Signature Assignment BIOL 2302 ANATOMY AND PHYSIOLOGY II LAB REPORT Course Assignment Title Assignment ID (to be assigned) Outcomes/Rubrics to be Assessed by the Assignment Assignment Description The students will perform an experiment in the lab. I. Prior to performing the experiment: 1. The students will write the purpose of the experiment followed by an introduction. 2. The introduction will contain background information pertinent to the problem to be studied. In the introduction, they will integrate terms pertinent to the problem. The list of terms will have been previously identified or determined by their instructor. 3. The background information will be obtained from scholarly resources. 4. The students will develop a hypothesis based on their assumptions, and the information obtained through their readings. They will also identify the controlled variable, independent variables and dependent variables. 5. The students are required to write in an intelligible and appropriate manner, with special regard to the manner of scientific writing II. In the laboratory: 1. The students will work in groups of 3 to 4 students to collaboratively perform the experiment and gather information. 2. They will follow the appropriate safety procedures and will gather the data obtained through experimentation. The data will be organized into tables. III. After the experimental part of the assignment: 1. The students will write a lab report. The lab report will include the purpose of the experiment, the introduction, materials used, method or description of the procedure, results and analysis and conclusion. o Communication o Critical Thinking o Empirical and Quantitative Reasoning o Teamwork
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Signature Assignment BIOL 2302 ANATOMY AND PHYSIOLOGY II
LAB REPORT
Course
Assignment Title
Assignment ID (to be assigned)
Outcomes/Rubrics to be Assessed by the Assignment
Assignment Description
The students will perform an experiment in the lab. I. Prior to performing the experiment:
1. The students will write the purpose of the experiment followed byan introduction.
2. The introduction will contain background information pertinent tothe problem to be studied. In the introduction, they will integrateterms pertinent to the problem. The list of terms will have beenpreviously identified or determined by their instructor.
3. The background information will be obtained from scholarlyresources.
4. The students will develop a hypothesis based on their assumptions,and the information obtained through their readings. They will alsoidentify the controlled variable, independent variables anddependent variables.
5. The students are required to write in an intelligible and appropriatemanner, with special regard to the manner of scientific writing
II. In the laboratory:1. The students will work in groups of 3 to 4 students to collaboratively
perform the experiment and gather information.2. They will follow the appropriate safety procedures and will gather
the data obtained through experimentation. The data will beorganized into tables.
III. After the experimental part of the assignment:1. The students will write a lab report. The lab report will include the
purpose of the experiment, the introduction, materials used,method or description of the procedure, results and analysis andconclusion.
o Communicationo Critical Thinkingo Empirical and Quantitative Reasoningo Teamwork
2. The result will include tables and graphs. The graphs are to belabeled and numbered. The results will be described in detail inparagraph form.
3. The data will be analyzed and the student will refer back to thestated hypothesis. The students will use their assumptions, andbackground information to refute or accept their hypothesis.
4. If there are discrepancies in the results, the students must have alogical explanation for such results.
5. The students must be able to relate their findings with actualsituations of daily life.
6. Based on their results, the students will develop a lab exercise as afollow up or to further investigate the stated problem.
7. The students will use scholarly resources to back up their findings.8. The sources should be listed under the reference section of the lab
report.9. All the items described above will follow the conventions used in scientific
research publications and shall have labeling necessary to make themunderstandable.
Assignment Design Worksheet: Written Communication BIOL 2302/2102
Lab Report - Physiology
Course
Assignment Title
Assignment ID (to be assigned)
Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion?)
Context of and Purpose for Writing
Under section “Purpose” students are required to provide a 1 – 2 sentence statement of the purpose of conducting the procedure. Further, students are expected to write this as if addressing the scientific community at large.
Content Development
Under section “Introduction” students will state and develop ideas related to the processes under study with support from references/resources. Students may further develop these ideas under section “Analysis & Discussion”.
Genre and Disciplinary Conventions
Under sections “Introduction” and “Analysis & Discussion”, students will follow conventions of syntax and grammar common to the biological sciences. Students will also follow writing standards common to biology in other sections of the document.
Sources and Evidence
Under sections “Introduction” and “Analysis & Discussion”, students will be required to incorporate sources (“References”) and evidence (“Results”) to support the ideas/hypotheses proposed under section “Purpose”. Students will incorporate empirical results to help support their stated purpose.
Control of Syntax and Mechanics
Students will be required to write in an intelligible and appropriate manner, with special regard to the manner of scientific writing (e.g. third person) in sections “Introduction” and “Analysis & Discussion”.
Readability of Visual Elements
Under section “Results” students will be required to provide visual evidence (tables and/or graphs) of empirical evidence gathered during the procedure. These items will follow the conventions used in scientific research publications and shall have labeling necessary to make them understandable.
