BIOL1911-Concepts In Biology

BIOL1911-Concepts In Biology

Data-Analysis Assignment 

To complete this assignment you are required to construct four separate properly formatted graphs and interpret their content to answer three questions related to photosynthesis 

The following data were obtained by measuring the rate of photosynthesis “P” as leaves were exposed to varying light levels of different colour. Photosynthesis in these experiments was measured as the amount of carbon dioxide (CO2) absorbed by a certain surface area of leaf per unit of time (hence the unit of measurement for the rate of photosynthesis, or “P”, is μmol/m2 /s). The experiment was conducted four times, each time with a filter that changed the colour of the light (light is measured as an amount of light per unit area per unit time, so light also has the unit μmol/m2 /s). Measurements of photosynthetic rate (P) were taken each time the light intensity was increased by 200μmol/m2 /s. Construct a graph for the data obtained from each experiment. 

*Note: the independent variable (x-axis) is what the experimenter manipulates in the experiment; the dependent variable (y-axis) is what the experimenter measures* 

Table 1. Photosynthetic rate (P) (μmol/m2 /s) of a tomato leaf (Lycopersicon esculentum) exposed to increasing light intensities (μmol/m2 /s) using different colour filters (white, red, green, and blue). 

Questions:

1. How do the different colours of light affect the rate of photosynthesis? In your answer please make reference to light intensities and photosynthetic rates from the data in Table 1 and in your graphs (provide units).

2. Do the results of these experiments make sense based on what you know about how photosynthetic pigments absorb light of various colours? In your answer, describe how photosynthetic pigments absorb different colours of light and make reference to data from Table 1 and your graphs (provide units).

3. In these experiments, photosynthetic rate (P) describes how much carbon dioxide is absorbed by a known area of leaf in a given amount of time. Can you explain why there is a negative photosynthetic rate when there is no light exposed to the leaf? In other words, what is happening in the leaf’s cells that would result in a net release of carbon dioxide when the leaf is in the dark? 

BIOL1911-Concepts In Biology

BTECH1322 Introduction To Biotechnology

BTECH1322 Introduction To Biotechnology

This assignment is designed to test your knowledge and understanding of Supply Chain design, planning and implementation in the global context.  There are two tasks given below, and each task relates to various aspects of International Supply chain design, planning and implementation. Task 1 is a report based on the given scenario, learners should write a minimum of 3500 words, however some questions may require detailed explanations hence taking the learners beyond the minimum word limit. Task 2 is a presentation; the guidelines are provided.

Assignment Task 1:

Read the following Scenario, and prepare a report with the guidelines provided.

Scenario: Gartner, Inc. has released the results of its annual supply chain top 25, identifying supply chain leaders and highlighting their best practices. After seven consecutive years of scoring in the top five of the Supply Chain Top 25, Unilever joined Apple, P&G, Amazon and McDonald’s in the “Masters” category, which Gartner introduced in 2015 to recognize sustained leadership over the last 10 years. The 2019 annual supply chain top 25 leaders are available at: -https://www.gartner.com/en/newsroom/press-releases/2019-05-16-gartner-announces-rankings-of-the-2019-supply-chain-t

Learners must select any organisation from the above list of global supply chain top 25 leaders and develop a report, proposing strategies to reconfigure the supply network design. By answering the questions below in the form of a report, learners should clearly be able to analyze the paradigm shift from anticipation to response-based models. Learners should also be able to adopt the Collaborative planning, forecasting and replenishment techniques to enhance supply chain decisions in the chosen organization.

The report should include the following:

  1. Executive Summary
  2. Introduction of the Chosen Organization and background to the need for supply network design change.
  3. Explain any two supply network configurations which can be explored and evaluate the relevance of these models to the chosen organization
  4. Evaluate the factors that must be considered as the organization adopts a Response based business model.
  5. Assuming you are the new Supply Chain director of the organization, what procurement strategies should be implemented? Strategies recommended must contribute to transition from a push based to a pull-based system if required.
  6. How can the adoption of a Collaborative Planning, Forecasting and Replenishment [CPFR] concept contribute to both reactive and proactive response models mentioned above in the context of the organization’s circumstances?
  7. Examine and discuss the cross- functional supply chain drivers of the chosen organisations business model
  8. Conclusions and recommendations
  9. Harvard referencing and citations

Assignment Task 2

For the chosen organisation in task 1, learners are asked to make a short presentation to apply the supply chain operations and reference model (SCOR model). You should satisfy these objectives while making the presentation: –

  • Using the SCOR model, you should develop and present a strategy that would aid in improving the chosen organization’s position.
  • Using the scope of the SCOR model diagram, label the supplier customer relationship spectrum highlighted, in the context of the chosen organization’s supply chain network and develop a SCOR roadmap for the organization

