Learning Goals and Outcomes for LabScribe Physiology Exercises

Transcription

1 Learning Goals and Outcomes for LabScribe Physiology Exercises The iworx A/D Recorders and LabScribe Software Tutorial Chapter Experiment T-1: LabScribe Tutorial - Pulse and ECG 1. Students will be able to successfully operate both the iworx A/D converter and the LabScribe software. 2. Students will be able to load the appropriate lab settings group and file, exercise, and attached lab courseware in PDF format for use during lab. 3. Students will be able to attach peripheral devices and transducers to the iworx A/D converter. 4. Students will be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. Outcomes: Students who have successfully completed the Tutorial will: 1. have become skilled in the workings of the LabScribe software. 2. have been able to successfully use the Load Group function to open the lab exercise and pdf courseware. 3. feel comfortable attaching peripheral transducers to the A/D converter. 4. have used the functions available in the Analysis window to determine values for pulse amplitude and heart rate. LabScribe Exercises - Learning Goals and Outcomes Goals - 1

2 Animal Fluid Balance Chapter Experiment FB-1: Osmoregulation 1. Students will weigh and observe polychaete worms in different marine salinity dilutions. 2. Students will understand the correlation between saline concentration and osmoregulation in marine organisms. 3. Students will determine the iso- hypo- and hyper- tonic environments based on the loss or gain of weight due to osmosis over time. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to accurately weigh living polychaete worms to determine weight changes due to osmosis. 2. have a better understanding of osmoregulation and survival of marine organisms. 3. understand the processes of osmosis and diffusion as they relate to living organisms. 4. graph the weight changes of the worms in different salinity concentrations over time to be able to visually understand the concepts. 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions LabScribe Exercises - Learning Goals and Outcomes Goals - 2

3 Animal Metabolism Chapter Experiment AMe-1: Small Animal Respiratory Exchange Ratio (RER) This experiment can be completed using the GA-200 or GA-300 gas analyzers. 1. Students will distinguish between an ectothermic and endothermic animal. 2. Students will assemble the equipment to be able to record accurate gas analysis measurements. 3. Students will be able to place an animal in the small animal chamber. 4. Students will be able to maintain animal health and well being during recording. 5. Students will accurately analyze data to compare RER values between ectotherms and endotherms. 6. An an option, students may record using animals cooled to lower than body temperature and RER will calculated as they return to normal body temperature or to room temperature. 1. determine mean RER of an endotherm at rest. 2. determine the changes in CO 2 and O 2 volumes of an ectotherm. 3. make comparisons with the values obtained from an endotherm compared to an ectotherm. 4. design optional experiments to compare other values from different animals. LabScribe Exercises - Learning Goals and Outcomes Goals - 3

4 Animal Muscle Chapter Experiment AM-1: Skeletal Muscle, Weight and Work 1. Students will dissect a frog leg to extract the gastrocnemius muscle of the lower limb. 2. Students will assemble the equipment needed to be able to stimulate the muscle and record muscle twitch. 3. Students will understand the correlation between the stimulus, the muscle twitch amplitude, and the effect of weight on muscle contractions. 4. Students will test afterloading, supporting the weight before contraction; and preloading, hanging the weight on the muscle without support before the contraction. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully excise the gastrocnemius muscle of a frog s leg. 2. have a better understanding of electrical stimulation of the muscle and the equipment used to perform such stimulation. 3. gain an understanding of muscle stimulation and contraction (twitch) and how they relate to each other. 4. record muscle twitches from the gastrocnemius, test a variety of hypotheses and reach scientific conclusions 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-2: Skeletal Muscle, Summation and Tetanus 1. Students will dissect a frog leg to extract the gastrocnemius muscle of the lower limb. 2. Students will assemble the equipment needed to be able to stimulate the muscle and record muscle twitch. 3. Students will understand the correlation between the stimulus, muscle twitch, and the strength of the stimulation on muscle contraction. 4. Students will test summation and tetanus by repeatedly stimulating the muscle. 5. Students will continue to be successful at using the LabScribe software to move cursors, LabScribe Exercises - Learning Goals and Outcomes Goals - 4

5 1. be able to successfully excise the gastrocnemius muscle of a frog s leg. 2. have a better understanding of electrical stimulation of the muscle and the equipment used to perform such stimulation. 3. gain an understanding of muscle stimulation and contraction (twitch) and how they relate to each other. 4. successfully record muscle twitches from the gastrocnemius and correlate the reactions to stimulation to summation and tetanus. 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-3: Heart Muscle 1. Students will dissect a frog to expose the heart. 2. Students will assemble the equipment needed to be able to stimulate the heart and will record cardiac contractions. 3. Students will understand the correlation between exogenous stimulus and heart muscle response. 4. Students will gather data corresponding to normal heart rhythms. 5. Students will test different parameters with regard to cardiac muscle function: cold temperature. epinephrine. atropine. isolation of the ventricle. 6. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully isolate the frog heart. 2. have a better understanding of electrical stimulation of the heart muscle and the equipment used to perform such stimulation. 3. gain an understanding of normal cardiac muscle contraction. 4. stimulate and record cardiac muscle contractions to test a variety of hypotheses and reach scientific conclusions. LabScribe Exercises - Learning Goals and Outcomes Goals - 5

