BIOL-1004 Learning Resource: Weekly Discussions, Assignments, Lab Work, and Core Biology Concepts

Introduction

This guide offers a complete overview of BIOL-1004: Introduction to Biology, covering discussions, assignments, and key learning activities. It explains core concepts like the scientific method, cell biology, genetics, and evolution with practical examples. For additional support, students can use Owlisdom’s Biology Homework Help to improve their understanding and performance.

BIOL-1004 Introduction to Biology W1: DISCUSSION

Instructions of BIOL-1004 Introduction To Biology W1

DISCUSSION

What makes the sky blue?
How do bees sting?
Why are oceans salty? 

A child might ask these questions based on observations and experiences. Asking questions about one’s observations is a fundamental part of the scientific process. Suggesting possible answers to questions and testing the answers to determine whether they are correct is the scientific method.

The scientific method is not confined to a laboratory—you apply it in your everyday life already. Let’s say that you notice a patch of grass is dead in one area of your yard. That is an observation.

You might question or make an educated guess—a hypothesis—as to why you think the grass is dead in that one area. Maybe it is not getting watered by your sprinkler. You could adjust your sprinkler settings and see if your grass begins to grow again. If the adjustment does not help, you may want to try a different hypothesis. When you do those things, you apply the scientific method to your everyday life.

As you begin your exploration of biology this week, consider the nature of science and how the scientific approach to the world differs from other approaches, such as philosophical or spiritual ones. Then, you apply this understanding by identifying a situation in which you can use the scientific method and a situation in which you cannot.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Science for All Americans

Concepts of Biology

BY DAY 3

• Review Chapter 1 of Science for all Americans
• Review Chapter 1 of the Concepts of Biology textbook (Scientific Process section)

Post at least 2 paragraphs as follows:

• Describe a real-life scenario that could be examined using the scientific method.
• Explain how the scientific method was or might be applied to solve a problem or answer a question within the scenario.

Read a selection of your classmates’ postings.

BY DAY 5

Response 1:Respond to at least one classmate and:

• Expand on your classmate’s explanation regarding their use of the scientific method to solve a problem or answer a question.
• Identify any possible ethical concerns.
• Suggest a way bias could enter the process and how that might be avoided.

Response 2: Remembering that science is a blend of logic and imagination, respond to at least one other classmate with:

• What might happen in the future with the scenario your classmate described?
• Could the scenario described have any broader public implications? Why or why not?

ASSIGNMENT

Imagine that you are preparing to leave home for several days. You cannot bring along your pets and your houseplants, and they will both need special care because they are alive.

How is a living organism different from a non-living thing?

In what ways is a plant different from a cat?

Biochemistry is the study of the structure, composition, and chemical reactions of substances in living systems (American Chemical Society, 2012).

This week, you explore biochemistry as you learn about the levels of living organisms and the fundamental unit of all living things—the cell. You discover what cells require to live, explore cell structure functions, and examine a critical cell component, the cell membrane.

For this Assignment, you will complete the Gummy Bear Chemistry and Osmosis Lab and complete a lab report based on the lab.

NOTE: Please use the worksheet document provided in the Resources and ignore the one embedded in the lab.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Concepts of Biology

Gummy Bear Chemistry and Osmosis Lab

BY DAY 7

1. Review Chapter 3 of Concepts of Biology, “Cell Structure and Function,” to learn about cell membrane structure and how molecules pass in and out of a cell.
2. Download the Gummy Bear Chemistry and Osmosis Lab Report worksheet.
3. Complete the Gummy Bear Chemistry and Osmosis Virtual Lab.
   Note: A brief knowledge check within the lab helps you review the lab’s content.
4. Complete the Gummy Bear Chemistry and Osmosis Virtual Lab Report.

• Review the assignment rubric before submitting your Lab report.

Submit your completed Lab Report as your Assignment.

Questions about this assignment? Post the questions in the Class Café area, so all class members may benefit from the Instructor’s response.

Following the instructions below, submit your Assignment. In order to receive full credit, all assignments are due on time. Should you encounter an unanticipated and uncontrollable life event that may prevent you from meeting an assignment deadline, contact the Instructor immediately to request an extension. Contact information for your Instructor can be found under the Class Café area. For a full description of the late policy, please refer to the “Policies on Late Assignments” section of your Syllabus.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. 

