Team Project Specification – “Outsmart the Computer” Due: 11:59 P.M. Tuesday, April 25, 2017 The project is to design and write a C++17/FLTK computer game program with a graphical user interface. The object of the game is to keep the computer from guessing the player’s next choice of two possible values. We will call the choices “heads” and “tails” below, but you are free to use maroon/white, on/off, up/down, 0/1, etc. instead. The player starts by making a certain number of choices, attempting to be as random as possible, which the computer observes. Then for each of the following choices the computer guesses in advance, and then compares its guess to the next choice. For difficulty level 1 (see below) there are 32 choices in the observation phase and 32 choices in the guessing phase. The player earns 10 points for each choice the computer guessed wrong, so for difficulty level 1 the maximum score is 320. The program must: 1. Start with an attractive splash screen showing (at least) the name of the game, the team number, and the team members’ names. Feel free to add team members’ pictures, play music, etc. Have a START button which then explains how to play the game. 2. Ask for a difficulty level from 1 to 5; this determines the number of rounds to play, 32/64/128/256/512 respectively. Display the top 5 scores for that difficulty level (read in from the disk; the top scores file starts out empty). 3. Ask for the player’s initials and display them with a blank score below the top 5 scores. 4. Instruct the player to make that many choices, attempting to be as random as possible, and show how many choices remain. For example, for difficulty level 1 the setup screen might say “You have 32 choices to go; click Heads or Tails.” Remember to redraw the screen each time you change a graphical object! 5. After that, for each of the next 32 player choices (for difficulty level 1), the computer first makes a secret guess based on the percentage of heads for the most recent 32 choices. For example, if the program calculates that 75% of the most recent 32 choices were heads, then 75% of the time it will guess that the next choice will be heads and 25% of the time it will guess that the next choice will be tails. When the computer has made its secret guess, tell the player to choose and then have the computer say something like “I guessed right—no points for you!” or “You outsmarted me—10 points for you!” 6. When all the guessing rounds are done, add the player’s score and initials to the scores list, sort the list of 6 scores, and write the top 5 out to disk with initials. Then the next time the game is played, that file will be read in and displayed in step 2 above. Ask the player if they want to play another game or quit. EXTRA ITEMS • Add a countdown timer to limit the player to 5 seconds per move. If time expires then say “Time’s up! No points! Next move?” Display a digital clock with the time remaining. Hint: Check the online FLTK documentation for Fl::add_timeout. Note: A timeout just reduces the number of remaining choices in this guessing round (thereby reducing the maximum player score). • Visually display the per cent of the times the computer has guessed correctly so far in this game. • Modify the game to have three choices, e.g., red/white/blue, 1/2/3, etc. ________________________________________________________________________ This is a team project, with three or four students on a team. The instructor will assign the teams. (Note: If there are any problems with your team assignment, please talk to your TA promptly.) Divide up the code, with each student on a team of 3 doing two of the six items on page 1. If you have a fourth team member, that person must do one of the extra items. A team of 3 will receive 5 points extra credit for doing one “Extra Item” or 10 points for doing two. A team of 4 will receive 5 points extra credit for doing a second “Extra Item.” You must use at least two C++11 or C++14 or C++17 features, such as auto and range-based for. (See the reference pages on http://cplusplus.com/ to see if a feature is C++11 or C++14 or C++17.) You must write at least two classes of your own, with separate header and implementation files. Follow good style, and limit each function to no more than 24 lines (one terminal window). Each team member is expected to have a rough idea of how all the code works, and should be able to explain in detail how their own part of the code works. Choose a clever name for your team (but keep it clean ). Be creative in deciding how to meet these specifications in an attractive and user-friendly way, but get the basic functionality working before you try to make it too fancy, or you may run out of time! All user input and output must be through the GUI, not the console window. However, you may use the console window for printing debugging messages for the developers (your team). Your program should compile and run without change on the Visual C++ 2015 environment in the lab or build.tamu.edu with g++ -std=c++17 and X windows. Your program must be submitted both to CSNET and also on a CD or DVD. The project report (described below) should be submitted on paper to your TA, along with your CD or DVD. You only need to submit one report and CD or DVD and CSNET file per team. Write a report according to the outline below. All team members will receive the same project grade, unless some team member does not do his/her part (see report outline below). Important! You must demonstrate your project to your TA or it will not be graded! Note about teamwork: Immediately exchange contact information with your teammates and schedule times to meet and work on the project. If your teammates are in the same lab section, you have the two hours per week during lab, but in any case you need to schedule meeting times outside of lab. As meeting scheduling can be difficult, use this lab time wisely! Attendance will be taken during lab, so that complaints of “We could never find a time to meet” will not be taken seriously. REPORT OUTLINE The project report must be printed on a laser printer. The report should include the following sections: 1. Team information (team name, members’ names, who did what, did each member do a fair share of the work) 2. Statement of the problem, significance, etc. 3. Restrictions and limitations 4. Explanation of your approach (analysis to choose a strategy for programming the project, how you coded it, etc.) 5. Sample run (screen shots) 6. Results and analysis 7. Conclusions – What did you show? What did you learn? 8. Future research (how your program could be improved or extended) 9. Instructions on how to run your program 10. Listing of the COMMENTED program 11. Bibliography – references used, if any

Team Project Specification – “Outsmart the Computer” Due: 11:59 P.M. Tuesday, April 25, 2017 The project is to design and write a C++17/FLTK computer game program with a graphical user interface. The object of the game is to keep the computer from guessing the player’s next choice of two possible values. We will call the choices “heads” and “tails” below, but you are free to use maroon/white, on/off, up/down, 0/1, etc. instead. The player starts by making a certain number of choices, attempting to be as random as possible, which the computer observes. Then for each of the following choices the computer guesses in advance, and then compares its guess to the next choice. For difficulty level 1 (see below) there are 32 choices in the observation phase and 32 choices in the guessing phase. The player earns 10 points for each choice the computer guessed wrong, so for difficulty level 1 the maximum score is 320. The program must: 1. Start with an attractive splash screen showing (at least) the name of the game, the team number, and the team members’ names. Feel free to add team members’ pictures, play music, etc. Have a START button which then explains how to play the game. 2. Ask for a difficulty level from 1 to 5; this determines the number of rounds to play, 32/64/128/256/512 respectively. Display the top 5 scores for that difficulty level (read in from the disk; the top scores file starts out empty). 3. Ask for the player’s initials and display them with a blank score below the top 5 scores. 4. Instruct the player to make that many choices, attempting to be as random as possible, and show how many choices remain. For example, for difficulty level 1 the setup screen might say “You have 32 choices to go; click Heads or Tails.” Remember to redraw the screen each time you change a graphical object! 5. After that, for each of the next 32 player choices (for difficulty level 1), the computer first makes a secret guess based on the percentage of heads for the most recent 32 choices. For example, if the program calculates that 75% of the most recent 32 choices were heads, then 75% of the time it will guess that the next choice will be heads and 25% of the time it will guess that the next choice will be tails. When the computer has made its secret guess, tell the player to choose and then have the computer say something like “I guessed right—no points for you!” or “You outsmarted me—10 points for you!” 6. When all the guessing rounds are done, add the player’s score and initials to the scores list, sort the list of 6 scores, and write the top 5 out to disk with initials. Then the next time the game is played, that file will be read in and displayed in step 2 above. Ask the player if they want to play another game or quit. EXTRA ITEMS • Add a countdown timer to limit the player to 5 seconds per move. If time expires then say “Time’s up! No points! Next move?” Display a digital clock with the time remaining. Hint: Check the online FLTK documentation for Fl::add_timeout. Note: A timeout just reduces the number of remaining choices in this guessing round (thereby reducing the maximum player score). • Visually display the per cent of the times the computer has guessed correctly so far in this game. • Modify the game to have three choices, e.g., red/white/blue, 1/2/3, etc. ________________________________________________________________________ This is a team project, with three or four students on a team. The instructor will assign the teams. (Note: If there are any problems with your team assignment, please talk to your TA promptly.) Divide up the code, with each student on a team of 3 doing two of the six items on page 1. If you have a fourth team member, that person must do one of the extra items. A team of 3 will receive 5 points extra credit for doing one “Extra Item” or 10 points for doing two. A team of 4 will receive 5 points extra credit for doing a second “Extra Item.” You must use at least two C++11 or C++14 or C++17 features, such as auto and range-based for. (See the reference pages on http://cplusplus.com/ to see if a feature is C++11 or C++14 or C++17.) You must write at least two classes of your own, with separate header and implementation files. Follow good style, and limit each function to no more than 24 lines (one terminal window). Each team member is expected to have a rough idea of how all the code works, and should be able to explain in detail how their own part of the code works. Choose a clever name for your team (but keep it clean ). Be creative in deciding how to meet these specifications in an attractive and user-friendly way, but get the basic functionality working before you try to make it too fancy, or you may run out of time! All user input and output must be through the GUI, not the console window. However, you may use the console window for printing debugging messages for the developers (your team). Your program should compile and run without change on the Visual C++ 2015 environment in the lab or build.tamu.edu with g++ -std=c++17 and X windows. Your program must be submitted both to CSNET and also on a CD or DVD. The project report (described below) should be submitted on paper to your TA, along with your CD or DVD. You only need to submit one report and CD or DVD and CSNET file per team. Write a report according to the outline below. All team members will receive the same project grade, unless some team member does not do his/her part (see report outline below). Important! You must demonstrate your project to your TA or it will not be graded! Note about teamwork: Immediately exchange contact information with your teammates and schedule times to meet and work on the project. If your teammates are in the same lab section, you have the two hours per week during lab, but in any case you need to schedule meeting times outside of lab. As meeting scheduling can be difficult, use this lab time wisely! Attendance will be taken during lab, so that complaints of “We could never find a time to meet” will not be taken seriously. REPORT OUTLINE The project report must be printed on a laser printer. The report should include the following sections: 1. Team information (team name, members’ names, who did what, did each member do a fair share of the work) 2. Statement of the problem, significance, etc. 3. Restrictions and limitations 4. Explanation of your approach (analysis to choose a strategy for programming the project, how you coded it, etc.) 5. Sample run (screen shots) 6. Results and analysis 7. Conclusions – What did you show? What did you learn? 8. Future research (how your program could be improved or extended) 9. Instructions on how to run your program 10. Listing of the COMMENTED program 11. Bibliography – references used, if any

