Question 1 1. When males reach puberty, _________ increases their muscle mass and skeletal development. A. prolactin B. protein C. androgen D. adipose tissue E. estrogen 3 points Question 2 1. Which of the following is the only 100percent effective method of fertility control and STI protection? A. Abstinence B. Condoms and spermicide together C. Condoms and a hormonal contraceptive together D. Oral contraceptives E. Condoms 3 points Question 3 1. The efficacy rate for implants is less than ________ pregnancy per 100 users per year. A. 1 B. 10 C. 11 D. 17 E. 4 3 points Question 4 1. Over-the-counter medications are ________ A. sold legally without a prescription. B. safe for pregnant women to use. C. sold illegally without a prescription. D. the safest drugs for self-medication purposes. E. harmful even when approved by the pregnant women’s physician. 3 points Question 5 1. The ________ activates the autonomic nervous system and the endocrine system through messages sent via nerves or substances released into the bloodstream. A. cerebral cortex B. pons C. thalamus D. subcortex E. hypothalamus 3 points Question 6 1. Ovulation methods center around ______ A. a female’s basal body temperature. B. a female’s cervical secretions. C. a female tracking her menstrual cycle by using a calendar. D. A and B. E. A and C. 3 points Question 7 1. Emergency contraception ______ A. can be used as a regular contraception method. B. provides protection against STDs. C. is the only method available if unprotected intercourse has occurred when fertility is likely. D. is significantly more effective than other contraceptive methods. E. All of the above 3 points Question 8 1. Although a simultaneous orgasm between sexual partners is an exciting event, it _______ A. is a relatively uncommon event and can actually detract from the coital experience if one is preoccupied by sharing this experience. B. is common and should be a priority as far as coitus is concerned. C. is of no particular importance. D. is immensely overrated. E. None of the above 3 points Question 9 1. Cervical caps are similar to ________, but the cervical cap is smaller. A. IUDs B. diaphragms C. Norplant D. oral contraceptives E. Depo-Provera 3 points Question 10 1. Which of the following increases the risk of having a low-birth-weight baby? A. The mother does not eat well during pregnancy. B. The mother does not take care of herself. C. The mother does not receive comprehensive prenatal care. D. The mother smokes. E. All of the above 3 points Question 11 1. An advantage to using IUDs and IUSs is that they ______ A. remain in place, so planning before sexual intercourse is unnecessary. B. have a high level of effectiveness. C. allow fertility to return immediately after they are removed. D. can remain in place during a woman’s period. E. all of the above 3 points Question 12 1. Contraception is the means of preventing _______ from occurring during sexual intercourse. A. conception B. pain C. infertility D. STDs E. pleasure 3 points Question 13 1. ________ is the contraceptive method of removing the penis from the vagina before ejaculation. A. Abstinence B. Sterilization C. Avoidance D. Withdrawal E. Monogamy 3 points Question 14 1. Compared to men, women employed full time __________ A. spend fewer hours on household tasks. B. work more hours in the workplace. C. work a proportionate number of hours on household tasks. D. spend more hours on household tasks. E. work fewer hours in the workplace. 3 points Question 15 1. At ________, the female central nervous system (CNS) is typically more advanced than the male CNS. A. birth B. conception C. adolescence D. adulthood E. puberty 3 points Question 16 1. Females sometimes experience a sexual response cycle similar to that of males, EXCEPT A. when they are menstruating. B. they can have multiple orgasms without a refractory period. C. they can have multiple orgasms with a refractory period. D. the resolution phase is shorter in duration than in males. E. they generally move from excitement to plateau and then to orgasm. 3 points Question 17 1. Fertilization normally takes place in the ________ A. ovary. B. cervix. C. vagina. D. uterus. E. fallopian tubes. 3 points Question 18 1. ________ come in the form of foam, gels, films, suppositories, creams, sponges, and tablets. A. Condoms B. Diaphragms C. Spermicides D. IUDs E. Sterilization agents 3 points Question 19 1. The three major settings in the United States where labor and delivery occur are ________ A. the hospital, health-care clinics, and the home. B. the home, the hospital, and the birthing room. C. free-standing birth centers, the home, and health-care clinics. D. the hospital, the home, and free-standing birth centers. E. the birthing room, the hospital, and free-standing birth centers. 3 points Question 20 1. Mode, a fashion magazine, _______ A. was developed for women who wear normal and large sizes. B. was developed for women who wear over a size 16. C. shows only pictures of clothing, with no models. D. was sued by a group of women who claimed the magazine contributed to their bouts with eating disorders. E. none of the above 3 points Question 21 1. All of the following are advantages to breastfeeding EXCEPT that: A. over-the-counter medications do not affect breast milk. B. babies are less likely to contract respiratory infection. C. mothers’ milk provides antibodies against disease. D. encourages bonding of infant and mother. E. breast milk is cheaper than formula. 3 points Question 22 1. Kaplan’s Triphasic Model consists of the A. excitement, plateau, and resolution phases. B. desire, plateau, and orgasm phases. C. plateau, orgasm, and resolution phases. D. desire, excitement, and resolution phases. E. desire, excitement, and orgasm phases. 3 points Question 23 1. The unique component of Kaplan’s triphasic model is the ______phase—a psychological, prephysical sexual response stage. A. excitement B. desire C. resolution D. plateau E. None of the above 3 points Question 24 1. Together, the ________ and the ______ form the lifeline between the mother and the fetus. A. placenta, cervix B. cervix, uterus C. umbilical cord, vagina D. fallopiantubes, vagina E. placenta, umbilical cord 3 points Question 25 1. When an employee switches genders, which of the following is a difficult issue that employers may face? A. How clients might react B. How others will handle a transitioning employee using the restroom C. How an employee informs coworkers about switching genders D. All of the above E. None of the above 3 points Question 26 1. In men, sex flush occurs during the ________ phase, whereas in women it occurs during the ________ phase. A. refractory, excitement B. excitement, resolution C. excitement, plateau D. plateau, excitement E. plateau, resolution 3 points Question 27 1. The process that results in vaginal lubrication during the excitement phase is: A. myotonia. B. uterine orgasm. C. orgasmic platform. D. transudation. E. tachycardia. 3 points Question 28 1. The ________ is the waxy protective substance that coats the fetus. A. amniotic sac B. amniocentesis C. amniotic fluid D. vernixcaseosa. E. chorionic fluid 3 points Question 29 1. ________ adolescent females seem to be happier with their bodies and less likely to diet than ________ adolescent females. A. Hispanic, European Americans B. Asian American; African American C. African American, European American D. European American, Hispanic 3 points Question 30 1. Intrauterine devices (IUDs) and intrauterine systems (IUSs) are ______ methods of contraception. A. not B. permanent C. effective D. reversible E. both c and d 3 points Question 31 1. In early adolescence, girls outperform boys at which of the following types of tasks? A. Visual-spatial B. Math C. Physical D. Language and verbal E. None of the above 3 points Question 32 1. Which of the following are common signs that a person may have an eating disorder? A. The person wears tight clothes to show off his or her “new” body. B. A female may quit menstruating C. Excessive exercise D. B and C E. A and C 3 points Question 33 1. The ________ is the valve that prevents urine from entering the urethra and sperm from entering the bladder during ejaculation. A. orgasmic platform B. vasocongestive valve C. sex flush D. internal urethral sphincter E. None of the above 3 points Question 34 1. Which of the following statements reflect gender bias? A. Boys in school will “act out.” B. Girls in school will be docile. C. Girls are neat. D. All of the above. E. None of the above 3 points Question 35 1. The calendar method and ovulation methods are examples of ______ A. natural planning. B. fertility awareness methods. C. natural family planning. D. fertility planning. E. both B and C 3 points Question 36 1. Dieting during pregnancy can be harmful because the breakdown of fat produces toxic substances called ______ A. fibers. B. pheromones. C. ketones. D. monosaccharides. E. hormones. 3 points Question 37 1. Oral contraceptives _____ A. suppress ovulation. B. mimic the changes that occur in pregnancy. C. can be taken by both males and females. D. A and B E. A and C 3 points Question 38 1. According to Fisher (2001), men usually _______, whereas women ________. A. cut straight to the point, see issues as a part of a larger whole B. discuss their feelings, are more stoic C. mull things over, tend to speak their mind D. waiver while making decisions, mull things over E. None of the above 3 points Question 39 1. The increase in heart rate that occurs during sexual activity is known as _______ A. hyperventilation. B. vasocongestion. C. myotonia. D. tachycardia. E. sex flush. 3 points Question 40 1. Women earned about _________ of all college degrees in 2008. A. 10% B. 35% C. 57% D. 85% E. None of the above

