ค้นหาบล็อกนี้

วันเสาร์ที่ 5 กุมภาพันธ์ พ.ศ. 2554

EXERCISE 9 - PHOTOSYNTHESIS

Biology 1406 Lab Exam 3 Objectives

EXERCISE 9 - PHOTOSYNTHESIS

1. Review all objectives, 1-7, page 117, and learn all terms in bold print in the text of Exercise 9.

2. Explain the summary equation for photosynthesis and the role of each substrate in the overall process.

3. Explain the role of carbon dioxide and light in photosynthesis.

4. Identify the colors of light absorbed and transmitted by the chloroplast extract. How does this relate to the process of photosynthesis?

5. Explain Experiment 1, page 117/118.

6. Explain Experiment 3, page 120/121 and how it demonstrates the influence of light for photosynthesis.

7. Explain Exercise 5, pages 123/124 and how it relates to the various wavelengths of visible light and the colors of light that are absorbed and transmitted by the chlorophyll extract and the colored filters. Why are some wavelengths (colors) absorbed while others are transmitted or reflected? Black and white are not colors. What do they represent as far as absorbed and reflected wavelengths of light are concerned?

8. Identify the most common pigments found in chloroplast extract. Which are accessory pigments? What is the role of accessory pigments?

9. Explain Exercise 6, pages 124/125, the process of paper chromatography and the basis for the separation of pigments.

10. Complete Exercise 7, pages 125/126. Identify all chloroplast parts and their functions using the model and electron micrograph on page 126.

11. Identify the locations of the light dependent and light independent reactions of photosynthesis.

12. Each student should complete, prior to lab or in lab, all activities, fill in all blanks in the unit, complete Pre-Lab questions, Post-Lab questions and any supplements provided by the instructor.

EXERCISE 10 - CELLULAR RESPIRATION

1. Review all objectives, 1-5, page 131, and learn all terms in bold print in the text of Exercise 10.

2. Explain the summary equation for aerobic cellular respiration.

3. Differentiate between aerobic and anaerobic respiration. Describe the role of alcoholic fermentation. How does fermentation differ from aerobic respiration.

4. Distinguish between the efficiency of aerobic and anaerobic alcoholic fermentation. Identify the locations of glycolysis and Kerb’s cycle.

5. Explain Exercise IA and the production of carbon dioxide in respiration.

explain Exercise IB and the consumption of O2 in aerobic respiration. Calculate O2 comsumption.

6. Explain the purpose of the volumeter, thermobarometer and KOH.

7. Explain Exercise II and how it demonstrates alcoholic fermentation. Recognize the relationship between fermentation, glucose, starch and amylase. Calculate the volume of gas produced using the formula, V=pr2h

8. Complete Exercise 4, pages 139/140. Review the ultrastructure of the mitochondrion and identify the following from electron micrographs; outer membrane, inner membrane, crista, intermembrane compartment and matrix. Be familiar with the parts and functions of the mitochondria from the model.

9. Each student should complete, prior to lab or in lab, all activities, fill in all blanks in the unit,

complete Pre-Lab questions, Post-Lab questions and any supplements provided by the instructor.

EXERCISE11 - MITOSIS

1. Learn objectives objective 1-4, page 143, and learn all terms in bold print in the text of Exercise 11.

2. Identify and explain the events of the stages of the cell cycle, page 147-152, identifying what happens in
each period of Interphase and each phase of Mitosis.

3. Be familiar with all figures in the text of Exercise 11. Omit figures 11.2 and 11.3.

4. In Exercise II identify the stages of mitosis and cytokinesis in plant cells as illustrated by the

Allum root tip.

5. Identify the stages and cellular structures of mitosis and cytokinesis in plant and animal cells as illustrated
in Exercises II and III using the Allum Root Tip and Whitefish Blastula slides.

6. Differentiate between mitosis and cytokinesis, and how mitosis and cytokinesis differ between plant and
animal cells.

7. Omit Exercises IV and V.

8. Each student should complete, prior to lab or in lab, all activities, fill in all blanks in the unit,

complete Pre-Lab questions, Post-Lab questions and any supplements provided by the instructor.

