Biology in the Real World Project

Anonymous
timer Asked: Dec 18th, 2018
account_balance_wallet $15

Question description

This is for a project that I am doing on GMO's, specifically modified crops that people eat. Below are the instructions and I am adding the syllabus for the learning outcomes.

The proposal is the first deliverable in the BIRW project. This project is completed in three stages, which includes your proposal, draft, and the final project. Please review the Biology in the Real World Project information for a complete description, including expectations and potential projects.

The proposal is a summary of what you plan to do, how you plan to do it, and how it ties in with this course and your own life.

Your proposal should include the following details

  • A short summary of the proposed project.
  • Clearly identify your deliverable for the draft/final (remember, reports are not acceptable deliverables).
  • A timeline identifying major milestones (e.g. complete initial research, interview date, etc.) and anticipated completion dates.
  • A bulleted list of relevant course learning outcomes, module objectives, and sections in the course textbook that tie in with your project (refer to specific sample calculations, images, and sections).
  • A bulleted list of at least three connections between the project and your life and/or academic/professional career.
  • About the course learning outcomes – Based on your project, you will choose one or more course learning outcomes that relate to your topic. You can find these listed in your syllabus under Learning Outcomes.

About the Module Objectives

Based on your project, you will choose one or more module objectives that relate to your topic. You can find the module objectives listed on each Overview and Objective page at the beginning of each module.

Participation in the Module 1 Workshop will support your progress of this deliverable. Your proposal is due by the last day of Module 2. Take full advantage of this workshop!

Reminder About Rubrics

Each stage of the BIRW project has a unique rubric. When starting your project, review the 'Proficient' column and ensure your project meets proficient criteria. Before submitting, review the rubric again and self-grade your submission to ensure you indeed meet the proficient category.

