Blood typing lab
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This document provides instructions for a blood typing lab. The objectives are to learn how to determine blood types and identify the proper donor for a patient. The lab uses 4 blood samples, 3 antiserum reagents, micropipettes, blood typing slides, mixing sticks, and a biohazard container. Students will deposit each blood sample onto its own slide, add the antiserum reagents to the corresponding wells, time the reactions for 30 seconds, and record their observations. The document does not include the data, analysis, or conclusion sections of the lab report.
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Blood typing lab
The document summarizes a blood typing lab where students learn to determine blood types and identify compatible blood donors. Students use micropipettes to add blood samples and anti-serum reagents to wells on a blood typing slide. They observe any reactions within 30 seconds to determine the presence or absence of antigens and deduce the blood type. The objectives are to learn blood typing techniques and identify appropriate donors for patients.
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Bacteria enumeration
This document provides instructions for performing a viable plate count laboratory exercise. The exercise involves testing four water samples - fountain water, boiled fountain water, river water, and boiled river water. Students will perform serial dilutions of each sample in saline solution, then plate aliquots from the last three dilution tubes onto agar plates. The plates will be incubated for 48 hours. Students will then count colonies on plates with 30-300 colonies and use these counts to calculate CFU/ml for each original sample. Performing viable plate counts allows estimation of the number of viable bacteria in a given sample.
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This document provides instructions for setting up a lab to test if yeast is alive. The materials needed are 4 test tubes, a test tube rack, graduated cylinder, sugar, yeast, marker, stickers, 4 balloons, and beaker. The steps are to:
1. Label and set up 4 test tubes in a rack
2. Add 10mL of warm water and yeast to each test tube
3. Add sugar to two of the test tubes
4. Cover each test tube with a balloon
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6. Record initial observations and check every 5 minutes
Blood typing analysis
This document analyzes blood typing results from 4 patients and answers questions related to blood type determination and compatibility. Key information includes:
- Ms. Brown has type O- blood based on her lack of agglutination with any serum samples.
- Patient X was determined to have type A+ blood based on agglutination with anti-A serum and no agglutination with anti-B serum.
- Agglutinogens are antigens on red blood cells that cause agglutination, while agglutinins are antibodies in plasma that cause agglutination.
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This document outlines a biology lesson plan about blood typing taught by Miss Bhanumas Boonsamon. The 2-period lesson aims to help students understand what determines blood type and why blood can be transfused between some people. Students will learn through questions, group work, and a worksheet. They will discuss antigens, antibodies, blood typing processes, blood donation compatibility, and potential transfusion reactions.
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Blood typing lab
The document summarizes a blood typing lab where students learn to determine blood types and identify compatible blood donors. Students use micropipettes to add blood samples and anti-serum reagents to wells on a blood typing slide. They observe any reactions within 30 seconds to determine the presence or absence of antigens and deduce the blood type. The objectives are to learn blood typing techniques and identify appropriate donors for patients.
Counting Micro Organisms
There are several methods for counting micro-organisms. Direct counting uses tools like a haemocytometer slide to manually count cells under a microscope. Indirect counting measures properties caused by the organisms like turbidity to estimate their numbers. Viable counting determines the number of living cells capable of growth by techniques like plating that incubate samples and count the number of colonies formed. Dilution plating allows counting a specific concentration range of cells from a diluted sample. No single method is perfect, and counts require time for incubation.
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This document provides instructions for performing a viable plate count laboratory exercise. The exercise involves testing four water samples - fountain water, boiled fountain water, river water, and boiled river water. Students will perform serial dilutions of each sample in saline solution, then plate aliquots from the last three dilution tubes onto agar plates. The plates will be incubated for 48 hours. Students will then count colonies on plates with 30-300 colonies and use these counts to calculate CFU/ml for each original sample. Performing viable plate counts allows estimation of the number of viable bacteria in a given sample.
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This document provides instructions for setting up a lab to test if yeast is alive. The materials needed are 4 test tubes, a test tube rack, graduated cylinder, sugar, yeast, marker, stickers, 4 balloons, and beaker. The steps are to:
1. Label and set up 4 test tubes in a rack
2. Add 10mL of warm water and yeast to each test tube
3. Add sugar to two of the test tubes
4. Cover each test tube with a balloon
5. Shake the test tubes to mix contents
6. Record initial observations and check every 5 minutes
Blood typing analysis
This document analyzes blood typing results from 4 patients and answers questions related to blood type determination and compatibility. Key information includes:
- Ms. Brown has type O- blood based on her lack of agglutination with any serum samples.
