Bio Lab

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 Solutions & Dilutions, Acids & Bases – Breaking Bad Badge

(Adapted from Biology Laboratory Manual 10th Edition, by Darrell Vodopich & Hayden-McNeil Lab Simulations)

 

Solutions and Dilutions

Chemicals in living systems are in solution. A solution consists of a solute dissolved in a solvent. For example, salt water is a solution in which salt (the solute) is dissolved in water (the solvent). The concentration of solute in a solution can be expressed as either a percentage of the total solution as weight/volume OR as a measurement of the Molarity of the solution. We will work on figuring out solution concentrations using both of these methods as we will be using several different solutions over the course of the semester.

Percentage (weight/volume)

For the percentage method, the percentage of solute is the number of grams of solute per 100 mL of solution (weight/volume). It does not matter what chemical or liquid the solute or solvent are – this is strictly a percentage. For example, a 3% solution of sucrose is prepared by dissolving 30g of sucrose in 1L (1000 mL) of water (30 is 3% of 1000). If we wanted the same concentration of sucrose in final volume of only 100 mL, we would dissolve on 3g of sucrose in 100 mL of water (0.03 x 100 mL = 3g; 3g is 3% of 100). If we wanted 3% sucrose solution in a final volume of 500 mL; we would multiple 500 mL by 0.03 (3%), which equals 15. In order to make 500 mL of a 3% solution, we would dissolve 15g of sucrose in 500 mL water. Now – let’s practice:

1) How many grams of sugar would you add to 100 mL of water to make a 25% solution? ______________________

 

2) How many grams of calcium chloride would you add to 100 mL of water to make a 25% solution? ___________________________

 

3) How many grams of calcium chloride would you add to 500 mL of water to make a 25% solution? ___________________________

4) What percentage solution would you have if you mixed 5g of sugar in 500 mL of water? __________________________

 

 

5) If you only have 20g of sugar, what percent solution would you make if you dissolved it in 20 mL of water? ______________________ What percent solution would you have if you dissolved the 20g of sugar in 200 mL of water? ________ What percent solution would you have if you dissolved it in 2L of water? ____________________

Molarity

Molarity is the most common measure of concentration. It does matter what solute you use in this method of measuring concentration. The weight of 1 mole (M) of a chemical equals that chemical’s molecular weight in grams. A chemical’s molecular weight is the sum of the atomic weights of its component elements. For example, the molecular weight of water is 18g (2H = 2×1=2; O=16; 16+2=18). A mole of water weighs 18g. A solution with a molarity of 1.0M would be the molecular weight of the solute dissolved in 1L (1000 mL) of solvent. For example, a liter of solution containing 58.5g of NaCl (MW=58.5g) is a 1M solution of NaCl. Like in the percentage method, if your final volume is less than 1L, you would reduce or increase the number of grams of solute proportionally. For example, if you only wanted 500 mL of a 1M NaCl solution, you would dissolve half of the amount of solute that you would in 1L (58.5g/2=29.25g), since 500 mL is one half of the volume… Let’s practice!

1. How many grams of NaCl (MW=58.5g mole-1) would you dissolve in water to make a 2M NaCl solution in 1L final volume? _______________________

 

2. What is the molecular weight of Calcium chloride (CaCl2)? ______________ How many grams of CaCl2 would you dissolve in water to make a 1.5M CaCl2 solution in 1000 mL final volume? ______________________

 

In order to save space and time in the lab, scientist often make very concentrated solutions called stock solutions that they can later dilute with water to the molarity they need. This process is called dilution. The formula to determine how much of the stock solution is required for the desired molarity is:

Vi x Mi = Vf x Mf

Where Vi is the initial volume, Vf is the desired final volume, Mi is the initial molarity, and Mf is the desired final molarity.

For example, if you want to make a 1M solution of NaCl in 500 mL and your stock solution is 2M, then:

Vi x 2M = 500 mL x 1M

Vi = 500 mL x 1M / 2M = 250 mL

SO you would take 250 mL of the 2M NaCl and add 250 mL of water to get 1M NaCl solution in 500 mL.

Let’s practice determining concentrations and dilutions in the exercises below:

1. How many mL of a 6M NaCl stock solution should you add to make a 0.5M NaCl solution in a final volume of 250 mL? ___________________________

 

 

 

2. If you only have 150 mL of 2M NaCl stock solution, do you have enough solution to make 200 mL of a 1M NaCl solution? _________________________

 

 

3. How many mL of water would you need to make 250 mL of a 0.1M HCl solution? You have a 1M HCl stock solution already made. _________________________

 

Acids and Bases

There are millions of chemical substances in the world. Some of them have acidic properties, others, basic properties. Acids are substances which release hydrogen ions (H+) when they are mixed with water. Bases are substances which release hydroxide ions (OH-) when they are mixed with water. (This freeing of ions is called dissociation in both cases). Free hydroxide ions react with the hydrogen ions producing water molecules: H+ + OH- = H2O. In this way, bases diminish the concentration of hydrogen ions. A solution rich in hydrogen ions is acidic, a solution poor in hydrogen ions is basic, or alkaline. Some acids dissociate only in part and they are called weak acids; others dissociate completely, freeing large amounts of hydrogen ions. These are called strong acids. In the same way, the bases can be stronger or weaker. Diluted acids and bases are less concentrated and less aggressive in their actions. The acidic or basic degree of substances is measured in pH units. The scale used spans from 0-14. Substances with pH lower than 7 are considered acids, those with pH equal to 7 are considered neutral, and those with pH higher than 7 are considered bases. Substances with low pH are very acidic, while those with high pH are highly basic. Concentrated acidic and basic substances are very corrosive and dangerous.

pH is the measure of the concentration of hydrogen ions in a solution. As this concentration can extend over several orders of magnitude, it is convenient to express it by means of logarithms of base ten. As this concentration is always less than one, its logarithm always has the minus sign. To avoid having to always write the minus sign, it has been agreed to write this value with the positive sign. (This is the same as using the logarithm of the reciprocal of the hydrogen ion concentration). So, the pH is the logarithm of the concentration of hydrogen ions, with the sign changed: pH = -log [H+]. Thus, when pH has low values, the concentration of hydrogen ions is high.

There are substances which have the property of change their color when they come in contact with an acidic or basic environment. These substances are called pH indicators. Usually, they are used as dissolved substances, for example phenolphthalein and bromothymol blue. Often, to measure the pH special papers which have been soaked with indicators are used. These papers change color when they are immersed in acidic or basic liquids. This is the case of the well-known litmus paper.

Procedure 1: Determine the pH of Various Substances

1. Find 10 samples around your house to test. They need to be in liquid format in order to be tested. Some examples of what you can test are coca-cola, mouthwash, soap (make sure to dilute with water first!), milk, water, lemon juice, etc. Determine the pH using the commercial pH indicator paper provided to you in your at-home kit. Record your results in the table provided.

a. pH papers – Immerse an end of the paper in the liquid you wish to examine and remove it immediately. The pH of the liquid is determined by comparing the color of the paper to the scale of colors printed on its packet. Record the pH reading in the table below.

Samples pH by pH paper
   
   
   
   
   
   
   
   
   
   

 

1. Which substance was the most acidic? Which substance was the most basic?

 

 

2. Were there any solutions that had a neutral pH? If so, which ones were they?

 

 

3. Were you surprised by any of your results? Why or why not?

 

 

 

Log-in to the Hayden-McNeil lab simulation website (http://courses.haydenmcneil.com) and click on the “Acids, Bases, and pH Buffers” simulation. Read through the background material provided and then click on the gray arrow at the bottom of the page. Open up the simulation by clicking on the green button. The simulation directions are available on the website and below. Use the simulation for Procedures 2-4.

Procedure 2: Introduction to pH Indicators

1. Take six small test tubes from the Containers shelf and place them onto the workbench.

2. Label the test tubes 1 – 6 by clicking on the tube and typing in the name and add a reagent to each test tube according to the table below. All reagents can be found on the Materials shelf.

3. Take a pH meter from the Instruments shelf and place it in the first test tube. To properly attach the meter, remember to place your cursor over the test tube when dropping the pH meter onto it. Repeat this procedure for test tubes 2 – 6. Record the color and pH of all six solutions to reference later.

4. Take a 50 mL beaker from the Containers shelf and place it onto the workbench.

5. Add 5 mL of bromothymol blue to the beaker.

6. Take a dropper from the container shelf and place it on the workbench.

7. Place the dropper into the beaker of bromothymol blue. You should observe the dropper filling with the liquid.

8. Using the dropper, add 2 drops of bromothymol blue to each test tube. Record the color and pH of all six solutions again after adding this material.

 

 

Test Tube Number Solution pH before addition of bromothymol blue Color before addition of bromothymol blue pH after addition of bromothymol blue Color before addition of bromothymol blue
1 10 mL water        
2 10 mL acetone        
3 10 mL 5 M citric acid        
4 10 mL 5% vinegar        
5 10 mL 4 M ammonia        
6 10 mL diluted bleach        

 

 

9. Clear your workbench by dragging instruments back to the Instruments shelf and by emptying containers in the waste bin and then placing the empty containers in the sink.

 

Why is bromothymol blue considered a pH indicator?

 

 

 

How accurate of an indicator is the bromothymol blue?

 

 

 

Does it change to a different color for every pH examined?

 

 

 

Does the addition of indicator change the pH of the solutions at all? Explain why or why not.

 

 

 

Based on your results with bomothymol blue, what color would a solution that was pH 13.5 be?

Procedure 3: Phosphate Buffer System

Part 1: Set-up

1. Take four small test tubes from the Containers shelf and place them onto one side of the workbench.

2. Label the test tubes 1 – 4 and fill the test tubes with solutions from the Materials shelf, according to the table below.

