SCI115: Biology

“Tarnita’s Termites, Pacific Lampreys, and Large Brains”

This week our discussion is focused on animal evolution. For your primary post, respond to one of the following three topics. Also, please reply to at least one fellow student on any topic.

Topic 1

: Population Distribution of Termites in a Savanna. Watch the video (1) describing Corina Tarnita’s research on the spacing of termite mounds in savanna ecosystems, and then address the following:

  • (a) What were Tarnita’s findings about the spacing of termite mounds?
  • (b) What does Tarnita think is the main factor that governs the spatial distribution of the termite mounds?
  • (c) How do the termite mounds benefit other organisms on the savanna?

Topic 2

:  Pacific Lampreys. Watch the video about Pacific Lampreys (2)*, then address the following:

  • (a) Where do Pacific lampreys fall in the taxonomy of vertebrates?
  • (b) What challenges do Pacific lamprey populations face?
  • (c) Why are Native American tribes of the Northwest concerned about them? (Please note: take care not to confuse the Pacific lamprey (described in the video) with the Sea Lamprey, which is a completely different species that is considered an invasive species in the Great Lakes).

Topic 3 [article]: Supporting the Energy Needs of a Large Brain. As discussed in the article by Zimmer (3)*, brain tissue is energetically expensive. For a species to evolve a large brain, it may need to make certain adjustments to ensure that enough energy is available to support brain function. Zimmer discusses various hypotheses about such adjustments in the human line of descent. Explain one of these adjustments.

References (in Strayer Writing Standards format).

  1. HHMI Biointeractive (2015, November 11). Analyzing patterns in the savanna landscape. [Video]. Retrieved from https://youtu.be/nJGpABrEatc
  2. U.S. Fish & Wildlife Service. (2012). Taking the initiative to conserve Pacific Lamprey. [Video]. Retrieved from https://www.youtube.com/watch?v=dkwfDVAoSXk
  3. Carl Zimmer, July/August 2011. The brain. Discover32 (6), 18-19. https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=61992134&site=ehost-live&scope=site

Note: If you have trouble with the link to Carl Zimmer’s article, the following link is to a file with the text of the article: zimmer article for week 9 discussion.pdf

 
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Microbiology 2

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

Assignment:

Topic: This week we covered the details of Cellular Respiration. Your assignment this week is in two parts. Using Excel (or some other Table creating program) create a table that describes the four sub-steps of cellular respiration. Insert the table into a Word document and provide a discussion of how each sub part contributes to overall process of cellular respiration.

Assignment Expectations:

  • Minimum of 1000-1250 words, not including the Title or References pages (typed, 12 point font, double spaced).
  • Required Table must be included in the essay.
  • The Table must contain these headings: Sub-step reactants, Sub-step products, ATP contribution by sub-step, Cellular location of sub-step.
  • Support your content with at least (3) citations. Make sure to reference the citations using APA writing style for the presentation.

Format:

  1. Save your assignment as a Microsoft Word File
  2. File name:
    1. Name your saved file according to your last name, first initial and the week (for example, “jonesb.week1”)
  3. Submission: submit your assignment to the Drop Box
 
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Lab Assignment #1

Laboratory assignment

The following questions are from two exercises (dilutions/pipetting and counting bacteria) that you read/studied. As reference materials, read lab manual, lab exercise PPts and/or study guides and answer questions given below fully/completely in the spaces provided as instructed. Please submit assignment before or on the due date. Hand written answers are not acceptable, except calculations.

You may submit assignment as an attachment to an email. Alternatively, you may scan assignment or take a photo it and submit as an attachment to an email.

Part One: Pipetting and Dilutions

A. 1. Objectives of this exercise – briefly describe the objectives of this exercise in your own English (refer to lab manual or PPt)

A. 2. Define Solute:

A. 3. Define Solvent:

A. 4. Define dilution:

A. 5. Define solution:

B: Pipetting and Dilutions

B. 1. For each set of dilutions in figure below, calculate the amount of colored substance (dilutions) in the last test tube of each set. Show calculation steps and results in the spaces provided.

image1.emf

B. 2. For questions B. 2. 1—B. 2. 3 in lab manual, first write down each question and then give the corresponding answers.