- Patient X was determined to have type A+ blood based on agglutination with anti-A serum and no agglutination with anti-B serum.
- Agglutinogens are antigens on red blood cells that cause agglutination, while agglutinins are antibodies in plasma that cause agglutination.
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Blood type lesson plan
This document outlines a biology lesson plan about blood typing taught by Miss Bhanumas Boonsamon. The 2-period lesson aims to help students understand what determines blood type and why blood can be transfused between some people. Students will learn through questions, group work, and a worksheet. They will discuss antigens, antibodies, blood typing processes, blood donation compatibility, and potential transfusion reactions.
Blood typing lab
This document provides instructions for a blood typing lab. The objectives are to learn how to determine blood types and identify compatible blood donors. The lab uses four blood samples, three antiserum reagents, micropipettes, blood typing slides, mixing sticks, and a biohazard container. Students will deposit each blood sample onto individual typing slides, add the antiserum reagents to the corresponding wells, time the reactions for 30 seconds, and record their observations. The document does not include the data, analysis, or conclusion sections of the lab report.
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The document outlines the steps of the scientific method, including developing a testable question, writing a hypothesis, gathering materials, writing a procedure, conducting an investigation, recording and analyzing data, drawing conclusions, and sharing results. It provides examples and explanations for each step. Key aspects are developing an "if...then" hypothesis, writing detailed procedures, recording data in a table, analyzing results with graphs, and determining if the hypothesis was supported. The final pages provide a quiz to test understanding and options for a student project applying the scientific method.
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Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.
Post-Lab Questions
1. What patterns do you observe based on the information in Table 4?
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.
3. What would your experimental approach be to test this hypothesis?
4. What would be the independent and dependent variables?
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3. The metric system units for volume, mass, and temperature are liters, grams, and degrees Celsius respectively.
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Edited 8/26/15 Biology 111 Lab Page
LAB 2- MOLECULAR BIOLOGY LAB TECHNIQUES
INTRODUCTION
This week’s lab will introduce you to three molecular biology techniques that you will use in future labs. During the course of this activity, you will be learning and practicing micropipetting, polymerase chain reaction (PCR), and DNA gel electrophoresis. Each topic below provides, or refers you to, background information on the technique prior to the hands-on activity where you will learn the technique.
Learning Objectives:
1. Be able to properly select and utilize micropipettes for the manipulation of small volumes of liquid.
2. Be able to explain how PCR amplifies DNA and be able to perform a PCR protocol.
3. Understand how gel electrophoresis is able to separate DNA fragments, be able to pour an agarose gel, load samples, and interpret results.
Lab notebooks:
Look over the notebook guidelines posted in the general Lab Materials content folder. Begin this lab by writing a summary of the lab’s objectives.
I. Micropipettes
Pre-lab Introduction:
A micropipette is a kind of fancy eyedropper – one that comes in many different models and volume ranges. But while an eyedropper dispenses drops, micropipettes transfer microliters of fluid. Recall that ‘micro-’ is a prefix in the metric system which means “one-millionth” of the base unit (in this case, a liter, “L”). It may be easier for you to picture one milliliter (mL or ml) of water. If you mentally subdivide that milliliter of water into 1000 tiny equal-sized volumes, each volume is one microliter (abbreviated μL or μl). Watch the 2 pipetting videos posted in the lab 2 content folder (https://www.youtube.com/watch?v=p-OPOYbeZP0 & https://www.youtube.com/watch?v=NgosWmRjjAo) , then continue from here.
Micropipette Anatomy:
1. Examine the figures to the right to familiarize yourself with the anatomy of a micropipette.
2. Micropipette plungers have 3 positions:
a. Rest position- no pressure on plunger
b. First stop- position that will draw desired volume into tip
c. Second stop- position that will fully expel a sample from the tip
3. Pipette tips are pressed.
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Lab summaries complete
1. This laboratory focused on practicing proper micropipetting techniques. Students mixed solutions of water and dyes to practice using micropipettes accurately and safely. This helped prepare them for upcoming labs requiring precise measurements.
