Biology Case Study Forum Post

Page 1“Antibiotic Resistance” by Maureen Leonard

by Maureen Leonard Biology Department Mount Mary College, Milwaukee, WI

Antibiotic Resistance: Can We Ever Win?

Part I – Measuring Resistance Katelyn was excited to start her summer job in her microbiology professor’s research laboratory. She had enjoyed Dr. Johnson’s class, and when she saw the ” yer recruiting undergraduate lab assistants for the summer, she had jumped at the opportunity. She was looking forward to making new discoveries in the lab.

On her # rst day, she was supposed to meet with Dr. Johnson to talk about what she would be doing. She knew the lab focused on antibiotic resistance in Staphylococcus aureus, espe- cially MRSA (methicillin-resistant S. aureus ).

She still remembered the scare her family had last year when her little brother, Jimmy, got so sick. He’d been playing in the neighborhood playground and cut his lip when he fell o$ the jungle gym. Of course he always had cuts and scrapes—he was a # ve-year-old boy! % is time though his lip swelled up and he developed a fever. When her mother took him to the doctor, the pediatrician said the cut was infected and had prescribed cephalothin, an antibiotic related to penicillin, and recommended ” ushing the cut regularly to help clear up the infection.

Two days later, Jimmy was in the hospital with a fever of 103°F, coughing up blood and having trouble breathing. % e emergency room doctors told the family that Jimmy had developed pneumonia. % ey started him on IV antibiotics, including ceftriaxone and nafcillin, both also relatives of penicillin.

It was lucky for Jimmy that one of the doctors decided to check for MRSA, because that’s what it was! MRSA is resistant to most of the penicillin derivatives. Most cases of MRSA are hospital-acquired from patients who are already susceptible to infection, but the ER doctor explained that community-acquired MRSA was becoming more common. % e doctor then switched the treatment to vancomycin, a completely di$ erent kind of antibiotic, and Jimmy got better quickly after that.

Katelyn had dropped Jimmy o$ at swimming lessons just before coming to work at the lab. As she waited in the hallway for Dr. Johnson, she hoped that she would be at least a small part of helping other people like Jimmy deal with these scary resistant microbes. She was surprised when the professor burst out of the lab, almost running into her.

“Hi Katelyn, I’m really sorry but I have to run to a meeting right now—they sprung it on me last minute. % ere are a bunch of plates in the incubator right now that need their zones of inhibition measured. I’ll be back in a few hours,” Dr. Johnson said as he rushed down the hallway with a stack of folders.

Katelyn dug out her old lab notebook to look up what she was supposed to do. She found the lab where she and her fellow students had examined the antimicrobial properties of antibiotics using the Kirby-Bauer disk di$ usion tech- nique. Looking at the plates Dr. Johnson had told her about, she saw they had all been “lawned,” or completely coated with microbes to make a thick hazy layer over the agar surface. She could also see paper disks with letters on them, and some of the disks had clear zones around them where the microbe had been inhibited (Fig. 1). Her notebook explained how to measure the zone of inhibition around the disks (Fig. 2).

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ttle brother, Jimmy, got hi li h h f ll $ h j l

 

 

1

 

We’re looking for undergraduate lab assistants! If yes, e-mail Dr. Johnson to grab a spot today!

(You must have taken Biology 200 Microbiology to apply)

Interested in studying microbial antibiotic resistance?

Do you want to work in a research lab? Are you interested in bacteria?

Have you heard of antibiotic resistance?

 

 

Page 2“Antibiotic Resistance” by Maureen Leonard

Plate 1. Plate 2. Plate 3.

S. aureus

PE

CE ME

VA

S. aureus

PE

CE ME

VA

S. aureus

PE

CE ME

VA

PE

CE ME

MRSA

VA

PE

CE ME

MRSA

VA

PE

CE ME

MRSA

VA

Figure 1. Agar plates of S. aureus or MRSA lawns with antibiotic disks placed on them.

 

 

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Page 3“Antibiotic Resistance” by Maureen Leonard

Figure 2. Katelyn’s diagram of how to measure a zone of inhibition from her microbiology lab notebook.

x xi

i 1

n

n

Exercise1 Measure the zones of inhibition for each antibiotic on the plates shown in Figure 1 and note the measurements in the spaces in Table 1 below. (Note: % e Kirby-Bauer method is standardized so that no zone of inhibition is scored as a 0, and all others include the disk as part of the zone.)

Key: PE = penicillin, ME = methicillin, CE = cephalothin, and VA = vancomycin

Plate S. aureus MRSA

1

PE

ME

CE

VA

2

PE

ME

CE

VA

3

PE

ME

CE

VA

An average, or mean (x ), is a measure of central tendency in the data, or what value occurs in the middle of the data set. % e mean is calculated by adding up all the values for a given set of data, then dividing by the sample size (n).

Average

Standard deviation measures the spread of the data—as in how variable the data set is. % e standard deviation (s ) is calculated by the following:

 

Inhibition (clear) zone

Measure in mm

 

 

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Page 4“Antibiotic Resistance” by Maureen Leonard

Standard error measures the di$ erence between the sample you have taken and the whole population of values. % e standard error (SE) is calculated as follows:

s (x x) 2

n 1

SE s n

Exercise 2 In Table 2 below calculate and record the averages and standard errors for each antibiotic in S. aureus and MRSA.

