Nutrition Homework

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Assignment Instructions

Pick one of the following four case studies and respond to the questions. Your response should be 300 words or more.  Be sure to use references (APA formatting is suggested) to support your answers.  Here is an excellent reference:  https://www.eatrightpro.org/-/media/eatrightpro-files/practice/position-and-practice-papers/position-papers/nutritionathleticperf.pdf

Case 1: Vitamins

Roger is a starting guard on his college basketball team. He is a leader on his team, stays after practice to work on his shots, and is busy with academic and community life on campus. Because of his hectic schedule, he has little time for meal planning, grocery shopping, and food preparation. Dinner is usually consumed at the athletics training table during the week, and the rest of his meals are costumed either at home or at local restaurants. A 3-day food record kept by Roger recently was analyzed using a nutrition software program. The analysis revealed overall energy intake was not meeting his estimated needs, and vitamins A, C, and folate were consistently low throughout the three days. The rest of the vitamins and minerals met the minimum RDA or AI requirements.

  1. What questions should you ask Roger about his typical daily diet?
  2. What recommendations do you have for Roger to improve his dietary intake of vitamins and his energy intake?
  3. How can you help Roger meet these recommendations?

OR

Case 2: Minerals

Anne participates in triathlons. Recently, in a half-Ironman race, she experienced nausea, intestinal cramping, and diarrhea on the run, leading to poor performance. The entire race took her nearly 6.5 hours. During the bike portion, she consumed 100 oz of a relatively new sports beverage that she has been training with this year, as well as two gels. On the run, she consumed sips of the sports beverage provided on the course but switched over to water once she started experiencing nausea, cramping, and diarrhea. She was frustrated by her performance and wants to ensure that it does not happen again. You ask Anne to bring in the new sports beverage she has been consuming so that you can review the Supplement Facts label. Per 8 oz. serving, the following nutrients are provided: 60 calories, 15 g carbohydrates, 0 g protein, 0 g fat, 100 mg sodium, 50 mg calcium, 30 mg magnesium, and 100 mg potassium.

  1. What could be a potential cause of Anne’s nausea, intestinal cramping, and diarrhea during the race?
  2. How does Anne’s new sports beverage compare with others on the market?
  3. What recommendations would you give to Anne to prevent the symptoms from occurring in future races?

OR

Case 3: Fluids

Chad is a collegiate lacrosse player in Arizona. During the preseason and in-season training, the team will practice for hours, often in 80- to 90-degree weather. The coach incorporates fluid breaks during practice; however, he allows the athletes to consume only water. The coach believes that sports beverages hinder performance and therefore forbids the athletes to consume them. The athletes complain of feeling fatigued, lethargic, and light-headed by the end of practices.

  1. What are the problems in this scenario?
  2. What should the athletes do to feel better throughout their practices?
  3. What hydration principles should the athletes follow?

OR

Case 4: Weight Management

Ian is an 18-year-old gymnast training in a private gym with many other male and female gymnasts. He is competing at an advanced level and is likely to make the next Olympic team. Lately, he has been finding some of his balance and strength moves on the rings and parallel bars more difficult. He has gone through a bit of a growth spurt and has gained approximately 5 pounds over the last year. He suspects the weight gain is causing his performance difficulties. He decides to try a weight loss program that will help you lose weight before his next big competition in six weeks. He is not sure how many calories to consume and therefore, arbitrarily decided to eat 1,500 kcal per day.

  1. Which assessments are required to determine whether Ian needs to lose weight?
  2. What type of diet and exercise plan would you recommend for Ian?
  3. What additional concerns do you have for Ian’s health and sports performance?

Overview of Grading Rubric:

Points (100 total)

Content

33

Answered each question for the selected case

22

Question responses are substantial and thoughtful

15

References used to support answer

10

Free of grammar and spelling errors

10

Greater than 300 words

10

Submitted by the due date

 
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Microbiology Introduction Course With Lab

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Microbiology for the Health Professions

Credits – 3 (Lecture) 1 (Lab)

Description

Overview

This course is designed to meet the microbiology prerequisite for students who are applying for admission to health profession programs. Most students taking this course will have an undergraduate degree and will be in the process of a career change. Online Microbiology is a one-semester course.  It will emphasize the concepts that are a necessary groundwork for courses the student will take in his/her professional program.

Topics covered in this course include: the history of microbiology, microbial morphology and physiology, bacterial metabolism, genetics, ecology, and the classification of microorganisms, particularly bacteria, fungi, and viruses. Therapeutic agents used to disrupt and control microbial growth are considered and a body systems approach is utilized in the coverage of diseases.

