Monday, September 28, 2009
Natural Selection
An understanding of the process of natural selection helps us to understand the amazing diversity of life on the earth.
Expected Learning Outcomes
By the end of the course a fully engaged students should be able to
1) define the process of natural selection
2) distinguish between the patterns of stabilizing, disruptive, and directional selection and provide examples of each pattern
3) describe how the process of natural selection has produced a trait that is an adaptation to a particular environmental condition.
4) explain why organisms are not expected to be perfectly adapted to their environments
5) discuss the conditions that would cause natural selection to stop
6) explain why natural selection is expected to produce selfish traits
Readings
Natural selection http://www.eoearth.org/article/Natural_selection
Here is a link to a website from UC Berkeley-
http://evolution.berkeley.edu/evolibrary/article/evo_25
Friday, September 25, 2009
Africa's Big Three
Tuberculosis
Readings
Tuberculosis Fact Sheet- Centers for Disease Control and Prevention
http://www.cdc.gov/tb/publications/factsheets/general/tb.htm
Pulmonary Tuberculosis- https://www.google.com/health/ref/Pulmonary+tuberculosis
Tackling Tuberculosis in Africa http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/0,,contentMDK:21696343~pagePK:146736~piPK:226340~theSitePK:258644,00.html
Malaria
Readings
Malaria- http://www.eoearth.org/article/Malaria
Malaria in Africa
http://www.rollbackmalaria.org/cmc_upload/0/000/015/370/RBMInfosheet_3.htm
Diseases and development challenges in Africa
http://www.eoearth.org/article/Diseases_and_development_challenges_in_Africa
HIV
Readings
HIV Basic Information - Centers for Disease Control and Prevention
http://www.cdc.gov/hiv/topics/basic/index.htm
HIV and AIDS in Africa
http://www.avert.org/aafrica.htm
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- briefly discuss the biological characteristics of the causal agents for the Big Three diseases
- discuss the means of transmission of these diseases
- discuss the means of preventing the spread of these diseases
- discuss the impact that these diseases have had on people in Aftica
Articles about AIDS Vaccine
AIDS vaccine promising; experts urge caution- San Francisco Chronicle
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2009/09/24/BANM19S3NR.DTL
For the first time AIDS vaccine shows some success- New York Times
http://www.nytimes.com/2009/09/25/health/research/25aids.html?_r=2
Thanks to Mathew Sexton for forwarding this link to us.
Thursday, September 24, 2009
H1N1 Flu
Readings
H1N1 Swine Flu- from Centes for Disease Control and Prevention/
http://www.cdc.gov/H1N1FLU/
H1N1- www.flu.gov
2009 Flu Pandemic- http://en.wikipedia.org/wiki/2009_flu_pandemic
Swine Flu 2009/2010
Honors College recommendations for students, faculty and staff
If you must miss work or class because you have symptoms of the flu described below, and must see a doctor, please do not forget to bring a note indicating that you have done so. Students, please be aware that while reasonable extensions will be permitted to make up work due to the flu will be granted, you are ultimately responsible for your work. Please also be sure to contact your professor as soon as possible if you are ill. Faculty, please make your students aware of how you will permit make-up work for short- and long-term absences because of the flu. Also provide the dean’s office with information of how you wish your class to be covered in case of an extended absence by you because of the flu. Staff, please notify your supervisor as soon as possible if you have to miss work.
Our recommendations are taken directly from the Centers for Disease Control.
http://www.cdc.gov/h1n1flu/qa.htm
What are the signs and symptoms of this virus in people?
The symptoms of 2009 H1N1 flu virus in people include fever, cough, sore throat, runny or stuffy nose, body aches, headache, chills and fatigue. A significant number of people who have been infected with this virus also have reported diarrhea and vomiting. Severe illnesses and death has occurred as a result of illness associated with this virus.
What can I do to protect myself from getting sick?
There is no vaccine available right now to protect against 2009 H1N1 virus. However, a 2009 H1N1 vaccine is currently in production and may be ready for the public in the fall. As always, a vaccine will be available to protect against seasonal influenza
Actions that can help prevent the spread of germs that cause respiratory illnesses like influenza are presented below.
Take these everyday steps to protect your health:
Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it.
Wash your hands often with soap and water. If soap and water are not available, use an alcohol-based hand rub.*
Avoid touching your eyes, nose or mouth. Germs spread this way.
