Paper about Cells Viruses in Biology
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Biology Cells Virus Project Paper
Instructions:
Create a paper based on the outline provided below. You’ll need to consult your resource cards, as well as your assigned “mystery virus” research cards and biology class materials (such as a textbook and/or notes).Please cite any additional references you use in your paper according to your teacher’s directions. Remember to use your own language for all definitions and explanations.
Following the outline below, name your Sections and provide a title Section with your name. You can include a “continued” Section if you need more space to answer the required questions. Consider the following scenario:
Section 1: Living Things vs. Nonliving Things
Section 1: Living vs. Nonliving (Continued)
You can use images and clip art to help explain your explanations in your Sections.
It’s worth noting that the mysterious virus you’ve been assigned is based on a real-life infection.The Viral Particle (Part I)
Part 1’s resource card, as well as your viral research cards, can be used to learn more. Then, in three sections, respond to the following questions:1st Section (Living vs. Nonliving)
1. What is a virus, exactly?
2. Do you believe viruses are alive or dead? Why do you think that is? (When answering this question, make sure to mention the aspects of life.)2 and 3 sections (Nucleic Acids Overview)
1. What kind of genetic material does the mysterious virus contain? What exactly is DNA? What exactly is RNA?
2. What are three things that RNA and DNA have in common? What are the three distinctions?Part two. Intrusion into cells and cellular machinery hijacking
Part 2: Look over the information on the resource card as well as your viral research cards. Then, in three sections, respond to the following questions:
4th Section (Cellular Membrane)
1. How can the mysterious virus get inside cells?
2. What makes up the cellular membranes of animals? What is the fluid mosaic model? (Be sure to include the macromolecules that are present.)5th Section (Cellular Transport Overview)
1. What exactly is osmosis?
2. What exactly is passive transportation? What exactly is active transportation? What distinguishes them? (Include two examples.)
3. What is the difference between endocytosis and exocytosis? When do they come into play?
4. Mark the process (if any) the unknown virus employs to get access to the cells.6th Section (Cellular Processes Overview)
1. List the organelles that are commonly found inside animal cells (at least 8) and their functions.
2. Draw attention to the organelles that a cell would ordinarily use for transcription and translation (i.e. where these processes take place).Part three. Further Infection & Viral Replication
Part 3: Investigate the information on the resource card as well as your virus research cards. Then, in three sections, respond to the following questions:
7th Section (Viral Replication)
1. What is the primary tenet of the religion? When it comes to replication, does the virus follow the basic dogma?
2. Include a schematic (or flowchart) that demonstrates how genetic material can “create” proteins.8th section (Proteins)
1. What exactly is a protein?
2. Give three instances of proteins that are essential to the survival of an animal cell (note: this may include enzymes).
3. What is the virus’s method of protein utilization?9th section (Viral Spread)
1. What causes a virus to leave a cell and infect other cells?
2. How do cells, tissues, and organs relate to one another?
3. Which cells, tissues, and/or organs are the most vulnerable to the virus?Part four. The Body’s Infection
Part 4: Investigate the information on the resource card as well as your virus research cards. Then make two sections to respond to the following questions:
tenth section (Homeostasis)
1. What does it mean to be in a state of homeostasis?
2. Give two human body examples of homeostasis.11th section (Disruption of Homeostasis)
1. During an infection, how does the body disrupt homeostasis?
2. Which body systems has this virus been discovered to affect?Part 5 of 5. Evolution
Part 5’s resource card, as well as your viral research cards, should be thoroughly examined. Then make two sections to respond to the following questions:12th Section (Genetic Basis for Evolution)
1. How is it feasible that a single mutation may render a person “virus-resistant”?
2. What causes viruses to evolve?13th section (Overview of Evolution)
1. What causes mutations in genetic material?
2. Are all mutations beneficial or harmful?
3. Explain how natural selection works.
Part six. Antiviral Recommendations & Infection Prevention
Part 6’s resource card, as well as your viral research cards, should be thoroughly examined. Then, make one section that responds to the following:14th Section (Recommendations)
1. How could scientists create drugs that would protect people from becoming infected with this virus? Assume that in a severe infection, the virus multiplies rapidly and infects a large number of cells. (Be inventive!) Explain your reasoning in this section and make sure it is supported by evidence.
