UMUC Biology 102/103 Lab 7: Ecological Interactions

On your own and without assistance, complete this Lab 7Answer Sheet electronically and submit it via the Assignments Folder by the date listed intheCourse Schedule (underSyllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

·         Save your Lab 7Answer Sheet in the following format:  LastName_Lab7 (e.g., Smith_Lab7).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

 

1.     Would you expect endangered species to be more frequently generalists or specialists? Explain your answer.

 

2.     How does temperature affect water availability in an ecosystem?

 

3.      Choose a species and describe some adaptations that species developed that allow them to survive in their native habitat.

 

Experiment 1: Effects of pH on Radish Seed Germination

Natural soil pH depends on the parent rock material from which it was formed and processes like climate. Soil pH is a measure of the acidity or alkalinity of the soil. Acidic soils are considered to have a 5.0 or lower pH value whereas 10.0 or above is considered a strong basic or alkaline soil. The pH of soil affects the solubility of nutrients in soil water and thus it affects the amount of nutrients available for plant uptake. Different nutrients are available under differing pH conditions.

In this experiment we will look at the effect of pH on the germination and growth rate of radish seeds in order to determine the range of pH tolerance for the seed. Acidic or basic water will be used in order to stimulate acidity or alkalinity in soil.

Materials

2 mL 4.5% Acetic Acid (Vinegar), C2H4O2

Permanent Marker

(3) 5 cm Petri Dishes

3 pH Test Strips

Radish Seed Packet

Ruler

2 mL 15% Saturated Sodium Bicarbonate (Baking

 

Soda) Solution, NaHCO3

*Paper Towel Sheets (cut to fit into the petri dish)

*Scissors

*Sunny Location

*Water

*You Must Provide

   
 

 

Procedure

1.     Use the permanent marker to label the top of each of the three petri dishes as Acetic Acid, Sodium Bicarbonate, or Water.

2.     Carefully cut three small circles from the paper towel sheets. The circles should comfortably fit within the bottom of the petri dish.

3.     Place the circles in the dishes, and wet them with approximately 2 mL of each respective solution (acetic acid, sodium bicarbonate, or water).

4.     Gently press the reaction pad of three, pH test strips onto the wet paper towels. Record your data in the first row of Table 1.

5.     Arrange 10 radish seeds on each paper towel in each petri dish. Make sure the seeds have space and are not touching. Then, place the top of the petri dish on the bottom.

6.     Place the petri dishes in a sunny or well-lit, warm place. Be sure to keep the paper towels moist for the length of the experiment with the appropriate solution if any of the towels dry out.

7.     Observe the seeds daily for seven days, and record the number of seeds that germinate in Table 1. Note when the seeds crack and roots or shoots emerge). On the seventh day, record the lengths of radish seed sprouts (mm or cm).

Table 1: pH and Radish Seed Germination
Day and Initial pH Acetic Acid Sodium Bicarbonate Water
Initial pH      
Day 1      
Day 2      
Day 3      
Day 4      
Day 5      
Day 6      
Day 7      

 

Post-Lab Questions

 

1.     Compare and construct a line graph based on the data from Table 1 in the space below. Place the day on the x axis, and the number of seeds germinated on the y axis. Be sure to include a title, label the x and y axes, and provide a legend describing which line corresponds to each plate (e.g., blue = acetic acid, green = sodium bicarbonate, etc…).

 

 

 

2.     Was there any noticeable effect on the germination rate of the radish seeds as a result of the pH? Compare and contrast the growth rate for the control with the alkaline and acidic solutions.

 

 

3.     According to your results would you say that the radish has a broad pH tolerance? Why or why not? Use your data to support your answer.

 

 

 

 

4.     Knowing that acid rain has a pH of 2 – 3 would you conclude that crop species with a narrow soil pH range are in trouble? Explain why, or why not, using scientific reasoning. Is acid rain a problem for plant species and crops?

 

 

 

 

5.     Research and briefly describe a real world example about how acid rain affects plants. Be sure to demonstrate how pH contributes to the outcome, and proposed solutions (if any). Descriptions should be approximately 2 – 3 paragraphs. Include at least three citations (use APA formatting).

 

 

 
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English Composition

Study Guide

English Composition

 

 

INSTRUCTIONS TO STUDENTS 1

LESSON ASSIGNMENTS 19

LESSON 1: CRITICAL THINKING, READING 23 AND WRITING SKILLS

LESSON 2: THE READING 47 AND WRITING PROCESS

LESSON 3: REVISING AND EDITING 67

LESSON 4: NARRATION AND PROCESS ANALYSIS 85

LESSON 5: CLASSIFICATION AND DIVISION 119

LESSON 6: RESEARCH AND MLA CITATION 155

LESSON 7: ARGUMENTS 169

SELF-CHECK ANSWERS 193

iii

C o

n t

e n

t s

C o

n t

e n

t s

 

 

INTRODUCTION Welcome to English Composition. You may be surprised to find out that, even now, you’re already a writer. You’ve probably done a great deal of writing as a student and per- haps in other roles, as well. Maybe you’ve kept a diary, tried your hand at poetry, or written a short story. Maybe you have a job or a voluntary position that requires records, reports, or case notes. Even if you’ve never thought of such activities as writing experience, they are.

This course is designed not to make you a writer from scratch but to encourage your growth as one. Both the textbook and the instructors will guide you in developing the skills and techniques of effective writing through practice. You’ll learn to make conscious decisions using particular tools to communicate more effectively and efficiently to your reader.

COURSE OBJECTIVES You’ll learn to apply different writing strategies in varying arrangements to explore, develop, and refine written work according to your purpose and audience.

When you complete this course, you’ll be able to

n Identify the steps in the writing process

n Use prewriting, drafting, revising, and editing to write formal, college-level essays

n Distinguish between different patterns of development

n Apply an appropriate pattern of development to a specific purpose and audience

n Write effective thesis statements

n Write effective introductions and conclusions

n Develop paragraphs using topic sentences, adequate detail, supporting evidence, and transitions

n Define plagiarism and academic honesty

1

In s

tru c

tio n

s In

s tru

c tio

n s

 

 

Instructions to Students2

n Employ responsible research methods to locate appropri- ate secondary sources

n Quote, paraphrase, and summarize secondary source material correctly and appropriately

n Use Modern Language Association (MLA) citation and documentation style to reference secondary source material correctly and appropriately

n Apply the conventions of standard written American English to produce correct, well-written essays

COURSE MATERIALS This course includes the following materials:

1. This study guide, which serves as a companion to your textbook, contains an introduction to your course and

n A list of lessons and reading assignments

n Exercises and self-check quizzes to help you learn the course content, and then synthesize and apply your knowledge to journal entries and essays

2. Your course textbook, Successful College Writing, which contains the assigned reading material

YOUR TEXTBOOK Your primary text for this course is Successful College Writing, Sixth Edition, by Kathleen T. McWhorter. Begin reviewing the text by reading the table of contents on page xxvii–xlv. Then follow the study guide for directions on required reading assignments. Note the following features of your text:

n The “Writing Quick Start” features at the beginning of each chapter are short introductions designed to help you get a head start on the material. Make sure you work through the exercises, even though they won’t be formally evaluated.

