PATIENT CASE STUDY PROFILES – CANCER CAUSES

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PATIENT CASE STUDY PROFILES – CANCER CAUSES.

Overview

Even though Tanya has the breast cancer gene, it does not necessarily mean she will ever develop breast cancer. However, she does have a chance. In this assignment, you are going evaluate the medical histories and breast cancer risks of Tanya’s friends, and estimate how they might reduce their risks. You will learn about the various risk factors, both genetic and lifestyle related, as well as prevention methods for breast cancer.

Instructions

For this assignment, you will use a Patient Case Study Profile Form to evaluate four patient profiles and their medical histories. Refer to the resources listed in the What You Need To Know section.

  1. Examine the four patient profiles and medical histories of Tanya’s friends (Mary, Paula, June, and Nora) with respect to their breast cancer risk.
  2. Use the various resources presented this week to help you analyze the cancer causes for each profile.
  3. Use the National Cancer Institute’s Breast Cancer Risk Assessment Risk Calculator Tool ( https://bcrisktool.cancer.gov/calculator.html  )to estimate the patient’s risks of developing breast cancer.
  4. Provide recommendations for each patient profile as to how they might reduce their cancer risk.
  5. Enter your recommendations in the Patient Case Study Profile Form next to each patient profile.
  6. Submit your completed document in the assignment area of the courseroom. All assignments are due at end of the week, unless otherwise specified.CU_Horiz_RGB Patient Profiles – Cancer Risks / Causes

    Week 8 Assignment

    Date: Click or tap here to enter text.

    Name: Click or tap here to enter text.

     

    Patient Profile – Cancer Causes Patient Recommendation
    Mary

    · She is a 64 year-old woman in generally good health.

    · She had her first child when she was 20.

    · She entered menopause at the age of 58.

    · She has been on hormone replacement therapy since entering menopause (for the past 6 years).

    · She has gained some weight since menopause.

    · Her mother had breast cancer diagnosed at age 37.

    · She had her first period at 13.

     

    		 Mary’s Recommendation:

    Click or tap here to enter text.
    Paula

    · She is 71 years of age, and currently has a urinary bladder tumor, with metastases in the ovaries and possible involvement of one lymph node.

    · She had her first period at 13.

    · Paula’s sister was diagnosed with breast cancer three years ago, then ovarian cancer two and a half years ago.

    · Paula’s mother died of lung cancer.

    · Two maternal uncles had pancreatic cancer.

    · Her maternal aunt had myeloma.

    · Her maternal grandmother has uterine cancer.

    · Paula’s sister had genetic testing, and was found to have a BRCA1 mutation.

    		 Paula’s Recommendation:

    Click or tap here to enter text.

     
    June

    · June is 58 years old.

    · She has been having “regular” mammograms (at two to three year intervals).

    · Her first period was at age 13.

    · She has had two pregnancies, resulting in two children, the first of which was at age 27.

    · She experienced menopause at age 51. She did not take hormone replacement therapy (HRT), but she used oral contraceptives for a total of four years in the past.

    · She has high blood pressure and high cholesterol. She has low levels of thyroid hormones.

    · She also has “weak bones.”

    · Her maternal aunt died of breast cancer in her 30’s.

    · Her mother died of a brain tumor at age 39.

    · Her father is alive and well at age 84.

    		 June’s Recommendation:

    Click or tap here to enter text.
    Nora

    · She is a 51-year-old, pre-menopausal woman.

    · Her last bilateral mammogram showed no evidence of a mass.

    · She had her first period at the age of 13.

    · She has had two pregnancies, each resulting in the birth of a child, the first of which was at age 32.

    · She used oral contraceptives for six years.

    · She has not taken any hormone-replacement therapy (HRT).

    · She smoked until age 26.

    · She consumes between 1 and 4 alcoholic drinks per week.

    · Her mother had breast cancer at 48 years of age, and now has lymphoma (at age 72).

    · Her maternal grandmother had breast cancer at age 47, and died of lung cancer.

    · Her paternal first cousin presently has breast cancer.

    · Her paternal aunt died “at a young age” from breast cancer.

    · Her father was of Ashkenazi Jewish heritage, and died of colon cancer at 66 years of age.

    		 Nora’s Recommendation:

    Click or tap here to enter text.

     

     

    © Capella University

PATIENT CASE STUDY PROFILES – CANCER CAUSES

 
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BIOL123.

Lab 4 Selective Media & Agar BIO250L”

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

“Pre-Lab Questions”

1. What is the difference between chemically defined and chemically complex media? Give either a

clinical or environmental research example for which each media type would be the most

appropriate choice for culturing microorganisms.

In chemically defined media, the ingredients that make up the chemical media are know

and can be identified and quantity known such a medium is use to determine the least

amount of nutrients that a microbe needs to survive In chemically complex media the

chemical composition is unknown.the ingredients in this media have an organic origin for

instance, blood, and animal or human tissue can be added to a culture to enable a

pathogen to grow. The reason these organic ingredients are added is because the

pathogen is already know to grow in an animal or a human being

2. Why is differential media typically inoculated with isolated colonies that have been previously

cultured on general growth media?

Differential media is used in previously isolated colonies to identify specific microbes on

basis of the characteristics of that mircorogranism. One example is how agar can

differentiate between hemolytic and non hemolytic bacteria-

3. Use a textbook or a reputable internet source (such as www.cdc.gov) to research and describe a

scenario in a lab or clinical setting in which a selective and/or differential test would be

necessary.

