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Someone who knows Chemistry VERY WELL.
This is a Prelaboratory assignment. I need help. I will upload the pages if someone bids on it. It's abo ...
Someone who knows Chemistry VERY WELL.
This is a Prelaboratory assignment. I need help. I will upload the pages if someone bids on it. It's about eight questions long with some having multiple parts to them.To give you a preview of what it is so that you can decide if you would be able to answer these questions correctly please follow these steps. Also, I did some questions. Please check those to see if you get similar answers.1. Follow this link. https://books.google.com/books?id=X3KX6p8hnlIC&pg=PA417-IA6&lpg=PA417-IA6&dq=Experimental+procedure,+Part+A.1.+Describe+the+technique+for+mixing+solutions+in+a+%22small%22+test+tube.&source=bl&ots=AenFh7EBnR&sig=UgSmEiadEP3Rv1SwFVBFyZLMuKI&hl=en&sa=X&ved=0CB0Q6AEwAGoVChMI65vf4qP8xwIVw1g-Ch3P9g6I#v=onepage&q=Qual%3A%20Common%20ANions&f=false2. Type "Qual: Common Anions" in the search box then press "Go".3. Click the first page that shows up on the top. You will need to scroll down about seven pages until you see Experiment 37 Prelaboratory Assignment Qual: Common Anions. It will say for the first question "1. A review of the Dry Lab 4 will make this experiment...". These questions are similar to the ones I have to complete.
5 pages
Phy321
Question1: Suppose a single light bulb burns out. How do you think this will affect lights that Answer: All of the other l ...
Phy321
Question1: Suppose a single light bulb burns out. How do you think this will affect lights that Answer: All of the other lights will go out. This is ...
BIO 120 Grossmont College Difussion & Osmosis Worksheet
Exercise 6 - DIFFUSION AND OSMOSISStudent Learning Outcomes
At the completion of this exercise you should:
(l) Be able ...
BIO 120 Grossmont College Difussion & Osmosis Worksheet
Exercise 6 - DIFFUSION AND OSMOSISStudent Learning Outcomes
At the completion of this exercise you should:
(l) Be able to define the terms diffusion and osmosis.
(2) Be able to list and discuss four mechanisms that cells use to move molecules across their plasma membranes.
(3) Be able to explain what Brownian motion tells us about atoms and molecules.
(4) Be able to explain the relationship between molecular weight and the rate of a molecule’s diffusion.(5) Be able to list the characteristics of molecules that can, and those that cannot, move passively across a cell’s plasma membrane.
(6) Be able to describe how the solute concentration, inside of a cell, affects the rate (speed) of osmosis.
(7) Be able to define the following terms: concentration gradient, selectively permeable membrane, hypertonic, hypotonic, isotonic, and homeostasis.Introduction
Virtually all life forms are composed of cells. The cell is called the fundamental unit of life because within it occur most of the biochemical life processes. One of the phenomena of life is that the chemical composition of a cell remains fairly constant, in spite of the fact that the cell continually uses substances from its external environment and at the same time discharges other substances into its environment: This state of chemical constancy in living systems is called homeostasis. This homeostasis, in addition to the fact that a cell's surroundings are always of relatively different chemical composition from its inside, leads us to hypothesize that there must be some very selective means of chemical exchange across a cell's plasma membrane. Today, we will investigate the processes of movement of some substances into and out of cells.
Question 1. Most "cells" do not appear to have an obvious "mouth" or other visible structures in their cell ("plasma") membranes. Suggest one other way in which materials might be able to pass through the cell's membrane:Replace this text with your answer.
Question 2. Cell biologists tell us that there are 4 basic mechanisms that cells use to get molecules across their membranes. You need to learn these 4 strategies. Go to your textbook, or other reference source, and define the following 4 mechanisms:
1.)Osmosis2.)Facilitated diffusion3.)Endocytosis and exocytosis4.)Active transport
Brownian Motion
Robert Brown made an interesting observation in 1827 that led to the principle that "all atoms and molecules" are in constant motion. Dr. Brown was a botanist and army surgeon who was looking at particles inside pollen grains when he noticed the "rapid oscillatory motion of microscopic particles." He later observed the same movement when looking at substances, like India Ink. India Ink is made of water and billions of suspended clumps of carbon atoms. Under high magnification, Brown observed that the clumps of carbon atoms were vibrating wildly in all directions. He hypothesized that moving water molecules, which cannot be seen, must be colliding with the clumps of carbon, forcing them to move. Further study has shown that Dr. Brown was correct and, today, we call this kind of observation "Brownian motion".
A physical scientist would tell you that particles (atoms and molecules) are moving because "they have heat energy (Kinetic energy)". If you ask what kinetic energy is, you will be told that it is "random molecular motion" which, of course, is a circular argument. The point here is that we really do not know the ultimate reason why all atoms and molecules on earth are moving, only that they are and that the more heat energy ("kinetic energy") atoms or molecules have, the faster they move.
You are about to make this observation under the compound microscope yourself. The proper way to carry the compound microscope will be demonstrated. Always use two hands. Make sure that the cord is not dangling to prevent a tripping hazard. One hand should be holding the base of the microscope, while the other should hold the arm of the microscope.
Before using the microscope, check for the condition the microscope was left in from the prior class.
