Discuss the histological aspects presented in the article as describe the differences that are observed under the experimental condition.

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Journal Article assignment

You are to select an article that presents a histological study related to a topic that we have (or will) cover in this course. The articles need to be original research articles, not case studies. All articles need to be submit to me via email for approval no later than 12 pm on Friday September 23rd.
-Journals that you may consider searching include
-Journal of Histology and Histopathology
-Journal of Cytology and Histology
-Histopathology
-Journal of Histology
-Journal of Interdisciplinary Histopathology
-You may also search anatomy based journals for histological research studies.

Assignment:
Your assignment is to read the article and provide a BRIEF (~2 page-DOUBLE spaced) summary of the article.
AMMENDED FORMAT: 2 pages, DOUBLE SPACED, 1” margins, Calibri (or similar) 11 pt font.

NOTE: 2 full pages, double spaced, is the minimum. You may write more than 2 pages if you wish. With the decrease in paper length, from 2 pages single spaced to 2 pages double spaced, I EXPECT well-written substantial discussion (no fluff!) The summary should include a basic summary of the purpose and findings (at least half a page – 250 words minimum) of the research project as well as a detailed discussion of the relevance to this course.

Discuss the histological aspects presented in the article as describe the differences that are observed under the experimental condition.
If the only reference you use is the article itself, no works cited page is required. If however you utilize any external resources, you need to make sure that they are properly cited.

Turn in: In addition to your typed summary I would like for you to please also turn in your working copy of the article (by either taking pictures or scanning). This means that I expect to see highlights, markings, notes, questions, etc. in the margins- this show me that you have really analyzed this article to fully understand what is being presented.

Describe how the histone functions as an octomer? What are each of the different subunits composed of? What is the function of histone H1?

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Genetics

  1. One genome is comprised of 35% adenine. Another genome is comprised of 25% adenine. A third genome is comprised of 10% adenine.
  2. Determine the percentages of the remaining three DNA bases for each genome.
  3. Avery, MacLeod, and McCarty demonstrate that DNA was responsible for the hereditary material and not protein or RNA. Using the following terms, describe their experiment that demonstrated this. Figures may be used to illustrate the experiment.

Terms: transformation, smooth bacteria, rough bacteria, DNase, Protease, RNase

  1. Describe how the histone functions as an octomer?
  2. What are each of the different subunits composed of?
  3. What is the function of histone H1?

 

List two Vitamins and complete them below.

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Vitamins Mechanism of action What to monitor Patient variables Side effects Adverse effects Teaching

List two Vitamins and complete them below:

  • Indications
  • Mechanism of action
  • What to monitor
  • Patient variables
  • Side effects
  • Adverse effects
  • Teaching

 

Explain how you can use your best-fit line to estimate the osmolarity of the potato. According to your best-fit line, what is the % of dissolved particles in the potato?

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OSMOSIS LAB WRITE-UP ASSIGNMENT

According to your best fit line, did potatoes placed in lower or higher salt concentration tend to lose the least weight? Use your understanding of osmosis to explain whether or not you expected those results. For example, why should different salt concentrations cause potatoes to lose or gain weight?

Which solutions were hypertonic to your potatoes? Explain how you know the answer to this question.

Which solutions were hypotonic to your potatoes? Explain how you know the answer to this question. Before answering questions 4 and 5, review the instructions for using a best-fit line. But write your answers in your own words! Answers with phrasing copied from the handout will receive no points.

Determine the osmolarity of the real potato:

  • a) Explain (in your own words) how you can use your best-fit line to estimate the osmolarity of the potato. (Give a step-by-step explanation, just as if you were giving instructions to a friend.)
  • b) According to your best-fit line, what is the % of dissolved particles in the potato?

Determine the osmolarity of the “unknown” solution:

  • a) Explain (in your own words) how you can use your best-fit line to estimate the % salt concentration in the unknown solution. (Give a step-by-step explanation, just as if you were giving instructions to a friend.)
  • b) According to your best-fit line, what is the % of salt in the unknown solution?

