December 2022 – Page 1939 – Homework Handlers

Transhumansism

December 4, 2022/in Uncategorized /by SK

Assignment #5: Into the Future……….Transhumansism

Part A)

#1) Bionics, Transhumanism, and the end of Evolution (Full Documentary) (25 points)

https://www.youtube.com/watch?v=FUNpnkJVdB4

Picture courtesy of: http://picnicsolutions.com/wp-content/uploads/2014/10/030.jpg

http://www.sheepletv.com/wp-content/uploads/2013/10/Transhumanism-2-300×172.jpg

*** I have designated minutes (in red) throughout the video to assist you and guide you through the film. Questions will follow the film in a sequential manner.

1. (1:18)Genetics, robotics Artificial Intelligence, bionics and nanotechnology seem to be converging to one goal. What is that goal?

2. (1:49) According to the film, in a transhuman age a more evolved species will leave mankind behind as a fossil. This will redefine what?

3. (3:00)Dr. Robert white was the first to do what with the brain?

4. Why was it more difficult to keep a brain alive outside the body than other organs?

5. Steven Hawkins, astrophysicist, speaks by what means?

6. (5:35) Dr. White transplanted the head of a monkey on to the head another monkey. The monkey survived for how long before the head was rejected? (.5 point)

7. Does Dr. White believes that consciousness and personality can be transplanted?

8. When did Human Genome project begin? (.5 point)

9. (8:25)Dr. Green equates the code of life to what other type of code?

10. According to the film, what is the Secret of life?

11. (10:40) What is the mechanism that we use to alter DNA today? (what organism is used to transplant DNA?)

12. Dr. Jean-Jaques Cassiman believes that the pig will be a good supply of organs to transplant into human. What must they first be able to do in order for this to occur?

13. Max Moore( philosopher) believes we all came about in a random fashion with imperfections. What does he feel is one of the most moral things we can do for humans?

14. Dr. Hans Moravec states that the skills of computers are developing at a rate that is 10 million times faster than we ourselves developed. He believes computers will have surpassed us in how many years?

15. (18:18)What is the Difference between artificial intelligence and biololgical intelligence ?

16. Dr.Mark Tilden has not developed a brain for his machines but claims he his machines can learn through what type of system?

17. (20:34) Carl Simms designed a software program with small cubic creatures that were able to evolve. He also programmed in random change. What happened with this program that was extraordinary and unexpected?

18. (25:26)According to the film, If we want to stay advanced, the solution must be to become what?

19. How have researchers guided brain cells to grow on microchips?

20. (30:01) Dr. Thomas De Marse grows neurons and listens to “conversations” between them. What other interesting research is he conducting involving aircraft?

21. (31:53) Dr. Dan reconstructed what a cat sees on a computer screen. The cat was watching “Indiana Jones”. At the end they zoomed in on a man. Instead of a man this image had what type of appearance?

22. (43:02) What is nanotechnology?

23. (44:58) What are some of the applications for nanotechnology?(2 points)

24. (45:41)What are nanobots and what are their applications?

25. (47:52)What is the Gray goo syndrome?

26. Do you support research in nanotechnology? Why or why not? Which ethical approach would you use to support your argument (See assignment #2 guideline for Blog: Utilitarian, Common good, Virtue, Fairness and Justice or Rights approach)

#2) Grandma and her robot (5 points)

Pictures courtesy of:http://www.homehelpersphilly.com/Portals/34562/images/fong_paro_north_500.jpg

http://www.geckosystems.com/images/CareBot_Grandma_09.jpg

http://healthcareorganizationalethics.blogspot.com/2010/07/grandma-and-her-robot.html

1. What is Paro?

2. In the author’s view, the robots themselves are ethically admirable. What then is the ethical uncertainty?

3. In Ray Bradbury’s story “Marionette’s, Inc.,” a husband who wants to leave his wife but doesn’t want to hurt her purchases a robot of himself. On the last night before departure he feels a tender anticipatory sadness and puts his head against her chest. What does he hear?

4. How does the author feel about robots and deeply held human values?

5. Does the author support the use of Para and CosmoBots? Why or why not?

Part B: Applied Research: (45 points total) Visit https://bioethics.com/human-enhancement

1. Select three articles to briefly summarize –(12 points each) Post each link below:

a. Article; #1:Title and link____________summarization————-

b. Article #2Title and link ___________ summarization————

c. Article # 3 Title and link____________summarization———–

2. In each article summary, determine the following:

a. Are these trends “good” for society? Why or why not?

b. Review the ethical approach you used for your blog on assignment #2. Which Approach best fits your belief on each article: Utilitarian, Rights, Common Good, Fairness, Virtue approach etc.) Underline the approach you used.

3. Based on your summaries for the above three articles, how would you say humans are evolving into the 21st century? Answer with at least 150 word paragraph (9 points)

Antibiotic Resistance

December 4, 2022/in Uncategorized /by SK

Page 1“Antibiotic Resistance” by Maureen Leonard

by Maureen Leonard Biology Department Mount Mary College, Milwaukee, WI

Antibiotic Resistance: Can We Ever Win?