6 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-4: Uterine Motility 1. Students will dissect a female rat to excise the uterus to be able to examine smooth muscle contractions. 2. Students will assemble the equipment needed to be able to record smooth muscle contractions. 3. Students will gather data corresponding to normal rhythmic smooth muscle contractions. 4. Students will test different parameters with regard to uterine muscle function: methergine. acetylcholine. atropine. epinephrine. stretch and tension. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully isolate the rat uterus. 2. activate and record uterine muscle contractions to test a variety of hypotheses and reach scientific conclusions. 3. gain an understanding of rhythmic smooth muscle contractions. 4. have used the functions available in the Analysis window to determine values necessary for this 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-5: Intestinal Motility 1. Students will dissect a rat to excise the lower small intestine. 2. Students will gather data corresponding to normal rhythmic smooth muscle contractions. 3. Students will test different parameters with regard to intestinal function: stretch. LabScribe Exercises - Learning Goals and Outcomes Goals - 6

7 acetylcholine. curare. atropine. epinephrine. serotonin. changes in ph. changes in calcium levels. cyanide. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully isolate the rat small intestines. 2. gain an understanding of rhythmic smooth muscle contractions. 3. activate and record intestinal muscle contractions to test a variety of hypotheses and reach scientific conclusions. 4. have used the functions available in the Analysis window to determine values necessary for this 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-6: Frog Electrocardiogram (ECG) 1. Students will dissect a frog to expose the heart. 2. Students will assemble the equipment needed to be able to stimulate the heart and will record cardiac contractions to look at an ECG. 3. Students will understand the correlation between external stimuli and heart muscle response. 4. Students will gather data corresponding to normal heart rhythms. 5. Students will test different parameters with regard to cardiac muscle function and ECG recordings: cold temperature. warm temperature. epinephrine. acetylcholine. 6. Students will continue to be successful at using the LabScribe software to move cursors, LabScribe Exercises - Learning Goals and Outcomes Goals - 7

8 1. be able to successfully isolate the frog heart. 2. gain an understanding of normal cardiac muscle contraction and normal amphibian ECG waves. 3. record cardiac muscle ECG waves to test a variety of hypotheses and reach scientific conclusions. 4. have used the functions available in the Analysis window to determine values necessary for this 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-7: Crayfish Heart 1. Students will dissect a crayfish to expose the heart. 2. Students will assemble the equipment needed to record cardiac contractions. 3. Students will understand the correlation between eternal stimuli and heart muscle response. 4. Students will gather data corresponding to normal heart rhythms. 5. Students will test different parameters with regard to cardiac muscle function: cold temperature. serotonin. GABA. 6. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully isolate the crayfish heart. 2. gain an understanding of normal cardiac muscle contraction. 3. record cardiac muscle contractions to test a variety of hypotheses and reach scientific conclusions. 4. have used the functions available in the Analysis window to determine values necessary for this 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions LabScribe Exercises - Learning Goals and Outcomes Goals - 8

9 Experiment AM-8: Mytilus Anterior Byssal Retractor Muscle 1. Students will dissect a marine mussel (Mytilus sp.) to expose the byssal retractor muscle. 2. Students will assemble the equipment needed to be able to stimulate the retractor muscle and will record muscle contractions to look at muscle twitch and responses to stimuli. 3. Students will be able to successively increase stimulation to cause changes in response of the muscle. 4. Students will deliver differing doses of neurotransmitters to see the effects on an actively contracting muscle: acetylcholine. serotonin. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to determine the relationship between the strength of the stimulus and the response of the muscle. 2. be able to measure the amplitude of contraction produced in a muscle that is stimulated with a long current pulse, and repeated pulses delivered at progressively higher frequencies. 3. understand the relationship between summation and tetanus. 4. observe the effects of acetylcholine and serotonin, the neurotransmitters that effect contraction and relaxation of the anterior byssal retractor muscle. 5. have used the functions available in the Analysis window to determine values necessary for this exercise and feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-9: Crayfish Gut Pharmacology 1. Students will dissect a crayfish abdomen to expose the gut and intestines. 2. Students will assemble the equipment needed to be able to dose the intestine with different drugs and will record muscle contractions to observe responses both type and concentration of drug. 3. Students will deliver differing doses of excitatory and inhibitory neurotransmitters to see the effects on an actively contracting muscle: acetylcholine. epinephrine. GABA. LabScribe Exercises - Learning Goals and Outcomes Goals - 9