Note: The combination of the two phosphate solutions in the fourth test tube is the standard phosphate buffer.

Read the labels of the solutions on the shelf carefully, so you do not confuse the two phosphate solutions. Sodium hydrogen phosphate (Na2HPO4) and sodium dihydrogen phosphate (NaH2PO4) are not the same thing.

Test Tube Set-up
Test Tube Number Water 0.1 M Sodium Dihydrogen Phosphate 0.1 M Sodium Hydrogen Phosphate
1 5 mL    
2   5 mL  
3     5 mL
4   2.5 mL 2.5 mL

Part 2: Response to Hydrochloric Acid

1. Take a pH meter from the Instruments shelf and place it into test tube 1. Repeat for test tubes 2 – 4.

2. Record the contents of each solution along with its pH in the results table below.

3. Take a 50 mL beaker from the Containers shelf and place it onto the workbench.

4. Add 10 mL of 0.5 M hydrochloric acid (HCl) to the beaker.

5. Take a dropper from the Containers shelf and place it onto the workbench.

6. Place the dropper into the beaker of HCl. You should observe the dropper filling with hydrochloric acid.

7. Move the dropper onto test tube 1 and add two drops.

8. Repeat step 7 with the other three test tubes.

9. Record the new pH of each test tube in the results table below. Indicate whether it was a positive or negative change.

10. Clear your workbench by dragging instruments back to the Instruments shelf and by emptying containers in the waste bin and then placing the empty containers in the sink.

Part 3: Response to Sodium Hydroxide

1. Set up your workbench with four test tubes, as in Part 1.

2. Repeat the procedure outlined in Part 2, steps 1 – 10, using 0.5 M sodium hydroxide (NaOH) in your beaker instead of hydrochloric acid.

 

Results from Procedure 3: Phosphate Buffer System
  HCl Results NaOH Results
Test Tube Contents pH pH after HCl Change in pH pH pH after NaOH Change in pH
Water            
NaH2PO4            
Na2HPO4            
NaH2PO4 and Na2HPO4            

 

Questions:

1. Which solution was the least sensitive to the addition of acid or base?

 

 

2. Which of the four solutions tested is the best buffer against changes in pH caused by the addition of an acid or a base?

 

Procedure 4: Buffering Capacity of a Phosphate Buffer

Part 1: Addition of Acid

1. Take a small test tube from the Containers shelf and place it onto the workbench.

2. Add 2.5 mL of 0.1 M sodium hydrogen phosphate (Na2HPO4) and 2.5 mL of 0.1 M sodium dihydrogen phosphate (NaH2PO4) to the test tube.

 

3. Take a pH meter from the Instruments shelf and place it in the test tube. Record the pH of the phosphate buffer solution in the results table below.

 

4. Take a 50 mL beaker from the Containers shelf and place it onto the workbench.

 

5. Add 20 mL of 0.5 M hydrochloric acid (HCl) to the beaker.

 

6. Take a dropper from the Containers shelf and place it onto the workbench.

 

7. Place the dropper into the beaker of hydrochloric acid. You should observe the dropper filling with hydrochloric acid.

 

8. Add 1 drop of hydrochloric acid to the test tube.

 

9. Record the pH every time you add another drop of HCl in the table below.

 

10. Repeat steps 8 and 9 until the pH falls below 3 or until you have dispensed a total of 15 drops, whichever is reached first. Make sure that you record the pH after each drop is added.

 

11. Clear your workbench by dragging instruments back to the Instruments shelf and by emptying containers in the waste bin and then placing the empty containers in the sink.

Part 2: Addition of Base

1. Repeat the procedure outlined in Part 1, steps 1 – 10, using 0.5 M sodium hydroxide (NaOH) in your beaker. Add the base until the pH rises above 12 or until you have dispensed a total of 15 drops, whichever is reached first. Record results in the table below.

2. Clear your workbench by dragging instruments back to the Instruments shelf and by emptying containers in the waste bin and then placing the empty containers in the sink.

 

 

 

Results from Procedure 4: Buffering Capacity of a Phosphate Buffer
Drops Acid pH Drops Base pH
1   1  
2   2  
3   3  
4   4  
5   5  
6   6  
7   7  
8   8  
9   9  
10   10  
11   11  
12   12  
13   13  
14   14  
15   15  

 

 

Questions:

1. The strong acid and strong base used in this lab are the same concentration. Thus, the magnitude of the pH change caused by addition of a single drop will be the same on either side of the starting pH. Addition of acid lessens the pH and addition of a bases raises the pH.

 

Construct a graph of the pH versus the number of drops of acid or base added to the phosphate buffer. To show the relative magnitudes, use a negative value for each drop of acid and a positive value for each drop of base. For example, use -7 to write 7 drops of acid and 5 to show 5 drops of base. Copy the graph you construct and paste into this document to turn in.

 

2. Suppose you had a buffer containing 0.5 moles of sodium dihydrogen phosphate and 0.5 moles of sodium hydrogen phosphate. How many moles of hydrochloric acid would this phosphate buffer be able to accept before the pH of the solution began to change drastically?

 

3. Which chemical provides the conjugate base in the buffer containing NaH2PO4 and Na2HPO4?

 

 

 

4. Explain why phosphate buffer needs both NaH2PO4 and Na2HPO4 in order to resist changes in pH.

 

 

 

 

5. Predict what might happen if you made up phosphate buffer with only half as much NaH2PO4 compared to Na2HPO4.

 

 

 

 

6. Your lab mate attempts to use bromothymol blue to differentiate between two solutions – one that should be pH 7.3, and another that should be pH 6.7. What is your advice to your lab mate? Do you agree with his decision?

 

10

 
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BIOLOGY 7B

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The goal of this assignment is to familiarize you with the process  going from the characterization of a disease in human patients, to the  identification of a mutated gene causing it, to the use of a mouse model  to investigate how this mutation is causing     the disease. You will learn about the spinocerebellar ataxia 1  (SCA1) genetic disease as an example of such a process.

This assignment is inspired by and uses content from, the lecture “A Healthy Nervous System: A Delicate Balance” on     BioInteractive. Watch the video, (it may also be useful to download the transcript for reference)     and answer the questions below.

Question 1:  Based on this video, describe the symptoms of the SCA1 disease.

SCA1 is a familial disease as indicated by the pedigree analysis chart shown on the video and in the image below.

Tracing Family History

Question 2:  Explain  how to read the chart by indicating what the squares and circles  represent and what is the difference between filled and hollow shapes.

Question 3:  Discuss what conclusions can be drawn from the pedigree eg  assuming that the disease is caused by the mutation of one single gene,  do you think this mutation is recessive or dominant? Are the affected  individuals more likely to be heterozygous or homozygous for this  mutation? Is the disease affecting equally men and women? For each  conclusion, make sure to explain how it is supported by the pedigree.

The Online Mendelian Inheritance in Man (OMIM) database is  a frequently updated database of human genes and genetic diseases.   Search for SCA1 on OMIM. Read quickly through the page to get a general  idea of the types of information that can be found on it and how they  are presented. Identify the gene whose mutation is responsible for the  SCA1 disease, search for it on OMIM and have a quick look at the  corresponding page.

Question 4:  Based  on the descriptions in OMIM and the information from the video,  indicate what genetic mutation is responsible for the SCA1 disease and  what consequence it has on protein primary structure.

Question 5:  Which organ and cell type  are primarily affected by the mutation? Is this consistent with the  symptoms observed in SCA1 patients?

Mice are generally a good model  for human diseases, if you wish, you can read more about the benefits of  the mouse model on The Jackson Laboratory website  Advantages of the mouse as a model organism.

Mouse models of SCA1 have been developed and helped researchers to understand this disease and to experiment new treatments.

Question 6:  From the video describe the phenotype of the SCA1 mouse. Is it similar to symptoms observed in SCA1 patients?

Question 7:  Is SCA1 considered to be caused by a loss of function of the protein affected, or is it thought to be due to another mechanism?

Question 8:   Based on the findings from the mouse model, researchers then developed  an SCA1 model in Drosophila – what are the advantages of using a  Drosophila model over a mouse one

Question 9:  Using  the Drosophila model of SCA1, what was the protein kinase they found to  be implicated in SCA1 associated neurodegeneration and why is this  knowledge useful with respect to treating the disease?

 
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Membrane Solubility

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Name: ______________________________ _________________Date: ____________________

Lab 2b. Application: Lipid Solubility of Membranes

Adapted from Cell Biology Laboratory Manual – by Dr. William H. Heidcamp, Gustavus Adolphus College

Beet cells contain a high concentration of the red pigment anthocyanin. When exposed to a compound that dissolves the cell membranes, the anthocyanin will leak out of the cells and cause a red color to occur in the surrounding media. Alcohols, based on their chemical properties have the ability to enter into and disrupt the plasma membrane. In this lab you will measure the effectiveness of different types and concentrations of alcohols on their ability to penetrate and disrupt the plasma membrane.

 

Materials

· Fresh beets

· Solutions of the following alcohols:

· 22M Methanol

· 8.5M Ethanol

· 3.0M Propanol

· 1:2 and 1:4 dilutions of each alcohol above

· Razor blades

· Depression slides

· Stopwatch/timer

· Microscope

 

1. Cut thin slices of a beet so that they can be placed on a microscope depression slide and viewed with the lowest power (4X). When cutting the beet ensure that there are no ragged edges, that no piece has any of the outer skin on it, all of the pieces are the same size, and the pieces do not dry out. After making the cuts, rinse the beet pieces several times using a small amount of water. Immediately drain off the water. This will wash off any pigment released during the cutting process.

