What were your controls for this experiment? What did they demonstrate? Why was saliva included in this experiment?What is the function of amylase? What does amylase do to starch?

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UMUC Biology 102/103

Lab 4: Enzymes

INSTRUCTIONS:

· On your own and without assistance, complete this Lab 4 Answer Sheet electronically and submit it via the Assignments Folder by the date listed in the Course Schedule (under Syllabus).
· To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.
· Save your Lab 4 Answer Sheet in the following format: LastName_Lab4 (e.g., Smith_Lab4).
· You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

Pre-Lab Questions

How could you test to see if an enzyme was completely saturated during an experiment?

List three conditions that would alter the activity of an enzyme. Be specific with your explanation.

Take a look around your house and identify household products that work by means of an enzyme. Name the products, and indicate how you know they work with an enzyme.

Experiment 1: Enzymes in Food

This experiment tests for the presence of amylase in food by using Iodine-Potassium Iodide, IKI. IKI is a color indicator used to detect starch. This indicator turns dark purple or black in color when in the presence of starch. Therefore, if the IKI solution turns to a dark purple or black color during the experiment, one can determine that amylase is not present (because presence of amylase would break down the starch molecules, and the IKI would not change color).

concept_tab_2

Materials

(1) 2 oz. Bottle (Empty)
(1) 100 mL Graduated Cylinder
30 mL Iodine-Potassium Iodide, IKI
Permanent Marker
Ruler
2 Spray Lids
30 mL Starch (liquid)
*Cutting Board

*2 Food Products (e.g., ginger root, apple, potato, etc.)
*Kitchen Knife
*Paper Towel
*Saliva Sample
*Tap Water

*You Must Provide

Procedure:

Remove the cap from the starch solution. Attach the spray lid to the starch solution.
Rinse out the empty two ounce bottle with tap water. Use the 100 mL graduated cylinder to measure and pour 30 mL of IKI into the empty two ounce bottle. Attach the remaining spray lid to the bottle.
Set up a positive control for this experiment by spraying a paper towel with the starch solution. Allow the starch to dry for approximately one hour (this time interval may vary by location).
In the mean time, set up a negative control for this experiment. Use your knowledge of the scientific method and experimental controls to establish this component (hint: what should happen when IKI solution contacts something that does not contain starch?) Identify your negative control in Table 1.
Note: Be sure to space the positive and negative controls apart from each other to prevent cross-contamination.

When the starch solution has dried, test your positive and negative controls. This step establishes a baseline color scale for you to evaluate the starch concentration of the food products you will test in Steps 7 – 11. Record your results in Table 1.
Select two food items from your kitchen cabinet or refrigerator.
Obtain a kitchen knife and a cutting board. Carefully cut your selected food items to create a fresh surface.
Figure 3: Sample set-up.

Figure 3: Sample set-up.

Gently rub the fresh/exposed area of the food items on the dry, starch-sprayed paper towel back and forth 10 – 15 times. Label where each specimen was rubbed on the paper towel with a permanent marker (Figure 3).
Wash your hands with soap and water.
Take your finger and place it on your tongue to transfer some saliva to your finger. Then, rub your moistened finger saliva into the paper towel. Repeat this step until you are able to adequately moisten the paper towel.

Note: You should always wash your hands before touching your tongue! Alternatively, if you do not wish to put your hands in your mouth, you may also provide a saliva sample by spitting in a separate bowl and rubbing the paper towel in the saliva. Be sure not to spit on the paper towel directly as you may unintentionally cross-contaminate your samples.
Wait five minutes.
Hold the IKI spray bottle 25 – 30 cm away from the paper towel, and mist with the IKI solution.
The reaction will be complete after approximately 60 seconds. Observe where color develops, and consider what these results indicate. Record your results in Table 1.
Table 1: Substance vs. Starch Presence

Substance

Resulting Color

Presence of Starch?

Positive Control: Starch

Dark Purple

Yes

Negative Control : Cellulose

Brownish red color

No

Food Product: Apple

Dark Purple

yes

Food Product: Potato

Dark Purple

yes

Saliva: Amylase

Brownish red color

No

Post Negative Control -Lab Questions

1. What were your controls for this experiment? What did they demonstrate? Why was saliva included in this experiment?

2. What is the function of amylase? What does amylase do to starch?

3. Which of the foods that you tested contained amylase? Which did not? What experimental evidence supports your claim?

4. Saliva does not contain amylase until babies are two months old. How could this affect an infant’s digestive requirements?

5. There is another digestive enzyme (other than salivary amylase) that is secreted by the salivary glands. Research to determine what this enzyme is called. What substrate does it act on? Where in the body does it become activated, and why?

6. Digestive enzymes in the gut include proteases, which digest proteins. Why don’t these enzymes digest the stomach and small intestine, which are partially composed of protein?

Experiment 2: Effect of Temperature on Enzyme Activity

Yeast cells contain catalase, an enzyme which helps convert hydrogen peroxide to water

Figure 4: Catalase catalyzes the decomposition of hydrogen peroxide to water and oxygen.

