Testing for A New Strain of Corona Virus
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Testing for A New Strain of Corona Virus
Intelligent Design Theory Discussion
I need help with a Biology question. All explanations and answers will be used to help me learn.
Intelligent design theory is an argument used by some people to challenge the teaching of evolution in public schools. One of the supporters of this idea claims that certain biological structures, such as the bacterial flagellum, require so many complex parts working together in perfect synchronization that it is not possible that they could have evolved from simpler structures. This argument states that a simpler structure could not perform the same function, which is evidence of “irreducible complexity.” This is cited as evidence for an intelligent designer. Do you consider this theory scientific? Why or why not? Would you support the inclusion of this theory in the science classroom? If so, would you also support contrasting this theory to the theory of evolution?
You are an aspiring gardener trying to live off the land. After asking for advice, a fellow gardener tells you to spray water on your plants before the night of a freeze. How do hydrogen bonds and water properties protect your plants from a night freeze? Explain in detail.
Scientific Method for Testing for A New Strain of Corona Virus Discussion
I’m studying and need help with a Biology question to help me learn.
In January of 2020, the United States declared the spread of COVID-19 a national emergency. In the weeks and months to follow, we saw the global spread of COVID-19 surge. If we were to see a surge in individuals with COVID-19 like symptoms, who also tested negative for COVID-19, what would we need to investigate to determine if this is a new strain of COVID or a different virus? What steps would you take in your thinking (metacognition), and how would it relate to the steps needed to follow the scientific.
Testing for A New Strain of Corona Virus
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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