 

 

n The major headings and subheadings break down each chapter’s content into manageable sections. Exercises and model essays are also important parts of every chapter.

n Modern Language Association and American Psychological Association style guides for citing and documenting your research. These can be found beginning on page 616 in Chapter 24.

n The grammar handbook includes information and exercises on the foundational elements of writing, such as grammar, sentence structure, punctuation, and word choice.

ACADEMIC SUPPORT AND ONLINE RESOURCES Penn Foster’s digital library offers students access to online resources in all major disciplines and courses offered at Penn Foster, as well as one of the most comprehensive academic databases available today, Expanded Academic ASAP.

Penn Foster’s librarian is available to answer questions about research and to help students locate resources. You can find the librarian in the Community, by using the Contact an Instructor link in the Help Center in your student portal, and the Ask a Librarian link in the library.

Grammar Resources Grammarly.com is offering discounts to Penn Foster students who register for a year of service. For a discounted fee, Penn Foster students have unlimited access to the Grammarly’s grammar, spelling, and punctuation check, as well as the plagiarism check. For students who have limited experience with research writing, Grammarly could be the helping hand you need to negotiate the research papers in your future.

To learn more about Grammarly or to register for an account, please contact an English instructor.

Instructions to Students 3

 

 

Other online resources for grammar, punctuation, sentence structure, and mechanics include the following:

A STUDY PLAN Read this study guide carefully, and think of it as a blueprint for your course. Using the following procedures should help you receive maximum benefit from your studies:

1. Read the lesson in the study guide to introduce you to concepts that are discussed in the textbook. The lesson emphasizes the important material and provides addi- tional tips or examples.

2. Note the pages for each reading assignment. Read the assignment to get a general idea of its content. Then, study the assignment. Pay attention to all details, espe- cially the main concepts.

3. To review the material, answer the questions and prob- lems provided in the self-checks in the study guide.

4. Complete each assignment in this way. If you miss any questions, review the pages of the textbook covering those questions. The self-checks are designed to allow you to evaluate your understanding of the material and reveal weak points that you need to review. Don’t submit self-check answers for grading.

5. After you’ve completed and corrected the self-checks for Lesson 1, complete the first exam.

6. Follow this procedure for all seven lessons.

Instructions to Students4

Daily Grammar: http://www.dailygrammar.com/archive.shtml

Blue Book of Grammar and Mechanics: http://www.grammarbook.com/

Guide to Grammar and Writing, sponsored by Capital Community College Foundation:

http://grammar.ccc.commnet.edu/grammar/index2.htm

Purdue University’s Online Writing Lab: http://owl.english.purdue.edu/owl/

 

 

Instructions to Students 5

Note: Future lessons will include completing prewriting and essay examinations, submitting journal entries, and attending webinars.

COURSE INFORMATION

Study Pace You have a study time limit for the semester, but not one specific to English Composition. You must pace yourself wisely through the semester’s courses. Allow sufficient time for reading, prewriting, drafting, revising, and grading. To learn more about study time and when to complete each assignment, see the ENG100 FAQ supplement on your student portal.

Because the course goal is to help you grow as a writer, you’ll use the process approach to writing to identify your strengths and improve weaknesses. The prewriting assignments for Lessons 4 and 5 will help you to develop and organize your ideas, and must be evaluated before your essays for those Lessons will be accepted. If you have other courses available for study, you may work on those and submit those exams while also working to complete this English course.

Course Journal Your course journal is an ongoing assignment that will be evaluated at regular intervals during the course. Instructions for the course journal are at the end of this introduction.

Required Webinars Webinars are live classes that students attend online. There are two required webinars in English Composition: “The Writing Process” and “Research Writing and Citation and Documentation.” The English Composition course information includes webinar instructions and the webinar schedule. Read the webinar instructions to learn how to regis- ter for a webinar. Webinar classes are offered at a variety of times to fit students’ schedules. To earn a passing grade in the webinar, you must log in on time, participate actively, stay for the entire class, and focus on the presentation, not other applications on your computer. There is nothing to submit on your My Courses page.

 

 

Instructions to Students6

Exam Submissions Use the following information for submitting your completed exams:

1. Multiple-choice examinations (Lessons 1, 2, 3, and 6): You’ll submit your answers for these exams online.

2. Written examinations (Lessons 4, 5, and 7): Essays must be typed, double-spaced, in Times New Roman 12 pt. font and left justification. Use 1-inch margins on all sides. Note that most word-processing programs are set at 1 inch by default. Indent the first line of each new paragraph by one tab (five spaces). Tabs are generally set by default as well. Each page must have a properly for- matted header containing your name, student number, exam number, page number, mailing address, and email address, as in the following example:

Jane Doe 23456789 25020200 Page 2 987 Nice Street My Town, AZ 34567 janedoe@yahoo.com

Name each document using a unique file name which will help you identify the file, such as this example: Process Analysis Johnson.

Exams may be submitted in Rich Text Format or MS Word. Preview your document before you submit to ensure that your formatting is correct. You should take care to check that the document you’ve uploaded is the one containing your final work for evaluation.

Evaluation Evaluation usually occurs within seven business days of receipt. Exams are scored according to the parameters of the exam assignment using the associated evaluation chart located in the study guide. Your instructors will apply the grading criteria, ensuring all essays are evaluated in the same way. They may also include feedback on both the essay and the evaluation chart. Evaluations are monitored by the department chairs of both the General Education Department

 

 

Instructions to Students 7

and Exam Control Department to ensure accuracy and reliability. To read the instructor’s comments, click on the View Project button next to your grade for the exam, then download the Instructor Feedback File. Be sure to save the Instructor Feedback File to your computer since it’s available on your student portal for just a brief time.

