In your one or two paragraph summary (should take up of the page or so, single-spaced), please answer the following in your own words:

Describe the three distinct population processes (1. Arrival 2. Establishment 3. Spread) of the biological invasion of the gypsy moth in North America (both the United States and Canada).

The authors describe the rate of spread of gypsy moth in North America over the last 100 years as extremely slow, and not necessarily continuous. What factors (there are several!) have contributed to inhibiting a rapid range expansion of this invasive insect?

What do the authors say are several possible mechanisms that contribute to the observed Allee effect in low-density populations of gypsy moth (page 29)?

Do you think the Slow the Spread (SLS) approach to monitoring gypsy moth populations is an effective management technique? Do you have any suggestions for how to improve the program?

https://youtu.be/NNXvokAcSuE = video link

Acids and Bases, pH and pOH
Duration: 9:01
User: n/a – Added: 1/11/16
Watch the video concerning this week’s topics of acids and bases.  Make an outline of the video (50 points) and give two examples of worked problems similar to the ones worked in the video (50 points) and submit it here. This assignment is worth 100 points.

How to write an outline

An outline presents a picture of the main ideas and the subsidiary ideas of a subject. Some typical uses of outlining might be an essay, a term paper, a book review, or a speech. For any of these, an outline will show a basic overview and important details. It’s a good idea to make an outline for yourself even if it isn’t required by your professor, as the process can help put your ideas in order.

Some professors will have specific requirements, like requiring the outline to be in sentence form or have a “Discussion” section. A students first responsibility, of course, is to follow the requirements of the particular assignment. What follows illustrates only the basics of outlining.

Basic outline form
The main ideas take Roman numerals (I, II, …) and should be in all-caps. Sub-points under each main idea take capital letters (A, B, …) and are indented. Sub-points under the capital letters, if any, take Arabic numerals (1, 2, …) and are further indented. Sub-points under the numerals, if any, take lowercase letters (a, b, …) and are even further indented.

MAIN IDEA
Subsidiary idea or supporting idea to I
Subsidiary idea or supporting idea to I
Subsidiary idea to B
Subsidiary idea to B
Subsidiary idea to 2
Subsidiary idea to 2
MAIN IDEA
Subsidiary or supporting idea to II
Subsidiary idea to II
Subsidiary idea to II
MAIN IDEA

It is up to the writer to decide on how many main ideas and supporting ideas adequately describe the subject. However, traditional form dictates that if there is a I in the outline, there has to be a II; if there is an A, there has to be a B; and so forth.

Outline example
Suppose you are outlining a speech about gerrymandering, and these are some of the ideas you feel should be included: voter discrimination, “majority-minority” districts, the history of the term, and several Supreme Court cases.

To put these ideas into outline form, decide first on the main encompassing ideas. These might be: I. History of the term, II. Redistricting process, III. Racial aspects, IV. Current events.

Next, decide where the rest of the important ideas fit in. Are they part of the redistricting process, or do they belong under racial aspects? The complete outline might look like this:

Gerrymandering in the U.S.

HISTORY OF THE TERM
REDISTRICTING PROCESS
Responsibility of state legislatures
Census data
Preclearance
Partisan approaches
RACIAL ASPECTS
Gomillion v. Lightfoot (1960)
Civil rights
Voter discrimination
Voting Rights Act (1965)
Majority-minority districts
CURRENT EVENTS
Effects of gerrymandering in 2012 and 2016 elections
Gill v. Whitford Supreme Court Case

It is only possible to make an outline if you have familiarity with the subject. As you do research, you may find it necessary to add, subtract or change the position of various ideas. If you change your outline, ensure that logical relationship among ideas is preserved.

Further reading
Tardiff, E., and Brizee, A. (2013). Developing an outline. In Purdue OWL. Look at all three sections. The third includes an example.

Lester, J.D., and Lester, Jr., J.D. (2010). Writing research papers: A complete guide (13th ed.). New York: Longman. Includes several models, including for a general-purpose academic paper.

Turabian, K.L. (2013). A Manual for Writers of Research Papers, Theses, and Dissertations. Chicago: University of Chicago Press.

https://youtu.be/1GiZzCzmO5Q = video link

Chemical Equilibria and Reaction Quotients
Duration: 6:48
User: n/a – Added: 12/24/15
Watch the video concerning this week’s topics of equilibria and reaction quotients. Make an outline of the video (50 points) and give two examples of worked problems similar to the ones worked in the video (50 points) and submit it here. This assignment is worth 100 points.

How to write an outline

An outline presents a picture of the main ideas and the subsidiary ideas of a subject. Some typical uses of outlining might be an essay, a term paper, a book review, or a speech. For any of these, an outline will show a basic overview and important details. It’s a good idea to make an outline for yourself even if it isn’t required by your professor, as the process can help put your ideas in order.

Some professors will have specific requirements, like requiring the outline to be in sentence form or have a “Discussion” section. A students first responsibility, of course, is to follow the requirements of the particular assignment. What follows illustrates only the basics of outlining.

Basic outline form
The main ideas take Roman numerals (I, II, …) and should be in all-caps. Sub-points under each main idea take capital letters (A, B, …) and are indented. Sub-points under the capital letters, if any, take Arabic numerals (1, 2, …) and are further indented. Sub-points under the numerals, if any, take lowercase letters (a, b, …) and are even further indented.

MAIN IDEA
Subsidiary idea or supporting idea to I
Subsidiary idea or supporting idea to I
Subsidiary idea to B
Subsidiary idea to B
Subsidiary idea to 2
Subsidiary idea to 2
MAIN IDEA
Subsidiary or supporting idea to II
Subsidiary idea to II
Subsidiary idea to II
MAIN IDEA

It is up to the writer to decide on how many main ideas and supporting ideas adequately describe the subject. However, traditional form dictates that if there is a I in the outline, there has to be a II; if there is an A, there has to be a B; and so forth.

Outline example
Suppose you are outlining a speech about gerrymandering, and these are some of the ideas you feel should be included: voter discrimination, “majority-minority” districts, the history of the term, and several Supreme Court cases.

To put these ideas into outline form, decide first on the main encompassing ideas. These might be: I. History of the term, II. Redistricting process, III. Racial aspects, IV. Current events.

Next, decide where the rest of the important ideas fit in. Are they part of the redistricting process, or do they belong under racial aspects? The complete outline might look like this:

Gerrymandering in the U.S.

HISTORY OF THE TERM
REDISTRICTING PROCESS
Responsibility of state legislatures
Census data
Preclearance
Partisan approaches
RACIAL ASPECTS
Gomillion v. Lightfoot (1960)
Civil rights
Voter discrimination
Voting Rights Act (1965)
Majority-minority districts
CURRENT EVENTS
Effects of gerrymandering in 2012 and 2016 elections
Gill v. Whitford Supreme Court Case

It is only possible to make an outline if you have familiarity with the subject. As you do research, you may find it necessary to add, subtract or change the position of various ideas. If you change your outline, ensure that logical relationship among ideas is preserved.

Further reading
Tardiff, E., and Brizee, A. (2013). Developing an outline. In Purdue OWL. Look at all three sections. The third includes an example.

Lester, J.D., and Lester, Jr., J.D. (2010). Writing research papers: A complete guide (13th ed.). New York: Longman. Includes several models, including for a general-purpose academic paper.

Turabian, K.L. (2013). A Manual for Writers of Research Papers, Theses, and Dissertations. Chicago: University of Chicago Press.

research and provide the Web sites and references utilized for the research. Each student must have
a different disease, antimicrobial or vaccine to research.
The term paper must be typed with 1 margins, double spacing and a 12 point Times Roman font.
The paper should also include a reference list. A minimum of five references must be utilized. The
American Psychological Association format must also be utilized for the paper.

Overview: In this activity, you will track a fictitious hurricane that is anticipated to strike Hampton Beach in Hampton, New Hampshire. You will assess the data
provided in the scenario, estimating the potential impact and path of the hurricane based on the surrounding geography.
Prompt: A tropical storm has developed in the Atlantic Ocean and has been named Tropical Storm Peter. It is heading west-northwestward at approximately
10 miles per hour.
The current storm track positions Tropical Storm Peter to head toward Portsmouth, New Hampshire. At present, Tropical Storm Peter has wind speeds of
54 miles per hour. It is expected to make landfall as a Category 3 hurricane in approximately six days.
Specifically, address the following critical elements in your submission:
Draw/create a visual that might be seen on the news, showing the potential path of the storm.
Show a rough outline of the coast of Africa and the U.S. coast, and identify the route that depicts the hurricanes path.
Based on the data, estimate the wind damages and where they will be most severe. Label this on your map.
Estimate the potential storm surge during high tide and list the areas that will be impacted most severely. Knowing this information will help to prepare
the community for this storm.
What preparation tactics should those at risk begin to take? Explain and support your answers based on scientific data.
Guidelines for Submission: Your visuals do not need to be created by hand. You can use any computer tool you have access to. If you need a recommendation,
reach out to your instructor. The written portion should be 2 to 3 pages in length with 12-point Times New Roman font, double spacing, and one-inch margins. It
should contain at least three sources cited in APA format. Your submission may be uploaded as a Word document or a PDF.

1.Throw ten coins onto a flat surface. Move aside all the coins that landed tails-up. Collect the remaining coins. After tossing them once again, remove all the coins that landed tails-up. Repeat this process until all the coins have been removed. Can you see how this relates to radioactive half-life? In units of tosses what is the average half-life of 25 coins? 50 coins? 1 million coins?

2. Repeat Exercise 26 but use 10 dimes and 25 pennies. Let the dimes represent a radioactive isotope, such as carbon-14, while the pennies represent a nonradioactive isotope, such as carbon-12. Remove only the dimes when they land heads-up. Collect all the pennies and add them to the dimes that landed heads-up. Does the number of pennies affect the behavior of the dimes? Someone gives you two sets of coins. The first set contains 10 dimes and 25 pennies. The second set contains 2 dimes and 25 pennies. Which set of coins has gone through a greater number of tosses? Which set provides the most radioactivity after a toss? Which set is analogous to a sample of once-living ancient material?

3. Calculate your estimated annual dose of radiation using the EPAs radiation dose calculator available at http://www.epa.gov/radiation/understand/calculate.html.

North Korea is threatening the US and its neighboring nations with a nuclear bomb attack.  What type of nuclear reaction is he making use of in his nuclear arsenal? How does it compare with the atom bombs used in Hiroshima during WWII? Compare the processes in both of these and the extent of the possible damage.