Medical Project

Medical Project.

Graded Project

Medical Transcription 1

 

 

© PENN FOSTER, INC. 2017 PAGE 1MEDICAL TRANSCRIPTION 1 Graded Project

CONTENTS OVERVIEW 2

INSTRUCTIONS 2

HOW TO COMPLETE THE ASSIGNMENTS 2

GRADING CRITERIA 3

SUBMITTING YOUR PROJECT 4

 

 

© PENN FOSTER, INC. 2017 PAGE 2MEDICAL TRANSCRIPTION 1 Graded Project

MEDICAL TRANSCRIPTION 1

OVERVIEW It’s now time to complete yourgraded project. To complete and submit your required transcriptions, follow the instructions provided.

INSTRUCTIONS You’re required to complete and submit the assignments below. To access the recorded dictations and transcribed reports, go to your student portal. Next, click the Files for Medical Transcription 1 Graded Project link.

1. Transcription Assignment 1: Letter 2

Access the recorded dictation as provided and prepare the letter. Be sure to transcribe the letter as dictated.

2. Transcription Assignment 2: Letter 7

Access the recorded dictation as provided and prepare the letter. Be sure to transcribe the letter as dictated.

3. Editing Assignment 1: Letter 11

Access the transcribed letter and audio file, and edit the letter for errors in spelling, punctuation, grammar, and letter format.

4. Editing Assignment 2: Letter 21

Access the transcribed letter and audio file, and edit the letter for errors in spelling, punctuation, grammar, and letter format.

HOW TO COMPLETE THE ASSIGNMENTS 1. Type or proofread each letter in the order given.

2. Review your work carefully. For the transcription assignments, it’s a good idea to replay your file and listen to it as you read each report. You’ll be able to catch any errors and reinforce your terminology at the same time. Don’t rely on a computer spell checker. For the proofreading and editing assignments, reread the document to find additional errors you may have missed. It may also help to read the document aloud to catch any mistakes you might have missed.

 

 

© PENN FOSTER, INC. 2017 PAGE 3MEDICAL TRANSCRIPTION 1 Graded Project

3. Be sure to include your name, student number, Medical Transcription 1 Graded Project, and examination number (03983600). In addition, include the title of the assignment in the top right corner. For example, the titles of the assignments you’ll submit are as follows:

n Transcription Assignment 1: Letter 2

n Transcription Assignment 2: Letter 7

n Editing Assignment 1: Letter 11

n Editing Assignment 2: Letter 21

4. Single-space the bodies of the reports to be submitted.

5. Follow the exact format provided in the dictated recording. Use your initials and the current year for submitted reports.

6. If you can’t understand a word or phrase in the dictation, check your medical dic- tionary and the terminology section of the corresponding chapter in your textbook. If a word has already been given in the terminology section of a previous chapter, it will be used again without being listed—once you use a word, you’re expected to remember it. You may have to check earlier chapters’ lists to find the word. Also check the lists of medical terms and the lists of drugs, instruments, tests, and other terms in the Appendix.

7. If you’re still unable to transcribe the word, make an educated guess. If you can’t transcribe a word, it’s better to leave a blank space on your dictation and properly flag the missing entry than to guess and use the wrong word. Please refer to your textbook for information on proper flagging.

SUBMITTING YOUR PROJECT You must submit these four letter assignments in ONE word-processing document and not as individual files in a folder. If you’ve completed the assignments as individual docu- ments, you’ll need to copy and paste all assignments into ONE word-processing document. Acceptable formats for submitting your work include Microsoft Word documents (.doc and .docx) or Rich Text Format (.rtf). No other format is to be used for submitting this project.

n Transcription Assignment 1: Letter 2

n Transcription Assignment 2: Letter 7

n Editing Assignment 1: Letter 11

n Editing Assignment 2: Letter 21

Each assignment is individually graded by your instructor and therefore takes up to a few weeks to grade.

 

 

© PENN FOSTER, INC. 2017 PAGE 4MEDICAL TRANSCRIPTION 1 Graded Project

Be sure that your document contains the following information:

n Your name

n Your student ID number

n The lesson number (03983600)

n Your email address

To submit your exam online, follow these steps:

1. On your computer, save a revised and corrected version of your exam. Be sure to include your student number and exam number on your saved document.