Biology 1406 Lab Exam 3 Objectives

Biology 1406 Lab Exam 3 Objectives

EXERCISE 9 - PHOTOSYNTHESIS

1. Review all objectives, 1-7, page 117, and learn all terms in bold print in the text of Exercise 9.

2. Explain the summary equation for photosynthesis and the role of each substrate in the overall process.

3. Explain the role of carbon dioxide and light in photosynthesis.

4. Identify the colors of light absorbed and transmitted by the chloroplast extract. How does this relate to the process of photosynthesis?

5. Explain Experiment 1, page 117/118.

6. Explain Experiment 3, page 120/121 and how it demonstrates the influence of light for photosynthesis.

7. Explain Exercise 5, pages 123/124 and how it relates to the various wavelengths of visible light and the colors of light that are absorbed and transmitted by the chlorophyll extract and the colored filters. Why are some wavelengths (colors) absorbed while others are transmitted or reflected? Black and white are not colors. What do they represent as far as absorbed and reflected wavelengths of light are concerned?

8. Identify the most common pigments found in chloroplast extract. Which are accessory pigments? What is the role of accessory pigments?

9. Explain Exercise 6, pages 124/125, the process of paper chromatography and the basis for the separation of pigments.

10. Complete Exercise 7, pages 125/126. Identify all chloroplast parts and their functions using the model and electron micrograph on page 126.

11. Identify the locations of the light dependent and light independent reactions of photosynthesis.

12. Each student should complete, prior to lab or in lab, all activities, fill in all blanks in the unit, complete Pre-Lab questions, Post-Lab questions and any supplements provided by the instructor.

EXERCISE 10 - CELLULAR RESPIRATION

1. Review all objectives, 1-5, page 131, and learn all terms in bold print in the text of Exercise 10.

2. Explain the summary equation for aerobic cellular respiration.

3. Differentiate between aerobic and anaerobic respiration. Describe the role of alcoholic fermentation. How does fermentation differ from aerobic respiration.

4. Distinguish between the efficiency of aerobic and anaerobic alcoholic fermentation. Identify the locations of glycolysis and Kerb’s cycle.

5. Explain Exercise IA and the production of carbon dioxide in respiration.

explain Exercise IB and the consumption of O2 in aerobic respiration. Calculate O2 comsumption.

6. Explain the purpose of the volumeter, thermobarometer and KOH.

7. Explain Exercise II and how it demonstrates alcoholic fermentation. Recognize the relationship between fermentation, glucose, starch and amylase. Calculate the volume of gas produced using the formula, V=pr2h

8. Complete Exercise 4, pages 139/140. Review the ultrastructure of the mitochondrion and identify the following from electron micrographs; outer membrane, inner membrane, crista, intermembrane compartment and matrix. Be familiar with the parts and functions of the mitochondria from the model.

9. Each student should complete, prior to lab or in lab, all activities, fill in all blanks in the unit,

complete Pre-Lab questions, Post-Lab questions and any supplements provided by the instructor.

EXERCISE11 - MITOSIS

1. Learn objectives objective 1-4, page 143, and learn all terms in bold print in the text of Exercise 11.

2. Identify and explain the events of the stages of the cell cycle, page 147-152, identifying what happens in
each period of Interphase and each phase of Mitosis.

3. Be familiar with all figures in the text of Exercise 11. Omit figures 11.2 and 11.3.

4. In Exercise II identify the stages of mitosis and cytokinesis in plant cells as illustrated by the

Allum root tip.

5. Identify the stages and cellular structures of mitosis and cytokinesis in plant and animal cells as illustrated
in Exercises II and III using the Allum Root Tip and Whitefish Blastula slides.

6. Differentiate between mitosis and cytokinesis, and how mitosis and cytokinesis differ between plant and
animal cells.

7. Omit Exercises IV and V.

8. Each student should complete, prior to lab or in lab, all activities, fill in all blanks in the unit,

complete Pre-Lab questions, Post-Lab questions and any supplements provided by the instructor.

Adapting exercises 2.1, 5.1 and 9.2 to fit with Students’ experience (or lack of experience) of organizational change

Adapting exercises 2.1, 5.1 and 9.2 to fit with Students’ experience (or lack of experience) of organizational change

Chapter 2: The process of change management.

An alternative to exercise 2.1 for students who do have work experience.

This chapter opens with an activity (exercise 2.1) designed to explore the issues and choices involved in developing an approach to managing organisational change. This is ideal for students who have limited experience of organizational change. An alternative exercise for students who do have some experience of organizational change is as follows:

Invite students to reflect on their own direct experience of organisational change and identify issues that have either facilitated or blocked change.

