Skip to main content
Biology LibreTexts

12: OUTBREAK

  • Page ID
    157072
  • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \( \newcommand{\dsum}{\displaystyle\sum\limits} \)

    \( \newcommand{\dint}{\displaystyle\int\limits} \)

    \( \newcommand{\dlim}{\displaystyle\lim\limits} \)

    \( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

    ( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\id}{\mathrm{id}}\)

    \( \newcommand{\Span}{\mathrm{span}}\)

    \( \newcommand{\kernel}{\mathrm{null}\,}\)

    \( \newcommand{\range}{\mathrm{range}\,}\)

    \( \newcommand{\RealPart}{\mathrm{Re}}\)

    \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

    \( \newcommand{\Argument}{\mathrm{Arg}}\)

    \( \newcommand{\norm}[1]{\| #1 \|}\)

    \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

    \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    \( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

    \( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

    \( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \( \newcommand{\vectorC}[1]{\textbf{#1}} \)

    \( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

    \( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

    \( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

    \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

    \(\newcommand{\longvect}{\overrightarrow}\)

    \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

    \(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)

    LEARNING OBJECTIVES

    • Interpret laboratory data to determine causative agent of food borne illness based on DNA analysis.
    • Explain how DNA analysis is used to identify a causative agent.

    BACKGROUND

    According to the Centers for Disease Control and Prevention (CDC), about 48 million Americans become sick from foodborne illnesses each year. About 128,000 people are hospitalized, and 3,000 die. In 2000, 406 cases of the same foodborne illness were reported across ten states, mainly on the West Coast. Epidemiologists found that the pathogen spread through the fecal–oral route (the spread of a pathogen when fecal material enters a person’s mouth, often through contaminated food, water, hands, or surfaces). The same type of bacterium was found in stool samples from 98% of people who had similar signs and symptoms.

    Several bacteria in the Enterobacteriaceae family (a group of Gram-negative, non-endospore-forming, facultative anaerobic bacteria) could have caused the outbreak. Common foodborne pathogens in this family include Shigella, Salmonella, and Escherichia coli. These bacteria can cause similar signs and symptoms. However, treatment may differ depending on the species or strain causing the infection.

    Illnesses caused by these pathogens can range from mild diarrhea to severe dysentery. The severity of the illness depends partly on the toxins produced by the bacteria. Some strains of Shigella produce Shiga toxin (a powerful toxin that damages human cells). This toxin can cause severe illness and may lead to death. Shigellosis is often self-limiting, which means the infection may go away without medication. However, the person should be monitored and kept hydrated.

    Enteroinvasive E. coli (EIEC) (a type of E. coli that enters and damages cells in the intestine) is closely related to Shigella and can cause similar signs and symptoms. Infections caused by E. coli O157:H7 may also begin with symptoms that resemble shigellosis. However, the infection can lead to serious complications if it is not identified and managed properly.

    Salmonella bacteria cause an illness called salmonellosis. Treatment usually focuses on replacing fluids and electrolytes to prevent dehydration. Antibiotics are generally used only for severe infections or for people who have a greater risk of complications.

    Identifying the exact organism causing an illness is important because different pathogens can cause similar signs and symptoms but may require different treatments. Some infections require only fluids, rest, and monitoring, while others may require antibiotics. In some cases, using the wrong antibiotic could make the illness worse. Antibiotics are generally avoided in infections caused by Shiga toxin-producing E. coli, such as E. coli O157:H7, because they may increase the risk of serious kidney damage. Quickly identifying the pathogen helps healthcare providers choose the safest treatment, watch for possible complications, and prevent the pathogen from spreading to others.

    The toxins and other disease-causing features of a bacterium are determined by its genome (all the genetic material in a cell, including its chromosome and plasmids). In the past, laboratories mainly used bacterial cultures and metabolic tests to identify pathogens. These methods may take several days. Today, clinical laboratories can examine bacterial DNA to identify pathogens more quickly. Two methods used for this purpose are polymerase chain reaction and gel electrophoresis.

