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Discussion Energy Balance Answer the following and then respond to at least one other student. 1. How can we increase our energy balance? Read the following scenario and then respond to another student. 2. Marty started going to the gym about 8 weeks ago. At first, he noticed that he began "huffing and puffing" about 7 minutes into his aerobic workout. Now, however, he can work out for about 25 minutes without tiring. What is a possible explanation for this ability to work out longer?

Instructions Signature Assignment: Essay and PowerPoint For this assignment, please let the OSWL APA template guide your paper format. Headings will also be important to this assignment, so please access the APA Guidelines for Headings.  Essay Guidelines: In the article provided in the readings for this unit, "Explanations of Research Misconduct, and How They Hang Together" by Haven and van Woudenberg (2021), the authors explore various explanations for research misconduct, particularly falsification and fabrication. They argue that understanding these explanations requires considering factors such as the beliefs and motivations of the researcher, the context in which the misconduct occurs, and potential unconscious biases. Based on what we have learned in our course about the steps in the research cycle, each learner will write an APA-formatted essay with APA heading sections that answer specific questions. Read the Haven and van Woudenberg (2021) article carefully and write an essay addressing the following points: Summarize the key arguments presented by Haven and van Woudenberg (2021) regarding the explanations for research misconduct. Analyze at least two of the specific explanations they discuss (e.g., Rational Choice Theory, Bad Apple Theory, General Strain Theory, Prospect Theory, Organizational Justice Theory, New Public Management). For each explanation, address the following: Briefly explain the core tenets of the theory. Evaluate the theory's strengths and weaknesses in explaining research misconduct. Discuss how this theory might contribute to understanding a specific real-world example of research misconduct (you can choose an example from the article or another relevant example). Discuss the concept of "contextual affordances" as presented by Haven and van Woudenberg (2021). Explain how contextual factors can contribute to or facilitate research misconduct. Consider the authors' conclusion that different explanations of research misconduct are compatible and can coexist. Explain how understanding this compatibility can be helpful in addressing and preventing research misconduct. What are some of the most important factors to consider when explaining research misconduct? Provide a rationale for your answer, drawing upon your understanding of the article and your own critical thinking. Your essay should be approximately 5-7 pages long, double-spaced, with 12-point font, Times New Roman font, and standard APA margins. Use proper academic formatting and APA citation style: paper format, in-text citation, headings, and references page. Make sure your essay is well-organized, clear, and concise. Support your arguments with evidence from the article and other relevant sources. Demonstrate critical thinking and analytical skills. Proofread your essay carefully before submitting it. APA in-text citations and references should reflect the practice in the course and frequent work with OSWL. PowerPoint Requirements: Students will include with their Signature Assignment a second file: a PowerPoint presentation with speakers notes or voice-over that explains Karl Popper’s Falsification Principle. Please use The Chicago School Library for research on Popper’s Principle. Produce an introduction slide, at least four content slides, and references slide(s). In the process, answer the following questions: What is Popper’s Falsifiability Principle, and what are its strengths, weaknesses, and limitations? How does it connect to your Signature Assignment essay ideas? 

Choose a project to work on. It can be something from the list below - Design a defective interfering RNA for a virus - Design a saRNA vaccine for a virus - Make a KO cancer cell line that does not produce an essential growth factor - Create, extend or remove uORFs to change the expression level of a gene - Design RNAi to target the pathogen of a plant or anything else you’d like to do using skills you learned here. It does not need to be an original research project; you can also simply repeat what was done in a paper, but you will have to do some research, find genes and organisms or a published paper to work on. It should have enough information that I (or one of your colleagues) should be able to repeat it without much effort (so you must describe sequences etc. in detail, but you don’t need to explain obvious points). The project should be done on snapgene and explained on a document by adding pictures from snapgene

CLO 4 : Identify and describe the major gross and microscopic anatomical components of the eye and ear and explain their functional roles in vision, hearing, and equilibrium. Students should also be able to identify and locate the receptors responsible for olfaction and gustation and briefly describe the physiology of smell and taste. • Identify and describe the major gross and microscopic anatomical components of the nervous system and explain their functional roles in communication, control, and integration. Discussion Questions: The nervous system is critical for maintaining homeostasis through its roles in communication, control, and integration. In your initial post, discuss the major gross and microscopic nervous system anatomy involved in regulating homeostasis, including: CNS (brain, spinal cord) PNS (sensory, motor, autonomic nerves) Neurons (dendrites, axon, myelin sheath) Synapses, neurotransmitters You could do any of the follwing: Select a homeostatic process like thermoregulation, blood pressure regulation, etc. OR Explain how the nervous system's anatomical structures facilitate communication between the sensors that detect changes and the effectors that respond to restore homeostasis. You can consider comparing and contrasting the roles of the CNS and PNS in maintaining homeostasis through neural communication and control. This discussion encourages you to relate nervous system anatomy to homeostatic regulation.  OR you can discuss the Endocrine System. CLO 5 : Identify and describe the major gross and microscopic anatomical components of the endocrine system and explain the functional roles of their respective hormones in communication, control, and integration. Discussion Questions: The endocrine system plays an essential role in maintaining homeostasis through hormone secretion. In your initial post, select two major endocrine glands and discuss their gross and microscopic anatomy, including: Hypothalamus and pituitary gross/microscopic anatomy Thyroid, parathyroid, adrenal, pancreas, ovaries/testes gross/microscopic anatomy For each gland, explain how their anatomical structures facilitate the secretion of hormones that help regulate homeostasis. Provide specific examples of how the hormones communicate signals and exert control to maintain equilibrium. You could compare and contrast the homeostatic roles of the hypothalamus/pituitary to the thyroid or adrenal glands. How are their mechanisms similar and different?