S. aureus MRSA

Average SE Average SE

PE

ME

CE

VA

Exercise 3 Now, redraw Tables 1 and 2 into a single, more organized table. Be sure to label the table appropriately.

Standard deviation

Standard error

 

 

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Page 5“Antibiotic Resistance” by Maureen Leonard

Exercise 4 Graph the results from Table 2. Be sure to label the # gure and the axes correctly.

 

 

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Page 6“Antibiotic Resistance” by Maureen Leonard

Questions 1. What do you think the experimental question is? 2. What hypotheses can you come up with to answer the experimental question? 3. If your hypothesis is correct, what would the plates look like (i.e., what predictions would you make for each

hypothesis)? 4. Is the experiment you just collected data for an appropriate test of the experimental question you came up with

in your answer to Question 1? 5. Which antibiotics where most e$ ective against S. aureus? Against MRSA? 6. When comparing the antibiotics e$ ective against both, were there di$ erences in e$ ectiveness? 7. What other questions do the data shown in Figure 1 make you think of?

 

 

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Page 7“Antibiotic Resistance” by Maureen Leonard

Part II – Resistance Among the # rst antibiotics used on a large scale was penicillin, which was discovered in 1929 by Alexander Fleming. It was # nally isolated and synthesized in large quantities in 1943. Penicillin works by interfering with the bacterial cell wall synthesis. Without a cell wall, the bacterial cells cannot maintain their shape in changing osmotic conditions. % is puts signi# cant selective pressure on the microbes to evolve, as they cannot survive the osmotic stress. Any microbe that can resist these drugs will survive and reproduce more, making the population of microbes antibiotic resistant.

% e speci# c mechanism of penicillin is the prevention of cell wall synthesis by the -lactam ring of the antibiotic (Fig. 3), which binds and inhibits an enzyme required by the bacterium in this process.

% e enzyme is called penicillin-binding protein (PBP), even though it is an enzyme involved in cell wall synthesis. Normally enzymes have names that indicate what they do and end in the su, x -ase, like lactase, the enzyme that breaks down lactose. Figure 4 is a representation of PBP and its active site.

Bacterial cell walls are layered structures, where each layer is made of peptidoglycan, a sugar and protein polymer. Each layer is cross-linked to the next, strengthening the wall and allowing the cell to resist osmotic pressure. % e way the enzyme PBP works is to form those cross-bridges by joining strings of amino acids together in the active site, which is a groove in the protein (Fig. 5).

 

Active site

Figure 4. PBP (penicillin-binding protein) active site is a groove allowing formation of cross-links in the bacterial cell wall.

Figure 5. Cross-link formation in bacterial cell walls by PBP (penicillin-binding protein).

 

 

PBP

Peptidoglycan layers

Amino acids

Cross-bridge

Figure 3. % e -lactam ring common to the penicillin family of antibiotics.

 

 

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Page 8“Antibiotic Resistance” by Maureen Leonard

% e PBP takes amino acid residues attached to peptidoglycan layers and forms bridges between them within the active site groove. % is cross-linking, or cross-bridging, stabilizes and strengthens the cell wall. -lactam antibiotics interfere with the PBP enzyme by binding to the active site, blocking the site from the amino acids (Fig. 6).

% ere are over 80 natural and semi-synthetic forms of -lactam antibiotics, including cephalothin and methicillin. Vancomycin also interferes with cell wall synthesis, but its mechanism of action is to bind directly to the cell wall components (Figs. 7 and 8).

Figure 6. Inhibition of PBP (penicillin-binding protein) by

-lactam blocking the active site.

NH

O

Figure 7. PBP (penicillin-binding protein), the enzyme that allows the bacterial cell wall to form cross-bridges, is inhibited by the -lactam family of antibiotics. % is prevents proper cell wall synthesis and the bacterium will succumb to osmotic stress.

 

 

a. Normal PBP binding and cross-bridge formation

 

b. PBP inhibited by -lactam antibiotic

c. Cell wall does not form properly

 

+ =

PBP

 

 

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Page 9“Antibiotic Resistance” by Maureen Leonard

% e # rst MRSA case was discovered in 1961 in a British hospital, and was the result of a mutation in the enzyme normally inhibited by the -lactam ring of methicillin. % e site where the antibiotic would bind no longer allowed access to the ring, so the enzyme continued to function normally. % e microbe acquired a new gene that, when made into protein, was a di$ erent version of PBP, one that couldn’t be inhibited by penicillin.

Questions 1. Describe what is happening in Figures 7 and 8 in a complete sentence of your own words. 2. What are the di$ erences in how -lactam antibiotics and vancomycin work? 3. What other mechanisms might arise to allow resistance to the -lactam antibiotics? 4. Could resistance arise to vancomycin? Why or why not?

