Lab 10 Follow the instructions and complete the assignment be.docx

Lab 10: Follow the instructions and complete the assignment
below. Submit your answers through the
Lab 10 Assignment on Blackboard.
Lab 10 1
Lab 10
In this week’s lab, you will apply what you’ve learned in this
course to human population
growth, in two different ways.
Exercise 1: What do Darwin, Malthus, and Thanos* have in
common? They all disagree with
Captain America. *Every effort was made in writing this to
avoid spoilers.
Humans are a phenomenally successful species. There are more
than 7 billion people alive
today and we add 80 million people to the total each year,
because birth rates greatly exceed
death rates.
But as we are learning this week in population ecology, we all
need food, resources, and space,
just like all other species. Because of these limits to perpetual
population growth, we may
become victims of our own success.
This, we know for certain: human population growth cannot
continue forever at the current
rate. As is the case for every other species, our environment has

a carrying capacity beyond
which the population cannot be maintained indefinitely. Today,
our question isn’t as simple as
“how high can it go”, it is “what happens when we get there”?
Along that same vein, we can
also ask how much do we want to sacrifice to enable a larger
number to live stably on the
planet? Is our goal to maximize the number? Or to reduce the
number and increase the
resources available to each person? Or should our goal be
something else entirely?
Interestingly, people have been debating this moral dilemma for
many years. In 1798, Thomas
Malthus published his infamous book: An Essay on the
Principles of Population; the same text
that inspired Darwin at the time he developed the concept of
natural selection. In his essay,
Malthus speculated that human populations would double every
25 years unless they were
kept in check by limits in the food supply. Malthus speculated
that unless regulated the human
population would grow to such an extent that would bring about
famine and starvation, and
worse. Some excerpts from Malthus’ work are below:
“The constant effort towards population... increases the number
of people before the means of
subsistence are increased. The food therefore which before
supported seven millions must now
be divided among seven millions and a half or eight millions.
The poor consequently must live
much worse, and many of them be reduced to severe distress”.
— Malthus T.R. 1798. An Essay
on the Principle of Population. Chapter II, p 19 in Oxford
World's Classics reprint.

"It does not... by any means seem impossible that by an
attention to breed, a certain degree of
improvement, similar to that among animals, might take place
among men. Whether intellect
could be communicated may be a matter of doubt; but size,
strength, beauty, complexion, and
perhaps longevity are in a degree transmissible... As the human
race, however, could not be
improved in this way without condemning all the bad specimens
to celibacy, it is not probable
Lab 10 2
that an attention to breed should ever become general".—
Malthus T.R. 1798. An Essay on the
Principle of Population. Chapter IX, p 72
In sum Malthus argued, if society relied on human misery to
limit population growth, then
sources of misery (e.g., hunger, disease, and war, termed by
Malthus "positive checks on
population") would inevitably afflict society, as would volatile
economic cycles. On the other
hand, "preventive checks" to population that limited birthrates,
such as later marriages, could
ensure a higher standard of living for all, while also increasing
economic stability
Malthus’ writings were motivating to more than just Darwin,

however. Advocates of Malthusian
ideals have popped up in both history and fantasy alike.
For example, in 1834, lawmakers in Britain change the law to
not give to the poor “based on
Malthusian reasoning that helping the poor only encourages
them to have more children and
thereby exacerbate poverty”. This same reasoning was used by
some British politicians in the
1840s to justify not giving food aid to the Irish during the
potato famine.
More recently, the motives of a super-“villain” named Thanos
(see image) seem to fall right in line with Malthusian logic.
This
is perfectly illustrated in the 2018 Marvel movie, Avengers:
Infinity War, where Thanos conflicts with Captain America and
the Avengers (and the Guardians of the Galaxy as well). Thanos
argues that his plan to eliminate half the “humans” (and
alien/human-like beings, but they kind
of gloss over that in the movie) in existence supports the greater
good. He sees (and despises)
the effects of overpopulation leading to limited resources-
poverty, sickness, and exploitation
of the less fortunate.
Thanos repeatedly talks about bringing “balance” back to the
universe, and from his
perspective decreasing the “human” population by half (through
random elimination; no
preferential treatment or selection) will do that. With less
people around, there will be less
competition for resources, and thus, more resources to go
around. The end result will be, the
most good (happiness, well-being, utility, what have you) for
the most (surviving) individuals.

