Assignment cover sheet: BIOL121 written assessment
\nNote: (1) The attention of students is drawn to the Academic Regulations, the Student Academic Integrity and Misconduct Policy and the Assessment Policy; all of which are accessible via http:\/\/www.acu.edu.au\/policy
\n(2) A de-identified copy of your assignment may be retained for University quality (audit) processes, benchmarking or moderation.
\nStudent name
\nStudent number
\nCase study
\nWord count
\n(Excluding reference list)<\/p>\n
DECLARATION OF ORIGINALITY
\nBy submitting this assignment for assessment, I acknowledge and agree that this assignment is submitted in accordance with the University\u2019s Academic Regulations, Assessment Policy and Student Academic Integrity and Misconduct Policy. I also acknowledge and agree that:
\n(for each statement, check either \u2018Yes\u2019, \u2018No\u2019 or \u2018N\/A\u2019 (not applicable), as relevant).
\nYes\tNo\tN\/A
\nI have cited each paraphrase, and where I have used the ideas of others.
\nI have referenced each image used (except where I created it myself).
\nI have included a reference list with appropriate details for all the sources used.
\nNo part of this assignment has been written by any other person.
\nNo part of this assignment has been, or will be, inappropriately shared (including sharing online).
\nA copy of the original assignment is retained by me, and I may be required to submit the original assignment to the Lecturer-in Charge-upon request.
\nThe Lecturer-in-Charge may, for the purpose of assessing this assignment,
\n\u2022\treproduce this assignment;
\n\u2022\tauthorise the reproduction of this assignment;
\n\u2022\tprovide a copy of this assignment to another member of the University; and\/or
\n\u2022\tcommunicate, or authorise communication of, a copy of this assignment to a plagiarism checking service, such as the \u201cTurnitin\u201d service operated by iParadigms LLC (or such other service utilised by the University at its absolute discretion). I acknowledge that a plagiarism checking service provider may then retain a copy of this assignment on its database for the purpose of future plagiarism checking.<\/p>\n
Signature of student: ___________________________________________\tDate: ___\/___\/___
\nType your essay here.
\n\u2022\tRemember to include an introduction and conclusion to your essay.
\n\u2022\tYour responses should NOT be in a question-answer format.
\n\u2022\tIf you require help with academic writing, in particular conventions you should adhere to when writing an academic essay, please refer to the Academic Skills Unit LEO site.
\n\u2022\tDon\u2019t forget to include in-text citations in APA 7th edition format.
\n\u2022\tAPA formatting conventions have been used in this template. If you require further information, click here for an APA7 Student Paper Setup Guide.<\/p>\n
References
\n\u2022\tInclude your reference list (with appropriate APA 7th edition formatting) here.
\n\u2022\tIf you require Helpance with APA referencing conventions, please refer to the ACU Library resources and\/or the Academic Skills Unit LEO site.<\/p>\n
—-<\/p>\n
General information: All health professionals need to be able to communicate and justify their work to a non-specialist audience, which may comprise those involved in policy-making decisions as well as the general public. As you will be aware, the health sciences are often poorly represented by the media. There are plentiful examples of reporting that may be sensationalistic, misleading, biased (e.g. on vaccine safety), inaccurate (e.g. many media sources seem to view the words bacteria and viruses as interchangeable), or all four. Hence, there is a need for, and a potential career in, good writing and communication in the health professional arena.<\/p>\n
This assessment involves addressing a series of generic questions in the form of an essay. The questions relate directly to the case studies presented. Key points to note are below:<\/p>\n
Your answers must be incorporated into sentences and paragraphs that include facts from the case study.
\nAll answers must be specific for the person in the case study; marks will not be given where your essay does not relate to the person in the case study.
\nThe answers to the questions in the case study must be integrated into an essay, which should include an appropriate introduction and conclusion; your written communication mark will be heavily penalised if a question-answer style presentation will be .
\nYou can present the information in the order that you feel flows best; you don\u2019t have to present it in the order of the questions.
\nThe information you present must be synthesised from reliable sources (e.g. peer-reviewed articles in the scientific and clinical research literature, and textbooks).
\nCare must be taken in all aspects of the essay, including spelling and grammar.