How did plant (potato) cells respond to being placed in a hypotonic solution? Why do plant and animal cells behave differently when placed in the hypotonic solution?

How did animal (blood) cells respond to being placed in a hypotonic solution? Why was the response in a hypotonic different to the response of the animal cells placed in isotonic and hypertonic solutions?

What is the functional relationship between the integumentary and skeletal systems? How does failure to maintain homeostasis in the integumentary system affect bone formation and remodeling processes?

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Osteoporosis

Imagine that you have been asked to write a scientific article to be published in a prominent journal on the topic of osteoporosis as a multifactorial disease. Prepare a written paper of at least 1000 words on the following bullet points:

What is the functional relationship between the integumentary and skeletal systems?

How does failure to maintain homeostasis in the integumentary system affect bone formation and remodeling processes? Be sure to discuss how the different types of bone cells respond to different factors (e.g., ions, hormones, cellular signaling molecules, etc.) and what the driving force behind maintaining homeostasis in the bone remodeling process.

Describe the pathogenesis of osteoporosis and explain why it is considered a multifactorial disease.

How do current therapies address these failures to maintain homeostasis and ameliorate the effects of osteoporosis?

Your paper should be formatted as a proper research paper with an introduction and conclusion. Do not simply follow the bullet points above, but really think about what you have learned and how that relates to other material we have covered, and knowledge you have from other courses you may have taken. The Research and Report assignments in this course are capstone assignments for each module. You should be integrating everything that you learned in the textbook, explorations, discussions, and lab activities into your papers.

All references must be cited using APA Style format. Please refer to the CCCOnline APA Citation Toolkit.

Use what you have learned from this module to complete the assignment

 

Define model and non-model systems and how they relate to translational science. Defines model systems with specific examples including their unique strengths and weaknesses.

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Model and non-model systems

Define model and non-model systems and how they relate to translational science.

You should have a section that defines model systems with specific examples including their unique strengths and weaknesses.

This should be followed by a section that defines and compares them to non-model systems, again, their unique strengths and weaknesses.

The second half of your paper should be a discussion regarding how both systems can help us to discover important cellular and molecular characteristics of regenerative biology and with that how those characteristics can be applied to regenerative medicine.

In the conclusion of your paper, you should be able to answer the question: How can exploring both model and non-model systems help us to address important clinical challenges for patients in the future. To wrap this up, pick one disease or injury to build your discussion upon.

 

Describe what you are planning on testing; why you plan on testing it; what you hope your experiment will show; roughly how you are planning on testing it; what your dependent and independent variables are; and all necessary controls.

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Design an experiment

Summary
You will construct a thought experiment on a topic examining potential sex differences thought to exist between men and women. Your experiment needs to address a specific, narrowly focused question, and describe all the components of the experiment. You are not actually going to do it. But it should be something that COULD be done. This assignment will be revised for a larger written assignment later.
While your experiment can be based on previous research, your experiment should be original.
You should not need to do any outside research.
You should not worry too much on techniques (see below).
Because it is a thought experiment (and not actually done), ethical considerations can be relaxed (for now). You can consider using “model systems” (see below).
Elements of the study and your submission
For this part of the assignment, you will submit a proposal describing the design of a biological experiment that is connected to a topic of potential sex differences that are thought to exist between men and women.
In the proposal, you will describe 1) what you are planning on testing; 2) why you plan on testing it; 3) what you hope your experiment will show; 4) roughly how you are planning on testing it; 5) what your dependent and independent variables are; 6) and all necessary controls.

