Presidential Healthcare Policy Analysis

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Presidential Healthcare Policy Analysis

(Presidential Healthcare Policy Analysis)

NURS 6050 Assignment: Agenda Comparison Grid And Fact Sheet Or Talking Points Brief

It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.

Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.

As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.

In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.

To Prepare:

  • Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations.
  • Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
  • Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
  • Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.

The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

  • Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
  • Describe the administrative agenda focus related to the issue you selected.
  • Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
  • Explain how each of the presidential administrations approached the issue.

(A draft of Part 1: Agenda Comparison Grid should be posted to the Module 1 Discussion Board by Day 3 of Week 1.)

Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

  • Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?
  • How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?
  • Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

Part 3: Fact Sheet or Talking Points Brief

Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.

Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:

  • Summarize why this healthcare issue is important and should be included in the agenda for legislation.
  • Justify the role of the nurse in agenda setting for healthcare issues.
 
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Skin Cancer and Evolution

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Skin Cancer and Evolution

(Skin Cancer and Evolution)

Biology Questions On Cancer

1. What are the causes of skin cancer?

2. Why are Caucasians more at risk of skin cancer than other populations?

3. At what age does skin cancer typically occur? Is the incidence of skin cancer greater in youth or old age?

4. Does the amount of UV light reaching the Earth vary in a predictable manner (Figure 6-3)? If so, describe the pattern you observe.

5. What latitude receives the greatest amount of UV light (Figure 6-3)? The least?

6. Based on these data (Figure 6-3), where might you expect to find the most lightly pigmented and most darkly pigmented people on the planet? Be as specific as you can.

7. Provide a rationale to your answer above (i.e., why did you think that more darkly pigmented people would be found in those areas)?

8. Interpret Figure 6-4 and the trend it describes.

A. Is skin reflectance randomly distributed throughout the globe? If not, how would you describe the pattern?

B. Restate your findings in terms of skin color and UV light (instead of skin reflectance and latitude).

C. How closely do these findings match the predictions of your hypothesis (Question 6)?

D. Some populations have skin colors that are darker or lighter than predicted based on their loca­tion. Their data point falls somewhere outside of the line shown in (Figure 6-4). What might ex­plain the skin color of these exceptional populations? Propose a few hypotheses.

E. Hypothesize why different skin colors have evolved.

(Skin Cancer and Evolution)

9. Hypothesize why different skin colors have evolved. Based on what you know, what factor is most likely to exert a selective pressure on skin color?

10. Review your answer to Question 3. Keeping your answer in mind, how strong a selective pressure do you expect skin cancer (UV-induced mutations) to exert on reproductive success?

11. Based on this information, does your hypothesis about the evolution of skin color (Question 9) seem likely? Why or why not? How does skin color meet, or fail to meet, the three requirements of natural selection outlined above?

12. Based on Branda and Eaton’s results (Figure 6-5), what is the apparent effect of UV light exposure on blood folate levels?

13. What is the apparent effect of UV light on folate levels in these test tubes? __________________

14. How is folate linked to natural selection?

15. All other things being equal, which skin tone would you expect to be correlated with higher levels of folate? _________________________________________________________________________

16. Based on this new information, revise your hypothesis to explain the evolution of human skin color.

17. What would happen to the reproductive success of:

A.light-skinnedperson living in the tropics? _________________________________________

B. light-skinned person living in the polar region? _____________________________________

C.dark-skinned person living in the tropics? _________________________________________

D.  dark-skinned person living in the polar region? _____________________________________

18. Predict the skin tones expected at different latitudes, taking folate needs into consideration. Use the world map (Figure 6-6) to indicate the skin tone expected at each latitude (shade the areas where populations are darkly pigmented).

19. Can folate explain the variation and distribution of light- and dark-skinned individuals around the world?

20. How is vitamin D linked to natural selection?

21. Which skin tone allows someone to maintain the recommended level of vitamin D? ________________

22. Based on this new information, revise your hypothesis to explain the evolution of the variation and distribution of human skin color.

23. Taking only vitamin D into consideration, what would happen to the reproductive success of:

A. light-skinned person living in the tropics? _________________________________________

B. light-skinned person living in the polar region? _____________________________________

C. dark-skinned person living in the tropics? _________________________________________

D. dark-skinned person living in the polar region? _____________________________________

24. Predict the skin tones expected at different latitudes, taking only vitamin D needs into consider­ation. Use the world map (Figure 6-8) to indicate the skin tone expected at each latitude (shade a region to represent pigmented skin in that population).

25. Can vitamin D alone explain the current world distribution of skin color? ____________________

26. Using principles of natural selection, predict the skin tone expected at different latitudes, taking ul­traviolet exposure, vitamin D, and folate needs into consideration. Use the map (Figure 6-9) to indicate skin tone patterns at different latitudes (shade regions where populations are expected to be darkly pigmented).

27. Are UV light, vitamin D and folate needs sufficient to explain the current world distribution of skin color? ___________________________________________________________________________

28. How might you explain that Inuits, living at northern latitudes, are relatively dark-skinned (much more so than expected for their latitude)? Propose a hypothesis.

29. Conversely, Northern Europeans are slightly lighter-skinned than expected for their latitude. Pro­pose a hypothesis to explain this observation.

 
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Evolution of Skin Pigmentation

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Evolution of Skin Pigmentation

(Evolution of Skin Pigmentation)

Human Evolution Revised April 2018 www.BioInteractive.org Page 1 of 7

Activity Student Handout

Human Skin Color: Evidence for Selection

INTRODUCTION Our closest primate relatives have pale skin under dark fur, but human skin comes in a variety of shades from pinkish white to dark brown. How did this variation arise? Many biological traits have been shaped by natural selection. To determine whether the variation in human skin color is the result of evolution by natural selection, scientists look for patterns revealing an association between different versions of the trait and the environment. Then they look for selective pressures that can explain the association.

In this lesson, you will explore some of the evidence for selection by analyzing data and watching the film The Biology of Skin Color (http://www.hhmi.org/biointeractive/biology-skin-color), featuring anthropologist Dr. Nina Jablonski. In Part 1 of this lesson, you’ll discover the particular environmental factor correlated with the global distribution of skin color variations. In Parts 2 and 3, you’ll come to understand the specific selective pressures that have shaped the evolution of the trait. Finally, in Part 4, you’ll investigate how modern human migration is causing a mismatch between biology and the environment.