Figure 8. Vancomycin inhibits cell wall synthesis a di$ erent way by binding PBP’s substrates and preventing cross-bridging. % is prevents proper cell wall synthesis and the bacterium will succumb to osmotic stress.

 

 

a. Normal PBP binding and cross-bridge formation

 

b. Vancomycin binds PBP substrate

c. Cell wall does not form properly

PBP

+

Vancomycin

Case Study 1: The Role of Insulin Resistance in Type-2 Diabetes

Case Study 1: The Role of Insulin Resistance in Type-2 Diabetes

Adapted from Case studies by Univ. of Buffalo NY, Nature magazine, Medicinenet, Joselin Diabetes Research Center

Part I Tania is an Undergraduate student from Germany and is visiting Dr. Wen ’s lab under the International Visiting Scholars program. She will be working with Dr. Wen for the summer trying to get some practical research experience which will help her decide between applying to graduate school or medical school . Dr. Wen works primarily on Type-2 diabetes and Tania is interested in his work on trying to understand the role of insulin and cellular signaling in diabetes. She first got interested in this topic because her Uncle has Type – 2 diabetes. She has a list of questions which she hopes she will be able to answer by the end of her project with Dr. Wen. Here is her list and some information to help her understand how cell signaling works

Q1) Cellular signaling is very important in a cell, but what does it have to do with diabetes? Hint: Cellular signaling controls our response to the environment, like changes in the temperature or responses to eating. It helps our bodies maintain homeostasis. Many medications alter cellular signaling in order to treat diseases like cancer, allergies, and diabetes.

Q2) How can understanding cellular signaling help us understand how diabetes occurs and how to treat it? Hint: In cellular signaling each pathway involves many proteins, thus carrying out messages can be very complicated for cells. Understanding cellular signaling in general will help to understand what role it plays in diabetes. Refer to slides from Lecture 4 and revise the details of signal transduction pathways Knowledge Clip 1: What is Cell signaling? A s ignaling pathway has four essential components: (1) the initial signal, (2) the receptor that binds the s ignal, (3) the signaling molecule or molecules that transmit the message, and (4) the effector or effectors that result in a short-term or long-term cellular change. The initial s ignal can range in size and composition from a small molecule l ike nitric oxide (NO), a hormone like estrogen, or a protein like insulin (Figure A). The type of s ignal determines if the receptor s ignal-binding domain can be intracellular or extracellular. For example, estrogen

is hydrophobic and can readily pass through the plasma membrane, so its receptor is intracellular. Other signaling molecules like the protein insulin are hydrophilic and too large to pass through the plasma membrane so the insulin receptor i s an integral membrane protein with

an extracellular signal-binding domain (made of an outer-membrane component alpha and an inner membrane component beta). Once the s ignal (which i s insulin in this case) binds to the receptor, the receptor changes i ts shape or conformation. This conformation change might include the opening of an ion channel allowing ions to travel into the cell (like the Na+/K+ channel) , or i t might include changing the

organization of domains like the extracellular domain of a receptor tyros ine kinase (Fig B). A receptor conformation change causes the associated s ignaling molecule(s) to transition from inactive to active. The s ignaling molecule(s) can carry the message through many di fferent mechanisms. The activated signaling molecule then influences the effector(s) that ca use the short-term or long-term cellular change. A short-term change can be stimulating cellular movement or changing the activation s tate of an enzyme going from inactive to active or active to inactive. This happens for instance when activating an enzyme to increase sugar metabolism. Long-term cellular changes

are generally the result of changes in DNA transcription. For example, a protein could be made to begin cellular replication by activating the cel l cycle.

 

 

 

 

The s i tes phosphorylated by the previous kinase activate the next kinase, but

another site of phosphorylation on the same kinase could turn it off. The activity of each kinase in the cascade can be regulated in this manner. One common mode of regulation is called feed-back inhibition (Figure 2B). This occurs when

some downstream effector (or result of the cellular response) inhibits an earlier s tep in s ignal transduction. Thus, the dynamics of speed and magnitude of

response can be fine tuned or s topped entirely. This negative regulation is revers ible. In the example in Figure 2B, another enzyme ca lled a phosphatase could remove the phosphate group from the kinase, allowing it to be activated

again. Another common mechanism for multi-protein signal transduction is the activation of a second messenger (Figure 3). A second messenger is generally a small molecule that can travel freely through the cytoplasm or the membrane. Some examples of second messengers are cycl ic-AMP, Ca2+ ions, phosphoinositides (PIP3, PIP2, etc.), and diacylglycerol (DAG). These second messengers are either released from intracellular s tores (l ike Ca2+ ions) or created through enzymatic action (l ike cycl ic-AMP). Once released, second messengers can interact with many targets throughout the cell s imultaneous ly. Thus , second messengers lead to s ignal amplification and increased speed in

s ignal transduction.