2. While watching the edge of the sliced beet, add 50ul of each of the alcohols below to the slide (only one at a time), until the beet section is submerged. Be careful not to allow the alcohol to flow off the slide.

3. Immediately begin to time the dissolution of the beet cell membranes. Mark the time when a red color is first observed in the surrounding alcohol solution.

4. Repeat the entire series for 1:2 and 1:4 dilutions of each of the alcohols (see quick reference for making a simple dilution).

5. Your challenge is to plot your data to express the effectiveness of each alcohol in penetrating and disrupting the membrane. Also use the data below to express how the properties of the alcohol, either the MW or the Partition coefficient (the relative solubility of the alcohol in hypdrophobic versus hydrophilic conditions).

 

 

Alcohol Formula Molecular Weight Partition coefficient
Methanol CHOH 32.04 0.01
Ethanol CHOH 46.07 0.03
n-Propanol CHOH 60.09 0.13

 

 

Collecting the data:

Alcohol Alcohol (time in seconds) 1:2 dilution (time in seconds) 1:4 dilution (time in seconds)
Methanol 14.5 30.6 90.9
Ethanol 8.8 25.4 50.8
n-Propanol 4.6 10.6 30.6

 

 

Post-lab Work: Complete your analysis, graph your results and answer the following questions after your lab time.

QUESTIONS

Adapted from Biology with Vernier: http://www2.vernier.com/sample_labs/BWV-08-COMPalcohol_biological_membranes.pdf accessed October 2015

 

1. Explain in your own words the purpose of this lab.

2. Why do we use beets in this study?

3. How (by what method) are we measuring the effects of alcohols on membranes?

4. Plot your data. You may use a program like Microsoft Excel or Googlesheetss, or you may draw your graph by hand. Be sure to accurately label your axes, units, and samples.

 

 

 

5.. Which alcohol seems to disrupt membranes most effectively? How did you come to this conclusion (be thorough in your explanation)?

 

6. At what dilution of alcohol is the cellular damage highest for methanol? ethanol? n-propanol? Is this what you expect. Why or why not?

 

7. The three alcohols have the following structures:

Liquid N Propanol Chemicals, Technical Grade, Rs 22 /kilogram ... File:Ethanol-structure.svg - Wikimedia CommonsEthanol Methanol n-Propanol

Methanol toxicity - Wikipedia

 

 

 

Which alcohol would you predict would disrupt the membrane most efficiently. Explain why (relate this to the structure and properties of the alcohols). Did the results match your predictions. Explain why or why not.

 

 

 

 

Micropipette quick reference:

 

Precautions

Never lay a pipette down while there is fluid in the tip. Hold it vertically.

Never turn the plunger button without first pressing the lateral catch.

Never turn the plunger button below or above the working range for the instrument.

 

Aspirating and Dispensing

Press the plunger button to the first stop. Dip the tip into the solution to a depth of 3 mm, and slowly release the plunger button. Wait 1-2 seconds and withdraw the tip from the liquid, touching it against the edge of the reservoir to remove excess liquid.

Dispense the liquid onto the walls of the receiving vessel by gently pressing the plunger button to the first stop and then press the operating button to the second stop. This action will empty the liquid from the tip. Remove the tip from the vessel, sliding it up the wall of the vessel. Eject the tip over a waste receptacle by pressing the plunger button to the third stop. Release the plunger button to the ready position.

 
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Microbiology 202 Case Study

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baby

The Case of the Newborn Nightmare

Part I—Trouble in the Nursery

by Andrea Wade Department of Medical Laboratory Technology Broome Community College, Binghamton, NY

 

“Flesh eating bacteria? You’re kidding, right?” Dr. Matthew Mitchell winced as he tried to understand the alarmed nurse at the other end of the phone. “Slow down and tell me again what’s happening.” Matt knew that he needed to stay calm and try to buy time to understand the problem. It was the first time he had been left as the sole physician in charge of the struggling White Rock Clinic. Dr. Jennifer Eckenrode, the seasoned senior physician in their partnership, had left for Nepal two weeks earlier on a three-week expedition to climb Mount Everest.

The nurse, Joan Benjamin, continued, “All I know is that I have three really sick babies down here. The Wandell twins started to go bad yesterday. They have a strange rash on their thighs and they’re running a fever. I thought it was just ordinary diaper rash, but this evening when I was rubbing some ointment on it, the skin started coming off in sheets! Now the LaComb baby looks like she has the same thing under her arms.”

“You haven’t started using some new lotion or soap on them, have you?” asked Matt, hoping that he wasn’t going to have to resurrect his knowledge of infectious disease. “Perhaps you’re using something that’s too harsh for the skin of neonates.”

“No, no,” Joan answered impatiently. “I’ve been working in neonatal nurseries for 25 years. I think I know a thing or two about washing babies. Can you reach Dr. Eckenrode? She knows how to handle these sorts of things.”

Matt resisted the urge to snap back at her. If he had to call Jen in Nepal he’d never live it down. “No need to call her. She left me in charge. I just need to take a look at the little guys. I’ll be right up.”

Matt took the stairs up to the nursery two steps at a time. Turning down the hallway he could see a small cluster of visitors cooing and waving at a small red-faced infant being displayed through the nursery’s large plate glass window. Behind them Nurse Benjamin was hovering over an isolette. Matt hurriedly washed his hands and walked over to the isolette to examine the baby.

Joan didn’t look up when he arrived but simply murmured “Dr. Mitchell” under her breath as if his name were something distasteful. The Lacomb baby was wearing a tiny knit cap and was wrapped tightly in a hospital blanket. Matt gently unwrapped the blanket and lifted up the baby’s white undershirt to examine her skin. He could see some small vesicular lesions on the inside of her upper arm. Farther up, in the axillary area, there was a moist red area about the size of a quarter. The baby girl seemed warm to the touch, and she began to fuss and wave her fists in response to his probing. He replaced the blanket and walked over to the isolette that held the first of the Wandell twins.

“Baby Boy A is worse than his brother,” Joan called from across the nursery. Matt undressed Baby Boy A and removed his diaper to look at the affected area. The entire area of the tiny baby’s groin appeared to be involved, demonstrating the same strange skin infection. Maybe Joan was right—perhaps this was the beginning of necrotizing fasciitis, the famed “flesh eating bacteria” of tabloid lore. No matter what it was, he needed to act quickly to avoid any kind of negative publicity.

Matt looked up in time to see Ben Albin, the clinic administrator, enter the nursery wearing a grey pinstripe suit that seemed oddly out of place in the antiseptic and starched white surroundings of the nursery. “Dr. Mitchell,” Ben said curtly. “Nurse Benjamin has notified me that we have a potential situation here in the nursery. It looks as though we need to give Dr. Eckenrode a call.” Matt shot Joan a withering glance, but she studiously ignored it. “No, no,” he replied. “I’m sure I can handle this. Besides, Jen has probably already started up the mountain. She’s undoubtedly out of contact with everyone, except perhaps her Sherpa guides.”

“For your sake, I hope you’re right about being able to handle this,” Ben countered. “We can’t afford to have an epidemic in the news. You know that Whittaker Memorial Hospital has been looking for an excuse to shut us down. I’m sorry, but I can’t risk losing this clinic just so that you can pursue some idea of being a hero. I’ll give you 24 hours—after that I’m quarantining the nursery and calling in the county health department. If there is any negative publicity about delaying even a day, I’m holding you personally responsible.” With that, Ben turned abruptly and headed out of the nursery.

Matt looked down at the mewling infant and soberly rewrapped him in his powder blue blanket. “Well, Dr. Mitchell?” Joan inquired, her voice tinged with sarcasm. “What are your instructions?”

“I’ll have them written out for you as soon as I check on a few details,” Matt responded. He was going to have to read up on infectious agents that could cause this kind of a skin disorder—and fast. Matt wished he had been a better student of infectious diseases. He hated to admit it but he had just barely passed that part of his education. The reference collection in the clinic library was a bit sparse and somewhat outdated, but at least it was a place to start.

Questions 1. What are the challenges Dr. Mitchell is facing? (List at least 5 challenges) 2. What information does he have so far about the infection? (List all signs) 3.What are some possible causes of skin infections in neonates? List at least five different organisms. (INCLUDE 2 types of bacteria, 2 types of viruses, and 1 type of fungus) 4. What should Dr. Mitchell’s next move be in determining the cause of the babies’ infection? (include at least 3 things that he should do)

 
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Answer 1 Discussion And Dance Video Analysis ( Kinesiology )

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Textbook : Kinesiology – Scientific Basis of Human Motion: Author: Nancy Hamilton, 12th Edition.

Part 1 Discussion :

Define only TWO of the following subjects or terms in your own words. It should be 10-15 sentences in total.

  • Skeletal function
  • Axial & appendicular skeleton
  • Joints (cartilaginous joint, fibrous joint, synovial joints)
  • Classification of bone (long, short, flat, irregular)
  • Emerson’s law
  • Planes of the body (sagittal, frontal, transverse)
  • ROM

Part 2 Dance Video Analysis :

  • Find a Dance Video online and select a 3-second segment. From this 3-second segment dance sequence analyze the dancer’s movements.  Include a link to the dance video used and the 3-second time frame analyzed.
  • Using knowledge from Chapters 1 and 2, discuss in at least 10 sentences the movements observed and the associated Joints (see table 1.2 and 2.3). This response needs to be in your own words and sources cited.
  • Select 10 DIFFERENT joints used in dance moves associated in the 3-second segment and construct a table as seen on pg. 41 (see the PDF provide below) Please use the text when possible and remember to cite your sources.

Tables should be composed as the book examples. Tables not properly filled out will not receive the credit please reference the book.

