Learning Goal: I’m working on a microbiology multi-part question and need support to help me learn.
You will choose a laboratory test and follow it from the patient to the returned result, describing each step as learned in the four weeks of class.
Title Page
Introduction- What is the test, what is the purpose of the test, any special requirements for collection, any regulations for the collector.
Pre-analytic: What happens when the test gets to the lab. How is it processed?
Analytic: How is the test performed? Test methodology, equipment used, operator requirements, lab operations requirements.
Post analytic: What happens after the test is run? How is it validated, how is it released to the ordering physician.
Describe current applicable legislation.
Define a lab budget for your test.
Discuss, marketing, communication and pricing strategies for the test and your lab
Discuss personnel considerations including communication, conflict resolution.
References (minimum of 4 total)
Total length should be approximately 7-10 pages, Times New Roman 12 pt. typeface. Use APA format conventions, double spaced with one-inch margins on each side.
Category: Microbiology
Learning Goal: I’m working on a microbiology presentation and need an explanation and answer to help me learn.
Due Aug 10 by 11:59pm
Points 50
Submitting a text entry box, a website url, a media recording, or a file upload
Your Signature Assignment is an oral report on a microbial disease.
Select a disease that affects humans or animals whose causative agent is a bacterium, virus, fungus, protozoa, or other microorganism.
Create and deliver a presentation on your chosen disease in which you report on each of the following in detail:
Causative Agent: Describe and classify the microbe involved. If known, explain how the microbe causes/transmits the disease or interferes with normal body function. Also, describe the vector and/or life cycle for the microbe (if applicable).
Population(s) affected: What population(s) is/are at highest risk of contracting the disease? Are there any groups of people who should be tested? Please include statistical/geographical data and trends (from the Centers for Disease Control and Prevention, World Health Organization, or other source [http://www.cdc.gov (Links to an external site.), http://www.who.int (Links to an external site.), etc.]).
Course of Disease: What are the usual signs/symptoms of someone with the disease? How is the disease diagnosed? What is the usual time course for recovery? Are there complications and/or long-term effects?
Interventions: Describe possible treatments and/or medical interventions. Is there a vaccine available? How can the disease be best prevented or kept under control?
Rubric
MICR_290_BL – Lab Signature Assignment Rubric
MICR_290_BL – Lab Signature Assignment Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeDescription of Causative Agent
12 to >10.2 ptsExceeds Expectations
Student gives a complete description/classification of the microbe involved, including: (1) how the microbe causes/transmits the disease and interferes with normal body function, and (2) a proper description of the life cycle for the microbe, including the vector (if applicable).
10.2 to >8.64 ptsMeets Expectations
Student gives a correct but incomplete description/classification of the microbe involved, including: (1) how the microbe causes/transmits the disease and interferes with normal body function, and (2) a proper description of the life cycle for the microbe, including the vector (if applicable).
8.64 to >7.08 ptsApproaches Expectations
Student gives a partial and not fully correct description/classification of the microbe involved, including: (1) how the microbe causes/transmits the disease and interferes with normal body function, and (2) a proper description of the life cycle for the microbe, including the vector (if applicable).
7.08 to >0 ptsDoes Not Meet Expectations
Student gives an unsatisfactory description and classification of the microbe involved.
12 pts
This criterion is linked to a Learning OutcomeIdentification and Description of Population(s) Affected
12 to >10.2 ptsExceeds Expectations
Student gives a complete identification and description of population(s) at highest risk of contracting the disease, including: (1) groups of people who should specifically be tested, and (2) statistical/geographical data and trends.
10.2 to >8.64 ptsMeets Expectations
Student gives a correct but incomplete identification and description of population(s) at highest risk of contracting the disease, including: (1) groups of people who should specifically be tested, and (2) statistical/geographical data and trends.
8.64 to >7.08 ptsApproaches Expectations
Student gives a partial but not fully correct identification and description of population(s) at highest risk of contracting the disease, including: (1) groups of people who should specifically be tested, and (2) statistical/geographical data and trends.
7.08 to >0 ptsDoes Not Meet Expectations
Student gives an unsatisfactory identification and description of population(s) at highest risk.
