Week 4 Lab Handout3
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Week 4: Lab Skill Diagnostic Indicator, Planning for Group Project Proposal, Data Analysis of Pipetting Lab
Learning Goals: 1.
I can demonstrate the proper technique of a compound light microscope by correctly setting up and focusing on a specimen. (Essential skill for future courses like microbiology and future biology-related careers)
2.
I can accurately measure and transfer liquids using a serological pipette. (Essential skill for our project, many future courses, and science-related careers)
3.
I can accurately measure volumes of liquids using a graduated cylinder. (Essential skill for our project, many future courses, and science-related careers)
4.
I can accurately and precisely measure and transfer small volumes of liquids using a micropipette. (Essential skill for our project, many future courses, and biology-related careers)
5.
I can accurately measure the mass of substances using a mass balance. (Essential skill for our project, many future courses, and science-related careers)
6.
I can use Excel to calculate simple summary statistics for a given data set and perform a data analysis. (Essential skill for our project, many future courses, and many careers)
7.
I can write a clear and well-organized draft proposal for my group project that includes all required components. (Mirrors the real-world work set up where you are allowed to provide a proposed plan before you are given the go ahead on a project)
Overview: (1) Lab Skill Diagnostic Indicator. Listen to your TA and rotate at the appropriate time around the room to lab stations to perform skills that we have been practicing the past couple of weeks. (2) You will begin planning how to write your draft of your group project proposal with your small group. (3) Micropipette Technique Accuracy Data Analysis. You will work individually
to complete your Excel data analysis of the course-wide micropipetting experiment. You will create a bar graph of your results and write a short 3 paragraph data analysis described later. (4) If time remains, your group can begin writing your group project proposal.
Lab Prep:
To prepare for the lab: (1) Read this handout in full before lab and check out the how-to videos. (2) Read the Lab Proposal Instructions handout before lab. (3) Download Excel to your computer from: https://www.itap.purdue.edu/services/microsoft-office-365.html
You will need the full version of Excel downloaded to your laptop computer, unfortunately Microsoft 365 online does not support some of the graph design settings that we will use. (4) Bring something to write with.
(1) Lab Diagnostic Indicator: You will be asked to complete skills that you have learned the past few weeks. Specific instructions will be provided at the station in the lab upon arrival at a specific station. See guide below for each station so you know what to expect and how you will be evaluated. Remember the goal of this diagnostic indicator is to help show you where you are at with these learning goals and if you need to improve your
skills. There are opportunities to grow in these skill areas. If you do not meet all the learning goals this week, that is okay, there will be additional opportunities for you to practice and be evaluated on these goals.
Visual diagram of the stations of the lab diagnostic indicator. 1
Graduated Cylinder Graduated Cylinder Micropipettes Micropipettes Serological Pipette Microscope Microscope Mass Balance Mass Balance Serological Pipette You will be provided with a single sheet of paper with instructions for each of the five stations. You will rotate counterclockwise through the stations and have approximately 5-10 minutes to complete each station. Follow instructions carefully. Bring something to write with. Be patient as some stations take longer than others.
These stations were performed by teaching team members and verified to be of a level of meeting the learning goals without being too complicated. Also, we have worked together to try to achieve equity between volumes being measured and items being measured or viewed to the best of our abilities.
Microscope Station:
You will have a microscope at your station. You will need to be able to know the parts of the microscope, how to set up a slide with a specimen on it on the microscope. Ask your TI/TA for assistance if you cannot find the specimen slide. You will view the specimen using the techniques we used in class on how to use a microscope. You will be asked to describe what you see under the microscope, taking note of any major things that you see and parts of the microscope that helped you. To meet this learning goal 1. I can demonstrate the proper technique of a compound light microscope by
correctly setting up and focusing on a specimen, you will need to be able to describe accurately what you see under the microscope using parts of the microscope that you learned in class AND manipulate the microscope correctly for viewing specimens on slides. Once you have completed your task, please reset the lab station as you found it. Micropipette Station: You will have a mass balance, micropipettes, tips, and beakers with a liquid of an unknown density at your station. You will need to know how to correctly select a micropipette and use a
micropipette to move the unknown liquid and measure the mass of the unknown liquid moved to see how accurate your micropipetting skills are. See the posted volume on a note at your station. (Ask TI/TA if you cannot find it). Follow the instructions provided. Your TI/TA will record the measured mass. If your
mass measured is within +/- 0.02 g on the scale of the expected value, then you will meet the learning 2
goal 4. I can accurately and precisely measure and transfer small volumes of liquids using a micropipette.