 
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Fermentation Lab

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Lab Topic 6

Alcoholic Fermentation

Written by Nickie Cauthen, Clayton State University Morrow, GA

Objectives

1. Define the terms in bold type.

2. Understand the process of alcoholic fermentation.

3. Determine the independent and dependent variables in the experiment.

4. Understand why CO2 is measured in alcoholic fermentation

5. Understand why and how the rate of alcoholic fermentation can be altered.

6. Interpret the data generated in the experiment.

Introduction

Organisms are open systems allowing them to take in components from the environment and convert them to a form of energy that can be used by the cell.

Many organisms undergo a process called cellular respiration to produce energy in the form of adenosine triphosphate, or ATP. ATP is then used to power most cellular activities. The following general formula describes this process:

C6H12O6 + 6O2 6CO2 + 6H2O + ATP

Glucose is broken down in a series of chemical reactions that release small, manageable amounts of energy. This allows the cells to capture the energy more efficiently than if the glucose were broken down in one single reaction. Glucose is broken down in a series of chemical reactions that begin in the cytoplasm of the cell.

The reactants are then transferred to the mitochondria where the process is continued. The process that occurs in the cytoplasm of the cell is called glycolysis and does not require oxygen, meaning it is an anaerobic process. This portion of the process makes 2 net ATP molecules per molecule of glucose. In the mitochondria of the eukaryotic cell, oxygen is employed to more efficiently harness the energy stored in the glucose molecules. The use of oxygen, an aerobic process, allows the cell to make a total of 34-38 ATP molecules per molecule of glucose.

When oxygen is available, cells tend to produce ATP in the mitochondria since this process produces more ATP than glycolysis alone. Some organisms, like yeast and the muscle cells of animals, have the ability to continue to produce ATP when oxygen is no longer available by a process called fermentation. During this process in yeast, the glucose is broken down by glycolysis in the cytoplasm and 2 net ATP, 2 NADH, and 2 molecules of pyruvate are produced. Since oxygen is not present, pyruvate, the product that results at the end of glycolysis, is converted to ethanol and CO2. The NADH is converted to NAD+ and H+ and the ATP is used for cellular work. The general formula below shows the conversion of glucose to 2 molecules of pyruvate, 2 molecules of NADH, and 2 net ATP in glycolysis. In yeast cells when oxygen is absent, fermentation occurs to convert the 2 molecules of pyruvate (produced in glycolysis) to 2 molecules of ethanol and 2 molecules of CO2 and to convert the 2 molecules NADH (also produced in glycolysis) to 2 molecules of NAD+ and 2H+.

C6H12O6 2 C3H4O3 + 2 net ATP + 2 NADH 2 C3H5OH + 2CO2 + 2 NAD+ + 2 H+

(glucose) (pyruvate) (ethanol)

Glycolysis Fermentation

Fermentation allows NADH that is produced during glycolysis to be recycled back to NAD+, providing NAD+ for the additional rounds of glycolysis. This process, called alcoholic fermentation, allows a cell to continue to produce ATP and meet its energy needs when oxygen is no longer available.

In today’s lab we will investigate alcoholic fermentation in yeast. Certain types of yeast are economically important and pay roles in the food and beverage industries. For example, yeast uses alcoholic fermentation to convert sugars found in barley to ethanol to make beer. The CO2 that is produced when the yeast converts glucose to ATP makes yeast breads rise. You will be studying variables that affect the rate of alcoholic fermentation in yeast.

Exercise 6.1

Alcoholic Fermentation

In this laboratory exercise you will set up conditions that are favorable for alcoholic fermentation in yeast and test the effect of the concentration of yeast on the rate of alcoholic fermentation. You will measure the rate of alcoholic fermentation by collecting the CO2 that is produced by the yeast as a byproduct of alcoholic fermentation. The more CO2 that is produced the faster the rate of alcoholic fermentation.

Hypothesis: Write a hypothesis that describes the effect of using different sugar sources on alcoholic fermentation. Write this hypothesis on your report sheet (number 1).

Procedure:

1. After running water from a faucet for 1-2 minutes, fill the pot or baking dish with 2 inches of hot tap water. The water should be approximately 50°C. Use a thermometer to monitor the temperature throughout the experiment. Change the water out every half hour to keep it warm.

2. Yeast solution – Add 1 packet of baker’s yeast to 1 cup of warm water. Stir for at least one minute. Place in the warm water bath.

3. In a separate cup, add 1/3 cup of light corn syrup and 2/3 cup of warm water. Stir for at least one minute and place in warm water bath.

4. In another cup, add 3 teaspoons of table sugar to 1 cup of warm water. Stir for at least one minute and place in warm water bath.

5. In another cup, add 3 teaspoons of artificial sweetener to 1 cup of warm water. Stir for at least one minute and place in warm water bath.

6. Label each empty plastic water bottle with a different sugar source.

7. Add 1/3 cup of the sugar source to each respective bottle.

8. Add1/3 cup of yeast solution to each bottle. Cap and invert several times to mix.

9. Identify negative control – Fill a fourth water bottle with the appropriate substances to make a negative control experiment.

10. Uncap all the water bottles and stretch a balloon over the top. Make sure the balloon is mostly deflated.

11. Place all water bottles in the warm water bath. This is time zero (0 minutes) for all samples; record 0 cm for Bottles 1, 2, 3 in the 0 minutes column in Table 6.3 on the report sheet.

12. If fermentation occurs in the water bottle, CO2 will be released, and it will inflate the balloon. To ensure accurate results, confirm that the balloon fits tightly and monitor the temperature of the water bath. Temperatures between 35 and 45°C are sufficient. If the temperature dips, gradually replace water in the bath with hot water from the tap.

13. At 10-minute intervals measure the inflation of each balloon by wrapping a piece of string around it, making a mark where the string overlaps with the beginning of the string and the holding the string next to a ruler. Record the measurement in cm in Table 6.3 on your report sheet. Do this for each of your samples for 60 minutes. Measure from the line that you mark each time a measurement is taken.

Lab 6-1: Background Information and Protocol

 
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Final Lab Report For Microbiology

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General Microbiology Spring 2022 Final Lab Report Grading Rubric

Section Portion Explanation Points

Introduction

2-3 paragraphs (7 points)

 

Background information Description of why isolation/identification of bacteria is important (1) and importance of microbiology is addressed (1). Should include citations here to support all information addressed (1)

3

Purpose of the experiment stated

Student states the purpose behind conducting the experiment 1

Summary of methodology addressing all parts of the experiment.

Should include:

1 Serial dilution, viable titer, isolation, colony morphology, cellular morphology, biochemical tests, selective differential media, API, Bergey’s, and Kirby Bauer

There should be NO mention of their bacterial unknown’s identity in the introduction

Research Questions that encompass ALL parts of the experiment

There should be a minimum of 2 questions in question format that address identification of an unknown bacteria and antibiotic sensitivity.

2 Students can choose to address multiple questions for each part of the experiment but must encompass all parts, not just some.

 

Results

No more than 8 tables (no

more than 10 pages)

2-3

paragraphs for written portion

(23 points)

Week 3:

Table showing three dilution plates (0.25) with population survey (including unique colonies) and general colony morphology descriptions of the colonies on the plate (0.25) Students address and fully explain if the patterns in dilution among the three plates make sense. (0.5) Descriptions of chosen colony (only one included- five colonies and two isolation streaks were conducted in class but only one was chosen) (0.5) and gram stains 40x and 100x pictures with cellular morphology included (0.5)

2

Dilution and Viable Titer Dilution, dilution factor, CFU and Viable Titer present, and information correct (0.25 each) 1

Week 4/5: Isolation plate present with full colony morphology (7 characteristics: shape, size, color, margin, elevation etc.) (0.5) Comparison of colony morphology to the previous (original) colony morphology (0.5)

1

Isolation and Gram Stains Both gram stains present (40x and 100x objective) – (0.5)

2

With shape, arrangement, color, and gram stain category listed and explained, student states correctly objective/ magnification (0.5) If stains do not match or are mixed, a statement of possible error that occurred is included. If they do match, a statement included about this. (0.5) Comparison of the gram stain results to the previous (original) morphology and explanation on why (0.5)

 

 

 

Week 6: Biochemical Tests

All tests mentioned. 5.5

(11 tests) In results column, students must mention for each test: positive/negative, color and pH (0.25 for each test)

In description column, students must mention for each test: overall reaction that occurred or enzyme that is present

and any other characteristics about the bacteria (eg. aerobic). Be as specific and detailed as possible (0.25 for each test)

 

Week 7: All tests mentioned

2

Selective and Differential (4 tests)

In results column, students must mention for each test: positive/negative, color, pH. (0.25 for each)

In the description column, students must mention for each test: overall reaction that occurred or enzyme that is

present. Be as specific and detailed as possible. (0.25 for each)

Week 7/8: API Test Kit picture shown, all tests described as either positive or negative (1)

1.5 API Test Kits API Reading sheet shown with results written and final 7-digit code (0.25)

API Web results included with mention of final identification of %ID. (0.25)

Week 8: Bergey’s manual steps used, and final identification shown (0.75) along with a screenshot of the flowchart used for identification (0.25).

1 Bergey’s Manual

Students include a table comparing observed results to expected results for their API ID of their unknown

2

Week 9: Table contains all biochemical tests and API tests listed with observed results obtained throughout the semester (0.5)

Comparison of ID Table contains expected results of each of the biochemical and API tests listed. Students can use the Bergey’s Manual on Canvas (0.5)

Students highlight areas of the table in which observed and expected results do not match (0.5) Table contains citations for all information obtained from outside resources (0.5)

Week 10/11: Picture of Kirby Bauer Assay included (0.5) 1.5

Kirby Bauer All 6 antibiotic measurements match the classifications (R/I/S) based on standards for known bacteria (1)

Results Write-up Paragraph

Results write-up paragraph is present and includes all portion of the results in a summary format

4

Students are not repeating what is already stated in the results table but rather summarizing the important results from each section.

