What is the blood-brain barrier?

Resource: Nervous System Lab

Complete the Nervous System Lab located on the student website.

Complete the open-book quiz about the nervous system and associated diseases. The quiz will be provided by your instructor.

 

University of Phoenix Material

 

Nervous System Lab – Week Seven

Introduction

The nervous system has two components: the central nervous system, which consists of the brain and spinal chord; and the peripheral nervous system, which is composed of nerves. As you learn about the various diseases that affect the nervous system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to the brain, spinal chord, and nerves.

PART ONE: basic functions

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy nervous system. Refer to Ch. 24 in Microbiology: Principles and Explorations.

 

1.     How do the meninges and cerebrospinal fluid (CSF) function together in a healthy nervous system; what are their roles?

2.     What is the blood-brain barrier?

3.     What normal microflora reside in the nervous system?

PART two: basic structures

Visit Chapter 24 of Microbiology: Principles and Explorations in WileyPlusto view an in-depth presentation of a healthy nervous system by completing the following steps:

 

·      Select the Chapter 24 WileyPlus reading link located on your student Web page.

·      Locate the heading Chapter Review.

·      Select the Anatomy Overview: The Nervous System link.

·      Complete this lab as you explore the Nervous System multimedia piece.

 

Nervous System: The Brain

 

Roll over each component of the Nervous System multimedia piece. Click on the brain. Refer to the Braincomponent of the multimedia piece to label the structures in the following diagram of a healthy brain.

 

 

Nervous System: The Spinal Cord

 

Click the icon in the upper left corner of the Brain diagram to return to the main menu in the Nervous System multimedia piece. Click the Spinal Cord component to navigate to the Spinal Corddiagram. Refer to the Spinal Corddiagram of the multimedia piece to label the following structures of a healthy spinal cord.

 

PART three: investigate and apply

Several different pathogenic bacteria can cause bacterial meningitis, an infection and inflammation of the meninges. Select any form of bacterial meningitis discussed in Ch. 24 of Microbiology: Principles and Explorations, and answer the following:

 

1.     Which form of bacterial meningitis did you select and what is its causal agent?

2.     What symptoms are typical of this form of meningitis?

3.      Which age group or population is most susceptible to this form of meningitis and do typical activities within that age group have any influence on a person contracting the disease?

 

©2008 University of Phoenix. All rights reserved.

 

 

SCI250 Week 7 Chapter 24 Nervous System Quiz – 5 points (Please underline, highlight and or check the most appropriate answer)


Section: Multiple Choice

 

1.     Which of the following is associated with serious infection of the meninges?

  • Clogging of blood vessels
  • Increased pressure within the skull
  • Decreased cerebrospinal fluid flow
  • Impaired central nervous system function
  • All of the above

2.     Which of the following is a common cause of meningitis in non-immunized young children?

  • Streptococcus pneumoniae
  • Escherichia coli
  • Staphylococcus
  • Haemophilus influenzae
  • None of the above

3.     A complication of infection with this organism (Waterhouse-Friderichsen syndrome) can occur if the organism becomes widely distributed in the body, leading to endotoxin shock and death. What is this organism?

  • Haemophilus influenzae
  • Neisseria meningitidis
  • Haemophilus influenza
  • Streptococcus pneumoniae
  • Listeria monocytogenes

4.     What is the microorganism that causes most cases of meningitis among adults?

  • Haemophilus influenzae
  • Neisseria meningitidis
  • Haemophilus influenzae
  • Listeria monocytogenes
  • Streptococcus pneumoniae

5.     Which of the following bacteria that may cause meningitis is Gram positive and therefore does not cause endotoxin shock in infected individuals?

  • Escherichia coli
  • Neisseria meningitidis
  • Listeria monocytogenes
  • Haemophilus influenzae
  • None of the above

6.     Meningitis caused by Listeria monocytogenes is usually transmited by ________

  • food.
  • water.
  • aerosols.
  • sexual contact.
  • physical contact.

7.     What causes Hansen’s disease (leprosy)?

  • Mycobacterium tuberculosis
  • Mycobacterium leprae
  • Listeria monocytogenes
  • Clostridium botulinum
  • Prions

8.     An immunofluorescent antibody test (IFAT) has replaced the older test for the presence of inclusions in neurons (Negri bodies) for the detection of infections caused by ________

  • Neisseria meningitides.
  • Enteroviruses.
  • Mumps virus.
  • Rabies virus.
  • Haemophilus influenzae.

9.     What viruses most likely cause encephalitis?

  • Togaviruses
  • Enteroviruses
  • Mumps virus
  • Rabies virus
  • Hepatitis viruses

10.  Muscle spasms that can lead to an arched back and spasms of the jaw muscles (lockjaw) can be caused by infections with ________

  • Clostridium tetani.
  • Clostridium botulinum.
  • Mycobacterium leprae.
  • Mycobacterium tuberculosis.
  • Poliovirus.