1. To submit your completed assignment, save your Assignment as WK1Assgn_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Introduction to BIOL-1004 Week 1: DISCUSSION

Welcome, Owlisdom, to the first week of your journey in BIOL-1004 Introduction to Biology W1: Discussion. This week’s focus is on the scientific method—a foundational concept that not only guides scientific inquiry but also enhances our understanding of the world through systematic observation and experimentation. In this guide, we will walk through the steps necessary to complete the discussion and responses required for this week, ensuring you apply the scientific method effectively in real-world scenarios.

Review Chapter 1 of Science for all Americans. Review Chapter 1 of the Concepts of Biology textbook (Scientific Process section)

 Review of Learning Materials

• Read Chapter 1 of “Science for All Americans,” focusing on how the scientific method is portrayed as a core component of scientific inquiry.
• Study BIOL-1004 Introduction To Biology W1: Discussion Chapter 1 of “Concepts of Biology”, specifically the “Scientific Process” section, to understand the detailed steps and applications of the scientific method. 

Describe a real-life scenario that could be examined using the scientific method. Explain how the scientific method was or might be applied to solve a problem or answer a question within the scenario. 

Initial Discussion Post 

• Identify BIOL-1004 Introduction To Biology W1: Discussion a scenario from everyday life or a personal experience where you have applied or could apply the scientific method. For instance, investigating why a plant in your garden is wilting.
• Explain the Application of the Scientific Method:
• Detail what was initially observed in the scenario.
• Formulate a possible explanation based on your observations.
• Describe the tests or methods you used or could use to confirm or refute your hypothesis.
• Discuss the outcomes of the experiment and what you learned from applying the scientific method.

Example

In exploring the practical application of the scientific method in everyday life, let’s consider the scenario of a home garden where some tomato plants are showing signs of wilting. The observation here is straightforward: despite regular care, certain tomato plants in the garden are not thriving as expected.

Upon observing the wilting plants, a hypothesis can be formed: perhaps the plants are not receiving adequate water. To test this hypothesis, the variable of water supply can be manipulated. Over a week, the amount of watering is increased for the affected plants, keeping other conditions like sunlight and soil type constant.

Expand on your classmate’s explanation regarding their use of the scientific method to solve a problem or answer a question. Identify any possible ethical concerns. Suggest a way bias could enter the process and how that might be avoided.

Peer Response 

I know BIOL-1004 Introduction to Biology W1: Discussion is essential to engage with and answer peers’ queries.

• Offer additional insights or alternative methods they could consider.
• Identify Ethical Concerns: Suggest potential ethical issues that could arise in their scenario and how they might be mitigated.
• Propose ways to eliminate bias in their experimental approach. 

Explain

Your application of the scientific method to garden management is both practical and enlightening. Expanding on your experiment and considering environmental factors like sunlight and soil quality could also provide deeper insights. For instance, if increased watering doesn’t resolve the wilting issue, assessing the soil pH and nutrient levels might offer further clues. Additionally, ethical considerations in this scenario could include the use of water resources and the environmental impact of added chemicals or treatments.

What might happen in the future with the scenario your classmate described? Could the scenario described have any broader public implications? Why or why not?

Response 2

• Speculate BIOL-1004 Introduction To Biology W1: Discussion on what might happen next in the scenario your classmate described.
• Discuss whether the scenario has broader societal implications, such as environmental, social, or technological impacts. 

Example

Responding to peers is vital to the BIOL-1004 W1 Discussion posts. I have provided one example post. You can write your peer responses keeping the above points in mind.

Closing 

In the BIOL-1004 Introduction to Biology, W1 discussion, mastering the scientific method equips you with a powerful tool for inquiry that transcends academic disciplines. By applying this method, you learn not only to ask relevant questions but also to develop robust, evidence-based answers. This guide serves as your roadmap for effectively engaging with the course material and your peers, helping you harness the full potential of scientific inquiry. Embrace the opportunity to explore, question, and discover, as these activities are at the heart of both scientific and personal growth. In the next module of BIOL-1004 Introduction to Biology W2 discussion.

BIOL-1004 Introduction to Biology W2: DISCUSSION

Instructions of BIOL-1004 Introduction To Biology W2 Discussion

DISCUSSION

Remember the last time you went shopping or to work.