B. 2.1. What is the “meniscus”?

B. 2. 2. If you transfer 0.1ml of a sample into a 99.9ml saline blank, what is the dilution factor (show calculation steps)?

B. 2. 3. How much fluid is IN the pipette below? _________________________.

image5.emf

B. 3. For the following 3 questions (B. 3. 1 – B. 3. 3) in lab manual, first determine:

· The number of countable colonies (colony forming units, CFUs) that fall within the range of 30-300.

· The dilution factor that gave the count (example: 10-4 or 1/104)

· The amount of diluted sample plated/added (in ml) to each plate that gave the corresponding count.

· Then calculate the number of bacteria in 1 ml of original (undiluted) sample (solid or liquid) using formula given in manual or PPt. Show calculation steps.

Note: If sample is solid (example: hamburger meat), report count as CFUs per gram of meat. If sample is liquid (example: milk), report count as CFUs per ml of milk.

B. 3. 1.

image4.emf

B. 3. 2.

image2.emf

B. 3. 3.

image3.emf

Part two: Counting (enumeration) bacteria

2. 1. Objectives of this exercise – briefly describe the objectives in your own English (see lab manual)

2. 2. What is viable plate count?

2. 3. What do you use to determine the number of bacteria in suspension by the turbidimetric method?

2. 4. For questions 2. 41 — 2. 4. 6 in lab manual, first write down each question and then give the corresponding answers.

2. 4. 1. Data collection (Insert data table here from PPt)

2. 4. 2. Why do you have to do a standard plate count when running turbidity values the first time?

2. 4. 3. If you have a graph for E. coli, can the same graph also be used for another bacterium, like Staph?

2. 4. 4. How is “transmission” different from “absorbance”?

2. 4. 5. Give the formula for calculating the number of bacteria in 1 ml or 1 gram original sample (example: cheese or fruit juice). (Show calculation steps.

2. 4. 6. Using the formula in above question, calculate the bacterial count per milliliter of E. coli suspension in the original culture tube.

ImportantTo complete data table (2. 4. 1), enter count (2. 4. 6, above) into y-axis column (first for original E. coli) in data table (question # 2. 4.1.) given in PPt. Then divide count by 2 (or multiply count by ½) to enter count for each corresponding absorbance value under x-axis column. Finally enter zero (0) for both x- and y-axis columns.

2. 4. 7. Finally, using Excel graphic software, plot a standard curve using data from step 2. 4. 1, above. When entering your data in Excel graphic, start with the zero values (X-axis=0 and Y-axis=0) and finish with the highest values. Use absorbance column values for X-axis and the number of E. coli calculated for Y-axis. To plot the graph, follow the steps given in your manual. Please include curve/graph with the rest of report and submit before or due date. Be warned that no assignment is accepted after due date.

Due date: Friday, June 19 @midnight

PAGE

1

 
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Research Essay

Paper #3: Research Project

 

This will be the major research component of this course and it is worth the largest percentage of your grade. The text at the center of your research project is Maus. I expect the final draft of this project to remain in sections. Do not spend your time/energy in crafting transitions—I’d rather you focus on each section’s content and analysis.

 

 

The Proposal

 

You will submit the proposed thesis for the research project and three possible sources- make sure to include at least one from the “History” section.

 

It can look like this:

 

Paper #3 Proposal

 

Name:

Thesis:

Source #1 title and author:

Source #2 title and author:

Source #3 title and author:

 

Workshop:

THERE WILL BE NO WORKSHOP FOR THIS PAPER.

Final Draft Structure and Instructions

 

Part 1: Introduction

What is your argument? What claim are you making about Maus? How are you using a theme or metaphor to help your readers understand something new about the novel? The .pdfs in the course library should be utilized. This section will include your thesis.

***This section should explain:

1. novel (how does this novel speak to the theme or metaphor you’ve selected)

2. theme (why does this theme or metaphor speak to the novel as a whole)

3. “so what?” (why/how should your reader care about the argument you’re making)

Requirements: 400 words, at least 1 outside source.