11.  What is the most common form of disease caused by Clostridium botulinum?

  • Infant
  • Wound
  • Lung, followed by exposure to aerosols
  • Foodborne
  • None of the above

12.  Preventing African sleeping sickness is nearly impossible because ________

  • the trypanosomes change their surface glycoproteins evading the host immune response.
  • the tsetse fly has a wide range and eradication is difficult.
  • vaccines must target many antigens.
  • All of the above

13.  Poliovirus infections may cause no symptoms and go undetected in ________

  • small children.
  • teenagers.
  • young adults.
  • elderly.
  • All of the above

14.  Which form of poliovirus vaccine is better at eliminating viruses in the gastrointestinal tract?

  • Live attenuated vaccine
  • Formalin-killed vaccine

Section: Matching

 

15.  Shrinkage and lysis of neurons of the central nervous system; headache, fever, and sometimes brain necrosis and convulsions

  • Bacterial meningitis
  • Listeriosis
  • Rabies
  • Encephalitis
  • Hansen’s disease
  • Tetanus
  • Botulism
  • Poliomyelitis
  • Transmissable spongiform encephalopathies
  • Chagas’ disease

16.  Range of symptoms from loss of skin pigment and sensation to lepromas and erosion of skin and bone

  • Bacterial meningitis
  • Listeriosis
  • Rabies
  • Encephalitis
  • Hansen’s disease
  • Tetanus
  • Botulism
  • Poliomyelitis
  • Transmissable spongiform encephalopathies
  • Chagas’ disease

17.  Toxin-mediated disease; muscle stiffness, spasms, paralysis of respiratory muscles, heart damage, and usually death

  • Bacterial meningitis
  • Listeriosis
  • Rabies
  • Encephalitis
  • Hansen’s disease
  • Tetanus
  • Botulism
  • Pioliomyelitis
  • Transmissable spongiform encephalopathies
  • Chagas’ disease

18.  Fever, back pain, muscle spasms, partial or complete flaccid paralysis from destruction of motor neurons

  • Bacterial meningitis
  • Listeriosis
  • Rabies
  • Encephalitis
  • Hansen’s disease
  • Tetanus
  • Botulism
  • Poliomyelitis
  • Transmissable spongiform encephalopathies
  • Chagas’ disease

19.  Death of brain cells leave holes, creating spongiform brain tissue; amyloid plaques form; long delay before symptoms appear; then spasms rapidly worsening to collapse; no cure

  • Bacterial meningitis
  • Listeriosis
  • Rabies
  • Encephalitis
  • Hansen’s disease
  • Tetanus
  • Botulism
  • Poliomyelitis
  • Transmissable spongiform encephalopathies
  • Chagas’ disease

20.  Subcutaneous inflammation, damage to lymphatic tissues, muscle, and nerve ganglia; muscle pain and paralysis of intestinal, heart, and skeletal muscle

  • Bacterial meningitis
  • Listeriosis
  • Rabies
  • Encephalitis
  • Hansen’s disease
  • Tetanus
  • Botulism
  • Poliomyelitis
  • Transmissable spongiform encephalopathies
  • Chagas’ disease

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SCI 250 Week 7 Final Exam

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Undercooked pork is most likely to pass along

SCI250 Week 7 Final Examination – 4 points each.  Please highlight, check and or underline the most appropriate response for each question.


Section: Multiple Choice

 

1.     Which of the following is NOT true of microorganisms?

  • They produce antibiotics.
  • They are used in the production of many types of food and beverages.
  • They decompose dead animals.
  • They all cause disease in humans.

2.     Which of the following is NOT one of the phases of bacterial growth?

  • lag phase
  • stationary phase
  • doubling phase
  • log phase

3.     In a properly executed Gram stain, Gram positive organisms appear ______ while Gram negative organisms appear ______

  • pink, clear.
  • pink, purple.
  • purple, pink.
  • purple, blue.

4.     Classification is necessary to _________

  • establish criteria for identifying organisms.
  • arrange related organisms into groups.
  • provide information about how organisms evolved.
  • All of the above

5.     An organism that lives at the expense of another organism is a ________

  • host.
  • commensal.
  • parasite.
  • symbiont.

6.     Undercooked pork is most likely to pass along ________

  • Schistosoma.
  • Tania.
  • Wuchereria.
  • Trichinella.

7.     Arthropods are responsible for transmitting _____ pathogens.

  • viral
  • bacterial
  • protozoan
  • viral, bacterial, and protozoan

8.     Symbiosis is an association between ________

  • two or more species.
  • one or two species.
  • two or more hosts.
  • no species but all hosts.
  • all species but not hosts.

