Category: Science

Ecosystem Ecology Activity Questions
In this assignment, students will learn abo

Ecosystem Ecology Activity Questions
In this assignment, students will learn about the definition of an ecosystem and ecology – the study of how non-living and living organisms interact within a defined area, as well as concepts of energy transfer and trophic structure in ecosystems. Short, narrated video stories/lessons and specific examples from South Florida are used to illustrate these concepts.
For all but a few ecosystems, the Sun is the initial source of energy in a biological system. Algae and plants harness some of that energy through photosynthesis and use it to produce energy-rich organic matter from simple chemicals like water and carbon dioxide. This process is called “primary production” or “autotrophy.” Therefore, algae and plants are also known as autotrophs or “primary producers”. Some of the organic matter that a plant produces builds up to form the plant’s growth and offspring, but a lot of it is “burned” to fuel the plant’s metabolism; the chemical reactions that maintain its life. The remaining biomass is called net primary production.
Animals that eat plants are called herbivores or “primary consumers.” Instead of getting their energy directly from the sun, they get their energy by consuming and digesting organic matter in a process called heterotrophy. Like plants, herbivores have to burn most of the organic matter they consume, but as long as they’re getting enough to eat they can use the excess organic matter to grow and reproduce.
Animals that eat herbivores are called carnivores and are also known as predators or “secondary consumers” because they consume other consumers to get their energy and organic matter. Like the levels below them, secondary consumers have to burn most of their organic matter to keep themselves alive, but can use what’s left over to grow and reproduce creating secondary production – the organic matter biomass result of heterotrophy.
Like consumers, decomposers are heterotrophs. They get their energy by breaking down dead organisms and waste. Decomposers can be considered a “terminal trophic level,” because they use up the last of the organic matter left over from the other trophic levels. The most common decomposers are bacteria and fungi. When something is fully decomposed, its organic matter has all been broken back down into simple molecules like water and carbon dioxide.
Each level of production or consumption is called a trophic level. There is no definite limit to the number of trophic levels that can exist in the environment. For example, small predators can be eaten by bigger predators, which can be eaten by even bigger predators, and so on. However, at each higher level there’s less energy and matter available until at some point there’s just not enough to support a population of bigger predators.

A terrestrial food chain showing a linear energy transfer relationship between organisms. Plants gather sun’s energy and store it as biomass, which transfers to a grasshopper herbivore, which is eaten by a secondary consumer carnivore chipmunk, which is eventually consumed by a top predator hawk. Note the loss of energy as heat and the contribution of detritus from all levels. Matter, shown as chemical nutrient cycling, is recycled back to the soil and used as nutrients for plants.
Figure 1: A terrestrial food chain showing a linear energy transfer relationship between organisms. Plants gather sun’s energy and store it as biomass, which transfers to a grasshopper herbivore, which is eaten by a secondary consumer carnivore chipmunk, which is eventually consumed by a top predator hawk. Note the loss of energy as heat and the contribution of detritus from all levels. Matter, shown as chemical nutrient cycling, is recycled back to the soil and used as nutrients for plants.
A food chain is a simple visual representation of energy and matter flow from one trophic level to the next through an ecosystem. By tracing the flow in a system, scientists can determine the role of each organism and tabulate the loss of matter and energy from each trophic level. Food chains are almost always an oversimplification of the natural food web, which is highly complex. In the real world there are many pathways that interconnect and food webs help visualize these more complex relationships. Occasionally one or more individuals may be removed from a system due to human interaction or other disturbance resulting in changes in the transfer of energy and matter throughout the food web – a trophic cascade. While not without its faults, using the food chain simplification allows scientists to follow matter and energy flow, see how the transfer of matter and energy from one trophic level to the next is not an efficient process, and determine what the impact of removing (or adding) species (invasives) may have on the rest of the ecosystem.
Watch these two videos:

Instructions: In this activity you will be assigned a specific ecosystem based on the first letter of your LAST NAME. Wetlands (Starts with A-E), Freshwater biome (Starts with F-I), Arctic Tundra (Starts with J-M), Desert (Starts with N-Q), Coral Reef (R-T), Tropical Rainforest (U-Z). For the ecosystem you will need to draw or construct a food web, NOT A FOOD CHAIN. Your food web must have 10 different organisms and include at least 1 of the following: Primary Producers, Consumers, Detritivores/Decomposers and Top Predator. The diagram should take up an entire 8.5 x 11 piece of paper and show:
Identifiable organisms with correctly spelled names and large font/writing size.
Arrows indicating transfer of energy.
Clearly labeled organisms as Primary Producers, Consumers, Predators or Decomposers.
You will have to upload the food web. You can make it on a computer or draw it and take a photo to upload.
Please look at this website to help show you how to draw a food web. https://www.wikihow.com/Draw-a-Food-Web
**My last name starts with a C so the Food Web should be based on WETLANDS ecosystem**

Answer any questions, complete any tables, and plot any necessary graphs using G

Answer any questions, complete any tables, and plot any necessary graphs using Graphical Analysis or Logger Pro. When answering questions or filling in tables within the docx file, use a different color font to distinguish your answers from the questions or data already given in the tables. Screenshot and submit any necessary graphs by either embedding them in the docx file

Submit a 2,500 word eportfolio which provides a critical reflection on your lear

Submit a 2,500 word eportfolio which provides a critical reflection on your learning journey through this module, taking into consideration the module learning outcomes.

Linked assets should be used to provide detailed reflections on specific, relevant learning experiences that you have had during or prior to this module. References to reading should also be used to support your arguments.

The total word count for the portfolio is 2500 words. You should include a short introduction in which you justify your choice of reflective framework. Evidence to illustrate your reflections, provided as links to assets within the eportfolio, are not included in the word count. It is only the overall word count (i.e. 2500) that will matter in relation to word count penalties (see assessment regulations).

Physical adaptations are one way plants adjust to specific environmental conditi

Physical adaptations are one way plants adjust to specific environmental conditions. For example, cacti have spines in place of leaves to prevent water loss in the arid conditions of the desert. Chemical adaptations are another means for plant protection. Many plants produce toxic or noxious compounds to protect themselves from insects or animals that would eat them, to reduce competition from other plants, or even to change the response of pollinators. Humans often harvest these compounds for their own benefit. Watch this video for help with completing the assignment.
Read this article on the search for useful plant compounds
https://www.scientificamerican.com/article/mother-natures-medicine-c/
Read this article on the less-than-beneficial uses of plant products
http://mentalfloss.com/article/55372/addictive-drugs-are-actually-pesticides
Choose 1 of the following compounds:
Caffeine
Cocaine
Nicotine
Answer the following for the compound you chose in the form of a 1–2-page paper.
-Describe the compound and in what plant(s) it is found.
-Explain how this compound provides protection for the plant.
-Does the compound provide any other benefits for the plant, such as enhanced pollination?
-What effect does the compound have on humans?
Utilize at least 1 credible source to support the arguments presented in the paper. Make sure that you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
Formatting guidelines: In accordance with APA formatting requirements, your paper should include Title and Reference pages; should be double-spaced; and should include a running head and page numbers. Your paper should be 1–2 pages in length, not counting the Title page, and Reference page.