10 4. Measure and understand contraction amplitudes and durations. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to record the spontaneous contractions of the intestine. 2. describe any qualitative differences in the contractions produced by Acetylcholine, Epinephrine and GABA. 3. understand the difference between excitation and inhibition 4. have used the functions available in the Analysis window to determine values necessary for this 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AM-10: Summation, Tetanus, and Fatigue in an Intact Nerve-Muscle Prep 1. Students will dissect a frog leg to extract the sciatic nerve and the muscles of the lower limb (either the gastrocnemius or tibialis anterior). 2. Students will assemble the equipment needed to be able to stimulate the nerve and muscles, and record compound action potentials from both. 3. Students will understand the correlation between nerve stimulus and muscle responses. 4. Students will test synaptic delay between nerve and muscle compound action potentials. 5. Students will test stimulus frequency, fatigue, and myoneural blocking. 6. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully excise the sciatic nerve and muscles of a frog s leg. 2. have a better understanding of electrical stimulation of nerve fibers and the equipment used to perform such stimulation. 3. gain an understanding of both nerve and muscle compound action potentials and how they relate to each other. 4. record compound action potentials from the sciatic nerve and lower limb muscles to test a variety of hypotheses and reach scientific conclusions. 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions LabScribe Exercises - Learning Goals and Outcomes Goals - 10

11 Experiment AM-12: Crayfish Electrocardiogram (ECG) 1. Students will dissect a crayfish to expose the heart. 2. Students will assemble the equipment needed to be able to stimulate the heart and will record cardiac contractions to look at an ECG. 3. Students will understand the correlation between external stimuli and heart muscle response. 4. Students will gather data corresponding to normal heart rhythms. 5. Students will test different parameters with regard to cardiac muscle function and ECG recordings: cold temperature. warm temperature. epinephrine. acetylcholine. 6. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully isolate the frog heart. 2. gain an understanding of normal cardiac muscle contraction and normal crayfish ECG waves. 3. record cardiac muscle ECG waves to test a variety of hypotheses and reach scientific conclusions. 4. have used the functions available in the Analysis window to determine values necessary for this 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions Animal Nerve Chapter Experiment AN-1: Membrane Potentials 1. Students will dissect a crayfish tail to expose the fast extensor muscles. 2. Students will assemble the equipment to record membrane potentials. 3. Students will understand the Na+/K+ pump and how it works to keep membranes polarized for contraction. 4. Students will test the hypothesis that all fibers within a single muscle are the same and therefore have the same membrane potentials. LabScribe Exercises - Learning Goals and Outcomes Goals - 11

12 5. Students will also test the hypothesis that membrane potentials are dependent upon the concentration gradient of different ions. 6. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully expose the muscles of the crayfish tail and be able to distinguish between the different muscle types. 2. have a better understanding of microelectrode recording from muscle fibers and the equipment used to perform such recordings. 3. gain an understanding of the Na+/K+ pump and how it relates to membrane potentials. 4. record membrane potentials from the different crayfish tail muscles to test a hypothesis and reach a scientific conclusion. 5. test various saline solutions to determine if the concentration of K+ ions has any effect on muscle membrane potentials. 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions 7. have used the functions available in the Analysis window to determine values necessary for this Experiment AN-2: Compound Action Potentials 1. Students will dissect a frog leg to extract the sciatic nerve. 2. Students will assemble the equipment needed to be able to stimulate the nerve and record compound action potentials from nerves. 3. Students will understand the different types of fibers that make up the large sciatic nerve. 4. Students will test different hypothesis with regard to nerve function: Compound action potential: observing the one or more populations of different fiber types. Stimulus-response/axon recruitment: observing how the nerve response changes with increased stimulus voltage. Conduction velocity: measuring the speed at which action potentials propagate down the axons. Effects of temperature: observing how cooling affects the nerve conduction velocity. Bidirectionality: determining whether axons conduct in both directions. Refractoriness: observing how stimulus frequency affects the amplitude of compound action potentials Strength-Duration: observing how the amplitude of a stimulus required to stimulate LabScribe Exercises - Learning Goals and Outcomes Goals - 12

13 axons is related to the duration of the stimulus. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully excise the sciatic nerve of a frog and be able to understand the different fiber types within the nerve. 2. have a better understanding of electrical stimulation of nerve fibers and the equipment used to perform such stimulation. 3. gain an understanding of compound action potentials and how they relate to nerve function. 4. record compound action potentials from the sciatic nerve to test a variety of hypotheses and reach scientific conclusions. 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AN-3: Neuromuscular Studies 1. Students will dissect a frog leg to extract the sciatic nerve and the muscles of the lower limb (either the gastrocnemius or tibialis anterior). 2. Students will assemble the equipment needed to be able to stimulate the nerve and muscles, and record compound action potentials from both. 3. Students will understand the correlation between nerve stimulus and muscle responses. 4. Students will test synaptic delay between nerve and muscle compound action potentials. 5. Students will test different drugs with regard to nerve and muscle function: eserine. curare. atropine. high acetylcholine concentration. nicotine. dantrolene. high magnesium concentration. high calcium concentration. 6. Students will continue to be successful at using the LabScribe software to move cursors, LabScribe Exercises - Learning Goals and Outcomes Goals - 13

