alirazaju20

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A pregnant 23 year old female arrives at her doctor's office complaining of fever, headache, abdominal pain on her left side radiating to her back, dysuria, and hematuria. The doctor ordered a urinalysis with a urine culture and a CBC.

The results of the urinalysis are as follows:

Specific gravity: 1.017

pH: 6.4

Protein: Positive

Glucose: Negative

Ketone: Negative

Bilirubin: Negative

Blood: Positive

Nitrites: Positive

Leukocytes: Positive

White Blood cells casts: Positive

Urobilinogen: .2-10. Her U/dL

All values obtained in the CBC were normal witht the exception of white blood cell values which showed leukocytosis. Once these results were reviewed, the doctor admitted the patient to the hospital for IV antibiotic treatment and fluid hydration. The antibiotics chose for the treatment ar ampicillin and gentamicin. The diagnosis was pyelonephritis

Questions:

1. Why did not the doctor order an x-ray of the patient's urinary system? If an X ray would have been ordered what would it be potentially showing?

2. Why did the doctor order a urinalysis witha urine culture?

3. Why are pregnant women are more at risk for developing urinary tract infections and pyelonephritis?

4. Why did the doctor admit the patient to the hospital instead of sending her home with antiobiotics? Why did he order the use of ampicillin and gentamicin instead of the preffered ciprofloxacin route?

5. Should there be protein in the patient's urine?

6. explain the following urinalysis results:

a. presence of nitrites

b.positive leukocytes

c. white blood cell casts

Question #06: Basic functions of Renal, CV and Respiratory Systems The question for this week is as follows: Name the physiological responses and/or the relationships among buffers, respiratory, circulatory and renal systems involved in the homeostatic control following a metabolic acidosis. It is an absolute requirement that you answer this question based on the outline below. Precede each section of your answer with its heading, and make sure you answer ALL aspects outlined in each section. Hint: for this question you really have to think on “the circle”. The following are the section headings and their requirements: a) the example: which are the physiological responses and/or relationships among buffers, respiratory, circulatory and renal systems on which your answer will be based. Which was the origin of the metabolic acidosis in your example. Be as specific as you can in delimiting the boundaries of your example and the level(s) of organization your example will involve. b) the buffer involvement: how does the buffer system attempt to control the homeostatic variable (blood pH). Which, how and where is the signal to the buffer system recognized as input (receptors, afferent loop, and integration center), and how did the output of the integration center reached their targets (efferent loop, targets). The response this signal elicits is an acute (fast) or chronic (slow) compensatory mechanism. c) the respiratory involvement: how does the respiratory system attempt to control the homeostatic variable (blood pH). Which, how and where is the signal to the respiratory system recognized as input (receptors, afferent loop, and integration center), and how did the output of the integration center reached their targets (efferent loop, targets). The response this signal elicits is an acute (fast) or chronic (slow) compensatory mechanism. d) the circulatory involvement: how does the circulatory system attempt to control the homeostatic variable (blood pH). Which, how and where is the signal to the cardiovascular system recognized as input (receptors, afferent loop, and integration center), and how did the output of the integration center reached the targets (efferent loop, targets). The response this signal elicits is an acute (fast) or chronic (slow) compensatory mechanism. e) the renal involvement: how does the renal system attempt to control the homeostatic variable (blood pH). Which, how and where is the signal to the renal system recognized as input (receptors, afferent loop, and integration center), and how did the output of the integration center reached the targets (efferent loop, targets). The response this signal elicits is an acute (fast) or chronic (slow) compensatory mechanism. f) the integration pathways: how (the sensor, afferent, integrator, efferent, effector and feedback signals) and in which order (buffers, respiratory, cardiovascular, kidney) were the physiological systems involved, and recruited to participate in the homeostatic response to a metabolic acidosis. The most important component of this answer is: Why do you think such a sequential order in this homeostatic response was achieved? Please notice that this subquestion does NOT ask you to tell me what is the order, but it asks why that order occurred.

RENAL PHYSIOLOGY AND HOMEOSTASIS

Questions/Analysis

Part A.

1. Explain the process of urine moving out of the dialysis tubing (blood) into the cup. How does this relate to blood dialysis of patients with kidney disease?

Part B.

1. Summarize, briefly, the significance of the following parameter measured.

Color -

Nitrate -

Urobilinogen -

Protein -

pH -

Blood -

Specific Gravity -

Ketone -

Bilirubin -

Glucose -

Part C.

1. What potential treatment groups could cause an increase in ADH secretion? Explain why.

2. What potential treatment groups could cause a decrease in aldosterone secretion? Why?

3. What is the impact of blood pressure on kidney function?

4. Illustrate the kidney’s handling of water and salt loads? Explain.

5. What are potential sources of error in these experiments?

6. The loss of water during sweating on a hot day causes the blood volume to decrease and the osmolarity of body fluids to increase. Outline the mechanisms operating to restore homeostasis via the release of ADH in this situation.