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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).

The objectification of women has been a very controversial topic … Read More...
Engineering Risk Management Special topic: Beer Game Copyright Old Dominion University, 2017 All rights reserved Revised Class Schedule Lac-Megantic Case Study Part 1: Timeline of events Part 2: Timeline + causal chain of events Part 3: Instructions Evaluate your causal-chain (network) Which are the root causes? Which events have the most causes? What are the relationship of the causes? Which causes have the most influence? Part 4: Instructions Consider these recommendations from TSB Which nodes in your causal chain will be addressed by which of these recommendations? Recap How would you summarize the steps in conducting post-event analysis of an accident? Beer Game Case Study The beer game was developed at MIT in the 1960s. It is an experiential learning business simulation game created by a group of professors at MIT Sloan School of Management in early 1960s to demonstrate a number of key principles of supply chain management. The game is played by teams of four players, often in heated competition, and takes at least one hour to complete.  Beer Game Case Study Beer Game Case Study A truck driver delivers beer once each week to the retailer. Then the retailer places an order with the trucker who returns the order to the wholesaler. There’s a four week lag between ordering and receiving the beer. The retailer and wholesaler do not communicate directly. The retailer sells hundreds of products and the wholesaler distributes many products to a large number of customers. Beer Game Case Study The Retailer Week 1: Lover’s Beer is not very popular but the retailer sells four cases per week on average. Because the lead time is four weeks, the retailer attempts to keep twelve cases in the store by ordering four cases each Monday when the trucker makes a delivery. Week 2: The retailer’s sales of Lover’s beer doubles to eight cases, so on Monday, he orders 8 cases. Week 3: The retailer sells 8 cases. The trucker delivers four cases. To be safe, the retailer decides to order 12 cases of Lover’s beer. Week 4: The retailer learns from some of his younger customers that a music video appearing on TV shows a group singing “I’ll take on last sip of Lover’s beer and run into the sun.” The retailer assumes that this explains the increased demand for the product. The trucker delivers 5 cases. The retailer is nearly sold out, so he orders 16 cases. Beer Game Case Study The Retailer Week 5: The retailer sells the last case, but receives 7 cases. All 7 cases are sold by the end of the week. So again on Monday the retailer orders 16 cases. Week 6: Customers are looking for Lover’s beer. Some put their names on a list to be called when the beer comes in. The trucker delivers only 6 cases and all are sold by the weekend. The retailer orders another 16 cases. Week 7: The trucker delivers 7 cases. The retailer is frustrated, but orders another 16 cases. Week 8: The trucker delivers 5 cases and tells the retailer the beer is backlogged. The retailer is really getting irritated with the wholesaler, but orders 24 cases. Beer Game Case Study The Wholesaler The wholesaler distributes many brands of beer to a large number of retailers, but he is the only distributor of Lover’s beer. The wholesaler orders 4 truckloads from the brewery truck driver each week and receives the beer after a 4 week lag. The wholesaler’s policy is to keep 12 truckloads in inventory on a continuous basis. Week 6: By week 6 the wholesaler is out of Lover’s beer and responds by ordering 30 truckloads from the brewery. Week 8: By the 8th week most stores are ordering 3 or 4 times more Lovers’ beer than their regular amounts. Week 9: The wholesaler orders more Lover’s beer, but gets only 6 truckloads. Week 10: Only 8 truckloads are delivered, so the wholesaler orders 40. Week 11: Only 12 truckloads are received, and there are 77 truckloads in backlog, so the wholesaler orders 40 more truckloads. Beer Game Case Study The Wholesaler Week 12: The wholesaler orders 60 more truckloads of Lover’s beer. It appears that the beer is becoming more popular from week to week. Week 13: There is still a huge backlog. Weeks 14-15: The wholesaler receives larger shipments from the brewery, but orders from retailers begin to drop off. Week 16: The trucker delivers 55 truckloads from the brewery, but the wholesaler gets zero orders from retailers. So he stops ordering from the brewery. Week 17: The wholesaler receives another 60 truckloads. Retailers order zero. The wholesaler orders zero. The brewery keeps sending beer. Beer Game Case Study The Brewery The brewery is small but has a reputation for producing high quality beer. Lover’s beer is only one of several products produced at the brewery. Week 6: New orders come in for 40 gross. It takes two weeks to brew the beer. Week 14: Orders continue to come in and the brewery has not been able to catch up on the backlogged orders. The marketing manager begins to wonder how much bonus he will get for increasing sales so dramatically. Week 16: The brewery catches up on the backlog, but orders begin to drop off. Week 18: By week 18 there are no new orders for Lover’s beer. Week 19: The brewery has 100 gross of Lover’s beer in stock, but no orders. So the brewery stops producing Lover’s beer. Weeks 20-23. No orders. Beer Game Case Study At this point all the players blame each other for the excess inventory. Conversations with wholesale and retailer reveal an inventory of 93 cases at the retailer and 220 truckloads at the wholesaler. The marketing manager figures it will take the wholesaler a year to sell the Lover’s beer he has in stock. The retailers must be the problem. The retailer explains that demand increased from 4 cases per week to 8 cases. The wholesaler and marketing manager think demand mushroomed after that, and then fell off, but the retailer explains that didn’t happen. Demand stayed at 8 cases per week. Since he didn’t get the beer he ordered, he kept ordering more in an attempt to keep up with the demand. The marketing manager plans his resignation. Homework 4 Read the case and answer 1+6 questions. 0th What should go right? 1st What can go wrong? 2nd What are the causes and consequences? 3rd What is the likelihood of occurrence? 4rd What can be done to detect, control, and manage them? 5th What are the alternatives? 6th What are the effects beyond this particular time? Homework 4 In 500 words or less, summarize lessons learned in this beer game as it relates to supply chain risk management. Apply one of the tools (CCA, HAZOP, FMEA, etc.) to the case. Work individually and submit before Monday midnight (Feb. 20th). No class on Monday (Feb. 20th).

