BIOL134 Experiment Design Plan

/in /by

Experimental Design Plan

For your course project you are tasked with designing and carrying out a research project on plant transpiration of your own design using the Vernier instruments (see Transpiration Lab Student Guide for directions). Transpiration is the process by which moisture moves through a plant.  The process is broken down and explained in chapter 30, section 30.5 of the text book. The purpose of this assignment is to help you plan and design an experiment investigating the factors that impact plant transpiration. After this assignment is complete you will be able to conduct your experiment, collect data and prepare for the experiment analysis. During week 15 you will submit an experiment report using information from your design plan and experiment results. Please note that experiments that do not use the Vernier sensors will receive a grade of 0 so make sure you have your sensors ordered and available by week 15 when you must turn in your experiment report.

The Experimental Design Plan assignment is Due Week 6. Submit the attached experiment design sheet with answers as an attachment.

Instructions:

Look through the directions in the transpiration lab student guides. Before performing an experiment or lab, you must design and plan what is going to be tested and how you are going to test it. You must be organized and be able to communicate your results effectively.  This assignment is designed to help you organize your experiment design. Use what you have learned about the scientific method from your lab assignments to help you design an experiment on plant transpiration. You will need to conduct some background research on plant transpiration to help you design your experiment. The research will be used to help you write the introduction portion of your experiment paper.

An experiment is a research method in which you manipulate a variable or variables under very controlled conditions and examines whether any changes occur in response to the manipulation of the variable.

It is a cause and effect relationship

1. Experiment introduction & background research with references in APA format (50 pts)

Before you can design an experiment, you need to have a good understanding of the current research. You need to summarize what research is currently known about your experiment question in the introduction of your report. This part of the assignment allows you to get a jump start on that task while building valuable knowledge that will help you in your experiment design.

1) Visit the APUS library and internet to research information on plant transpiration. The program guide for natural sciences is a good starting place to begin your APUS library research: https://apus.libguides.com/natural_sciences 

2) Look through these examples of how to share background research in an introduction: https://unilearning.uow.edu.au/report/2biii1.html

Collect background information for your research experiment and use references and in text citations to back up you research. Explain any ideas or techniques that are necessary for someone to understand your experiment. At the minimum you should cover what transpiration is, what role/influence your independent variable has on enzymes, why this is important, your testable question and hypothesis. The introduction is generally 1 page long. You need to use APA formatted in text citations and references and this should be written in the 3rd person. You need to use at least 4 different academic references for your background research.

The grading in this section of the assignment is broken down as follows:

Coverage of topic including scientific question and hypothesis: 30 points

4 academic references and APA reference and citation technique: 15 points

Grammar/spelling/voice:5 points

Need tips on APA in text citations? They can be found here: https://owl.english.purdue.edu/owl/resource/560/02/

Need tips on APA reference formatting? They can be found here: https://owl.english.purdue.edu/owl/resource/560/05/

Want a handy tool that formats your references in APA for you? Visit this website: http://www.calvin.edu/library/knightcite/index.php

 

2. Identify the Independent Variable, Dependent Variable and Constants (10pts)

· Independent Variable is the variable that is manipulated. It is the variable that you change on purpose. (The CAUSE) There are many variables that can change transpiration. You will choose only 1 independent variable to test. You can choose from temperature, light, humidity, plant species, or air flow.

· Dependent Variable is the variable that we measure in response to the manipulation of the independent variable. It is a measurable change. State what are we measuring to gauge transpiration in our experiment here(The EFFECT)

· Constants are all the other variables in the experiment that must remain the same so we can see what effect the independent variable has on the dependent variable.

· The Control is used as a standard of comparison. The control is a level of the independent variable that has been changed the least or not at all.

 

 

 

3. Write a Title (5pts)

· Use the following pattern when writing a title…

The Effect of the (Independent Variable) on the (Dependent Variable)

 

4. Write a Testable Question (5pts)

Not all questions are testable!!

A testable question asks. . .

“What is the effect of the Independent Variable on the Dependent Variable?”

5. Write a Hypothesis (5pts)

A hypothesis is a prediction of the outcome of the lab. Your prediction is based on your understanding of the scientific concept.

It answers your testable question. Use the following pattern:

 

IF the (IV- how it is changing), then the DV- how you think it will change), BECAUSE (why do you think this is happening.

Example- If the IV increases, then the DV will decrease because….

6. Write your Procedures (20pts)

Procedures are a list of materials used in the experiment and the steps in performing the experimental part. Procedures are the recipe you follow in order to perform the experiment. Write these in order, in paragraph form, and using your own words. Do not simply copy and paste from the student lab guide.