2. Go to http://www.pennfoster.edu and log in.

3. Go to your student portal.

4. Click on Take Exam next to the lesson you’re working on.

5. Enter your email address in the box provided. (Note: This information is required for online submission.)

6. Attach your exam as follows:

a. Click on the Browse box.

b. Locate the file you wish to attach.

c. Double-click on the file.

d. Click on Upload File.

7. Click on Submit Files.

Follow these steps to submit ONE word-processing document (Microsoft Word or Rich Text Format) containing all four assignments. Be sure to keep a backup copy of the document you submit to the school!

GRADING CRITERIA The following errors will be marked in all of the transcription exams.

n Missing paragraph—10 points

n Missing sentence—5 points

n Missing word error—1 point

n Misspelled word—3 points

n Missing word flagged appropriately—1 point

n Spelling or word usage error—3 points

 

 

© PENN FOSTER, INC. 2017 PAGE 5MEDICAL TRANSCRIPTION 1 Graded Project

n Format/appearance errors—No points are deducted but the grader will indicate format errors. Examples of format errors include the following:

1. An incorrect capital or lowercase letter

2. Word should have been abbreviated if it was typed out or it should have been typed out if it was abbreviated.

3. Incorrect spacing within the transcription

4. A new paragraph should have been started.

5. Incorrect indention under a heading, especially in numbered lists

n Punctuation errors—No points are deducted but the grader will indicate punctuation errors such as a missing period (.), quotation marks (“ ”), semicolon (;), colon (:), or hyphen (-), or that a punctuation mark shouldn’t have been inserted.

n Comment balloons are used by the graders as needed to provide additional feed- back for you to review.

Medical Project

 
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Micro Discussion Week 6

Micro Discussion Week 6.

Required Resources

Read/review the following resources for this activity:

  • Textbook: Chapter 18, 19, 20
  • Weekly Concepts

Initial Post Instructions

Some microorganisms like Staphylococcus, Streptococcus, Yesinia pestis, E. coli can cause diseases of different body systems. Let’s investigate how the same pathogen is responsible for different pathophysiological symptoms. First, choose a microorganism found in multiple systems. Then, describe your pathogen’s role in disease for one body system: report the disease caused, the normal function of that system, pathophysiological symptoms, and the virulence factor(s) that contribute(s) to the diseased state.

or

Viral skin diseases like smallpox were among the first diseases to be eradicated through vaccination program, but now we see more outbreaks of measles, mumps and polio diseases for which we have vaccinations. Why do you think some diseases are appearing again? What is your understanding about diseases like malaria and Ebola, and can we eradicate these through vaccination programs? What is the role of CDC in controlling the spread of these communicable diseases and their treatment?

Follow-Up Post Instructions

Respond to at least one peer or the instructor. Further the dialogue by providing more information and clarification.

Writing Requirements

  • Minimum of 2 posts (1 initial & 1 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

Answer 1: 

Hello Professor and Class,

Viral skin diseases were eradicated through vaccination programs, however, I believe they are resurfacing such as Smallpox, Poliomyelitis (polio), malaria, and hookworm for reasons such as parents/ guardians not vaccinating a child or it can also be because of travelers reintroducing the diseases. The World Health Organization, a United Nations specialized agency in charge of universal public health, reported that the rise in measles is a direct result of anti-vaccination movements (WHO 2020). According to the CDC, you can help prevent your child from as many as 14 diseases before the age of 2!

Malaria is an endemic in West Africa (Cowan 2017), caused by a microorganism that is spread by mosquitoes and kills between 440,000 and 700,000 people worldwide each year. Since mosquitoes are most aggressive in the nighttime, the safest way for inhabitants of developed countries to prevent infection with the malaria-causing agent is to sleep under a bed net (Cowan 2017). According to the CDC (2020), “Africa is the most affected due to a combination of factors: A very efficient mosquito (Anopheles gambiae complex) is responsible for high transmission. The predominant parasite species is Plasmodium falciparum , which is the species that is most likely to cause severe malaria and death.”

Fun Fact (but no so fun): Before the time of antibiotics, doctors reasoned that patients who had syphilis should be treated with malaria, in which the high temperature would kill the relatively fragile bacterium, and then they could cure the patient of the malaria with quinine. It performed on occasion; of course, once antibiotics became available, this practice became obsolete. Being infected with malaria has been used to also treat patients with HIV (1990’s), and even more recently, Lyme Disease (Cowan 2017).

