Alternative Laboratory

SCI208

Week Two

Alternative Laboratory

1. Due by Day 7. Water Quality and Contamination. Read Lab 2: Water Quality and Contamination. This

lab will allow you to investigate the effects of common pollutants on groundwater as well as mimic the

filtration process utilized by wastewater treatment facilities. Read through the steps typically performed for

Experiments 1 through 3. Follow the steps and analyze the sample data generated on the Lab 2 Reporting Form

to answer the lab questions. Make sure that all of the following items are completed before submission:

 

a. Read through intro material and record your hypothesis for Experiment 1 on the Lab 2 Reporting

Form.

b. Read through “Experiment 1: Effects of Groundwater Contamination” using your eScience lab

manual.

c. Utilize the sample data in Table 1 of your Lab 2 Reporting Form to answer post lab questions 1

through 4 on the Lab 2 Reporting Form.

d. Record your hypothesis for Experiment 2 on the Lab 2 Reporting Form.

e. Read through “Experiment 2: Water Treatment” using your eScience lab manual.

f. Answer post lab questions 1 and 2 on the Lab 2 Reporting Form.

g. Record your hypothesis for Experiment 3 on the Lab 2 Reporting Form.

h. Read through “Experiment 3: Drinking Water Quality” using your eScience lab manual.

i. Utilize the sample data in Tables 2 through 6 of your Lab 2 Reporting Form to answer post lab

questions 1 and 2 on the Lab 2 Reporting Form.

 

All post lab questions for “Lab 2: Water Quality and Contamination” only should be completed on the Lab 2

Reporting Form. Save your completed Lab 2 Reporting Form as a Word document. The document must be

formatted according to APA style, including a title page and references page. For information regarding APA

samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left

navigation toolbar, in your online course. Submit the document via the Assignment Basket in your online

course.

Home Range Calculations

Student Name: SCIN 401 Mammalogy

 

Case Study Assignment Week 7: Home Range Calculations

Read the following information about home ranges and the case example. Follow the directions for the calculations. Answer the essay question completely using thoughtful ideas, the course text, and outside reference sources. Proofread answers for potential writing errors.

Part A. Background on Home Ranges

 

Intraspecific competition for resources and other behavioral interactions can drive territoriality and establishment of home ranges. Many mammal species exhibit forms of territoriality that result in home ranges.A home range is defined by Burt (1943) as “that area traversed by the individual in its normal activities of food gathering, mating, and caring for young.” Mammals known to exhibit territoriality occur in the orders Perissodactyla, Carnivora, Lagomorpha, Rodentia, Primates, Chiroptera, and Socicomorpha (Vaughan et al. 2011). Study of home ranges can increase knowledge about the species ecology, including habitat quality, and behavior.

Calculation of home ranges from raw location data is beyond the scope of this case study; however, it is valuable to know in general terms how home ranges are calculated. Generally individuals are marked and then location data is gathered by capture-recapture, observation capture, radio-telemetry, and/or satellite data (e.g., collars with GPS transmitters have been used on large species like polar bears [http://alaska.usgs.gov/science/biology/polar_bears/tracking.html]). Location data is graphed usually with the aid of mapping software like ArcGIS (http://www.esri.com/software/arcgis/index.html) or even Google Earth Pro (Taulman, 2010). Statistical techniques are used to calculate and analyze home ranges such as minimum convex polygons, bivariate ellipses, adaptive and fixed kernels, and even a Brownian bridge technique (Mitchell, 2006). Home ranges can be overlayed with other GIS data layers (e.g., habitat cover type, elevation, water sources, etc.), to create powerful analyses and hypotheses for further research.

Reference Sources

Burt, W. H. (1943). Territoriality and home range concepts as applied to mammals. Journal of Mammalogy, 24:346-352

Mitchell, Brian R. 2006. Comparison of programs for fixed kernel home range analysis. Remotely Wild (Issue 21, June 2006).