\nDo I need to reference my case study essay? Yes, you must include appropriate in-text citations and a reference list in APA style (7th edition). Penalties will be applied as per the marking criteria for inadequate and\/or incorrect referencing.
\n—
\n\u00a9ACU 2022 1
\nBIOL121 ASSIGNMENT 3: Written assessment
\nScenario: David
\nDavid is a 41-year-old male, who has made an appointment to see his GP for his biannual health check. He
\ntells the doctor that he has been feeling \u201ca bit puffed\u201d walking around the course during his weekly game of
\ngolf and that he seems to be urinating more frequently of late. David reports he has gained nine kilos since
\nhis 30th birthday, and his waist measurement has expanded. He laughs this off as \u201cmiddle-aged spread\u201d and
\nsays his wife tells him he needs to watch what he eats and drink less alcohol. David works as a software
\nengineer, which he has been finding very stressful of late, and spends a lot of his time in the office sitting in
\nfront of a computer, snacking on his favourite salt and vinegar chips. David and his wife are keen to start a
\nfamily but have not yet been successful in conceiving.
\nOn the advice of his doctor, David has been taking aspirin in the evenings for the past 18 months to lower his
\nrisk of heart attack and Zocor\u00ae to address cholesterol.
\nPhysical examination:
\nHeight 174 cm
\nWeight 94 kg
\nAppearance Neat appearance, overweight, pale
\nTemperature 37.1\u25e6
\nC
\nBlood work Blood type = O+
\nBlood glucose = 10 mmol\/L
\nBlood Testosterone levels = 154 ng\/dL
\nGnRH = low
\nBP 155\/99 mm Hg
\nRespiratory rate 19 bpm
\nDiet Mostly healthy meals. Snacks on high
\nfat & sugar, processed foods. Heavy
\nalcohol consumption.
\nPast patient history Ex-smoker. Regular check-ups every six
\nmonths. Cholesterol levels have been
\nhigh at the last three check-ups. Takes
\nAspirin in the evenings. Gall bladder
\nremoved 5 years ago.
\nSocial status Lives with his wife and mother-in-law.
\nSexually active.
\nUrinalysis:
\nBlood –
\nBilirubin –
\nUrobilinogen 0.1 mg\/dL
\nKetone –
\nProtein –
\nNitrite –
\nGlucose ++
\npH 6
\nSpecific Gravity 1.035
\nLeukocytes –
\n\u00a9ACU 2022 2
\nAll topic (sample nursing essay examples by the best nursing assignment writing service)s and their key points listed below must be discussed in your essay
\nTopic 1: Reproduction (10 marks total)
\nDavid and his wife are keen to start a family but have had no success so far. Considering David\u2019s blood test
\nresults, indicate whether there is need for further investigation. Your discussion should include the
\nhomeostatic regulation of male reproductive physiology and the relevant glands, cells, and hormones. (10
\nmarks)
\nTopic 2: Respiratory system (5 marks total)
\nDavid is late for work and the lift is broken; he must run up six flights of stairs to make it on time.
\nDescribe the gas exchange occurring between David\u2019s blood and the skeletal muscles in his legs. Discuss how
\nthe rate of gas exchange was affected during the run up the stairs (i.e., during exercise). (5 marks)
\nTopic 3: Digestion\/metabolism (8 marks total)
\nAfter speaking to his doctor, David has decided to try to lose weight and he going to start a diet\u2026tomorrow.
\nTonight, David is enjoying his last high carbohydrate\/high fat meal for a while.
\nDiscuss the potential impact of David\u2019s gall bladder removal upon his ability to digest his dinner. (4.5 marks)
\nState the hormone that is MOST active in maintaining David\u2019s blood glucose levels at this time. Explain your
\nanswer. (3.5 marks)
\nTopic 4: Pharmacology (7 marks total)
\nUnder the advice of his doctor, David has taken Zocor\u00ae tablets each evening for the past 18 months.
\nDiscuss the route of administration, which route the drug is likely to be excreted after administration, and its
\nlikely bioavailability. Justify your response by discussing whether the drug would be subjected to hepatic first
\npass. (4 marks)
\nTo help with weight loss, a friend has advised David to drink grapefruit juice with his meals.