2. Students learned different microscopy techniques, including fluorescence and bright field microscopy. They took photomicrographs using a camera attached to the microscope.
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The document outlines evidence of evolution from biogeography, fossils, anatomy, embryology, genetics and molecular biology, and studies of natural selection. It discusses how the geographic distribution of species relates to their evolutionary history, the use of fossils to trace descent of modern species, homologous structures and similarities in embryonic development suggesting evolutionary change, molecular biology's ability to trace evolution, and how research on Galapagos finches shows natural selection in action.
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Blood typing lab
This document provides instructions for a blood typing lab. The objectives are to learn how to determine blood types and identify compatible blood donors. The lab uses four blood samples, three antiserum reagents, micropipettes, blood typing slides, mixing sticks, and a biohazard container. Students will deposit each blood sample onto individual typing slides, add the antiserum reagents to the corresponding wells, time the reactions for 30 seconds, and record their observations. The document does not include the data, analysis, or conclusion sections of the lab report.
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The document outlines the steps of the scientific method, including developing a testable question, writing a hypothesis, gathering materials, writing a procedure, conducting an investigation, recording and analyzing data, drawing conclusions, and sharing results. It provides examples and explanations for each step. Key aspects are developing an "if...then" hypothesis, writing detailed procedures, recording data in a table, analyzing results with graphs, and determining if the hypothesis was supported. The final pages provide a quiz to test understanding and options for a student project applying the scientific method.
Umuc biology 102103 Success Begins / snaptutorial.com
Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.
Post-Lab Questions
1. What patterns do you observe based on the information in Table 4?
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.
3. What would your experimental approach be to test this hypothesis?
4. What would be the independent and dependent variables?
Introductory Unit Review
1. The scientific method involves making observations, stating a problem, hypothesizing, designing and conducting an experiment, collecting data, analyzing the data, and drawing conclusions.
2. In an experiment there is one independent variable that is controlled and one dependent variable that is measured. A control group is used for comparison.
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Read the remaining “myths” in the article, The Principle Elements of the Nature of Science: Dispelling the Myths, by W.F. McComas. Then, reflect on your own understanding of science both before and after having read the article. Do not exceed one full page, double spaced, but use as much room as is necessary to address the following topics: Identify some of the myths you had believed to be true and why you had those misconceptions. How did the clarifications in this article change how you view science? Were those changes for better or worse? What are some aspects of the scientific process that have become more confusing, or unclear, after reading this article? Does a more full understanding of the scientific process make you optimistic, pessimistic, or indifferent to the prospects of being a scientist?
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Edited 8/26/15 Biology 111 Lab Page
LAB 2- MOLECULAR BIOLOGY LAB TECHNIQUES
INTRODUCTION
This week’s lab will introduce you to three molecular biology techniques that you will use in future labs. During the course of this activity, you will be learning and practicing micropipetting, polymerase chain reaction (PCR), and DNA gel electrophoresis. Each topic below provides, or refers you to, background information on the technique prior to the hands-on activity where you will learn the technique.
Learning Objectives:
1. Be able to properly select and utilize micropipettes for the manipulation of small volumes of liquid.
2. Be able to explain how PCR amplifies DNA and be able to perform a PCR protocol.
3. Understand how gel electrophoresis is able to separate DNA fragments, be able to pour an agarose gel, load samples, and interpret results.
Lab notebooks:
Look over the notebook guidelines posted in the general Lab Materials content folder. Begin this lab by writing a summary of the lab’s objectives.
I. Micropipettes
Pre-lab Introduction:
A micropipette is a kind of fancy eyedropper – one that comes in many different models and volume ranges. But while an eyedropper dispenses drops, micropipettes transfer microliters of fluid. Recall that ‘micro-’ is a prefix in the metric system which means “one-millionth” of the base unit (in this case, a liter, “L”). It may be easier for you to picture one milliliter (mL or ml) of water. If you mentally subdivide that milliliter of water into 1000 tiny equal-sized volumes, each volume is one microliter (abbreviated μL or μl). Watch the 2 pipetting videos posted in the lab 2 content folder (https://www.youtube.com/watch?v=p-OPOYbeZP0 & https://www.youtube.com/watch?v=NgosWmRjjAo) , then continue from here.
