Biotechnology Applications

/in /by

Biotechnology refers to the technical applications of living organisms or their functions. These applications may be used in engineering, medicine, or agriculture, to name a few. Biotechnology processes and procedures are varied and range from the domestication of animals to genetic engineering. At its core, biotechnology involves the modification of a biological process for a human defined purpose.

Use the Internet and your textbook to research the field of biotechnology.

Write a paper which includes the following:

  • Evaluate current or future applications of biotechnology in the fields of medicine or agriculture.
  • Provide at least three real-world examples of current or future applications of biotechnology in either of these fields. Present a minimum of three reliable references.

Write a 2–3-page paper in Word format. Apply APA standards to citation of sources.

Environmental Footprint

/in /by

Environmental Footprint

Carefully review the Grading Rubric before beginning the assignment.

The purpose of this assignment is to provide you with an opportunity to learn more about how connected you are to the ecosystems and biosphere that you inhabit. You will learn how your everyday choices impact our environment. Most importantly, you will learn about the benefits of joining the increasing number of people who are making choices that reduce their environmental impact.

First, calculate your ecological footprint.

  1. Use the Footprint Calculator to measure your ecological footprint and learn “how many Earths” it takes to support your lifestyle. Be sure to choose the “detailed response” option for each question.
  2. Answer each question in the quiz honestly and record your answers and results in the Environmental Footprint Reporting Form.

Second, calculate your household carbon emissions.

  1. Use the Household Carbon Footprint Calculator to measure your carbon emissions and determine your environmental impact and the benefits of solutions.
    • Section 1: Estimate your current total household emissions (from home energy use, vehicle use, waste).
    • Section 2: Explore actions you can take to reduce your greenhouse gas emissions, energy use, and waste disposal costs.
    • Section 3: See how much you can save (in dollars and emissions) by taking the actions you chose in Section 2.
  2. Answer each question in the quiz honestly and record your answers and results in the Environmental Footprint Reporting Form. Complete Tables A and B as well as assignment questions 1 through 4 in complete sentences on the Environmental Footprint Reporting Form.

Complete Tables A and B as well as Questions 1 through 4 in complete sentences on the Environmental Footprint Reporting Form and submit the document via Waypoint. The document does not need to include a title page or other APA formatting; however, if you utilize any outside sources in your answers, you must reference these sources in proper APA format as outlined in the Ashford Writing Center.

 

Household Carbon Footprint Calculator: http://www.epa.gov/climatechange/ghgemissions/ind-calculator.html

 

Footprint Calculator: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/

 

Form Needed is attached.

 

Due by 03/08/2015, 8:30 pm EST.

  • Assignment 1 – Environmental Footprint

    TABLE A. Ecological Footprint

    Footprint Results

    (Answers to the following 2 questions will be given upon completion of footprint)

     
    If everyone lived like you, how many planet Earth’s would we need?  
    To support your lifestyle, how many productive global acres area needed?  
    Ecological Footprint Breakdown

    (Values can be obtained by scrolling over pie chart generated at completion of footprint)

     
    Percent of emissions from Food  
    Percent of emissions from Shelter

    		  
    Percent of emissions from Mobility

    		  
    Percent of emissions from Goods

    		  
    Percent of emissions from Services

    		  

    TABLE B. Household Emissions

    Household Emissions Results

    (Answers can be found in bar graphs following completion of calculator)

     
    What are your current household emissions?  
    What are the U.S. average household emissions?  
    What was your reduced emissions?  
    Household Emissions Savings

    (Answers can be found above bar graphs

     
    If you took all actions you would reduce annual emissions by:

    		  
    If you took all actions your potential dollar savings would be:  
    Your new total annual estimated CO2 emissions:

    		  

    QUESTIONS

    1. Based on your findings from the ecological footprint calculator, how many Earth’s would be needed to support the global population if everyone lived your same lifestyle? Additionally, describe the impacts on the Earth’s climate, biodiversity, and economic security if every individual in the world lived your same lifestyle and discuss why these impacts would occur.

    Answer =

    2. Based on your findings from the ecological footprint calculator, what are the 3 everyday products and practices that contribute most to your environmental footprint?

