Course Syllabus

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Course Syllabus

Course Description

A systematic analysis of how hazardous materials escalate an incident or emergency event. Examination of the basic fundamental concepts common to hazardous chemicals with an emphasis on how some key elements, compounds, and mixtures are inherently dangerous.

Course Textbook(s)

Meyer, E. (2014). Chemistry of hazardous materials (6). Upper Saddle River, NJ: Pearson.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Examine chemistry fundamentals. 2. Discuss common units of measure. 3. Explain the chemistry of common substances. 4. Evaluate chemical interactions as they relate to control of potential hazards. 5. Classify hazardous materials according to Department of Transportation (DOT) classification and warning systems. 6. Determine strategies for dealing with chemical properties of specific types of hazardous substances. 7. Analyze important standards related to hazardous substances. 8. Apply information resources commonly used in emergency response operations. 9. Examine widely used hazardous materials classification and labeling systems.

Academic Integrity

Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from breaches of this policy.

Credits

Upon completion of this course, the students will earn 3 hours of college credit.

Course Structure

1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material. 4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or

outside resources. 5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the

resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards

provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.

7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students

OSH 3640, Interactions of Hazardous Materials

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complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit material.

8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of the course. These tests may come in many different forms, ranging from multiple choice to written response questions.

9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

10. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general questions or questions related to course content.

11. Student Break Room: This communication forum allows for casual conversation with other classmates.

Unit Assignments

Unit III Essay

For this assignment, you will compose an essay about the concept of chemical incompatibility including practical information involving two common chemical products.

Choose bleach (a base) and another household chemical product that is an acid and review the product labels. You can access product labels and Safety Data Sheet (SDS) information on the Internet. Record each product’s chemical formulation. Review Section 7 of the product SDS and summarize that information as it relates to the chemical incompatibility and storage of the bleach and the other product that you chose. Use the U.S. EPA Chemical Mixing Compatibility Chart, which can be found by using your favorite search engine, and comment on any chemical incompatibilities associated with the product/chemical(s) that you selected. Include such information as the chemical reactions that could occur if the two products somehow became mixed with one another during an emergency response incident. Also, identify how the chemical properties, uses, and other unique hazards of these two products can affect the tasks and safety of first responders (environmental health and safety/fire service professionals) to an emergency response incident. Summarize and compare the usefulness of the SDS information and the compatibility chart. Were the two references in agreement, or did you find that the information was contradictory? Include a discussion on how you intend to use chemical incompatibility information to keep your workplace or home safe.

Your response must be at least one page in length. You are required to cite the SDS and the U.S. EPA Chemical Mixing Compatibility Chart in your response. All other sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying citations in APA format. You must cite at least three sources in your response.

Unit IV PowerPoint Presentation

For this assignment, you have been tasked with presenting information to your company’s board regarding a hazardous materials incident involving the transport of toxic substances that falls under the hazard classifications that we have studied so far (water/air reactive, corrosive, or toxic) identified on the following Web page(s):

http://www.csb.gov/investigations

Your presentation must include the following information:

summary of the incident; identification of the information (hazard class, description, labels, markings, and placards) that the DOT requires when transporting toxic substances and information about workplace exposure concentrations of the substance involved in the incident; description of the elements of the emergency response to the incident including a discussion on its environmental and human health impacts (be sure to address how the toxic substance’s chemical properties, uses, and ill effects may affect the tasks and safety of an EHS and FS professional working the incident); Discussion of your opinion on the response to the incident

For this assignment, you will create a PowerPoint presentation consisting of at least 5 slides (not including your title slide and reference slide) containing the information described above. All sources used, including the textbook, must be referenced. You must include at least two sources. Paraphrased and/or quoted materials must have accompanying citations in APA format.

Unit V Research Paper

OSHA issued the Process Safety Management of Highly Hazardous Chemicals Standard (PSM) (29 CFR 1910.119) which contains requirements for the safe management of chemicals for companies that exceed OSHA’s threshold quantities for highly hazardous substances. This standard requires the establishment of a management program that includes conducting process hazard analyses, establishing detailed operating procedures, and includes other important requirements to mitigate the possibility of a serious, chemical related incident occurring at the facility.

For this assignment, suppose you are a safety manager at a chemical manufacturing facility that manufactures concentrated nitric acid. You have heard that employees who load nitric acid into rail tank cars have been checking the pre- inspection checklist from the rail shipping office instead of actually inspecting the vehicles with the checklist in hand as

OSH 3640, Interactions of Hazardous Materials 2

 

 

required by the operating procedure. This has not been the first time the shipping crew has been lax about process safety related work rules. Based on this scenario, please compose a research paper which includes the following information:

Identify the chemical properties, uses, and primary hazards associated with common oxidizers including concentrated nitric acid. Identify important occupational exposure limits (OELs) associated with at least 3 common oxidizers. Identify PSM requirements that would be useful for preventing or minimizing the consequences of a significant oxidizer related incident. Using the OSHA Standard and your own experience, justify and validate the importance of the PSM standard to your facility (if it stores and processes highly hazardous materials) or a facility that may impact your community or a near-by community. Examples might include a water treatment facility that utilizes liquefied chlorine gas, a coal fired power plant that utilizes liquefied chlorine gas for water treatment, a food processing plant with a large ammonia refrigeration system, a fertilizer manufacturing or storage facility, a chemical manufacturing facility, etc..