Taulman, J.F. (2010). Display of Animal Location Data and Kernel Home Range Contours in Google Earth Pro. The American Midland Naturalist 164(1):157-164. 2010 doi: 10.1674/0003-0031-164.1.157

Vaughan , T.A., Ryan, J.M., &Czaplewski, N.J.(2011)Chapter 23, Territoriality and Home Range. Mammalogy(course text), Jones & Bartlett, Sudbury MA

Part B. Case Example

 

( Photo Credit: Sally King, U.S. National Park Service )In this case example, three populations of Abert Squirrel (Sciurusaberti) also called the tassel-eared squirrelwere studied. Sciurusaberti is found in ponderosa (Pinuspondersa) forests inWyoming, Colorado, New Mexico, Arizona, Utah, and northern Mexico(Mejia, 1999).There are up to eight recognized subspecies that are distinct due to geographic isolation and discontinuous ponderosa forest distribution (Lamb et al. 1997). They have an integrated ecology with ponderosa pine which they rely on for feeding, nesting, and cover(Grotheret al. 2005). Optimal habitat for Sciurusabertiis late successional mixed age ponderosa pine forests. A combination of management practices such as logging, grazing, and wildfire suppression haveresulted in homogenous even age stands that are suboptimal squirrel habitat (Grotheret al. 2005). In this case example, home range distributions of three isolated populations of Sciurusaberti in Colorado were measured by radio telemetry and observation catching. Data was analyzed using ArcGIS software with resulting average home range sizes for radio tagged individuals.

Reference Sources

Grother, C. Vazquez, M. & Spicer, L. (2005) Abert’s Squirrel (Sciurusaberti) Species Assessment.US Forest Service. Retrieved from http://www.fs.usda.gov/Internet/FSE_DOCUMENTS/stelprdb5199814.pdf

Mejia, J. 1999. “Sciurusaberti” (On-line), Animal Diversity Web.Retrieved from http://animaldiversity.ummz.umich.edu/site/accounts/information/Sciurus_aberti.html.

Lamb, T. Jones, T.R.&Wettste, P.J.(1997) Evolutionary Genetics and Phylogeography of Tassel-Eared Squirrels (Sciurusaberti).Journal of Mammalogy 78(1): 117-133

Other Reference Sources

http://www.nps.gov/band/naturescience/aberts-squirrel.htm

http://www.mnh.si.edu/mna/image_info.cfm?species_id=300

http://www.wildlife.state.nm.us/education/wildlife_notes/documents/Abertssquirrel.pdf

Part C. Data

 

Individuals for each population were marked with radio telemetry devices and locations were taken multiple times daily for six months (April-October). Data was recorded in the field with GPS devices then downloaded and analyzed using fixed kernel algorithm. The results of the home range size and graphical representation are given here.

Population A
Individual Home Range Size(ha)
1 226
2 172
3 204
4 159
5 197
6 184
7 178
8 148

 

Population B
Individual Home Range Size(ha)
1 74
2 66
3 97
4 105
5 76
6 88
7 72
8 110
9 83
10 78

 

Population C
Individual Home Range Size(ha)
1 357
2 343
3 368
4 377
5 246
6 255

Part D. Home Range Calculation

 

For this case study use the data for each population to calculate the average (mean) home range and standard deviation. Calculations can be done manually or by Excel (use Summary Statistics).

An arithmetic mean is calculated by the sum of the elements divided by the total number of elements. In this assignment take each home range size for each individual and sum then divide the sum by the number of home ranges.

The standard deviation is a measure of central tendency or variation in the data. Standard deviation is calculated as the difference of each element from the mean:

 

Results
Population Mean Home Range Size(ha) Standard Deviation (s)
A  

183.5

33.5
B  

84.9

22
C  

324.3

65.5

 

 

Part E. Home Range Conclusions and Analysis

 

Utilizing and specifically citing the data and results of home range data and compare and contrast the three populations. Propose at least two alternative hypotheses (reasons) for the differences in the data.Propose how each hypothesis could be tested. Discussion should be a minimum of 300 words and contain significant thought and analysis and utilize at least two reference sources in APA. Some questions you should answer include:

· What could cause the spatial pattern observed in each population?

