Unit 2 Lab: Metabolic Rates

Unit 2 Lab

For my lob I measured my metabolic rates during a brick walk, 30 sec run and 20 jumping jacks, in addition to, of course, my baseline. I found this a very challenging lab because of having to schedule all my activities. It is interesting to see how the body and the circuitry system have to kick in when activity level goes up.

My hypothesis is that my metabolic rates would go up depending on the activity. I thought they would go up a little with a brick walk, a little more with jumping jacks, and finally more with a 30 second run.

Here's me walking


Here's me running


Here's me doing jumping jacks, it is hard to tell what I'm doing :-)


Here's me getting my blood pressure tested


Baseline Repetition 1 Rep 2 Rep 3 Mean
Pulse 82 89 84 85
Resp 18 20 22 20
Systolic 107 104 105 105
Diastolic 66 67 62 65
____________________________________________________________________________________

Brick Walk Repetition 1 Rep 2 Rep 3 Mean
Pulse 90 104 94 100
Resp 31 30 36 32
Systolic 108 104 106 106
Diastolic 63 62 67 64
_____________________________________________________________________________________

30 sec Run Repetition 1 Rep 2 Rep 3 Mean
Pulse 88 92 91 90
Resp 29 27 34 30
Systolic 109 110 113 111
Diastolic 59 57 62 59
_____________________________________________________________________________________

20 jumping Jacks Repetition 1 Rep 2 Rep 3 Mean
Pulse 89 86 90 88
Resp 29 27 34 30
Systolic 105 106 101 104
Diastolic 53 56 58 56



My hypothesis was partially correct. The levels didn’t have the as drastic of jumps as I thought they might, and my pulse surprised me; but I am a very fast walker. Over all my metabolic rates did go up, just not in the way I expected them to.

I don’t think there was a problem with my technique, I think I just didn’t really know what was going to happen and that is why I didn’t get exactly the results I was looking for.

It was interesting to actually see what different types of activity due to the body. Measuring my metabolic rates was a good way to look into that. I am in the middle of a 5-k running program, and I really haven’t ran much in my life so it was interesting to see what effect running has on my heart.

Unit 2: Self Evaluation

REGARDING YOUR OWN PERFORMANCE

1. What were the three aspects of the assignments I've submitted that I am most proud of?

I felt I did a good job on the nutrition lab; it was very interesting, I felt I had a good understanding and submitted a good lab. Second, I felt I did a good job ranting in the ethical issues essay and it was a lot of fun. Thirdly, I feel like I did a good job explaining gene expression in my compendium review on genetics.

2. What two aspects of my submitted assignments do I believe could have used some improvement?

I wish I would have gotten better pictures for my main lab. And I feel that I should have been more detailed in my compendium review for nutrition, I really wasn’t sure to approach, that I don’t know why.

3. What do I believe my overall grade should be for this unit?

I think I could get as high as a B. I feel I improved a lot since the last unit, but I still could have used more understanding to better complete my assignments.

4. How could I perform better in the next unit?

Again getting started earlier, that is always my main problem, great I know that I just need to fix it.

REGARDING THE UNIT (adapted from Stephen Brookfield, University of St. Thomas "Critical Incident Questionnaire")

1. At what moment during this unit did you feel most engaged with the course?

During the ethical issues essay, I got to write about something I am very passionate.

2. At what moment unit did you feel most distanced from the course?

During the main lab. I have a really hard time with those hands on real world lab, so I’m not enjoying myself and then frustrating. It is something I know I need to find a way to enjoy.

3. What action that anyone (teacher or student) took during this unit that find most affirming and helpful?

The instructor got back to my emails quickly so I could get back to my assignments and gets them done properly.

4. What action that anyone (teacher or student) took during this unit did you find most puzzling or confusing?

It is interesting to me that the lecture and the textbook stray somewhat from each other, although it is more beneficial, it’s not what I’m used to.

5. What about this unit surprised you the most? (This could be something about your own reactions to the course, something that someone did, or anything else that occurs to you.)

I actually was really surprised about the HIV and AID’s statistics I didn’t know too much before.

Compendium Review unit 2 part 2 nutrition

Table of Contents

1. Glucose and Diffusion (diabetes)
2. Nutrition a cell needs
3. Clycolysis and Kreb’s Cycle
4. Digestion
5. Nutrition and Diet
6. What humans should eat?
7. Nutrition and choice
8. Food production


1. Glucose and Diffusion (diabetes)

Glucose provides energy for the cells. It is burned with oxygen in cell respiration to create that energy.

a. How cells obtain and use glucose

Cells can get glucose from the gut when food is digested, some of which is glucose. Glucose also comes from the liver, which makes back up glucose. Cells create their energy from glucose.

b. Why can’t we just eat sugar?