Your research paper must be at least two pages in length. You are required to cite the OSHA Standard 29 CFR 1910.119 in your response as well as at least two other sources, one of which must be the Waldorf Online Library. All sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying citations in APA format.

Unit VI Essay

Your company has been contracted to assess and cleanup a site that previously had a manufacturing facility for an organochlorine pesticide (i.e., aldrin, chlordane, dieldrin, eldrin, or heptachlor). You are tasked with shipping these wastes off-site to a treatment, storage, disposal facility (TSDF) for disposal. Review the information found in the 16-point GHS SDS for at least two of the organochlorine pesticides detailed in this question. Describe how you would prepare for transport of these materials and ensure proper shipping documentation based on DOT regulations (hazard class, descriptions, labels, markings, and placards). Describe the importance of having these regulations in place when transporting hazardous materials. Describe the chemical properties, uses, and ill effects that first responders, such as EHS and FS professionals, may encounter upon arrival to the site discussed in this assignment. Summarize the information found in the SDS, and explain how that information prepares EHS and FS professionals to assess and mitigate workplace hazards related to organochlorine pesticides. Your essay must be at least one page in length. You are required to cite the relevant SDS in your response as well as at least one other sources. All sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying citations in APA format.

Unit VII Case Study

For this assignment, you are the lead incident commander for a hazardous materials incident similar to those that have been introduced in this course. In this scenario, HLF Polyurethane Manufacturing was undergoing a maintenance activity in which an acid gas feed line segment required replacement. Pressure gauges were not installed in the line to monitor activity or to indicate if the line was operational. Upon initiating the line breaking activity (opening the line to the atmosphere) under self-contained breathing apparatus (SCBA), there was an uncontrolled release of acid gas. A nearby welding operation provided the ignition source and the flammable gas was ignited.

The following actions were initially taken:

The evacuation alarm was sounded and the facility emergency response team (ERT) was activated. The plant manager and the local fire department were notified of the incident. The incident command was established at the facility office near the main access gate to the south (this is the furthest distance within the property boundary from the incident location). The incident commander implemented actions required under the approved emergency response plan. The ERT was not able to immediately isolate the source of the incident. The fire department arrived on location and assumed the incident command of the event.

Additional Relevant Information:

The facility encompasses an area measuring 2000 feet by 1400 feet. The nearest residential community is located approximately 1000 feet to the northeast. A plastic recycling plant is located along the south fence boundary of the refinery. A major interstate highway runs directly parallel to the plant. The ambient temperature on the day of the incident was 85° F and the wind was blowing at 7 mph from the southwest to the northeast. Work crews were scheduled to work 12-hour shifts, 24-hours a day, to complete the incident response. The facility has a trained ERT that can respond to incidents.

Your essay must address the following:

Summarize the incident. Identify all hazardous materials involved, their classifications and their physical properties. Discuss chemical incompatibility and interactions relevant to this incident. Discuss any short or long term mitigation necessary. Explain how the lead incident commander should respond to this incident based on the Emergency Response Guidebook (ERG). Click the link below to access the ERG at the Pipeline and Hazardous Materials Safety Administration

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website:

Pipeline and Hazardous Materials Safety Administration. (n.d.). Emergency Response Guidebook (ERG). Retrieved from http://www.phmsa.dot.gov/hazmat/library/erg

Explain the corrective action plan that should be implemented based on the ERG to prevent a reoccurrence of this event. Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the text, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format.

Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the text, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format.

Submitting Course Papers/Projects

Once you have completed your papers/projects, submit your completed papers/projects by uploading through the Assignment tab in each unit. Do not e-mail your paper directly to your professor. By using the Assignment tab, your record will automatically be updated to indicate you have submitted your papers/projects, and the assignment will be provided to your professor for grading. Instructions for submitting your assignment can be found under the Assignment tab in each unit.

APA Guidelines

Waldorf College requires that students use the APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Information about using APA style can be found in APA Style Help in the Course Menu. This area provides links to Internet sites, tutorials, and guides that provide comprehensive information on APA formatting, including examples and sample papers.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities.

Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting the “Grades” link.

Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students.

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Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Schedule/Grading

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

Unit I Introduction to Chemistry [ Weight: 10% ]

Read/View: Unit I Study Guide Chapter 1: Introduction, pp. 3-4; 17-23; 24-27 Chapter 2: Some Features of Matter and Energy, pp. 35-42; 54-56 Chapter 4: Chemical Forms of Matter, pp. 111-116; 119-121

Discuss: Unit I Discussion Board 2%

Submit: Unit I Assessment 8%

Unit II Chemistry of Some Common Elements [ Weight: 10% ]

Read/View: Unit II Study Guide Chapter 6: Use of the DOT Hazardous Materials Regulations by Emergency Responders, pp. 179-217 Chapter 7: Chemistry of Some Common Elements, pp. 227-267

Discuss: Unit II Discussion Board 2%

Submit: Unit II Assessment 8%

Unit III Chemistry of Acids/Bases and Water/Air-Reactive Materials [ Weight: 17% ]

Read/View: Unit III Study Guide Chapter 8: Chemistry of Some Corrosive Materials, pp. 270-304 Chapter 9: Chemistry of Some Water- and Air-Reactive Substances, pp. 308-342

Discuss: Unit III Discussion Board 2%

Submit: Unit III Quiz Unit III Essay

5% 10%

Unit IV Chemistry of Toxic Substances [ Weight: 12% ]

Read/View: Unit IV Study Guide Chapter 10: Chemistry of Some Toxic Substances, pp. 345-416