Was the microscope placed back in its assigned compartment with the arm facing out toward you?Was the cord wrapped between the stage and objectives with the plug tucked inside the cord?Was the cord relatively untangled?Was the ocular lens clean? (If not, clean the dirty lens with the appropriate lens cleaner and lens paper (not a paper towel).Was the light turned off?Check that the Condenser is at its highest point, directly below the stage. There is a knob connected to the Condenser that allows it to be moved up and down.Was the mechanical stage centered so that the stage clips don’t hang over the edge of the stage?Was the scanning objective lens (4x) (not another objective) placed over the stage? If not, rotate the nose piece until the scanning objective is facing the stage. Was the stage lowered to the lowest setting possible position? If not, use the coarse focus knob to do so, not the fine focus knob.Were there any slides remaining on the stage? If so, remove the slide and notify your instructor. It is important that the slide is placed in the correct box, or it may get lost.If any of these conditions were problematic, please let your instructor know.
Procedure:
Plug in the cord and turn up the light intensity.to its maximum value and adjust the iris diaphragm to its most closed setting. As you proceed you can increase the light passing through the specimen by gradually opening the iris diaphragm.
Adjust the distance between the oculars: Without placing the prepared slide on the stage yet, look through the oculars. You are likely going to see two circles of white light. Do not try to focus your eyes on any one thing, as nothing is in focus yet. Slowly, move the two oculars together and/or further apart until the two circles of white light become one circle of light, the Field of View.
Lower the stage using the coarse focus knob, and make sure the (shortest) scanning objective is facing the stage, so that there is no chance of the slide scratching any objective lenses.
Prepare your wet mount slide. Wash and dry a glass slide. Place a small drop of India ink on a clean slide. Place a cover slip on the slide.
Coverslip: Carefully cover the preparation with a clean plastic coverslip as follows:
Place one edge of the coverslip near to the drop. The stain and water with which you mixed the cells will flow along the junction of the edge of the coverslip and the slide. Carefully lower the coverslip over the specimen keeping the edge of the coverslip in contact with the slide. In this way, the water will flow slowly and uniformly about the specimen and force out air bubbles from beneath the coverslip. (A few air bubbles are not a serious problem for your first slide.)
Excess fluid: If liquid spills out or may spill out from under the coverslip, gently blot the excess with a towel, so that it will not later drip onto the stage of the microscope. Before looking through the eyepiece (ocular), open the stage clip, and place the slide on the stage of the microscope beneath the objective, with the coverslip visible on the upper side. The stage clip should be holding the slide in place, not pressing the slide under it. Using the left and right/up and down stage knobs), center the object below the objective without looking through the oculars. Nothing is in focus yet.
Coarse adjustment with scanning lens: With the scanning lens in place, move the stage up to its highest point without looking through the oculars. Nothing is in focus yet.
Looking through the ocular with your right eye only (squint or cover your left eye), bring the specimen into focus by turning the coarse focus adjustment knob slowly until the specimen is generally in focus. Then turning the fine adjustment knob will bring the specimen into sharper focus.
Focus your left eye: Viewing the specimen with both eyes through both oculars, turn the left ocular diopter until the specimen is clear in both eyes.
Iris diaphragm: The light coming through the microscope may be either too bright or too dim. If the amount of light is not satisfactory, it can be adjusted by carefully regulating the size of the opening of the iris diaphragm by moving the lever beneath the stage. The iris diaphragm is part of the condenser which concentrates the light coming from the light source.
Adjusting on low and high power objectives - use fine adjustment knobs only: If you wish to view the specimen using higher magnification, center the specimen in the field, and carefully rotate the revolving nosepiece to bring the next higher power objective into place beneath the body tube. The specimen will no longer be in focus. In order to sharpen the image of the specimen, adjust the focus using only the fine focus adjustment knob. (Again, the light may have to be adjusted with the iris diaphragm.) Each time you move to the next higher power objective, be sure you center the specimen beforehand.
Examine the drop first under scanning, then low power, then under high power. Be sure you can see the individual particles of India ink.
Focus your attention on one particle (under high power) for several seconds. Look for a slight but vigorous movement of this particle, independent of the other particles. (Note: You may need to wait a few minutes. Then, if you see a mass "flowing" movement of all the particles in one direction like a small river, this is not Brownian motion. Wait for the flowing to subside, then carefully observe one particle.)
Question 3. Describe the Brownian motion in your own words:
Replace this text with your answer.
Question 4. Describe, in your own words, how this observation indicates that all visible and invisible molecules are in motion?
Replace this text with your answer.
Remove the slide: Once everyone in your group has viewed the Brownian Motion and you need to remove the slide, be sure to rotate the nosepiece to the scanning objective. Then using the coarse adjustment knob, lower the stage to its lowest position. Then open the stage clip and remove the slide.
Clean up.Rinse any wet mount slides and place them in the container marked “Used slides.” Wash and dry the coverslips and place them in their original container.Throw away any Kimwipes or other paper.You will need your microscope for other parts of this lab, so leave it available. However, make sure it is not near where there is sugar solution. Keep it safe.II. DIFFUSION
Diffusion is the movement of particles from an area of high concentration to an area of low concentration. This results from the continuous random motion that is characteristic of all molecules in liquid or the gas states. A few observations about diffusion will help us to understand how molecules can move from one location to another, perhaps even across cell membranes.