Ebola is a virus (that was seen more in Africa although other countries have had cases as well) that can cause extensive bleeding, organ failure, and even death; unfortunately on the rise. Ebola has a high death rate, and other diseases which can cause long-term disabilities such as polio, neonatal rubella. By contact with body fluids such as blood, humans will transmit the virus to other humans. Fever, fatigue, body pain, and chills are among the first symptoms. Internal bleeding can occur later, resulting in bloody vomiting or coughing. According to the CDC (2020), “Factors like population growth, encroachment into forested areas, and direct interaction with wildlife (such as bushmeat consumption) may have contributed to the spread of the Ebola virus. Since its discovery in 1976, the majority of cases and outbreaks of Ebola Virus Disease have occurred in Africa.”

There are currently no vaccines for malaria or ebola.      

The CDC is in charge of preventing the development and transmission of infectious diseases, as well as providing advice and support to other countries and foreign organizations in order to help them improve their disease prevention and control, environmental protection, and health promotion efforts.

Micro Discussion Week 6

 
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Bio 105 MDC & LDC Populations Worksheet

Bio 105 MDC & LDC Populations Worksheet. Name: _______________________________

MDC and LDC Populations Worksheet

 

Demography is the statistical study of human populations, especially with reference to size, density, distribution, and vital statistics (relating to births, deaths, marriages, health and disease, etc). In making population projections for different countries, demographers look at the profile of the countries’ residents. They ask: What are the ages of the people? How many are men? How many are women? Using this information, they construct “population pyramids” (a.k.a. age histograms) like the ones the class will use in this activity. These graphs illustrate the configuration of a country’s population as shaped by 70 to 80 years of economic, political and natural events.

 

Procedure:

You will find information about the populations of two counties; the Unites States and one other county picked from a list on the last page.

Note you will collect this data and must upload it to the Q&A forum on the class web page BY FRIDAY

 

Counties Assigned = USA and ____________________________

 

Log onto the web and go to International Data Base (IDB) part of the www.census.gov site

(The url is http://www.census.gov/population/international/data/idb/informationGateway.php )

Select “Demographic Overview” in the select report drop down menu on the left.

Select the country from the drop down menu on the right and click submit at the bottom of the

page.

Use the data to answer the questions on this page below.

Use your browser to go back one page and change the “select report” drop down menu to

“Population Pyramid Graph”. (Make sure you still have the correct country listed)

Right click on the graph so you can copy it and then past it at the end of this worksheet.

Repeat for your second country.

 

Using the information from the internet for this year, fill out the tables for both of your countries

 

  UNITED STATES fill in country name
What is the Crude Birth Rate?    
What is the Crude Death Rate?    
What is the life expectancy at birth?    
What is the infant mortality rate?    
What is the Total Fertility Rate (FTR)?    
What is the growth rate today?    
What is the doubling time for the population?

(You will have to work this out so look at the population lecture!)

Show your math work!

 

   

 

 

Still on the International Data Base (IDB) site

(The url is http://www.census.gov/population/international/data/idb/informationGateway.php )

Select “Population By Five Year Age Groups” in the Select Report drop down menu on the left.

Select the country from the drop down menu on the right and click submit at the bottom of the

page.

Add up the numbers in the “both sexes population” column to find the values needed in the table below. Once you have the population size of each category you can calculate the % of the population made up by that age group using the following calculation:

 

(Population size for the age group Ă· total population size) X 100 = % of population

Calculate this information and add the results to complete the table below.

 

Repeat your for second country

 

  UNITED STATES   fill in country name
Age Group Population size for both Sexes % of population   Population size for both Sexes % of population
0-14   Pre-Reproductive     Pre-Reproductive
15-44   Reproductive     Reproductive
45-80+   Post-Reproductive     Post-Reproductive
  TOTAL POPULATION SIZE     TOTAL POPULATION SIZE  

 

 

Upload ALL of the numbers (the data on page one and page two for the worksheet) you found for your second country to the Q & A forum. You do not need to upload the numbers for the USA.

 

 

Once you have looked at all of the data collected by the class answer the following questions

Discussion Questions.

 

Use the Q&A forum to talk to your classmates and find the answers the following questions.

 

1. Which 2 countries have the fastest growth rate? Are they MDC’s or LDC’s?

 

 

2. Which 2 countries have the slowest growth rate? Are they MDC’s or LDC’s?

 

 

3. Which 2 countries have the highest TFR? Are they MDC’s or LDC’s?

 

 

4. Which 2 countries have the lowest TFR? Are they MDC’s or LDC’s?

 

 

5. Which 2 countries have the largest percentage of pre-reproductive individuals within their population? Are they MDC’s or LDC’s?

