Carbohydrate Pamphlet

/in /by

Create a 2-page pamphlet/brochure using the Microsoft® Publisher, Microsoft® PowerPoint®, Brochure Builder, or another brochure building tool. Include the following details:

  • A title.
  • Define carbohydrates and outline the basic functions of sugars, starches and fiber in the body.
  • Describe the differences between simple and complex carbohydrates, stating healthy carbohydrate sources.
  • Describe how sugars are broken down and used in the body.
  • Explain the difference between soluble and insoluble fibers, stating how the difference can be applied to food selection and consumption so as to improve health.
  • Includeinformation on one of the following disorders related to carbohydrates: lactose intolerance, diabetes, or hypoglycemia.

Include a definition, how it affects the body, and some courses of action used to treat and manage the disorder.

Include a reference with citations in APA format.

Include clip art and a background image.

The Grading Guide for Carbohydrate Pamphlet will be used for this assignment.

Click the Assignment Files tab to submit your assignment.

Explain how your observations of the water demonstrate Newton’s law of inertia.

/in /by

image1.emfUMUC NSCI 101/103

Lab 3: Newton’s Laws of Motion

INSTRUCTIONS:

· On your own and without assistance, complete this Lab 3 Answer Form and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus).

· To conduct your laboratory exercises, use the Laboratory Manual that is available in the classroom. Laboratory exercises on your CD may not be updated.

· Save your Lab 3 Answer Form in the following format: LastName_Lab3 (e.g., Smith_Lab3).

· Submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility.

Experiment 1: Newton’s First Law

Procedure Question:

1. Record your observations for each type of motion from Step 4 in the space below. Comment on where the water tended to move. If the water spilled, note which side it spilled from.

Questions:

1. Explain how your observations of the water demonstrate Newton’s law of inertia.

2. Draw a free body diagram of your box of water from the situation in Procedure 4d. Draw arrows for the force of gravity, the normal force (your hand pushing up on the box), and the stopping force (your hand decelerating the box as you stop.) What is the direction of the water’s acceleration?

*Note, free body diagrams are discussed in depth in Lab 2: Types of Forces. See Figure 3 for a sample diagram. Remember, the object is usually indicated as a box, and each force that acts upon the box is indicated with an arrow. The size of the arrow indicates the magnitude of the force, and the direction of the arrow indicates the direction which the force is acting. Each arrow should be labeled to identify the type of force. Note, not all objects have four forces acting upon them.

 

 

3. Can you think of an instance when you are driving or riding in a car that is similar to this experiment? Describe two instances where you feel forces in a car in terms of inertia.

Experiment 2: Unbalanced Forces – Newton’s Second Law

Table 1: Motion Data for Experiment 2

Trial M1 M2 d of M2 Time (s) Calculated Acceleration
Procedure 1
1          
2          
3          
4          
5          
Average          
Procedure 2
1          
2          
3          
4          
5          
Average          

Questions:

1. When you give one set of washers a downward push, does it move as easily as the other set? Does it stop before it reaches the floor? How do you explain this behavior?

2. Draw a FBD for M1 and M2 in each procedure (Procedure 1 and Procedure 2). Draw force arrows for the force due to gravity acting on both masses (Fg1 and Fg2), and the force of tension (FT). Also draw arrows indication the direction of acceleration, a.

Experiment 3: Newton’s Third Law

Questions:

1. Explain what caused the balloon to move in terms of Newton’s Third Law.

2. What is the force pair in this experiment? Draw a Free Body Diagram (FBD) to represent the (unbalanced) forces on the balloon/straw combination.

3. Add some mass to the straw by taping some metal washers to the bottom and repeat the experiment. How does this change the motion of the assembly? How does this change the FBD?

4. If the recoil of the rifle has the same magnitude force on the shooter as the rifle has on the bullet, why does the shooter not fly backwards with a high velocity?

TYPE YOUR FULL NAME:

 

Ffriction

 

Fapp

 

Fnormal

 

Fgravity

 

 

 

 

 

 

 

 

 

 

 

Figure 3

 

Figure 3: Sample FBD

Do Lab Manual For Harmful Algal Blooms

/in /by

Harmful Algal Blooms (HABs)

Human Activities Affect Nutrient Cycles:

The human population is disrupting chemical cycles throughout the biosphere

Adding nutrients to the environment

Or removing nutrients from one part of the biosphere and then adding them to another

Effects can be positive or negative

Critical Load:

The amount of added nutrient that can be absorbed without damaging the system

In some cases, the addition of nutrients to ecosystems by human activity is beneficial, but in others it can cause problems.

