to accomplish the following:

 

Make connections between social and behavioral determinants and disparities.

Analyze the health issue to determine key epidemiologic principles and identify patterns and trends.

Examine the levels of prevention used in the research study.

 

For the conclusion to your research study report, you will develop a research question to further investigate the public health issue and population, and to determine an appropriate research design to investigate the research question.

 

Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).

 

I. Population: In this section of your report, you will summarize key elements of the research study and analyze the population impacted by the health issue.

A. Summarize the people, places, and times represented in the research study to provide context for your report. [IHP-330-02]

B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite

specific examples from the research study to support your description. [IHP-330-01]

C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the

research study to support your description. [IHP-330-01]

D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning. [IHP-330-

01]

 

II. Health Issue: In this section of your final project, you will analyze the health issue in focus in the research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic.

A. Describe the risk factors associated with the public health issue. Support your description with evidence from the research study and

your independent research. [IHP-330-02]

B. Describe the mode of transmission of the public health issue. Support your description with evidence from the research study and your

independent research. [IHP-330-02]

C. Determine the incidence and prevalence of the health issue using the data from the research study to perform the appropriate calculations.

[IHP-330-03]

D. Determine the mortality rate of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330-

03]

E. Interpret the odds ratio to determine the strength of association between the potential sources of exposure and the disease. [IHP-330-03]

F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue. [IHP-330-03]

 

III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies.

A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the

health issue of the specific population. [IHP-330-04]

B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health

issue of the specific population. [IHP-330-04]

D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study. [IHP-330-04]

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health.

A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and

impacted population. [IHP-330-05]

B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be

sure to justify your determination. [IHP-330-05]

C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit? [IHP-

330-05]

 

Milestones

Milestone One : Health Issue

In Module Three, you will analyze the health issue in focus in the provided research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic. This milestone will be graded with the Milestone One Rubric.

 

Milestone Two : Population

In Module Five, you will summarize the key elements of the research study and analyze the population impacted by the health issue. This milestone will be graded with the Milestone Two Rubric.

 

Final Submission : Epidemiological Research Study Analysis

In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

 

Final Project Rubric

Guidelines for Submission: Your final project should be 4–6 pages, double spaced, with one-inch margins, 12-point Times New Roman font, and APA formatting and citations.

 

 

Critical Elements

 

 Exemplary (100%)

 

 Proficient (85%)

 

 Needs Improvement (55%)

 

 Not Evident (0%)

 

 Value

 
Population: Meets “Proficient” criteria, and Summarizes the people, places, Summarizes the people, places, Does not summarize the people, 6.4
Summarize summary demonstrates a and times represented in the and times represented in the places, and times represented in  
[IHP-330-02] sophisticated awareness of the research study to provide research study to provide the research study to provide  
  epidemiologic principles in the context for the report context for the report, but context for the report  
 

 

 

 research study

 

 

  

 

 

 response has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Population: Social Meets “Proficient” criteria and Describes three social and Describes three social and Does not describe three social 6.4
and Behavioral demonstrates keen insight into behavioral determinants behavioral determinants and behavioral determinants  
Determinants social and behavioral strongly associated with the strongly associated with the strongly associated with the  
[IHP-330-01] determinants of public health public health issue in the public health issue in the public health issue in the  
 

 

 

 

 

 

 issues

 

 

 

 

 

 research study

 

 

 

 

 

 research study, but response is missing one or more determinants or has gaps in detail, clarity, accuracy, or support

 

 research study

 

 

 

 

 

  

 

 

 

 

 
Population: Meets “Proficient” criteria and Describes three known Describes three known Does not describe three known 6.4
Disparities demonstrates keen insight into disparities associated with the disparities associated with the disparities associated with the  
[IHP-330-01] the disparities associated with health of the specific health of the specific health of the specific population  
 

 

 

 

 

 public health issues

 

 

 

 

 population

 

 

 

 

 population, but response is missing one or more disparities or has gaps in detail, clarity, accuracy, or support  

 

 

 

 

  

 

 

 

 
Population: Meets “Proficient” criteria and Explains how the social and Explains how the social and Does not explain how the social 6.4
Determinants Relate draws insightful connections behavioral determinants relate behavioral determinants relate and behavioral determinants  
to the Disparities between social and behavioral to the disparities identified to the disparities identified relate to the disparities identified  
[IHP-330-01] determinants and known with reasoning with reasoning, but response with reasoning  
 