• Did you drive?
• If so, were you the only person in the car?
• Did you use public transportation?
• What types of vehicles did you see around you?

You may have observed trucks, cars, bicycles, motorcycles, or tractor-trailers. If you looked in the sky, you may have seen an airplane or a helicopter.

Regardless of the mode of transportation, vehicle use requires energy. Use of energy from fossil fuels can result in emissions, meaning pollution that is harmful to the environment. Government regulations on vehicle production have helped reduce vehicle emissions—through increased energy efficiency—in many new vehicles.

Do you think it is useful to offer economic rewards for individuals and companies who research the harmful effects of current pollutants?

In this Discussion, you examine the impact vehicle emissions have on the quality of the air you breathe.

Begin by working through the carbon calculator to discover your household carbon footprint. You will use this information for both the Discussion and the Assignment.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

EPA Carbon Calculator

BY DAY 3

Post at least 2 paragraphs as follows:

• Explain whether drivers should be subject to a usage tax if their vehicles contribute more emissions to the atmosphere.
• Suggest two ways you might reduce emissions from the vehicle you drive.
• Suggest at least one way to encourage people to meet standards that will lessen the carbon monoxide, sulfur dioxide, nitrogen oxides, and hydrocarbons released into the environment.
• Support your post by discussing at least two ideas from the Learning Resources. Include full details of where to find these ideas at the bottom of the post in an academically relevant format. 

Read a selection of your classmates’ postings.

BY DAY 5

Response 1:Respond to at least one classmate as follows:

• Suggest a way to reduce a classmate’s carbon footprint that does not involve personal vehicles. How might they reduce their carbon footprint across the categories provided in the carbon calculator?

Response 2:Respond to at least one other classmate using the following:

• Suggest a reason that your classmate’s proposal might not work and hypothesize a way to make their idea more effective.

• Due Jun 11, 2023 by 11:59 pm

• Points 45

• Submitting a text entry box or a file upload

• Attempts 1

Allowed Attempts 2

Introduction to BIOL-1004 Week 2: DISCUSSION

Welcome to Owlisdom, the BIOL-1004 Introduction To Biology W2: Discussion. This guide is designed for students enrolled in BIOL-1004, focusing on the critical topic of cellular metabolism and the carbon cycle during Week 2. The discussion prompts students to explore the practical implications of vehicle emissions on air quality and broader environmental concerns. By examining personal contributions to carbon emissions and exploring regulatory and individual strategies to mitigate these effects, students will engage deeply with the intersection of biology, environmental science, and public policy. This assignment encourages critical thinking and the application of learned concepts to real-world scenarios, bolstering understanding of biological processes and their environmental impacts.

Explain whether drivers should be subject to a usage tax if their vehicles contribute more emissions to the atmosphere. 

Drivers' Tax for High Emissions

• Research the BIOL-1004 Introduction to Biology W2: Discussion rationale and effectiveness of usage taxes on emissions. Look into existing models if applicable.
• Consider the environmental, economic, and social implications of such a tax. Are there more effective alternatives?
• Use at least two ideas from the provided learning resources. Ensure to cite these references in APA format to back your argument. 

Suggest two ways you can reduce emissions from the vehicle you drive.

Ways to Reduce Emissions 

• Consider options like car maintenance, driving behaviour changes, or technology upgrades.
• How significantly can each measure reduce emissions? 
• Discuss BIOL-1004 Introduction to Biology W2: Discussion of the feasibility and cost-effectiveness of these methods.

Suggest at least one way to encourage people to meet standards that will lessen the carbon monoxide, sulfur dioxide, nitrogen oxides, and hydrocarbons released into the environment. Support your post by discussing at least two ideas from the Learning Resources. Include full details of where to find these ideas at the bottom of the post in an academically relevant format.

Standards to Reduce Harmful Emissions

• Propose at least one method to motivate individuals or companies to meet emission standards. 
• This could include tax rebates, subsidies, or public recognition programs.
• How would these incentives affect overall emission levels? 
• Consider BIOL-1004 Introduction to Biology W2: Discussion of immediate and long-term effects.

What might happen in the future with the scenario your classmate described? Could the scenario described have any broader public implications? Why or why not?