Question 1 1. When males reach puberty, _________ increases their muscle mass and skeletal development. A. prolactin B. protein C. androgen D. adipose tissue E. estrogen 3 points Question 2 1. Which of the following is the only 100percent effective method of fertility control and STI protection? A. Abstinence B. Condoms and spermicide together C. Condoms and a hormonal contraceptive together D. Oral contraceptives E. Condoms 3 points Question 3 1. The efficacy rate for implants is less than ________ pregnancy per 100 users per year. A. 1 B. 10 C. 11 D. 17 E. 4 3 points Question 4 1. Over-the-counter medications are ________ A. sold legally without a prescription. B. safe for pregnant women to use. C. sold illegally without a prescription. D. the safest drugs for self-medication purposes. E. harmful even when approved by the pregnant women’s physician. 3 points Question 5 1. The ________ activates the autonomic nervous system and the endocrine system through messages sent via nerves or substances released into the bloodstream. A. cerebral cortex B. pons C. thalamus D. subcortex E. hypothalamus 3 points Question 6 1. Ovulation methods center around ______ A. a female’s basal body temperature. B. a female’s cervical secretions. C. a female tracking her menstrual cycle by using a calendar. D. A and B. E. A and C. 3 points Question 7 1. Emergency contraception ______ A. can be used as a regular contraception method. B. provides protection against STDs. C. is the only method available if unprotected intercourse has occurred when fertility is likely. D. is significantly more effective than other contraceptive methods. E. All of the above 3 points Question 8 1. Although a simultaneous orgasm between sexual partners is an exciting event, it _______ A. is a relatively uncommon event and can actually detract from the coital experience if one is preoccupied by sharing this experience. B. is common and should be a priority as far as coitus is concerned. C. is of no particular importance. D. is immensely overrated. E. None of the above 3 points Question 9 1. Cervical caps are similar to ________, but the cervical cap is smaller. A. IUDs B. diaphragms C. Norplant D. oral contraceptives E. Depo-Provera 3 points Question 10 1. Which of the following increases the risk of having a low-birth-weight baby? A. The mother does not eat well during pregnancy. B. The mother does not take care of herself. C. The mother does not receive comprehensive prenatal care. D. The mother smokes. E. All of the above 3 points Question 11 1. An advantage to using IUDs and IUSs is that they ______ A. remain in place, so planning before sexual intercourse is unnecessary. B. have a high level of effectiveness. C. allow fertility to return immediately after they are removed. D. can remain in place during a woman’s period. E. all of the above 3 points Question 12 1. Contraception is the means of preventing _______ from occurring during sexual intercourse. A. conception B. pain C. infertility D. STDs E. pleasure 3 points Question 13 1. ________ is the contraceptive method of removing the penis from the vagina before ejaculation. A. Abstinence B. Sterilization C. Avoidance D. Withdrawal E. Monogamy 3 points Question 14 1. Compared to men, women employed full time __________ A. spend fewer hours on household tasks. B. work more hours in the workplace. C. work a proportionate number of hours on household tasks. D. spend more hours on household tasks. E. work fewer hours in the workplace. 3 points Question 15 1. At ________, the female central nervous system (CNS) is typically more advanced than the male CNS. A. birth B. conception C. adolescence D. adulthood E. puberty 3 points Question 16 1. Females sometimes experience a sexual response cycle similar to that of males, EXCEPT A. when they are menstruating. B. they can have multiple orgasms without a refractory period. C. they can have multiple orgasms with a refractory period. D. the resolution phase is shorter in duration than in males. E. they generally move from excitement to plateau and then to orgasm. 3 points Question 17 1. Fertilization normally takes place in the ________ A. ovary. B. cervix. C. vagina. D. uterus. E. fallopian tubes. 3 points Question 18 1. ________ come in the form of foam, gels, films, suppositories, creams, sponges, and tablets. A. Condoms B. Diaphragms C. Spermicides D. IUDs E. Sterilization agents 3 points Question 19 1. The three major settings in the United States where labor and delivery occur are ________ A. the hospital, health-care clinics, and the home. B. the home, the hospital, and the birthing room. C. free-standing birth centers, the home, and health-care clinics. D. the hospital, the home, and free-standing birth centers. E. the birthing room, the hospital, and free-standing birth centers. 3 points Question 20 1. Mode, a fashion magazine, _______ A. was developed for women who wear normal and large sizes. B. was developed for women who wear over a size 16. C. shows only pictures of clothing, with no models. D. was sued by a group of women who claimed the magazine contributed to their bouts with eating disorders. E. none of the above 3 points Question 21 1. All of the following are advantages to breastfeeding EXCEPT that: A. over-the-counter medications do not affect breast milk. B. babies are less likely to contract respiratory infection. C. mothers’ milk provides antibodies against disease. D. encourages bonding of infant and mother. E. breast milk is cheaper than formula. 3 points Question 22 1. Kaplan’s Triphasic Model consists of the A. excitement, plateau, and resolution phases. B. desire, plateau, and orgasm phases. C. plateau, orgasm, and resolution phases. D. desire, excitement, and resolution phases. E. desire, excitement, and orgasm phases. 3 points Question 23 1. The unique component of Kaplan’s triphasic model is the ______phase—a psychological, prephysical sexual response stage. A. excitement B. desire C. resolution D. plateau E. None of the above 3 points Question 24 1. Together, the ________ and the ______ form the lifeline between the mother and the fetus. A. placenta, cervix B. cervix, uterus C. umbilical cord, vagina D. fallopiantubes, vagina E. placenta, umbilical cord 3 points Question 25 1. When an employee switches genders, which of the following is a difficult issue that employers may face? A. How clients might react B. How others will handle a transitioning employee using the restroom C. How an employee informs coworkers about switching genders D. All of the above E. None of the above 3 points Question 26 1. In men, sex flush occurs during the ________ phase, whereas in women it occurs during the ________ phase. A. refractory, excitement B. excitement, resolution C. excitement, plateau D. plateau, excitement E. plateau, resolution 3 points Question 27 1. The process that results in vaginal lubrication during the excitement phase is: A. myotonia. B. uterine orgasm. C. orgasmic platform. D. transudation. E. tachycardia. 3 points Question 28 1. The ________ is the waxy protective substance that coats the fetus. A. amniotic sac B. amniocentesis C. amniotic fluid D. vernixcaseosa. E. chorionic fluid 3 points Question 29 1. ________ adolescent females seem to be happier with their bodies and less likely to diet than ________ adolescent females. A. Hispanic, European Americans B. Asian American; African American C. African American, European American D. European American, Hispanic 3 points Question 30 1. Intrauterine devices (IUDs) and intrauterine systems (IUSs) are ______ methods of contraception. A. not B. permanent C. effective D. reversible E. both c and d 3 points Question 31 1. In early adolescence, girls outperform boys at which of the following types of tasks? A. Visual-spatial B. Math C. Physical D. Language and verbal E. None of the above 3 points Question 32 1. Which of the following are common signs that a person may have an eating disorder? A. The person wears tight clothes to show off his or her “new” body. B. A female may quit menstruating C. Excessive exercise D. B and C E. A and C 3 points Question 33 1. The ________ is the valve that prevents urine from entering the urethra and sperm from entering the bladder during ejaculation. A. orgasmic platform B. vasocongestive valve C. sex flush D. internal urethral sphincter E. None of the above 3 points Question 34 1. Which of the following statements reflect gender bias? A. Boys in school will “act out.” B. Girls in school will be docile. C. Girls are neat. D. All of the above. E. None of the above 3 points Question 35 1. The calendar method and ovulation methods are examples of ______ A. natural planning. B. fertility awareness methods. C. natural family planning. D. fertility planning. E. both B and C 3 points Question 36 1. Dieting during pregnancy can be harmful because the breakdown of fat produces toxic substances called ______ A. fibers. B. pheromones. C. ketones. D. monosaccharides. E. hormones. 3 points Question 37 1. Oral contraceptives _____ A. suppress ovulation. B. mimic the changes that occur in pregnancy. C. can be taken by both males and females. D. A and B E. A and C 3 points Question 38 1. According to Fisher (2001), men usually _______, whereas women ________. A. cut straight to the point, see issues as a part of a larger whole B. discuss their feelings, are more stoic C. mull things over, tend to speak their mind D. waiver while making decisions, mull things over E. None of the above 3 points Question 39 1. The increase in heart rate that occurs during sexual activity is known as _______ A. hyperventilation. B. vasocongestion. C. myotonia. D. tachycardia. E. sex flush. 3 points Question 40 1. Women earned about _________ of all college degrees in 2008. A. 10% B. 35% C. 57% D. 85% E. None of the above

