Category: Biology

This is the fifth of a series of podcasts you will summarize as a graded assignment (others are also available for extra credit). You may choose to summarize one of two options: one is on climate anxiety and the other is on how natural selection has made it harder to fight the malaria mosquito, especially in light of climate change.
Your summary should be between 300 and 500 words (1-1.5 pages, 1.5 spaced, Times New Roman) and should include the main points you hear in this podcast. Please include:
1) Three key points;
2) Something that is a novelty for you;
3) The short, take-home message;
3) Your personal take on this podcast.
Podcast link option 1: Feeling Doomed? How to Tackle Climate AnxietyLinks to an external site. | How to Save a Planet
Podcast link option 2: Why Our Brains Don’t Care About Climate Change EnoughLinks to an external site. | The Happiness Lab
Option 1 summary:
“We’re all doomed.” If you’ve ever thought this to yourself while looking down at the remnants of your paper straw floating in your plastic coffee cup (just me?), you may be experiencing climate anxiety. Climate feelings, like anxiety and grief, are on the rise all over the world. And researcher Britt Wray started feeling them herself when she was newly married and started thinking about having children. So she started to study these feelings to learn more about the roots of her climate anxiety, how common it was, and why learning to cope with it is an important step towards taking climate action.
Option 2 summary:
Humans are great at reacting to mortal danger… but only sometimes. Unfortunately, some risks to our safety and wellbeing don’t set off alarm bells in our brains. Climate change falls into that category. Why is that?
Harvard psychologist Dan Gilbert explains how some dangers trigger us, and some don’t. In discussion with Dr Laurie Santos, he also outlines ways in which we can be made to care more about threats to the planet and maybe react to them in more positive, happiness-inducing ways.
No AI at all my professor can detect and please answer everything she is asking for and format the way she is asking for also. I need to get 10/10 points for this.

I want a statistical analysis for my examination .
I will give you the data for chi square test. Stacked figure three categories (weak, medium, strong)
With a figure legend explaining the data

I just have to write a research paper, and the topic given to me is Scot Pine Trees and the reasons why they drop they’re needles, how, why and the whole process etc. 
So far I have this: Scot Pines and the fall of their needles
It is incredible to think how there is so much nature around us, we live in a world full of plants everywhere, all with their colors, smells, shapes, sizes, structures, and even with different ways of growing and surviving in the world. Important characteristics that make each one unique. It should be noted that even recognizing the size of the plant families around the world, which make up the nature of our beautiful planet, the varieties of characteristics in each family are also many.
This time I would be talking about the pines. In my opinion, pine trees are one of the most recognized types of plants or trees worldwide. Pine trees are very beautiful trees, with different characteristics that make them special. As an example I can mention its leaves, its height, its colors, and even its aroma. Personally, I really love pine trees in general. I am a nature lover, I love spending time on hikes and different outdoor activities that make me forget about the world in general and all its problems. But if I talk about their physical characteristics, pine trees are very recognized, especially for Christmas times and what they symbolize.
It seems to me that since they are used during Christmas times, they are recognized worldwide and yet, not everyone takes the time to learn more about them and those unique characteristics.
Just as I mentioned before, the family of pine trees that exist around the world is very large, but this time I will be talking about the Scot pine tree, whose scientific name is called “Pinus Sylvestris” and comes from the “Pinaceae” family. ”. ” which comes from Eurasia.
If we talk about its height, this type of pine can grow and measure up to 30 or 40 meters in height. Apart from their great height that characterizes them, this type of pine trees also have a type of straight and cylindrical trunk. In my opinion or personal case, most of the time we humans who don’t know how to draw much as artists, we simply opt for the easiest. Therefore, it seems to me that if we are trying to draw a tree, we will draw a straight trunk, very tall and with a couple of regular-sized twigs at the top, which is practically a pine tree, which in my opinion is also one reason why pine trees are so popular around the world.
Based on what I have learned, this type of pine tree typically grows in the northeastern sides, in addition to the central and lake states, and northwest sides of the country.