Retakes You’re required to complete all assigned work, including a retake for any first-time failing attempt. The evaluation of any first-time failing exam for English Composition will include a Required Retake form. That form must then be included with your retake exam submission to ensure proper handling. If the assigned work isn’t provided, submissions will be evalu- ated according to the criteria, but points will be deducted for not following the instructions. Please review school policy about retakes in the Student Handbook.

Plagiarism Carefully review the academic policies outlined in your Student Handbook on your student portal. The first submis- sion that departs from this policy earns a grade of 1 percent. If it’s a first-time submission, the student may retake the exam (see the retake policy in the Student Handbook). A sec- ond such submission on any subsequent exam results in failure of the English Composition course.

Grammar and Mechanics The focus of this course is to engage you in the writing process so you learn to make deliberate decisions about which writing strategies will best help you accomplish your purpose for your audience.

 

 

Instructions to Students8

Essay assignments require you to apply standard conven- tions of American English, which include correct and appropriate grammar, diction, punctuation, capitalization, sentence structure, and spelling. The course provides various revision exercises throughout the self-checks and lesson examinations so that you can apply these conventions during the editing and proofreading phases of your writing. For more information on the fundamentals of writing, refer to the Academic Support and Online Resources section.

GRADING

Six Traits of Good Essay Writing Your writing assignments will be evaluated on six traits of good writing. The instructions for each exam include the grading evaluation form, or rubric, that instructors will use to grade your work. It’s important to review the rubric for each exam before you submit to ensure that you have met all the requirements..

Criteria

Ideas and Content

The essay’s content is clear, original, and pertains to the assigned subject. In addition, you should have a well- developed thesis that fits the topic, audience, and purpose of the assignment. There should be enough evidence (which shouldn’t be from outside research unless that is part of the assignment) to help the reader understand the point you’re making and to keep the reader’s interest.

 

 

Instructions to Students 9

Citation and Documentation

When you incorporate borrowed content from other sources into your writing, you must cite and document your sources using Modern Language (MLA) format. For more information on MLA format, refer to Chapter 24 in your textbook.

Organization

All essays need a clear beginning, middle, and end. Consider each paragraph as a mini-essay, containing a thesis that’s related to the main purpose of the entire essay. Thinking this way can help your essay retain unity and make sense. Use transitional phrases to ease the movement and make connec- tions between the paragraphs.

Voice

Use the appropriate point of view for the style of essay you are writing: first person for personal narratives; third person for critical essays.

Word Choice

Don’t use slang, jargon, Internet abbreviations, or profanity. Remember, these are college-level essays; they require formal, proper American English writing.

Sentence Fluency

Mix your sentence styles. Readers dislike reading all short, choppy sentences or a series of long sentences.

Conventions

Run a spell check and grammar check, and proofread the essay. In addition, ensure that you met the length and format requirements.

 

 

Instructions to Students

Skill Levels All these criteria are evaluated according to skill levels. Here’s an explanation of the skill levels:

Skill not evident. (69–0) If the essay scored in this category, the assignment either doesn’t include this required element or severely lacks this trait.

Skill emerging. (70–79) If the assignment scored in this cat- egory, the writing lacks the trait or is below average for a college-level paper.

Skills developing. (80–89) If the essay scored in this cate- gory, the essay shows effort and competence but indicates a lack of complete understanding or command in this area.

Skill realized. (90–100) If the assignment scored in this category, the writing demonstrates that you’re in command of the skills.

10

 

 

Instructions to Students 11

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Instructions to Students12

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Internal Medicine 14: 18-Year-Old Female For Pre-College

You will complete the Aquifer case, Internal Medicine 14: 18-year-old female for pre-college physical, focusing on the “Revisit three months later” for this assignment.

After completing the Aquifer case, you will present the case and supporting evidence in a PowerPoint presentation with the following components:

  • Slide 1: Title, Student Name, Course, Date
  • Slide 2: Summary or synopsis of Judy Pham’s case
  • Slide 3: HPI
  • Slide 4: Medical History
  • Slide 5: Family History
  • Slide 6: Social History
  • Slide 7: ROS
  • Slide 8: Examination
  • Slide 9: Labs (In-house)
  • Slide 10: Primary Diagnosis and 3 Differential Diagnoses – ranked in priority

Primary Diagnosis should be supported by data in the patient’s history, exam, and lab results.

  • Slide 11: Management Plan: medication (dose, route, frequency), non-medication treatment, tests ordered, education, follow-up/referral.
  • Slide 12-16: An evaluation of 5 evidence-based articles applicable to Ms. Pham’s case: evaluate 1 article per slide.
  1. Include title, author, and year of article
  2. Brief summary/purpose of the study
  3. How did the study support Ms. Pham’s case?

Course texts will not count as a scholarly source. If using data from websites you must go back to the literature source for the information; no secondary sources are allowed, e.g. Medscape, UptoDate, etc.

  • Slide 17: Reference List                                                                                                                                                                                                                                                                                                                                                                                                                                           
  • You will submit the PowerPoint presentation in the Submissions Area by the due date assigned. Name your Case Study Presentation SU_NSG6430_W7_A2_lastname_firstinitial.docV

    Internal Medicine 14: 18-year-old woman for pre-college physical

    User: Ariana Amini

    Email: aamini@gwu.edu

    Date: November 11, 2019 2:19AM

    Learning Objectives

    The student should be able to:

    Obtain a history that differentiates among etiologies of dysuria.

    Differentiate /distinguish signs and symptoms of lower versus upper urinary tract infection.

    Recognize /recommend when to order diagnostic and laboratory tests in evaluation of dysuria, including urinalysis, wet prep, and KOH stain.

    Describe current recommendations for cervical cancer screening.

    Discuss safe sexual practices and efficacy of common methods of contraception.

    Knowledge

    Adolescent Interview – Safety

    Violence

    The leading causes of death in older adolescents are violent: suicide, injuries, and homicide. Bullying, family violence, sexual abuse, date rape and

    school violence are all common. In many urban communities, up to one in four students report carrying a weapon to school. Family violence and

    dating violence cross all economic and social boundaries.

    Injuries

    For some teens, school violence and guns are the major risks, and in others, sports injuries and injuries from wheeled vehicles are more likely. It is

    important to address use of a seat belt and bike helmets with every adolescent.

    Even though you address the safety issues most prevalent in the patient’s community first, do not skip any part of the history based on assumptions

    about the patient’s ethnic background or economic status.