14 1. be able to successfully excise the sciatic nerve and muscles of a frog s leg. 2. have a better understanding of electrical stimulation of nerve fibers and the equipment used to perform such stimulation. 3. gain an understanding of both nerve and muscle compound action potentials and how they relate to each other. 4. record compound action potentials from the sciatic nerve and lower limb muscles to test a variety of hypotheses and reach scientific conclusions. 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AN-4: Compound Action Potentials in Earthworms 1. Students will anesthetize an earthworm. 2. Students will assemble the equipment needed to be able to stimulate the nerve and record compound action potentials from nerves. 3. Students will understand the different types of fibers that make up the nerve. 4. Students will test different hypothesis with regard to nerve function: Compound action potential: observing the one or more populations of different fiber types. Stimulus-response/axon recruitment: observing how the nerve response changes with increased stimulus voltage. Conduction velocity: measuring the speed at which action potentials propagate down the axons. Effects of temperature: observing how cooling affects the nerve conduction velocity. Bidirectionality: determining whether axons conduct in both directions. Refractoriness: observing how stimulus frequency affects the amplitude of compound action potentials Strength-Duration: observing how the amplitude of a stimulus required to stimulate axons is related to the duration of the stimulus. 7. Students will continue to be successful at using the LabScribe software to move cursors, LabScribe Exercises - Learning Goals and Outcomes Goals - 14

15 1. be able to successfully anesthetize an earthworm. 2. be able to understand the different fiber types within the nerve and record CAPs from that nerve. 3. have a better understanding of electrical stimulation of nerve fibers and the equipment used to perform such stimulation. 4. gain an understanding of compound action potentials and how they relate to nerve function. 5. test a variety of hypotheses and reach scientific conclusions. 6. have used the functions available in the Analysis window to determine values necessary for this 7. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AN-5: Cockroach Leg Mechanoreceptors 1. Students will explore the basic characteristics of the chordotonal organs. 2. Students will record their response to direction and intensity of leg movement, and determine if the responses are tonic or phasic. 3. Students will learn the basic characteristics of tibial spines on the cockroach leg. 4. Students will determine the effect of repeated stimulations on the frequency of action potentials. 5. Students will also determine the effect of cold and warm temperatures on the neuronal response of mechanoreceptors to mechanical stimulation. 6. Students will continue to be successful at using the LabScribe software to move cursors, 1. understand the difference between tonic and phasic responses during flexion and extension. 2. determine whether flexion or extension causes a greater response in action potential frequency, number, or response duration. 3. determine if movement of the tibia spine in one direction or the other causes different responses in action potential frequency, number or duration. 4. understand adaptation of responses. 5. be able to explain how and why physiological processes are dependent on temperature in poikilotherms. 6. have used the functions available in the Analysis window to determine values necessary for this LabScribe Exercises - Learning Goals and Outcomes Goals - 15

16 7. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AN-7: Cockroach Cercal Sense Organs 1. Students will assemble the equipment needed to be able to stimulate the cercal sense organs. 2. Students will elicit a ventral nerve cord response to air puffs and become familiar the responses. 3. Students will explore the effects of stimulus intensity on the number and frequency of action potentials produced. 4. Students will determine the number of hairs needed to trigger an action potential in the ventral nerve cord. 5. Students will determine the effect of a continuous stimulus on the frequency of action potentials. 6. Students will look at the response to a single stimulus after fairly complete adaptation. 7. Students will continue to be successful at using the LabScribe software to move cursors, 1. will be able to graph the response changes as a function of intensity. 2. understand whether the response is a change as a function of intensity. 3. be able to explain how the response differences would be important to the cockroach in its environment. 4. be able to determine the minimum number of hairs required to elicit a response. 5. understand the concept of adaptation and explain the importance to cockroach survival. 6. have used the functions available in the Analysis window to determine values necessary for this 7. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment AN-8: Frog Sciatic Nerve Compound Action Potential 1. Students will dissect a frog leg to extract the sciatic nerve. 2. Students will assemble the equipment and neuroamplifier needed to be able to stimulate the nerve and record compound action potentials from nerves. 3. Students will understand the different types of fibers that make up the large sciatic nerve. 4. Students will test different hypothesis with regard to nerve function: Compound action potential: observing the one or more populations of different fiber LabScribe Exercises - Learning Goals and Outcomes Goals - 16