Science is the study of how the universe works using the scientific method as a

Science is the study of how the universe works using the scientific method as a framework for asking questions. Throughout history, humans have built up a body of scientific knowledge and have used this knowledge to develop technologies to make life easier, or to broaden their knowledge. Scientific discovery drives technological advances and sometimes, as new technologies are developed, they enable scientists to answer questions that were unanswerable before. For example, researchers had to understand the physics of visible light and how it changes when going through different substances before they could use this knowledge to design microscopes. Once microscope technology was developed, it allowed scientists to ask questions about things that were not visible to the human eye. For this assignment you will look at this interdependence between science and technology by learning more about one biotechnology that is crucial to the modern world such as feeding a growing world population, fighting disease, developing new fuels, or cleaning up the environment.
Example: If you were thinking about cell phones (not a biotechnology), you could look at the scientific discoveries that had to happen before cell phones could exist. The discovery of electricity, electromagnetic waves, and the electrochemistry of batteries all had to happen before cell phones could be invented. You could also look at the technological advances that had to happen before we could have cell phones. Batteries, electric circuit boards, receivers, speakers, and satellites all had to exist before someone could invent the cell phone.
To learn more about biotechnology, review the assigned readings in your textbook for this unit and review the assignment resources.
Select one specific biotechnology that you are interested in learning more about. For your selected biotechnology address the following questions in the table.
What biotechnology did you select?
Explain what it is and how it is used.
Identify two scientific discoveries that had to take place before your selected biotechnology could be developed.
Describe the two scientific discoveries that had to take place before your selected biotechnology could be developed. When and how did the discoveries that you described take place?
Identify two technologies that had to exist before your selected biotechnology could be developed.
Describe the two technologies that had to exist before your selected biotechnology could be developed. How long have the technologies that you described existed?
Identify and discuss two positives and two negatives of biotechnological advances. Are there any biotechnologies that you think should not be pursued? Why or why not? Explain your answer.
Basic Writing Expectations:
At least 300 words not counting the instructions, questions or reference pages.
Use a minimum of four sources (with at least one from the PG library).
Free of grammar, spelling and punctuation errors.
No evidence of plagiarism.
Use the APA style for all citations.
Be original and insightful with no more than 10% taken verbatim from any outside sources

For your signature assignment, compose a 3- to 4-page case analysis (in addition

For your signature assignment, compose a 3- to 4-page case analysis (in addition to a title page, abstract, and reference list page) written in APA Style citing at least 3 references with one non-Internet reference. The following should be covered in the paper:
Title Page: Case Title, Full Name, Section, Date, Instructor, and Campus
Abstract: Summarize the case o One non-indented paragraph on a separate page. This will be page 2.
Introduction: The physiological importance of the liver, pancreas, and kidneys for the proper functioning of the human body
Body: Response to the prompts: Organize your analysis with headings that thoroughly answer the prompts (e.g., “Abnormal Glucose Levels” for question 1).
Explain each prompt in depth with physiological concepts and provide sufficient evidence from the literature for each prompt. o Include normal physiological ranges (if it applies).
Maintain the order of questions when answering.
Conclusion: Summarize the paper in a paragraph.
Support your opinions with evidence from your readings and research. Review the rubric for complete grading criteria.
Case: End-Stage Kidney Disease
Cynthia, a 53-year-old female presented to the emergency room due to feeling constantly tired, hungry, thirsty, and with frequent urination. Her past medical history is significant for cirrhosis and end-stage kidney disease. Physical examination had revealed yellowish discoloration to the skin, multiple bruises, bilateral edema, and weakness lasting more than three weeks. Laboratory tests were ordered (results provided below) after which she was prescribed metformin and informed to contact a doctor if she starts experiencing nausea, vomiting, fast breathing, and/or lethargy, as metformin has been known to cause metabolic acidosis.
Complete Blood Count (CBC)
Sodium 126 mEq/L
Glucose 220 mmol/L
Calcium 7.1 mg/dl
Red blood cell count 3.9 cells/ul
Iron 40 mcg/dL
Albumin 2.5 g/dl
Vitals
Blood pressure 92/64 mmHg
Hormone Panel
Renin Low
ADH Elevated
Aldosterone Low
Vitamins
Vit D Low
Vit K Low
Vit E Low
Vit A Low
Urine and Stool Sample
Stool color Gray
Stool content Increase fat content
Urine color Clear
Complete Blood Count (CBC)
Glucose Present
Answer the following questions regarding Cynthia’s case:
1. What hormone is not functioning properly causing Cynthia’s glucose levels to be abnormal? Furthermore, explain in depth how this hormone regulates blood glucose levels.
2. What other hormone(s) are responsible for maintaining normal glucose levels? Explain in depth how they work.
3. Explain why Cynthia is presenting with excessive thirst (polydipsia), tiredness and hunger (polyphagia), and frequent urination (polyuria).
4. Explain why Cynthia is experiencing hypotension. How does the body and its various organ systems bring the blood pressure back towards homeostasis?
5. What do you expect Cynthia’s heart rate and end-diastolic volume (EDV) to be (elevated, normal, or low) and justify your expectation with cardiovascular formulas such as cardiac output (CO) and stroke volume (SV).
6. What is the importance of iron in the body and the consequence of it being 40 mcg/dL?
7. Explain in detail what gluconeogenesis is and where in the body it occurs? Knowing that gluconeogenesis helps maintain blood glucose level, what is the effect of metformin on the management of diabetes mellitus type 2?
8. Looking at Cynthia’s albumin levels, what effect does it have on her (a) blood osmolarity (b) glomerular filtration rate (GFR) and (c) urine volume?
9. Explain how glucose is normally reabsorbed by the kidneys? What is happening in Cynthia’s kidneys resulting in glucosuria and what effect does glucosuria have on her blood pressure?
10. If Cynthia ends up developing metabolic acidosis, what would the levels of her pH, CO2, and HCO3 be in the blood? Furthermore, how would the body compensate and address both renal and respiratory compensation (optional: show the compensation via a flow chart)?
the questions will be removed from the paper