Engineering Risk Management Special topic: Beer Game Copyright Old Dominion University, 2017 All rights reserved Revised Class Schedule Lac-Megantic Case Study Part 1: Timeline of events Part 2: Timeline + causal chain of events Part 3: Instructions Evaluate your causal-chain (network) Which are the root causes? Which events have the most causes? What are the relationship of the causes? Which causes have the most influence? Part 4: Instructions Consider these recommendations from TSB Which nodes in your causal chain will be addressed by which of these recommendations? Recap How would you summarize the steps in conducting post-event analysis of an accident? Beer Game Case Study The beer game was developed at MIT in the 1960s. It is an experiential learning business simulation game created by a group of professors at MIT Sloan School of Management in early 1960s to demonstrate a number of key principles of supply chain management. The game is played by teams of four players, often in heated competition, and takes at least one hour to complete.  Beer Game Case Study Beer Game Case Study A truck driver delivers beer once each week to the retailer. Then the retailer places an order with the trucker who returns the order to the wholesaler. There’s a four week lag between ordering and receiving the beer. The retailer and wholesaler do not communicate directly. The retailer sells hundreds of products and the wholesaler distributes many products to a large number of customers. Beer Game Case Study The Retailer Week 1: Lover’s Beer is not very popular but the retailer sells four cases per week on average. Because the lead time is four weeks, the retailer attempts to keep twelve cases in the store by ordering four cases each Monday when the trucker makes a delivery. Week 2: The retailer’s sales of Lover’s beer doubles to eight cases, so on Monday, he orders 8 cases. Week 3: The retailer sells 8 cases. The trucker delivers four cases. To be safe, the retailer decides to order 12 cases of Lover’s beer. Week 4: The retailer learns from some of his younger customers that a music video appearing on TV shows a group singing “I’ll take on last sip of Lover’s beer and run into the sun.” The retailer assumes that this explains the increased demand for the product. The trucker delivers 5 cases. The retailer is nearly sold out, so he orders 16 cases. Beer Game Case Study The Retailer Week 5: The retailer sells the last case, but receives 7 cases. All 7 cases are sold by the end of the week. So again on Monday the retailer orders 16 cases. Week 6: Customers are looking for Lover’s beer. Some put their names on a list to be called when the beer comes in. The trucker delivers only 6 cases and all are sold by the weekend. The retailer orders another 16 cases. Week 7: The trucker delivers 7 cases. The retailer is frustrated, but orders another 16 cases. Week 8: The trucker delivers 5 cases and tells the retailer the beer is backlogged. The retailer is really getting irritated with the wholesaler, but orders 24 cases. Beer Game Case Study The Wholesaler The wholesaler distributes many brands of beer to a large number of retailers, but he is the only distributor of Lover’s beer. The wholesaler orders 4 truckloads from the brewery truck driver each week and receives the beer after a 4 week lag. The wholesaler’s policy is to keep 12 truckloads in inventory on a continuous basis. Week 6: By week 6 the wholesaler is out of Lover’s beer and responds by ordering 30 truckloads from the brewery. Week 8: By the 8th week most stores are ordering 3 or 4 times more Lovers’ beer than their regular amounts. Week 9: The wholesaler orders more Lover’s beer, but gets only 6 truckloads. Week 10: Only 8 truckloads are delivered, so the wholesaler orders 40. Week 11: Only 12 truckloads are received, and there are 77 truckloads in backlog, so the wholesaler orders 40 more truckloads. Beer Game Case Study The Wholesaler Week 12: The wholesaler orders 60 more truckloads of Lover’s beer. It appears that the beer is becoming more popular from week to week. Week 13: There is still a huge backlog. Weeks 14-15: The wholesaler receives larger shipments from the brewery, but orders from retailers begin to drop off. Week 16: The trucker delivers 55 truckloads from the brewery, but the wholesaler gets zero orders from retailers. So he stops ordering from the brewery. Week 17: The wholesaler receives another 60 truckloads. Retailers order zero. The wholesaler orders zero. The brewery keeps sending beer. Beer Game Case Study The Brewery The brewery is small but has a reputation for producing high quality beer. Lover’s beer is only one of several products produced at the brewery. Week 6: New orders come in for 40 gross. It takes two weeks to brew the beer. Week 14: Orders continue to come in and the brewery has not been able to catch up on the backlogged orders. The marketing manager begins to wonder how much bonus he will get for increasing sales so dramatically. Week 16: The brewery catches up on the backlog, but orders begin to drop off. Week 18: By week 18 there are no new orders for Lover’s beer. Week 19: The brewery has 100 gross of Lover’s beer in stock, but no orders. So the brewery stops producing Lover’s beer. Weeks 20-23. No orders. Beer Game Case Study At this point all the players blame each other for the excess inventory. Conversations with wholesale and retailer reveal an inventory of 93 cases at the retailer and 220 truckloads at the wholesaler. The marketing manager figures it will take the wholesaler a year to sell the Lover’s beer he has in stock. The retailers must be the problem. The retailer explains that demand increased from 4 cases per week to 8 cases. The wholesaler and marketing manager think demand mushroomed after that, and then fell off, but the retailer explains that didn’t happen. Demand stayed at 8 cases per week. Since he didn’t get the beer he ordered, he kept ordering more in an attempt to keep up with the demand. The marketing manager plans his resignation. Homework 4 Read the case and answer 1+6 questions. 0th What should go right? 1st What can go wrong? 2nd What are the causes and consequences? 3rd What is the likelihood of occurrence? 4rd What can be done to detect, control, and manage them? 5th What are the alternatives? 6th What are the effects beyond this particular time? Homework 4 In 500 words or less, summarize lessons learned in this beer game as it relates to supply chain risk management. Apply one of the tools (CCA, HAZOP, FMEA, etc.) to the case. Work individually and submit before Monday midnight (Feb. 20th). No class on Monday (Feb. 20th).

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here is the video https://www.youtube.com/watch?v=760lwYmpXbc In his Prison Experiment, Professor Philip Zimbardo wanted to test the behavior of good people when they are put into evil places. In the short amount of time that his experiment ran, hid findings were shocking. The students who played the role of the guards became sadistic, and the students that who played the role of the prisoners became extremely stressed. McLaren explained to us that since the beginning of time, all humans have had an appetite for violence. McLaren also explains that in a world where violence is also a means of entertainment, it only adds to our appetite for violence. Think about how the information that McLaren shares and how it relates to the Stanford Prison Experiment. McLaren shares with us that name calling is the beginning stage of dehumanizing, and when one succeeds in name calling, we decide to extend our powers and become violent and uncaring. McLaren also uses many examples of the world’s history, specifically regarding religion and war. McLaren explains that the mentality of everyone that goes into war believes that their enemy deserves everything that they get. Compare McLaren’s findings with The Stanford Prison Experiment. Zimbardo concluded that his students (the good people) were defeated by the prison (the evil place). Can you think of a story or a situation where the good person overcame the evil place? Can one’s attitude and/or morality be so strong that it can allow you to overcome anything? The manner in which, the guard “John Wayne”, treated the prisoners was very controversial. Years later he admitted himself that he does regret his behavior, but could it be possible that he wasn’t acting? Is it true what prisoner 416 said? Can someone contribute to a role so much that it starts to show who you really are as a person? If we were put in the shoes of “John Wayne” would we have behaved the same? Are ethics totally thrown out the window when given that position of power?

here is the video https://www.youtube.com/watch?v=760lwYmpXbc In his Prison Experiment, Professor Philip Zimbardo wanted to test the behavior of good people when they are put into evil places. In the short amount of time that his experiment ran, hid findings were shocking. The students who played the role of the guards became sadistic, and the students that who played the role of the prisoners became extremely stressed. McLaren explained to us that since the beginning of time, all humans have had an appetite for violence. McLaren also explains that in a world where violence is also a means of entertainment, it only adds to our appetite for violence. Think about how the information that McLaren shares and how it relates to the Stanford Prison Experiment. McLaren shares with us that name calling is the beginning stage of dehumanizing, and when one succeeds in name calling, we decide to extend our powers and become violent and uncaring. McLaren also uses many examples of the world’s history, specifically regarding religion and war. McLaren explains that the mentality of everyone that goes into war believes that their enemy deserves everything that they get. Compare McLaren’s findings with The Stanford Prison Experiment. Zimbardo concluded that his students (the good people) were defeated by the prison (the evil place). Can you think of a story or a situation where the good person overcame the evil place? Can one’s attitude and/or morality be so strong that it can allow you to overcome anything? The manner in which, the guard “John Wayne”, treated the prisoners was very controversial. Years later he admitted himself that he does regret his behavior, but could it be possible that he wasn’t acting? Is it true what prisoner 416 said? Can someone contribute to a role so much that it starts to show who you really are as a person? If we were put in the shoes of “John Wayne” would we have behaved the same? Are ethics totally thrown out the window when given that position of power?

