BIO 102 Lab 05: Skeleton and Muscles

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BIO 102 Lab 05: Skeleton and Muscles

To submit, print this document, complete all lab activities and answer all questions, scan your lab pages using the free phone app AdobeScan, and upload your PDF to Canvas.

Use the internet & your textbook to answer the questions in this lab.

1. Draw a line to and label the parts of the long bone below.

https://courses.candelalearning.com/olianp/wp-content/uploads/sites/167/2014/11/Bone_cross-section.jpg

2. Use the internet to label the parts of the skull. Label only the following bones of the human skull: Frontal, Parietal, Sphenoid, Temporal, Maxilla, Mandible, Occipital, & Zygomatic bones

https://classconnection.s3.amazonaws.com/849/flashcards/775849/jpg/skull_external1318217324608.jpg

3. Use https://www.britannica.com/science/human-skeleton or another website to label the parts of the skeleton. Label the following bones of the human body: Clavicle, Femur, Fibula, Humerus, Patella, Phalanges, Radius, Sacrum, Scapula, Tibia, Ulna.

http://previews.123rf.com/images/AlienCat/AlienCat1201/AlienCat120100019/12100793-A-female-skeleton-front-and-back-This-is-a-3D-render-special-shaders-were-used-in-the-rendering-proc-Stock-Photo.jpg

4. Use the internet to label the following muscles on this & the next (you only have to label them on one of the images): Biceps brachii, Deltoid, Gluteus maximus, Orbicularis oculi, Orbicularis oris, Rectus abdominis, Rectus femoris, Sartorius, Tibialis anterior, Triceps brachii, Trapezius

http://www.highlands.edu/academics/divisions/scipe/biology/faculty/henderson/API/Blank%20Diagrams/10-04b_AntMuscles_2.jpg

http://www.cybersurgeons.net/resources/style/images/uploads/Muscular%20System-posterior-unlabeled.jpg

5. Use the internet to describe the action of each of the following muscles.

Sternocleidomastoid —–

Trapezius —–

Biceps brachii —–

Iliopsoas —–

Quadriceps femoris group —–

Triceps brachii —–

Gluteus maximus —–

Hamstring group —–

6. Provide the antagonistic muscle pair for the following muscles using the internet.

The Biceps brachii of the forearm ——-

The trapezius of the head ——-

The iliopsoas of the thigh ——–

The hamstring group of the leg ——–

7. Contrast the following types of joint movements.

Flexion and Extension:

Adduction and Abduction:

Rotation and Circumduction:

Inversion and Eversion

8. In the box below, draw a sarcomere using https://en.wikipedia.org/wiki/Sarcomere Do NOT copy & paste an image, it must be your own drawing (you can draw it out on another page & attach an image taken by your cell phone

BIO 102 Lab 06: Skeleton and Muscles

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Mechanisms by which meiosis would introduce genetic variability in a population

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Preparation Task 1:

Describe the mechanisms by which meiosis would introduce genetic variability in a population.  If one diploid yeast cell was heterozygous for an allele with a Dominant mutation on it, what proportion of its offspring could be expected to carry that dominant mutation after mating? (Assume it mates with a cell that is homozygous for the normal, recessive allele.)

Interestingly, yeast switch to sexual reproduction when they are under conditions of stress.

For the purposes of this task, assume yeast populations follow this simplified rule: When yeast are reproducing sexually, they will be found as diploid cells that can go through meiosis (or mitosis), while populations that are producing asexually will include only haploid cells undergoing mitosis. Remember that chromosomes can be counted using karyotypes as seen in your text Figure 9.3.

During Meiosis-I at Prophase-I of pachytene stage crossing over or recombination occurs between two non-sister chromatids of homologous chromosomes resulting in exchange or reshuffling of genes. This process is universal among sexually reproducing organisms and is responsible for all types germinal variations that are passed on from parents to offspring. 50% of offspring would be carrying dominant mutation when the heterozygous is crossed with homozygous recessive. For example, Aa x aa the result will be Aa, Aa, aa, aa 1:1 ratio

Preparation Task 2:

 

Explain why sexual reproduction could be advantageous to a population under stressful conditions. Relate this to the process of natural selection.