Part I – Measuring Resistance Katelyn was excited to start her summer job in her microbiology professor’s research laboratory. She had enjoyed Dr. Johnson’s class, and when she saw the fl yer recruiting undergraduate lab assistants for the summer, she had jumped at the opportunity. She was looking forward to making new discoveries in the lab.

On her fi rst day, she was supposed to meet with Dr. Johnson to talk about what she would be doing. She knew the lab focused on antibiotic resistance in Staphylococcus aureus, espe- cially MRSA (methicillin-resistant S. aureus ).

She still remembered the scare her family had last year when her little brother, Jimmy, got so sick. He’d been playing in the neighborhood playground and cut his lip when he fell off the jungle gym. Of course he always had cuts and scrapes—he was a fi ve-year-old boy! Th is time though his lip swelled up and he developed a fever. When her mother took him to the doctor, the pediatrician said the cut was infected and had prescribed cephalothin, an antibiotic related to penicillin, and recommended fl ushing the cut regularly to help clear up the infection.

Two days later, Jimmy was in the hospital with a fever of 103°F, coughing up blood and having trouble breathing. Th e emergency room doctors told the family that Jimmy had developed pneumonia. Th ey started him on IV antibiotics, including ceftriaxone and nafcillin, both also relatives of penicillin.

It was lucky for Jimmy that one of the doctors decided to check for MRSA, because that’s what it was! MRSA is resistant to most of the penicillin derivatives. Most cases of MRSA are hospital-acquired from patients who are already susceptible to infection, but the ER doctor explained that community-acquired MRSA was becoming more common. Th e doctor then switched the treatment to vancomycin, a completely diff erent kind of antibiotic, and Jimmy got better quickly after that.

Katelyn had dropped Jimmy off at swimming lessons just before coming to work at the lab. As she waited in the hallway for Dr. Johnson, she hoped that she would be at least a small part of helping other people like Jimmy deal with these scary resistant microbes. She was surprised when the professor burst out of the lab, almost running into her.

“Hi Katelyn, I’m really sorry but I have to run to a meeting right now—they sprung it on me last minute. Th ere are a bunch of plates in the incubator right now that need their zones of inhibition measured. I’ll be back in a few hours,” Dr. Johnson said as he rushed down the hallway with a stack of folders.

Katelyn dug out her old lab notebook to look up what she was supposed to do. She found the lab where she and her fellow students had examined the antimicrobial properties of antibiotics using the Kirby-Bauer disk diff usion tech- nique. Looking at the plates Dr. Johnson had told her about, she saw they had all been “lawned,” or completely coated with microbes to make a thick hazy layer over the agar surface. She could also see paper disks with letters on them, and some of the disks had clear zones around them where the microbe had been inhibited (Fig. 1). Her notebook explained how to measure the zone of inhibition around the disks (Fig. 2).

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ttle brother, Jimmy, got hi li h h f ll ff h j l

We’re looking for undergraduate lab assistants! If yes, e-mail Dr. Johnson to grab a spot today!

(You must have taken Biology 200 Microbiology to apply)

Summer semester Sciences Building 1 Dr. James Johnson Johnson@ ictionaluniv.edu

Interested in studying microbial antibiotic resistance?

Do you want to work in a research lab? Are you interested in bacteria?

Have you heard of antibiotic resistance?

Page 2“Antibiotic Resistance” by Maureen Leonard

Plate 1. Plate 2. Plate 3.

S. aureus

CE ME

S. aureus

CE ME

S. aureus

CE ME

MRSA

CE ME

MRSA

CE ME

MRSA

Figure 1. Agar plates of S. aureus or MRSA lawns with antibiotic disks placed on them.

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Page 3“Antibiotic Resistance” by Maureen Leonard

Figure 2. Katelyn’s diagram of how to measure a zone of inhibition from her microbiology lab notebook.

xi i 1

Exercise1 Measure the zones of inhibition for each antibiotic on the plates shown in Figure 1 and note the measurements in the spaces in Table 1 below. (Note: Th e Kirby-Bauer method is standardized so that no zone of inhibition is scored as a 0, and all others include the disk as part of the zone.)

Key: PE = penicillin, ME = methicillin, CE = cephalothin, and VA = vancomycin

Plate S. aureus MRSA

An average, or mean (x ), is a measure of central tendency in the data, or what value occurs in the middle of the data set. Th e mean is calculated by adding up all the values for a given set of data, then dividing by the sample size (n).

Average

Standard deviation measures the spread of the data—as in how variable the data set is. Th e standard deviation (s ) is calculated by the following:

Inhibition (clear) zone

Measure in mm

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Page 4“Antibiotic Resistance” by Maureen Leonard

Standard error measures the diff erence between the sample you have taken and the whole population of values. Th e standard error (SE) is calculated as follows:

(x x) 2

n 1

s n

Exercise 2 In Table 2 below calculate and record the averages and standard errors for each antibiotic in S. aureus and MRSA.