Because there are so many other essential nutrients required to run our bodies properly. We need protein to build muscle, and amino acids to build protein, fats that also provide energy and so many other things to function properly.

2. Nutrition a cell needs

Cells need all categories of nutrients to properly function; we should get carbohydrates, proteins, and fats.

3. Glycolysis and Kreb’s Cycle

Glycolysis is the how cells make ATP. It also breaks down glucose to help in the making of ATP. According to http://cellular-respiration.tripod.com/id2.html, “Glycolysis takes place in the cytosol or cytoplasm in the cell. The energy from glycolysis powers all the systems that maintain homeostasis.” Well that makes it seem much more simple doesn’t it. The Kreb’s cycle produces carbon dioxide giving cells the energy to make proteins from amino acids and to make DNA. It takes the energy from the ATP that the glycolysis produced, or it can use proteins and fats to get the energy to produce the proteins.

4. Digestion

Digestion is hugely important to for our body to get nutrients. Not only do you get a tummy ach and gross bal movements if you don’t digest your food correctly your body also doesn’t get the nutrients out of the food you’re eating. Our body breaks down the food in not just your stomach but also mainly the intestines and transfers those nutrients into the rest of the body. There are many fluids in your our digestive system that are enzymes that break down the food.

5. Nutrition and Diet

We get the majority of our nutrients and fuel through food. There are many food categories that we need to eat to get the variety of nutrients that we need. Many people don’t get optimal nutrition, and many either don’t care or don’t know how to get the proper nutrients. The diet that we chose to follow will dictate our health and overall function including mental capacity.

6. What humans should eat?

We need to get the basics including carbohydrates, proteins, fats, amino acids, mineral and vitamins. Humans should be eating balanced meals, they should look, really look at what they’re eating and understand what they are eating and how it is affecting their bodies. The carbohydrates we eat should be whole grains that metabolize slower, as well as unrefined sugars. I could go on and on but I won’t.


source: http://www.simpson.k12.ky.us/UserFiles/ChildFoodPyramidSm.gif

7. Nutrition and choice

Humans get to choose the food that we eat. And even choose things that aren’t good for us. Most us do know what is good for us, but we have choice. If something tastes good to us we eat it, often anyhow. This isn’t the only reason we eat things that are not healthful. There are also food companies and pharmaceutical companies to blame. Food companies want to produce processed poor quality food they can cell to us. And this in turn makes the pharmaceutical companies rich because we have poor quality health because of the poor quality unhealthful food we’re eating. Take type two diabetes, a self-caused disease from eating crap. Well often the person doesn’t know that they’re doing that, but what about that wonderful organization the FDA who is suppose to protect us? I could go on and on.

8. Food production

I like that we got into food production in this unit of the course. It is true that most us in our day-to-day life don’t think about where our food comes from. Of course this involves the farming of food like I discussed in my ethical issues essay. But another thing I like to due is thinking about processed foods being made in a factory. It isn’t very appetizing, even with the healthiest of foods. I have taken to making my own ketchup, yogurt, sandwich spreads and many other processed things. I make as much as I can myself and wish that more people would because then you are responsible for what is in your food. But American do really need to appreciate the full process of all food production.

Sources: Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th, http://www.diabeteshome.ca/where-does-glucose.php, http://www.essortment.com/all/whatisglycolys_rcot.htm, http://cellular-respiration.tripod.com/id2.html, http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/

Unit 2 Compendium Review pt 1 Oxygen, microbes and immunity

Table of Contents

1. Cardiovascular System and Blood
2. Cellular Respiration and Oxygen
3. Blood cells
4. Immunity and Microbes
5. White blood cells
6. Foreign invaders
7. Antibodies
8. AIDS and HIV virus

1. Cardiovascular System and Blood

The Cardiovascular system is the heart, arteries, blood vessels and capillaries that carry the blood throughout ones body. The arteries go to all main parts of the body. The blood caries nutrients through out the body and helps get red of waste. Diffusion is the term for things moving in and out of the blood.