In the case where a microbe is resistant to an antibiotic, selective test can and have

been used on a culture that is already resistant to anti-biotic.this allows for the cells that

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Lab 4 Selective Media & Agar BIO250L” have already grown a resistance to the antibiotic to be identified and marked. This was

done to cells that were resistant to neomycin. In a differential test, pin points the

presenceof a certain organism this makes it possible to eliminate this organism as soon

as it has been spoted https://bio.libretexts.org/Bookshelves/Microbiology/Book

%3A_Microbiology_(Boundless)/6%3A_Culturing_Microorganisms/6.3%3A_Culturing_B

acteria/6.3C%3A_Selective_and_Differential_Media

“EXPERIMENT 1: Bioprospecting for Starch Degrading Bacteria

Data Tables Table 3: Starch Agar and Gram Iodine Results

Sample Growth on Starch Agar? (Yes or No)

Clear area around colonies?

Do these bacteria contain amylase?

A Yes no y

B Yes yes- yes-

C Yes y- -yes

D No no no

Post-Lab Questions 1. Why is cow manure used as a potential source of starch-degrading bacteria? (If you are not

familiar with the process of digestion in cows, use a reputable internet source to inform your

answer.)

Because of the presence of Amylase which is needed to digest starch in the mouth

2. What are some other potential sources of starch-degrading bacteria?

potential sources of starch degrading bacteria can be found in fermenting food like hops

in the process of beer making, kombucha, and milk kefir

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Lab 4 Selective Media & Agar BIO250L” 3. What component makes starch agar selective for starch-degrading bacteria?

Because starch agar usually has in it the bacteria that degrades starch, it makes a good

selective media because it is will act as a selective nutrient to promote the growth of this

degrading bacteria

4. Why were each of the following steps performed in this experiment?

a. Serial dilution:

To act as a dilutant of microbes so that they it is possible to count them The

stock solution has too many microbes to be effective in the other process of

microbe identification thought isolation.-

b. Growth on the nutrient agar plates:

this was for purpose of bacteria isolation then transfer a single type of bacteria

hence being able to identify them

c. Streak on the starch agar plates:

to introduce a different media that would identify the presence of starch

degrading bacteria

Insert a photo of your plates. Include your name and access code handwritten in the background of

your photo.

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Lab 4 Selective Media & Agar BIO250L”

“EXPERIMENT 2: Selection and Differentiation of Body Inhabiting Gram-Positive Bacteria

Data Tables Table 4: Experiment 2 MSA Growth Observations

Surface Tested

Growth (Yes or No) –

Nutrient Agar

Growth (Yes or No) – MSA Agar

MSA color around colonies (Red or

Yellow)

Other Observations

Face Yes Yes Yellow Cfogged up –

nose Yes Yes Yellow Thick and droppy-

Controller Yes Yes Yellow Many organisms

–

Control No No Select one: clear –

Post-Lab Questions 1. What chemical in MSA confers selectivity? How?

The HIGH concentration of sodium chloride allows for the growth of microgranisms like

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Lab 4 Selective Media & Agar BIO250L” staphylococcus which while other types of this organism cannot ferment MSA, The

staphylococcus does

2. What chemical makes MSA differential? How?

Sugar mannitol is the differential chemical presence of organisms that can use sugar

mannitol as a source of nutrition will ferment it causing to become acidic which in turn

change the ph .This change in ph accounts for color change when this kind of bacteria is

present.-

3. Why are the nutrient agar plates used in this experiment?

The agar plates are serve to help compare the growth rates in MSA and Agar

4. Was there any growth on you MSA plates? Did any of the colonies change the color of the MSA?

What does this tell you about the bacteria taken from each area of your body?

yes there was a change in color which serves as confirmation that there were bacteria

that allowed for MSA to ferment hence making the set up acidic. The acidity is what

made the co

Insert a photo of your plates. Include your name and access code handwritten in the background of

your photo.

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Lab 4 Selective Media & Agar BIO250L”

EXPERIMENT 3: Selection and Differentiation of Body Inhabiting Gram-Negative Bacteria from

Liquid Samples

Data Tables Table 5: MacConkey Agar Results

Sample Growth?

(Yes or No) Colony Color (Clear or Red)

Analysis

CTap water- Yes Select one: Cpretty clean-

Spring water – Yes Select one: C pure and seems extremely safe –

Pond water – Yes Select one: extremely dirty-

Experiment 3 Post-Lab Questions 1. What types of bacteria are inhibited on MacConkey agar? What ingredient(s) in MacConkey agar

selects against those bacteria?

MacConkey agar are inhibited by Gram positive bacteria the ingredients

that allow for for selection are crystal violet and salts .

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Lab 4 Selective Media & Agar BIO250L” 2. What ingredient(s) makes MacConkey agar differential?

MacCoknkey agar is a differential Because it contains lactose. When bacteria works on

lactose to break it down, there is a release of acidic waste which changes the ph and

gives it the red-pink look

3. Using a textbook and a reputable online source (such as the CDC), research and describe some

potentially pathogenic members of the intestinal bacteria family Enterobacteriaceae. Which

pathogenic species are lactose fermenters that will grow on MacConkey agar?

Salmonella typhimurium- i will ferment lactose that is on the MacConkey agar.E-coli is

also a lactose fermenting bacteria.

4. Use a reputable internet source to research and describe some potentially pathogenic intestinal

bacteria that do not ferment lactose that will grow on MacConkey agar.

C-Legionella, Bordetella, Helicobacter are non lactose fermenting bacteria

5. Use a reputable internet source to research and describe what variations of MacConkey agar can

be used to detect other species of bacteria.

there is a variation of MacConkey Agar without Crystal Violet it detects Gram-Positive

cocci.- There there is MacConkey Agar that has Violet it is used to control t bacteria

like Proteus which interfere with other results.:

6. How would you verify that the colonies that grew on a MacConkey agar plate were Gram-

negative?

Crystal violet and bile salts usage helps identify gram negative colonies because they

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Lab 4 Selective Media & Agar BIO250L” stop the growth of gram-positive bacteria thus all that is left in the sample are gram

negative bacteria

7. Look up the formula for MacConkey agar either in a microbiology textbook or online. Is this a

chemically defined or a chemically complex media? Why is that important?