    Recommended Vaccinations for Adolescents and Teenagers

    MMR

    MMR is recommended in adults who have not been previously vaccinated as children. An exception to this recommendation is the

    case of pregnant women. Pregnant women should not be vaccinated with MMR because of a risk of fetal transmission since it is a

    live virus vaccine.

    Hepatitis B Hepatitis B vaccination is effective in preventing hepatitis B virus infection and its sequelae of cirrhosis and hepatic carcinoma. The

    series of three injections is recommended for adolescents if they did not receive them when younger.

    Meningococcal

    The meningococcal vaccine is given to prevent meningococcal meningitis. It is commonly given once at age 11-12 years during the

    routine preadolescent immunization visit with a booster dose at age 16 and is recommended for all previously unvaccinated

    adolescents aged 11-18 years.

    Human

    papillomavirus

    There are two different human papillomavirus vaccines available. They vary by the number of strains of HPV they protects against,

    ranging from four to nine, and can prevent most cases of cervical cancer and genital warts. It is recommended for girls and women

    9-26 years old.

    The Advisory Committee on Immunization Practices (ACIP) recommends the use of the HPV vaccine in males 11 or 12 years of age.

    ACIP also recommends vaccination in males ages 13 through 21 who have not been vaccinated previously or who have not

    completed the three-dose series. ACIP states that males aged 22 through 26 years may be vaccinated, but does not recommend

    routine vaccination in this age group.

    Tetanus,

    diphtheria,

    acellular

    pertussis

    The tetanus, diphtheria, acellular pertussis (Tdap) vaccine protects against tetanus, diphtheria and pertussis. It contains acellular

    pertussis vaccine (ap), which is less reactogenic than the older whole-cell pertussis vaccine that caused high fever and neurologic

    symptoms when given to older children and adults. Tdap, which was licensed in 2005, is the first vaccine for adolescents and adults

    that protects against all three diseases.

    Adolescents should receive a single dose of Tdap as a booster between the ages of 11 and 18, with the preferred timing between 11

    and 12 years. If a patient has received a Td booster, then waiting at least five years between Td and Tdap is encouraged because

    the incidence of side effects is lower.

    The exception to this rule is the case of type III hypersensitivity reactions. Type III hypersensitivity reactions (Arthus reactions), which

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    are characterized by immune complex deposition in blood vessels, can rarely be seen following receipt of tetanus toxoid or

    diphtheria toxoid-containing vaccines. These reactions are characterized by severe pain, swelling, and sometimes necrosis at the

    injection site and occur between 4 and 12 hours following vaccination. It is recommended that patients who have had such a type III

    hypersensitivity reaction avoid receiving a tetanus toxoid-containing vaccine more frequently than every 10 years.

    Varicella

    The varicella vaccine series, which is a live virus vaccine, should be given to adolescents who have never had chickenpox or have

    not received the vaccine.

    Varicella was added to the list of standard childhood vaccines in 1995. Two doses are required, with the first administered at 12-15

    months of age and the second at 4-6 years of age. There is also a combination measles, mumps, rubella, and varicella vaccine

    (MMRV) available.

    Influenza

    The influenza vaccine is recommended for everyone who is at least age six months. It is usually administered in September through

    December when the influenza season is imminent.

    The H1N1 strain, or “swine” influenza, the predominant strain circulating in the U.S. over the past several years, has high rates of

    morbidity and mortality among children and adolescents.

    Pneumococcal The pneumococcal vaccine is indicated for adolescents with certain chronic health conditions.

    Haemophilus

    influenzae type

    b

    Haemophilus influenzae type b vaccine protects against meningitis, pneumonia, epiglottitis, and bacteremia in infants and young

    children, but it is not recommended after the age of five years.

    When a Pelvic Examination Is Indicated

    Cervical cancer screening should start at age 21 regardless of sexual activity and should continue through the age of 65. There is recent

    evidence that screening for cervical cancer in women less than 21 years of age leads to procedures and more harm than benefit. The frequency of

    cervical cancer screening with the Papanicolaou (Pap) test for immunocompetent individuals with previously normal tests is once every three years

    or, for women ages 30 to 65 years, screening with a combination of cytology and human papillomavirus (HPV) testing every five years.

    STI Screening Recommendations

    Current recommendations are for all patients age 15 to 65 years to be screened for HIV infection.

    Test results for some STIs such as gonorrhea must be reported to the public health department.

    Most Common Causes of Cystitis

    E. coli causes a majority of all cases of uncomplicated urinary tract infections.

    Other common organisms include Staphylococcus saprophyticus, Klebsiella pneumonia, and Proteus mirabilis.

    Differentiating Cystitis from Pyelonephritis

    It is important to make the distinction between cystitis and pyelonephritis because the treatment differs.

    Cystitis Pyelonephritis

    Clinical

    manifestations

    dysuria, frequency, urgency,

    suprapubic pain, and/or

    hematuria

    may or may not have symptoms of cystitis together with fever (> 38ÂşC) and other systemic

    symptoms such as, chills, flank pain, costovertebral angle tenderness, and nausea/vomiting

    Urinalysis pyuria pyuria, white blood cell casts (pathognomonic)

    Treatment

    short-course antibiotic therapy

    (three days);

    hospitalization usually not

    required

    at least seven days of treatment;

    hospitalization may be required

    Dysuria in Males

    Disease Presentation Diagnosis

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    UTI and

    cystitis

    Isolated acute cystitis is rare in males because their longer urethra hinders

    bacteria from reaching the bladder, and prostatic fluid has antibacterial

    properties.

    Most males with acute cystitis have functional or anatomic abnormalities, and

    need further evaluation.

    Symptoms of lower and upper tract infections are the same in males and

    females.

    Midstream culture and sensitivity of the urine

    Urethritis

    Usually sexually transmitted gonococcal and/or chlamydia infection.

    Gonococcal urethritis is more likely in males with acute symptoms and

    purulent urethral discharge.

    Chlamydia is likely when dysuria is present alone or with minimal discharge.

    Males with chlamydia infection may be asymptomatic.

    Recommended that patients be treated presumptively for both gonorrhea and

    chlamydia, pending results.

    Herpes simplex virus is a rare cause of urethritis, but may be suggested by

    the history of penile lesions.

    Diagnosis can be made on a gram stain of

    a urethral swab.

    Leukocytes and gram-negative

    intracellular diplococci confirm the

    diagnosis of gonorrhea.

