Lab Report ASAP (2 PAGES)

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Write

Objective, Background, method, result and conclusion (ALL IN PAST TENS )

ANSWER THE Questions.

SEE THE RESULTS IN EXCEL SHEET

 

  • a table of the data from the growth experiment
    • Time in mins
    • count date from each group.
    • average data
    • actual dilution (remember the 0.1 ml added to the plate is another 10 fold dilution)
    • Cfu/ml (represent with one digit to the left of the decimal point and two to the right then the exponent)
    • Absorbance at 600nm
    • Calculated CFU using the Aligent website
  • GraphTitleY axisX axisE coli Growth CurveAbsorbance (600nm)Time (mins)E. coli Growth CurveLog bacterial numbers (CFU MM/ml) Aligent)TimeE. coli Growth CurveLog bacterial numbers (CFU MM/ml)TimeE coli Standard CurveAbsorbance (600nm)Cell numbers (MM/ml) for both Aligent and your CFU data
    • Image:MC4100 OD vs CFU curve.jpg

Questions

  • Look at the growth curves using Aligent CFU and your CFU: are they similar or different.  If they are different why is that..
  • Look at the aligent  plate count vs absorbance graph  – are they similar are they different.  If they are different why do you think that
  • Look at the aligent and your cfu data vs time  – calculate the maximum time of doubling
Lab 2 Bacterial Growth Curve  

 

     

 

 

     

 

4

Objective

 · Follow the growth of a Escherichia coli using cell counts and absorbance

· Determine the maximum growth rate

· Develop a relationship between cell counts and absorbance

 

Background · Bacterial growth follows a standard pattern of lag, log, stationary, and death phase.

 

· Bacteria grow at different rates depending on the strain and the temperatures.

 

 

 

Materials · 100 ml LB broth in 500 ml flasks – 2

· 50 ml LB in 250 ml flasks – 2

· Sterile distilled water for dilutions – 3, 100ml bottles

· Sterile microfuge tubes

· Sterile serological pipettes – 5ml

· Sterile Falcon tubes

· LB Plates – made in previous lab

· Alcohol

· Glass spreaders

· Sterile 1000 ul tips

· Sterile 200 ul tips

· Sterile test tubes

· Distilled water

· Spectrophotometer

· Cuvettes

Notes on preparation –

· Two days before the lab inoculate E.coli into 10 ml nutrient broth tube and incubate at 37oC

· The night before inoculate a 50ml/250 ml flask with 1 ml of the broth from the culture. Shake overnight at 37oC

_______________________________________________
Procedure · Inoculate the 100 ml flask with 5 ml from an overnight culture. Mix by swirling

· Aseptically take a 2 ml sample after inoculation = T0

· Place in shaker set at 37oC and shake at 300 rpm

· Take 2 ml samples using a 5 ml pipette and place it in a sterile Falcon tube at:

· 20 min

· 40 min

· 60 min

· 80 min

· 100 min

· 120 min

· 150 min

· 180 min

· Note you may need to gather some samples outside of normal class times

· For each sample you will need to

· dilute it and plate on LB plates

· measure absorbance at 600 nm

· Absorbance

· Take a 1 ml sterile sample and place it in a cuvette. Measure the absorbance at 600nm. If needed, dilute the sample with DI water so it is in the 0.05 to 0.7 range. Record the absorbance and the dilution. Multiply the absorbance value by the dilution to get the actual value.

· Use the absorbance at 600nm to estimate the number of cells using the website http://www.genomics.agilent.com/biocalculators/calcODBacterial.jsp calculate the amount of number of cells present in your sample.

· Dilution and plating

· Use aseptic practices

· For each samples, set up sterile Eppendorf tubes containing 1000ul of sterile DI water .

· Remove 100 ul from each tube using a sterile pipette tip.