· What could cause the difference in the average home range size?

· What data would you collect to test your hypothesis?

SCIN 401

Case Study Assignment Lesson7

Page 1

Blueberry Thesis

INTRODUCTION

Blueberries (Vaccinium corymbosum) have become a leading berry crop in the United States (U.S.); however, blueberries are very perishable postharvest (Sun et al). The U.S. is the world’s largest producer of blueberries (FAOSTAT, 2016). In 2019, the National Agricultural Statistics Service (NASS) reported a 21% increase in production of blueberries in the United States (NASS, 2019). With blueberries being small in size, blueberries are manually harvested and directly picked into baskets before being transported from fields to a packing house. Many small production operations use reusable plastic containers (RPC), for instance, polypropylene material. Polypropylene is a material that has low density, heat retardation properties, and chemical resistance (Calhoun, 2016). On the contrary, the RPC does not completely protect the fruit from injury during harvesting due to their thin skin and juicy pulp. As a result, fresh and frozen berries microbial safety are becoming more of a concern, with any probable recall or outbreak having a detrimental impact on the entire industry (Krasniewsk et al).

Blueberries are susceptible to contamination by various foodborne pathogens, such as Salmonella, Escherichia coli O157:H7, human norovirus, and hepatitis A virus, and have been implicated in several outbreaks (Oliveira et al). There are many sources of contamination for fresh fruit, for example, irrigation, injury, animal feces, cross-contamination, and equipment. In many cases, the source has been unknown. For instance, it has been stated Salmonella is prevalent in horticulture fruit production as it was detected Salmonella was positive on 4.9% of fruit and 7.1% of equipment used in packhouses. However, no Salmonella was present during pre-harvest operations (Gomba et al). In addition, six people were infected with Salmonella Newport in Minnesota, which was traced back to fresh blueberries (Miller et al). Approximately 15% of all Salmonella enterica related salmonellosis infections are thought to be linked to the eating of fruits, seeds, and sprouts. (Deblais et al).

Cross-contamination, the transfer of pathogens from one surface to another, has been identified as a major risk factor in a number of food processing and handling environment. The transfer of pathogens between food and surfaces is dependent on the type of bacteria, surface, moisture level, and incubation dose (Brar et al). The primary causes of fruit spoilage and reduced stability are respiration and transpiration, as well as growth of fungal and bacterial species (Krasniewsk et al). Not only are there issues with pathogenic organisms, fresh fruit and vegetables are the most frequently wasted foods (Kelly et al). At a retail level, improper display conditions, limited shelf-life, and aesthetic standards have been linked to waste. Consumers typically store fruits and vegetables improperly which leads to food waste. (FAO; Porat et al). Hence, the utilization of chitosan as an edible coating and proper storage methods, food waste and spoilage could be decreased at a retail and consumer level.

Chitosan is a polysaccharide deacetylated form of chitin. Chitosan, which has attracted attention as a potential food preservative of natural origin, has been approved by the United States Food and Drug Administration (USFDA) as a Generally Recognized as Safe (GRAS) food additive (USFDA). Edible coatings can help preserve perishable food products by decreasing dehydration, respiration, microbial growth while providing a selective barrier to moisture. This also aids in retaining volatile flavor compounds and improving texture quality (Hussain et al). With the implementation of essential oils, the antimicrobial activity may increase and assist in preserving and extending shelf-life of produce. EOs are excellent sources of biologically active compounds, like terpenoids and phenolic acids; among them, carvacrol and thymol are present in oregano EO (Jahani et al). Carvacrol has proven its antimicrobial activity against several pathogens, including Salmonella (Dhumal et al). Therefore, for this study, the objectives were:

1) Evaluate the efficacy of chitosan-based coatings to extend shelf of blueberries in standard grocery store packing materials up to 5 days of storage​

2) Evaluate the effectiveness of the chitosan-based coatings to inhibit growth or survival of Salmonella spp. on reusable plastic containers (RPCs)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Create a short, concise figure title and place all detailed caption, notes, reference, legend information, etc. in the notes section below

Place all detailed caption, notes, reference, legend information, etc here

 

You will need to add alternative text to all figures and continued figures. After you have placed your image, you will right click on the image and choose “Edit Alt Text”. Please refer to Thesis and Dissertation ADA Web-Accessibility and The Standards for preparing theses and dissertations documents for more information.