7. Create your Data Table (5pts)

Data is recorded during the procedures. You need to create your data collection table for your experiment. Below is an example Data collection table. Create your own collection table using labels with the names of your variables and the correct units you are measuring. Do not collect data yet! You are just setting up the table so you are ready to collect data when it is time to run your experiment. Wait until you get feedback from this assignment to begin any data collection

·

{Insert name of Independent Variable} (insert units) {Insert name of Dependent Variable} (insert units)

 

 Average { Insert name of Dependent Variable }(insert units)
  Trial 1 * Trial 2 * Trial 3*  
Control        
{Insert Treatment 1 Name}        
{Insert Treatment 2 Name}        
{Insert Treatment 3 Name}        

 

*Repeated Trials——Why repeat the experiment more than once?

Mistakes happen no matter how careful you are so if you repeat the experiment you will get more reliable data. The more repeated trials the more likely you will reduce the effect of chance errors and the more reliable your data becomes and the more confidence you can place in your data. Generally, a minimum of 3 trials is acceptable for experiments with more being better.

This is a great video that walks you through the setup steps involved in conducting the experiment:

https://www.youtube.com/watch?v=-hrMTHwiTPI

Read through the attached documents to understand how you will customize the experiment and make it your own.

~Adapted from the Hudsonville Area School District Experiment Design Cheat Sheet

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Medical Coding MCQ (25 Question)

/in /by

Medical Coding 25 MCQ

1). A patient is admitted to undergo chemotherapy for cancer of the sigmoid colon that was previously treated with resection. Which code is sequenced first?

A. 153.3 B.153.9 C. V58.11 D. V10

2). A patient was admitted to the hospital for chest pain due to tachycardia. While in the hospital, the patient was also treated or type 1 diabetes. Upon further review, the coder noted that the documentation and EKG didn’t provide further evidence of the type of tachycardia or underlying cardiac condition(s).What should the coder report as the principal diagnosis?

A.Chest pain B.Tachycardia, NOS C.Insulin-dependent diabetes mellitus D.Cardiac disease, NOS

3). Dr. Smith recorded the following diagnoses on the patient’s discharge sheet: gastrointestinal bleeding due to acute gastritis and angiodysplasia. The principal diagnosis is coded as

A.GI bleeding. B.acute gastritis. C.angiodysplasia. D.either acute gastritis or angiodysplasia.

4. A patient was admitted with extreme fatigue and lethargy. Upon discharge, the physician documents: fatigue due to either depression or hypothyroidism. Which of the following are correct codes and sequencing for the scenario?

A. 780.79, 311, 244.9 B. 311, 249.9, 789.79 C. 249.9, 311 D. 789.79

5. Of the following, which code would take precedence over the other?

A. 072.0 over 033.0 B. 595.0 over 131.09 C. 486 over 480 D. 112.2 over 599.0

6. Upon discharge, the physician documents the following on the patient’s discharge sheet:?HIV infection. As the inpatient coder, your next step should be to

A. code the HIV infection as if it exists (according to UHDDS guidelines) and report it as the principal diagnosis.

B. review the UHDDS guidelines for assigning possible HIV infection codes versus AIDS codes.

C. query the physician and request that the statement be amended with a positive

(or negative) confirmation of the HIV infection.

D. wait to code the patient’s record until a positive finding on the serology report

confirms the HIV diagnosis.

7. For which of the following scenarios would it be appropriate to query the physician for more information before coding and/or sequencing?

A. A patient was admitted with severe abdominal pain. At discharge, the physician documents: abdominal pain due to either hiatal hernia or diverticula.

B. A patient was admitted with congestive heart failure (treated with IV furosemide) and unstable angina (treated with nitrates).

C. A patient has low potassium levels noted on the laboratory report (treated with orally administered potassium).

D. A patient is admitted with dysuria with no cause found.

8. Which of the following statements is true?

A. A patient has diabetes and an ulcer. Code the ulcer as diabetic.

B. A pregnant patient has diabetes. Code diabetes as complicating the pregnancy.

C. A patient has diabetes and cardiomyopathy. Code the cardiomyopathy as a diabetic complication.

D. A patient has diabetes and cataracts. Code diabetic cataracts.

9. A patient was admitted for metastatic carcinoma from the breast to several lymph node sites. Two years ago she had a double mastectomy. Which of the following is the correct code assignment for this case?