Preparation. Students are asked to prepare a one-page description of a change that somebody tried to introduce in their organisation. Points for consideration might include:

  • Timing: were the problems or opportunities that triggered the change recognised in good time. If not how did this affect the way the change was managed?
  • The ‘what’ of change: which aspects of the organisation were the focus of change - were the correct targets for change identified and addressed.
  • The ‘how’ of change: how was the change implemented and what were the strengths and weaknesses of the implementation strategy.

Working in small groups students share their stories and identify issues that, in their experience, have either blocked or enabled change.

Plenary session. One person from each groups reports back their group’s list of enabling and blocking factors. The lecturer maps these onto the process model of change presented in chapter 2 to facilitate a discussion of change management as a process and to highlight issues that require attention.

Chapter 5: Open systems models and alignment

An alternative to exercise 5.1 for students who only have limited work experience.

This chapter opens with an activity (exercise 5.1) which is based on a procedure for collaborative model building devised by Tichy and Hornstein (1980). It involves five steps. The first requires students to prepare a short assessment of the current state of their organisation (or one they are very familiar with). The next four steps involve reflecting on how they arrived at this assessment in order to tease out the main features of their implicit model of organisational functioning. This is ideal for those students who do have work experience but an alternative format may be more appropriate for students with little or no work experience.

The alternative involves a modified first step which requires students to think about how they would assess the strengths and weaknesses of a retail company rather than an organisation they have worked for.

Revised step 1: The scenario

Imagine that you are a consultant retained by a large retailing organisation. Your role is to provide the new CEO with an assessment of the strengths and weaknesses of the company. He has given you authority to go anywhere, speak to anyone and complete access to all company data.

The company has a network of large edge-of-town superstores selling food and related products. It is the third largest retailer in the country and has a long (40-year) history of successful trading. However, over the last three years its shares have underperformed.

Your task

Produce a list of the bits of information that you would seek out or attend to in order to diagnose the ‘health’ of the organisation.

Different people attend to different aspects of organisational functioning when making their assessments. Some focus most attention on formal performance indicators such as return on capital or share price, whereas others pay much more attention to the factors that they believe contribute to these outcomes. List as many of the different bits of information that you would use to diagnose the strengths and weakness of the organisation as you can. Typically, when people do this they are able to identify at least 20 different indicators and/or informal observations that they use, but you might attend to more or less than this.

Chapter 9: The role of leadership in change management

An alternative to exercise 9.1 for students who only have limited work experience.

Exercise 9.1 invites students to identify two change managers (or ‘constellations’ of change managers) who have been key figures in attempting to introduce and manage change in an organization they are familiar with. They are asked to use Kotter’s checklist (pp 169-70) to assess their approaches to managing change and consider whether there is any evidence to suggest that successful change managers are those who attend to Kotter's eight points.

The alternative exercise for students with limited work experience involves them using Kotter’s checklist to speculate about how the CEO of KeyChemicals (see case 30.1, pages 456-7) might go about leading the change.

HapMap Tutorial Exercises ASHG meeting 2007


HapMap Tutorial Exercises

ASHG meeting 2007

Exercise 1. Searching SNP details

Search for snp: rs2211792. Name the alleles for this SNP in the forward strand relative to the reference genome sequence. What gene does this SNP map to? Is this SNP polymorphic in all four populations? Consider that a minor allele frequency > 0.20 indicate a SNP is common, is this a common or rare SNP?

Exercise 2. Finding tag SNPs

Polymorphisms in the CLOCK gene are associated with sleep disorders. To design SNP assays in a German population, find the minimum set of common SNPs that will capture all haplotypes. [Hint: tagSNPs]

Exercise 3. SNPs and LD

Search for the ABO gene in rel21a (NCBI B35 data source). Turn on the recombination rate, and all the analysis tracks. How many haplotype blocks can you visually identify? Download the LD for the following SNPs in the CEU population:

rs8176720

rs626035

rs2073827

rs644234

[Hint: Use HapMart rel21a CEU dataset to download LD data for a list of SNPs]

Exercise 4. HapMart

In the HapMap-YRI population, find SNPs located in the 3’-UTR of the BRCA2 gene. Report the genotype frequency for the SNPs.

Exercise 5: Searching by disease

Search for “sickle cell anemia” on the HapMap browser (B36 data source).

- What chromosome regions does the search result show?