 

 

 

 

3

LITERATURE REVIEW

Blueberry History

Highbush blueberry breeding began in the early twentieth century in the United States (Nishiyama, et al). In the 1800s, the commercial industry for blueberries began and continued to expand to the 1950s. Since the late 1970s, the consumption of blueberries in the United States has been increasing. (Kaiser,2020) Over time, the crop increased from less than one million pounds in 1896 to the bumper crop of over 110 million pounds produced in 2000 (Yarborough, 2018.) In 2018, per capita consumption was 46.5 ounces, which represents a 575% increase since 1970. (Kaiser, 2020) Blueberries were hand-picked, raked, and canned in contrast to now mostly all harvesting are done mechanically. A total of 99% of the crop is frozen and is used principally as an ingredient in processed foods (Yarborough, 2018). Blueberry production in Mississippi has increased over the years; however, the acreage and total yields does not compare with top-producing states (Collart, 2015.)

Blueberry Economic Impact

Blueberries are the second-most produced berries in the United States. In 2010, New Jersey, Georgia, and Michigan were the biggest U.S. producers of fresh-market blueberries (Kramer, 2020.) The American consumption of blueberries has increased fivefold. By 2019, California, Georgia, and Oregon emerged as the largest suppliers, each accounting for about 17% of U.S. production (Kamer, 2020.) Mississippi has one of the greatest percent of small operations averaging to 44% respectively. (USDA, 2017) It is indicated that small operations sell the blueberries at fresh market. The largest percent of producers report their fruit being retailed on the fresh market were 58% in Mississippi in 2014. (USDA, 2017) At postharvest, loss in terms of value and consumption can occur between harvest and consumption (Giuggioli et al.) Although blueberries have increased in production, the economic loss is caused by moisture loss (Bai et al.)

Chart, bar chart  Description automatically generated

Figure 1: Blueberry Production in the Pacific Northwest and Southeast States from January to November

Preservation of Blueberries

Whole blueberries are usually preserved using techniques such as low-temperature preservation, ultraviolet radiation, modified atmosphere, high-oxygen concentration treatment preservation, packaging preservation, chemical preservation, and controlled atmosphere preservation. (Kong et al) Processing plants use vast materials to store fresh fruit. One of many materials used is polypropylene [recycle #5] plastic for manual harvesting. This material has low density, heat retardation properties, and chemical resistance. Blueberries are manually harvest and directly placed into baskets before being transported to packing house. The use of flexible films to wrap and pack blueberries with or without modified atmosphere may be more advantageous in terms of handling than the common packaging, for example, clamshells.

Shelf-life of Blueberries

The shelf-life of fresh blueberries typically range of 10-40 days depending on the different factors such as fruit maturity, cultivar, harvest method, and storage conditions (Abugoch et al., 2016.)

Microbial Transfer

The transfer of pathogens from one surface to another has been identified as a risk factor in a number of food processing and handling environment. Cross contamination of pathogens between food and surfaces is dependent on the type of bacteria, type of surface, moisture level, and incubation dose (Brar et al.) There is potential for cross-contamination virulent pathogens such as Salmonella, toxigenic Shinga Toxin-producing Escherichia coli and Listeria monocytogenes, throughout supply chains because of reusable plastic containers (Anon, 2016.) It has not been proven that harvest containers are the source of pathogenic transfer; however, there was an outbreak of Salmonella linked to cucumbers sourced from Mexico which caused confirmed cases across 40 states. According to U.S. FDA, there was no specific sources of Salmonella, but a reference to the possibility of reusable plastic containers transfer Salmonella between batches of cucumbers. (U.S. FDA, 2016).