 

 

 disparities

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Health Issue: Risk Meets “Proficient” criteria, and Describes the risk factors Describes the risk factors Does not describe the risk factors 6.4
Factors support demonstrates keen associated with the public associated with the public associated with the public health  
[IHP-330-02] insight into the risk factors health issue, supporting health issue, supporting issue  
  associated with public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support

 

  

 

 

 

  

 

 

 

 

 

Health Issue: Mode of Meets “Proficient” criteria, and Describes the mode of Describes the mode of Does not describe the mode of 6.4
Transmission support demonstrates keen transmission of the public transmission of the public transmission of the public health  
[IHP-330-02] insight into the mode of health issue, supporting health issue, supporting issue  
  transmission of public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the incidence and Determines the incidence and Does not determine the 4.8
Incidence and response demonstrates prevalence of the health issue prevalence of the health issue incidence and prevalence of the  
Prevalence complex grasp of how to using the data from the using the data from the health issue using the data from  
[IHP-330-03] determine the incidence and research study and performing research study and performing the research study  
  prevalence of a disease by the appropriate calculations calculations, but calculations    
 

 

 

 

 analyzing health data

 

 

 

  

 

 

 

 are inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the mortality rate Determines the mortality rate Does not determine the mortality 4.8
Mortality response demonstrates of the health issue using the of the health issue using the rate of the health issue using the  
[IHP-330-03] complex grasp of how to data from the research study data from the research study data from the research study  
  determine the mortality rate of and performing the and performing calculations,    
  a disease by analyzing health appropriate calculations but calculations are    
 

 

 

 

 data

 

 

 

  

 

 

 

 inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Odds Meets “Proficient” criteria, and Interprets the odds ratio to Interprets the odds ratio to Does not interpret the odds ratio 4.8
Ratio determination demonstrates determine the strength of determine the strength of to determine the strength of  
[IHP-330-03] keen insight into interpreting association between the association between the association between the  
  trends and patterns of disease potential sources of exposure potential sources of exposure potential sources of exposure  
 

 

 

 

 causation

 

 

 

 and the disease

 

 

 

 and the disease, but response has gaps in detail, clarity, or accuracy

 

 and the disease

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria and Draws connections between Draws connections between Does not draw connections 4.8
Connections uses research and analysis to the population and public the population and public between the population and  
[IHP-330-03] make especially cogent health issue based on research health issue based on research public health issue  
  connections between the and analysis and analysis, but response has    
  population and public health   gaps in detail, clarity, accuracy,    
 

 

 issue

 

  

 

 or support

 

  

 

  

 

 

 

Levels of Prevention: Meets “Proficient” criteria, and Describes a primary prevention Describes a primary prevention Does not describe a primary 4.8
Primary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how primary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a secondary Describes a secondary Does not describe a secondary 4.8
Secondary Prevention explanation demonstrates prevention strategy prevention strategy prevention strategy represented  
Strategy keen insight into how represented in the research represented in the research in the research study  
[IHP-330-04] secondary prevention study, explaining how it study, explaining how it    
  strategies address key factors addresses key factors addresses key factors    
  impacting health issues of impacting the health issue of impacting the health issue of    
 

 

 

 

 specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a tertiary prevention Describes a tertiary prevention Does not describe a tertiary 4.8
Tertiary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how tertiary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Explains how the primary, Explains how the primary, Does not explain how the 4.8
Prevention Strategies explanation demonstrates secondary, and tertiary secondary, and tertiary primary, secondary, and tertiary  
Differ keen insight into how different prevention strategies differ in prevention strategies differ in prevention strategies differ in  
[IHP-330-04] prevention strategies address how they address the key how they address the key how they address the key factors  
  key factors impacting health factors impacting the health factors impacting the health impacting the health issues in the  
 

 

 

 

 issues of specific populations

 

 

 

 issues in the research study

 

 

 

 issues in the research study, but with gaps in detail, clarity, or accuracy

 

 research study

 

 

 

  

 

 

 

 

 