12 pts
This criterion is linked to a Learning OutcomeEvaluation of Course of Disease
12 to >10.2 ptsExceeds Expectations
Student gives a complete and accurate description of the (1) usual signs/symptoms of the disease, (2) how it is diagnosed, (3) the usual time and course for recovery, and (4) any relevant complications and/or long-term effects.
10.2 to >8.64 ptsMeets Expectations
Student gives an accurate but incomplete description of the (1) usual signs/symptoms of the disease, (2) how it is diagnosed, (3) the usual time and course for recovery, and (4) any relevant complications and/or long-term effects.
8.64 to >7.08 ptsApproaches Expectations
Student gives a partially accurate and incomplete description of the (1) usual signs/symptoms of the disease, (2) how it is diagnosed, (3) the usual time and course for recovery, and (4) any relevant complications and/or long-term effects.
7.08 to >0 ptsDoes Not Meet Expectations
Student gives an unsatisfactory description of signs/symptoms of the disease, diagnosis, time and course for recovery, and complications and/or long-term effects.
12 pts
This criterion is linked to a Learning OutcomeDescription of Interventions
12 to >10.2 ptsExceeds Expectations
Student gives a complete and accurate description of possible treatments and/or medical interventions, including available vaccines or other preventative measures.
10.2 to >8.64 ptsMeets Expectations
Student gives an accurate but incomplete description of possible treatments and/or medical interventions, including available vaccines or other preventative measures.
8.64 to >7.08 ptsApproaches Expectations
Student gives a partially accurate and incomplete description of possible treatments and/or medical interventions, including available vaccines or other preventative measures.
7.08 to >0 ptsDoes Not Meet Expectations
Student gives an unsatisfactory description of possible treatments and/or medical interventions.
12 pts
This criterion is linked to a Learning OutcomePresentation and Delivery
2 to >1.7 ptsExceeds Expectations
Information is presented in a clear, logical order. Speaker maintains eye contact and effectively uses voice (pitch, rate, volume) and physical actions. Speaker uses notes, statistics, and visual aids appropriately as applicable
Learning Goal: I’m working on a microbiology multi-part question and need an explanation and answer to help me learn.
Summarize one example illustrating how microbes benefit human health. Can the removal of microbes actually lead to disease development?
Trace the path taken by pathogens from various portals of entry, through the establishment of disease, and ending with their exit from various portals in the host.
Conduct additional research and answer the following: Discuss what policies are in place at local, state, and federal government levels to prohibit the spread of disease in the case of a pandemic.
There are some who believe that HIV does not cause AIDS. Have all of Koch’s postulates been met for HIV as the causative agent that leads to the development of AIDS? Cite evidence to explain your answer.
Learning Goal: I’m working on a microbiology exercise and need an explanation and answer to help me learn.
Dichotomous Key
Objectives:
Define a dichotomous key.
Learn how to use a key.
Create a key to household items.
Background:
Scientists use dichotomous keys to describe or identify what they are studying.A dichotomous key is a tool that gives you steps that should lead you to a proper solution.Each step in the key has two (di) mutually exclusive choices (couplets) to lead you to the next step in the key.Below is an example of a dichotomous key you might use to fix something on your car.
Dichotomous keys are also useful as taxonomic tools.They can be used to differentiate and identify things.In many of our labs for this course, we will learn tests and techniques that are used to identifying different species of bacteria. And we will create a dichotomous key based on the results of these tests (positive or negative, for example) that should be able to identify your species for the bacteria unknown lab practical that occurs later this semester.
Instructions:
For this assignment you will be creating a simple dichotomous key to identify some household objects.Creating a dichotomous key can be tricky because you must ensure that everyone will follow it the same way. It should be foolproof, so some planning and forethought are necessary.For this dichotomous key you can choose almost any six objects, but it’s helpful to consider items that have some similarities and differences that are easy to describe.When making the dichotomous key, you’ll need five couplets to differentiate and identify 6 different items.Follow the steps below to create a dichotomous key. When you are ready to create your dichotomous key, here is a helpful Download MS Word Dichotomous Key Template that you can use if you’d like. It simply provides fillable and moveable textboxes that you can manipulate to meet your needs for your dichotomous key.
