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Extra Credit 1
Science 123
Explore this simulation. It is related to the magnetism labs that are being done in class during week 8.
Turn on “see inside magnet”, “show field”, and “show compass.” Move the bar magnet around the
screen.
1. Describe the shape and direction of the magnetic field around the bar magnet.
Move the bar magnet above and below the compass. Flip polarity and move the bar magnet above and
below the compass. Observe how the compass needle moves in both cases.
2. Discuss the rule that describes the interaction between the compass and the bar magnet.
3. Based on your observations what is the magnetic property of a compass needle?
Change the strength of the bar magnet. Move it around the compass. Repeat this step with two
different strengths of the bar magnet.
4. What effect does the strength of the bar magnet have on the motion of the compass needle?
Submit your answers to the numbered questions for extra credit.
https://phet.colorado.edu/en/simulation/legacy/magnet-and-compass
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here it is. :)
Extra Credit 1
Science 123
Explore this simulation. It is related to the magnetism labs that are being done in class during week 8.
Turn on “see inside magnet”, “show field”, and “show compass.” Move the bar magnet around the
screen.
1. Describe the shape and direction of the magnetic field around the bar magnet.
Answer: The magnetic field li...
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20210315133700fermentation Handout
In this experiment you will measure the reaction rate of anaerobic respiration (ethanol fermentation). Review the chemical ...
20210315133700fermentation Handout
In this experiment you will measure the reaction rate of anaerobic respiration (ethanol fermentation). Review the chemical equations below, then ...
Explain the difference between autotrophic organisms and heterotrophic organisms.
Question 1. Explain the difference between autotrophic organisms and heterotrophic organisms.undefinedQuestion 2. If there ...
Explain the difference between autotrophic organisms and heterotrophic organisms.
Question 1. Explain the difference between autotrophic organisms and heterotrophic organisms.undefinedQuestion 2. If there is an "energy advantage" for organisms which use aerobic respiration, do you suppose this could explain why there are more aerobic species than anaerobic species? Explain your answer.undefinedQuestion 3. Assuming that an animal loses heat to its environment from its surface, suggest an evolutionary explanation for the following question: why do arctic hares have shorter ears than those of San Diego County jackrabbits?undefinedQuestion 4. Which animal taxonomic groups include endotherms?undefinedQuestion 5. What is an ectotherm? Give examples of animals which are ectotherms.undefinedQuestion 6. As the size of the cubes got smaller and smaller, what happened to the surface area : volume ratio?undefinedQuestion 7. Examine Figure 1. For each visible cube in the whole "organism", count the number of sides exposed to the outside. Write these numbers on the cubes in the diagram. Is there a cube with no sides exposed to the environment in Figure 1?undefined undefined undefined undefined undefined undefinedQuestion 8. Locate the cube marked "a" in each of the three figures on page 6. Compare cube "a" in the three figures: how many sides of each "a" cube are actually exposed to the outside surface?undefined Cube "a" Number of Sides Exposed Figure 1. 3 x 3 x 3 Figure 2. 2 x 2 x 2 Figure 3. 