Conclusion: Research Meets “Proficient” criteria, and Develops a research question Develops a research question Does not develop a research 6.4
Question research question is especially to further investigate the to further investigate the question to further investigate  
[IHP-330-05] well-crafted for examining the specific public health issue and specific public health issue and the specific public health issue  
  specific public health issue and impacted population based on impacted population, but and impacted population  
 

 

 

 

 impacted population

 

 

 

 analysis of research study

 

 

 

 question is illogical or not based on analysis of research study

 

  

 

 

 

  

 

 

 
Conclusion: Research Meets “Proficient” criteria, and Determines whether an Determines whether an Does not determine whether an 6.4
Design justification demonstrates observational or experimental observational or experimental observational or experimental  
[IHP-330-05] keen insight into the research design would be more research design would be more research design would be more  
  appropriate use of research appropriate to investigate the appropriate to investigate the appropriate to investigate the  
  designs to investigate disease research questions, justifying research questions, justifying research questions  
  for improving the quality of determination determination, but response    
 

 

 

 health

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Conclusion: Meets “Proficient” criteria, and Explains the importance of Explains the importance of Does not explain the importance 6.4
Importance explanation demonstrates further research for improving further research for improving of further research for improving  
[IHP-330-05] keen insight into how the the quality of health in the the quality of health in the the quality of health in the  
  investigation of disease can specific population specific population, but with specific population  
 

 

 

 improve the quality of health for specific populations

 

  

 

 

 gaps in logic or detail

 

 

  

 

 

  

 

 
Articulation of Submission is free of errors Submission has no major errors Submission has major errors Submission has critical errors 4
Response related to citations, grammar, related to citations, grammar, related to citations, grammar, related to citations, grammar,  
  spelling, syntax, and spelling, syntax, or organization spelling, syntax, or organization spelling, syntax, or organization  
  organization and is presented   that negatively impact that prevent understanding of  
  in a professional and easy-to-   readability and articulation of ideas  
 

 

 read format

 

  

 

 main ideas

 

  

 

  

 
Total

 

 100%

IHP 330 Final Project Guidelines and Rubric

 

Overview

Epidemiology is the science that allows public health practitioners to study the patterns, causes, and effects of health conditions in defined populations. Public health practitioners rely on epidemiology to understand the risks and protective factors associated with health conditions, and to identify health disparities and specific populations at risk for disease. Studies in epidemiology inform the development of public health policy and targeted interventions to prevent disease and reduce health disparities.

 

For your final project, you will complete an epidemiological research study report based on the provided research study, “ Salmonella in the Caribbean .”

Epidemiologists in the field are often tasked with developing recommendations to address specific health issues, and part of that process is analyzing what other communities and epidemiologists have already done to address the issues. In your epidemiological research study report, you will analyze a health issue, the population impacted, and the prevention strategies used. You will then develop a research question and determine an appropriate research design to further investigate the issue.

 

The final project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Five. The final product will be submitted in Module Seven.

 

In this assignment, you will demonstrate your mastery of the following course outcomes:

 

IHP-330-01: Draw connections between health disparities within specific populations and social and behavioral determinants

IHP-330-02: Determine key epidemiological principles of disease by analyzing health research studies

IHP-330-03: Determine patterns and trends of disease causation in specific populations by analyzing health data

IHP-330-04: Differentiate between primary, secondary, and tertiary prevention strategies for how they address key factors impacting health issues of specific populations

IHP-330-05: Select epidemiological research designs to investigate disease and improve the quality of health for specific populations

 

Prompt

For your final project, you will develop an epidemiological research study report on the provided research study, “Salmonella in the Caribbean,” which investigates a public health issue impacting a specific population. In your project, you will analyze the population impacted by the public health issue to accomplish the following:

 

Make connections between social and behavioral determinants and disparities.

Analyze the health issue to determine key epidemiologic principles and identify patterns and trends.

Examine the levels of prevention used in the research study.

 

For the conclusion to your research study report, you will develop a research question to further investigate the public health issue and population, and to determine an appropriate research design to investigate the research question.

 

Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).

 

I. Population: In this section of your report, you will summarize key elements of the research study and analyze the population impacted by the health issue.