 

Part 2: Critical Context

1. Give me an overview of the critical conversation around your theme/topic.. You could consider several of the following: politics, history, economics, society, culture and science/technology. 2. Relate this critical context to your theme and the novel. 3. Cite at least two reputable sources. These reputable sources should be critically focused and do not have to mention the novels. It is your job to make the connections between the critical context, novel, and your argument for the reader. Requirements: 500 words, at least 2 reputable sources.

 

Part 3: Criticism and Response

Find one critical piece that examines your theme and the novel. The “piece” may be either a peer-reviewed journal article or a chapter from a scholarly monograph. Journal articles can be accessed via the library search engines. The article must have been peer-reviewed. If it is a book chapter, the chapter must be focused on the novel, not just mentioning it in passing. The “piece” must be working with a certain theme in the novel. Read the article. Write a detailed summary (about 300-400 words) and then respond to it (about 100 to 200 words). Your response, whether you agree or disagree, should refer to specific examples from the critical work. Requirement: 500 words; one source, a peer-reviewed journal article from a library database OR a chapter from a scholarly monograph.

 

Part 4: Close Reading

Sticking with the particular theme from your thesis, pick a passage from the novel you’ve selected to close read. The selection of text should not be longer than a page. You will close read that theme into the passage, which will serve as the best example to prove your thesis. Then you must make a claim about what that theme does for the novel as a whole. Requirements: 400 words; no sources needed, but you should make frequent references to the novel.

 

Part 5: So what?

You’ve done a significant amount of analysis so far (historical sources, contemporary literary criticism, a theme, and a close reading). Now you must further answer the dreaded so what? question that plagues English papers. What does all of this matter, why did you tell the reader this analysis, and how can you connect this reading to outside of the text (or our current lives)? Requirement: 400 words, no sources.

(Total word count: 2000 words)

 

 

Your works cited page also has requirements:

1. MLA format

2. No hyperlinks anywhere

3. At least five sources: Part I’s 1 source, Part II’s 2 sources, Part III’s 1 source, and the novel

 

In the past, I’ve had a few students who have missed the mark on this assignment in ways that severely impacted their grades. Below is a “do not” list to prevent any major slip-ups.

 

1. Do not write less than 400 words per section. You will lose many, many points.

2. Do not use Wikipedia or other non-academic sources. Ever.

3. Do not choose a book review for any of your sources.

4. Do not confuse your own analysis with quoted material. It should be clear to the reader where the source ends and your analysis begins. Use in-text citations in MLA format.

 
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Week 2 Discussion

Topic: Alcohol Abuse

Alcohol abuse continues to be the most serious drug problem on college campuses throughout the United States. Every year, drinking kills more than 1,700 students and injures about 500,000 more; it is also a factor in 600,000 assaults and 100,000 rapes on college campuses. Enzyme-mediated metabolic pathways break down the toxic ethanol in alcoholic beverages. Ethanol kills liver cells and interferes with normal metabolic processes. Long-term heavy drinking causes alcoholic hepatitis, inflammation and destruction of liver tissue, and cirrhosis. Cirrhosis prevents the liver from removing drugs and other toxins from the blood, so they accumulate in the brain where they impair mental functioning and alter personality. Restricted blood flow through the liver increases susceptibility to diabetes, liver cancer and death.

Important Concepts from Chapter 3:

  • Introduction: Ethyl Alcohol Liver cells detoxify most of the alcohol a person drinks, but in the long run this process may lead to alcohol-related hepatitis and cirrhosis. Long term heavy use also damages memory, reflexes, and other functions. Binge drinking can stop the heart.
  • Section 3.13: Metabolism Series of enzymatic reactions in cells (metabolism) help cells acquire and use energy as they build, break down, or remodel organic molecules. Metabolism requires enzymes. Each kind of enzyme recognizes specific reactants, or substrates, and alters them in a specific way. Each enzyme functions best in a particular range of conditions that reflect the environment in which it evolved. Metabolic pathways can involve thousands of molecules and be quite complex.

Assignment:

1. Visit WebMD to find out about 12 health risks of chronic heavy drinking.

2. Visit Healthline.com to read about the effects of alcohol on the body: http://www.healthline.com/health/alcohol/effects-on-body

3. Visit the Centers for Disease Control and Prevention (CDC) website to find the Alcohol-Related Disease Impact (ARDI) for your area.