    White cells without organisms suggest

    non-gonococcal urethritis (NGU) which is

    usually chlamydia but can also be

    Trichomonas vaginalis.

    Because many outpatient offices are not

    equipped to do gram stains, NAAT testing

    of the urethra or urine is becoming the

    preferred diagnostic test for gonorrhea

    and chlamydia.

    Prostatitis

    Acute prostatitis

    Presents with UTI symptoms of fever, chills, dysuria, dribbling, and hesitancy,

    and is caused by gram-negative rods (Enterobacteriaceae, Pseudomonas,

    Proteus), gram-positive organisms (Enterococcus, S. aureus), and sexually

    transmitted agents such as Neisseria gonorrhoeae and Chlamydia

    trachomatis.

    Prostate is edematous and very tender on digital rectal examination.

    Chronic prostatitis

    Characterized by lower urinary tract symptoms, perineal discomfort, pain with

    ejaculation, and occasionally deep pelvic pain that radiates to the back. The

    symptoms are often subtle and sometimes may be absent, and the physical

    exam may be normal.

    This diagnosis should be considered in men with recurrent UTIs without risk

    factors.

    Diagnosis can be difficult to make and may

    require submitting urine specimens gathered

    following prostatic massage for microscopic

    urinalysis and culture.

    Epididymitis

    Patients with epididymitis present with dysuria, frequency, urgency, and

    unilateral testicular pain.

    Fever and rigors may be present and there may be redness and tenderness

    of the entire affected testicle.

    Testicular torsion should be considered in all cases, especially when the

    patient is an adolescent and the onset is sudden.

    Epididymitis in men < 35 years is usually caused by Chlamydia trachomatis

    or Neisseria gonorrhoeae; in those > 35, enteric gram-negative rods

    (Escherichia coli) are the most common causes.

    If the diagnosis is questionable, color duplex

    doppler scanning should be obtained

    immediately.

    Factors that Contribute to Complicated Urinary Tract Infections

    Hospital-acquired Hospital-acquired urinary tract infections are considered complicated because patients are more susceptible to developing

    infections with antibiotic-resistant organisms that are found in the hospital environment.

    Pregnant Urinary tract infections in pregnant females can progress to and can induce preterm labor so are thus considered complicated.

    Urinary catheter or

    recent

    instrumentation

    Urinary tract infections in patients with urinary catheters or recent instrumentation are considered complicated because they

    introduce external pathogens into the urinary tract and, in the case of indwelling catheters, provide a nidus for bacterial

    growth.

    Immunosuppressed Patients who are immunosuppressed or who recently have been treated with antibiotics are considered to have complicated

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    or recently treated

    with antibiotics

    infections.

    Anatomic or

    functional

    abnormalities of the

    urinary tract

    Anatomic or functional abnormalities of the urinary tract lead to stasis and impede the free flow of urine, promoting bacterial

    growth and causing complicated infections.

    Male

    Urinary tract infections in men are complicated because they are commonly associated with bladder outlet obstruction,

    instrumentation, or other urologic abnormalities. However, a small number of adult men can develop uncomplicated UTIs. Risk

    factors associated with these infections are homosexuality, intercourse with a urinary tract-infected female partner, and lack of

    circumcision.

    Birth Control Options

    Percentage of women experiencing an unintended pregnancy within the first year of use: United States

    Method Typical use Perfect use

    No method 85 85

    Spermicides 29 18

    Withdrawal 27 4

    Fertility awareness-based methods 25

    Standard days method 5

    Two day method 4

    Ovulation method 3

    Sponge

    Parous women 32 20

    Nulliparous women 16 9

    Diaphragm 16 6

    Condom

    Female (Reality) 21 5

    Male 15 2

    Combined pill and progestogen-only pill 8 0.3

    Evra patch 8 0.3

    NuvaRing 8 0.3

    Depo-Provera 3 0.3

    Combined injectable (Lunelle) 3 0.05

    IUD

    ParaGard (copper T) 0.8 0.6

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    Mirena (LNG-IUS) 0.2 0.2

    Implanon 0.05 0.05

    Female sterilization 0.5 0.5

    Male sterilization 0.15 0.10

    Adapted from WHO Medical eligibility criteria for contraceptive use (2009)

    Male latex condoms: when correctly used with each episode of intercourse, are the best protection against sexually transmitted infections.

    IUDs: can be considered for women at low risk of acquiring sexually transmitted infections, since sexually transmitted infections may require

    removal of the IUD. Women with a history of PID can safely use the IUD with appropriate counseling. IUDs can be used as long as the woman

    is not planning a pregnancy for at least one year, since attempting a pregnancy would require IUD removal. Women who have never been

    pregnant can safely use the IUD.

    Post-coital contraceptives: (emergency contraception) initiated within 72 hours of unprotected intercourse reduce the risk of pregnancy by at

    least 75%.

    Management

    First-Line Empiric Therapy for Cystitis

    In large part, empiric choice of antimicrobial agents for uncomplicated cystitis depends on regional susceptibility patterns.

    In most regions of the U.S., rates of resistance of E. coli to ampicillin and amoxicillin exceed 20%, which makes amoxicillin a poor choice for

    empiric therapy.

    In most areas, resistance rates for nitrofurantoin, fosfomycin, and trimethoprim-sulfamethoxazole are less than 10%. Therefore, these

    have become recommended first-line empiric therapy in the U.S. However, the rates of resistance to these antibiotics vary by geographic

    region and can exceed 20% in some areas.

    Fluoroquinolones (ciprofloxacin, ofloxacin, and levofloxacin), in many areas, have favorable resistance profiles, but in some areas resistance rates

    exceed 20%. Even if the resistance rates are < 10%, fluoroquinolone use can select for multidrug-resistant resistant organisms (sometimes referred

    to as “collateral damage”). Therefore, fluoroquinolones should be considered alternative therapy and reserved for patients who do not tolerate or are

    not eligible to receive recommended first-line agents.

    Selected beta-lactam agents may be reasonable choices as well when other agents cannot be used. However, there are less data with these agents.

    The beta-lactams that could be considered for treatment in select circumstances based on local susceptibility data include amoxicillin-clavulanate,

    2nd-generation cephalosporins (cefaclor), 3rd-generation cephalosporins (cefdinir and cefpodoxime), and, in some instances 1st-generation

    cephalosporins (cephalexin and cefadroxil).

    In the end, the final choice of antibiotic should depend on a variety of factors, including local susceptibility patterns, patient allergies, potential drug-

    drug interactions, recent antibiotic use, and renal function, among others.