A. Diffusion through a Colloid
The contents of a cell (the cytoplasm) may be described as a colloid rather than a liquid or solid. Large protein molecules are present in a cell's cytoplasm that allow it to be in a transitional state of matter called a colloid (somewhere between a liquid and a solid). A special kind of colloid, agar gel, is available in the laboratory and will be used to demonstrate how molecules diffuse from one place to another once they are inside a cell.
Agar is a carbohydrate extracted from algae in powder form. A gel is prepared by mixing the powder with water, then heating followed by cooling--similar to the preparation of a gelatin (animal protein) dessert. The result is a gelatin-like substance composed of intertwined molecules with water trapped among them. Two compounds (molecules), potassium permanganate and methylene blue, have been selected to illustrate diffusion through a colloid. Unlike most components of living cells, these compounds are brightly colored, allowing us to watch their diffusion.
Procedure:
1. Working with your team, obtain a disposable Petri dish containing agar gel.
2. Using a No. 5 cork borer (a "punch"), make two holes in the agar approximately 5 centimeters apart (See diagram below). Remove the plugs of agar with a toothpick and place in the trash.
3. Bring your agar dish, the dropper bottles of potassium permanganate solution and the dropper bottle of methylene blue back to your lab bench.
4. Place two drops of 1% potassium permanganate solution in one of the holes. In the other hole, place two drops of 1% methylene blue solution. Start a timer for 60 minutes. Return the bottles back to the side lab benches for others to use.5. After approximately one hour, measure the diameter (in millimeters) of the circle that the solutions diffused.
Potassium permanganate:mmMethylene blue:mm
6. Examine your Petri dish. Shade the agar in the diagram to demonstrate the movement of the solutions in the diagram below. Shade to show where the concentration of the potassium permanganate is higher and where it is lower.
Top view of Petri dish: Side view of Petri dish:
Acme Manufacturing Employee's Actual Exposure to Iron Oxide Report Project
The theme or setting for each projectYou are employed by Be Safe Consulting, Inc. (BSCI), as an entry level safety consult ...
Acme Manufacturing Employee's Actual Exposure to Iron Oxide Report Project
The theme or setting for each projectYou are employed by Be Safe Consulting, Inc. (BSCI), as an entry level safety consultant. You report directly to Bob Sanders, the supervising Certified Safety Professional (CSP). For the last two months you have been assigned to conduct a comprehensive safety evaluation for Acme Manufacturing Co. Based on the observations, calculations, and recommendations in Unit II through Unit VIII prepare a Comprehensive Report to Bob Sanders, who will, in turn, use this information to prepare a final report to Acme Manufacturing Co. Board of Directors. While the Board of Directors may be looking for detailed business impacts, Bob Sanders is looking for a detail of potential employee hazard exposures and your recommendation rationale (calculations, observations, and/or regulation).Ventilation ReportYou are employed by Be Safe Consulting, Inc. (BSCI) as an entry level safety consultant. You report directly to Bob Sanders, the supervising Certified Safety Professional (CSP). BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to various particulates and gases. In addition, your company has been contracted to determine if the current ventilation systems that are in place are adequate to protect employees from an over exposure to these chemicals. After conducting a field assessment, prepare a written report that Bob Sanders can utilize to prepare a final comprehensive report for the Board of Directors. During your field investigation, you find the following field observations:Welding RoomThe company has six welding booths, or areas that are partitioned only for the use of welding curtains. The booth is open to mixing in the front and top. The company is worried about the welder's exposure to iron oxide (PEL 10 mg/m³). For a valid sample, you must have a minimum of six hours of sampling (The remaining two hours of the work day is considered to be equal to or less than the sampled exposure. As a result of your air sampling over an eight-hour time period (i.e., the work schedule), you receive the following analytical report:NameLocationConc. 1Time 1Conc. 2Time 2Conc. 3Time 3Anne WeldingBooth #14.3 mg/m³150 min.3.7 mg/m³150 min2.2 mg/m³240 minFrank WorldlyBooth #22.1 mg/m³180 min2.8 mg/m³120 min3.1 mg/m³240 minJim YoungBooth #31.7 mg/m³205 min1.25 mg/m³125 min1.03 mg/m³150 minBetty JohnsonBooth #412.8 mg/m³165 min11.2 mg/m³72 min9.8 mg/m³123 minJack JonesBooth #57.8 mg/m³190 min14.2 mg/m³149 min8.8 mg/m³140 minJoey AppertonBooth #63.9 mg/m³155 min4.6 mg/m³90 min2.1 mg/m³46 minBased on this information, determine the employee's actual exposure to iron oxide, whether the samples were valid, and if not, why? Show your work either in the report or as an appendix.During further evaluations of the welding booths, you determine that each booth utilizes a local exhaust system to remove the iron oxide and other contaminants prior to mixing with the breathing air. You take the following measurements:LocationAir Velocity (fpm)Work distance from exhaust opening (in inches)Duct Diameter (in inches)Flow Rate (cfm)Booth #1683188UnknownBooth #2Unknown16812,375Booth #37101612UnknownBooth #4184268UnknownBooth #5Unknown2289721Booth #6Unknown181211421After taking the air samples for employee exposures to iron oxide, then measuring and calculating the performance of the local exhaust ventilation (paying particular attention to the specifics), what recommendations would you make to reduce the employee's overexposure, if any, to the ventilation systems?Hazardous Materials Storage AreaAs part of your assessment, you have been asked to evaluate and determine if the hazardous materials storage area has adequate ventilation. In addition to the federal requirements, Acme's insurance carrier requires that they have a minimum of 12 air changes per hour. In your evaluation, you collect the following information:Area Width (ft.)Area Length (ft.)Area Height (ft.)Ventilation Supply #1 (volume-cfm)Ventilation Supply #2 (volume-cfm)223014874993Determine if the current hazardous materials storage area is adequate and meets the requirements of Acme's insurance carrier. What recommendations would you make to correct the discrepancies, if any?Foundry RoomAcme has a foundry room, which is nearing the point of being outdated in terms of engineering controls. For example, one employee stands near an operation that has a canopy hood exhaust and routinely puts his face in the flow of the hood, causing him to inhale particulates and gases that are directly being drawn into the hood. Part of your evaluation is to make a recommendation for a new type of exhaust system. Which one would you recommend, and why?Respond to the details in each section, and format your report in APA style. Include at least each of the following in your report for this unit:Introduction-briefly describe why the studies were performed (why you started the study).Report details-briefly discuss the details of the scenario (what you found from the study).Conclusions and recommendations-briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).Appendix-Measurements and calculations (show your work).At least 2 pages. APA formatting for all references and in-text citations.