    Answer =

    3. Based on the information from the reduce emissions section of the household emissions calculator, name at least 2 actions that you can take to limit your carbon emissions? Include in your answer the exact dollar savings and the weight of carbon dioxide that could be saved (from the calculator results) for each of these two actions.

    Answer =

    4. Does reducing the size of your ecological footprint necessarily mean reducing your quality of life? Why or why not? Are there ways of enhancing your quality of life while lowering your environmental impact?

    Answer =

    References

    Any sources utilized in your question answers should be listed here.

Writing An Engineering Report

/in /by

Laboratory Exercise 2

Impact Testing

NOTES:

For this laboratory exercise the class will break up into two testing teams (An aluminum team and a steel team). These will be large teams, so it is important that every member has an opportunity to actively participate in the hardness testing and the impact testing. You will share all data (hardness and impact) with everyone in your section. Sid and Darius will assist in this process by creating an Excel spreadsheet for your section and e-mailing that sheet out to your class. You will assemble into smaller writing teams (you can work with the same teams you worked with for the previous lab report).

Resources:

· Chapter 6 of your text book (Askeland and Phule)

· Laboratory lecture power point (see quickplace site or Isidore site)

· Laboratory guide

· ASTM Test Standards

· Course Instructors and THE OTHER TESTING TEAM!!!

Learning Objectives:

· Understand the basics of operating some common mechanical test equipment Hardness tester and Charpy Impact tester.

· Understand how to read and interpret ASTM test standards

· Understand how to record test procedures (lab notebook)

· Understand how to share data with a collaborator

· Understand how to analyze data using Excel including statistics and graphing

· Understand how to look up data for materials and to conduct some very basic research on material properties

· Be able to relate basic research with data generated from laboratory experiments to interpret the data and to draw conclusions

· Gain some practice in technical writing and presenting

· Learn how to work on small teams and also be able to collaborate by sharing data among different groups.

· Learn how things such as point defects and crystal structure can have an effect on material properties.

Experimental Objectives:

· Understand the effect of temperature on a materials’ impact resistance.

· Compare DBTT of a material having an FCC crystal structure (in this case the non ferrous materials) versus a material having a BCC crystal structure (in this case the ferrous material) You will have to share data with one other testing team to do this.

· Relate properties such as hardness and Impact toughness

Charpy Impact Testing

Basic Information: A materials’ toughness is its ability to absorb energy prior to failing and is often measured through impact testing. Toughness is temperature dependent. Some materials exhibit a dramatic change in toughness with change in temperature. The temperature at which a material changes from ductile (relatively high toughness) to brittle (relatively little toughness) is known as the transition temperature.

Objective: The objective of this test is to determine the Ductile to Brittle Transition Temperature (DBTT) of a material and to determine how materials having different crystal structures (FCC vs BCC) will perform differently in impact as a function of temperature.

Equipment: Charpy Impact Tester, Safety glasses, dry ice and alcohol bath, thermocouple unit, boiling water, ice water bath, tongs, heat protecting gloves.

Standards: ASTM E23

Procedure:

(1) Sand and label (using engraver) samples

(2) Take three hardness measurements of each sample using the Appropriate Hardness Scale (usually HRB scale will work for both materials)

(3) Conduct Charpy Impact test on the samples using the Charpy Impact tester as instructed in class. Record and report the absorbed energy in ft-lbs for the test specimen.

(4) Examine failure modes of tested sample. Describe difference between compression and tension failure surface.

(5) Test Samples at various temperatures as indicated below. Generate a transition temperature curve (Absorbed energy on y-axis, test temperature on x-axis). Indicate transition temperature from generated curve.

Hardness Testing

Background: Material hardness provides an indication of material strength and resistance to wear and scratching. Hardness data is generally inversely proportional to the toughness of the material.

Objective: Hardness data for this lab will be used as a quality control measure (if there is a significant difference in the hardness data for a single sample then the impact data would be suspect). Additionally, hardness is directly proportional to a material’s strength. As such, the hardness data can be used to roughly determine the relationship or trend in hardness versus impact data

Equipment: Rockwell Hardness Testers.