After reading this information, Tania has a fair idea of how signaling works. But she has some more questions: Q3) Does the kinase cascade and second messenger signaling where lots of proteins are activated require a lot of energy to make all those extra proteins? Why couldn’t the signal be transmitted with just one signaling molecule? Hint: The above figures show that in the kinase cascade, with each additional kinase activated, more of the next kinase is activated thus growing exponentially. This is called as Signal amplification. Signal amplification can lead to greater cellular changes, and it also speeds up the cellular response. It works the same with second messenger pathways too, with the small molecules activating lots of signaling proteins. Each new signaling molecule also provides another opportunity for the body to regulate the signaling. Answer Questions for Part I in the Case Study I Question sheet Part II Now that Tania understands the basics of signaling and its mechanisms, she is ready to understand why Dr. Wen’s lab studies cellular signaling. Tania’s Uncle’s life is adversely affected by Diabetes. He has to be careful what he eats and he goes for walks most days. He also has to monitor his blood glucose level at regular times and he gives

Signal transduction cascade Signal transduction amplification

 

 

himself injections before most meals to keep his glucose levels balanced; it can’t be too high or too low. For instance, after people eat their blood glucose generally goes up. This causes the pancreas to release a signal known as insulin into the blood stream. In diabetics, the cellular signaling is messed up so it doesn’t work as well. So her uncle injects himself with insulin or an insulin analogue. Insulin is a protein that controls cellular signaling of various types. By controlling insulin changing signaling, the adverse effects of diabetes can be managed. Q1) What are the symptoms of Diabetes? Knowledge Clip 2: Symptoms of Diabetes: Hunger and fatigue: Your body converts the food you eat into glucose that your cells use for energy. But your cells need insulin to bring the glucose in. If your body doesn’t make enough or any insulin, or if your cells resist the insulin your body makes, the glucose can’t get into them and you have no energy. This can make you more hungry and ti red than usual .

Peeing more often and being thirstier: The average person usually has to pee between four and seven times in 24 hours, but people with

diabetes may go a lot more. Why? Normally your body reabsorbs glucose as i t passes through your kidneys. But when diabetes pushes your blood sugar up, your body may not be able to bring it a ll back in. It will try to get rid of the extra by making more urine, and that takes fluids. You’ll have to go more

often. You might pee out more, too. Because you’re peeing so much, you can get very thi rsty. When you drink more, you’ll a lso pee more. Dry mouth and itchy skin. Because your body is using fluids to make pee, there’s less moisture for other things. You could get dehydrated, and your mouth may feel dry. Dry skin can make you i tchy.

Blurred vision. Changing fluid levels in your body could make the lenses in your eyes swell up. They change shape and lose their ability to focus .

Yeast infections: Both men and women with diabetes can get these. Yeast is a fungus that feeds on glucose, so having plenty around makes

i t thrive. Infections can grow in any warm, moist fold of skin, including:

 Between fingers and toes

 Under breasts

 In or around sex organs

Slow-healing sores or cuts: Over time, high blood sugar can affect your blood flow and cause nerve damage that makes it hard for your body to heal wounds . Pain or numbness in your feet or legs: This i s another result of nerve damage.

 

From information given by Dr. Wen, Tania now understands that the symptoms of Diabetes occur due to the presence of high glucose concentrations in the blood and very little of the glucose from the blood getting into the cell. Since glucose is an energy source and it needs to get into the cell to be used, the cells need to use something else for energy. In the absence of glucose, or in the case of diabetes, due to the inability to uptake glucose, proteins or fats are used as energy sources. When the cells start using proteins, it leads to a buildup of ketoacids. Being acids, they lower pH of the blood. This lower pH can damage a lot of tissues, causing the symptoms listed above. Another problem with diabetics is that they lose feeling in their feet, so if they get a blister on their foot they may not feel it. Then it may get infected because diabetics have poor wound healing, and if the infection isn’t noticed it may lead to amputation of the foot or leg Now that Tania understands what the symptom of Diabetes are and what causes them, she is still unclear about how cell signaling is involved in this whole scenario? Q2) What are the steps involved in the insulin signaling pathway? Dr. Wen gives her this video to understand the concepts of insulin signaling. https://www.youtube.com/watch?v=FkkK5lTmBYQ

 

http://www.webmd.com/diabetes/guide/blood-glucose
https://www.youtube.com/watch?v=FkkK5lTmBYQ

 

After watching the video, it is pretty clear to her how insulin signaling happens in the cell and how glucose enters the cell. But Tania realizes that Insulin not only affects Glucose uptake by the cell, but also plays an important part in Fatty acid production, protein synthesis and Glycogen synthesis by joining of multiple glucose molecules for storage. So how does it do that? Dr. Wen draws out this simple map to explain some of the other pathways that insulin affects. He explains that the insulin signaling that causes uptake of glucose via the GLUT-4 molecule is a short term change caused by insulin signaling. The other signaling cascades can cause long term effects like: 1) Gene expression and cell division via the MAPK pathway 2) Protein synthesis and cell growth by the AKT-mTORC pathway 3) Glycogen synthesis by the AKT-GSK3 pathway 4) Fatty acid synthesis by AKT-FOXO pathway

