Cell Biology And Genetics CASE 1!!!!

MN551-1: Integrate knowledge of advanced physiology and pathophysiology across the lifespan with the clinical implications for the advanced practice nurse.

 

 

ONLY ADDRESS CASE 1!!!!!

 

 

 

Case Study: Cell Biology and Genetics

 

Below are several case studies. Your instructor will either assign you a case study or have you select one. If all of the case studies have not been covered, your instructor may assign a case study that no one has covered. Be sure to integrate your knowledge of advanced physiology and pathophysiology across the lifespan with the clinical implications for the advanced practice nurse.

 

 

Case Study Posting Requirements

1.    Make sure all of the topics in the case study have been addressed.

2.    Cite at least three sources; journal articles, textbooks, or evidenced-based websites to support the content.

3.    All sources must be within five years.

4.    Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

 

 

Case Study 1

Marsha and Clement are both carriers of sickle cell disease, a disease that is autosomal recessive. Their first child, Amelia, does not have the disease. Marsha and Clement are planning another pregnancy, but they are concerned about their second child having the condition. Clement’s dad died from complications of sickle cell disease shortly before Amelia was born.

1.    Draw a Punnett square to determine the likelihood of Marsha and Clement having a baby with sickle cell disease. What is the chance the baby will be a carrier of the disease, just like the parents?

2.    Marsha suggested to the nurse at the local family planning clinic that if the baby were a boy he might have a higher risk for developing the disease, just like his grandfather. If you were this Practitioner, how would you respond?

3.    When Amelia, who does not have sickle cell disease, grows up and marries someone who does have the disease, how likely is it that her children will have the disease?

Case Study 2

Maria is a sedentary, 68-year-old woman who is overweight. She complains that her hands and feet are always cold, and she tires quickly when cleaning the house. At her most recent visit to her doctor, her blood pressure was 184/98 mm Hg. She has edema around her ankles and legs, and her physician is concerned about an echocardiogram that indicates Maria has an enlarged heart.

1.    Identify two reasons why Maria will have tissue ischemia. How might this lead to hypoxia?

2.    What two early and reversible changes occur to tissue cells when they are hypoxic?

3.     What specific type of cellular adaptation has taken place in Maria’s enlarged heart? What made you come to this conclusion?

4.    Predict why Maria’s heart has become enlarged. Why doesn’t this enlargement give her the same cardiac strength and endurance as a well-trained athlete?

Case Study 3

Kevin worked for 10 years at a uranium mine, excavating uranium for a nearby nuclear power plant. Now, 25 years later, he has small cell lung cancer. Kevin is anorexic and has lost a considerable amount of weight. His muscles are wasting, and he is weak. He tries to move around the house throughout the day but tires easily. It has been difficult for him to access care, and the treatment for his cancer is just starting.

1.    With the ongoing exposure to the ionizing radiation, DNA damage occurred. Outline the three stages of carcinogenesis that occurred after his exposure to radiation.

2.    Kevin is normally a fit and active man, and his wife often commented on how much food he used to eat after a day at mine. Why would there be muscle wasting and weight loss now? Explain your answer using your

3.    knowledge of the metabolic changes seen with cancer.

4.     In some cancer patients, muscle weakness may result from the production of onconeural antigens. Describe the effects of these antigens. What form would this process likely take in Kevin’s situation?

Case Study 4

Felicity is a very busy 29-year-old woman in a professional career. She has diabetes mellitus, and is also pregnant for the first time. Due to her busy schedule, it took her three weeks to visit the family doctor to have the pregnancy confirmed. Felicity became very concerned when her physician asked whether she had been taking folic acid. It was all Felicity could do to remember to manage her insulin levels, and taking folic acid supplements was something she hadn’t even considered. Her doctor told her to take 600 μg of folic acid daily and advised Felicity to return later for maternal serum marker testing.

1.    Explain the potential teratogenic effect of folic acid deficiency on the developing fetus. What other risk factor is noteworthy in Felicity’s case?

2.    What is the benefit of maternal serum marker testing? What other test would be particularly useful to monitor the development of Felicity’s baby in this situation?