Figure 4: Catalase catalyzes the decomposition of hydrogen peroxide to water and oxygen.

and oxygen. This enzyme is very significant as hydrogen peroxide can be toxic to cells if allowed to accumulate. The effect of catalase can be seen when yeast is combined with hydrogen peroxide (Catalase: 2 H2O2 → 2 H2O + O2).

In this lab you will examine the effects of temperature on enzyme (catalase) activity based on the amount of oxygen produced. Note, be sure to remain observant for effervescence when analyzing your results.

Materials

(2) 250 mL Beakers
3 Balloons
30 mL 3% Hydrogen Peroxide, H2O2
Measuring Spoon
Permanent Marker
Ruler
20 cm String

3 Test Tubes (Glass)
Test Tube Rack
Thermometer
Yeast Packet
*Hot Water Bath
*Stopwatch

*You Must Provide

Procedure

Use a permanent marker to label test tubes 1, 2, and 3. Place them in the test tube rack.
Fill each tube with 10 mL hydrogen peroxide. Then, keep one of the test tubes in the test tube rack, but transfer the two additional test tubes to two separate 250 mL beakers.
Find one of the balloons, and the piece of string. Wrap the string around the uninflated balloon and measure the length of the string with the ruler. Record the measurement in Table 2.
Create a hot water bath by performing the following steps:
Determine if you will use a stovetop or microwave to heat the water. Use the 100 mL graduated cylinder to measure and pour approximately 200 mL of water into a small pot or microwave-safe bowl (you will have to measure this volume in two separate allocations).
If using a stovetop, obtain a small pot and proceed to Step 4c. If using a microwave, obtain a microwave-safe bowl and proceed to Step 4e.
If using a stove, place a small pot on the stove and turn the stove on to a medium heat setting.
Carefully monitor the water in the pot until it comes to a soft boil (approximately 100 °C). Use the thermometer provided in your lab kit to verify the water temperature. Turn the stove off when the water begins to boil. Immediately proceed to Step 5.

CAUTION: Be sure to turn the stove off after creating the hot water bath. Monitor the heating water at all times, and never handle a hot pan without appropriate pot holders.
If using a microwave, place the microwave-safe bowl in the microwave and heat the water in 30 second increments until the temperature of the water is approximately 100 °C. Use the thermometer provided in your lab kit to verify the water temperature. Wait approximately one minute before proceeding to Step 5.
Place Tube 1 in the refrigerator. Leave Tube 2 at room temperature, and place Tube 3 in the hot water bath.
Important Note: The water should be at approximately 85 °C when you place Tube 3 in it. Verify the temperature with the thermometer to ensure the water is not too hot! Temperatures which exceed approximately 85 °C may denature the hydrogen peroxide.

Record the temperatures of each condition in Table 2. Be sure to provide the thermometer with sufficient time in between each environment to avoid obscuring the temperature readings.
Let the tubes sit for 15 minutes.
During the 15 minutes prepare the balloons with yeast by adding ¼ tsp. of yeast each balloon. Make sure all the yeast gets settled to the bulb of the balloon and not caught in the neck. Be sure not spill yeast while handling the balloons.
Carefully stretch the neck of the balloon to help ensure it does not rip when stretched over the opening of the test tube.
Attach the neck of a balloon you prepared in step 8 to the top of Tube 2 (the room temperature test tube) making sure to not let the yeast spill into the test tube yet. Once the balloon is securely attached to the test tube lift the balloon and allow the yeast to enter the test tube. Tap the bulb of the balloon to ensure all the yeast falls into the tube.
As quickly and carefully as possible remove the Tube 1 (cold) from the refrigerator and repeat steps 9 – 10 with Tube 1 using a balloon you prepared in step 8.
As quickly and carefully as possible remove Tube 3 (hot) from the hot water bath and repeat steps 9 – 10 with Tube 3 using a balloon you prepared in step 8.
Swirl each tube to mix, and wait 30 seconds.
Wrap the string around the center of each balloon to measure the circumference. Measure the length of string with a ruler. Record your measurements in Table 2.
Table 2: Balloon Circumference vs. Temperature

Tube

Temperature (°C)

Balloon Circumference (Uninflated; cm)

Balloon Circumference (Final; cm)

1 – (Cold)

2 – (RT)

3 – (Hot)

Post-Lab Questions

1. What reaction is being catalyzed in this experiment?

2. What is the enzyme in this experiment? What is the substrate?

3. What is the independent variable in this experiment? What is the dependent variable?

4. How does the temperature affect enzyme function? Use evidence from your data to support your answer.

5. Draw a graph of balloon diameter vs. temperature. What is the correlation?

6. Is there a negative control in this experiment? If yes, identify the control. If no, suggest how you could revise the experiment to include a negative control.

7. In general, how would an increase in substrate alter enzyme activity? Draw a graph to illustrate this relationship.

8. Design an experiment to determine the optimal temperature for enzyme function, complete with controls. Where would you find the enzymes for this experiment? What substrate would you use?