SIM 440 American Sentinel University Case Management of Hypertension Discussion
Activity 2Chronic Disease ManagementChoose one of the following chronic diseases to address in this component: Hypertensio ...
SIM 440 American Sentinel University Case Management of Hypertension Discussion
Activity 2Chronic Disease ManagementChoose one of the following chronic diseases to address in this component: HypertensionChronic Obstructive Pulmonary DiseaseDiabetes Mellitus type 2Childhood AsthmaComplete the following:Detail the population including who the members are, contributing causes, past medical history, family/genetic components.Evaluate the population including size, seriousness of disease, special needs, etc.Assess the need for formal case management.Argue the potential benefits to implementing a case management model including economics, quality of life/care, social disruption, etc.Analyze why nursing should be a part of this plan. What can they bring to the table?Identify other team members who should be included on a case management team. Why should they be on this team and what is their role?Reading and ResourcesChapter 2 pages 44-47 in Fundamentals of Case Management PracticeDe Regge, M., Pourcq, K. D., Meijboom, B., Trybou, J., Mortier, E., & Eeckloo, K. (2017). The role of hospitals in bridging the care continuum: A systematic review of coordination of care and follow-up for adults with chronic conditions. BMC Health Services Research, 17Davis, M. M., Devoe, M., Kansagara, D., Nicolaidis, C., & Englander, H. (2012). "Did I do as best as the system would let me?" healthcare professional views on hospital to home care transitions. Journal of General Internal Medicine, 27(12), 1649-56.Additional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Options:Choose One:Instructions:Paper4 to 6-page paper. Include title and reference pages.Microsoft PowerPoint Presentation8 to 10 slides. Add title and reference slides.Follow Rules of 7.Other media (Prezi, etc.) presentation8 to 10 slides with speaker notes. Add title and reference slides.Follow Rules of 7.Video Presentation5 to 8-minute video presentation.Attach reference page or include in video.Professional appearance and background.Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.TableTable with appropriate columns and headers.Include title and reference pages.Graphs or other illustrationsGraphs or illustrations with appropriate labels. Include title and reference pages.PosterPoster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.Note: Title and reference pages/slides do not count towards the count requirements. RUBRIC: Collaboration for Improving Outcomes – Chronic Disease Management
Description: The baccalaureate graduate nurse will collaborate with other members of the
healthcare team to improve patient outcomes.
Course Competencies: 1) Assess the roles of the nurse case manager in the contemporary
health care structure. 2) Develop a holistic case management plan for a specified disease or
population that incorporates the role of insurance, health care finance, and utilization of
community resources.
QSEN Competencies: 1) Patient-Centered Care 2) Teamwork and Collaboration 3) EvidenceBased Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Population Detail the
population
Identifies the
population
List the population Does not address
section
Evaluate Evaluates the
population (size,
seriousness,
special needs,
etc.)
Reviews the
population (size,
seriousness,
special needs,
etc.).
Names the
population (size,
seriousness,
special needs,
etc.).
Does not address
section
Assesses Assesses why
there should be a
formal case
management
program.
Explains why
there should be a
formal case
management
program.
Lists why there
should be a formal
case management
program.
Does not address
section
Potential
benefits
Argues the
potential benefits
to implementing a
systematic case
management plan
(economics,
quality of
life/care, social
disruption, etc.).
Classifies the
potential benefits
to implementing a
systematic case
management plan
(economics,
quality of
life/care, social
disruption, etc.).
Lists the potential
benefits to
implementing a
systematic case
management plan
(economics,
quality of
life/care, social
disruption, etc.)
Does not address
section
Analyze Analyzes why
nursing should
coordinate this
plan of care.
Discusses why
nursing should
coordinate this
plan of care.
Lists why nursing
should coordinate
this plan of care.
Does not address
section
Identify Identifies the
other team
members who
should be
included and
why.
Recognizes the
other team
members who
should be
included and why.
Lists the other
team members
who should be
included and why.
Does not address
sectionAPA,
Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three
errors in APA,
Spelling, and
Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references
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Someone who knows Chemistry VERY WELL.