Instructions: You will first submit an outline to organize your thoughts and mai

Instructions: You will first submit an outline to organize your thoughts and main points about the animal species The Panthera pardus (Leopard). Your outline should be formatted in the specified way and must contain the following elements as described below. Be sure to add your name and course number to your outline
The Outline Format: Your outline must be formatted as described .
• Use an alphanumeric sequence
• Sections should be indented and aligned
• Follow the suggested order of the required topics/subtopics
• Use brief but detailed and descriiptive phrases (e.g., Mate in April or May, viviparous, polygynandrous)
*Writing Expectations: Apply scientific concepts and use scientific terminology correctly. Utilize proper spelling, grammar, and punctuation.
You must submit your Outline as a “Microsoft Word”. See below format
ANIMAL: Panthera pardus (Leopard)
I. The Introduction Section
A. Organism Introduction
1. The common and scientific name of your organism. Please see this link to help with scientific names if needed: How to Write Scientific Names of Organisms
2. Where you observed your organism (country, state, park, zoo, etc.)
3. A brief discussion on why you chose your organism
4. If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
II. The Body of the Outline
A. Physical Descriiption
1. You must include a brief physical descriiption. You can use your personal observations. If you cannot safely observe your organism, you must research.
a. size, coloring, etc. (e.g., Differences between male and female, juvenile and adult.)
B. Life Cycle and Reproduction
1. Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happen from the beginning of life as your organism develops and grows into a mature organism. Please see here for some hints on the Life Cycle. If you have any questions, please feel free to ask!
2. Reproduction: You must discuss the reproductive strategies of your organism (e.g. release of gametes by a fish or hermaphroditic reproduction in earthworms), mate choice, mating displays, mate competition, and mating systems.
C. Structure and Function
1. Please select one organ system of your organism that you find to be particularly interesting and describe both the anatomy and physiology of that system.
2. If your organism is an animal, here is a list of the general animal organ systems
D. Energy Ecology
1. If you can observe these, that is best. If not, research.
2. What are the food sources? Types? Amounts? Temporal pattern of feeding? Specific handling or processing of food items by the organism (e.g. the way a squirrel manipulates an acorn)
E. Habitat
1. Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
2. You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
III. The Conclusion Section
A. This section should contain four to six points that sum up the main points from the body of the outline.
B. Start your conclusive section with one sentence summarizing some basic information about your chosen organism (name and geographical distribution).
C. Continue with a brief summary (1-2 sentences) about the life cycle and any particular body structures.
D. Include a brief summary (1-2 sentences) about the ecological role of your chosen organism in its ecosystem.
E. Wrap up the conclusive section with a closing note that provides brief information about a unique fact and/or behavior of your chosen organism.
IV. Reference Lists and Internal Citations – must contain the following:
A. Internal Citations – These are not listed on a separate page, but rather are placed throughout the outline via in-text citations anytime you paraphrase, use direct quotes, or want to use visual/audio components from other sources. Therefore, all source material should be cited.
B. Reference Slides –
a) Include a final “References” list of a minimum of five (and no more than 10) academically and scientifically credible sources used for facts shared in your outline.
b) Include a final “Media References” list of all images, videos, graphs, audio elements, etc., you want to use within your outline.
C. All references listed on the reference lists should be cited internally within the outline, and vice versa.