Dr. Wen goes on to explain that insulin does not cause the same long-term and short-term effects in different kinds of tissues in your body, like they are different in your muscle and liver. Although, insulin is released into the blood stream so it could bind to receptors on all the different tissues, Insulin binding to the insulin receptor doesn’t have the same effect in the different cell types in our body. Insulin is released into the blood stream, but the amount of a receptor or any downstream signaling effector could affect the short-term and long-term effect. Different cells have the same set of DNA, but the accessibility of that DNA is changed in different cell types. The insulin receptor DNA might not be expressed as much in different tissues because of the DNA packing or a variety of other reasons. Answer Questions for Part II in the Case Study I Question sheet Part III The primary cause of Type-2 diabetes is insulin resistance. This means that even through insulin is present in the blood stream, the cells don’t respond as robustly. Type-2 diabetes occurs as a result of continuous insulin signaling due to genetics, poor diet, obesity, and lack of exercise. This continuous over stimulation of insulin signalin g alters how the insulin receptor and its down-stream signaling pathways will respond to insulin. There have been lots of possible changes to insulin signaling proposed as the key mechanisms responsible for insulin resistance, but the reality is that insulin resistance isn’t understood. Here are a few examples and already known pathways of insulin resistance

 

 

Knowledge Clip 3: Causes and types of insulin resistance: Insulin resistance results from inherited and acquired influences. Hereditary causes include mutations of insulin receptor, g lucose

transporter, and s ignaling proteins, a lthough the common forms are largely unidentified. Acquired causes include physical inactivity, diet, medications , hyperglycemia (glucose toxici ty), increased free fatty acids , and the aging process

Classification of prereceptor, receptor, and postreceptor causes:

The underlying causes of insulin-resistant states may a lso be categorized according to whether their primary effect is before, at, or after the insul in receptor (see below). Prereceptor causes of insulin resistance include the following:

 Abnormal insul in (mutations)

 Anti -insul in antibodies

Receptor causes include the following:

 Decreased number of receptors (mainly, fa i lure to activate tyros ine kinase)

 Reduced binding of insul in

 Insul in receptor mutations

 Insul in receptor–blocking antibodies

Postreceptor causes include the following:

 Defective s ignal transduction

 Mutations of GLUT4 (In theory, these mutations could cause insulin resistance, but polymorphisms in the GLUT4 gene are rare.)

Combinations of causes are common. For example, obesity, the most common cause of insulin resistance, i s associated mainly wi th postreceptor abnormal i ty but i s a lso associated with a decreased number of insul in receptors .

Specific causes of insulin resistance

Speci fic conditions and agents that may cause insul in res is tance include the fol lowing:

 Aging: This may cause insul in res is tance through a decreased production of GLUT -4.

 Increased production of insulin inhibitiors: A number of disorders are associated with this effect, such as Cushing syndrome, acromegaly, and stress states, such as trauma, surgery, diabetes ketoacidosis, severe infection, uremia, and l iver ci rrhos is .

 Medications: Agents associated with insulin res istance syndrome include glucocorticoids (Cushing syndrome), cyclosporine, niacin, and protease inhibitors. Glucocorticoid therapy i s a common cause of glucose intolerance; impairment of glucose tolerance may occur even at low doses when adminis tered long term .

 Sodium: High sodium intake has been associated with increased glucocorticoid production and insul in res is tance.

 Anti-HIV therapy

 Insulin therapy: Antibodies are proteins produced by our immune system to neutralize or destroy foreign substances in our body, Antibodies against insulin have been found in most patients who receive insulin. Rarely, the antibodies result in significant prereceptor insulin resistance. Patients with a history of interrupted exposure to beef insulin treatment are part icularly prone to this resistance. Clinically significant resistance usually occurs in patients with preexisting, significant tissue insensitivity to insulin.

Breast Cancer Soap Note

Breast Cancer SOAP note

Name Sharon Broom
Date: January/17/2020.
Age: 45 years old
Gender: Female
Time:12:45
SUBJECTIVE:
Chief Complaint“I have a sore lump on the left breast.”
History of Present Illness :
Sharon is a 45-year-old female with complaints of a painful lump on her left breast for a month. The patient indicates that she feels unbalanced lumps on her left breast that are painful on the outer and upper corners. The patient observed the areas of the left outer breast worsening in terms of size and pain in the past week. She has experienced the pain of level four out of ten. Her mother was detected to have breast cancer prior to the age of 50. She has had a history of hysterectomy because of irregular periods, menorrhagia. The patient refutes swelling, increased warmth, and redness of the left breast. She repudiates nipple discharge swollen glands, chills, and fever.
History
Past Medical History:
Fibrocystic breast disease, Vitamin D deficiency, Urinary tract infection, Hypothyroidism, Hypocalcemia, and Constipation
Screenings:
Blood Pressure screening (2016 N/A)
Dental Examination (2016 N/A)
Eye Examination (2016 N/A)
Mammogram (2016 BiRad 2)
Pap smear- normal
HPV test- normal
GTPAL: G=1.T=0. P=0. A=0. L=1 (Normal vaginal delivery without complication)
Menstrual Hx: started at the age of 14. Normal PAP outcomes. LMP (cannot recall)-hysterectomy (07.2012)
Post Hospitalizations: Admitted to hospital for hysterectomy for one week
Past Surgical History: Hysterectomy (07. 2012)
Medications:
Armour Thyroid 30mg oral tablet: consume two pills on Monday, Wednesday, and Friday and three pills other days.
Therapy: 15 May 2015
Last Rx: 5 April 2016
Allergies:
Food allergies, Penicillin Triple Sulfa Vaginal CREA
Family History:
The patient’s mother passed away at the age of fifty, with a medical history of breast cancer. Sharon’s father is still alive at the age of seventy, with a medical record of hypertension. The patient has a younger brother aged 35 years and has no medical glitches. The patient has a sixteen-year-old son, who is healthy.
Social History:
The patient is divorced, and she lives with her son. She does not smoke but consumes alcohol irregularly. Sharon takes a regular diet that has no restrictions. She has no worries about weight loss or gains since she exercises two to three times weekly. The patient continually puts on a seatbelt when driving, wears sunscreen.
Sexual/Contraceptive History:
She has not been sexually active for at least a year, but previously, she had a monogamous relation. Birth control: Utilized condoms before. The patient has no fears with sexual performance or feelings.
Travel History:
She has not travelled out of the U.S.
Immunizations:
All her childhood and adulthood vaccinations are up to date
Review of Systems (Subjective):