1 x 1 x 1 undefinedQuestion 9. Referring the Question 8, if each cube "a" were an equal amount of living tissue, which one would lose heat to a cooler environment fastest?undefined undefined undefinedQuestion 10. Referring to Question 8, if each cube "a" were an equal amount of living tissue, which one would need the fastest heat production to maintain homeostasis of its body temperature? (Remember, Cubus quadrangularis is a mammal.)undefinedQuestion 11. As an animal grows larger, what do you expect to happen to its rate of heat production per gram of body mass?undefined undefined undefinedQuestion 12. Based on the reasoning above, you will formulate a hypothesis for the following experiment. Small mice, medium-sized rats and large rats are available in the laboratory. We will measure their rate of oxygen uptake per gram body mass. undefinedWhat is the dependent variable we will measure?undefinedWhat is the independent variable?undefinedWhat are the groups being compared?undefinedNow, write the entire formula using the If…, and…, then… format.undefinedQuestion 13. Which mammal do you expect to have the fastest oxygen uptake per gram body mass? Explain why.undefined undefinedTable 1. Metabolic rate measurements for 3 mammalsundefinedwith different surface area to volume ratios.undefined Group 1 Mouse Young Rat Adult Rat Body weight (g): 26.4 90.5 126.6 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 170 128 149 2. 128 205 73 3. 203 104 88 4. 125 97 87 5. 104 110 68 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined Group 2 Mouse Young Rat Adult Rat Body weight (g): 13.1 52.2 181.2 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 330 204 141 2. 335 114 69 3. 210 166 66 4. 208 87 85 5. 208 89 51 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined Group 3 Mouse Young Rat Adult Rat Body weight (g): 30 76.6 211.6 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 157 79 79 2. 158 144 61 3. 184 43 53 4. 119 89 50 5. 135 92 48 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined Group 4 Mouse Young Rat Adult Rat Body weight (g): 24.0 76.0 160.3 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 208.5 117.1 59.3 2. 183.6 111.0 17.1 3. 174.5 96 61.8 4. 142.1 121.5 52.5 5. 170.0 105.3 62.7 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined undefined undefinedTable 2. Metabolic rate for all groups.undefined undefined undefined Mouse Young Rat Adult Rat Group: Mass (g) Average Metabolic Rate Mass (g) Average Metabolic Rate Mass (g) Average Metabolic Rate 1 2 3 4 5 XXXX XXXX XXXX XXXX XXXX XXXX 6 XXXX XXXX XXXX XXXX XXXX XXXX 7 XXXX XXXX XXXX XXXX XXXX XXXX 8 XXXX XXXX XXXX XXXX XXXX XXXX Average undefined undefined undefinedAnalysis QuestionsundefinedFill in the Table 3 with the class average data:undefined undefined undefined Mammal type Average Mass (g) Average Metabolic Rate (µL O2 per second per gram of animal) Mouse Young Rat Mature Rate undefined undefinedQuestion 14. Based on the class data, describe the relationship which appears to exist between a mammal's size and its metabolic rate.undefined undefined undefinedQuestion 15. Has your hypothesis been supported by the class data?undefinedIf not, where did your reasoning go wrong?undefinedQuestion 16. Which would you predict to be higher, the metabolic rate of a sparrow or that of a gull? Explain your answer in terms of thermoregulation.undefined undefinedQuestion 17. To what extent do you think it would be valid to apply this "metabolic rate to body size relationship" to animals other than mammals (clams, insects, fish, frogs, reptiles and birds)? Explain.undefinedQuestion 18. Is there a thermoregulatory advantage for marine mammals such as whales to be so large? Explain your answer.undefinedQuestion 19. Suggest a reason why there are no rat-sized marine mammals.undefinedQuestion 20. If an animal is an ectotherm, which is without internal physiological thermoregulation, how does it manage to survive when the weather is very hot or very cold? Give an example.
CHEM 120 Grossmont College Polarity of Chemical Substances Lab Report
I want a lab report it's on the lab manual on Lab experience 9 and solving the lab post question if there is one .
CHEM 120 Grossmont College Polarity of Chemical Substances Lab Report
I want a lab report it's on the lab manual on Lab experience 9 and solving the lab post question if there is one .
AIU Antibiotic Resistance Overuse and Abuse of Antibiotics & Bacteria Discussion
Assignment DetailsAntibiotic ResistanceFor many years, antibiotics have been effectively used to treat bacterial disease. ...