PROCEDURE Read the information in Parts 1–4 below, watching segments of the film and pausing as directed. Answer the questions in each section before proceeding to the next.

PART 1: Is There a Connection Between UV Radiation and Skin Color? Watch the film from the beginning to time stamp 5:49 minutes. Pause when Dr. Nina Jablonski asks the question, “Is there a connection between the intensity of UV radiation and skin color?”

In this segment of the film, Dr. Jablonski explains that the sun emits energy over a broad spectrum of wavelengths. In particular, she mentions visible light that you see and ultraviolet (UV) radiation that you can’t see or feel. (Wavelengths you feel as heat are in a portion of the spectrum called infrared.) UV radiation has a shorter wavelength and higher energy than visible light. It has both positive and negative effects on human health, as you will learn in this film. The level of UV radiation reaching Earth’s surface can vary depending on the time of day, the time of year, latitude, altitude, and weather conditions.

The UV Index is a standardized scale that forecasts the intensity of UV radiation at any given time and location in the globe; the higher the number, the greater the intensity. Examine Figure 1 on the next page and answer Questions 1–6.

1. Describe the relationship between the UV Index (the colored bar in Figure 1) and latitude (y-axis).

2. How do you explain the relationship between the UV Index and latitude? (In other words, why does UV intensity change with latitude?)

Human Skin Color: Evidence for Selection

(Evolution of Skin Pigmentation)

Human Evolution Revised April 2018 www.BioInteractive.org Page 2 of 7

Activity Student Handout

3. Find your approximate location on the map. What is the primary UV Index value of your state on this particular day in September? _________

4. Look at the regions that receive the most-intense UV (light pink). Site a specific piece of evidence from the map that a factor other than latitude was contributing to UV intensity on this day.

5. In the film, Dr. Jablonski explains that melanin, located in the top layer of human skin, absorbs UV radiation, protecting cells from the damaging effects of UV. Genetics determines the type of melanin (i.e., brown/black eumelanin or red/brown pheomelanin) and the amount of melanin present in an individual’s cells. Based on this information, write a hypothesis for where in the world you would expect to find human populations with darker or lighter skin pigmentation (i.e., different amounts of melanin).

6. Explain how scientists could test this hypothesis.

Figure 1. Ultraviolet Radiation Index Across the World. The colors on this map of the world represent Ultraviolet (UV) Index values on a particular day in September 2015. The UV Index is a standardized scale of UV radiation intensity running from 0 (least intense) to 18 (most intense). The y-axis values are degrees of latitude, which range from the equator (0°) to the poles (90° north and −90° south). The x-axis values are degrees of longitude, which range from the prime meridian (0°) to the antimeridian (180° east and −180° west). (Source: European Space Agency, http://www.temis.nl/uvradiati on/UVindex.html.)

Human Skin Color: Evidence for Selection

(Evolution of Skin Pigmentation)

Human Evolution Revised April 2018 www.BioInteractive.org Page 3 of 7

Activity Student Handout

You will now look at another figure that has to do with skin color. One way to measure skin color is by skin reflectance. Scientists can shine visible light on a portion of skin (typically the inside of the arm) and then measure how much light is reflected back. Dark skin reflects less visible light than does light skin. The lower the reflectance value, therefore, the darker the skin. Examine Figure 2 and answer Questions 7–9.

7. Why do you think that reflectance data are collected from a subject’s inner arm?

8. Describe the relationship between skin reflectance (y-axis) and latitude (x-axis). Consider both the direction and steepness of the lines’ slopes.

9. Do these data support your hypothesis from Question 5? Justify your answer.

Watch the film from time stamp 5:49 minutes to 9:08 minutes. Pause when Dr. Jablonski says, “That suggests that variation in human skin melanin production arose as different populations adapted biologically to different solar conditions around the world.” After watching this segment of the film, answer Question 10.

10. Based on what you know about skin pigmentation so far, suggest a mechanism by which UV intensity could provide a selective pressure on the evolution of human skin color. In other words, propose a hypothesis that links skin color to evolutionary fitness.

Figure 2. Relationship Between Skin Reflectance and Latitude. This figure shows how skin reflectance changes with latitude. Negative latitudes are south of the equator (located at 0°), and positive latitudes are north of the equator. Available reflectance data from multiple sources were combined to form this graph. All combined data were obtained using a reflectometer with an output of 680 nanometers (i.e., a wavelength of visible light) and placed on the subjects’ upper or lower inner arms. (Source: Panel B of Figure 2 in Barsh (2003). Graph originally captioned as “Summary of 102 skin reflectance samples for males as a function of latitude, redrawn from Relethford (1997).” © 2003 Public Library of Science.)

Human Skin Color: Evidence for Selection

(Evolution of Skin Pigmentation)

Human Evolution Revised April 2018 www.BioInteractive.org Page 4 of 7

Activity Student Handout

PART 2: What Was the Selective Pressure? Watch the film from time stamp 9:08 minutes to 12:19 minutes. Pause when Dr. Jablonski says, “For that reason, though it might cut your life short, it’s unlikely to affect your ability to pass on your genes.” After watching this segment of the film, answer Questions 11–13.

11. What does it mean for a trait, such as light skin coloration, to be under negative selection in equatorial Africa? Relate negative selective pressure to what we know about MC1R allele diversity among African populations.

12. Why does Dr. Jablonski dismiss the hypothesis that protection from skin cancer provided selection for the evolution of darker skin in our human ancestors?

13. Revisit your hypothesis from Question 10. Based on the information you have now, does this seem like a more or less probable hypothesis than when you first proposed it? Provide evidence to support your reasoning.

Watch the film from time stamp 12:19 minutes to 13:32 minutes. Pause when Dr. Jablonski says, “That is what melanin does.” In this segment of the film, Dr. Jablonski references a paper she had read about the connection between UV exposure and the essential nutrient folate (a B vitamin), which circulates throughout the body in the blood. The paper, published in 1978, describes how the serum (blood) folate concentrations differed between two groups of light-skinned people. You will now look at one of the figures from that paper. Examine Figure 3 and answer Questions 14–17.