17 types. Stimulus-response/axon recruitment: observing how the nerve response changes with increased stimulus voltage. Conduction velocity: measuring the speed at which action potentials propagate down the axons. Bidirectionality: determining whether axons conduct in both directions. Refractoriness: observing how stimulus frequency affects the amplitude of compound action potentials Strength-Duration: observing how the amplitude of a stimulus required to stimulate axons is related to the duration of the stimulus. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to successfully excise the sciatic nerve of a frog and be able to understand the different fiber types within the nerve. 2. have a better understanding of electrical stimulation of nerve fibers and the equipment used to perform such stimulation. 3. gain an understanding of compound action potentials and how they relate to nerve function. 4. record compound action potentials from the sciatic nerve to test a variety of hypotheses and reach scientific conclusions. 5. have used the functions available in the Analysis window to determine values necessary for this 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions LabScribe Exercises - Learning Goals and Outcomes Goals - 17

18 Cellular Metabolism Chapter Experiment CM-1: Oxygen Consumption and Size 1. Students will learn to accurately weigh small organisms. 2. Students will learn to calibrate the dissolved oxygen sensor and measure the rate of oxygen consumption over time of different sized organisms. 3. Students will collect and analyze oxygen consumption curves to determine how oxygen consumption is related to the size of an organism. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. have accurately measured the weight of small animals. 2. have successfully calibrated the dissolved oxygen sensor and recorded the oxygen consumption over time of various sized organisms. 3. after analyzing the data collected, be able to relate oxygen consumption to size. 4. come to a conclusion about any trends shown by this experiment. 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions 6. have used the functions available in the Analysis window to determine values necessary for this Experiment CM-2: Mitochondrial Metabolism 1. Students will examine one step in the process of the Kreb s Cycle of Cellular Respiration, the oxidation of succinic acid to fumaric acid. 2. Students will use a spectrophotometer to observe changes in the color of dye-labeled mouse liver extract in order to examine rate of reaction. 3. Students will perform three (3) separate experiments: one without cyanide, one in the presence of cyanide, and one using a competitive inhibitor to respiration. 4. Students will collect data, and use linear regression analysis to find the line of best fit for each set of reactions. 5. Students will make a histogram to compare the rate of reaction of color change of the three experiments. 1. understand the process of Cellular Respiration at the mitochondrial level. LabScribe Exercises - Learning Goals and Outcomes Goals - 18

19 2. be able to successfully use a spectrophotometer to measure color changes over time. 3. understand the concept of competitive inhibition. 4. be able to explain what cyanide does to the rate of a cellular respiration reaction. 5. analyze data and design a histogram for data comparison. 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions 7. have used the functions available in the Analysis window to determine values necessary for this Experiment CM-3: Mitochondrial Respiration 1. Students will examine the electron transport process of mitochondrial respiration. 2. Students will use a dissolved oxygen electrode and cellular respiration chamber to observe changes in the amount of dissolved oxygen in a solution of mitochondria order to examine rate of reaction. 3. Students will perform experiments using couplers, uncouplers, inhibitors and donors to see the effects on cellular respiration. 4. Students will collect and analyze data to determine the effects of various chemicals on the respiration process. 1. understand the process of Cellular Respiration at the mitochondrial level. 2. be able to successfully use a dissolved oxygen probe to measure oxygen concentration changes over time. 3. understand the concept of competitive inhibition how donors, coupler and uncouplers work within the cellular metabolism process. 4. feel comfortable transferring data to the Journal and interpreting that data to answer questions 5. have used the functions available in the Analysis window to determine values necessary for this Experiment CM-4: Photosynthesis 1. Students will examine the process of photosynthesis using isolated thylakoids from chloroplasts. 2. Students will use a dissolved oxygen electrode and photosynthesis chamber to observe changes in the amount of dissolved oxygen in a thylakoid solution in order to examine rate of reaction. LabScribe Exercises - Learning Goals and Outcomes Goals - 19