Step 1: Choose six objects.
Example:
1. Carrot
2. Pineapple
3. Tomato
4. Beet
5. Ginger
6. Avocado
Step 2: Describe each item and then group these items to help you construct a key. Think about similarities and differences between your objects as you describe them.
Example:
1. Carrots: Edible portion does not originate from a flower; Edible portion grows underground; Edible portion is longer than it is wide; Surface texture is rough; Not juicy; Peel not consumed
2. Pineapple: Edible portion originates from a flower; Edible portion grows above ground; Edible portion is longer than it is wide; Surface texture is rough; Juicy; Peel not consumed; Feathery leaves
3. Tomato: Edible portion originates from a flower; Edible portion grows above ground, Edible portion is round; Surface texture is smooth; Juicy; Peel consumed; Singular leaves
4. Beets: Edible portion does not originate from a flower; Edible portion grows underground; Edible portion is round; Surface texture is rough; Juicy; Peel not consumed; Singular leaves
5. Ginger: Edible portion does not originate from a flower; Edible portion underground; Edible portion is longer than it is wide; Surface texture is smooth; Not juicy; Peel not consumed; Singular leaves
6. Avocado: Edible portion originates from a flower; Edible portion grows above ground; Edible portion is round; Surface is rough; Not juicy; Peel not consumed; Singular leaves
Step 3:Group your descriptions together and organize them into groups with two mutually exclusive subgroups.You can have as many groups as you feel necessary to help you construct your key. I made 10 groups in my example.
Example:
Group 1: Origin of edible Portion
Subgroup 1: Edible portion originates from a flower
Subgroup 2: Edible portion does not originate from a flower
Group 2: Types of leaves
Subgroup 1: Plant has feathery leaves
Subgroup 2: Plant has large leaves
Group 3: Shape of edible portion
Subgroup 1: Edible portion is longer than it is wide
Subgroup 2: Edible portion is bulbous
Group 4: Surface Texture of edible portion
Subgroup 1: Surface texture of edible portion is smooth
Subgroup 2: Surface texture of edible portion is rough
Group 5: Symmetry
Subgroup 1: Edible portion has radial symmetry
Subgroup 2: Edible portion is asymmetric
Group 6: Number of Seeds
Subgroup 1: Multiple seeds
Subgroup 2: Single seeds
Group 7: Edible Peels
Subgroup 1: Peels are edible
Subgroup 2: Peels are inedible
Group 8: How many times it can be harvested
Subgroup 1: Can be harvest more than once
Subgroup 2: Can only be harvested once
Group 9: Juiciness of Edible Portion
Subgroup 1: Edible portion is juicy
Subgroup 2: Edible portion is not juicy
Group 10: Type of root
Subgroup 1: Has a taproot
Subgroup 2: No taproot
Step 4: Combine your groups into pairs to create five couplets that will differentiate and identify your six items.
Example:
Couplet 1
Group 1: Origin of Edible Portion + Group 8: How many times it can be harvested
a. edible portion originates from a flower and can be harvested multiple times
b. edible portion does not orientate from a flower and cannot be harvested multiple times
Couplet 2
Group 4: Surface Texture of edible portion + Group 7: Edible Peels
a. surface texture is rough and peel is not consumed
b. surface texture is smooth and peel is consumed
Couplet 3
Group 9: Juiciness of Edible Portion + Group 6: Number of Seeds
a. edible portion is juicy and has a multiple seeds
b. edible portion is not juicy and has a single seed
Couplet 4
Group 5: Symmetry + Group 10: Type of Root
a. edible portion is has radial symmetry and has a taproot
b. edible portion is asymmetric and does not have a taproot
Couplet 5
Group 2: Types of leaves + Group 3: Shape of edible portion
a. plant has large leaves and edible portion is bulbous
b. plant has feathery leaves and edible portion is longer than it is wide
Step 5: Create your Dichotomous Key
Example:
Learning Goal: I’m working on a microbiology exercise and need an explanation and answer to help me learn.
It is a late evening at the UIW Campus Health Clinic, and you have before you a 21-
year old patient that has a temperature of 39.1 degrees Celsius (102.4 F) and an
abscess on her left index finger.