The Heart

source: http://www.umm.edu/graphics/images/en/19612.jpg

a. Circulation

Circular is the blood flowing through the body. Good circulation is essential to being healthy. It insures that nutrients and oxygen get to all the parts of the body so the body can function properly.

b. Capillaries

Capillaries are the small blood cells that are everywhere in the human body. They ensure that there is blood and therefore nutrients and oxygen go though out the body and waste is given a way to escape.

Capillary

source: http://www.accessexcellence.org/AE/AEC/CC/images/capillary.gif

c. The heart and blood pressure

The heart pumps the blood through the body. Blood pressure is controlled by the heart and can change due to activity level or health problems. Blood pressure is measured by feeling the pressure against the blood vessels near the surface of the skin. Systolic pressure is the high number if you have ever had you blood pressure measured, this measure the blood being pushed out by the heart. Diastolic pressure is the small number that represents the time between the heartbeats.

2. Cellular Respiration and Oxygen

Cellular respirations occur in the mitochondria and produces ATP. This is the ATP production mechanism that does involve oxygen. Glucose is usually the source of energy in respiration. Oxygen is essential in cellular respiration; if it is not available the cell will use fermentation.

a. Why Cells need oxygen

Cells need oxygen to engage in respiration.

b. How oxygen gets into the blood

Oxygen gets into the blood when the blood cells travel back up to the lungs to get oxygen diffused into them.


source: http://www.cdc.gov/co/images/blood_cells.jpg

3. Blood cells

There are many different kinds of blood cells. A type of mitosis forms 3 million new red blood cells every second. Red blood cells consist completely of hemoglobin, a protein.

4. Immunity and Microbes

It is the job of the immune system to fight microbes that could cause illness and disease. Microbes are the things that can cause disease and illness in the human body. When an invader is discovered by the body macrophages eat and get red of invading microbes. Macrophages are found in the skin in the form of langerhans, in the blood in the form of phagocytes, and in the central nervous system in the form of microglial cells.

Microbes

source: http://www.bam.gov/sub_diseases/images/ip_microbes.jpg

Microbes on the human hand

source: http://www.shelbycountytn.gov/FirstPortal/dotShowDoc/Government/CountyServices/HealthServices/PersonalHealth/images/microbe.gif

Basic Microbe

source: http://www.microbeworld.org/images/library/SectionImages/MeetTheMicrobes/default_pageimage.gif

5. White blood cells

There are also white blood cells whose job is to fight of illness, or microbes. White blood cells serve a very important part of the immune system. There are several different kinds including, lymphocytes that recognize the invaders into the body, monocytes and neutrophils that eat or surround the microbes, and basophils that wake up the other cells for help by releases substances.

White blood cell trapping bacteria

source: http://www.csulb.edu/depts/biology/media/cell751.gif

6. Foreign invaders

Can be bacteria or viruses. There is a good bacterium that often lives in the body to fight of the bad bacteria, and there is a bad bacterium that comes from outside sources. The immune system knows the difference between the two, but often pharmaceuticals do not. Viruses are parts of the genome or DNA that broke away. The immune systems know what’s what. There are two cells that recognize foreign invaders; those are the T-cells and the B-cells.

7. Antibodies

Antibodies are proteins that help the body to get red of foreign invaders. Antibodies are produced by plasma cells that come from the B-cells in the immune system. There are many different kinds of antibodies that recognize different invaders; one could say that they specialize.

Antibody molocule

source: http://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/9740.jpg
source: http://www.4-antibody.com/images/antibody2.jpg

8. AIDS and HIV virus

AID’s is a disease that is cause by the HIV virus. The HIV virus is transmitted through bodily fluids including the blood. Aids cause the immune system to weaken because the helper T-cells can no longer fight of invaders.



a. HIV transmission

HIV can be transmitted several ways. Through sexual intercourse is a very common way as the HIV virus passes through bodily fluids. It can also be spread when people share needles to inject drugs, if the one of the users have HIV. And women who have HIV can give it to their children through their breast milk.

b. Helper t-cells

The helper T-cell is a type of white blood cell that helps the immune system. And they tell B-cells to make antibodies.

sources: http://ezinearticles.com/?What-are-Antibodies&id=334858, http://www.thebody.com/content/art1788.html, http://www.cancer.gov/templates/db_alpha.aspx?CdrID=44594, Frolich PowerPoint for cells and Human Biology 10th edition