Discuss: Unit IV Discussion Board 2%

Submit: Unit IV PowerPoint Presentation 10%

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Unit V Chemistry of Some Oxidizers [ Weight: 17% ]

Read/View: Unit V Study Guide Chapter 5: Principles of Chemical Reactions, pp. 140-142 Chapter 11: Chemistry of Some Oxidizers, pp. 421-463 Reading Assignment (1 article): See Study Guide

Discuss: Unit V Discussion Board 2%

Submit: Unit V Research Paper 15%

Unit VI Chemistry of Some Hazardous Organic Compounds [ Weight: 12% ]

Read/View: Unit VI Study Guide Chapter 12: Chemistry of Some Hazardous Organic Compounds: Part I, pp. 466-527 Chapter 13: Chemistry of Some Hazardous Organic Compounds: Part II, pp. 533-600

Discuss: Unit VI Discussion Board 2%

Submit: Unit VI Essay 10%

Unit VII Chemistry of Polymers [ Weight: 12% ]

Read/View: Unit VII Study Guide Chapter 14: Chemistry of Some Polymeric Materials, pp. 606-642

Discuss: Unit VII Discussion Board 2%

Submit: Unit VII Case Study 10%

Unit VIII Chemistry of Radioactive Materials [ Weight: 10% ]

Read/View: Unit VIII Study Guide Chapter 15: Chemistry of Some Explosives, pp. 654-680 Chapter 16: Radioactive Materials, pp. 684-731

Discuss: Unit VIII Discussion Board 2%

Submit: Unit VIII Assessment 8%

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  • OSH 3640, Interactions of Hazardous Materials
  • Course Syllabus
    • Course Description
    • Course Textbook(s)
    • Course Learning Outcomes
    • Academic Integrity
    • Credits
    • Course Structure
    • Unit Assignments
      • Unit III Essay
      • Unit IV PowerPoint Presentation
      • Unit V Research Paper
      • Unit VI Essay
      • Unit VII Case Study
    • Submitting Course Papers/Projects
    • APA Guidelines
    • Grading Rubrics
    • Communication Forums
    • Schedule/Grading

Unit VII Case Study For this assignment, you are the lead incident commander for a hazardous materials incident similar to those that have been introduced in this course.

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Unit VII Case Study For this assignment, you are the lead incident commander for a hazardous materials incident similar to those that have been introduced in this course. In this scenario, HLF Polyurethane Manufacturing was undergoing a maintenance activity in which an acid gas feed line segment required replacement. Pressure gauges were not installed in the line to monitor activity or to indicate if the line was operational. Upon initiating the line breaking activity (opening the line to the atmosphere) under self-contained breathing apparatus (SCBA), there was an uncontrolled release of acid gas. A nearby welding operation provided the ignition source and the flammable gas was ignited. The following actions were initially taken: The evacuation alarm was sounded and the facility emergency response team (ERT) was activated. The plant manager and the local fire department were notified of the incident. The incident command was established at the facility office near the main access gate to the south (this is the furthest distance within the property boundary from the incident location). The incident commander implemented actions required under the approved emergency response plan. The ERT was not able to immediately isolate the source of the incident. The fire department arrived on location and assumed the incident command of the event. Additional Relevant Information: The facility encompasses an area measuring 2000 feet by 1400 feet. The nearest residential community is located approximately 1000 feet to the northeast. A plastic recycling plant is located along the south fence boundary of the refinery. A major interstate highway runs directly parallel to the plant. The ambient temperature on the day of the incident was 85° F and the wind was blowing at 7 mph from the southwest to the northeast. Work crews were scheduled to work 12-hour shifts, 24-hours a day, to complete the incident response. The facility has a trained ERT that can respond to incidents. Your essay must address the following: Summarize the incident. Identify all hazardous materials involved, their classifications and their physical properties. Discuss chemical incompatibility and interactions relevant to this incident. Discuss any short or long term mitigation necessary. Explain how the lead incident commander should respond to this incident based on the Emergency Response Guidebook (ERG).

Click the link below to access the ERG at the Pipeline and Hazardous Materials Safety Administration OSH 3640, Interactions of Hazardous Materials 3 website: Pipeline and Hazardous Materials Safety Administration. (n.d.). Emergency Response Guidebook (ERG). Retrieved from http://www.phmsa.dot.gov/hazmat/library/erg Explain the corrective action plan that should be implemented based on the ERG to prevent a reoccurrence of this event. Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the text, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format. Your response must be at least one page in length (not counting the cover page or reference page). All sources used, including the text, must be referenced. Paraphrased and quoted materials must have accompanying in-text and reference citations in APA format.

ECONOMIC PRESSURES ON TOURISM CREATED BY THE CAPE TOWN WATER CRISIS

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Ferrara 1

 

 

 

 

ECONOMIC PRESSURES ON TOURISM CREATED BY THE CAPE TOWN WATER CRISIS

 

by Peter Ferrara

 

 

Environmental and Natural Resource Economics

Dr. Tom M. van Rensburg

NUI Galway

September 25, 2018

 

 

 

 

 

Abstract

Many countries in Sub-Saharan Africa have seen a rapid boost in population in the last decade and South Africa is not an exception to this list. With a much larger population, countries must make effective changes by which they will manage their resources. Often focus is placed on non-renewable resources such as oil, and renewable resources like water are left out of view. This issue has come to prominence in Cape Town, South Africa in recent years. With a population that has grown by more than a million people since 2010 and one of the worst droughts faced by any African country in the past century Cape Town is faced with a serious water crisis and the possibility of a “Day Zero,” in which the city’s water supply reaches critical lows. For a metropolitan area that survives on revenue from tourism, the city is forced to find the right balance between conserving water to protect the well being of their residents and preserving the tourism sector of their economy. This paper will focus on the proper distribution of scarce water supply.

