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BIOL 1F90 Lecture Notes - Lecture 5: Ribose, Triglyceride, Study Guide

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yellowtiger157
13 Apr 2018
School
Brock University
Department
Biological Sciences
Course
BIOL 1F90
Professor
d

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Document Summary

An effective way to study is to use the lecture notes and any additional notes you made to yourself while in lecture as a guide to help you know which parts of your textbook to study in more detail. The lecture notes themselves are not comprehensive, they do not have all of the information you need, unless you already know all of the material they are summarizing. Please read your textbook, it does a very good job of explaining the concepts. Focus on the concepts i covered in class, especially those i concentrated on. The following is a list of chapters we covered, and which parts of the chapters are most important. It is often a good idea to study the figures in a chapter, to make sure you understand the concepts they are relating to. If you (cid:272)a(cid:374) do this, i(cid:374) your o(cid:449)(cid:374) (cid:449)ords, you ha(cid:448)e a good understanding of the concept.

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Related Questions

Calculate the client's target heart rate using the Karvonen formula.

Training Program: Design a full 12-week periodized training program for the client described in the Client Profile. Be very specific as you design the training program. This is an opportunity for you to demonstrate your full comprehension of the information and concepts discussed throughout the course. List the types of exercise, duration, sets, reps, rest intervals, and so on.

Include the following in your case study submission:

A description of your professional responsibilities as discussed in the stages of the drawing-in process (Unit 12)


Discussion of any fitness tests, methods of evaluation, and data collection used to assess and evaluate the client's needs


Specific conditions that you have identified in the client profile


A fully detailed 12-week comprehensive and periodized training program including specific exercises, sets, repetitions, suggested rest times, etc. Use an integrated approach in your program recommendations.


Specific and detailed nutritional strategies and an explanation as to how the strategies will assist the client in meeting energy needs


Explanation for your chosen assessment, programming, and nutritional recommendations. (Be sure to reference course concepts when discussing rationale for your recommendations.


Keep in mind that a client should be able to take your program and put it into practice without having to contact you to clarify what you intended by your recommendations or to explain parts of your program.

Don't forget your explanation for WHY you listed and recommended what you did. Reference the concepts and theories covered in the course. Be sure to address why the program and exercises recommended are appropriate for the specific client given the client's history, current abilities, and intended goal(s). For example: if you are developing a program for a beginner client without any resistance training experience, explain how your program addresses the lack of experience, initial need for foundational development, process by which you would safely progress the client, etc. Tying your program to course concepts is a critical component of your case study.

Review the Client Profile below.

Client Profile: Peter Parker

Age: 28

Gender: Male

Resting Heart Rate: 80 bpm

Height: 6'4"

Weight: 252 lb

Body Fat Percentage: 29%

Background and Goals: Peter is a 28-year-old civil servant with a 9-to-5 desk job. He is 6'4" tall and weighs 252 lb. He played football and basketball in high school and some intramural sports in college, but has not worked out or been very active since. His diet is sporadic and consists of mostly processed and prepackaged foods that are quick and easy to prepare. Peter's goals are to lose weight, tone his body, and lead a healthier lifestyle. Based on Peter's current lifestyle and existing exercise and nutrition habits, design a 12-week progressive training program to help him best achieve his goals.

Water and Minerals

COLLAPSE

This discussion requires knowledge of the material from the chapter and research from online databases or valid research sources. This is truly an excellent learning experience for all of us.

Cancer and Chronic Disease (parkinson's, alzeimers, MS, CVD, auto-immune etc) are words that scare most of us. Certainly when it comes to prevention research shows that smoking, excessive alcohol use, exposure to toxins, obesity, poor diet, lowered immunity, inflammation are all implicators. We can definitely reduce our risk with good lifestyle choices (not smoking, normal BMI, etc.) and that includes dietary choices. There is quite a bit of research and debate about which minerals are beneficial for cancer and/or disease prevention (if at all) and research changes often. You can also focus on water, this will probably lead you down a track to discussing the effects of certain pollutants in the water supply. In any case we are going to find that research and share the knowledge!

