Do a flowsheet to differentiate these organisms. I have uploaded an example and the assignment document. Gram negative enteric rods: Escherichia coli Klebsiella pneumonia Enterobacter aerogenes Citro

Unknowns Virtual

You have been randomly assigned one of the Gram negative organisms on the file entitled “Bacterial species used this semester” within the Laboratory exercises module of our Canvas page. Completely disregard the Gram positives. We call these "unknowns" because you don't know the identity of your assigned organism. Your mission is to determine which organism you have based upon results of tests which I will dole out to you starting on 11/29, the deadline for submission of your flowsheet.

Follow and understand the flowsheet format as described herein, and in the other “Unknowns…” files. It is YOUR RESPONSIBILITY to make sure that you understand what is expected of you. If you are not sure ASK! I will be picky when I grade these! See specific points for “Grading Flowsheets” below.

In a face-to-face course, we would start with a “preliminary flowsheet,” after which you would actually conduct a series of tests to identify your organism, then submit a “final flowsheet.” Obviously, we can’t do that. As much as I hate it, our only choice is to basically pretend that we are doing the tests.

Step 1: You will build a flowsheet (flowchart, ie. Dichotomous key) per the instructions herein, and in the other “Unknowns…” files. The “Unknown flowsheet” and “Unknown mock flowsheet” files are there to help you see and understand the proper format of a flowsheet. The internet is full of examples. Unknowns in Micro is like pizza in Italy. It’s gonna happen = lots of info out there.

For each test that you use, include the name of the test / medium, expected VISIBLE results (from the lab exercises AND our lab audio lectures. The audio lectures supercede the manual!), and a brief comment (doesn’t even have to be a full sentence) explaining why the result occurs. For instance, Simmon’s citrate slants turn blue due to pH increase upon citric acid consumption. See other considerations listed under “other things…” below.

Students have built flowsheets over the years using a variety of programs including MS Word, Powerpoint, Excel, and others. It matters not which, as long as I can open and print it. You may use either portrait or landscape orientation. To follow the instructions under “Grading” below, it is doubtful that you will be able to fit everything onto one page. More pages is fine, as long as I can follow it. The bottom of one page might say something like “see page 3 for this group of organisms.” You may use computer generated lines, circles, boxes, whatever you choose. You have absolute freedom as long as you follow the rules in the documents provided. NUMBER your pages. Again, you may submit your finished flowsheet at any point up to Monday 11/29 at 11:59PM (the absolute deadline).

It is YOUR RESPONSIBILITY to make sure that you understand what is expected of you. If you are not sure ASK! I will be picky when I grade these! See specific points for “Grading Flowsheets” below. Note: during normal semesters, this would be referred to as a “preliminary flowsheet.” I say this simply to avoid confusion. We are only doing 1 flowsheet this semester. I MUST be able to open and print your flowsheet!

At any point up to and including Monday 11/22 at 11:59PM, I am willing to look at your flowsheet ONLY to confirm that you are using the proper general format. I will not comment on specifics. This is NOT pre-grading. Do not expect me to point out mistakes other than basic formatting issues. Beyond 11/22, this offer no longer stands.

Step 2: As soon as I grade your flowsheet, I will give you the result of the first test that you have listed at the top of your flowsheet. From here on, I will supply results as you ask for them, one test at a time, one every few days. I will toss in a curve ball here and there to make you think a bit. You will see. Once you reach the bottom and confirm the identity of your organism, report it. All done! If your flowsheet was done properly in the first place, this should be a breeze. Keep in mind that I will give you the result for the test that you ask for, with no advice and no questions asked. You must be completed with all tests, and have stated the identity of your unknown organisms by Friday 12/10 at 5:00PM.

Other things to keep in mind when building your flowsheet…

1. The lab exercises have taught you the following about each test:

a. Media / test name

b. To which group of organisms the test applies. Can it be used for all Gram negative rods, only enterics, only a few of the enterics, etc.

c. Characteristics of the media / test

d. Results of the test: what VISIBLE RESULTS constitute positive and negative results. Interpretation of results

e. Expected results of each organism

f. Potential problems associated with each test

g. A few others things that aren’t coming to my mind right now.