Relevance, Accuracy, and Integration of Visual Elements
Under section “Analysis & Discussion”, students shall incorporate results presented in tables/graphs into a cohesive dialog in support of their stated purpose. Students shall utilize the references cited (section “References”) to show support for their results and stated purpose.
Assignment Design Worksheet: Critical Thinking BIOL 2302 Anatomy and Physiology II
LAB REPORT
Course
Assignment Title
Assignment ID (to be assigned)
Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion?)
Explanation of Issues
Prior to performing an experiment, the students will write anintroduction to the lab
The introduction will include pertinent terminology as directed by theirinstructor. The terms will be integrated with information obtainedthrough their readings and interrelated with such information.
The students will also develop a hypothesis based on their assumptionsand background information
Evidence The students will proceed with the experimentation and will gatherdata
Data will be organized in tables. The tables must be titled andnumbered
The students will create graphs from the obtained data. The graphsmust be titled and numbered
The students will describe their results in detail
Influence of Context and Assumptions
The students will write an introduction to the problem. For theirintroduction, they must perform background research pertinent to theproblem to be investigated
The students will identify assumptions and relate them to informationobtained through their readings
Student’s Position The students will develop a hypothesis based on the presentedproblem, their assumptions and the researched backgroundinformation
The students will identify variables (controlled, independent anddependent variables)
After the experimentation, the students will either accept or rejecttheir hypothesis based on their results and using information obtainedthrough their readings
Conclusions and Related Outcomes
The students will analyze data and graph and draw conclusions
Conclusions must include information obtained through readings ofrelevant materials
The students will explain results discrepancies as they occur
The students have to make suggestions on how to improve outcomes
The students will describe an experiment that could be done in thefuture based on the actual experiment results
Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion)
Interpretation Students should be able to explain data collected from the experiment and make reasonable predictions based on the data. Students should be able to explain observed phenomena and draw reasonable conclusions.
Representation Students should develop the ability to interpret textual information in order to identify or to select an appropriate mathematical representation (formula, chart, graph).
Calculation or Transformation
Students should be able to complete all calculations necessary to solve a problem
Application/Analysis Students should be able to draw basic conclusions and make straightforward judgments based on their analysis of data.
Assumption Students may try to understand or learn how the conclusion or judgment can be influenced by assumptions.
Communication Students should gain ability to use the data, calculations collected from the experiment to support the conclusion or judgment.
Assignment Design Worksheet: Teamwork BIOL 2302
Common Assignment Fall 2017
Course
Assignment Title
Assignment ID (to be assigned)
Criterion Design (How does the assignment ask students to perform in the manner expected by the criterion?)
Contributes to Team Meetings
On a scale of 1 to 10 (with 10 being the best), how well did you contribute to team meetings (online or face-to-face) Using specific examples and details, explain your rating.
On a scale of 1 to 10, how did you contribute to the work accomplished by the team? Using specific examples and details, explain your rating.
Facilitates the Contributions of Team Members
What role did you play in team meetings or discussions (online or face-to-face)? What ideas or work did you contribute?
Individual Contributions Outside of Team Meetings
On a scale of 1 to 10, how did you contribute to the work accomplished by the team? Using specific examples and details, explain your rating.
What was your contribution to completing the project on time, and did you contribute beyond your assigned responsibilities?
Fosters Constructive Team Climate
On a scale of 1 to 10, how well did you work with and relate to other team members?
Using specific examples and details, how did you help or motivate team members in a positive and respectful way.
What constructive feedback did you provide to team members toward the completion of the project?
Responds to Conflict
On a scale of 1 to 10, how well did you contribute to resolving conflicts within the team? Using specific examples and details, describe how your team resolved conflicts.
How did the team discuss the issue or come to a conclusion? What was your role in that process
General Education, Common Assignment Page 1 of 1 Teamwork Reflection Prompt ver 8/01/2014
Self Assessment Prompt Questions (2015 - 2016)
Directions: Reflect upon your teamwork skills by addressing the five questions below. Submit to Blackboard a typed document: a minimum of one page and a
maximum of 2 pages.
What is TEAM WORK? It means to consider different points of view and work interdependently in teams to achieve a shared purpose or goal.
1. On a scale of 1 to 10 (with 10 being the best), how well did you contribute to team meetings (online or face-to-face)? Using specific examples anddetails, explain your rating. What role did you play in team meetings or discussions (online or face-to-face)? What ideas or work did you contribute?Consider your verbal (vocal or written tone, etc.) and nonverbal communication (body language, facial expressions, etc.).
2. On a scale of 1 to 10, how well did you encourage others to participate? Using specific examples and details, explain your rating. In what ways didyou encourage or support participation by all team members?
3. On a scale of 1 to 10, how did you contribute to the work accomplished by the team? Using specific examples and details, explain your rating.