7. Why would prolonged elevations of blood aldosterone produce hypertension?

8. Explain, physiologically, why a person urinates more after a night of beer consumption.

Options are tubular secretion, glomerular filtration, or tubular reabsorption.

1. Opposite process to tubular reabsorption

2. Water and solutes are forced from the blood into the glomerular capsule of the nephron

3. Water, glucose, amino acids, and needed ions are moved from the filtrate back into the blood

4. Aldosterone promotes sodium and thus water to move from the filtrate through the tubule cells into the blood

5. Antidiuretic hormone (ADH) promotes the movement of water from the filtrate back into the blood of the peritubular capillaries

6. Unneeded substances such as potassium, urea, and creatinine are moved from the blood of the peritubular capillaries into the filtrate

Define excretion, filtration, secretion, and reabsorption. In general terms, describe how the plasma concentration of any substance can be decreased.

Drag the labels to their appropriate locations in the table below. Use only pink labels for pink targets, blue labels for blue targets, and white labels for white targets.

Part B - Urine concentration in the kidney

The figure shows how urine concentration occurs in the nephron,the functional unit of the vertebrate kidney.

Active Transport, Passive Transport, Filtrate, Urea, NaCl,Osmosis, Medulla

1. The kidney's ability to cocentrate urine depends on themaintenance of an osmolarity gradient between interstitial of twostructures: the cortex and

2. This osmolarity gradient is maintained by both the passivetransport and the active transport of

3. The osmolarity gradient is also maintained by the passivetransport of

4. Water responds to the osmolarity gradient bymoving from anarea of a lower solute concentration to an area of a higher soluteconcentartion-this process is called

5. Osmosis does not require enery. For this reason, osmosis is aform of

6. The loss of water fromthe result in urine that is highly concentrated.

Explain the effects of each of the following on gluconeogenesisand glycolysis is a live cell:

a) Increasing the concentration of AMP

b) Decreasing the concentration of acetyl CoA

c) Increasing the concentration of F2,6 BP

d) Phosphorylation of PFK-2

e) Phosphorylation of fructose 2,6-bisphosphatase

3: Depletion of the protective ozone layer surrounding the earth is being caused by which pollutant

A: Nitrogen oxides

B: Sulfur oxide

C: Carbon Dioxide

D: Chloro-fluorocarbons

9-A condition that occurs in bodies of water due to human activity that increases biological productivity is referred to as _______.

10-Global climate change involves all the following greenhouse gases EXCEPT

In a a terrestrial ecosystem, which species contains more biomass? Justify. b. A toxic pollutant would probably reach its highest concentration in which species? Justify. Name the term used to describe this concentration increase of pollutants in a food chain. c. Cite 2 other examples where you can explain the effects of the increase of pollutants’ concentration in food chains (Follow MLA citations)

For Discussion (2-3 paragraphs) • What was the concentration of your pre-diluted NPs? • Determine the effect of NPs on brine shrimp lethality. • Determine the effect of NPs on cell viability. • What is (are) the control(s) in this experiment? What is its purpose? • Based on your data in this lab, what is a safe concentration for brine shrimp Threshold Level of Toxicity (TTL)? • Often indicator species are used to study the overall health of an ecosystem. If you were to study an ecosystem containing brine shrimp, would you use it as an indicator species? Why or Why not? Explain your reasoning. • What possible sources of error were present in this experiment?

Introduction

LD50 is a commonly used term to describe acute toxicity: LD stands for Lethal Dose and 50 is used because the dose could kill 50% of the animals exposed to the chemical. For LD50 tests, the animals are given specific amounts of the chemical, orally, by injection or dermally. The value is then reported along with the method of administration and the type of animal used in the test. LD50 is typically reported in milligrams or grams per kilogram of body weight of the animal. The lower the LD50 is, the higher the toxicity of the chemical would be. This information is always provided in Safety Data Sheet (SDS) of chemicals in the “toxicity data” category. A similar measure, the LC50 is usually used to describe the ecological hazards of chemicals. LC stands for lethal concentration that could kill 50% of the animals after 24-96 hours. This value is always provided in Safety Data Sheet (SDS) of chemicals in the “Ecological Data” category. In this lab, you will be measuring LC50 or LD50 of iron oxide nanoparticles using brine shrimp. Iron oxide nanoparticles are magnetic. Application of magnetic nanoparticles ranges from magnetic storage media to medical industry where they can be used for targeted drug delivery or as contrast agents in MRI. Thus, measuring environmental and biological toxicity of these nanoparticles is crucial. To test toxicity of any such reagents on small organisms, Daphnia and brine shrimps (also known as Artemia) can be used. Artimia are found in salt lakes around the world. They are important live food for aquarium fish. In this lab, you will use brine shrimp to measure toxicity of the nanoparticles. Trypan blue is a stain used to assess cell viability. It is able to diffuse through cell membranes of dead cells but is unable to permeate live cells. This stain can be used to assess cell survival 1 Fall 2017 following exposure to chemicals, nanoparticles and experimental drugs. The ratio of live: dead cells can be used as a preliminary assessment of cytotoxicity and translated to tissue viability.