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Discuss the importance of diet and/or exercise. Choose one: Why is exercise important? 1) Create your writing assignment in Word .doc or .docx files. This is a 3rd person formal essay and needs to be a minimum of 5 paragraphs.

Discuss the importance of diet and/or exercise. Choose one: Why is exercise important? 1) Create your writing assignment in Word .doc or .docx files. This is a 3rd person formal essay and needs to be a minimum of 5 paragraphs.

For any additional help, please contact: info@checkyourstudy.com Call and Whatsapp … Read More...
What is the main reason for hemolytic uremic syndrome? Select one: a. the bacteria Escherichia coli b. increased animal protein in the diet c. accumulation of granules within the renal pelvis d. increased usage of diuretics e. all are reason for hemolytic uremic syndrome

What is the main reason for hemolytic uremic syndrome? Select one: a. the bacteria Escherichia coli b. increased animal protein in the diet c. accumulation of granules within the renal pelvis d. increased usage of diuretics e. all are reason for hemolytic uremic syndrome

                                                                                                                                                                                 Info@checkyourstudy.com                                                                                                                                                                                       : the bacteria Escherichia coli
Studies have shown that people eating a balanced vegetarian diet Question 5 options: have higher rates of type 2 diabetes have lower rates of type 2 diabetes have less energy than non-vegetarians have higher rates of death from heart disease

Studies have shown that people eating a balanced vegetarian diet Question 5 options: have higher rates of type 2 diabetes have lower rates of type 2 diabetes have less energy than non-vegetarians have higher rates of death from heart disease

Studies have shown that people eating a balanced vegetarian diet … Read More...
Which of the following disease is not caused by deficient/excess nutrients in the diet? Select one: a. scurvy b. anemia c. cardiovascular disease d. hepatitis e. osteoporosis

Which of the following disease is not caused by deficient/excess nutrients in the diet? Select one: a. scurvy b. anemia c. cardiovascular disease d. hepatitis e. osteoporosis