Response 2

• Speculate on what might happen next in the scenario your classmate described.
• Discuss whether the scenario has broader societal implications, such as environmental, social, or technological impacts. 

Example

Responding to peers is vital to the BIOL-1004 W1 Discussion posts. I have provided one example post. You can write your peer responses keeping the above points in mind.

Suggest a way to reduce a classmate’s carbon footprint that does not involve personal vehicles. How might they reduce their carbon footprint across the categories provided in the carbon calculator?

 Peer Response

• Propose ways to reduce carbon footprints related to home energy use, diet, or consumer habits.
•  Explain why your suggestions would be effective, referencing the carbon calculator categories.

Suggest a reason that your classmate’s proposal might not work and hypothesize a way that might make their idea more practical.

 Response 2 

Identify potential weaknesses in the proposal.

Suggest realistic modifications to make the BIOL-1004 Introduction to Biology W2: Discussion proposal more effective or feasible.

Closing 

In the BIOL-1004 Introduction to Biology W2: Discussion, enhance your understanding of biological processes and also contribute to a critical dialogue on environmental stewardship. The discussion fosters a deeper appreciation of how everyday actions impact the carbon cycle and introduces practical steps towards sustainability. You embody the analytical and responsible approach expected in academic and real-world environmental contexts by engaging thoughtfully with your peers’ ideas and grounding your arguments in scientific principles and evidence. Use this guide as a foundation to articulate well-reasoned, evidence-backed positions and interact constructively with different perspectives within the academic community. In the next module of BIOL-1004, Introduction To Biology W3: Discussion

BIOL-1004 Introduction to Biology W3: DISCUSSION

Instructions of BIOL-1004 Introduction To Biology W3

DISCUSSION

According to your readings, gametes—also known as “sex cells”—undergo meiosis. Somatic cells that undergo cellular reproduction undergo mitosis. This process consists of the formation of identical copies of cells.

Checkpoints throughout the cell division process help to ensure that copies form correctly; however, sometimes cells begin to divide uncontrollably. Uncontrolled cell division is known as cancer. What causes cancer to occur during cell formation?

Sometimes, cancer occurs due to the consequences of unhealthy lifestyle choices, such as smoking. Sometimes, the cause of cancer is genetic, meaning it passes from parents to their offspring. Sometimes, cancer occurs simply by chance.

Review Chapter 6 of Concepts of Biology, “Reproduction at the Cellular Level”. Also, review the American Cancer Society website topics under the tabs “Cancer A-Z” and “Stay Healthy”.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Concepts of Biology

American Cancer Society

BY DAY 3

Post at least 2 paragraphs as follows:

• Explain how cancer has impacted your life. If you do not believe your life has been impacted by cancer, explain why. Consider the information presented on the American Cancer Society's websites as you do so.
• Discuss a specific type of cancer that may have impacted your life in some way.
• Describe what you can do to reduce the risk of a specific type of cancer.
• Support your post by discussing at least two ideas from the learning resources. Include full details of where to find these ideas at the bottom of the post in an academically relevant format. 

Read a selection of your classmates’ postings.

BY DAY 5

Respond to at least two classmates:

• Suggest additional steps your classmates might consider to reduce the risk of cancer for themselves or those around them. 

Introduction to BIOL-1001 Week 3: DISCUSSION

In Owlisdom, BIOL-1004 Introduction to Biology W3: Discussion, we delve into the intricate processes of cellular reproduction and the genetics of inheritance, focusing on meiosis and mitosis. This assignment will explore how these processes are regulated and what happens when they go awry, leading to conditions such as cancer. By examining personal impacts and preventative measures, students will better understand cellular mechanisms and their implications. 

Explain how cancer has impacted your life. If you do not believe your life has been impacted by cancer, explain why. Consider the information presented on the American Cancer Society's website as you do so. 

Review of Learning Materials

• Reflect on any personal experiences with cancer, either directly or through someone you know. Describe this BIOL-1004 Introduction to Biology W3: Discussion impacts with specific examples.
• If cancer has not impacted you personally, discuss its general impact on society, referencing data and insights from the American Cancer Society website. 

Discuss a specific type of cancer that may have impacted your life in some way. 

Discuss a Specific Type of Cancer

• Select a type of cancer that you or someone you know has experienced. Provide an overview of this cancer, including its symptoms, risk factors, and treatment options.
• Use information from reputable sources, such as the American Cancer Society, to support your discussion.

