Diet Pills: The Miraculous Weight Loss Formula? :: Persuasive Research Essays

Below is part of the sample persuasive research essay. Please note: †¢ how the introduction introduces the topic and offers a clear forecast of the essay's thesis (the author's position and stated reasons) †¢ how the conclusion restates the thesis and ends with a call to action †¢ how each character’s speech is fully developed: each speech has the three "E"s of paragraph organization and development: Exposition, Examples, and Explanation. To illustrate these components, in the paragraph below I've placed the exposition (claim and stated reason and background) in blue, the examples in green, the explanation in purple, and the concluding statement in orange. Note: While Jeanne offers one extended example and explanation in this paragraph, I would encourage you to have at least two examples for each stated reason. †¢ how secondary sources are integrated into Jeanne's own prose, how they are "tagged" for the reader and to increase Jeanne's credibility with her audience, and how they are cited. Diet Pills: The Miraculous Weight Loss Formula? If you have ever considered losing weight, you have probably heard of the various kinds of diet pills available. Diet pills claim to "melt away the fat." They sound like the perfect solution to shed a few pounds, but research tells a different story. Diet pills became popular in 1996. The most common ingredients were Redux and fenfluramin/phentermine, which posed as appetite suppressants. The pills seemed to suck up the fat, and people were losing anywhere between 25-50 pounds in months. The FDA no longer approves the use of Redux or fen/phen, but new ingredients have made diet pills just as popular. An herb called ephedra is currently the most common substance in diet pills. Ephedra is still available for over the counter distribution, but the FDA is researching the side effects. Many cases of heart diseases and strokes have been linked to the herb. The use of diet pills is not recommended, but the advice does not stop many Americans. Diet pills are dangerous and should not be taken. The pills should be avoided because they do not provide a safe or effective way to lose weight, cause heart valve disease and other complications, and are used as a replacement for physical activity. [Jeanne next offers a paragraph with evidence and explanation for her first stated reason. Within this paragraph, after providing a topic sentence and further exposition, she introduces and tags her evidence by identifying the profession and source of the quotation, increasing her own credibility as an author on this subject: Diet Pills: The Miraculous Weight Loss Formula? :: Persuasive Research Essays Below is part of the sample persuasive research essay. Please note: †¢ how the introduction introduces the topic and offers a clear forecast of the essay's thesis (the author's position and stated reasons) †¢ how the conclusion restates the thesis and ends with a call to action †¢ how each character’s speech is fully developed: each speech has the three "E"s of paragraph organization and development: Exposition, Examples, and Explanation. To illustrate these components, in the paragraph below I've placed the exposition (claim and stated reason and background) in blue, the examples in green, the explanation in purple, and the concluding statement in orange. Note: While Jeanne offers one extended example and explanation in this paragraph, I would encourage you to have at least two examples for each stated reason. †¢ how secondary sources are integrated into Jeanne's own prose, how they are "tagged" for the reader and to increase Jeanne's credibility with her audience, and how they are cited. Diet Pills: The Miraculous Weight Loss Formula? If you have ever considered losing weight, you have probably heard of the various kinds of diet pills available. Diet pills claim to "melt away the fat." They sound like the perfect solution to shed a few pounds, but research tells a different story. Diet pills became popular in 1996. The most common ingredients were Redux and fenfluramin/phentermine, which posed as appetite suppressants. The pills seemed to suck up the fat, and people were losing anywhere between 25-50 pounds in months. The FDA no longer approves the use of Redux or fen/phen, but new ingredients have made diet pills just as popular. An herb called ephedra is currently the most common substance in diet pills. Ephedra is still available for over the counter distribution, but the FDA is researching the side effects. Many cases of heart diseases and strokes have been linked to the herb. The use of diet pills is not recommended, but the advice does not stop many Americans. Diet pills are dangerous and should not be taken. The pills should be avoided because they do not provide a safe or effective way to lose weight, cause heart valve disease and other complications, and are used as a replacement for physical activity. [Jeanne next offers a paragraph with evidence and explanation for her first stated reason. Within this paragraph, after providing a topic sentence and further exposition, she introduces and tags her evidence by identifying the profession and source of the quotation, increasing her own credibility as an author on this subject:

Photosynthesis Rate

Photosynthesis Lab Before you begin, save this Lab Report Template on your computer as LastNameAPBIOPhoto Read all the instructions below BEFORE you start! 1. Please go to the following website: http://www. biocourse. com/mhhe/bcc/domains/biolabs. xsp 2. Scroll down and click on the link to Photosynthesis. It is the 6th one down on the left. 3. Read the instructions for entering the virtual lab. There is background information in the online lab manual that will be helpful in interpreting your results. Please review the steps in the light and dark reactions of Photosynthesis BEFORE or WHILE you are completing this lab simulation.You may want to have your textbook open to refer to while you do the lab. You may also need to use additional sources of information. 4. Remember to cite ALL external sources that you use, using proper MLA style. 5. YOU DO NOT NEED TO ANSWER THE ONLINE QUESTIONS, but you should think about them as you proceed thorough the lab. Note: Lab Instructions start on t he next page! Experiment 1: Habitat and Photosynthetic Rates Predict the relative photosynthetic rates of plants from a shaded rainforest floor, a coastal region with moderate light, and a sunny desert:Rainforest Prediction: ____________________________________________ Coast Prediction: ________________________________________________ Desert Prediction: _______________________________________________ a. Continue to the simulation screen and click Clear Data and click the Native Habitat tab b. Select Rainforest floor and then click Graph Data c. Repeat for Coast and Desert. d. Record your results in the Table 4-1, reading the data from the online display e. Graph your data using Create-a-Graph (http://nces. ed. gov/nceskids/graphing/) Results Experiment 1Data Table 4. 1: Habitat and Photosynthesis at Different Light Intensities Light Intensity (foot-candles)Photosynthesis Rate (mg CO2/g fresh leaf) RainforestCoastDesert 0 5 10 15 20 25 30 35 40 45 50 Analysis Experiment 1 a. How is p hotosynthetic rate measured? b. Explain why the photosynthetic rate is negative at low levels of light intensity. (HINT: Is there a net uptake or release of CO2 at low light intensity? ) c. Which of the 3 types of plants had the highest photosynthetic and which had the lowest? d. Did this observation agree with your predictions? . Indicate factors that might be associated with the differences in photosynthetic rates in the 3 types of plants. f. At what light intensity level did photosynthetic rate level off? Was this light intensity the same for all plants? g. Explain why the photosynthetic rate levels off. h. Is there a relation between light intensity and leveling off of photosynthetic rates in the different plants? i. Explain how plants become acclimated to light levels normally found in their native habitat. Conclusion Experiment 1: Short, testable statement! HINT: Rank the plants from high to low photosynthetic rate) Experiment 2: Light Color and Photosynthetic Rates Predict th e relation of carbon dioxide level and photosynthesis rates: Prediction: ____________________________________________ a. Click Clear Data and then the CO2 levels tab b. Select 274 ppm (parts per million) and click Graph Data c. Repeat with 370, 740, and 1000+ ppm CO2 d. Record your results in the Table 4-2, reading the data from the online display e. Graph your data using Create-a-Graph (http://nces. ed. gov/nceskids/graphing/)Results Experiment 2 Data Table 4. 2: CO2 Levels and Photosynthesis at Different Light Intensities Light Intensity (foot-candles)Photosynthesis Rate (mg CO2/g fresh leaf) 274 ppm CO2370 ppm CO2740 ppm CO21000+ ppm CO2 0 5 10 15 20 25 30 35 40 45 50 Analysis Experiment 2 a. What is the relation between CO2 levels and photosynthesis rates? b. Indicate where and explain why the photosynthesis rates level off at different levels of light intensity. c. Are CO2 levels a rate-limiting factor? Explain. d. What is a greenhouse gas? e. What is global warming? f.Suggest a possible relation between plant function, greenhouse gases, and global warming. Conclusion for Experiment 2: Short, testable statement! (HINT: Indicate the relation of CO2 levels and photosynthesis rate) Experiment 3 Predict the relation of light color and photosynthesis rates: Prediction: ____________________________________________ a. Continue to the simulation screen and click Clear Data and then the light color tab b. Select white light and click Graph Data c. Repeat with red, blue, green, and yellow light d. Record your results in the Table 4-3, reading the data from the online display e.Graph your data using Create-a-Graph (http://nces. ed. gov/nceskids/graphing/) Results Experiment 3 Data Table 4. 3: Light Color Photosynthesis at Different Light Intensities Light Intensity (foot-candles)Photosynthesis Rate (mg CO2/g fresh leaf) WhiteRedBlueGreenYellow 0 5 10 15 20 25 30 35 40 45 50 Analysis Experiment 3 a. Which light is most effective in driving photosynthesis rate? b. At what light intensity does the photosynthesis rate level off for white light? c. Why does the photosynthesis rate level off for white light but not for the individual colors? d.Which colors, other than white, are associated with the highest photosynthesis rate? With the lowest? e. What colors of light do plant leaves absorb during the growing season? f. What colors of light do plant leaves reflect during the growing season? g. How does chlorophyll interact with accessory pigments to broaden the spectrum of light for photosynthesis? Conclusion Experiment 3: Short, testable statement! (HINT: Rank the colors from high to low photosynthetic rate) Reflection: Statement about what you learned from this lab simulation. (NOTE: The reflection should be AT LEA

Ancient Babylonia - 1189 Words

When studying Ancient Babylonia it is notably important to look at these factors: daily life, religion, people, society, government and economy so we can determine the development of the civilization and how it is similar to the way we live today. The Babylonian Empire is unique because their government was run by a law known as the Code of Hammurabi similarly are government is run by numerous laws. Their knowledge of science and astrology is intriguing due to the fact that they were the first civilization to form the basis of the sixteen month of thirty days calendar, their discovery of the calendar lend us to the calendars we have today. In addition to government, science and astrology their economy was very modern and played an immense†¦show more content†¦They also had a list of magical stones to develop their knowledge of mineralogy. Map mating was a very known science to the Babylonians most of them were experienced in it which made them more aware of there surrounding . Babylonians drew maps of local areas such as field plans, estates plans, grounds plants of temples and houses as well as maps of more distant regions such as larger areas: districts and towns. Their maps were drawn mostly in straight lines, with little attention to scale, angles and orientation. Most of the sciences they began to study and explore are the same sciences that we are going into today. The Babylonians have built the foundation for us and we used that and are building the rest. brbrMathematics was just as important to the Babylonian as it is to us. They however calculated things entirely different from us. A prime example of this is their number system which had two disadvantages: (1) it was confusing and, therefore, not used in many daily economic activities (2) there was no special sign for zero, to separate the different units, so they would leave two blank spaces for zero or by using a special sign that indicated a space between two words. 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