A. 196.8, V10.3 C. 196.8, 174.9, 85.42

B. 174.9, 196.8 D. 196.8, 174.9, V10.3

10. One of the secondary diagnoses listed on the patient’s discharge sheet is seizures. As a coder, your next step is probably

A. coding seizures to 780.39. B. coding seizures to 345.

C. not reporting the code because it’s a symptom.

D. querying the physician for more information/clarification.

11. A patient was discharged with the diagnosis of acute bronchitis with chronic obstructive asthma. Which of the following is the correctcoding and sequencing (if applicable) for this patient?

A.493.21 B. 493.21, 496 C. 466.0, 493.21 D. 493.91

12. Code 780.2 can be listed as principal diagnosis in which of the following cases?

A.For an outpatient encounter when the cause has been determined

B.For an inpatient encounter when the cause hasn’t been determined

C.When it’s listed with a contrasting diagnosis

D.It can never be listed as principal diagnosis.

13. Which of the following codes should not be listed as principal diagnosis?

A. 784.7 B.V30.00 C. E812.0 D. 307.81

14. Choose the correct code and sequencing for the following scenario: Reduction of right humerus fracture with cast.

A. 79.00 B.79.01 C. 79.00, 93.53 D. 79.01, 93.53

15. Read the following excerpt from medical record documentation and determine the correct code(s) for coding. The physician writes: “…noted burn on the arm skin with redness. Patient complained of tenderness to the touch.”

A. 943.01 B. 943.10 C. 943.21 D. 943.30

16. A patient was admitted in a coma from intentionally ingesting an entire bottle of sedatives. Which of the following is the correct coding and sequencing assignment?

A.780.01, 967.8 B. 780.01, 967.8, E950.2 C. 967.8, E950.2 D. 967.8, 780.01, E950.2

17. Which of the following situations would allow the assigning of a V code for a principal diagnosis?

A. Mother admitted for birth of infant, no complications

B. Patient admitted for dialysis

C. Patient admitted for metastatic breast cancer with a history of ovarian cancer

D. Patient admitted for poisoning has a history of alcoholism

18. A patient was admitted for nausea and vomiting due to gastroenteritis. Which of the following is thecorrect code reporting and sequencing?

A. 787.01, 787.02, 558.9 C. 558.9, 787.01

B. 787.02, 787.03, 558.9 D. 558.9

19. A physician lists positive findings on a purified protein derivative (PPD) test as a secondary diagnosis on the patient’s discharge sheet. How should this listing be coded?

A. 795.51 B. 010.95 C. 011.05 D. This listing shouldn’t be coded.

20. A physician lists urosepsis as a secondary diagnosis on a patient’s discharge sheet. How would you code this diagnosis?

A. Code it to 790.7. C. Code it to 599.0.

B. Code it to 038.9. D. Code 599.0, 038.9.

21. A patient is admitted for metastatic adenocarcinoma of the sacrum from the prostate. A prostatectomy was performed 11 months ago. Which of the following should be reported as the principal diagnosis for this patient?

A. V10 B. 185 C. 198.5 D. 170.6

22. A patient was discharged with a diagnosis of diabetes with nephropathy and chronic renal failure. How many codes would be reported for this patient?

A. One B. Two C. Three D. Need more information on the type of diabetes

23. If the physician describes the patient as presently in a manic phase, but has experienced depression in the past, this condition may be coded as

A. 296.4X B. 296.5X C. 296.6X D. Need more information

24. Codes 331.9, 332.0, are conditions affecting the

A. central nervous system. C. gastrointestinal system.

B. peripheral nervous system. D. cardiovascular system.

25. A patient was admitted with an acute exacerbation of chronic obstructive bronchitis and found to be in respiratory failure. Which of the following is the correct coding and sequencing for this case?

A. 518.81, 491.21 B. 491.21, 518.81 C. 518.81, 496 D. 493.91, 496, 518.81

U Can Also Purchase Other assignment for this Course ( Just Click On Below Link )

Medical Coding Level I (10 MCQ)

http://www.homeworkmarket.com/content/medical-coding-level-i-medical-coding-level-i

Medical Coding Level II

http://www.homeworkmarket.com/content/medical-coding-level-ii

Medical coding and Billing

http://www.homeworkmarket.com/content/medical-coding-and-billing-medical-coding-and-billing-mcq

Medical Coding Quiz 10 MCQ

http://www.homeworkmarket.com/content/medical-coding-quiz-10-mcq-medical-coding-quiz-10-mcq

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Biology Lab Gene Expression

/in /by

To delve a bit deeper into our topic this week, we are going to spend some time using Phet’s Gene Expression Simulation, as well as work through the effects of various mutations on gene expression.  To access the simulation, you can either click on the Gene Expression Simulation Link below (recommended) or use the version that is embedded in each of the parts below.