 

3.    When is the fetus most vulnerable to the effects of teratogens and why?

 

Assignment Requirements:

Before finalizing your work, you should:

·         Ensure you have written at least four double-spaced pages.

·         be sure to read the Assignment description carefully (as displayed above);

·         consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and

·         utilize spelling and grammar check to minimize errors.

·         follow the conventions of Standard American English (correct grammar, punctuation, etc.);

·         be well ordered, logical, and unified, as well as original and insightful;

·         display superior content, organization, style, and mechanics; and

·         use APA 6th Edition format as outlined in the APA Progression Ladder.

 
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Lab 11: Frog & Fetal Pig Dissections

Virtual Lab: Virtual Frog Dissection

http://mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html

1. If you come upon any terms that are unfamiliar to you, please refer to your textbook for further explanation or search the word here: http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx

2. In this exercise, you will be performing a virtual frog dissection. To begin, click on the “Introduction” link on the opening page. Read through and listen to the information presented to learn about the basics of dissection and animal phylogeny. When you are finished, click the “Menu” button at the bottom of the page to return to the opening page of the laboratory activity.

3. Once you are back to the opening page, click the “External Anatomy” button. Read through, watch and listen to the information presented in these segments. When you are finished, click the “Menu” button at the bottom of the page to return to the opening page of the laboratory activity.

4. The last portion of this activity involves an examination of the internal anatomy of a frog. To do this, click the “Internal Anatomy” button on the opening page of the laboratory. Read through, watch and listen to all of the information presented in these segments and actively participate where required. You may have to do a virtual cut on the frog by dragging the appropriate tool to the frog or label organs of the dissected frog by dragging the appropriate organ names to the site on the opened frog. Please STOP when you are through with each labeling step and be sure to fill in your final answers on Figures 1 and 2 below.

 

Figure 1: Digestive System Organs

A   =

B   =

C   =

D   =

E   =

F   =

 

Figure 2: Organs   of the Circulatory, Respiratory, Excretory and Reproductive Systems

A   =

B   =

C   =

D   =

E   =

F   =

G =

H =

Frog Dissection Post-laboratory Questions:

1.  The dorsal side of the leopard frog:

a.  Is a light, solid color

b. Is a colored and patterned

c. Is initially cut during a dissection

d. A and C

2.  Leopard frogs:

a.  Are invertebrates

b. Are warm-blooded

c. Have a gills at one time during their life cycle

d. All of the above

3. In regards to the external anatomy of a leopard frog:

a.  It is easy to tell the sex of the animal

b. The cloaca is at the anterior end of the animal

c. The feet of the hind limbs have 5 toes

d. All of the above

4.  In the opened mouth of the leopard frog, one can see:

a.  The nostrils

b. The glottis

c. The vomerine teeth

d. A and B

e. All of the above

5.  Which of the following is found in the digestive system of the leopard frog but not in that of a human?

a.  Gall bladder

b. Stomach

c. Pancreas

d. Liver

e. None of the above

6.  Arteries in the circulatory system:

a.  Carry blood to the heart

b. Carry blood away from the heart

c. Carry out diffusion of gases

7.  In the leopard frog heart:

a.  The right atrium carries oxygen rich blood

b. The left atrium carries oxygen poor blood

c. There are 3 chambers present

d. All of the above

8.  By comparison to the leopard frog heart, the human heart:

a.  Has 4 chambers present

b. Carries mixed blood in the ventricles

c. Is more efficient

d. A and C

e. All of the above

9.  Fat bodies play a role in:

a.  Respiration

b. Circulation

c. Hibernation

d. Reproduction

e. C and D

10.  The most anterior portion of the leopard frog brain is/are the:

a.  Olfactory lobes

b. Cerebrum

c. Optic lobes

Virtual Lab: Virtual Fetal Pig Dissection

https://www.whitman.edu/academics/departments-and-programs/biology/virtual-pig

Figure 1: Fetal Pig – Digestive System

 

Description: pig diagram

1. __________________________
2. __________________________
3. _________________________
4. _________________________
5. ________________________
6. _________________________
7. __________________________
8. __________________________
9. __________________________
10. _________________________
11. _________________________
12. _________________________
13. ________________________