MacConkey agar is a complex chemically defined media because within it there

ingredients that propagate the growth of some bacteria while other ingredients inhibit the

growth of othes.

Insert a photo of your plates. Include your name and access code handwritten in the background of

your photo.

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Lab 4 Selective Media & Agar BIO250L”

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Lab 6. Energy use

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Lab 6. Energy use.

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 1

Lab 6. Energy use

In this week’s lab, you will visualize metabolism in a living organism, evaluate some scientific claims regarding metabolic processes, and use your own scientific and mathematical thinking skills to personally evaluate a “popular” weight loss mantra. Part 1: Sugar Metabolism in Yeast As we are learning this week, living organisms harvest energy from “food” through cellular processes contributing to an organisms “metabolism”. These processes involve the transfer of energy from of carbon based molecules (that were originally produced during photosynthesis) to a more readily useable form (most commonly, ATP), and the carbon is released as waste. This part of the lab will demonstrate the importance of sugar for the metabolic processes of the fungal organism, Saccharomyces cerevisiae, commonly known as baker’s yeast. Yeast are a single-celled type of fungi that humans use and interact with every day. Beneficial applications of these organisms are diverse, ranging from cooking to bioremediation, while some species are also responsible for causing illnesses like athlete’s foot and ringworm. Interestingly (and fortunately for us), yeast can effectively harvest energy from sugar in the absence of oxygen, and this is precisely what we will be observing today. This process is somewhat similar to the aerobic respiration that our (human) cells undergo, in that both processes break down sugar molecules releasing carbon waste; however, no oxygen is required for fermentation. This is why yeast are sometimes called anaerobic organisms. Materials: for this activity, you will need:

 Ruler, able to measure centimeters.

 Marker/tape for labeling

 4 sandwich or quart (or larger) size sealable ziploc bags (if you are able to splurge on bags that you trust will seal, versus the cheaper ones with questionable sealing abilities, do so- it will be worth it).

 4 packages Bakers Yeast (available at any grocery store in the baking aisle)

 Table Sugar (~2 tablespoons or 2 sugar packets; sugar substitute will not work)

 Warm water (4 cups)

 1 tbs measuring spoon for measuring sugar

 1 cup measuring cup for measuring water Experimental Set Up: A. Label your Ziploc bags. Use caution; do not tear or poke a hole in the bag(s)

1: Yeast + Water 2: Yeast + Water 3: Yeast + Water + Sugar

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 2

4: Yeast + Water + Sugar B. Add 1 package of yeast to each ziploc bag. C. Add 1 tablespoon of sugar to yeast in ziploc bags 3 and 4 only. D. Carefully add 1 cup of warm water to each ziploc bag (one at a time is fine).

Eliminate as much air from the bag as possible before sealing and mix carefully.

 Try to dissolve all the solid clumps in the water, but be gentle with the yeast, and try not to damage the bags.

 The less air you have in the bags at this point, the better your results will be. See image:

 Manage your time carefully here, you don’t want too much time to go by between activating (adding the water) the different treatments.

E. Start your timer and check the seal of each bag for good measure (leaks = messy clean up).

F. Measure the height of the Ziploc bag in centimeters (cm). To do this, hold the ruler up

vertically next to the ziploc bag, and record how “tall” the bag is; the distance between the top of the bag and the bottom (surface of the table is fine). Record your measurement in the provided Yeast Metabolism Data table (below). Also note in the table any observations you have about each treatment (color, bubbles, anything else you notice). This is your time 0 measurement.

G. Every 5 minutes for 45 minutes, gently mix solutions inside bags, and repeat measurements.

 Use caution as you approach and pass 45 minutes; the bag may burst (= messy!)

H. After the final, 30-minute, measurement, calculate the change in Ziploc bag height for each treatment by subtracting time 0 (starting) height measurement from the time 30 height measurement (of the same sample). The difference between these values gives you actual increase in height for each treatment. For example, if your time 0 height was 2cm, and your time 30 height was 10 cm, that treatment would have increased by 8 cm. Fill these values in the Change in Height row (labeled H) of the Yeast Metabolism Data table, below.

I. Determine the average change in height for each condition Yeast without or with sugar. To do this, add the values determined for the Change in Height for treatments 1 and 2, and divide this number by 2. This is your average change in height for the minus sugar condition. Repeat this step for the values obtained for treatments 3 and 4 to determine the average plus sugar height change. Fill these values in the Average Height Change row (labeled I) of the Yeast Metabolism Data table, below.

 

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 3

Note: this experiment can also be performed with balloons attached to the top of ~16oz small spout plastic bottles, as seen in the image (20oz soda or water bottles work well, after they’ve been rinsed thoroughly of course). The visual effect of this set up is much better than with Ziploc bags, but more materials are needed (4 balloons, 4 bottles, funnel for transporting ingredients to bottles, etc….) if you are able to/want to repeat the experiment this way, I highly recommend it (it’s a lot more fun). Show your friends and family your new party trick  Yeast Metabolism Data:

Expired Time

Treatment 1: Yeast+Water

Treatment 2: Yeast+Water

Treatment 3: Yeast+Water+Sugar

Treatment 4: Yeast+Water+Sugar

Height in cm

Observations Height in cm

Observations Height in cm

Observations Height in cm

Observations

0 minutes

 

 

5 minutes

 

 

 

 

10 minutes

 

 

 

 

 

15 minutes

 

 

 

 

20 minutes

 

 

 

 

 

25 minutes

 

 

 

 

30 minutes

 

 

 

 

35 minutes

 

 

 

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 4

40 minutes

 

 

 

 

45 minutes

 

 

 

 

(H) Height Change:

Treatment 1: Yeast+Water

Treatment 2: Yeast+Water

Treatment 3: Yeast+Water+Sugar

Treatment 4: Yeast+Water+Sugar

(I) Avg Height Change

Yeast (minus sugar): Yeast + Sugar:

When you are finished, answer the following questions:

1. Describe your observed results of the yeast metabolism experiment (include observations and average change for each treatment)? Were these the results you were expecting? Is your average an accurate representation of your treatment data? Why/why not? 2. Based on what you learned this week and the conditions that the yeast cells were in during this experiment, which metabolic process did the yeast undergo? What gas was produced? How do you know? Can humans carry out this process, and if so, what purpose does it serve in human cells? 3. If you were to compare the results of this experiment from several different people, assuming that they all implemented the procedure in the exact same way, would you expect each person to get exactly the same results? Why or why not? In your answer discuss possible sources of variation in this experiment. 4. The sugar that was added to the ziploc bags represents the “food” source for the yeast. Where did the energy that the yeast extracted from the sugar originally come from? Explain how you know this. 5. When you make bread, if you just mix flour, sugar and water, the dough does not rise, and the bread will be flat and hard. If you include yeast in the bread dough, then the dough rises and the bread is bigger and fluffier. Use your results from the yeast metabolism experiment to explain how the yeast helps the bread dough to rise.

6. Discuss how this yeast metabolism experiment relates to the material that we learned this week (and previous weeks!). Use specific examples.

 

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 5

Part 2: Is Lost Weight Really Lost? In the next part of this week’s lab, we will read about some research that used mathematical evidence to answer this very question, but also collected some shocking data about what the general public understands about cellular respiration and human metabolism. Below you will find links to read the original, primary, research article, and a few additional summary articles generated for the popular media based on the original. Original Research Article: http://www.bmj.com/content/bmj/349/bmj.g7257.full.pdf Take some time to review the original article first. Don’t be intimidated. For a scientific article, the language is fairly easy to understand for a non-scientist. That being said, don’t worry if you don’t understand every word. Take notes while you read and try to get the general idea of:

 What is the main point of the study? What was the study trying to find out?

 What are the main conclusions, their results/findings?

 How does the study apply to you, and what we’ve learned this week (and this semester)? After you’ve familiarized yourself with the original article, follow the other links to review the 6 summary articles. As you are reading each, take notes. Consider/evaluate each of the following.

 What is/are the main point/s of the article?

 Are the main points of the article consistent with the original research study? Is the article appropriately using information from the original study, or skewing it/making a new point?

 Do you notice anything questionable about the summary article, for example in terms of disclosures, conflicts of interest, echo chamber, etc…. remember our Lab 1materials!

 Is the source reputable? Remember our Week 1 materials! Summary Article 1: https://www.medicalnewstoday.com/articles/287046.php

Summary Article 2: https://www.scientificamerican.com/article/when-you-lose-weight-wher/

Summary Article 3: https://www.npr.org/sections/health-shots/2014/12/16/371210831/when-

you-burn-off-that-fat-where-does-it-go

Summary Article 4: https://www.sciencedaily.com/releases/2014/12/141216212047.htm

Summary Article 5: http://theconversation.com/when-we-lose-weight-where-does-it-go-91594

Summary Article 6: https://www.beachbodyondemand.com/blog/where-does-fat-go-when-you-

lose-weight

When you are finished, answer the following questions: 7. Compared to the original metabolism research article, which summary article do you find to be the most accurate? Which summary article do you find to be the least accurate? Explain your answer, providing at least 2 valid reasons why for each.

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 6

8. Which metabolism summary article source (publisher) do you find to be the most reputable/trustworthy? Which summary article source (publisher) do you find to be the least reputable/trustworthy? Explain your answer, providing at least 2 valid reasons why for each. 9. Based on the original metabolism research study, when you lose weight, how does the matter leave your body? Identify in what all the forms that the matter is in as well as the percent of each form. With your response, state which article(s) you used to answer and why you chose to use this article as your reference. 10. It is several years in the future, and you are home visiting family for Thanksgiving. During Thanksgiving dinner, your brother is bragging about some of his recent weight loss accomplishments. He says “since he’s shed these 45lbs, that’s 20kg you know, I have all this extra energy”. He takes it even further, saying “as the weight comes off, it transforms right into energy!”. Based on the original research study, explain why this belief may seem logical, but is in fact, wrong. Include in your answer evidence from the original study that illustrates that the majority of people are incorrect in this assumption (hint: look at the figures). 11. It is several years in the future, and you are home visiting family for Thanksgiving. During Thanksgiving dinner, your brother is bragging about some of his recent weight loss accomplishments. He says “since he’s shed these 45lbs, that’s 20kg you know, I have all this extra energy”. He takes it even further, saying “as the weight comes off, it transforms right into energy!”. Based on the original research study, offer your brother a better, scientifically and quantitatively accurate, explanation to his observed phenomenon. Include numerical, quantitative data specific to your brother’s case to support your argument. For this, you must consider how much weight he has lost and based on the article, tell him exactly where that weight went. 12. After completing this week’s course material, you are talking with a friend, who is also taking this class. Your friend mentions that they find it super interesting how a simple, single celled organism, such as yeast can function so similar to us (only in certain ways of course). You ask what they mean, and they say “Well, if you think about it- in the yeast experiment we just did, they “exhaled” the carbon-based product of metabolism, just like we do!” Is your friends statement correct? Why/why not?

Part 3: Is it Really That Simple? It seems obvious, especially after viewing the summary articles in Part 2 of this lab, that we (humans) tend to have a fixation (no pun intended) on diets, fat, and weight. New diets (or lifestyle programs, if we want to use more current terms) seem to come out, one right after another, each claiming to be the next best way to provide quick, permanent, weight loss. However, the researchers behind the original article that we read in Part 2 of this lab argue that weight loss simply represents a balance between intake an output of matter; that to lose weight, you must consume fewer calories than your body uses. The question we will answer in this part of our lab is, is it really that simple? Specifically, as you calculate your own metabolic

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 7

rate and compare it with your typical daily caloric intake, you will put the “eat less, move more” weight loss claim to the test. Before we begin, remember calories are a measurement of energy and because one calorie is a very small unit, food calories are usually measured in units of 1,000 calories, called kilocalories (abbreviated kcal). Also note, although we are limiting our range of study in this exercise to calories only, the skills and information that you will glean here are directly applicable and relevant. To determine your daily energy expenditure/consumption, or metabolic rate, you will incorporate two components: your basal metabolic rate (BMR) and additional calories expended (on top of the cell maintenance/survival processes). Let’s start with your basal metabolic rate (BMR). It is important to note that BMR varies according to the following components (and some others). This experimental procedure takes all these factors into consideration.