Materials

Textbook

· Microbiology: A Human Perspective Eugene W. Nester et.al., 7th edition

Note: The e-book version of Nester may not be used on any proctored course exam. Textbooks need to be purchased separately and are not part of your registration fee. All course materials are available through our bookstore at http://www.newengland.bkstr.com

Laboratory Components

It is mandatory for students enrolled in the laboratory component of the course to order a lab kit. The kit must be purchased directly through Hands on Labs and cannot be purchased second hand or from another vendor. Students enrolled in lab must complete both parts of every lab – the assigned experiment and the corresponding assignment online – to earn a grade for the lab. The kits must be ordered immediately upon enrollment in order to ensure materials are on hand for the start of the course. Note: Kits can take 5 – 7 business days to arrive. Go to this link: https://www.holscience.com/mm5/merchant.mvc?Screen=LOGN

1. ENTER Login: C000384

2. ENTER Password: labpaq

3. Choose LP-2231-MB-02: LabPaq, Microbiology, 11 Labs

4. Review the HOL Return and Refund Policy

Learning Objectives and Outcomes

Course Objectives

Upon successful completion of the course students will be able to:

1. Define basic structure/function of microorganisms including prokaryotes, eukaryotes and viruses, with emphasis on their relationships to human disease and treatment modalities

2. Describe the kinetics and patterns of microbial growth, and environmental factors that alter growth

3. Describe key features of microbial genetics, including DNA structure and function, as well as mechanisms of DNA replication, transcription and translation

4. Explain how and why microbial gene expression is regulated, as well as how genetic mutation and DNA transfer mechanisms affect microbial evolution, fitness and pathogenesis

5. Define and compare beneficial versus pathogenic host-microbial interactions

6. Explain fundamental stains, basic staining techniques, and corresponding bacterial and fungal morphology

7. Describe the clinical manifestations associated with common bacterial, viral, fungal, and parasitic diseases

8. Describe the uses of the various media and metabolic/enzymatic testing protocols

9. Identify bacterial/fungal toxic and invasive factors and their relationship to the pathogenesis of disease

10. Classify the mechanisms of antibiotic (antibacterial/antifungal), antiparasitic, and antiviral activity, as well as resistance strategies employed by target microorganisms

11. Identify the pathogens commonly associated with infections of the skin, eyes, nervous system, respiratory tract, gastrointestinal tract and genitourinary tract in humans, as well as their modes of pathogenesis and risk factors associated with each type of disease

12. Identify common healthcare-associated (nosocomial) pathogens

13. Identify disease and likely etiology on the basis of patient signs and symptoms, pertinent history, and lab findings

14. Create a case study outline.

Assignments

Lectures and Laboratories

Our textbook allows students to utilize CONNECT from McGraw-Hill to go through the lecture course material with Learnsmart. This is a good self-assessment tool. The access code for CONNECT may be purchased using a link located within the course homepage in Blackboard.

 

Laboratory Information:

For the laboratory portion of this course, you will be be purchasing a LabPaq lab kit from the Hands On Labs (HOL). Your instructor will provide you with a link that is unique to your class. You will use this link to create an account and set up your profile and submit your work. Additional directions for Getting Started with HOL can be found in the COURSE INFORMATION section of the course.

 

Laboratory Assignments

For students enrolled in the laboratory component, most weeks have an associated laboratory assignment. Complete each assignment online using the HOL Online link provided by your instructor.

Using the HOL resource material, your notes, and in some cases outside research, answer all of the questions in each lab exercise. Your answers must be in the form of complete and grammatically correct sentences with proper spelling, grammar, and capitalization. Be mindful of the spelling for bacterial genus and species names (capitalize genus names, lower case for species names, eg., Streptococcus pyogenes). If a question is asking for terms you are not familiar with, be sure to define and understand those before you answer the question. Reference your facts using in-text citations and AMA format for your outside references.

Once you complete the lab, use the text submission field for this assignment in Blackboard to write a message to your instructor to say that you have completed the assignment. This will serve as an alert to your instructor that your assignment is ready to be reviewed and graded.

Chapter Tests, Vocabulary Quizzes, and Unit Exams

Chapter Tests

The chapter tests are multiple-choice and matching. The tests can be accessed by clicking on the link in Blackboard. The chapter tests are open book and are intended to help you review for the unit exams. They are timed and you have three attempts at each test; the questions for each attempt cover the same material, although they may be different. The highest of the three attempt grades will be recorded in the grade book. If you take the test only once, that grade will be recorded in the grade book. To prepare for the chapter tests, complete the readings, view the lecture material, and review using the CONNECT and other study helps posted in the chapter module. Also, review the end-of-chapter questions and other study aides in your textbook. When you are ready, take the test. If you wish, you may review the material and take the test a second or third time.