For Thanos and his application of the Malthusian perspective,
the greater good, not the
individual, is the primary moral consideration.
On the other side of this argument, you have Captain America,
advocating his “not trading
lives” perspective, claiming that every human is an end in
themselves, a basic moral entity,
deserving of basic moral consideration, not a means to an end-
no matter how “good” that end
may be.
Interestingly, in the movie, nobody ever really argues with
Thanos. When he lays out his plan to
Gamora (his daughter), she just replies, “You’re insane.” But is
he being irrational*?
*When thinking about this topic, it is important that we identify
and separate rationality and
ethics.
Lab 10 3
In the rest of this exercise, we will apply what we just learned
about Thanos and his Malthusian
principles, to what already know about populations, evolution,
and human impact.
Now, answer the following questions:
1. For this question, consider the following: if Thanos was

successful (hypothetically, of course)
among other disastrous effects, there could be major unforeseen
complications that arise from
such a big change in genetic composition of the human
population. Discuss the potential
implications that this action would have on the gene pool
(consider alleles and genetic
variation) within the human population. Predict some potential
outcomes of this (what could
happen?). Could this action, in and of itself be considered a
mechanism of evolution? Why/why
not.
2. Consider Malthus’ prediction that the human population
would “double every 25 years unless
kept in check by limits in the food supply”. What type of
population growth is he describing
when he says “double every 25 years”? What type of population
growth is he predicting will
when he refers to “limits” “checking” the population? Explain
your answers for each, including
what kind of factors are doing the “limiting” in this case (are
they related to density? Why/why
not?).
3. Even though they didn’t use the “sciencey” terms, Thanos
and Malthus (and even Darwin to
some extent) demonstrate a pretty good understanding of
population ecology, and the
repercussions of overpopulation/human impact. They recognize
the idea of Carrying Capacity,
and it seems as if they even recognize the concept of Maximum
Sustainable Yield. Discuss how
Thanos’ application of Malthusian principles relates to
Maximum Sustainable Yield. Be sure to
demonstrate understanding of the key terms we used in class to

discuss these topics.
4. Consider Malthus’ statement: "It does not... by any means
seem impossible that by an
attention to breed, a certain degree of improvement, similar to
that among animals, might take
place among men. Whether intellect could be communicated
may be a matter of doubt; but
size, strength, beauty, complexion, and perhaps longevity are in
a degree transmissible... As the
human race, however, could not be improved in this way
without condemning all the bad
specimens to celibacy, it is not probable that an attention to
breed should ever become
general". — Malthus T.R. 1798. An Essay on the Principle of
Population. Chapter IX, p 72
First, it is important to acknowledge that Malthus clearly
recognizes that “selective breeding”
individuals is not a realistic solution to this situation. That
being said, and considering the time
in which he wrote this passage (well before Darwin and
Mendel), Malthus touches on some
remarkable things that are much ahead of his time; as we saw
earlier this semester, it this essay
that ignited the spark of Darwin’s concept of Natural Selection.
Discuss what Malthus is saying
here that may have caught Darwin’s attention. What do you see
here that stands out in terms
of what made sense to Darwin, and what may have confirmed
some of his underlying ideas and
further inspired him (Darwin).

Lab 10 4
5. Consider Malthus’ statement: "It does not... by any means
seem impossible that by an
attention to breed, a certain degree of improvement, similar to
that among animals, might take
place among men. Whether intellect could be communicated
may be a matter of doubt; but
size, strength, beauty, complexion, and perhaps longevity are in
a degree transmissible... As the
human race, however, could not be improved in this way
without condemning all the bad
specimens to celibacy, it is not probable that an attention to
breed should ever become
general". — Malthus T.R. 1798. An Essay on the Principle of
Population. Chapter IX, p 72
First, it is important to acknowledge that Malthus clearly
recognizes that “selective breeding”
individuals is not a realistic solution to this situation. That
being said, and considering the time
in which he wrote this passage (well before Darwin and
Mendel), Malthus touches on some
remarkable things that are much ahead of his time. If Gregor
Mendel were to have read
Malthus’ essay, particularly this passage, what do you think
would have stood out/made sense
to him? What do you see here that relates to Mendel and his
work? How do you think Mendel
would have responded to Malthus’ statement (focus on this
particular excerpt in your answer).
6. Consider both Thanos and Captain America’s perspective.
Who do you side with; explain your