Download a plgrism free answer from here

Based on ethical principles and precedents Ashley absolutely has a duty to warn as Kendrick’s nurse. Although Ashley has to respect patient confidentiality, when a patient makes a direct threat against someone else the practitioner is legally obligated to warn the victim or notify the correct authorities. According to the Journal of the American Academy of Psychiatry and the Law

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Based on ethical principles and precedents Ashley absolutely has a duty to warn as Kendrick’s nurse. Although Ashley has to respect patient confidentiality, when a patient makes a direct threat against someone else the practitioner is legally obligated to warn the victim or notify the correct authorities. According to the Journal of the American Academy of Psychiatry and the Law

Question 1: Based on ethical principles and precedents Ashley absolutely has a duty to warn as Kendrick’s nurse. Although Ashley has to respect patient confidentiality, when a patient makes a direct threat against someone else the practitioner is legally obligated to warn the victim or notify the correct authorities. According to the Journal of the American Academy of Psychiatry and the Law:

“The legal duty of a psychiatrist or psychotherapist to warn an identifiable victim of a patient’s serious threat of harm has been well recognized in U.S. jurisprudence and clinical practice since the Tarasoff decision of the Supreme Court of California in 1976.” (Felthous, 2006)

Based on this, Ashley should immediately notify Kendrick’s psychiatrist of his threats and potential intentions upon discharge. The medical team can then decide what the best, and safest, course of action is for Kendrick’s treatment. If Kendrick is still feeling such intense animosity toward his ew-mother-in-law, it is possible he is still suffering from paranoid delusions. He may need an increased dosage of medication or prolonged in-patient therapy before living on his own. It is in the best interest of both the patient, his family, and the general public to take Kendrick’s threats seriously. (WEISS)

Felthous, A.R. (2006). Warning a Potential Vitctim of a Person’s Dangerousness: Clinician’s Duty or Victim’s Right? Journal of the American Academy of Psychiatry and the Law, 34(3), 338-348.

Question 2: It is evident as we proceed through this course there are several overarching guidelines that nurses must follow to protect the patient and provide the best care. In psychiatric nursing especially, it is important for the nurse to keep the privacy of the patient and details and information about them confidential. “Confidentiality, or nondisclosure of information, involves limits on the communications on “any information a nurse obtains about a patient in the context of the nurse-patient relationship” (Butts & Rich, 2016, p. 335).

In the case of Kendrick the nurse is required to keep information confidential to anyone that does not have permission to receive information. But, there are exceptions to confidentiality when “patients are a threat to themselves (suicide, for example) or to identifiable others” (Butts & Rich, 2016, p. 335). In this case, I think that the nurse does have a duty to warn because she would be protecting an identifiable individual, his ex-mother-in-law. In this case, Kendrick does not specifically threat her but his words do provide some evidence that she might be in danger. Provision 3.1 “Protection of the Rights of Privacy and Confidentiality” focuses on keeping the privacy and trust between a nurse and patient. A large part of confidentiality is trust and nurses do not want to lose that trust with a patient, especially with a patient with psychiatric conditions. But in this case, I think it turns to duty to warn and protecting the identified individual.

Butts, J. B., & Rich, K. L. (2016). Nursing Ethics: Across the Curriculum and Into Practice (Fourth ed.). Burlington, MA: Jones & Bartlett Learning.

** **Read Question 2 Below. Decide if the answer is accurate, why or why not? & find 2 academic sources to support your answer.(IN TEXT CITATIONS & PROPER REFERENCING) **

My doctor also explained that birth control pills “trick the body into thinking it is pregnant.” She explained that women do not normally ovulate when they are pregnant. Can you explain to me why a pregnant woman does not ovulate? How is this related to how the birth control pill works?

Question 2: Ovulation occurs when an egg is released from the ovaries down the fallopian tube to be possibly fertilized. If the egg (or eggs) are fertilized, it will continue on its journey to the uterus to plant in the uterine lining and continue to grow. The body will no longer ovulate because all functions will focus on caring for the egg that already implanted. All further periods will then cease in order to keep its uterine lining to be able to provide a favorable environment for the embryo. When a women takes a birth control pill, it alters the levels of hormones in the body. The birth control pill stops the body from releasing follicle stimulating hormones (FSH) and luteinizing hormones (LH). FSH would normally cause an egg to grow by stimulating the ovarian follicle and LH is what would normally cause ovulation.

