Can a theory of justice, such as that of John Rawls, that is grounded in an abstract conception of the social contract, ever provide a satisfactory practical framework for a totally egalitarian and completely just society?

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Please choose one of these topics for the central question around which you will construct your Position Paper. Be sure to follow all of the assignment guidelines as well as consulting the Final Paper Rubric.

1. Can an unexamined life ever be worth living for a human being?

2. Can a clear distinction be made between morals and ethics? Is the philosophical delineation of ethics as a principled form of moral inquiry and self-reflection really different from the practice of sharing moral ideals?

3. Are there universal moral principles that are right for all persons at all times?

4. Do people, at the end of the day, always do what they desire most? Or do people sometimes act strictly for the good of “the Other,” without even a trace of self-interest?

5. Is there a reliable way for a person to rationally determine the ethically right thing to do in most cases of human behavior and decision making?

6. Are religious ethics interchangeable with philosophical ethics? Can one take the place of the other in living a morally good and Socratically examined life?

7. Are virtue ethics, or ethics of character, superior to an ethics of conduct?

8. Can a theory of justice, such as that of John Rawls, that is grounded in an abstract conception of the social contract, ever provide a satisfactory practical framework for a totally egalitarian and completely just society?

9. Are existentialist thinkers who claim that there is no pre-existing moral reality or pre-determined purpose in human life right?

10. Are feminist ethics necessarily a version of the ethics of care? Is it possible for a version of feminist ethics to be based solely on the exercise of abstract, logical reason?

-1800-2300 words

-write in the third-person voice

-include at least three citations from the course text (Rosenstand. The Moral of the Story: An Introduction to Ethics, 7th ed. New York: McGraw-Hill, 2013), and at least two sources external to the course text, for a total min of 5 sources cited in the paper.

-MLA format

Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence.

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An indicator is a substance that changes color when in the presence of the substance it indicates. In this experiment, IKI will be used an indicator to test for the presence of starch and glucose.

Materials

(5) 100 mL Beakers
10 mL 1% Glucose Solution, C6H12O6
4 Glucose Test Strips
(1) 100 mL Graduated Cylinder
4 mL 1% Iodine-Potassium Iodide, IKI
5 mL Liquid Starch, C6H10O5
3 Pipettes
4 Rubber Bands (Small; contain latex, handle with gloves on if allergic)

  

*Stopwatch
*Water
*Scissors
*15.0 cm Dialysis Tubing

*You Must Provide
*Be sure to measure and cut only the length you need for this experiment. Reserve the remainder for later experiments.

 

 

 

Attention!

Do not allow the open end of the dialysis tubing to fall into the beaker. If it does, remove the tube and rinse thoroughly with water before refilling with a starch/glucose solution and replacing it in the beaker.
Note:

  • Dialysis tubing can be rinsed and used again if you make a mistake.
  • Dialysis tubing must be soaked in water before you will be able to open it up to create the dialysis “bag”. Follow the directions for the experiment, beginning with soaking the tubing in a beaker of water. Then, place the dialysis tubing between your thumb and forefinger and rub the two digits together in a shearing manner. This should open up the “tube” so you can fill it with the different solutions.

Procedure

  1. Measure and pour 50 mL of water into a 100 mL beaker. Cut a piece of dialysis tubing 15.0 cm long. Submerge the dialysis tubing in the water for at least 10 minutes.
  2. Measure and pour 82 mL water into a second 100 mL beaker. This is the beaker you will put the filled dialysis bag into in Step 9.
  3. While the dialysis bag is still soaking, make the glucose/sucrose mixture. Use a graduated pipette to add five mL of glucose solution to a third beaker and label it “Dialysis bag solution”. Use a different graduated pipette to add five mL of starch solution to the same beaker. Mix by pipetting the solution up and down the pipette six times.
  4. Using the same pipette that you used to mix the dialysis bag solution, remove two mL of that solution and place it in a clean beaker. This sample will serve as your positive control for glucose and starch.
    1. Dip one of the glucose test strips into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your positive control for glucose.
    2. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose/starch solution in the beaker in Table 3. This is your positive control for starch.
  5. Using a clean pipette, remove two mL of water from the 82 mL of water you placed in a beaker in Step 2 and place it in a clean beaker. This sample will serve as your negative control for glucose and starch.
    1. Dip one of the glucose test strips into the two mL of water in the beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your negative control for glucose.
    2. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of water in the beaker. After one minute has passed, record the final color of the water in the beaker in Table 3. This is your negative control for starch.