logic and conclusions (be honest, this is a judgement free place,
just make sure you explain your
position with reason and understanding of our course content)?
7. If you were introduced to Malthus (or Thanos if you would
rather talk with him) right this
minute, what would you say to him? What would you ask
him/what would you want to know?
Be specific, and be sure to include why you’d say/want to know
these things.
Exercise 2: Activity on Hans Rosling’s population growth
graphics
In this exercise, we will explore two talks from a very famous
statistician, Hans Rosling. He
became famous through Ted Talks by the amazing way he
managed to use data and
infographics to display complex database, and specifically
database about human population
growth. We’ll watch here the first talk that made him famous,
and one of his latest talks before
he passed away a couple of years ago.
A. Watch the following Ted Talk about population growth
statistics, given in 2006; take some
notes during the talk!
https://www.youtube.com/watch?v=hVimVzgtD6w
B. Here is one of the latest Hans Rosling talks on the same
topic, given in 2015. Watch the talk,

and take some notes:
https://www.youtube.com/watch?time_continue=11&v=2LyzBo
Ho5EI
https://www.youtube.com/watch?v=hVimVzgtD6w
https://www.youtube.com/watch?time_continue=11&v=2LyzBo
Ho5EI
Lab 10 5
Now that you’ve watched both talks, answer the following
questions:
8. What was the main take-home messages of the 2006 talk by
Hans Rosling? Present them in
your own words
9. What were the main take-home messages of the 2015 talk by
Hans Rosling? Present them in
your own words
10. Compare and contrast the two talks you watched: how were
they similar? How were they
different? Do you think one was more effective than the other in
driving its main points home?
Did you like one talk more than the other? Justify your choice.

11. Hans Rosling states that “it seems you can move much faster
[on the economic scale] if you
[as a country] get healthy first, rather than wealthy first”. What
do you think is responsible for
this pattern in the data? Why do you think this is the case?
Explain your reasoning.
12. Pull out 2 quotes from each talk that resonated with you,
and present them here, explaining
why these quotes resonated for you.
13. In both talks, Hans Rosling presents a number of
misconceptions we typically have about
population growth. Pick 2 such misconceptions, present them
briefly, and explain how Hans
Rosling addressed both misconceptions
14. What was the role of data in both talks? Explain your
answer, and use specific examples as
part of your answer.
15. What was the role of infographics in both talks? Explain
your answer, and use specific
examples as part of your answer.
Lab 13 1
Lab 13. Ecological footprint

We will finish our last lab in this class learning learn more
about (and calculating our own)
ecological footprint. I hope that with this final lab, we will also
reflect on how we all fit into this
dynamic and delicate planet.
Note: our classroom (digital or face to face) represents a safe
judgment-free place. This exercise
is NOT intended to make anyone feel bad, or guilty; this is not
the intention of the Global
Footprint Network either. The goal of this lab (as with all parts
of all labs) is to apply what we’ve
learned in class to our everyday lives. Please do not take
offense or infer judgement based on
results from this (or any) exercise.
A. Click the link below to explore the Global Footprint Network
website, a great resource that
provides tons of background information and any kind of data
you could ask for regarding
the environment, sustainability, and ecological footprints:
https://www.footprintnetwork.org/

B. Below, you fill find a few specific things to read up on/check
out.
As you are reading be sure to:
o Take notes
o Consider how this applies (supports/conflicts) to what you
learned in class this
week
o Pay close attention to data, figures, and graphs.
o Save your results (from the calculator quiz)
worldwide demands on
resources and expected resource renewal.
to see current world-wide
data, organized by country on
things like ecological deficit/reserves, biocapacity, and
ecological footprints.
is, what it means, and how
it’s calculated.
“Never doubt that a small
group of thoughtful,
committed citizens can
change the world.
Indeed, it's the only thing
that ever has.” —Margaret
Mead

https://www.footprintnetwork.org/
Lab 13 2
find out your specific
“Overshoot Day”. Here you will also be provided with some
information as to how you
can personally decrease your footprint. While viewing your
results,
o click on the little information icons (orange i’s) to learn what
your results mean.
o click “see details” on the results page to get a full breakdown
of your results
o click Explore solutions to get feedback on what you can do to
lower your
personal footprint.
years of date are being
applied to study the effect of carbon concentrations on
biocapacity.
o learn about efforts to develop, improve
quality of life, and not degrade
the environment. Watch the animation that presents ecological
footprint data as a
function of development.