Figure 3. Folate Levels in Two Groups of People. In one group (“patients”), 10 individuals were exposed to intense UV light for at least 30–60 minutes once or twice a week for three months. Sixty-four individuals not receiving this treatement (“normals”) served as the control group. The difference between the two groups was statistically significant (p < 0.005). Brackets represent the standard error of the mean, and “ng/mL” means “nanograms per milliliter.” (Republished with permission of the American Assn for the Advancement of Science, from Skin color and nutrient photolysis: an evolutionary hypothesis, Branda, RF and Eaton, JW, 201:4356, 1978; permission conveyed through Copyright Clearance Center, Inc.)

Human Skin Color: Evidence for Selection

(Evolution of Skin Pigmentation)

Human Evolution Revised April 2018 www.BioInteractive.org Page 5 of 7

Activity Student Handout

14. Describe the relationship between folate levels and UV exposure. Use specific data from the graph to support your answer.

15. Dr. Jablonski describes learning that low folate levels are linked to severe birth defects as a “eureka moment.” Explain what she means by this.

16. Based on this new information, revise your hypothesis to explain the selective pressure on the evolution of human skin color.

17. Can the effects of UV light on folate explain the full variation of human skin color that exists among human populations today? Explain your reasoning.

PART 3: Why Aren’t We All Dark Skinned? Watch the film from time stamp 13:32 minutes to 16:04 minutes. Pause when Dr. Jablonski says, “Support for the idea that the UV–vitamin D connection helped drive the evolution of paler skin comes from the fact that indigenous peoples with diets rich in this essential vitamin have dark pigmentation.”

Unlike many essential nutrients, vitamin D is produced by the human body. One type of UV radiation called UVB starts a chain of reactions that convert 7-dehydrocholesterol—a chemical found in skin—to vitamin D. Vitamin D is essential to the absorption of calcium and phosphorus from the foods we eat to make strong bones. It is also important for reproductive health and for the maintenance of a strong immune system. How much UVB exposure is necessary to synthesize sufficient vitamin D depends largely on two factors: UVB intensity and skin color. In general, at a given UV intensity, a dark-skinned individual must be exposed to UVB five times as long as a light-skinned individual to synthesize the same amount of vitamin D.

Dr. Jablonski and Dr. George Chaplin published a paper in which they theorize whether available UV around the world would enable individuals with different skin colors to synthesize an adequate amount of vitamin D. Figure 4 and Table 1 summarize the results. Analyze Figure 4 and Table 1 and answer Questions 18–21.

Human Skin Color: Evidence for Selection

(Evolution of Skin Pigmentation)

Human Evolution Revised April 2018 www.BioInteractive.org Page 6 of 7

Activity Student Handout

Table 1. Key to Zones in Figure 4.

Skin Pigmentation Wide Diagonals Narrow Diagonals Dots

Light N Y Y

Moderate N N Y

Dark N N N

Note: “Y” means that an individual with that skin pigmentation could synthesize sufficient vitamin D in the region indicated throughout the year. “N” means that the person could not.

18. Based on these data, describe the populations least likely to synthesize sufficient levels of vitamin D. Explain your answer with data from the figure.

19. How do these data support the hypothesis that the evolution of lighter skin colors was driven by selection for vitamin D production?

20. For a person living farther away from the equator, would the risk of vitamin D deficiency be uniform or vary throughout the year? If it would vary, how would it vary? Explain your reasoning.

Figure 4. Comparison of Geographic Areas in Which Mean UVB Intensity Would Not Be Sufficient for Vitamin D Synthesis by Populations with Different Skin Colors. Widely spaced diagonal lines show regions in which UVB radiation, averaged over an entire year, is not sufficient for vitamin D synthesis by people with lightly, moderately, and darkly pigmented skin. Narrowly spaced diagonal lines show regions in which UVB radiation is not sufficient for vitamin D synthesis by people with moderately and darkly pigmented skin. The dotted pattern shows regions in which UVB radiation averaged over the year is not sufficient for vitamin D synthesis in people with darkly pigmented skin. (Reprinted from The Journal of Human Evolution, 39:1, Nina G. Jablonski and George Chaplin, The Evolution of Human Skin Coloration, 57-106, Copyright 2000, with permission from Elsevier.)

Human Skin Color: Evidence for Selection

(Evolution of Skin Pigmentation)

Human Evolution Revised April 2018 www.BioInteractive.org Page 7 of 7

Activity Student Handout

21. Vitamin D and folate levels in the blood are both affected by UV light. Describe the predicted effects of using a tanning booth (which exposes skin to UV light) on the blood levels of these two vitamins.

22. Based on everything that you have learned so far, provide an explanation for how the different shades of skin color from pinkish white to dark brown evolved throughout human history.

PART 4: How Does Recent Migration Affect Our Health? Watch the film from time stamp 16:04 minutes to the end. In this segment of the film, Dr. Jablonski and Dr. Zalfa Abdel-Malek explain that some people are living in environments that are not well matched to their skin colors. One example is vitamin D production. The recommended level of circulating vitamin D is 20 ng/mL (nanograms per milliliter). But, as you learned in Part 3, vitamin D production is affected by UV intensity and skin color.

Figure 5 shows the concentrations of serum 25(OH)D vitamin, which is the main type of vitamin D that circulates in blood. Measurements were taken among people living in the United States and were standardized to negate the effects of weight, age, and other factors. Examine Figure 5 and answer Questions 22 and 23.

23. Describe the trends visible in the data. Which subpopulation (gender, race/ethnicity) is at the greatest risk for vitamin D deficiency? Which subpopulation is at the least risk for vitamin D deficiency?

24. What is one of the consequences of recent human migrations on human health?

Figure 5. Adjusted mean serum 25(OH)D levels according to race/ethnicity and stratified according to gender (n = 2629). aAdjusted for gender, age, weight, education, income, urban, region; b adjusted for age, weight, education, income, urban, region. (Reproduced with permission from Pediatrics 123, 797-803, Copyright© 2009 by the AAP.)