    Recommended Dosing and Duration for Cystitis Therapy

    Nitrofurantoin monohydrate or macrocrystals should be dosed at 100 mg twice daily for five days. The efficacy of this regimen has similar efficacy to

    that of a three-day regimen of trimethoprim-sulfamethoxazole in a randomized-control trial. However, other recommended first-line agents have

    different recommended durations. See the table below for recommended durations of first-line agents.

    First-line antimicrobial regimens for use in acute uncomplicated cystitis in the United States.

    Drug Dose and interval Duration

    Trimethoprim-sulfamethoxazole 160/800 mg q 12 hours 3 days

    Nitrofurantoin monohydrate macrocrystals 100 mg q 12 hours 5 days

    Fosfomycin trometamol 3 gm in a single dose 1 dose

    Recommended Therapy for Pyelonephritis

    In patients with pyelonephritis, a urine culture with sensitivities should be sent in addition to a urine dipstick and microscopic urinalysis. Definitive

    antibiotic choice should be based on the results of the urine culture.

    For empiric therapy before the results of the urine culture are obtained, an oral fluoroquinolone is the first-line treatment if the local resistance rates

    are < 10%, as in this case. Fluoroquinolones provide high drug concentrations in the renal medulla. A longer course of at least seven days should be

    given for pyelonephritis.

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    Trimethoprim-sulfamethoxazole should be used in pyelonephritis only if the culture and sensitivity results are available and if the infecting organism

    is known to be susceptible. Two-week regimens are generally advised when using trimethoprim-sulfamethoxazole. If trimethoprim-sulfamethoxazole

    is to be used prior to obtaining results of a urine culture, a single intravenous dose of a long-acting cephalosporin, such as ceftriaxone, should be

    given before starting the course of trimethoprim-sulfamethoxazole.

    Nitrofurantoin should not be used to treat pyelonephritis because adequate tissue levels in the kidney are not attained.

    Who Should Be Hospitalized For Pyelonephritis

    Patients who cannot maintain oral hydration or cannot take oral medicines should be hospitalized, as should those who have social

    circumstances or other factors that hinder adherence to therapy.

    Patients who appear septic, who are hemodynamically unstable and who have any complicating factors should also be hospitalized.

    In many cases, people with diabetes should be hospitalized for parenteral therapy because they have worse outcomes, and diabetics have an

    increased risk of complications such as emphysematous pyelonephritis or abscess.

    Pregnant women should be hospitalized because pyelonephritis is associated with an increased incidence of fetal complications and

    premature delivery.

    Preventing Recurrent UTIs

    1. The first step in evaluating recurrent dysuria is to prove the patient is actually having urinary tract infections by urinalysis and urine culture.

    Dysuria could be due to atrophic vaginitis, genital herpes, interstitial cystitis, mechanical or chemical irritation, or urethritis.

    2. The next step after proving recurrent cystitis is to ask the patient about risk factors and predisposing factors to complicating infections. These

    predisposing factors should be treated if present.

    3. In patients without predisposing factors, some physicians attempt behavioral and lifestyle modification. Because sexual activity is associated

    with recurrent infections, doctors often recommend that women void before and after sexual intercourse. This, and advice to wipe “front to

    back,” increase fluid intake (including cranberry juice), and avoid full bladders, have not been proven to reduce the recurrence of infection, but

    they are benign maneuvers, and still make sense to many clinicians.

    4. For post-menopausal women, topical estrogen normalizes the vaginal flora and reduces the risk of recurrent infection.

    5. Especially if these conservative measures fail and the patient has at least three proven urinary tract infections per year or at least two in six

    months, antibiotic prophylaxis may be considered.

    Potential strategies include continuous prophylaxis, post-coital prophylaxis, and self-treatment. Rates of urinary tract infections do not differ

    significantly between continuous and post-coital prophylaxis. Post-coital prophylaxis will result in less antibiotic use than continuous prophylaxis with

    similar efficacy, especially if the infections are temporally related to sexual intercourse. Likewise, patient-initiated treatment upon developing

    symptoms can represent a cost-effective management strategy if infections are not severe and not frequent.

    The ultimate choice of agent for prophylaxis or treatment should depend on local susceptibility patterns and susceptibility patterns of the patient’s

    prior urine cultures. Generally, the recommended duration of continuous prophylaxis is six months followed by observation for reinfection.

    Recommended Chlamydia Therapy

    First-line chlamydia therapy is a one-time oral dose of azithromycin 1 gram or a seven-day course of oral doxycycline 100 mg twice daily . The

    one-time regimen of azithromycin is preferred because of better adherence. Levofloxacin and ofloxacin are considered alternative treatment agents

    and require seven days of therapy.

    Studies

    Cervical Cancer Screening Guidelines

    Age Recommendation

    Under

    21 Women under the age of 21 should not be tested, regardless of sexual activity.

    21-29 Women between the ages of 21 and 29 should have a Pap test every three years with the liquid-based cytology technique. HPV testing

    should not be used in this age range unless it is prompted by an abnormal Pap result.

    30-65 There are three options for screening women between the ages of 30 to 65: 1. “Co-testing” with the Pap test and a high-risk HPV test every

    five years, 2. Pap test alone every three years, or 3. High-risk HPV testing alone every five years.

    Over

    65

    Women older than 65 who have had negative Pap tests are unlikely to have abnormal Pap tests with repeat testing so should no longer be

    screened. Screening should occur for 20 years after a pre-cancerous lesion is detected, even if testing continues after the age of 65.

    Women in the following groups should be screened yearly:

    those with HIV infection

    those who are immunosuppressed (i.e., patients with transplanted organs, on chemotherapy, or on chronic steroids)

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    those with diethylstilbestrol (DES) exposure before birth

    HPV vaccines target only certain genotypes of HPV. The 9-valent Gardasil-9 includes 7 genotypes that cause cervical cancer (types 16, 18, 31, 33,

    45, 52 and 58) and 2 genotypes that most commonly cause genital warts (types 6 and 11), the quadrivalent Gardasil includes the most common

    genotypes to cause cervical cancer (types 16 and 18) and the 2 genotypes that most commonly cause genital warts (types 6 and 11). But recipients

    of either vaccine are still at risk of developing cervical cancer. Therefore, they should receive age-appropriate screening as discussed above.

    However, they are at a decreased risk because types 16 and 18 are the cause of cervical cancer in a majority of cases.