This will be an assignment for my doctoral health and human performance concentr

This will be an assignment for my doctoral health and human performance concentration: This is a revision of my comprehensive exam and the revision requests are provided in the files section, along with the original document needed to be revised. There are two sections to this work and full instructions are provided in the files section. For this assignment, you will be discussing the impact of resistance training (specifically eccentric-specific resistance training) on the neuromuscular system among healthy, older adults.
Question 1: Health and Human Performance Specialization (10 – 13 pages) Read carefully and respond to each item in the scenario below. Provide specific examples as well as citations from the health and human performance literature. Use current and relevant research as well as readings drawn from your course of study, with a focus placed on original research from peer-reviewed scientific journals. Provide proper within-text citations and a list of references as a separate page(s) after your response. All content must be formatted according to the 7th edition APA manual. Background Information and Audience Throughout your coursework, you learned about the specific physiology of the cardiovascular system, the neuromuscular system, as well as nutrient/mineral handling and the effect of training and disease on other common physiological systems. You were introduced to the non- pathological (normal) functioning of the physiological systems, effects of training on these systems, and some common clinical conditions that are reflective of abnormal physiology of these systems. To understand changes from disease or adaptations to training one must first demonstrate understanding of “normal” physiology. As part of your task, you are asked to compare and contrast normal physiological function vs. physiological adaptations in response to training. This knowledge will then be used to help formulate and design an original research study proposal (Question 2) within the context of your chosen system and population. Your hypothetical audience will include Physiology Faculty members and representatives of an Institutional Review Board. Question 1 (10-13 pages) Your task is to present a literature review of at least 10 original and current research studies using original, peer-reviewed articles (not including review articles) focused on presenting the impact of resistance training on the neuromuscular system of healthy, older adults. Your answer is to include 1) a discussion of normal “healthy” functioning physiology for your chosen system; 2) a presentation of how this system’s components change in response to your chosen training mode (eccentric-focused resistance training) in your chosen population; and 3) why/how this is occurring in your chosen population. Be prepared to compare and contrast those aspects of your chosen system you highlighted in “normal physiology” with adaptations in response to training. Ex. How a motor neuron functions normally vs. training- related adaptations to a motor neuron’s function. You are not being asked to present an anatomical summary of each system. You are welcome to focus on a specific type of training within the overarching umbrella of “resistance” or “aerobic endurance”. For example, eccentric-specific resistance training, or concentric-specific resistance training, or resistance training using load schemes associated with strength outcomes, or resistance training using load schemes associated with hypertrophy outcomes, or high intensity interval training (aerobic), or long, slow distance aerobic training, or tempo training etc. You are encouraged to focus your short review on some, not all aspects of your chosen system and to go into depth for those selected aspects of the system. A proficient discussion must include integrative writing, clear inclusion of mechanistic rationale for the findings you present, and the representation of data. At least 10 original intervention-based research studies must be actively reviewed within the body of your narrative to count towards the minimum resource requirement. All resource material must be from scholarly, empirically based, peer-reviewed sources that involve original research studies (not reviews) related to your topic of interest. If you include sources that are review articles, be advised they do not count towards the 10-article minimum. This narrative must offer a scholarly integration of information, not simply a summary, list or annotated bibliography of what has been done. Synthesize common threads in the existing research related to your topic of choice. Identify patterns in the literature gaps, and future directions. Integration requires some compare/contrast across studies. Suggested program resources can be found in course material from: HHP 7000, HHP 7010, HHP 7050, HHP 7060, HHP 7020 Background Information and Audience: Throughout your coursework, you learned about the specific physiology of the cardiovascular system, the neuromuscular system, as