Info@checkyourstudy.com                                                                                                                                                                                       : hepatitis
BI 102 Lab 1 Writing Assignment How did the different concentrations of sucrose impact osmotic rate? This assignment requires you to evaluate a hypothesis and communicate the results of your experiment on the rate of osmosis into sucrose solutions of varying concentrations. The questions below are meant to guide you to reporting the key findings of your experiment and help you think through how to explain the findings and draw conclusions from them in a scientific manner. ASSIGNMENT: Please respond to the following questions to complete your laboratory write up. For this assignment you will only focus on the osmosis of water into sucrose concentrations of varying concentration. Make sure that your write up is accurate, and clearly written so that it is easily readable. A grading rubric is provided on the second page of this assignment. To earn full points on your write up, you must provide answers that align to the “meets” column of your grading rubric as well as meeting all “Quality of Writing and Mechanics” elements described in the rubric. There are also some tips on pages 3-4 of this assignment to help you succeed. FORMAT: • Type your responses, using 1.5 or double spacing. • Include the section headings (Hypothesis, Results, Analysis) and question number (example: 1, 2, 3, etc) in your answers but do not rewrite the question. • Graphs may be made with a computer program (example: Microsoft excel, Mac numbers, etc) or may be neatly produced with a ruler on graphing paper. • Print out the cover sheet on page 2 of this assignment, read and sign the academic honesty statement, and submit it with your write up. Your instructor WILL NOT accept a write up without the signed cover sheet. DUE DATE: Your write up is due at the beginning of class next week. Late assignments will have 1 point deducted per day up to 5 days, at which point the assignment will be assigned 0 points. Hypothesis and Prediction – Part 1 of Rubric 1. What did you think was going to happen in this experiment and why? You may find it helpful to state your answers to these questions as an “if-then” hypothesis-prediction. Be sure you have included a biological rationale that explains WHY you made this hypothesis/prediction. (You worked on this in question 2 on page 10 of this lab activity) Results – Part 2 of Rubric 2. How did the different concentrations of sucrose impact osmotic rate? Answer this question by creating a line graph that shows the results of your experiment. If you need assistance building a graph, there is a Guide to Graphing resource available on your Moodle lab course site. Analysis- Part 3 of Rubric 3. Explain why you think that the results shown in your graph support or refute your hypothesis (remember we never “prove” anything in science). Consider all your data and the overall data pattern as you answer this question. Don’t ignore unusual data that may not seem to fit into a specific patterns (“outliers”). Explain what you think might be behind these unusual data points. 4. What is the biological significance of your results? What biological concepts explain completely why these events happened in the experiment? How do these results help you understand the biology of the cell and how materials move back and forth across the cell membrane? (A hint: refer back to questions 1A-1F on page 10 of this lab activity). Think about giving a specific example. References- Mechanics Checklist 5. Provide at least one full citation (make sure you include an in-text citation that pinpoints where you used this resource) for a resource you made use of in performing the experiment, understanding the concepts and writing this assignment. (Perhaps your lab manual? Your textbook? A website?) If you used more than one resource, you need to cite each one! If you need help with citations, a Guide to Citing References is available on your Moodle lab course site. Please print out and submit this cover sheet with your lab writeup! Lab Writeup Assignment (1) Assessment Rubric-­‐ 10 points total Name: ________________________________________ Element Misses (1 point) Approaches (2 points) Meets (3 points) Hypothesis Clarity/Specificity Testability Rationale ___Hypothesis is unclear and hardto- understand ___Hypothesis is not testable ___No biological rationale for hypothesis or rationale is fully inaccurate ___Hypothesis included is clearly stated, but not specific or lacks specific details __Hypothesis is testable, but not in a feasible way in this lab ___Some foundation for hypothesis, but based in part on biological inaccuracy ___Hypothesis included is clearly stated and very specific ___Hypothesis is testable and could be tested within lab parameters ___Rationale for hypothesis is grounded in accurate biological information Graph Title Axes Variables Key Graph clarity Data accuracy ___Graph lacks a title ___Axes are not labeled ___Variables not addressed in graph ___No key or way to tell data points apart ___Graph is hard to read and comparisons cannot be made: Inappropriate graph type or use of scale ___Data graphed is inaccurate or does not relate to experiment ___Graph has a title that is not very descriptive ___Axes are either unlabeled, or units are unclear or wrong ___Variables addressed in graph, but not on correct axes ___Key included, but is hard to understand ___Graph is somewhat readable, comparisons can be made with difficulty: Appropriate graph type, but not scaled well ___Data graphed is partially accurate; some data is missing ___Graph has a concise, descriptive title ___Axes are labeled, including clarification of units used ___Variables on correct axes ___A clear, easy-to-use key to data points is included ___Graph is clearly readable and comparisons between treatments are easy to make: Graph type and scale are appropriate to data ___Data graphed is accurate and includes all relevant data, including controls (if needed) Analysis Hypothesis Scientific language Data addressed Explanation ___Hypothesis is not addressed ___Hypothesis is described using language like proven, true, or right ___No explanations for data patterns observed in graph or data does not support conclusions. ___No biological explanation for data trends or explanations are completely inaccurate ___Hypothesis is mentioned, but not linked well to data ___Hypothesis is not consistently described as supported or refuted ___Some data considered in conclusions but other data is ignored. Any unusual “outliers” are ignored ___Explanations include minimal or some inaccurate biological concepts ___Hypothesis is evaluated based upon data ___Hypothesis is consistently described as supported or refuted ___All data collected is considered and addressed by conclusions, including presence of outliers, ___Explanations include relevant and accurate biological concepts Quality of Writing and Mechanics: Worth 1 point. Writeup should meet all of the following criteria! Yes No ☐ ☐ Write up includes your name, the date, and your lab section ☐ ☐ Write up is free from spelling and grammatical errors (make sure you proofread!!) ☐ ☐ Write up is clear and easy-to-understand ☐ ☐ Write up includes full citation for at least one reference with corresponding in-text citation ☐ ☐ All portions of write up are clearly labeled, and question numbers are included Plagiarism refers to the use of original work, ideas, or text that are not your own. This includes cut-and-paste from websites, copying directly from texts, and copying the work of others, including fellow students. Telling someone your answers to the questions (including