Week 3: Dilution pattern comparison among three plates and viable titer (0.75)

Week 4/5: Does isolation plate morphology match dilution previous step? Is it a pure culture? (0.75)

Week 6/7: Which tests positive and which enzymes are present. (1)

Week 8: API identification stated (0.25)

Week 8: Bergey’s identification stated (0.25)

Week 10-11: Antibiotic classifications stated (0.5)

No discussion takes place within the paragraph (0.5)

 

 

 

 

Discussion (10 points)

5 – 8

paragraphs

Student addresses colony and cellular morphology and if it matches expectation (through support from citation)

1 If no citation, -0.5 point

 

Students address biochemical tests and if it matches expectations. Which did/did not? (through support from citation) 1

If no citation, -0.5 point

Comparison of API Kit to Bergey’s manual identification. Which was more effective? 1

Student addresses susceptible antibiotics and if it matches expectation (through support from citation)

1 If no citation, -0.5 point

Student addresses if research questions proposed in introduction were answered or not. 2

Possible sources of error stated AND why the error caused an issue within the experiment. Minimum two errors discussed. If there are no errors, the student addresses potential areas for error and why they would cause an issue.

2

Discussion of all potential environments your identified bacteria can be found. (1) Citations present to support (0.5) Does this match your sampled environment? (0.5)

1

Discussion of the importance/relevance of identified bacterial sample 1

Future Directions

1-2

paragraphs (2 points)

Student proposes a new follow-up experiment and proposes methodology which makes sense and builds on the information obtained in this lab report Note: Do not point out errors in current experiment or suggest the same methodology used in this experiment

1

Student mentions the application of both current and future results in a real-world setting 1

References (4 points)

References APA format used in references section: inclusion of hanging indentations and alphabetical order 1

In-text citations

In-text citations done correctly (Tomasetti et al. 2021) and is used to support information that is not original in introduction section

0.5

In-text citations done correctly (Tomasetti et al. 2021) and is used to support information that is not original in discussion section

0.5

All citations mentioned in references section are cited as in-text references throughout the text 0.5

A minimum of 8 references are used throughout the report. 0.5

 

 

 

Formatting (4 points)

 

Introduction Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Results

Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. (0.5) Results write up section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Each table has a numbered title and caption at its heading and information in the section flows properly (0.5) 1

Pictures included in results section are all cropped, formatted, and labelled (where applicable) consistently and its aspect ratio is consistent with each image type

0.5

Discussion Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Future Directions Proper grammar and sentence structure flows. Sentences do not contain pronouns: I, our, me, us, we etc. Section does not cross minimum or maximum guidelines (minus 0.5)

0.5

Overall

All bacteria names are properly written throughout the report. Italicization with no improper capitalization 0.5

All tables and text are formatted similarly throughout: sizing is the same, font and font size throughout report are the same

0.5

Total point assignment 50

Assignment Percentage in final grade 20%

Helpful link to APA formatting guidelines: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

 

 

 
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Bio Online Class

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California State University, Fullerton Page 1

 

Biology 101-51 (#18681): Elements of Biology Fall 2013 Syllabus

Instructor Information

Instructor: Maryanne Menvielle, M.S. Office: MH 045 (in the basement) Office Hours: Wednesdays 3:45-4:45pm; Monday and Friday by appointment

Office Telephone: 657-278-5125 (emailed is preferred method of communication) E-mail: mmenvielle@fullerton.edu

***Email is the preferred method of communication for this course. Emails will be checked daily Monday through Friday and at least once on the weekend. Responses to emails will usually occur within 10 hours but may take as long as 24 hours.

NOTE: Emails must be written with proper etiquette in mind. This means they should: 1)

contain a greeting to the person you are sending it to; 2) contain a subject line relevant to the contents; 3) be composed properly (no “text talk”); 4) be signed with your full name

AND course information (in this case your emails should state Biol 101-51)

Course Description (from catalog):

Underlying principles governing life forms, processes and interactions. Elements of

biology and reasoning skills for understanding scientific issues on personal, societal and global levels. For the non-science major. No credit toward biological science major.

Textbook & Course Materials

 Phelan, Jay (2012). What Is Life? A Guide to Biology with Physiology 2nd edition

 Access to PrepU quizzing system (either the stand-alone PrepU or through BioPortal)

Helpful Resources

 For writing assignments utilize the resources available: CSUF Writing Center

(http://hss.fullerton.edu/english/wc) or the University Learning Center (http://www.fullerton.edu/ulc)

 Tutoring is available through the University Learning Center (http://www.fullerton.edu/ulc) located on the second floor of Pollak Library North. Call (567) 278-2738 for an appointment.

 

 

 

 

 

Biol 101 Fall 2013 Syllabus

 

California State University, Fullerton Page 2

Course Requirements

 Reliable and accessible internet connection

 CSUF has a policy regarding computer competency for students (UPS 320.030, see http://www.fullerton.edu/senate/PDF/300/UPS300-030.pdf ). You are expected to be knowledgeable in the use of a computer, familiar with

Titanium, the WWW, email messages, and email file attachments.

 Hardware, Software, and Infrastructure Requirements

o Software Requirements: You will need a word processing program. If you have an older or rare software program, it must be able to save files in

.RTF. As a CSUF student, you may purchase MS Office at a reduced rate from the Titan Shops.

o E-mail account: You must have an E-mail account that you can access

daily. It is recommended that you use the CSUF email and access class through the portal http://my.fullerton.edu.

o FOR PC USERS: Minimum Hardware: 1 Ghz or higher multimedia processor; 1GB RAM; DSL or cable modem is recommended.

o Minimum System Software: XP or higher Operating System, Internet

Access (an Internet Service Provider) and an internet browser (You must use Firefox for Blackboard Features to work properly),

o FOR MAC USERS: Mac requirements: 1 Ghz or higher multimedia processor, OS X or higher. Firefox.

Course Structure

This course will be delivered entirely online through the course management

system Titanium. You will use your Titanium account to login to the course through the portal at fullerton.edu

In Titanium, you will access online lessons, course materials, and resources.

Activities will consist of discussion forums, online assignments, Turnitin submission, quizzes and exams

Titanium Access

Firefox is the preferred Web browser to access this course on Titanium. If you do

not already have Firefox you can download it from https://www.mozilla.org/en-US/

You may also need to disable the pop-up blockers on your computer to allow

downloads from the Titanium course site.

Technical Assistance

 The CSUF Help desk can be contacted at: helpdesk@fullerton.edu or 657-278-7777, or by visiting www.fullerton.edu/helpdesk/index.asp

 

 

California State University, Fullerton Page 3

 

Course Objectives

Student Learning Outcomes: The goals for Biology 101 are for student learning of the following major scientific ideas:

a. Living things are made of smaller structures whose functions enable the organism to survive.

Biology 101 Students should be able to:

 Define the characteristics of life

 Differentiate between the main classes of biologically important molecules.

 Summarize cell theory

 Explain the processes associated with cell growth & division

 Compare & contrast characteristics of prokaryotic & eukaryotic cells

 Relate cell structure to cell function

 Explain how an organism maintains homeostasis

 Organize functions within levels and explain relationships between levels of

biological organization (cell, tissue. organ, organ system, organism)

b. Living things depend on each other and the physical environment as they interact to obtain, change, and exchange matter and energy.

Biology 101 Students should be able to:

 Describe how energy from the sun drives most activities on the earth’s surface

 Sketch the flow of energy & matter through higher levels of biological organization

 Explain the ways in which organisms may interact

 Identify factors that affect population growth and decline

 Identify factors that affect ecological organization at the community & ecosystem

level

 Assess the role of humans in natural systems

 Describe & give examples of the value of biodiversity & the natural world c. The great diversity of living things is the result of billions of years of evolution of

organisms through the mechanisms of heredity, random change, and natural selection.

Biology 101 Students should be able to:

 Illustrate the Central Dogma

 Explain & apply the basic principles of inheritance

 Summarize the evidence for evolution

 Describe how different processes (e.g. mutation, gene drift, selection) can lead to

genetic differentiation and speciation

 Define and explain natural selection

 Interpret evolutionary relationships among organisms

 Explain how evolutionary principles & ideas influence daily lives (eg GMOs, AIDS,

antibiotic resistance)

Biology 101 students will also possess the following skills:

Biology 101 Students should be able to:

 Retrieve information from a variety of sources (eg popular press, scientific papers)

 Apply the scientific method

 Critically evaluate data accurately (graphs, tables, text)

 Critically evaluate claims rather than accept authoritative statements

 Recognize the historical context of science

 Differentiate between science and non-science

 Analyze societal issues based on biologically sound principles

 Justify opinions on social issues related to biology (stem cells, GMO)

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 4

In order to meet the General Education objectives for the Natural Sciences and Life

Sciences, this course will introduce you to the basic principles of biology, and will give you the tools to think like a biologist. I believe that you need to understand how the natural

world works if you are going to have a good life, get a good job, and be a good citizen. The critical and creative thinking skills that you develop as you “do” science will help you in many areas of your life. For example, if members of your family have suffered from

diabetes, how would you use genetic information about susceptibility to diabetes in thinking about your diet, and in planning whether to have children? If you choose not to

have children, or to wait, what form of birth control should you use? If you choose to have children, should you feed them genetically engineered food? What about organic food? Should you take your family on holidays to areas that are vulnerable to extinction due to

human contact? Should you take them to areas in which there are serious viral outbreaks?

