Infections of the Skin, Eyes, and Underlying Tissues

MICROBIOLOGY Case Study

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

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

would call the doctor tomorrow if it didn’t improve.

1.     What possible infections might Caitlyn have?

2.     What microbes would normally cause these infections? Are these microorganisms normal skin

flora, pathogens, or both? Explain.

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

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

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

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

On Tuesday morning, Caitlyn went immediately to see her pediatrician. The lesion was the size of an egg and quite sore. Caitlyn also presented with a temperature of 38.4°C (101.2°F). Motrin and compresses were advised as comfort measures. The Keflex was continued and the lesion cultured for laboratory analysis. Again, she was told to return if she didn’t notice improvement.

5. How would you collect a specimen from Caitlyn’s lesion? Name several types of transport media commonly used. Why is it so important to appropriately transport a specimen to the microbiology laboratory?

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6.     What media will likely be inoculated when this sample arrives in the laboratory? State your reason(s) for choosing the media you’ve indicated.

7.     In addition to media inoculation, what other procedure will be performed immediately using the specimen?

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

8.     What is meant by the term “pure growth”? What does it say regarding the quality of your specimen collection?

9.     Based upon these laboratory results, what microbe do you predict is causing Caitlyn’s infection? Explain. What two chemical tests would you perform next to verify your answer?

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

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HATS Off to MRSA

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

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

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

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

1.     What microbes commonly cause boils?

1.     Staphylococcus aureus

2.     What is another name for a boil?

1.     Furuncle, Carbuncle

3.     What is the incubation time for boil development?

1.     1 to 10 days

4.     What factors are facilitating Tony’s problem?

5.     What at-home cleansing and treatment options would you have recommended Julia try?

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

8. Why did the doctor lance boil to collect a specimen for culture when many others were already draining pus?

9. Why did Dr. Bergmann start Tony on antibiotics even though he didn’t know the microbe involved or its drug sensitivity?

10. Why were blood cultures ordered?
11. Why was Tony a candidate for immediate surgery?

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

12. What common skin microbes demonstrate this Gram morphology and staining?

13. What does MRSA stand for?

14. What is the difference between community acquired-MRSA and hospital acquired-MRSA?

15. How does the resistance demonstrated by this organism differ from the resistance it typically shows to penicillin?

16. Why is vancomycin a good treatment choice when penicillin and methicillin are ineffective? 17. What complications are associated with IV vancomycin treatment?

18. Tony’s infection progressed rapidly and resulted in substantial soft tissue damage. Why is MRSA able to cause this problem?

 

 

 
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Lab: CSI Wildlife, Case 2

Complete all the activities in the attached lab instruction packet: CSI Wildlife, Case 2. Work through the instruction packet step by step. Record your results directly in the worksheet as you progress through the questions.

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: CSI Wildlife, Case 2

Lab: CSI Wildlife, Case 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

The scenarios investigated are based on the recently published literature: Wasser, S. K., Brown, L., Mailand, C., Mondol, S., Clark, W., Laurie, C., & Weir, B. S. (2015). Genetic assignment of large seizures of elephant ivory reveals Africa’s major poaching hotspots. Science, 349(6243), 84–87. The underlying data are available on the Dryad Digital Repository: http://dx.doi.org/10.5061/dryad.435p4.

 

Remember, DNA is made up of nucleotides and an allele is an alternative form of a gene which may be from mutation, but is found on the same place in a chromosome in individuals and functions similarly. If you are unfamiliar with these terms, make sure to review them in your book prior to completing the lab.

 

 

 

Specific Lab Instructions

 

Your Name:

Date:

 

Go to: http://media.hhmi.org/biointeractive/click/elephants/dna/index.html

And Click on Case Two

 

Part 1: Case Two

1. Watch the crime scene video and read the Case Two introduction on the first slide.

 

 

 

 

a. In Case One, you were looking for a match with an individual elephant. How does Case Two differ from Case One?