 

 

 

 

 

 

 

 

 

Reference List

Ashton, Peter J. “Avoiding Conflicts over Africa’s Water Resources.” Vol. 31, no. 3, 2002, pp. 236–242.

Botha, M. J. and Middelberg, S. L. (2016) ‘Evaluating the Adequacy of Water-Related Reporting and Disclosure by High-Impact users in South Africa’, Journal of Environmental Assessment Policy & Management, 18(1), p. 1. doi: 10.1142/S1464333216500034.

Brown, D. 2018, Is Desalination an Answer to the Water Crisis?, New York.

Goldblatt, M. “Making the Cup Run over – the Challenge of Urban Water Supply for South Africa’s Reconstruction and Development Programme.” Vol. 39, no. 1, 1996, pp. 21–26.

Mirumachi, N., and E. Van Wyk. “Cooperation at Different Scales: Challenges for Local and International Water Resource Governance in South Africa.” Vol. 176, no. 1, 2010, pp. 25–38.

Ncube, M. 2018, High and Dry: Can We Fix the World’s Water Crisis?, New York.

‘Running on Empty’ (2018) Earth Island Journal, 33(2), pp. 8–9. Available at: https://ezproxy.sju.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=8gh&AN=129691174&site=ehost-live (Accessed: 24 September 2018).

Sorensen, P 2017, ‘The chronic water shortage in Cape Town and survival strategies’, International Journal of Environmental Studies, vol. 74, no. 4, pp. 515–527, viewed 25 September 2018, <https://ezproxy.sju.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=8gh&AN=124152060&site=ehost-live>.

“South Africa : Western Cape Economic Development and Tourism on young city programmers using tech to solve water crisis”, 2017, MENA Report, .

Tularam, G.A. & Hassan, O.M. 2016, “THE VULNERABLE NATURE OF WATER SECURITY IN SUB-SAHARAN AFRICA (SSA): A COUNTRY-BY-COUNTRY ANALYSIS *”, Current Politics and Economics of Africa, vol. 9, no. 3, pp. 297-346.

Chapter 2: The Chemistry of Life

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Name ________________________ Sec. _________

Chapter 2: The Chemistry of Life

Guided Reading Activity

Module 2.6 pH is a measure of the acidity of a solution.

Answer the following questions as you read the module:

1. A solution where water is the solvent is called a(n) solution.

2. Label the diagram with the following terms: hydroxide ion and hydrogen ion.

 

3. What are two negative effects of too much acid in nature?

 

4. Complete the pH scale with the following terms/phrases: greater H+, lower H+, H+ = OH−.

 

 

 

 

5. As the pH increases the [ H+ ] ____, and as the pH decreases the [ H+ ] ____.

A) decreases; increases

B) increases; decreases

C) increases; stays the same

D) decreases; stays the same

6. Complete the following table regarding acids and bases.

Acids Bases

Effect on H+ when dissolved in H2O

pH range

Example

7. The pH in your cells is dropping. You have buffers to minimize this change in pH. Briefly explain what

the buffer would do in this situation with respect to the H+ concentration in your cells.

 

 

 

 

 

Guided Reading Activity

Module 2.7 All life on Earth is based on carbon.

Answer the following questions as you read the module:

1. The element is essential to an organic compound.

2. What is meant by the term carbon skeleton, and how can carbon skeletons vary?

 

3. Is the following molecule an organic compound?

 

 

4. The oxygen atom in ethyl alcohol forms a polar covalent bond with the carbon atom. Does ethyl alcohol

readily interact with water? Hint: Revisit module 2.5 if necessary.

 

 

 

 

5. Identify any functional groups from the following molecule.

 

 

6. help to determine the overall properties of molecules.

7. Complete the table that describes the four classes of large biological molecules.

Carbohydrates Proteins Lipids Nucleic acids

Example

Function of

example

 

 

 

 

Guided Reading Activity

Module 2.8 Most biological macromolecules are polymers.

Answer the following questions as you read the module:

1. Much of your mass consists of large biological molecules called .

2. _________________ is the process by which polymers are broken into monomers.

A) Metabolism

B) Dehydration synthesis

C) Macromolecules

D) Hydrolysis

3. A common polymer is starch. We break starch down for use as an energy source. Is starch digestion hy-

drolysis or dehydration synthesis?

 

 

 

 

4. Complete the following diagram using the following terms: dehydration synthesis and hydrolysis.

 

 

5. Which of the following best describes the following process: glucose + glucose  maltose + H2O?

A) Polarity

B) Hydrolysis

C) Metabolism

D) Dehydration synthesis

 

 

 

6. Complete the following diagram illustrating dehydration synthesis and hydrolysis.

 

7. is the total of all reactions that take place in your cells.

8. How are dehydration synthesis and hydrolysis opposites of each other?

 

 

 

 

 

Guided Reading Activity

Module 2.9 Carbohydrates are composed of monosaccharides.

Answer the following questions as you read the module:

1. Which of the following is not a characteristic of carbohydrates?

A) Energy source for animals

B) Inclusion of monosaccharides

C) Use as a structure in plants

D) All of the above

2. The monomers of carbohydrates are .

3. Glucose is a monosaccharide. Is glucose also a carbohydrate? Briefly explain your answer.

 

4. Glucose and fructose both have the molecular formula C6H12O6, yet they are different molecules. Glu-

cose and fructose are .