Topic Outline

This course is divided into 3 main units, each consisting of 4-5 weekly modules. The

modules are used as a foundation for both studying the biological concepts and in developing critical thinking skills. All modules within the unit open on the same date,

although each module has its own due date. An exam will be given at the end of each unit. Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each week’s corresponding learning

module. Unit 1:

Introduction to Biology Cells and Energy

The Cell Cycle and Cancer

DNA and Protein Synthesis DNA Technology

Unit 2: Inheritance Reproductive System & Health

Designer Babies Digestion & Nutrition

Cardiovascular system and Heart Disease Unit 3: Introduction to Evolution

Evolution of Disease Human effects on other organisms

Human effects on the biosphere

Important Note: This syllabus, along with course assignments and due dates, are

subject to change. It is the student’s responsibility to check Titanium for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or

through Titanium email.

 

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 5

 

Grading Policy

Course Activities

Please include your name, date and section number on all assignments. All assignments 1) are required to be completed independently unless otherwise stated 2) must be

submitted in the format requested (i.e. an email attachment will NOT be accepted when the assignment is to be submitted to Titanium) 3) must be completed according to the directions – if directions are not followed, a student may receive a zero on the assignment

or exam. Deadlines for assignments are primarily Thursday at 9pm or Monday at 9pm (see schedule)

 Knowledge Checks (15% of overall grade): These assignments will reinforce key terms and concepts of a module. The format of the assignment will vary

depending on the nature of the material currently being covered. Most assignments will be either a PrepU mastery quiz or an interactive (SCORM) assignment. The scores for SCORM assignments are usually posted immediately

to Titanium. PrepU scores will be entered into Titanium every 3 – 4 weeks but are visible immediately in the PrepU system.

 Application Assignments (15% of overall grade): These assignments will require you to utilize critical thinking skills and apply the current concept to a new situation. The format of these assignments will vary depending on the nature of

the material – usually an uploaded document or participation in a discussion forum. Grades will usually be posted on Titanium within 2 weeks of the

assignment deadline.  Exams (60% of overall grade): You will have 3 exams throughout the semester.

Since you have various resources available to you while taking the exam, most

questions will require you to compare and contrast various concepts, link a concept to the larger picture, critically evaluate a scenario using what you have

learned or apply your knowledge to a new situation. Exams are posted in multiple parts (usually a multiple choice section and a short answer section with answers written in your own words) and all sections must be completed prior to

the deadline.  Research Assignment (10% of overall grade): The written portion of the

assignment meets the Core Competency requirement for writing in the General Education curriculum. It will require the organization and expression of complex data and ideas in a 1000 – 1250 word paper reviewing a biological issue that is

current and controversial. Your grade for the paper will be based both on the content of what you write AND the quality of your writing. LATE ASSIGNMENTS

WILL NOT BE ACCEPTED. If you do not turn in your paper by the due date and time, it will not be graded and you will receive a zero for the assignment. All writing assignments must be submitted electronically to Turnitin.com. Detailed

instructions on the assignment will be available on Titanium. Grading of these assignments will take a minimum of 3 weeks.

 

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 6

Late Work Policy

You should have all your work completed and submitted by 9pm on the due date. However, work will be accepted without penalty until 11:59pm. The purpose of this

grace period is so you can correct any technical issues that arise. If you have a problem with your internet or computer, you are expected to solve the problem before the grace period expires, or find another computer on which to finish your

work. Further extensions (past 11:59pm) are not granted for technical issues. It would be a good idea to identify an alternate computer for you to use in case your

regular computer has an issue – the campus computer lab or a friend’s computer would be a reliable choice. Be aware that Titanium undergoes regular maintenance after 10pm on Thursday evenings. Email me any assignment you cannot submit

during this downtime BEFORE the end of the grace period.

You are expected to keep track of deadlines. Work can be made up or submitted

late ONLY if the student has a documented, valid reason for the need to complete work late. Make-up work is accepted at the discretion of the instructor and may incur a grade penalty. A student may also be required to appear in-person to

complete a make-up. An example of such a reason would be a serious illness documented with a doctor’s note. Technical problems with your personal computer

or internet connection are not considered valid reasons for missing deadlines. If you have a technical issue beyond your control (for example, the PrepU site is down), you must inform the instructor PRIOR to the 9pm deadline, and then wait

for a response with instructions on how to proceed.

Grades

Grades will be posted on Titanium for you to review. You are expected to regularly (i.e. weekly) check your scores for accuracy and bring any questions to the

instructor in a timely manner (see Re-grade policy). Your grade in this course will be assessed as follows:

 Knowledge Checks (15%)

 Application Assignment (15%)  Writing Assignment (10%)  Exams (60%)

 

 

 

 

 

 

Extra Credit: While I don’t intend to offer any extra credit, if it is offered, the

extra credit assignment will be available to all students on an equitable basis. Please do not ask for an individual assignment that is in addition to anything offered to the entire class.

Letter Grade Percentage

A 92.0-100

A- 90.0 – 91.9

B+ 88.0 – 89.9

B 82.0 – 87.9

B- 80.0 – 81.9

C+ 78.0 – 79.9

C 72.0 – 77.9

C- 70.0 – 71.9

D+ 68.0 – 69.9

D 60.0 – 67.9

F < 59.9

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 7

Course Policies

Participation

Students are expected to participate in all online activities as listed on the course calendar.

 Read assigned material in the text  View ALL lecture and support material, and take quality notes  Listen actively to lectures – think about the material

 Ask questions to both the instructor, and your classmates (via message boards)  Complete all assignments – module quizzes, exams, discussions, assignments,

and papers  Keep track of deadlines  Check your grades weekly

 Students are expected to know and follow rules of “netiquette”. See resource information at http://www.albion.com/netiquette/corerules.html

 

Re-Grading Policy

As a human, I may make mistakes. If you feel that a mistake has been made in the grading of an assignment or exam, please contact me within 1 week (preferably

during office hours) of the grade being posted on Titanium.

Withdrawal Policy

The CSUF policy regarding withdrawal from classes (UPS 300.016) will be followed. After the first two weeks of the semester, students may be granted withdrawal

ONLY by presenting compelling evidence outlining a physical, medical, or emotional condition that prevents completion of the course. Poor academic performance is not

evidence of a serious reason for withdrawal. Students unable to produce official documentation will be required to take the grade they have earned in the class. Please refer to the course schedule for information on the last day to withdraw with

a W grade. Important dates concerning registration are on the inside cover of the CSUF Class Schedule or at: http://www.fullerton.edu/admissions/ .

 The withdrawal deadline for this semester is: November 15, 2013.

Inform Your Instructor of Any Accommodations Needed

The University requires students with disabilities to register with the Office of

Disability Support Services (DSS), located in UH-101 and at (657) 278 – 3117, in order to receive prescribed accommodations appropriate to their disability. Students requesting accommodations should inform the instructor during the first

week of classes about any disability or special needs that may require specific arrangements/accommodations related to attending class sessions, completing

course assignments, writing papers or quizzes/tests/examinations.

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 8

Academic Honesty Policy & Procedures

Academic Integrity: It is assumed that by enrolling in this class your intentions are honorable, that you accept responsibility for earnest effort toward

understanding the subject, and that you will not cheat on any assignment for this course. You must perform all of your own work. The CSUF policy statement is reproduced in part below.

 Academic dishonesty includes such things as cheating, inventing false

information or citations, plagiarism, and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show a possession of a level of knowledge or skill, which he/she in fact does not

possess.

 Cheating is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive, fraudulent, or unauthorized means. Examples of cheating include, but are not limited to, the following:

using notes or aids or the help of other students on tests and examinations in ways other than those expressly permitted by the instructor, plagiarism as

defined below, tampering with the grading procedures, and collaborating with others on any assignment where such collaboration is expressly forbidden by an instructor. Violation of this prohibition of collaboration shall be deemed an

offense for the person or persons collaboration on the work, in addition to the person submitting the work.

 Plagiarism is defined as the act of taking the work of another and offering it

as one’s own without giving credit to that source. When sources are used in a paper, acknowledgment of the original author or source must be made through appropriate references and, if directly quoted, quotation marks or

indentations must be used.” (CSUF Policy 300.021, effective 6 May 2005). Please make sure you understand what plagiarism is and how to avoid it. For

more information on this topic please see http://www.fullerton.edu/deanofstudents/judicial/Plagiarism.htm.

 

Students who violate university standards of academic integrity are subject to disciplinary sanctions, including failure in the course and suspension from the

university. University policies are strictly enforced in this course. Any form of academic dishonesty, including cheating and plagiarism, may be reported to the Office of Judicial Affairs. Please familiarize yourself with the academic integrity

guidelines found in the current student handbook. In this course typical penalties include: a zero on the module assignment with a reduction of the course grade by

one letter or zero on the exam or paper.

The course material and assignments are my intellectual property. They may not be posted or shared on outside web sites. If I track a posting back to you from an outside source, you will be referred to the Dean for an act of academic dishonesty, even if the semester has ended.

 

 

 

 

 

Biology 101-51 Fall 2013 Semester Syllabus

California State University, Fullerton Page 9

Faculty Obligation to Meet Classes

In the event of an emergency that disrupts normal campus operations or causes the University to close for a prolonged period of time due to circumstances such as

an earthquake, we will do our best to continue the class via Titanium, if it is available. Therefore, as soon as possible after such as event and at least once a day, check the class Titanium site and your CSUF email for messages and

instructions. You can obtain emergency information about campus operations on the CSUF web site, via the Fullerton Campus Operation & Emergency Closure Line

(657-278-4444) or the Irvine Campus Operation & Emergency Closure Line (657- 278-8676).