20 3. Students will learn how to measure the functionality of isolated thylakoids and how to measure electron transport in a complete photosystem. 4. Students will also learn how to measure electron transport in a single photosystem (PS I). 5. Students will collect and analyze data to determine the effects of various chemicals on the photosynthetic process. 6. Students will continue to be successful at using the LabScribe software to move cursors, 1. understand the process of Photosynthesis at the level of chloroplasts and photosystems within isolated plant organelles. 2. be able to successfully use a dissolved oxygen probe to measure oxygen concentration changes over time. 3. understand how uncouplers affect oxygen production rates in terms of phosphorylation, electron transport and chemiosmosis. 4. understand the relationship between light intensity and the rate of oxygen production in the whole electron transport process and in a single photosystem. 5. be able to compare coupled and uncoupled reactions between different experiments. 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions 7. have used the functions available in the Analysis window to determine values necessary for this Experiment CM-5: CO2 Fixation 1. Students will examine the process of carbon dioxide fixation using intact algal cells. 2. Students will use a dissolved oxygen electrode and photosynthesis chamber to observe changes in the amount of dissolved oxygen in a thylakoid solution in order to examine rate of reaction. 3. Students will use three compounds to compare the effect on the rate of carbon dioxide fixation in intact cells: Iodoacetamide (IAA), which inhibits certain enzymes of the Calvin cycle, but should have no effect on photosynthetic electron transport. 3-(3,4-dichlorophenyl)-1,1-dimethylurea (DCMU), which blocks electron transport between the Q a and Q b quinones in the chain. Methylamine (MA), which should increase the rate of electron transport by uncoupling ATP synthesis from electron transport. 4. Students will continue to be successful at using the LabScribe software to move cursors, LabScribe Exercises - Learning Goals and Outcomes Goals - 20

21 1. understand the process of Photosynthesis and CO2 fixation in intact algal cells. 2. be able to successfully use a dissolved oxygen probe to measure oxygen concentration changes over time. 3. understand how uncouplers affect oxygen production rates in terms of phosphorylation, electron transport and chemiosmosis. 4. understand the relationship between CO2 fixation in intact algal cells in both the dark and light; and the rate of oxygen production during the Calvin Cycle. 5. be able to compare oxygen production in algal cells and isolated thylakoids using the different chemicals. 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions 7. have used the functions available in the Analysis window to determine values necessary for this Experiment CM-6: Photosynthetic Gas Analysis using an Entire Plant 1. Students will assemble the equipment to be able to record accurate gas analysis measurements. 2. Students will determine the rate of oxygen production and carbon dioxide utilization in a photosynthesizing organism. 3. Students will accurately analyze REE values. 4. An an option, students may record: A plant a room temperature and compare to a plant at either high or low temperature. A plant contained in one concentration of CO 2 compared to a plant in a higher concentration of CO 2. A plant with the light shining on the leaves to a plant in the dark. 1. determine mean REE of a plant. 2. determine the changes in CO 2 and O 2 concentrations over time. 3. make comparisons with the values obtained under different circumstances. 4. Use advanced analysis features to gather mathematical data. Experiment CM-7: Oxygen Consumption and Aerobic Respiration in Goldfish 1. Students will learn to accurately weigh small organisms. LabScribe Exercises - Learning Goals and Outcomes Goals - 21

22 2. Students will learn to calibrate the dissolved oxygen sensor and measure the rate of oxygen consumption over time of organisms under different metabolic conditions. 3. Students will collect and analyze oxygen consumption curves to determine how oxygen consumption is related to the diet or ambient temperature of an organism. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. have accurately measured the weight of small animals. 2. have successfully calibrated the dissolved oxygen sensor and recorded the oxygen consumption over time of organisms under various conditions. 3. after analyzing the data collected, be able to relate oxygen consumption to diet or ambient temperature. 4. come to a conclusion about any trends shown by this experiment. 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions 6. have used the functions available in the Analysis window to determine values necessary for this LabScribe Exercises - Learning Goals and Outcomes Goals - 22

23 General Biology - Ecology Chapter Experiment GB-1: Biological Buffers 1. Students will determine the buffering capabilities of a variety of solutions by measuring the ph of the solutions 2. Students will compare buffering capabilities when the solutions are treated with either a weak acid or a weak base. 3. Students will measure the ph changes that occur in deionized (DI) water, a buffered physiological saline, and another solution chosen from a list provided. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. understand the concept of ph and biological buffers. 2. understand the importance of buffering capabilities in biological systems. 3. be able to mathematically calculate percent change in ph and relate this to the addition of a weak acid or base to a buffered solution. 4. feel comfortable transferring data to the Journal and interpreting that data to answer questions 5. have used the functions available in the Analysis window to determine values necessary for this Experiment GB-2: Membrane Permeability 1. Students will examine some of the properties of passive transport mechanisms across a simulated membrane. 2. Students will learn to create a cell using dialysis tubing. 3. Students will fill the cells with different solutions to understand the movement of ions across a cell membrane. 4. Students will measure the change in ph of the water surrounding the simulated cell. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. understand the concept of passive transport and the movement of ions across a cell membrane. 2. be able to explain how the movement of large particles causes a change in ph. 3. be able to understand the rate of diffusion of ions across the membrane. LabScribe Exercises - Learning Goals and Outcomes Goals - 23