Unit 1: Compendium Review pt 2 Genetics

Table of Contents

1. What is Genetics?
2. Chromosomes
3. DNA
4. RNA
5. Gene Expression
6. Early fetal development
7. Role of genes, chromosomes in inheritance
8. Recombinant DNA technology
9. Genetic Engineering
10. Mitosis
11. Cancer


1. What is Genetics?

Genetics is the science of genes. The Genes tell the body how to function, what to look like, and how to reproduce to put it simply. Genetics can also control ones likelihood to produce certain diseases, mental abilities, and natural talents. DNA found in chromosomes controls genetics.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, http://www.bionewsonline.com/a/what_is_genetics.htm, http://www.medhelp.org/medical-information/show/1217/Genetics, Human Biology 10th edition


2. Chromosomes

Chromosomes are molecules of DNA, or information for our bodies. They are millions of base pairs long. Chromosomes are organized and wrapped with proteins that give the chromosome a certain shape. The chromosomes are located in the nucleus of the human cell. However, the chromosome is not visible in the nucleus; the only time when it is visible is during cell division. Humans have 23 pairs of chromosomes, one of each from their parents.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition, http://ghr.nlm.nih.gov/handbook/basics/chromosome

Chromosome

source: http://ghr.nlm.nih.gov/handbook/basics/chromosome


3. DNA

DNA, also known as deoxyribonucleic acid is the molecular brain of the body. It gives instructions to the cells. All the cells in the body have the same DNA. The order of the DNA’s four chemical bases: adenine (A), guanine (G), cytosine (C), and thymine (T) dictate how the organism functions and reproduces. DNA has a structure known as a double helix, which are two strands wound in a spiral that make up the DNA, it looks like a twisted ladder. DNA reproduction is called replication and takes place when the two helixes split apart and each develops its second strand.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition, http://ghr.nlm.nih.gov/handbook/basics/dna, http://www.eurekascience.com/ICanDoThat/dna_intro.htm



source: http://www.eurekascience.com/ICanDoThat/dna_intro.htm


source: http://ghr.nlm.nih.gov/handbook/basics/dna

4. RNA
RNA is very similar to DNA; the shape is the same, however it is normally a single strand. RNA can have several functions including interpreting information and making proteins through translation. There are 3 different kinds “(1) messenger RNA (mRNA) which is involved in the transmission of DNA information, (2) ribosomal RNA (rRNA) which makes up the physical machinery of the synthetic process, and (3) transfer RNA (tRNA) which also constitutes another functional part of the machinery of protein synthesis,” http://www.alsforums.com/definitions/rna.html.



a. RNA transcription

Transcription is when the DNA transfers information to make RNA. There are three stages in RNA transcription; they are initiation, elongation, and termination.

b. RNA translation

Translation is when the RNA makes proteins from the information found in the genetic code. Translation takes place on ribosomes.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition, http://library.thinkquest.org/04apr/00217/en/biology/rna/index.html, http://geneticsevolution.suite101.com/article.cfm/what_is_rna, http://www.alsforums.com/definitions/rna.html

RNA molocule

source: http://geneticsevolution.suite101.com/article.cfm/what_is_rna


5. Gene Expression

Gene expression is the conversion of information gene first into messenger RNA and then to a protein. The information in one area is expressed to help the cell metabolism and function.

a. Regulation of gene expression

Cell metabolism is controlled by gene expression regulation. There are four different ways this can happen

I. Transcriptional control (happens in the nucleus)

II. Posttranscriptional control (happens in the nucleus)

III. Translational control (happens in the cytoplasm)

IV. Posttranslational control (happens in the cytoplasm)
Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition,
http://genome.wellcome.ac.uk/doc_WTD020757.html

picture of gene expression

source: http://geneticsevolution.suite101.com/article.cfm/what_is_rna

6. Role of genes, chromosomes in inheritance

Genes are what control the characteristics of offspring. If a child winds up with brown hair instead of blond, it will be because the brown was dominate. It is the dominant genes out of the chromosomes that are put together that dictate particular inheritance.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition, http://genetics.gsk.com/chromosomes.htm


7. Recombinant DNA technology

rDNA is the product of two DNA strands fused together. The idea is to develop ways to fight and prevent genetic diseases, among many other medical applications. According to http://www.rpi.edu/dept/chem-eng/Biotech-Environ/Projects00/rdna/rdna.html, “There are three different methods by which Recombinant DNA is made. They are
Transformation, Phage Introduction, and Non-Bacterial Transformation.”