Use of class email lists in TITANium

In the past, there were a couple of incidents of students using class email lists to contact members of the class about non-course related items, such as voting for a specific student in elections, announcing events on campus in which the student

was involved, etc. Students should not use contact information from this course without prior permission. Any violations of this policy may result in disciplinary

action.

CSUF is a smoke free campus

California State University, Fullerton prohibits smoking in all interior and exterior campus areas and locations effective August 1, 2013 as specified below:

 Buildings (including residence halls), structures (including parking structures), and outdoor areas owned, leased or rented by the university or one of its auxiliaries whether located on or off the Fullerton main campus.

 Vehicles owned, leased or rented by the university or one of the university’s auxiliaries.

 Vehicles on university-owned, leased, or rented land or in university-owned, leased, or rented parking structures.

The sale or distribution of any tobacco product, including smokeless tobacco products, also is prohibited.

 

Course policies are subject to change. It is the student’s responsibility to check

Titanium for corrections or updates to the syllabus. Any changes will be posted in

Titanium.

 
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Pathophysiology Assignment In 5hrs, $5.

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Instructions

 

· This week’s case study will introduce concepts related to the pulmonary system and shock states. Read the scenario and thoroughly complete the questions. Some of the answers will be short answers and may not require a lot of details. For example: what is the most common organism to cause a hospital acquired infection? The answer is pseudomonas aeruginosa. Answers to questions that relate to the pathogenesis of a disease must include specific details on the process. For example: How does hypoxia lead to cellular injury? Simply writing that a lack of blood flow, causes a lack of oxygen available to the cell and the cell cannot function without oxygen is not sufficient. This type of response is NOT reflective of an advanced understanding of the concept or graduate level work. This answer should discuss the cascade of events leading to the lack of oxygen and how it specifically impairs cellular function. All answers to these type of questions should address the effects at the cellular level, then the effects on the organ and then the body as a whole. Additionally describing the normal anatomical and/or physiologic processes underlying the pathogenesis will be necessary to thoroughly answer the question.

It is very likely that you will need to reference multiple sources to answer the questions thoroughly. Your text book will not necessarily have all the answers. Only professional sources may be used to complete the assignment. These include text books, primary and secondary journal articles from peer reviewed journals, government and university websites, and publications from professional societies who establish disease management guidelines and recommendations. Sources such as Wikipedia or other generic websites are not considered professional references and should not be used to complete the case studies.

 

 

· Reason for Consultation: Desaturation to 64% on room air 1 hour ago with associated shortness of breath.

History of Present Illness: Mrs. X is 73-year-old Caucasian female who was admitted to the general surgery service 3 days ago for a leaking j-tube which was surgically replaced 2 days ago. This morning at 07:30, the RN reported that the patient was sleeping and doing fine, then the CNA made rounds at 0900 and Mrs. X was found to be mildly dyspneic.  Vital signs were checked at that time and were; temperature 38.6, pulse 120, respirations 20, blood pressure 138/38.  O2 sat was 64% on room air.  The general surgeon was notified by the nursing staff of the hypoxia, an order for a chest x-ray and oxygen therapy were given to the RN. The O2 sat is maintaining at 91-92% on 4L NC. The patient was seen and examined at 10:10 a.m.  She reported that she has had mild dyspnea for 2 days that has progressively gotten worse. She does not use oxygen at home.  Her respiratory rate at the time of this visit was 20 and she feels short of breath. She has felt this way in the past when she had pneumonia.  She is currently undergoing radiation treatment for laryngeal cancer and her last treatment was 1 to 2 weeks ago.  She reported that she has 2 to 3 treatments left.  She denied any chest pain or previous history of CHF. Review of her vital signs showed that she had been having intermittent fevers since yesterday morning.  Of note, she was admitted to the hospital 3 weeks ago for an atrial fibrillation with RVR for which she was cardioverted and has not had any further problems.  The cardiologist at that time said that she did not need any anticoagulation unless she reverted back into A-fib.

Review of Systems:  Constitutional:  Negative for diaphoresis and chills.  Positive for fever and fatigue. HEENT:  Negative for hearing loss, ear pain, nose bleeds, and tinnitus.  Positive for throat pain secondary to her laryngeal cancer.   Eyes:  Negative for blurred vision, double vision, photophobia, discharge and redness.   Respiratory:  Positive for cough and shortness of breath. Negative for hemoptysis and wheezing.   Cardiovascular:  Negative for chest pain, palpitations, orthopnea, leg swelling and PND.   Gastrointestinal:  Negative for heartburn, nausea, vomiting, abdominal pain, diarrhea, constipation, blood in stool and melena.   Genitourinary:  Negative for dysuria, urgency, frequency, hematuria and flank pain.   Musculoskeletal:  Negative for myalgias, back pain and falls.  Skin:  Negative for itching and rash.   Neurological:  Negative for dizziness, tingling, tremors, sensory change and speech changes.   Endocrine/hematologic/allergies:  Negative for environmental allergies or polydipsia.  Does not bruise or bleed easily.   Psychiatric:  Negative for depression, hallucinations and memory loss.

Past Medical History:

1.    Diabetes mellitus that was diagnosed 12 years ago with neuropathy. This resolved after gastric bypass surgery, which she had approximately 3 years ago.

 

2.    Laryngeal cancer

 

3.    Hypertension

 

4.    Hypercholesterolemia

 

5.    Pneumonia

 

6.    Arthritis

 

7.    Hypothyroidism

 

8.    Atrial fibrillation

 

9.    Acute renal failure

 

10.Chronic kidney disease, stage IV – 4 months ago a renal biopsy was completed, which showed focal acute tubular necrosis and patchy tubular atrophy, moderate to severe interstitial fibrosis with patchy acute and chronic interstitial nephritis, normal cellular glomeruli with no white microscopic evidence of a primary glomerulopathy. Baseline creatinine is 1.9.

 

11.Peptic ulcer disease

 

12.Skin cancer

 

13.Anemia

 

14.Osteoporosis

 

Past Surgical History:

 

15.Gastric bypass 4 years ago

 

16.Closure of mesenteric defect.

 

17.Radical neck resection on 1 year ago.

 

Family History:

 

18.Mother had diabetes diagnosed at age 55 and high blood pressure. Deceased.

 

19.Father had heart disease diagnosed at age 60. Deceased.

 

20.She had a sister with diabetes, thyroid disease, CKD, on dialysis, with unknown etiology.

 

Social History: She denies any smoking or alcohol use.  She denies any drug use.

 

Medications:

 

21.Calcitriol 0.5 mcg PO every other day

 

22.Vitamin B12 2500 mcg sublingual every Monday and Thursday

 

23.Docusate sodium 100 mg PO BID

 

24.Fentanyl patch 100 mcg every 72 hours

 

25.Gabapentin 800 mg PO BID

 

26.Levothyroxine 50 mcg daily

 

27.Multivitamin 1 PO Daily

 

28.Oxybutynin 5 mg PO BID

 

29.Hydrocodone 5/325 1-2 tablets every 6 hours PRN pain

 

Allergies: She is allergic to Cipro, which causes Uticaria and hives, contrast dye, honey and bee venom, adhesive, and sulfas, which causes hives

 

Physical Examination:  Vital signs:  38.6, 120, 20, 138/38, 64% on room air.  She is maintaining O2 sat of 91 to 92 on 4 liters nasal cannula.   Constitutional:  She is somnolent.  Oriented to person and place.  Appears ill and mildly dyspneic. Head:  Normocephalic and atraumatic.  Nose:  Midline, right and left maxillary and frontal sinuses are nontender bilaterally.  Oropharynx:  Clear and moist. No uvula swelling or exudate noted.   Eyes:  Conjunctivae, EOM and lids are normal.  PERL. Right and left eyes are without drainage or nystagmus.  No scleral icterus. Neck:  Normal range of motion and phonation.  Neck is supple.  No JVD.  No tracheal deviation present.  No thyromegaly or thyroid nodules.  No cervical lymphadenopathy noted bilaterally. Cardiovascular:  rapid rate, S1 and S2 without murmur or gallop.  Brachial, radial, dorsalis pedis, and posterior tibial are 2+/4+ bilaterally. Chest: Respirations are regular and even with mild dyspnea. Lungs are coarse and with some rales in the posterior bases. Abdomen:  Soft.  Bowel sounds are active, nontender, no masses noted.  No hepatosplenomegaly noted.  No peritoneal signs.   Musculoskeletal:  Full range of motion of the bilateral shoulders, wrists, elbows. Neurologic:  Somnolent.  Cranial nerves II-XII are intact. Skin:  Warm and dry.   Psychiatric:  Mood and affect are normal.  Calm and cooperative.  Behavior, judgment is intact.

 

Laboratories and Diagnostics:  WBC 7.2, Neutrophil 63%  Creatinine 2.0, BUN 45, Na 144, Potassium 4.4  BNP 242 Lactate 1.0 All other labs are unremarkable Chest x-ray: Right lower lobe infiltrate  EKG: NSR, no ST or T wave changes

 

One hour after your saw Mrs. X, you get a call from the RN to report that her BP is now 75/40, pulse is 140, RR is 34 and dyspneic, temperature is 39.6 and she is minimally responsive.  Mrs. X is transferred to the MICU.

 

Upon re-evaluation of Mrs. X you note that she is obtunded, struggling to breath, using accessory muscles and O2sats are 85% on a Non-rebreather. She is intubated and placed on a ventilator. A central line is placed and confirmation obtained via CXR. A foley is placed and fluid resuscitation has begun.