S. aureus MRSA

Average SE Average SE

Exercise 3 Now, redraw Tables 1 and 2 into a single, more organized table. Be sure to label the table appropriately.

Standard deviation

Standard error

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Page 5“Antibiotic Resistance” by Maureen Leonard

Exercise 4 Graph the results from Table 2. Be sure to label the fi gure and the axes correctly.

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Page 6“Antibiotic Resistance” by Maureen Leonard

Questions 1. What do you think the experimental question is? 2. What hypotheses can you come up with to answer the experimental question? 3. If your hypothesis is correct, what would the plates look like (i.e., what predictions would you make for each

hypothesis)? 4. Is the experiment you just collected data for an appropriate test of the experimental question you came up with

in your answer to Question 1? 5. Which antibiotics where most eff ective against S. aureus? Against MRSA? 6. When comparing the antibiotics eff ective against both, were there diff erences in eff ectiveness? 7. What other questions do the data shown in Figure 1 make you think of?

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Page 7“Antibiotic Resistance” by Maureen Leonard

Part II – Resistance Among the fi rst antibiotics used on a large scale was penicillin, which was discovered in 1929 by Alexander Fleming. It was fi nally isolated and synthesized in large quantities in 1943. Penicillin works by interfering with the bacterial cell wall synthesis. Without a cell wall, the bacterial cells cannot maintain their shape in changing osmotic conditions. Th is puts signifi cant selective pressure on the microbes to evolve, as they cannot survive the osmotic stress. Any microbe that can resist these drugs will survive and reproduce more, making the population of microbes antibiotic resistant.

Th e specifi c mechanism of penicillin is the prevention of cell wall synthesis by the -lactam ring of the antibiotic (Fig. 3), which binds and inhibits an enzyme required by the bacterium in this process.

Th e enzyme is called penicillin-binding protein (PBP), even though it is an enzyme involved in cell wall synthesis. Normally enzymes have names that indicate what they do and end in the suffi x -ase, like lactase, the enzyme that breaks down lactose. Figure 4 is a representation of PBP and its active site.

Bacterial cell walls are layered structures, where each layer is made of peptidoglycan, a sugar and protein polymer. Each layer is cross-linked to the next, strengthening the wall and allowing the cell to resist osmotic pressure. Th e way the enzyme PBP works is to form those cross-bridges by joining strings of amino acids together in the active site, which is a groove in the protein (Fig. 5).

Active site

Figure 4. PBP (penicillin-binding protein) active site is a groove allowing formation of cross-links in the bacterial cell wall.

Figure 5. Cross-link formation in bacterial cell walls by PBP (penicillin-binding protein).

PBP

Peptidoglycan layers

Amino acids

Cross-bridge

Figure 3. Th e -lactam ring common to the penicillin family of antibiotics.

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Page 8“Antibiotic Resistance” by Maureen Leonard

Th e PBP takes amino acid residues attached to peptidoglycan layers and forms bridges between them within the active site groove. Th is cross-linking, or cross-bridging, stabilizes and strengthens the cell wall. -lactam antibiotics interfere with the PBP enzyme by binding to the active site, blocking the site from the amino acids (Fig. 6).

Th ere are over 80 natural and semi-synthetic forms of -lactam antibiotics, including cephalothin and methicillin. Vancomycin also interferes with cell wall synthesis, but its mechanism of action is to bind directly to the cell wall components (Figs. 7 and 8).

Figure 6. Inhibition of PBP (penicillin-binding protein) by -lactam blocking the active site.

Figure 7. PBP (penicillin-binding protein), the enzyme that allows the bacterial cell wall to form cross-bridges, is inhibited by the -lactam family of antibiotics. Th is prevents proper cell wall synthesis and the bacterium will succumb to osmotic stress.

a. Normal PBP binding and cross-bridge formation

b. PBP inhibited by -lactam antibiotic

c. Cell wall does not form properly

+ =

PBP

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Page 9“Antibiotic Resistance” by Maureen Leonard

Th e fi rst MRSA case was discovered in 1961 in a British hospital, and was the result of a mutation in the enzyme normally inhibited by the -lactam ring of methicillin. Th e site where the antibiotic would bind no longer allowed access to the ring, so the enzyme continued to function normally. Th e microbe acquired a new gene that, when made into protein, was a diff erent version of PBP, one that couldn’t be inhibited by penicillin.

Questions 1. Describe what is happening in Figures 7 and 8 in a complete sentence of your own words. 2. What are the diff erences in how -lactam antibiotics and vancomycin work? 3. What other mechanisms might arise to allow resistance to the -lactam antibiotics? 4. Could resistance arise to vancomycin? Why or why not?

