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AOHS Biotechnology

Lesson 4 Introduction to the Laboratory

Teacher Resources

Resource Description

Teacher Resource 4.1 Supplement: Root Beer Lab

Teacher Resource 4.2 Presentation 1 and Notes: Lab Notebook (includes separate PowerPoint file)

Teacher Resource 4.3 Guide: Lab Notebook Rules

Teacher Resource 4.4 Guide: Lab Safety Rules

Teacher Resource 4.5 Presentation 2 and Notes: Root Beer Experiment (includes separate PowerPoint file)

Teacher Resource 4.6 Role Play: Lab Safety Rules

Teacher Resource 4.7 Quiz: Lab Safety Rules

Teacher Resource 4.8 Answer Key: Lab Safety Rules Quiz

Teacher Resource 4.9 Rubric: Lab Report

Teacher Resource 4.10 Key Vocabulary: Introduction to the Laboratory

Teacher Resource 4.11 Bibliography: Introduction to the Laboratory

Copyright © 2014‒2016 NAF. All rights reserved.

AOHS BiotechnologyLesson 4 Introduction to the Laboratory

Teacher Resource 4.1

Supplement: Root Beer LabThis resource works in tandem with Lab Resource 4.1, Procedure: Root Beer Lab, where the equipment needed and the instructions for the lab are provided for both the teacher and student. This supplement explains how to prepare for the lab.

OverviewThis lab describes the standard procedure for brewing root beer and how to set up the root beer experiment in the laboratory.

Prior to the lesson, make root beer using the standard procedure so that students can observe attributes of the standard product. In the experiment that students design and carry out, they will change one aspect of the standard procedure and determine the effect of that change by observing root beer attributes. Be sure to purchase extra consumables to allow for student modification of the standard procedure.

Ideally students are divided into pairs. If supplies or space are limited, groups of three or four will also work.

The fermentation step of the root beer experiment takes approximately 72 to 96 hours (three to four days). The fermentation is started in Class Period 3 and needs to be finished by Class Period 5, which is just 48 hours later if the classes are on consecutive days. To allow sufficient time for fermentation, arrange the schedule so that a two-day break (weekend) happens after either Class Period 3 or Class Period 4.

Safety NoteThe bottles with fermenting root beer should be checked daily to see if they have become "hard," which indicates that the fermentation has produced enough gas to create significant pressure in the bottle. Any hard bottles should be transferred to a refrigerator in order to stop further fermentation. Allowing already hard bottles to keep fermenting can cause the bottle to explode, so be sure to use plastic bottles, not glass.

Equipment Setup and Root Beer HandlingSet out equipment for pairs of students in different areas of the room to facilitate all students being able to collect the materials quickly. Distribute any additional consumables that students requested for their procedures. Cafeteria-style plastic trays can be used to help organize and distribute materials.

Set aside a safe area for bottle storage, because if fermentation proceeds either much faster than normal, or for an extended period of time (e.g., a week), the cap of the bottle can explode off due to gas buildup. After 48‒96 hours, refrigerate the root beer bottles.




Presentation 1 Notes: Lab NotebookBefore you show this presentation, use the text accompanying each slide to develop presentation notes. Writing the notes yourself enables you to approach the subject matter in a way that is comfortable to you and engaging for your students. Make this presentation as interactive as possible by stopping frequently to ask questions and encourage class discussion.

Today, you are going to learn about lab notebooks, why they are important, what information goes in them, and how to record that information.

Presentation notes



Scientific experiments only have value if they are recorded. The traditional method for recording information about experiments is the lab notebook. Lab notebooks have been used in all areas of science, including biotechnology, for several centuries. Many important discoveries have been made by comparing the details of different experiments done over many years. Without good record keeping, those discoveries would have been impossible.

For example, Marie Curie was a scientist working in France in the early 1900s. She made fundamental discoveries about the nature of radioactivity. Part of the reason she was able to make those discoveries was the careful records she kept in her lab notebooks. Her discoveries won her the Nobel Prize in Physics in 1903, and then the Nobel Prize in Chemistry in 1911. She is the only person to win a Nobel Prize in two different areas of science.