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition, http://www.rpi.edu/dept/chem-eng/Biotech-Environ/Projects00/rdna/rdna.html


8. Genetic Engineering

Genetic engineering is when interacting other DNA changes the DNA. It is used to make things healthier, less susceptible to diseases, more reactive to herbicides in the case of genetically engineered foods.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition, http://www.safe-food.org/-issue/ge.html


9. Mitosis

Mitosis is cell division, how cells reproduce. This can be seen in the growth of tissue, tissue repair, or when the body has to replace old cells. Mitosis is always happening. Mitosis always creates two daughter cells. For mitosis the chromosomes replicate, copies line up a the center of the cell, the copies move to opposite sides and the cell membrane separates into two new cells. There are four phases of mitosis: prophase, metaphase, anaphase and telophase.

Mitosis


a. Prophase

The prophase is when chromosomes come together, the nucleus disappears and spindle fibers appear and attach to the centomome.

b. Metaphase

This is when the chromosomes line up at the center of the cell and the spindles become completely formed.

c. Anaphase
The sister chromatids separate and move to the poles.

d. Telephase

The Chromosomes reach their destination, the poles, the nucleus becomes visible, the spindle disappears and two daughter cells are formed.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th edition, http://www.wisegeek.com/what-is-mitosis.htm


10. Cancer

Cancer cells are lack individuality, serve no purpose to the body, they have abnormal nucleus’ that are enlarged and the number of chromosomes can be off. Cancer cells can endlessly divide, the can come together to form tumors.

Sources: Frolich PowerPoint for cells and Human Biology 10th edition, Human Biology 10th

Brain Cancer cell


Breast Cancer cell


Prostate Cancer cell


Immune system attacking a cancer cell


All of the above cancer cell images are from: http://www.alternative-cancer.net/Cell_photos.htm

Unit 2 Ethical Issues Essay

American I think often forget to think about where their food comes from. I was pleased to see that some attention would be given to that in this section of the course. I chose three different viewpoints; they are all in the same vain but talk about different aspects of agriculture. The first talked about Community supported agriculture, the third about the importance of seed preservation, and third the some of the unknowns and history about organic farming.

The first article I took a look at was From Farm to Front Door by Mark Hawthorne found at http://www.americanchronicle.com/articles/73788. In this article Hawthorn talk about CSA’s or Community Supported Agriculture, which is an organized way for people to get food from local farmers. Normally how they work is you sign up and pay a fee for the season, then once or sometimes twice a week you get food from local farmers. The variety and quantity vary depending on the time of year, but it is great because it guarantees the farmer money and you food. Most farmers who belong to CSA’s also use organic farming methods. According to the article CSA’s come out of Europe. My family and me were a member of a CSA for several seasons and we liked it a lot. It’s an up front cost so, even when you’re broke you know you’ll have food. We really did like it.

The next was actually a website about protecting seeds and heirloom varieties of plants. It is: http://www.savingourseed.org/. The website talks about the importance of farmers saving their seed to protect the varieties of plants they’re growing and to protect the cultivation of those plants that have been done over seasons. It is also very economical practice for farmers. When farmers save their seeds they don’t have to re-purchase seeds in the future. This is one of the reasons that GM crops have become a debate, because they contain the terminator gene which makes the seeds of the GM plant not reproduce so the farmers have to re-purchase seed for every new crop. I am always surprised that no one has brought up the possibility for terrorism when crops have to me more or less bought, what if all the seed producing factories where destroyed and that was out only access to seeds anymore. I admire this website for their work to bring this back to the basics with food production.

The third source was an article called Organic Crop Production Overview: Fundamentals of Sustainable Agriculture by George Kuepper and Lance Gegner found at http://attra.ncat.org/attra-pub/organiccrop.html#notions. One of the most interesting things this article talks about is how organic growing wasn’t always a good thing. In the early days of organic agriculture they didn’t use pesticides but they also didn’t rotate crops to keep the soil rich and healthy, and conversely the food, this of course meant that what did grow wasn’t very big or nutritious. So this made some people believe that organic growing wasn’t effective. However in the last couple of decades these conditions have gotten much better. This is a wonderful article that gives a great overview of organic agriculture.

I did try to find articles with different viewpoint but I was unsuccessful; several of the links I tried didn’t work. So I really can’t show a difference of viewpoints because they deal with different topics.

I think that untimely Americans will have to get back to the basics with food. We will eventually start growing more of our own food and supporting local farmers and CSA’s. With all of the salmonella outbreaks, and other food hazards due to mass, and irresponsible production we will have not other choice.