9.     All of the following are true of the relationship between microorganisms and diseases EXCEPT:

  • Sickle cell anemia patients are resistant to malaria.
  • Bacterial infections can lead to endocarditis.
  • Viral infections invariably lead to nutritional deficiency.
  • Infections in the brain can result in mental disease.

10.  Which of the following represents the correct order of steps in a typical viruses replication cycle?

  • Maturation, adsorption, penetration, release
  • Adsorption, penetration, release, maturation
  • Adsorption, penetration, synthesis, maturation
  • Adsorption, penetration, maturation, synthesis

11.  What special group of chemical substances are used to treat diseases by microbes?

  • Antibiotics
  • Synthetic drugs
  • Semi-synthetic drugs
  • Antimicrobial agents
  • Chemotherapeutic agents

12.  Which of the following is NOT considered a mode of action by antimicrobial agents?

  • Action as an antimetabolite
  • Inhibition of protein synthesis
  • Inhibition of cell wall sysnthesis
  • Inhibition of membrane permeability
  • Disruption of selective toxicity

13.  All of the following characteristics are components of nonspecific host defenses EXCEPT:

  • Fever
  • Mucus
  • Antibodies
  • Interferon
  • Inflammation

14.  What name is given to a substance that is recognized by the body as foreign and normally produces an immune response?

  • Antibody
  • Antigen
  • Agglutinin
  • Antitoxin
  • Apoptosis

15.  There are a number of different species that can live on the skin as resident microflora. Which of the following is NOT considered resident microflora of the skin?

  • Staphylococcus
  • Corynebacterium
  • E. coli
  • Deodex
  • All of the above

16.  Defense mechanisms in the urogenital system are numerous and include ________

  • normal flora complete with opportunists.
  • sphincter muscles.
  • flushing action of fluids.
  • low pH.
  • All of the above

17.  Food poisoning can be caused by a variety of microbes. Which of the following pairs is incorrect?

  • Clostridium botulinum — enterotoxin which is heat liable
  • Staphylococcus aureus — enterotoxin which is heat stable
  • Pseudomonas cocovenenans — bongkrek disease
  • Bacillus cereus — toxin is an emetic
  • Clostridium perfringens — enterotoxin and wound infection

18.  The upper respiratory tract consists of the ________

  • pharynx.
  • nasal cavity.
  • bronchi.
  • All of the above

19.  Group B Streptococcal disease include ________

  • early onset neonatal sepsis and meningitis.
  • late onset neonatal menegitis.
  • etiology is Streptococcus agakactiae.
  • All of the above

20.  In closed environments, such as military bases, dormitories, and day-care centers, 90% of the population can be carriers of this organism, yet only 1 per 1000 develops the meningitis. What is the etiology?

  • Neisseria meningitidis
  • Haemophilus influenzae
  • Haemophilus influenzae
  • Streptococcus pneumoniae
  • Listeria monocytogenes

21.  Food contamination occurs as a result of ________

  • unsanitary practices by food handlers.
  • improper storage.
  • importation.
  • All of the above
 

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22.  What is a possible symptom of Lyme disease?

  • A bull’s-eye rash at the point of the insect bite
  • Flulike symptoms
  • Arthritis
  • Symptoms resembling Alzheimer’s disease
  • All of the above

23.  Clinical symptoms of tuberculosis primarily result from ________

  • host inflammatory response.
  • mycotoxins.
  • endotoxin.
  • mucus production
  • exotoxin

24.  Widespread lesions with intense itching; other mites cause house dust allergy when their feces are inhaled by allergic individuals

  • Rat bite fever
  • Pasteurella multocida infection
  • Tick paralysis
  • Scabies
  • Pediculosis
  • Myiasis

25.  Which of the following stains is used to classify microorganisms based on their cell wall content?

  • Capsular stain
  • Gram stain
  • Spore stain
  • Negative stain
  • Methylene blue

 

 

 

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Why do scientists consider invasive species to be a problem?

question 1:

 

We know that evolution produces species diversity.  Please use the internet to research a species of your interest. Describe how the species lives/lived/became extinct, and why-in regards to its ecological niche and it’s role in the environment. Should be 1-2 pages.

Ch 4: Seeking Solutions questions 1 and 4

 

question2:

 

Suppose you spot two species of birds feeding side by side, eating seeds from the same plant. You begin to wonder whether competition is at work. Describe how you might design scientific research to address this question. What observations would you try to make at the outset? Would you try to manipulate the system to test your hypothesis that the two birds are competing? If so, how?

 

question3:

 

Why do scientists consider invasive species to be a problem? What makes a species “invasive,” and what impacts can invasive species have? Give examples.

Identify advancements in agricultural technology.

Week 2 (Jul 28 – Aug 03)

Overview

 

Assignment

Due Date

Format

Grading Percent

Discussion 1: Food and Agriculture Day 3
(1st post)
Discussion 3
Quiz: Week Two Quiz  Day 7 Quiz 5
Laboratory: Water Quality and Contamination  Day 7 Laboratory 7

Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.