telling someone how to make their graph, question #2), or asking for the answers to any question, is cheating. (Asking someone how to make the graph for this assignment is NOT the same as asking for help learning excel or some other software). All forms of cheating, including plagiarism and copying of work will result in an immediate zero for the exam, quiz, or assignment. In the case of copying, all parties involved in the unethical behavior will earn zeros. Cheating students will be referred to the Student Conduct Committee for further action. You also have the right to appeal to the Student Conduct Committee. I have read and understand the plagiarism statement. ____________________________________________________ Signature Guidelines for Good Quality Scientific Reports Hypothesis and Prediction: The hypothesis is a tentative explanation for the phenomenon. Remember that: • A good hypothesis and prediction is testable (and should be testable under the conditions of our lab environment; For example, if your hypothesis requires shooting a rocket into space, then its not really testable under our laboratory conditions). • Your explanation can be ruled out through testing, or falsified. • A good hypothesis and prediction is detailed and specific in what it is testing. • A good hypothesis provides a rationale or explanation for why you think your prediction is reasonable and this rationale is based on what we know about biology. • A good prediction is specific and can be tested with a specific experiment. Examples*: I think that diet soda will float and regular soda will sink. {This hypothesis misses the goal. It is not specific as we don’t know where the sodas are floating and sinking, and it does not provide any explanation to explain why the hypothesis makes sense} Because diet soda does not contain sugar and regular soda does, the diet soda will float in a bucket of water, while regular soda will sink. {This hypothesis approaches the goal. It is more specific about the conditions, and it provides a partial explanation about why the hypothesis makes sense, but the connection between sugar and sinking is unclear} If diet soda does not contain sugar, then its density (mass/volume) is lower than that of regular soda which does contain sugar, and so diet soda will float in a bucket of water while regular soda sinks. {This hypothesis meets the goal. It is specific and the rationale- sugar affects density and density is what determines floating or sinking in water- is clearly articulated} *Note that these examples are for different experiments and investigations and NOT about your osmosis lab. They are provided only to help you think about what you need to include in your write up. Graph: The graph is a visual representation of the data you gathered while testing your hypothesis. Remember that: • A graph needs a concise title that clearly describes the data that it is showing. • Data must be put on the correct axes of the graph. In general, the data you collected (representing what you are trying to find out about) goes on the vertical (Y) axis. The supporting data that that describes how, when or under what conditions you collected your data goes on the horizontal (X) axis. (For this reason time nearly always goes on the X-axis). • Axes must be labeled, including the units in which data were recorded • Data points should be clearly marked and identified; a key is helpful if more than one group of data is included in the graph. • The scale of a graph is important. It should be consistent (there should be no change in the units or increments on a single axis) and appropriate to the data you collected Examples: {This graph misses the goal. There is no title, nor is there a key to help distinguish what the data points mean. The scale is too large- from 0 to 100 with an increment of 50, when the maximum number in the graph is 25- and makes it hard to interpret this graph. The x-axis is labeled, but without units (the months) and the y-axis has units, but the label is incomplete- number of what?} {This graph meets the goal. There is a descriptive title, and all of the axes are clearly labeled with units. There is a key so that we can distinguish what each set of data points represent. The dependent variable (number of individuals) is correctly placed on the y-axis with the independent variable of time placed on the x-axis. The scale of 0-30 is appropriate to the data, with each line on the x-axis representing an increment of 5.} 0 50 100 Number Month 0 5 10 15 20 25 30 March April May June July Number of individuals Month (2011) Population size of three different madtom catiCish in the Marais de Cygnes River in Spring/Summer 2011 Brindled madtom Neosho madtom Slender madtom Analysis: You need to evaluate your hypothesis based on the data patterns shown by your graph. Remember that: • You use data to determine support or refute your hypothesis. It is only possible to support a hypothesis, not to “prove” one (that would require testing every possible permutation and combination of factors). Your evaluation of your hypothesis should not be contradicted by the pattern shown by your data. • Refer back to the prediction you made as part of your hypothesis and use your data to justify your decision to support or refute your hypothesis. • In the “if” part of your hypothesis you should have provided a rationale, or explanation for the prediction you made in your hypothesis (“then” part of hypothesis”). Use this to help you explain why you think you observed the specific pattern of data revealed in your graph. • You should consider all of the data you collected in examining the support (or lack of support for your hypothesis). If there are unusual data points or “outliers” that don’t seem to fit the general pattern in your graph, explain what you think those mean. Examples: I was right. Diet Pepsi floated and so did Apricot Nectar. Regular Pepsi sank. Obviously the regular Pepsi was heavier. This helps us understand the concept of density, which is a really important one. {This analysis misses the goal. The hypothesis isn’t actually mentioned and the data is only briefly described. There is no explanation of the importance of the Apricot Nectar results. Finally, there is no connection to how these results help understand density or why it is biologically important} I hypothesized that diet soda would float, and all three cans of diet Pepsi did float while the regular Pepsi sank. This supports my hypothesis. Both types of Pepsi were 8.5 fluid ounces in volume, but the regular Pepsi also contained 16 grams of sugar. This means that the regular Pepsi had 16 more grams of mass provided by the sugar in the same amount of volume. This would lead to an increase in density, which explains why the regular soda cans sank. When we put in a can of Apricot Nectar, which had 19 grams of sugar, it floated. This was unexpected, but I think it is explained by the fact that an Apricot Nectar can had a volume of 7 fluid ounces, but the dimensions of the can are the same as that of a Pepsi can. A same-sized can with less liquid probably has an air space that helped it float. The results of this experiment help us understand how the air bladder of a fish, which creates an air space inside the fish, helps it float in the water and also how seaweeds and other living things with air spaces or other factors that decrease their density keep from sinking to the bottom of the water. {This analysis meets the goal. It clearly ties the hypothesis to the results and outlines what they mean. It describes how the results support the hypothesis, but also explains a possible reason behind the unusual results of the Apricot Nectar. Finally, there is a link to how this experiment helps us understand biology}

