Evolution of Disease and Plant Evolution

Evolution of Disease and Plant Evolution

Instruction:
 Write the question above the answer.
 Discussion questions need two examples or two different opinions.
 Each post should be at least 1 paragraph long with at last 4-6 sentences.
 May provide additional input by sharing experiences, providing detailed examples, or
summarizing an article that relates to the topic discussion.

Week 8 Discussion
" Evolution of Disease and Plant Evolution" Please respond to the following:
Note: Online students, please respond to one (1) of the following four (4) bulleted items.
•Go to The New York Times Website to read the article titled “10 genes, furiously evolving”, dated
May 4, 2009. Summarize the main points of the article. Determine what you believe is the most
significant piece of information discussed in this article that helps scientists understand the evolution
of viruses, and explain why.
•A subset of what is called “Neglected Tropical Diseases” (NTDs) is caused by parasitic worms. Use
the Internet or the Strayer Library to research one (1) NTD that results from a parasitic worm.
Describe the NTD you researched and the organism that causes it. Explain how the NTD you
researched relates to this lesson. Provide a rationale with your response. (In your discussion, provide
the URL for the article.)
•Several algae blooms have been in the news recently. Use the Internet or the Strayer Library to find
one (1) article about an algae bloom. Summarize the main points of the article you found. Explain how
this article relates to this week's lesson, and give three (3) examples with your response. (In your
discussion, provide the URL for the article.)
•Use the Internet or the Strayer Library to find one (1) resource that provides an illustration,
animation, or simulation about the alternation of generations in plants. Describe the resource you
found, and conclude whether or not it helps you to understand the alternation of generations in
plants. Determine how you would rate the resource from a scale of 1-5, with 1 being the worst and 5
being the best, in helping you understand the alteration of generations in plants. Explain why you chose
this rating. (In your discussion, provide the URL for the resource.)
Week 9 Discussion
"" Evolution in Animals and Population of Humans" Please respond to the following:
Note: Online students, please respond to one (1) of the following four (4) bulleted items.

•Humans belong to the genus Homo and chimpanzees to the genus Pan, yet studies of primate genes
show that chimpanzees and humans are more closely related to one another than each is to any other
animals. In light of this result, some researchers suggest that chimpanzees should be renamed as
members of the genus Homo. Discuss at least three (3) practical, scientific, and/or ethical issues that
might be raised by such a change in naming.
•Consider the animals in this week’s readings that are radially symmetrical (cnidarians, many adult
echinoderms). Choose one (1) animal that is radially symmetrical and discuss how its lifestyle is different
from that of bilaterally symmetrical animals. Illustrate how its body plan complements its lifestyle.
•The age structure diagrams for two (2) hypothetical human populations are shown on Page 331 of the
textbook. Describe the growth rate of each population, and discuss at least two (2) current and future
social and economic problems that each is likely to face.
•Species that are more prone to certain risk factors are more likely than others to become extinct. For
example, species with a unique lineage, such as the giant panda, are likely to be at severe risk for
extinction. Some argue that high-risk species are less successful products of evolution and should not
receive extraordinary protection. Consequently, all species at risk for extinction should be equally
protected. Determine whether or not you believe our limited resources for species protection should be
focused on species that are at the highest risk for extinction, and explain why.
Week 10 Discussion
" Effects on the Environment" Please respond to the following:

Note: Online students, please respond to one (1) of the following four (4) bulleted items.

•Prior to the arrival of Europeans, the common nightcrawler, an annelid worm, was absent from much
of the North American continent. Apparently, it had been wiped out by the glaciers of the last Ice Age.
Use the Internet or the Strayer Library to research how the introduction of earthworms to North
America occurred in the so-called “Columbian Exchange.” Discuss your findings. Based on what you
researched, give your opinion about how it affected the environment.
•With antibiotic resistance rising, researchers are looking for ways to reduce the use of these drugs. Some
cattle once fed antibiotic-laced food now get a feed that includes helpful bacteria that can live in the
animal’s gut. The idea is that if a large population of beneficial bacteria is in place, then harmful bacteria
with the same resource needs are less likely to thrive. Explain why this idea makes sense in terms of
species interactions and provide an example with your response.
•Analyze the impact that the extinction of a species will have on an environment. Determine what you
believe to be the most significant impact, and explain why.

•Go to The New York Times Website to read the article titled “Taking advantage of a destructive insect's
weakness for the purple”, dated September 12, 2011. Describe how the collection of knowledge about the
Ash borer's ecology and behavior are helping to control infestations of this non-native species. All of
these efforts cost money. As a citizen, determine whether or not you believe that the time and effort
spent collecting this information is worth it, and explain why.

ANSWER.

PAPER DETAILS
Academic LevelCollege (1-2 years: Freshmen, Sophomore)
Subject AreaBiology
Paper Type Essay
Number of Pages1 Page(s)/275 words
Sources0
Paper FormatAPA
SpacingDouble spaced
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