24 4. be able to explain the factors that could increase the rate of diffusion of an ion across a membrane. 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions 6. have used the functions available in the Analysis window to determine values necessary for this Experiment GB-3: Water Quality 1. Students will collect water samples from a variety of sources, like streams and ponds, around their community. 2. Students will measure the temperature of the water at the site where it is collected. 3. Students will measure the ph, dissolved oxygen concentration, and specific gravity of water samples. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to collect water samples from a wide variety of sources. 2. be able to successfully use ph and DO2 electrodes to measure these parameters in a variety of water samples. 3. understand how ph, dissolved O2 and specific gravity impact water quality. 4. feel comfortable transferring data to the Journal and interpreting that data to answer questions 5. have used the functions available in the Analysis window to determine values necessary for this Experiment GB-4: Ecological Balance 1. Students will create an environment into which a small aquatic animal, a goldfish, is introduced. 2. Students will measure the changes in the dissolved oxygen concentration and the ph level of the water in which the fish is respiring. 3. Students will also create an environment into which a piece of aquatic plant is introduced. 4. Students will measure the changes in the dissolved oxygen concentration and the ph level of the water when the plant is exposed to light and photosynthesis takes place. 5. Students will create an environment in which both the plant and fish are present. LabScribe Exercises - Learning Goals and Outcomes Goals - 24

25 6. Students will measure the changes in the dissolved oxygen concentration and ph level of the ecosystem will be measured. 7. Students will continue to be successful at using the LabScribe software to move cursors, 1. be able to create specific environments in which to measure ph and dissolved oxygen concentrations. 2. be able to successfully use ph and DO2 electrodes to measure these parameters in three ecological environments. 3. understand how ph, dissolved O2 impact the quality of an ecosystem and be able to determine which biological system is more balanced. 4. feel comfortable transferring data to the Journal and interpreting that data to answer questions 5. have used the functions available in the Analysis window to determine values necessary for this Experiment GB-5: Acid Rain 1. Students will generate the gases that create acid rain: carbon dioxide, nitrogen dioxide, and sulfur dioxide. 2. Students will bubble the gases through water. 3. Students will monitor the acidity of the water using a ph electrode. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. understand the concept of ph and acid rain. 2. understand the importance of regulating ph in biological systems. 3. be able to mathematically calculate percent change in ph and relate this to the addition of an acid rain producing gases to water. 4. explain why acid rain is deleterious to ecosystems and habitats. 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions 6. have used the functions available in the Analysis window to determine values necessary for this LabScribe Exercises - Learning Goals and Outcomes Goals - 25

26 Experiment GB-6: Conductivity of Solutions 1. Students will learn to use a conductivity meter. 2. Students will calibrate the conductivity meter using standard solutions. 3. Students will test the conductivity of various electrolytes. 4. Students will study the effect of concentration on the conductivity of solutions. 5. Students will graph the concentration vs. conductivity of the various solutions tested. 1. determine the conductivity of different electrolyte solutions. 2. understand the effect of concentration on the conductivity of various solutions. 3. understand the main contributor to the difference in conductivity values between the solutions tested. 4. feel comfortable transferring data to the Journal and interpreting that data to answer questions 5. have used the functions available in the Analysis window to determine values necessary for this LabScribe Exercises - Learning Goals and Outcomes Goals - 26

27 General Goals and Outcomes for A&P Courses as stated by the Human Anatomy & Physiology Society ~ HAPS ( 1. Develop a vocabulary of appropriate terminology to effectively communicate information related to anatomy and physiology. 2. Recognize the anatomical structures and explain the physiological functions of body systems. 3. Recognize and explain the principle of homeostasis and the use of feedback loops to control physiological systems in the human body. 4. Use anatomical knowledge to predict physiological consequences, and use knowledge of function to predict the features of anatomical structures. 5. Recognize and explain the interrelationships within and between anatomical and physiological systems of the human body. 6. Synthesize ideas to make a connection between knowledge of anatomy and physiology and real-world situations, including healthy lifestyle decisions and homeostatic imbalances. 7. Demonstrate laboratory procedures used to examine anatomical structures and evaluate physiological functions of each organ system. 8. Interpret graphs of anatomical and physiological data. Human Circulation Chapter General Goals and Outcomes per HAPS ( With respect to cardiac output (CO): 1. Define cardiac output, and state its units of measurement. 2. Calculate cardiac output, given stroke volume and heart rate. 3. Predict how changes in heart rate (HR) and/or stroke volume (SV) will affect cardiac output. 4. Discuss the concept of cardiac reserve. With respect to stroke volume (SV): 1. Define end diastolic volume (EDV) and end systolic volume (ESV) and calculate stroke volume (SV) given values for EDV & ESV. 2. Define venous return, preload and afterload, and explain the factors that affect them as well as how each of them affects EDV, ESV and SV. 3. Discuss the influence of positive and negative inotropic agents on SV. Define blood flow, blood pressure, and peripheral resistance. Given values for systolic and diastolic blood pressure, calculate pulse pressure (PP) and mean arterial pressure (MAP). LabScribe Exercises - Learning Goals and Outcomes Goals - 27