    Polymerase chain reaction (PCR) (a laboratory method used to make millions of copies of a selected DNA region) uses repeated cycles of heating and cooling. Heating separates the two strands of DNA. Cooling allows primers to attach to matching DNA sequences. DNA polymerase then builds new DNA strands and copies the selected region.

    Primers (short, single-stranded pieces of DNA that mark the beginning and end of the region to be copied) give PCR its specificity. PCR uses a set of two primers instead of only one because DNA polymerase can build DNA in only one direction. Each primer set contains a forward primer and a reverse primer. These primers attach to opposite DNA strands on either side of the target region. This marks the exact section of DNA that will be copied and allows both strands to be copied during each PCR cycle. As the cycles are repeated, the number of copies increases quickly.

    Each primer set is designed to attach to DNA sequences from a particular pathogen. If both matching sequences are present, the primers attach to the DNA, and DNA polymerase copies the region between them. If the matching sequences are not present, the primers do not attach correctly, and the expected DNA fragment is not made. Different pathogen-specific primer sets can therefore be used to tell pathogens apart, even when they cause similar signs and symptoms.

    During this lab, PCR will be used to examine an unknown bacterial sample for DNA from possible foodborne pathogens, such as Shigella, Salmonella, or a disease-causing strain of E. coli. A different pathogen-specific primer set will be added to each PCR reaction. Each primer set will search for a DNA region linked to one of the possible pathogens.

    During PCR, the reaction mixture will go through repeated cycles of heating and cooling. Heating will separate the two strands of bacterial DNA. As the mixture cools, the forward and reverse primers will attach to matching sequences on opposite strands. DNA polymerase will then extend from each primer and make new copies of the target region. Repeating these steps will produce millions of copies of the target DNA.

    If the unknown sample contains the sequences recognized by a primer set, PCR will produce a DNA fragment with an expected number of base pairs. If the target sequences are not present, the expected DNA fragment will not be produced.

    The PCR products will be examined using gel electrophoresis (a laboratory method that separates DNA fragments by size). DNA has a negative charge. When an electric current is applied, the DNA fragments move through the gel toward the positive electrode. The agarose gel contains tiny pores that act like a filter. Smaller DNA fragments move through these pores more easily and travel farther than larger fragments.

    The DNA bands from the unknown sample will be compared with a DNA ladder (a mixture of DNA fragments of known sizes), a positive control, and a negative control. The DNA ladder will help determine the size of each PCR product. The positive control will show what a successful PCR result should look like. The negative control will help reveal contamination or other errors.

    A visible band at the expected location will show that the unknown sample contains the DNA sequence targeted by that primer set. The pathogen will be identified by determining which pathogen-specific primer set produces a band of the expected size. This information can help healthcare providers select the safest treatment and respond quickly to the foodborne outbreak.

    During this lab, you will use pathogen-specific primer sets and PCR to copy selected DNA regions from an unknown bacterial sample. You will then use gel electrophoresis to separate the PCR products by size. By comparing the DNA bands with a DNA ladder and positive and negative controls, you will determine whether the unknown sample contains DNA from Shigella, Salmonella, or a disease-causing strain of E. coli. The results will be used to identify the pathogen and explain why accurate identification is important when choosing a safe and effective treatment.

    MATERIALS (Per Group of 4)

    1 P-20 Micropipettes

    1 Micropipettes tips

    1 Beaker for waste

    1 1% Agarose TAE gel

    1 Gel electrophoresis system

    1 Microfuge tube rack 

    5 1X TAE DNA samples

    1 1X TAE Size marker

    METHODS/PROCEDURES

    HOW TO USE MICROPIPETTES

    Adjusting Volumes
    The instrument pictured at the top right is a typical P20 micropipette (a precision tool designed to measure and transfer very small liquid volumes). The “P20” name means it can hold up to 20.0 microliters (µL) of liquid. This micropipette is accurate for volumes between 2.0 µL and 20.0 µL. It should not be used for amounts smaller or larger than this range.