If an organism is under stressful condition sexual reproduction could be advantageous because:

Sexual reproduction increases variation. So, the organism can make various variants. In sexual reproduction we know we get one set of chromosomes from father and one from mother. And there are also crossing over during gamete formation. So sexual reproduction creates many variations.

It makes variants that are different from parental population. So, if the parental population is in stress then the variants created by sexual reproduction could survive the changing environment. Some variation should have advantages upon the changing environment, so they have better chance to survive in nature.

Thus, sexual reproduction also prevents the extinction of that organism.

Preparation Task 3:

 

Consider the differences between mitosis and meiosis. Examine the figure “A Simplified Model of Yeast Reproduction” above and identify ways in which you could determine whether a yeast cell was going through mitosis or meiosis.

Organisms, including yeast, find a variety of environmental conditions stressful. We can grow yeast in a laboratory under either stressful or non-stressful conditions.

Conditions or chemicals that damage organelles (Chapter 3), interfere with transporting nutrients (Chapter 4), or affect the processes of aerobic or anaerobic respiration (Chapter 6) would “stress” these organisms. Environments that affect protein folding (Chapter 2) or enzyme regulation (Chapter 4), are also stressful environments.

Mitosis is an equational division where the chromosomes double up and then divide into two. So, the mother cell divides into 2 daughter cells, each having the equal number of chromosomes as the mother cell. The yeast cell in picture performs asexual reproduction wherein its haploid cell undergoes mitosis producing 2 cells with ploidy N.

When stressful conditions arrive, the yeast cell in the picture undergoes sexual reproduction. The diploid cell with 2N ploidy gives 2 daughter cells with half the number of chromosomes. Hence meiosis is also called as reductional division, as the chromosome number reduces to half.

Preparation Task 4:

Revisit these sections in your textbook if needed and propose at least two specific situations or conditions (that you could control) that yeast may find stressful. Include a citation (your textbook or other sources you may consult)

 

 

 

 

 

 

Preparation Task 4:

Revisit these sections in your textbook if needed, and propose at least two specific situations or conditions (that you could control) that yeast may find stressful. Include a citation (your textbook or other sources you may consult)

Gen Ed Assignment Tasks

Task 5 Define a problem or pose a question:

Define a question you could investigate that links a stressful scenario you identified in Preparation Task 4 to sexual reproduction in yeast.

Task 6 Formulate a hypothesis:

Formulate a hypothesis that could be tested regarding your question. Include your reasoning that led to this hypothesis.

Task 7 Designing an experiment:

Outline an experiment you could use to test this hypothesis. Include and identify the following 6 key elements of your experiment:

1. the experimental versus control group

2. the dependent variable

3. the independent variable

4. the standardized variables

5. adequate replication/sample size

6. materials and methods

Task 8 Drawing Conclusions:

(Defining results that would support or refute your hypothesis.)  Complete both A +B.

A) Describe a possible result from your experiment that would support your hypothesis. You will to describe the results for both the experimental and the control groups to draw a valid conclusion. Provide an explanation for your conclusion. Your explanation should demonstrate the connection between your results and the support of your hypothesis.

B) Describe a possible result from your experiment that would refute your hypothesis. You will to describe the results for both the experimental and the control groups to draw a valid conclusion. Provide an explanation for your conclusion. Your explanation should demonstrate the connection between your results and how they refute your hypothesis.

Task 9 Envision future directions:

Imagine that you have discovered a new species of yeast. Describe how your method, process, or solution could be applicable to this new situation.