BIOL 120 Foundations of Biology I Online Course Syllabus Credit Hours: 3 Delivery Method: Online (Internet/Canvas) Required Course Materials Raven, P., Johnson, G., Mason, K., Losos, J., & Singer, S. (2017). Biology (11th ed.). New York, NY: McGraw Hill. ISBN: 978-1-4338-0561-5 Suggested Course Materials American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: 978-1-4338-0561-5 For further information, see the APA website. Course Description A biological science course introducing the fundamentals of biology and essential structures, components, and processes of life. Emphasis placed on biochemistry; cell structure, function, organization, and division; sources and uses of biological energy; as well as genetics and inheritance. Prerequisite(s): None This syllabus was developed for online learning by Rebekah Marsh. Page 2 of 7 Course Goals To give students an understanding of basic concepts and principles of general biology and develop scientific and critical thinking skills. Learning Outcomes Upon course completion, students will be able to: 1. Describe how ancient and modern life forms interact with and influence the environment on Earth. 2. Describe characteristics which distinguish living systems from non-living systems in nature. 3. Explain and demonstrate the scientific method. 4. Identify basic atomic chemical structures to include recognition of the properties of inorganic and organic molecules. 5. Recognize and describe basic structures and functions of cells. 6. Applying the basic energy laws, compare the biological processes of energy production and metabolism. 7. Describe the structure and function of DNA, RNA, and protein in relation to the Central Dogma of Biology (DNA replication, transcription, and translation) 8. Demonstrate factual knowledge of genetics, human inheritance to include the process of crossing over during meiosis, dominant and recessive alleles, sex chromosomes, and inheritance of sex linked traits. 9. Explain basic genetics, including Mendelian laws, the chromosomal theory of inheritance, basic population genetics, evolutionary principles, and cloning. Grading These are the major assignments in the course and will be the basis for evaluation according to the grading scale shown in the table below. Course Grade Scale 90 – 100% A 80 – 89% B 70 – 79% C 60 – 69% D 0 – 59% F Evaluation Items & Weights Taking Sides Discussions (9) 30% Concept Checks (9) 30% Biology in the Real World Project (3) 30% Biology in the Real World Project Workshops (3) 10% Total 100% Page 3 of 7 Taking Sides Discussions In today’s world, information is within fingertip reach. As a responsible citizen and an educated consumer, you are asked to make decisions regarding scientific information, whether at the voting booth or at the checkout line. This course will help you learn how to make those decisions wisely by enabling you to think creatively and critically as a citizen of the world. Being able to evaluate and synthesize scientific information effectively is known as scientific literacy. Being able to evaluate a source of information for credibility, reliability, relevance, and currency is known as information literacy. The discussions in this course will build these skills. You will explore issues in biological science by being truth-seeking, open-minded, analytical, systematic, inquisitive, judicious, and confident in our reasoning. In each discussion (nine total), the focus is on an unanswered question that does not have a right or wrong answer. The issues may be controversial in nature, by design. You are expected to approach the issues maturely and through the objective “lens” of science. Emotional or nonscience based approaches are not appropriate. It is your task to research the question and form your own fact-based opinion. The goal is not to convince others to side with you. Rather, the goal is to learn how to research a scientific issue, investigate the facts on both sides, and form your own defensible opinion. Review the discussion rubric associated with each discussion for grading information. In general, you must post your initial post by the fourth day of the module and reply to at least two of your peers by the last day of the module week. You are expected to engage throughout the module week. Replies must contribute to the conversation and include references to specific course content, where applicable. Do not submit replies after the last day of the module. The discussion activity is one component of the course where your participation impacts your peers. A late initial reply is penalized according to your instructor’s late policy. Refer to your instructor’s specific guidelines for engagement with the discussion activities located on the Important Information About Discussions located in the Course Specific Information module of your course. Please be sure to read the guidelines information and view the ‘Why is Netiquette Important?’ video. You are expected to demonstrate written communication skills, attention to detail, information literacy, science literacy, creativity, realworld application, and interpersonal skills. Concept Checks Each module contains a twenty question graded quiz to assess your comprehension, application, and analysis of the material. The purpose of these assessments is to evaluate your grasp on the basic module content and to allow you to practice written communication, quantitative reasoning, problem-solving, and real-world application. Question format will vary and may include multiple choice, matching, and true/false type questions. You are allowed forty-five minutes to complete each concept check. Plan accordingly. You may complete each Concept Check twice, keeping the better of the two scores. Study before you start the Concept Check. Study again before you complete your second attempt on the Concept Check. Page 4 of 7 Biology in the Real World (BIRW) Project The Biology in the Real World project is designed to encourage you to engage meaningfully with biology you will encounter in your professional or personal life. This project is worth a significant portion of your course grade; a high quality product is expected. This project is designed to be completed as an individual. There are three deliverables associated with this project. Module 1 - Proposal Module 6 - Draft Submission Module 8 - Final Submission The form your final project will take depends on the project you choose. Your proposal should be a word processed document, but your draft/final may be a word processed document, slide style presentation, MP3, MP4, or a portfolio that includes several types of media. Your project may be required to include documentation of your participation. This project is not meant to be a traditional research paper style assignment; do not simply research a subject and write a report. Submission of a report is not an acceptable project/deliverable. Review each assignment rubric you begin any component of this project. To best utilize a rubric, when starting your project, review the "Proficient" column and ensure your project meets proficient criteria. Also, prior to submission, review the rubric again and "self-grade" your submission to ensure you do indeed meet the proficient category. Workshops Each workshop is unique and designed to assist you as you progress through each aspect of the BIRW project. These activities are graded; your workshop participation should be ongoing throughout the module. You can expect guidance and support from your instructor and input from your peers, but this can only happen with timely participation. Read the workshop goals and participation instructions before you complete each workshop activity. You will participate a workshop activity in Module 1, 3, and 4. Review the activity rubric to understand how your instructor will grade participation for each specific workshop. Additional Information Library Embry-Riddle Aeronautical University has one of the most complete library collections of aviation-related resources in the world.  Hunt Library Worldwide: Information, Services, Help o o Library Basic Training Ask-a-Librarian Page 5 of 7 Contact Information    Hours: Mon-Thu. 8a.m.-10p.m., Fri. 8a.m.-6p.m., Sat 12p.m.-6p.m., Sun 2p.m.-10p.m. EST Telephone: 1-800-678-9428 or 386-226-7656 Email: library@erau.edu Course Policies Your Instructor is a key resource! Reach out through email, phone, or online office. You can meet with your instructor synchronously through EagleVision or Skype for Business during office hours or by appointment. When making an appointment, it is helpful to suggest several times that you are free so your instructor can select a time that fits his/her schedule.) Academic Integrity Embry-Riddle is committed to maintaining and upholding intellectual integrity. All students, faculty, and staff have obligations to prevent violations of academic integrity and take corrective action when they occur. The adjudication process will involve imposing sanctions which may include, but are not limited to, a failing grade on the assignment, a failing grade in a course, suspension or dismissal from the University, upon students who commit the following academic violations: 1. Plagiarism: Presenting the ideas, words, or products of another as one’s own. Plagiarism includes use of any source to complete academic assignments without proper acknowledgement of the source. Reuse or resubmission of a student’s own coursework if previously used or submitted in another course, is considered self-plagiarism, and is also not allowed under University policy. 2. Cheating: A broad term that includes, but is not limited to, the following: a. Giving or receiving help from unauthorized persons or materials during examinations. b. The unauthorized communication of examination questions prior to, during, or following administration of the examination. c. Collaboration on examinations or assignments expected to be, or presented as, individual work. d. Fraud and deceit, that include knowingly furnishing false or misleading information or failing to furnish appropriate information when requested, such as when applying for admission to the University. Note: The Instructor reserves the right to use any form of digital method for checking plagiarism. Several electronic systems are available and other methods may be used at the Instructor’s discretion. Online Learning This course is offered through Embry-Riddle Online (Canvas) and runs nine (9) weeks. The first week begins the first day of the term and ends at midnight EDT/EST (as applicable) seven days later. Please note that all assignments, unless otherwise indicated, are due by 11:59 EDT/EST on the date shown. Success in this course requires in-depth study of each module as assigned, timely completion of assignments, and regular participation in forum discussions. Page 6 of 7 Late work should be the exception and not the rule and may be downgraded at the discretion of the Instructor, if accepted at all. Unless all work is submitted, the student could receive a failing grade for the course. Extensions may be granted for extenuating circumstances at the discretion of the Instructor and only for the length of time the Instructor deems appropriate. The most important element of success in an online course is to communicate with your Instructor throughout the term. Conventions of “online etiquette,” which include courtesy to all users, will be observed. Students should use the Send Message function in Canvas for private messages to the Instructor and other students. The class discussion forums are for public messages. It is highly recommended that students keep electronic copies of all materials submitted as assignments, discussion board posts and emails, until after the end of the term and a final grade is received. When posting responses in a discussion forum, please confirm that the responses have actually been posted after you submit them. Course Schedule Module 1 What is Life? Module 1 Mini Lesson 1: Think Like a Scientist Module 1 Mini Lesson 2: Defining Life Module 1 Mini Lesson 3: Biodiversity Module 1 Vocabulary Practice Module 1 Concept Check Module 1 Taking Sides Discussion: A Modern Trojan Horse Module 1 BIRW Workshop: Expectations & Planning Module 2 The Chemical Building Block of Life Module 2 Mini Lesson 1: Atoms, Elements, and Compounds Module 2 Mini Lesson 2: Biological Polymers Module 2 Vocabulary Practice Module 2 Concept Check Module 2 Taking Sides Discussion: Battle of the Diets Module 2 BIRW Project: Proposal Submission Module 3 The Cell Module 3 Mini Lesson 1: Cell Theory and Types of Cells Module 3 Mini Lesson 2: Cellular Components Module 3 Mini Lesson 3: Cellular Transport Module 3 Vocabulary Practice Module 3 Taking Sides Discussion: Superbugs Module 3 Concept Check Module 3 BIRW Workshop: Open Q&A Forum Page 7 of 7 Module 4 Energy in Living Systems: Photosynthesis Module 4 Mini Lesson 1: Thermodynamics Module 4 Mini Lesson 2: Structure of ATP Module 4 Mini Lesson 3: Photosynthesis Module 4 Vocabulary Practice Module 4 Concept Check Module 4 Taking Sides Discussion: A Walk in the Woods Module 4 BIRW Workshop: Course & Real World Connections Module 5 Energy in Living Systems: Cellular Respiration Module 5 Mini Lesson 1: Cellular Respiration Module 5 Mini Lesson 2: Fermentation Module 5 Mini Lesson 3: Metabolic Energy Module 5 Vocabulary Practice Module 5 Concept Check Module 5 Taking Sides Discussion: Something’s Fishy Module 6 DNA & Protein Synthesis Module 6 Mini Lesson 1: DNA Module 6 Mini Lesson 2: Science/Technology – Using Genetic Information and GMOs Module 6 Vocabulary Practice Module 6 Concept Check Module 6 Taking Sides Discussion: Genetic Discrimination Module 6 BIRW Project: Draft Submission Module 7 Cell Reproduction Module 7 Mini Lesson 1: Chromosomes and Cell Cycle Module 7 Mini Lesson 2: Cell Reproduction Module 7 Vocabulary Practice Module 7 Concept Check Module 7 Taking Sides Discussion: Cloning Module 8 Inheritance Module 8 Mini Lesson 1: Inheritance Module 8 Mini Lesson 2: Genetic Crosses Module 8 Mini Lesson 3: Cloning/Stem Cells Module 8 Vocabulary Practice Module 8 Concept Check Module 8 Taking Sides Discussion: Eugenics Module 8 BIRW Project: Final Submission Module 9 Evolutionary Principles Module 9 Mini Lesson 1: Natural Selection & Darwin Module 9 Mini Lesson 2: Evidence of Evolution & Extinction Module 9 Vocabulary Practice Module 9 Taking Sides Discussion: Age of the Earth Module 9 Concept Check