Try to avoid close contact with sick people.
If you are sick with flu-like illness, CDC recommends that you stay home for at least 24 hours after your fever is gone except to get medical care or for other necessities. (Your fever should be gone without the use of a fever-reducing medicine.) Keep away from others as much as possible to keep from making others sick.
Other important actions that you can take are:
Follow public health advice regarding school closures, avoiding crowds and other social distancing measures.
Be prepared in case you get sick and need to stay home for a week or so; a supply of over-the-counter medicines, alcohol-based hand rubs,* tissues and other related items might could be useful and help avoid the need to make trips out in public while you are sick and contagious
What is the best way to keep from spreading the virus through coughing or sneezing?
If you are sick with flu-like illness, CDC recommends that you stay home for at least 24 hours after your fever is gone except to get medical care or for other necessities. (Your fever should be gone without the use of a fever-reducing medicine.) Keep away from others as much as possible. Cover your mouth and nose with a tissue when coughing or sneezing. Put your used tissue in the waste basket. Then, clean your hands, and do so every time you cough or sneeze.
If I have a family member at home who is sick with 2009 H1N1 flu, should I go to work?
Employee
s who are well but who have an ill family member at home with 2009 H1N1 flu can go to work as usual. These employees should monitor their health every day, and take everyday precautions including washing their hands often with soap and water, especially after they cough or sneeze. Alcohol-based hand cleaners are also effective. If they become ill, they should notify their supervisor and stay home. Employees who have an underlying medical condition or who are pregnant should call their health care provider for advice, because they might need to receive influenza antiviral drugs to prevent illness. For more information please see General Business and Workplace Guidance for the Prevention of Novel Influenza A (H1N1) Flu in Workers.
What is the best technique for washing my hands to avoid getting the flu?
Washing your hands often will help protect you from germs. Wash with soap and water or clean with alcohol-based hand cleaner*. CDC recommends that when you wash your hands -- with soap and warm water -- that you wash for 15 to 20 seconds. When soap and water are not available, alcohol-based disposable hand wipes or gel sanitizers may be used. You can find them in most supermarkets and drugstores. If using gel, rub your hands until the gel is dry. The gel doesn't need water to work; the alcohol in it kills the germs on your hands.
What should I do if I get sick?
If you live in areas where people have been identified with 2009 H1N1 flu and become ill with influenza-like symptoms, including fever, body aches, runny or stuffy nose, sore throat, nausea, or vomiting or diarrhea, you should stay home and avoid contact with other people. CDC recommends that you stay home for at least 24 hours after your fever is gone except to get medical care or for other necessities. (Your fever should be gone without the use of a fever-reducing medicine.) Stay away from others as much as possible to keep from making others sick. Staying at home means that you should not leave your home except to seek medical care. This means avoiding normal activities, including work, school, travel, shopping, social events, and public gatherings.
If you have severe illness or you are at high risk for flu complications, contact your health care provider or seek medical care. Your health care provider will determine whether flu testing or treatment is needed.
If you become ill and experience any of the following warning signs, seek emergency medical care.
In adults, emergency warning signs that need urgent medical attention include:
Difficulty breathing or shortness of breath
Pain or pressure in the chest or abdomen
Sudden dizziness
Confusion
Severe or persistent vomiting
Flu-like symptoms improve but then return with fever and worse cough
What is the positive, definitive test for the swine flu?
The ONLY way a test can be confirmed positive is through PCR or culture methods!! Some doctors’ offices are reporting positive results for H1N1-swine-like from the “rapid flu tests”. These tests can indicate that you have the flu but not the SWINE FLU. If you want to read some more go to www.flu.gov for info. H1N1 can be seasonal or swine-like as well, a rapid can't determine the difference.
Tuesday, September 22, 2009
Gene Therapy
Viruses
Readings
Introduction to the Viruses- http://www.ucmp.berkeley.edu/alllife/virus.html
Viruses, viruses, viruses by David Baltimore
http://eands.caltech.edu/articles/LXVII1/viruses.html
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- discuss the characteristics of a virus
- discuss the basic shapes of viruses
- define "bacteriophage"
- compare and contrast the mechanism gene injection of viruses that infect bacteria and those that attack animal cells
- distinguish between the infection pathways of DNA viruses, simple RNA viruses, and retroviruses
Tuesday, September 15, 2009
Biofilms
Reading
What is biofilm?
http://www.erc.montana.edu/CBEssentials-SW/bf-basics-99/bbasics-01.htm
Biofilm
http://en.wikipedia.org/wiki/Biofilm
Expected Learning Outcomes
By the end of the course a fully engaged student should be able to
- define a biofilm
- compare and contract bacteria that live as individuals and those that live in biofilms
- discuss why biofilms cause such large medical problems
Brief History of Microbiology
Scientists have studied microbes for a much shorter period of time than they have learned about animals and plants. The above figure shows some of the important events during the history of microbiology.