AIU Antibiotic Resistance Overuse and Abuse of Antibiotics & Bacteria Discussion
Assignment DetailsAntibiotic ResistanceFor many years, antibiotics have been effectively used to treat bacterial disease. A growing concern for treating bacterial diseases is the evolution of antibiotic resistance by bacterial populations. Resistance means that a particular antibiotic is no longer effective in treating a disease. This resistance can be viewed as evolution of a new trait at the population level, which is resistance to an antibiotic. Recommended: Click on the following links to review materials to increase your understanding of natural selection and antibiotic resistance:Understanding EvolutionAntibiotic ResistanceFocus your discussion on ONE of the following topics: The use, overuse, and abuse of antibiotics are accredited with creating antibiotic-resistant strains of bacteria. Explain how this relates to natural selection. Visit this tool: ResistanceOpen. Type in your location to find and report on how common antibiotic-resistant bacteria are in your area. Compare the incidence of antibiotic-resistant bacteria in your area with that in Lincoln, NE and Miami, FL. Do the results concern you? Give 1 suggestion for why there are such widely different results.Using a credible source, describe at least 2 of the things that people do (you can include individuals, doctors, health care professionals, hospitals, farmers, and so on) that contribute to this problem. Explain. Are there things that you can personally do to reduce your risk or even to reduce the spread of these dangerous microbes? Use at least 1 credible source to support the arguments presented in your post.ReferencesCenters for Disease Control and Prevention. (2018, September 10). Antibiotic / antimicrobial resistance (AR / AMR). Retrieved from https://www.cdc.gov/drugresistance/HealthMap. (2017). ResistanceOpen. Retrieved from https://resistanceopen.org/results/Understanding Genetics. University of California Museum of Paleontology. (2008). Natural selection. Retrieved from https://evolution.berkeley.edu/evolibrary/article/...In your own words, post a response to the Discussion Board, and comment on at least 2 other postings. You will be graded on both level of engagement and the quality of the contribution to the discussion.Discussion Board Reminders: Must have three posts: A Main Post and two replies to peers.First post: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.Second and third post: Must be posted on a different day from the first post.Connect to Content: At least one post must refer to course learning materials. See the Academic Resource on Discussion Boards for help with connecting to the content.Engaging in Class Discussions: For more information on making the most of your class dialog, review the Academic Resource on Discussion Boards. Grading RubricAssignment CriteriaProficient DescriptorPointsQuality of Main Post27 Points TotalStudent’s main post meets or exceeds the following requirementsResponds completely to all of parts of discussion question. (7 points)Communicates content information accurately and/or logically (7 points)Delivers a thoughtful response demonstrating insights and reflections (7 points)Connects to both key content concepts and personal experiences (6 points)/27 pts.Response to Peers24 Points Total• Responds to a minimum of 2 peers. (12 points per response)Substantive response (6 points)Furthers the conversation with peers. Examples could include: (6 points) Provides additional resourcesConnects to key conceptsShares personal or professional experiencesContributes new information or perspectivePresents a competing viewpoint/24 pts.Support from Learning Resources4 Points TotalAt least one post refers to course learning resources./4 pts.Professional Writing5 Points TotalResponse is well-organized, clear and free of grammatical and mechanical errors.Posts demonstrate courtesy and respect for others./5 pts.Total/60 pts.Assignment DetailsAntibiotic ResistanceFor many years, antibiotics have been effectively used to treat bacterial disease. A growing concern for treating bacterial diseases is the evolution of antibiotic resistance by bacterial populations. Resistance means that a particular antibiotic is no longer effective