**Read Question 3 Questions Below. Respond to each answer & find 2 academic sources to support your answer. (IN TEXT CITATIONS & PROPER REFERENCING) **

Question 1: One of the topics we learned that helped me through a personal situation this semester was related to bone structure, fractures and repair. When my 5-year old stepson broke both arms a few weeks ago, this was understandably terrifying for all of us parents. While getting x-rays, the doctor told us that he had broken both bones in one arm and one bone in the other, which I knew to be the radius and ulna (Amerman 211). As such, he received a hard cast up over his elbow on one arm and up to his elbow on the second. The doctor also stated that the growth plate was not affected by either break. I knew that he was referring to the epiphyseal plate, which is found between the diaphysis (shaft) and epiphysis (head) of the long bones in a developing skeleton (Amerman 260). The hyaline cartilage of an epiphyseal plate is replaced with bone when bone growth is complete. As we learned in our textbook, damage to the growth plate is particularly concerning in children as even minor injury can cause lifelong consequences, such as differences in limb length, limb deformities and early onset arthritis (Amerman 260). It was a great relief to all of us to know that Brady’s injuries should not cause any long-term damage.

When we returned 2 weeks later to take follow up x-rays, the doctor noticed that there was actually a second fracture in the arm that we initially thought to only have one. As his cast was not placed up above his elbow initially and the area was not stabilized, the bone had already begun to heal crooked and appeared bowed out in the x-ray. Obviously, we were at first quite concerned about this as well. What we were told and what I already knew from A&P was that his bone would continue to grow and remodel and actually straighten itself back out over time. His bone initially not healing properly was not anything we should worry too much about as the body is resilient, particularly in young children and the issue would take care of itself. This knowledge was a great comfort to all of us. (HIGGINS)

Question 2: This course has helped me to learn a lot about myself, my health, and my experience. One specific example that has stuck out for me so far is around bone development. In my previous life as a teacher, one of my favorite students was born without ulnas. Until this class, I didn’t know what that meant exactly, besides that it was a bone of the arm. This led to my student’s arms coming down to almost a point on both, with the absence of wrists, hands, and most fingers. I know that the styloid process were the endpoint of my student’s arms (Amerman 243). I imagine this may have also impacted how the radius articulates with the humerus. I don’t know what caused him to have an issue in bone development specific to the ulnas. However, I do know that the ulna is a long bone, with ossification beginning in utero through endochondral ossification and grows distally from the radius (Radiopaedia). The lack of ulnas could be related to anything from the osteoblasts, which build bones, osteoclasts, which aid in bone resorption, or an issue with the epiphyseal plates of any existing part of the ulna he may have had. Although I haven’t been able to find images or stories that very closely depict a similar scenario, Ulnar hypoplasia does seem to resemble

what I remember (Malik S. & Afzal M.)

Even with missing ulnas, my student rode his bike to school, played soccer, climbed ropes courses, and typed 5 paragraph essays with his elbows. Literally, the only thing I ever did for him was open a glue stick. It was amazing and inspiring. (CLARK)

Question 3: Have you ever had a dream that startled you so much that you reached out to hit something? My patient sure did and because we are stuck in twin beds and he was close to the wall he ended up fracturing his left middle phalanx.

He came into the clinic the morning after complaining of swelling to his left little finger and described what lead to the incident. I did not suspect a fracture to the finger but because the swelling was so severe and the extreme tenderness I completed an x-ray to be safe. As chapter 7 discussed the fingers on each hand are comprised of 14 bones including the proximal, middle, and distal phalanx except the thumb which is missing the distal phalanx. I am suprised that he was able to hit the wall in a way that only caused a fracture to the one bone. I was able to treat the injury in clinic with just a finger brace to protect the bone and prevent flexion and extenstion of the joint. (MARTINEZ)

**Read Question 4 Questions Below. Respond to each answer & find 2 academic sources to support your answer. (IN TEXT CITATIONS & PROPER REFERNCING) **
Question 4: A processed food product that I regularly eat is peanut butter. Right now, the brand I have in my pantry is Crunchy No Stir Peanut Butter Spread, which I purchased at Trader Joe’s. The ingredients include roasted peanuts, powdered sugar (cane sugar, cornstarch), palm oil, and sea salt. The goal of most food additives is to maintain or improve a foods safety, freshness, taste, texture, or appearance, but sometimes food additives can be harmful to our health, especially when eaten in large quantities.

Sugar: This additive is used to create flavor in the product.

Salt: This is used to enhance flavor and preserve the product.

Palm oil: a more healthful alternative to hydrogenated oils, this additive is a semisolid at room temperature. The saturated fats help to give no-stir peanut butter its relatively solid texture.

Although this product does contain additives, it does not have a huge list and most of the ingredients are familiar which is always a good sign. The major additive is palm oil, which is still better than the hydrogenated oils that are added to other types of nut butters. Hydrogenated oils increase shelf life, but are also known to raise the risk of cancer, diabetes, and heart disease. I will definitely continue to eat peanut butter; however, I will now consider purchasing a different version of the product. Stir peanut butter, where oil separates and rises to the top of the tube, is a more natural alternative.(SORGESTIN)

Question 4-1: Although I know they’re not a natural food and heavily processed, I absolutely love Kraft singles American cheese slices. No cheese is better for making grilled cheese sandwiches in my opinion. The ingredient list for Kraft singles is as follows:, Cheddar cheese (milk, cheese culture, salt, enzymes), Whey, Water, Protein concentrate, Milk, Sodium citrate, Calcium phosphate, Milkfat, Gelatin, Salt, Sodium phosphate, Lactic acid as a preservative, Annatto and paprika extract (color), Enzymes, Vitamin A palmitate, Cheese culture, Vitamin D3.