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Chapter 5 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, March 14, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Tactics Box 5.1 Drawing Force Vectors Learning Goal: To practice Tactics Box 5.1 Drawing Force Vectors. To visualize how forces are exerted on objects, we can use simple diagrams such as vectors. This Tactics Box illustrates the process of drawing a force vector by using the particle model, in which objects are treated as points. TACTICS BOX 5.1 Drawing force vectors Represent the object 1. as a particle. 2. Place the tail of the force vector on the particle. 3. Draw the force vector as an arrow pointing in the proper direction and with a length proportional to the size of the force. 4. Give the vector an appropriate label. The resulting diagram for a force exerted on an object is shown in the drawing. Note that the object is represented as a black dot. Part A A book lies on a table. A pushing force parallel to the table top and directed to the right is exerted on the book. Follow the steps above to draw the force vector . Use the black dot as the particle representing the book. F  F push F push Draw the vector starting at the black dot. The location and orientation of the vector will be graded. The length of the vector will not be graded. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Tactics Box 5.2 Identifying Forces Learning Goal: To practice Tactics Box 5.2 Identifying Forces. The first basic step in solving force and motion problems generally involves identifying all of the forces acting on an object. This tactics box provides a step-by-step method for identifying each force in a problem. TACTICS BOX 5.2 Identifying forces Identify the object of interest. This is the object whose motion 1. you wish to study. 2. Draw a picture of the situation. Show the object of interest and all other objects—such as ropes, springs, or surfaces—that touch it. 3. Draw a closed curve around the object. Only the object of interest is inside the curve; everything else is outside. 4. Locate every point on the boundary of this curve where other objects touch the object of interest. These are the points where contact forces are exerted on the object. Name and label each contact force acting on the object. There is at least one force at each point of contact; there may be more than one. When necessary, use subscripts to distinguish forces of the same type. 5. 6. Name and label each long-range force acting on the object. For now, the only long-range force is the gravitational force. Apply these steps to the following problem: A crate is pulled up a rough inclined wood board by a tow rope. Identify the forces on the crate. Part A Which of the following objects are of interest? Check all that apply. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Conceptual Questions on Newton’s 1st and 2nd Laws Learning Goal: To understand the meaning and the basic applications of Newton’s 1st and 2nd laws. In this problem, you are given a diagram representing the motion of an object–a motion diagram. The dots represent the object’s position at moments separated by equal intervals of time. The dots are connected by arrows representing the object’s average velocity during the corresponding time interval. Your goal is to use this motion diagram to determine the direction of the net force acting on the object. You will then determine which force diagrams and which situations may correspond to such a motion. crate earth rope wood board Part A What is the direction of the net force acting on the object at position A? You did not open hints for this part. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Part D upward downward to the left to the right The net force is zero. This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). Part F This question will be shown after you complete previous question(s). Part G This question will be shown after you complete previous question(s). Part H This question will be shown after you complete previous question(s). Part I This question will be shown after you complete previous question(s). Part J This question will be shown after you complete previous question(s). Understanding Newton’s Laws Part A An object cannot remain at rest unless which of the following holds? You did not open hints for this part. ANSWER: Part B If a block is moving to the left at a constant velocity, what can one conclude? You did not open hints for this part. ANSWER: The net force acting on it is zero. The net force acting on it is constant and nonzero. There are no forces at all acting on it. There is only one force acting on it. Part C A block of mass is acted upon by two forces: (directed to the left) and (directed to the right). What can you say about the block’s motion? You did not open hints for this part. ANSWER: Part D A massive block is being pulled along a horizontal frictionless surface by a constant horizontal force. The block must be __________. You did not open hints for this part. ANSWER: There is exactly one force applied to the block. The net force applied to the block is directed to the left. The net force applied to the block is zero. There must be no forces at all applied to the block. 2 kg 3 N 4 N It must be moving to the left. It must be moving to the right. It must be at rest. It could be moving to the left, moving to the right, or be instantaneously at rest. Part E Two forces, of magnitude and , are applied to an object. The relative direction of the forces is unknown. The net force acting on the object __________. Check all that apply. You did not open hints for this part. ANSWER: Tactics Box 5.3 Drawing a Free-Body Diagram Learning Goal: To practice Tactics Box 5.3 Drawing a Free-Body Diagram. A free-body diagram is a diagram that represents the object as a particle and shows all of the forces acting on the object. Learning how to draw such a diagram is a very important skill in solving physics problems. This tactics box explains the essential steps to construct a correct free-body diagram. TACTICS BOX 5.3 Drawing a free-body diagram Identify all forces acting on the object. This step was described 1. in Tactics Box 5.2. continuously changing direction moving at constant velocity moving with a constant nonzero acceleration moving with continuously increasing acceleration 4 N 10 N cannot have a magnitude equal to cannot have a magnitude equal to cannot have the same direction as the force with magnitude must have a magnitude greater than 5 N 10 N 10 N 10 N Draw a coordinate system. Use the axes defined in your pictorial representation. If those axes are tilted, for motion along an incline, then the axes of the free-body diagram should be similarly tilted. 2. Represent the object as a dot at the origin of the coordinate axes. This is 3. the particle model. 4. Draw vectors representing each of the identified forces. This was described in Tactics Box 5.1. Be sure to label each force vector. Draw and label the net force vector . Draw this vector beside the diagram, not on the particle. Or, if appropriate, write . Then, check that points in the same direction as the acceleration vector on your motion diagram. 5. Apply these steps to the following problem: Your physics book is sliding on the carpet. Draw a free-body diagram. Part A Which forces are acting on the book? Check all that apply. You did not open hints for this part. ANSWER: F  net F =  net 0 F  net a Part B Draw the most appropriate set of coordinate axes for this problem. The orientation of your vectors will be graded. ANSWER: gravity normal force drag static friction tension kinetic friction spring force Part C This question will be shown after you complete previous question(s). Score Summary: Your score on this assignment is 0%. You received 0 out of a possible total of 0 points.

Chapter 5 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, March 14, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Tactics Box 5.1 Drawing Force Vectors Learning Goal: To practice Tactics Box 5.1 Drawing Force Vectors. To visualize how forces are exerted on objects, we can use simple diagrams such as vectors. This Tactics Box illustrates the process of drawing a force vector by using the particle model, in which objects are treated as points. TACTICS BOX 5.1 Drawing force vectors Represent the object 1. as a particle. 2. Place the tail of the force vector on the particle. 3. Draw the force vector as an arrow pointing in the proper direction and with a length proportional to the size of the force. 4. Give the vector an appropriate label. The resulting diagram for a force exerted on an object is shown in the drawing. Note that the object is represented as a black dot. Part A A book lies on a table. A pushing force parallel to the table top and directed to the right is exerted on the book. Follow the steps above to draw the force vector . Use the black dot as the particle representing the book. F  F push F push Draw the vector starting at the black dot. The location and orientation of the vector will be graded. The length of the vector will not be graded. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Tactics Box 5.2 Identifying Forces Learning Goal: To practice Tactics Box 5.2 Identifying Forces. The first basic step in solving force and motion problems generally involves identifying all of the forces acting on an object. This tactics box provides a step-by-step method for identifying each force in a problem. TACTICS BOX 5.2 Identifying forces Identify the object of interest. This is the object whose motion 1. you wish to study. 2. Draw a picture of the situation. Show the object of interest and all other objects—such as ropes, springs, or surfaces—that touch it. 3. Draw a closed curve around the object. Only the object of interest is inside the curve; everything else is outside. 4. Locate every point on the boundary of this curve where other objects touch the object of interest. These are the points where contact forces are exerted on the object. Name and label each contact force acting on the object. There is at least one force at each point of contact; there may be more than one. When necessary, use subscripts to distinguish forces of the same type. 5. 6. Name and label each long-range force acting on the object. For now, the only long-range force is the gravitational force. Apply these steps to the following problem: A crate is pulled up a rough inclined wood board by a tow rope. Identify the forces on the crate. Part A Which of the following objects are of interest? Check all that apply. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Conceptual Questions on Newton’s 1st and 2nd Laws Learning Goal: To understand the meaning and the basic applications of Newton’s 1st and 2nd laws. In this problem, you are given a diagram representing the motion of an object–a motion diagram. The dots represent the object’s position at moments separated by equal intervals of time. The dots are connected by arrows representing the object’s average velocity during the corresponding time interval. Your goal is to use this motion diagram to determine the direction of the net force acting on the object. You will then determine which force diagrams and which situations may correspond to such a motion. crate earth rope wood board Part A What is the direction of the net force acting on the object at position A? You did not open hints for this part. ANSWER: Part B This question will be shown after you complete previous question(s). Part C This question will be shown after you complete previous question(s). Part D upward downward to the left to the right The net force is zero. This question will be shown after you complete previous question(s). Part E This question will be shown after you complete previous question(s). Part F This question will be shown after you complete previous question(s). Part G This question will be shown after you complete previous question(s). Part H This question will be shown after you complete previous question(s). Part I This question will be shown after you complete previous question(s). Part J This question will be shown after you complete previous question(s). Understanding Newton’s Laws Part A An object cannot remain at rest unless which of the following holds? You did not open hints for this part. ANSWER: Part B If a block is moving to the left at a constant velocity, what can one conclude? You did not open hints for this part. ANSWER: The net force acting on it is zero. The net force acting on it is constant and nonzero. There are no forces at all acting on it. There is only one force acting on it. Part C A block of mass is acted upon by two forces: (directed to the left) and (directed to the right). What can you say about the block’s motion? You did not open hints for this part. ANSWER: Part D A massive block is being pulled along a horizontal frictionless surface by a constant horizontal force. The block must be __________. You did not open hints for this part. ANSWER: There is exactly one force applied to the block. The net force applied to the block is directed to the left. The net force applied to the block is zero. There must be no forces at all applied to the block. 2 kg 3 N 4 N It must be moving to the left. It must be moving to the right. It must be at rest. It could be moving to the left, moving to the right, or be instantaneously at rest. Part E Two forces, of magnitude and , are applied to an object. The relative direction of the forces is unknown. The net force acting on the object __________. Check all that apply. You did not open hints for this part. ANSWER: Tactics Box 5.3 Drawing a Free-Body Diagram Learning Goal: To practice Tactics Box 5.3 Drawing a Free-Body Diagram. A free-body diagram is a diagram that represents the object as a particle and shows all of the forces acting on the object. Learning how to draw such a diagram is a very important skill in solving physics problems. This tactics box explains the essential steps to construct a correct free-body diagram. TACTICS BOX 5.3 Drawing a free-body diagram Identify all forces acting on the object. This step was described 1. in Tactics Box 5.2. continuously changing direction moving at constant velocity moving with a constant nonzero acceleration moving with continuously increasing acceleration 4 N 10 N cannot have a magnitude equal to cannot have a magnitude equal to cannot have the same direction as the force with magnitude must have a magnitude greater than 5 N 10 N 10 N 10 N Draw a coordinate system. Use the axes defined in your pictorial representation. If those axes are tilted, for motion along an incline, then the axes of the free-body diagram should be similarly tilted. 2. Represent the object as a dot at the origin of the coordinate axes. This is 3. the particle model. 4. Draw vectors representing each of the identified forces. This was described in Tactics Box 5.1. Be sure to label each force vector. Draw and label the net force vector . Draw this vector beside the diagram, not on the particle. Or, if appropriate, write . Then, check that points in the same direction as the acceleration vector on your motion diagram. 5. Apply these steps to the following problem: Your physics book is sliding on the carpet. Draw a free-body diagram. Part A Which forces are acting on the book? Check all that apply. You did not open hints for this part. ANSWER: F  net F =  net 0 F  net a Part B Draw the most appropriate set of coordinate axes for this problem. The orientation of your vectors will be graded. ANSWER: gravity normal force drag static friction tension kinetic friction spring force Part C This question will be shown after you complete previous question(s). Score Summary: Your score on this assignment is 0%. You received 0 out of a possible total of 0 points.