Tutor Answer

TutorHN
School: University of Maryland

Attached.

1
Running head: THE PROPOSAL

The Proposal
Student’s Name
Institution Affiliation
Date

2
THE PROPOSAL
Impacts of genetically modified crops on human health
The proposal
Human population is constantly growing and so is the need for food. Technology,
research, and development have come in handy since it has found a solution to this problem,
through the introduction of genetically modified crops to serve as alternative sources of food. In
most developed countries, the need for a constant flow of food is high and hence arousing the
need to come up with ways of growing crop...

flag Report DMCA
Review

Anonymous
Good stuff. Would use again.

Similar Questions
Hot Questions
Related Tags

Brown University





1271 Tutors

California Institute of Technology




2131 Tutors

Carnegie Mellon University




982 Tutors

Columbia University





1256 Tutors

Dartmouth University





2113 Tutors

Emory University





2279 Tutors

Harvard University





599 Tutors

Massachusetts Institute of Technology



2319 Tutors

New York University





1645 Tutors

Notre Dam University





1911 Tutors

Oklahoma University





2122 Tutors

Pennsylvania State University





932 Tutors

Princeton University





1211 Tutors

Stanford University





983 Tutors

University of California





1282 Tutors

Oxford University





123 Tutors

Yale University





2325 Tutors