A. Summarize the people, places, and times represented in the research study to provide context for your report. [IHP-330-02]

B. Describe three social and behavioral determinants strongly associated with the public health issue in the research study. Be sure to cite

specific examples from the research study to support your description. [IHP-330-01]

C. Describe three known disparities associated with the health of the specific population. Be sure to cite specific examples from the

research study to support your description. [IHP-330-01]

D. Explain how the identified social and behavioral determinants relate to the disparities you identified, and explain your reasoning. [IHP-330-

01]

 

II. Health Issue: In this section of your final project, you will analyze the health issue in focus in the research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic.

A. Describe the risk factors associated with the public health issue. Support your description with evidence from the research study and

your independent research. [IHP-330-02]

B. Describe the mode of transmission of the public health issue. Support your description with evidence from the research study and your

independent research. [IHP-330-02]

C. Determine the incidence and prevalence of the health issue using the data from the research study to perform the appropriate calculations.

[IHP-330-03]

D. Determine the mortality rate of the health issue using the data from the research study to perform the appropriate calculations. [IHP-330-

03]

E. Interpret the odds ratio to determine the strength of association between the potential sources of exposure and the disease. [IHP-330-03]

F. Using your research and analysis, draw connections between the population and public health issue. Consider where you identified common elements, what you learned about the public health issue by studying the population, and what you learned about the population by studying the public health issue. [IHP-330-03]

 

III. Levels of Prevention: In this section, you will describe the prevention strategies used by the epidemiologists in the research study. You will identify a strategy for each level of prevention and differentiate between the strategies.

A. Describe a primary prevention strategy represented in the research study, and explain how it addresses key factors impacting the

health issue of the specific population. [IHP-330-04]

B. Describe a secondary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health issue of the specific population. [IHP-330-04]

C. Describe a tertiary prevention strategy represented in the research study, and explain how it addresses key factors impacting the health

issue of the specific population. [IHP-330-04]

D. Explain how the primary, secondary, and tertiary prevention strategies differ in how they address the key factors impacting the health issue in the research study. [IHP-330-04]

 

IV. Conclusion: Now that you have analyzed the research study, you will develop a research question to further investigate the specific health issue and population, select an appropriate research design, and explain the importance of the research to the field of public health.

A. Using your analysis of the research study, develop a research question to further investigate the specific public health issue and

impacted population. [IHP-330-05]

B. Determine whether an observational or experimental research design would be more appropriate to investigate your research question. Be

sure to justify your determination. [IHP-330-05]

C. Explain the importance of further research for improving the quality of health in the specific population. What is the potential benefit? [IHP-

330-05]

 

Milestones

Milestone One : Health Issue

In Module Three, you will analyze the health issue in focus in the provided research study. You will draw conclusions about the health issue through your review of the research study and by conducting outside research on the topic. This milestone will be graded with the Milestone One Rubric.

 

Milestone Two : Population

In Module Five, you will summarize the key elements of the research study and analyze the population impacted by the health issue. This milestone will be graded with the Milestone Two Rubric.

 

Final Submission : Epidemiological Research Study Analysis

In Module Seven, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

 

Final Project Rubric

Guidelines for Submission: Your final project should be 4–6 pages, double spaced, with one-inch margins, 12-point Times New Roman font, and APA formatting and citations.

 

 

Critical Elements

 

 Exemplary (100%)

 

 Proficient (85%)

 

 Needs Improvement (55%)

 

 Not Evident (0%)

 

 Value

 
Population: Meets “Proficient” criteria, and Summarizes the people, places, Summarizes the people, places, Does not summarize the people, 6.4
Summarize summary demonstrates a and times represented in the and times represented in the places, and times represented in  
[IHP-330-02] sophisticated awareness of the research study to provide research study to provide the research study to provide  
  epidemiologic principles in the context for the report context for the report, but context for the report  
 

 

 

 research study

 

 

  

 

 

 response has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Population: Social Meets “Proficient” criteria and Describes three social and Describes three social and Does not describe three social 6.4
and Behavioral demonstrates keen insight into behavioral determinants behavioral determinants and behavioral determinants  
Determinants social and behavioral strongly associated with the strongly associated with the strongly associated with the  
[IHP-330-01] determinants of public health public health issue in the public health issue in the public health issue in the  
 

 

 

 

 

 

 issues

 

 

 

 

 

 research study

 

 

 

 

 

 research study, but response is missing one or more determinants or has gaps in detail, clarity, accuracy, or support

 

 research study

 

 

 

 

 

  

 

 

 