 

 

6. Which 2 countries have the largest percentage of post-reproductive individuals within their population? Are they MDC’s or LDC’s?

 

 

7. Which 2 countries have the longest life expectancy? Are they MDC’s or LDC’s?

 

 

8. Which 2 countries have the highest infant mortality rate? Are they MDC’s or LDC’s?

 

 

9. What is the relation between the following and population growth rate:

a) Infant mortality rate.

 

 

b) % Pre-reproductive individuals.

 

 

 

c) % Post reproductive individuals.

 

 

d) TFR

 

 

 

e) MDC’s and LDC’s.

 

 

 

Turn in this worksheet by the due date.

MDC LDC ICA Country List

 

Angola

 

Haiti

 

Australia

 

Japan

 

Austria

 

Laos

 

Bangladesh

 

New Zealand

 

Botswana

 

Niger

 

Burundi

 

Norway

 

Cameroon

 

Rwanda

 

Central African Republic

 

Sudan

 

Chad

 

Sweden

 

China

 

Switzerland

 

Congo

 

Uganda

 

Cote d’Ivoire

 

Yemen

 

Denmark

 

Luxembourg

 

Eritrea Mozambique

 

Finland

 

Korea North

 

Bio 105 MDC & LDC Populations Worksheet

 
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BIO 102 Lab 04: ELISA and Immunology

BIO 102 Lab 04: ELISA and Immunology. BIO 102 Lab 04: ELISA and Immunology

 

Instructions: Submit, pages 6 and 8 of this document. Print, complete both lab activities and answer the questions. Scan your lab pages using the free phone app AdobeScan, and upload your PDF to Canvas. Please be sure to write your name on your first page of work.

 

Background

The human immune system contains several layers of defense, but before explaining them in depth, we must review some terminology. Starting with the answer sheet in this lab, and using your book, fill in the definitions from question #1 before continuing to read the remainder of this lab. You may also find it helpful to review diagrams in the book relating to antigen binding.

The broadest part of the immune system responds in the same manner to every antigen (ie., invader) it encounters. It is called the nonspecific immune system. It includes things like our skin, mucus membranes, ear wax, stomach acid, sweat, tears, vaginal secretions, antimicrobial proteins, and internal cellular defenses. The nonspecific immune system will mount the same response regardless of the nature of the antigen. It has no memory and doesn’t have the ability to recognize that a specific defense may have been ineffective against a pathogen in the past. The nonspecific immune system’s primary function is to prevent us from getting sick by attacking anything foreign and if that fails, to contain the pathogen until our adaptive immune system is activated.

The adaptive immune system “studies” each pathogen and learns how to effectively kill it. It also has memory of the pathogens it has faced in the past and will improve its effectiveness every time it encounters the same pathogen, meaning that the person doesn’t get sick from later encounters with the same pathogen, provided that pathogen is recognized. It includes two types of white blood cells (all types of white blood cells are called leukocytes), the B & T cells (B & T cells are also called B lymphocytes and T lymphocytes respectively). The B cells will begin releasing antibodies into the interstitial fluid and blood after they encounter a specific antigen. Each antibody is specific not for just that antigen, but a single epitope on the surface of the antigen. Once a B cell begins producing antibodies, they can remain present in the body for years. Vaccines stimulate our B cells into making antibodies so we don’t get sick if we encounter certain viruses. Some vaccines only require a few administrations and the immunity lasts for life, while others need to be reminded about that antigen, hence the need for vaccine “boosters.”

In this lab, we will investigate an important test called ELISA. ELISA stands for enzyme linked immunosorbent assay. It is used in many different ways, from diagnostic lab tests used by doctors to measure a patient’s exposure to a virus, to research lab investigations that and separate a specific protein among many. Though very specific and powerful, it can be easily performed and is a commonly found experiment in college biology courses. ELISA functions detect the presence of antibodies or a pathogen. ELISA has several varieties, but two of the most common are: direct ELISA, which uses artificially made antibodies to bind to the antigen, while indirect ELISA uses the person’s antibodies against a specific pathogen to determine if a person has encountered the disease before. In indirect ELISA the artificial antibodies bind to a person’s antibodies against a specific disease. In both direct and indirect ELISA, the artificial antibodies are engineered to change color when added to a special chemical. Direct ELISA is explained in the image on the next page.