Micropipette Anatomy:
1. Examine the figures to the right to familiarize yourself with the anatomy of a micropipette.
2. Micropipette plungers have 3 positions:
a. Rest position- no pressure on plunger
b. First stop- position that will draw desired volume into tip
c. Second stop- position that will fully expel a sample from the tip
3. Pipette tips are pressed.
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The document outlines the steps to extract DNA from wheat germ using NaCl solution and ethanol. It involves adding wheat germ to a test tube, filtering the NaCl and wheat germ solution using cheesecloth, mixing the filtrate with detergent, and dripping ethanol into the solution to form an interface where DNA precipitates as a white material.
BIOL 1 How Is Yeast Growth Affected In Different Milk Solvents.pptx
1. The study investigated how yeast growth is affected in different types of milk, including baby formula milk, coconut milk, almond milk, and whole milk.
2. It was hypothesized that baby formula milk would promote the most yeast growth and coconut milk would promote the least, based on nutritional values.
3. However, the results found that coconut milk unexpectedly promoted significantly more yeast growth than the other milks, while baby formula milk promoted the least amount of growth.
Pcr for dummies
This document provides a detailed protocol for performing PCR (polymerase chain reaction) to amplify phytoplasma DNA. It describes preparing a master mix with all the necessary reagents, aliquoting DNA samples into labeled tubes, and distributing the master mix to each tube for PCR amplification. Special care is emphasized to prevent contamination, such as using plugged pipette tips, changing gloves frequently, cleaning all surfaces and equipment with DNA removal solutions, and keeping DNA samples and reagents separated.
How to write an unknown lab report in microbiologygeneral
The document provides guidelines for writing an unknown lab report in microbiology. It discusses the general format and structure, including using the passive voice and past tense. It describes the typical sections - title page, introduction, materials and methods, results, discussion/conclusion, and references. For the materials and methods section, it recommends referencing the lab manual procedures. The results section should include biochemical test results in a table and identification flowchart. The discussion/conclusion interprets the results and identifies the unknown microorganism.
Chemistry Antacid Lab
This document provides instructions for a chemistry lab experiment to test different antacid medications and determine their effectiveness at neutralizing acid. Students will test common antacids like Tums, Mylanta, Rolaids, Pepcid, Zantac and store brands against Coke as the acid source. They will record the initial pH of the Coke and the pH after adding each antacid in a data table. After completing the experiment, students will answer analysis questions about which antacids worked best and least, whether their hypotheses were correct, and what was learned from the lab.
Lab summaries complete
1. This laboratory focused on practicing proper micropipetting techniques. Students mixed solutions of water and dyes to practice using micropipettes accurately and safely. This helped prepare them for upcoming labs requiring precise measurements.
2. Students learned different microscopy techniques, including fluorescence and bright field microscopy. They took photomicrographs using a camera attached to the microscope.
3. Over three days, students extracted their own DNA from mouth cells, ran PCR tests to determine if a patient sample had diabetes, and used gel electrophoresis to analyze protein biomarkers and diagnose a lysosomal storage disorder.
Biotech Day 5
This document provides instructions and guidelines for students to write a conclusion for a science lab on the effects of European corn borer (ECB) infestation levels on corn. Students are told to restate the purpose and challenge of the lab by identifying the independent and dependent variables. They should also summarize the major findings by looking at their graph, state whether their hypothesis was supported by evidence found, and suggest improvements to the experiment. The homework is to submit the completed lab sheets and draft and final conclusions.