Once you have completed your task, please reset the lab station as you found it. Very important to reset
all micropipettes to show the following on the display:
0
2
0
Mass Balance Station: You will have a mass balance and an item to weigh at your station. Please ask a TI/TA if you cannot find what you are supposed to weigh. You will need to turn on the mass balance and use techniques we learned in the lab to measure the mass of an item. Follow instructions provided in lab. Record the mass of the item and the item name on your paper. If the recorded mass is within +/- 0.1
g on the scale of expected, then you will meet the learning goal 5. I can accurately measure the mass of substances using a mass balance. Once you have completed your task, please reset the lab station as you found it. Make sure that you turn off the mass balance.
Graduated Cylinder Station: You will have a mass balance, graduated cylinder, and beakers with water at your station. You will need to know how to use the graduated cylinder to move water and measure the mass of water moved to see how accurate your graduated cylinder skills are. See the posted volume on the note at your station. (Ask TI/TA if you cannot find it). Follow the instructions provided. Your TI/TA
will record the measured mass. If your mass measured is within +/- 1.0 g on the scale of the expected value, then you will meet the learning goal 3. I can accurately measure volumes of liquids using a graduated cylinder. Once you have completed your task, please reset the lab station as you found it. Serological Pipette Station: You will have a mass balance, 10-mL serological pipette, green pipet aid, and
beakers with an unknown liquid at your station. You will need to know how to use serological pipettes to
move the unknown liquid and measure the mass of the liquid moved to see how accurate your pipet skills are. See the posted volume on the note at your station. (Ask TI/TA if you cannot find it). Follow the instructions provided. Your TI/TA will record the measured mass. If your mass measured is within +/- 0.3
g on the scale of the expected value, then you will meet the learning goal 2. I can accurately measure and transfer liquids using a serological pipette. Once you have completed your task, please reset the lab station as you found it.
(2) Group Project Proposal Planning:
You will begin planning how to write your draft of your group project proposal with your small group.
You should set up your plan with your group today. Then complete the data analysis section of your micropipette accuracy lab. Ask your TA for the due date (it is Week 5 - 48 hours after your scheduled lab)
Ask your TA for your planning document that you are your team will fill out together. Fill this out together as a group of 3. Ask your teaching team for assistance as needed.
If time remains at the end of lab
, meet with your small group to discuss your project proposal and start writing. But only if you have completed the individual data analysis (which is due this week). See information on the project proposal below. The project proposal is due next week, but you will want to meet with your group sometime to finish this project proposal in a timely manner.
3
We do this task because it makes putting your website together at the end of the course much easier. Also, this is a common practice used by research scientists to gain funding for a project idea.
See handout “Lab Proposal Instructions” under Week 4 content in Brightspace. (3) Micropipette Technique Accuracy Data Analysis
Background:
In the research process, data are processed once they have been collected. Researchers typically begin by extracting some basic information in the form of summary statistics, followed by the appropriate analyses and visualizations. In lab this week, we will be analyzing the data that you collected. Even though you can examine your results by just looking at the raw numbers of your data, you can get a better sense of any trends when observing them in graphical form. Your teaching team will support you in preparing your graph figure and data analysis. You will be comparing your group’s data to that of the whole course, demonstrating the importance of sample size and variation.
Types of Data:
Quantitative data can be classified in one of two ways: continuous and discrete. We can distinguish between them by the fact that continuous data are measured, and discrete data are counted. Continuous data refers to information that can be measured on an infinite scale and can take on any value between two numbers, no matter how small. Some examples of continuous data are height, time of day or year, time in a race, rates, proportions, and so on. In contrast, discrete data are data that fall into specific categories or groups and cannot be represented by fractions. Discrete data refer to counts and therefore are whole numbers.
Types of Variables: All quantitative variables can be classified as either categorical, continuous, or discrete. Categorical variables contain a finite number of distinct groups, typically less than 10 (although that depends on the research study). When the independent variables (or the predictor variable) is categorical, it may reflect either continuous or discrete data. Examples of categorical variables include: sex, gender, material type, lab group number, or car color. Continuous variables always reflect continuous data. These data can have an infinite number of values between any two numbers. Similarly, discrete variables represent discrete data, and thus include only countable values. Discrete variables, like discrete data, are always numeric and always whole numbers. Understanding the different types of data determines the best type of graph to use. Table: The applicability of different types of graphs used in Biol 135.
Bar graph
Line graph
Scatter plot
When to use
When IV is categorical (well defined groups) and DV is on a continuous scale
When IV and DV are
on a continuous scale
When 2 variables are on a continuous scale
When examining relationship between variables
NOT for testing effects of IV on DV
4
Benefits
Comparison between categories
Easy to read
Describes trends
Can quantify the strength of the relationship (R
2
)
Bar graphs are best used when the dependent variable is categorical and independent variable is continuous. In this experiment, our data were collected based on one of two categories. Therefore, you will create a bar graph showing the average mass of water pipetted using either the correct or incorrect micropipetting technique.