Note: The color results of these controls determine the indicator reagent key. You must use these results to interpret the rest of your results.

  1. After at least 10 minutes have passed, remove the dialysis tube and close one end by folding over 3.0 cm of one end (bottom). Fold it again and secure with a rubber band (use two rubber bands if necessary).
  2. Make sure the closed end will not allow a solution to leak out. You can test this by drying off the outside of the dialysis bag with a cloth or paper towel, adding a small amount of water to the bag, and examining the rubber band seal for leakage. Be sure to remove the water from the inside of the bag before continuing.
  3. Using the same pipette which was used to mix the solution in Step 3, transfer eight mL of the solution from the Dialysis Bag Solution beaker to the prepared dialysis bag.
Figure 4: Step 9 reference.
Figure 4:Step 9 reference.
  1. Place the filled dialysis tube in beaker filled with 80 mL of water with the open end draped over the edge of the beaker as shown in Figure 4.
  2. Allow the solution to sit for 60 minutes. Clean and dry all materials except the beaker with the dialysis bag.
  3. After the solution has diffused for 60 minutes, remove the dialysis tube from the beaker and empty the contents into a clean, dry beaker. Label it dialysis bag solution.
  4. Test the dialysis bag solution for the presence of glucose and starch. Test for the presence of glucose by dipping one glucose test strip into the dialysis bag directly. Again, wait one minute before reading the results of the test strips. Record your results for the presence of glucose and starch in Table 4. Test for the presence of starch by adding two mL IKI. Record the final color in Table 4 after one minute has passed.
  5. Test the solution in the beaker for glucose and starch. Use a pipette to transfer eight mL of the solution in the beaker to a clean beaker. Test for the presence of glucose by dipping one glucose test strip into the beaker. Wait one minute before reading the results of the test strip and record the results in Table 4. Add two mL of IKI to the beaker water and record the final color of the beaker solution in Table 4.
Table 3: Indicator Reagent Data
Indicator Starch Positive
Control (Color)		 Starch Negative
Control (Color)		 Glucose Positive
Control (Color)		 Glucose Negative
Control (Color)
IKI Solution   Dark Purple  Black n/a n/a
Glucose Test Strip n/a n/a  Light Green  Yellow

 

 

 

 

 

Table 4: Diffusion of Starch and Glucose Over Time
Indicator Dialysis Bag After 1 Hour Beaker Water After 1 Hour
IKI Solution
Glucose Test Strip  Purple

 

Post-Lab Questions

1.       Why is it necessary to have positive and negative controls in this experiment?

 

 

2.       Draw a diagram of the experimental set-up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker.

 

 

 

 

3.       Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence.

 

 

 

 

4.       Which molecules remained inside of the dialysis bag?

 

 

5.       Did all of the molecules diffuse out of the bag into the beaker? Why or why not?

Why do you think it is important to identify a bacterial disease in a patient before prescribing any antibiotic treatments? (Be specific.) (5 points)

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1. Do a search online 1-2 antibiotics that affect Gram-positive bacteria and list them. On what part of the cell do the antibiotics usually work? List one or two antibiotics that affect Gram-negative bacteria? On what part of the cell do the antibiotics usually work? (Be sure to cite your sources in your answer.) (5 points)

2. Why do you think it is important to identify a bacterial disease in a patient before prescribing any antibiotic treatments? (Be specific.) (5 points)

3.   What are some of the limitations of simple staining? (5 points)

4.   Give an example of a situation in a lab or medical setting in which simple staining would be utilized. (5 points)

5.   So far in this lab, you have used one type of simple stain(Crystal violet) and one type of negative stain (Nigrosin), yet there are many other simple and negative dyes available. Pick one simple dye and one negative dye, and discuss how those dyes differ from the ones you used in this lab. Give a scenario in which their use would be appropriate. (5 points)

6. Using either a textbook or a reputable online resource, research some of the typical characteristics of bacteria, and discuss why it might be important for a researcher or a hospital technician to be able to differentiate between Gram-positive and Gram-negative bacteria. (5 points

Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. Possible Hypotheses:

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1. What patterns do you observe based on the information in Table 4?

No fish are present when the dissolved oxygen is zero. When there is more dissolved oxygen in the water, more fish are present. However, the number of fish tends to drop or level off when the dissolved oxygen is higher than 12 ppm.