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. Pt 1. Making Observations (Introduction) Write a brief, introductory paragraph that includes general observations related to the topic. You may consider information from the news, media (tv, movies), social media, popular views, ideas from the general public, or your personal experiences. Your paragraph should specifically mention three (3) observations related to this topic and be sure to cite your sources. You should also include your thoughts on why this topic is of interest to you or relevant to society (i.e. what is the significance?). Pt 2. Apply The Content Choose five (5) terms or concepts that we have covered in this unit that are related to the chosen topic. Define each term in your own words and then write one (1) sentence that explains how it is related to the topic. The concept are: Define evolution. What was Darwin’s role in establishing the theory of evolution? What does the phrase “descent with modification” mean? How are fossils, anatomical studies, and molecular biology used to provide evidence for the theory of evolution? What is “fitness” in a biological organism? What role do mutations have in natural selection? What are the types of natural selection? How do they effect the genetic variation in a population? What is genetic drift? gene flow? How do they effect the genetic variation in a population? What forces can lead to adaptive evolution? What is the biological definition of a species? What are the three domains of living organisms? What are the six kingdoms? For each kingdom you should be able to describe the cellular structure, means of reproduction, ways of getting nutrients/food, general/adaptive features, and an example organism. How does Helicobacter pylori avoid competition? What extreme environment does a hermoacidophile occupy? What is unique about the Volvox compared to other protists? How do pitcher plants thrive in low nutrient environments? How does the puffball mushroom achieve reproductive success? What adaptations allowed plants to live on the land? What major adaptations occurred in the animal kingdom? In vertebrates? What domain, kingdom, phylum, sub phylum, and class do humans belong to? What do we share with organisms in these groups? What are the ecological levels of the biological hierarchy? What are the elements of a habitat? What are the criteria used by ecologists to measure and observe populations? What common patterns of population distribution are seen in nature? Compare the three kinds of survivorship curves? What do they show? What kind of reproductive behaviors lead to type I, II, and III survivorship curves? How does idealized population growth differ from how actual populations grow? What are factors that affect the growth of a population? How do density-dependent factors affect population growth? What are examples of density-independent factors that can affect population growth? What is a population boom? What is a population bust? Describe the boom and bust cycles often observed in nature. What kinds of competition occur in a habitat? What kinds of symbiotic relationships occur in a habitat? How do organisms avoid predation? What are the levels in a trophic structure? How can plants and animals avoid being eaten? Why is a food web a more accurate representation of the organisms in a community compared to a food chain? Why are most food chains limited to only three or four trophic levels.What are some common threats to biodiversity? What are common types of pollution? Explain why we must be concerned about even small levels of polluting chemicals in the environment. What is sustainability? How can we contribute to the sustainability of life on our planet? Pt 3. Form A Claim Write a claim statement related to the chosen topic. Consider the major question that you are addressing and then develop a statement that will guide your research and writing as you develop your scientific explanation (in Pt 4). Pt 4. Construct a Scientific Explanation Write a scientific explanation that includes evidence and reasoning to support your claim. Your explanation should demonstrate your understanding of the chosen topic using discussion and content from this course as a starting point. Your explanation should include information from a minimum of three (3) sources and one (1) of these sources must be a peer-reviewed scientific article or a review of a scientific study or studies (i.e. a primary or secondary source). You should cite your sources within the body of your explanation and include a list of references at the end (any standard formatting method is acceptable).

. Pt 1. Making Observations (Introduction) Write a brief, introductory paragraph that includes general observations related to the topic. You may consider information from the news, media (tv, movies), social media, popular views, ideas from the general public, or your personal experiences. Your paragraph should specifically mention three (3) observations related to this topic and be sure to cite your sources. You should also include your thoughts on why this topic is of interest to you or relevant to society (i.e. what is the significance?). Pt 2. Apply The Content Choose five (5) terms or concepts that we have covered in this unit that are related to the chosen topic. Define each term in your own words and then write one (1) sentence that explains how it is related to the topic. The concept are: Define evolution. What was Darwin’s role in establishing the theory of evolution? What does the phrase “descent with modification” mean? How are fossils, anatomical studies, and molecular biology used to provide evidence for the theory of evolution? What is “fitness” in a biological organism? What role do mutations have in natural selection? What are the types of natural selection? How do they effect the genetic variation in a population? What is genetic drift? gene flow? How do they effect the genetic variation in a population? What forces can lead to adaptive evolution? What is the biological definition of a species? What are the three domains of living organisms? What are the six kingdoms? For each kingdom you should be able to describe the cellular structure, means of reproduction, ways of getting nutrients/food, general/adaptive features, and an example organism. How does Helicobacter pylori avoid competition? What extreme environment does a hermoacidophile occupy? What is unique about the Volvox compared to other protists? How do pitcher plants thrive in low nutrient environments? How does the puffball mushroom achieve reproductive success? What adaptations allowed plants to live on the land? What major adaptations occurred in the animal kingdom? In vertebrates? What domain, kingdom, phylum, sub phylum, and class do humans belong to? What do we share with organisms in these groups? What are the ecological levels of the biological hierarchy? What are the elements of a habitat? What are the criteria used by ecologists to measure and observe populations? What common patterns of population distribution are seen in nature? Compare the three kinds of survivorship curves? What do they show? What kind of reproductive behaviors lead to type I, II, and III survivorship curves? How does idealized population growth differ from how actual populations grow? What are factors that affect the growth of a population? How do density-dependent factors affect population growth? What are examples of density-independent factors that can affect population growth? What is a population boom? What is a population bust? Describe the boom and bust cycles often observed in nature. What kinds of competition occur in a habitat? What kinds of symbiotic relationships occur in a habitat? How do organisms avoid predation? What are the levels in a trophic structure? How can plants and animals avoid being eaten? Why is a food web a more accurate representation of the organisms in a community compared to a food chain? Why are most food chains limited to only three or four trophic levels.What are some common threats to biodiversity? What are common types of pollution? Explain why we must be concerned about even small levels of polluting chemicals in the environment. What is sustainability? How can we contribute to the sustainability of life on our planet? Pt 3. Form A Claim Write a claim statement related to the chosen topic. Consider the major question that you are addressing and then develop a statement that will guide your research and writing as you develop your scientific explanation (in Pt 4). Pt 4. Construct a Scientific Explanation Write a scientific explanation that includes evidence and reasoning to support your claim. Your explanation should demonstrate your understanding of the chosen topic using discussion and content from this course as a starting point. Your explanation should include information from a minimum of three (3) sources and one (1) of these sources must be a peer-reviewed scientific article or a review of a scientific study or studies (i.e. a primary or secondary source). You should cite your sources within the body of your explanation and include a list of references at the end (any standard formatting method is acceptable).

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Question 14 1 / 1 point Isostasy is the tendency toward gravitational and pressure balance between segments of Earth’s crust. explains most of the topography on Earth (why mountains are high and oceans are deep). explains why continental crust is usually thickest under high mountains. All of the above.

Question 14 1 / 1 point Isostasy is the tendency toward gravitational and pressure balance between segments of Earth’s crust. explains most of the topography on Earth (why mountains are high and oceans are deep). explains why continental crust is usually thickest under high mountains. All of the above.