2. What precautions may people take to avoid illnesses in general? Explain your reasoning and make sure it is supported by evidence.Instructions:
Create a paper based on the outline provided below. You’ll need to consult your resource cards, as well as your assigned “mystery virus” research cards and biology class materials (such as a textbook and/or notes).
Please cite any additional references you use in your paper according to your teacher’s directions. Remember to use your own language for all definitions and explanations.
Following the outline below, name your Sections and provide a title Section with your name. You can include a “continued” Section if you need more space to answer the required questions. Consider the following scenario:Section 1: Living Things vs. Nonliving Things
Section 1: Living vs. Nonliving (Continued)
You can use images and clip art to help explain your explanations in your Sections.It’s worth noting that the mysterious virus you’ve been assigned is based on a real-life infection.
The Viral Particle (Part I)
Part 1’s resource card, as well as your viral research cards, can be used to learn more. Then, in three sections, respond to the following questions:1st Section (Living vs. Nonliving)
1. What is a virus, exactly?
2. Do you believe viruses are alive or dead? Why do you think that is? (When answering this question, make sure to mention the aspects of life.)2 and 3 sections (Nucleic Acids Overview)
1. What kind of genetic material does the mysterious virus contain? What exactly is DNA? What exactly is RNA?
2. What are three things that RNA and DNA have in common? What are the three distinctions?Part two. Intrusion into cells and cellular machinery hijacking
Part 2: Look over the information on the resource card as well as your viral research cards. Then, in three sections, respond to the following questions:
4th Section (Cellular Membrane)
1. How can the mysterious virus get inside cells?
2. What makes up the cellular membranes of animals? What is the fluid mosaic model? (Be sure to include the macromolecules that are present.)5th Section (Cellular Transport Overview)
1. What exactly is osmosis?
2. What exactly is passive transportation? What exactly is active transportation? What distinguishes them? (Include two examples.)
3. What is the difference between endocytosis and exocytosis? When do they come into play?
4. Mark the process (if any) the unknown virus employs to get access to the cells.6th Section (Cellular Processes Overview)
1. List the organelles that are commonly found inside animal cells (at least 8) and their functions.
2. Draw attention to the organelles that a cell would ordinarily use for transcription and translation (i.e. where these processes take place).Part three. Further Infection & Viral Replication
Part 3: Investigate the information on the resource card as well as your virus research cards. Then, in three sections, respond to the following questions:7th Section (Viral Replication)
1. What is the primary tenet of the religion? When it comes to replication, does the virus follow the basic dogma?
2. Include a schematic (or flowchart) that demonstrates how genetic material can “create” proteins.8th section (Proteins)
1. What exactly is a protein?
2. Give three instances of proteins that are essential to the survival of an animal cell (note: this may include enzymes).
3. What is the virus’s method of protein utilization?9th section (Viral Spread)
1. What causes a virus to leave a cell and infect other cells?
2. How do cells, tissues, and organs relate to one another?
3. Which cells, tissues, and/or organs are the most vulnerable to the virus?
Part four. The Body’s Infection
Part 4: Investigate the information on the resource card as well as your virus research cards. Then make two sections to respond to the following questions:
tenth section (Homeostasis)
1. What does it mean to be in a state of homeostasis?
2. Give two human body examples of homeostasis.11th section (Disruption of Homeostasis)
1. During an infection, how does the body disrupt homeostasis?
2. Which body systems has this virus been discovered to affect?Part 5 of 5. Evolution
Part 5’s resource card, as well as your viral research cards, should be thoroughly examined. Then make two sections to respond to the following questions:12th Section (Genetic Basis for Evolution)
1. How is it feasible that a single mutation may render a person “virus-resistant”?
2. What causes viruses to evolve?13th section (Overview of Evolution)
1. What causes mutations in genetic material?
2. Are all mutations beneficial or harmful?
3. Explain how natural selection works.Part six. Antiviral Recommendations & Infection Prevention
Part 6’s resource card, as well as your viral research cards, should be thoroughly examined. Then, make one section that responds to the following:
14th Section (Recommendations)
1. How could scientists create drugs that would protect people from becoming infected with this virus? Assume that in a severe infection, the virus multiplies rapidly and infects a large number of cells. (Be inventive!) Explain your reasoning in this section and make sure it is supported by evidence.
2. What precautions may people take to avoid illnesses in general? Explain your thinking
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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