 Body style: a tall, thin person has a higher BMR than a short, stout person

 Age: the younger the person, the more likely it is that cell division is occurring; therefore, BMR is higher for younger persons than for older persons

 Sex: males have a higher BMR than females because males have a greater percentage of

muscle tissue
 
 A. To calculate your BMR, use the formula below that is most appropriate for your inherited

(chromosomal based) gender. To do this, you will also need the following information:

 Your weight in pounds (lbs)

 Your height in inches (in)

 Your age in years

Resources: http://www.height- converter.com/

 

Female: BMR = 655 + (4.354 X weight in lbs) + (4.569 X height in inches) – (4.7 X age in years) Male: BMR = 66 + (6.213 X weight in lbs) + (12.69 X height in inches) – (6.8 X age in years)

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 8

My BMR = _____ kcal. Next, we will use the “activity multiplier” to determine your total caloric expenditure (actual metabolic rate).

To give you an idea how daily activity impacts overall metabolic rate, review the figure. This figure shows the time required to “burn” 4 different caloric values through 3 different activity levels. B. Multiply your BMR (determined in the previous step) by the appropriate activity factor from the list (below) to determine your total caloric expenditure (actual metabolic rate).

 sedentary (desk job, with little or no exercise) = BMR X 1.2

 lightly active (light exercise, 1-3 days/week) = BMR X 1.4

 moderately active (moderate exercise, 3-5 days/week) = BMR X 1.6

 very active (intensive exercise, 6-7 days/week) = BMR X 1.7

My total caloric expenditure (BMR times the selected activity multiplier) = _____ kcal. C. Determine the number of calories for all the food you consume in a single day.

 Select a typical day when you eat your normal number of meals (with fairly average food choices) and record everything that you eat (including amounts and brand names). Consider using the food diary provided below to keep your records.

 Use the following websites to look up food caloric values. You may also find caloric info for specific foods on the food product wrapping or on manufacturers website. Note that preliminary research comparing calorie “calculators” has identified these two within the most accurate (use caution with others). o https://www.webmd.com/diet/healthtool-food-calorie-counter o https://www.myfooddiary.com/?network=g&keyword=food%20calorie%20counter

&matchtype=p&device=c&devicemodel=&adgroup=1037681552&position=1t1&cre ative=273779895484&gclid=Cj0KCQjw45_bBRD_ARIsAJ6wUXREPZgR4ZO9L5ZnsHV H3wK5iNtSeppegjULpzoEDfJVb1QzsGmlhnEaAh3gEALw_wcB

 If you have trouble finding information, use your best estimate. My total caloric intake over the recorded 24-hour period was ______ kcal.

D. Calculate your energy balance as: total kcal consumed – total kcal expended = ____ kcal

E. Return to your actual metabolic rate (energy expenditure calculations), above and

recalculate what your total calorie expenditures would be if you increased your activity

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 9

multiplier by one level (for example, from light to moderate activity). If you were already at the highest activity level, recalculate for one level lower. My updated caloric expenditure (BMR times the updated activity multiplier) = _____ kcal.

F. Use this updated metabolic rate to recalculate an updated (hypothetical) energy balance, as

updated energy balance = total kcal consumed – updated total kcal expended = ____ kcal Our last step in this part of our lab is too evaluate if our calculations make any (real) sense. G. Click the link; visit the website

https://www.choosemyplate.gov/MyPlatePlan to get your USDA recommended calorie intake values. Click start on the “Get Your MyPlate Plan” widget.

H. When prompted, enter/fill in your

 Age

 Sex

 Pregnant/Breastfeeding Status

 Weight (pounds)

 Height (feed/inches)

 Approximate level of physical activity.

I. Click calculate food plan to review recommended the number of calories that the USDA recommends you intake in order to achieve and maintain a healthy weight. How do these numbers relate to your metabolic rate calculations?

When you are finished, answer the following questions:

13. State and discuss your actual metabolic rate determination and your USDA MyPlate calorie recommendations. Were these consistent? Were they (either or both) what you expected? Why/why not? 14. Visit https://www.choosemyplate.gov/MyPlatePlan and determine how many calories are recommended by the USDA MyPlate program in order to achieve and maintain a healthy weight for a 27-year-old, genetic female, that weighs 145lbs, is 5 feet 7 inches tall. She is not pregnant or breastfeeding, and she is exercises lightly, walking for 30 minutes 1-3 days a week.

 

 

Lab 6: Follow the instructions and complete the assignment below. Submit your answers through the Lab 6 Assignment on Blackboard.

Lab 6 10

15. Calculate the actual metabolic rate for a 50-year-old, genetic male, that weighs 230 lbs, is 6 feet 3 inches tall. He is very active, running or playing basketball for 45 minutes to an hour 6-7 days a week. 16. Based on this figure, approximately how long would it take to burn 1,000 kcal at rest, by walking, and while jogging? Explain your answer; how did you come to this conclusion? 17. Discuss the meaning and long-term (over time) implications of the energy balance we calculated in the metabolic rate experiment. If a person’s calculated energy balance was positive every day long-term, what effect would that have on body weight over time? If a person’s calculated energy balance was negative every day long-term, what effect would that have on body weight over time? If a person’s calculated energy balance was 0 every day long-term, what effect would that have on body weight over time? Explain your answer (why this would happen) for each situation.