You will create a graph depicting the average (mean) of the two different categories for comparison along with their standard deviations. Therefore, first you will need to summarize the data for each category.
To be able to interpret patterns in the data, raw data must first be manipulated and summarized into two categories: measures of central tendency and measures of variability. These two categories of measurements encapsulate the first step of scientific inquiry and descriptive statistics. Then you will need to perform a t-test to compare the data in the two categories for significance.
Technique: Micropipette Technique Accuracy Data Analysis (average, standard deviation, and t-test). We
have done these calculations previously. See previous Handouts for details and the videos that follow here: (
Calculate Average Mean in Excel
)
(
Calculate Standard Deviation in Excel
)
(
Technique video on how
to perform a ttest
)
Check
(X)
Protocol
Questions to Answer and Notes
(very important section for observations and notes)
1. Download the shared spreadsheet as an Excel file and open the file in the full version of Excel that you have downloaded to your computer.
2. Use the “=AVERAGE()” and “=STDEV()” Excel functions that we learned in previous weeks to calculate the averages and standard deviations for each of the data sets
(the correct and incorrect conditions). Go back to the previous weeks if you need a refresher on how to do these calculations. Also, the videos are linked above.
Whenever you use Excel for a calculation, it is good practice to
do a “reality check” by comparing the calculated values
with the raw data. 3. For the data, use the “=TTEST()” Excel function to determine whether the volume pipetted using the correct method is different from the volume pipetted using the incorrect method. Click the open cell at the bottom of the two columns of data. Since this test incorporates data from both columns it does not have to line up directly with one column or the other. The name of this function is
TTEST, is simply to type “=ttest(” then highlight the cells from the first column of data, then add “,”. Then after the comma highlight the cells from the second column of data, then add “,”. Then after that comma type “2”, then 5
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- Nursing Design presentation for your facility on how to resolve workplace difficulties. needed asaparrow_forwardAssessment 2: scenario based assessment Instructions This is a ‘scenario problem’. Read the information and answer the questions. Your answers must be concise, focus on the question (an introduction isn’t needed), and include a short explanation. ANSWERS OF ESSAY LENGTH ARE NOT REQUIRED. You will need to include some explanation as part of your answers. References should be included both in text (Harvard referencing system) and as a reference list at the end.. Please note that these questions are not equally weighted, and it is likely that answers to some will be a bit longer than others. Because of this, your mark will be based on your overall response to all of the questions. This doesn’t mean you can ignore a question – you must attempt all questions. Consider the following scenario: A group of five treasure hunters have been hired to retrieve some artefacts believed to be in an abandoned castle in an environment similar to the Arctic tundra (this is a quasi-fantasy land where…arrow_forwardDiscussion Forum x + structure.com/courses/20120/discussion topics/272566?module_item_id=1000457 1.2 Discussion Forum 78. Medical Law & Ethics A 24 24 Instructions Medical laws and ethics are crucial in this field. Laws are implemented not only to ensure proper medical services are provided and to secure patient's rights, but also to protect the provider and the staff. Though laws can be subject to change, they still cover a vast variety of situations set forth for everyone involved. An example of what the laws cover would be providing accurate and appropriate medical care, professionalism, communication, and security of patient information, who owns and has access to patient medical records, and to whom and where reports can be submitted if medical malpractice is suspected. For this discussion assignment, you will be given two scenarios; you should base your answer on your understanding and research of medical laws and ethics. Your initial post should be 75-100 words. Once you submit…arrow_forward
- HOMEWORK ASSIGNMENT connect Determine if the statement is true or false. If false, explain what is incorrect about the statement. 1. Oral dosage forms are also called parenteral. (LO 8.1) 2. The leading ring is closer to the needle than the trailing ring. (LO 8.2) 3. Prefilled syringes can be used to give multiple injections as long as they are given to the same patient. (LO 8.2) 4. Tuberculin syringes have a capacity of 3 mL. (LO 8.2) 5. A vial can be used to give injections to multiple patients. (LO 8.2) 6. Syringes are always calibrated in milliliters. (LO 8.2) 7. Rectal medications are commonly delivered as suppositories and capsules. (LO 8.3) 8. MDIS are used to administer inhalant medications. (LO 8.3)arrow_forwardPharmacy Technician St. Francis Hospital 200 Hospital Drive, Mapleton, Vermont Duties include: Filling medication carts for each nursing station, filling TPNs, preparing surgical drips, maintaining anesthesia trays for 6 ORs. Five years of hospital experience and certification required. FT/rotating schedule. Which of the following applicants best fits the advertised job position based