BTECH1322 Introduction To Biotechnology

LAW72017 DNA & The Law

LAW72017 DNA & The Law

The journal articles relate to challenges and opportunities that may impact on the future of forensic DNA. The articles explore potential developments and their impact on the justice system.You are required in this assessment to select one of the three journal articles and to describe, analyse and critique that selected journal article. Describe means ‘to give a detailed account’ of the article, a ‘report’ or ‘recounting’ of what the work says. In other words, you are required to descriptively outline the article in question. Analyse means ‘to examine methodically and in detail, typically in order to explain or interpret it.’ In the case of the journal article you select, you are required to interpret and explore the author’s central argument(s). Critique means ‘to evaluate a theory in a detailed and analytical way’. In the case of the journal article you select, you are required to reflect on what the article says, and how it relates conceptually (and hence more broadly) to wider questions of law, property aand society. In critiquing the article, you must draw parallels, or make linkages or connections with the other two (2) journal articles.Legal scholars need to develop and acquire disciplinary specific skills of reading legal works, writing legal papers, and thinking legally. These skills may need to be applied to material from other disciplines. This assessment item therefore requires that you read all three (3) journal articles, that you write and engage in a description and analysis of the selected journal article, and lastly, that you engage in higher order thinking by critiquing what the journal article means in terms of its connections to the other two articles, and more generally in terms of its implications for the role of DNA analysis in law

LAW72017 DNA & The Law

MD7004: Current Issues In Biomedical Science

MD7004: Current Issues In Biomedical Science

The report should focus on UKAS accreditation of medical laboratories and should consider the following:

How would the laboratory achieve accredited status? You need to identify the procedural steps in terms of gaining accreditation. Remember to critically evaluate, and not just simply state ‘this happens’ or ‘that happens’ – think about ‘why’ these procedures are important and provide evidence for your evaluation.

Identify and evaluate the formal accrediting bodies involved, and other regulatory bodies that aid in the accreditation process. How do these bodies work together?

An evaluation of both the positives and negatives of accreditation

• You are highly likely to be using reports in the main but there are quite a few studies assessing accreditations – you should look to include this primary literature in your report.


MD7004: Current Issues In Biomedical Science

Unit 8: Unit 8: Science in the Backyard: Protecting the Ecosystem – Discussion

Unit 8: Unit 8: Science in the Backyard: Protecting the Ecosystem – Discussion

Invasive Species

When the first European settlers set foot in the Americas hundreds of years ago they brought plants and animals from their homeland. Often they brought seeds so that they would be able to grow food. For hundreds of years, people have been introducing new species of plants to the Americas. Often these non-native plants are called “exotics.” Today, a plant that is considered “native” to the Americas is one that was already growing naturally in the area before European settlement. Many of the plants that are seen around the U.S. today are not native in this sense. Exotic plants can also be introduced by migratory birds, animals (through their fecal droppings), and via wind and water.

It should also be noted that exotic species are not limited to plants and can take the form of any non-native wildlife including mammals, insects, fish, etc. — all of which can become invasive species.

In the global society today, you can order plants from around the world to plant in your garden and yard. Most of the non-native plants that have been imported help create a more diverse environment, add to the beauty of the landscape, or provide valuable food. However, some of these non-native plants do not remain confined to your yard. If the new plant is better at survival and reproduction than the native plants in an area, it can take over. When this happens the exotic plant is called an “invasive species” because it invades the new ecosystem and can take over large areas. One reason they may take over is because they may not have any native predators to inhibit their growth. In many cases the invasive species will reduce the diversity of life in an area because it will squeeze out everything else and outcompete for valuable resources such as food and/or water. You can learn more about invasive species at the following resources:

Source: The United States National Arboretum. (2013). Invasive plants. Retrieved from http://www.usna.usda.gov/Gardens/invasives.html
Source: U.S. Environmental Protection Agency. (n.d.). Invasive species. Retrieved from 
http://water.epa.gov/type/oceb/habitat/invasive_species_index.cfm    

A common example of this is kudzu ( Pueraria montana var. lobata) a plant native to Asia that was intentionally introduced in the late 1800s to help with erosion control (which it does quite effectively). You can learn more about kudzu here:

Source: National Agriculture Library. (2013). Plants. United States Department of Agriculture. Retrieved from http://www.invasivespeciesinfo.gov/plants/kudzu.shtml

During the unit, address the following questions:

What kinds of problems can invasive species cause? Do you think one group of invasive species is worse than another? Why, or why not? Is there one effective way to combat the spread of an invasive species? Can you propose a method? Provide some information on an invasive species in your area. You can conduct a quick search on your state using the following website. Be sure to take a look under each category (e.g., aquatic species, animals, etc.):
Source: National Agriculture Library. (2013). State resources. United States Department of Agriculture. Retrieved fromhttp://www.invasivespeciesinfo.gov/unitedstates/state.shtml. If you do not live in the United States, please try to find information on invasive species in your area of the world or you can choose a region of interest to you in the United States. How was your chosen invasive species introduced into your area? If a reason was not provided with your resource, please give a hypothesis of how this could happen. How has human activity impacted Earth’s natural ecosystems? What can you do to help prevent the spread of invasive species?