tell us about biodiversity.
C. It may be also helpful/interesting for you to watch this short
video of Mathis Wackernagel,
president of the Global Footprint Network, explaining the main
principles of the Footprint
Network, including the economic implications the consumption.
https://www.youtube.com/watch?v=3M29BY86bP4&t=10s
When you are finished, answer the following questions:
1. Throughout the website, the Global Footprint Network
repeatedly presents data visually, in
figures, tables, and graphs. Choose 1 visual data display on the
website and analyze it. Explain
and analyze the image in your answer, including: what data are
being presented, how are they
being presented, is anything missing…). Take a screenshot and
include it with your answer.
2. Discuss your “earth usage” footprint calculator results (the
1st results page you were
presented with). According to the calculator, what is your
personal Earth Overshoot Day, and
what does this mean? If everyone lived like you, how many
planets would we need (I know this
language is harsh, I wish the website could phrase this one a
little “nicer”)? What does this
mean? How do you feel about these results?
3. Discuss your carbon and footprint calculator results.
According to the calculator, what is your

ecological footprint (in global hectares)? What is your carbon
footprint, in CO2 emissions tons
per year, and also in % of your total ecological footprint? What
do these values mean? How do
you feel about that?
4. Discuss the breakdown of your footprint calculator results.
According to the calculator, how
do your footprint results break down in terms of land type? How
do your footprint results break
down in terms of consumption? In your answer, list your
resource consumption categories from
highest consumption to lowest. What do these mean? How do
you feel about that?
5. Consider and discuss what changes could you reasonably (and
sustainably for you!) to
decrease your footprint? These can be suggestions from the
ecological footprint calculator or
https://www.youtube.com/watch?v=3M29BY86bP4&t=10s
Lab 13 3
based on your own personal response to this activity.
6. Discuss what you learned on the Global Footprint Network
website about biocapacity.
Include each of the following in your answer. How is
biocapacity defined on this website? How

is the distribution of biocapacity (highest and lowest countries)
different when the population
of countries is considered? What does this data implicate in
regards to Earths population?
7. Discuss what you learned on the Global Footprint Network
website about ecological
deficit/reserve. What is meant by these terms; what do they
mean in the context of global
biocapacity? Name 2 countries that are currently in an
ecological deficit and 2 countries that
are currently in an ecological reserve. Speculate as to why you
think this might be (provide
reasons why these countries are in their respective category,
versus the other category).
8. You may have noticed that the Global Footprint Network
website’s slogan reads: “Advancing
the Science of Sustainability”. Use your scientific literacy skills
to evaluate this claim; after
reviewing website, are you able to agree with that statement?
Are the resources and
information presented here “advancing sustainability”? Are they
scientifically supported?
Explain your answer, providing at least 2 pieces of evidence to
support your conclusion.
9. What can the ecological footprint tell us about biodiversity?
Relate what the Global Footprint
Network discusses in terms of Biodiversity to what we
discussed in lecture (is it consistent?).
Explain your answer, including specific examples.
10. How does development impact ecological footprint? How
does the website define

sustainable, in the context of development? What are the
criteria that must be met in order for
development to be considered sustainable?
11. What does “carbon footprint” mean (different from
ecological footprint) and what does it
have to do with climate change? Relate what the Global
Footprint Network discusses in terms
of Carbon Footprint/Climate Change to what we discussed in
lecture (is it consistent?). Explain
your answer, including specific examples.
12. Which 3 countries currently rank highest in terms of
ecological footprint? Name 3 countries
that currently rank lowest in terms of ecological footprint.
Discuss why you think this might be
(why do you think the higher countries are higher, and lower
countries are lower)? Would it be
accurate to say that these 6 countries “balance” out in terms of
global footprint contributions?
Why/why not?
13. You may have noticed that the Global Footprint Network
home page reads: “You can’t
manage what you can’t measure”. Relate this statement to what
we learned about the process
of and limitations of science earlier this semester; is this true?
Why/why not.