HERE IS THE LINK TO THE  Gene Expression Simulation (Links to an external site.)

https://phet.colorado.edu/sims/html/gene-expression-essentials/latest/gene-expression-essentials_en.html

Gene Expression Lab Simulation worksheet adapted by L. McPheron & Shannon Nixon; Phet Simulation by Elizabeth Hobbs; Mutation worksheet by Eliza Woo

Objectives:

â—Ź Identify the roles transcription factors, RNA polymerase, ribosomes, and mRNA destroyers have on transcription and translation.

â—Ź Distinguish between the location and function of regulatory regions compared to transcribed regions of DNA.

â—Ź Predict the effects of concentration, affinity, and degradation rates of transcription factors and RNA polymerase on gene expression.

● Identify the effects of mutations on gene expression. Background: Transcription​ is the process of making mRNA from DNA. This is a highly regulated process that our cells complete in preparation to make a protein. ​Translation​ is the process of making a protein from a piece of mRNA.

DNA ——————–> mRNA ——————–> protein transcription translation

Not all regions of DNA are used to make mRNA – only the parts of DNA that correspond to genes. Even then, not all gene regions are transcribed all the time. When genes are transcribed into mRNA depends on the needs of the cell. Once mRNA is made from DNA, it is translated into protein. Translation is an energy expensive process (it requires LOTS of ATP) which is one reason the cell only completes the process when the protein product is needed. This week’s “Reading and Lesson” explains many of the details of these highly complicated processes, transcription and translation. Please review the lesson for a deeper understanding of the concepts in this lab activity. Procedure: Click the Play arrow on this ​Gene Expression activity​ to complete the simulations. (The simulations are also embedded in the Canvas lab assignment page.) You will complete 3 simulations: 1) Expression, 2) mRNA, and 3) Multiple Cells.

Part 1: Expression Simulation

Click “Expression” to start that simulation. Notice the molecule that spans across the screen, from left to right. Answer the following 2 questions:

1. What is this molecule that spans across the page that is shown in red and blue?

2. What do you think the different colors (red and blue) of the molecule represent?

 

1

 

 

 

Now, start the process of transcription.

For transcription, you need these things to happen. First, most genes require 1 or 2 “transcription factors” to bind to the area in front of the gene (called the “regulatory region”). Second, an RNA polymerase (an enzyme that makes mRNA from DNA) needs to be present in order for transcription to occur.

1. Drag one Positive Transcription Factor and one RNA Polymerase from the box called Biomolecule Toolbox to the regulatory region on the DNA molecule. This should start TRANSCRIPTION.

2. Now, drag a ribosome next to the mRNA, in order to do TRANSLATION. 3. The mRNA is eventually broken down by an mRNA destroyer protein. Drag one of these next to the

mRNA when it is done making a protein. 4. Put the protein in Your Protein Collection. 5. Stop the gene from working by dragging the Negative Transcription Factor to the Regulatory Area, and

remove the Positive Transcription Factor by dragging it out of the way.

After you have made 1 protein, answer these 5 questions. HINT: Think about what/where things are at the start, and what/ where things are at the end of the process.

1. What does the “Positive Transcription Factor” do?

 

 

2. What does the “RNA Polymerase” do?

 

3. What does the “Ribosome” do?

 

4. What does the “mRNA destroyer” do?

 

5. What does the “negative transcription” factor do?

 

2

 

 

 

Click the yellow “Next Gene” box to begin working on the second gene. Can you remember the steps in order from your first trial? Try to see if you can! (HINT: There is one small difference between the transcription of gene 2 versus gene 1 – the difference is not in the order of steps but in the amount of something!) If not, not to worry, we are still learning… As a reminder, the steps are:

1. Drag Positive Transcription Factors and one RNA Polymerase from the box called Biomolecule Toolbox to the regulatory region on the DNA molecule. This should start TRANSCRIPTION!

2. Now, drag a ribosome next to the mRNA, in order to do TRANSLATION! 3. The mRNA is eventually broken down by an mRNA destroyer protein. Drag one of these next to the

mRNA when it is done making a protein. 4. Put the protein in Your Protein Collection. 5. Stop the gene from working by dragging the Negative Transcription Factor to the Regulatory Area, and

remove the Positive Transcription Factors by dragging them out of the way.

