controlling the spread of microbes

Exercise 1:Once you have identified the microbes in the field you will need to be able to establish plans and practices to control the spread and educate the public. You will need to know about and use both physical and chemical methods of control. What will you need to know to be prepared to control outbreaks? Where could you find the information you need?
Exercise 2
Watch

Play Video
Go to a drug store or other store that sells different types of sanitizers. Investigate what microbes each states it controls or kills. Find at least 5 different types (not all hand sanitizers!)
Bring the list with you to the Lesson.
Design and submit a concept map on what you have learned. It should include concepts and connections between concepts including:
1. Factors affecting microbe death
2. Antimicrobial agents and how they work
3. Physical methods of control
4. Chemical methods of control

Exercise 3:
Activity 1: Controlling Microbes Video
Based on what you have learned during the Task, design a 2 minute video to teach a selected audience about a physical or chemical method of controlling microbes. Your audience may be children, adults, peers, etc.
Activity 2: Virtual Lab
Complete the virtual lab, What Kills Germs
Activity 3: Destroying Bacteria Lab
Using the directions from Week 4, make gelatin to grow bacteria. Once you have a good growth of bacteria on the gelation:
Put a drop of hand sanitizer or other chemical microbe inhibitor on the gelatin where the bacteria is growing.
Leave for a day and see if the bacteria are killed. If they are you will see a clear ring in the area where you dropped the sanitizer.
Try different types of sanitizers such as Clorox, hand sanitizer, Listerine, or other household cleaners.
Activity 4: Case Study
Complete the case, ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism
First, Download the case study.
Second, Work through the case, answering all questions.
Submit video, report of the sanitizer lab, and case study to Moodle

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We can begin to understand our individual role in society’s energy consumption by analyzing the largest categories of energy

We can begin to understand our individual role in society’s energy consumption by analyzing the largest categories of energy usage, such as that used in our homes. In this lab you will calculate your home energy consumption by using an online calculator developed by the Lawrence Berkeley National Laboratory. Understand that no model can determine your home’s energy usage exactly, nor is that necessary. At this point, you are looking for an estimate that will reflect the magnitude of your consumption. You will also want to determine in what areas you should focus your energy reduction efforts. Because we are interested in performing a proper scientific analysis, you will need to replicate your analysis in order to make conclusions on a broader scale. And of course, you need a hypothesis to test. Just as many scientists do, you will derive your hypothesis from information in the current scientific literature.

To begin, download the Lab Worksheet attached in the link. Complete the lab worksheet and submit it by the due date.

Module Four Laboratory Instructions – Home Energy Use

Step 1 – Creating the Hypothesis

View the table of information in the following website, sponsored by the United States Energy Information Administration (EIA): https://www.eia.gov/consumption/residential/data/2005/c[supanova_question]

ASSIGNMENT INSTRUCTIONS You will choose an article from a reliable primary source (if the article is not from a

Biology Assignment Help ASSIGNMENT INSTRUCTIONS

You will choose an article from a reliable primary source (if the article is not from a reliable primary source, the paper will receive a grade of zero) and must discuss a study within the article. You will need to use EBSCO, ERIC, or www.pubmed.org by using online journals that can be found in the online library website. If you are unsure if the article qualifies for this paper, you can send me the web address so I can check it out. The article and study may not be any older than 2010. The paper must discuss something that affects prenatal development or the physical, cognitive and/or social/emotional development in infancy, early or middle childhood. You will need to make sure that the area you choose is an area that is discussed within the text regarding prenatal development, infancy or early or middle childhood (birth to 12 years of age).

Format:

Typed, double-spaced, 12″ New Times Roman font, and One-inch margins. Points will be deducted if this format is not followed. You must make sure you have a reference page at the end of the paper, which includes a reference for the text and a reference for the article. You may use more than one article, but you will need to summarize both articles if you do.

Summary of Article:
Provide at least a 1- 2 paragraph summary of the article or articles you chose, making sure it relates to an area of development discussed in the text. Make sure that you discuss the article or articles in your own words; only two quotes are allowed in the entire paper so try to use your own words. The summary must include who they studied, what they studied and the results of the study.

2. Comparison/Contrast to Text:

Provide a minimum 1 (one) page analysis of how the article or articles compare(s) and/or contrast(s) to the material presented in the text. You will need to paraphrase the information in the text and give page numbers where the information was found within the text. You will need at least 3 specific examples of how it compares or contrasts to information in the text. In order to compare or contrast to the information in the text, you must first give the information from the article, then give information from the text, and then tell how they compare or contrast to each other. If you do not give all that information, you will not get full credit.