5. Two monosaccharides joined by a dehydration synthesis would form a(n) . List two exam-

ples of a disaccharide.

 

 

 

 

6. Complete the following illustration regarding monosaccharides and polysaccharides. Glucose is used to

construct which polysaccharides?

 

7. Complete the following table regarding monosaccharides and polysaccharides.

Starch Glucose Cellulose Glycogen

Monomer or polymer

Function

 

 

 

 

Guided Reading Activity

Module 2.10 Lipids are a diverse group of hydrophobic molecules.

Answer the following questions as you read the module:

1. The one feature common to all lipids is that they are .

2. A tanker is carrying crude oil from Alaska to a port in California. During the trip, the ship’s hull is rup-

tured and it spills the crude oil into the Pacific Ocean. The oil sits on top of the water and does not mix

with it. What characteristic must be true about the oil?

 

3. A cell’s membrane consists, in large part, of a molecule called a phospholipid. Does a phospholipid

“love” or “fear” water? Briefly explain your answer.

 

 

 

 

4. Complete the following diagram of a phospholipid.

 

5. The two layers of phospholipids that make up a cell’s membrane are arranged so that they are

facing tail to tail. What would be the effect of this interior core of phospholipid tails? Hint: Keep in

mind what you already know about phospholipid tails.

 

6. True or false: Cholesterol is used within the cell to help maintain the structure of the cell’s

membrane.

 

 

 

7. Which of the following is not a lipid?

A) Triglycerides

B) Cholesterol

C) Anabolic steroids

D) All of the above

8. Are both steroids and triglycerides in your body? If so, give a function performed by each.

 

 

 

 

 

Guided Reading Activity

Module 2.11 Your diet contains several different kinds of fats.

Answer the following questions as you read the module:

1. There are two kinds of triglycerides. What are they?

 

2. Which fatty acid tail from the following diagram is saturated? Which one is unsaturated? Briefly ex-

plain your answers.

 

 

3. Saturated means that an object can hold no more of something. Briefly explain why the terms saturated

and unsaturated are good descriptors for the molecules they describe.

 

 

 

4. You are a biochemist working for a food manufacturer. You are working to identify a new fat you have

discovered in a plant from a rainforest of Brazil. During your investigation, you determine that the fat

tends to be a liquid at room temperature, and a biochemical analysis reveals too few hydrogen atoms for

the amount of carbon that is present. What kind of fat have you likely discovered?

 

 

 

 

5. An unsaturated fat can be turned into a solid or semi-solid state by __________________________.

A) omega-3 fatty acidification

B) hydrophilic

C) hydrogenation

D) unsaturation

6. Two students are discussing triglycerides. One student tells the other that all fats are bad for your health.

The second student disagrees with that statement. Which student is correct? Briefly explain your an-

swer.

 

 

 

 

 

 

Guided Reading Activity

Module 2.12 Proteins perform many of life’s functions.

Answer the following questions as you read the module:

1. A protein’s determines its function.

2. _____ are the monomers from which large proteins are constructed.

A) Polymers

B) Amino acids

C) Polypeptides

D) Peptide bonds

3. Identify the peptide bond in the following illustration.

 

 

 

 

4. You are a biochemist working for a pharmaceutical company. You are identifying a new molecule you

have isolated from a species of bat. You determine that the molecule contains a carboxylic acid group

and a group of atoms that would give the molecule unique hydrophilic properties. The power goes out

before you can finish your analysis. Based on what you know so far, what kind of molecule is it? What

else might you have learned from it if the power had not gone out?

 

 

5. True or false: Amino acids are joined together through a dehydration synthesis reaction forming a pep-

tide bond.

6. Complete the table on protein structure.

Polypeptide Folded chain Multiple chains

Description

7. Proteins serve many functions within your body. List three functions served by proteins in your body.

Additionally, list a specific protein that performs that function.

 

 

 

 

 

8. Protein shape is crucial to its proper function. Students have difficulty grasping this idea and how

changing shape affects function. Briefly explain how the words tasty and nasty can serve as a good anal-

ogy for a teacher trying to explain this concept to students.

 

 

 

 

 

 

Guided Reading Activity

Module 2.13 Enzymes speed chemical reactions.

Answer the following questions as you read the module:

1. A protein that speeds up chemical reactions is a(n) .

2. True or false: A chemical reaction changes the shape of the enzyme permanently. If false, make it a true

statement.

 

3. Complete the following diagram regarding enzymes and substrates.

 

 

 

 

4. Briefly explain what would happen if you altered the shape of an enzyme’s active site. Remember that

an enzyme is a protein.

 

 

5. The amount of energy needed to perform a chemical reaction is the __________________________.

A) activation energy

B) substrate energy

C) active site

D) inhibition site

6. Complete the following diagram, which illustrates activation energy.

 

7. In pole vaulting, the higher the bar is placed, the more difficult it is to clear it. Explain why this is a

good analogy to help students understand enzymes and activation energy.

Choose two of the following four case studies and answer questions by using Code of Ethics for Professional Engineers as your guideline in addition to your readings and understanding of sustainability.

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Choose two of the following four case studies and answer questions by using Code of Ethics for Professional Engineers as your guideline in addition to your readings and understanding of sustainability.

Use Times New Roman 12 pt.