Be sure to review the Discussion Board Grading Rubric provided in the Course Syllabus.

For help with citations, refer to the APA Quick Reference Guide.

Use this reference when referring to your text:

Trefil, J., & Hazen, R.M. (2013). The sciences: An integrated approach. Hoboken, NJ: John Wiley & Sons, Inc.

Answer the questions only. No plagiarism. Word count 200-250 in length. and cite all references used

Unit 8: Unit 8: Science in the Backyard: Protecting the Ecosystem – Discussion

SCI 241 Week 4 Discussion Questions

SCI 241 Week 4 Discussion Questions

This pack of SCI 241 Week 4 Discussion Questions shows the solutions to the following points:

DQ 1: In our society, there are weight loss programs that recommend low fat, no fat or high protein diets. Should we eliminate fats from our diets altogether and increase proteins? What are some of the benefits that unsaturated fats and proteins provide when included in a balanced diet? Explain your answer.

DQ 2: If you have ever poured oil into a glass of water, you have seen that these two substances do not mix. Knowing this, how do lipids move through the body so that they can be digested and absorbed? How are lipids stored in the body and when are they used as a source of energy?

 

Algorithm Calorie management

Algorithm Calorie management

1: Calorie Management

Begin working on the Week Five Learning Team Assignment: Calorie Management. This is a cumulative assignment that is completed over several weeks.

Imagine that your team of software developers won a contract to develop a program that will identify whether a person is balancing calories consumed with those being expended or burned by taking the following into account:

·  The balance of calories is calculated daily.

·  Calories are consumed in both food and beverages. Calories can be identified from both product labeling and calorie counters located on the Internet

·  Calories are burned daily in both daily living and exercise. Calories expended or burned can be calculated using calorie calculators located on the Internet.

·  The balance of calories may be displayed in either calories or pounds and ounces. The following are examples of the information that might be provided:

o  Calories are in balance

o  _ _ _ more calories are consumed than expended

o  _ _ _ more calories are expended than consumed

o  No pounds/ounces were gained or lost

o  _ pounds _ _ ounces may have been gained

o  _ pounds _ _ ounces may have been lost

·  Use the following computation: One pound equals 3500 calories.

Review and discuss your ideas for the assignment.

Identify the criteria your team will need to develop the required software. To do this, you must begin by thinking about how a computer and a program processes and stores data.

Algorithm Planning for Calorie Management

The first phase of your team’s project is to plan how your team will develop a program that calculates the user’s daily caloric balance.

Create a complete list of activities, placed in logical order that must be completed in the first phase of the programming development cycle.

Determine the modules that will be needed in the program.

Design a top-level algorithm that calls each module as needed.

Write a simple algorithm in pseudocode that lists the program’s input, output, and processing components in a logical, sequential order. At this stage, do not show the tasks and subtasks within each component.

 Program Variables for Calorie Management

Continue working on the Week Five Learning Team Assignment.

Identify the variables that are needed in the program. For each variable, provide the following:

·  A name

·  The variable’s data type

·  A description of the variable’s purpose

Begin the flowchart that will represent the algorithm.

Use Visual Logic to create the flowchart of the top-level algorithm.

Develop an algorithm in pseudocode that shows the tasks and subtasks for each program module component that was in the simple algorithm you developed in Week Two.

Document the purpose of each task and subtask.

 – Desk Check for Calorie Management

Continue working on the Week Five Learning Team Assignment.

Test your algorithms with a desk check by using the following test values:

·  Calories consumed today: 1877

·  Calories expended today: 1285

Create a desk check table to show the results of your desk check test.

Continue developing the Visual Logic flowchart of the algorithm, including all modules.

Use this flowchart to check the values given for the desk check.

Begin working on a 10- to 15-slide Microsoft® PowerPoint® presentation with speaker notes. Use this presentation to convince senior management that your proposed solution fits their needs and requirements.

Compile all your Learning Team’s work from Weeks Two through Four into a 4- to 5-page paper. In the paper, include the following:

·  Problem statement

·  High-level view of the program solution

·  Function and internal structure of each program module:

o  Inputs

o  Processing logic

o  Output

·  Developed pseudocode

·  Task documentation

Format your paper consistent with APA guidelines.

Complete the Visual Logic flowchart that represents the algorithm.

Submit the Visual Logic file.

Finalize your Microsoft® PowerPoint® presentation.