Biology Forum Post

This week we continue to look at a case study about Dr. E.L. Trudeau, who performed a seminal early experiment validating the germ theory of infection. Part II of our discussion places the findings of Trudeau’s Rabbit Island experiment in a broader social context

Read through (make sure you include the question Answer any 3 questions the attached case study. numers) and write your post in a narrative format based on your answers to the questions.

Post must be 250 words.

I have attached Part 2 of the case study that has the questions to answer. Only chose 3 out of the 4 questions to answer, not all need to be answered.

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 5“A Simple Plan” by Karen M. Aguirre

Part II – Tuberculosis in Social Context E.L. Trudeau was quick to distinguish between a helpful therapy and a cure. He opened the Adirondack Cottage Sanitarium, where poor and rich alike could come and receive the bene” ts of fresh air, plenty of sunlight, rest, and abundant but simple nourishing food. Hundreds bene” ted. Similar institutions opened up in the U.S., and the movement was already well underway in Western Europe. But the cure would only come in the 1950s with the discovery of antibiotics that were e# ective against the mycobacterium.

Question 1: $ e curve shown in Figure 2 has three parts, from 1700–1800, 1800 to approx. 1955, and 1955 to approximately 1985. $ e data used to produce the curve are from Western Europe, but a similar one could be expected for the United States. From what you know of the history and culture of the United States and Western Europe, write a sentence telling why each part of the curve looks the way it does. In looking just at this graph, what would you predict about the death rate from TB in 2000 and 2005?

In recent years, a combination of development of antibiotic resistant strains of MTb along with the creation of a reservoir of immunocompromised people by the worldwide AIDS epidemic have contributed to a resurgence of tuberculosis in the United States and a worldwide upswing in TB cases and deaths. $ is resurgence has been accompanied by a resurgence of interest in the disease by scientists asking new questions about the nature of true host genetic susceptibility/resistance genes for tuberculosis, about virulence genes within the mycobacterium itself which might o# er new drug targets, and about the epigenetic factors that may in% uence disease predisposition and outcome in people with tuberculosis.

Question 2: Tuberculosis causes nearly 2 million deaths worldwide each year. Between 1985 and 1992, cases of TB in the United States increased by 20 percent, as shown in Figure 3. Write a paragraph suggesting a few reasons why this resurgence of TB might have occurred in the United States.

Question 3: $ e resurgence lasted until approximately 1992, then, in the United States, it began to abate. In 2005 the TB case rate in the U.S. was 4.8 per 100,000, as the U.S. medical community brought the epidemic under control (Centers for Disease Control & Prevention, National Prevention Information Network, n.d.). However, in U.S. prisons and all over the world TB remains a serious health problem. In the U.S., zero tolerance drug laws have resulted in a burgeoning incarcerated population, which constitutes a signi” cant reservoir of disease, with a far higher incidence rate than the general population. In New York prisons, the incidence rate of TB is 156.0/100,000compared to the rate of 10.4/100,000 in the general population (U.S. Agency for International Development, 2009). Considering all you have learned in Parts I and II, discuss why these rates may be so much higher in prison.

Figure 3: TB Cases in the United States

Figure 2: Western European mortality statistics—TB deaths over time (Based on Murray, 2001).

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NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 6“A Simple Plan” by Karen M. Aguirre

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Photo in title block © Paul Lemke | Dreamstime.com, id#18581133. Case copyright held by the National Center for Case Study Teaching in Science, University at Bu# alo, State University of New York. Originally published December 18, 2012. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

In 2006, there were 9 million new cases of tuberculosis worldwide, many of these caused by drug-resistant strains of the mycobacterium. Scientists struggle to ” nd new drugs that will be e# ective against the resistant strains and to propose better treatment regimens involving more direct observation of treatment (DOT) to assure patient compliance. Additionally, many have called for public acceptance and physician support for more responsible dispensing of antibiotics. $ ese are di0 cult and complex problems that require a resolve on the part of many sectors coupled with a willingness to devote adequate resources to a ” ght a disease that most often strikes people in the poorest of places.

Additionally, it is certainly the case that many modern TB cases occur in a global incarcerated population of approximately 8 million (U.S. Agency for International Development, 2009). Many of those incarcerated were political prisoners taken prisoner in war zones. Conditions in the prisons include inadequate ventilation, poor nutrition, negligent healthcare, HIV co-infection, and rampant despair. How does this resonate with what you’ve learned of E.L. Trudeau’s experience in the late 19th century?

We know a lot about how to prevent and treat tuberculosis. $ ere is much more to be learned. In 2010, 8.8 million people in the world fell ill with TB and 1.4 million died (World Health organization, 2012).

Question 4: All of the following factors are important in causing the worldwide resurgence of tuberculosis: (a) emergence of strains that are resistant to one or more of the available antibiotics e# ective against MTb; (b) incomplete or inadequate understanding by scientists of the details of the host/pathogen interaction in MTb infection; (c) lack of a universally-accepted vaccine; (d) lack of ” nancial support for science and for public health initiatives in developing countries; (e) famine; (f ) geopolitical instability in the developing world; and (g) inadequate public awareness of public health issues. If you were a billionaire philanthropist like Warren Bu# et or Bill Gates, where would you focus your e# orts against tuberculosis?

References Centers for Disease Control & Prevention (CDC), National Prevention Information Network. ! e Changing

Epidemiology of TB. http://www.cdcnpin.org/scripts/tb/tb.asp Last accessed: 10/12/12. Murray, J.F. 2001. A $ ousand Years of Pulmonary Medicine: Good News and Bad. European Respiratory Journal

17(3): 558–565. U.S. Agency for International Development (USAID). 2009. Guidelines for Control of Tuberculosis in Prisons. http://

pdf.usaid.gov/pdf_docs/PNADP462.pdf Last accessed: 10/12/12. Who Health Organization. 2012. Tuberculosis Fact Sheet. http://www.who.int/mediacentre/factsheets/fs104/en/ Last

accessed: 10/12/12.