4. Research what the Bible has to say about drinking.

5. References should be provided in initial thread and replies.

Prompt: Briefly describe three health risks and/or negative physical effects of heavy drinking.  Is it a sin for a Christian to drink excessively? Why or why not (provide Biblical references)? Initial post should demonstrate a biblical understanding of human behavior

Minimum word count for initial post is 250 words.

 
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Determine If The Statement Is True. If It Is Not, Rewrite The Italicized Part To Make It True. True 1. Adaptations Of…

Determine if the statement is true. If it is not, rewrite the italicized part to make it true. true 1. Adaptations of species are determined by the genes contained in the DNA code. __________________ 2. When Charles Mendel developed the theory of natural selection in the 1800s, he did not include a Darwin genetic explanation. __________________ 3. Natural selection can act upon an individual’s genotype, the external expression of genes. phenotype __________________ 4. Natural selection operates on an individual over many generations. __________________ 5. The entire collection of genes among a population is its gene frequency. __________________ 6. If you know the phenotypes of all the organisms in a population, you can calculate the allelic frequency genotypes of the population. __________________ 7. A population in which frequency of alleles changes from generation to generation is said to be in populations gene pool genetic equilibrium. __________________ does not change 8. A population that is in genetic equilibrium is not evolving. __________________ 9. Any factor that affects phenotype can change allelic frequencies, thereby disrupting the genetic equilib- genes rium of populations. __________________ 10. Many migrations are caused by factors in the environment, such as radiation or chemicals, but others mutations happen by chance. __________________ 11. Mutations are important in evolution because they result in genetic changes in the gene pool. true __________________ 12. Genetic equilibrium is the alteration of allelic frequencies by chance processes. ___________________ small 13. Genetic drift is more likely to occur in large populations. __________________ natural selection 14. The factor that causes the greatest change in gene pools is mutation. __________________ 15. The type of natural selection by which one of the extreme forms of a trait is favored is called true drift directional selection

 
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For A-Z Answers Only

Look Out Below: A Case Study on Bone Tissue Structure and Repair

 

Mrs. Debbie Morgan is a 45-year-old female who works as a stocking clerk for a local home improvement store. While she was at work today a large box of metal rivets fell from a 20-ft.-high overhead shelf, striking her outstretched arm and knocking her to the ground. The ambulance personnel reported that she had lost quite a bit of blood at the accident scene and was “knocked out” when they arrived. To minimize further hemorrhage, the paramedics applied a pressure bandage to her arm.

 

You meet the paramedics as they bring Mrs. Morgan into the emergency room and begin to assess her for injuries. She is awake and alert, but complaining of severe left arm and back pain, plus she has a “killer headache.” To fully examine her injuries you remove four blood-soaked bandages from her arm. You notice a large open wound on her arm with what appears to be bone tissue sticking out of the skin. She also has bruises covering her left shoulder, left wrist, and lower back. To determine the extent of her injuries Mrs. Morgan undergoes several x-rays, which reveal the following:

 

1) fracture of the left humerus at the proximal diaphysis,

 

2) depressed fracture of the occipital bone,

 

3) fracture of the 3rd  lumbarvertebral body.

 

 

Short Answer Questions

 

2.   One way bones are classified is by their shape. How would you classify the bones fractured by Mrs. Morgan?

 

 

3.   The body of Mrs. Morgan’s vertebra is fractured. What type of bone tissue makes up the majority of the vertebral body? Describe the structure and function of this type of bone.

 

4.   The diaphysis of Mrs. Morgan’s humerus is fractured. What type of bone makes up the majority of the diaphysis of long bones like the humerus? Describe the layers of bone tissue found here.

 

5.   Most connective tissue, including bone, is highly vascular. Which anatomical structures in Mrs. Morgan’s compact bone house blood vessels? What sign or symptom in Mrs. Morgan’s case is directly related to disruption of these structures by her bone fractures? How is the sign or symptom related to these anatomical structures?

 

 6.   Within days after a fracture, a “soft callus” of fibrocartilage forms. What fibers are found in this type of cartilage? Identify the cells required for fibrocartilaginous callus formation and list their functions.