 

The Key issue is the critical load…

 

3

Eutrophication:

The enrichment of an ecosystem with nutrients

Excessive nutrients 

Accelerated eutrophication of lakes

Nitrogen and Phosphorus run off into and overload streams

This reduces O2 , decreases aquatic plants, and increases algal blooms

This can eliminate other species because it is difficult for them to live in these new conditions

What Are Algae?

Also known as pond scum, seaweeds, phytoplankton, etc.

Range from small single-celled forms to complex multi-cellular forms

Can be prokaryotes (bacteria) or eukaryotes (protists, plants, you)

Are the primary producers (base of the food chain) in aquatic systems

Carry out photosynthesis  most produce oxygen

Found in many places: fresh water, salt water, hot springs, snow, ice, and soil

Algal Blooms Decrease Light Penetration into the Water Column:

 Algae

 Aquatic Plants

As algae build up on the surface, they reduce and change the color of sunlight penetrating the water.

You can see here as nutrients are added, algae increase and the light changes from blue to green.

This makes it harder for aquatic plants to absorb the light and they are thus reduced as algae increase on the surface.

 

6

Harmful Algal Blooms are Increasing Worldwide:

Lake Taihu, China

Baltic Sea

Lake Winnipeg

Algal blooms aren’t limited to Lake Erie,

Algal blooms are increasing worldwide.

 

7

Major Algae Groups in Lake Erie:

Diatoms

Greens

Blue-greens

(Cyanobacteria)

Coming back to Lake Erie,

There are three type of major algae groups that can be found in Lake Erie

Greens are the most nutritious for other organisms and are not toxic or harmful, though in large blooms they can be a nuisance

Diatoms are the second most desirable, but they have a thick cell walls making them harder to break down

Blue-greens are known as cyanobacteria-these will only be consumed in desperation because they can produce harmful toxins

 

8

Common Harmful Algae in Lake Erie (all are cyanobacteria)

Anabaena

Aphanizomenon

Microcystis

Lyngbya

There are several types of harmful algae in lake erie

The one you are recently most familiar with is the microsystis

9

Microcystis aeruginosa:

A cyanobacteria (blue-green algae) species

Floats and forms a surface scum

Produces the toxin: microcystin

Potent liver toxin by several species

Causes rashes, abdominal pain, nausea, and potential death

Leads to beach closures and drinking water advisories

Can cause “fish kills”, death of farm animals, etc.

Microcystin chemical structure:

The chemical structure of microcystin is actually very similar to the structure of food coloring,

So you will use food coloring later today to simulate microcystin in the water

 

10

Microcystis Bloom in Lake Erie:

This is what a microcystin bloom looks like in Lake Erie

 

11

Microcystis bloom: The mouth of Maumee River, Lake Erie

The top images are satellite photos comparing a bloom in 2002 to one year later

You can actually see the algae from space!

Below are computer modeled graphs of turbidty which is the cloudiness or haziness of a fluid

caused by large numbers of individual particles that are generally invisible to the naked eye, similar to smoke in air.

12

Toledo Water Crisis: August 2014

Treated Toledo water exceeded the 1.0ug/L algal toxin limit recommended by the World Health Organization

“Do not drink” advisory Aug. 2-4

500,000 residents temporarily without potable water

Lake Erie Water Intake

Cyanobacteria Blooms:

Late summer is cyanobacteria season  they like it warm

A warmer lake means more cyanobacteria

Here you can see that the blue green algae, which are cyanobacteria, become more abundant in the warm summer months

14

2014 Algae Bloom Satellite Image:

Toledo Water Intake

 

Usually a bloom will be small or it will be blown out of the western basin quickly,

But in 2014 a perfect storm for microcysin brewed. It was HOT that summer and winds trapped the massive bloom along the southern shore, surrounding the Toledo Water Intake

For scale, remember you are looking at this bloom from space

15

What is the Cause of Recent Algal Blooms?