Chapter 9 in the lab manual (The Tree of Life) uses a computer program and database to build phylogenic trees of organisms. The procedure is described in the chapter in step by step instructions. You will be able to do the assignment from anywhere you have internet access. 
Part I of the lab is mainly for review of phylogenic trees. Part II is practice of the procedures, you don’t need to turn in part II but you should definitely do it so make sure you understand how this works. Part III is what you will be turning in. It begins at step 13 near the bottom of page 74. It presents the question to be asked and gives the instructions on how to build the phylogenic tree. The data you will be using are the “mushroom” file for the practice on part II, then the mammal file for part III. Both files are below. After completing Part III attach the tree that you made along with the one page Assignment at the bottom of page 75.

Your summary should be between 300 and 500 words (1-1.5 pages, 1.5 spaced, Times New Roman) and should include the main points you hear in this podcast. Please include:
1) Three key points;
2) Something that is a novelty for you;
3) The short, take-home message;
3) Your personal take on this podcast.
I will provide you with podcast

This is a presentation-type assignment.  Monarchy (1) file is a proposal I made. 
Feedback on iNaturalist Project Proposal (1).docx is the feedback my instructor gave me which you will have to follow to complete this assignment. The use and familiarity should be with Inaturalist where all the data is regarding species is collected. The use of stats to demonstrate that data in the presentation is crucial.  Please make the presentation according to the guidelines presented in the documents below (Presentation guidelines and presentation marking sheet. GEOG3500_W24_Lab3Activity_iNaturalist (2).pdf this document is an  activity on Inaturalist if there is some confusion present. You could also use other sources for data regarding the monarch butterflies and milkweeeds.  Please read the feedback as that will drive you into the presentation and clear things up. Thanks. 

In doing so, think about how our body uses this cohesive approach to respond to dehydration, water toxicity, a drug overdose and metabolic acidosis? How many systems are we recruiting for these processes? Is the response of all systems fast, slow or a mixture of both? 
Think about hyponatremia and hypernatremia and how each condition impacts fluid and electrolyte balance. In more detail, if we have hyponatremia and our blood sodium is extremely low, how does the inverse relationship between blood sodium and potassium levels, affect cardiac function? 
We now know most of what we need to know about each individual system, it is now time to put on our thinking caps and bridge the gap between individual system physiology and systemic physiology!
Informally and based upon what you now understand about fluid, electrolyte, and acid-base balance, think about the following questions posed. Discuss and, most importantly, debate the “why” of one question below that interests you most.  
As this is a discussion, the goal is to debate freely with your peers and to have the opportunity to explore and analyze, not only your chosen question, but also the thoughts of your classmates. You might find that you end on a topic below that is far removed from your original choice. That is ok and encouraged!
Why is blood pH between 7.0 and 7.35 considered acidic when basic chemistry defines a pH above 7.0 basic?