 

WBC 20 Hgb 12 HCT 36 Platelets 98,000 Na 148 Chloride 110 Potassium 5.6 Glucose 190 Creatinine 3.0 BUN 68 Albumin 3.0 Anion Gap 21 Lactate 5.2 Procalcitonin 15, INR is 1.0, aPTT 23 ABG (prior to intubation) pH 7.28, PCO2 36, HCO3 17

 

EKG: Atrial Fibrillation with RVR at 156 CVP 3

 

Answer the following questions:

 

30.What are 4 plausible differential diagnoses for Mrs. X’s hypoxemia that are specific to her clinical scenario? How would each diagnosis cause a hypoxemia?

 

31.What is your final diagnosis for the hypoxemia?

 

32.What are the most likely organisms to cause the diagnoses you identified in question 2?

 

33.Upon initial evaluation what category of sepsis was Mrs. X?

 

34.Upon re-evaluation what category of sepsis was Mrs. X?

 

35.Why is a gram negative bacteremia more serious than one caused by a gram positive organism?

 

36.What is the most likely source of Mrs. X sepsis?

 

37.What is a CVP and what does a value of 3 indicate? Why is Mrs. X CVP 3?

 

38.What is a Procalcitonin and what is its purpose?

Hypoxemia: Causes, Symptoms, and Treatment Hypoxemia is a medical condition which is characterized by a reduction in the levels of partial pressure of oxygen in the arterial blood. Scroll down to learn about the causes and symptoms of hypoxemia along with the treatment options. Advertisement Our body needs oxygen to carry out the functions like cellular respiration and energy metabolism which are essential for its survival. One is therefore most likely to experience distressing symptoms in event of a decrease in the levels of oxygen. The term ‘hypoxemia’ refers to a medical condition that is characterized by a decrease in the partial pressure of oxygen in the arterial blood (PaO2). PaO2 is measured in millimeters of mercury (mm Hg or Torr). It refers to the pressure exerted by oxygen in a mixture of other gases. Arterial Blood Gas (ABG) testing helps measure PaO2. Though these medical conditions are in some way related to reduction in the levels of oxygen in the body, these are distinct medical conditions. Here’s some information that will help you distinguish hypoxemia from the rest of the aforementioned conditions. What is Hypoxemia? This condition occurs when the pulmonary alveoli (microscopic sacs in lungs where exchange of oxygen and carbon dioxide takes place) are starved of oxygen. In this condition, a substantial decrease is observed in the levels of partial pressure of arterial oxygen. Under normal circumstances, partial pressure of oxygen in arterial blood should be within 95 to 100 mmHg. When the partial pressure of arterial oxygen in the blood falls below 80 mmHg, one is diagnosed with severe hypoxemia. Also referred to as oxygen desaturation, hypoxemia should not be confused with medical conditions such as anoxia, asphyxia, hypoxia or anemia. Hypoxemia refers to a condition that is characterized by low oxygen content and low partial pressure of oxygen in arterial blood. The term ‘hypoxia’ refers to the deficiency of oxygen in the body as a whole or in some specific part of the body. ‘Asphyxia’ is a condition that is characterized by the absence of oxygen along with the accumulation of carbon dioxide. ‘Anoxia’ refers to the absence of oxygen in the body tissues or in the arterial blood. This implies extremely low levels of oxygen in the body. ‘Anemia’ is another medical condition that is characterized by a decrease in the number of red blood cells or low levels of hemoglobin in the blood. While the oxygen content in the arterial blood is low in people who are anemic, the partial pressure of oxygen in the arterial blood doesn’t decrease. Arterial Oxygen Content The arterial oxygen content can be calculated with the help of the following equation: Arterial Oxygen Content = (Hgb x 1.36 x SaO2) + (0.0031 x PaO2) In the equation given above, Hgb stands for the hemoglobin, SaO2 is the percentage of hemoglobin saturated with oxygen and (PaO2) refers to the partial pressure of arterial oxygen. Symptoms The symptoms of hypoxemia will vary depending on the extent to which the partial pressure has fallen. Symptoms of Mild Hypoxemia Restlessness Anxiety Disorientation, confusion, lassitude, and listlessness Headaches Symptoms of Acute Hypoxemia Cyanosis (Skin appearing bluish due to insufficient oxygen) Cheyne-Stokes respiration (irregular pattern of breathing) Elevated blood pressure Apnea (temporary cessation of breathing) Tachycardia (increased rate of heartbeat, more than 100 per minute) Hypotension (abnormally low blood pressure, below 100 diastolic and 40 systolic. Here, as an effect of an initial increase in cardiac output and rapid decrease later.) Ventricular fibrillation (irregular and uncoordinated contractions of the ventricles) Asystole (severe form of cardiac arrest, heart stops beating) Polycythemia (abnormal increase in the number of red blood cells. The bone marrow may be stimulated to produce excessive RBCs in case of patients suffering from chronic hypoxemia) Coma Causes Hypoxemia is usually triggered off by respiratory disorders. Chronic obstructive pulmonary disease (COPD) Airway obstruction Acute respiratory distress syndrome Pneumonia Pneumothorax (collapsed lung) Emphysema Congenital heart defects Pulmonary embolism (blood clot in lungs) Pulmonary edema (fluid in lungs) High altitude ascension could also lead to low partial pressure of oxygen in the arterial blood. These are some of the conditions that could cause hypoxemia. Additionally, hypoxemia may also be caused as a result of one or a combination of the following Hypoventilation: This refers to a condition wherein the oxygen (PaO2) content in the blood decreases and a marked increase in the levels of carbon dioxide is observed. This lowered PaO2 content can cause hypoxemia. Low Inspired Oxygen: The FiO2 content in the blood is called the fraction of inspired oxygen in the blood. A decrease in this fraction of inspired oxygen may cause hypoxemia. Right to Left Shunt: A right-to-left shunt refers to a condition in which there is a transfer of blood from the right side of the heart to its left side. An opening between the atria, ventricles, or blood vessels can lead to this. Structural defect or a problem in a heart valve can also result in right to left shunt. Ventilation-Perfusion Mismatch: This is a condition in which an imbalance between the volume of gas expired by the alveoli (alveolar ventilation) and the pulmonary capillary blood flow is seen. This mismatch may cause hypoxemia. Diffusion Impairment: In this condition, a marked reduction is seen in the oxygen movement from the alveoli to capillaries. This restricted movement may trigger hypoxemia. More often than not, it is difficult to decide one single cause of hypoxemia in acute illnesses. It also becomes almost impossible to determine the extent of contribution of the causes of hypoxemia in such cases. Treatment Options Now that you have some idea about the circumstances under which one may develop hypoxemia, let’s move on to the treatment options for this pathological condition. Mechanical Ventilation: Mechanical ventilation is a mechanism by which it is possible to aid or substitute spontaneous breathing mechanically. Continuous Positive Airway Pressure (CPAP) refers to a type of device that forces a steady stream of air into the nasal passage. This flow is set at a pressure that can overcome obstructions, thereby preventing the airway from closing. The pressure to be maintained should be determined through careful observation. Supplemental Oxygen Therapy: In severe cases, it becomes essential to administer oxygen to the patient. Oxygen may be supplied through oxygen concentrators, cylinders or tanks. However, it is crucial to determine the precise levels of oxygen to be administered. Special care needs to be taken during supplemental oxygen therapy for infants. Supplemental oxygen therapy and CPAP are usually prescribed together as a treatment for hypoxemia. This is particularly effective for treating hypoxemia caused due to hypoventilation. Transfusion of Packed RBCs: Packed red blood cells refers to the concentrate of red blood cells obtained after the removal of plasma in the blood. Packed red blood cells can be transfused as a treatment option for patients suffering from hypoxemia. This is known to increase the oxygen-carrying capacity of the blood. Sufficient care should be taken during the blood transfusion to avoid infections. This form of treatment cannot be used in case of patients who develop polycythemia (which is characterized by abnormally high RBC count) as a result of chronic hypoxemia. Increasing Inspired Oxygen: This form of treatment is effective for hypoxemia that develops as a result of hypoventilation or due to the reduction in inspired oxygen. Since hypoxemia can be caused by serious medical conditions, it is extremely essential to identify the underlying cause. Treating the underlying condition can certainly help to bring back the partial pressure of oxygen in arterial blood to normal. Drug therapy, oxygen therapy and lifestyle modification can certainly help in normalizing the partial pressure of oxygen in arterial blood. Read more at Buzzle: http://www.buzzle.com/articles/hypoxemia-causes-symptoms-and-treatment.html

 
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Topic Seven

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Topic 7: Creature Ecology and Global Climate Change

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You must complete Part I and Part II

Part I Creature Ecology

In your main response answer at least two of the following questions about your chosen species

My species is the coconut crab

Choose any two

1) What is its geographical range? In what type of ecosystem(s) does it live? In which biome?

2) What does it eat and what eats it? Is this species a predator or prey, or both? Producer, herbivore, carnivore, omnivore, scavenger or something else?

3) Is this species important to humans? Economically? Ecologically? Emotionally? Explain.

4) Are there any concerns related to the population size of this species? Has the population increased or decreased over the past 100 years? Which factors impacts the size of its population?

5) How do you think this species may be affected by global climate change? Explain your answer.

Part II Global Climate Change

One of your friends make one of the following statements (#1-5). Use what you have learned in the OLI modules in addition to as at least one other information source to respond to one of them.  Pick any one

1. “The last couple of winters have been so cold here in the US north east, global warming yeah right!”

2. “Meteorologists can’t even accurately predict the weather tomorrow, how can they predict that climate on earth will get warmer in the next few decades”

3. “There is no scientific consensus regarding human-caused global climate change. If scientists can’t even agree, why should we worry?”

4. “Climate on earth has been warming and cooling long before humans. The climate change we are seeing now is just a natural change and has nothing to do with human activities”

 

5. “Global climate change is caused by air pollutants that is damaging the ozone layer”

 
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