In the article, “The Moral Person” it talks about Lawrence Kohlberg’s stages of moral development. Briefly explain the 3 Conventional levels (pre-conventional, conventional, and post-conventional). How may these stages impact one’s ethics? Think about how culture or the social environment affects our framework for coming up with any moral or ethical answer. (Hei Lam Kwan) In the article, they talked about a push for a “global ethic” or “one world”. Do you think this is possible? Besides the Golden Rule are there any other examples of shared ethics around the world? (Nicole Thompson) The article explained that often people know the distinction between right and wrong, but still do the wrong thing. If people know what is morally right, why do they act in ways that are morally wrong? (Nicole Thompson) In McLaren’s reading, he gives us a description on an idea of personhood to help us understand a moral person. He mentions a quote from the philosopher, Sarvepalli Rhadakrishnan that caught my interest. He says, “The self is not an object which we can find in knowledge, for it is the very condition of knowledge. It is different from all objects, the body, the senses, the empirical self itself (36)”. In your opinion, what exactly does he mean by stating that? Does thinking of yourself this way help you morally? (Maggy Ergun) Video: In the video, Damon Horowitz talks about the different approaches to figuring out what is right and what is wrong. Some of them included Plato, who believed that he could uncover the “truths about Justice”, Aristotle, who thought that people should use their current knowledge to make the right decision of here and now to their best ability, and Utilitarianism, who thought it was about measuring out the options to see which one had the most benefit for the greatest amount of people. Which approach do you think is best? Would you suggest another approach? (Nicole Thompson) Damon Horowitz explains the huge power we have and that is knowledge and data we receive from technology. With all this power in our hands, you can have any information you would like to obtain whether it’s on an object or human being. And as technology keeps rising, the more advanced it keeps getting. When it comes to privacy and dignity, do you think it is fair for one another to have this huge power on us? Will this be better for our future or worse? (Maggy Ergun) Horowitz describes how we rely more on our smart devices then actual moral thinking. (Mobile operating system then moral operating system) If we were to create a moral operating system, do you think that will help provoke people from making bad/evil decisions and guide us to better? Or do those bad decisions just come instantly without much thought? (Maggy Ergun) In the video it states, “what we need is a moral operating system.” What are the possible flaws in relying on a machine/software for answering ethical problems? Discuss and list at least one problem we may encounter from relying on such a system for an ethical solution. (Hei Lam Kwan) Reviewing the answers to the previous questions given, do you think there is only one right answer to any ethical question and why? (Hei Lam Kwan) http://www.ted.com/talks/damon_horowitz?language=en this is the video

In the article, “The Moral Person” it talks about Lawrence Kohlberg’s stages of moral development. Briefly explain the 3 Conventional levels (pre-conventional, conventional, and post-conventional). How may these stages impact one’s ethics? Think about how culture or the social environment affects our framework for coming up with any moral or ethical answer. (Hei Lam Kwan) In the article, they talked about a push for a “global ethic” or “one world”. Do you think this is possible? Besides the Golden Rule are there any other examples of shared ethics around the world? (Nicole Thompson) The article explained that often people know the distinction between right and wrong, but still do the wrong thing. If people know what is morally right, why do they act in ways that are morally wrong? (Nicole Thompson) In McLaren’s reading, he gives us a description on an idea of personhood to help us understand a moral person. He mentions a quote from the philosopher, Sarvepalli Rhadakrishnan that caught my interest. He says, “The self is not an object which we can find in knowledge, for it is the very condition of knowledge. It is different from all objects, the body, the senses, the empirical self itself (36)”. In your opinion, what exactly does he mean by stating that? Does thinking of yourself this way help you morally? (Maggy Ergun) Video: In the video, Damon Horowitz talks about the different approaches to figuring out what is right and what is wrong. Some of them included Plato, who believed that he could uncover the “truths about Justice”, Aristotle, who thought that people should use their current knowledge to make the right decision of here and now to their best ability, and Utilitarianism, who thought it was about measuring out the options to see which one had the most benefit for the greatest amount of people. Which approach do you think is best? Would you suggest another approach? (Nicole Thompson) Damon Horowitz explains the huge power we have and that is knowledge and data we receive from technology. With all this power in our hands, you can have any information you would like to obtain whether it’s on an object or human being. And as technology keeps rising, the more advanced it keeps getting. When it comes to privacy and dignity, do you think it is fair for one another to have this huge power on us? Will this be better for our future or worse? (Maggy Ergun) Horowitz describes how we rely more on our smart devices then actual moral thinking. (Mobile operating system then moral operating system) If we were to create a moral operating system, do you think that will help provoke people from making bad/evil decisions and guide us to better? Or do those bad decisions just come instantly without much thought? (Maggy Ergun) In the video it states, “what we need is a moral operating system.” What are the possible flaws in relying on a machine/software for answering ethical problems? Discuss and list at least one problem we may encounter from relying on such a system for an ethical solution. (Hei Lam Kwan) Reviewing the answers to the previous questions given, do you think there is only one right answer to any ethical question and why? (Hei Lam Kwan) http://www.ted.com/talks/damon_horowitz?language=en this is the video