    Micropipette volumes are adjusted using a three-digit dial located on the handle. Many micropipettes use a color-coded digit to indicate the decimal point. For example, in a P20 pipette, a setting of black 0, black 2, red 0 indicates 2.0 µL.

    Loading the Micropipette

    1. Attach a disposable tip
      Always use a clean, disposable plastic tip. Push the micropipette’s shaft straight down into a tip (located in the tip box) until it clicks firmly into place.
       
    2. Set your volume
      Dial in the volume needed using the adjustment knob. Make sure the setting is within the P20’s valid range.
       
    3. Grip the pipette correctly
      Hold the micropipette like a pencil, wrapping your fingers beneath the curved finger rest, with your thumb on the plunger button.
       
    4. Understand the two “stops”
      • First stop: Pressing the plunger gently until you feel the first stop is used to draw up liquid.
      • Second stop: Pressing beyond the first stop to the second stop is used to eject all the liquid from the tip.

     Transferring Liquids

    1. Aspirate (draw up liquid)
      • Press the plunger down to the first stop and hold.
      • Submerge the tip in the liquid sample.
      • Slowly release the plunger to draw liquid into the tip.
      • Check for smooth intake with no air bubbles.
         
    2. Dispense (release liquid)
      • Move the pipette to the receiving tube or surface.
      • Press the plunger to the first stop to begin dispensing the liquid.
      • Continue pressing to the second stop to ensure all the liquid is released.
      •  
    3. Eject the used tip
      • Always change the tip between samples to avoid contamination.
      • Press the tip ejector button to discard the used tip into a designated waste container.

    A blue pipette with text

AI-generated content may be incorrect.
    1.3 Micropipetting is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by  Orange County Biotechnology Education Collaborative (ASCCC Open Educational Resources Initiative).

     

    Display Window

    3 digit number scale in 3 common sizes of micropipettes, the example setting is labeled with the volume that will be dispensed for each micropipette.
    1.3 Micropipetting is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by  Orange County Biotechnology Education Collaborative (ASCCC Open Educational Resources Initiative).

    METHODS

    1.     Set the P20 micropipet to 10.0 µL. The dial should read 100, top to bottom

    2.     Place the 1% agarose gel into the electrophoresis chamber. Pour enough 1X TAE buffer to just cover the gel (entire gel needs to be
            completely submerged).

    3.     Load 10.0 µL of each DNA sample into individual wells of the gel in the order indicated in the chart below changing tips for each sample.

    4.     Once all samples have been loaded, place the cover on the gel tank, matching colored electrodes.

    5.     Plug the gel box into the power supply and set the voltage to 120V.

    6.     Run the gel for 15-30 minutes or until the samples are separated into distinct bands.

    7.     Remove the gel from the electrophoresis box and view it on the light box

    Example

    bacterial genetics Flashcards | Quizlet
    Mnolf, CC BY-SA 3.0 <http://creativecommons.org/licenses/by-sa/3.0/>, via Wikimedia Commons

     

    NAME ________________

    EX 12 Outbreak

    EXPECTATIONS

    If E. coli O157:H7 contains an extra plasmid that regular E. coli does not, would you expect their DNA band patterns on the gel to be the same or different?
    Describe what you would expect to see on the gel and explain why.

     

    Where do you expect plasmid DNA bands to appear on the gel compared to chromosomal DNA bands, Explain why?

     

     

    RESULTS

    Draw the results of the gel electrophoresis below

    clipboard_e3c9964f2c3d26ec46495373dbc33f649.png

    CONCLUSIONS

    1. Based on the results above, what pathogen caused the outbreak? ________________________________

    2. Explain how you made your determination.

     

     

     

    3. Explain one advantage and one disadvantage of using DNA testing instead of metabolic testing to identify
         bacteria.

     

     

     

     

    4. Explain one advantage and one disadvantage of using metabolic testing to identify bacteria instead of DNA
        testing.

     

     

     

     

    5. Why do you think hospitals are switching to DNA-based identification methods instead of relying only on
         symptoms or metabolic tests?

     

     

     

     


    This page titled 12: OUTBREAK is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Emalee MacKenzie.

    • Was this article helpful?