- Click on mutgsys468 on chr13. What gene(s) does this region enclose?

- What pathway is affected by the mutation in this gene? [Hint: Turn on the Reactome tracks]

Exercise 5: Searching by disease (cont)

- Bring up the entire gene on the HapMap browser [Hint: Enter gene name in the search field]

- Download a report with tag SNP details for this region using the default configuration settings. For the list of tag SNPs, download the assay details for CEU population. [Hint: Use HapMart to extract the assay details for a list of SNPs]

Exercise 6: Searching annotated GWA hits

Search for all GWA hits on chromosome 1.

[Hint: gwa* - an asterisk can be used as a wildcard]

Training Session Exercises ASSIA (Applied Social Sciences Index and Abstracts)

Training Session Exercises

ASSIA

(Applied Social Sciences Index and Abstracts)

Quick Search

The Quick Search allows you to easily build and execute a simple search.

  1. Select to search ASSIA.

  1. The Quick Search defaults to an “Anywhere” search. Search for health inequalities and limit your search to the latest year.

Search Results

  1. How many records did you retrieve?

  1. Your search results are being displayed in a single combined list. Click-on the plus sign next to ‘Multiple Databases’ to see results by individual database.
  • How many results did you retrieve in ASSIA?
  • You’ve also retrieved a number of Web Resources related to your search. Are you aware of the Web Resources feature?

  1. Publication type tabs are displayed at the top of your search results.
  • Click on the publication type tabs.
  • Click on the ‘Other’ link to view additional publication types.

  1. Your results are currently being sorted by publication date.
  • Change the sorting option to Relevance Rank and click on ‘Go’.

  1. You’re viewing the first ten records from your search results (unless the defaults have been changed on your account).
  • Scroll-down to the bottom of the first set of ten records.
  • Click-on the number three to navigate to your third set of records.
  • Scroll down to the bottom again and in Record # type 53. Click on ‘Go’.

  1. Your search results are currently displayed in the ‘Short Format’ record display. The Short Record Format displays the title, author(s), source information, abstract, and descriptors. A click on a descriptor term or an author name will start a search for that term or name.
  • Click on a descriptor to start a new search.
  • Select to show your search results by ‘Custom Format’ record display.
  • Select to add the ISSN field to your search results display. Click on ‘Submit’.

  1. Click on a ‘View Record’ link to view a complete bibliographic record.
  • Scroll down through the record.
  • Build a new search using the descriptors assigned to the record. Mark several descriptors using either ‘AND’ or ‘OR’ and click on ‘Go’.

  1. You can keep records you want to look at later by marking individual records as you review your search results.
  • Select to ‘Mark’ all records on page. Your records are added to your ‘Marked List’. (Note: if you do not have JavaScript enabled for your browser, you must click on ‘Update Marked List’ in order to make sure all the records you want are marked.)

  1. Use the Save, Print, Email function to output your records.
  • Click on the ‘Save, Print, Email’ link.
  • Select records 1 through 20.
  • Under the QuikBib option, choose to create a word document in the APA style.

Advanced Search

The Advanced Search allows you to build and execute detailed and powerful searches.

  1. The drop-list boxes display the searchable fields that are in the databases that you have selected to search.
  • Click on the drop-list to view the searchable fields for ASSIA

  1. Enter the word(s) you want to find, the search term(s), into the boxes provided and use the drop-lists of field codes to specify in which fields a word or phrase should appear.
  • Search for Health care in the descriptor field and poor or poverty as keywords.
  • Limit your search to 1998 to the present.
  • Limit your search to Journal Articles Only.
  • Review your search results.

  1. Your search edit box is at the bottom of the page. You can edit your search or submit a new search.

Search Tools

The Search Tools tab offers a number of advanced search features: Combine Searches, Alerts, Search History, Command Search, Thesaurus Search, and Browsable Indexes.

  1. Click on the Combine Searches tab. It allows you to combine your search sets or add a search terms to a pre-existing set.
  • Let’s refine our first search and combine it with you
  • Review your search results.

  1. Click on the Search History tab. Your search history contains all searches in this session. You have the options to Edit, Save, Delete, Return to Search, Run the Search again or Save as an Alert.
  • Click on the ‘Save as an Alert’ link on one of your search sets. Enter your email address and a personal password of your choosing to create a personal profile. Click on ‘Continue’.
  • The Latest Search page allows you to customize your Search Alert. After you create your alert, your search will be run on a weekly basis and any new data that is retrieved by your search will be emailed to you.

