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Lab Manual’s for Skeletal, Integumentary, Muscular, Nervous, Endocrine, Circulatory and Lymphatic systems.
Typology: Exercises
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Dissecting tools and gloves are provided in the student drawers. Any dissected materials to be discarded must be placed in the designated container; NOT in the sinks. You will be expected to rinse your i tray, rinse and dry your pins and utensils and replace them where you found them and clean off your counter with disinfectant spray. Biology Lab Safety Procedures and Information Health and safety are paramount values in science classrooms, laboratories and field activities. You are expected to learn, understand and comply with ACC environmental, health and safety procedures and agree to follow the ACC science safety policy. You are expected to conduct yourself professionally with respect and courtesy to all. You can read the complete ACC science safety policy at: http://www.austincc.edu/sci_safe/ All safety policies and procedures apply to scheduled lab classes as well as open labs. Consequences for not complying with safety procedures:
off the gas immediately if gas nozzles or valves are damaged or if there is a fire. à Fire extinguishers are located: (1) ________________________________. (2) ________________________________. To use a fire extinguisher:
1. Required when biological, chemical or physical hazards are present on the lab benches, open shelves or counters: a. Safety Eyewear *You must wear non-tinted safety eyewear (safety glasses or goggles) marked Z87 when directed to do so by the lab instructor or lab safety instructions. *You must bring your protective eyewear with you to every lab class. If you forget your eyewear and the lab room does not have a pair to loan to you, you will not be able to participate in the lab and may forfeit your lab grade for that day. ACC cannot guarantee that loaned safety glasses or safety goggles are uncontaminated by microbes or chemicals. *People who wear contact lenses must wear goggles and may not wear safety glasses. b. Gloves – You will be provided with nitrile gloves for handling biohazards and hazardous chemicals. Please notify the instructor if your skin is irritated by these gloves. c. Shoes – Shoes must cover the top, front and sides of your feet. They must be impervious to liquids. d. More specific requirements may exist for labs in which unique hazards are present (for example: BSL2 organisms or physical hazards such as sharps, open flame, UV light, pressurized gases, or liquid nitrogen.
Standard / Universal Precautions Diseases such as HIV and hepatitis can be transmitted from person to person through contact with human blood or other body fluids. Follow the Standard or Universal Precautions whenever exposure to human body fluids is possible: à Consider all body fluids (saliva, blood, urine, feces, vomit) to be potentially infected with a harmful pathogen. à Do not touch or come into contact with anyone else's body fluids. Student Accident Insurance All students enrolled in lab classes are covered by Student Accident Insurance that pays for injuries occurring from school sponsored activities related to the class. It does not pay for illnesses such as allergies or the flu, or fainting.All faculty and students should read the guidelines at: http://www.austincc.edu/offices/environmental-health-safety-and- insurance/student- insurance. You can also download the claim form from this location. Chemical Hazard Labels *Label all containers and test tubes as directed. *Inform your instructor immediately if a label is damaged in any way. *Read all labels and pay special attention to hazard information. A typical chemical hazard label conveys two kinds of information: 1) the category of the hazard (flammable, toxic, reactive, or corrosive) and 2) the level of the hazard. There are three types of labels: 1) GHS (Globally Harmonized System - the international system of hazard identification), 2) diamond-shaped hazard labels, and 3) bar-shaped hazard labels. GHS labels are found mostly on primary containers, the jars or packages in which the chemical manufacturer packaged the chemicals.The GHS system labels include icons that warn you about the major type or types of hazards associated with the chemical. (see next page) Most of the containers you use in lab are secondary containers such as flasks, test tubes, jars, and beakers. Secondary containers will have either the diamond shapes or the bar shapes. In both of those labels the category of hazard is represented by a color and the level of the hazard is represented by a number.