 
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Biology Lab

Lab 2 Cell Structure and Function BIO101L

 

 

Student Name: Click here to enter text.

Access Code (located on the lid of your lab kit): Click here to enter text.

Pre-Lab Questions

1. Identify three major similarities and differences between prokaryotic and eukaryotic cells.

Click here to enter text.

 

2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell?

 

 

3. Identify three structures which provide support and protection in a eukaryotic cell.

 

Experiment 1: Identifying Cell Structures

Post-Lab Questions

1. Label each of the arrows in the following slide image:

Structure Identity
A Click here to enter text.
B Click here to enter text.
C Click here to enter text.
D Click here to enter text.

 

 

2. What is the difference between the rough and smooth endoplasmic reticulum?

 

 

3. Would an animal cell be able to survive without mitochondria? Why or why not?

 

 

4. What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?

 

 

5. Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.

 

Experiment 2: Create a Cell

Post-Lab Questions

1. What cell structures did you place in the plant cell that you did not place in the animal cell?

 

 

2. Is there any difference in the structure of the two cells?

 

 

3. What structures do cells have for support in organisms that lack cell walls?

 

 

4. How are organelles in a cell like organs in a human body?

 

 

5. How does the structure of a cell suggest its function? List three examples.

 

6. In the table below, list the items you used to represent the various organelles in your ANIMAL cell. Provide a brief rationale explaining why you selected each item.

Item Organelle Rationale
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7. Insert picture of your ANIMAL cell with your name and access code handwritten in the background.

 

8. In the table below, list the items you used to represent the various organelles in your PLANT cell. Provide a brief rationale explaining why you selected each item.

Item Organelle Rationale
Click here to enter text. Click here to enter text. Click here to enter text.
Click here to enter text. Click here to enter text. Click here to enter text.
Click here to enter text. Click here to enter text. Click here to enter text.
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9. Insert picture of your PLANT cell with your name and access code handwritten in the background.

 

 

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Blood Typing

To Access the Virtual Lab: https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html

Click on the “Blood Typing” 

Introduction

1. Summarize the problem you are trying to solve.

2. What is the purpose of this investigation?

Explore Lab

3. What types of serum are available?

What to the antibodies in the serums bind to?

4. What are the disposable micropipettes used for?

Procedure

5. Prediction Chart (indicate YES or NO if you think the blood will clump when exposed to the antibodies)

 

Blood Type

Anti-A Antibody

Anti-B Antibody

Anti-Rh Antibody

 

A

 

B

 

AB

 

O

 

Rh+

 

Rh-

6. Observation Chart

 

Blood Sample

Clumps in Response to

Anti-A

Clumps in Response to

Anti-B

Clumps in Response to

Anti-Rh

Type

 

1

 

2

 

3

 

4

Analyze and Conclude

7. Which, if any, of the blood samples tested cna the patient with type B+ blood receive? Explain why.

8. Explain how you were able to use your knowledge of how different types of blood react with Anti-A, Anti-B, and Anti Rh antibodies to determine the blood types of the four samples.

9. If a person has Type A blood, he or she would have antibodies for what blood type?

10. Why is type O Negative blood known as the universal donor? Why is O Positive not a universal donor?

11. If a person has Type O blood, what type(s) of blood would she not be able to receive?

12. Is knowing the ABO blood type of a potential blood donor enough to determine a suitable match? Explain your answer.

13. What might happen if someone with Type A received a transfusion of Type B blood?

 
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Anthropology

Beginning Thoughts on Anthropology, Culture & Cultural Diversity

1.)What ideas or images that come to mind if someone says “Anthropology” or “anthropologist”? What has shaped your ideas about what Anthropology is or what Anthropologists do?

2.)What IS Anthropology? And what are the four sub-fields of Anthropology?

3.)Some contemporary archaeologists focus on studying modern human waste….including e-waste. If someone were to study YOUR waste (trash) …and e-waste what would they learn about you? Your diet? Your lifestyle?

4.) What are some cultural adaptations human beings have to better allow them to survive in their environment? Are there negative effects of these adaptations? If so, do the benefits outweigh those negative effects?

5.)American anthropologist Ralph Linton once said “The last thing a fish would ever notice would be water.” (Ralph Linton, 1936) How is this relevant and applicable to a discussion on “culture”?

6.) Polish anthropologist, Bronislaw Malinowski who is credited with inventing the anthropological method of intensive fieldwork, wrote in his journal about his fieldwork in the Trobriand Islands.In his diary he wrote” Imagine yourself suddenly set down surrounded by all your gear, alone on a tropical beach close to a native village, while the launch or dinghy which has brought you sails away out of sight.” What is Malinowski describing? Have you ever had an analogous experience in Philadelphia (or elsewhere)?

7.)Clifford Geertz, one of the most influential American anthropologists in the last 40 years, said “The locus of study is not the object of study. Anthropologists don’t study villages (tribes, neighborhoods…) they study in villages.” What do you think he meant? (And what happens if you substitute college for village?)

8.) If I were to ask you to provide a “socio-cultural analysis” of this classroom…where would you begin? Can you identify 10 ways that you might consider “diversity” within this classroom? (on campus, in the city, in the U.S. or in the world?)

9.) How do you think about diversity? i.e.as a problem? A challenge? An asset? Explain

10.) What do you think is bigger…a nation-state or a culture? Briefly explain.

 
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