 

 
Population: Meets “Proficient” criteria and Describes three known Describes three known Does not describe three known 6.4
Disparities demonstrates keen insight into disparities associated with the disparities associated with the disparities associated with the  
[IHP-330-01] the disparities associated with health of the specific health of the specific health of the specific population  
 

 

 

 

 

 public health issues

 

 

 

 

 population

 

 

 

 

 population, but response is missing one or more disparities or has gaps in detail, clarity, accuracy, or support  

 

 

 

 

  

 

 

 

 
Population: Meets “Proficient” criteria and Explains how the social and Explains how the social and Does not explain how the social 6.4
Determinants Relate draws insightful connections behavioral determinants relate behavioral determinants relate and behavioral determinants  
to the Disparities between social and behavioral to the disparities identified to the disparities identified relate to the disparities identified  
[IHP-330-01] determinants and known with reasoning with reasoning, but response with reasoning  
 

 

 

 disparities

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Health Issue: Risk Meets “Proficient” criteria, and Describes the risk factors Describes the risk factors Does not describe the risk factors 6.4
Factors support demonstrates keen associated with the public associated with the public associated with the public health  
[IHP-330-02] insight into the risk factors health issue, supporting health issue, supporting issue  
  associated with public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support

 

  

 

 

 

  

 

 

 

 

 

Health Issue: Mode of Meets “Proficient” criteria, and Describes the mode of Describes the mode of Does not describe the mode of 6.4
Transmission support demonstrates keen transmission of the public transmission of the public transmission of the public health  
[IHP-330-02] insight into the mode of health issue, supporting health issue, supporting issue  
  transmission of public health description with evidence from description with evidence from    
  issues the research study and from the research study and from    
 

 

 

 

  

 

 

 

 independent research

 

 

 

 independent research, but response has gaps in detail, clarity, accuracy, or support  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the incidence and Determines the incidence and Does not determine the 4.8
Incidence and response demonstrates prevalence of the health issue prevalence of the health issue incidence and prevalence of the  
Prevalence complex grasp of how to using the data from the using the data from the health issue using the data from  
[IHP-330-03] determine the incidence and research study and performing research study and performing the research study  
  prevalence of a disease by the appropriate calculations calculations, but calculations    
 

 

 

 

 analyzing health data

 

 

 

  

 

 

 

 are inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria, and Determines the mortality rate Determines the mortality rate Does not determine the mortality 4.8
Mortality response demonstrates of the health issue using the of the health issue using the rate of the health issue using the  
[IHP-330-03] complex grasp of how to data from the research study data from the research study data from the research study  
  determine the mortality rate of and performing the and performing calculations,    
  a disease by analyzing health appropriate calculations but calculations are    
 

 

 

 

 data

 

 

 

  

 

 

 

 inappropriate, or determination has gaps in detail, clarity, or logic

 

  

 

 

 

  

 

 

 
Health Issue: Odds Meets “Proficient” criteria, and Interprets the odds ratio to Interprets the odds ratio to Does not interpret the odds ratio 4.8
Ratio determination demonstrates determine the strength of determine the strength of to determine the strength of  
[IHP-330-03] keen insight into interpreting association between the association between the association between the  
  trends and patterns of disease potential sources of exposure potential sources of exposure potential sources of exposure  
 

 

 

 

 causation

 

 

 

 and the disease

 

 

 

 and the disease, but response has gaps in detail, clarity, or accuracy

 

 and the disease

 

 

 

  

 

 

 
Health Issue: Meets “Proficient” criteria and Draws connections between Draws connections between Does not draw connections 4.8
Connections uses research and analysis to the population and public the population and public between the population and  
[IHP-330-03] make especially cogent health issue based on research health issue based on research public health issue  
  connections between the and analysis and analysis, but response has    
  population and public health   gaps in detail, clarity, accuracy,    
 

 

 issue

 

  

 

 or support

 

  

 

  

 

 

 

Levels of Prevention: Meets “Proficient” criteria, and Describes a primary prevention Describes a primary prevention Does not describe a primary 4.8
Primary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how primary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a secondary Describes a secondary Does not describe a secondary 4.8
Secondary Prevention explanation demonstrates prevention strategy prevention strategy prevention strategy represented  
Strategy keen insight into how represented in the research represented in the research in the research study  
[IHP-330-04] secondary prevention study, explaining how it study, explaining how it    
  strategies address key factors addresses key factors addresses key factors    
  impacting health issues of impacting the health issue of impacting the health issue of    
 