 

 7.   As a fracture is repaired, new bone is added to the injury site. What term is used to describe the addition of new bone tissue? Identify which bone cell is responsible for this process and explain how it occurs.

 

 

8.   In the final stage of bone repair, some of the osseous tissue must be broken down and removed. What term is used to define the breaking down of osseous tissue? Which bone cell would be best suited for this task?

 

9.   The extracellular matrix (ECM) of bone is considered to be a composite material made up of organic and inorganic matter. What makes up the organic and inorganic portions of the matrix? Describe the cellular mechanism involved in breaking down this matrix; include the bone cell required for the process.

 

 
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BIO 101 Week 1 Cell Biology: What Is Life? Worksheet

BIO 101 Week 1 Cell Biology: What Is Life? Worksheet

University of Phoenix

 

Complete the University of Phoenix Material: What Is Life? Worksheet.

 

University of Phoenix Material

 

What Is Life?

 

Part I: Media Relevancy

 

Read each statement.

Write a 100-word summary explaining how the chosen media piece supports the statement. Include reference citations.

 

1.     Find a media piece—article, video, presentation, song, or other—that recognizes the fundamental concepts of chemistry in biology. Include the link or reference citation for the piece and describe how it helped you better understand how fundamental concepts of chemistry affect biology.

 

 

2.     Find a media piece—article, video, presentation, song, or other—that describes the energy metabolism of cells. Include the link or reference citation for the piece and describe how it helped you better understand the energy metabolism of cells.

 

 

3.     Find a media piece—article, video, presentation, song, or other—that compares the structures and functions of different cell types. Include the link or reference citation for the piece and describe how it helped you better compare structures and functions of different cell types.

 

 

4.     Find a media piece—article, video, presentation, song, or other—related to the scientific method, creating hypotheses, or designing experiments. Include the link or reference citation for the piece and describe how it helped you better understand how the scientific method is used to create hypotheses and experiments.

 

 

Part II: Applying Science to Everyday Life

Recently, Earl attended a picnic at his daughter’s school. The picnic was a potluck, and the food was served outdoors. Contributions included hamburgers, hot dogs, baked beans, potato chips, potato salad, coleslaw, apple pie, and vanilla ice cream. Within 24 hours of the picnic, several attendees developed symptoms of food poisoning. Of the 50 people who attended the picnic, only 30 people became ill. Every person at the picnic ate something, but not every person had an opportunity to sample each item. Earl noticed that the potato salad he started to eat was warm. He also noticed that his hamburger was somewhat pink in the middle and not fully cooked. Earl wonders if eating the hamburgers or the potato salad could be responsible for making some attendees ill. Earl has begun to apply the scientific method to this common problem. Complete each of the following tasks in 200 to 300 words.

 

1.     How would the scientific method help Earl create an experiment to determine which food sources made people sick?

2.     Describe the steps of the scientific method Earl utilized.

 

3.     Describe the remaining steps Earl will use if he decides to use the scientific method to determine what made the people sick.

 
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Diet Analysis Project

Diet  Analysis  Project     Step 1. Screen Diet

Complete a 24-hour recall and Food Group Count List every food and beverage that you’ve eaten over the past 24 hours. Count the number of servings of each food group provided by the foods that you listed. (A sample recall form can be found in the textbook Appendix E; page A-44, or at McGraw Hill Connect Student Resources page. The form there is titled, ‘Daily Food Log Form’. You will not submit this form. If you need help estimating the number of servings provided by what you listed refer to the ‘What Counts as an ounce, cup, etc.’ link at: http://www.choosemyplate.gov/food-groups/fruits-counts.html

Step 2. Introduce Problem

Discuss the potential of a specific nutrient imbalance and how it relates to a health outcome. a. In one paragraph, discuss the results of the 24-hour recall (food group intake) and identify the most problematic food group (compared to My plate recommendations). If you need help determining if a group was over or under consumed, refer to the ‘How Much is Needed?’ link at: http://www.choosemyplate.gov/food-groups/fruits-amount.html b. In one paragraph, discuss the feature nutrients of that problematic food group that may be imbalanced. If you need help determining what nutrients are featured in a group, refer to the ‘Health Benefits and Nutrients’ link at: http://www.choosemyplate.gov/food-groups/fruits-why.html c. In one to two paragraphs, discuss the relationship or effect of a specific nutrient (or group of nutrients) to some health outcome that you are interested in. Cite at least two scholarly articles (at least one review article and one original research article) that support your understanding (DO NOT USE the Health Benefits and Nutrients’ link at MyPlate.gov, nor trade, industry or popular type publications such as livestrong.org). d. In one sentence, state the purpose of a prospective analysis.