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- discuss the contributions of important Microbiologists such as Leeuwenhook, Redi, Jenner, and Flemming
- discuss the role that "serendipity" played in the discovery of penicillin
Pacific Yew- Taxus brevifolia
Last week Dr. San Franciso mentioned the Pacific Yew tree (Taxus brevifolia)as an example of a species that has been used to provide chemicals that are useful in medicine.
One of your classmates, Jeffrey Chen, did a little research about the Pacific Yew, so I thought that we would share it with you. Thanks to Jeffrey for organizing this material! You are all invited to send us any info that you think might be interesting to the class and we will post it to the site.
Pacific yew (found in Pacific Northwest: from southern Alaska, to central California, ot even Idaho)
Uses:
1) native inhabitants: used for its hardiness Ex: digging sticks, harpoons, war weapons
2) native inhabitants: medicinal uses:
a) rub branches of tree against body to enhance potency
b) compress fresh yew leaves and soak in water (used to bathe infants and elderly): helps rid them of physical defects
c)crush the yew leaves, soak in water, then boil the water before drinking the misture to help alleviate internal pains and wounds
d) chew up the yew leaves and then spatter them on the wounds
2) modern day uses for cancer treatment
-the drug paclitaxel (chemo drug) extracted from bark of pacific yew tree
-has been shown effective in
a) prostate cancer
b) ovarian cancer
c) breast cancer
- paclitaxel's complex structure is hard to synthesize, so since discovery of its anticancer properties, the pacific yew tree has been heavily harvested
Readings- If you want to learn some more check out-
http://www.herbs2000.com/herbs/herbs_pacific_yew.htm
http://toptenhealthproducts.com/yewimmune5-free-report.html
http://www.prostate-cancer.com/prostate-cancer-glossary/pacific-yew-tree.html
Thanks again to Jeffrey!!!
Tuesday, September 8, 2009
Human Microbiota
From: “Prescott’s Principles of Microbiology”, Willey, Sherwood, Woolverton; McGraw-Hill, 2009.
Readings
The Normal Flora of Humans
http://bioinfo.bact.wisc.edu/themicrobialworld/NormalFlora.html
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- distinguish between psycrophilic, themophilic, mesophilic, and barophilic bacteria
- define "adaptation" in the non-evolutionary sense
- briefly discuss "gene expression"
- discuss generation times of bacteria under different conditions
- discuss areas of the human body where bacteria are and are not typically found
- distinguish between Gram positive and Gram negative bacteria
- discuss some bacteria found on your skin and how they may play a "positive" role in your life
Friday, September 4, 2009
Cells
Readings
Cellupedia- http://library.thinkquest.org/C004535/introduction.html
This website has a lot of information about cells. Have fun poking around in this site
Amazing Cells from Learn.Genetics. http://learn.genetics.utah.edu/content/begin/cells/
This site also has a lot of great information in it about cells.
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- discuss the characteristics of prokaryotic cells
- discuss the characteritics of a eukaryotic cell
- identify the function of organelles/cellular structures such as nucleus, mitochondria, lysosomes, chloroplasts
- compare and contrast the characteristics of a prokaryotic and eukaryotic cell
- conpare and contrast chromosomes of prokaryotic and eukaryotic cells
Introduction to Some Biologically Important Molecules
It is difficult to talk about some parts of biology without understanding some basic biochemistry.
Readings
Learn.Genetics. http://learn.genetics.utah.edu/
This website, from the University of Utah, contains some great information. In particular, you should check out the sections on "Tour the Basics" and "Amazing Cells".