28 Experiment HC-1: Blood Pressure, Peripheral Circulation, and Body Position 1. Students will be able to successfully record pulse waves using a plethysmograph, and blood pressure using a non-invasive blood pressure cuff (sphygmomanometer). 2. Students will be able to interpret data from these recordings and understand the difference between systolic and diastolic blood pressure. 3. Students will look at the effects of different cuff and body positions on pulse and blood pressure. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. have successfully calibrated a non-invasive blood pressure cuff. 2. have recorded recognizable pulse and blood pressure waves and be able to calculate the pulse rate and blood pressure of an individual from the recorded data. 3. have been able to interpret the effects of different cuff and body positions on both pulse and blood pressure. 4. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment HC-2: Blood Pressure, Peripheral Circulation, and Imposed Conditions 1. Students will be able to successfully record pulse waves using a plethysmograph, and blood pressure using a non-invasive blood pressure cuff (sphygmomanometer). 2. Students will be able to interpret data from these recordings and understand the difference between systolic and diastolic blood pressure. 3. Students will look at the effects of imposed conditions doing either short- or long- term experiments. The effects of food additives, exercise, apnea and temperature changes may be examined. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. have successfully calibrated a non-invasive blood pressure cuff. 2. have recorded recognizable pulse and blood pressure waves and be able to calculate the pulse rate and blood pressure of an individual from the recorded data. 3. have been able to interpret the effects of different imposed conditions on both pulse and blood pressure. 4. feel comfortable transferring data to the Journal and interpreting that data to answer questions LabScribe Exercises - Learning Goals and Outcomes Goals - 28

29 Experiment HC-3: Pulse Wave Velocity 1. Students will be able to successfully record pulse waves using a plethysmograph and a threelead electrocardiogram (ECG). 2. Students will be able to interpret data from these recordings and understand the amplitudes and values of the ECG waves. 3. Students calculate pulse wave velocity from the ECG and pulse recording data in a resting subject and in subjects after 4. Students can perform an optional exercise to determine the effect of different temperatures on the pulse wave velocity. 5. Students will continue to be successful at using the LabScribe software to move cursors, 1. have successfully recorded pulse waves and an ECG. 2. have been able to calculate the pulse rate and ECG amplitudes of an individual from the recorded data. 3. have been able to calculate the normal resting pulse wave velocity (PWV) and the PWV after hand exercises. 4. been able to calculate the normal resting pulse wave velocity (PWV) and the PWV after the forearm has been exposed to different temperatures (Optional). 5. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment HC-4: Pulse Contour Analysis 1. Students will be able to successfully record pulse waves using a plethysmograph and blood pressure using a non-invasive blood pressure cuff (sphygmomanometer). 2. Students will be able to interpret data from these recordings and understand the difference between systolic and diastolic blood pressure. 3. Students will determine the arterial stiffness, vascular tone, and blood pressures of individual subjects. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. have successfully calibrated a non-invasive blood pressure cuff. 2. have recorded recognizable pulse and blood pressure waves and be able to calculate the pulse rate and blood pressure of an individual from the recorded data. LabScribe Exercises - Learning Goals and Outcomes Goals - 29

30 3. interpret the collected data to determine the Student Stiffness Index (SSI) of the subject s major arteries. 4. determine the Student Reflection Index (SRI), the indicator of vascular tone in the subject s large vessels. 5. understand systolic and diastolic blood pressure and make a determination as to whether the subject is hypo-, hyper- or normo-tensive. 6. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment HC-5: Body Position, Exercise and Cardiac Output 1. Students will be able to successfully record pulse waves using a plethysmograph and blood pressure using a non-invasive blood pressure cuff (sphygmomanometer). 2. Students will be able to interpret data from these recordings and understand the difference between systolic and diastolic blood pressure. 3. Students will determine the cardiac output and stroke volume of a subject in various body positions. 4. Students will continue to be successful at using the LabScribe software to move cursors, 1. have successfully calibrated a non-invasive blood pressure cuff. 2. have recorded recognizable pulse and blood pressure waves and be able to calculate the cardiac output and stroke volume of an individual from the recorded data. 3. interpret the collected data to determine the systolic and diastolic pressures, and cardiac output of the subject in the reclining, sitting, and standing positions. 4. compare systolic and diastolic pressures, and cardiac output of the subject in the reclining, sitting, and standing positions. 5. understand systolic and diastolic blood pressure and make a determination as to whether the subject is hypo-, hyper- or normo-tensive. 6. compare blood pressures and cardiac output of a subject at various times after 7. feel comfortable transferring data to the Journal and interpreting that data to answer questions Experiment HC-6: Effects of Temperature on Peripheral Oxygen Saturation Levels 1. Students will be able to successfully record pulse waves and oxygen saturation levels using a pulse oximeter. LabScribe Exercises - Learning Goals and Outcomes Goals - 30