Introduction
A species’ genome, or its genetic material, is always evolving. New genetic mutations or genetic combinations can yield new traits in a species. These traits eventually lead to the development of new species from existing species. Random mutations, new combinations of genes, environmental changes, and population interactions all affect the evolution of the genome.
In this activity, you’ll create a model of a molecular clock to show how the genomes of related species can change over time.
Molecular Clocks
A gene is the sequence of DNA that codes for functional proteins. Mutations in genes can be both harmful and beneficial for the organism. Sometimes mutations don’t affect the organism’s survival at all. These mutations are called neutral mutations. Beneficial and harmful genes tend to be selected for or against during the process of natural selection. Neutral genes are usually not selected because they have no effect on the survival of the species.
Different theories provide evidence for evolution. The neutral theory of evolution states that most of the genetic variation of a species is actually due to the neutral mutations in the genome. Many scientists hypothesize that neutral mutations occur at a predictable rate. These genes may act like molecular clocks, which can be used to track the evolution of a species’ genome. Molecular clocks use mutation rates to determine evolution.
For example, researchers at the University of California, Berkeley, report that the gene that codes for specific hemoglobin protein experiences mutations in its nitrogen bases. The mutations occur at a rate of 0.56 base changes every 1 billion years. If this rate stays consistent, the mutation rate can be used to determine when different lineages of a particular species split. This model gives an example of how a gene can act like a molecular clock. It shows the lineage of two species that diverged from a common ancestor. As the two species diverged, they experienced different mutations in the DNA sequence, as shown in the image.
But how do scientists estimate the rate of mutation if they don’t have DNA evidence of the common ancestor? They can use the fossil record to estimate a date when the last known common ancestor between the species lived. By counting the differences in the nucleotide bases between the two species, scientists can find the estimated rate of genetic mutation over time.
Developing a Molecular Clock Model
In this activity, you will develop a model of a molecular clock to show the evolution of a species’ genome.
You will create a molecular clock model for an arthropod gene. Follow these guidelines to make your model:
Your timeline will span from 90 million years ago to the present. The common ancestor in your model is an arthropod that lived 90 million years ago. The gene that you’ll track codes for a protein in the species’ venom.
The DNA sequence you’ll track contains 10 nitrogen bases. You can choose the order of the bases and where the mutations occur.
This gene mutates at a rate of approximately 0.76 base pairs every 17.1 million years. To build your model, calculate the estimated time period it takes for 1 base pair to mutate.
The first time period will only show the common ancestor. At the beginning of the second time period, three lineages will diverge from the common ancestor, each with a different mutation in their gene sequences.
The first and third descendant species will survive for the rest of the timeline. The second descendant species was extinct 50 million years ago.
Calculate how long it will take for one full base pair mutation to occur. Explain your reasoning by constructing a mathematical equation.
Using this sample model as a guide, create a molecular clock model. Use the flowchart tools in your word processing program to make your model. Make sure the mutations are clearly visible in the strand. Consider using a different font color for the mutations. Use the Insert Image button to insert a screenshot of your model in the answer space provided.
Part C
Examine the differences between the common ancestor’s original gene and the genomes of the existing species. How can these changes affect the development of the protein in the descendant species?
Part D
The idea of molecular clock genes has been studied for decades, but the hypothesis remains a controversial topic in evolutionary biology. Why do you think that is the case? What are three questions you still have about the use of molecular clocks?
Part E
Your molecular clock model resembles another branching chart, the phylogenetic chart, which you’ve used in this unit. Review the sample phylogenetic chart. What types of data are used to build a phylogenetic chart? How do phylogenetic charts differ from molecular models, such as the molecular clock model?
Part F
Woolly mammoths became extinct around 4,000 years ago. A recent study conducted by scientists found that the last generations of woolly mammoths were plagued by harmful gene mutations. Some of the mutations caused them to have softer fur that didn’t protect them from the cold, a diminished sense of smell, and digestive problems.
A species potential for evolution is based on four factors:
the potential for a species to increase in number
the heritable genetic variation of individuals in a species due to mutation and sexual reproduction
organisms competing for limited resources such as food or water in their environment
the proliferation of those organisms that are better able to survive and reproduce in the environment
In two to three paragraphs, explain why the last generations of woolly mammoths couldn’t meet these factors to evolve in a changing environment. Also explain how data such as the fossil record and DNA evidence can identify the factors that can lead to the evolution of a species.

The transition from childhood through adolescence is not a smooth one, especially in regards to the physiological, cognitive and psychosocial challenges a young individual faces. Using sources like the U.S. Department of Health and Human Services Office of Adolescent Health research some of the major issues adolescents may face during this developmental period. Based on your course readings thus far, explain the issues you found and how it relates to adolescence development.

1. Write a detailed description of what you ate at your last meal that had at least one thing that had to be cooked. Categorize each food carbohydrate, lipids, protein and nucleic acids. Remember that most foods have more than one of the biomolecules Be detailed and must be original writing. You can share a recipe if you would like. 2. Describe how water and pH could affect the food or drink in this meal, such as in the cooking process, or in the taste, or in the texture, or in preserving the food. 3. What would happen if these conditions were changed during cooking or manufacture of the food – if the pH was much higher or much lower, or the water was too much or too little?
4. Choose one nutrient in food and discuss its importance. It could be protein, lipids, carbohydrates, antioxidants, a vitamin, a mineral, or water. Word count 450-word minimum.