The return of harmful algal blooms matches…

..the return of high phosphorus input to the lake

Agricultural Practices  Increased Phosphorus Runoff

 

 

Tillage, fertilizer application method, timing, drainage control, soil testing, and much more…

Just read title

17

Conclusions From Computer Models:

The increase in dissolved phosphorus loading since mid-1990s can largely be explained by:

Increased springtime storm intensity and frequency

Agricultural practices that decrease the land’s ability to retain applied dissolved P during heavy precipitation

 

Now I have a short video to show you fromthe National Center for Water Quality Research at Heidelberg University [Switch HDMI]

Explaining how 40 years of data points to dissolved reactive phosphorus as the primary culprit behind Lake Erie’s harmful algal outbreaks

18

Conclusions:

Harmful Algal Blooms (HABs) are not a lake problem

They are a watershed problem

Caused by excess fertilizer input into the lake from human activities

Global warming will increase water temperatures, precipitation, & storm intensity  favor HABs

 

 

When we find a solution to the fertilizer problem, Lake Erie will recover very quickly

Let’s get back to this!

So to summarize: SLIDE

Unlike legacy contaminants such as hg, PCB, and so on, phosphorus, algal blooms, and algal toxins will not hang around for decades.

So let’s jump into the lab now, you will follow the procedure in your lab packets and explore algae and water filtration.

19

 

Dissolved Reactive Phosphorus Load

0

100

200

300

400

500

600

700

800

900

1 9 7 5

1 9 7 6

1 9 7 7

1 9 7 8

1 9 7 9

1 9 8 0

1 9 8 1

1 9 8 2

1 9 8 3

1 9 8 4

1 9 8 5

1 9 8 6

1 9 8 7

1 9 8 8

1 9 8 9

1 9 9 0

1 9 9 1

1 9 9 2

1 9 9 3

1 9 9 4

1 9 9 5

1 9 9 6

1 9 9 7

1 9 9 8

1 9 9 9

2 0 0 0

2 0 0 1

2 0 0 2

2 0 0 3

2 0 0 4

2 0 0 5

2 0 0 6

2 0 0 7

2 0 0 8

2 0 0 9

2 0 1 0

2 0 1 1

2 0 1 2

M e g

a g

r a m

s o

r M

e t r ic

T o

n s

 

Dissolved Reactive Phosphorus Load

0

100

200

300

400

500

600

700

800

900

1

9

7

5

1

9

7

6

1

9

7

7

1

9

7

8

1

9

7

9

1

9

8

0

1

9

8

1

1

9

8

2

1

9

8

3

1

9

8

4

1

9

8

5

1

9

8

6

1

9

8

7

1

9

8

8

1

9

8

9

1

9

9

0

1

9

9

1

1

9

9

2

1

9

9

3

1

9

9

4

1

9

9

5

1

9

9

6

1

9

9

7

1

9

9

8

1

9

9

9

2

0

0

0

2

0

0

1

2

0

0

2

2

0

0

3

2

0

0

4

2

0

0

5

2

0

0

6

2

0

0

7

2

0

0

8

2

0

0

9

2

0

1

0

2

0

1

1

2

0

1

2

M

e

g

a

g

r

a

m

s

 

o

r

 

M

e

t

r

i

c

 

T

o

n

s

Application – Protocol for Diagnosis, Management, and Follow-Up Care of Disorders

/in /by

Assignment 1: Application – Protocol for Diagnosis, Management, and Follow-Up Care of Disorders

As pediatric patients grow from infancy to adolescence, there are many common body system disorders that may potentially present. As an advanced practice nurse caring for these patients, you must understand the pathophysiology and epidemiology of these disorders as this will help you to recognize symptoms and select appropriate assessment and treatment options. In this Assignment, you prepare for your role in clinical settings as you design a protocol for the diagnosis, management, and follow-up care for a common body system disorder.

To prepare:

  • Reflect on the body system disorder that you selected in Week 5.
  • Think about the pathophysiology and epidemiology of the disorder.
  • Consider a protocol for the diagnosis, management, and follow-up care of the disorder you selected.
  • Think about how culture might impact the care of patients who present with this disorder.

 

To complete:

Write a 3- to 4-page paper  APA format that addresses the following:

  1. Explain the disorder you selected, including its pathophysiology and epidemiology. (asthma in children.)
  2. Explain a protocol for the diagnosis, management, and follow-up care of this disorder. (asthma in children)
  3. Explain how culture might impact the care of patients who present with the disorder you selected  (asthma in children)

 

 

Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references.