Figure 8. Vancomycin inhibits cell wall synthesis a diff erent way by binding PBP’s substrates and preventing cross-bridging. Th is prevents proper cell wall synthesis and the bacterium will succumb to osmotic stress.

a. Normal PBP binding and cross-bridge formation

b. Vancomycin binds PBP substrate

c. Cell wall does not form properly

PBP

Vancomycin

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Page 10“Antibiotic Resistance” by Maureen Leonard

Part III – Restoring Susceptibility Katelyn had been working for Dr. Johnson for a month, and while she had become quite good at measuring inhibition zones, she didn’t know why she was doing all this work. She had gotten very curious after she began doing all the measurements on a new set of antibiotics. Th is experiment involved infecting mice with MRSA and tracking how the MRSA grew over time.

Data were collected by counting the cells of MRSA taken from fl uid samples from the mice. Th e cells were measured by taking one gram of the fl uid and spreading it over plates, but now Katelyn counted the colonies that grew on the plate after 24 hours. Because there were so many, she actually measured the colonies as “log CFU/g.” A CFU is a colony forming unit, or essentially a cell that will divide into a colony that can be seen. Because there can be so many, Katelyn measured them on a logarithmic (log) scale. Th e raw data in her lab notebook looked like the following:

Table 1. Eff ect of treatment on MRSA in mice after 24 hours of drug treatment as log CFU/g.

Trial Control

Treatment

FtsZ inhibitor Imipenem FtsZ inhibitor +

imipenem 1 9.11 7.55 6.98 2.21 2 8.25 8.12 8.12 4.55 3 9.05 9.27 9.01 7.98 4 9.37 8.02 8.33 5.64 5 8.80 7.65 7.64 1.25 6 9.25 8.3 7.77 9.98 7 9.41 7.99 8.21 6.78 8 9.11 7.71 7.98 3.45 9 8.61 8.22 7.68 2.45

10 9.12 8.11 8.21 1.01

Questions 1. What do you think the experimental question is? 2. What hypotheses can you come up with to answer the experimental question? 3. What predictions would you make for each hypothesis? 4. Looking at the data in Table 1, what do these numbers mean? (Keep in mind a log value means each integer

increase is actually a ten-fold increase in the number of cells.) 5. What do you think FtsZ inhibitor and imipenem are?

Next, Katelyn further analyzed the data she collected by calculating the average and standard error.

Table 2. Average eff ect of treatment on MRSA in mice after 24 hours of drug treatment (log CFU/g).

Treatment

Control FtsZ inhibitor Imipenem FtsZ inhibitor +

imipenem Average 9.008 8.094 7.993 4.53

SE 0.114 0.153 0.169 0.954

Question 6. Does Table 2 change your interpretation of the experimental data from Question 4? Why or why not?

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Page 11“Antibiotic Resistance” by Maureen Leonard

• Case copyright held by the National Center for Case Study Teaching in Science, University at Buff alo, State University of New York. Origi- nally published November 30, 2012. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

She then made the following graph (Fig. 9):

Katelyn was very excited by the results, but she didn’t know what an FtsZ inhibitor was, or what imipenem was. She decided to ask Dr. Johnson what his research was all about.

“Dr. Johnson, look at these results I got from the last round of plates,” Katelyn said as she handed him a copy of the results above. “What exactly are we testing here?”

Dr. Johnson looked at the results and smiled. “Th ese are great! Th is could really change the way we deal with antibiotic resistance.

“To answer your question, -lactam antibiotics are still the most heavily used antibiotics, though resistance is a big problem. Most treatments have changed to using multidrug regimens in the hopes of allowing the antibiotic to still function while at least slowing down the resistance mechanism.

“Another approach involves looking for other proteins that could be inhibited, and looking for existing inhibitors to make into drugs. Instead of looking just for new antibiotics, we’re looking for new targets.”

Dr. Johnson handed Katelyn a few papers to read. In them she learned that the protein, FtsZ, helps “pinch off ” the new cells at the end of cell division. Th is involves interacting with the cell wall as it is synthesized, and if FtsZ is interfered with, cell wall synthesis stops too. Th is prevents cell division and the microbe can no longer reproduce.

Dr. Johnson tested the new target idea by using a recently discovered inhibitor of FtsZ to see what eff ects that had on a MRSA infection. As part of the study, the inhibitor was tested by itself and in combination with imipenem, a -lactam antibiotic, resulting in the data above.

Questions 7. How eff ective was the FtsZ inhibitor alone? Imipenem alone? 8. How eff ective was the combination of the inhibitor and the -lactam antibiotic? 9. How would you explain these results?

10. What questions would you pursue next?

Figure 9. Eff ects of treatments on MRSA numbers in mice. Samples were taken at 24 hours post-infection. (Figure modifi ed from Tan et al. 2012).

Guidelines for Effective PowerPoint Presentations

December 4, 2022/in Uncategorized /by SK

Guidelines for Effective PowerPoint Presentations

Introduction

One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

Outline

Writing

Organization

Audience

Design

Images

Bullets

Tables

Font

Speaker Notes

The following topics will be covered:

Writing

Present ideas succinctly with lean prose.

Use short sentences.

Use active, rather than passive voice.

Avoid negative statements, if possible.

Avoid double negative entirely.

Check spelling and grammar.

Use consistent capitalization rules.

Organization

Develop a clear, strategic introduction to provide context for the presentation.