Methods Part A: Serial Dilution of NP Solution 1) Label 5 test tubes as 0, 1:1, 1:10, 1:100, 1:1000 2) Add 2mL of seawater to tube 0 3) Add 2mL of specific group stock solution to tube 1:1 and add 2mL of seawater to it. 4) Transfer 1mL of stock solution to tube 1:10 and add 9mL of seawater to this tube 5) Transfer 1mL of 1:10 solution to the tube labeled as 1:100 and add 9mL of seawater to 
this tube 6) Transfer 1mL of 1:100 solution to the test tube labeled as 1:1000 and add 9mL of 
seawater to this tube Part B: Preparation of test environments 1) Label 5 wells of 6-well plate as control (0), 1:1, 1:10, 1:100 and 1:1000 2) Label 3 petri dishes as: control (0), 1:1 and 1:1000 
NOTE: Be sure to include your initials on all plates 3) Transfer 2mL of each solution from the corresponding test tube to the respective wells on your six-well plate and each petri dish Part C: Preparing specimens for the Trypan blue cell viability test 1) Transfer 2 brine shrimp into each of the pre-labeled petri dishes containing the solution of NPs and seawater (0, 1:1 & 1:1000) and set a timer for 30 minutes. 2) Transfer a single brine shrimp into the unlabeled petri dish with a drop (~50ul) of seawater and use the dissecting microscope to make observations related to the behavior and morphology of untreated brine shrimp.
Make observations in lab notebook of all samples Part D: Preparation of specimens for the toxicity assay 1) 2) 3) 4) 5) Add 10 brine shrimp into each well in the 6 -well plate Make observations in lab notebook Using a dissecting microscope (if needed), count the number of brine shrimp in each well (alive shrimps).
Record your data in your notebook using the graphic below as a template. Close the plate and store it for next observation.
Observations must be done within 24h-96h
Note: There will be times allocated and a sign up paper for observations Part E: Trypan blue viability test 2 Fall 2017 1) Label 3 glass slides to match the petri dishes prepared in Part C. 2) Transfer 1 brine shrimp from each petri dish onto the corresponding slide. 
Make observations in your lab notebook 3) Add a drop (~60 μl) of PBS on top of each specimen 4) Add 60 μl of Trypan blue to your shrimp and incubate for 1-2 minutes at room 
temperature. 5) Wick away excess liquid 6) Add 100 μl PBS to sample and observe (while alive!), looking for blue cells, using the 
dissecting scope 
Make observations in your lab notebook 7) Label 3 microfuge tubes to align with each sample. 8) Transfer each brine shrimp from the slide into the corresponding microfuge tube 9) Add 50 μl of PBS to the tube and use the mechanical disruption tool to homogenize the 
sample for ~2 minutes until a cell suspension has been generated. 10) Load 30-50 μl of your sample onto a new glass slide and add a cover slip. 11)Observe the sample on high power and use the scale below to qualitatively assess cytotoxicity” 0-no blue 1-some blue 2-fairly blue 3-totally blue.

When using a microscope, which of the following isincorrect?

A. All of these must be done
B. Always start with the lowest power objective when first viewinga specimen.
C. When putting in a new slide, check the stage is lowered
D. The course adjustment can only be used on the lowestsetting.
E. When putting the microscope away, roll up the electrical cordand secure it.
F. When putting in a new slide, be sure the stage clips are placedon top of the slide.

Which statement is/are FALSE?

A loop is used to execute the same block of code multiple times. Each time the loop repeats is called an iteration of the loop.

The following loop repeats four times, one iteration for each letter in the word "word":

word = "word"
for letter in word:
 print(letter)

Output: w o r d

We can use any variable name instead of "letter" and perform any action inside the loop. All statements indented after the for loop statement will repeat four times. For example:

x = 1
for letter in word:
 print(x)
 x += 2

Output: 1 3 5 7

We can also iterate through each item in a list:

colors = ["red", "blue", "green"]
for x in colors:
 print(x)

Output: red blue green

We can also use a list of integers:

count = [1, 2, 3, 4, 5]
for i in count:
 print(str(i) + " squared equals " + str(i**2))

Output: 1 squared equals 1
2 squared equals 4
3 squared equals 9
4 squared equals 16
5 squared equals 25

Most for loops use the range function for a simple counter. Range returns a list of integers. Here's an example:

for x in range(2, 9, 3):
 print(x)

Output: 2 5 8

The first value is the "from" value, which is inclusive and defaults to 0 if not provided. The second value is the "to" value, which is not inclusive. The third value is the "step" value, which defaults to 1 if not provided. Here are some examples:

• range(2) returns 0 1
• range(0, 2) returns 0 1
• range(0, 2, 1) returns 0 1
• range(0, 6, 1) returns 0 1 2 3 4 5
• range(5, 9, 1) returns 5 6 7 8
• range(5, 9, 2) returns 5 7
• range(3, 0, -1) returns 3