BI 102 Lab 1 Writing Assignment How did the different concentrations of sucrose impact osmotic rate? This assignment requires you to evaluate a hypothesis and communicate the results of your experiment on the rate of osmosis into sucrose solutions of varying concentrations. The questions below are meant to guide you to reporting the key findings of your experiment and help you think through how to explain the findings and draw conclusions from them in a scientific manner. ASSIGNMENT: Please respond to the following questions to complete your laboratory write up. For this assignment you will only focus on the osmosis of water into sucrose concentrations of varying concentration. Make sure that your write up is accurate, and clearly written so that it is easily readable. A grading rubric is provided on the second page of this assignment. To earn full points on your write up, you must provide answers that align to the “meets” column of your grading rubric as well as meeting all “Quality of Writing and Mechanics” elements described in the rubric. There are also some tips on pages 3-4 of this assignment to help you succeed. FORMAT: • Type your responses, using 1.5 or double spacing. • Include the section headings (Hypothesis, Results, Analysis) and question number (example: 1, 2, 3, etc) in your answers but do not rewrite the question. • Graphs may be made with a computer program (example: Microsoft excel, Mac numbers, etc) or may be neatly produced with a ruler on graphing paper. • Print out the cover sheet on page 2 of this assignment, read and sign the academic honesty statement, and submit it with your write up. Your instructor WILL NOT accept a write up without the signed cover sheet. DUE DATE: Your write up is due at the beginning of class next week. Late assignments will have 1 point deducted per day up to 5 days, at which point the assignment will be assigned 0 points. Hypothesis and Prediction – Part 1 of Rubric 1. What did you think was going to happen in this experiment and why? You may find it helpful to state your answers to these questions as an “if-then” hypothesis-prediction. Be sure you have included a biological rationale that explains WHY you made this hypothesis/prediction. (You worked on this in question 2 on page 10 of this lab activity) Results – Part 2 of Rubric 2. How did the different concentrations of sucrose impact osmotic rate? Answer this question by creating a line graph that shows the results of your experiment. If you need assistance building a graph, there is a Guide to Graphing resource available on your Moodle lab course site. Analysis- Part 3 of Rubric 3. Explain why you think that the results shown in your graph support or refute your hypothesis (remember we never “prove” anything in science). Consider all your data and the overall data pattern as you answer this question. Don’t ignore unusual data that may not seem to fit into a specific patterns (“outliers”). Explain what you think might be behind these unusual data points. 4. What is the biological significance of your results? What biological concepts explain completely why these events happened in the experiment? How do these results help you understand the biology of the cell and how materials move back and forth across the cell membrane? (A hint: refer back to questions 1A-1F on page 10 of this lab activity). Think about giving a specific example. References- Mechanics Checklist 5. Provide at least one full citation (make sure you include an in-text citation that pinpoints where you used this resource) for a resource you made use of in performing the experiment, understanding the concepts and writing this assignment. (Perhaps your lab manual? Your textbook? A website?) If you used more than one resource, you need to cite each one! If you need help with citations, a Guide to Citing References is available on your Moodle lab course site. Please print out and submit this cover sheet with your lab writeup! Lab Writeup Assignment (1) Assessment Rubric-­‐ 10 points total Name: ________________________________________ Element Misses (1 point) Approaches (2 points) Meets (3 points) Hypothesis Clarity/Specificity Testability Rationale ___Hypothesis is unclear and hardto- understand ___Hypothesis is not testable ___No biological rationale for hypothesis or rationale is fully inaccurate ___Hypothesis included is clearly stated, but not specific or lacks specific details __Hypothesis is testable, but not in a feasible way in this lab ___Some foundation for hypothesis, but based in part on biological inaccuracy ___Hypothesis included is clearly stated and very specific ___Hypothesis is testable and could be tested within lab parameters ___Rationale for hypothesis is grounded in accurate biological information Graph Title Axes Variables Key Graph clarity Data accuracy ___Graph lacks a title ___Axes are not labeled ___Variables not addressed in graph ___No key or way to tell data points apart ___Graph is hard to read and comparisons cannot be made: Inappropriate graph type or use of scale ___Data graphed is inaccurate or does not relate to experiment ___Graph has a title that is not very descriptive ___Axes are either unlabeled, or units are unclear or wrong ___Variables addressed in graph, but not on correct axes ___Key included, but is hard to understand ___Graph is somewhat readable, comparisons can be made with difficulty: Appropriate graph type, but not scaled well ___Data graphed is partially accurate; some data is missing ___Graph has a concise, descriptive title ___Axes are labeled, including clarification of units used ___Variables on correct axes ___A clear, easy-to-use key to data points is included ___Graph is clearly readable and comparisons between treatments are easy to make: Graph type and scale are appropriate to data ___Data graphed is accurate and includes all relevant data, including controls (if needed) Analysis Hypothesis Scientific language Data addressed Explanation ___Hypothesis is not addressed ___Hypothesis is described using language like proven, true, or right ___No explanations for data patterns observed in graph or data does not support conclusions. ___No biological explanation for data trends or explanations are completely inaccurate ___Hypothesis is mentioned, but not linked well to data ___Hypothesis is not consistently described as supported or refuted ___Some data considered in conclusions but other data is ignored. Any unusual “outliers” are ignored ___Explanations include minimal or some inaccurate biological concepts ___Hypothesis is evaluated based upon data ___Hypothesis is consistently described as supported or refuted ___All data collected is considered and addressed by conclusions, including presence of outliers, ___Explanations include relevant and accurate biological concepts Quality of Writing and Mechanics: Worth 1 point. Writeup should meet all of the following criteria! Yes No ☐ ☐ Write up includes your name, the date, and your lab section ☐ ☐ Write up is free from spelling and grammatical errors (make sure you proofread!!) ☐ ☐ Write up is clear and easy-to-understand ☐ ☐ Write up includes full citation for at least one reference with corresponding in-text citation ☐ ☐ All portions of write up are clearly labeled, and question numbers are included Plagiarism refers to the use of original work, ideas, or text that are not your own. This includes cut-and-paste from websites, copying directly from texts, and copying the work of others, including fellow students. Telling someone your answers to the questions (including telling someone how to make their graph, question #2), or asking for the answers to any question, is