question and correct answers only Review Test – Chapter 4 1. Virtually every task performed by living organisms requires energy. A. True B. False 2. Which of the following is energy currency cells use to perform immediate work? A. ATP B. Carbon dioxide C. Oxygen D. Sugar E. All of the above 3. Which of the following is NOT true of metabolic pathways? A. Consist of a series of chemical reactions B. Anabolic pathways require energy C. Catabolic pathways release energy D. Facilitated or catalyzed by enzymes E. All of the above are true 4. Which of the following refers to the matter relevant to a particular case of energy transfer? A. Element B. Surrounding C. System D. Thermodynamics E. None of the above 5. Which of the following is NOT a system when heating a pot of water on a stove? A. Air B. Pot C. Stove D. Water E. All of the above 6. Biological organisms are closed systems. A. True B. False 7. Which of the following is NOT true of energy? A. Energy exists in the same form B. Energy is defined as the ability to do work C. Energy is subject to physical laws D. Energy is transferred within the system E. There are two types of systems: open and closed 8. Which of the following is NOT true of thermodynamics? A. Energy can be created or destroyed BIOL 1111K Review Test – Chapter 4 2 B. Energy may be transferred from place to place C. Energy will always be lost as heat in energy transfers D. The total amount of energy in the universe is constant and conserved E. All of the above are true 9. _______________ is stored within organic molecules such as sugars and fats. A. Chemical energy B. Electrical energy C. Heat energy D. Light energy E. Thermal energy 10. _______________ is the measure of randomness or disorder within a system. A. ATP B. Energy C. Entropy D. Heat E. Thermodynamics 11. High entropy means _________ disorder and _________ energy. A. High - high B. High - low C. Low - high D. Low - low 12. Living things are highly ordered, requiring constant energy input to be maintained in a state of low entropy. A. True B. False 13. Which of the following does NOT have kinetic energy? A. A rapidly flowing river B. A speeding bullet C. A still water D. A walking person E. A waterfall 14. Even a slow-moving wrecking ball can do a great deal of damage to other objects because it has __________________. A. Activation energy B. Chemical energy C. Free energy D. Kinetic energy E. Potential energy BIOL 1111K Review Test – Chapter 4 3 15. If a ball were to fall, the __________ energy would be transformed into __________ energy. A. Activation - kinetic B. Free - kinetic C. Kinetic - free D. Kinetic - potential E. Potential - kinetic 16. Which of the following is NOT true of potential energy? A. Associated with the location B. Associated with the structure of matter C. Associated with objects in motion D. Can be transformed into kinetic energy E. The energy of water held behind a dam 17. A rubber band that is pulled taut has ______________. A. Activation energy B. Chemical energy C. Free energy D. Kinetic energy E. Potential energy 18. Which of the following is usable energy or the energy that is available to do work? A. Activation energy B. Chemical energy C. Free energy D. Kinetic energy E. Potential energy 19. Which of the following is NOT true of exergonic reactions? A. ?G (delta G) will be a negative number B. Energy is released C. Spontaneous reactions D. The products of the reaction have less free energy than the reactants E. All of the above are true 20. The products have more free energy than the reactants in endergonic chemical reactions. A. True B. False 21. Which of the following is a substance that helps a chemical reaction to occur? A. Catalyst B. Product C. Reactant D. Substrate E. All of the above BIOL 1111K Review Test – Chapter 4 4 22. Which of the following refers to the molecules that catalyze biochemical reaction? A. Enzymes B. Products C. Reactants D. Substrates E. All of the above 23. Without enzymes to speed up chemical reactions inside a cell, life could not persist. A. True B. False 24. Which of the following is lowered by enzymes to speed up the chemical reactions? A. Activation energy B. Chemical energy C. Free energy D. Kinetic energy E. Potential energy 25. An enzyme itself is unchanged by the reaction it catalyzes. A. True B. False 26. Which of the following is NOT true of enzymes? A. Change the free energy of the reactants or products B. Most enzymes are proteins C. Speed up chemical reactions D. The substrate binds to the enzyme’s active site E. All of the above are true 27. Increasing the environmental temperature generally increases reaction rates. A. True B. False 28. Which of the following competes with the substrate for binding to the active site and simply block the substrate from binding? A. Allosteric activation B. Allosteric inhibition C. Competitive inhibition D. Feedback inhibition E. All of the above 29. Which of the following involves the use of a reaction product to regulate its own further production? A. Allosteric activation BIOL 1111K Review Test – Chapter 4 5 B. Allosteric inhibition C. Competitive inhibition D. Feedback inhibition E. All of the above 30. What is the first step in the breakdown of glucose to extract energy for cell metabolism? A. Citric acid cycle B. Electron transport chain C. Fermentation D. Glycolysis E. Transition reaction 31. Where does glycolysis take place? A. Cytoplasm B. Mitochondria C. Nucleus D. Plasma membrane E. All of the above 32. Excess free energy would result in an increase of heat in the cell, which would denature enzymes and other proteins, and thus destroy the cell. A. True B. False 33. Which of the following is the primary energy currency of cells? A. ATP B. DNA C. Enzyme D. Glucose E. RNA 34. Which of the following is a five-carbon sugar found in RNA? A. ATP B. Glucose C. NADH D. Pyruvate E. Ribose 35. Glycolysis ends with two molecules of a three-carbon sugar called __________________. A. ATP B. Glucose C. NADH D. Pyruvate E. Ribose BIOL 1111K Review Test – Chapter 4 6 36. How many net ATP molecules are produced from glycolysis? A. 1 B. 2 C. 4 D. 8 E. 34 37. Where are sites of cellular respiration in eukaryotic cells? A. Cytoplasm B. Mitochondria C. Nucleus D. Plasma membrane E. All of the above 38. The citric acid cycle in eukaryotic cells takes place in the matrix of the mitochondria. A. True B. False 39. Which of the following is NOT true of the citric acid cycle? A. A closed loop B. Also called the Krebs cycle C. Consists of eight steps D. Produces two CO2, one ATP, three NADH, and one FADH2 per turn E. All of the above are true 40. Most of the ATP are generated from _____________________ during the aerobic catabolism of glucose. A. Citric acid cycle B. Electron transport chain C. Fermentation D. Glycolysis E. Transition reaction 41. Which of the following is the last component of aerobic respiration? A. Citric acid cycle B. Electron transport chain C. Fermentation D. Glycolysis E. Transition reaction 42. Lactic acid fermentation occurs routinely in mammalian red blood cells and in skeletal muscle that has insufficient oxygen supply to allow aerobic respiration to continue. A. True B. False BIOL 1111K Review Test – Chapter 4 7 43. Which of the following is NOT true of alcohol fermentation? A. Causes muscle stiffness and fatigue B. Producing ethanol C. Two enzymes are involved D. Used by yeast E. All of the above are true 44. Natural levels of alcohol in wine occur at a maximum of 12 %. A. True B. False 45. What is the main purpose of fermentation? A. To generate proton motive force B. To make ATP C. To produce electrochemical gradient D. To reoxidize NADH to NAD+ E. All of the above 46. The group of archaea called methanogens reduces _____________ to methane to oxidize NADH. A. Carbon dioxide B. Nitrate C. Oxygen D. Pyruvate E. Sulfate 47. Which of the following is killed by oxygen? A. Facultative anaerobes B. Microaerophilic microbes C. Obligate aerobes D. Obligate anaerobes E. All of the above 48. Which of the following is a polymer of glucose and a short-term energy storage molecule in animals? A. Cholesterol B. Fructose C. Galactose D. Glycogen E. Sucrose 49. Which of the following is a lipid that contributes to cell membrane flexibility and is a precursor of steroid hormones? A. Cholesterol B. Fructose BIOL 1111K Review Test – Chapter 4 8 C. Galactose D. Glycogen E. Sucrose 50. Fatty acids are broken into two-carbon units that enter the _______________. A. Citric acid cycle B. Electron transport chain C. Fermentation D. Glycolysis E. Transition reaction