Step 3. Diet Analysis a. Complete a prospective diet record

Without changing your usual diet, keep a detailed food log of food and beverage intake for one to seven days. (A sample daily food log form can be found in the textbook Appendix E; page A-38, at McGraw Hill Connect Student Resources page, or posted in Bb beneath the project instructions. You will not submit the form. b. Analyze Diet Record using Diet Analysis Software Transfer every food item from your food log into Nutrition Calc Plus. Demonstration to this is included in Diet Analysis Lecture Archive. c. View Results/Reports. Be sure the reports that you select provide the information needed to address the purposes of the analysis.

Step 4. Performance a. Discuss in a sentence or two, intake of the nutrient/nutrient group

discussed in Step 2 compared to DRI, or dietary goals as listed in Nutricalc.

b. Create one table or figure that shows the level of that nutrient/nutrient group consumed compared to dietary goals as listed in Nutricalc.

c. Discuss in one to two paragraphs specific foods that influenced the levels of the nutrient/nutrient group, and discuss at least three dietary strategies to maintain or improve intake of nutrient/nutrient group.

 
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Need 2 PAGE BILOGY PAPER DONE. DEADLINE 4HRS

Learning Objectives Covered:

1. Explain the importance of monitoring plateau pressures and its use in calculating static compliance

2. Explain the use of volume-controlled ventilation and pressure-controlled ventilation

3. List and describe ventilatory support treatment plans for patient’s based on their clinical diagnosis

Background

 

Compliance is a measurement of the distensibility of the lung or the ability of the lung to distend. It is expressed as a change in volume divided by a change in pressure using the standard units of Liters/cmH20. The normal lung + thorax compliance of an adult is around 0.1 L/cmH20. When the compliance is low, more pressure will be needed to deliver a given volume of gas to a patient. Diseases that cause low lung compliance are classified as restrictive diseases and include Adult Respiratory Distress Syndrome (ARDS), pulmonary edema, pneumonectomy, pleural effusion, pulmonary fibrosis, and pneumonia among others. Emphysema is a typical cause of increased lung compliance.

When measuring lung compliance one must know the delivered tidal volume and must also know the change in alveolar pressure that results from the addition of that known tidal volume. Alveolar pressure is the pressure in the distensible parts of the respiratory tract and is determined by the tidal volume and the lung/chest compliance. Airway pressure is the pressure measured at the patient’s airway during mechanical ventilation. Airway pressure is equal to alveolar pressure when there is no occurrence of airflow. At the end of a mechanical inspiration, flow to the distal parts of the lungs continues even after inspiratory flow from the ventilator stops, as time is required for gas to reach the periphery of the lung. To measure alveolar pressure, one must measure the airway pressure at a time when both pressures are equal, i.e. when there is no flow.

 

We normally assume that alveolar and airway pressure starts out at atmospheric (our zero reference) before an inspiration starts. To equalize airway and alveolar pressures, we only have to prevent exhalation after inspiration has ceased by utilizing an inspiratory hold maneuver. The actual calculation is to divide the delivered tidal volume by the plateau pressure where the plateau pressure is the steady-state pressure measured during an inspiratory hold maneuver. Since approximate values are adequate for clinical use, clinicians use the plateau pressure minus the end expiratory pressure that is then divided into the exhaled tidal volume as measured by the ventilator. This compliance measurement is referred to as static compliance since it is measured after an inspiratory hold and there is no gas flow during its measurement.

Cstatic =                    exhaled VT (ml)                                    Pplat (cmH2O) – PEEP (cmH2O)

Where:

VT – Tidal Volume

Pplat = Plateau Pressure

A spontaneously breathing person has a normal compliance of approximately 100mL/cmH2O. In intubated patients, normal compliance is approximately 50mL/cmH2O.