Single Line Spacing

1 page or 350 words minimum

2 pages or 700 words maximum

Show good faith effort

Cite the references you used to support your ideas, and claims. (IEEE style of citation)

Save it as PDF and upload it to BB for HW2. Check the rubric to see how this assignment will be graded. Meet all the requirements above to get a full credit, Failure to meet any of the above criteria will get “zero credit”.

 

Case Study 1: Kara has been working as an environmental engineer at a consulting firm for over twenty-five years. Well-known for settling disputes between her corporate clients before litigation must be pursued, Kara often analyzes technical data, particularly distributions of solid particle pollution, presented by disputing parties to help them reach a compromise on the cost of environmental cleanup. For example, two parties may be separated from one another by a strip of land; however, each party must fiscally contribute in keeping the land free from pollutants. One day, Kara was contacted by a journalist to talk about her experiences at the firm. Kara spoke about how she often encountered cases where companies did not accurately depict levels of solid particle pollution occupying the companies’ respective surroundings. Instead, technical experts, who are mostly engineers, would misrepresent data in order to make it seem that minority parties were responsible for a greater part of the contamination. At the end of the interview, Kara emphasized the necessity of engineers taking ownership and being honest about the presentation of data. Q: At what point does an engineer’s interpretation of data move from sound technical reasoning to misrepresentation? How should engineers deal with the pressure to come up with data that may indicate favorable results for their employers? Credit: Jocelyn Tan was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics at Santa Clara University.

 

Case Study2: Solomon is a principal engineer at an environmental engineering consulting firm. His main role is to advise clients on what type of action to take when they are faced with risks and liabilities while conducting certain projects. In one case, Solomon had a client that wanted to expand their campus until it was within approximately 50 meters of a marshland. After construction of this extension, however, the client must ensure that a proper waste management plan is in place so that contamination will have minimal effect on the surrounding habitat. The client came up with a solution that satisfied, but did not go beyond the bare minimum of state regulations. In other words, although Solomon’s client prioritized a cost-effective plan, the environment would be subject to a certain percentage of contamination that would, within five to ten years, stifle the marshland’s flourishing. Q:Should Solomon push for a more fiscally demanding, yet sustainable strategy–at the risk of his client backing out of the partnership altogether? Credit: Jocelyn Tan was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics at Santa Clara University.

 

 

 

 

 

 

 

 

 

Case Study 3: After earning a graduate degree in Engineering Management, Ashton began working for PDRC International. This is a company based in the U.S. which offers engineering, design, and construction services to countries all over the world. Ashton’s work is focused on international development; her first assignment is to lead a team to develop a bid for a highway construction project in East Africa. After the engineering proposal is submitted, Ashton is proud of the work her team has accomplished and promises her manager she will do everything possible to make sure that PDRC receives the contract. PDRC’s bid is well-received, and Ashton and her team are flown to East Africa to finish negotiations. Ashton is thrilled when her company receives the bid; the only stipulation is that they build their construction headquarters in a specific region in the country. Ashton then begins scouting the region for a location to build their headquarters. In order to obtain building permits in the region, Ashton has to negotiate with the local government. As she begins negotiations, she realizes that bribery is both a common and expected practice. If she does not bribe the local officials, she will not be able to build PDRC’s headquarters in that region and consequently will lose the contract; her first managerial project will be a failure. However, it is illegal for a U.S. citizen to bribe a foreign official in order to obtain business; if she is caught for bribery, she could face jail time and her company could be fined millions of dollars. Q: What should she do? Explain your answer. Credit: Clare Bartlett was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics at Santa Clara University.

 

Case Study 4: Jack has been working as a project engineer for a mechanical energy technology firm for a few years now, and has recently been promoted to review projects for in-need communities overseas. He has been put in charge of managing the current company’s charity projects, and determining how to distribute the funding for them. Some of the projects are pretty straightforward in their mission and material requirement, but for one project, Jack isn’t sure whether the company should be funding it. The project’s mission is to provide new solar panels for an East African community but the project data suggests it is more practical to just install better lighting inside the homes. Jack wonders whether to bring up his doubts with his boss. Based on the company’s research on the community, the community desires better lighting system for their homes, and the solar panels would be an expensive and high maintenance project. Not to mention, there was a previous project that (when followed through) resulted in equipment being stolen from the same region to exchange for money. Jack understands their local sponsor would gain a great advantage in featuring solar panels in the community. It would also foster a good business partnership between the two companies. However, Jack feels it is his responsibility to provide the community with a more simple and efficient solution to their problem, without diving into a large project that could possibly lead to negative side effects. Q: Is Jack’s company wrong to provide technology to the community when they don’t need it? Credit: Nabilah Deen was a 2014-2015 Hackworth Fellow in Engineering Ethics at the Markkula Center for Applied Ethics at Santa Clara University

The first step in any epidemiological investigation is to ____.

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Question 1 .

The first step in any epidemiological investigation is to ____.

Answer

understand causation establish risk factors track trends and determine if particular diseases are increasing or decreasing in the population describe the population demographically by age, race, sex, education, and other relevant indicators

Question 2 .

One of the important concepts from the Nuremberg Code is that of ____, which means that the subject understands the scope of the study and can make an informed decision to participate.

Answer

informed consent voluntary consent beneficence primary agent

Question 3 .

A disease or condition that affects a greater than expected (normal) number of individuals within a population, community, or region at the same time is referred to as an ____.

Answer

epidemic endemic outbreak epidemic threshold

Question 4 .