Module Vocabulary Quizzes

Each module has a 20-term vocabulary quiz. The terms are selected from the chapter vocabulary lists. The quizzes are taken online through the Blackboard site. Each quiz is accessed by clicking on the link in Blackboard. The quizzes are open book and are intended to help you review for the unit exams. To prepare for the vocabulary quizzes read through the lists of terms for each chapter within the module. Fit the terms into the context of the learning objectives for each chapter. The vocabulary quizzes are timed and you have three attempts at each quiz. When you are ready, take the quiz. If you wish, you may review the material and take the quiz a second or third time.

Unit exams

The five unit exams are timed exams (120 minutes) consisting of multiple choice and matching; with all questions graded automatically upon the completion of the unit exam. These unit exams are single-attempt (with no pauses allowed during the 2-hour time frame) and may be taken only once. The unit exams will be available only after all the quizzes, tests and other assessments in the unit are completed. The exams will include topics covered in the textbook, learning objectives, and lectures for each unit. These exams are open notes and open book; however, you should review the material as though you will not have the notes or book available. There will not be time during the exam to look up every answer. Of the 5 unit exams, your 4 highest exams will count toward your final grade (the lowest score will be dropped). NOTE: Do not schedule your unit exams with ProctorU. Only the HOL Laboratory Final Exam (if you are taking the lab) and the lecture Final Exam need to be proctored.

 

The Microbiology Case Study

You will create a case study for a microbial infection selected from the current pathogen list which your instructor will provide to you. Your case study will be assembled using a detailed rubric. Upon completion, and by a specified due date (within Unit 5), your case study will be submitted using the Blackboard website.

 

Final Exam

The cumulative BIOL 1020 lecture final is a proctored test so plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the Final Exam, it will have to be printed out or hand-written and there are no exceptions to this policy.

HOL Laboratory Final Exam – For Students Enrolled in the Laboratory 

The cumulative BIOL 1020 laboratory final is a proctored test. Plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the HOL Laboratory Final Exam, it will have to be printed out or hand-writtenand there are no exceptions to this policy.

 

Discussion Board Posts

Discussion questions cover interesting current events or materials that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Most of the discussion questions are designed to accompany particular chapters (see specific discussion questions for more information). Each question will require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, or view a short video. Then you will write a response following the guidelines in the assignment.

To earn full credit: you will need to post a response, respond to the original posts of at least two other students, and then contribute to an ongoing discussion. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.

Discussion Question Guidelines

1. Read the assignment carefully so that you are familiar with the materials that you need to cover and how to craft your post.

2. Respect each other’s ideas, feelings, and experience. Some of the questions involve areas of disagreement. Expect your classmates to have different opinions.

3. Use proper writing style. Correct spelling and sentence structure are expected just as if you were writing a regular paper. Use spell check and grammar check before you submit.

4. Write your posting in a word document! That way you can save a copy and use spell check and grammar check.

5. Cite the sources that you use to write your response. Follow the AMA guidelines.

6. Avoid posting large blocks of text. Break your writing into paragraphs and use a space between paragraphs to make your posting easier to read online.

7. Subscribe to the discussion so that you get email updates when there is activity.

8. Use the “reply” button rather than the “compose” button when responding to someone else’s post.

9. When responding to a classmate, address them by name.

10. Do not use postings such as “I agree,” “I don’t know either,” or “ditto.” They do not add to the discussion, take up space on the Discussions, and will not be counted.

11. Everyone benefits from an active discussion. Check back in frequently to see what others are saying.

12. Plan your time carefully. You will need to give your classmates time to respond to your postings. This is an asynchronous class where students will be in different points of the class.