 
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BIO 235 Microbilogy

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Instructions:

 

Please answer the following with minimum 75-100 words for each question. Must include references with answer in APA. Must be 100% original work. Thanks

 

 

1.      A 40 year old bird handler was admitted to the hospital with soreness over his upper jaw, progressive vision loss, and bladder dysfunction.  He had been well 2 months earlier.  Within weeks he lost reflexes in his lower extremities and subsequently died.  Examination of CSF showed lymphocytes.  What etiology do you suspect? What further information do you need? (20 points)

 

2.      Please watch the film on Polio and comment.  Also OPV is no longer used for routine vaccination.  Provide the rationale for this policy. (10 points)

http://www.youtube.com/watch?v=XP2iUz4JzMY

 

3.      Nearly 70% of the patients seen in STI clinics are men.

a.       Offer a reason men are more likely to seek treatment than women

b.      Why is it important that women seek treatment for STIs? (15 points)

 

4.      Pneumonia is diagnosed by the presence of fluid (dark shadows in an X-ray image) in the alveoli.  Given that pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan and a helminth that can cause pneumonia (15 points)

 

5.       A 31 year old man became feverish 4 days after arriving at a vacation resort in Idaho.  During his stay he ate at two restaurants that were not associated with the resort.  AT the resort he drank soft drinks with ice, used the hot tub and went fishing.  The resort is supplied by a well that was dug 3 years ago. He went to the hospital when he developed vomiting and bloody diarrhea.  Gram-negative, lactose-negative bacteria were cultured from his stool.  The patient recovered after receiving intravenous fluids.  What microorganism most likely caused his symptoms? How is this disease transmitted?  What is the most likely source of his infection and how would you verify the source? (15 points)

 

6.      The tropical skin disease called yaws is transmitted by direct contact.  Its causative agent, Treponemapallidumpertenue is indistinguishable from T. pallidum.  One theory is that syphilis epidemics in Europe coincided with the return of Columbus from the New World.  How might T. Pallidumpertenue have evolved into T. Pallidum in the temperate climate of Europe? (15 points)

 

7.      Research the disease Ebola.  How would you feel as a nurse being assigned to a patient with this disease and do you think that patients should be brought to this country with the disease, but remember that the two patients that are coming are both American citizens. (10 points)

 

 

 
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Concept Map

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Running head: ULCERATIVE COLITIS CONCEPT

MAP 1

 

 

 

Ulcerative Colitis Concept Map

Student

Rasmussen College

 

 

 

Author Note

This paper is being submitted on September 5, 2013, for Ms. Carole Guye’s NUR2034C

Fundamentals of Professional Nursing.

 

 

 

ULCERATIVE COLITIS CONCEPT MAP 2

 

ULCERATIVE COLITIS (UC)

PATIENT TEACHING  Information about UC including acute

episodes, remissions and symptom mgmt.  Monitor for signs &symptoms of GI bleeding  Ostomy care management  Identify outpatient support groups  Self-management at home (Winkelman, 2013)

 

PATHOPHYSIOLOGY  Ulcerative Colitis (UC) usually begins in the rectum. It

may remain localized to the rectum (ulcerative proctitis) or extend higher, sometimes involving the entire colon. There is a sharp border between normal and affected tissue.

 It causes sores and inflammation of the lining, along with bleeding, pus, diarrhea and abdominal discomfort.

 Fistulas and abscesses do not occur  Toxic or fulminant colitis is when the ulcerations

extends through the intestinal wall, resulting in localized ileus and peritonitis. (Ulcerative Colitis, 2014 )

CAUSES  Not caused by stress or hypersensitivity to foods or

products but may trigger symptoms (Ulcerative Colitis, 2014)  Studies suggest caused by combination of heredity,

immune system, and environmental causes  Cause Unknown (What is Ulcerative Colitis, 2014)

NURSING CONSIDERATIONS  Ostomy or perineal wound care  Assess patient for pain pattern, occurrences  Monitor for signs/symptoms of GI bleeding  Monitor Vitals and Labs  Monitor pain and symptoms to maintain

comfort (Winkelman, 2013)