3. Thoughts and Opinions:

Provide a minimum of at least a half a page giving what you have learned from the article and the text, and your thoughts and opinions regarding the article and the text.

Use the following headings for the paper:

Analysis/Summary
Comparison/Contrast
Thoughts and Opinions
You must have paste the address of where you got the article at the end of the paper on your reference page. There is a copy of the APA and how to do quotes and reference pages in the Library website. It is a great resource for you. The reference page should be its own page at the end of the essay.

Make sure it looks like an essay. Each section may have more than one paragraph so make sure that you use more than one paragraph if it is needed.

ONLY TWO QUOTES ALLOWED ON THIS PAPER OR ANY PAPER IN THIS CLASS!

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Biology discussion questions

I have discussion questions for biology
The book: https://u1lib.org/book/2203074/d66daa
* please be sure to do the work correctly because it is very important thank youSome questions to help you get started; feel free to discuss anything from the book that interested you!!Have you tried to explain science to people with no science education? How do you approach this challenge? How do you prevent the kinds of misconceptions that Henrietta’s family were left with?The first mention of Henrietta Lacks’ family says that they refused to give a postmortem sample of her tissues and were angry about not receiving any financial compensation. Did this surprise you, given that the introduction discusses how important these cells have been?Why did so few books correctly name Henrietta Lacks? Why did they try to include her name and information?Prologue:The articles in Ebony and Jet found by Rebecca Skloot said that the Lacks family had only recently learned that her cells were still alive, 25 years after Henrietta’s death. They then understood that she was being studied, but not why. How do you think these experiences contributed to the family’s outlook on medicine and science?Ch. 1:Why did David Lacks take Henrietta to the public wards at Johns Hopkins instead of a closer hospital?What did Henrietta’s first doctor assume the source of the lump on her cervix was? What bias did this show?Based on Henrietta’s medical history, what can you infer about her life and personality? How would you describe her feelings about doctors?Ch. 2:What are the connotations of the term “home-house?” What does this term suggest about the values of the Lacks family?Compare the medical terms describing Elsie’s condition with the terms used by Henrietta’s friends and family. What are the connotations of the two sets of terms?Ch. 3:How did doctors justify using patients in public hospital wards as medical research subjects without obtaining their consent or offering them financial compensation? Do you agree or disagree with their reasoning?Analyze the consent statement that Henrietta signed (p. 31). Based on this statement, do you believe TeLinde and Gey had the right to obtain a sample from her cervix to use in their research?Do you think Henrietta would have given explicit consent to have a tissue sample used in medical research if she had been asked? Do you think she would have understood what was being asked of her? Explain your answers.How informed should consent be? The standard is to write consent forms at a fourth grade reading level. Do you think that level is correct and appropriate? Why?Were cells taken only from black patients? Were black patients generally treated differently from white patients in the early 1950s?Ch. 4:Gey chose to give away samples of HeLa to his colleagues almost immediately. Do you think this was a good decision?What is the implication of the author’s decision to use the term “birth” to describe the initial growth of HeLa cells?Ch. 5:Why did Henrietta and Day decide to place Elsie in the Hospital for the Negro Insane?Why do you think Henrietta initially chose not to tell people about her cancer diagnosis? What does this decision suggest about Henrietta’s personality?What important information did Henrietta’s doctor fail to give her before starting her cancer treatment? How did she react when this information was eventually shared with her?Ch. 6:What do the Tuskegee Syphilis Study and the Mississippi Appendectomies suggest about the history of African Americans and medicine?What questions does Deborah have about her mother?Ch. 7:Give an example of propaganda that was used to fuel the public’s fear and distrust of tissue culture.What details suggest that Carrel’s claims about the immortal cell line were not scientifically sound? Ch. 8:How did Henrietta’s doctors react to her intuitive conviction that the cancer was spreading inside her?What does the use of the term “miserable specimen” by Henrietta’s doctors reveal about their attitude toward her?Do you think Gey really met with Henrietta? Why?Ch. 9:Compare and contrast the Turner Station that Skloot visited in 1999 with the Turner Station that Henrietta experienced as a young woman.Ch. 10:Cootie seems to know and understand a little bit about HeLa cells, but he believes that Henrietta’s spirit is still present in her cells. What does Cootie think about the reason that HeLa cells were used to develop a polio vaccine?Ch. 11:Why did doctors stop giving Henrietta blood transfusions? What did Henrietta’s friends and family do when they found out that she needed blood? Why do you think they were willing to sacrifice to help her?What was Henrietta’s final request, and what does that tell you about her?
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