 

2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.

Possible Hypotheses:

1.    The amount of dissolved oxygen affects the number of fish that can live in a body of water.

2.    As dissolved oxygen concentration increases, more fish can live in the body of water.

3.    There is an ideal dissolved oxygen concentration for fish to live in.

 

The rest of the questions are answered in full version:

1.    What would your experimental approach be to test this hypothesis?

 

 

2.    What would be the independent and dependent variables?

 

 

3.    What would be your control?

 

 

4.    What type of graph would be appropriate for this data set?  Why?

 

 

5.    Graph the data from Table 4: Water Quality vs. Fish Population (found at the beginning of this exercise).

 

 

6.    Interpret the data from the graph made in Question 7.

 

 

 

Exercise 2: Experimental Variables

Determine the variables tested in the each of the following experiments. If applicable, determine and identify any positive or negative controls.

 

Observations

1.    A study is being done to test the effects of habitat space on the size of fish populations. Different sized aquariums are set up with six goldfish in each one. Over a period of six months, the fish are fed the same type and amount of food. The aquariums are equally maintained and cleaned throughout the experiment. The temperature of the water is kept constant. At the end of the experiment the number of surviving fish is surveyed.

A.    Independent Variable:

 

 

B.    Dependent Variable:

 

 

C.   Controlled Variables/Constants:

 

 

D.   Experimental Controls/Control Groups:

 

 

2.    To determine if the type of agar affects bacterial growth, a scientist cultures E. coli on four different types of agar. Five petri dishes are set up to collect results:

§  One with nutrient agar and E. coli

§  One with mannitol-salt agar and E. coli

 

§  One with MacConkey agar and E. coli

§  One with LB agar and E. coli

§  One with nutrient agar but NO E. coli

 

All of the petri dishes received the same volume of agar, and were the same shape and size. During the experiment, the temperature at which the petri dishes were stored, and at the air quality remained the same. After one week the amount of bacterial growth was measured.

A.    Independent Variable:

 

 

B.    Dependent Variable:

 

C.   Controlled Variables/Constants:

 

 

D. Experimental Controls/Control Groups:

Exercise 3: Testable Observations

Determine which of the following observations are testable. For those that are testable:

Determine if the observation is qualitative or quantitative

Write a hypothesis and null hypothesis

What would be your experimental approach?

What are the dependent and independent variables?

What are your controls – both positive and negative?

How will you collect your data?

How will you present your data (charts, graphs, types)?

How will you analyze your data?

 

Observations

1.    A plant grows three inches faster per day when placed on a window sill than it does when placed on a on a coffee table in the middle of the living room.

 

 

2.    The teller at the bank with brown hair and brown eyes is taller than the other tellers.

 

 

 

3.    When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats fatty foods.

 

 

 

4.    The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm.

 

 

5.    For the past two days, the clouds have come out at 3 pm and it has started raining at 3:15 pm.

 

 

 

6.    George did not sleep at all the night following the start of daylight savings.

 

 

 

Exercise 4: Conversion

For each of the following, convert each value into the designated units.

 

 

1.    46,756,790 mg = _______ kg

 

 

2.    5.6 hours = ________ seconds

 

 

3.    13.5 cm = ________ inches

 

 

4.    47 °C = _______ °F

 

 

 

 

Exercise 5: Accuracy vs. Precision

For the following, determine whether the information is accurate, precise, both or neither.

 

1.    During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67.

 

 

2.    The average score for the 5th grade math test is 89.5. The top 5th graders took the test and scored 89, 93, 91 and 87.

 

3.    Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees!

 

4.    Four friends decided to go out and play horseshoes. They took a picture of their results shown to the right:

 

 

 

 

5.    A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies.

 

 

Exercise 6: Significant Digits and Scientific Notation

Part 1: Determine the number of significant digits in each number and write out the specific significant digits.

 

1.    405000

 

 

2.    0.0098

 

 

3.    39.999999

 

 

4.    13.00

 

 

5.    80,000,089

 

 

6.    55,430.00

 

 

7.    0.000033

 

 

8.    620.03080

 

Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits.

 

1.    70,000,000,000

 

 

2.    0.000000048

 

 

3.    67,890,000

 

 

4.    70,500

 

 

5.    450,900,800

 

 

6.    0.009045

 

 

7.    0.023