Describe what you can do to reduce the risk of a specific type of cancer. Support your post by discussing at least two ideas from the learning resources. Include full details of where to find these ideas at the bottom of the post in an academically relevant format.

Reduce the Risk of a Specific Type of Cancer

• Research preventive measures for the specific type of cancer you discussed. These might include lifestyle changes, dietary adjustments, or regular screenings.
• Incorporate guidelines and recommendations from credible sources, ensuring your advice is evidence-based.
• Identify two key concepts from Chapter 6 of “Concepts of Biology” or the American Cancer Society website that relate to your discussion.
• Cite these resources appropriately in APA format.

Support your post by discussing at least two ideas from the learning resources. Include full details of where to find these ideas at the bottom of the post in an academically relevant format.

Peer Response 

Respond to at least two classmates:

Read your classmates’ posts carefully. Identify any gaps or areas where additional preventive measures could be suggested.

Offer constructive feedback and additional strategies for reducing cancer risk, supported by evidence from your learning resources.

Response 2

Responding to two peers is vital to the BIOL-1001 W3 Discussion posts. I have provided one example post. You can write your peer responses keeping the above points in mind.

Closing 

The BIOL-1004 Introduction to Biology W3: Discussion on cellular reproduction and cancer aims to deepen students’ understanding of these crucial biological processes. By reflecting on personal experiences, researching specific cancers, and exploring preventive measures, students can connect theoretical knowledge with real-world implications. Support your discussions with credible sources, and engage thoughtfully with your classmates’ contributions. This exercise not only enhances your biological knowledge but also fosters a supportive and informative learning environment. In the next module of BIOL-1004 Introduction to Biology W4: Discussion

BIOL-1004 Introduction to Biology W4: DISCUSSION

Instructions of BIOL-1004 Introduction To Biology W4

DISCUSSION

Consider the following example:

Huntington’s disease is a dominant genetic disorder. It has no known cure, and it is fatal.

If one of two parents has the disease, there is a fifty percent chance that their offspring will develop it. Symptoms of Huntington’s disease, however, do not usually occur until a person is in their thirties or forties. Genetic testing can determine whether an offspring has the trait. 

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

BY DAY 3

Post at least 2 paragraphs as follows:

• Imagine one of your biological parents has Huntington’s disease. Would you want to undergo the genetic test for it?
• Would you want to know your prognosis?
• Would this influence whether you decide to have children?

Read a selection of your classmates’ postings.

BY DAY 5

Response 1:Respond to at least one classmate who would choose NOT to be tested for Huntington’s disease. Try to convince them that they should get tested.

Response 2:Respond to at least one other classmate who would choose to get tested for Huntington’s disease. Try to convince them that they should not get tested.

Introduction to BIOL-1001 Week 4: DISCUSSION

In Owlisdom, BIOL-1004 Introduction To Biology W4: Discussion, we explore the complex world of genetics and molecular biology, focusing on genetic disorders like Huntington’s disease. This assignment will prompt students to consider the implications of genetic testing and its ethical, emotional, and practical impacts. Through reflection and peer interaction, students will deepen their understanding of genetic inheritance and the decisions it entails.

 Huntington’s Disease

• Imagine one of your biological parents has Huntington’s disease. Would you want to undergo a genetic test for it?
• Would you want to know your prognosis?
• Would this influence whether you decide to have children?
• Reflect on whether you would choose to undergo genetic testing if one of your parents had Huntington’s disease. Consider the emotional and practical aspects of knowing your genetic status.
• Think about the peace of mind versus the anxiety of knowing your prognosis.
• Reflect on how this knowledge might influence your life choices, including career, relationships, and family planning.
• Discuss the potential impact on your decision to have children.
• Consider the ethical implications of passing on the gene.
• Explore alternative options such as adoption or preimplantation genetic diagnosis (PGD).

Example

If one of my biological parents had Huntington’s disease, I would choose to undergo genetic testing. Knowing my genetic status would allow me to make informed decisions about my future, including health management and family planning. The knowledge of whether I carry the gene for Huntington’s disease would influence my life choices significantly, providing me with the opportunity to seek early interventions and make lifestyle adjustments to delay the onset of symptoms, potentially. Furthermore, understanding my genetic predisposition would allow me to plan my career and personal life with greater clarity, avoiding uncertainties that might arise from not knowing.