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Chapter 03 Homework Due: 11:59pm on Friday, May 23, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Components and Structure of the Atom Learning Goal: To specify the basic components of the atom and describe our modern conception of its structure. Part A The atom consists of three types of subatomic particles: protons, neutrons, and electrons. The electron is by far the lightest of the three, while the much heavier proton and neutron have masses very similar to each other. Two of the types of particles carry an electrical charge, while the third is neutral. Label the subatomic particles and appropriate charges by their relative locations. Identify the subatomic particles by dragging the appropriate labels to their respective targets. Hint 1. Which subatomic particles carry electric charge? Of the three subatomic particles, two carry equal but opposite charges. Select the two correct statements that match the subatomic particle with the appropriate charge. Check all that apply. ANSWER: Hint 2. Which subatomic particles are not found in the nucleus? Protons and electrons carry equal but opposite charges. Atomic nuclei are positively charged and are not composed of negatively charged particles. Which types of subatomic particles cannot be located within the nucleus? Select any that apply. ANSWER: ANSWER: The electron carries a positive charge. The proton carries a positive charge. The neutron carries a positive charge. The proton carries a negative charge. The electron carries a negative charge. The neutron carries a negative charge. neutrons electrons protons Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 1 of 14 5/21/2014 8:02 PM Correct This image represents the classical model of the atom proposed by Niels Bohr. Although this model has changed slightly as the result of modern scientific discoveries, it does help in understanding the relative locations of the subatomic particles in the atom. Notice that the protons and neutrons are bound in the nucleus, while the electrons are located in the space surrounding the nucleus. Part B Of the three types of subatomic particles, only neutrons do not carry charge. Protons carry a positive charge, and electrons carry a negative charge. Protons and neutrons are bound in the nucleus, while electrons orbit the nucleus. When the number of each type of subatomic particle in an atom changes, the characteristics defining the atom also change. Match the appropriate phrases with the type of subatomic particle that completes the defining characteristic. Match the words in the left column to the appropriate blanks in the sentences on the right. Make certain each sentence is complete before submitting your answer. Hint 1. What type of subatomic particle is lost or gained when an ion forms? For any atom of a given element to go from being neutral ( ) to being ionized ( ), what type of subatomic particle must be lost or gained? Select all that apply. ANSWER: Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 2 of 14 5/21/2014 8:02 PM Hint 2. What type of subatomic particle identifies an element? When identifying the element classification of a particular atom, which type of subatomic particle is used? ANSWER: ANSWER: Correct The number of each type of subatomic particle plays an important role in the characteristics of the atom. The general element classification (hydrogen, carbon, oxygen, etc.) is governed by the number of protons in the nucleus. If the number of protons changes in an atom, so does the type of element. The electrons are the only type of subatomic particle not in the nucleus. They orbit around the nucleus, bound by the electromagnetic force. When electrons are lost or gained by a neutral atom, the charge balance shifts, resulting in the atom becoming an ion. Ions can be either positive when electrons are lost or negative when electrons are gained. Part C In the classical view of the atom, Bohr pictured electrons orbiting the positively charged nucleus similar to how the planets orbit the Sun. While this picture was not entirely correct, it provides a good framework in which to make calculations about the energies of electrons. Different from the predictions of Newtonian mechanics, which allows any energy to be possible, Bohr described the electron orbits (now called orbitals) as having specific energies. Rank the following electron energy states according to their electron energies. Rank from highest to lowest energies. Hint 1. What are the definitions of orbital, ground state, and excited state? Define orbital, ground state, and excited state. loss of an electron loss of a proton loss of a neutron gain of an electron gain of a proton gain of a neutron electron proton neutron Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 3 of 14 5/21/2014 8:02 PM Match the words in the left column to the appropriate blanks in the sentences on the right. Make certain each sentence is complete before submitting your answer. ANSWER: Hint 2. How does the state change when an electron absorbs energy? Electrons can absorb energy either from light radiation or from collisions with other atoms. If an electron is in the first excited energy state and absorbs enough energy to go to the next higher energy state, into what state will the electron transition? ANSWER: ANSWER: the ground state the second excited state the third excited state Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 4 of 14 5/21/2014 8:02 PM Correct Excited states refer to the energy of an electron. The higher the state, the higher the energy of the electron. The electron energies of each orbital are fixed. The energy required for an electron to transition between each orbital is an exact value, corresponding to the difference between the orbital energies. Any energy more or less than these precise differences cannot be used by the electron to make a transition; only the energies equal to the full values can induce a transition. Part D The Bohr model accounted for most of the general characteristics of the atom. However, the modern model based on quantum mechanics explains that, although the energy of each orbital is fixed, the orbital radius is actually an average distance. The result is a “cloud” where the electron is most likely to be located. The following is an image of an atom of hydrogen, consisting of one proton, zero neutrons, and one electron. When an electron is excited to different energy levels, the radius from the nucleus also changes. Rank the following electron energy states according to the average distance of the electron from the nucleus. Rank from largest to smallest distances. Hint 1. What is the relationship between electron orbital distance and electron energy? Rank the following general electron energies from largest to smallest electron orbital distances. Rank from largest to smallest orbital distances. ANSWER: ANSWER: Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 5 of 14 5/21/2014 8:02 PM Correct Excited states refer to the energy state of an electron. The higher the state, the higher the energy and the greater the distance of the electron from the nucleus. Due to the attractive force between the negatively charged electron and the positively charged nucleus, the electron requires greater energies to overcome this attraction and achieve orbits at greater distances. Concept Review: The pH Scale Can you classify solutions as acidic, neutral, or basic? Part A Decide whether each label describes a solution that is acidic, neutral, or basic, and then drag it into the appropriate bin. ANSWER: Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 6 of 14 5/21/2014 8:02 PM Correct Activity: Carbohydrates Click here to complete this activity. Then answer the questions. Part A Glycogen is _____. ANSWER: Correct Animals store energy in the form of glycogen. a polysaccharide found in animals a source of saturated fat a polysaccharide found in plant cell walls the form in which plants store sugars a transport protein that carries oxygen Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 7 of 14 5/21/2014 8:02 PM Part B glucose + glucose —> _____ by _____. ANSWER: Correct Maltose is the disaccharide formed when two glucose molecules are linked by dehydration synthesis. Part C Which of these is a source of lactose? ANSWER: Correct Lactose is the sugar found in milk. Part D Which of these is a polysaccharide? ANSWER: Correct Cellulose is a carbohydrate composed of many monomers. Part E _____ is the most abundant organic compound on Earth. ANSWER: maltose + water … dehydration synthesis lactose + water … hydrolysis starch + water … dehydration synthesis sucrose + water … dehydration synthesis cellulose + water … hydrolysis potatoes sugar beets sugar cane starch milk sucrose lactose glucose galactose cellulose Cellulose Lactose Starch Glucose Glycogen Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 8 of 14 5/21/2014 8:02 PM Correct Cellulose, a component of plant cell walls, is the most abundant organic compound found on earth. Activity: Protein Structure Click here to complete this activity. Then answer the questions. Part A Proteins are polymers of _____. ANSWER: Correct Proteins are polymers of amino acids. Part B What type of bond joins the monomers in a protein’s primary structure? ANSWER: Correct The amino acids of a protein are linked by peptide bonds. Part C Which of these illustrates the secondary structure of a protein? ANSWER: nucleotides CH2O units glycerol hydrocarbons amino acids ionic hydrogen hydrophobic S—S peptide Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 9 of 14 5/21/2014 8:02 PM Correct Alpha helices and beta pleated sheets are characteristic of a protein’s secondary structure. Part D The secondary structure of a protein results from _____. ANSWER: Correct Electronegative oxygen and nitrogen atoms leave hydrogen atoms with partial positive charges. Part E Tertiary structure is NOT directly dependent on _____. ANSWER: bonds between sulfur atoms peptide bonds hydrogen bonds hydrophobic interactions ionic bonds hydrophobic interactions ionic bonds hydrogen bonds peptide bonds bonds between sulfur atoms Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 10 of 14 5/21/2014 8:02 PM Correct Peptide bonds link together the amino acids of a protein’s primary structure. Activity: Lipids Click here to complete this activity. Then answer the questions. Part A Which of these is NOT a lipid? ANSWER: Correct RNA is a nucleic acid Part B This figure is an example of a(n) _____. ANSWER: Correct The fatty acid tails lack double bonds. steroids phospholipid RNA cholesterol wax steroid unsaturated fat nucleic acid protein saturated fat Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 11 of 14 5/21/2014 8:02 PM Part C Which of these is a phospholipid? ANSWER: Correct Phospholipids are composed of a phosphate group, a glycerol, and fatty acids. Part D Which of these is rich in unsaturated fats? ANSWER: Correct Olive oil is a plant oil, and most plant oils are rich in unsaturated fats. Part E beef fat lard butter olive oil a fat that is solid at room temperature Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 12 of 14 5/21/2014 8:02 PM A function of cholesterol that does not harm health is its role _____. ANSWER: Correct Cholesterol is an important component of animal cell membranes. Concept Review: Types of Macromolecules Can you identify characteristics of proteins, nucleic acids, and carbohydrates? Part A Decide whether each label describes proteins, nucleic acids, or carbohydrates, and then drag it into the appropriate bin. ANSWER: Correct Concept Review: Earth’s Interior Layers Can you identify characteristics of Earth’s interior layers? Part A Drag the labels to the appropriate targets. ANSWER: as a component of animal cell membranes in calcium and phosphate metabolism All of cholesterol’s effects cause the body harm. as the most abundant male sex hormone as the primary female sex hormone Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 13 of 14 5/21/2014 8:02 PM Correct Score Summary: Your score on this assignment is 99.6%. You received 31.87 out of a possible total of 32 points. Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 14 of 14 5/21/2014 8:02 PM