Develop an agenda or outline slide to provide a roadmap for the presentation.

Group relevant pieces of information together.

Integrate legends and keys with charts and tables.

Organize slides in logical order.

Present one concept or idea per slide.

Use only one conclusion slide to recap main ideas.

Audience

Present information at language level of intended audience.

Do not use jargon or field-specific language.

Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

Design

Use a consistent design throughout the presentation.

Keep layout and other features consistent.

Use the master slide design feature to ensure consistency.

Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

Leave ample space around images and text.

Images

When applicable, enhance text-only slide content by developing relevant images for your presentation.

Do not use gratuitous graphics on each slide.

Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

Bullets

Use bullets unless showing rank or sequence of items.

If possible, use no more than five bullet points and eight lines of text total per slide.

Tables

Use simple tables to show numbers, with no more than 4 rows x 4 columns.

Reserve more detailed tables for a written summary.

Font

Keep font size at 24 point or above for slide titles.

Keep font size at 18 or above for headings and explanatory text.

Use sans serif fonts such as Arial or Verdana.

Use ample contrast between backgrounds and text.

Speaker Notes

Summarize key information.

Provide explanation.

Discuss application and implication to the field, discipline or work setting.

Document the narration you would use with each slide.

Energy use

December 4, 2022/in Uncategorized /by SK

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 1

Lab 6. Energy use

In this week’s lab, you will visualize metabolism in a living organism, evaluate some scientific claims regarding metabolic processes, and use your own scientific and mathematical thinking skills to personally evaluate a “popular” weight loss mantra. Part 1: Sugar Metabolism in Yeast As we are learning this week, living organisms harvest energy from “food” through cellular processes contributing to an organisms “metabolism”. These processes involve the transfer of energy from of carbon based molecules (that were originally produced during photosynthesis) to a more readily useable form (most commonly, ATP), and the carbon is released as waste. This part of the lab will demonstrate the importance of sugar for the metabolic processes of the fungal organism, Saccharomyces cerevisiae, commonly known as baker’s yeast. Yeast are a single-celled type of fungi that humans use and interact with every day. Beneficial applications of these organisms are diverse, ranging from cooking to bioremediation, while some species are also responsible for causing illnesses like athlete’s foot and ringworm. Interestingly (and fortunately for us), yeast can effectively harvest energy from sugar in the absence of oxygen, and this is precisely what we will be observing today. This process is somewhat similar to the aerobic respiration that our (human) cells undergo, in that both processes break down sugar molecules releasing carbon waste; however, no oxygen is required for fermentation. This is why yeast are sometimes called anaerobic organisms. Materials: for this activity, you will need:

 Ruler, able to measure centimeters.

 Marker/tape for labeling

 4 sandwich or quart (or larger) size sealable ziploc bags (if you are able to splurge on bags that you trust will seal, versus the cheaper ones with questionable sealing abilities, do so- it will be worth it).

 4 packages Bakers Yeast (available at any grocery store in the baking aisle)

 Table Sugar (~2 tablespoons or 2 sugar packets; sugar substitute will not work)

 Warm water (4 cups)

 1 tbs measuring spoon for measuring sugar

 1 cup measuring cup for measuring water Experimental Set Up: A. Label your Ziploc bags. Use caution; do not tear or poke a hole in the bag(s)

1: Yeast + Water 2: Yeast + Water 3: Yeast + Water + Sugar

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 2

4: Yeast + Water + Sugar B. Add 1 package of yeast to each ziploc bag. C. Add 1 tablespoon of sugar to yeast in ziploc bags 3 and 4 only. D. Carefully add 1 cup of warm water to each ziploc bag (one at a time is fine).

Eliminate as much air from the bag as possible before sealing and mix carefully.

 Try to dissolve all the solid clumps in the water, but be gentle with the yeast, and try not to damage the bags.

 The less air you have in the bags at this point, the better your results will be. See image:

 Manage your time carefully here, you don’t want too much time to go by between activating (adding the water) the different treatments.

E. Start your timer and check the seal of each bag for good measure (leaks = messy clean up).

F. Measure the height of the Ziploc bag in centimeters (cm). To do this, hold the ruler up

vertically next to the ziploc bag, and record how “tall” the bag is; the distance between the top of the bag and the bottom (surface of the table is fine). Record your measurement in the provided Yeast Metabolism Data table (below). Also note in the table any observations you have about each treatment (color, bubbles, anything else you notice). This is your time 0 measurement.

G. Every 5 minutes for 45 minutes, gently mix solutions inside bags, and repeat measurements.

 Use caution as you approach and pass 45 minutes; the bag may burst (= messy!)

H. After the final, 30-minute, measurement, calculate the change in Ziploc bag height for each treatment by subtracting time 0 (starting) height measurement from the time 30 height measurement (of the same sample). The difference between these values gives you actual increase in height for each treatment. For example, if your time 0 height was 2cm, and your time 30 height was 10 cm, that treatment would have increased by 8 cm. Fill these values in the Change in Height row (labeled H) of the Yeast Metabolism Data table, below.