Unit Two: MAJOR TOPIC TWO: NUTRITION Lab: A Day of Food

Nutrition Summary October 14, 2008
Calories Fat Cal Fat Fat% Sat Fat SatFat% Chol Chol% Sodium Sodium% Carbs Carbs% DFib DFib% Sugars Protein Vit A% Vit C% Calcium% Iron%
Baked Spaghetti Squash with Mushrooms (115 grams)
83 27 3g 5% 0.5g 3% 0mg 0% 299mg 12% 14.6g 5% 3.3g 13% 5.6g 2g 7% 18% 5% 7%
Baked Spaghetti Squash with Mushrooms (115 grams)
83 27 3g 5% 0.5g 3% 0mg 0% 299mg 12% 14.6g 5% 3.3g 13% 5.6g 2g 7% 18% 5% 7%
Baked Spaghetti Squash with Mushrooms (115 grams)
83 27 3g 5% 0.5g 3% 0mg 0% 299mg 12% 14.6g 5% 3.3g 13% 5.6g 2g 7% 18% 5% 7%
12 Grain Bread (25 grams)
62 8 0.9g 1% 0.2g 1% 0mg 0% 120mg 5% 11.4g 4% 1.6g 6% 0g 3g 0% 0% 2% 5%
12 Grain Bread (25 grams)
62 8 0.9g 1% 0.2g 1% 0mg 0% 120mg 5% 11.4g 4% 1.6g 6% 0g 3g 0% 0% 2% 5%
12 Grain Bread (25 grams)
62 8 0.9g 1% 0.2g 1% 0mg 0% 120mg 5% 11.4g 4% 1.6g 6% 0g 3g 0% 0% 2% 5%
Spaghetti Sauce (125 grams)
136 54 6g 9% 0.9g 5% 0mg 0% 621mg 26% 19.9g 7% 4.3g 17% 0g 2g 31% 23% 4% 4%
Spaghetti Sauce (125 grams)
136 54 6g 9% 0.9g 5% 0mg 0% 621mg 26% 19.9g 7% 4.3g 17% 0g 2g 31% 23% 4% 4%
Fresh Steamed Green Beans (171 grams)
92 39 4.3g 7% 0.9g 5% 0mg 0% 46mg 2% 13.2g 4% 5.3g 21% 2.6g 3g 27% 27% 8% 6%
Quinoa (110 grams)
226 59 6.5g 10% 0.6g 3% 0mg 0% 112mg 5% 35.8g 12% 3.1g 12% 0g 7g 1% 0% 3% 27%
Quinoa (110 grams)
226 59 6.5g 10% 0.6g 3% 0mg 0% 112mg 5% 35.8g 12% 3.1g 12% 0g 7g 1% 0% 3% 27%

Totals 1251 370 41g 63% 5.999999999999999g 30% 0mg 0% 2769mg 115% 196g 65% 31g 124% 17g 36g 110% 128% 42% 103%


-How healthy a daily diet do you think this is? Why?

Very healthy! I’m a vegan but I’m not a dumb vegan I don’t just eat refined pasta all the time and think that that is enough. Everything I buy is organic; I only eat whole organic grains. The bread I eat is whole organic sprouted, and multi-grain. The sugars I use, although I don’t really like sweets by boyfriend does, are only low metabolizing sugars, specifically organic agave nectar, organic brown rise syrup and xyilotol. Not only are those sweet and low metabolizing sugars they ageave and brown rise syrups also have many trace minerals. I could go on and on, I am nutrition major, so when you get me talking I never shut up.

-What would you change about this day's eating, if anything?

I would have eaten some fruit. But I don’t go for an even daily intake, I go for intake over several days that seems like a better way to achieve balance to me. It would be a lot of work to get every little thing in each day, but through a varied diet over several days and taking a small among of supplements daily gets me to where I suppose to be. I am eating my fruit as I do this assignment tough.

-Do you find this kind of nutritional tracking helpful? Why or why not?

Yeah! I was surprised, it had a lot of options, however not everything I needed. But it was nice to see that my protein was that high even excluding the soymilk that I had that day.

And I would like to add the things the calculator did not have. I also had two teaspoons of agave nectar in my quinoa and about two servings of plain, unsweetened soymilk. The spaghetti sauce I had was organic and unsweetened. Also on my entrées I had extra virgin organic olive oil, granulated garlic, and Celtic salt. Also the bread was the sprouted bread, which I couldn’t find on the calculator, that bread has about the highest protein content for bread out there, so I think that, and the soymilk would bring up my protein by about 20 grams.