  1. Click on the Command Search tab. Here you can build your search strategy by typing in command-line search language.
  • Type in the KW= or click on field code and then absent father*.
  • Review your search results.

  1. Thesaurus Alphabetical Display Format

  • Click on the Thesaurus tab. And choose the ASSIA thesaurus
  • Using the same term “abuse”, select the Alphabetical Index display option.
  • Click on ‘Go’.
  • Select it and click on search
  • Review your search results
  • Enter the term drug abuse

  1. Thesaurus Hierarchy Display
  2. You see the entry for the term ‘drug abuse’ and terms near it in the alphabetical list. Click on its hyperlink to see broader terms, narrower terms, etc. ( A descriptor term followed by a + sign informs you to the fact that this term has narrower terms).
  • Mark several descriptors and submit a new search for those terms using the Boolean operator or your choice on the left-hand side of the page.
  • Review your search results.

  1. Thesaurus Rotated Index Display
  • Click on the Thesaurus tab again.
  • Type in the word abuse and select the Rotated display format.
  • You are given an alphabetical listing of all thesaurus terms containing your selected word, abuse.
  • Scroll down the page to see the listing. Click on one of the hyperlinked terms in the list. You are taken to the hierarchical display for that term.

  1. Browsable Indexes. A browsable index is an alphabetical listing of all terms indexed in a particular field of a database, e.g. the Author Name Index, and it allows you to view and select possible spelling variations of a name or word.
  • Click on the Indexes tab.
  • Select to browse the Author Index ASSIA and search for Boyer CB or possibly Cherrie

Biology 201, Safety Assignment

Name AM or PM (Circle one)

Directions: Answer the following in the space provided. Refer to the Safety Regulations and the included Material Safety Data Sheets (MSDS). This assignment is due at the beginning of the next class period.

1) When is it permissible to eat or drink in the laboratory?


2) Is the following statement true? Explain your answer. If the instructor is eating or drinking in the laboratory, then the students have implicit permission do so as well.




3) If someone vomits or cuts him or herself you are to supply only indirect assistance. What does “indirect assistance” mean? Give examples.






4) In our next laboratory exercise we will be working with bacteriologic cultures. What should you do to the lab bench at the beginning and end of the lab exercise?



5) Our next exercise is entitled, “Prokaryotes, Cultures, and Sterile Technique.” What should you do with that exercise before we next meet?


6) What other precautions should you exercise in our next laboratory exercise in regards to your hands, clothing, hair, and eyes?









7) If you or another should have clothing or hair on fire what should be done?





8) Where in the laboratory is the fire blanket kept?


9) Where in the laboratory is the fire extinguisher kept? How does it work and where should one aim the nozzle?



10) What are biohazard containers and what types of biohazard containers are found in the laboratory?




11) Explain how you would dispose of the following items:

a) A broken glass slide with no living specimens on it.


b) An agar petri plate with a bacterial culture growing on it.


c) A cotton swab contaminated with bacteria. The cotton swab is a rigid wooden stick, approximately eight inches long, with a mass of twisted cotton at one end. The wood may penetrate a plastic bag.


d) A broken test tube with blood on it.



e) Animal tissue waste, i.e. the liver from a fetal pig or a preserved cow eye?



f) A paper towel soaked in preservative?



g) The bag that a fetal pig is shipped in after you open it?



12) If you should spill a bacterial culture broth, what should you do?






13) What kinds of things should not be poured down the sink? Give examples.





14) What should you do if you get a chemical or biological hazard in your eyes?





15) Where is the eyewash located in the laboratory?


16) Is the following statement true? Explain. Minor injuries, such as poking oneself with a dissecting needle, do not need to be reported to the instructor.






17) Some preserved materials in the laboratory have been fixed in formaldehyde. Describe acute effects of exposure to high concentrations of formaldehyde.









18) What are acute effects and how are they different from chronic effects?




19) Describe the chronic effects of exposure to formaldehyde.






20) Is a fetus or embryo at risk from exposure to formaldehyde? Explain.






21) How will you protect yourself from exposure to formaldehyde in the laboratory?







22) Most preserved specimens are stored in a product called Carosafe. What is the chemical composition of Carosafe?




23) Is Carosafe safe? Explain.









24) How will you protect yourself from exposure to Carosafe in the laboratory?





25) Briefly summarize the breakage policy.