General. The patient refutes fever, fatigue, or chills.
Skin, hair, nails: Repudiates excessive sweating, change in texture, or pigmentation. Refutes changes in nails, hair, and skin
HEENT: Refutes vertigo or headaches. No complaints of vision loss, tearing, redness, or eye discharge. No criticisms of hearing loss, swallowing difficulty, and ear drainage. Denies rhinorrhea or nasal congestion — no bleeding gums.
Neck: Refutes swollen glands, pain, or lumps. Repudiates discomfort of the neck
Respiratory: Repudiates shortness of breath, wheezing, or cough.
Cardiovascular: No latest EKG. Refutes chest pain, palpitations, dyspnea, and orthopnea
Gastrointestinal: Normal appetite, no diarrhea, indigestion, reflux, vomiting, and nausea. Denies liver or gallbladder problem, jaundice. Regular bowel movement. No abdominal pain.
Genitourinary: Refutes vaginal discharge, itchiness, irritation, and discomfort. Denies pain or burning when urinating, suprapubic or flank pain hematuria, and dysuria. Repudiates hesitation or urgency to urinate.
BreastSenses uneven lumps on her left breast, extremely aching on the outer, upper corner of her left breast
Musculoskeletal: Refutes pain on joints, muscles, and bones. Refutes constraint to a range of motion, weakness, stiffness and joint swelling
Extremities: No bony defect on the joints, heat or redness
Neuro/Psychiatric: Repudiates any trouble of concentrating or behavioural changes. Denies motor-sensory loss, seizures or fainting. Refutes hallucinations, suicidal ideation, mood swings, and depression.
Hematologic: Repudiates easy bleeding or bruising.
Endocrine: Denies kidney problems, thyroid problems, and a history of diabetes. Denies tenderness or thyroid enlargement, no inexplicable weight loss, or gain.
Objectives
Weight: 130 lb Temp: 96.9 F BP: 116/85
Height: 5.9” Pulse:60 Resp: 15
Constitutional: refutes night sweats, irritability, weakness, weight change, insomnia, anorexia, fatigue, chills, and fever
Mental status: Well-dressed patient who looks like her declared age. Seems to be hydrated and well-nourished and does not look to be intensely unwell. She is mild distress, oriented and alert.
Skin: the palms colour are normal for her ethnicity; they are warm. No clubbing observed — similar pigmentation. Great skin turgor. No nevi or rashes observed — scalp with no lesions. Hair texture is average. Nail beds pink; great capillary refill < 2 seconds. Moist mucus membranes and pink in the mouth.
HEENT:
Head : Head midline and erect. Smooth with no deformities, symmetric, atraumatic and normocephalic. Symmetric facial features. Hair of midline texture.
Eyes : Conjunctiva sclera white, pink. The lens and cornea are clear. Pupils are of equal size, regular and round, equally sensitive to the light like constricting and dilating, and bilateral accommodation. Intact peripheral visual fields. Intact extraocular movements. Present red reflex.
Ears : the obes do not have tenderness, lesions, or masses — clear bilateral ear canals. Tympanic membranes have good cone of light, intact and pearly grey. Hearing intact. Right perspicacity to whispered voice. Light reflex and bony landmarks envisaged bilaterally.
Nose : No polyps or discharge, mucosa moist and pink. Patent bilaterally and septum midline. No tenderness of sinus with palpation. The right and left nostrils differentiate dissimilar smells.
Throat : No tonsillar exudate or edema. Posterior oropharynx with no erythema. Midline uvula. Mucous membranes moist and pink with no ulceration. Gingiva firm and pink. Good dentition. Tongue midline, no tenderness or ulcers present.
Neck: No carotid bruits, trachea midline, the neck is supple.
Lymph Nodes: No lymphadenopathy on lymph nodes in the axillae and neck.
Cardiovascular: No overall cyanosis or edema. Heart sounds of S1 and S2 are audible with no gallops, rubs, or murmurs. No noticeable cyanosis or JVD. Equal pulses, bilateral in all extremes. No heaves, lifts, or thrills sensed on palpation.
Respiratory: Respirations regular rhythm and rate, equally bilateral, and non-laboured. No unilateral lag, struggle of breathing or extreme depth. Diminished lungs at the bilateral bases; clear to auscultation. No perceptible adventitious breath sounds, rhonchi, rales (crackles), or wheezes.
Chest/breast: No chest wall abnormalities. No reduced chest expansion or chest pain; symmetrical chest expansion. No barrel chest, localized rigidity or deformities. Percussion: no rise, fremitus, hyper resonance, or dullness. Palpation: no crepitus, tenderness, or abnormal tactile fremitus.
No skin changes, dimpling, symmetrical appreciated. Normal nipples. Multiple nodules on the left breast. Palpated-Superior tender mass, fluctuant, and lateral quadrant. Inferior tender mass, quadrant fluctuant and lateral.
Abdomen: Soft abdomen. No deep palpation, light or rigidity, tenderness or pain on other areas. Positive bowel sounds on auscultation in the quadrants. No venous hum, renal bruits, aortic or friction rubs. No ecchymosis, pulsations, ascites and masses. No splenomegaly or hepatomegaly.
Genital/Urinary: No protests of itching or vaginal discharge. No pain or burning during urination, suprapubic pain, flank, hematuria, or dysuria. No urgency or hesitation on urination. No bleeding during intercourse, discomfort, or pain.
Peripheral Vascular: Refutes bleeding or easy bruising.
Musculoskeletal:
Motor: Great tone and muscle bulk. Strength 5/5 all over. Gait steady. Intact point-to-point movements, Cerebellar Rapid alternating movements (RAMs).
Sensory: Romberg negative. Intact 2-point discrimination, vibration, position sense, light touch, and pinprick.
Reflexes: 2+ (brisk) plantar, Achilles, patellar, deep tendon reflexes of brachioradialis, triceps and biceps.