  • Introduction
  • PROCEDURE
    • PART 1: Is There a Connection Between UV Radiation and Skin Color?
    • PART 2: What Was the Selective Pressure?
    • PART 3: Why Aren’t We All Dark Skinned?
    • PART 4: How Does Recent Migration Affect Our Health?
 
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Discoveries inthe War on Cancer

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Discoveries inthe War on Cancer

(Discoveries inthe War on Cancer)

Individual Assignment 3 – 10 Discoveries inthe War on Cancer

1. Virologists are modifying lentiviruses as vectors for carrying proto-oncogenes into cancer-transformed cells in culture. They are developing this virus for inserting the ras proto-oncogene directly into its correct location in the genome. The correct ras gene will already be linked to human DNA on either side of it and complexed with a recombination enzyme that will insert it into its correct location within the human genome. At the same time, the recombination enzyme will excise the defective oncogenic form of ras. The cells in culture should again come under normal hormonal control and require extra-cellular signals in order to continue dividing.

2. Malignant brain tumors in adults are fast-growing cancers with median survival rates of 15 months, even with aggressive treatment. Researchers have been searching for genetic “signatures” (characteristic groups of cancer-causing genes) that could help in defining the kind of brain tumor the patient has. They hope to be better able to predict the course of the disease and more accurately design the patient’s course of treatment.

3. Tobacco smoking is the leading cause of preventable deaths worldwide. It is a risk factor for lung cancer and several other types of cancer. Results of analysis of the entire human gene collection (the “genome”) support some previous findings that a region of human chromosome number 15 contains one or more genes that are associated with smoking intensity (the number of cigarettes smoked per day) and the closely related trait of nicotine dependency. Scanning people’s genomes for these genes will help them to determine their risk of addiction should they begin smoking tobacco.

4. Immunologists are working with a mutation (HER2) that is expressed on the surface of many breast, bladder, pancreatic, and ovarian cancer cells. They have made antibodies against this mutant surface protein. These antibodies have been covalently bonded to a “gene expression vector” that makes cells light up when incubated with luciferin from fire flies. The vector takes the gene for luciferin into the cancer cells. The researchers have shown that their antibody can accurately find and “light up” cancer cells. Their next step is to bond the antibody to an expression vector that carries the normal HER2 gene into mutant cancer cells.

5. Immunologists are investigating ways to destroy lymphocytes (white blood cells of the immune system) that have become cancerous (lymphomas). A current drug Rituximab contains antibodies that bind to the surfaces of these lymphocytes setting them up for destruction by the cancer patient’s own immune system. They are currently seeking ways to modify the antibody’s structure so that it will attract the cancer patient’s “natural killer” (NK) cells to the lymphocytes. Success of this project will bring a multi-faceted immune response against lymphomas and hasten destruction.

(Discoveries inthe War on Cancer)

6. Biochemists have discovered a protein kinase enzyme named BRAF that is an important link in a molecular pathway that causes a cell to divide. Normally, BRAF responds to signals coming from outside the cell—signals calling for the cell to divide normally under normal conditions. But there is a mutation in BRAF enzymes that causes it activate the cell toward division continually. In this way it gives rise to melanomas and thyroid or ovarian cancers. Biochemists have also found a drug, vemurafenib, which binds selectively to mutant BRAF totally inactivating it. Cells that have inactivated BRAF undergo apoptosis—a process that leads to cell death.

7. Molecular biologists have taken nanoparticle-sized spheres and used them to deliver a cell-killing toxin from bee venom to tumors in mice, substantially reducing tumor growth without harming normal body tissues. Nanoparticles are known to concentrate in solid tumors because blood vessels in tumors show “enhanced permeability and retention effect” or EPR. Hence substances such as nanoparticles escape more readily from the bloodstream into tumors and the generally poor drainage of lymph from tumors further helps trap the particles in tumor tissue.

8. Organic chemists are exploring structural variations of the organic compound avobenzone (1-[4-Methoxyphenyl]-3-[4-tert-butylphenyl] propane-1,3-dione) for inclusion in sunblock products. Avobenzone is known for its ability to absorb a broad spectrum of ultra-violet radiations including UVB light (known to enhance the frequency of basal cell and squamous cell carcinomas [skin cancers]); and UVA rays thought to increase the frequency of melanoma cancers. New variations in the structure of avobenzone are hoped to retain the ability to absorb harmful UV radiation while having an increased stability in the presence of that radiation.

9. Biochemists are analyzing the many, many components of red meat (beef and pork) to determine which component, if any, will cause increased colorectal cancer rates in mice when the component is administered orally. Studies have shown that higher colorectal cancer rates in humans are associated with higher consumption rates of red meat.

10. Molecular biologists have developed a new sequence of human genes called an ankyrin insulator sequence. A new corrected or therapeutic gene is placed within this sequence. Its role is to create an active area on a human chromosome where the new gene can work efficiently no matter what chromosome it lands on.

 
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Microarray Analysis in Genomics

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Microarray Analysis in Genomics

(Microarray Analysis in Genomics)

BS101 Lab 6 Microarray MCQs

1. Genomics is the study of:
a. The structure and function of mutations and how they alter genetic traits.
b. Genes and the DNA sequences between genes and how they determine development.
c. The information provided by computer programs which analyzes mRNA.
d. The human genome as compared to other vertebrate genomes.
2. Microarrays are a very useful tool in genomics because they:
a. Help scientists examine intergenetic DNA by separating it from genes.
b. Provide a unique promoter region for polymerase chain reactions.
c. Allow scientists to examine thousands of genes all at once.
d. Decrease the time it takes for scientists to make copies of DNA.
3. Generally, every cell in our body contains the same 20,000 (or so) genes.  However, cells  in our body are different from each other because they:
a. Have different genes turned “on” or “off” to support different functions.
b. Contain different copies of genes for different functions.
c. Provide different nucleotide bases for each developmental function.
d. Function differently based on varying proteomics.

4. How can scientists determine the function of or differences between cell types?  They can examine the:
a. Number of nucleotide bases in genes versus intergenetic sequences.
b. Amount of mRNA expressed for each gene in a cell type, and then compare that information between cell types.
c. Amount of mutations between genes in the intergenetic spaces.
d. Number of tRNA copies for a particular cell type.