Expected Learning Outcomes
By the end of this course a fully engaged students should be able to
- define inportant chemical terms including, but not limited to, polymer, protein, amino acid, nucleic acids, nucleotides, purines, pyrimidines, fatty acids
- disucss the biologically important polymers and identify the sub-units of each of these polymers
Prebiotic Environment and the Origin of Life
Readings
Introduction to Exobiology- http://www.chem.duke.edu/~jds/cruise_chem/Exobiology/index.html
This website from Duke University has good information about the conditions of the prebiotic environment, the Miller Urey Experiment, and other issues.
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- discuss the characteristics of the prebiotic environment
- discuss how the prebiotic environment differs from the environment we live in today
- discuss some reasons why the current environment differs from the prebiotic environment
- discuss the methodology and the results of the Miller-Urey experiment
- disuss the gaps in our knowledge and understanding of the origin of life
- state the year of Dr. San Francisco's birth
Timeline of the Universe and of the Earth
An understanding of the timeline of events in the history of the universe and in the history of the universe will be helpful for this course.
Timeline of History of the Universe
Timeline of History of the Earth
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- state the approximate age of the universe
- state the approximate age of the earth
- state the age of life on earth
Timeline of History of the Universe
Timeline of History of the Earth
Expected Learning Outcomes
By the end of this course a fully engaged student should be able to
- state the approximate age of the universe
- state the approximate age of the earth
- state the age of life on earth
Writing Assignment #1
So far in this class we have had very general discussions about critical thinking, what is life, the prebiotic environment and the origin of life, and prokaryotic and eukaryotic cells. This essay provides you the opportunity to integrate what you have learned so far.
Assignment- Answer the question- are bacteria alive?
In order to provide a full and thoughtful answer to this question is is probably necessary to address at least some of the following issues.
- what do you think is the best definition of life?
- what are bacteria?
- what are the characteristics of an organism that we are used to thinking about (e.g., your goldfish, your puppy, or your little brother) that make you think that they are alive?
- which of these characteristics apply to bacteria?
Critical Thinking Rubric
This table lists characteristics of work done by individuals with different levels of critical thinking skills. Hopefully, this information will help you to (1) write your own papers and (2) critically analyze papers written by your fellow students.
Note: If you double click on the table it will get larger so it is easier to read.
Thursday, September 3, 2009
Exobiology and Prebiotic Conditions
Readings
From Primordial Soup to the Prebiotic Beach: An interview with exobiology pioneer, Dr. Stanley L. Miller, University of California San Diego
http://www.accessexcellence.org/WN/NM/miller.php
Titan may host prebiotic brew: Evidence from flybys suggests the Saturnian moon’s environment is similar to that of the early Earth
http://www.sciencenews.org/view/generic/id/46172/title/Titan_may_host_prebiotic_brew
Tuesday, September 1, 2009
Critical Thinking Exercise
There are lots of controversial issues on campus, in Lubbock, in Texas, and in the USA that would allow us to practice our critical thinking skills. However, sometimes I think it is easier to think critically about issues that don't seem to immediately affect us. Thus, I would like us to explore an issue that has been in the news recently that is happening in Malaysia.
Malaysia is a very interesting county. If you would like to know more about Malaysia, their environment, and the people that live there you can check out this powerpoint presentation. This slideshow, which is think is pretty cool, was developed by one of my Natural History and Humanities classes to be used in a 5th grade classroom. Even though it was intended for kids, it still serves as a useful introduction to Malaysia.
http://www.slideshare.net/secret/3JwD4G3hq4RjhQ
Crticial Thinking Exercise
Here is a link to the slideshow that I used in class.
http://www.slideshare.net/secret/9SnjQ9zV1GFQMX
Further Viewing
Malaysian woman to be caned for drinking beer - 23 Aug 09
http://www.youtube.com/watch?v=xnOWgCz5fj4
Further Reading
If you want to learn more about this story then here are links to a couple of CNN and BBC articles. It seems to me that the outcome of this story is still uncertain, so it will be interesting to follow it to see what happens.
Malaysian model, mother to be caned for drinking beer in public
http://www.cnn.com/2009/WORLD/asiapcf/08/20/malaysia.caning/index.html?iref=newssearch
Malaysia postpones woman's caning
http://www.cnn.com/2009/WORLD/asiapcf/08/24/malaysia.model.caning/index.html?iref=newssearch
Malaysia delays caning beer woman
http://news.bbc.co.uk/2/hi/asia-pacific/8217440.stm
The political cost of caning Kartika
http://www.mysinchew.com/node/28703?tid=14
Subscribe to:
Posts (Atom)