Respond to at least one classmate who would choose NOT to be tested for Huntington’s disease. Try to convince them that they should get tested.

Peer Response 

Respond to at least two classmates:

Response 1

• Acknowledge their perspective and concerns about not wanting to know their genetic status.
• Empathize BIOL-1004 Introduction To Biology W4: Discussion with their fears and anxieties.
• Present arguments for the benefits of knowing your genetic status.
• Highlight the potential for early intervention and lifestyle adjustments.
• Discuss the importance of informed decision-making for family planning and personal health.

Example

I understand your hesitation about undergoing genetic testing for Huntington’s disease. The fear of knowing your genetic status and the potential anxiety it brings is valid. However, I encourage you to reconsider the benefits of being tested. Knowing your genetic status can empower you to take control of your health and make proactive decisions. Early detection can allow you to monitor and manage your health more effectively, potentially delaying the onset of symptoms. Additionally, understanding your genetic risk can help you make informed decisions about family planning, ensuring you have the information needed to consider alternatives like adoption or PGD. Being informed can ultimately provide peace of mind and allow you to live your life with greater certainty and preparedness.

Respond to at least one other classmate who would choose to get tested for Huntington’s disease. Try to convince them that they should not get tested

Response 2

• Respect their decision and the reasoning behind it.
• Validate their proactive approach to health.
• Present arguments for the possible downsides of knowing your genetic status.
• Discuss the BIOL-1004 Introduction to Biology W4: Discussion of potential psychological burden and stress.
• Highlight the possibility of discrimination in insurance and employment.

Example

Responding to two peers is vital to the BIOL-1001 W3 Discussion posts. I have provided one example post. You can write your peer responses keeping the above points in mind.

Closing

In BIOL-1004 Introduction to Biology W4: Discussion, students are encouraged to engage thoughtfully with the ethical and practical considerations of genetic testing for Huntington’s disease. Reflecting on personal choices, understanding the implications of knowing one’s genetic status, and engaging in constructive peer discussions will enhance students’ comprehension of genetic inheritance and its impacts. This exercise aims to foster a deeper awareness of the complexities involved in genetic testing and its profound effects on individuals and families. In the next module of BIOL-1004, Introduction To Biology W5: Discussion

BIOL-1004 Introduction to Biology W5: DISCUSSION

Instructions of BIOL-1004 Introduction To Biology W5

DISCUSSION

Every year, people throughout the world visit medical clinics to receive vaccinations to protect them from seasonal influenza, a kind of virus. Since 2019, the world has experienced the effects of COVID-19, a coronavirus. Deadly viruses and bacterial infections are among the evolving “enemies” discussed in Chapter 11: Concepts of Biology.

How do these “enemies” evolve?

What makes them especially dangerous?

In addition to the idea of evolving viruses, the same resource discusses antibiotic resistance. The same principles can be applied to pesticide resistance. Both occur due to natural selection and evolution. Consider your personal knowledge or experience regarding pesticide or antibiotic resistance. Perhaps you have seen a news story about a troublesome insect that is difficult to control with pesticides or have heard of someone who contracted an infection that did not respond well to antibiotics.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

BY DAY 3

Post at least 2 paragraphs as follows:

• Conduct an internet search and find one example of resistant pests or resistant bacteria. Explain whether the use of pesticides or antibiotics forces organisms to evolve.
• Briefly summarize your found source and describe the impact your example might have on individuals.
• Include a reference at the bottom of your post to the website you choose.

Read a selection of your classmates’ postings.

BY DAY 5

Response 1:Respond to at least one classmate as follows:

• Offer a strategy that individuals, doctors, and/or scientists can implement to decrease the evolution of resistant pests.

Response 2:Respond to at least one other classmate as follows:

• Discuss strategies that consumers, doctors, and/or scientists can implement to decrease the evolution of resistant antibiotics.