Sodium citrates are generally used as acidity regulators in food and drinks. They also as emulsifiers for oils, which enables cheeses to melt without becoming greasy (Modernist Pantry, 2018). Calcium phosphate helps thicken, stabilize and firm processed foods. It’s also used to help blend oil-and-water based ingredients, prevent caking, retain moisture, regulate acidity and treat flour (Bruso, 2017). Sodium phosphate has many properties as a food additive. It’s used as a texturizer, which changes the appearance or feel of the food while increasing shelf life. It can also be used as an emulsifier (Robinson, 2017). Despite these food additives, I will definitely continue to eat Kraft singles. I try to eat healthy and focus on whole, natural foods… but nothing beats Kraft singles in a grilled cheese!(WEISS)

**Read Question 4 Questions Below. Respond to each answer & find 2 academic sources to support your answer. (IN TEXT CITATIONS & PROPER REFERENCING) **

Question 4: A processed food product that I regularly eat is peanut butter. Right now, the brand I have in my pantry is Crunchy No Stir Peanut Butter Spread, which I purchased at Trader Joe’s. The ingredients include roasted peanuts, powdered sugar (cane sugar, cornstarch), palm oil, and sea salt. The goal of most food additives is to maintain or improve a foods safety, freshness, taste, texture, or appearance, but sometimes food additives can be harmful to our health, especially when eaten in large quantities.

Sugar: This additive is used to create flavor in the product.

Salt: This is used to enhance flavor and preserve the product.

Palm oil: a more healthful alternative to hydrogenated oils, this additive is a semisolid at room temperature. The saturated fats help to give no-stir peanut butter its relatively solid texture.

Although this product does contain additives, it does not have a huge list and most of the ingredients are familiar which is always a good sign. The major additive is palm oil, which is still better than the hydrogenated oils that are added to other types of nut butters. Hydrogenated oils increase shelf life, but are also known to raise the risk of cancer, diabetes, and heart disease. I will definitely continue to eat peanut butter; however, I will now consider purchasing a different version of the product. Stir peanut butter, where oil separates and rises to the top of the tube, is a more natural alternative.(SORGESTIN)

Question 4-1: Although I know they’re not a natural food and heavily processed, I absolutely love Kraft singles American cheese slices. No cheese is better for making grilled cheese sandwiches in my opinion. The ingredient list for Kraft singles is as follows:, Cheddar cheese (milk, cheese culture, salt, enzymes), Whey, Water, Protein concentrate, Milk, Sodium citrate, Calcium phosphate, Milkfat, Gelatin, Salt, Sodium phosphate, Lactic acid as a preservative, Annatto and paprika extract (color), Enzymes, Vitamin A palmitate, Cheese culture, Vitamin D3.

Sodium citrates are generally used as acidity regulators in food and drinks. They also as emulsifiers for oils, which enables cheeses to melt without becoming greasy (Modernist Pantry, 2018). Calcium phosphate helps thicken, stabilize and firm processed foods. It’s also used to help blend oil-and-water based ingredients, prevent caking, retain moisture, regulate acidity and treat flour (Bruso, 2017). Sodium phosphate has many properties as a food additive. It’s used as a texturizer, which changes the appearance or feel of the food while increasing shelf life. It can also be used as an emulsifier (Robinson, 2017). Despite these food additives, I will definitely continue to eat Kraft singles. I try to eat healthy and focus on whole, natural foods… but nothing beats Kraft singles in a grilled cheese!(WEISS)

DUE 3/25/18

7AM NEW YORK TIME ZONE

175 WORD MINIMUM FOR EACH QUESTION

USE IN TEXT CITATIONS

MLA FORMAT

Select the combining form that best matches the definition bronchiole.

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Question

Select the combining form that best matches the definition bronchiole.

Select one:

a. alveoli(o)

b. bronch(o)

c. bronchiol(o)

d. lob(o)

Question2

Asthma can be caused by

Select one:

a. anxiety.

b. allergy.

c. infection.

d. All of the choices are correct.

Question3

The combining form meaning liver is:

Select one:

a. hepato

b. chole

c. laparo

d. medullo

Question4

Select the combining form that best matches the definition sebum.

Select one:

a. onych(o)

b. xer(o)

c. seb(o)

d. lip(o)

Question5

The combining form meaning sound is:

Select one:

a. normo

b. phono

c. photo

d. xantho

Question6

Select the combining form that best matches the definition tendon.

Select one:

a. ten(o)

b. tars(o)

c. tibi(o)

d. vertebr(o)

Question7

Muscles include

Select one:

a. synarthroses.

b. amphiarthroses.

c. diarthroses.

d. None of the choices are correct .

Question8

Select the combining form that best matches the definition metacarpal.