in treating a disease. This resistance can be viewed as evolution of a new trait at the population level, which is resistance to an antibiotic. Recommended: Click on the following links to review materials to increase your understanding of natural selection and antibiotic resistance:Understanding EvolutionAntibiotic ResistanceFocus your discussion on ONE of the following topics: The use, overuse, and abuse of antibiotics are accredited with creating antibiotic-resistant strains of bacteria. Explain how this relates to natural selection. Visit this tool: ResistanceOpen. Type in your location to find and report on how common antibiotic-resistant bacteria are in your area. Compare the incidence of antibiotic-resistant bacteria in your area with that in Lincoln, NE and Miami, FL. Do the results concern you? Give 1 suggestion for why there are such widely different results.Using a credible source, describe at least 2 of the things that people do (you can include individuals, doctors, health care professionals, hospitals, farmers, and so on) that contribute to this problem. Explain. Are there things that you can personally do to reduce your risk or even to reduce the spread of these dangerous microbes? Use at least 1 credible source to support the arguments presented in your post.ReferencesCenters for Disease Control and Prevention. (2018, September 10). Antibiotic / antimicrobial resistance (AR / AMR). Retrieved from https://www.cdc.gov/drugresistance/HealthMap. (2017). ResistanceOpen. Retrieved from https://resistanceopen.org/results/Understanding Genetics. University of California Museum of Paleontology. (2008). Natural selection. Retrieved from https://evolution.berkeley.edu/evolibrary/article/...In your own words, post a response to the Discussion Board, and comment on at least 2 other postings. You will be graded on both level of engagement and the quality of the contribution to the discussion.Discussion Board Reminders: Must have three posts: A Main Post and two replies to peers.First post: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.Second and third post: Must be posted on a different day from the first post.Connect to Content: At least one post must refer to course learning materials. See the Academic Resource on Discussion Boards for help with connecting to the content.Engaging in Class Discussions: For more information on making the most of your class dialog, review the Academic Resource on Discussion Boards. Grading RubricAssignment CriteriaProficient DescriptorPointsQuality of Main Post27 Points TotalStudent’s main post meets or exceeds the following requirementsResponds completely to all of parts of discussion question. (7 points)Communicates content information accurately and/or logically (7 points)Delivers a thoughtful response demonstrating insights and reflections (7 points)Connects to both key content concepts and personal experiences (6 points)/27 pts.Response to Peers24 Points Total• Responds to a minimum of 2 peers. (12 points per response)Substantive response (6 points)Furthers the conversation with peers. Examples could include: (6 points) Provides additional resourcesConnects to key conceptsShares personal or professional experiencesContributes new information or perspectivePresents a competing viewpoint/24 pts.Support from Learning Resources4 Points TotalAt least one post refers to course learning resources./4 pts.Professional Writing5 Points TotalResponse is well-organized, clear and free of grammatical and mechanical errors.Posts demonstrate courtesy and respect for others./5 pts.Total/60 pts.
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20210315133700fermentation Handout
In this experiment you will measure the reaction rate of anaerobic respiration (ethanol fermentation). Review the chemical ...
20210315133700fermentation Handout
In this experiment you will measure the reaction rate of anaerobic respiration (ethanol fermentation). Review the chemical equations below, then ...
Explain the difference between autotrophic organisms and heterotrophic organisms.
Question 1. Explain the difference between autotrophic organisms and heterotrophic organisms.undefinedQuestion 2. If there ...
Explain the difference between autotrophic organisms and heterotrophic organisms.