This is a Prelaboratory assignment. I need help. I will upload the pages if someone bids on it. It's abo ...
Someone who knows Chemistry VERY WELL.
This is a Prelaboratory assignment. I need help. I will upload the pages if someone bids on it. It's about eight questions long with some having multiple parts to them.To give you a preview of what it is so that you can decide if you would be able to answer these questions correctly please follow these steps. Also, I did some questions. Please check those to see if you get similar answers.1. Follow this link. https://books.google.com/books?id=X3KX6p8hnlIC&pg=PA417-IA6&lpg=PA417-IA6&dq=Experimental+procedure,+Part+A.1.+Describe+the+technique+for+mixing+solutions+in+a+%22small%22+test+tube.&source=bl&ots=AenFh7EBnR&sig=UgSmEiadEP3Rv1SwFVBFyZLMuKI&hl=en&sa=X&ved=0CB0Q6AEwAGoVChMI65vf4qP8xwIVw1g-Ch3P9g6I#v=onepage&q=Qual%3A%20Common%20ANions&f=false2. Type "Qual: Common Anions" in the search box then press "Go".3. Click the first page that shows up on the top. You will need to scroll down about seven pages until you see Experiment 37 Prelaboratory Assignment Qual: Common Anions. It will say for the first question "1. A review of the Dry Lab 4 will make this experiment...". These questions are similar to the ones I have to complete.
5 pages
Phy321
Question1: Suppose a single light bulb burns out. How do you think this will affect lights that Answer: All of the other l ...
Phy321
Question1: Suppose a single light bulb burns out. How do you think this will affect lights that Answer: All of the other lights will go out. This is ...
BIO 120 Grossmont College Difussion & Osmosis Worksheet
Exercise 6 - DIFFUSION AND OSMOSISStudent Learning Outcomes
At the completion of this exercise you should:
(l) Be able ...
BIO 120 Grossmont College Difussion & Osmosis Worksheet
Exercise 6 - DIFFUSION AND OSMOSISStudent Learning Outcomes
At the completion of this exercise you should:
(l) Be able to define the terms diffusion and osmosis.
(2) Be able to list and discuss four mechanisms that cells use to move molecules across their plasma membranes.
(3) Be able to explain what Brownian motion tells us about atoms and molecules.
(4) Be able to explain the relationship between molecular weight and the rate of a molecule’s diffusion.(5) Be able to list the characteristics of molecules that can, and those that cannot, move passively across a cell’s plasma membrane.
(6) Be able to describe how the solute concentration, inside of a cell, affects the rate (speed) of osmosis.
(7) Be able to define the following terms: concentration gradient, selectively permeable membrane, hypertonic, hypotonic, isotonic, and homeostasis.Introduction
Virtually all life forms are composed of cells. The cell is called the fundamental unit of life because within it occur most of the biochemical life processes. One of the phenomena of life is that the chemical composition of a cell remains fairly constant, in spite of the fact that the cell continually uses substances from its external environment and at the same time discharges other substances into its environment: This state of chemical constancy in living systems is called homeostasis. This homeostasis, in addition to the fact that a cell's surroundings are always of relatively different chemical composition from its inside, leads us to hypothesize that there must be some very selective means of chemical exchange across a cell's plasma membrane. Today, we will investigate the processes of movement of some substances into and out of cells.
Question 1. Most "cells" do not appear to have an obvious "mouth" or other visible structures in their cell ("plasma") membranes. Suggest one other way in which materials might be able to pass through the cell's membrane:Replace this text with your answer.
Question 2. Cell biologists tell us that there are 4 basic mechanisms that cells use to get molecules across their membranes. You need to learn these 4 strategies. Go to your textbook, or other reference source, and define the following 4 mechanisms:
1.)Osmosis2.)Facilitated diffusion3.)Endocytosis and exocytosis4.)Active transport
Brownian Motion
Robert Brown made an interesting observation in 1827 that led to the principle that "all atoms and molecules" are in constant motion. Dr. Brown was a botanist and army surgeon who was looking at particles inside pollen grains when he noticed the "rapid oscillatory motion of microscopic particles." He later observed the same movement when looking at substances, like India Ink. India Ink is made of water and billions of suspended clumps of carbon atoms. Under high magnification, Brown observed that the clumps of carbon atoms were vibrating wildly in all directions. He hypothesized that moving water molecules, which cannot be seen, must be colliding with the clumps of carbon, forcing them to move. Further study has shown that Dr. Brown was correct and, today, we call this kind of observation "Brownian motion".
A physical scientist would tell you that particles (atoms and molecules) are moving because "they have heat energy (Kinetic energy)". If you ask what kinetic energy is, you will be told that it is "random molecular motion" which, of course, is a circular argument. The point here is that we really do not know the ultimate reason why all atoms and molecules on earth are moving, only that they are and that the more heat energy ("kinetic energy") atoms or molecules have, the faster they move.
You are about to make this observation under the compound microscope yourself. The proper way to carry the compound microscope will be demonstrated. Always use two hands. Make sure that the cord is not dangling to prevent a tripping hazard. One hand should be holding the base of the microscope, while the other should hold the arm of the microscope.
Before using the microscope, check for the condition the microscope was left in from the prior class.