This week, for your original posting, find a scholarly based article, professional journal article, original research from grey literature (www.greylit.org) or well respected organization/association research on diet and cancer or chronic disease prevention. This could include the presence of minerals, as supplements or from food, or something related to the water supply and cancer/chronic disease prevention, special diet for cancer/chronic diseases prevention etc. It can be specific to a particular type of disease or cancer or more general. If you select a chronic disease, select one specific one. We are on the minerals chapter, so I would like to see research focused on a mineral or that includes a mineral or multiple minerals. (for example though, don't research a high protein diet as that is a macronutrient).

What to consider:

1. Two wasy to navigate sources for you: get on Google scholar: https://scholar.google.com or for non-published research you can query: www.greylit.org OR have the MC librarian direct you to the various databases you have access too (you can call MC library and they will help you if you are fully online and don't want to go in). Absolutley NO wikipedia, livestrong or webmd, Mayo type sites. You can start here for topic ideas but look further! We are looking for scholarly research. Professional organizations are also a good place as well (for instance, I am interested in digestive conditions, and utilize the American Gastroenterological Association site which links to their journal).

2. find something you are interested in and use that as the basis of your search. This could be information from chapter 8. Also remember, it does not just have to be cancer, you can select any chronic condition you are interested in and see if there is research related to vitamins, minerals or phytochemicals.

3. **In many cases on Google Scholar you can see several version of an article and often you can access a free PDF version of the full article. If NOT, call the MC library and ask for our college log on and see if we have rights to the article. They may have given this info to you but I have found most students have to ask. OR the MC library will actually retrieve the full text article for you and email you the PDF, utilize the librarians!! They love it. **do NOT pay to purchase a full text article online! Utilize the MC library!!

3. If you find an article of interest in a regular magazine or paper (print or online) like Health magazine online, New York times, Wall street journal etc. and you like it, then at the END of the article or referenced IN the article will be information on the original research where the writer got the information. You can discuss the general article in your research but also find the original scholarly article online! **include both in your original posting as attachments or links.

For your original posting:

1. in the Subject box put the topic you researched i.e. lead contaminated water and the effects of cognitive development

2. Then post your article (and include either a link or preferabley the pdf or word doc so we can see the entire article). and also provide a detailed summary of the information you read about and if you agree or disagree with the information. Also discuss why you selected this particular article. **document the source appropriately, I am not concerned if you use APA or MLA.

3.**IMPORTANT, for full points YOU are summarizing what the article/research study said in your own words and discussing merits, issues, if you agree, disagree etc. I am having you attach the article/research study you referenced instead of just a works cited info so others in the class can access the information as well. **you are not cutting and pasting the abstract!!

Background:

“Belinda!” called Kyle, running to catch up to her. Belindaturned around and waited for him. “Are you heading to the lab rightnow?” asked Kyle. “Yes.” she said. “I want to look over the Gramstain protocol one more time before we go in.” “Yeah, good idea.I’ve been trying to memorize the steps. But it’s hard.” Belinda andKyle spent the twenty minutes remaining before the start of labgoing over Chapters 3 and 4 of their textbook, which listed thesteps of the Gram stain and how the staining results relate to thestructure of the bacterial cell wall.

Kyle and Belinda took a sample of the bacteria provided by theirinstructor and each performed the Gram stain. They focused on theirslides with the oil immersion lens. “Got it!” they said almostsimultaneously, grinning proudly. “So, what do you have?” askedBelinda. “I have Gram-positive bacilli” announced Kyle with an airof triumph. “Huh? I have Gram-negative bacilli.” “That’s not right,we used the same sample! Let me see yours.” Kyle peered throughBelinda’s microscope. “Your bacteria look like they have the sameshape as mine, but the color is different. Mine are obviouslypurple, but yours look much lighter. They are definitely pink.Maybe you did something wrong.” “Why me? You could have donesomething wrong.” Kyle looked up from Belinda’s microscope. “Fairenough.” Kyle continued “I prepared a bacterial smear like welearned last week, then I added safranin, then Gram’s iodine, thendecolorizer, then I added crystal violet.” “You switched up thecrystal violet and the safranin,” said Belinda. “I did? Let me seethat protocol again. Hmm… I guess you’re right. Let me try itagain.”

Questions to address:

1. Explain how the difference in the structure of the cell wallresults in the different colors after performing the Gramstain.

2. Why did Kyle’s Gram stain give the wrong result?

3. Are there any other mistakes that can result in gram-negativebacteria staining purple? Which mistakes can result ingram-positive bacteria staining pink?