Question 1. Explain the difference between autotrophic organisms and heterotrophic organisms.undefinedQuestion 2. If there is an "energy advantage" for organisms which use aerobic respiration, do you suppose this could explain why there are more aerobic species than anaerobic species? Explain your answer.undefinedQuestion 3. Assuming that an animal loses heat to its environment from its surface, suggest an evolutionary explanation for the following question: why do arctic hares have shorter ears than those of San Diego County jackrabbits?undefinedQuestion 4. Which animal taxonomic groups include endotherms?undefinedQuestion 5. What is an ectotherm? Give examples of animals which are ectotherms.undefinedQuestion 6. As the size of the cubes got smaller and smaller, what happened to the surface area : volume ratio?undefinedQuestion 7. Examine Figure 1. For each visible cube in the whole "organism", count the number of sides exposed to the outside. Write these numbers on the cubes in the diagram. Is there a cube with no sides exposed to the environment in Figure 1?undefined undefined undefined undefined undefined undefinedQuestion 8. Locate the cube marked "a" in each of the three figures on page 6. Compare cube "a" in the three figures: how many sides of each "a" cube are actually exposed to the outside surface?undefined Cube "a" Number of Sides Exposed Figure 1. 3 x 3 x 3 Figure 2. 2 x 2 x 2 Figure 3. 1 x 1 x 1 undefinedQuestion 9. Referring the Question 8, if each cube "a" were an equal amount of living tissue, which one would lose heat to a cooler environment fastest?undefined undefined undefinedQuestion 10. Referring to Question 8, if each cube "a" were an equal amount of living tissue, which one would need the fastest heat production to maintain homeostasis of its body temperature? (Remember, Cubus quadrangularis is a mammal.)undefinedQuestion 11. As an animal grows larger, what do you expect to happen to its rate of heat production per gram of body mass?undefined undefined undefinedQuestion 12. Based on the reasoning above, you will formulate a hypothesis for the following experiment. Small mice, medium-sized rats and large rats are available in the laboratory. We will measure their rate of oxygen uptake per gram body mass. undefinedWhat is the dependent variable we will measure?undefinedWhat is the independent variable?undefinedWhat are the groups being compared?undefinedNow, write the entire formula using the If…, and…, then… format.undefinedQuestion 13. Which mammal do you expect to have the fastest oxygen uptake per gram body mass? Explain why.undefined undefinedTable 1. Metabolic rate measurements for 3 mammalsundefinedwith different surface area to volume ratios.undefined Group 1 Mouse Young Rat Adult Rat Body weight (g): 26.4 90.5 126.6 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 170 128 149 2. 128 205 73 3. 203 104 88 4. 125 97 87 5. 104 110 68 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined Group 2 Mouse Young Rat Adult Rat Body weight (g): 13.1 52.2 181.2 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 330 204 141 2. 335 114 69 3. 210 166 66 4. 208 87 85 5. 208 89 51 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined Group 3 Mouse Young Rat Adult Rat Body weight (g): 30 76.6 211.6 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 157 79 79 2. 158 144 61 3. 184 43 53 4. 119 89 50 5. 135 92 48 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined Group 4 Mouse Young Rat Adult Rat Body weight (g): 24.0 76.0 160.3 5 measurements of time required (in seconds) for animal to consume 5000 µL of Oxygen (O2): 1. 208.5 117.1 59.3 2. 183.6 111.0 17.1 3. 174.5 96 61.8 4. 142.1 121.5 52.5 5. 170.0 105.3 62.7 Average time (sec) to consume 5000 µL O2 : Step 1: Divide 5000 µL O2 by the average number of secondsrequired by animal to consume it: Step 2: Divide your answer, obtained in Step 1, by the animal’s body weight in grams. This will give you the metabolic rate in µL O2 per 1 second per 1 gram of animal. undefined undefined undefined undefinedTable 2. Metabolic rate for all groups.undefined undefined undefined Mouse Young Rat Adult Rat Group: Mass (g) Average Metabolic Rate Mass (g) Average Metabolic Rate Mass (g) Average Metabolic Rate 1 2 3 4 5 XXXX XXXX XXXX XXXX XXXX XXXX 6 XXXX XXXX XXXX XXXX XXXX XXXX 7 XXXX XXXX XXXX XXXX XXXX XXXX 8 XXXX XXXX XXXX XXXX XXXX XXXX Average undefined undefined undefinedAnalysis QuestionsundefinedFill in the Table 3 with the class average data:undefined undefined undefined Mammal type Average Mass (g) Average Metabolic Rate (µL O2 per second per gram of animal) Mouse Young Rat Mature Rate undefined undefinedQuestion 14. Based on the class data, describe the relationship which appears to exist between a mammal's size and its metabolic rate.undefined undefined undefinedQuestion 15. Has your hypothesis been supported by the class data?undefinedIf not, where did your reasoning go wrong?undefinedQuestion 16. Which would you predict to be higher, the metabolic rate of a sparrow or that of a gull? Explain your answer in terms of thermoregulation.undefined undefinedQuestion 17. To what extent do you think it would be valid to apply this "metabolic rate to body size relationship" to animals other than mammals (clams, insects, fish, frogs, reptiles and birds)? Explain.undefinedQuestion 18. Is there a thermoregulatory advantage for marine mammals such as whales to be so large? Explain your answer.undefinedQuestion 19. Suggest a reason why there are no rat-sized marine mammals.undefinedQuestion 20. If an animal is an ectotherm, which is without internal physiological thermoregulation, how does it manage to survive when the weather is very hot or very cold? Give an example.