 

2. Click on Building a Reference Map.

a. Watch the short video. Elephant populations differ from one another. These differences are due to geographic distance and the length of time since their ancestors separated from one another. Explain how this relationship affects their relatedness.

 

3. Click on Technique in the Building a Reference Map section.

a. How does this gel differ from the gels you studied in Case One?

 

4. Click on the Application section.

a. Study the gel. Why does the ivory sample contain only two bands while the other lanes (samples A and B) have multiple bands?

 

b. If an ivory sample has two alleles that are also found in a population sample, does that tell you with certainty that the ivory sample came from that population? Explain your answer.

 

5. Click on the Review Section.

a. If the scientist had collected 20 dung samples, would you expect more bands, fewer bands, or the same number of bands on the gel? Explain your answer.

 

 

6. Proceed to the Finding a Location section.

a. Forest elephants and savanna elephants diverged over 2.5 million years ago, so some researchers think they should be classified as different species. Knowing this information, which genetic profiles would you predict would be more similar to one another: those of a forest elephant and a savanna elephant that are geographically close to one another, or those of two forest elephants that live far apart from one another? Explain your reasoning.

 

b. On the Eliminating North, East, or South page, which population did you eliminate?       Which marker(s) allowed you to make this choice?

c. On the next elimination, which population did you choose?       Which marker(s) helped you make this choice?

d. By analyzing many more markers and all the populations, Dr. Wasser linked these seized ivory tusks to which country?

 

Part 2: Ivory Trade

1. Watch the video on the Stopping Illegal Poaching slide.

a. Name two reasons elephant populations are threatened.

 

 

b. In summary, elephants are a keystone species. Based on your knowledge from this lab (Case 1 and Case 2), explain in your own words why it is important to the ecology and ecosystems of Africa to save the elephant populations.

 

Adapted from: Click and Learn “CSI Wildlife” (2016). CSI Wildlife Explorer Worksheet. HHMI Biointeractive Teaching Materials.

 

 

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Genetics Lab

Patient Bios

http://media.capella.edu/Coursemedia/BIO1000/GeneticsLab/img/bioBios/Bios-patientA.jpgKayla

· Age: 35

· Kayla is seeking genetic counseling for muscular dystrophy.

http://media.capella.edu/Coursemedia/BIO1000/GeneticsLab/img/bioBios/Bios-patientB.jpgEmily

· Age: 40

· Emily is seeking karyotype analysis

 

Patient Chart

Please use the below chart for navigation to the tests.

Kaylahttp://media.capella.edu/CourseMedia/BIO1000/GeneticsLab/img/chartBios/Chart-patientA.jpg Emilyhttp://media.capella.edu/CourseMedia/BIO1000/GeneticsLab/img/chartBios/Chart-patientB.jpg
Scenario 1 – Pedigree Analysis (Page 2) Scenario 2 – Karyotype (Look on Page 5)

 

Relationship between 1 and 2   Gender of Fetus  
Relationship between 1 and 5   Chromosomal Abnormalites  
Relationship between 1 and 10   Chromosomal Combination Result ??????????
Relationship between 6 and 7      
Relationship between 4 and 5      
Relationship between 5 and 8      
Relationship between 8 and 10      
Relationship between 1 and 3      
Chances mother is a carrier      
Chances Kayla is a carrier      
Chances Kayla passes the syndrome to male child      
If Kayla is a carrier, what are chances of having an affected child?      
If Kayla is not a carrier, what are chances of having an affected child? ??????????????    

 

 

 

Scenario One – Our patient seeks genetic counseling

http://media.capella.edu/CourseMedia/BIO-FP1000/GeneticsLab/img/smallPICS/small-patientA.jpg

 

Kayla has a family history of Duchenne muscular dystrophy (DMD), which is a sex-linked trait. The patient wishes to know her risk of having an affected child. Her grandmother was a known carrier. DMD is an inherited disorder that involves progressive muscle weakness. It affects approximately 1 in 3500 male births worldwide and is inherited in an X-linked recessive pattern.