\nAs a health care professional, would you consider this to be a good idea for David? In your answer, discuss
\nthe role of the liver in the administration of Zocor and grapefruit juice? (3 marks)
\n—-
\nExamplar
\nExemplar Case Study: Frank
\nFrank is a 72-year-old male, who has been living alone since his partner died 2 years ago. He has come to
\nsee his GP today because five days ago he sustained a large gash in his left palm when he was pruning his
\nroses without wearing gardening gloves. Frank explains that when it happened, he just wiped the wound
\nwith his hanky until it stopped bleeding, and then continued working in the garden without gloves on. Since
\nthen, his left hand has been throbbing with pain and appears red and swollen. Even though he did
\neventually put a Band-Aid on it, it\u2019s still sore to touch and a sticky white substance keeps seeping from the
\nwound. Frank has also discovered a small lump in his left armpit which wasn\u2019t there before.
\nFrank\u2019s GP confirms the lump through palpation and suspects a swollen lymph node but writes him a
\nreferral for an ultrasound just to be sure. She also informs Frank that he is due for his biennial routine
\nblood test and requests one for him, including a complete blood count. The GP prescribes Frank with some
\nantibiotics and schedules another appointment with him one week later.
\nPhysical examination:
\nHeight 178 cm
\nWeight 70 kg
\nAppearance Clean, dry skin, thin, significant muscle
\nwastage
\nTemperature 37.9\u25e6
\nC
\nBlood work Blood type = A+
\nRBC count = 5.8 million cells\/\u00b5L
\nWBC count = 12,000 cells\/\u00b5L
\nPlatelet count = 450,000\/\u00b5L
\nHR 80 bpm
\nBP 130\/86 mm Hg
\nRespiratory rate 22 bpm
\nDiet Low fibre, high fat
\nPast patient history Mobility issues due to osteoarthritis,
\nhas been hypertensive for many years,
\naspirin in morning. Previous history of
\nhepatitis.
\nSocial status Living at home, lonely, widower
\nUrinalysis:
\nBlood –
\nBilirubin –
\nUrobilinogen 0.1
\nKetone +++
\nProtein +
\nNitrite –
\nGlucose +
\npH 6.0
\nSpecific Gravity 1.015
\nLeucocytes +
\nExemplar
\n\u2022 This exemplar is intended to help you better understand how to answer the guiding questions in an
\nessay format.
\n\u2022 The case study and guiding questions are representative. Do NOT submit an essay on this case
\nstudy.
\n\u2022 It is not a complete essay, nor is it referenced as the focus is on guiding you on HOW to answer the
\nquestions and incorporate appropriate case study data.
\n\u2022 The essay that you submit will need to be suitably referenced to achieve high marks. Please refer to
\nthe Academic Skills Unit and ACU Library APA 7 referencing resources for appropriate guidance on
\nAPA referencing requirements.
\n\u2022 Although these are adequate and appropriate answers, they are not perfect, so consider whether
\nthe question has been answered, whether the answers link to the information provided in this case
\nstudy, where it would be appropriate to include in-text referencing, and whether the writing is
\nconcise and clear.
\nGuiding Questions
\nQuestion 1 (8 marks total)
\nA. Using your knowledge of body defences, relate the signs and symptoms experienced by Frank to
\nthe lines of defence employed, the relevant immune cells and the roles they play. (6 marks)
\nB. With reference to Frank\u2019s scenario, choose two components from the \u2018chain of infection\u2019 and
\ndescribe how they could have been implemented\/altered to avoid this outcome\/prevent future
\nspread of infection. (2 marks)
\nQuestion 2 (8 marks total)
\nThe time arrives for Frank\u2019s follow-up appointment. It\u2019s a hot day and Frank is walking briskly to catch the
\nbus. When he gets to the bus stop, he is relieved to find he has a few minutes to spare. While he waits for
\nthe bus, Frank uses his hanky to wipe sweat from his forehead.
