Essay Symbiosis-Writing Assignment

In nature, there are several examples of symbiotic relationships.  These relationships are vital to various ecosystems.  In this assignment, you will write an essay following the provided guidelines.

Introductory paragraph explaining or defining the term symbiosis and its importance in nature.

A paragraph devoted to mutualism, commensalism, and parasitism in which you define each term and describe a specific example highlighting the organisms involved and how the specific relationship depicts each.  Therefore, your body will consist of three paragraphs devoted to each of the above mentioned types of symbiosis.

Concluding paragraph in which you summarize your essay and bring it all together highlighting the most striking details of your paper.  Be sure to adhere to the rules of grammar, punctuation and sentence structure. Basically, use Standard English.  No text language or formats allowed and if used will result in major point deductions.

In nature, there are several examples of symbiotic relationships.  These relationships are vital to various ecosystems.  In this assignment, you will write an essay following the provided guidelines.

Introductory paragraph explaining or defining the term symbiosis and its importance in nature.

A paragraph devoted to mutualism, commensalism, and parasitism in which you define each term and describe a specific example highlighting the organisms involved and how the specific relationship depicts each.  Therefore, your body will consist of three paragraphs devoted to each of the above mentioned types of symbiosis.

Concluding paragraph in which you summarize your essay and bring it all together highlighting the most striking details of your paper.  Be sure to adhere to the rules of grammar, punctuation and sentence structure. Basically, use Standard English.  No text language or formats allowed and if used will result in major point deductions.

 
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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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Genetic (Karyotype) Assignment

I have a genetic assignment due by 11pm today EST. please if you can not deliver do not attempt. Attached here is everything you need. PLEASE Follow guideline before you begin. As you will notice, I started doing the assignment.

BIOL209: General Genetics Laboratory

Examining Human Chromosome Disorders

 

PRE-LAB ASSIGNMENT:

Students are expected to read all pages before coming to the lab to complete the experiments.

Print this entire lab packet and bring it to the laboratory.

Objectives:

After completing this laboratory assignment, students will be able to:

1. Distinguish between the ways to identify chromosomal abnormalities

2. Detect chromosomal abnormalities in a karyotype

 

Introduction:

Karyotyping is the process of pairing and ordering all the chromosomes of an organism, thus providing a genome-wide snapshot of an individual’s chromosomes. Karyotypes are prepared using standardized staining procedures that reveal characteristic structural features for each chromosome. Clinical cytogeneticists analyze human karyotypes to detect gross genetic changes—anomalies involving several megabases or more of DNA. Karyotypes can reveal changes in chromosome number associated with aneuploid conditions, such as trisomy 21 (Down syndrome). Careful analysis of karyotypes can also reveal more subtle structural changes, such as chromosomal deletions, duplications, translocations, or inversions. In fact, as medical genetics becomes increasingly integrated with clinical medicine, karyotypes are becoming a source of diagnostic information for specific birth defects, genetic disorders, and even cancers. Adapted from: https://www.nature.com/scitable/topicpage/karyotyping-for-chromosomal-abnormalities-298

 

Experimental Overview:

You and your partner will take on the role of cytogeneticists working in a hospital. Three case studies will be given to you one at a time for review, along with a set of patient chromosomes. You and your partner will arrange the chromosomes into a completed karyotype on a prepared board. After you have successfully constructed the karyotype, you will analyze it and diagnose each patient. Your patient may have a chromosomal abnormalities or a normal karyotype. Be careful and use your observational skills—things are not always as simple as they seem (especially Case K).

 

Protocol:

1. Obtain a Chromoscan board containing a case study and set of patient chromosomes. Each case study has a Case ID Letter and a unique color. Confirm that the chromosomes match the board.

2. Read the case study found on the left side of the board.

3. On the Cytogenetics Report, record the patient information, including name, case ID, reason for referral, patient age, and source of the cells.

4. To make the process of the karyotype assembly less complex, one of each of the homologous chromosomes is already illustrated on the board. Identify the other homolog and place it on the board in the proper position.

5. Once the karyotype is completed, analyze it for chromosomal anomalies, paying particular attention to chromosome number and structure.

6. Record chromosome number, gender, and chromosomal findings on the Cytogenetics Report.

7. Use the internet to determine the diagnosis of the patient.

8. Return the ALL the chromosome decals to the cryostorage region of the Chromoscan board in RANDOM ORDER, to prepare the board for the next group’s use.

9. Obtain another board and complete the same steps until you have completed a total of 3 case studies.

Instructions for the lab report:

· Assume the role of a Cytogenetist, write out a daily report for the work you accomplished today. It should include but is not limited to:

· A description of how an actual karyotype is constructed. It should be detailed enough that someone else can use your protocol to construct a karyotype.

· DO NOT write the protocol that you followed for this lab.

· Include the three cytogenetic reports that you completed today.

 

· Assume the role of a Genetic Counselor

· Choose one of the case studies with an abnormal diagnosis and research it in further detail.

· Create notes for the patient and/or the patient’s caregiver with additional implications of the diagnosis, including life expectancy, complications, available treatments, support group information, etc.

· Do not forget to include in-text citations and a “Works Cited” or References page.