Considerations
Things to keep in mind: your hypothesis and experiment should be extremely focused and clearly defined; you should have adequate number of replication of the experiment as part of the description; your sample size in your controls and treatment groups should be adequate; make sure your dependent variable actually addresses your hypothesis; make sure you have enough controls to eliminate other alternate explanations for possible results. If you come up with an experiment that, after it were performed, one can’t draw any useful conclusions from it because there were too many unanswered questions, or there were not enough controls, or because it was a too broadly defined hypothesis or topic, then that experiment is not as well crafted as it could be. Often the issue is trying to create an experiment that address too large a question or has too large a scope. Recall that “big” discoveries are really based on anywhere from scores to hundreds of smaller studies and experiments. With respect to controls, it is common for there to be more than one, as a method to address potential variables.

Recommended steps:
• Brainstorm as many ideas as you can come up with on the topic of potential sex differences that are thought to exist between men and women. Use your lecture notes, resources posted on iLearn, or something you’ve read or always been curious about.
• Choose a few topics that most interests you – and picking something of interest to you is key– and brainstorm some experiments that could be done.
• Avoid experiments that are subjective. For example, avoid any experiment that includes data where you might ask the participants to describe how they feel or that has a survey attached.

Asking if someone “feels better” has too many variables. But you could collect data that demonstrates “feeling better” like improved performance of a task.

  •  Of the one you like best, start to craft what the experiment might look like.
  •  Isolate all the conditions you need to control for.
  •  Think of how you can collect measurable data.
  •  Think about what your data might look like, if you were to run the experiment.

About data
Don’t focus on the technical aspects of how to measure something. For example, say you are interested in seeing how a molecule affects the brain, with the hypothesis that the molecule reduces some activity in a region of the brain. In your experiment, you can simply say you introduce a 1x amount of the molecule, a 2x amount, a 3x or 4x amount, etc…. and you then measure activity in the brain using imaging equipment. You can also say your molecule has a tracer (like an isotope, e.g.) so you can follow where it accumulates. Notice you do not have to specify the molecule, the tracer, or the way you are measuring the effect. You can then give the results (e.g. there was no change in the region of the brain, but the molecule also failed to accumulate in that region, so it was either not transported or was metabolized/degraded). Model systems are a good way to do research. Examples include using cells where you might follow a response cells have to a new medication. Or using other organisms and non–human animals – for example, genetic studies often use everything from bacteria and yeast, to worms, fish, mice, etc… Because this is a thought experiment, and because ethics is less a consideration, these are options to think about but aren’t things you need to include.

Compare each of the results between the stenosed and non-stenosed case, discuss how the stenosis affect the flow parameters.

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Transport Phenomena in BME

Exercise 1 Blood flow through a stenosis

To examine how a stenosis affects the regional blood flow, we are to model the blood flow through an arterial segment with and without stenosis. The length of the arterial segment is 50 mm and the diameter of its inner lumen is 3 mm. First model the case without stenosis. For the disease case, consider the stenosis is at the midway of the flow path and its geometry can be approximated as a semi-circular cross section with a radius of 0.75 mm (the radius of the fillet is 0.5 mm). With axi-symmetry and laminar flow assumptions, we consider the blood has the following physical properties:

1Blood density (ρ) = 1,050 kg/m3

2 Dynamic viscosity (µ) of the blood = 3.5 x 10-3 Pa-sec or 3.5 cp

The pressure at the inlet of the arterial segment is at 80 mmHg (10.6 kPa), which drops to 60 mmHg (8 kPa) at the outlet. We are to consider three reference locations: Positions 1, 2, 3 are at 12.5, 25, and 37.5 mm respectively from the inlet of the arterial segment.

  1. Use color contour plots to map out the velocity in the entire lumen. Use zoom-in view to highlight

the changes in the region near stenosis

  1. Make streamline plots for the entire domain, then use zoom-in view to highlight the changes at

regions before and post the stenosis.