Also I apologize for the nutrition cart, I tried taking a picture of the screen with my camera and it looked really bad, so this was the best format I could come up with.

Unit 2: MAJOR TOPIC ONE: OXYGEN/MICROBES/IMMUNITY Lab Project Blood Pressure

1. State a problem about the relationship of age and gender to blood pressure.

In general men develop hypertension sooner than women and so does their blood pressure. But when women hit menopause things get much worse for them. With aging the blood vessels become less elastic and therefore do not react to changes as well. Blood pressure generally rises with age; there are several possible reasons for this including a change in hormones, over consumption of salt and the heart not working as hard.

2. Use your knowledge about the heart and the circulatory system to make a hypothesis about how the average blood pressure for a group of people would be affected by manipulating the age and gender of the group members.

If you took the men of the group and accelerated their age to be in their 40's to 50's which is when men tend to really have blood pressure and are most overweight which is a huge factor in heart and circulatory problems, and took the women and accelerated their age to post-menopause to around 60 you would see their incident of heart and circulatory problems increase greatly.

3. How will you use the investigation screen to test your hypothesis? What steps will you follow? What data will you record?

I will increase the age range for the men a little bit, and increase the age of the women to around 60. I will record how my manipulation affects their blood pressure.

4. Analyze the result of your experiment. Explain any patterns you observed.

Well I wasn't able to get anyone up to 60 because the program didn't have that option. The two major factors that seemed to be a cause of high blood pressure for both men and women were alcohol and being overweight. Other causes were family history, lack of exercise and high salt intake. The rate of high blood pressure increased with age in both men and women, but more in men, since we we're looking at pre- to mid-menopausal.

5. Did the result of your experiment support your hypothesis? Why or why not?
Based on your experiment what conclusion can you draw about the relationship of age and gender to group blood pressure averages?

As I stated in the previous question age and gender are a huge factor, and my hypothesis was partly right, however, I wasn't able to increase the age as much as I wanted to.

6. During the course of your experiment, did you obtain any blood pressure reading that were outside of the normal range for the group being tested? What did you notice on the medical charts for these individuals that might explain their high reading?

Absolutely, as I said earlier, being overweight, high salt intake, lack of exercise, alcohol consumption and family history were all contributing factors to high blood pressure. But the two most common factors I found were being overweight and alcohol.

7. List risk factors associated with the hypertension. Based on your observation, which risk factor do you think is most closely associated with hypertension?

Family history, being overweight, high salt intake, alcohol consumption, and lack of exercise. It seemed that being overweight and alcohol consumption were the two biggest factors in high blood pressure in both men and women, however alcohol consumption seems to be even worse for women than men.

8. What effect might obesity have on blood pressure? Does obesity alone cause a person to be at risk for high blood pressure? What other factors, in combination with obesity, might increase a person's risk for high blood pressure?
Obesity is a huge factor in high blood pressure. And it seems that obesity in my test subjects was most often associated with alcohol consumption.

Here is the table of average blood pressures

Male Systolic Male Diagstolic Female Systolic Female Dialostic
Age 11-17 117 75 116 74
Age 18-24 130 81 115 74
Age 25-34 129 80 115 75
Age 35-44 127 81 126 81
Age 45-54 136 87 128 78

Here is the Graph of the blood pressure averages

Unit 1 SELF AND UNIT EVALUATION

SELF AND UNIT EVALUATION
1. What were the three aspects of the assignments I've submitted that I am most proud of?

Firstly, I was very proud of my analysis of the religious aspects to genetic engineering in my ethics essay. I felt that I did a good job presenting the idea and making them understandable. Second, I was proud of the organization of my compendium review, while it needed more information and to be a bit clearer, I am found of the structure and will copy it in the future. Third, I was proud of my ingenuity in building the cell model. It was fun to find the different component and I feel I was creative in choosing my materials.

2. What two aspects of my submitted assignments do I believe could have used some improvement?

Well first, I need to get things done on time. That is my biggest challenge is finding time, and then when I do find time to not burn out. My lack of time makes my assignments not as thorough as they should be and not as neat and well organized either. I also need to work on expanding my explanations. It is like learning to write all over again, I have to do what seems to me to be over explaining because science is so complex.