I. Determine the average change in height for each condition Yeast without or with sugar. To do this, add the values determined for the Change in Height for treatments 1 and 2, and divide this number by 2. This is your average change in height for the minus sugar condition. Repeat this step for the values obtained for treatments 3 and 4 to determine the average plus sugar height change. Fill these values in the Average Height Change row (labeled I) of the Yeast Metabolism Data table, below.

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 3

Note: this experiment can also be performed with balloons attached to the top of ~16oz small spout plastic bottles, as seen in the image (20oz soda or water bottles work well, after they’ve been rinsed thoroughly of course). The visual effect of this set up is much better than with Ziploc bags, but more materials are needed (4 balloons, 4 bottles, funnel for transporting ingredients to bottles, etc….) if you are able to/want to repeat the experiment this way, I highly recommend it (it’s a lot more fun). Show your friends and family your new party trick  Yeast Metabolism Data:

Expired Time

Treatment 1: Yeast+Water

Treatment 2: Yeast+Water

Treatment 3: Yeast+Water+Sugar

Treatment 4: Yeast+Water+Sugar

Height in cm

Observations Height in cm

Observations

0 minutes

5 minutes

10 minutes

15 minutes

20 minutes

25 minutes

30 minutes

35 minutes

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 4

40 minutes

45 minutes

(H) Height Change:

Treatment 1: Yeast+Water

Treatment 2: Yeast+Water

Treatment 3: Yeast+Water+Sugar

Treatment 4: Yeast+Water+Sugar

(I) Avg Height Change

Yeast (minus sugar): Yeast + Sugar:

When you are finished, answer the following questions:

1. Describe your observed results of the yeast metabolism experiment (include observations and average change for each treatment)? Were these the results you were expecting? Is your average an accurate representation of your treatment data? Why/why not? 2. Based on what you learned this week and the conditions that the yeast cells were in during this experiment, which metabolic process did the yeast undergo? What gas was produced? How do you know? Can humans carry out this process, and if so, what purpose does it serve in human cells? 3. If you were to compare the results of this experiment from several different people, assuming that they all implemented the procedure in the exact same way, would you expect each person to get exactly the same results? Why or why not? In your answer discuss possible sources of variation in this experiment. 4. The sugar that was added to the ziploc bags represents the “food” source for the yeast. Where did the energy that the yeast extracted from the sugar originally come from? Explain how you know this. 5. When you make bread, if you just mix flour, sugar and water, the dough does not rise, and the bread will be flat and hard. If you include yeast in the bread dough, then the dough rises and the bread is bigger and fluffier. Use your results from the yeast metabolism experiment to explain how the yeast helps the bread dough to rise.

6. Discuss how this yeast metabolism experiment relates to the material that we learned this week (and previous weeks!). Use specific examples.

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 5

Part 2: Is Lost Weight Really Lost? In the next part of this week’s lab, we will read about some research that used mathematical evidence to answer this very question, but also collected some shocking data about what the general public understands about cellular respiration and human metabolism. Below you will find links to read the original, primary, research article, and a few additional summary articles generated for the popular media based on the original. Original Research Article: http://www.bmj.com/content/bmj/349/bmj.g7257.full.pdf Take some time to review the original article first. Don’t be intimidated. For a scientific article, the language is fairly easy to understand for a non-scientist. That being said, don’t worry if you don’t understand every word. Take notes while you read and try to get the general idea of:

 What is the main point of the study? What was the study trying to find out?

 What are the main conclusions, their results/findings?

 How does the study apply to you, and what we’ve learned this week (and this semester)? After you’ve familiarized yourself with the original article, follow the other links to review the 6 summary articles. As you are reading each, take notes. Consider/evaluate each of the following.

 What is/are the main point/s of the article?

 Are the main points of the article consistent with the original research study? Is the article appropriately using information from the original study, or skewing it/making a new point?

 Do you notice anything questionable about the summary article, for example in terms of disclosures, conflicts of interest, echo chamber, etc…. remember our Lab 1materials!

 Is the source reputable? Remember our Week 1 materials! Summary Article 1: https://www.medicalnewstoday.com/articles/287046.php

Summary Article 2: https://www.scientificamerican.com/article/when-you-lose-weight-wher/

Summary Article 3: https://www.npr.org/sections/health-shots/2014/12/16/371210831/when-

you-burn-off-that-fat-where-does-it-go

Summary Article 4: https://www.sciencedaily.com/releases/2014/12/141216212047.htm

Summary Article 5: http://theconversation.com/when-we-lose-weight-where-does-it-go-91594

Summary Article 6: https://www.beachbodyondemand.com/blog/where-does-fat-go-when-you-

lose-weight

When you are finished, answer the following questions: 7. Compared to the original metabolism research article, which summary article do you find to be the most accurate? Which summary article do you find to be the least accurate? Explain your answer, providing at least 2 valid reasons why for each.