well as nutrient/mineral handling and the effect of training and disease on other common physiological systems. You were introduced to the non- pathological (normal) functioning of the physiological systems, effects of training on these systems, and some common clinical conditions that are reflective of abnormal physiology of these systems. To understand changes from disease or adaptations to training one must first demonstrate understanding of “normal” physiology. This knowledge will then be used to help formulate and design an original research study proposal (Question 2) within the context of your chosen system and population. Your hypothetical audience will include Physiology Faculty members and representatives of an Institutional Review Board. For this research study, you will be discussing the impact of resistance training (specifically eccentric-specific resistance training) on the neuromuscular system among healthy, older adults. Question 2: Research Study (10-13 pages). Your second task is to design an original research study implementing an exercise or nutrition intervention specifically designed to address the impact of resistance training (specifically eccentric-specific resistance training) on the neuromuscular system among healthy, older adults.This intervention study must be evidence-based and specifically address aspects of the physiological system discussed in Question 1. You may use tables and/or figures to help demonstrate your response. This proposed study cannot be a replication study and you must identify the need for the study around gaps in the literature [identified in the Question 2 Introduction]. This design cannot be educational in nature [i.e. education training/workshops, etc]. The following must be addressed, & organized in the same order, in your original research study: a. Present a brief (2-3 paragraphs) introduction demonstrating the foundation, gaps in the literature, need, and proposed purpose of this research study proposal. Within this introduction, identify the specific Exercise or Nutrition intervention you will be using for your original research study proposal- this intervention must be evidence-based (i.e. you must support your choice with sources/gaps in the literature). You cannot use an educational/curriculum/workshop or seminar “intervention” for this proposal. b. Outline the Purpose, Research Questions, and Hypotheses * Clearly identify the Purpose of the proposed research study * Outline specific research questions and associated hypothesis statements for this 
research study proposal. Be specific and clear with what outcome measures you will be measuring to help you answer each research question. An outcome measure is a dependent variable. You will expand on your independent and dependent variables within subsection d. “Methodology”. Your hypotheses are to be directional in nature based on supporting literature. c. Briefly (1-2 paragraphs) describe a theoretical framework that can be used to successfully apply this specific proposal to your chosen population. d. Methodology [use sub-headings to organize content] * Study design * Participant information [population, target #, how did you select that target #, etc.] * Outcome Measures * Procedures * Compliance v. Proposed Statistical Analysis Factors that need to be identified within the Methodology sections: What are the participant characteristics/inclusion/exclusionary criteria? What are the measured and manipulated variables? Specify, step-by-step, the intervention strategies for this research. How long is the intervention? What specific interventions are included? Who will implement the intervention? What is the instrumentation? What evidence is the intervention’s effectiveness based on? What is the reliability and validity for the instruments proposed? How will you determine compliance? How will you determine success of the study? What statistical analysis would be proposed based on your design, manipulated, and outcome measures? Remember this study has not been done. You are to frame your response as a proposal. Do not make up data or conclusions. Textbooks, blogs, magazine or internet articles, book chapters, or special reports, do not count toward the peer-reviewed minimum. Connections to the peer reviewed references should be used throughout your writing with in-text citations and matching reference citations. I have attached the recommended resources, as well as the rubric, to elaborate on the assignment expectations.
The entire study needs to pertain to the impact of resistance training (specifically eccentric-specific resistance training) on the neuromuscular system among healthy, older adults. This needs to be updated throughout the paper and make sure that the references are suitable for this specific population.
For the literature review, make sure to write it as a cohesive, synthesis of themes. This should not be a summary of the articles. Please refer to this link for how to complete this:
https://owl.purdue.edu/owl/research_and_citation/conducting_research/research_overview/synthesizing_sources.html