Students will submit a brief (700 word) paper that expresses a well-reasoned and well-articulated opinion/viewpoint on a contemporary public health issue. Students are encouraged to explore any contemporary public health issue that interests them.  Take up a position on what should be done about your public health issue. This opinion should follow from the facts you have presented. Know your audience Public Health Opinion Editorials are not written exclusively for experts in the field –not for an audience with zero knowledge of public health. Avoid using large words unnecessarily, but do not be afraid to use public health terminology. Ex. Can use ‘prevalence, incidence, mortality’ etc. without defining them Language and Verbiage Tips• The language used by Public Health Professionals is very important. Our choice of terminology aims to be: • Precise - Use words that describe what you mean exactly • Ex. “Minorities” – which community specifically? • Ex. “Africa” – which countries/regions? • Ex. “Third world” or “Developing countries” – use Low-, Middle-, or High-Income classifications instead • Ex. “Black” vs. “African American” – which one do you mean? • Non-stigmatizing - Use person-centered language to avoid unintentionally stigmatizing language • Ex. “People with substance abuse disorders” instead of “addicts” • Ex. “People experiencing homelessness” instead of “the homeless” • Ex. “People diagnosed with schizophrenia” instead of “Schizophrenics” • Accessible – Avoid terms that are convoluted or highly technical. • Ex. “The paper examined A and B” instead of “The paper used a doubly-robust marginal structural model to examine A and B” The Use of Statistics as Evidence Statistics are a powerful tool Public Health Professionals use to communicate population level health effects. Improper interpretation of statistics can lead readers to come to the wrong (and perhaps opposite conclusions When using statistics as evidence, try to make sure that: The statistic comes from a population relevant to your paper (Who? What? When? Where?) “Group X is 7 times more likely to experience Y.” --More likely than whom? You cite the appropriate source, and quote the number exactly as it appears in the source Statistics are not fact, but they can be evidence The proper interpretation of statistics takes lots of practice –don’t worry too much about this, just try to keep in mind where the statistic comes from, and what you are using it for Other tips and tricks: Use direct quotations sparingly –avoid long quotations Cite all statistics, quotations, and information that is not common knowledge (even if you yourself know the info) Grammar is important in opinion editorials. Please proofread your papers I have provided a checklist for the opinion editorial and a past student example (can not be copied!)