After you have made the second protein, answer these 2 questions.

1. What is one difference you noticed that was required to initiate the transcription of gene 2 versus gene 1?

2. What could be an advantage of multiple positive transcription factors versus only one?

 

 

Now, put all of your items back in the Biomolecule Toolbox and begin again, and answer the following 2 questions.

1. What happens if you add 2 RNA Polymerases (one after the first, before transcription is complete), and then 2 ribosomes (one for each mRNA)?

 

 

2. What would be the benefit of working this way versus adding RNA Polymerase one at a time?

 

 

Click the yellow “Next Gene” box to begin working on the third gene. Can you remember the steps in order from your first trial? Try to see if you can!

 

 

3

 

 

 

Additional 4 Questions from the Expression Simulation:

1. What is gene expression?

 

 

2. What molecules are involved in gene expression? List them all and state the role of each.

 

 

 

 

 

 

3. What is the difference between the “regulatory region” and the “transcribed region”?

 

 

4. A student says that “ALL DNA codes for proteins.” Do you agree with her? Why or why not? Give evidence to support your answer.

Part 2: mRNA Simulation

At the bottom of the simulation page, click on the next simulation (it’s greyed out) called mRNA.

You should see a strand of DNA with a bunch of RNA Polymerases floating around. (If the RNA Polymerases are not moving, click the Play button.) Answer the following 7 questions.

1. Is mRNA being made?

 

2. In the Positive Transcription Factor box, slide the Concentration slider from NONE to just a tad (a couple millimeters or so) away from NONE. What do you notice is happening in the simulation now?

 

 

4

 

 

 

3. Move the Concentration slider all the way to HIGH. How does this affect what is happening in the simulation?

 

 

4. Leave the Concentration slider on HIGH but move the Affinity slider all the way to LOW. What happens? Move the Affinity slider to a midway setting? What happens now? Based on these observations, what do you think ​affinity​ means in this simulation?

 

 

 

 

 

 

5. Place both sliders in the Positive Transcription Factor box on the HIGH setting. ​Predict ​what will happen to the simulation if you were to move the RNA Polymerase affinity slider to the LOW position. Record your prediction.

 

 

 

6. Now, move the RNA Polymerase affinity slider to the LOW position and record your observations. Was your prediction correct?

 

7. Place all the sliders in the HIGH position. Check the box to add Negative Transcription Factors and place the concentration and affinity sliders on HIGH. How does this change transcription compared to without Negative Transcription Factors?

 

 

 

Continue to play around with the sliders until you can accurately predict how the change will affect transcription each time.

 

 

5

 

 

 

Additional 3 Questions from the mRNA Simulation:

1. What circumstances make the most mRNA? (What slider positions?)

2. What circumstances make the least mRNA? (What slider positions?)

 

3. Why would a cell need the option to make or not make a protein?

 

 

 

 

Part 3: Multiple Cells Simulation

At the bottom of the simulation page, click on the next simulation (it’s greyed out) called Multiple Cells.

Watch the generation of the graph called Average Protein Level vs. Time when one cell is working. If the graph does not automatically begin, then click the Play button at the bottom of the page. Answer the following 4 questions.

1. On the right side of the page, there are controls for Concentration, Affinity, and Degradation. (You need to click the green + to see the sliders.) Predict where you need to place each of the 3 sliders to achieve lots of protein. Record your predictions here:

a. The Concentration slider should be on LOW or on HIGH to achieve lots of protein?

 

b. The Affinity slider should be on LOW or on HIGH to achieve lots of protein?

 

c. The Degradation slider should be on LOW or on HIGH to achieve lots of protein?

 

6

 

 

 

2. Now, move the sliders into the positions you predicted to see if your predictions were correct. (NOTE: Each time you click “Refresh” to restart the graph, all of the sliders reset themselves to their original setting.) Then, explain why each setting – concentration, affinity, and degradation – makes sense for making lots of protein.

 

 

3. Why would a protein need to be degraded?

 

 

 

4. Think back to last week’s lab – Lactase Enzyme Lab. Give an example from that lab of a time when it would be necessary to make a lot of one type of protein.

 

Part 4: Effects of Mutations on Gene Expression You have learned this week that cells use the two-step process of transcription and translation to transform a protein-coding DNA sequence into a chain of amino acids that makes up a protein. The resulting chain of amino acids will fold into a three-dimensional protein structure that defines the phenotype. Imagine that the following DNA sequence is part of a protein-coding gene. Use this sequence to answer the questions that follow.