You will need to complete a 5 paragraph essay on a topic of your choice. Somethi

You will need to complete a 5 paragraph essay on a topic of your choice. Something you are interested in learning more about.

SCI 200 Project Part Two Guidelines and Rubric
Overview
Basic scientific literac

SCI 200 Project Part Two Guidelines and Rubric
Overview
Basic scientific literacy is essential for understanding real-world applications of the natural sciences. As a consumer and voter, you will be faced with issues that require a basic understanding of science. For example, you might ask yourself the following questions: How can genetically modified foods affect my health? Should scientists be held liable for not predicting earthquakes that led to human casualties, as they were in Italy in 2012? Is anthropogenic climate change real? Is fracking a concern where I live? Because of the prevalence of natural science issues such as these, it is important to understand basic natural science concepts and how they impact our daily lives.
The project for this course has two parts. In part one, you conducted a research investigation that examined an issue in the natural sciences. You identified appropriate resources for investigating the issue you selected, used these resources to develop a question related to the issue, and applied natural science principles to the issue and question. In addition, you identified an audience who would be interested in the selected issue. In Part Two, you will develop a presentation for the audience you identified in Part One. In your presentation, you will explain how scientific thinking has impacted you and your audience, supporting your claims with evidence.
Part Two of this project addresses the following course outcomes:
Illustrate the impact of scientific thinking on personal and professional experiences
Communicate effectively to specific audiences in examining fundamental aspects of the natural world
Utilize empirical evidence in drawing conclusions about the impact of contemporary scientific issues on individuals and society
Prompt
Referring to your research investigation, create a presentation that explains how scientific thinking has impacted you and discusses the impact of your selected issue on your audience.
Specifically, the following critical elements must be addressed:
Provide a brief overview of the scientific background of your issue and question. How does the issue relate to the natural sciences?
Explain how the issue impacts the audience. In other words, how is the issue relevant to members of the audience? Why should the audience care about the response to your question or the outcome of your hypothesis? Support your response with specific examples from your research investigation.
Describe the empirical evidence you have to support your conclusions about the impact of the issue on you personally and on your audience. Support your response with specific examples from your research investigation.
Explain why this issue is important to you personally. In other words, why did you select this issue to investigate?
Illustrate how your investigation of the issue impacted the way you thought about the issue. In other words, how did thinking like a scientist to research, develop a question, and formulate a hypothesis affect what you thought about the issue you selected? How did scientific thinking change the lens through which you viewed the issue? Support your response with specific examples from your research investigation.
Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential knowledge of current natural science (or lack thereof), and what is specifically important to the audience.
What to Submit
Your presentation should have approximately 5–7 slides in Prezi, PowerPoint, or another comparable presentation tool. Make sure to include your speaker notes so that your instructor knows what you would say if you were actually giving the presentation. Note: If using Prezi, include a separate Word document with notes. If using PowerPoint, include speaker notes.
Project Part Two Rubric
Criteria Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Scientific Background Meets “Proficient” criteria, and response expertly balances necessary detail with brevity Provides brief overview of scientific background of issue and question, and explains how issue relates to natural sciences Provides brief overview of scientific background of issue and question, and explains how issue relates to natural sciences, but with gaps in detail or clarity Does not provide brief overview of scientific background of issue and question, and does not explain how issue relates to natural sciences 15.8
Audience Meets “Proficient” criteria, and explanation demonstrates sophisticated understanding of relationship between issue and audience Explains how issue impacts audience, supporting response with examples from research investigation Explains how issue impacts audience but with gaps in clarity, detail, or support Does not explain how issue impacts audience 15.8
Empirical Evidence Meets “Proficient” criteria, and response demonstrates strong understanding of how to use empirical evidence in drawing conclusions about the impact of contemporary scientific issues Describes empirical evidence that supports conclusions about impact of issues on self and audience, supporting response with examples from research investigation Describes empirical evidence that supports conclusions about impact of issues on self and audience, but with gaps in clarity, detail, or support Does not describe empirical evidence that supports conclusions about impact of issues on self and audience 15.8
Personally Meets “Proficient” criteria, and explanation demonstrates keen insight into impact of natural sciences on personal experiences Explains why issue is important personally Explains why issue is important personally but with gaps in clarity or detail Does not explain why issue is important personally 15.8
Investigation Meets “Proficient” criteria, and response demonstrates insight into relationship between issue and scientific thinking Illustrates how investigation of issue impacted thinking on the issue, supporting response with examples from research investigation Illustrates how investigation of issue impacted thinking on the issue but with gaps in clarity, detail, or support Does not illustrate how investigation of issue impacted thinking on the issue 15.8
Message Meets “Proficient” criteria, and presentation demonstrates understanding of effectively communicating with specific audiences by tailoring message Communicates message effectively in a way that is tailored to specific audience Communicates message to the audience, but communication is not effective or is not tailored to specific audience Does not communicate a message to audience 15.8
Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas