SCI/201 SCI 201 SCI201 Week 1 Individual Assignment – CAM Therapeutic Modalities Paper – A+ paper from A+ rated tutor!

SCI/201 SCI 201 SCI201 Week 1 Individual Assignment – CAM Therapeutic Modalities Paper – A+ paper from A+ rated tutor!


SCI/201 SCI 201 SCI201 Survey of Alternative Medicine Version 3

University of Phoenix, Axia College

Original, cited, no plagiarism

Use as a guide!


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CAM Therapeutic Modalities Paper

Resource: NCCAM website located at


Write a 700- to 1,050-word paper that describes an overview of CAM and its categories of treatments. The following areas should be addressed:


·         Define the terms alternative medicinecomplementary medicine, andintegrative medicine and clarify how these terms differ.


·         Describe how conventional medicine plays a role in these three terms.


·         Review the philosophy of CAM and how it relates to or is different from conventional Western medicine.


·         Describe the five domains of therapies according the NCCAM website.


·         Research and describe one CAM treatment modality within one of the five NCCAM domains and give an example of how such a therapy could be used as an alternative therapy, a complementary therapy, and an integrative therapy for a specific medical condition. Explain how each example meets the definition of alternative, complementary, or integrative therapy and support the rationale for each of your selections.


Note. There should be a total of 3 examples in the completed assignment.


·         Include the results of scientific studies, if available, that show a clinical benefit from the examples selected.


Format your paper consistent with APA guidelines.

Biology lab/ Chemistry-DUE TODAY IN 5 HRS


Lab 2: The Chemistry of Life


·      On your own and without assistance, complete this Lab 2 Answer Form 

·      Save your Lab2AnswerForm in the following format:  LastName_Lab2 (e.g., Smith_Lab2)



Experiment 1: What Household Substances are Acidic or Basic?

Table 1: pH values of common household substances


pH Guess

pH Paper




Sodium bicarbonate solution
















1.     Compare and contrast acids and bases in terms of their H+ ion and OH ion concentrations.

2.     Name two acids and two bases you often use.


Lab 2: Chemistry of Life

Basic properties of the chemistry that underlies biology are explored in this lab. Students will investigate how common household chemicals can influence everyday life.

 Time: 1 hour (plus 24 hours preparation time)

Concepts to explore: Atoms, Elements, Compounds, Chemical bonds, Molecules/Macromolecules, Energy and metabolism, Acids and bases, The effects of surface area and volume


Experiment 1: What Household Substances are Acidic or Basic?

•  Students use pH paper to test a variety of household substances to determine their acidity. Vinegar and sodium bicarbonate are provided as controls.

Experiment 2: The Effect of Surface Area and Volume

•  Students prepare agar blocks stained with an acid indicator, place various size/shape blocks into a beaker of vinegar, and examine the effects of surface area to volume ratios on the diffusion of vinegar into the block.




Experiment 2: The Effect of Surface Area and Volume

Table 2: Results from surface area to volume experiment

Cube Dimensions

Surface Area  (cm2)

Volume (cm3)

Surface Area : Volume

Time Require for Complete Color Change

Distance of Diffusion

1 cm x 1 cm x 1 cm




1 cm x 2 cm x 2 cm




1 cm x 1 cm x 6 cm





1.     How did the surface area affect the diffusion of the cube?  What about the volume?  What about the surface area to volume ratio?  Which of these had the greatest effect on the diffusion into the cube?


2.     How does this experiment demonstrate the need for larger cells to divide?


3.     For the three cubes shown below, determine their surface area, volume and surface area to volume ratio.  Then, circle the one you believe would be the most efficient and write a summary stating why.













Briefly discuss how mutations to DNA can occur and what the effects mutations may cause.


a. Briefly discuss how mutations to DNA can occur and what the effects mutations may cause.

A permanent change in the DNA sequence occurs. While this happens the mutations alters the amino acid sequence. The process is a permanent change in the DNA sequence of a gene. Mutations in a gene’s DNA sequence will alter the amino acid sequences of the protein which is encoded by the gene.

b. Are mutations “good,” “bad,” both or “neutral,” from a biological perspective? Explain your answer. Research your answer and provide internal citations and a reference page in proper APA format.

Mutation is very tricky. On one hand, mutation is necessary to introduce variation into the gene pool of a population. Genetic variation has been shown to correlate with species fitness. On the other hand, most mutations are deleterious to the individuals in which they occur. So mutation is good for the population, but generally not so good for the individual. Some mutations arise as natural errors in DNA replication. Mutations can also be caused by agents in the environment. Mutations can affect individuals in a variety of ways. Change in a morphological trait. Nutritional, biochemical variation. Change in behavior, changes in gene regulation, even lethality.

c. Compare and contrast the processes of replication and transcription (copy/pastes the table into your document).


WHEN does it occur?

WHERE in the cell does it occur?

WHAT exactly is happening during the process?

What NUCLEOTIDE BASES are involved?



DNA Replication














d. Complete the table below reviewing the process of translation.


What ORGANELLE is instrumental in the process?

What NUCLEOTIDE BASES are involved?


ENDS with?









science expert only please


            Part I:  Answer the following questions:

            1.  Which of the following is most inclusive?

                        a.  allele

                        b.  genotype


            2.  Dominant alleles are represented by:

                        a. an upper case letter

                        b.  a lower case letter

                        c.  it does not matter what type of letter is used


            3.  In fruit flies, gray body color is dominant over black body color.  Using the letter G to represent body color, what is the genotype of a heterozygous gray      bodied fly?

                        a.  GG

                        b.  gg

                        c.  Gg

                        d.  GGgg


            4.  All of the offspring of two gray bodied flys are also gray.  What can you conclude about the genotypes of the parent flies?

                        a.  They are both heterozygous

                        b.  They are both homozygous dominant

                        c.  They are both homozygous recessive

                        d.  You cannot conclude anything definitively about the parental genotypes


            5.  Some of the offspring of two gray bodied flies are black.  What can you conclude about the genotypes of the parent flies?

                        a.  They are both heterozygous

                        b.  They are both homozygous dominant

                        c.  They are both homozygous recessive

                        d.  You cannot conclude anything definitively about the parental genotypes


            Part II:  Follow the instructions in the Question column to complete the virtual lab scenarios and record your data:

Complete all ten scenarios and record your results in Table 1. 

When you record a ratio, whether it is genotypic or phenotypic ratio, always record the most dominant characteristic first, followed by the recessive.  For example, when recording genotypic ratios:
    1)  If your offspring genotypes include 1 GG, 2 Gg, and 1 gg, the ratio would be:      1 GG : 2 Gg : 1 gg
    2)  If your offspring genotypes include 2 GG and 2 Gg, the ratio would be:                2 GG : 2 gg   (or 1:1 in the reduced form)
    3)  If your offspring genotypes are 4 gg, then the ratio would be written as::               4 gg

When you record phenotypic ratios for a monohybrid cross, there are only two possible phenotypes – either the dominant phenotype or the recessive phenotype.  So you do not need to indicate the phenotype, simply put the dominant # first, followed by the recessive #:
    4)  If your offspring phenotypes are 3 dominant and 1 recessive, the ratio is:               3:1
    5)  If your offspring phenotypes are 4 dominant and 0 recessive, the ratio is:               4:0
    6)  If your offspring phenotypes are 0 dominant and 4 recessive, the ratio is:               0:4



Scientific research is conducted in an attempt to answer a pressing question within a specific discipline. Following completion of a…

Scientific research is conducted in an attempt to answer a pressing question within a specific discipline. Following completion of a study, results are generally submitted to a peer reviewed journal and, if accepted, are published for other researchers to read and build upon. Thus, being able to read and understand scientific journal articles is a vital skill in the biological and environmental sciences. For this assignment, you are to read the article “Assessment of nitrogen flows into the Cuban landscape,” written by Julio Baisre, and published in the peer reviewed journal, Biogeochemistry in 2006. Then, write a paper summarizing the article by addressing each of the four topics below.   

  1. Summarize the question being addressed in the research and describe the methods used to evaluate this question.
  2. Summarize the researcher’s findings and whether or not those findings answer the questions being addressed.
  3. Identify what research has been conducted on the subject. Refer to the ProQuest database in the Ashford Library to find and describe some of the similar studies recently published.
  4. Often the results of one study lead to the beginning of another. Predict additional questions that might be raised by the article’s results.

While you may not be able to understand all of the technical language in the article, try to focus on the big picture, such as methods utilized, results identified, and the overall message being conveyed.  

Your paper must be three to five pages in length and formatted according to APA style as outlined in the Ashford Writing Center. Additionally, you must use at least three scholarly sources to provide sufficient details of the topics listed above. All sources must be properly cited in text as well as on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.

See Instructions

Organism Profile Summary and Outline

Assignment Instructions:  To help prepare you for the Organism Profile which is due Week 5, you will submit a 4-6 sentence summary of what you will be covering in your paper and an outline of your organism profile.  The summary should be written first, letting your professor know what you plan to cover in your Organism Profile. This is NOT a formal paper but your thoughts should be clear and your writing free of spelling/grammar errors.  Once you have a summary of what you want to discuss, you should start organizing the general and specific information you want to include in your paper by creating an alphanumeric outline. You can review instructions on how to develop such an outline as well as see a sample alphanumeric outline at

Your Organism Profile Summary and Outline should include, but not be limited to, the following topics:



1.  Introduction/background information about the speciesInclude common and scientific names of the organism, the area you and this species live (country, state, city, etc.), the area’s biome classification, etc.


2.  Life cycle of the speciesDescribe the life cycle of the organism you have chosen. The life cycle of an organism refers to the series of changes in both development and growth from its beginnings as an independent life form up until maturity, when it is able to reproduce.  Organisms like bacteria have relatively simple life cycles; however other organisms (e.g., plants) have very complex stages to their life cycle. 


3.  Structure and FunctionDescribe the structure and function of at least one major organ system of the species (e.g., digestive system, reproductive system). Choose one system and explain how this organism’s system is structured anatomically and physiologically. Identify any species-specific characteristics or adaptations that are particularly unique to this organism and explain why.


4.  Evolution of the organism Evolution is simply heritable change over time. Sometimes changes from one generation to the next can give individuals an advantage.  Specifically a trait that increases reproductive success or survival ability could be advantageous. Include a section in your profile paper about your organism’s evolution. Here are possible ways to research the topic:

               a.  Conduct a review of scientific literature to understand what is known about your organism’s past evolution.  Search key words may include evolution, fossil, ancestor. Often technical reports from wildlife and                    conservation agencies have descriptions of an organism’s evolution.

               b.  Summarize research on any adaptive traits. Search key words include adaptation, evolution, trait, and character.

               c.  Find an article on the family tree or phylogeny of your organism. Summarize the information describing related species. Search key words might include phylogeny, phylogenetic, and genetic analysis.

               d.  Use the Tree of Life Project to describe the phylogeny of your organism. Start at species, if possible, and trace back to the root. In addition to your summary, include any interesting patterns or unknown data.

               **Still have questions about how to research for the evolution section? Click here for a hypothetical example.

5.  Additional interests – The diversity of biological organisms is vast. Therefore, if your organism has a particularly interesting aspect about its biology that is not covered in the life cycle, structure and function, and evolution add a section to your paper on that aspect. For example, if your species has an interesting parental care strategy or mating system (i.e., protrandry/protogyny, polygymy, promiscuity, monogamy) you can include that in your paper.

Write a small discussion and criticism for the following essay

Write a half a page discussion and criticism to the following essay:










Probing the initiation and effectors’ phases of the somatic piRNA pathway in Drosophila


To understand the combining RNAi in cultured cells and analysis, it is important to know the roles of known Piwi- interacting RNA(piRNA) pathway elements particularly in the initiation and the effecter phases of transposon silencing. Squash is one component that is physically with Piwi (Brennecke et al.,2007)The main components involved in the process are Squash, Zucchini or Armitage. These elements pose different effects on the transposon, and piRNAs. When squash expression is reduced, its effect is directly seen on the transposon. This is because when its expression is reduced, it leads to modest transposon depression but no results are seen on the piRNAs, consistent with an effecter role (Brower, 2007)

Zucchini, on the other hand, can reduce both piRNAs and Piwi protein when altered or is tampered with. Alteration in Zucchini leads to the formation of a stable Piwi RISC known as RNA- induced silencing complex (Brennecke, 2008)Continuance mutation or loss of Zucchini within its catalyst domain led to amassing of vulnerable herald transcripts from flamenco, steady with a role for this alleged nuclease in piRNA biogenesis.

There are a number of mechanisms that help regulate gene expression. The regulation is done Eukaryotic which are small RNAs, these RNAs perform the regulatory role at both the transcriptional and post-transcriptional levels. These small RNAs are divided into classes in accordance to their particular Argonaute protein partner and according to their mechanism of biogenesis. Piwi-interacting RNAs play a role of binding Piwi –clade Argonaute proteins and they do this in the gonadal tissues. Here, the piRNAs silence mobile genetic elements thereby guarding the integrity of the genome.

The piRNA pathway is divided into a number of phases namely: initiation phase, effectors phase and adaptation phase. There are different things happening in the three phases and this is why the activities were divided into the phases.

Initiation Phase

There are a number of things that happen in the initiation phase:

Production of small RNAs called piRNAs. The piRNAs are produced from their generative loci known as piRNA clusters.

The piRNA give rise to long, presumably single-stranded precursor transcripts which are produced as a result of unknown biogenesis mechanism into small RNAs that are larger than canonical microRNAs.

The piRNAs are stabilized when they are associated with Piwi proteins from Piwi RISCs.

The Piwi RISCs have additional proteins that help in the facilitation of target recognition and silencing(Lau et al., 2009).

Effectors Phase

There are many things that happen in the effectors phase:

Identification of target which is made by the Piwi RISCs via the complementary base-pairing (Lau et al, 2006)

Conservation of the Argonaute catalytic triad which is also made by the Piwi. (Klenov et al, 2007).

Adaptation Phase

This phase is restricted to germ cells and it constitutes the ping-pong cycle. In this period transposon microrna cleavage is directed by primary piRNAs to trigger the production of secondary piRNAs (Klattenhoff et al., 2009) Later on, the produced secondary RNA triggers the production of piRNA from the target, closing the loop that that makes it possible for the overall small RNA population to adjust to challenging by a particular transposon. It is also in this phase where the piRNA in germ cells can be transmitted to the next generation to prime piRNA responses in progeny.

However, when it comes to Drosophila follicle cells, initiation and effectors phase are the only relevant phases. In Drosophila follicle cells, the piRNA pathway relies on the coupling between a single Piwi protein and a principal piRNA cluster to silence gypsy family retrotrasnposons.


From researches made, it was found that there are various ways by which Piwi proteins silence targets by interfering with their transcription. It was found out that piRNA are mostly absent from somatic tissues, results underlying these changes are presumed to have occurred during the development and to have been epigenetically maintained in the adult. Drosophila Piwi protein was found in the nucleus and it interacts with HP1. HP1 is a core part of heterochromatin. The results of the research showed that the effecter mechanism is what takes place in the Drosophila whereby Piwi-associated small RNAs direct heterochromatin formation and silencing of targets.

It was also found that the loss of Piwi poses some results on the transposon expression in the somatic cells (Ghildiyal, 2009). It was found out that the absence of Piwi proteins in the somatic cells during development is the major cause of genetic mutation.  In simple terms, it was found that the piRNA pathway is always required for transposon silencing.

It was also found out that Armitage is a part of the somatic piRNA pathway. Researchers found that there are as many as twelve proteins that have been linked to the fully elaborated piRNA pathway that operates in germ cells (Girard 2006)Many of them were found to show germ-cell specific expression patterns consistent with their selective biological effects (Brennecke 2007). In Armitage, mutilation occurs as a result of loss of both the functional nuclear accumulation of Piwi protein and decrease in Piwi-associated piRNAs. It was concluded that Armitage play a role in the somatic and germline compartments(Cook HA, 2004).

Another result showed that both Armitage and Zucchini work at the initial stage, or phase. Different experiments which were used to determine which phases do the two functions showed that both function at the initiation phase (Cox DN, 2000)

A proteomic analysis of Piwi RNPs was performed and it was found out that Armitage is a part of Piwi RISC. It was found that Piwi immunoprecipitates contained several peptides from Armitage. This was a clear indication that there is the presence of this protein in Piwi. A detection of an association of Squash with Piwi and Armitage was also made.

It was also discovered that Squash impacts the piRNA effectors phase. It was found out that a mutation in the squash showed little impact on the piRNA populations in mutant ovaries.

The discovery made was of high value in the field(Gunawardane 2007) This is because specialists in this field now know the different causes of genetic mutation and when the cause is known it is easy to apply appropriate solutions if a problem occurs (Grivna 2006).The results provide a road map to the specialists to know how to tackle genetic mutation.



From this article, it is clear that the three; Armitage, Piwi protein, and Squash in some point they associate with each other. This discovery is of great value in the field. People can now understand the whole thing of genetic mutilation.


Meyers, R. A. (2012). Epigenetic regulation and epigenomics. Weinheim: Wiley-Blackwell.

Morris, K. V. (2012). Non-coding RNAs and epigenetic regulation of gene expression: Drivers of natural selection. Norfolk, UK: Caister Academic Press.

Brennecke J, Malone CD, Aravin AA, Sachidanandam R, Stark A, Hannon GJ. 2008. An epigenetic role for maternally inherited piRNAs in transposon silencing. Science 322: 1387–1392. 

Brower-Toland B, Findley SD, Jiang L, Liu L, Yin H, Dus M, Zhou P, Elgin SC, Lin H. 2007. Drosophila PIWI associates with chromatin and interacts directly with HP1a. Genes Dev 21: 2300–2311.

Brennecke J, Aravin AA, Stark A, Dus M, Kellis M, Sachidanandam R, Hannon GJ. 2007. Discrete small RNA-generating loci as master regulators of transposon activity in Drosophila. Cell 128: 1089–1103.


Cook HA, Koppetsch BS, Wu J, Theurkauf WE. 2004. The Drosophila SDE3 homolog armitage is required for oskar mRNA silencing and embryonic axis specification. Cell 116: 817–829.

Ghildiyal M, Zamore PD. 2009. Small silencing RNAs: An expanding universe. Nat Rev Genet 10: 94–108.

Cox DN, Chao A, Lin H. 2000. piwi encodes a nucleoplasmic factor whose activity modulates the number and division rate of germline stem cells. Development 127: 503–514.


Grivna ST, Beyret E, Wang Z, Lin H. 2006. A novel class of small RNAs in mouse spermatogenic cells. Genes Dev 20: 1709–1714.

Klattenhoff C, Xi H, Li C, Lee S, Xu J, Khurana JS, Zhang F, Schultz N, Koppetsch BS, Nowosielska A, et al. 2009. The Drosophila HP1 homolog Rhino is required for transposon silencing and piRNA production by dual-strand clusters. Cell 138: 1137–1149.

Lau NC, Robine N, Martin R, Chung WJ, Niki Y, Berezikov E, Lai EC. 2009. Abundant primary piRNAs, endo-siRNAs, and microRNAs in a Drosophila ovary cell line. Genome Res 19: 1776–1785.

Gunawardane LS, Saito K, Nishida KM, Miyoshi K, Kawamura Y, Nagami T, Siomi H, Siomi MC. 2007. A slicer-mediated mechanism for repeat-associated siRNA 5′ end formation in Drosophila. Science 315: 1587–1590.

Klenov MS, Lavrov SA, Stolyarenko AD, Ryazansky SS, Aravin AA, Tuschl T, Gvozdev VA. 2007. Repeat-associated siRNAs cause chromatin silencing of retrotransposons in the Drosophila melanogaster germline. Nucleic Acids Res 35:5430–5438.

Lau NC, Seto AG, Kim J, Kuramochi-Miyagawa S, Nakano T, Bartel DP, Kingston RE. 2006. Characterization of the piRNA complex from rat testes. Science 313: 363–367.

Girard A, Sachidanandam R, Hannon GJ, Carmell MA. 2006. A germline-specific class of small RNAs binds mammalian Piwi proteins. Nature 442: 199–202.


This week, you will begin working on

This week, you will begin working on your course project for full completion in Week 5. This week, you will select a topic for your project. In Weeks 2–4, you will complete weekly tasks for the selected topic, and in Week 5, you will present the course project in one formatted document.


Week 1 Tasks


Select one of the two topics below for your project, and: 

  • Provide a short definition or description of the topic
  • Provide the rationale for choosing this topic.


  • Conclude with a high-level description of how you plan to collect the data for this project.



Complete a 300- to 350-word essay in a Microsoft Word document with appropriate references noted.


Topic 1: Disease Process


Select a disease process from among the following:



  • Diabetes


  • Obesity


  • Coronary artery disease


  • Asthma


  • Arthritis


  • Alzheimer’s disease


  • Cancer (lung, colon, breast)



In the next week, you will trace the continuum of care for this disease process in your own geographic region. Select a specific payer type before beginning. Be sure to collect information on the following:



  • Socioeconomic issues


  • Primary care


  • Specialist referrals


  • Outpatient services


  • Hospital care


  • Tertiary care, if appropriate


  • Rehabilitation care, if appropriate


  • Managed care issues


  • Quality-of-care issues


  • Total cost of care

respond to these paragraphs

Please replay to these two paragraphs by expessing your opnion aboth them .

start your rsponse by


Hello there 

I agree , or dissagree ….. and i think….. 

The First paragraph :


Diseases in India that are no longer proving to be successful in being drug-resistant is a huge concern for me, as well as it should be for others. Often times we rely on today’s medical advancements to protect us from what we need prevention from, but when it comes to relying on our our bodies, it results in worry and lack of care to our bodies. 

Luckily, the article said that these drug-resistant bacteria are not contagious. However, individuals still have responsibilities in taking care of their bodies to prevent these bacteria from entering the system. The pathogen enters the system due to a lack of completion in killing the bacteria; so, one thing someone could do is be positive that original bacteria in the system is completely gone. Like the old phrase we all love, “better safe than sorry”. With all the medical advancements the world has to offer, we would assume the medical community could eliminate this problem. However, we are still searching for cures to cancer and other life-threatening things. The best the medical community can do in order to prevent these drug-resistant diseases is to choose and prescribe medicines that go hand in hand, ignoring the ones with a chance of drug resistance.



** the second paragraph :


The development of a drug resistant bacteria is a bit alarming considering antibiodics is a common way to evict bacteria from out body, if the bacteria doesnt respond to the drug, it will continue to spread. I believe its both the job of the medical community and federal government to regulate the health issues facing he majority by educating individuals, and its the job of the individual to agree to what is necessary to be safe.

Biology discussion board post (week 5)

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Wednesday of each week. Two additional responses are required after Wednesday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

Angiosperms (flowering plants) are the largest Phylum in the plant kingdom Plantae. (Note that the Phylum Angiospermophyta may also be called Anthophyta or Magnoliophyta in different classification systems.)

These plants have true roots, stems, leaves, and flowers. The roots grow into the soil to anchor the plant in place and take up water and nutrients. The leaves are above ground and act as the main organs for photosynthesis. Stems provide above ground support for the plant and operate as conduits to move nutrients and water throughout the plant. Flowers contain the male and female reproductive organs of the plant.

Assignment details:

With these anatomical features in mind, do research to find an angiosperm species that has structural modifications to leaves, stems, roots, or flowers that result in adaptive functions. For example, a California Barrel Cactus has spines in place of leaves to reduce water loss.

Discuss the following in your answer:

  1. Identify the angiosperm species and describe the structural modification.
  2. Explain how this specific structural modification (adaptation) to leaves, stems, roots, or flowers helps the plant to live and survive in its environment.

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

In your own words, please post a response to the Discussion Board. Be sure to compare and contrast your choice to other plants presented by at least two other students by responding to their posts, using “Reply to Message.” You will be graded on the quality of your postings.

Important: Each person in the class should choose a DIFFERENT flowering plant species. Read other students’ posts to see what they have selected before posting your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following.

External Web links:

  • Unit 5: Plantae
  • Unit 5: Angiosperms: Flowering Plants