http://www.bmj.com/content/bmj/349/bmj.g7257.full.pdf

https://www.medicalnewstoday.com/articles/287046.php

https://www.scientificamerican.com/article/when-you-lose-weight-wher/

https://www.npr.org/sections/health-shots/2014/12/16/371210831/when-you-burn-off-that-fat-where-does-it-go

https://www.sciencedaily.com/releases/2014/12/141216212047.htm

http://theconversation.com/when-we-lose-weight-where-does-it-go-91594

https://www.beachbodyondemand.com/blog/where-does-fat-go-when-you-lose-weight

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 6

8. Which metabolism summary article source (publisher) do you find to be the most reputable/trustworthy? Which summary article source (publisher) do you find to be the least reputable/trustworthy? Explain your answer, providing at least 2 valid reasons why for each. 9. Based on the original metabolism research study, when you lose weight, how does the matter leave your body? Identify in what all the forms that the matter is in as well as the percent of each form. With your response, state which article(s) you used to answer and why you chose to use this article as your reference. 10. It is several years in the future, and you are home visiting family for Thanksgiving. During Thanksgiving dinner, your brother is bragging about some of his recent weight loss accomplishments. He says “since he’s shed these 45lbs, that’s 20kg you know, I have all this extra energy”. He takes it even further, saying “as the weight comes off, it transforms right into energy!”. Based on the original research study, explain why this belief may seem logical, but is in fact, wrong. Include in your answer evidence from the original study that illustrates that the majority of people are incorrect in this assumption (hint: look at the figures). 11. It is several years in the future, and you are home visiting family for Thanksgiving. During Thanksgiving dinner, your brother is bragging about some of his recent weight loss accomplishments. He says “since he’s shed these 45lbs, that’s 20kg you know, I have all this extra energy”. He takes it even further, saying “as the weight comes off, it transforms right into energy!”. Based on the original research study, offer your brother a better, scientifically and quantitatively accurate, explanation to his observed phenomenon. Include numerical, quantitative data specific to your brother’s case to support your argument. For this, you must consider how much weight he has lost and based on the article, tell him exactly where that weight went. 12. After completing this week’s course material, you are talking with a friend, who is also taking this class. Your friend mentions that they find it super interesting how a simple, single celled organism, such as yeast can function so similar to us (only in certain ways of course). You ask what they mean, and they say “Well, if you think about it- in the yeast experiment we just did, they “exhaled” the carbon-based product of metabolism, just like we do!” Is your friends statement correct? Why/why not?

Part 3: Is it Really That Simple? It seems obvious, especially after viewing the summary articles in Part 2 of this lab, that we (humans) tend to have a fixation (no pun intended) on diets, fat, and weight. New diets (or lifestyle programs, if we want to use more current terms) seem to come out, one right after another, each claiming to be the next best way to provide quick, permanent, weight loss. However, the researchers behind the original article that we read in Part 2 of this lab argue that weight loss simply represents a balance between intake an output of matter; that to lose weight, you must consume fewer calories than your body uses. The question we will answer in this part of our lab is, is it really that simple? Specifically, as you calculate your own metabolic

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 7

rate and compare it with your typical daily caloric intake, you will put the “eat less, move more” weight loss claim to the test. Before we begin, remember calories are a measurement of energy and because one calorie is a very small unit, food calories are usually measured in units of 1,000 calories, called kilocalories (abbreviated kcal). Also note, although we are limiting our range of study in this exercise to calories only, the skills and information that you will glean here are directly applicable and relevant. To determine your daily energy expenditure/consumption, or metabolic rate, you will incorporate two components: your basal metabolic rate (BMR) and additional calories expended (on top of the cell maintenance/survival processes). Let’s start with your basal metabolic rate (BMR). It is important to note that BMR varies according to the following components (and some others). This experimental procedure takes all these factors into consideration.

 Body style: a tall, thin person has a higher BMR than a short, stout person

 Age: the younger the person, the more likely it is that cell division is occurring; therefore, BMR is higher for younger persons than for older persons

 Sex: males have a higher BMR than females because males have a greater percentage of

muscle tissue    A. To calculate your BMR, use the formula below that is most appropriate for your inherited

(chromosomal based) gender. To do this, you will also need the following information:

 Your weight in pounds (lbs)

 Your height in inches (in)

 Your age in years

Resources: http://www.height- converter.com/

Female: BMR = 655 + (4.354 X weight in lbs) + (4.569 X height in inches) – (4.7 X age in years) Male: BMR = 66 + (6.213 X weight in lbs) + (12.69 X height in inches) – (6.8 X age in years)

http://www.height-converter.com/

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 8

My BMR = _____ kcal. Next, we will use the “activity multiplier” to determine your total caloric expenditure (actual metabolic rate).

To give you an idea how daily activity impacts overall metabolic rate, review the figure. This figure shows the time required to “burn” 4 different caloric values through 3 different activity levels. B. Multiply your BMR (determined in the previous step) by the appropriate activity factor from the list (below) to determine your total caloric expenditure (actual metabolic rate).

 sedentary (desk job, with little or no exercise) = BMR X 1.2

 lightly active (light exercise, 1-3 days/week) = BMR X 1.4

 moderately active (moderate exercise, 3-5 days/week) = BMR X 1.6

 very active (intensive exercise, 6-7 days/week) = BMR X 1.7

My total caloric expenditure (BMR times the selected activity multiplier) = _____ kcal. C. Determine the number of calories for all the food you consume in a single day.