Salmonella

Salmonella is one of the major foodborne pathogens that occurs in food related recalls. Although, foodborne disease outbreaks are commonly associated with foods of animal origin, fresh produced has been linked to 46% of annual foodborne illnesses, 38% hospitalizations and 23% deaths in the United States (Painter et al.) With the increase of fresh fruit consumption, the increased risk of foodborne diseases outbreaks of which Salmonella has been identified as the most important pathogen in European Union and United States (Callejon et al.)

Date Company Fruit Type Recall Reason
6/25/2021 Dole Diversified North America, Inc. Fresh blueberries Cyclospora contamination
10/07/2020 Meijer Whole cantaloupe, select cut cantaloupe, fruit trays and bowl Salmonella
10/03/2020 Country Fresh Cut or sliced apples, grapes, pineapples, and cantaloupe Potential to be contaminated with Listeria monocytogenes
08/22/2020 Prima Wawona Peaches Potential Salmonella contamination
3/27/2020 Caito Foods Fresh cut cantaloupe, honeydew, melons, watermelon, more Salmonella
12/20/2017 Meijer Package products containing apple slices Listeria monocytogenes

 

02/13/2017 Country Fresh Stuffed mushrooms, fruit and cheese Listeria monocytogenes
12/15/2016 Ron’s Home Style Foods, Inc. Fruit salads: tropical, pineapple nut, pistachio créme Salmonella

Table 1. Small fruit recalls in the United States from 2016-2021

Function of Chitosan and its Structure

Chitosan, (1,4)-linked-2-amino-deoxy-b-d-glucan, is a polysaccharide deacetylated form of chitin (USFDA.) In the food industry, different forms of chitosan are used. Applications of chitosan aids in texture, flavor, appearance, and preservation. Chitosan can preserve food by decreasing microbial deterioration, acting as an antifungal, antibacterial, and antioxidants (Morin-Crini.) The utilization of edible coating that aid in preservation of perishable food products by decreasing dehydration, respiration, microbial growth while providing a selective barrier to maintain moisture (Hussain et al.) Likewise, the coating can provide a substate for the incorporation of other functional food additives, such as minerals, vitamins, or other drugs that can enhance fresh commodities (Romanazzi et al.) In the blueberry industry, chitosan can be used as a barrier, restricting water transfer and protecting the blueberry’s skin from mechanical injuries.

 

Diagram  Description automatically generated Diagram  Description automatically generatedFigure. Chitin and chitosan structure

 

Antimicrobial Properties of Chitosan

Chitosan and its derivatives have been shown to possess diverse biological activities, including antioxidant, antihypertensive, anticoagulant, antidiabetic, anti-obesity, antiallergic, anti-inflammatory, antimicrobial, anticancer, neuroprotective and matrix metalloproteinases inhibitory effects (Ngo et al.) Due to its versatility, chitosan has been widely used as an antimicrobial agent to improve food quality and extend shelf-life (Ahmed & Ikram.)

Application and preparation methods Tested foods Target microorganism Reference
Combined effect of chitosan (1%(w/v)), carvacrol nanoemulsion 0.05%(w/v), gamma irradiation (0.25 kGy) and modified atmosphere packaging Green beans E. coli O157:H7, S. Typhimurium Severino
Fruit immersed in chitosan solutions Papaya fruits Mesophilic bacteria, Yeasts and molds Dotto
Lemongrass essential oil at concentrations of 0.5% and 1.0% incorporated into 0.5% and 1.0% chitosan solution Bell pepper Anthracnose Ali
Chitosan-/poly(vinyl alcohol solution (glutaraldehyde as the cross-linker) Tomato E. coli, Staphhloccus aureus, and Bacillus aubtilis Sangsuwan
Chitosan/methyl cellulose and chitosan/methyl cellulose film incorporating vanillin Fresh-cut cantaloupe and pineapple E. coli, Saccharomyces cerevisiae Sangsuwan
Chitosan glutamate

(0.1 to 5 g/l)

Apple juice Zygosaccharomyces bailiiSaccharomyces exiguousS. cerevisiaeSaccharomycodes ludwigiiSchizosaccharomyces pombe

 

Roller

Selected studies evaluating antimicrobial effects of chitosan on different foods.