 

 

 

 

Direct ELISA

Image from Wikipedia.org, Reteived 6/12/19

 

 

 

 

BIO 102 Lab 04: ELISA and Immunology 7

 

 

 

In indirect ELISA parts of the suspected pathogen are anchored to the sides of a well plate (a well plate is a small circular clear plastic dish). The person’s blood serum is allowed to sit in the plate long enough for any antibodies present (if the person has encountered that pathogen recently) to stick to the antigen that is part of the well plate. In the diagram to the left, the middle representation shows a green antibody attached to a purple enzyme cluster; the antibody is bound to the red viral antigen. The serum is then drained away, but the attached antibodies will remain, stuck. Then, artificial antibodies are added, which will only stick if the person’s antibodies are attached to the antigen in the well plate. A color change will occur if artificial antibodies remain stuck (the bottom diagram to the left shows the blue colored molecules which contain the dye and the artificial antibody). Thus, a clear solution means the person is not sick and a color change means the person has encountered the disease before.

 

 

 

 

 

 

The Live Lab ELISA Procedure (Performed When Meeting in Lab) – READ ONLY

Read through the procedure below. This document includes sample ELISA data. You will use these results to answer the questions.

 

Every person gets 1 “serum” sample tube (we will avoid using real human bodily fluids in lab). One of these samples contains the antibodies against a sexually transmitted or blood borne disease.

Everyone will then share “fluids” three times. DO NOT start a round of sharing until instructed to do so!!! Each fluid sharing will be done by transferring ½ of the contents from one person’s tube into the other person’s tube. The cap off the receiving tube & swirl, then ½ of the receiving tube’s fluid is transferred back to the original tube, thus each tube is roughly ½ original and ½ new sample. Every time you change serum solutions you need to change pipette tips or you will contaminate the samples.

 

Record your tube # here____________________

 

Round of fluid transfer Partner’s name Partner’s tube #
1    
2    
3    

 

Again, no one should have a 2nd (or 3rd) partner until their instructor tells them to find one. At each round you only share with 1 other person!

Everyone should record their information on the spreadsheet on the projector/board while doing the ELISA test.

Now that everyone has done the fluid transfer it is time to find out who has the disease & see if you can figure out where the disease started.

Using a pen, mark one row of the well plate with +, the second with -, and then each person at your table gets a row with their initials. Each row should have 3 wells.

1. Transfer 1/3 of your serum sample into each of the well plates with your initials. The positive control goes into the 3 wells with the “+”, and the negative control goes into the plate with the “-”.

2. Allow the samples to remain in the well plate depressions for 3 minutes

3. Empty the plate in the sink and wash the sample depressions 3 times with ELISA wash solution, tap plate against a paper towel on the counter each time. Be careful not to allow fluid to spill from one well to another while washing & rinsing!

4. Add antibody (AB) to the washed out sample depressions and allow to sit for 3 minutes

5. Repeat #2

6. Add color substrate (CS) and allow to sit for 3-5 minutes

7. Positive reaction is blue, negative reaction is clear

8. Record who was “sick” on the projector/board.

9. Determine from the sharing & who was sick, what couple started off the disease.

10. Answer questions 2-5 on the answer sheet.

 

Sample ELISA results:

Each of the circular discs is a well, this would be called a 24-well plate because it contains 24 wells and a different sample can be run in each well. The blue color changes indicates a positive result, the clear (ie., see through) indicates a negative result.

Use the data in this table to answer the ELISA questions on the worksheet.

 

Sample Class ELISA Results Data Table
Patient’s Sample # Patient’s Name + or – First Partner’s # Second Partner’s # Third Partner’s #
1 Cary 5 14 24
2 Chris 4 12 15
3 Ryan + 6 10 14
4 Bo 2 9 23
5 Tim 1 11 13
6 Lei + 3 7 19
7 Vashti + 10 6 22
8 Geeta 11 13 21
9 Vijaya 12 4 11
10 Xin + 7 3 17
11 Jacob 8 5 9
12 Fred 9 2 16
13 Diane 14 8 5
14 Tiffany + 13 1 3
15 Thy 16 24 2
16 Yukti 15 18 12
17 Mary + 18 23 10
18 Michel 17 16 20
19 Vincent + 24 22 6
20 Yan yan 23 21 18
21 Beatrice 22 20 8
22 Swati + 21 19 7
23 Kirsten 20 17 4
24 Alex 19 15 1

 

*Disclaimer: the names are randomly chosen from instructor names at NVCC, spring 2020 semester. No matches or +/- results are actually true, all data was randomly selected and assigned.