She reports that 2 days ago, while in her General Microbiology lab, she tipped a
broth tube of Staphylococcus aureus to look at it. The cap was loose, and the
culture spilled all over her hand and lab book. She had arrived late to the lab, and
did not want Dr. Vallor to notice, so she failed to get and put on any gloves, since
the box was near the instructor desk. Now this had happened, and she was worried about what Dr. V. would think of her
so she dried off the spill with a paper towel, sneaked up to get a pair of gloves, put them on immediately and waited
until the lab was over to wash her hands in the bathroom. Unfortunately, there was no soap and she was late for her
next class, so she simply rinsed her hands quickly and went to her Chemistry laboratory.
One last note: Our student is a work-study whose job is to re-fill all the paper copiers on campus. She had had a
long morning performing her duty and had felt some dryness and sensitivity on her fingers before the lab but did not
further investigate due to her being overwhelmed by running late.
ANSWER THE FOLLOWING QUESTIONS:
1. What is happening to the patient?
2. Describe what Staphylococcus aureus is. What sort of infections does it cause? Should she be concerned?
3. If you were her lab partner, what would you have advised her to do?
Propose a treatment plan.
Learning Goal: I’m working on a microbiology discussion question and need an explanation and answer to help me learn.
Using the information on the table and what you have learned about Microbes answer the following questions:
If you could only choose one chemical agent to use in your home, which would you choose and why?
Why would you not choose some of the other choices?
Write a summary of the study that includes: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC53395…
Why did the scientists perform the study (i.e., description of background)?
What was the hypothesis (or hypotheses) under investigation?
What were the major results and did they support or negate the hypothesis? Which key techniques were used to achieve these results?
Why are the results significant and do they point to further/future studies? In other words, why does this article matter and what should or could be done next?
Why did you choose this particular article to review? Was it interesting, informative, clearly written, or none of the above?
Compose your review in APA format and include:
A title page
Answers to the questions above in paragraph format (2 or more pages)
A reference page with the reference for your article and any other sources used in your review.
A 35-year-old male presented to a London hospital complaining of difficulty breathing. His symptoms progressed quickly, and he was transferred to the hospital’s intensive treatment unit suffering from respiratory failure, which soon progressed to multiple organ failure. A blood culture revealed gram-positive, encapsulated, nonmotile rods preliminarily identified as Bacillus anthracis. This is the bacterium that causes the disease anthrax, and it has the ability to survive for long periods of time without water or nutrition. The presence of B. anthracis was later confirmed by the Novel and Dangerous Pathogens Division of Britain’s Health Protection Agency.
– What characteristic of B. anthracis allows the bacterium to survive without water or nutrition?
– Where is B. anthracis found?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
Please do not copy and paste from google.
Select a topic :Mycobacterium tuberculosis
Describe the organism or genetic disorderWhat is it?
Where does it live?
What does it do?
Prevalence
Diseases symptoms/Causes
Prevention
Mortality (death) rate
Treatment
Significance (why is it important?)
References (APA format)
Don’t forget to include pictures and have fun with this assignment.
Use relevant biological terms.
write an essay about the life stages of the bacterium, E. Coli. You can start the essay by including a picture of a growth curve (which can be interpreted as a life cycle).
What you want to include in your essay is the following:
1. description of what is happening at each stage
2. What is happening to the microbial population (increasing/ decreasing/ staying the same?
3. levels of nutrients for the microorganisms?
4. virulence/pathogencity levels? is the cell pathogenic at each stage? is there a stage where it is more pathogenic than another?
5. Which stage is the cell most vulnerable and which is it most resistant to attach and the reasons why you state that.
In this assignment you will be characterizing in your own words the bacterial cell growth curve as related to nutritional availability and survival.
Your summary should be a minimum of 2 pages. Please include answers to the following:
What are the phases of the bacterial growth curve and what are the biological processes occurring in the microbial cell?
What are the macro molecules/nutrients necessary for bacterial growth and address what their levels may during each phase?
How might a microbial cell compensate for lack of nutrients?
Upload a file or hand drawn images and text explaining the image, or a video if you are creative to complete this assignment.
Please reference any images or text you use for your write up (AP style).