· Take 100 ul from the sample you took from the flask and add to the first dilution tube: this is the 10 -1 dilution or 1/10th ). Mix the 10-1 dilution in the vortex mixer for 20 seconds, then take a 100ul sample and place it in the next tube. Continue until you have a 10-7 dilution

· Sample

· 10-1

· 10-2

· 10-3

· 10-4

· 10-5

· 10-6

· 10-7

· Using an estimation of the cell counts from absorbance select the dilution that will give you between 30 to 300 colony-forming units (cfu). Remember you will be plating 0.1 and not 1ml so take this into account with your dilutions. Also plate the next highest and next lowest dilutions.

· Identify the appropriate dilution of the sample in sterile water in sterile tubes so one of the plates has between 30 – 300 cfu.

· Plate 100ul ml of suspension on the plate in duplicate

· Dip a glass spreader in alcohol and flame (Note: do not heat in the flame) . Use the spreader the inoculum on the plate.

· Incubate plates upside down at 37oC for 24 hours. Store plates at 4oC until needed

 
Data Tabulation Absorbance Data

· | Time | absorbance (600nm)) | dilution | Final Absorbance |Aligent CFU|

Cell counts

· |Time | Dilution | CFU plate 1 | plate 2| plate 3 | Average cell count (cfu/ml) |

 

 
Data Analysis Make the following graphs

Title Y axis X axis
E coli Growth Curve Absorbance (600nm) Time (mins)
E. coli Growth Curve Log bacterial numbers (CFU MM/ml) Aligent) Time
E. coli Growth Curve Log bacterial numbers (CFU MM/ml) Time
E coli Standard Curve Absorbance (600nm) Cell numbers (MM/ml) for both Aligent and your CFU data

 

Calculate

· Estimate the maximum doubling time using the growth curves from Aligent and also your CFU data .

· See video

· https://www.youtube.com/watch?v=W6OkbTAuQVc

· For more information, see details under assignments.

 
Report · The information from this lab will be written as a formal report.
 
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Biology Homework DUE NOW

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1. Chimpanzees exhibit 99% genetic similarity to humans. Cows share approximately 80% of their DNA sequence with humans. Scientists can predict the relative age of a common ancestor using DNA sequences. Which of the following statements regarding molecular clocks is true?

A. Molecular clocks cannot provide information regarding the relatedness of organisms or how distantly related common ancestors are from descendant species.

B. Chimpanzees, humans, and cows were at one time more closely related, but due to genetic drift have become more distantly related from one another.

C. Cows do not share a common ancestor with chimpanzees and humans, and any genetic relatedness is by chance.

D. The common ancestor of chimpanzees and humans lived more recently than the common ancestor of cows, chimpanzees, and humans.

E. The common ancestor of cows, chimpanzees, and humans lived more recently than the common ancestor of chimpanzees and humans.

2. Researchers often use mice to evaluate potential medications for treating human disease. If a medication is successful in the mouse model, it then must be further tested in human clinical trials. Which of the following best explains why clinical trials are necessary?

A. Mice are much smaller than humans.

B. Mice and humans evolved independently of one another.

C. Mice and humans have very different biochemistries.

D. Mice and humans live in different environments.

E. Mice and humans have only 80% genetic similarity.

 
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Experiment 5

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How to Proceed

  • Read through the introductory materials below.
  • Open the Unit 5 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 5 Exercise 1 – Transcription and Translation (~15 min)
    • Experiment 5 Exercise 2 – Translation and Mutations (~1 hr)
    • Experiment 5 Exercise 3 – Mutation Rates (~30 min)
  • Save your completed Unit 5 Experiment Answer Sheet and submit it no later than Sunday midnight (CT).

Transcription and Translation – Introduction

Be sure that you have read over our online lecture this unit on DNA and read pp 177 to 181 in your book before starting. DNA can be a complex concept to grasp, and there is a lot of terminology to keep straight. These first two exercises will focus on transcription and translation, the two processes responsible for taking the information embedded in our DNA and using it to create a protein.