18. How did your calculated energy balance change when you updated (went up or down) an activity level? If your goal was to gain weight, what changes could you make in your daily diet to improve your energy balance situation? If your goal was to lose weight, what changes could you make in your daily diet to improve your energy balance situation? 19. Based on calorie considerations alone, which dieting strategy should be more effective for weight loss: a low carb diet or a low fat diet (recall: Carbohydrates and proteins each contain 4 kcal/g and Fats contain 9 kcal/g)? Explain your answer. 20. Based on your metabolic rate data and calculations, explain why athletes often gain weight when they retire from sports.

Lab 6. Energy use

 
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BIO Test 2

/in /by

BIO Test 2. 1

 

BIOLOGY 101 Fall 2016

FINAL EXAMINATION

Please copy and paste the final examination into a Word file. Complete it in this form (do not make any structural changes!) and submit it as an attachment into your Assignment Folder. Do not forget to put your name on top of the exam!

 

The absolute deadline for submission is Sunday, October 16, NOON ET.

I cannot accept any later submissions.

 

YOUR NAME:

 

_______________________________________________________________

Total possible points: 100

 

I. Multiple choice questions. Please bold or underline the correct answer (1point each=50 points)

1. Several features, or properties, of living things may also be found in non-living things, such as fire. Of the following, which is the least likely to be found in non-living things?

A. Consumption of energy-containing molecules

B. Growth

C. Reproduction

D. Homeostasis

E. Response to external stimuli

 

2. Suppose you conduct an experiment which simulates glacial recession over time. What is the dependent variable in this experiment?

A. Glacial mass

B. Sunlight

C. The season

D. Time

 

3. If life on another planet were fundamentally like life on Earth, the macromolecules of living things would be based on which element?

A. Carbon

B. Hydrogen

C. Nitrogen

D. Oxygen

E. Phosphorus

 

4. The effectiveness of a medication containing growth hormones is tested on a group of young male rabbits 3 weeks of age. The best control group would be:

A. Any group of rabbits

B. A group of male rabbits, three weeks old, not given the medication

C. A group of female rabbits, three weeks old, not given the medication

D. A mixed group of male/female rabbits, three weeks old, not given the medication

E. No control is required; just measure whether the rabbits grew

 

5. Temperature is a measure of

A. The potential energy in a substance

B. How fast the molecule in a substance are moving

C. The energy lost from a substance to its surroundings.

D. How much heat is being absorbed by a substance

E. All of the above

 

6. Which of the following refers to a substance that has ‘lost’ a carbon dioxide molecule?

A. Denatured

B. Phosphorilated

C. Decarboxylated

D. Carbonated

E. Oxidated

 

7. Which of the following reactions or pathways is catabolic?

A. Converting glucose to carbon dioxide and water (cellular respiration)

B. Making starch from many glucose monomers

C. Photosynthesis, which builds glucose from carbon dioxide using energy from light

D. Making ATP from ADP and phosphate

 

8. One human disease is caused by a change in the DNA from GAA to GUA. This change is an example of:

A. Crossing-over

B. A meiosis error

C. A mitosis error

D. A mutation

 

9. During which part of the cell cycle is DNA polymerase most active?

A. Cytokinesis

B. G1 phase

C. G2 phase

D. S phase

E. M phase

 

10. Which of the following correctly describes a buffer?

A. A buffer converts an alkaline solution to neutral

B. A buffer converts an acid solution to neutral.

C. A buffer converts alkaline solutions to acid solutions.

D. A buffer converts strong bases or acids to weak bases or acids.

 

11. Which term does not belong in this list?

A. Acid

B. Vinegar

C. Hydrogen ion donor

D. pH 8

E. Lactic acid

 

12. The process in which molecules spread randomly from areas of higher concentration to areas of lower concentration is:

A. Filtration

B. Diffusion

C. Exocytosis

D. Osmosis

 

13. Each of the following is a true statement about photosynthesis, except

A. The light reactions produce ATP from sunlight energy

B. The products of photosynthesis are used as reactants in cellular respiration

C. The products of cellular respiration are used as reactants in photosynthesis

D. Water is used during photosynthesis to capture the electrons released from excited chlorophyll pigments

E. The products of the light reactions of photosynthesis are used to produce sugars in the Calvin cycle

 

14. During the process of cellular respiration, which is the final acceptor for electrons at the end of the electron chain?

A. Oxygen

B. Carbon

C. Carbon dioxide

D. Hydrogen

E. Water

 

15. The polymerase chain reaction (PCR) is used to

A. Analyze a person’s fingerprints

B. Allow restriction enzymes to cut DNA at specific sequences

C. Create recombinant DNA

D. Make many copies of a small amount of DNA

E. Cut DNA in to small pieces

 

16. A family tree that is used to follow human matings that have already occurred is a

A. Test cross

B. Karyotype

C. Sex-linked record

D. DNA Analysis record

E. Pedigree

 

17. What would happen to a eukaryotic cell, if too much osmotic pressure develops within a cell?

A. The cell would remain the same size, but the internal organelles would become dehydrated

B. The cell would decrease in size, and could collapse.

C. The cell would increase in size, and could lyse.

D. Nothing, osmotic pressure does not impact the cell.

 

18. Which of the following statements is false?

A. Individuals with the same phenotype may have different genotypes

B. Mating between individuals with dominant phenotypes cannot produce offspring with recessive phenotypes.

C. Mating between individuals with recessive phenotypes cannot produce offspring with dominant phenotypes

D. Individuals with the same genotype might have different phenotypes

E. All of the above are correct

 

19. Which statement about the inheritance of blood types in humans is most likely to be correct?

A. Types A and O are codominant to type B

B. Types B and O are codominant to type A

C. Types A and B are codominant to O

D. Type O is dominant to both type A and type B

E. Type A is dominant to B, O, and AB

 