cheating. (Asking someone how to make the graph for this assignment is NOT the same as asking for help learning excel or some other software). All forms of cheating, including plagiarism and copying of work will result in an immediate zero for the exam, quiz, or assignment. In the case of copying, all parties involved in the unethical behavior will earn zeros. Cheating students will be referred to the Student Conduct Committee for further action. You also have the right to appeal to the Student Conduct Committee. I have read and understand the plagiarism statement. ____________________________________________________ Signature Guidelines for Good Quality Scientific Reports Hypothesis and Prediction: The hypothesis is a tentative explanation for the phenomenon. Remember that: • A good hypothesis and prediction is testable (and should be testable under the conditions of our lab environment; For example, if your hypothesis requires shooting a rocket into space, then its not really testable under our laboratory conditions). • Your explanation can be ruled out through testing, or falsified. • A good hypothesis and prediction is detailed and specific in what it is testing. • A good hypothesis provides a rationale or explanation for why you think your prediction is reasonable and this rationale is based on what we know about biology. • A good prediction is specific and can be tested with a specific experiment. Examples*: I think that diet soda will float and regular soda will sink. {This hypothesis misses the goal. It is not specific as we don’t know where the sodas are floating and sinking, and it does not provide any explanation to explain why the hypothesis makes sense} Because diet soda does not contain sugar and regular soda does, the diet soda will float in a bucket of water, while regular soda will sink. {This hypothesis approaches the goal. It is more specific about the conditions, and it provides a partial explanation about why the hypothesis makes sense, but the connection between sugar and sinking is unclear} If diet soda does not contain sugar, then its density (mass/volume) is lower than that of regular soda which does contain sugar, and so diet soda will float in a bucket of water while regular soda sinks. {This hypothesis meets the goal. It is specific and the rationale- sugar affects density and density is what determines floating or sinking in water- is clearly articulated} *Note that these examples are for different experiments and investigations and NOT about your osmosis lab. They are provided only to help you think about what you need to include in your write up. Graph: The graph is a visual representation of the data you gathered while testing your hypothesis. Remember that: • A graph needs a concise title that clearly describes the data that it is showing. • Data must be put on the correct axes of the graph. In general, the data you collected (representing what you are trying to find out about) goes on the vertical (Y) axis. The supporting data that that describes how, when or under what conditions you collected your data goes on the horizontal (X) axis. (For this reason time nearly always goes on the X-axis). • Axes must be labeled, including the units in which data were recorded • Data points should be clearly marked and identified; a key is helpful if more than one group of data is included in the graph. • The scale of a graph is important. It should be consistent (there should be no change in the units or increments on a single axis) and appropriate to the data you collected Examples: {This graph misses the goal. There is no title, nor is there a key to help distinguish what the data points mean. The scale is too large- from 0 to 100 with an increment of 50, when the maximum number in the graph is 25- and makes it hard to interpret this graph. The x-axis is labeled, but without units (the months) and the y-axis has units, but the label is incomplete- number of what?} {This graph meets the goal. There is a descriptive title, and all of the axes are clearly labeled with units. There is a key so that we can distinguish what each set of data points represent. The dependent variable (number of individuals) is correctly placed on the y-axis with the independent variable of time placed on the x-axis. The scale of 0-30 is appropriate to the data, with each line on the x-axis representing an increment of 5.} 0 50 100 Number Month 0 5 10 15 20 25 30 March April May June July Number of individuals Month (2011) Population size of three different madtom catiCish in the Marais de Cygnes River in Spring/Summer 2011 Brindled madtom Neosho madtom Slender madtom Analysis: You need to evaluate your hypothesis based on the data patterns shown by your graph. Remember that: • You use data to determine support or refute your hypothesis. It is only possible to support a hypothesis, not to “prove” one (that would require testing every possible permutation and combination of factors). Your evaluation of your hypothesis should not be contradicted by the pattern shown by your data. • Refer back to the prediction you made as part of your hypothesis and use your data to justify your decision to support or refute your hypothesis. • In the “if” part of your hypothesis you should have provided a rationale, or explanation for the prediction you made in your hypothesis (“then” part of hypothesis”). Use this to help you explain why you think you observed the specific pattern of data revealed in your graph. • You should consider all of the data you collected in examining the support (or lack of support for your hypothesis). If there are unusual data points or “outliers” that don’t seem to fit the general pattern in your graph, explain what you think those mean. Examples: I was right. Diet Pepsi floated and so did Apricot Nectar. Regular Pepsi sank. Obviously the regular Pepsi was heavier. This helps us understand the concept of density, which is a really important one. {This analysis misses the goal. The hypothesis isn’t actually mentioned and the data is only briefly described. There is no explanation of the importance of the Apricot Nectar results. Finally, there is no connection to how these results help understand density or why it is biologically important} I hypothesized that diet soda would float, and all three cans of diet Pepsi did float while the regular Pepsi sank. This supports my hypothesis. Both types of Pepsi were 8.5 fluid ounces in volume, but the regular Pepsi also contained 16 grams of sugar. This means that the regular Pepsi had 16 more grams of mass provided by the sugar in the same amount of volume. This would lead to an increase in density, which explains why the regular soda cans sank. When we put in a can of Apricot Nectar, which had 19 grams of sugar, it floated. This was unexpected, but I think it is explained by the fact that an Apricot Nectar can had a volume of 7 fluid ounces, but the dimensions of the can are the same as that of a Pepsi can. A same-sized can with less liquid probably has an air space that helped it float. The results of this experiment help us understand how the air bladder of a fish, which creates an air space inside the fish, helps it float in the water and also how seaweeds and other living things with air spaces or other factors that decrease their density keep from sinking to the bottom of the water. {This analysis meets the goal. It clearly ties the hypothesis to the results and outlines what they mean. It describes how the results support the hypothesis, but also explains a possible reason behind the unusual results of the Apricot Nectar. Finally, there is a link to how this experiment helps us understand biology}