There are segments in our DNA called genes that code for the proteins needed to carry out cellular functions. These genes are a sequence of nucleotides; adenine (A), thymine (T), cytosine (C) and guanine (G) and the specific sequence of these nucleotides is what conveys the information needed to produce a given protein. In humans, the smallest gene is 252 nucleotides long, whereas the largest is more than 2 million nucleotides long! The genetic code is used to decipher the sequence of nucleotides into a sequence of amino acids. The code uses a series of three-nucleotide sequences called codons. Each different codon codes for an amino acid and it is this specific sequence of amino acids that determines what protein is formed.

DNA is found in our nucleus, yet our proteins are synthesized in the cytoplasm. A gene must first be transcribed into a form that can leave the nucleus. Transcription is the process in which a sequence of DNA used to synthesize a complementary strand of messenger RNA (mRNA). This mRNA acts a template and is used to translate the original DNA sequence into a protein, based on the information in its codons and the Genetic Code.

For example, the DNA sequence ATG-CGT-TAG-CGT-ATTC would be transcribed into the mRNA sequence UAC-GCA-AUC-GCA-UAA. Then, using Fig 10.11 on p 180 in your book, you can determine that this mRNA would be translated into the amino acid sequence Tyrosine-Alanine-Isoleucine-Alanine-Stop.

In Exercise 1, you will have the opportunity to demonstrate your understanding of transcription and translation. You will be using the following website; be sure that you are able to access and use the site:

University of Utah. No date. Transcription and Translation
https://learn.genetics.utah.edu/content/basics/transcribe/ (Links to an external site.)

In Exercise 2, you will apply what you learned in Exercise 1 and evaluate the effect that different types of mutations have on the outcome of transcription and translation. You’ll want to review these mutations on pp 186-187 of your book and in our online lecture on DNA before starting. You will be using the following website; be sure that you are able to access and use the site:

McGraw Hill. No date. Virtual Lab: DNA and Genes
http://glencoe.mheducation.com/sites/dl/free/0078802849/383936/BL_26.html (Links to an external site.)

Finally, in Exercise 3, you will complete a series of calculations to determine the probability of a mutation occurring within a gene that results in a change in protein structure. These are straight-forward math calculations; do not let them overwhelm you.

 
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Science

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When we eat food, most people never think about the enzymes that are needed to help with digestion. Think about your favorite meal, now think back to a time when you had that meal. Did you ever stop to think about how your saliva was breaking that food down? Or how your stomach was secreting enzymes and acids to turn that meal into a thick digestible liquid, known as chyme? Most people probably haven’t, since thinking about your favorite meal turning into chyme is not appetizing! However, enzymes play a vital role in digestion, without enzymes we would be unable to eat. In humans, there are two important enzymes that aid in digestion: ptyalin (salivary amylase) and pepsin. Ptyalin is found in saliva and helps break down starches into simpler sugars. Pepsin is found in the stomach and helps to break down proteins into smaller peptides.

Data: An experiment was performed that examined the activity of ptyalin and pepsin under varying levels of pH. Examine the attached chart to answer the questions

Using the data, plot the results of the experiment. Upload a picture of your data.

Examine the graph. Identify the optimal pH for ptyalin. How does the date tell you this is the optimal pH?

Examine the graph. Identify the optimal pH for pepsin. Why is this the optimal pH?

Connect the optimal pH of each enzyme to their location in the body. Does each optimal pH make sense for those
locations? Why or why not?

What happens when enzymes are not in their optimal pH (hint: link to protein structure)? How does this affect
enzyme activity?

 
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Genetics Two Questions (#11 & 12)

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Genetics 303 Dr. Joe Staton

Fourth exam—take home

Answer on separate paper, show all work, and be neat in the reporting of answers. STAPLE YOUR RESULTS!

 

1. In a human population, the genotype frequencies at one locus are 0.75 AA, 0.22 Aa, and 0.03 aa. What is the frequency

of the A allele [f(A)] and a allele [f(a)] for the population? Are they in Hardy-Weinberg equilibrium?

 

2. Calculate the number of heterozygotes in a population with p = 0.65 and q = 0.35 (at time = 0). After 4 generations of

inbreeding between siblings (F = 0.25) in a population of 1000.