… G G A T G C C G C T C T G C A A C T A C…

A) What is the ​complementary DNA sequence​ to the DNA sequence above? ​Hint: look back to your reading and lesson notes to recall the pairing rules for nucleotides A, T, G, and C if you need to!

 

 

B) What is the ​mRNA sequence​ transcribed from the DNA sequence from ​Part A​? ​Hint: your answer below should start with the letter ​G​ and not ​C​!

 

 

C) What ​corresponding amino acid sequence​ is translated from the mRNA sequence from ​Part (B)​? Use the genetic code from the lesson or the one posted in the lab. ​Remember that your amino acid sequence should always start with the ​START codon​!

 

D) For the following scenarios (i)-(iii), identify the type of mutation that has occurred (single base-pair substitution or frameshift mutation) to our original sequence AND the new amino acid chain that results

7

 

 

 

from such a mutation. Complete the same sequence from complementary DNA sequence, then mRNA sequence, and then corresponding amino acid sequence like what you did in Parts A, B, and C above!

(i) The 4​th​ C in the original sequence is mutated to a T:

… G G A T G C C G C T ​T​ T G C A A C T A C …

Type of mutation:

New amino acid chain:

 

(ii) An extra C is inserted into the original sequence:

… G G A T G C C G C ​C​ T C T G C A A C T A C …

Type of mutation:

New amino acid chain:

 

(iii) The 5​th​ C in the original sequence is mutated to A:

… G G A T G C C G C T C T G ​A​ A A C T A C …

 

Type of mutation:

New amino acid chain:

 

E) At the end of translation, an amino acid chain will subsequently fold into a protein with a specific structure and function.

 

(i) Of the three mutations described in part (D), which mutation will cause the ​least ​change to protein function? Briefly explain your reasoning.

 

(ii) Which mutation would you expect to significantly alter protein function? Briefly explain your reasoning.

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Marine Biology 180

/in /by

How to Effectively Write a Fact-supported Essay

1. University standard. Write a 10-15 sentence, fact-supported, essay answer to your assigned weekly question(s).

2. How to determine your assigned weekly essay question(s)? You will be answering the “Study Guide Questions” (found under Course Content), for the assigned weekly textbook chapters listed in your Class and Assignment Schedule. These are excellent questions representing the most important concepts in our course. Therefore, if you cut-and-paste your classmates’ correct answers to these weekly questions, you will have created an excellent Study Guide (questions plus answers) for studying for your final exam. To determine your assigned question(s), go to the Navigation Bar, Roster, select the Students tab, alphabetize by student’s last name, then count down the list of students to your name. That number is your student number. You only need to check this number once each week, as students will drop the class, causing your number to change. Now, go to the last paragraph in this document and use your class Week number and your student number to determine your assigned essay question(s) to answer. Don’t be concerned that more than one student does the same question(s), as student numbers will change when students drop the course.

3. Mechanics a. Your discussion directions will direct you to submit your work by selecting Start a New Thread. Do not use attachments. b. After the week is over, the discussion is closed to further input so that we can move forward to the next week’s discussions. I will not respond to every discussion that is made, but will be following your submissions and responses, and interjecting when I feel it is appropriate. c. I will interact weekly with each student using a completed discussion grading rubric, so be sure to read them for my feedback. The last paragraph explains where to find them in LEO.

4. Expectations a. Your submission must be thorough, concise, positive, and in essay form using effective writing, with a length of one or two single-spaced paragraphs totaling 10-15 sentences (not including the question(s) or references). Question(s) should be in bold font. Answers should discuss the concept in DETAIL to show your understanding of the topic. If you need more scholarly information on your topic, consider an internet search or a second textbook. b. Your submission must be paraphrased (as explained in UMUC’s “How to Avoid Plagiarism” self-study module), i.e. written in your own words. Do not copy or cut-and-paste from any source. Do not use direct quotes. The reason I insist on this is because (1) student comprehension is significantly increased by paraphrasing instead of copying verbatim material, and (2) UMUC considers copying-and-pasting another author’s work to be plagiarism. Paraphrasing also allows me to identify, and subsequently correct, any misconceptions a student may have with the course material. I will not give credit to an input that gives little detail, or uses verbatim text from an internet site, our course materials, or other source. c. Use APA in-text and reference list citations, which are explained on UMUC’s APA Citation Examples web page, as well as in UMUC’s “How to Avoid Plagiarism” self-study module. Liberally use in-text citations to cite material which is not your own. Use our course materials as your primary reference. You may use other scholarly, peer-reviewed references in addition to our course materials. 1) If using an electronic textbook, use the provided physical textbook page numbers for your citations. 2) If you wish to add an internet reference, be sure to use a paragraph number in its in-text citation if the reference has no page number. The internet address should also be a “hot link” which allows the reader to click on it and be taken directly to the page where you found the information. 3) Use only scholarly references, dated no older than 10 years. Do not use dictionary references. Do not cite commercial web sites (URL ending in “.com”) since they are not scholarly (i.e. peer-reviewed). d. I will evaluate effective writing based on the Maryland Statewide English Composition standard for undergraduate writing which states that writing should be “substantially free of errors in grammar, spelling, punctuation, and mechanics” to earn a “C” grade. e. I will grade your first submission of that week; therefore, submit only final, not draft, versions of your work. For effective writing assistance, you may wish to have UMUC’s Effective Writing Center review your work before submission. f. No late submissions are accepted. Before the deadline, use the “Edit” function to correct errors that I bring to your attention.