5. How is a microarray constructed?  In each spot, there are:
a. Copies of all the genes for an organism.
b. Multiple copies of one gene; each spot has copies for a different gene.
c. Multiple copies of intergenetic sequences, which bind to genes in the samples.
d. Copies of intergenetic sequences, which promote the replication of DNA in a sample.

Microarray Analysis in Genomics

6. The experiment that begins in Chapter 3 of the simulation seeks to answer the question:
a. What is the difference between intergenetic spaces in cancer cells versus healthy cells?
b. Why do different cell types express different amounts of mRNA?
c. How do different cancer cells produce different mutations?
d. What is the difference between healthy cells and cancer cells?7. Why can’t doctors use cell appearance to diagnose cancer?
a. Not all cancer cells look different from healthy cells.
b. Cancer cells are too small to examine using cell appearance.
c. Not all cancer cells are able to be biopsied from the body.
d. Cancer cells change appearance when taken out of the body.8. In the experiment, a solvent is added to each cell type (healthy cells and cancer cells).  After the sample tube containing each cell type is mixed on the vortex, the RNA is separated from the rest of the sample in a centrifuge.  Why does DNA settle to the bottom of the tube and RNA doesn’t?
a. RNA is much longer than DNA.
b. RNA is attached to proteins that help it stay in solution.
c. DNA is attached to biomolecules that weigh it down and help it settle to the bottom.
d. DNA is much longer than RNA.

9. What feature does mRNA have that tRNA and rRNA do not? mRNA always:
a. Contains a GABA box.
b. Contains a TATA sequence.
c. Ends with a G tail.
d. Ends with a poly-A tail.

10. How do the beads in the column separate mRNA from all other RNA?  The beads contain:
a. Sequences that magnetically separate the mRNA.
b. A glue-like substance derived from spider webs.
c. Poly-T’s.
d. A sequence of uracil’s that bind to the Poly-A tail.

Microarray Analysis in Genomics

11. After you isolate mRNA, you have to make a DNA copy.  Why can’t we just use mRNA?
a. DNA is much more stable than mRNA.
b. We have to add a fluorescent label that will allow us to see the sample.
c. mRNA will eventually transform into tRNA making it unusable.
d. A and B

12. Scientists call hybridization the key to microarrays.  Hybridization occurs when:
a. Two complimentary strands of DNA from different sources bind to each other.
b. Poly-A tails bind to Poly-Ts.
c. Different species interbreed and create new DNA base pairings.
d. Two strands of identical DNA bind without using the traditional nucleotide pairs.

13. When you scan the microarray in the scanner, the data show some dark spots.  What do these represent?
a. The DNA that has been replicated in healthy cells.
b. The mRNA that was washed away in the washing solution.
c. The DNA that was not transcribed and expressed in healthy cells.
d. The mRNA that was not bound by Oligo-d-tails in the beads.

14. When you scan the microarray in the scanner, some spots are yellow and represent places where the gene was expressed in both healthy and cancer cells.  These spots tell us:
a. Where to look for mutations.
b. Where DNA hybridized in cancer cells.
c. That DNA expression didn’t change in these genes when cancer occurred.
d. That the microarray didn’t work in these genes.

15. In our example, gene 6219 mRNA is made in both healthy and cancerous cells; however proteins are only translated from that mRNA in healthy cells.  Microarray analysis:
a. Shows us this defect by making yellow spots.
b. Cannot show us this defect, which is a limitation of this type of analysis.
c. Show us this defect by making red spots.
d. Cannot show us this defect, which is a benefit of this type of analysis.

 
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Weather And Climate Change

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Weather and Climate Change

(Weather and Climate Change)

Introduction

The Earth’s atmosphere is composed of 21% oxygen (O2), 78% Nitrogen (N2), and ~1% other gases (including water vapor, argon, carbon dioxide, hydrogen, and helium). Oxygen is essential for life and is used by most organisms for cellular respiration while carbon dioxide is used by plants and certain bacteria for photosynthesis.

Our atmosphere is composed of five layers:

Troposphere – nearest to the Earth’s surface; layer in which weather occurs (rising and falling air); comprises one half of total atmosphere; air pressure is decreased to 10% of that at sea level.

Concepts to Explore

Atmosphere

Weather

The Water Cycle

Climate

Figure 1: Clouds are visible accumulation of water droplets that accumulate in the Earth’s lowest layer of the atmosphere, the troposphere.

55

Weather and Climate Change

Stratosphere – contains the ozone layer (important for UV ray absorption).

Mesosphere – layer which meteors burn up in upon entering the Earth’s atmosphere.

Ionosphere/Thermosphere – locations of auroras (e.g., aurora borealis); layer in which the space shuttle orbits.

Exosphere – upper limit of the Earth’s atmosphere; layer where Earth’s atmosphere merges with outer space.

Weather is the state of the atmosphere at a given time and place and includes temperature, pressure, the type and amount of precipitation, wind, clouds, etc. Weather conditions can change hour to hour, day to day, and season to season.

Our weather is caused by uneven heating of the Earth from the sun. The resulting temperature differentials generate wind that forces warm air to flow to regions of cooler air. This flow can occur both horizontally across the surface of the Earth (e.g., from tropical to polar regions) and vertically, causing clouds, rain, and storms to develop as warm, moist air cools and condenses as it rises.

In addition to driving our weather, the sun’s energy also is responsible for regulating how water moves on, above, and below the Earth’s surface through the water cycle.

The water cycle describes how the amount of water on Earth remains constant over time. Water exists in three different states (in solid form as ice, as liquid water, and in a gas as water vapor) and cycles continuously through these states. The temperature and pressure determine what state water is in.

The water cycle consists of the following processes:

Evaporation of liquid water to a gas (water vapor)

Figure 2: The water cycle – can you name the steps? Refer to Lab 2 for help!