  1. Plot the velocity profiles at Positions 1, 2 and 3
  2. Use vector plots to show the variation in fluid velocity along the diameter at Position 1, 2, and 3.
  3. Plot the shear stress profiles at Positions 1, 2 and 3
  4. Plot the pressure drops from the inlet to the outlet

Compare each of the results between the stenosed and non-stenosed case, discuss how the stenosis affect the flow parameters.

 

What can you say about this patient’s blood pressure? Why might this patient be tachycardic? Why might this patient be tachypneic? Is this patient technically underweight, overweight, obese, or is her weight healthy?

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Physical Examination and Laboratory Tests

Vital Signs

BP  125/80 (left arm, sitting); P  125 and regular; RR  28 and labored; T  98.5°F oral;

Weight  215 lb; Height  58; patient is appropriately anxious

Head, Eyes, Ears, Nose, and Throat

  • Funduscopic examination normal
  • Pharynx and nares clear
  • Tympanic membranes intact

Skin

  • Pale with cool extremities
  • Slightly diaphoretic

Neck

  • Neck supple with no bruits over carotid arteries
  • No thyromegaly or adenopathy
  • Positive JVD
  • Positive HJR

Patient Case Question . What can you say about this patient’s blood pressure?

Patient Case Question . Why might this patient be tachycardic?

Patient Case Question . Why might this patient be tachypneic?

Patient Case Question . Is this patient technically underweight, overweight, obese, or is her weight healthy?

Patient Case Question . Explain the pathophysiology of the abnormal skin manifestations.

Patient Case Question . Do abnormal findings in the neck (JVD and HJR) suggest left heart failure, right heart failure, or total CHF?

Lungs

  • Bibasilar rales with auscultation
  • Percussion was resonant throughout

Heart

  • PMI displaced laterally
  • Normal S1 and S2 with distinct S3 at apex
  • No friction rubs or murmurs

Abdomen

  • Soft to palpation with no bruits or masses
  • Significant hepatomegaly and tenderness observed with deep palpation

Br

12 PART 1 ■ CARDIOVASCULAR DISORDERS

Extremities

  • 2 pitting edema in feet and ankles extending bilaterally to mid-calf region
  • Cool, sweaty skin
  • Radial, dorsal pedis and posterior tibial pulses present and moderate in intensity

Neurological

  • Alert and oriented  3 (to place, person, and time)
  • Cranial and sensory nerves intact
  • DTRs 2 and symmetric
  • Strength is 3/5 throughout

Chest X-Ray

  • Prominent cardiomegaly
  • Perihilar shadows consistent with pulmonary edema

ECG

  • Sinus tachycardia with waveform abnormalities consistent with LVH
  • Pronounced Q waves consistent with previous myocardial infarction

ECHO

Cardiomegaly with poor left ventricular wall movement

Radionuclide Imaging

EF  39%

Patient Case Question . Which abnormal cardiac exam and chest x-ray findings closely complement one another?

Patient Case Question . Which abnormal cardiac exam and ECG findings closely complement one another?

Laboratory Blood Test Results

See Patient Case Table 3.1

Patient Case Table 3.1 Laboratory Blood Test Results

Na 153 meq/L PaCO2 53 mm Hg

K 3.2 meq/L PaO2 65 mm Hg (room air)

BUN 50 mg/dL WBC 5,100/mm3

Cr 2.3 mg/dL Hct 41%

Glu, fasting 131 mg/dL Hb 13.7 g/dL

Ca2 9.3 mg/dL Plt 220,000/mm3

Mg2 1.9 mg/dL Alb 3.5 g/dL

Alk phos 81 IU/L TSH 1.9 µU/mL

AST 45 IU/L T4 9.1 µg/dL

pH 7.35

CASE STUDY 3 ■ CONGESTIVE HEART FAILURE 13

Patient Case Question . What might the abnormal serum Na and K levels suggest?

Patient Case Question . Explain the abnormal BUN and serum Cr concentrations.

Patient Case Question . What might be causing the elevated serum glucose concentration?

Patient Case Question . Explain the abnormal serum AST level.