13. Contact your instructor if there are schedule problems or other issues that need to be resolved.

Examinations and Grading Information

For students taking the lecture course only, the final course grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the final grade
5 Unit Exams (drop lowest score; 4 in total) 20% of the final grade
Final Exam 20% of the final grade
Case Study 20% of the final grade
Discussion Boards 20% of the final grade
Total Course Grade 100%

 

For students taking the lecture course with the laboratory, your final grade will be determined as follows:

Chapter Tests and Module Vocabulary Quizzes 20% of the lecture grade
5 Unit Exams (lowest score is dropped, 4 total) 20% of the lecture grade
Final Exam 20% of the lecture grade
Case Study 20% of the lecture grade
Discussion Boards 20% of the lecture grade
Total 100% of the lecture grade
12 Laboratory Exercise Assessments

HOL Laboratory Final Exam

 60% of the laboratory grade

40% of the laboratory grade

 

Final Grade  
Lecture Grade 75% of Final Grade
Laboratory Grade 25% of Final Grade
Total Course Grade 100%

A letter grade is assigned according to the scheme below. The final course grade will not be posted until all the quizzes, tests, exams, and case study, are completed. For those students taking the laboratory, all lab exercise assessments and the laboratory Final Exam must be also be submitted.

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Outline

Microbiology BIOL 1020

Lecture and Lab Schedule

Unit Module Lecture topic Textbook chapter HOL Laboratory Exercise
1. Life and Death of

Microbes

 1 Humans and the Microbial World 1 #1: Microbiology Laboratory Preparation
    The Molecules of Life

(Note: There is no lecture or quiz for Chapter 2. You need to be familiar with the topics, but will not be asked specific questions from this chapter on the exam.)

 2  
    Microscopy and Prokaryotic Cell Structure 3  
  2 Dynamics of Prokaryotic Growth 4 #2: Microscopy for Microbiology
    Control of Prokaryotic Growth 5  
  3 Metabolism: Fueling Cell Growth 6 #3: Aseptic Technique and Culturing Microbes
    Review for and take the Unit I Exam  
2. Microbial

Genetics and

Diversity

 4 DNA to Proteins 7 #4: Bacterial Enumeration – Dilutions and Plate Counts
    Bacterial Genetics 8  
    Biotechnology and Recombinant DNA 9  
  5 Identification and Classification of Prokaryotic Organisms 10 #5: Bacterial Morphology and Staining Techniques
    The Diversity of Prokaryotic Organisms 11  
    The Eukaryotic Members of the Microbial

World

 12  
  6 Viruses, Prions, and Viroids: Infectious Agents of Plants and Animals 13 #6: Antibiotic Sensitivity – Kirby Bauer Diffusion Test
    Review for and take the Unit II Exam  
Unit Module Lecture topic Textbook reading HOL Laboratory Exercise
3. Microorganisms

and Humans

 7 The Innate Immune Response 14 #7: Biochemical Testing For Microbial Identification – Methyl Red, Voges-Proskauer, and Catalase
    The Adaptive Immune Response 15  
  8 Immunological Disorders 17 #8: Biochemical Testing For Microbial Identification – Carbohydrate Fermentation Testing
    Applications of the Immune response 18  
  9 Host-Microbe Interactions 16 #9: Bacterial Identification Through Functional Media – Motility Testing
    Epidemiology 19  
  10 Antimicrobial Medications 20 #10:Environmental Influences on Microbial Growth – Salt Tolerance and pH Testing
    Review for and take the Unit III Exam  
4. Infectious

Diseases

 11 Respiratory Infections 21 #11: Fomite Transmission
    Skin Infections 22  
  12 Wound Infections 23 #12: Food Safety
    Digestive System Infections 24  
  13 Genitourinary Infections 25  
    Nervous System Infections 26  
  14 Blood and Lymphatic System Infections 27 HOL Laboratory Final Exam: Prepare for the Laboratory Final Exam
    HIV Disease and Complications of Immunodeficiency 28  
    Schedule your HOL Laboratory Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the HOL Laboratory Final Exam

Review for and take the Unit IV Exam

Request the current pathogen list from your instructor for your Case Study!
5. Applied

Microbiology

 15 Microbial Ecology 29  
    Environmental Microbiology 30  
    Food Microbiology 31  
  16 Review for and take the Unit V Exam

Submit your Case Study!
Schedule your Final Exam with ProctorU (at least one week prior to taking the exam)

Review for and take the Final Exam

 

Student Resources

Course Length

A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.

1. Courses in SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks

2. Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.

3. Course start and end dates are in respect to Eastern Standard Time.

Incomplete Grade Policy

Students are expected to complete all course work by the end date of the course. To view the incomplete grade policy, please click here.