 

3. Human albinism is an autosomal recessive trait. Suppose that you find an isolated village in the Andes where seven

people are albino. If the population size of the village was 1777 and the population is in Hardy-Weinberg

equilibrium with respect to this trait, how many individuals are expected to be carriers (heterozygotes)?

 

4. A boatload of Swedish tourists, all of whom bear the MM blood group, is marooned on Haldane Island, where they are

met by an equally sized population of Islanders, all bearing blood group NN. In time, the castaways become

integrated into Island society. Assuming random mating, no mutation, no selection (based on blood group), and no

genetic drift, what would you expect the blood group distribution to be among 5000 progeny of the new Haldane

Island population?

 

5. You identify a population of mice (Peromyscus maniculatus) on an island. Their coat color is controlled by a single

gene: BB mice are black, Bb mice are gray, and bb mice are white. You take a census of the population and record

the following numbers of mice:

Black 432

Gray 576

White 192

(a) What are the frequencies of the two alleles?

(b) What are the Hardy-Weinberg equilibrium frequencies for these three phenotypes?

(c) A heat wave hits the island. All mice with black fur die from heat stroke, but the other mice survive. What are the new

allele frequencies for the population?

(d) If the population suffers no further cataclysms after the heat wave, and the surviving animals mate randomly, what will

be the frequency of mice with black fur in the next generation?

(e) If the climate is altered permanently, so that mice with black fur die before reproducing, which following statement is

correct?

(1) At Hardy-Weinberg equilibrium, f(B) will equal 0.135.

(2) The fitness of mice with gray fur (ωBb) must be equal to 0.5.

(3) The fitness of mice with black fur (ωBB) is 0.

(4) The B allele will disappear from the population in one generation.

(5) The B allele will disappear from the population in two generations.

 

6. Which of the following are requirements for evolution by natural selection? Explain your answer.

I Environmental change

II Differential survival and reproduction

III Heritability of phenotypic variation

IV Variation in phenotype

V Sexual reproduction

 

A) II, III, V B) II, III, IV C) I, II, IV D) III, IV, V E) II, IV, V

 

 

 

7. Which of the following processes is the source (origin) of genetic variation within populations?

A) Reproductive Isolation

B) Asexual reproduction

C) Selection

D) Mutation

E) Genetic drift

Explain your answer including a description of what the others do to variation.

 

8. If the population (14,926 in 2013) of folks in Perry, GA, have an f(a) = 0.1 and folks in Valdosta, GA, has a f(a) = 0.5,

then how many people from Valdosta, GA, would have to migrate to Perry to increase the population to at least

f(a) = 0.15?

 

9. What is the Ne of a population with the following annual censuses, [note the drop in size due to 2004 being an extreme

drought year]?

2001: 9,700

2002: 8,800

2003: 4,600

2004: 400

2005: 2,400

2006: 3,800

2007: 7,650

2008: 9,400

2009: 10,700

2010: 12,110

2011: 17,060

2012: 19,471

2013: 22,834

2014: 25,891

 

10. Consider the following populations that have the genotypes shown in the following table:

Population AA Aa aa

1 1.0 0.0 0.0

2 0.0 1.0 0.0

3 0.25 0.50 0.25

4 0.25 0.25 0.50

5 0.32 0.36 0.32

6 0.04 0.32 0.64

7 0.9025 0.095 0.0025

a. What are p and q for each population?

b. Which of the populations are in Hardy-Weinberg equilibrium?

c. Populations 1 and 2 have a tree fall across their islands so that individuals can cross. If equal numbers of the

individuals occur on each island, what is the new population’s allele frequencies and genotype frequencies

after one generation of random mating?

d. In population 3, the a allele is less fit than the A allele, and the A allele is incompletely dominant. The result

is that AA is perfectly fit (= 1.0), Aa has a fitness of 0.85, and aa has a fitness of 0.65. With no mutation or

migration, graph the allele frequency of the a allele for 10 generations under selection (e.g., Time 0 = q above,

Time 1 = first generation after selection)

e. In population 8, the population size gets radically reduced to 200 individuals, total. What is the most likely

fate of the “a” allele, and what genetic principle would lead you to believe that the case?