Psychiatric: appropriate behaviour for her age
Neurological: cooperative, oriented, alert, awake. Clear speech. Oriented to time, place as well as a person. Coherent thoughts. (Mertins, et al., 2016).
LABS&IMAGING
The latest mammography showed no evidence of mammographic malignancy. (BiRad2)
ASSESSMENT
Working diagnosis
Fibrocystic breast disease
Differential diagnosis
Mastitis, Fibroadenoma and breast cancer
Rationale
She has all progression and characteristics conforming with the disease.
Several breast lumps on the breasts; cyclic deviations, which deteriorate during menstruation. Mobile, tender, dominant lumps, Bilateral nodularity
PLAN
Labs and imagining studies:
US breast left, Mammogram Diagnostic Digital Bilat
Continuation with OB doctor as planned, the performance of ultrasound in the period of diagnosis and cancer.
Medications, immunizations therapies:
If mastitis will be observed, consume dicloxacillin 500mg PO QID antibiotics.
Education:
· Train the patient on how to do a breast self-exam.
· Call hospital is presence any fluid or augmented breast pain in nipple.
· Follow up and referrals

 

Reference

Mertins, P., Mani, D. R., Ruggles, K. V., Gillette, M. A., Clauser, K. R., Wang, P., … & Kawaler, E. (2016). Proteogenomics connects somatic mutations to signalling in breast cancer. Nature, 534(7605), 55-62.