Select one:

a. maxill(o)

b. myel(o)

c. metacarp(o)

d. patell(o)

Question9

The blood vessel that brings oxygenated blood to the heart is the

Select one:

a. carotid artery.

b. pulmonary vein.

c. femoral artery.

d. popliteal artery.

Question10

An agent that induces sleep is a(n)

Select one:

a. hypnotic.

b. analgesic.

c. anticonvulsant.

d. antibiotic.

Question11

The combining form meaning white is:

Select one:

a. leuko

b. litho

c. cyano

d. idio

Question12

A myocardial infarction is also known as a(n)

Select one:

a. stroke.

b. heart attack.

c. CVA.

d. aneurysm.

Question13

Exocrine glands

Select one:

a. do not secrete.

b. secrete outward.

c. only appear after puberty.

d. are only located in the hypodermis.

Question14

Fatty substances are also known as

Select one:

a. lipids.

b. enzymes.

c. beta blockers.

d. proteins.

Question15

Select the combining form that best matches the definition fatty matter.

Select one:

a. ather(o)

b. pericardi(o)

c. phleb(o)

d. atri(o)

Question16

The combining form meaning masculine is:

Select one:

a. tono

b. gyne

c. andro

d. athero

Question17

Select the combining form that best matches the definition artery.

Select one:

a. angi(o)

b. phleb(o)

c. arteri(o)

d. sphygm(o)

Question18

The suffix meaning softening is:

Select one:

a. -lysis

b. -clasis

c. -malacia

d. -pheresis

Question19

The bicuspid valve controls blood flow between the

Select one:

a. heart and lungs.

b. arteries and veins.

c. atrium and ventricle.

d. None of the choices are .

Question20

The combining form meaning sleep is:

Select one:

a. algo

b. bacilli

c. geronto

d. hypno

Question21

The combining form meaning wrist is:

Select one:

a. brachio

b. celio

c. burso

d. carpo

Question22

The combining form meaning motion is:

Select one:

a. keto

b. kinesio

c. eosino

d. dynamo

Question23

The prefix meaning over is:

Select one:

a. iso-

b. mal-

c. epi-

d. hypo-

Question24

The combining form meaning irregular is:

Select one:

a. ortho

b. poikilo

c. acantho

d. steno

Question25

Select the combining form that best matches the definition cerebellum.

Select one:

a. cerebr(o)

b. gangli(o)

c. cerebell(o)

d. crani(o)

Question26

Select the combining form that best matches the definition adenoid.

Select one:

a. adenoid(o)

b. alveol(o)

c. bronchiol(o)

d. lob(o)

Question27

The epidermis includes the

Select one:

a. stratified squamous epithelium.

b. stratum corneum

c. stratum germinativum.

d. All of the choices are correct.

Question28

Pneumonia is a general term for infection of the

Select one:

a. alveoli.

b. bronchi.

c. pleura.

d. pharynx.

Question29

A type of skin cancer is

Select one:

a. onychia.

b. keratosis.

c. melanoma.

d. scabies.

Question30

The combining form meaning fever is:

Select one:

a. pyro

b. pyo

c. thermo

d. scoto

Question31

The combining form meaning tumor is:

Select one:

a. oncho

b. phago

c. salpingo

d. scoto

Question32

Select the combining form that best matches the definition skull.

Select one:

a. cervic(o)

b. crani(o)

c. condyl(o)

d. chondr(o)

Question33

The combining form meaning tooth is:

Select one:

a. odonto

b. opto

c. linguo

d. gingivo

Question34

Select the combining form that best matches the definition fatty.

Select one:

a. ermat(o)

b. adip(o)

c. myc(o)

d. ichthy(o)

Question35

Select the combining form that best matches the definition breathing.

Select one:

a. trache(o)

b. spir(o)

c. phon(o)

d. pneum(o)

Question36

The brainstem includes the

Select one:

a. cerebrum.

b. cerebellum.

c. pons.

d. diencephalons.

Question37

The spinal column includes the

Select one:

a. lumbar vertebrae.

b. clavicle.

c. maxillary bones.

d. scapula.

Question38

Select the combining form that best matches the definition humerus.

Select one:

a. fasci(o)

b. fibr(o)

c. humer(o)

d. kyph(o)

Question39

The combining form meaning cartilage is:

Select one:

a. chondrio

b. arthro

c. cortico

d. costo

Question40

The combining form meaning mouth is:

Select one:

a. odonto

b. glosso

c. rhino

d. stomato

Question41

Abnormally fast breathing is

Select one:

a. bradypnea.

b. tachypnea.

c. hyponnea.

d. apnea.

Question42

A symptom of Alzheimer’s disease is

Select one:

a. amnesia.

b. apraxia.

c. agnosia.

d. All of the choices are correct.

Question43

A test for tuberculosis is the

Select one:

a. Schick test.

b. patch test.

c. Mantoux test.

d. scratch test.

Question44

Select the combining form that best matches the definition lamina.

