Lab reports - A&P

Students are required to submit one or more lab reports on a laboratory exercise in which the scientific method is used. The lab reports must be word processed. The lab reports will be based on the physiological exercises performed in class as directed by Dr. Hollier. Experiments are performed in groups, but reports are written up individually (see cheating and plagiarism section). A laboratory report requires that you record, interpret and communicate information about an experiment that you performed in the lab. It does not require extensive library research. You will be reporting about an experiment that you will be doing, and the information in the report should be given in enough detail that another person could go into the lab and perform the same experiment. The scientific method will be used in planning and executing the experiment and the write-up will reflect this in the format that is used in the report. The report must demonstrate the correct use of English including grammar and spelling. Laboratory reports are designed so that you have to analyze data, critically think about what the data means and explain it, and understand how it is important in a clinical situation/the real world. Outlined below are the sections that MUST be included in your report, write the titles for each section in capital letters and bold at the start of that section as a heading (only for the sections in capitals and bold below; do not include the grammar and spelling section). The page formatting is single line spacing (1.0), font = arial, text size = 12, and margins = 1 inch on all sides using standard letter size paper. The bold blue percentages shown after the section title represent how much that section is worth of the grade for the lab report.

1. Your NAME (with your lab partner’s names in parentheses).
2. TITLE: The name of the experiment in bold.
3. INTRODUCTION (15%): This section should include background (theoretical) information specifically related to the topic. This information should provide a basis for understanding the experiment. The source for this information can be your laboratory manual and/or textbook. This information has to be relevant, concise, and easy to read.
4. OBJECTIVE (5%): Write a statement that gives a reason for doing the experiment. In other words state the problem that is to be solved. Write in complete sentences and be concise.
5. HYPOTHESIS (10%): This is an educated guess or possible answer to the problem based on the available information. A hypothesis' must be testable. A hypothesis MUST be stated as an "If---------------then ------------statement. There will be one hypothesis per question you are asking, and again be concise. Hypotheses do NOT include any explanation for the prediction. The prediction must be a physical, testable prediction (meaning what you expect to observe).
6. MATERIALS AND PROCEDURE (5%): List the materials used as the first paragraph. The second paragraph is the start of the procedure. Give a 4-5 line summary of the exercise, unless the procedure was changed. If the procedure was changed, then give a detailed account of how the experiment was performed. Be sure to include every step. Always write the procedure in the past tense and not in the direction format. Do not use personal pronouns (such as I, we, he, she, it, or they), or refer to names of people. The procedure is not a recipe, so no numbered or bullet point lists.
7. RESULTS (15%): Record all observations that you made in the lab as you conduct the experiment. Observations are called data and could be qualitative or quantitative. Record the data in tables, charts, or as labeled illustrations. All tables and charts must have an appropriate title. Any measurements that you report must have the appropriate units. You can also analyze data in this section by graphing or applying statistics. For results that are drawings and/or graphs done in class, then these must be submitted to Dr. Hollier at the end of the class (and a copy entered into your laboratory notebook). For results that are tables and calculations, then these must be entered into the electronically word processed file (not done by hand). There is no text description here, so do not discuss or interpret results in this section. Labeled drawings by themselves are also fine, where appropriate (after the results heading enter “see drawings”).
8. DISCUSSION (20%): This is the final section of your report where you will interpret the results obtained. For each hypothesis you must include: If the hypothesis was supported (without re-quoting the hypothesis), describe what you observed, and then explain in detail what you observed. What conclusions can be made based on the results. Discuss any problems experienced with the procedure, experimental design or data collection that could be the source of experimental errors. Give ideas for improving the experimental design or modifying the procedure, and suggest further experimentation. This section requires DETAILED EXPLANATIONS of your results. This section has to be relevant, concise, and easy to read.
9. REAL WORLD IMPORTANCE/CLINICAL SIGNIFICANCE (10%): Discuss any “real world” importance/clinical significance of the experiment. Only a single example can be used (if more than one example is used then you will not have the sufficient depth of explanation that is required). This section must be related to the course (cell biology students must relate this to cell biology or genetics and organisms; anatomy & physiology students must relate to a clinical situation and pathophysiology/disease; microbiology students must relate this to micro-organisms and pathophysiology/disease). This section requires DETAILED EXPLANATIONS of the real world importance. This section has to be relevant, concise, and easy to read. This section MUST be of half to one side/page long of single line spaced text. In this section YOU have to critically think and apply YOUR knowledge, not copy from someone else’s knowledge. These length requirements are based on the correct formatting being applied. Grading based on length:
   <2.5 inches = missing
    2.5-4.0 inches = grossly short
   4.0-5.49 inches = slightly short
   5.5-11.0 inches = correct range
   11-12.4 inches = slightly long
   >12.5 inches = grossly long
10. REFERENCES (5%): See “References” section of the syllabus.

Grammar and spelling (10%): The paper must be written in correct grammar, with correct spelling, including scientific words.
Page formatting (5%): single line spacing (1.0), font = Arial, text size = 12, and margins = 1 inch on all sides using standard letter size paper.

Dr Hollier will check your lab report if you print it off and bring it to class or tutoring hours. Dr Hollier will NOT review lab reports sent through email. This is so Dr Hollier can explain things to you and see what you are understanding and what you are not understanding. Dr Hollier cannot check for plagiarism.

Notes on lab reports:

• Your report is checked for plagiarism. Your first submission is your final submission. Do NOT plagiarize or you will face the consequences listed in the syllabus.
• Students work in groups on the experiment but write up their reports separately.
• Review the file posted on iCollege in the week 1 folder for Scientific Method before writing your first lab report. Your report must follow scientific method principles and requirements.
• Lab reports are uploaded to Turnitin.com. The information for creating your account and/or adding this class to your current account is in the file in the week 1 folder of the course in iCollege.
• You must upload your file as a Microsoft Word document. If you submit your report as a pdf file, Open Document file, or Pages file then you will be deducted all formatting points. Dr Hollier will review your Word document for formatting requirements, length requirements, and tables / graphs.
• Additional formatting requirements: Do not leave line spaces between paragraphs, indent the start of the paragraphs, use bullet points, or tab the paragraph in beyond the 1 inch margin.
• You are being assessed on your ability to follow directions given in the syllabus, in this document, and given in class.
• You are being assessed on grammar and spelling.
• You are being assessed on your ability to use basic computer software (Microsoft Office products). The sections must be in the correct order. Sections out of order will receive a grade of zero. Images of results must be inserted in the correct position of the report, not at the end.

 

A&P1 Lab Reports - Specific Information

Lab Report 1 (Osmosis) - Not extendable once it has been discussed in class after it has been graded

Introduction: Define and explain solute and solvent. Explain the structural of the plasma membrane and how it is an effective barrier. Compare and contrast diffusion, active transport, and osmosis. Define osmolarity and tonicity. Compare and contrast hypertonic solutions, isotonic solutions, and hypotonic solutions. Explain what drives osmosis.

Objective: To determine the effect of hypertonic, isotonic, and hypotonic solutions on red blood cells.

Hyptohesis: If we place red blood cells in hypertonic, isotonic, and hypotonic solutions, then red blood cells will [insert prediction of shape change] in hypertonic solutions, red blood cells will [insert prediction of shape change] in isotonic solutions, and red blood cells will [insert prediction of shape change] in hypotonic solutions.

Materials and Procedure: No list of materials used (unless you use something that was not explained for you to use). 4-5 line summary of the procedure (unless you changed the procedure relative to what is in the book/handout/discussed in class).

Results: An image of the cells from down the microscope ocular lens (use your cell phone) for the control and each of the three solutions. Insert the images into the document and label them according to the solutions used.

Discussion: Four paragraphs total. The first paragraph describes the shapes of the RBCs in the control. The next three paragraphs is one paragraph for each solution. Describe the shapes of the cells relative to the control. Explain why the solution caused the result that you describe and explain down to the level of the movement of solutes and solvents.

Clinical Significance (Real World Importance): Explain in detail an example of osmosis in the human body. You can only use one example, and you must explain the details of what is occurring.

References: You must reference the lecture text book and have one other reference as a minimum. The lab manual could be the second reference, or it could be something else. Make sure you include sufficient information in the reference that it could be located (see references information).

 

Lab Report 2 (Reflex testing) - No extensions as this is done so close to the end of the semester!

Introduction: Define a reflex. Describe the components of a reflex arc. Compare and contrast inborn and learned reflexes, including an example of each. Compare and contrast monosynaptic and polysynaptic pathways. Compare and contrast somatic and autonomic reflexes for all parts of teh reflex arc pathway.

Objective: To determine the average distance of visual, auditory, and conscious reflexes.

Hyptohesis: If we measure the average distance of visual, auditory, and conscious reflexes, then [insert reflext type] will be the shortest, [insert reflext type] will be the longest, and [insert reflext type] will be at a distance between [insert reflext type] and [insert reflext type].

Materials and Procedure: No list of materials used (unless you use something that was not explained for you to use). 4-5 line summary of the procedure (unless you changed the procedure relative to what is in the book/handout/discussed in class).

Results: Create a table as shown below. Do NOT take a picture of your table, actually create the table in the document, and type up your data. A statement after the table listing the relfex types from shortest to fastest.

Replica	Visual (cm)	Auditory (cm)	Conscious (cm)
1
2
3
4
5
Average

Discussion: Two paragraphs total. The first paragraph will list the the relfex types from shortest to longest and state the differences in distance between their averages. You will explain how distance relates to a speed for reflexes (e.g. shortest distance means a long time occurred for the reflex to occur). The second paragraph will explain the reflexes were in the order listed and explain why one was much slower than the other two. This requires detail down to the pathways and structures involved.

Clinical Significance (Real World Importance): Explain in detail an example of reflexes in/or for the human body. You can only use one example, and you must explain the details of what is occurring, which pathways are involved, and consequences when those pathways are damaged/not working.

References: You must reference the lecture text book and have one other reference as a minimum. The lab manual could be the second reference, or it could be something else. Make sure you include sufficient information in the reference that it could be located (see references information).

 

A&P2 Lab Reports

Lab Report 1 (Blood typing) - Not extendable once it has been discussed in class after it has been graded

Introduction: Define and explain: antigens (agglutinogens), antibodies (agglutinins), the ABO blood type (including genotypes and how the phenotypes relate to the genotypes), the Rh blood type, and the importance of blood typing (transfusion reactions). The explanation of transfusion reactions will be the longest part and must be detailed down to what happens to the cells, why, what specific problems that causes for the person who received the blood.

Objective: To determine the blood type of four individuals

Hyptohesis: If we perform blood typing tests on [list names], then their blood types will be identified for the ABO and Rh blood types.

Materials and Procedure: No list of materials used (unless you use something that was not explained for you to use). 4-5 line summary of the procedure (unless you changed the procedure relative to what is in the book/handout/discussed in class).

Results: Take a picture of each persons blood tray showing the reactions and insert this picture into the results section. Insert the images into the document and label them according to the persons name.

Discussion:

• Answer the following questions with justifications for each answer:
  -Could a man with an O blood type be the father of a child with type AB blood?
  -Could a type B child with a type A mother have a type A father?
  -Under what conditions might a person with Rh- blood develop Rh antibodies?
  -Why is blood type O the universal donor?
  -Why is blood type AB the universal receiver?

• The answers for questions 1-3 require detailed explanations, down to genotypes / phenotypes and why certain things would or would not be possible.
• The answer for question 4 requires you to think about how the immune system normally works with reference to exposure to antigens.
• The answers for questions 5-6 require detailed explanations of which antigens / antibodies are present and why that would or would not be a problem for each individual blood type with donating and/or receiving the blood.

Clinical Significance (Real World Importance): Explain in detail a disease/condition related to blood cells and/or blood transfusions. You can only use one example, and you must explain the details of what is occurring (pathophysiology).

References: You must reference the lecture text book and have one other reference as a minimum. The lab manual could be the second reference, or it could be something else. Make sure you include sufficient information in the reference that it could be located (see references information).

 

Lab Report 2 (ECG) - Not extendable once it has been discussed in class after it has been graded

Introduction: Define and explain: each part of an ECG and the physical activity in the heart it causes, the pacemaker region(s) of the heart, the system that can make fast changes to the hearts activity, the electrical conduction system in heart, why ventricles contract from the apex and not from just below the atria, and the function of heart valves.

Objective: To record and analyze an ECG.

Hyptohesis: If we correctly record an ECG for one student, then we will be able to identify [insert prediction of what you will see – think of peaks] and analyze [insert prediction of how you will perform the measurements – think of where you will start and stop for the intervals].

Materials and Procedure: No list of materials used (unless you use something that was not explained for you to use). 4-5 line summary of the procedure (unless you changed the procedure relative to what is in the book/handout/discussed in class).

Results: Insert image of analyzed ECG (meaning you have identified the appropriate parts). You must identify all (every single one!) P, Q, R, S, and T points for the entire graph. You must show the measurements for the intervals in the table with a line, distance, and how many seconds it equals (X mm = Y secs). Create a table as shown below. Do NOT take a picture of your table, actually create the table in the document, and type up your data.

Interval	Time (s)
P-R
QRS
QT
Heart rate (beats/min)

Discussion: Discuss the ECG reading and if the points were easily identifiable (could you easily identify the peaks / waves? Why not?). Discuss if the ECG tracing showed regular patterns or not. Discuss what could make an ECG difficult to read in general. Discuss the intervals determined in the table and if they were in the normal range or not. If they were not in the normal range, then what conditions could this indicate? If they were in the normal range, what conditions would it indicate if it was above and below the normal range? This means you have to list conditions for: (i) below the normal P-R interval time, (ii) above the normal P-R interval time, (iii) above the normal QRS complex time, (iii) above the normal QRS complex time, (iv) below the normal QT interval time, (v) above the normal QT interval time, (vi) below the normal heart rate (the normal heart rate range for the purpose of this report is 60-100), and (vii) above the normal heart rate (the normal heart rate range for the purpose of this report is 60-100).

Clinical Significance (Real World Importance): Explain in detail an example of a heart condition in the humans that can be detected with an ECG. You can only use one example, and you must explain the details of what is occurring.

References: You must reference the lecture text book and have one other reference as a minimum. The lab manual could be the second reference, or it could be something else. Make sure you include sufficient information in the reference that it could be located (see references information).