Other types of hazard warning labels you must recognize are: Course Specific Cautions (PIN Biol 2404)
Familiarized yourself with the various supplies and equipmentin the labroom. Keep this sheet accessible throughout the semester. Assume the blackboard is at the “front” of the room and the windows are on the “left” side
Units of Measurement and the Metric System
Materials Needed: meter sticks metric rulers calculators It is essential that people working in scientific and medical fields develop some facility with units of measurement including the ability to convert between different systems of measurement. Unlike the English (Apothecaries) system, conversions within the metric system are relatively easy; all being based on increments of 10. Quantity Metric Unit Symbol Approximate Equivalents Length millimeter mm thickness of dime or paper clip wire centimeter cm width of a paper clip meter m 1 yard or 3 feet height of door is about 2m kilometer km 0.6 miles distance you can walk in 12 minutes Area square centimeter cm^2 area of this space: square meter m^2 area of a card table top hectare ha area of a football field including end zones
Biol 2404 Homework Sheet The following activities will help to familiarize you with units of the metric system, use your text or lab manual to answer each:
sagittal plane frontal plane transverse plane Body Cavities Dorsal Cranial Spinal Ventral Thoracic Abdominopelvic Abdominal Pelvic Body Landmarks and Surface Features: axial region appendicular region head, neck, thorax, abdomen, pelvis nasal, orbital, oral, buccal, occipital, cerv ical, axillary, thoracic, umbilical, lumbar, sacral, gluteal, brachial, pelvic, abdominal, pubic, inguinal, femoral, patellar, calcaneal Abdominopelvic Quadrates Abdominopelvic Regions epigastric hypogastric, umbilical rt & lft hypochondriac, rt & lft lumbar, rt & lft inguinal
Organ Systems Overview
Lab Materials: Tables and Illustrations Torso Models Lab Activities:
and a “negative” solution (the “negative” is usually water). After completing the tests you will see both the positive and negative results for each of the different kinds of molecule above. Then you can compare your experimental tests to these control results to see if any of the different kinds organic molecules are present in each test (unknown) solution. Control Test Procedures:
1. Sugars: a. take two clean test tubes and label one su+ and the other su-. b. add about 1 cm (use ruler to measure) of glucose solution (10% Karo) to su+ test tube c. add about 1 cm of DI water to su- d. add 5 drops of Benedict’s solution to each test tube e. using test tube clamp, place both test tubes in a boiling water bath at your table for about 2 minutes f. record the reaction as either “+” or “-“ in the table on your data sheet 2. Starches a. swirl the starch bottle to mix then add a drop of starch solution (1% starch) to one of the wells in the spot plate and a drop of DI water to another well b. add 1-3 drops of Lugol’s iodine to each of the wells c. record the reaction as either “+” or “-“ in the table on your data sheet 3. Lipids a. with a dropper add a drop of vegetable oil to a 2” square of a paper towel b. with another clean dropper add a drop of DI water to another paper towel square c. place the paper towel in the incubator on a warming tray for 5 minutes or until dry. d. record the reaction as either “+” or “-“ in the table on your data sheet 4. Proteins a. swirl the protein solution bottle to mix then add a drop of protein solution to a clean spot plate b. then add a drop of Biuret solution to the same well c. add a drop of DI water to another well on the spot plate d. then add a drop of Biuret solution to the same well e. record each of the two reactions as either “+” or “-“ in the table on your data sheet Experimental Test Procedures In the second part of this exercise you will be testing each of the unknown solutions that you are given by adding indicators (like you did to the controls) to test for the presence of the above molecules. But before you actually perform the tests you must first make predictions (hypotheses) by noting which organic molecules you would expect to find in each of the solutions. Indicate which organic molecules you expect to find in each of the test solutions by placing a “+” sign in the “ expected results ” column of your data table. Place a “-“ if you do not expect to find that kind of molecule. As you make your predictions be able to explain why you did or did not expect to find a particular kind of molecule in each sample.
Now, test for the presence or absence of each kind of organic molecule by using the same amounts of indicator solutions that you used in your control tests. Record your results in the “ experimental results ” columns of your table on your data sheet. Notes: Use the spot plate for the starch tests & protein tests Use a paper towel for the oil test Use test tubes for the sugar test. Cleanup and Disposal Discard all test solutions into the sink with the water running Do NOT empty water or boiling stones from beaker on hot plate Make sure the hot plate is turned off and unplugged before you leave; leave the beaker and boiling stones on the hot plate Dispose of used test tubes in the glass disposal box; keep any unused tubes in the rack Dispose of plastics and paper towels in trash Clean spot plates with soap and water and return it to the tray on your lab table Return all dropper bottles to the tray on your table, make sure caps are screwed on Wipe down counters with disinfectant