5. Discussion example with errors. To read error comments, you will need to use Microsoft Word and select View => Print Layout. Paragraph 5 provides a corrected version.

Discussion subject line: Jones Comment by Dennis Whitford: Missing question number

2. Differentiate between marine biology, biological oceanography, and oceanography. Comment by Dennis Whitford: Did not bold question number and question

Marine biology is closely related to both oceanography and biological oceanography, a subset of oceanography. (Castro & Huber, 2013, p. 2) If you were studying marine organisms, and how they interact with their environment and other marine organisms, you would be studying marine biology (Begin et al., 2014, p. 2). However, if you were studying the ocean from the perspective of one, or many, natural sciences, such as biology, geology, etc., you would be studying oceanography (Begin, Wurzbacher, & Cucknell, 2014, p. 2). Comment by Dennis Whitford: End-of-sentence punctuation comes after the in-text citation Comment by Denny Whitford: Format: first use in a paragraph of a multi-author reference must use all author’s names. Comment by Denny Whitford: 2nd and subsequent use in a paragraph of multi-author ref can use all authors or use the shortened “et al.” version.

Castro & Huber (2013) explain that marine biology is the study of biology applied to the sea, and that scientific study of the ocean is oceanography (p.2). Oceanography, being a broad area of study, are split into many branches, including biological oceanography (Castro & Huber, 2013, p. 2). Often, marine biology and biological oceanography are hard to set apart from each other. However, there are a few dissimilarities that can be pointed out. Castro & Huber (2013) explain that marine biologists focus their examination to marine organisms which live closer to the shoreline (and sometimes on terrestrial organisms), while biological oceanographers spend their attention on organisms in the deep, open ocean (p. 2). Meteorologists study the weather and climate. Marine biologists focus their attention on the roles and life cycles of the organsm, while biological oceanographers focus their attention on the effects of the organism on the ocean as a whole (Castro & Huber, p. 2). More specifically, marine biologists show interest in the reproduction, physiology, or biochemistry specific to the marine organism which they are studying (Marine Biology & Biological Oceanography, 2010, para. 1). On the other hand, biological oceanographers focus on the ecological effects of the organisms they study; especially taking into account the different physical characteristics of the ocean environment they live in (Marine Biology & Biological Oceanography, 2010). However, these distinctions are not very easy to draw, and there are many exceptions, meaning that some scientists consider these two branches to be the same (Castro & Huber, 2013, p. 2). Comment by Dennis Whitford: Missing blank space Comment by Dennis Whitford: Ineffective writing (grammar) Comment by Dennis Whitford: Irrelevant statement Comment by Dennis Whitford: Ineffective writing (spelling) Comment by Dennis Whitford: Missing year

References:

Bégin, C., Wurzbacher, J., & Cucknell, M. (2014). BIOL 181: Life in the oceans – Lecture notes. Posted in University of Maryland University College (UMUC) BIOL 181 online classroom, archived at UMUC, Adelphi MD.