20. Which of the following terms includes all of the chemical reactions that occur within a cell?

A. Cellular respiration

B. Catabolism

C. Redox reactions

D. Metabolism

E. Phosphorylation

 

21. Within a cell, energy released by electrons is often used to phosphorylate which of the following molecules?

A. ADP

B. ATP

C. Pyruvate ions

D. Oxygen

E. NAD

 

22. All of the following apply to glycolysis except

A. Occurs without oxygen

B. Degrades glucose to H2O and CO2

C. Ends with formation of pyruvic acid

D. Occurs during fermentation

 

23. In which of the phases of cellular respiration is the majority of ATP formed?

A. Processing of pyruvic acid for the Krebs cycle

B. Electron transport chain

C. Glycolysis

D. The Krebs cycle

E. All phases produce the same number of ATP molecules

 

24. The energy of the sun is converted into usable energy for the cell in the form of _________.

A. ADP

B. ATP

C. Glucose

D. CO2

E. electrons

 

25. The starting materials of photosynthesis are _____________

A. Oxygen and glucose

B. Carbon dioxide and oxygen

C. Carbon dioxide and water

D. Oxygen and water

E. Carbon and oxygen

 

26. What type of macro-molecule is frequently an enzyme?

A. Carbohydrate

B. Nucleic acid

C. Lipid

D. Protein

 

27. In a metabolic pathway, a typical control mechanism is to have ________

A. the final product inhibit the enzyme responsible for its on production

B. the final product inhibit an early step

C. a reactant inhibit a late step

D. a lack of reactant stimulate the pathway

 

28. The most important aspect of cellular respiration is that ___________________

A. It is the process that occurs only in animal cells

B. It is the process that utilizes fat as its primary energy source

C. It is the process that enables living organisms to utilize the energy stored in glucose

D. It is the only cellular process that yields ATP

 

29. The statement best describes the relationship between plants and animals on earth is

A. Plants produce O2 and sugars from CO2

B. Animals produce CO2 and H2O from sugars and O2

C. Plants produce O2 and sugars and animals produce CO2 and H2O

D. Animals produce O2 and sugars and plants produce CO2 and H2O

 

30. What is the function of the ribosome?

A. Digestion

B. RNA duplication

C. Mobility

D. Protein synthesis

 

31. Carbohydrates are not

A. Stored potential energy

B. Made mostly of nitrogen and carbon

C. Broken down by cellular respiration

D. Made by producers

 

32. When celery is placed in a glass of pure water the solution inside its cells is _________ compared to the water.

A. hypertonic

B. hypotonic

C. isotonic

D. selectively permeable

E. ready for diffusion

 

33. How many chromatids comprise a duplicated chromosome?

A. One

B. Two

C. Three

D. Four

 

34. Which of the following could not be a sequence of RNA?

A. GCGUUU

B. UAUGCG

C. ATGCGT

D. AUGCGU

E. AAACUG

 

35. The product of meiosis includes which of the following?

A. Haploid cells

B. Genetically unique cells

C. Four daughter cells

D. All of the above

E. A. and C. only

 

36. In pea seed, yellow (Y) is dominant to green (y) and smooth (S) is dominant to wrinkled (s). What are the possible genotypes for the offspring of the following cross: YySS and YYSs.

A. YYSS, YYss, yySS, yyss

B. YS, yS, YS, yS

C. Yy, SS, YY,S s

D. YYSS, YySS, YYSs, YySs

 

37. In humans, the allele for dimples (D) is dominant. The allele for not having dimples (d) is recessive. If a woman (DD) and a man (Dd) have four children, how many of the children will not have dimples?

A. 0

B. 1

C. 2

D. 3

E. 4

 

38. Which of the following variations could be subject to natural selection?

A. A dog with short legs due to malnutrition is able to crawl into holes better than his litter mates.

B. A tree is not infested by a ground-dwelling beetle when the homeowner cuts the lower branches.

C. A hyena is born with a spotted fur pattern that allows it to hide in the grass better than his litter mates.

D. A pigeon learns that’s when its keeper comes near, it will be fed.

E. All of these variations may be acted on by natural selection.

 

39. What do plants and animals have in common?

A. They are both heterotrophic

B. They are both autotrophic

C. They are both prokaryotic

D. They are both eukaryotic

E. They are both hydrophobic

 

40. An ecologist is studying all the animals, plants, fungi, protists and bacteria, as well s the interactions among and between them in a forest. He is studying the ____________ in the forest.

A. niche

B. biome

C. community

D. population

E. habitat

 

41. Microevolution is defined as:

A. Changes in population size

B. Changes in the frequency of alleles in the gene pool

C. Changes in the composition of the population

D. Emergence of new species

E. Changes in community size

 

42. A zorse is the offspring produced through interbreeding between a horse and a zebra. Zorses are often preferred for riding because of their physical shape, but they are sterile. According to Linnaean taxonomy, are zebras and horses classified in the same species?

A. Yes

B. No

C. Sometimes

D. Not enough information to determine

 

43. Red rose color is incompletely dominant over white rose color. If a red rose is crossed with a pink rose, what percentage of the offspring will be pink?

A. 100

B. 75

C. 50

D. 25

 

44. Which of the following is support for the theory of evolution, which states that all life on Planet Earth arose from a common ancestor?