56

Weather and Climate Change

Condensation of water vapor to liquid water

Sublimation of solid water (ice) to water vapor (think dry ice)

Precipitation occurs when water vapor condenses to clouds/rain

Transpiration occurs when liquid water moves through plants from roots to leaves, changes to water vapor and is released to the atmosphere through holes (stoma) in the leaves

Surface run-off occurs when water moves from high to low ground

Infiltration occurs when water fills porous spaces in the soil

Percolation occurs when ground water moves in a saturated zone below Earth’s surface

Clouds form at many different altitudes in the troposphere when water vapor in warm air rises and cools. The water vapor condenses on microscopic dust particles in the atmosphere and transforms into either a liquid or solid and is visible as clouds.

Warm air can hold more water vapor than cool air. Thus, clouds often form over the tops of mountains and over large bodies of water, since the air over these formations is typically cooler than the surrounding air.

Figure 3: Clouds.

57

Weather and Climate Change

Climate is defined as the long-term average pattern of weather in a given region. Our climate is influenced by five components: the atmosphere, the hydrosphere (mass of liquid water), the cryosphere (mass of solid water; ice), the land surface, and the biosphere (life on Earth).

Climate change refers to the observed accelerated increase in the Earth’s temperature over the past 100 years and its predicted continued increase. The Earth’s average temperature has increased approximately 1 – 1.5 degrees F since 1900 (see figure below) and is projected to rise an additional approximately 3 – 10 degrees F over the next 100 years.

Changes in the Earth’s atmosphere have contributed to global warming. Global warming is due to the accumulation of “greenhouse gases”: carbon dioxide (CO2) from burning fossil fuels (oil, gas, and coal); methane (CH4) from agriculture, landfills, mining operations and gas pipelines; chlorofluorocarbons (CFCs) from refrigerants and aerosols; and nitrous oxide from fertilizers and other chemicals.

Increased temperature results in increased evaporation, accelerated polar ice melting, increased number of extreme temperature days, heavier rains/floods, and more intense storms. These changes will have important implications across public health, infrastructure, energy, economic, and political arenas.

Figure 4: Global Temperature Anomalies. Source: www.nasa.gov

58

Weather and Climate Change

Demonstration 1: Modeling the Water Cycle

In this experiment you will observe how entrapped water moves from land to the atmosphere and determine how weather conditions affect this movement.

Procedure

Using a graduated cylinder, carefully pour 20 mL of warm water (60°C) into the canning jar and secure the lid.

Fill the petri dish with ice and place on top of the canning jar’s lid.

Observe the jar every 5 minutes for 30 minutes. After 30 minutes, remove the petri dish and carefully remove the lid and look at the underside.

Materials

100 mL Graduated cylinder

Canning jar

Petri dish

Thermometer

Hot water

Water

Ice cubes

You must provide

59

Weather and Climate Change

Experiment 1: Assessing Infiltration

In this experiment, you will observe how entrapped water moves from land to the atmosphere and determine how weather conditions affect this movement.

Procedure:

Record your hypothesis in post-lab question 1. Be sure to indicate how you expect the environment within the bag to change over the course of the experiment.

Measure 200 mL sand into each plastic re-sealable bag.

Measure 200 mL room temperature water into each bag.

Seal each bag, leaving a bit of air in each.

Place 1 bag in a sunny location and 1 bag in a shady location.

Observe the bags after 1 hour, then again after 12 hours. Record your observations in Table 1.

Materials

(2) 9 x 12 in. Bags

250 mL Beaker

400 mL Sand

Water

A sunny location (window sill, outside porch, etc.)

A shady location

You must provide

 
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Exploring Human Genetic Traits

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Exploring Human Genetic Traits

(Exploring Human Genetic Traits)

Human Genetics

Please answer each question fully and in complete sentences. You may use textbook, or PowerPoint slides, and resources indicated in the questions below; if you use other resources, they must be cited properly in a working bibliography (author, article title, journal or book title, date of publication, page numbers)

Topic 8: Multifactorial and Acquired Developmental Traits

Should a woman be held legally responsible if she drinks alcohol, smokes, or abuses drugs during pregnancy and it harms her child (e.g., fetal alcohol syndrome)? If so, should liability apply to all substances that can harm a fetus, or only to those that are illegal? For example, we know that maternal weight gain in pregnancy is associated with an increased risk for diabetes in their children. What evidence or reasoning leads you to this opinion? State your opinion and then give sound reasoning for it.)

Topic 9: Multifactorial and Acquired Cancer Traits

Many genes contribute to lung cancer risk, especially among people who smoke tobacco. These genes include p53, IL1A, IL1B, CYP1A1, EPHX1, TERT, and CRR9. Search for one of these genes online and describe how mutations in the gene may contribute to causing lung cancer, or how polymorphisms in the gene may be associated with increased risk in combination with smoking. Be sure to choose a trustworthy source and cite the source with your answer.

Topic 10: Acquired Microbiome Traits

Malnutrition is common among children in the African nation of Malawi. Researchers hypothesized that the microbiome may play a role in starvation because in some families, some children are malnourished and their siblings are not, even though they eat the same diet. Even identical twins may differ in nutritional status.

Researchers followed 317 sets of twins in Malawi, from birth until age 3. In half of the twin pairs, one or both twins developed kwashiorkor, the type of protein malnutrition that swells bellies. The researchers focused on twin pairs in which only one was starving, including both identical and fraternal pairs. At the first sign that one twin was malnourished, both were placed on a diet of healthy “therapeutic food.” Four weeks later, the pair returned to the nutrient-poor village diet. If the malnourished twin became so again, then the researchers compared his or her microbiome to that of the healthy sibling. The goal was to identify bacterial species that impair the ability of a child to extract nutrients from the native diet. [Smith, et al. (2013) Gut microbiomes of Malawian twin pairs discordant for kwashiorkor. Science 339(6119):548-554.]

How might the findings from this study be applied to help prevent or treat malnutrition? Do you think that the study was conducted ethically? Why or why not? Explain how identical twins who follow the same diet can differ in nutritional status.

Topic 11: Multifactorial and Acquired Epigenetic Traits

The environmental epigenetics hypothesis states that early negative experiences, such as neglect, abuse, and extreme stress, increase the risk of developing depression, anxiety disorder, addictions, and/or obesity later in life through effects on gene expression that persist and can be passed on to the next generation. Suggest an experiment to test this hypothesis.