Identify the organ (or structure)

14. _____________________________ Opening (valve) between stomach and small intestine.
15. _____________________________ Stores bile, lies underneath the liver.
16. _____________________________ A branch of the large intestine, a dead end.
17. _____________________________ Separates the thoracic and abdominal cavity
18. _____________________________ Membrane that holds the coils of the small intestine.
19. _____________________________ The straight part of the small intestine, after stomach.
20. _____________________________ Empties bile into the duodenum from the gall bladder.
21. _____________________________ The last stretch of large intestine
22. _____________________________ Bumpy structure under the stomach; makes insulin
23. _____________________________ Lies between the two umbilical vessels.

Figure 2: Urinary and Reproductive Systems

Male  Female

Identify the Organs (or structure) on the above diagram:

A.

B.

C.

D.

E.

F.

G.

H.

I.

J.

K.

Identify the organ:

· Urine passes through the _________ to reach the urinary ___________ for storage.

· Urine exits the ________ to the outside through the ____________

· The ______________ is where sperm production takes place.

· The ______________ contain all the developing eggs the female pig will ever have.

· Called a ___________________ in humans, the __________ receives the egg from the ovary at ovulation.

· Fertilized eggs travel from the oviducts into the ______________ for implantation.

 
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IDE501:Disease & Epidemiology

Topic of the assignment is Disease & EpidemiologyTurnit Score below 10%

This week you have been introduced to the specific mechanisms (example: A-B toxin) that elicit the symptoms of disease in a host. Pick three of these mechanisms and describe each in a research paper. Please follow the expectations that are listed below.

Assignment Expectations:

Length should be 1250-1500 words, not including Title and References pages (typed, 12 point font, double spaced).
These subheadings are required (content expectation is also provided)
Introduction (list the three mechanisms that you have picked and provide a brief overview)
Mechanism 1 (Describe the cellular source of the mechanism. Explain how this mechanism produces an effect inside the host. Provide an example pathogen that utilizes this mechanism).
Mechanism 2 (Describe the cellular source of the mechanism. Explain how this mechanism produces an effect inside the host. Provide an example pathogen that utilizes this mechanism).
Mechanism 3 (Describe the cellular source of the mechanism. Explain how this mechanism produces an effect inside the host. Provide an example pathogen that utilizes this mechanism).
Professional application (Explain how understanding these mechanisms increases the effectiveness of a nurse).
Support your content with at least (3) citations. Make sure to reference the citations using APA writing style for the presentation.

 
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Enviornmental Science Population Biology Guidelines

Enviornmental Science

Population Biology Guidelines

Population Biology Lab paper **: Lab reports are written to describe and analyze a laboratory experiment that explores a scientific concept. The purposes of lab report are to enable students to conduct scientific research, formulate a hypothesis about a particular stimulus, event or behavior. The main reason for this activity is to understand the processes that influence the size, growth, characteristics and distribution of populations.

Do a lab report paper based on the guidelines outlined below. There is a two page (900 word minimum) for the paper. Use at least two sources for the paper and make sure you use the proper format for referencing your sources. **title page & APA references are not included with total page requirements.

Examples of a Lab Report can be seen at http://www.mhhe.com/biosci/genbio/maderinquiry/writing.html.

Purpose

In this investigation student will conduct a virtual population experiment by growing two species of freshwater protozoan Paramecium, alone and together. Students will then compare growth curves of the populations of each species.

Learning Objective(s) Addressed by This Activity

  • Demonstrate how competition for natural resources in the environment can affect population growth.
  • Explain how availability of resources, such as food, can be limiting for populations.

Description

Students are to complete the virtual lab found at the following website: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/PopulationBiology.html

Students will follow the instructions of the lab, which are posted online. Before beginning the virtual lab students should download and read both the instructions and post lab quiz and lab report documents. Student can then complete the virtual lab using the table in the Lab Report to record their results. PLEASE note that student do not have to take the Post Lab Quiz, instead a lab report will be submitted.

Evaluation Criteria and Guidelines:

Page Guidelines

 
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