\nExplain the homeostatic mechanisms taking place in Frank\u2019s body. Your answer should include discussion
\non the components of the feedback loop, the roles they play and an explanation of the type of feedback
\ndemonstrated in this scenario. (8 marks)
\nFrank, a 72-year-old male, has presented to his GP complaining of a wound on his left hand, which he
\nsustained whilst gardening, and a lump in his left armpit. Upon examination, it is clear Frank\u2019s wound has
\nbecome infected and his doctor suspects this is the cause of the swollen lymph node in his armpit. In this
\nessay, we will explore the normal anatomy and physiology of the immune system, specifically the body
\ndefences, and we will discuss the role of homeostasis relevant to Frank\u2019s scenario.
\nOur immune system exists to protect us from disease-causing pathogens arising from the external
\nenvironment. We have three lines of defence, each with its own aims and mechanisms employed to help us
\nfight off disease. The first line of defence includes healthy, intact skin and aims to deny pathogens entry by
\ncreating a physical and chemical barrier between our internal and external environments. Frank\u2019s first line
\nof defence was breached when he cut his palm and a portal of entry was created. Frank explains that,
\ninstead of immediately washing and covering the wound (to flush out potential pathogens and prevent
\nfurther entry), he continued to work in his garden which is likely the reason his wound became infected.
\nIn future, wearing gardening gloves would help maintain Frank\u2019s physical barriers by protecting against
\nfurther cuts and lacerations. To support Frank\u2019s immune system in eliminating the infection, his GP has
\nprescribed a course of antibiotics (medication which targets bacterial infections). By taking the antibiotics,
\nFrank is eliminating the pathogenic agent from the chain of infection and thereby preventing its further
\nspread.
\nThere are numerous signs that Frank\u2019s second line of defence, which utilises phagocytic white blood cells,
\nhas also been engaged. The swelling, redness and pain experienced by Frank in his left hand are all signs of
\ninflammation, a process which serves to increase blood flow to the injured site so that more white blood
\ncells and proteins can be delivered to fight off infection. Frank also has a fever (37.9\u25e6
\nC). Elevated
\ntemperatures within febrile range helps to reduce the infectious potential of pathogens by inhibiting their
\nreplication and stimulating the innate and adaptive (third line) immune responses. Finally, we see that
\nFrank\u2019s white blood cell count is elevated above normal, and the wound is producing pus. Phagocytes such
\nas neutrophils and macrophages engulf and destroy pathogens, cellular debris and dead or dying cells etc
\n(producing pus). Therefore, an increase in white blood cells suggest that there is an infection in the body
\nnecessitating the need for more white blood cells to be produced.
\nFrank\u2019s suspected swollen lymph node may indicate that his third line of defence has been activated.
\nLymph nodes filter out harmful substances such as bacteria, viruses and wastes from the lymph fluid before
\nreturning it to circulation. Lymph nodes contain lymphocytes whose role is to destroy cancer cells and
\nbacteria. There are two main types of lymphocytes, B-lymphocytes, and T-lymphocytes, both of which are
\npart of the third line of defence. B-lymphocytes make antibodies to foreign antigens and T-lymphocytes kill
\ninfected cells directly.
\nAs well as protecting us from disease-causing microorganisms, our bodies can also protect us from other
\ndisruptions to homeostasis. The profuse sweating Frank is experiencing at the bus stop is part of his body\u2019s
\nthermoregulatory response. The series of events in this homeostatic feedback loop is initiated by the
\nstimulus, in this case, an increase in body temperature caused by external heat and exercise. The stimulus
\nis detected by thermoreceptors and the information relayed to a command centre in the brain, via afferent
\nneurons. Here information is processed, and a command sent to the effector via efferent neurons. In this
\ninstance, the effectors are sweat glands, which produce sweat (the response). As the sweat evaporates
\nfrom Frank\u2019s skin, heat is lost, and the body is cooled. Since the stimulus was an increase in Frank\u2019s body
\ntemperature and the response attempts to decrease his body temperature, this is an example of negative
\nfeedback, where the response opposes the stimulus.
\nBy investigating Frank\u2019s case study, we have been able to explore how the body, through normal anatomy
\nand physiology can employ various mechanisms to protect us from everyday harm, whether in the form of
\ndisease by microorganisms or temperature fluctuations from external or internal stimuli. We have been
\nable to relate these mechanisms to Frank\u2019s scenario to explain the issues experienced by Frank.<\/p>\n","protected":false},"excerpt":{"rendered":"
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