on their qualifications? A Dash has been the only pharmacy tech at Johnson Hospital for 6 years. He recently took continuing education credits to update his certification. He prefers to work days, but can work around a flexible schedule as needed. N Ben is finishing up his 10th year as a certified pharmacy tech at PharmRite retail pharmacy. His availability is flexible, and he wants to move into a hospital setting. Amal has 7 years of experience working as a pharmacy tech at Oakdale Hospital. She does not have national certification and can only work 8 a.m. to 5 p.m., Monday through Friday. PREVIOUS…arrow_forwardTo All Staff, 03/21/2022 I want to reach out to you all and say thank you for all that you do. I know that thl difficult with getting the schedules tonether 203 LAB 12 EXERCISES 12-1 Label the following: Dura mater, Arachnoid mater, Pia mater, Epidural space, Subarachnoid space, Spinal cord, Denticulate ligament, Dorsal Root Ganglion, Body (of vertebrae), Spinous process (of vertebrae) , Spinal nerve, Dorsal Ramus, Ventral ramus 8 4. 7 5 10 1 11 12 13 6 LAB 12 EXERCISES 12-2 HORN,arrow_forward
- Part G: Post-lab Questions 1. Fill in the blanks with a correct body position term. a. The elbow is b. The skull is C. The feet are d. The pinky finger is to the fingernails. to the brain. to the head. to the thumb. e spine iS to the sternum (breastbone). 2. Describe or sketch what a pickle might look like after it is cut with a transverse section.arrow_forwardActivity Instructions: Using the coding techniques you have learned, carefully read through the case study and determine the most accurate diagnostic code(s). Remember to check the chapter-specific, subchapter-specific, and category-specific notations within the Tabular List. Remember to use required punctuation and placeholders as necessary to create a complete code meeting specificity guidelines. Then, determine the most accurate CPT and/or HCPCS procedure code(s) along with any modifier(s), if appropriate. Please list the Procedure and/or HCPCS code in the appropriate column and add any appropriate modifier(s) in the column directly adjacent to the procedure column titled for modifiers. Be sure to list the codes, one code per box, in the correct order, from top to bottom, and in the proper column. You may not need all of the spaces provided. Case Study: John is a 40-year-old white male who returns to the office because of increasing bouts of heartburn. At this point, eating anything…arrow_forwardQuestion: To the following Given Drugs How to explain the drug's Indication, Side effects, and Health Teaching to the patient that is easier to understand to them? Given Drug: Ampicillin 1gm IVTT q6 2 Paracetamol 300 mg IVTT q4 Miconazole 200mg (Monistat) ovule, 1 supp, PV @ HS x 3 days Title: Care of clients with Human Immunodeficiency Virus Focus Area: Obstetric Nurse Station Margerie Ramos, a 32-year-old female, who, on her 34th week of pregnancy was transferred to the hospital after coming from a prenatal clinic and reported to be experiencing continuous regular contractions for almost 2 days. This is her third pregnancy. The labor and delivery team were planning to admit her to observe and monitor her baby through a fetal Non-Stress Test and to exclude complications associated with preterm labor. The patient previously agreed to a scheduled repeat C-section since she already had two prior ones. Upon admission, the patient verbalized, “I'm cold, I feel so hot.” Temperature…arrow_forward
- Assessment Topic:- Discuss the role of the nurse in acute care using peer-reviewed literature to support your points.(1400 words) Instructions To write an appropriate introduction to the topic To critically read all six articles when reading to identify the critical points of each article. Remember to back up your discussion with NMBA codes and standards for practice; Use the synthesis matrix to assist in combining and developing these key points identified from the critical read of the article into themes To write an appropriate conclusion to the topic To provide In-text and end text reference of the article discussed in your essay using correct APA 7 formatting.arrow_forwardTASK 1 Read and analyze the illustrations. Then, answer the questions given below. HEALTH uode nt ens 45 AM PST 15 nouroilamoo nou 21 AM PST021 m AM PST LA6 m %23 1. On their way home. The son asks his mother if he could play with jack who is playing basketball. 3 202 ON T While playing the boy asks her mother if he could play with jack who is sick with asthma. The mother immediately agrees that he can just play with Jack. 1. 20 Then mother noticed that two children who are watching the game are sick and coughing. She told her son to keep distance from those children to avoid getting sick. 1. Observe illustration no, 1 and read the caption. Why did the mother ask her son to avoid the kid with cough? Processing Questions. 2. Observe illustration no. 2 and read the caption. Why did the mother let her son play with the kid with asthma?arrow_forwardNURSING QUESTION 1d. The nurse is completing the admission assessment for a patientscheduled for cataract surgery in the outpatient center. Having cataract can be common during old age. Because the patient is over the age of 70 and has several chronic conditions, including hypertension and congestive heart failure, the nurse focuses on completing a thorough medication history. 1. What questions should the nurse include in the medication history? Discuss.?arrow_forward
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