Click here to learn more about DMD

The following pedigree was drawn up by the genetic counselor. Our patient, Kayla, is #13.

http://media.capella.edu/CourseMedia/BIO-FP1000/GeneticsLab/img/pedigreeChart.png

         
         
         
         

What are the relationships between:

 

1 and 2 ________________ 1 and 5________________

1 and 10 ________________ 6 and 7_________________

4 and 5 __________________ 5 and 8_________________

8 and 10_______________ 1 and 3__________________

 

 

What are the chances her mother was a carrier? What are the chances our patient is a carrier? What are the chances she passes the syndrome to a male child?

Top of Form

 

Bottom of Form

 

Testing would establish her status as either a carrier or a noncarrier.

 

Top of Form

If she is a carrier what are the chance of her having an affected child? If she is not a carrier what are the chance of her having an affected child?

Bottom of Form

 

Scenario Two – Our patient seeks genetic counseling

http://media.capella.edu/CourseMedia/BIO-FP1000/GeneticsLab/img/smallPICS/small-patientB.jpg

 

Emily, a forty year old pregnant woman has an amniocentesis which provides the karyotype below.

http://media.capella.edu/CourseMedia/BIO-FP1000/GeneticsLab/img/karyotype.jpg

Using the karyotype above answer the following questions:

Top of Form

What is the gender of the fetus? Are there any chromosomal abnormalities? What would this chromosomal combination result in?

 

Assessment

1. How did you determine the chances that Kayla’s mother is a carrier and the chances that Kayla is a carrier?

 

2. How did you determine the chances that Kayla could pass the syndrome to a male child?

 

 

3. How did you determine the chances Kayla could have an affected child if she is a carrier?

 

4. How did you determine the chances Kayla could have an affected child if she is not a carrier?

 

 

5. Based on the results of the pedigree, what information might a genetic counselor provide to Kayla?

 

6. Which part of the karyotype helped you to determine the gender of Emily’s child?

 

 

7. Which part of the karyotype helped you to determine if there are chromosomal abnormalities?

 

8. How does the disorder that results from the chromosomal abnormalities affect body systems?

 

9. Based on the results of the karyotype, what information might a genetic counselor provide to Emily?

Bottom of Form

 
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Straighterline MEDICAL 101 Midterm Exam

01. Question number three has multiple sections. Please answer all parts

I. We know that the most common form of color blindness results from an X- linked recessive gene. A couple with normal color vision has a daughter with normal vision and a son who is color-blind. What is the probability that the daughter is a carrier for the color-blindness allele? In other words, what is the probability that the daughter is heterozygous for the trait?

II. When black pigeon is crossed with a test cross (White) pigeon gives you 100% brown pigeons. What are the genotypes and phenotypes of a cross between F1*F1

III. In the pedigree below, the shaded symbols represent people affected with a neurological disorder caused by an X-linked recessive allele. Let’s call the normal allele D and the recessive allele d. What are the genotypes of every person in this pedigree?

First generation

 

 

 

Third generation

second generation

 

 

 

 

 

 

 

IV. What are the genotype and phenotypes of the following individuals

Brown skin, Long tail * Black Skin * short tail

 

(F1) Brown skin * long tail (100%)

 

If cross F1*F1 ( what are the possible gene typical and phenotypical ratio

V. Color of the lotus flower is determined by the allele red (R ). Shape of the petals is determined by the allele long (L). Cross between two homozygous dominant and homozygous recessive gives pink lotus with flower with long petals. What are the possible genotypes and phenotypes of a cross between two pink, long petals flowers.

VI. Suppose two parents who are both heterozygous haired and heterozygous eyed produce a child.  What are the possible genotypes and phenotypes in the offspring? Black hair over blond and Black eye over blue

VII. What are the genotypes and phenotypes of possible children results in a following crosses

a) Hemophilia carrier mother and healthy father ( X linked mutation)

b) Hemophilic mother and hemophilic father

c) Healthy mother and colorblind father

d) Genetic disorder a is caused by a genetic mutation on the Y chromosome. If so, what are the genotypes of children of unhealthy father and healthy mother

 
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