ELISA Worksheet

1) Define the following terms dealing with the immune system

 

Antigen: _________________________________________

 

Pathogen: ________________________________________

 

Epitope: _________________________________________

 

2) Why did you run both positive & negative controls?

 

 

 

 

3) What is a false positive? How do you think one could come about using a test like the ELISA?

 

 

 

 

4) At the end of 3 rounds of fluid transfers, what percentage of the class had the disease?

 

 

 

 

5) You can narrow the initial outbreak down to 2 people, who are they?

 

 

 

 

6) Describe how an organization like the CDC could use results like those you obtained to track down “patient zero” for a disease outbreak.

 

 

 

 

 

7) Do you think this method shows a direct or indirect ELISA procedure? Why?

 

 

8) With an indirect ELISA, it tests not for the antigen, but antibodies against the antigen, does a positive test then mean the person currently has the disease in question? If not, what does a positive

Immunity & Vaccinations

Background

Vaccinations are given to stimulate the production of antibodies without the animal actually getting the sick with a disease. Vaccinations come in many different forms, but the most common types are inactivated viruses or bacteria (also called attenuated bacteria or viruses). Attenuated means the pathogen has been disabled so it can’t cause the full-blown illness, but is still figuratively “alive” so the animal may get a very mild form of the illness. You can think of it as a recognizable, but harmless form of the pathogen. Inactivated vaccines, which are “dead,” often contain fragments of the original pathogen which are attached to another particle to attract B cells. As the body removes the attenuated (= inactivated) pathogen, the adaptive immune system learns, with an eye toward remembering this encounter with the “pathogen” (note that your immune system does not “know” that it only encountered a harmless form of the pathogen). It remembers by making antibodies against that disease which should prevent future infections.

In the last decade, a movement has started in the U.S., supported by Hollywood celebrities among others, who claim that vaccines are unnecessary. Some even claim that vaccines even cause autism. The claim that vaccines cause autism has been conclusively proven false through many studies conducted all over the world. One initial study, which caused the initial concern, was filled with many mistakes and after close examination, was determined to be invalid by many different scientists. See https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2831678/ and https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3136032/ for more information on this.

As to the first claim that vaccines are unnecessary against certain diseases, we will closely examine exactly how vaccines protect many people not just those who receive the vaccine.

In every population there will be people whose immune system is weakened. It could be weakened for many reasons: genetic (missing or damaged genes); the person is elderly, very young, allergic; or undergoing chemo or radiation therapy for cancer (which can cripple the immune system). These people often can’t receive vaccinations or if given, they won’t produce antibodies or sufficient numbers of antibodies to prevent them from getting sick.

 

Procedure

Visit https://fred.publichealth.pitt.edu/measles

This is a program that simulates the spread of the measles. On the left side of the screen will assume that only 80% of the people are vaccinated. The right side will assume that 95% of the people are vaccinated.

1. Select District of Columbia & for the city, select Washington D.C. Answer questions 1 & 2 about this simulation.

 

2. Now change the state to North Carolina. For the city select Hickory. Run the simulation again. Answer question 4 on the answer sheet.

 

3. Now change the state to New York & the city to New York. Run the simulation again. Answer question 5 on the answer sheet.

 

 

Disease Spread Simulation Answer Sheet

1) How long did it take for the disease to disappear on the vaccinated side for D.C.?

 

 

 

2) Make a hypothesis on why the 80% vaccinated side of D.C. Eventually saw the disease begin to slow down? About how many days did it take to slow down?

 

 

3) How does each side compare to D.C.?

 

 

4) Hickory has a population of about 40,000 people & D.C. Has about 630,000 people. What does this tell you about how population density affects disease spread?

 

 

5) How does New York city compare to D.C & Hickory? Explain why you think that is the case.

 

 

6) Based on these simulations and given that both measles and COVID-19 are both airborne proximity diseases, why are all the governors capping the size of gatherings?

 

 

7) For a blood borne (or STD/STI) based disease (like that simulated with the ELISA part of this lab), would limiting the size of gatherings be as effective at stopping the spread of those diseases? Explain.

BIO 102 Lab 04: ELISA and Immunology

 
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