Topic 12: Genetics of Human Populations: Hardy-Weinberg Equilibrium

Population bottlenecks are evident today in Arab communities, Israel, India, Thailand, Scandinavia, some African nations, and especially among indigenous peoples such as Native Americans. Research an indigenous or isolated population and describe a genetic condition that its members have that is rare among other groups of people, and how the population bottleneck occurred.

Topic 13: Human Evolution

Explain why analyzing mitochondrial DNA or Y chromosome DNA cannot provide a complete picture of an individual’s ancestry. How can a female trace her paternal lineage if she does not have a Y chromosome?

Topic 14: Biotechnology in Human Genetic Research

Go to clinicaltrials.gov and search under “gene therapy.” Describe one of the current research trials for correcting a genetic problem. Include information about the genetic condition if available, including: mode of inheritance, age of onset, symptom severity, variability in expression, existing treatments (standard of care), and how the gene therapy is proposed to correct the problem.

 
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Breast Cancer SOAP Note

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Breast Cancer SOAP Note

(Breast Cancer SOAP Note)

Breast Cancer SOAP Note

Name: Sharon Broom
Date: January 17, 2020
Age: 45 years old
Gender: Female
Time: 12:45

SUBJECTIVE:

Chief Complaint: “I have a sore lump on the left breast.”

History of Present Illness:
Sharon is a 45-year-old female with complaints of a painful lump on her left breast for a month. The patient indicates that she feels unbalanced lumps on her left breast that are painful on the outer and upper corners. The patient observed the areas of the left outer breast worsening in terms of size and pain in the past week. She has experienced the pain of level four out of ten.

Her mother was detected to have breast cancer prior to the age of 50. She has had a history of hysterectomy because of irregular periods, menorrhagia. The patient refutes swelling, increased warmth, and redness of the left breast. She repudiates nipple discharge, swollen glands, chills, and fever.

History

Past Medical History:
Fibrocystic breast disease, Vitamin D deficiency, Urinary tract infection, Hypothyroidism, Hypocalcemia, and Constipation.

Screenings:

  • Blood Pressure screening (2016 N/A)
  • Dental Examination (2016 N/A)
  • Eye Examination (2016 N/A)
  • Mammogram (2016 BiRad 2)
  • Pap smear – normal
  • HPV test – normal

GTPAL: G=1, T=0, P=0, A=0, L=1 (Normal vaginal delivery without complication).

Menstrual History:
Started at the age of 14. Normal PAP outcomes. LMP (cannot recall) – hysterectomy (07/2012).

Post Hospitalizations:
Admitted to hospital for hysterectomy for one week.

Past Surgical History:
Hysterectomy (07/2012).

Medications:

  • Armour Thyroid 30mg oral tablet: consume two pills on Monday, Wednesday, and Friday and three pills other days.
  • Therapy: 15 May 2015
  • Last Rx: 5 April 2016

Allergies:
Food allergies, Penicillin, Triple Sulfa Vaginal CREA.

Family History:

The patient’s mother passed away at the age of fifty, with a medical history of breast cancer. Sharon’s father is still alive at the age of seventy, with a medical record of hypertension. The patient has a younger brother aged 35 years and has no medical glitches. The patient has a sixteen-year-old son, who is healthy.

Social History:

The patient is divorced and lives with her son. She does not smoke but consumes alcohol irregularly. Sharon takes a regular diet that has no restrictions. She has no worries about weight loss or gains since she exercises two to three times weekly. The patient continually puts on a seatbelt when driving and wears sunscreen.

Sexual/Contraceptive History:

She has not been sexually active for at least a year, but previously, she had a monogamous relationship. Birth control: Utilized condoms before. The patient has no fears with sexual performance or feelings.

Travel History:

She has not traveled out of the U.S.

Immunizations: (Information missing)

Review of Systems (ROS)

Skin, Hair, Nails:
Repudiates excessive sweating, change in texture, or pigmentation. Refutes changes in nails, hair, and skin.

HEENT:
Refutes vertigo or headaches. No complaints of vision loss, tearing, redness, or eye discharge. No criticisms of hearing loss, swallowing difficulty, or ear drainage. Denies rhinorrhea or nasal congestion. No bleeding gums.

Neck:
Refutes swollen glands, pain, or lumps. Repudiates discomfort of the neck.

Respiratory:
Repudiates shortness of breath, wheezing, or cough.

Cardiovascular:
No latest EKG. Refutes chest pain, palpitations, dyspnea, and orthopnea.

Gastrointestinal:
Normal appetite. No diarrhea, indigestion, reflux, vomiting, or nausea. Denies liver or gallbladder problems, jaundice. Regular bowel movement. No abdominal pain.

Genitourinary:
Refutes vaginal discharge, itchiness, irritation, and discomfort. Denies pain or burning when urinating, suprapubic or flank pain, hematuria, and dysuria. Repudiates hesitation or urgency to urinate.

Breast:
Senses uneven lumps on her left breast, extremely aching on the outer, upper corner of her left breast.

Musculoskeletal:
Refutes pain on joints, muscles, and bones. Refutes constraint to a range of motion, weakness, stiffness, and joint swelling.

Extremities:
No bony defect on the joints, heat, or redness.

Neuro/Psychiatric:
Repudiates any trouble with concentrating or behavioral changes. Denies motor-sensory loss, seizures, or fainting. Refutes hallucinations, suicidal ideation, mood swings, and depression.

Hematologic:
Repudiates easy bleeding or bruising.

Endocrine:
Denies kidney problems, thyroid problems, and a history of diabetes. Denies tenderness or thyroid enlargement, no inexplicable weight loss, or gain.

OBJECTIVE

Vitals:

  • Weight: 130 lb
  • Temp: 96.9 F
  • BP: 116/85
  • Height: 5’9”
  • Pulse: 60
  • Respiration: 15

General Appearance:
Well-dressed patient who looks like her declared age. Seems to be hydrated and well-nourished and does not look intensely unwell. She is in mild distress but is oriented and alert.

Skin:
Normal for ethnicity, warm. No clubbing, rashes, lesions, or abnormal pigmentation. Good skin turgor.

