Drafts

Neurons are located throughout the entire body, sending electrical signals to trasnmit information to different organs, muscles, or tissues. These electrical signals are produced by the movement of different ions across the membrane of the neuron. Ions have different charges associated with them. Ions usually require different channels or pumps to move across the membrane. The sodium/potassium pump is essential to the movemen of sodium and potassium, obviously. There are various other channels or pumps that are utilized to transfer ions across the membrane. There are "leak channels" that allow ions to flow through the membrane and stay around their equilibrium. When there is enough ion movement to bring the membrane potential about about -40mV, then an action potential takes place. The action potential propogates charge down the neuron's membrane and sends the electrical signal. This happens in the central nervous system, as well as the peripheral nervous system.
 

In the second image, the frame was different among figures. This is probably because the replicated photo was taken from a different spot. I specified the direction from which to take the photo in my methods section, but did not specify how far away the photo should be taken from. The person used for reference in this second image was also a different person, a factor that was difficult to control. 

    The third panel of the figures was a map pointing to where the phytophagy was found. It seems that the same map was used for both, but thy were cropped differently which would explain the different frames among the figures. I did not mention how I cropped the map when writing my methods section. The arrow difference between this media in the figures could be because we used different dimensions and drew the arrows differently in Inkscape. 

The orientation of the different images within the figures were different. I did not specify the exact location of each panel within my original scientific figure, Figure 1. I also did not mention labeling each panel, A, B and C, so that may explain the lack of labels within the Figure 2. The arrows of each figure were different. This may be due to the fact that I created one of the arrows, the white one, in my original figure on a different software than the usual editing software, Inkscape. I did not include the fact that I did this in my methods description. 

    In the first image, panel A  in Figure 1, the original and replicate look differently. This may be due to the fact that the replicate camera was held closer to the leaf than I had originally, or perhaps the student zoomed in their camera while I kept mine zoomed out. The difference in phytophagy spots and leaf shape may be because different leaves were used. It could also be because the replicated photo was taken over a week after my original photo. The leaf could have decomposed slightly or been weathered more during that time.

To capture my example of phytophagy, I began at the bus stop directly in front of the Integrated Learning Center (ILC) on the UMass campus. I began walking south down the sidewalk of North Pleasant St, and took a right turn down the path heading toward the W.E.B. Du Bois Library. I walked until I reached the path on the east side, or the side closer to North Pleasant Street, of the campus pond. I turned left onto this path and walked for a bit until I encountered the 3rd tree on the right that has 2011 plaque on the ground in front of it and a label on the trunk reading “Swamp White Oak”. This is the tree I chose. 

I stood on the far side of the tree, closer to the Fine Arts Center, and stood facing the tree and the ILC. Toward the bottom of the branched part of this tree is a bundle of leaves, but not the bundle closest to the ground. This bundle has leaves with little holes eaten out of them, an example of phytophagy, the eating of plants. I oriented my camera so that these holes could be clearly seen and took a picture. I also stepped back toward the Fine Arts Center and took another picture of the tree, in portrait landscape, so that the entire tree could be seen in the frame. I had a person stand beside the tree for size reference. I created a map, with an arrow pointing to the spot of phytophagy I found. After I had my three forms of media, I compiled them into a multipanel scientific figure. 

The goals of the Methods project are to practice observation versus inference, practicing how to write and describe an experiment done so it can be exactly replicated, and identifying and addressing factors that need to be controlled during an experiment. In order to complete all these goals, the student has to create a multi-panel scientific figure demonstrating an example of phytophagy, the eating of plants. This figure includes one close up image of an example of phytophagy, a zoomed out image of the same example, and a map that illustrates where the example was found around Amherst. The student then must document their exact methods and have another person follow and replicate those methods

The infection spreads when enough uninfected mosquitoes are feeding on infected birds, song birds to be specific. At that point, there are so many infected organisms in one area that it spreads to other populations. The type of mosquito that spreads Triple E also spread West Nile. It is called the Culiseta melanura and feeds exclusively on birds. Once it becomes cold and frost occurs, the virus dies down until it becomes warmer and feeding cycles continue. Climate change plays a factor in this cycle as the weather is not as constant. Due to the cold and warm fluctuations in weather, a virus that should have died at a certain time of year continues to pass through organisms. Controlling such virus becomes more and more difficult as the understood life cycle of these virsus’s changes and adapts per year.

HelenBranswell, Helen Branswell, et al. “What to Know about EEE, a Mosquito-Borne Virus on the Rise.” STAT, 25 Sept. 2019, www.statnews.com/2019/09/23/what-to-know-about-eee/.

To diagnose Triple E, there are different methods to confirm if the virus is a patient's symptoms. A spinal tap may be conducted where a portion of spinal fluid is removed and identified to see if there is any virus in the fluid. Blood can also be drawn to see if high amount of antibodies are in the blood. An MRI or CT can also be conducted to see if brain swelling is observed, signaling signs of encephalitis. When a patient is identified to have EEE, the patient will be put into the intensive unit and in some cases put into a medically induced coma. The treatment includes lowering swelling in the brain and treating potential seizures. Majority of the deaths linked to triple E come down to swelling and pressure in the brain. This is the most important sector to regulate with a patient to ensure the encephalitis is under control. There is a vaccine for horses with EEE but not for humans.

“Eastern Equine Encephalitis: Causes, Symptoms and Prevention.” LiveScience, Purch, www.livescience.com/eastern-equine-encephalitis.html.

The cause of Triple E comes down to the movement of mosquitos. The female mosquito is the one that becomes infected and carries the virus. Birds tend to inhabit their environments of marshlands and swampy areas. Birds carry this virus but do not have any symptoms when they are infected. Mosquitos bite them then can pass the virus to mammals such as horses or humans. The virus was first identified in a horse in 1933. When the virus is in the bloodstream, it duplicates and can sometimes enter the brain barrier where it causes encephalitis. It cannot pass from person to person or animal to person. The group that is most at risk are people older than 50 and younger than 15; or those with weaker immune systems. 

“Eastern Equine Encephalitis: Causes, Symptoms and Prevention.” LiveScience, Purch, www.livescience.com/eastern-equine-encephalitis.html.

Triple E is a viral infection originally caused by a virus picked up by mosquitoes when they bite it a bird. The infection is then carried from horses to humans through mosquito bites. A large majority of people that interact with the infection will not have symptoms or if they do express themselves, it will resemble flu like symptoms. The other 5% that interact with the virus will have severe symptoms such as encephalitis. Encephalitis is an inflammation of the brain that can be life threatening in cases of Triple E. The swelling can cause seizures and confused thinking.

“Eastern Equine Encephalitis: Causes, Symptoms and Prevention.” LiveScience, Purch, www.livescience.com/eastern-equine-encephalitis.html.

The primary goal of this project is to explore replication in a scientific setting. Studies in the scientific community are considered valid only if replicability is possible. Studies are replicable if they include detailed methods sections that explain exactly how to follow their own procedure. This type of writing may be challenging as assumptions must not be taken into account and there must be a balance of detail to the length of methods. This project seeks to explore these issues and make note of how to properly write replicable methods sections.

The secondary goal of this lab is to distinguish clearly between differences and inferences. Coming to a conclusion about two different pieces of data may be quick and easy for some, however, defining what a difference and inference is, may not be. For example, if two different fonts are used in two figures the difference would not be the different fonts. Rather the difference in the lettering style of the text itself. This is the observable difference. The inference then becomes ‘the fonts are different’. This statement requires previous knowledge of different font styles. This project helps explain the difference versus inference issue through the results and discussion section where the differences are kept to the results and inferences to the discussion.