3. What do I believe my overall grade should be for this unit?

It should be a C. I would love to say that I deserve better, but I don’t. Half my work was late, and while I thought I was thorough and following the directions at the time I submitted many of the assignments, it turns out that was not the case.

4. How could I perform better in the next unit?

I have to make sure that I set aside some time everyday to study and work on my assignments and not allow myself to get behind. Ideally I would like to be able to get ahead.

REGARDING THE UNIT (adapted from Stephen Brookfield, University of St. Thomas "Critical Incident Questionnaire")

1. At what moment during this unit did you feel most engaged with the course?

While learning about the mitochondria. I read a book when I was in junior high that involved mitochondria and have been fascinated with it ever since. It was great to learn more about how the mitochondria work and its functions.

2. At what moment unit did you feel most distanced from the course?

While trying to put together my compendium review, it required a lot of success and research, and while I was interested when I was reading and watching the lecture, when it was time to put it all together I had to really work on staying focused.

3. What action that anyone (teacher or student) took during this unit that find most affirming and helpful?

Most helpful was looking over other student’s work, when I wasn’t sure about formatting of assignments, or what exactly I was supposed to do. It is nice to have an example at my figure tips.

4. What action that anyone (teacher or student) took during this unit did you find most puzzling or confusing?

I can’t really think of anything. I think I was most confused by my compendium review and how to put it together.

5. What about this unit surprised you the most? (This could be something about your own reactions to the course, something that someone did, or anything else that occurs to you.)

I was surprised at the format of the course. I am not used to not using blackboard for an online class, so using the other applications was surprising and took some getting used to. But I like it now.

Unit 1 Ethical Issue Essay

The game of genetically engineering everything from food and feed crops, to choosing what our babies will look like is an issue that is always being argued. Some feel that genetic engineering will give us the understanding and knowledge to make a better world, and better take care of the human race. While others feel that we are playing with fire, creating mutations that we have no way of truly knowing the results from the mutations. Those against genetic engineering feel that America is engaged in a several decade experiment with the American people and genetic engineering of foods. Japan has been said to be waiting 20 years to see what happens to Americans. Following are two opinions on why we should not be genetically engineering from a religious standpoint. One is the thought of Ron Epstein a Ph.D. in Buddhist studies from the University of California at Berkley, and the other is an article about the former Pope John Paul II opposition to genetic engineering.
According to Epstein genetic engineering is fundamentally against the basic teachings of Buddhism. To start let’s look at karma. Karma is the idea of what comes around goes around. Everything from whether you get your parking space to what family you were born into happened as a direct result of something you did. To Buddhists everything is a result of karma and karma is how the universe keeps everything in balance. According to Epstein the way we are but together affects our karmic quest, what we do in life the lessons we learn and the enlightenment that we achieve. But by alerting our world, ourselves and our food, we risk changing the karmic path that is intended.
Another key issue for Buddhists is the idea of non-harming. Buddhists believe that one should not harm any sentient being, a being that can feel. Buddhists constitute that as all humans and animal life forms, and exclude plants. So the use of living things as an experiment with potential harm is in direct conflict with the idea of non-harming.
There are many applications that challenge Buddhists principles. But they are easily broken down into the two categories discussed above. According to Epstein genetic engineering is a dirty business that supports a lot of corruption, including steeling of ideas, the terminator gene in genetically engineered crops that Epstein views as steeling from the farmer, and countless other issues that contradict Buddhism.
In 2000 Pope John Paul II issued a statement against genetic engineering, stating that it is against God’s will. He spoke to about 50,000 farmers. The Pope stressed that farmers should resist the temptation of higher yield, saying that the farmers would no longer be stewards of the earth instead they would be tyrants and the earth would rebel. This statement changed the official stance of the Vatican on genetic engineering.
Both of these viewpoints are against genetic engineering but for different reasons. While Buddhism warns of interfering with the cosmic plan and of going against the principle of non-harming, the Pope warns of God’s wrath, and that nature would fight back. The Pope’s message is one of self-preservation out of respect to God and the earth. And the Buddhist is one of preserving the natural alignment of the universe.
The issue of genetic engineering whether it is humans, organs, food or anything else will always be a point of debate. The only true resolve will be time. Time to see whether genetically engineering our lives and everything in our lives indeed is harmful for us, our co-inhabitants and the earth, or if things work out just fine. Ultimately it is one more issue for in which humans have the power to change the world, we just need to make sure we’re doing for the right reasons, and that the results are truly beneficial for all.