A. All life on Earth shares a common organic chemistry

B. All life on Earth has the same genetic material

C. All life on Earth has the same basic cellular structures

D. All life on Earth performs the same basic metabolic processes

E. All of the above

F. A, B, and C only

 

45. The majority of climate scientists suggest that the current change in climate is caused predominantly by ________.

A. An enhancement of the greenhouse effect

B. A decreased reliance on fossil fuels for energy

C. A thinning of the ozone layer

D. A melting of the polar ice caps

E. An increase in solar radiation

 

46. Which of the following is not an expected effect of global climate change?

A. A rise in the sea levels

B. Flooding of coastal cities

C. Decrease in the size of glaciers and ice sheets

D. Increase in the size of glacier and ice sheets

E. More extreme weather

 

47. If a wolf eats a rodent which ate a small insect which ate a plant, the wolf would be a(n)

A. Autotroph

B. Primary producer

C. Primary consumer

D. Secondary consumer

E. Tertiary consumer

 

48. Which of the following is not capable of evolving?

A. A population of fruit flies

B. A population of asexually reproducing fruitflies

C. A rose bush

D. The collective feral cats of a city

E. All the HIV in a single patient

 

49. Inheritable mutations, which may allow a population to evolve, are produced

A. As a response to selection pressure

B. By chance

C. By natural selection

D. As a response to environmental pressure

E. By artificial selection

 

50. If you were to buy land to plant crops, which type of biome would your prefer?

A. Savannah

B. Prairie

C. Tropical forest

D. Chapparal

E. Temperate forest

 

II. Matching of definitions and terms. Please place the correct number in front of each definition. (1 point each = 10 points):

____ Characteristic of water which protects fish in a frozen lake

____ Carbon makes a good backbone for creating diverse molecules.

____ Structures found together in eukaryotic cells

____ It is a ‘metabolic taxicab’ which shuttles electrons.

____ Chlorophyll pigments in green leaves absorb certain colors of the visible light waves.

____ Protein synthesis follows a specific sequence of events.

____ Both codons CCC and CCU code for proline.

____ Corals harbor special guests in their bodies to feed them.

____ Some time go, grazing livestock were introduced to the Savanna in Africa.

____ In some areas, Conifer trees are very abundant.

 

1. cytoplasm and plasma membrane

2. RNADNAprotein

3. cohesion

4. blue and red

5. increased food production in times of famine

6. temperate forests

7. redundancy of the genetic code

8. is good at forming ionic bonds

9. bacteria

10. DNARNAprotein

11. decreased density at low temperature

12. desertification

13. NADH

 

14. universality of the genetic code

15. forms for covalent bonds

16. ATP

17. boreal forests

18. green and blue

19. photosynthetic algae

20. ribosomes and endoplasmic reticulum

 

III. True-False questions. (1 point each = 5 points):

1. Humans are more likely to be infected by viruses after the viruses had a chance to multiply outside the body on surfaces touched by infected people.

A. True

B. False

 

2. Fossil evidence suggests that human ancestors arose one time in Africa.

A. True

B. False

 

3. During a time, when resources are abundant, one would not expect much evolutionary change to happen.

A. True

B. False

 

4. Once an adaptive feature appears, it remains in all the descendant unless the species becomes extinct.

A. True

B. False

 

5. Organisms which live in habitats with high levels of competition are more likely to produce defensive chemicals than those which live with little competition.

A. True

B. False

 

IV. Fill-in statements. (1/2 point each=5 points)

 

1. Scientific information called __________ collected from well-designed experiments should allow researchers to either accept or reject a null-hypothesis.

 

2. A(n) __________ is the fundamental structural unit of life on Earth.

 

3. Different versions of the same gene are called ___________ of that gene.

 

4. DNA evidence, fossil evidence, homology, and vestigial structures all provide evidence than humans and chimpanzees share a(n) _________________________________. (two words)

 

5. Closely related species of orchids never mate in the wild because they bloom at different times. This is an example of ______________________________________________. (three words)

 

6. Both algae and plants have the ability to _________________________.

 

7. The raw material for evolution is ____________________.

 

8. ______________________ are specialized cells (ova and sperm) used for sexual reproduction.

 

9. The change in shape of an enzymes, due to excessive heat, is called ____________________.

 

10. Proteins in cells are assembled by structures called ____________________.

 

 

V. Brief essay questions: Please write a concise and succinct response to each one of the following questions; be sure to mark your answers with the correct essay number. I am looking for clarity and detail which reflects your knowledge of the subject. Always include appropriate examples, if warranted. (Total possible points=30)

 

1. You have read that inorganic fertilizers contribute to water pollution and would like to make a switch from inorganic fertilizes to organic compost in your vegetable garden. A friend graciously gives you a truckload of her compost. As a good researcher and critical thinker you are not convinced that organic compost will yield the same results as the inorganic fertilizer you have used for many years with good results. To draw your own conclusion based on scientific evidence you decide to contact and experiment in your garden. State a good hypothesis, design an experiment (include test subjects, sample size, control(s), dependent and independent variables, type of data collected, and hypothetical results and conclusion. Does your conclusion support the hypothesis? (5 possible points)

 

2. Describe the major land biome where you live in some detail. How have human activities changed the landscape, and how has this affected native species? Include specific examples. (5 possible points)

 

3. North America is currently experiencing an unprecedented and rapid loss of species. What is believed to be the main trigger of these events? What law was passed in 1973 to address this problem in the United States. What was the purpose of this law? Has it made a difference? Discuss and explain with examples. (5 possible points)

 

4. Your local weather station alerts you to the fact that ‘acid rain’ is falling in your area. You are worried about the well-being of your garden in your backyard and decide to temporarily cover up as many plants as you can with plastic sheets. Then you explain to your neighbors what ‘acid rain’ is and how it negatively affects plants. Your discussion should include ‘symbiotic relationships’. (5 possible points)

 

5. You scoop up water from a nearby pond, because you are curious about the possible microbes who might live there. After looking at several slides that held drops of the sample, you noticed two different kinds of cells: Once kind was very small and had no defined internal structures; the other kind was much larger, and it contained several kinds of internal structures which were physically different from each other. Please name each cell and briefly describe their overall similarities and differences. (5 possible points)

 

6. Before recombinant products were available, humans who needed hormones or other biological products, such as insulin, had to use products that were harvested from other humans and non-human animals. Can you think of specific health risks that might be associated with products that were not made with genetically engineered bacteria? (5 possible points)

BIO Test 2

 
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