 

 

 

11. You are given the following genetic data matrix of distances for crustaceans calculated for a region of the mtDNA

called the 16S rDNA: Brine Shrimp Striped-leg hermit King Crab Soldier crab Flat-claw hermit Long-clawed hermit

Brine Shrimp ─

Striped-leg hermit 0.354 ─

King Crab 0.309 0.260 ─

Soldier crab (hermit) 0.321 0.268 0.067 ─

Flat-claw hermit 0.337 0.245 0.108 0.111 ─

Long-clawed hermit 0.312 0.249 0.090 0.096 0.044 ─

 

Calculate the average distance and draw the resulting UPGMA tree based on these distances. Write a brief interpretation

of the branching pattern in the tree.

 

12. You digest a linear piece of DNA with two restriction enzymes, BamH1 & Sma1, and get the following sized

fragments (in kb [kilobases]):

 

BamHI SmaI BamHI & SmaI

13 kb 11 kb 10 kb

6 kb 5 kb 5 kb

3 kb 3 kb

1 kb

Draw the appropriate restriction fragment map based on this data labeling all restriction sites.

 
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Mrs. Jones Has A Ten O’clock Appointment For Her New Puppy To Get A Distemper Booster, And

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(1)) Mrs. Jones has a ten o’clock appointment for her new puppy to get a distemper booster, and has arrived on time by taxi. The receptionist has checked her in and she and the puppy are waiting in exam room one. You have taken the temp, pulse, and respiration and have weighed the puppy. You go to the refrigerator to get the distemper vaccine and realize that the last vaccine expired yesterday, the last day of the month. What should be done? (a) Vaccine should be used since it is only one day past its expiration date, (b) Vaccine should be used at twice its recommended dose for added efficacy. (c) If a feline distemper vaccine is available, it should be used instead. (d) Mrs. Jones should be given a new appointment on the date after the next shipment of vaccines comes in.

((2)) Serum- separating tubes or tiger-striped tubes contain. (a) Heparin (b)EDTA
(c)no additives (d) Clot enhancers

((3)) Tail docking and dewclaw removal of puppies is done at: (a) two weeks of age (b) three to five days of age (c) six months of age when the puppy can handle anesthesia (d) breeding facilities only

((4)) Dispensing expired medication, even if by accident is: (a) an embarrassing mistake that the veterinarian will fix (b) acceptable only if the date of expiration is recent (c) Illegal (d) Common practice when working with animals

((5)) FeLV: (a) is like the HIV virus in humans (b)Affects the lymph system (c) Has a High mortality rate (d) Can be cured with the FeLV vaccine

((6)) A cesarean section in a dog: (a) performed only on young dogs with their first litter (b) carries a high risk of mortality in the neonates (c) may be performed on dogs that have a narrow or deformed pelvis (d) is performed with local anesthesia

((7)) In the dental formula for the adult dog, “2x(i 3/3, c1/1, pm 4/4, m 2.3)”, the “2x” refers to the left and the right side of the mouth. (a) true (b) false

((8)) After centrifuging a urine sample, the sediment: (a) is the liquid component(b) floats to the top (c) is contained to the meniscus (d) is obtained by pouring out the liquid portion of the urine

((9)) In the fecal floatation process: (a)parasites eggs float to the bottom (b)centrifugation is required (c) the prepared sample must sit for at least 10mins

((10))Anemia includes: (a) lack of WBCs (b)lack of Hgb (C)numerous amounts of RBCs (D)numerous amounts of WBCs

These next questions are essays, I just want to make sure im not missing anything important in them

((11)) You are taking a lateral and A/P radiographs of the right elbow of a canine. Make sure to use proper anatomical terminology for positioning.

(11A) Describe PPE you will use when preparing for this radiograph::

(11B) How many views are you taking of the right elbow?

(11C) Where would you take the measurement for this radiograph?
(Ca) What metric unit is used when reading caliper?
(Cb) What are three bones that will be positioned under the central beam.
(use directional terminology to describe the aspect of each bone.
(Cc) How many measurements would you take

((11D)) Describe how to measure the thickness of the anatomical area that the X-ray beam is to penetrate.