Introduction to BIOL-1001 Week 5: DISCUSSION

The Owlisdom, BIOL-1004 Introduction to Biology W5: Discussion, offers an insightful exploration into the dynamic processes of natural selection and evolution. This week, we delve into evolutionary biology, examining how pathogens such as viruses and bacteria evolve resistance to drugs and pesticides—a crucial issue in contemporary biology. This assignment broadens your understanding of evolutionary mechanisms and enhances your ability to apply this knowledge to real-world challenges affecting public health and agriculture. 

Finding Examples of Resistance 

• Conduct an internet search and find one example of resistant pests or bacteria. Explain whether the use of pesticides or antibiotics forces organisms to evolve.
• Briefly summarize your found source and describe the impact your example might have on individuals.
• Include a reference at the bottom of your post to the website you choose.

• In your post, explain the biological mechanisms that might have led to the resistance observed. 
• Discuss how the use of antibiotics or pesticides can induce evolutionary changes in pests and bacteria.
• Analyze and explain the evolution of resistance in your chosen example.

• In your post, explain the biological mechanisms that might have led to the resistance observed. Discuss how the use of antibiotics or pesticides can induce evolutionary changes in pests and bacteria.
• Discuss the broader implications of your example on public health or agriculture.
• Briefly describe how the resistance you researched affects individuals, communities, or industries. 
• Consider the challenges in treatment or control measures due to increased resistance.

Example

Antibiotic and pesticide resistance represent two of the most pressing challenges in public health and agriculture today. These resistances occur as a result of natural selection, where evolutionary pressures exerted by human interventions, such as the use of antimicrobial agents and chemicals, drive certain organisms to survive by developing resistance mechanisms. This phenomenon complicates treatment strategies and threatens the efficacy of standard methods used to control harmful organisms.

Offer a strategy that individuals, doctors, and/or scientists can implement to decrease the evolution of resistant pests.

Peer Response 

BIOL-1004 Introduction to Biology W5: Discussion Respond to at least two classmates:

Response 1

• Suggest one or more strategies that could be employed by individuals, agricultural professionals, or governments to slow the development of resistance. 
• Examples could include crop rotation, the use of multiple pesticides, or integrated pest management.

Example

The discussion on the evolution of MRSA and the Colorado potato beetle presents compelling evidence of how human actions influence natural selection. Your examples effectively highlight the dire consequences of unchecked antibiotic and pesticide use. I particularly appreciate your suggestion of integrated pest management and prudent antibiotic use as viable solutions to slow down resistance rates.

Expanding on your point, it would also be beneficial to explore alternative methods, such as the development of bacteriophage therapy for bacterial infections and biological control agents for pest management. These methods offer a way to reduce reliance on traditional chemicals and antibiotics, potentially curbing the selection of resistant strains. Furthermore, public education on the proper use of antibiotics could play a crucial role in reducing unnecessary prescriptions and usage, thereby decreasing the selective pressure for resistance (Efimenko et al., 2022). Your analysis provides a strong foundation for understanding the complexities of resistance and underscores the importance of innovative and integrated approaches to these global challenges.

Discuss strategies that consumers, doctors, and/or scientists can implement to decrease the evolution of resistant antibiotics.

Response 2

• Provide BIOL-1004 Introduction to Biology W5: Discussion recommendations for consumers, health professionals, and researchers to help reduce the rate of antibiotic resistance.
•  Suggestions might include rational prescribing practices, patient education on the use of antibiotics, and investment in the development of new antibiotics. 

Example

Responding to two peers is vital to the BIOL-1004 W5 Discussion posts. I have provided one example post. You can write your peer responses keeping the above points in mind.

Closing 

This BIOL-1004 Introduction to Biology W5: Discussion provides a critical opportunity to apply theoretical knowledge of evolution and natural selection to contemporary issues in health and agriculture. By investigating and discussing examples of resistance, you contribute to a larger conversation about how we can better manage and respond to these challenges. Engaging thoughtfully with your peers’ posts will further enhance your understanding and provide a collaborative learning experience. Always aim for clarity, precision, and adherence to scientific evidence in your contributions to ensure they are informative and impactful. You can also read BIOL-1004 complete modules to ace the course!

Reference

Efimenko, T. A., Yakushev, A. V., Demiankova, M. V., Glukhova, A. A., & Khusnetdinova, T. I. (2022). Antimicrobial activity of bacteria isolated from Leptinotarsa decemlineata and Solanum tuberosum. Ann Environ Sci Toxicol, 6(1), 105–119.