Function of Carvacrol and its Structure

Chitosan films and coatings are promising systems to be used as active ingredient carriers. In terms of active ingredients that can be incorporated into films and coatings, essential oils (EOs) have received much attention as having potential biological activity (Yuan et al.) EOs are complex mixtures of volatile compound where two or three major components can constitute up to 85% of the oil, the phenolic compounds being mainly responsible for their antimicrobial properties (Requena et al.)

 

Diagram, engineering drawing  Description automatically generated Figure. Carvacrol

 

Antimicrobial Properties of Carvacrol

Essential oils (EO) obtained from plants or spices are excellent sources of biologically active compounds, like terpenoids and phenolic acids; among them, carvacrol and thymol are present in oregano EO (Jahani et al.) The use of essential oils is prevalent in the food industry due its antimicrobial, antifungal, and antioxidant properties. Carvacrol has been proven its antimicrobial activity against several pathogens, including Salmonella (Dhumal et al.)

 

 

 

1

 

INTRODUCTION

 

Blueberries (Vaccinium

c

orymbosum) have become a leading berry crop in the United

States

 

(U.S.)

; however, blueberries are very perishable postharvest

 

(Sun et al)

.

 

The U

.

S

.

 

is the

world’s largest producer of blueberries

(FAOSTAT

,

 

2016)

.

 

In 2019, the National Agricultural

Statistics Service

(NASS)

 

reported a 21% increase in production of blueberries in the United

States

(NASS, 2019)

.

 

With blueberries being small in size, b

lue

berries are manually harvested

and directly picked into baskets before being transported from fields to a packing house. Many

small production operations use

reusable plastic containers (RPC), for

instance

, polypropylene

material

.

Polypropylene is

a

materi

al

 

that

 

has low density, heat retardation properties, and

chemical resistance

 

(Calhoun, 2016)

.

 

On the contrary, the RPC does not completely protect the

fruit from injury during harvesting due to their thin skin and juicy pulp.

As a result, f

resh and

frozen

 

berries microbial safety are becoming more of a concern, with any probable recall or

outbreak having a detrimental impact on the entire industry

 

(

Krasniewsk et al

)

.

 

Blueberries are susceptible to contamination by various foodborne pathogens, such as

Salmo

nella, Escherichia coli O157:H7

, human norovirus, and hepatitis A virus, and have been

implicated in several outbreaks

 

(

Oliveira et al

)

.

 

There are many sources of contamination for

fresh fruit, for example, irrigation,

injury,

animal feces, cross

contamina

tion,

 

and

equipment

. In

many cases, the source has been unknown. For instance, i

t has been stated

S

almonella

 

is

prevalent in horticulture fruit production

 

as it was

 

detected

Salmonella

was positive on 4.9% of

fruit and 7.1% of equipment used in packhouses.

 

However,

no

Salmonella

was present during

pre

harvest

 

operations (

Gomba et al

)

.

 

In addition, s

ix people were infected with

Salmonella

Newport

 

in Minnesota, which was traced back to fresh blueberries

 

(

Miller et al

)

.

 

Approximately

 

1

INTRODUCTION

Blueberries (Vaccinium corymbosum) have become a leading berry crop in the United

States (U.S.); however, blueberries are very perishable postharvest (Sun et al). The U.S. is the

world’s largest producer of blueberries (FAOSTAT, 2016). In 2019, the National Agricultural

Statistics Service (NASS) reported a 21% increase in production of blueberries in the United

States (NASS, 2019). With blueberries being small in size, blueberries are manually harvested

and directly picked into baskets before being transported from fields to a packing house. Many

small production operations use reusable plastic containers (RPC), for instance, polypropylene

material. Polypropylene is a material that has low density, heat retardation properties, and

chemical resistance (Calhoun, 2016). On the contrary, the RPC does not completely protect the

fruit from injury during harvesting due to their thin skin and juicy pulp. As a result, fresh and

frozen berries microbial safety are becoming more of a concern, with any probable recall or

outbreak having a detrimental impact on the entire industry (Krasniewsk et al).

