What would happen if a species within a population were suddenly split into 2 groups by an earthquake that creates a physical barrier like a canyon?

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•Utilize scientific method as a framework for laboratory research. You will need to login to Colorado Techincal Unversity
username is Bobby.Webb18 Password Eden1974
please download and use example Lab Report.

1 page 
Details: 
Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.

Student Instructions

For each assignment, you will use the M.U.S.E. link to complete the lab. 

In this lab, you will see the time progression of speciation to help you write up a scientific paper that centers on the following: 
•What would happen if a species within a population were suddenly split into 2 groups by an earthquake that creates a physical barrier like a canyon? 

Speciation 

Using the M.U.S.E. link, review the background information and animation to complete your report. 

Use the Lab 2 worksheet for assignment instructions.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Course Materials

Course Materials

Points Possible: 100 
Date Due: Monday, Mar 02, 2015 
Objective: •Apply the scientific method to environmental science problems in a lab or simulated lab.
•Interpret experimental results to draw conclusions based on collected data

Explain why organisms like trees and sea turtles have a Type III survivorship curve while most mammals have a Type 1 survivorship curve

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Quiz #3 on Lecture #4
1. Examine slide #5. List 5 DIFFERENT reasons, one each from society, culture, economics, biology, and politics, why a human female never reaches the biotic potential calculated for her in the example in the slide. Please explain EXACTLY how each reason you listed affects her biotic potential.

2. In slide #10, the age structure for the US was a pyramid indicating that our population is still growing. Give one reason why our growth is slowing and one reason why we are still have a pyramid age structure.

3. Explain why organisms like trees and sea turtles have a Type III survivorship curve while most mammals have a Type 1 survivorship curve.

4. Give 4 reasons why humans might have either a Type I or Type III survivorship
curve.

5. Examine slides #22 and 23. For each distribution pattern in slide #23, list the factors from slide #22 that would account for that pattern (example 1a, 2b, 3a) for each of the three patterns

6. What might account for a developed nation having a pyramid age structure?

What does the website say about any acute health effects from the product?

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Name:

Product Category Product Name What Product Does Warning (yes/no) What the Warning Says
Auto Products

Pesticides

Personal Care

Arts & Crafts

Inside the Home

Landscape & Yard

Home Maintenance

Pet Care

1. (5 points) Was this inventory difficult to complete? Why or why not?

2. (5 points) Are you surprised by the results of the inventory? If so, in what way?

Potentially Hazardous Products
1. 2. 3.

MSDS
3. (5 points) What does the Material Safety Data Sheet (MSDS) describe?

4. (5 points) Who develops or prepares the MSDS?
5. (5 points) Does the MSDS provide any health effects or first aid information?
6. (5 points) Who is the primary audience for the MSDS?
7. (5 points) Are MSDS relevant to consumers?
Click the “Back” link on your browser to go back to the first product’s ranking and answer the following questions.

8. (5 points) What is the health rating for your product? (Note: Your product may not have a health rating. If it does not, choose another product that does. The health rating can be found under “Health Effects.”
9. (5 points) What does that rating mean?
10. (5 points) What is the flammability rating for your product?
11. (5 points) What does that rating mean?
12. (5 points) What is the reactivity rating for your product?
13. (5 points) What does that rating mean?

Now scroll up the site until you come to the section marked acute health effects and chronic health effects. Answer the following questions.

14. (5 points) What does the website say about any acute health effects from the product?

15. (5 points) What does the website say about any chronic health effects from the product?
16. (5 points) What is the difference between an acute and chronic health effect?

17. (5 points) Based on your research/analysis, how hazardous is the product?

Go back to the NIH website and research your other two products. If a product you selected is not listed, pick another product from your original list of eight. At the conclusion of this step in the exercise, you should have looked up and found results for 3 products.

18. (5 points) Rank order your 3 products based on your assessment of how hazardous they are and list below from most to least hazardous.

Hazardous Ranking
1.
2.
3.

19. (5 points) Explain you answer. Why did you choose the ranking that you did?
20. (5 points) How comprehensive do you feel the information provided by the website is regarding the hazardous nature of household products?

How does the vast movement of food from one nation to another benefit or potentially harm developing nations? Are there benefits of importing food to developed or wealthy nations?

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Within the Discussion Board area, write 300–500 words that respond to the following questions with your thoughts, ideas, and comments.
Do you know where your food comes from? Throughout history, self-sufficiency has been the norm for acquiring food such as grains, meats, fruits, and vegetables. People and nations grew their own food and traded only on a local level. Today, food trade between nations has intensified, food is shipped thousands of miles across the globe, and world trade in agricultural products exceeds $1 trillion annually.
Choose 1 of the foods from the following link that you may have in your fridge or pantry:
Click here for the list of foods and food information.
Complete the following:
• List and describe the food item, and include where it came from (check the label or Web site).
• Use this calculatorto determine how far it has traveled to you. Answer the following questions (use the Internet and CTU library to form your opinions):
1. How does the vast movement of food from one nation to another benefit or potentially harm developing nations? Are there benefits of importing food to developed or wealthy nations?
2. There is an “eat local” initiative developing throughout the United States and Europe. What are the benefits to buying fresh, local foods? Are there drawbacks? Do you buy local?
3. Can you live without the food item you chose? Is there a local substitute available?
4. Knowing what you do of how global food trade affects the global market and the economies of individual countries, explain your position on buying this food item in the future.