OVERVIEW The situation at the Intergalactic Wildlife Sanctuary has not gotten better. Now it is not just the frogcats that are sick, but other populations of species at the sanctuary may have had troubles arise. Another transmission has been received and the sanctuary is requesting your help. STEPS TO COMPLETE THIS LAB ASSIGNMENT: ACCESS THE LAB PACKET, LAB INSTRUCTIONS_ COMMUNITY ECOLOGY ACT II MISSION MEMO The following data files are embedded in the workbook file (see Step 3 below): - Historical densities of umbrella trees-1-1-1 - Historical densities of spotted gliders-1-1-1 3. Download the YourFirstName_LastName_A_Tangled_Web_Workbook file, You will use the workbook to answer specific questions in this assignment

The concept of contagious disease caused by microorganisms is first seen in the Old Testament. The biblical roots of microbiology are not a surprise when we consider the contributions of Louis Pasteur, the father of modern microbiology. Pasteur's swan-necked flask experiments not only disproved the theory of spontaneous generation (i.e., life evolved from nonliving matter), but also set the foundation for the law of biogenesis: life comes from preexisting life. Conduct research of microbial pathogens/infectious agents. Refer to Part IV – Infections Diseases (Chapters 21–27) in Nester's Microbiology: A Human Perspective With Connect and other online scientific journals/articles (e.g., .edu, .gov, .org websites). Select any one microorganism (i.e., bacteria, virus, fungus, protozoa, or prion) and create a PowerPoint presentation (minimum of 10 slides) that addresses the following criteria:   Title slide (clearly present your topic and your name) Causative agent and structure Diseases, signs, and symptoms Pathogenesis and virulence Epidemiology Diagnosis Treatment, control, and prevention Microbe in the news (highlight one reliable news article about your microorganism) Christian worldview on caring for the suffering (provide a relevant Bible verse/passage and briefly discuss the significance of microbes from a biblical perspective) Reference slide (Use a minimum of three references; only use reliable sources) Reliable sources include: The course textbook, other books from major publishers, newspapers, peer reviewed articles, peer reviewed journals, PhD dissertations and research, public libraries [GCU library], scholarly articles, isolated studies or academic research, professional organizations' websites, educational institutions' websites, and government websites. Unreliable sources include: Wikipedia, blogs, forums, self-published books, questionable sites created by nonprofessional organizations, and sites that provide biased information..

Describe the layers of the epithelium starting deep to superficial. What are different cell types found in the epidermis and what are their functions? What are the different functions of the two layers of the dermis? What type of tissue is found in each? What are the major differences between the 3 different types of glands found in the integumentary system? Describe the methods that skin uses to help regulate body temperature, either when you are too hot or too cold. Describe how a 3rd degree burn to over 9% of the body disrupts homeostasis? Describe the different skin cancers, and which one is the most dangerous and why?

Summarize Chapter 22, the Nervous System and discuss a bacterium, and viral disease relating to this system.