Anyway, if you paid attention, you know everything that you need to know about each test.

2. Once you have used a medium / test to separate one organism or a group of organisms from the others, DON’T recombine them. Continue to subdivide each group to extinction (ie. until each organism is separated from all others, i.e. by itself). See the documents with example flowsheets for clarification.

3. Include each and every test on your flowsheet that you intend to use when you start “performing” your tests.

4. You MAY use a given test more than once in your flowsheet, just so you use it appropriately.

5. ONLY suggest the use of tests that we conducted in lab, and only as we used them. For instance, don’t suggest using sulfur reduction test on a non-enteric rod. We only used it on enterics. Some of our tests DO apply to all Gram negative rods, such as motility. Others do not. Think about this carefully as you build your flowsheet.

6. If, for some reason, you do intend to use a test that does not "fit into the flow" of your logic as written on your flowsheet, simply include this at the bottom of your sheet. This might be a "back-up" test that you want to use to confirm results of another test.

7. IF YOU HAVE DOUBT about the identity of your organism due to conflicting results then write a paragraph at the end of your final flowsheet: a. describing the nature of the conflicting results, b. what it should have done if it was the organism that you named it BUT ALSO the organism that you suspect it could be based upon the conflict. JUSTIFY your decision to identify the organism as you did. As good as calling the correct ID of an organism is to recognize, understand and clearly explain a reasonable conflict. Actually, I think the latter is better. It makes you think = a good learning experience.

8. DO NOT get to the bottom of the flowsheet and fail to separate any organism from another. For example, how will you separate E. aerogenes from K. pneumoniae, S. enteritidis from C. freundii, etc. Ask if you don’t understand!

GRADING FLOWSHEETS:

*I WILL NOT accept: late submissions or hand-written stuff

*HUGE! proper format for flowsheet - 1 to 25pts. So, you can get a zero on your flowsheet from this alone!

*Build your flowsheets using standard 10-12 point font size, Arial or Times New Roman font for all text. 1 – 25pts.

*Black font is great. However, if you use multiple colors, do so in an organized fashion. Colors must mean something. If you use a light color such as yellow, I will have trouble reading it, I will get a headache, I will get mad, I will just throw it away and call it zero.

*NEATLY typed: computer generated text, lines, arrows, entries. Make sure it is clearly and logically followable. I MUST be able to follow the flow - 1 to 20pts.

*ON THE FRONT of your report include your NAME, UNKNOWN #, and lab section# - 1 to 5 pts.

*Scientific names of organisms written properly - ask if you don’t understand - 1 to 5pts. per

*All Genus & species names written out in full – NO ABBREVIATION NONE!!! 1 to 5 pts. per

*Underline OR italicize ALL Genus & species names - 1 to 5pts. per

*DO NOT put the words or symbols for “positive” or “negative” ANYWHERE on flowsheet. -2 pts. per

*Correctly spell organism names - 1pt./boo boo. This really adds up! Be careful!

*Capitalize names (people) such as Gram, Petri, Simmon's, etc. - 1 to 5pts.

*Plagiarizing (copying) information from another student is punishable per the CVCC Student Misconduct rules.

If you add up all of the possible points missed, you will find that it exceeds the total point value of the flowsheet. Otherwise said, you can receive a zero for your hard work if you do not pay attention and follow instructions. You might say, “Why is he doing this to us?” Let’s make a list of the top ten professions in which the ability to follow and carry out instructions is most critical. 1. Nuclear power plant operator, 2. Medical professional, 3. The dudes who push the buttons that launch the nuclear weapons… Right? Agreed? Ok then, your ability to do your job is pretty darn important, or people die.

This is NOT GROUP WORK. Flowsheets MUST be unique, NOT like that of another student.

This is NOT GROUP WORK. Helping another student is cheating, and will be expensive!

Let me know if you have any questions.