Logos How does the writer use logos? Writing Reminder Show o…
Questions
Lоgоs Hоw does the writer use logos? Writing Reminder Show one specific wаy your writer uses it: Nаme the strаtegy/rhetorical feature (Tip: use your worksheet) Write the quote (exactly as it appears) with its page number Explain how that moment works on the target audience you named in Part I Writing Tip A strong explanation goes beyond “this makes the reader feel sympathy” or “this builds credibility.” It says which readers, what they might have believed before, and how this moment pushes them toward the writer’s claim.
Use the fоllоwing infоrmаtion аnd infusion fluid to аnswer questions 2-4: A medication order calls for the following premixed IV fluid to be infused continuously at 120 mL/hr.
BSC 1011C — Generаl Biоlоgy IIMidterm Exаminаtiоn IModules 1–3 and 5–7 | 75 points Answer all six questions using complete sentences. Explain the biological ideas in your own words and address each part. One short paragraph or a few numbered sentences is usually sufficient for each question. The Origin of Life — 12.5 points Scientists have shown that some organic molecules can form through nonliving chemical processes. Explain how an energy source, such as lightning or heat, could have helped organic molecules form on early Earth. Then describe what a protocell is and how its membrane could have supported the development of early life. Would finding organic molecules in an ancient rock prove that living organisms were present? Explain your answer. Natural Selection and Genetic Drift — 12.5 points A small group of finches establishes a population on an island. Explain how natural selection could change the population’s average beak size over several generations. Then explain how genetic drift could change allele frequencies by chance. Why does genetic drift generally have a greater effect in small populations? Understanding a Phylogenetic Tree — 12.5 points Use the phylogenetic tree provided with this question. Which organism is more closely related to the pigeon: the lizard or the mouse? Explain how the tree supports your answer. Explain what a branching point, or node, represents. Then determine whether the mouse, lizard, and pigeon together form a monophyletic group among the organisms shown. Explain your reasoning. Bacteria, Archaea, and Viruses — 12.5 points A water sample contains bacteria, archaea, and viruses that infect bacteria. Describe one structural or biochemical difference between bacterial and archaeal cells. Explain why viruses must use host cells to reproduce. Then describe one way bacteria can transfer an antibiotic-resistance gene to another bacterial cell. You may use conjugation, transformation, or transduction as your example. Protists, Algae, and Aquatic Ecosystems — 12.5 points A coastal ecosystem contains diatoms and dinoflagellates. Fertilizer runoff adds extra nutrients to the water. Compare diatoms and dinoflagellates by describing one distinguishing structural feature of each group. Explain how photosynthetic members of these groups support aquatic food webs. Describe one possible effect of excessive nutrient runoff on this ecosystem and explain the biological process responsible. Fungi and Lichens — 12.5 points A forest contains decomposer fungi in the soil and lichens growing on tree bark. Explain how decomposer fungi obtain nutrients and how their activity helps return nutrients to the ecosystem. Describe the partnership between the fungus and the photosynthetic organism in a lichen, including what each partner contributes. Then explain why some lichen species can be used to monitor air quality. Grading Rubric Each question is worth 12.5 points, for a total of 75 points. Biological accuracy — 5 points: Biological concepts and terminology are correct. Application and connections — 4 points: The response connects relevant ideas and applies them to the question. Explanation and reasoning — 2 points: The response explains how or why, rather than only stating an answer. Clarity and completeness — 1.5 points: The response is understandable, addresses each part, and uses the student’s own words.