 

 

 

 specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Describes a tertiary prevention Describes a tertiary prevention Does not describe a tertiary 4.8
Tertiary Prevention explanation demonstrates strategy represented in the strategy represented in the prevention strategy represented  
Strategy keen insight into how tertiary research study, explaining how research study, explaining how in the research study  
[IHP-330-04] prevention strategies address it addresses key factors it addresses key factors    
  key factors impacting health impacting the health issue of impacting the health issue of    
 

 

 

 

 issues of specific populations

 

 

 

 the specific population

 

 

 

 the specific population, but response has gaps in detail, clarity, or accuracy  

 

 

 

  

 

 

 
Levels of Prevention: Meets “Proficient” criteria, and Explains how the primary, Explains how the primary, Does not explain how the 4.8
Prevention Strategies explanation demonstrates secondary, and tertiary secondary, and tertiary primary, secondary, and tertiary  
Differ keen insight into how different prevention strategies differ in prevention strategies differ in prevention strategies differ in  
[IHP-330-04] prevention strategies address how they address the key how they address the key how they address the key factors  
  key factors impacting health factors impacting the health factors impacting the health impacting the health issues in the  
 

 

 

 

 issues of specific populations

 

 

 

 issues in the research study

 

 

 

 issues in the research study, but with gaps in detail, clarity, or accuracy

 

 research study

 

 

 

  

 

 

 

 

 

Conclusion: Research Meets “Proficient” criteria, and Develops a research question Develops a research question Does not develop a research 6.4
Question research question is especially to further investigate the to further investigate the question to further investigate  
[IHP-330-05] well-crafted for examining the specific public health issue and specific public health issue and the specific public health issue  
  specific public health issue and impacted population based on impacted population, but and impacted population  
 

 

 

 

 impacted population

 

 

 

 analysis of research study

 

 

 

 question is illogical or not based on analysis of research study

 

  

 

 

 

  

 

 

 
Conclusion: Research Meets “Proficient” criteria, and Determines whether an Determines whether an Does not determine whether an 6.4
Design justification demonstrates observational or experimental observational or experimental observational or experimental  
[IHP-330-05] keen insight into the research design would be more research design would be more research design would be more  
  appropriate use of research appropriate to investigate the appropriate to investigate the appropriate to investigate the  
  designs to investigate disease research questions, justifying research questions, justifying research questions  
  for improving the quality of determination determination, but response    
 

 

 

 health

 

 

  

 

 

 has gaps in detail, clarity, accuracy, or support

 

  

 

 

  

 

 
Conclusion: Meets “Proficient” criteria, and Explains the importance of Explains the importance of Does not explain the importance 6.4
Importance explanation demonstrates further research for improving further research for improving of further research for improving  
[IHP-330-05] keen insight into how the the quality of health in the the quality of health in the the quality of health in the  
  investigation of disease can specific population specific population, but with specific population  
 

 

 

 improve the quality of health for specific populations

 

  

 

 

 gaps in logic or detail

 

 

  

 

 

  

 

 
Articulation of Submission is free of errors Submission has no major errors Submission has major errors Submission has critical errors 4
Response related to citations, grammar, related to citations, grammar, related to citations, grammar, related to citations, grammar,  
  spelling, syntax, and spelling, syntax, or organization spelling, syntax, or organization spelling, syntax, or organization  
  organization and is presented   that negatively impact that prevent understanding of  
  in a professional and easy-to-   readability and articulation of ideas  
 

 

 read format

 

  

 

 main ideas

 

  

 

  

 
Total

 

 100%
 
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BIO In The News Assignment

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Biology in the News Assignment

The biology concepts presented in this course encourage you to make the connection between textbook biology and biology that appears in newspapers, periodicals, and the Internet. This Biology in the News (BITN) assignment enables you to focus on the connection between the textbook and the world you live in and to recognize how science and technology influence and contribute to modern culture.

Select an article from a recent newspaper, periodical, or the Internet which correlates with the content of one or more concepts of instruction covered in the course. Select an article that is written for the general public. Avoid scientific publications.

Choose an article that is:

· related to content presented in a lesson.

· of appropriate length, not just an announcement and not ten pages.

· less than three months old.

· From current news, not encyclopedic reference.

· Written for the general public, not a scholarly scientific publication.

Your BITN paper should contain three parts:

1. The title page includes the date, your name, course, section, and instructor name in the upper right corner. The title of the article should be centered on the page. Position the article reference citation on the bottom.

2. The body of the essay will include three carefully written paragraphs. Each paragraph should contain a minimum of four sentences.

Paragraph one: Summarize the who, what, when, where, why, and how of the article content.

Paragraph two: Correlate the content of the article with the subject matter of a lesson covered in the course. Explain how the textbook helped you understand the article. Did the article agree with or contradict the textbook?

Paragraph three: Give your opinion on the content of the article. Explain how the content of the article impacts you, your family and friends. Relate the content of the article to real life by answering two or more of the following questions:

  • Did the article make you aware       of things you had not thought of before?
  • Did the article change your mind       about the topic?
  • Was the article about something       you have experienced personally?
  • Did the article address ethical       or public policy issues?
  • Do you agree or disagree with       information presented in your article?
  1. Attach      a copy of the article to your paper. 

This assignment counts 20 points. Late work will count half credit. Points are earned as follows:

Format, Presentation, and Citation (4 points)

  1. Cover sheet contains:
    • Name, course, section number,       date, and name of instructor
    • Article title
    • Article citation in a standard       format such as APA or MLA
  2. Three Paragraphs:
    • Minimum of four sentences per       paragraph
    • Article relates to content of a       Lesson presented in class
  3. Attach a copy of the article to      the BITN assignment:
    • Article is less than three       months old
    • Article is news, not reference       material

Accurate Written Communication Skills (4 points)

  • Assignment includes coherent      paragraphs with proper sentence structure, spelling, grammar, punctuation      and use of scientific terminology.
  • Paragraphs should be written in your      own words from information in the article and textbook. No parts of the      article, textbook, or other sources may be copied. Plagiarism will not be      tolerated. Papers the instructor determines contain plagiarism will be      given a zero. See http://www.plagiarism.org/      for additional information on what constitutes plagiarism.

Summary Paragraph (4 points)

  • Demonstrate your understanding by      identifying main points of the article and summarizing into one coherent      paragraph.

Correlation Paragraph (4 points)

  • Discuss how the main ideas of      your article relate to the textbook, lab or lecture material.
  • Specifically reference textbook      and lab materials to provide a clear connection between the main ideas in      the article and your biology course.

Personal Reaction Paragraph (4 points)

  • Explain why you chose this article      and why it is important to you, your family and friends by answering two      or more of the following questions:
    • Did the article make you aware       of things you had not thought of before?
    • Did the article change your mind       or feelings about the topic?
    • Was the article about something       you have experienced personally?
    • Did the article address ethical       or public policy issues?
    • Do you agree or disagree with       information presented in your article?
 
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Crazy About Cryptids Part 2

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Page 1“Crazy About Cryptids!” by Matthew P. Rowe

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Part I – Introduction Victoria adored her older brother Travis. She had good reason: their father had died when they were kids, leaving them and their younger twin sisters to be raised by their mother and grandmother. Growing up was tough; their mother’s salary as a social worker was meager, and their grandmother suff ered from a chronic medical condition that took much of the family’s income. As the oldest, Travis started working early to help support the family, a sacrifi ce not lost on Victoria and her sisters. Victoria so respected her brother that she couldn’t help comparing her high school and now her college suitors to Travis, and the admirers always fell short. Travis was kind, courageous, generous to a fault, and oh so smart—he even, while helping raise his siblings, put himself through law school and was now working as a public defender in Chicago. But he had a weakness that worried Victoria. Outside of the courtroom, Travis was gullible. He had a fondness for all things extraordinary—from ghosts to alien abductions to new-age therapies. His true passion, however, was cryptids. He was simply crazy about cryptids.

Victoria was majoring in Integrative Biology at Michigan State. Her training, including courses in ecology, wildlife biology, and the philosophy of science, made her appropriately skeptical of chupacabras, yetis, bigfoot, the Loch Ness monster, and other storied beasts. Th e fact that her brother, a lawyer whose career depended on the critical examination of evidence, could be so credulous was unsettling to her. While sensitive to his feelings, she hoped she could use her growing understanding of science in general, and ecology in particular, to empower her brother. A “just touching base” phone call from Travis presented Victoria with an opportunity.