Select one:

a. lamin(o)

b. humer(o)

c. ili(o)

d. fasci(o)

Question45

The prefix meaning several is:

Select one:

a. poly-

b. pluri-

c. mono-

d. multi-

Question46

The combining form meaning thorny is:

Select one:

a. acantho

b. patho

c. chloro

d. amylo

Question47

Select the combining form that best matches the definition thalamus.

Select one:

a. myel(o)

b. thalam(o)

c. spin(o)

d. vag(o)

Question48

The prefix meaning external is:

Select one:

a. exo-

b. intra-

c. endo-

d. post-

Question49

The prefix meaning small is:

Select one:

a. poly-

b. micro-

c. macro-

d. multi-

Question50

Select the combining form that best matches the definition spinal cord.

Select one:

a. myel(o)

b. spin(o)

c. vag(o)

d. lumb(o)

Question51

Select the combining form that best matches the definition fungus.

Select one:

a. hidr(o)

b. adip(o)

c. ichthy(o)

d. myc(o)

Question52

A type of surgery on blood vessels is an

Select one:

a. endarterectomy.

b. arteriotomy.

c. angioplasty.

d. All of the choices are correct.

Question53

The innermost layer of meninges is the

Select one:

a. pia mater.

b. epidurus.

c. arachnoid.

d. dura mater.

Question54

The prefix meaning through is:

Select one:

a. dia-

b. ex-

c. peri-

d. auto-

Question55

Respiration is the taking in of air and the expelling of

Select one:

a. carbon dioxide.

b. nitrous oxide.

c. oxygen.

d. None of the choices are .

Question56

Select the combining form that best matches the definition epiglottis.

Select one:

a. capn(o)

b. laryng(o)

c. lob(o)

d. epiglott(o)

Question57

The suffix meaning a turning toward is:

Select one:

a. -trophy

b. -pheresis

c. -phoresis

d. -tropy

Question58

The combining form meaning tooth is:

Select one:

a. osteo

b. costo

c. denti

d. gingivo

Question59

Select the combining form that best matches the definition lung.

Select one:

a. lob(o)

b. pneum(o)

c. spir(o)

d. trache(o)

Question60

A type of vascular disorder is

Select one:

a. furuncles.

b. carbuncles.

c. rosacea.

d. pruritus.

Question61

The prefix meaning middle is:

Select one:

a. hemi-

b. semi-

c. meso-

d. meta-

Question62

A meningocele is associated with

Select one:

a. Tay-Sachs.

b. spina bifida.

c. hydrocephalus.

d. concussion.

Question63

The suffix meaning immature is:

Select one:

a. -blast

b. -clasis

c. -cele

d. -ema

Question64

The combining form meaning jaw is:

Select one:

a. glosso

b. oro

c. gnatho

d. stomato

Question65

The combining form meaning blood is:

Select one:

a. ileo

b. histo

c. angio

d. hemato

Question66

The combining form meaning cause is:

Select one:

a. etio

b. gonio

c. dextro

d. steno

Question67

Select the combining form that best matches the definition sweat.

Select one:

a. hidr(o)

b. pil(o)

c. adip(o)

d. melan(o)

Question68

The combining form meaning kidney is:

Select one:

a. medullo

b. onycho

c. nephro

d. orchido

Question69

Tapping over the lung area to see if the lungs are clear is called

Select one:

a. auscultation.

b. percussion.

c. stethoscope.

d. bronchography.

Question70

The combining form meaning joint is:

Select one:

a. brachio

b. arthro

c. pilo

d. arterio

Question71

Diuretics are used to treat

Select one:

a. hypertension.

b. hypotension.

c. edema.

d. Both hypertension and edema.

Question72

The area of the spinal cord that affects the muscles of the legs is the

Select one:

a. cervical.

b. coccygeal.

c. brachial.

d. sacral.

Question73

The suffix meaning urine is:

Select one:

a. -uria

b. -rrhea

c. -rrhexis

d. -rrhagia

Question74

Select the combining form that best matches the definition pericardium.

Select one:

a. aort(o)

b. pericardi(o)

c. cardi(o)

d. ather(o)

Question75

Select the combining form that best matches the definition heel.

Select one:

a. brachi(o)

b. arthr(o)

c. calcane(o)

d. ankyl(o)

Question76

Select the combining form that best matches the definition ganglion.

Select one:

a. gli(o)

b. gangli(o)

c. crani(o)

d. cerebell(o)

Question77

A bypass or CABG is usually performed to

Select one:

a. cure cancer.

b. bradycardia.

c. create a new passage for blood.

d. None of the choices are .

Question78

Select the combining form that best matches the definition foot.

Select one:

a. pub(o)

b. rachi(o)

c. ped(i)

d. scoli(o)

Question79

Select the combining form that best matches the definition ischium.

Select one:

a. femor(o)

b. ili(o)

c. ischi(o)

d. kyph(o)

Question80

A type of primary lesion is a(n)

Select one:

a. erosion.

b. angioma.

c. plaque.

d. keloid.

Explain how you might help Megan in the classroom by supporting her capacity to remember/retain information, enhance her study skills, and organize and process her thoughts. What strategies might you use to support her learning? Explain why you selected these strategies. Include the use of a technological tool as a means of supporting her learning in your response.