Volume Control Ventilation is a type of ventilation in which a clinician sets a constant preset volume that is delivered to the patient’s lungs. In order for volume to remain constant with each breath, if compliance or airway resistance is changed then the ventilator changes the amount of pressure needed to deliver the breath. In other words, pressure will adjust to ensure that the preset tidal volume is delivered. For example, a patient receiving mechanical ventilation has developed congestive heart failure. Congestive heart failure is a restrictive disorder that results in pulmonary edema filling the interstitial spaces of the lungs. The edema makes inflating the lungs difficult. Since the ventilator is set to deliver a specific tidal volume, the pressure needed to deliver the tidal volume will be increased because the pressure needed to overcome elastic compliance is increased. Using excessive pressures to deliver ventilatory support increases the risk of injury to the lungs. This type of injury an is referred to as barotrauma. Barotrauma is injury to the lungs as a result of pressure changes. A specific type of injury that commonly occurs during delivery of mechanical ventilation is a pneumothorax, which is a rupture of one or both lungs.

The pressure used to overcome both elastic compliance (of the lungs and chest wall) and airflow resistance of the airways is referred to as the Peak Inspiratory Pressure (PIP or Ppeak). Peak inspiratory pressure is the maximum pressure in the circuit reached during delivery of a mandatory breath from a ventilator. Therefore, if volume remains constant then pressure must be adjusted to ensure that the set tidal volume is delivered despite any changes that occur in the lungs. The advantage of volume control ventilation is that alveolar ventilation remains constant so PaCO2 is not affected. During volume control ventilation, a minimum minute ventilation can be guaranteed which is useful when stabilizing ventilation.

Pressure Control Ventilation is a type of ventilation in which the ventilator delivers an inspiration until a preset pressure is reached. During pressure control ventilation, pressure is limited and if the compliance or airway resistance is changed then the volume of air delivered is changed. In other words, the preset pressure will not be exceeded but the tidal volume will change depending on changes that occur in the lungs. Take for example a patient who has developed secretions in the airway. Secretions accumulate in the airways and cause airflow resistance. The more airflow resistance that is encountered on inspiration the more pressure that is needed to overcome the obstruction. Think of pressure as a driving force. Inspiratory pressure overcomes the resistance and compliance of the lungs to inflate the lungs so the lungs can be filled with air. However, in pressure control ventilation the delivered pressure is limited. Once the set pressure is reached inspiration is terminated. This may result in the lungs may not being fully inflated which means less air delivered to the lungs with smaller tidal volumes. The more airway resistance affecting the lungs the less volume of air will be delivered. The same works for compliance. The lower the compliance (stiffer lungs) the less volume of air will be delivered.

Prompt

For this assignment, you will provide detailed responses to the following questions.

Be sure to review the link below regarding Calculations Commonly Performed in Respiratory Care

RT Equations Preview the document

1. Describe the difference between dynamic compliance and static compliance. What useful information do we receive by monitoring dynamic compliance? What useful information do we receive by monitoring static compliance?

2. Calculate compliance given Vt = 500 ml, Peak airway pressure = 30 cmH2O, Plateau pressure= 25 cmH20, PEEP = 10 cmH2O.

3. Calculate static and dynamic compliance given Vt = 760 ml, Peak airway pressure = 38 cmH2O, Plateau pressure= 33 cmH20, PEEP = 7 cmH20.

4. Calculate static and dynamic compliance on a patient who is on a volume ventilator and has the following measurements: Tidal Volume = 780 ml, Peak Airway Pressure = 45 cmH20, Plateau pressure 40 cmH2O,  PEEP = 10 cmH2O.

5. Calculate static and dynamic compliance: Tidal Volume 800 ml, Peak Airway Pressure 20 cmH2O, Peak Inspiratory Pressure 30 cmH2O, Plateau pressure 35 cmH2O, Peep 10 cmH2O.

6. Explain permissive hypercapnia and why this strategy is used for ventilating COPD patients in acute respiratory failure.

7. What is the recommended strategy for ventilating patients with ARDS?

8. What is the recommended strategy for ventilating patients with traumatic brain injury?

Submit your answers in at least 500 words on a Word document. You must cite at least three references to defend and support your position.

 
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