Was the microscope placed back in its assigned compartment with the arm facing out toward you?Was the cord wrapped between the stage and objectives with the plug tucked inside the cord?Was the cord relatively untangled?Was the ocular lens clean? (If not, clean the dirty lens with the appropriate lens cleaner and lens paper (not a paper towel).Was the light turned off?Check that the Condenser is at its highest point, directly below the stage. There is a knob connected to the Condenser that allows it to be moved up and down.Was the mechanical stage centered so that the stage clips don’t hang over the edge of the stage?Was the scanning objective lens (4x) (not another objective) placed over the stage? If not, rotate the nose piece until the scanning objective is facing the stage. Was the stage lowered to the lowest setting possible position? If not, use the coarse focus knob to do so, not the fine focus knob.Were there any slides remaining on the stage? If so, remove the slide and notify your instructor. It is important that the slide is placed in the correct box, or it may get lost.If any of these conditions were problematic, please let your instructor know.
Procedure:
Plug in the cord and turn up the light intensity.to its maximum value and adjust the iris diaphragm to its most closed setting. As you proceed you can increase the light passing through the specimen by gradually opening the iris diaphragm.
Adjust the distance between the oculars: Without placing the prepared slide on the stage yet, look through the oculars. You are likely going to see two circles of white light. Do not try to focus your eyes on any one thing, as nothing is in focus yet. Slowly, move the two oculars together and/or further apart until the two circles of white light become one circle of light, the Field of View.
Lower the stage using the coarse focus knob, and make sure the (shortest) scanning objective is facing the stage, so that there is no chance of the slide scratching any objective lenses.
Prepare your wet mount slide. Wash and dry a glass slide. Place a small drop of India ink on a clean slide. Place a cover slip on the slide.
Coverslip: Carefully cover the preparation with a clean plastic coverslip as follows:
Place one edge of the coverslip near to the drop. The stain and water with which you mixed the cells will flow along the junction of the edge of the coverslip and the slide. Carefully lower the coverslip over the specimen keeping the edge of the coverslip in contact with the slide. In this way, the water will flow slowly and uniformly about the specimen and force out air bubbles from beneath the coverslip. (A few air bubbles are not a serious problem for your first slide.)
Excess fluid: If liquid spills out or may spill out from under the coverslip, gently blot the excess with a towel, so that it will not later drip onto the stage of the microscope. Before looking through the eyepiece (ocular), open the stage clip, and place the slide on the stage of the microscope beneath the objective, with the coverslip visible on the upper side. The stage clip should be holding the slide in place, not pressing the slide under it. Using the left and right/up and down stage knobs), center the object below the objective without looking through the oculars. Nothing is in focus yet.
Coarse adjustment with scanning lens: With the scanning lens in place, move the stage up to its highest point without looking through the oculars. Nothing is in focus yet.
Looking through the ocular with your right eye only (squint or cover your left eye), bring the specimen into focus by turning the coarse focus adjustment knob slowly until the specimen is generally in focus. Then turning the fine adjustment knob will bring the specimen into sharper focus.
Focus your left eye: Viewing the specimen with both eyes through both oculars, turn the left ocular diopter until the specimen is clear in both eyes.
Iris diaphragm: The light coming through the microscope may be either too bright or too dim. If the amount of light is not satisfactory, it can be adjusted by carefully regulating the size of the opening of the iris diaphragm by moving the lever beneath the stage. The iris diaphragm is part of the condenser which concentrates the light coming from the light source.
Adjusting on low and high power objectives - use fine adjustment knobs only: If you wish to view the specimen using higher magnification, center the specimen in the field, and carefully rotate the revolving nosepiece to bring the next higher power objective into place beneath the body tube. The specimen will no longer be in focus. In order to sharpen the image of the specimen, adjust the focus using only the fine focus adjustment knob. (Again, the light may have to be adjusted with the iris diaphragm.) Each time you move to the next higher power objective, be sure you center the specimen beforehand.
Examine the drop first under scanning, then low power, then under high power. Be sure you can see the individual particles of India ink.
Focus your attention on one particle (under high power) for several seconds. Look for a slight but vigorous movement of this particle, independent of the other particles. (Note: You may need to wait a few minutes. Then, if you see a mass "flowing" movement of all the particles in one direction like a small river, this is not Brownian motion. Wait for the flowing to subside, then carefully observe one particle.)
Question 3. Describe the Brownian motion in your own words:
Replace this text with your answer.
Question 4. Describe, in your own words, how this observation indicates that all visible and invisible molecules are in motion?
Replace this text with your answer.
Remove the slide: Once everyone in your group has viewed the Brownian Motion and you need to remove the slide, be sure to rotate the nosepiece to the scanning objective. Then using the coarse adjustment knob, lower the stage to its lowest position. Then open the stage clip and remove the slide.
Clean up.Rinse any wet mount slides and place them in the container marked “Used slides.” Wash and dry the coverslips and place them in their original container.Throw away any Kimwipes or other paper.You will need your microscope for other parts of this lab, so leave it available. However, make sure it is not near where there is sugar solution. Keep it safe.II. DIFFUSION
Diffusion is the movement of particles from an area of high concentration to an area of low concentration. This results from the continuous random motion that is characteristic of all molecules in liquid or the gas states. A few observations about diffusion will help us to understand how molecules can move from one location to another, perhaps even across cell membranes.