((11E)) What information would you put in the radiology log before the radiograph is taken

((11F)) When should you return the patients to its kennel or cage

((12)) A new client has come into your clinic, what is the signalment?

((13)) List 7 signs that an animal may exhibit if they are in pain?

((14))The doctor hands you a patients file and asks you to fill a prescription for the canine, “Max” Garcia. You look at the last entry under PLAN and you see the following:”Rx: Acepromazine 10mg #20; Sig:1 tab PO pm for sedation, no more than tid.”*Describe in detail how you would go about filling the prescription.

((15))You need to prepare a mop bucket for he end of the day clean up.The disinfectant you are using has a dilution ratio of 1/2 oz per gallon.The mop bucket hold 5 gallons. Please show your work.*How many oz of disinfectant will you need for the 5gallon mop bucket,how many milliliters of disinfectant will you need for the bucket

 
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Evolutionary Spandrels

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Read the article by Gould and Lewontin (1979).  This article presents a  critique of the way evolutionary biology was evaluating selection and  adaptation. This article spawned a major turning point for the field.   It provides the notion that some traits arise simply as a structural  byproduct of selection on other traits. This means that observed or  inferred functional differences cannot always be equated to adaptive  changes.
After reading this article, write a short essay describing how this idea  of constraints impact evolution and the way in which researchers should  study evolution. What information would Gould and Lewontin need to  justify calling a trait an adaptation? What are the main critiques of  the Adaptationist Programme? How important do you think the evolutionary  history of the species is when considering if a trait is an adaptation?  How important do you think constraints are to the process of evolution?  Explain your reasoning for these opinions. Be sure to relate back to  the readings, lectures, and/or videos that you watched in Modules 2 and  3.
Requirements
One-half to one typed-page, single-spaced, times new roman, and 12 point  font.  DO NOT GO OVER ONE PAGE.  Include your name and your section  number at the top of the page and upload your assignment as a Word  document by the due date. Be concise and logical in your writing

 
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Case Sudy

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MICROBIOLOGY

Case Study a

  1. Infections of the Skin, Eyes, and Underlying Tissues

It was so exciting! Caitlyn was the only freshman girl selected for Varsity Singers, her high school’s touring show choir. Their summer “retreat” was a six-day mega-rehearsal to learn all of the choreography for their upcoming show season. Monday through Saturday the week before school resumed, the 28 performers danced from 8 A M to 8 P M in their un-air-conditioned gymnasium. Caitlyn didn’t particularly mind the hot, humid rehearsal conditions, but sweating profusely in dance leotards every day was really starting to aggravate the acne on her shoulders and back. After a special preliminary performance for their families on Saturday night, Caitlyn showered and dressed to go home. It was then she discovered a very large, angry “pimple” that rubbed uncomfortably on the back waistband of her jeans. By morning, it was raised and the size of a dime. Caitlyn’s mother washed the

affected area, cleansed it with hydrogen peroxide, and applied an antibiotic ointment, telling her they would call the doctor tomorrow if it didn’t improve.

  1. What possible infections might Caitlyn have?
  2. What microbes would normally cause these infections? Are these microorganisms normal skin flora, pathogens, or both? Explain.

Monday morning, the first day of school, Caitlyn’s back was sore. “A great way to start high school,” she thought. Caitlyn’s mother took her to the pediatrician’s office right after school. The PA examined her back and was alarmed to see a lesion almost two inches in diameter. It was tender to the touch with poorly demarcated margins. The region was raised, warm, and Erythematous (reddened) with several smaller red lines radiating outward.

  1. What is your diagnosis? Describe the nature of this condition.

After consulting with the pediatrician, Keflex was prescribed for Caitlyn. She was sent home with instructions to monitor the infection. If it was not obviously improved by the next day, she was to return for reevaluation.

  1. To what class of antibiotics does Keflex belong? How does this drug work? What group of microbes is especially susceptible to it?