The normal occurrence of a disease or condition common to persons within a localized area is known as a(n) ____.

Answer

transmission pandemic endemic epidemic

Question 5 .

Reproductive health studies ____.

Answer

the role of genetics in disease development the occurrence and risk factors for disease such as cancer, heart disease, and diabetes that are slow to develop but span many years the distribution and risk factors for injuries, either accidental or intentional normal reproductive processes and problems that can occur including infertility, birth defects, and low birth weight

Question 6 .

The course of a disease, if left untreated, is referred to as ____.

Answer

transmission control measure natural history geographic pattern

Question 7 .

Physical, biological, social, cultural, and behaviors that influence health are known as ____.

Answer

risk factors health-related states agents determinants

Question 8 .

James Lind (1716-1794) observed the effect of time, place, weather, and diet on the spread of disease by ____.

Answer

comparing sick persons to well persons applying the germ theory to public health introducing randomization when conducting clinical trials applying the germ theory to hygiene practices

QUestion 9

The aspect of consistency means that ____.

Answer

an increasing amount of exposure increases the risk the association should be compatible with existing theory and knowledge the association is consistent when results are repeated in studies in different settings using different methods the findings agree with currently accepted understanding of pathological processes

QUestion 10

The modern epidemiologic triangle includes groups of populations, causative factors, and ____.

Answer

alternate explanations risk factors results coherence

Question 11

For chronic diseases, the time between exposure and symptoms is called the ____ period, which can range from a few months to many years.

Answer

latency incubation temporal plausibility

Question 12

Risk factors or exposures that we think might affect the outcome are known as ____.

Answer

indirect causes direct causes dependent variables independent variables

QUestion 13

Identifying diseases prior to the clinical stage means that prevention efforts can begin immediately. Because the disease is already present, this is an example of ____ prevention.

Answer

primary secondary tertiary quaternary

QUestion 14 The time between infection and clinical disease is referred to as a(n) ____.

Answer

a plausible period temporal period incubation period latency period

Question 15 .

A proportion measured over a period of time is known as a ____.

Answer

period prevalence prevalence proportion point prevalence rate

Question 16

The representation of a numerator as a fraction of a denominator is known as a(n) ____.

Answer

proportion rate incidence rate specific rate

Question 17 .

Prevalence equals ____.

Answer

incidence times duration of disease incidence divided by duration of disease incidence plus duration of disease incidence divided by duration of disease times 100

Question 18 .

While many people are used to hearing proportions represented as a percentage, many population samples in epidemiology are often presented per ____.

Answer

1,000 10,000 100,000 1,000,000

.Question 19 .

By definition, the disease or condition used to identify a case is determined by the ____.

Answer

hypothesis conclusion prevalence incidence

Question 20 .

A person in the population or study group identified as having the particular disease, health disorder, or condition under investigation is known as a ____.

Answer

person time case suspect case proportion

QUestion 21:

The number of new cases of disease in a specified time (usually one year) divided by the population “at-risk” to develop the disease is known as ____.

Answer

prevalence proportion incidence rate contingency case severity

Question 22 .

The number of existing cases of disease divided by the population is known as ____.

Answer

crude rate person time incidence rate prevalence proportion

Question 23 .

If a bacterium carries several resistance genes, it is called a ____.

Answer

multidrug resistant drug or super-drug multidrug resistant bacterium or superbug resistant bacterium or streptococcus bacterium killer bacterium or deadly bacterium

.Question 24 .

The disease carrier of most concern is known as a(n) ____, which is an infected person who never gets clinically ill, but can transmit the etiologic agent to others.

Answer

healthy or passive carrier pregnant carrier convalescent carrier active carrier

Question 25 .

____ is the transmission of a disease from mother to child during pregnancy or delivery.

Answer

Horizontal transmission Vertical transmission Lateral transmission Polar transmission

Question 26

There is ____ in the overall crude death rate in the United States from the year 1900 until 1996.

Answer

a definite increase a slight decrease hardly any change a clear decline

Question 27 .

The probability of death due to infectious disease in sub-Saharan Africa is ____%, but only ____% in developed countries, such as the United States.

Answer

22; 1.1 35; 10 66; 11 50; 22

Question 28 .

One of the most important emerging problems with the control of infectious diseases has to do with ____.Answer

deadly parasitic infections antibiotic resistant viral infections antibiotic resistant bacterial infections vaccine resistant viral infections

Question 29 .

A(n) ____ is an infected individual capable of transmitting disease during and after clinical disease.

Answer

convalescent carrier passive carrier active carrier inactive carrier

Question 30 . ____ is the transmission of a disease from person to person, and may be directly from one person to another, or indirectly from one person through an intermediate item to another person.

Answer

Horizontal transmission Vertical transmission Quick transmission Polar transmission

Legal Aspects of Safety and Health Due Dates

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Legal Aspects of Safety and Health Due Dates

 

Unit 1 5/03/16

Unit 2 5/09/16

Unit 3 5/15/16

Unit 4 5/22/16

Unit 5 5/29/16

Unit 6 06/05/16

Unit 7 06/12/16

 

All material for these assignments are found in the syllabus and course study guide.

Review chapter 18 from this week’s reading. Identify and describe the three levels of belief required for effective shamanistic cures known as the “Shamanistic Complex”? Define voodoo death and describe how you think it could be producing an effect.