A. Diffusion through a Colloid
The contents of a cell (the cytoplasm) may be described as a colloid rather than a liquid or solid. Large protein molecules are present in a cell's cytoplasm that allow it to be in a transitional state of matter called a colloid (somewhere between a liquid and a solid). A special kind of colloid, agar gel, is available in the laboratory and will be used to demonstrate how molecules diffuse from one place to another once they are inside a cell.
Agar is a carbohydrate extracted from algae in powder form. A gel is prepared by mixing the powder with water, then heating followed by cooling--similar to the preparation of a gelatin (animal protein) dessert. The result is a gelatin-like substance composed of intertwined molecules with water trapped among them. Two compounds (molecules), potassium permanganate and methylene blue, have been selected to illustrate diffusion through a colloid. Unlike most components of living cells, these compounds are brightly colored, allowing us to watch their diffusion.
Procedure:
1. Working with your team, obtain a disposable Petri dish containing agar gel.
2. Using a No. 5 cork borer (a "punch"), make two holes in the agar approximately 5 centimeters apart (See diagram below). Remove the plugs of agar with a toothpick and place in the trash.
3. Bring your agar dish, the dropper bottles of potassium permanganate solution and the dropper bottle of methylene blue back to your lab bench.
4. Place two drops of 1% potassium permanganate solution in one of the holes. In the other hole, place two drops of 1% methylene blue solution. Start a timer for 60 minutes. Return the bottles back to the side lab benches for others to use.5. After approximately one hour, measure the diameter (in millimeters) of the circle that the solutions diffused.
Potassium permanganate:mmMethylene blue:mm
6. Examine your Petri dish. Shade the agar in the diagram to demonstrate the movement of the solutions in the diagram below. Shade to show where the concentration of the potassium permanganate is higher and where it is lower.
Top view of Petri dish: Side view of Petri dish:
Acme Manufacturing Employee's Actual Exposure to Iron Oxide Report Project
The theme or setting for each projectYou are employed by Be Safe Consulting, Inc. (BSCI), as an entry level safety consult ...
Acme Manufacturing Employee's Actual Exposure to Iron Oxide Report Project
The theme or setting for each projectYou are employed by Be Safe Consulting, Inc. (BSCI), as an entry level safety consultant. You report directly to Bob Sanders, the supervising Certified Safety Professional (CSP). For the last two months you have been assigned to conduct a comprehensive safety evaluation for Acme Manufacturing Co. Based on the observations, calculations, and recommendations in Unit II through Unit VIII prepare a Comprehensive Report to Bob Sanders, who will, in turn, use this information to prepare a final report to Acme Manufacturing Co. Board of Directors. While the Board of Directors may be looking for detailed business impacts, Bob Sanders is looking for a detail of potential employee hazard exposures and your recommendation rationale (calculations, observations, and/or regulation).Ventilation ReportYou are employed by Be Safe Consulting, Inc. (BSCI) as an entry level safety consultant. You report directly to Bob Sanders, the supervising Certified Safety Professional (CSP). BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to various particulates and gases. In addition, your company has been contracted to determine if the current ventilation systems that are in place are adequate to protect employees from an over exposure to these chemicals. After conducting a field assessment, prepare a written report that Bob Sanders can utilize to prepare a final comprehensive report for the Board of Directors. During your field investigation, you find the following field observations:Welding RoomThe company has six welding booths, or areas that are partitioned only for the use of welding curtains. The booth is open to mixing in the front and top. The company is worried about the welder's exposure to iron oxide (PEL 10 mg/m³). For a valid sample, you must have a minimum of six hours of sampling (The remaining two hours of the work day is considered to be equal to or less than the sampled exposure. As a result of your air sampling over an eight-hour time period (i.e., the work schedule), you receive the following analytical report:NameLocationConc. 1Time 1Conc. 2Time 2Conc. 3Time 3Anne WeldingBooth #14.3 mg/m³150 min.3.7 mg/m³150 min2.2 mg/m³240 minFrank WorldlyBooth #22.1 mg/m³180 min2.8 mg/m³120 min3.1 mg/m³240 minJim YoungBooth #31.7 mg/m³205 min1.25 mg/m³125 min1.03 mg/m³150 minBetty JohnsonBooth #412.8 mg/m³165 min11.2 mg/m³72 min9.8 mg/m³123 minJack JonesBooth #57.8 mg/m³190 min14.2 mg/m³149 min8.8 mg/m³140 minJoey AppertonBooth #63.9 mg/m³155 min4.6 mg/m³90 min2.1 mg/m³46 minBased on this information, determine the employee's actual exposure to iron oxide, whether the samples were valid, and if not, why? Show your work either in the report or as an appendix.During further evaluations of the welding booths, you determine that each booth utilizes a local exhaust system to remove the iron oxide and other contaminants prior to mixing with the breathing air. You take the following measurements:LocationAir Velocity (fpm)Work distance from exhaust opening (in inches)Duct Diameter (in inches)Flow Rate (cfm)Booth #1683188UnknownBooth #2Unknown16812,375Booth #37101612UnknownBooth #4184268UnknownBooth #5Unknown2289721Booth #6Unknown181211421After taking the air samples for employee exposures to iron oxide, then measuring and calculating the performance of the local exhaust ventilation (paying particular attention to the specifics), what recommendations would you make to reduce the employee's overexposure, if any, to the ventilation systems?Hazardous Materials Storage AreaAs part of your assessment, you have been asked to evaluate and determine if the hazardous materials storage area has adequate ventilation. In addition to the federal requirements, Acme's insurance carrier requires that they have a minimum of 12 air changes per hour. In your evaluation, you collect the following information:Area Width (ft.)Area Length (ft.)Area Height (ft.)Ventilation Supply #1 (volume-cfm)Ventilation Supply #2 (volume-cfm)223014874993Determine if the current hazardous materials storage area is adequate and meets the requirements of Acme's insurance carrier. What recommendations would you make to correct the discrepancies, if any?Foundry RoomAcme has a foundry room, which is nearing the point of being outdated in terms of engineering controls. For example, one employee stands near an operation that has a canopy hood exhaust and routinely puts his face in the flow of the hood, causing him to inhale particulates and gases that are directly being drawn into the hood. Part of your evaluation is to make a recommendation for a new type of exhaust system. Which one would you recommend, and why?Respond to the details in each section, and format your report in APA style. Include at least each of the following in your report for this unit:Introduction-briefly describe why the studies were performed (why you started the study).Report details-briefly discuss the details of the scenario (what you found from the study).Conclusions and recommendations-briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).Appendix-Measurements and calculations (show your work).At least 2 pages. APA formatting for all references and in-text citations.