Lab 12 1
Lab 12
In this homework, you will learn about invasive species in the
geographic area that you
currently live in and identify invasive species in a greenspace
around you. You may even pull
invasive plants out if you’d like
A. Before anything else, we have to learn what invasive species
are and why they are so bad. To
do this, explore the following resources (make sure to take some
notes!):
- https://www.nwf.org/Educational-Resources/Wildlife-
Guide/Threats-to-
Wildlife/Invasive-Species
Check out this website; it’s very informative. Keep close tab on
the vocab used
(especially the words invasive, introduced, native, exotic).
-
https://en.wikipedia.org/wiki/Invasive_species_in_the_United_S
tates
This Wikipedia entry is particularly useful in showing with
pictures and links the top
invasive species in the US.
- The Global Invasive Species Database:
http://www.issg.org/database/welcome/
Search for “garlic mustard”; you can read the General page, but
check out the

other tabs as well
Search for “quagga mussel”; same thing, read the General page,
check out the
others.
B. Now that we know a little more about invasive species, do
some internet searching to figure
out some invasive species local to your current geographic area.
They can be animals or plants.
Take notes of what you find, you’ll need them to answer the
questions at the end.
C. For the reminder of the lab, we are going to zoom onto plants
invasive to your specific local
area. Based on your research for part B, make a list of the
common plant species that are
invasive to your local area. There are many databases and
websites available online; use search
terms as “invasive plant” followed by your county, for instance.
For each invasive plant species,
make sure to copy-paste a picture of it, along with a few
distinguishing features that would
allow you to recognize it outside. You need at least 3 plant
species.
D. Now it’s time to go outside! For this last section of the lab,
you need to find a green space (it
can be your yard, the local public playground, a county park,
whatever is easiest for you). The
goal is to find in that green space at least one of the invasive
plant species you researched for
Part C. Once you identify one such plant species, take a selfie
of you with the plant as evidence
that you completed this section of the lab. Take some notes
about where you found the

species.
Now that you completed the lab, answer the following
questions:
https://www.nwf.org/Educational-Resources/Wildlife-
Guide/Threats-to-Wildlife/Invasive-Species
https://www.nwf.org/Educational-Resources/Wildlife-
Guide/Threats-to-Wildlife/Invasive-Species
https://en.wikipedia.org/wiki/Invasive_species_in_the_United_S
tates
http://www.issg.org/database/welcome/
Lab 12 2
1. What is the difference between the terms “invasive species”,
“introduced species”, and
“exotic species”? Explain your answer. Cite sources you may be
using
2. What is a native species? Why is it vulnerable to invasive
species? Explain your answer, and
cite sources you are using.
3. What are some common invasive animals to your local area?
Present at least 3. Include the
date that each species was first found in your local area, and
cite your sources.
4. What are some common invasive plants to your local area?

Present at least 3. Include the
date that each species was first found in your local area, and
cite your sources.
5. For the invasive species (plants or animals) that you found
for your local area, why are these
specific species invasive? Explain your answer to the best of
your knowledge
6. What are the impacts of invasive species in either (1) your
local area; (2) the United States?
7. What are some of the traits of invasive species, in general,
that make them so successful?
Explain your answer.
8. Present the work you did for Part C: What are the 3 local
plant species that you identified on
your internet search? Present each briefly, including why they
are invasive.
9. For each of the 3 local plant species you identified as
invasive in your local area, present what
is being done to control this invasive plant species. Cite your
sources!
10. What species did you identify in your local green space for
part D? Submit the picture you
took as part of your answer. Present a summary of your
experience for Part D: was it easy to
locate one of the invasive plant species in your local green
space? Did you find a high density of
the species that you identified? Describe the environment in
which you found it briefly.

Lab 11 1
Lab 11
In this homework, you will practice watching a wild species of
your choice while recording
behaviors in a systematic manner. You’ll also learn what an
ethogram is and build one for the
species you chose to observe.
A. Watch a species of your choice in the wild.
The only key restrictions is that it has to be a non-domesticated
animal (so you can’t watch your
pet dog/cat or the cows in the field next door), and the species
has to be in its natural habitat
(so you can’t go to a zoo). Here are some options for: you can
watch any bird feeders, or go to
any city parks and watch squirrels, chipmunks, ducks, the song
birds around, or even maybe the
fish in the creeks.
If you don’t like to be outside, or want to do this lab at night, ,
another amazing resource is
webcams located in national parks or refuges around the world.
You can pick the webcam of
your choice, as long as, again, the species you’re watching is in
the wild and not domesticated.