ASTM Standards: E18

Procedure:

1. Gather impact specimens as indicated by GA, sand surface as needed (usually just the ferrous materials will need this)

2. Note – all hardness tests are conducted at ROOM TEMPERATURE ONLY

3. On an end (away from impact region) of each impact test specimens, conduct three hardness tests on each test specimen using the appropriate Rockwell Scale.

image1.png

Assessing Non-Parametric or T-Tests

/in /by
Assessing Non-Parametric or T-Tests

Examine a research article which incorporates t tests or its nonparametric analogs. Briefly summarize and report the statistic and discus whether the assumptions of the test were met and if the type of data was appropriate for the statistical test. Include the following in your paper:

  • Description of the statistic you intend to examine in the article
  • Brief description of the study portrayed in the article
  • Description of how the statistic was used in the study
  • Explanation of how this is appropriate or inappropriate
  • Explanation of how assumptions of the test were met or not met
  • Identification of the levels of measurement of variables in the study
  • Description of the appropriateness of the level of measurement
  • Discussion of how the data was displayed (i.e., graphs, tables)
  • Discussion examining the appropriateness of the data displays (Strengths and weaknesses? Were they appropriate? Why or why not?)

Your paper must be composed using Microsoft® Word® and must be typed in Times New Roman, font size 12. This and all papers should be written in APA format and follow standard rules of grammar and formatting.

 

Must be in provided template

MN503 Advanced Statistics for the Health Sciences

Scoring Rubric: Assessing Non-Parametric or t-Tests

[200 points] – Due Unit 5

Excellent Above Average Satisfactory Unsatisfactory Total Points
Content        
Assessment of Non-Parametric or t-Tests

T-test or non-parametric analog is described.

The study is described.

Statistics used in study described.

Statistical assumptions described and evaluated.

Levels of measurement described and evaluated.

Data displays discussed and evaluated.

 T-test or non-parametric analog is described; focus could be clearer.

The study is described; focus could be clearer.

Statistics used in study described; focus could be clearer.

Statistical assumptions described; descriptions could be clearer.

Levels of measurement described; descriptions could be clearer.

Data displays discussed; descriptions and evaluation could be clearer.

 T-test or non-parametric analog are identified, but not described.

The study is identified, but some areas are not clearly described.

Statistics used in study are identified, but some are not clearly described.

Statistical assumptions are identified, but some are not clearly described or evaluated.

Levels of measurement are identified, but some are not clearly described.

Data displays are identified, but some are not clearly described or evaluated.

 T-test or non-parametric analog are not identified or described.

The study is not identified or described.

Statistics used in study areas are not identified or described.

Statistical assumptions are not identified or described or evaluated.

Levels of measurement are not identified or described or evaluated.

Data displays are not identified or described or evaluated.

 

  
80 68 60 0 of 80
Format/Style  

  

  

  
Text, title page, and references page are consistent with APA format.

Ideas and information from other sources are cited correctly.

Rules of grammar, word usage, and punctuation are followed.

Assignment is spellchecked and proofread.

Overall style is consistent with that expected of formal, professional work.

 There are rare errors; most of the text, title page, and references page is consistent with APA format.

Ideas and information from other sources are cited correctly with rare exceptions.

Rules of grammar, word usage, and punctuation are followed with rare exceptions.

Assignment has rare spelling and/or proofreading errors.

Overall style is consistent with that expected of formal, professional work with rare exceptions.

 There are some errors, but much of the text, title page, and references page is consistent with the APA format.

Ideas and information from other sources are cited correctly with a few exceptions.

Rules of grammar, word usage, and punctuation are followed with a few exceptions.

Assignment has a few spelling and/or proofreading errors.

Overall style is adequate for formal, professional work; some areas need style improvement.

 There are frequent errors in consistency of the text, title page, and references page with APA format.

There are numerous errors in which ideas and information from other sources are not cited correctly.

There are numerous errors in rules of grammar, word usage, and punctuation.

There are numerous spelling and/or proofreading errors.

Overall style is inadequate for formal, professional work; many areas needs need style improvement.

  
20 17 15 0 of 20
      Total Points of 100
      Percent Accomplished  
    Point Conversion [percent times points available] 200 points x ____%  

PAGE