Learning Outcomes

This week students will:

  1. Identify advancements in agricultural technology.
  2. Summarize the effects of advancements in agricultural technology on the environment.
  3. Examine water quality and contaminants in the environment through laboratory experimentation.

Introduction

This week, you will begin to utilize the scientific method to further your knowledge of the human effects on water quality. Utilizing laboratory analysis and course readings, you will advance your understanding of human impacts on the water cycle. Furthermore, participation in discussion boards and completion of the weekly quiz will provide background into the many issues surrounding global food security and provide some of the sought after solutions to global hunger.

 


Required Resources

Required Text

  1. Contemporary Environmental Issues 
    1. Chapter 3: Feeding the World
    2. Chapter 5: Water

Lab Kit

  1. Lab 2: Water Quality and Contamination
  2. Lab 3: Biodiversity

Multimedia 

  1. AshfordScience. (2013, July 15). The scientific method presentation [Video]. Retrieved from http://www.youtube.com/watch?v=QkGOJYZQwLQ
    • This video provides specific support for understanding how systematic scientific investigations are performed and why they are required for the laboratory experiments in the course.
      Accessibility Statement
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Supplemental Material

  1. Selhorst, A. (2013). Week two lab reporting form [Word file]. College of Liberal Arts. Ashford University.
    • You will need this form in order to successfully complete this week’s laboratory, “Water Quality and Contamination.”

 


Discussion
To participate in the following discussion, go to this week’s Discussion link in the left navigation.

  1. Food and Agriculture

    In the United States, we are fortunate to have an abundant supply of food. However, this abundance is largely due to advances in agricultural technology, which have in turn created numerous concerns surrounding our food sources. Provide at least two modern examples of how the United States has increased its food production. Using at least two scholarly or reputable resources and your textbook, discuss how these changes have affected the environment, and what impact they have on food safety.

    Your initial post should be at least 150 words in length. Utilize at least two scholarly or reputable resources and your textbook to support your claims. Cite your sources in APA format. Respond to at least two of your classmates’ posts by Day 7.

    Carefully review the Grading Rubric that will be used to evaluate your assignment.


Quiz
To complete the following quiz, go to this week’s Quiz link in the left navigation.

Week Two Quiz

This quiz consists of 10 questions. The amount of time the quiz will take to complete will vary by individual.

 


Laboratory
To complete the following assignment, go to this week’s Laboratory link in the left navigation.

Water Quality and Contamination

Carefully review Grading Rubric before beginning the assignment.

Before you begin this assignment, watch the video titled The Scientific Method Presentation. Then, read “Lab 2: Water Quality and Contamination.” This lab will allow you to investigate the effects of common pollutants on groundwater as well as mimic the filtration process utilized by wastewater treatment facilities. Additionally, you will perform tests on your own tap water to compare differences in contaminants found in bottled versus tap water. Then, you will utilize this information and your eScience lab kit to complete Experiments 1 through 3 on the Week Two Lab Reporting Form. Make sure to complete all of the following items before submission:

  1. Read through the introductory material and watch The Scientific Method Presentation video.
  2. Perform Experiment 1: Effects of Groundwater Contamination using your eScience lab manual and kit.
  3. Complete Table 1 and answer Post Lab Questions 1 through 5 in complete sentences on the Week Two Lab Reporting Form.
  4. Complete Experiment 2: Water Treatment using your eScience lab manual and kit.
  5. Answer Post Lab Questions 1 through 4 in complete sentences on the Week Two Lab Reporting Form.
  6. Complete Experiment 3: Drinking Water Quality using your eScience lab manual and kit.
  7. Complete Tables 2 through 6 and answer Post Lab Questions 1 through 4 in complete sentences on the Week Two Lab Reporting Form.
  8. Go to “Lab 3: Biodiversity,” and complete Experiment 1: Diversity of Plants steps 1 through 6. Steps 1 through 6 need to be completed in order to be prepared for Week Three; however, results for this experiment will not be calculated until next week. Thus, nothing is to be handed in for this experiment until the end of Week Three.7/25/2015 SCI207: Dependence of Man on the Environment (ACN1530F)

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    Week 2 ­ Discussion 1

    Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates.

    In the United States, we are fortunate to have an abundant supply of food. However, this abundance is largely due to advances in agricultural technology, which have in turn created numerous concerns surrounding our food sources. Provide at least two modern examples of how the United States has increased its food production. Using at least two scholarly or reputable resources and your textbook, discuss how these changes have affected the environment, and what impact they have on food safety.

    Your initial post should be at least 150 words in length. Utilize at least two scholarly or reputable resources and your textbook to support your claims. Cite your sources in APA format.

    Food and Agriculture