(Detailed HEENT, Cardiovascular, Respiratory, Chest/Breast, Abdomen, Genital/Urinary, Musculoskeletal, Neurological, and Psychiatric findings remain unchanged).

LABS & IMAGING

The latest mammography showed no evidence of mammographic malignancy. (BiRad2)

ASSESSMENT

Working Diagnosis:
Fibrocystic breast disease.

Differential Diagnosis:
Mastitis, Fibroadenoma, and Breast Cancer.

Rationale:
She has all progression and characteristics conforming with the disease:

  • Several breast lumps on the breasts
  • Cyclic deviations, which deteriorate during menstruation
  • Mobile, tender, dominant lumps
  • Bilateral nodularity

PLAN

Labs & Imaging Studies:

  • Ultrasound of left breast
  • Mammogram Diagnostic Digital Bilateral
  • Follow-up with OB doctor, perform ultrasound for diagnosis and cancer screening.

Medications & Immunizations:

  • If mastitis is observed, prescribe Dicloxacillin 500mg PO QID antibiotics.

Patient Education:

  • Train the patient on how to perform a breast self-exam.
  • Call the hospital if there is any fluid or increased breast pain in the nipple.
  • Follow up and referrals as needed.

Reference

Mertins, P., Mani, D. R., Ruggles, K. V., Gillette, M. A., Clauser, K. R., Wang, P., … & Kawaler, E. (2016). Proteogenomics connects somatic mutations to signaling in breast cancer. Nature, 534(7605), 55-62.

 
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Exploring Anthropology and Culture

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Exploring Anthropology and Culture

(Exploring Anthropology and Culture)

Anthropology Exam

Beginning Thoughts on Anthropology, Culture & Cultural Diversity

1.)What ideas or images that come to mind if someone says “Anthropology” or “anthropologist”? What has shaped your ideas about what Anthropology is or what Anthropologists do?

2.)What IS Anthropology? And what are the four sub-fields of Anthropology?

3.)Some contemporary archaeologists focus on studying modern human waste….including e-waste. If someone were to study YOUR waste (trash) …and e-waste what would they learn about you? Your diet? Your lifestyle?

4.) What are some cultural adaptations human beings have to better allow them to survive in their environment? Are there negative effects of these adaptations? If so, do the benefits outweigh those negative effects?

5.)American anthropologist Ralph Linton once said “The last thing a fish would ever notice would be water.” (Ralph Linton, 1936) How is this relevant and applicable to a discussion on “culture”?

6.) Polish anthropologist, Bronislaw Malinowski who is credited with inventing the anthropological method of intensive fieldwork, wrote in his journal about his fieldwork in the Trobriand Islands.In his diary he wrote” Imagine yourself suddenly set down surrounded by all your gear, alone on a tropical beach close to a native village, while the launch or dinghy which has brought you sails away out of sight.” What is Malinowski describing? Have you ever had an analogous experience in Philadelphia (or elsewhere)?

7.)Clifford Geertz, one of the most influential American anthropologists in the last 40 years, said “The locus of study is not the object of study. Anthropologists don’t study villages (tribes, neighborhoods…) they study in villages.” What do you think he meant? (And what happens if you substitute college for village?)

8.) If I were to ask you to provide a “socio-cultural analysis” of this classroom…where would you begin? Can you identify 10 ways that you might consider “diversity” within this classroom? (on campus, in the city, in the U.S. or in the world?)

9.) How do you think about diversity? i.e.as a problem? A challenge? An asset? Explain

10.) What do you think is bigger…a nation-state or a culture? Briefly explain.

 
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Cell Structure Answer Key

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Cell Structure Answer Key

(Cell Structure Answer Key)

UMUC Biology 102 / 103 Lab 3: Cell Structure And Function ANSWER KEY

This contains 100% correct material for UMUC Biology 103 LAB03. However, this is an Answer Key, which means, you should put it in your own words. Here is a sample for the Pre lab questions answered:

Pre-Lab Questions

1. Identify the major similarities and differences between prokaryotic and eukaryotic cells. (2 pts)

Prokaryotes tend to be less complex than eukaryotic cells, with fewer organelles and (generally) fewer requirements for survival. Eukaryotes have a nucleus, while prokaryotes do not. Both eukaryotes and prokaryotes have DNA, a cell membrane, and cytoplasm.

2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell? (2 pts)

DNA is housed in the nucleus in eukaryotic cells. Prokaryotic cells do not have a nucleus, and thus DNA exists freely in the cytoplasm.

3. Identify three structures which provide support and protection in a eukaryotic cell. (2 pts)

The cell membrane, the cytoplasm, and the cytoskeleton (microtubules, microfilaments, etc.).

Experiment 1: Cell Structure and Function

(Cell Structure Answer Key)

Post-Lab Questions

1.    Label each of the arrows in the following slide image:

2.    What is the difference between the rough and smooth endoplasmic reticulum?

3.    Would an animal cell be able to survive without a mitochondria? Why or why not?

4.    What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?

5.    Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.

Experiment 2: Osmosis – Direction and Concentration Gradients

Data Tables and Post-Lab Assessment

(Cell Structure Answer Key)

Table 3: Sucrose Concentration vs. Tubing Permeability

Band Color Sucrose % Initial Volume (mL) Final Volume (mL) Net Displacement (mL)
Yellow        
Red        
Blue        
Green        

Hypothesis:

Post-Lab Questions

1.    For each of the tubing pieces, identify whether the solution inside was hypotonic, hypertonic, or isotonic in comparison to the beaker solution in which it was placed.

2.    Which tubing increased the most in volume? Explain why this happened.

3.    What do the results of this experiment this tell you about the relative tonicity between the contents of the tubing and the solution in the beaker?

4.    What would happen if the tubing with the yellow band was placed in a beaker of distilled water?

5.    How are excess salts that accumulate in cells transferred to the blood stream so they can be removed from the body? Be sure to explain how this process works in terms of tonicity.

6.    If you wanted water to flow out of a tubing piece filled with a 50% solution, what would the minimum concentration of the beaker solution need to be? Explain your answer using scientific evidence.

7.    How is this experiment similar to the way a cell membrane works in the body? How is it different? Be specific with your response.

 
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