Castro, P., & Huber, M. E. (2013). Marine Biology (9th ed.). New York: McGraw-Hill Higher Education Comment by Dennis Whitford: Incorrect capitalization and missing italics Comment by Dennis Whitford: Missing ending period

(2010). Marine Biology & Biological Oceanography. Retrieved June 5, 2010, from http://www.lifesci.ucsb.edu/eemb/programs/graduate/research/marine_biology/marine_biology.html . Comment by Dennis Whitford: Incorrect reference list citation format for an Internet citation Comment by Dennis Whitford: Missing hyperlink

Errors Not shown:

Essay did not answer question that was asked

Verbatim copying of any material from textbook or another source

Failure to use any in-text citations Use of quotations rather than mandatory paraphrasing

 

5. Same discussion example, with all errors corrected. This submission scores 100%.

Discussion subject line: Jones, Question #2

2. Differentiate between marine biology, biological oceanography, and oceanography.

Marine biology is closely related to both oceanography and biological oceanography, a subset of oceanography (Castro & Huber, 2013, p. 2). If you were studying marine organisms, and how they interact with their environment and other marine organisms, you would be studying marine biology (Begin, Wurzbacher, & Cucknell, 2014, p. 2). However, if you were studying the ocean from the perspective of one, or many, natural sciences, such as biology, geology, etc., you would be studying oceanography (Begin et al., 2014, p. 2).

Castro & Huber (2013) explain that marine biology is the study of biology applied to the sea, and that scientific study of the ocean is oceanography (p. 2). Oceanography, being a broad area of study, is split into many branches, including biological oceanography (Castro & Huber, 2013, p. 2). Often, marine biology and biological oceanography are hard to set apart from each other. However, there are a few dissimilarities that can be pointed out. Castro & Huber (2013) explain that marine biologists focus their examination to marine organisms which live closer to the shoreline (and sometimes on terrestrial organisms), while biological oceanographers spend their attention on organisms in the deep, open ocean (p. 2). Marine biologists focus their attention on the roles and life cycles of the organism, while biological oceanographers focus their attention on the effects of the organism on the ocean as a whole (Castro & Huber, 2013, p. 2). More specifically, marine biologists show interest in the reproduction, physiology, or biochemistry specific to the marine organism which they are studying (UCSB, 2010, para. 1). On the other hand, biological oceanographers focus on the ecological effects of the organisms they study; especially taking into account the different physical characteristics of the ocean environment they live in (UCSB, 2010, para. 1). However, these distinctions are not very easy to draw, and there are many exceptions, meaning that some scientists consider these two branches to be the same (Castro & Huber, 2013, p. 2).

References:

Bégin, C., Wurzbacher, J., & Cucknell, M. (2014). BIOL 181: Life in the oceans – Lecture notes. Posted in University of Maryland University College (UMUC) BIOL 181 online classroom, archived at UMUC, Adelphi MD.

Castro, P., & Huber, M. E. (2013). Marine biology (9th ed.). New York: McGraw-Hill Higher Education.

UCSB (2010). Marine biology & biological oceanography. Retrieved June 5, 2010, from http://www.lifesci.ucsb.edu/eemb/programs/graduate/research/marine_biology/marine_biology.html

6. If you are assigned more than one question, divide your submission into smaller parts:

Question A

Answer A

Question B

Answer B

Question C

Answer C

Note the 10-15 sentence requirement applies to your entire submission, and not to each of the multiple questions.

 

7. Your discussion grading rubric template is provided in LEO with the discussion directions. After the discussion due date, you can read the completed (1) rubric feedback and score and (2) grade feedback by going to: My Tools, User Progress.

 

8. Now, go to the tables below and use your student number and class Week number to determine your assigned essay question(s) to answer. Don’t be concerned that more than one student does the same question, as student numbers may change in the middle of a week.

 

 

.

 

 

 

2

 

BIOL 181 Week 1BIOL 181 Week 3

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

#

##

#

##

#

##

#

##

#

##

#

##

1111225231116112732384

2121326241226213742485

3131427251336314752586

4141528261446415762687

5151629271556516772788

61617210281666617782861

71718211291776718792962

821192123021868197103063

92220213312296920813164

1023212143223107121823265

1124222153324117222833366

BIOL 181 Week 4BIOL 181 Week 5

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

#

##

#

##

#

##

#

##

#

##

#

##

191129122311211211213123141

292131012411321221313224142

393141022511431231413325143

494151032611541241513426144

59516104279151251613527145

69617105289261261713628146

79718106299371271813729147

89819107309481281913830148

99920108319591292013931149

10910211093296101210211310321410

11911221113397111211221311331411

BIOL 181 Week 6 (if SG questions are assigned)BIOL 181 Week 7 (if SG questions are assigned)

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

Student

chques

#

##

#

##

#

##

#

##

#

##

#

##

11511215122317311811219423206

2152131612417421821319524207

3153141622517531831419625208

4154151632617641841519726209

5155161642717751851619827211

6156171652817861861719928212

7157181662917971871820129213

81581916730171081881920230214

9159201683115191912020331215

1015102117132152101922120432216

1115112217233153111932220533217

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"