 

TREATMENTS & MEDICATIONS Treatments – No medical cure  Treatment goals to reduce symptoms:

1) Induce / maintain remission, 2) Improve quality of life, and 3) Individualize to treat patient

Diet & Nutrition  Avoid foods that aggravate UC

(What is Ulcerative Colitis, 2014)

Surgery  Total proctocolectomy with permanent

ileostomy – colon, rectum & anus removed  Total Colectomy – colon removal  Restorative Proctocolectomey with Ileal Pouch

Anal Anastomosis (RPC-IPAA) – create ileoanal reservoir

Medications  Route

– Enema – Rectal Foam – Suppository

– PO – IV

 Aminosalicylates – Reduce Inflammation – balsalazide – mesalamine – olsalazine – sulfasalazine

 Corticosteroids – Reduce immune system activity & Decrease inflammation – budesonide – hydrocortisone – methylprednisone – prednisone (Ulcerative Colitis, 2014)

 Immunomodulators – Decrease immune system activity – azathioprine – 6-mercaptopurine, or 6-MP

 Biologics – Decrease inflammation – adalimumab – golimumab – Infliximab – vedolizumab

 Other medications – Acetaminophen – mild pain – Antibiotics – prevent/treat infection – Loperamide – slow/stop diarrhea

(Ulcerative Colitis, 2014) – Cyclosporine – immunosuppresnt

(Cyclosporine, 2014)

SIGNS & SYMPTOMS  Bowel movements become looser and more urgent  Persistent diarrhea accompanied by abdominal pain

and blood in the stool (What is Ulcerative Colitis, 2014)  Anemia  Fever  Fatigue  Weight loss  Loss of appetite

 Skin lesions  Rectal Bleeding  Cramping abdominal pain  Growth failure in children  Loss of body fluid & nutrients

(Ulcerative Colitis, 2014)

DIAGNOSED  Physical Exam & Interview (health, diet, history)  Blood test – monitor anemia  Fecal matter – rule out bacterial/viral diarrhea causes  Sigmoidoscopy – see rectum/colon inflammation  Total Colonoscopy – visualize entire colon  Biopsy – sample of affect tissue removed for testing  Chromoendoscopy – blue spray during colonoscopy

to detect changes in lining (What is Ulcerative Colitis, 2014)  Computerized Tomography (CT) Scan – 3D image  Barium Enema X Ray – x-ray contrast (Ulcerative Colitis, 2014)

NURSING DIAGNOSES  Ineffective Coping r/t repeated episodes of diarrhea  Acute pain r/t abdominal cramp  Deficient fluid volume r/t frequent and loose stools  Impaired skin integrity r/t frequent stools, and

development of anal fissures  Imbalanced Nutrition: less than body requirements r/t

anorexia, decreased absorption of nutrients GI tract  Social Isolation r/t diarrhea (Ackley, 2014)

 

 

 

ULCERATIVE COLITIS CONCEPT MAP 3

References

Ackley, B. J. and Ladwig, G. B. (2014). Inflammatory Bowel Disease [Child and Adult].

Nursing Diagnosis Handbook: An Evidence-Based Guide to Planning Care (10th ed.).

Online: Mosby. Retrieved from Skyscape.

Ulcerative Colitis. (2014). National Digestive Disease Information and Kidney Diseases.

Retrieved from http://digestive.niddk.nih.gov/ddiseases/pubs/colitis/

What is Ulcerative Colitis? (2014). Crohn’s & Colitis Foundation of America. Retrieved from

http://www.ccfa.org/what-are-crohns-and-colitis/what-is-ulcerative-colitis/

Winkelman, C. (2013). Ulcerative Colitis. Clinical Company for Medical-Surgical Nursing:

Critical Thinking for Collaborative Care (7th ed.). Retrieved from Skyscape.

 
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