Make sure the webcam you are usually is giving you live
feedback, not the highlights of
previous sessions. I have a few favorite webcams, although
activity levels vary widely based on
time of day and time zones.
Water holes in Africa: http://www.africam.com/wildlife/
Bald eagles in California:
https://www.explore.org/livecams/currently-live/bald-eagle-
west-
end-catalina
Sea otters in California: https://explore.org/livecams/sea-
otter/sea-otter-cam
Bird feeders at Cornell:
http://cams.allaboutbirds.org/channel/40/Cornell_Lab_FeederW
atch_Cam/
Or you can do what I always do: check the following link,
which allows you to see what’s
happening at a bunch (50+) live webcams at any given time:
www.explore.org/livecams/currently-live
Regardless of what you end up picking, make sure it’s an animal
that you enjoy watching, and
that the animal is actually doing something (if you pick a lion
that’s sleeping for the whole lab,
you’re not going to have a whole of of fun doing this…). Have
fun looking for a fun webcam!

B. Once you’ve picked a species/webcam, develop an ethogram
for the species you picked for
question
To sample behaviors reliably, we first need to describe how we
define what we call specific
behaviors, such as “sit” or “feed”. An ethogram is a list of the
full suite of behaviors
http://www.africam.com/wildlife/
west-end-catalina
west-end-catalina
https://explore.org/livecams/sea-otter/sea-otter-cam
http://cams.allaboutbirds.org/channel/40/Cornell_Lab_FeederW
atch_Cam/
http://www.explore.org/livecams/currently-live
Lab 11 2
characteristic of an individual for a specific species, and
provides a mechanism for standardizing
the study of behavior. One of the most important, and difficult,
steps in constructing an
ethogram is naming and defining behavior patterns. Each
behavior must be given a descriptive
name without any implication of its possible cause or
motivation and without any

anthropomorphic comparisons. “Grooming”, “feeding”,
“running” and “resting” are all
descriptive references, whereas “jealous behavior” denotes a
judgment from the observer. The
descriptive name should also be as precise as you can make it;
for instance, something like
“foraging” is too broad, since foraging could include chewing,
pecking, looking for food, hoping,
moving, etc.
For this lab, build an ethogram for the species you picked that
includes from 5 to 10 different
descriptive names. Your ethogram should consist of a 2-column
table, with one column
containing the descriptive name of each behavior, and the next
column describing what was
included for each descriptive name.
C. Conduct a 10-minute Focal Animal Survey
A focal animal survey (or FAS) is the most common type of
sampling method used in animal
behavior. It consists of picking one individual for the species
you’ve been watching, and
recording all behavior of that one specific individual for a
predetermined sample period (e.g.,
one hour). This method can provide unbiased data relevant to a
wide variety of questions,
particularly if animals remain in the field of view. A standard
way of recording an animal
includes keeping a minute-to-minute account of the animal’s
activity. At the onset of each
minute, record the animal’s behavior and any other behavior
observed during this minute.

For example: 9:00 feed, rest, groom
9:01 feed (animal feeds during entire minute)
9:02 feed, approached and threatened by animal B, move 2m
west, sit
9:03 sit
For your homework, conduct a 10-minute FAS on one
individual. If your one individual goes out
of your field of view before the end of your 10 minute, make a
note of it, pick another
individual, and complete the rest of the 10 minutes on the new
individual.
Once you’re done, answer the following questions:
1. What species did you pick? Why did you pick it (justify
briefly), and how did you watch it
(live/webcam, etc).
2. Present your complete ethogram that you built in part B.
What did you learn by building an
ethogram? What is a useful tool for part C (the FAS)?
3. Present your complete FAS that you did for part C. Did you
find running a FAS more/less
difficult than you expected?

Lab 11 3
4. Describe the environment of the animal you watched. What
do you think would happen to
the behavior of the animal you watched if the environment has
(1) less cover; (2) more cover;
(3) more humans; (4) taller grass. Answer any of the scenarios
above that make sense for your
5. Did you enjoy watching the species you picked? Did you
learn anything that surprised you?
Develop.

Lab 10 Follow the instructions and complete the assignment be.docx

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Lab 10 Follow the instructions and complete the assignment be.docx