SIM 440 American Sentinel University Case Management of Hypertension Discussion
Activity 2Chronic Disease ManagementChoose one of the following chronic diseases to address in this component: Hypertensio ...
SIM 440 American Sentinel University Case Management of Hypertension Discussion
Activity 2Chronic Disease ManagementChoose one of the following chronic diseases to address in this component: HypertensionChronic Obstructive Pulmonary DiseaseDiabetes Mellitus type 2Childhood AsthmaComplete the following:Detail the population including who the members are, contributing causes, past medical history, family/genetic components.Evaluate the population including size, seriousness of disease, special needs, etc.Assess the need for formal case management.Argue the potential benefits to implementing a case management model including economics, quality of life/care, social disruption, etc.Analyze why nursing should be a part of this plan. What can they bring to the table?Identify other team members who should be included on a case management team. Why should they be on this team and what is their role?Reading and ResourcesChapter 2 pages 44-47 in Fundamentals of Case Management PracticeDe Regge, M., Pourcq, K. D., Meijboom, B., Trybou, J., Mortier, E., & Eeckloo, K. (2017). The role of hospitals in bridging the care continuum: A systematic review of coordination of care and follow-up for adults with chronic conditions. BMC Health Services Research, 17Davis, M. M., Devoe, M., Kansagara, D., Nicolaidis, C., & Englander, H. (2012). "Did I do as best as the system would let me?" healthcare professional views on hospital to home care transitions. Journal of General Internal Medicine, 27(12), 1649-56.Additional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Options:Choose One:Instructions:Paper4 to 6-page paper. Include title and reference pages.Microsoft PowerPoint Presentation8 to 10 slides. Add title and reference slides.Follow Rules of 7.Other media (Prezi, etc.) presentation8 to 10 slides with speaker notes. Add title and reference slides.Follow Rules of 7.Video Presentation5 to 8-minute video presentation.Attach reference page or include in video.Professional appearance and background.Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report.TableTable with appropriate columns and headers.Include title and reference pages.Graphs or other illustrationsGraphs or illustrations with appropriate labels. Include title and reference pages.PosterPoster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster.Note: Title and reference pages/slides do not count towards the count requirements. RUBRIC: Collaboration for Improving Outcomes – Chronic Disease Management
Description: The baccalaureate graduate nurse will collaborate with other members of the
healthcare team to improve patient outcomes.
Course Competencies: 1) Assess the roles of the nurse case manager in the contemporary
health care structure. 2) Develop a holistic case management plan for a specified disease or
population that incorporates the role of insurance, health care finance, and utilization of
community resources.
QSEN Competencies: 1) Patient-Centered Care 2) Teamwork and Collaboration 3) EvidenceBased Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Population Detail the
population
Identifies the
population
List the population Does not address
section
Evaluate Evaluates the
population (size,
seriousness,
special needs,
etc.)
Reviews the
population (size,
seriousness,
special needs,
etc.).
Names the
population (size,
seriousness,
special needs,
etc.).
Does not address
section
Assesses Assesses why
there should be a
formal case
management
program.
Explains why
there should be a
formal case
management
program.
Lists why there
should be a formal
case management
program.
Does not address
section
Potential
benefits
Argues the
potential benefits
to implementing a
systematic case
management plan
(economics,
quality of
life/care, social
disruption, etc.).
Classifies the
potential benefits
to implementing a
systematic case
management plan
(economics,
quality of
life/care, social
disruption, etc.).
Lists the potential
benefits to
implementing a
systematic case
management plan
(economics,
quality of
life/care, social
disruption, etc.)
Does not address
section
Analyze Analyzes why
nursing should
coordinate this
plan of care.
Discusses why
nursing should
coordinate this
plan of care.
Lists why nursing
should coordinate
this plan of care.
Does not address
section
Identify Identifies the
other team
members who
should be
included and
why.
Recognizes the
other team
members who
should be
included and why.
Lists the other
team members
who should be
included and why.
Does not address
sectionAPA,
Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three
errors in APA,
Spelling, and
Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references
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