PALOMAR COLLEGE LIFE SCIENCES DEPARTMENT
SAFETY AGREEMENT and BREAKAGE FEE AGREEMENT

Students are expected to understand and follow the Health and Safety regulations that are presented in this course. Failure to comply with these regulations may result in dismissal from the course.

I have read the Laboratory Safety Rules for this Life Sciences course. I both understand and agree to abide by these rules in the classroom and laboratory at Palomar College.

_________________________________ ___________________

Signature Date

Rules for the disposal of Medical Waste and other laboratory waste are included in my copy of Laboratory Safety Instructions. I both understand and agree to abide by these rules in the laboratory at Palomar College.

_________________________________ ___________________

Signature Date

I have read the Breakage Fee Policy for the Life Sciences Department. I both understand and agree to abide by the Life Sciences Department Breakage Fee Policy.

_________________________________ ___________________

Signature Date

_________________________________ ___________________

Student Name (PRINT) Course

_________________________________ ___________________

Instructor Day and Time of Class



SAFETY REGULATIONS

“It's better to be safe a hundred times than be killed once.”

Mark Twain

Safety is always an important component to a laboratory experience. One of the most important aspects of lab safety is advance preparation. Be sure to read the laboratory exercise thoroughly prior to your lab period.

The most significant hazard to your safety in the BIOLOGY 201 Laboratory is the preservative that is used on your dissection specimens. Although manufacturers make every effort to minimize the amount of Formaldehyde in the preservative, it is present. Formaldehyde, in its concentrated form, is HIGHLY TOXIC. Attached to this safety handout are the Material Safety Data Sheets for Formalin and the other preservatives with which you will come into contact in these laboratory exercises. Read these sheets and familiarize yourself with them, particularly the hazards, precautions, and symptoms of overexposure to these preservatives. Wear eye protection when working with preserved specimens. If you have known allergies to any material used in this laboratory, discuss the problem with the instructor.

In BIOLOGY 201 your laboratory exercises will cover a broad range of topics. You will handle chemicals, preserved specimens, and bacterial cultures. The procedures for safe handling of these laboratory materials and the habits you develop during this course will be useful to you in the future, especially if you take other laboratory courses. BE AWARE THAT SUBSTANCES SUCH AS FERTILIZER, THAT MAY BE USED IN YOUR GREENHOUSE LABORATORY EXERCISES, ARE CHEMICALS AND MUST BE USED IN A SAFE MANNER. Keep in mind that any laboratory material may pose a significant threat to your health or safety if misused.

As in driving, a person must be "defensive" in the laboratory. Pay attention at all times during lab, to the activities of your fellow students as well as to your own work.

Do not bring any food or beverages into the laboratory. If you need to eat or drink during a lab period, please wash your hands and then step outside of the room. This will prevent contamination of your food or drink with laboratory materials (chemicals, preservatives, etc.) that may be present in the classroom.

Cuts and burns are the most common injuries that occur in laboratories. Shoes must be worn at all times in a laboratory. Open toed shoes and flip flops should not be worn in a laboratory setting as they create a hazard for cuts from broken glass and burns from chemical spills. Loose clothing and unrestrained hair are a fire hazard.

The potential for exposure to HIV and Hepatitis viruses requires that everyone take precautions to protect themselves from contact with blood and other body fluids. Exposure can occur via open wounds, sores, or any break in the skin including those caused by such things as chapping and dermatitis. In the event of a minor bleeding injury in the laboratory, give absorbent material (paper towel) to the victim and instruct the victim to apply pressure to the wound. Do not offer DIRECT assistance to the victim unless you are properly protected with disposable latex gloves. Likewise, if someone becomes ill (vomits) in a classroom setting, offer INDIRECT assistance. Contact your instructor to arrange for cleanup of body fluids, as special supplies are needed in order to perform the cleanup and disposal safely.

In case of a fire, never put yourself in danger of being burned. Warn others, clear the area immediately, and help other students who may require assistance. If your clothing (or the clothing of others) catches fire, smother the flames by rolling on the floor. Do not wrap a person who is standing in a fire blanket as it can increase the severity of a burn injury by creating a chimney effect.

When working with bacteriologic cultures, special care must be used. Proper use of disinfectants and proper disposal of bacteriologic waste is extremely important, as is proper handling of bacterial spills. When working with bacteria:

1) If you have open wounds or cuts on your hands, cover them with a bandage or wear latex gloves.