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Explain how you might help Megan in the classroom by supporting her capacity to remember/retain information, enhance her study skills, and organize and process her thoughts.

What strategies might you use to support her learning? Explain why you selected these strategies. Include the use of a technological tool as a means of supporting her learning in your response.

The purpose of this assignment is to explore approaches to instruction that support adolescents’ physical, cognitive, or socioemotional growth and to understand the unique challenges adolescents face with regards to classroom learning.

Respond to each of the following scenarios with a 500-750 word rationale. Your response to each scenario should include the following:

Assessment of developmental characteristics of adolescent behaviors.

Explanation of specific challenges the student is facing, based on developmental characteristics and behaviors.

Approaches to instruction that promotes the physical, cognitive, or socioemotional development of each student.

Opportunities to facilitate learning with the use of technology.

Scenario #1

Marco is a senior in one of your classes. He has appeared to be depressed, showing signs of sadness, self-criticism, and hopelessness. As a result, his grades have dropped. You are considering whether to use the Response to Intervention approach to provide more guided, supportive instruction to Marco.

Explain how and why you might use Response to Intervention (RTI) to support Marco’s learning in your classroom. Offer specific intervention strategies and steps you will take, including the use of technology in your response.

Scenario #2

Megan, a sophomore in one of your classes, has been struggling with substance abuse and chemical dependency for the last year. She is now on an Individualized Education Program (IEP). Tasks that involve memory and retention of information pose a challenge for her.

Explain how you might help Megan in the classroom by supporting her capacity to remember/retain information, enhance her study skills, and organize and process her thoughts.

What strategies might you use to support her learning? Explain why you selected these strategies. Include the use of a technological tool as a means of supporting her learning in your response.

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Our readings describe the various historical-cultural influences that have affected human sexuality. These historical-cultural influences include such events as the sexual revolution, the control of conception, the emergence of contraception, as well as the redefining of gender roles throughout history.

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Our readings describe the various historical-cultural influences that have affected human sexuality. These historical-cultural influences include such events as the sexual revolution, the control of conception, the emergence of contraception, as well as the redefining of gender roles throughout history.
Assignment Instructions
Assignment 1: Human Sexuality Throughout History Time-line

Our readings describe the various historical-cultural influences that have affected human sexuality. These historical-cultural influences include such events as the sexual revolution, the control of conception, the emergence of contraception, as well as the redefining of gender roles throughout history. Many of these events changed the way sexuality is viewed today. Using Prezi (http://prezi.com/), PowerPoint, or Word create a time-line and identify at least 7 important historical events that you believe influence sexuality today. Evaluate each of these events according to its significance in history and culture. Place the date, a brief description, or even a video clip of the historical-cultural influence. Please read the grading rubric below for additional guidance with this assignment.

What is the importance of Prochlorococcus for life on the planet Earth, both historically and in the present day?

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What is the importance of Prochlorococcus for life on the planet Earth, both historically and in the present day?

“Phytoplankton, Chemosynthesis, and Mitochondria”

For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.

Topic 1 : The phytoplankton that brought Earth to life. Review the video (1)* about the “phytoplankton that brought Earth to life” from the link given below. In this clip, which is under 5 minutes in length, Penny Chisholm discusses a tiny phytoplankton called Prochlorococcus. Based on that video, please address the following:

(a) What is the importance of Prochlorococcus for life on the planet Earth, both historically and in the present day?
(b) In the video, Dr. Chisholm tells us that Prochlorococcus samples from different environments are genetically different. What does this tell us about the relationships between organisms and their environments?
(c) Explain how this relates to this week’s lessons.
Topic 2 [article]: Snails that don’t eat. A recent article by JoAnna Klein (2)* describes a partnership between the snail Gigantopelta chessoia and a chemosynthetic bacterium. The bacterium is called an “endosymbiont” because it lives inside the snail.

(a) Describe the partnership between Gigantopelta chessoia and its endosymbiont.
(b) What is most surprising to you about this situation?
(c) Explain how this relates to this week’s lessons.
Topic 3 [article]: Exercise and mitochondria. Exercise is generally known to have many beneficial effects on our bodies at several different levels. Some studies have examined the effects of exercise at the level of muscle cells. Read the press release by Cell Press (3)*.

(a) What specifically did these researchers measure in their volunteers?
(b) What were their findings?
(c) Explain how this relates to this week’s lessons.
References (in Strayer Writing Standards format).

PBS Newshour, March 5, 2014. The phytoplankton that brought Earth to life, https://youtu.be/m_43nR11PW8
JoAnna Klein, July 11, 2018. This snail goes through metamorphosis. Then it never has to eat again. https://www.nytimes.com/2018/07/11/science/snail-metamorphosis.html
Cell Press, March 7, 2017. How exercise — interval training in particular — helps your mitochondria stave off old age. https://www.sciencedaily.com/releases/2017/03/170307155214.htm