The Hardy-Weinberg Equation

The Hardy-Weinberg Equation 1
The Hardy-Weinberg Equation
How can we make predictions about the characteristics of a population?
Why?
Punnett squares provide an easy way to predict the possible genotypes for an offspring, but it is not practical
to perform a Punnett square analysis on all possible combinations of all members of a population to
predict what the population might look like in the future. For that we must turn to statistics. The HardyWeinberg
equation is a tool biologists use to make predictions about a population and to show whether or
not evolution is occurring in that population.
Model 1 – Controlled (Selective) Mating
Bb
Bb
Bb
bb
bb
bb
Bb
Bb
Bb
bb
bb
bb
Males Females
Bb
Bb
Bb
bb
bb
bb
Males Females
Bb
Bb
Bb
bb
bb
bb
1. How many mating pairs are illustrated in Model 1?
2. Describe the parents in each mating pair in Model 1. Use terms such as homozygous, heterozygous,
dominant, and recessive.
3. Use two Punnett squares to determine the possible genotypes for offspring from the pairs.
2 POGIL™ Activities for AP* Biology
4. If each mating pair has one offspring, predict how many of the first generation offspring will
have the following genotypes.
BB Bb bb
5. Imagine the 24 beetles in Model 1 as a population in an aquarium tank.
a. How likely is the pairing scenario in Model 1 to take place during the natural course of things
within that tank?
b. Why is Model 1 labeled “Selective Mating”?
6. List two other pairings that might occur in the population in Model 1 if the beetles were allowed
to mate naturally.
7. If the population of beetles in Model 1 mated naturally would your prediction for the offspring
in Question 4 still be valid? Explain.
8. Discuss in your group the limitations of Punnett square predictions when it comes to large populations.
Summarize the key points of your discussion here.
The Hardy-Weinberg Equation 3
Model 2 – Population Genetics
Bb bb
Bb Bb
Bb Bb
Bb bb
bb bb
bb bb
Bb bb
Bb Bb
Bb Bb
Bb bb
bb bb
bb bb
Males Females
9. Compare the organisms in the population in Model 1 with the organisms in the population in
Model 2.
10. Individually match up twelve mating pairs from the population in Model 2 that might occur in a
natural, random mating situation.
11. Compare your set of mating pairs with other members of your group. Did your mating scheme
match anyone else’s in the group?
4 POGIL™ Activities for AP* Biology
Read This!
When it comes to mating in natural populations with hundreds or even millions of individuals, it is diffi
cult, maybe even impossible, to think of all the mating scenarios. After several generations of leaving
things up to nature, the alleles that are present in the population will become more and more randomized.
Statistics can help biologists predict the outcome of the population when this randomization has occurred.
If the population is particularly nonrandom to start, this randomization may take several generations.
12. How many total alleles are in the population in Model 2?
13. What is the probability of an offspring from the Model 2 population getting a dominant allele?
14. What is the probability of an offspring from the Model 2 population getting a recessive allele?
15. If p is used to represent the frequency of the dominant allele and q is used to represent the frequency
of the recessive allele, then what will p + q equal?
16. Use your knowledge of statistics to calculate the probability of an offspring from the Model 2
population having each of these genotypes. Support your answers with mathematical equations.
(Don’t forget there are two ways to get a heterozygous offspring—Bb or bB.)
BB Bb bb
17. Check your answers in Question 16 by adding the three values together. Your sum should be
equal to one. Explain why the sum of the three answers in Question 16 should be equal to one.
18. Using p and q as variables, write formulas for calculating the probability of an offspring from a
population having each of the following genotypes.
BB Bb bb
19. Complete the equation:
p2
+ 2pq + q2
=
The Hardy-Weinberg Equation 5
Read This!
The equations you have just developed, p + q = 1 and p2
+ 2pq +q2
= 1, were fi rst developed by G. H.
Hardy and Wilhelm Weinberg. They represent the distribution of alleles in a population when
• The population is large.
• Mating is random.
• All genotypes are equally likely to reproduce (there is no natural selection).
• No organisms enter or leave the population (there is no immigration or emigration).
• No mutations occur.
In other words, the group of alleles available in the population must be very stable from generation
to generation. If the distribution of genotypes in a population matches that predicted by the HardyWeinberg
equation, then the population is said to be in Hardy-Weinberg equilibrium. If the distribution
of genotypes in a population does not match that predicted by the Hardy-Weinberg equation, then the
population is said to be evolving.
20. Consider the requirements for a population to be in Hardy-Weinberg equilibrium. In the natural
world, are populations likely to be in Hardy-Weinberg equilibrium? Justify your reasoning.
21. Sickle-cell anemia is a genetic disease. The Sickle-cell allele is recessive, but individuals with the
homozygous recessive genotype (ss) often die prematurely due to the disease. This affects approximately
9% of the population in Africa. Use the Hardy-Weinberg equations to calculate the
following:
a. The frequency of the recessive allele in the population (q).
b. The frequency of the dominant allele in the population (p).
c. The frequency of homozygous dominant individuals in the African population.
d. The frequency of heterozygous individuals in the African population.
e. Based on this analysis, is the African population in Hardy-Weinberg equilibrium? Justify your
answer.
6 POGIL™ Activities for AP* Biology
22. Individuals with the heterozygous genotype (Ss) for Sickle-cell exhibit resistance to Malaria, a
serious disease spread by mosquitoes in Africa and other tropical regions.
a. Discuss with your group how this might affect the frequency of the recessive allele in the
African population. Summarize your group’s conclusions here.
b. How might this trait affect the values calculated in Question 21 and the population’s
tendency toward Hardy-Weinberg equilibrium?
23. Consider the beetle population in Model 2. Imagine a change occurred in the beetle’s ecosystem
that made it easier for predators to spot the white beetles and six of the white beetles were lost.
Predict the genotype frequency in the population after this event.
24. Compare your answers to Question 22 with those of Question 16. How do your answers support
the conclusion that the population is not in Hardy-Weinberg equilibrium?
The Hardy-Weinberg Equation 7
Extension Questions
25. The ability to taste PTC is due to a single dominant allele “T.” You sampled 215 individuals and
determined that 150 could detect the bitter taste of PTC and 65 could not. Calculate the following
frequencies.
a. The frequency of the recessive allele.
b. The frequency of the dominant allele.
c. The frequency of the heterozygous individuals.
26. Sixty flowering plants are planted in a flowerbed. Forty of the plants are red-flowering homozygous
dominant. Twenty of the plants are white-flowering homozygous recessive. The plants
naturally pollinate and reseed themselves for several years. In a subsequent year, 178 red-flowered
plants, 190 pink-flowered plants, and 52 white-flowered plants are found in the flowerbed. Use a
chi-square analysis to determine if the population is in Hardy-Weinberg equilibrium.