 

 

 

 

 

 

Data Sheet:

 

Cytogenetics Reports for G-Banded Karyotype-III
Patient Name Case ID Age
Why is the patient being referred for karyotyping? Source of Cells for Karyotyping

____ Blood

____ Amniocytes

____ Chorionic Villi

____ Other (specify) __________________

Total Number of Chromosomes Observed Gender
Chromosomal Findings

____ no observable chromosomal abnormalities

____ monosomy (chromosome #____)

____ trisomy (chromosome #____)

____ deletion (chromosome #____, arm _____)

____ insertion (chromosome #____, arm _____)

____ translocation (chromosome #s____ and ____)

____ inversion (chromosome #____, arm(s) _____)

____other (explain)___________________________

Diagnosis

 

 

 

 

 

 

 

 

 

Source of Diagnosis

Cytogenetics Reports for G-Banded Karyotype-I
Patient Name Case ID Age
Why is the patient being referred for karyotyping? Source of Cells for Karyotyping

____ Blood

____ Amniocytes

____ Chorionic Villi

____ Other (specify) __________________

Total Number of Chromosomes Observed Gender
Chromosomal Findings

____ no observable chromosomal abnormalities

____ monosomy (chromosome #____)

____ trisomy (chromosome #____)

____ deletion (chromosome #____, arm _____)

____ insertion (chromosome #____, arm _____)

____ translocation (chromosome #s____ and ____)

____ inversion (chromosome #____, arm(s) _____)

____other (explain)___________________________

Diagnosis

 

 

 

 

 

 

 

 

 

Source of Diagnosis

 

 

Cytogenetics Reports for G-Banded Karyotype-II
Patient Name Case ID Age
Why is the patient being referred for karyotyping? Source of Cells for Karyotyping

____ Blood

____ Amniocytes

____ Chorionic Villi

____ Other (specify) __________________

Total Number of Chromosomes Observed Gender
Chromosomal Findings

____ no observable chromosomal abnormalities

____ monosomy (chromosome #____)

____ trisomy (chromosome #____)

____ deletion (chromosome #____, arm _____)

____ insertion (chromosome #____, arm _____)

____ translocation (chromosome #s____ and ____)

____ inversion (chromosome #____, arm(s) _____)

____other (explain)___________________________

Diagnosis

 

 

 

 

 

 

 

 

 

Source of Diagnosis

 

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Cellcycle Overview

Click on the link provided below.

http://media.hhmi.org/biointeractive/click/cellcycle/?_ga=1.12670647.1279517233.1480957413

 

Download the worksheet from the assignment folder.  Complete as you progress through the lesson.

 

Read the overview in its own box.  Click on each “checkpoint” for the 5 phases of the Cycle. The phases are M, G1, G0, S, and G2. The reading for each phase appears in the box to the left.

When each has been completed, or clicked, the second title in the center of the cycle diagram, Cell Cycle Regulators and Cancer, will light up.

Click on this title, for the second part to appear.

 

Click on the Cancer Overview, and read the information in the box. Be sure to click through all 5 pages.

 

Now click and complete the Regulators Overview, clicking on each of the stimulating and inhibitory icons in each phase.

Answer any questions in the worksheet that apply.

 

Upload the completed worksheet into the assignment folder.

Due date for the assignment is in the syllabus. Proper grammar and spelling is expected.

 

 

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THE EUKARYOTIC CELL CYCLE AND CANCER: AN OVERVIEW

ABOUT THIS WORKSHEET This worksheet complements the Click and Learn “The Eukaryotic Cell Cycle and Cancer” and is intended as a straightforward introduction to the cell cycle and how that relates to cancer. For a more comprehensive student worksheet, please see the in depth version.

PROCEDURE Read through the Click and Learn at (http://www.hhmi.org/biointeractive/eukaryotic-cell-cycle-and- cancer) to learn about the cell cycle. Answer the questions below. Click on the “Background” tab on the right side. Read the information and watch the videos. 1. Why is cell division important for both unicellular and multicellular organisms?

 

2. Why does cell division remain important to an adult organism even after it is fully developed?

3. Cells divide, differentiate, or die. What is differentiation?

4. What is apoptosis? What is its purpose?

5. What are cell cycle regulators?

6. What happens if cell cycle regulators don’t function properly?

 

 

 

 

 

 

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Click on the purple section labeled “Cell Cycle Phases” as well as the words “Mitosis” and “Interphase” to read an overview of the cell cycle. You can also click on the various phases. 7. Cells go through periods of growth and division. Cell division occurs during _______________.

8. The rest of the cell cycle is called interphase, during which _____________________________

_____________________________________________________________________________.

9. Fill in the details about what happens during the three phases of interphase labeled in the

diagram.

 

 

 

 

10. In general, what is the purpose of a checkpoint in the cell cycle?

 

 

 

 

 

 

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11. What is the G0 phase of the cell cycle? Which factors determine whether a cell enters G0? Can cells leave G0?

Click on “Cell Cycle Regulators and Cancer” in the center purple circle. Read the Regulators Overview and then read through the Cancer Overview and watch the videos. 12. What are cell cycle regulators?

 

a. Stimulatory proteins are encoded by _________________________________. Examples include: ______________________________________________________

b. Inhibitory proteins are encoded by ___________________________________________. Examples include: ______________________________________________________

13. Cancer is the result of an improperly regulated cell cycle. Describe two reasons why cells can form tumors.

14. In some types of colon cancer, stem cells have a mutation in the APC gene. What happens if the APC gene is mutated?

15. Normally, proto-oncogenes stimulate the cell cycle. What are oncogenes and how do they affect the cell cycle?

 

 

 

 

 

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a. To cause cancer, proto-oncogenes require _________ allele(s) to be mutated and therefore are considered ____________________. The mutation results in a __________ of function.

 

16. Normally, tumor suppressor genes inhibit the cell cycle. How do mutated tumor suppressor genes affect the cell cycle?

a. To cause cancer, tumor suppressor genes require _________ allele(s) to be mutated and therefore are considered ____________________. The mutation results in a __________ of function.

 
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