Explain the assignments and the completion of the team’s responsibilities. What was your contribution to completing the project on time, and did
you contribute beyond your assigned responsibilities?
4. On a scale of 1 to 10, how well did you work with and relate to other team members? Using specific examples and details, how did you help or
motivate team members in a positive and respectful way. What constructive feedback did you provide to team members toward the completion of
the project?
5. On a scale of 1 to 10, how well did you contribute to resolving conflicts within the team? Using specific examples and details, describe how your
team resolved conflicts. How did the team discuss the issue or come to a conclusion? What was your role in that process? Remember, a conflict is
not necessarily an argument or fight; it may be a difference of opinion or a discussion with varying viewpoints that reaches a specific conclusion.
Directions for the Human Physiology Lab Experiment
You will work in a team of 3-4 students to complete the human physiology experiment assigned by your
instructor. Your team will work together to conduct the experiment, collect the data, and discuss the
results. Individually, you will then write your own lab report and turn it in using the appropriate
BlackBoard link. You will also complete the Teamwork evaluation document and turn it in using the
appropriate BlackBoard link.
Your lab report will be a Word document. An example grading rubric and laboratory report is attached,
as is a guide to proper writing and referencing.
Your lab report is to have the following labeled sections and discuss the following prompts:
Purpose: Using one to two sentences, state the objectives of the laboratory experiment.
Introduction:
Use complete sentences to explain relationships of the relevant terms associated with the
experiment.
Identify the independent, dependent and controlled variables.
Develop a hypothesis that predicts the effect of the independent variable on the dependent
variable including an explanation.
State any assumptions that were made regarding the experimental design.
Materials: List all equipment and supplies needed to conduct the experiment in a bulleted list.
Methods: Describe the experimental procedure in paragraph form written in past tense and passive
voice.
Results: Describe your results in paragraph form. Show your results in labeled and numbered tables
and graphs.
Analysis and Discussion:
Write your conclusion in paragraph form. Be sure to state whether your conclusion supported
or did not support your hypothesis.
Provide mathematical calculations, answer analysis questions and note discrepancies if
applicable.
Discuss the effects of assumptions.
State how the experimental findings were related to similar situations.
Describe an experiment that could be done in the future based on the results from this
experiment.
References:
Properly cite all references.
Grading Rubric for Lab Report – Enzymes
The grading rubric shows you exactly how your professor will grade your report. The maximum
possible number of points that you can earn is broken down by section. As you are writing your
report, you should be using the grading rubric to self-evaluate and ensure that you have included
everything that should be in the report. That is the way to get the highest grade possible.
Points
earned
Points
possible
Criteria Self-Evaluation Questions
1 Purpose Purpose: Were objectives of the lab explained in one or two sentences?
2
Introduction Introduction:
Were sentences used to explain the relationship of the following terms:
enzyme, pH, activation energy, reactant (substrate), active site, product,
exergonic reaction, endergonic reaction.
Were controlled, dependent, and independent variables for this experiment
identified?
Was a hypothesis that predicts the effects of the independent variable on the
dependent variable stated?
Were assumptions stated?
1 Materials Materials:
Was a bulleted list of all equipment and supplies used in this lab provided?
2 Methods Methods: Was the procedure described in paragraph form, written in past
tense and passive voice?
4
Results Results:
Were tables and graphs completed?
Were the tables and graphs titled and numbered?
Were the results described?
5
Analysis and
Discussion
Were sample calculations provided? (if applicable)
Were conclusions formulated that explained the results and referred to the
original hypothesis?
Were answers to analysis questions in the lab incorporated in this section? (if
applicable)
Was there an explanation of any discrepancies noted in the results (if
applicable)?
Were the effects of assumptions addressed?
Were findings related to similar situations?
Did you describe an experiment that could be done in the future based on
the results of this experiment?
1
References Did you cite references indicating where information used to complete this
report came from?
Were references evaluated?
Did you use proper APA format for your citations?
2 Teamwork
Did you complete a self-analysis and evaluate each of your teammates?
3 Communication Did you use the style and format appropriate for scientific reports?
Was your report free of spelling and grammar errors?
Sample Lab Report
Effects of pH on Enzyme Activity
Purpose
The purpose of this experiment was to study the effects of pH on catalase enzyme activity.
Introduction
Every chemical reaction within the cell requires an enzyme to lower its activation
energy. Even exergonic (energy releasing) reactions happen too slowly to be useful without a
catalyst. Endergonic (energy requiring) reactions would rarely occur without an enzyme.