CHEM 120 Grossmont College Polarity of Chemical Substances Lab Report
I want a lab report it's on the lab manual on Lab experience 9 and solving the lab post question if there is one .
CHEM 120 Grossmont College Polarity of Chemical Substances Lab Report
I want a lab report it's on the lab manual on Lab experience 9 and solving the lab post question if there is one .
AIU Antibiotic Resistance Overuse and Abuse of Antibiotics & Bacteria Discussion
Assignment DetailsAntibiotic ResistanceFor many years, antibiotics have been effectively used to treat bacterial disease. ...
AIU Antibiotic Resistance Overuse and Abuse of Antibiotics & Bacteria Discussion
Assignment DetailsAntibiotic ResistanceFor many years, antibiotics have been effectively used to treat bacterial disease. A growing concern for treating bacterial diseases is the evolution of antibiotic resistance by bacterial populations. Resistance means that a particular antibiotic is no longer effective in treating a disease. This resistance can be viewed as evolution of a new trait at the population level, which is resistance to an antibiotic. Recommended: Click on the following links to review materials to increase your understanding of natural selection and antibiotic resistance:Understanding EvolutionAntibiotic ResistanceFocus your discussion on ONE of the following topics: The use, overuse, and abuse of antibiotics are accredited with creating antibiotic-resistant strains of bacteria. Explain how this relates to natural selection. Visit this tool: ResistanceOpen. Type in your location to find and report on how common antibiotic-resistant bacteria are in your area. Compare the incidence of antibiotic-resistant bacteria in your area with that in Lincoln, NE and Miami, FL. Do the results concern you? Give 1 suggestion for why there are such widely different results.Using a credible source, describe at least 2 of the things that people do (you can include individuals, doctors, health care professionals, hospitals, farmers, and so on) that contribute to this problem. Explain. Are there things that you can personally do to reduce your risk or even to reduce the spread of these dangerous microbes? Use at least 1 credible source to support the arguments presented in your post.ReferencesCenters for Disease Control and Prevention. (2018, September 10). Antibiotic / antimicrobial resistance (AR / AMR). Retrieved from https://www.cdc.gov/drugresistance/HealthMap. (2017). ResistanceOpen. Retrieved from https://resistanceopen.org/results/Understanding Genetics. University of California Museum of Paleontology. (2008). Natural selection. Retrieved from https://evolution.berkeley.edu/evolibrary/article/...In your own words, post a response to the Discussion Board, and comment on at least 2 other postings. You will be graded on both level of engagement and the quality of the contribution to the discussion.Discussion Board Reminders: Must have three posts: A Main Post and two replies to peers.First post: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.Second and third post: Must be posted on a different day from the first post.Connect to Content: At least one post must refer to course learning materials. See the Academic Resource on Discussion Boards for help with connecting to the content.Engaging in Class Discussions: For more information on making the most of your class dialog, review the Academic Resource on Discussion Boards. Grading RubricAssignment CriteriaProficient DescriptorPointsQuality of Main Post27 Points TotalStudent’s main post meets or exceeds the following requirementsResponds completely to all of parts of discussion question. (7 points)Communicates content information accurately and/or logically (7 points)Delivers a thoughtful response demonstrating insights and reflections (7 points)Connects to both key content concepts and personal experiences (6 points)/27 pts.Response to Peers24 Points Total• Responds to a minimum of 2 peers. (12 points per response)Substantive response (6 points)Furthers the conversation with peers. Examples could include: (6 points) Provides additional resourcesConnects to key conceptsShares personal or professional experiencesContributes new information or perspectivePresents a competing viewpoint/24 pts.Support from Learning