 Select a typical day when you eat your normal number of meals (with fairly average food choices) and record everything that you eat (including amounts and brand names). Consider using the food diary provided below to keep your records.

 Use the following websites to look up food caloric values. You may also find caloric info for specific foods on the food product wrapping or on manufacturers website. Note that preliminary research comparing calorie “calculators” has identified these two within the most accurate (use caution with others). o https://www.webmd.com/diet/healthtool-food-calorie-counter o https://www.myfooddiary.com/?network=g&keyword=food%20calorie%20counter

&matchtype=p&device=c&devicemodel=&adgroup=1037681552&position=1t1&cre ative=273779895484&gclid=Cj0KCQjw45_bBRD_ARIsAJ6wUXREPZgR4ZO9L5ZnsHV H3wK5iNtSeppegjULpzoEDfJVb1QzsGmlhnEaAh3gEALw_wcB

 If you have trouble finding information, use your best estimate. My total caloric intake over the recorded 24-hour period was ______ kcal.

D. Calculate your energy balance as: total kcal consumed – total kcal expended = ____ kcal

E. Return to your actual metabolic rate (energy expenditure calculations), above and

recalculate what your total calorie expenditures would be if you increased your activity

https://www.webmd.com/diet/healthtool-food-calorie-counter

https://www.myfooddiary.com/?network=g&keyword=food%20calorie%20counter&matchtype=p&device=c&devicemodel=&adgroup=1037681552&position=1t1&creative=273779895484&gclid=Cj0KCQjw45_bBRD_ARIsAJ6wUXREPZgR4ZO9L5ZnsHVH3wK5iNtSeppegjULpzoEDfJVb1QzsGmlhnEaAh3gEALw_wcB

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 9

multiplier by one level (for example, from light to moderate activity). If you were already at the highest activity level, recalculate for one level lower. My updated caloric expenditure (BMR times the updated activity multiplier) = _____ kcal.

F. Use this updated metabolic rate to recalculate an updated (hypothetical) energy balance, as

updated energy balance = total kcal consumed – updated total kcal expended = ____ kcal Our last step in this part of our lab is too evaluate if our calculations make any (real) sense. G. Click the link; visit the website

https://www.choosemyplate.gov/MyPlatePlan to get your USDA recommended calorie intake values. Click start on the “Get Your MyPlate Plan” widget.

H. When prompted, enter/fill in your

 Age

 Sex

 Pregnant/Breastfeeding Status

 Weight (pounds)

 Height (feed/inches)

 Approximate level of physical activity.

I. Click calculate food plan to review recommended the number of calories that the USDA recommends you intake in order to achieve and maintain a healthy weight. How do these numbers relate to your metabolic rate calculations?

When you are finished, answer the following questions:

13. State and discuss your actual metabolic rate determination and your USDA MyPlate calorie recommendations. Were these consistent? Were they (either or both) what you expected? Why/why not? 14. Visit https://www.choosemyplate.gov/MyPlatePlan and determine how many calories are recommended by the USDA MyPlate program in order to achieve and maintain a healthy weight for a 27-year-old, genetic female, that weighs 145lbs, is 5 feet 7 inches tall. She is not pregnant or breastfeeding, and she is exercises lightly, walking for 30 minutes 1-3 days a week.

https://www.choosemyplate.gov/MyPlatePlan

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 10

15. Calculate the actual metabolic rate for a 50-year-old, genetic male, that weighs 230 lbs, is 6 feet 3 inches tall. He is very active, running or playing basketball for 45 minutes to an hour 6-7 days a week. 16. Based on this figure, approximately how long would it take to burn 1,000 kcal at rest, by walking, and while jogging? Explain your answer; how did you come to this conclusion? 17. Discuss the meaning and long-term (over time) implications of the energy balance we calculated in the metabolic rate experiment. If a person’s calculated energy balance was positive every day long-term, what effect would that have on body weight over time? If a person’s calculated energy balance was negative every day long-term, what effect would that have on body weight over time? If a person’s calculated energy balance was 0 every day long-term, what effect would that have on body weight over time? Explain your answer (why this would happen) for each situation.

18. How did your calculated energy balance change when you updated (went up or down) an activity level? If your goal was to gain weight, what changes could you make in your daily diet to improve your energy balance situation? If your goal was to lose weight, what changes could you make in your daily diet to improve your energy balance situation? 19. Based on calorie considerations alone, which dieting strategy should be more effective for weight loss: a low carb diet or a low fat diet (recall: Carbohydrates and proteins each contain 4 kcal/g and Fats contain 9 kcal/g)? Explain your answer. 20. Based on your metabolic rate data and calculations, explain why athletes often gain weight when they retire from sports.

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