    Liquid-based cytology is a method where cervical cells are suspended in a vial of liquid preservative instead of spread from a brush and spatula onto

    a glass slide. There are fewer unsatisfactory specimens with liquid Paps, and testing for HPV can be done on fluid from the vial, if warranted.

    However, there are more false-positive results with liquid Pap, which can result in needless referrals for colposcopy.

    Recommended Pelvic Exam Tests in the Setting of Suspected STIs

    Nucleic acid amplification testing

    (NAAT) for N. gonorrhea and C.

    trachomatis

    The best way to test for chlamydia and gonorrhea during a pelvic exam is nucleic acid amplification testing

    (NAAT) for N. gonorrhea and C. trachomatis. NAAT is a sensitive and specific assay and has replaced

    culture methods. It can be used on urine specimens as well.

    Microscopic examination of slide

    with drop of vaginal discharge and

    potassium hydroxide

    The potassium hydroxide slide is used to visualize budding yeast and hyphae that are seen with candida

    vaginal infections.

    Microscopic examination of slide

    with drop of vaginal discharge and

    normal saline

    The saline-prepped or “wet mount” slide allows for diagnosis of Trichomonas and bacterial vaginosis.

    Smelling a slide with a drop of

    vaginal discharge and potassium

    hydroxide

    Placing a drop of potassium hydroxide on vaginal discharge is known as the whiff-amine test. The production

    of a fishy odor indicates a positive test. A positive whiff-amine test is seen in bacterial vaginosis.

    Tests not indicated:

    Gram stain in cervicitis is not sensitive enough to detect infection, although it is highly sensitive and specific for the detection of Neisseria

    gonorrhoeae in male urethral specimens. Culture of cervical specimens has largely been replaced by nucleic acid testing.

    Smelling a slide with normal saline is not useful.

    What to Look for on Wet Mount Slides

    In the case of trichomoniasis, wet mount slides reveal trichomonads, which are flagellated protozoans. The treatment is a single dose of 2

    grams of metronidazole.

    Clue cells can also be seen on a saline slide and are characteristic of bacterial vaginosis (BV). BV, the most common cause of a vaginal

    discharge in women of childbearing age, is a condition characterized by reduced numbers of normal vaginal lactobacilli and overgrowth of

    other vaginal bacteria. Clue cells are epithelial cells entirely covered with these bacteria giving the perimeter a “furlike” appearance. The

    treatment of BV is a course of metronidazole 500 mg twice daily for seven days.

    It is also useful to measure the pH of vaginal discharge. A pH greater than 4.5 is seen in trichomoniasis, bacterial vaginosis, and atrophic

    vaginitis.

    Diagnostic Tests for Cystitis

    Microscopic urinalysis

    Pyuria, defined as at least two to five leukocytes per high-powered field in a spun urine specimen, is present in almost all women with cystitis, and

    evaluation of midstream urine for white blood cells is the most valuable lab test for urinary tract infection. If white cells are not present in the urine, an

    alternative diagnosis should be considered.

    Urine dip stick

    In ambulatory settings, urine dipstick testing has largely replaced microscopy to confirm the diagnosis of urinary tract infection (UTI), because it is

    cheaper, faster and more convenient. Dipsticks detect the presence of leukocyte esterase and nitrite and have comparable accuracy to microscopic

    urinalysis in the diagnosis of cystitis. However, they may be negative in low-colony count infections (less than 104 colonies/mL). Therefore, patients

    should also have a microscopic urinalysis performed.

    Tests not indicated for diagnosis of cystitis

    Microscopic evaluation of the urine for bacteriuria is generally not recommended for acute cystitis because bacteria in low quantities (less

    than 104 colonies/mL) are difficult to find, even with gram stain.

    Urine culture is not cost-effective and not necessary in women with cystitis, because the causative organisms and antibiotic sensitivities are

    predictable, and the results of the culture are not immediately available. There are certain situations when obtaining a urine culture is useful,

    such as in patients with refractory symptoms or those with history of urinary tract infections with antibiotic-resistant organisms.

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    Indications for Imaging or Urologic Evaluation in a Patient with a UTI

    Imaging studies and urologic referral are not indicated in the routine evaluation of young women with cystitis or pyelonephritis because they rarely

    uncover abnormalities that require treatment. However, in certain groups, further evaluation is recommended to exclude anatomic abnormalities and

    complications of pyelonephritis.

    Isolation of Proteus can be associated with urologic (struvite) stones so may require imaging, especially in patients with recurrent or refractory

    infections despite adequate antibiotic treatment.

    Recurrent pyelonephritis should prompt imaging to rule out nephrolithiasis or other urologic anomalies.

    Patients with pyelonephritis who remain febrile and show no clinical improvement within 72 hours on appropriate antibiotic therapy should

    have imaging to rule out obstruction or renal or perinephric abscesses. The presence of these complications often requires drainage and

    longer courses of antibiotics.

    Patients with suspected abnormality of the urinary tract.

    CT scan or renal ultrasound is recommended as a first step to rule out nephrolithiasis or obstruction prior to urologic evaluation in these

    circumstances.

    Urologic evaluation, including cystoscopy, should also be performed in those with persistent hematuria after infection has been eradicated.

    Clinical Reasoning

    Differential of Dysuria, Urinary Frequency, and Hematuria

    Most Likely Diagnoses

    Gonorrhea

    Several sexually transmitted infections, such as chlamydia, gonorrhea, trichomoniasis, and herpes simplex virus can cause

    urethritis and dysuria similar to that seen here.

    Symptoms that occur gradually over several weeks are more likely with a sexually transmitted urethritis.

    Cystitis

    Cystitis is an inflammation of the bladder caused most commonly by bacterial infection.

    A non-specific term often used interchangeably with cystitis is “urinary tract infection”. Urinary tract infection can denote

    infection of any portion of the urinary tract including the kidneys (pyelonephritis) or urethra (urethritis).

    Hematuria, urinary frequency, and dysuria are all common features of cystitis.

    Urinary frequency and dysuria can also be seen with urethritis, but hematuria is rarely seen with that condition. The

    presence of hematuria points to cystitis rather than urethritis in this patient.

    Note that fever is not seen with cystitis. When fever is present in the setting of urinary symptoms, pyelonephritis should be

    considered.

    Pelvic

    inflammatory

    disease

    Pelvic inflammatory disease, often called PID, is the name for a spectrum of disorders of the upper female genital tract,

    including endometritis, tubo-ovarian abscess and salpingitis.

    Often sexually transmitted infections are the source of PID, which can lead to infertility if not treated.