Resources4 Points TotalAt least one post refers to course learning resources./4 pts.Professional Writing5 Points TotalResponse is well-organized, clear and free of grammatical and mechanical errors.Posts demonstrate courtesy and respect for others./5 pts.Total/60 pts.Assignment DetailsAntibiotic ResistanceFor many years, antibiotics have been effectively used to treat bacterial disease. A growing concern for treating bacterial diseases is the evolution of antibiotic resistance by bacterial populations. Resistance means that a particular antibiotic is no longer effective in treating a disease. This resistance can be viewed as evolution of a new trait at the population level, which is resistance to an antibiotic. Recommended: Click on the following links to review materials to increase your understanding of natural selection and antibiotic resistance:Understanding EvolutionAntibiotic ResistanceFocus your discussion on ONE of the following topics: The use, overuse, and abuse of antibiotics are accredited with creating antibiotic-resistant strains of bacteria. Explain how this relates to natural selection. Visit this tool: ResistanceOpen. Type in your location to find and report on how common antibiotic-resistant bacteria are in your area. Compare the incidence of antibiotic-resistant bacteria in your area with that in Lincoln, NE and Miami, FL. Do the results concern you? Give 1 suggestion for why there are such widely different results.Using a credible source, describe at least 2 of the things that people do (you can include individuals, doctors, health care professionals, hospitals, farmers, and so on) that contribute to this problem. Explain. Are there things that you can personally do to reduce your risk or even to reduce the spread of these dangerous microbes? Use at least 1 credible source to support the arguments presented in your post.ReferencesCenters for Disease Control and Prevention. (2018, September 10). Antibiotic / antimicrobial resistance (AR / AMR). Retrieved from https://www.cdc.gov/drugresistance/HealthMap. (2017). ResistanceOpen. Retrieved from https://resistanceopen.org/results/Understanding Genetics. University of California Museum of Paleontology. (2008). Natural selection. Retrieved from https://evolution.berkeley.edu/evolibrary/article/...In your own words, post a response to the Discussion Board, and comment on at least 2 other postings. You will be graded on both level of engagement and the quality of the contribution to the discussion.Discussion Board Reminders: Must have three posts: A Main Post and two replies to peers.First post: Either your main post or a reply to others must be posted before midnight CT (Central time) on Friday of each week.Second and third post: Must be posted on a different day from the first post.Connect to Content: At least one post must refer to course learning materials. See the Academic Resource on Discussion Boards for help with connecting to the content.Engaging in Class Discussions: For more information on making the most of your class dialog, review the Academic Resource on Discussion Boards. Grading RubricAssignment CriteriaProficient DescriptorPointsQuality of Main Post27 Points TotalStudent’s main post meets or exceeds the following requirementsResponds completely to all of parts of discussion question. (7 points)Communicates content information accurately and/or logically (7 points)Delivers a thoughtful response demonstrating insights and reflections (7 points)Connects to both key content concepts and personal experiences (6 points)/27 pts.Response to Peers24 Points Total• Responds to a minimum of 2 peers. (12 points per response)Substantive response (6 points)Furthers the conversation with peers. Examples could include: (6 points) Provides additional resourcesConnects to key conceptsShares personal or professional experiencesContributes new information or perspectivePresents a competing viewpoint/24 pts.Support from Learning Resources4 Points TotalAt least one post refers to course learning resources./4 pts.Professional Writing5 Points TotalResponse is well-organized, clear and free of grammatical and mechanical errors.Posts demonstrate courtesy and respect for others./5 pts.Total/60 pts.
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