On Tuesday morning, Caitlyn went immediately to see her pediatrician. The lesion was the size of an egg and quite sore. Caitlyn also presented with a temperature of 38.4°C (101.2°F). Motrin and compresses were advised as comfort measures. The Keflex was continued and the lesion cultured for laboratory

analysis. Again, she was told to return if she didn’t notice improvement.

  1. How would you collect a specimen from Caitlyn’s lesion? Name several types of transport media commonly used. Why is it so important to appropriately transport a specimen to the microbiology laboratory?
  2. What media will likely be inoculated when this sample arrives in the laboratory? State your reason(s) for choosing the media you’ve indicated.
  3. In addition to media inoculation, what other procedure will be performed immediately using the specimen?

The preliminary Gram stain of the specimen showed many Gram-positive cocci in clusters. After 24 hours, the TSA with 5% sheep blood plate demonstrated pure growth of small, round, smooth, white, gamma-hemolytic colonies.  The same colony morphology was observed on the PEA (or CNA) plate with zero growth on the EMB (or MacConkey) plate. Colonies were also observed on the MSA plate, which was completely pink in color.

  1. What is meant by the term “pure growth”? What does it say regarding the quality of your specimen collection?
  2. Based upon these laboratory results, what microbe do you predict is causing Caitlyn’s infection? Explain. What two chemical tests would you perform next to verify your answer?

Colonies from the TSA plate were suspended in sterile saline and introduced into the Vitek II analyzer. It confirmed Staphylococcus epidermidis was the pathogen involved and indicated Keflex sensitivity.

HATS Off to MRSA b

They had toyed with the idea for years, and now, Jacob, Tony, and Tom had finally made their dream of a family business a reality. With Jacob’s computer expertise, Tom’s experience from his marketing internship, and Tony’s apprenticeship with a master painter, the three brothers were confident that “Color Your World Painters, Inc.” would be a successful business venture. After only six months, their Internet and local TV advertising had made them a household name in their community. Tony had to hire additional painters to handle their burgeoning workload. The brothers moved to a larger office, purchased improved equipment, and issued all employees uniforms and painter’s caps with their flashy new logo.

Business that summer was booming. The hot, sweaty paint crew worked from sun up to sun down every day. Upon returning to headquarters, they hung their caps on the wall, changed out their uniforms for street clothes, and collected nice fat paychecks. Jacob boasted smugly that things couldn’t be better…until one morning Tony didn’t show up for work. Annoyed, Jacob grabbed a uniform and Tony’s hat, got the painters organized, and took his brother’s place on the work crew while Tom tried to track down Tony. Tom’s second phone call reached his five-year-old niece, who was answering her mother’s cell phone. In a small and tearful voice, she told her uncle that they were at the hospital and daddy was

very sick because he had slime leaking out of his head. Confident that his niece’s imagination had run away with her, Tom reassured the little girl and told her he would be right there. Tom left a voicemail message on Jacob’s cell phone and headed to the hospital. When he met his sister-in-law, Julia, Tom was shocked to find his brother was in surgery. Stunned, Tom listened to Julia describe the events of the last few days. Out of embarrassment, Tony never mentioned to his brothers that he periodically suffered from boils around his hairline when working under hot, humid conditions. Two days ago, when Tony noticed the first few boils appear, he assumed it was just a recurrence of his seasonal problem. But, after 24 hours, Tony was becoming concerned. This was the worst case he had ever experienced. He had at least a dozen boils on the back of his neck and into his hairline. Despite his discomfort, Tony continued work without complaint, although he secretly blamed his problem on wearing the new company cap that made him sweat more around his hairline.

That evening, Tony showed Julia his neck and asked her to help him disinfect and bandage the area. His frightened wife pleaded with him to go to the emergency room, but Tony flatly refused. Number one, they didn’t have health insurance and he certainly did want to run up a bill. But number two, Tony was not about to be humiliated by going to the hospital for something so simple. In his mind, boils could hardly be considered life-threatening. Julia gently cleansed the area for her husband, counting 13 boils the size of a dime or larger. Tony winced in pain.