Solutions Manual for Biology Laboratory Manual 11th Edition by Vodopich
Solutions Manual for Biology Laboratory Manual 11th Edition by Vodopich
Download: https://goo.gl/to2dqi
Similar to Blood typing lab (14)
Umuc biology 102103 Success Begins / snaptutorial.com
Umuc biology 102103 Success Begins / snaptutorial.com
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Post-lab 1- Myths in Science (10 pts)Read the remaining myths” .docx
BIOL 1 How Is Yeast Growth Affected In Different Milk Solvents.pptx
BIOL 1 How Is Yeast Growth Affected In Different Milk Solvents.pptx
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How to write an unknown lab report in microbiologygeneral
Solutions Manual for Biology Laboratory Manual 11th Edition by Vodopich
Solutions Manual for Biology Laboratory Manual 11th Edition by Vodopich
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An owl pellet dissection found bones from 2 animals, including 2 humeri, 1 femur, 2 lower jaws, 2 skulls, 3 vertebrae, 2 shoulder blades, 2 ulnas/radii, 2 ribs, 6 pelvic bones, and 2 tibias/fibias. The pellet contents indicate the owl's diet consisted of at least 2 animals, and as a tertiary consumer, the owl preys on rats that eat plants.
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The earthworm belongs to the phylum Annelida. It has many segments and searches for food at night in the soil. Earthworms are important for enriching soil by turning over tons of soil and bringing nutrients to the surface. The lab involved dissecting an earthworm to observe its external and internal anatomy, including organs like the brain, hearts, and digestive system. Key differences from humans are that earthworms have multiple hearts and need to keep their skin moist at all times.
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Week 10 warm up
Next week there is an exam on Chapter 16. Students should prepare by studying assignments like the Darwin video, chapter 16 worksheet, warm ups, and natural selection lab. They should also look over the chapter at home and study in a group for at least 30 minutes each day. Individuals do not evolve, groups evolve.
Week 10 warm up
Next week there is an exam on Chapter 16. Students should prepare by studying assignments like the Darwin video, chapter 16 worksheet, warm ups, and natural selection lab. They should also look over the chapter at home and study in a group for at least 30 minutes each day. Individuals do not evolve, groups evolve.
Periodfourpresentation.
This document summarizes evidence that supports the theory of evolution from four perspectives: biogeography, the age of the Earth and fossils, comparative anatomy and embryology, and genetics and molecular biology. Each section provides examples for how scientific observations in these areas help trace evolutionary relationships and document how species have changed over time from common ancestors through natural processes like natural selection. The document also discusses how recent research on Galapagos finches supported Darwin's original hypotheses about natural selection by showing adaptations to seasonal changes.
Week 8 warm ups
Charles Darwin was a scientist who introduced the theory of natural selection, proposing that organisms evolve over generations through a process where favorable traits become more common in a population due to increasing an organism's ability to survive and reproduce. He made great contributions to the study of evolution by first introducing the idea of natural selection. However, the document incorrectly states that Darwin proposed humans evolved from monkeys, when he actually proposed humans share a common ancestor with modern apes.
Chapter13 worksheets
This document provides information about RNA, transcription, translation, and gene regulation. It begins by contrasting the structures of RNA and DNA, explaining the three main types of RNA, and describing the process of transcription. It then discusses the genetic code, how translation works using tRNAs and ribosomes to assemble amino acids into proteins, and the central dogma of molecular biology. The document concludes by covering gene regulation in prokaryotes and eukaryotes, including how operons control gene expression and how transcription factors regulate development.
Chapter14worksheets
The document provides an overview of three lessons on human heredity:
1) Human Chromosomes - It describes karyotypes, patterns of inheritance including dominance and sex-linked traits. Pedigrees are used to study human traits.
2) Human Genetic Disorders - Genetic disorders have a molecular basis when changes in DNA alter proteins and phenotypes. Examples include sickle cell disease, cystic fibrosis, and Huntington's disease. Chromosomal disorders like Down syndrome can occur from nondisjunction.
3) Studying the Human Genome - The final lesson likely discusses the Human Genome Project which sought to sequence the entire human genome to better understand human genetics.
Chapter 14 cornell notes
Human heredity is determined by chromosomes, which are structures in the nucleus that contain genetic information passed down between generations. A karyotype maps out a person's entire set of chromosomes and can be used to identify genetic disorders. Traits are transmitted through dominant and recessive alleles, codominant alleles, sex-linked inheritance, and X chromosome inactivation. Common genetic disorders include sickle cell disease, cystic fibrosis, and Huntington's disease, which result from changes in single genes. Some genetic mutations can provide advantages, like resistance to malaria. The human genome project worked to sequence and identify all human genes to further understand genetic inheritance and open up possibilities for new treatments.
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