Patient Case Question  Explain the abnormal arterial blood gas findings.

Patient Case Question . Which of the hematologic findings, if any, are abnormal?

Patient Case Question . What do the TSH and T4 data suggest?

Patient Case Question  Identify four drugs that might be immediately helpful to this patient.

Patient Case Question . Ejection fraction is an important cardiac function parameter that is used to determine the contractile status of the heart and is measured with specialized testing procedures.

 

Describe the ecosystem that your species belongs to, the main interacting species, the functional role your species plays within that ecosystem. Describe your species’ habitat requirements, its reproductive capacity, and its range.

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Chosen Specie: Sailfin water lizard

website: https://www.iucnredlist.org/

Assignment Content

Many people see the conservation of biodiversity as an impossible task. The sixth mass extinction has been forecasted by many as a virtual inevitability. However, conservation biologists know that much can be done to forestall the extinction of endangered species with sufficient research and effort. The key is to understand what is needed. Your mission is to research the systems that cause a species to become endangered.

 

Course Learning Outcomes

This assignment aligns with the following course learning outcomes:

1. Describe the current and past trends of global biodiversity decline.

2. Evaluate various economic, social, and moral reasons for conserving biodiversity.

4. Evaluate the utility of different conservation strategies, including conservation of functional diversity, biodiversity hotspots, keystone species, and endangered species.

5. Analyze strategies to control and regulate overhunting and overfishing.

6. Explain the mechanism of climate change, its impacts on biodiversity, and what can be done to mitigate for it.

7. Evaluate strategies to limit the spread and impact of invasive species.

8. Analyze various causes of habitat loss and strategies to improve, expand, and connect it.

9. Formulate a plan to conserve an endangered species

10. Develop and present a comprehensive plan to protect an ecosystem.

 

Instructions

To complete Assignment 1, complete all three of the following steps:

-Sign up for a species: Sign up for an endangered species using the Discussion Board. (I already picked this one – sailfin water lizard)
Research your species. Research the biology and ecology of your species. Look up its current conservation status, population trends, and the major threats to its population.
Write and edit a detailed conservation report. Write a 1000-word report that includes the following four sections (use subheadings):

– Biology and Ecology: Describe the ecosystem that your species belongs to, the main interacting species (e.g. prey, predators, competitors etc.), the functional role your species plays within that ecosystem (e.g. seed disperser, nutrient cycler, apex predator, habitat engineer, prey, etc.). Describe your species’ habitat requirements (e.g. climate, food, shelter, special nursery habitat, special mating areas etc.), its reproductive capacity (e.g. how many offspring and how quickly it could bounce back if threats were reduced), and its range (previous extent and current extent of species distribution). This section should answer the conservation needs and capabilities of your species. Be sure to cite (APA intext) and reference (APA) all your sources.

–History and Current Status: Describe how the population and range of your species has declined over the past 100 years (give numbers). Explain how much habitat has been lost or degraded, and/or other factors that have decreased its population over time. Describe current threats to your species such as climate change and invasive species. Describe conservation plans that have been put in place to protect your species and how they have fared. This section should explain in detail the change in population and habitat over time, using numbers wherever possible. Be sure to cite (APA intext) and reference (APA) all your sources.

–Discussion of Threats: Detail the main human activities, conditions, and human groups that cause(d) the decline of your species population and habitat. Be sure to consider the interactions between these underlying causes. Provide credible evidence to support your points in a written description. This section should detail the interacting systems that endanger your species. Be sure to cite (APA intext) and reference (APA) all your sources.

-References: This section is the full APA Style references list for every in-text citation. You need an APA intext citation for every statement of fact or group of facts in your paper. You should have cited in your paper at least four peer-reviewed journals as well as at least four other credible sources. You should have at least 8 cited sources in total. Use proper APA style for each citation; it is not sufficient to include just the URLs. See Important Guidelines section below for more details.