  1. What microbes commonly cause boils?
  2. What is another name for a boil?
  3. What is the incubation time for boil development?
  4. What factors are facilitating Tony’s problem?
  5. What at-home cleansing and treatment options would you have recommended Julia try?

line. Tony found it humorous that his “gooey zits” got quick attention at an ED known for its long wait times. Dr. Bergmann, an infectious disease physician, examined Tony, noting heat, extreme erythema, folliculitis, 15 boils ~1–2 cm in diameter, some draining copious amounts of pus, and numerous seeping  ulcerations. Dr. Bergmann applied a topical anesthetic before lancing several boils for culture. He ordered four sets of blood cultures drawn, started broad spectrum IV antibiotics, and immediately scheduled Tony for surgical debridement of his infection.

  1. Why did the doctor lance boil to collect a specimen for culture when many others were already draining pus?
  2. Why did Dr. Bergmann start Tony on antibiotics even though he didn’t know the microbe involved or its drug sensitivity?
  3. Why were blood cultures ordered?
  4. Why was Tony a candidate for immediate surgery?

Tom and Julia sat for about an hour in the waiting room before Dr. Bergmann arrived with an update on Tony’s condition. Preliminary Gram stain results from the lab confirmed Gram-positive clusters of cocci in Tony’s boils. Due to the extensive tissue damage, Dr. Bergmann confided to the family that he suspected community acquired-MRSA. Although Tony was “resting uncomfortably,” the surgical debridement of a 3.5 cm  10 cm area was a success. Tony would receive a three-week course of IV vancomycin before being permitted to return to work.

  1. What common skin microbes demonstrate this Gram morphology and staining?
  2. What does MRSA stand for?
  3. What is the difference between community acquired-MRSA and hospital acquired-MRSA?
  4. How does the resistance demonstrated by this organism differ from the resistance it typically shows to penicillin?
  5. Why is vancomycin a good treatment choice when penicillin and methicillin are ineffective?
  6. What complications are associated with IV vancomycin treatment?
  7. Tony’s infection progressed rapidly and resulted in substantial soft tissue damage. Why is MRSA able to cause this problem?
 
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Microbiology >Answer Questions In 2 Pgs

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Week 1: Review Sheet

Exercise 1: Hanging-drop and wet-mount preparations

1. How does true motility differ from Brownian movement?

2. What morphological structure is responsible for bacterial motility?

3. Why is a wet preparation discarded in disinfectant solution or biohazard container?

4. What is the value of a hanging-drop preparation?

5. What is the value of a wet-mount preparation?

Exercise 2: Simple stains

1. Define acidic and basic dyes. What is the purpose of each?

2. What is the purpose of fixing a slide that is to be stained?

3. Why are the specimens to be stained suspended in sterile saline or distilled water?

4. How does a stained preparation compare with a hanging drop for studying the morphology

and motility of bacteria?

5. List at least three types of bacteria whose names reflect their shapes and arrangements,

and state the meaning of each name.

Exercise 3: Gram stain

1. What is the function of the iodine solution in the Gram stain? If it were omitted, how would

staining results be affected?

2. What is the purpose of the alcohol solution in the Gram stain?

3. What counterstain is used? Why is it necessary? Could colors other than red be used?

4. What is the advantage of the Gram stain over a simple stain such as methylene blue?

5. In what kind of clinical situation would a direct smear report from the laboratory be of

urgent importance?

 
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SCI 115 Week 3 Discussion

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Part 1: Post a Response

In this week’s discussion you will be exploring energy and how it’s captured, released, and used by all living creatures.

Review the video about the “phytoplankton that brought Earth to life” found at: https://youtu.be/m_43nR11PW8. In this clip, Penny Chisholm discusses a tiny phytoplankton called Prochlorococcus. Based on that video, address the following:

· In the video, Dr. Chisholm tells us that Prochlorococcus samples from different environments that are genetically different. Discuss what this tells us about the relationship between organisms and their environments.

· What do you think is the most interesting or significant aspect of Prochlorococcus?

 
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