Almost all enzymes are proteins. To catalyze a reaction, the enzyme must interact with
the reactant or reactants. This interaction takes place in a region of the enzyme called the
active site. The reactant, or substrate for the enzyme, must fit perfectly into the active site of
the enzyme in order for the enzyme to operate. Therefore, most enzymes are only able to
catalyze a single chemical reaction. This is called specificity, and most enzymes are very specific
(Cecamgmmacz, 2011). Under favorable conditions, the enzyme can operate with maximum
efficiency, and the chemical reaction occurs very rapidly. This is an enzyme’s optimum activity
(Brooker, 2011). Some environmental conditions, e.g. temperature and pH (H+ concentration),
can affect an enzymes activity. The concentration of enzyme or substrate can also have a
dramatic effect on enzyme activity. The effect of varying the pH is studied in this report.
The enzyme studied is catalase, which was isolated from potato. Its substrate is
hydrogen peroxide, and its products are O2 gas and water. In this experiment the behavior of
the catalase enzyme was tested at a variety of different pH levels, the independent variable.
The amount of product, O2 gas, was the dependent variable. Enzyme concentration, substrate
concentration, and temperature were held constant for each test tube. It was assumed that
each 1 cm of crushed potato contained the same amount of catalase. A neutral pH (7) was
used as the control environment because most living organisms (including potatoes) maintain a
relatively neutral internal environment.
The experimental hypothesis was that extreme pH values will decrease catalase activity
because H+ concentration too high or too low will change the three dimensional shape of the
catalase molecule, altering its active site.
Materials
Catalase isolated from potatoes
Hydrogen peroxide
Water
HCl
NaOH
Wax pencil
Metric ruler
Test tubes
Pipettes
pH paper
Stirring rod
Test tube rack
Methods
Three clean test of the same size were numbered and labeled at 1cm, 3cm, and 7cm
from the bottom of the tube. Each was filled to the 1 cm mark with potato juice (catalase).
Tube 1 was filled to the 3 cm mark with HCl, tube 2 was filled to the 3 cm mark with distilled
water, and tube 3 was filled to the 3 cm mark with NaOH. Each tube was then allowed to sit for
5 minutes at room temperature. The pH of each tube was measured and recorded. Then, one
at a time, each tube was filled to the 7 cm mark with hydrogen peroxide and, after 20 seconds
of stirring, the bubble column height was measured and recorded. Tube 2 overflowed, so the
height of the tube was recorded as the bubble column height for that sample.
Results
The greatest enzyme activity was seen at pH 7, which had 120cm of oxygen bubbles. At
pH 4, 0 cm of oxygen bubbles were measured and at pH 12, 0 cm of oxygen bubbles were
measured.
Table 1: Oxygen Bubble Column Height for Catalase Reaction
Tube Contents pH Bubble column
height (cm)
1 Catalase, HCl, H2O2 4 0
2 Catalase, H20, H202 7 12
3 Catalase, NaOH, H2O2 12 9
Graph 1: Oxygen Bubble Column Height for Catalase Reaction
Discussion
Only one tube, the tube at pH 7, had a measurable amount of oxygen bubbles, showing
that the enzyme was active. Normal physiological pH is 7.4, so this tube was very close to the
normal pH of living cells. The enzyme catalase was able to work well under these conditions.
At pH 4 and pH 12, the enzyme was not active. These extreme pH levels denatured the
catalase, changing its shape so that it could not break down the hydrogen peroxide (Brooker,
2011). Even though the exact concentration of catalase in each tube was not known, the
complete lack of bubbling in tubes 1 and 3 indicate that all the enzyme molecules were
completely denatured.
This experiment could have been improved by making it possible to measure smaller
changes in pH. This would have allowed comparisons of pH values close to 7, such as 7.8 or 7.3.
0
12
00
2
4
6
8
10
12
14
pH = 4 pH = 7 pH = 12
Height of Bubble Column in cm
Height of Bubble Column in cm
Under these conditions, it would have been possible to determine exactly which pH change
inactivates the enzyme.
Future experiments could include the one described above. Another similar experiment
could test other important enzymes such as proteases or lipases under different pH conditions.
Another could test the enzymes found in the stomach, which are normally active at acidic pH
values. The results seen here would predict that these enzymes would not be inactivated by
acidity, but instead might be inactive at neutral pH.
The effect of pH on enzyme activity is important in that enzymes catalyze reactions at a
rate that allows cells to effectively produce important products and breakdown toxic wastes. If
enzymes fail, cells quickly begin dying.
References
Brooker, Robert, Eric Widmaier, Linda Graham, and Peter Stiling. (2011). An Introduction to
Energy, Enzymes, and Metabolism. Biology 2nd Edition, 118-135.
Cecamgmmacz. (14 July 2011). Enzymes activation energy [Video file]. Retrieved 2 February
from http://www.youtube.com/watch?v=Dd1yi2aVoOc
These two references were chosen due to their recent development. Brooker, et al was