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A vegan diet Question 21 options: contains some dairy products contains no animal products in any form is based on what is eaten on the planet Vega can include shell fish

A vegan diet Question 21 options: contains some dairy products contains no animal products in any form is based on what is eaten on the planet Vega can include shell fish

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Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

Sex, Gender, and Popular Culture Spring 2015 Look through popular magazines, and see if you can find advertisements that objectify women in order to sell a product. Alternately, you may use an advertisement on television (but make sure to provide a link to the ad so I can see it!). Study these images then write a paper about objectification that deals with all or some of the following: • What effect(s), if any, do you think the objectification of women’s bodies has on our culture? • Jean Kilbourne states “turning a human being into a thing is almost always the first step toward justifying violence against that person.” What do you think she means by this? Do you agree with her reasoning? Why or why not? • Some people would argue that depicting a woman’s body as an object is a form of art. What is your opinion of this point of view? Explain your reasoning. • Why do you think that women are objectified more often than men are? • How does sexualization and objectification play out differently across racial lines? • Kilbourne explains that the consequences of being objectified are different – and more serious – for women than for men. Do you agree? How is the world different for women than it is for men? How do objectified images of women interact with those in our culture differently from the way images of men do? Why is it important to look at images in the context of the culture? • What is the difference between sexual objectification and sexual subjectification? (Ros Gill ) • How do ads construct violent white masculinity and how does that vision of masculinity hurt both men and women? Throughout your written analysis, be sure to make clear and specific reference to the images you selected, and please submit these images with your paper. Make sure you engage with and reference to at least 4 of the following authors: Kilbourne, Bordo, Hunter & Soto, Rose, Durham, Gill, Katz, Schuchardt, Ono and Buescher. Guidelines:  Keep your content focused on structural, systemic, institutional factors rather than the individual: BE ANALYTICAL NOT ANECDOTAL.  Avoid using the first person or including personal stories/reactions. You must make sure to actively engage with your readings: these essays need to be informed and framed by the theoretical material you have been reading this semester.  Keep within the 4-6 page limit; use 12-point font, double spacing and 1-inch margins.  Use formal writing conventions (introduction/thesis statement, body, conclusion) and correct grammar. Resources may be cited within the text of your paper, i.e. (Walters, 2013).

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