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Review chapter 18 from this week’s reading. Identify and describe the three levels of belief required for effective shamanistic cures known as the “Shamanistic Complex”? Define voodoo death and describe how you think it could be producing an effect. Use evidence to support your claims/theories. What does the story of Quesalid show us about how great shamans are produced? Define abreaction and fabulation and discuss the role they play in producing a healing effect? What can studies of spiritualism, sorcery and magic teach us about human healing? Can concepts identified in module five of our class be used to make biomedicine more effective? Explain.

 

Concepts identified in module five are:

Ethnomedicine, Healers and Explanatory Models

Read: “Conceptual tools” p. 177-179

Chapter 16 – Disease Etiologies in Non-Western Medical Systems (Foster)

Chapter 18 – The Sorcerer and His Magic (Levi-Strauss)

Chapter 19 – Beyond the Doctor’s White Coat: Science, Ritual and Healing in American Biomedicine (Salhi)

The textbook is on-line on Chegg: https://ereader.chegg.com/#/books/9781315416151

The Effect of Air Pollution on Seed Germination

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Experiment 2: The Effect of Air Pollution on Seed Germination

The objective for this experiment is to find out how ammonia fumes affect lettuce seed germination. This will be tested by adding an ammonia-soaked cotton ball to a resealable bag with lettuce seeds for one week and comparing the resulting germination rate to the rate of lettuce seeds in a separate resealable bag with a water-soaked cotton ball.

image1.jpg

Materials

6 mL Ammonia, NH3 (1) 100 mL Beaker 2 Cotton Balls (1) 10 mL Graduated Cylinder 50 Lettuce Seeds Permanent Marker (1) 9 cm Petri Dish Pipette

 

(2) 8 in. x 12 in. Resealable Bags 2 Weigh Boats *2 Paper Towels *Scissors *Water, H2O *You Must Provide

 
  

Procedure

1. Use the permanent marker to label two resealable bags as “Control” and “Ammonia”.

2. Then, use the permanent marker to trace the outline of the Petri dish on the paper towels two times (you should create two separate circles).

3. You will use the top and bottom halves of the Petri dish to create two germinating dishes. Cut each circle from the paper towel so that each will fit inside the top and bottom half of a Petri dish.

4. Fill the 100 mL beaker with approximately 20 mL of water. Then, use this water to fill a pipette, and use the pipette to saturate the paper towel circles in the Petri dish halves.

5. Disperse 25 lettuce seeds evenly across each wet paper towel circle.

6. Use the 10 mL graduated cylinder to measure and pour 6 mL of water into a weigh boat. Place a cotton ball into the boat and let it absorb all of the liquid.

7. Place the weigh boat and one of the Petri dish halves with the seeds in it inside the “Control” resealable bag. Snap the seal to ensure the environment is contained within the bag.

8. Use the 10 mL graduated cylinder to measure and pour 6 mL of ammonia into the second weigh boat. Place a cotton ball into the boat and let it absorb all of the liquid.

9. Place the weigh boat and one of the Petri dish halves with the seeds in it inside the “Ammonia” resealable bag. Snap the seal to ensure the environment is contained within the bag.

10. Carefully move both bags to a sunny windowsill, and leave for 5 – 7 days.

11. Record your observations in Table 4 after 5 – 7 days have passed.

Table 4: Effects of Ammonia of Seed Germination
SampleNumber of Seeds GerminatedPercent Germination (%)
Control  
Ammonia  

Post-Lab Questions

 

1. How did the ammonia influence the seed germination? Explain your answer using results from the experiment.

2. Why is it important to have a cotton ball soaked in water in a bag with the seeds as part of this experiment?

3. Why were the plants in this experiment unable to tolerate the air pollution? Propose a way to treat the air pollution in this experiment in order to create a tolerable living environment. Additional research may help you answer this question.

4. What components of an ecosystem could be affected by air pollution? Explain why.

 © 2014 eScience Labs, LLC. All Rights Reserved  

image4.png

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You will need to write a 1-page lab report using the scientific method to answer the following question:

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Instructions

You will need to write a 1-page lab report using the scientific method to answer the following question:

  • If current human development does not change, will groundwater sustainability be affected?

When your lab report is complete – submit it in the classroom.

Part I: Using the time progression of industrialization and human development, fill in the data table below to help you write up your lab report.

 

Time PeriodImpact to ForestGroundwater LevelsSaltwater IntrusionFarmingIndustrial developmentPopulation
1800s      
1900s      
2000s      

 

Part II: Write a 1-page lab report using the following scientific method sections:

  • Purpose
    • State the purpose of the lab.
  • Introduction
    • This is an investigation of what is currently known about the question being asked. Use background information from credible references to write a short summary about concepts in the lab. List and cite references in APA style.
  • Hypothesis/Predicted Outcome
    • A hypothesis is an educated guess. Based on what you have learned and written about in the Introduction, state what you expect to be the results of the lab procedures.
  • Methods
    • Summarize the procedures that you used in the lab. The Methods section should also state clearly how data (numbers) were collected during the lab; this will be reported in the Results/Outcome section.
  • Results/Outcome
    • Provide here any results or data that were generated while doing the lab procedure.
  • Discussion/Analysis
    • In this section, state clearly whether you obtained the expected results.  Also discuss the results and what you learned from this lab.
    • Note: You can use the lab data to help you discuss the results and what you learned.

Provide references in APA format. This includes a reference list and in-text citations for references used in the Introduction section.

Give your paper a title and identify each section as specified above. Although the hypothesis will be a 1-sentence answer, the other sections will need to be paragraphs to adequately explain your experiment.