2) Disinfect lab bench tops before and after handling bacterial cultures.

3) While handling bacteria, keep your hands away from your eyes, nose, and mouth.

4) Wash your hands thoroughly after handling bacterial

5) If a culture is spilled, cover the spill area with paper towel and flood the paper towels with disinfectant. Wait 20 minutes and then wipe up the spill with more paper towels and dispose of the paper towel in a red biohazard bag.

Disposal of laboratory waste in a proper manner has both legal and financial consequences.

Solid and liquid laboratory waste must be separated by type depending on how it must be treated prior to disposal and how it will be disposed of. There are many types of disposal containers used routinely in the laboratory.

1) The wastebasket: is for paper towel from hand washing, and other non-laboratory, non-contaminated waste. The term “non-contaminated” means free of harmful things, e.g. bacteria and hazardous chemicals. Soda cans, water bottles, and other recyclables should be placed in recycle containers outside of the classroom.

2) The broken glass container is a cardboard box, lined with plastic and is for the disposal of BROKEN laboratory glass that is non-contaminated. Your instructor will arrange for the disposal of broken contaminated glassware. Glass soft drink bottles should be recycled.

3) The "Sharps Container" is made of red puncture-proof plastic and is for the disposal of items that require autoclaving prior to disposal that would puncture the plastic of the biohazard bag. Examples of such items include: syringes with needles and cotton swabs, microscope slides, and disposable pipettes that have been in contact with microorganisms. No other objects should be put in a sharps container. Do not put glassware with hazardous chemicals into a sharps container. Your instructor will arrange for proper disposal of glassware contaminated with hazardous chemicals.

4) The Animal Tissue Disposal container is a covered trash can containing a red bag. It is for disposal of dissected animal tissue that will be disposed of by incineration.

5) The Preservative Disposal container: is a covered trashcan into which are poured the excess liquid contents of the preserved specimen bag. This material is disposed of as a hazardous chemical waste.

6) The Bag Disposal container is a covered trash can for collecting the plastic bags that are contaminated with preservative liquid

7) The Glove and Paper towel Disposal container is a covered trash can used to collect gloves or preservative soaked paper towel.

If there will only be a small amount of preservative liquid, bags, or animal tissue generated in a laboratory exercise, the materials may be collected in one container for separation later by lab personnel. Preservative that is spilled should be immediately wiped up with paper towels, which should then be disposed of in the Glove and Paper towel container.

Report all accidents or injuries to your instructor. We are required to have each student who is injured in a laboratory evaluated by Student Health Services. Avoid direct contact with the preservative. If a preservative contacts your skin, wash immediately with water for at least 5 minutes and inform your instructor. If preservative contacts your eyes, use the eyewash to flush your eyes for at least 20 minutes. Hold your eyelids open. In both cases your instructor must be informed and arrangements made for you to be seen at Student Health Services for evaluation.

Before leaving the lab, make sure that your dissecting table is clean and that your dissecting tray is washed, dried and stored in the appropriate location.


BREAKAGE FEE POLICY - LIFE SCIENCES DEPARTMENT

1) In the event of damage or breakage of supplies and equipment by students of the department the following policy shall apply:

2) This policy will NOT determine whether the breakage was from neglect or by accident. It will apply equally in all cases.

3) This policy will be enforced on all breakage over $5.00 cost of replacement.

4) All Instructors will discuss this policy and information with their students at the beginning of the semester. A sign-off sheet is required as well.

5) When damage or breakage occurs, the Instructor must be notified. At that time the breakage form will be filled out by both the Instructor and the student.

6) The Instructor will submit the top half of the form to the Department Secretary or an Instructional Assistant, to be forwarded to the CASHIERS OFFICE.

7) The bottom half of the form is given to the student. It is the student's responsibility to pay the appropriate amount to the cashier. The Instructor and the department will not remind the student to pay the damage fee.

8) When notified by the department (by receipt of the top half of the breakage form), the CASHIERS OFFICE will note the student's file with a 'monetary hold - fees due'. At this point, the student owes the college money and cannot register for the next semester nor request transcripts until the debt is paid.

9) When the student pays the cashier the proper amount, the 'monetary hold' on the student's file is removed.


ข้อสอบครูชำนาญการพิเศษ ข้อสอบครูชำนาญการพิเศษ,สอบครูชำนาญการพิเศษ