Blueberries are susceptible to contamination by various foodborne pathogens, such as

Salmonella, Escherichia coli O157:H7, human norovirus, and hepatitis A virus, and have been

implicated in several outbreaks (Oliveira et al). There are many sources of contamination for

fresh fruit, for example, irrigation, injury, animal feces, cross-contamination, and equipment. In

many cases, the source has been unknown. For instance, it has been stated Salmonella is

prevalent in horticulture fruit production as it was detected Salmonella was positive on 4.9% of

fruit and 7.1% of equipment used in packhouses. However, no Salmonella was present during

pre-harvest operations (Gomba et al). In addition, six people were infected with Salmonella

Newport in Minnesota, which was traced back to fresh blueberries (Miller et al). Approximately

Chemical “Hide And Seek”

 

Session 3 Activity

Online and In-Seat Students:

After completing the reading assignment for this session, complete the  Session 3 Activity Session 3 Activity – Alternative Formats

Instructions:

  1. Click on the “Session 3 Activity” link above. The activity will download directly to your computer as a Word document.
  2. There will be instructions in the Word document that you will use to complete this activity.
  3. Complete all parts of this activity by directly typing your answers onto the Word document (i.e., fill in the table and answer the questions).
  4. Save the completed Word document to your computer.
  5. Click the Session 3 Activity link to submit your assignment as an attachment by the posted due date.Colorado Christian University Introduction to Environmental Science (PHY-101A)

    College of Adult Graduate Studies Session 3 Activity

     

    Part 1. Chemical “Hide and Seek”

     

    Every day we are exposed to chemicals in the water we drink, the food we eat and the air we breathe. Keep in mind not all chemicals are harmful and harmful effects depend on the dose or how much you are exposed to.

     

    Chemical “Hide and Seek”: Use the textbook and the internet to find the information on the chemicals in the table. Fill in the table using your own words and be sure to cite your sources of information.

     

    Chemical name Where is the chemical found? How can you be exposed? How does this chemical affect human health?
    Bisphenol A (BPA)  

     

       
    Polycyclic Aromatic Hydrocarbons (PAHs)      
    Lead  

     

       
    Mercury  

     

       
    Persistent Organic Pollutants (POPs)      
    Arsenic  

     

       
    Benzene  

     

       

     

     

     

    Part 2: Pollution and the role of Government

    During his inaugural address in 1801, Thomas Jefferson said:

    What more is necessary to make us a happy and prosperous people? Still one thing more, fellow citizens—a wise and frugal Government, which shall restrain men from injuring one another, shall leave them otherwise free to regulate their own pursuits of industry and improvements and shall not take from the mouth of labor the bread it has earned.

    Answer the following questions and provide support for your answer using the text or your own research:

    1. What do you think that Jefferson meant by the phrase “shall restrain men from injuring one another?”

     

    2. Was Thomas Jefferson solely referring to thugs who physically brutalize fellow citizens or could he have been referring to citizens who sought to poison others? Could pollution be considered a poison? Is restraining “poisoners” a role of government? Explain.

     

     

    3. If a company or individual releases a pollutant into the air or water, should the government restrain that company or individual? Are regulations needed to restrain companies and individuals from releasing pollutants into the environment? Explain.

     

    Assignment Submission Instructions:

     

    After completing the reading assignment for this session, complete the Session 3 Activity

    Instructions:

     

    1. Click on the “Session 3 Activity” link above. The activity will download directly to your computer as a Word document.

    2. Complete all parts of this activity by directly typing your answers onto the Word document (i.e., fill in the table and answer the questions).

    3. Save the completed Word document to your computer.

    4. Click the Session 3 Activity link to submit your assignment as an attachment by the posted due date.

     

     

     

    1