 
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BIOL 1115 Human Biology Lab 13– Immunology

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13

INTRODUCTION 

Go to http://www.hhmi.org/biointeractive/immunology-virtual-lab

Start the Virtual Lab and maximize the screen if you wish. Answer the following questions

DIAGNOSIS 

1. Where are antibodies found?

2. How can they be used in the laboratory?

3. What does ELISA stand for?

4. What are ELISA assays used for in labs?

5. What are the three important limitations of an ELISA? Explain each.

BACKGROUND 

1. What test can be used to determine whether a patient has an infectious or autoimmune disease?

2. What does a positive result indicate?

3. The watery fluid of the blood is called ____________________.

4. What is allowed to react with the target antigen?

5. Detection is possible when _________________________________________________.

6. Once isolated, the secondary antibody can be ____________________________________

7. What is the signaling system?

8. What happens when the appropriate chemical (substrate) is added?

9. How is the test quantified?

10. What does the amount of color reflect?

LAB NOTEBOOK 

Proceed through the entire lab simulation protocol. Be sure to read the captions below the pictures (left side) and the information in the lab notebook (right side). Be sure to “start over” to begin the lab. You CANNOT skip any steps. Answer the following questions as you proceed.

1. What is systemic lupus erythematosus (SLE)?

2. From Figure 1 (click on it), what are the four steps of an ELISA protocol?

a. ___________________________________________________________

b. ___________________________________________________________

c. ___________________________________________________________

d. ___________________________________________________________

3. In step 1, you centrifuge the samples. What does a centrifuge do?

4. What are you preparing in step 2? Why are there three different solutions?

5. In steps 3 and 4, you prepare an ELISA plate. What has the ELISA plate been pretreated with? Why?

a. What is the positive control? (Step 4)

b. What is a primary antibody? Please define.

c. What is the negative control? (Step 4)

d. Why is it necessary to have a positive and a negative control? (Step 4)

6. Why incubate the plate in step 5?

7. Next, in step 6, the plate is washed. Why wash the plate?

8. In step 7, a secondary antibody is added. What is a secondary antibody? Please define.

a. What is the attached enzyme in this assay? (Step 7)

b. What is the specific substrate for HRP? What color does it produce? (Step 7)

9. How can the yellow color be quantitatively measured? At what wavelength? (Step 10, in “why”)

10. Record your results. Indicate on this page and on the computer which boxes turned color.

 

A

B

C

+ Control

– Control

 

1:2

 

1:10

 

1:100

11. Did you complete the ELISA correctly? (Yes/No) __________

If yes, proceed to #12 and #14.

If no, proceed to #13 and #14.

12. What do the results indicate about:

Patient A:

Patient B:

Patient C:

13. Explain what you did wrong and what you will need to do next time. For more information, check your printable summary page. Did your incorrect procedure provide you any results? Explain what went wrong.

14. This virtual lab was testing for lupus. How is this same test used to test for the presence of HIV? If the results for an HIV test were the same as in this exercise, what would they indicate about the three patients?

 
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Critical Thinking Discussion

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Students with code numbers starting with a 1 (e.g., 11, 12, 13, etc), must post answers to 2 of the critical thinking questions below. You can only post an answer to a previously answered question if you are correcting an error made by a previous poster.

A person is declared to be dead upon the irreversible cessation of spontaneous body functions brain activity, or blood circulation and respiration. However, only about 1% of a person’s cells have to die in order for all of these things to happen. How can someone be dead when 99% of their cells are still alive?
Explain the difference between a one-celled organism and a single cell of a multicellular organism.
Why would you think twice about ordering from a restaurant menu that lists only the second part of the species name (not the genus) of its offerings? Include an example of why this might be troubling.
Once there was a highly intelligent turkey that had nothing to but reflect on the world’s regularities Morning always started out with teh sky turning light, followed by the master’s footsteps, which were always followed by the appearance of food. Other things varied, but food always followed footsteps. The sequence of events was so predictable that it eventually became the basis fo the turkey’s theory about the goodness of the world. One morning, after more than 100 confirmations fo the goodness of theory, the turkey listened for the master’s footsteps, herd them and had its head chopped off. Any scientific theory is modified or discarded upon discovery of contradictory evidence. The absence of absolute certainty has led some people to conclude that “facts are irrelevant because they can change”. If that is so, should we stop doing scientific research? Why or why not?
In 2005, research Woo-suk Hwang reported that he made immortal stem cells from human patients. His research was hailed as a breakthrough for people affected by degenerative diseases, because stem cells may be used to repair a person’s own damaged cells. Hwang published his results in a peer-reviewed journal. In 2006, the journal retracted his paper after other scientists discovered that Hwang’s group had faked the data. Does this incident show that results of scientific studies cannot be trusted? Or does it confirm the usefulness of a scientific approach, because other scientists discovered and exposed the fraud?

 
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