    Women with PID may have subtle symptoms, and physical exam findings of cervical motion tenderness, and uterine or

    adnexal tenderness are important diagnostic features of PID.

    In addition to vaginal discharge, abdominal and pelvic pain are common in PID-more so than with the other diagnoses.

    Fever is variably present in PID, and is more likely in severe cases.

    Less Likely Diagnoses

    Pyelonephritis

    Pyelonephritis is an infection of the kidney, or upper urinary tract.

    Dysuria may be present, but is rarely the only symptom.

    Symptoms that suggest the diagnosis of pyelonephritis are flank pain, fever, chills, nausea, vomiting, and prostration none of

    which are present here.

    Fever is usually present with pyelonephritis, but not always, so a lack of fever argues against this diagnosis.

    Candidiasis

    Candidiasis is an often-neglected cause of dysuria, and is perceived as pain or burning when urine comes in contact with an

    inflamed perineum or labia.

    A vaginal yeast infection may cause inflammation of the perineum and the urethral orifice, called “vaginitis” that leads to

    dysuria. This so-called “external dysuria” is most common with candida and trichomonas vaginitis, but is also present in

    patients with genital ulcers from herpes simplex, and in irritant vaginitis from soaps, hygiene products, condoms, and

    spermicides.

    Urinary frequency, urgency or hematuria are symptoms related to the bladder and urethra. When present, they speak against

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    the diagnosis of vaginitis.

    Bacterial

    vaginosis

    Bacterial vaginosis is a condition marked increased malodorous vaginal discharge.

    It is caused by an imbalance of naturally occurring vaginal flora.

    It is not an inflammatory condition, therefore pain and burning are rarely seen.

    Sexual activity is a risk factor for bacterial vaginosis, but there is no clear evidence that it is transmitted sexually.

    Interstitial

    cystitis

    Interstitial cystitis, also known as painful bladder syndrome, is a chronic pain syndrome characterized by frequency, urgency

    and dysuria.

    However, it is less likely to present with hematuria and is less likely to have such an acute onset.

    Nephrolithiasis Although nephrolithiasis can cause hematuria, it usually does not present with dysuria or urinary frequency.

    References

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    https://www.coursehero.com/file/54387982/Aquifer-STDpdf/

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Lab: Stickleback Evolution

Complete all the activities in this lab instruction packet: Lab 4: Stickleback Evolution, Part 2.  Work through the instruction packet step by step. Record your results in the worksheet as you progress through this instruction packet.

For any sections that request that you “take notes”, the notes should be in your own words summarizing information learned. You should not copy and paste information from the Internet including media and resources accessed in this lab. Directly copying and pasting information is considered plagiarism in this course.

Lab 4: Stickleback Evolution, Part 2

 

General Instructions

 

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

 

Remember, you are to upload this packet with your quiz for the week!

 

Background

In this experiment, you will analyze the pelvic structures of stickleback fish collected from two lakes around Cook Inlet, Alaska, to determine whether there are significant differences between the two populations. You will then use your data and information about the lakes to draw conclusions about the possible environmental factors affecting the evolution of pelvis morphology.

 

 

Specific Lab Instructions

 

Name:

Date:

 

Return to: The Virtual Stickleback Evolution Lab

Link: https://media.hhmi.org/biointeractive/vlabs/stickleback2/index.html?_ga=2.222191320.1578381481.1524156496-368479012.1521089692

 

You are going to perform Experiment 2 for the Stickleback lab this week.

 

Begin with Tutorial 2. When you are comfortable scoring a pelvis in fossil fish, you may move on (Note: it is a little more difficult in fossils than live fish, so you may want to spend a little time here).

 

1. What score would you assign to a fossil specimen that has only one pelvic spine visible?

2. A stickleback fossil may show no signs of pelvic structures. What are possible sources of error associated with scoring the pelvis of such a fossil as “absent”?

 

When you feel you have mastered scoring fossils, you may move on to Experiment 2.

1. In your own words describe the overall objective of Experiment 2 and explain what the data you collect will allow you to estimate.

 

2. What is one type of information that researchers can gain from studying fossils that they cannot obtain from living populations?

 

Lab 4: Stickleback Evolution, Part 2

 

Page 1 of 9

Begin the experiment in the window on the left. Complete Part 1: Preparing Fossils (click on the bench to get started).

 

3. You will collect data on pelvic structures using fossils from rock layers 2 and 5. Approximately how many years of deposition separate these two layers?

 

4. Which layer is older, 2 or 5? Explain your answer.

 

 

 

Complete Part 2 of the lab in the window on the left.

Score Your Fossils

 

 

5. Based on the pelvic phenotypes you measured, do the fossils in layer 2 differ from those in layer 5? Explain how.

 

6. After your collect data for the pelvic phenotype in layers 2 and 5, add your totals, and submit. As in lab 3, you may use the graph feature in the program as it works fine, or you can create your own Excel graph. Insert a screenshot here.

7. How do your data compare to those collected by Dr. Bell and colleagues?

 

8. Take the quiz. What can be inferred about the presence or absence of predatory fish when the Truckee Formation was a lake? Describe the evidence.

 

9. After completing the quiz, click on Experiment 2 Analysis.

10.

11. Complete the tables below as you perform the rate calculations. (The link to the instructions is very helpful.)

Sample Layer Number of Fish with a Complete Pelvis Total Number of Fish Sampled Relative Frequency of Complete Pelvis Trait in Population Sampled
1

2

3

4

5

6

 

Time Decrease in Percentage of Complete Pelvis Trait per Thousand Years (Rate of Change)
First 3,000 years (Layer 1 to Layer 2)

Next 3,000 years (Layer 2 to Layer 3)

Next 3,000 years (Layer 3 to Layer 4)

Next 3,000 years (Layer 4 to Layer 5)

Next 3,000 years (Layer 5 to Layer 6)

Total 15,000 years (Layer 1 to Layer 6)

 

 

1. What does it mean when the rate of change is a negative number?

 

2. Complete the Analysis Quiz.

3. Describe the trend in the data over time.

 

4. Why is it important to calculate the rate of change over time?

 

5.

6. In what way is the change in the complete pelvis phenotype in the fossils from the Nevada lakebed similar to what might have occurred in Bear Paw Lake from Experiment 1?

 

 

 

 

Adapted from: Brokaw, A. (2013). Stickleback Evolution Virtual Lab. HHMI Biointeractive Teaching Materials.

 
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