Chapter 03 Homework Due: 11:59pm on Friday, May 23, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Components and Structure of the Atom Learning Goal: To specify the basic components of the atom and describe our modern conception of its structure. Part A The atom consists of three types of subatomic particles: protons, neutrons, and electrons. The electron is by far the lightest of the three, while the much heavier proton and neutron have masses very similar to each other. Two of the types of particles carry an electrical charge, while the third is neutral. Label the subatomic particles and appropriate charges by their relative locations. Identify the subatomic particles by dragging the appropriate labels to their respective targets. Hint 1. Which subatomic particles carry electric charge? Of the three subatomic particles, two carry equal but opposite charges. Select the two correct statements that match the subatomic particle with the appropriate charge. Check all that apply. ANSWER: Hint 2. Which subatomic particles are not found in the nucleus? Protons and electrons carry equal but opposite charges. Atomic nuclei are positively charged and are not composed of negatively charged particles. Which types of subatomic particles cannot be located within the nucleus? Select any that apply. ANSWER: ANSWER: The electron carries a positive charge. The proton carries a positive charge. The neutron carries a positive charge. The proton carries a negative charge. The electron carries a negative charge. The neutron carries a negative charge. neutrons electrons protons Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 1 of 14 5/21/2014 8:02 PM Correct This image represents the classical model of the atom proposed by Niels Bohr. Although this model has changed slightly as the result of modern scientific discoveries, it does help in understanding the relative locations of the subatomic particles in the atom. Notice that the protons and neutrons are bound in the nucleus, while the electrons are located in the space surrounding the nucleus. Part B Of the three types of subatomic particles, only neutrons do not carry charge. Protons carry a positive charge, and electrons carry a negative charge. Protons and neutrons are bound in the nucleus, while electrons orbit the nucleus. When the number of each type of subatomic particle in an atom changes, the characteristics defining the atom also change. Match the appropriate phrases with the type of subatomic particle that completes the defining characteristic. Match the words in the left column to the appropriate blanks in the sentences on the right. Make certain each sentence is complete before submitting your answer. Hint 1. What type of subatomic particle is lost or gained when an ion forms? For any atom of a given element to go from being neutral ( ) to being ionized ( ), what type of subatomic particle must be lost or gained? Select all that apply. ANSWER: Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 2 of 14 5/21/2014 8:02 PM Hint 2. What type of subatomic particle identifies an element? When identifying the element classification of a particular atom, which type of subatomic particle is used? ANSWER: ANSWER: Correct The number of each type of subatomic particle plays an important role in the characteristics of the atom. The general element classification (hydrogen, carbon, oxygen, etc.) is governed by the number of protons in the nucleus. If the number of protons changes in an atom, so does the type of element. The electrons are the only type of subatomic particle not in the nucleus. They orbit around the nucleus, bound by the electromagnetic force. When electrons are lost or gained by a neutral atom, the charge balance shifts, resulting in the atom becoming an ion. Ions can be either positive when electrons are lost or negative when electrons are gained. Part C In the classical view of the atom, Bohr pictured electrons orbiting the positively charged nucleus similar to how the planets orbit the Sun. While this picture was not entirely correct, it provides a good framework in which to make calculations about the energies of electrons. Different from the predictions of Newtonian mechanics, which allows any energy to be possible, Bohr described the electron orbits (now called orbitals) as having specific energies. Rank the following electron energy states according to their electron energies. Rank from highest to lowest energies. Hint 1. What are the definitions of orbital, ground state, and excited state? Define orbital, ground state, and excited state. loss of an electron loss of a proton loss of a neutron gain of an electron gain of a proton gain of a neutron electron proton neutron Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 3 of 14 5/21/2014 8:02 PM Match the words in the left column to the appropriate blanks in the sentences on the right. Make certain each sentence is complete before submitting your answer. ANSWER: Hint 2. How does the state change when an electron absorbs energy? Electrons can absorb energy either from light radiation or from collisions with other atoms. If an electron is in the first excited energy state and absorbs enough energy to go to the next higher energy state, into what state will the electron transition? ANSWER: ANSWER: the ground state the second excited state the third excited state Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 4 of 14 5/21/2014 8:02 PM Correct Excited states refer to the energy of an electron. The higher the state, the higher the energy of the electron. The electron energies of each orbital are fixed. The energy required for an electron to transition between each orbital is an exact value, corresponding to the difference between the orbital energies. Any energy more or less than these precise differences cannot be used by the electron to make a transition; only the energies equal to the full values can induce a transition. Part D The Bohr model accounted for most of the general characteristics of the atom. However, the modern model based on quantum mechanics explains that, although the energy of each orbital is fixed, the orbital radius is actually an average distance. The result is a “cloud” where the electron is most likely to be located. The following is an image of an atom of hydrogen, consisting of one proton, zero neutrons, and one electron. When an electron is excited to different energy levels, the radius from the nucleus also changes. Rank the following electron energy states according to the average distance of the electron from the nucleus. Rank from largest to smallest distances. Hint 1. What is the relationship between electron orbital distance and electron energy? Rank the following general electron energies from largest to smallest electron orbital distances. Rank from largest to smallest orbital distances. ANSWER: ANSWER: Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 5 of 14 5/21/2014 8:02 PM Correct Excited states refer to the energy state of an electron. The higher the state, the higher the energy and the greater the distance of the electron from the nucleus. Due to the attractive force between the negatively charged electron and the positively charged nucleus, the electron requires greater energies to overcome this attraction and achieve orbits at greater distances. Concept Review: The pH Scale Can you classify solutions as acidic, neutral, or basic? Part A Decide whether each label describes a solution that is acidic, neutral, or basic, and then drag it into the appropriate bin. ANSWER: Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 6 of 14 5/21/2014 8:02 PM Correct Activity: Carbohydrates Click here to complete this activity. Then answer the questions. Part A Glycogen is _____. ANSWER: Correct Animals store energy in the form of glycogen. a polysaccharide found in animals a source of saturated fat a polysaccharide found in plant cell walls the form in which plants store sugars a transport protein that carries oxygen Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 7 of 14 5/21/2014 8:02 PM Part B glucose + glucose —> _____ by _____. ANSWER: Correct Maltose is the disaccharide formed when two glucose molecules are linked by dehydration synthesis. Part C Which of these is a source of lactose? ANSWER: Correct Lactose is the sugar found in milk. Part D Which of these is a polysaccharide? ANSWER: Correct Cellulose is a carbohydrate composed of many monomers. Part E _____ is the most abundant organic compound on Earth. ANSWER: maltose + water … dehydration synthesis lactose + water … hydrolysis starch + water … dehydration synthesis sucrose + water … dehydration synthesis cellulose + water … hydrolysis potatoes sugar beets sugar cane starch milk sucrose lactose glucose galactose cellulose Cellulose Lactose Starch Glucose Glycogen Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 8 of 14 5/21/2014 8:02 PM Correct Cellulose, a component of plant cell walls, is the most abundant organic compound found on earth. Activity: Protein Structure Click here to complete this activity. Then answer the questions. Part A Proteins are polymers of _____. ANSWER: Correct Proteins are polymers of amino acids. Part B What type of bond joins the monomers in a protein’s primary structure? ANSWER: Correct The amino acids of a protein are linked by peptide bonds. Part C Which of these illustrates the secondary structure of a protein? ANSWER: nucleotides CH2O units glycerol hydrocarbons amino acids ionic hydrogen hydrophobic S—S peptide Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 9 of 14 5/21/2014 8:02 PM Correct Alpha helices and beta pleated sheets are characteristic of a protein’s secondary structure. Part D The secondary structure of a protein results from _____. ANSWER: Correct Electronegative oxygen and nitrogen atoms leave hydrogen atoms with partial positive charges. Part E Tertiary structure is NOT directly dependent on _____. ANSWER: bonds between sulfur atoms peptide bonds hydrogen bonds hydrophobic interactions ionic bonds hydrophobic interactions ionic bonds hydrogen bonds peptide bonds bonds between sulfur atoms Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 10 of 14 5/21/2014 8:02 PM Correct Peptide bonds link together the amino acids of a protein’s primary structure. Activity: Lipids Click here to complete this activity. Then answer the questions. Part A Which of these is NOT a lipid? ANSWER: Correct RNA is a nucleic acid Part B This figure is an example of a(n) _____. ANSWER: Correct The fatty acid tails lack double bonds. steroids phospholipid RNA cholesterol wax steroid unsaturated fat nucleic acid protein saturated fat Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 11 of 14 5/21/2014 8:02 PM Part C Which of these is a phospholipid? ANSWER: Correct Phospholipids are composed of a phosphate group, a glycerol, and fatty acids. Part D Which of these is rich in unsaturated fats? ANSWER: Correct Olive oil is a plant oil, and most plant oils are rich in unsaturated fats. Part E beef fat lard butter olive oil a fat that is solid at room temperature Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 12 of 14 5/21/2014 8:02 PM A function of cholesterol that does not harm health is its role _____. ANSWER: Correct Cholesterol is an important component of animal cell membranes. Concept Review: Types of Macromolecules Can you identify characteristics of proteins, nucleic acids, and carbohydrates? Part A Decide whether each label describes proteins, nucleic acids, or carbohydrates, and then drag it into the appropriate bin. ANSWER: Correct Concept Review: Earth’s Interior Layers Can you identify characteristics of Earth’s interior layers? Part A Drag the labels to the appropriate targets. ANSWER: as a component of animal cell membranes in calcium and phosphate metabolism All of cholesterol’s effects cause the body harm. as the most abundant male sex hormone as the primary female sex hormone Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 13 of 14 5/21/2014 8:02 PM Correct Score Summary: Your score on this assignment is 99.6%. You received 31.87 out of a possible total of 32 points. Chapter 03 Homework http://session.masteringenvironmentalscience.com/myct/assignmentPrintV… 14 of 14 5/21/2014 8:02 PM

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Refer to Chapter 8 (pgs. 177 – 179), which explains how public relations management supports and otherwise influences public opinion. Choose ONE of the categories below to provide an example based on something presently going on in the media. Make sure to include the website address – so your colleagues can read article and respond intelligently. Public relations communicationeffects include (pgs. 172-177): Creating perceptions of the worldaround us—forming “pictures in our heads” about events, things, people andplaces we could not experience directly ourselves. Setting the agenda—determiningsalience (importance) of issues and of positions taken by others in the news. Diffusing information andinnovations—increasing the information available for subsequentinterpersonal communication and thus helping new ideas to spread throughsociety. Defining social support—definingsocially accepted expression and behavior by providing “feedback” on our socialenvironments. Example: CEO Dan Cathy (Chick Fil A) certainly set the agenda for discussion a while back when he made his comments Example: Coke is defining social support of trying to fight obesity. See article below: http://www.bulldogreporter.com/dailydog/article/coke-comes-out-swinging-new-campaign-countering-its-products-role-obesity-crisis-be

Refer to Chapter 8 (pgs. 177 – 179), which explains how public relations management supports and otherwise influences public opinion. Choose ONE of the categories below to provide an example based on something presently going on in the media. Make sure to include the website address – so your colleagues can read article and respond intelligently. Public relations communicationeffects include (pgs. 172-177): Creating perceptions of the worldaround us—forming “pictures in our heads” about events, things, people andplaces we could not experience directly ourselves. Setting the agenda—determiningsalience (importance) of issues and of positions taken by others in the news. Diffusing information andinnovations—increasing the information available for subsequentinterpersonal communication and thus helping new ideas to spread throughsociety. Defining social support—definingsocially accepted expression and behavior by providing “feedback” on our socialenvironments. Example: CEO Dan Cathy (Chick Fil A) certainly set the agenda for discussion a while back when he made his comments Example: Coke is defining social support of trying to fight obesity. See article below: http://www.bulldogreporter.com/dailydog/article/coke-comes-out-swinging-new-campaign-countering-its-products-role-obesity-crisis-be

info@checkyourstudy.com