“Hi sis, how are classes?” Travis asked supportively when Victoria picked up the phone.

“Great,” she replied, “in my wildlife techniques course, we’re studying all the cool things you can learn about an animal just by analyzing a tiny drop of its feces, or a hair or two snagged on a scratching post. It’s pretty amazing.”

“Yeah,” Travis replied with unrestrained enthusiasm, “did you hear about the recent study of hair samples collected from a bunch of diff erent sites in the U.S. and Canada that proved the existence of bigfoot, and showed they were interbreeding with humans?”

Victoria, remembering one of the principles she learned in her philosophy course, responded: “Travis, science isn’t about ‘proving’ an idea or explanation, it’s about marshaling all of the evidence you can to determine which of various competing explanations is best supported.” She continued, “I don’t mean to sound scientifi cally snobbish or anything, but the study you mention by Melba Ketchum and her coauthors lacks credibility. A team led by Bryan Sykes published a more rigorous analysis of hair sent in by bigfoot and yeti enthusiasts from around the world; the results showed that the hair belonged to bears and raccoons and other mammals one would expect to be wandering around in the woods, not to bigfoot or a bigfoot-human hybrid.”

by Matthew P. Rowe Department of Integrative Biology Michigan State University, East Lansing, MI

Crazy About Cryptids! An Ecological Hunt for Nessie and Other Legendary Creatures

 

 

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 2“Crazy About Cryptids!” by Matthew P. Rowe

“You’re breaking my heart here kiddo, you know I’m a true believer in Sasquatch,” Travis replied with feigned sadness. “Besides, isn’t it possible that a species of giant man-ape unknown to science exists somewhere on the planet?”

“Sure,” Victoria chimed encouragingly, “species unknown to science are occasionally discovered, like the mega-mouth shark or the saola. And creatures that scientists thought went extinct millions of years ago like the coelacanth are rediscovered. So I’m not saying that bigfoot doesn’t exist, only that the evidence presented so far is insuffi cient for me to accept that it does.”

After a short pause, Travis responded thoughtfully, “Ok, little sister, I think I see where you are coming from; in a jury trial, which is something I know about, the guilt or innocence of a suspect is determined by the preponderance of the evidence. Th e jury has to determine whether the accused is guilty beyond a reasonable doubt, not beyond any shadow of a doubt. Absolute certainty is unlikely. What matters is that the jurists, before reaching a verdict, carefully examine each of the explanations and all of the evidence off ered by both the prosecution and the defense. I guess it’s the same thing in science.”

Sensing an opening, Victoria slyly suggested, “Didn’t you say you wanted to see a Spartan football game? Well, homecoming is in two weeks; why don’t you come for a visit. We can catch the game, and then afterwards we’ll go hunting for the Loch Ness Monster.”

Nessie was Travis’s favorite cryptid, so his sister’s off er aroused his curiosity. “How can we go hunting for a population of aquatic monsters in Scotland from your apartment in the middle of Michigan?” Travis asked inquisitively.

“We’ll track her down using the science of ecology,” Victoria answered.

Questions 1. Two articles were mentioned in the story. Th e fi rst, titled “Novel North American Hominins, Next Generation

Sequencing of Th ree Whole Genomes and Associated Studies” by lead author Melba Ketchum and her co- authors, was published in the journal DeNovo. Th e second, titled “Genetic Analysis of Hair Samples Attributed To Yeti, Bigfoot, and Other Anomalous Primates” by Bryan Sykes and his team, was published in the journal Proceedings of the Royal Society B: Biological Sciences. Th e two reports apply similar techniques using similarly obtained samples but reach diff erent conclusions. Summarize the main conclusions of each.

2. Credibility is an important concept both in science and in courts-of-law. Which of the two publications is more credible, and why?

3. Occam’s Razor, also known as the Principle of Parsimony, can be useful when trying to determine which explanation, among two or more, is most likely to be correct. What is the Principle of Parsimony? Apply the principle to the diff erent explanations off ered by Ketchum’s team and Syke’s team. Which of the competing explanations best passes the razor test, and why?

 
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