Curie was one of the first scientists to work with radioactive compounds, before they were well understood, so some of her lab notebooks are contaminated with radioactive substances. They are stored in special lead compartments and cannot be handled directly. In labs that work with hazardous materials, lab notebooks are usually required to stay in the lab so that any contamination is not spread.

Image on left retrieved from http :// www.chemistry- blog.com/wp-content/uploads/2014/01/curie-notebook.jpg; image on right retrieved from http://www.nobelprize.org/nobel_prizes/physics/laureates/1903/marie-curie-photo.html (from Nationaal Archief of the Netherlands)

Presentation notes


http://www.chemistry-blog.com/wp-content/uploads/2014/01/curie-notebook.jpg






The first scientist or team to make a discovery has the chance to claim exclusive rights to use the discovery for a period of time. But in order to get these rights, and to defend them if challenged in court, they have to be able to prove when and how they made the discovery. In biotechnology, lab notebooks are often the key documents for proving when and how a discovery was made. The commercial rights to biotechnology discoveries can be worth millions or even billions of dollars. Because of their huge value, over a thousand lawsuits are filed every year about biotech discoveries, and lab notebooks play an important role in many of these cases.

Logo images included under fair-use guidelines of Title 17, US Code.

Presentation notes



The rights to a discovery come in the form of a patent. A patent is a license from the government that gives the owner of the patent the exclusive rights to that technology for 20 years. In order to get a patent and fight off challenges from other companies for the rights to the discovery, biotech companies rely on special lab notebooks. These notebooks meet the legal requirements for documenting who made a discovery and when. Mistakes in these notebooks have cost biotech companies many millions of dollars. The patent for PCR (the polymerase chain reaction) was worth several billion dollars and was the subject of a major lawsuit. Legal lab notebooks are critically important in these kinds of cases. Most workers in biotech labs are trained how to keep good lab notebooks.

Presentation notes



So what goes in a lab notebook? The general answer is “everything about an experiment.” The lab notebook is where all the information about an experiment should be recorded. That way, all the information is in one place, which makes it easier to find later on.

One of the specific things that should go in a lab notebook is an explanation of why you are doing the experiment. This typically comes in the form of a research question and a hypothesis. These sections make clear what you were hoping to learn from the experiment.

Presentation notes



Other specific parts of the lab notebook include a record of what you actually do in the lab for the experiment. In other words, what equipment and reagents did you use, and exactly what did you do with them? From reading a lab notebook, it should be clear what procedure you followed in carrying out the experiment.

Image retrieved from http :// homepage.smc.edu/kline_peggy/Organic/Images/Lab _NB_Sample_2.jpg on June 26, 2014. Image courtesy of Al Dehyde.

Presentation notes


http://homepage.smc.edu/kline_peggy/Organic/Images/Lab_NB_Sample_2.jpg%20on%20June%2026






After you describe what you did in the lab, you record what happened. It is important to record what you actually did in the lab and what actually happened, even if that is different than what you planned or expected.

What were the results of your experiment? Any measurements or observations you make should be listed in the lab notebook, as that is where you record all your data. After you have finishing gathering all your data and the experiment is concluded, you can use your lab notebook to write down what you think you learned from the experiment. In other words, was your hypothesis supported or not? Why or why not? It is very important to keep your results separate from your conclusions. Your results are what actually happened, whereas your conclusion records what you think your results mean. Writing your conclusion in a clearly separate section ensures that a reader will know this was not actual work performed.

Image retrieved from http :// www.cdn.sciencebuddies.org/Files/2062/7/labnoteboo k_entries.png. Image courtesy Science Buddies

Presentation notes


http://www.cdn.sciencebuddies.org/Files/2062/7/labnotebook_entries.png






Just as there are rules about what to include in your lab notebook, there are also rules about how to record that information.

These rules are typically referred to as Good Documentation Practices (GDP). Following these rules is particularly important throughout your laboratory education and future laboratory-based careers. In fact, when it comes to clinical studies, deficiencies in documentation are one of the most common issues identified by auditors and can raise serious questions regarding the acceptability of studies.

Remember, “if it isn’t documented, it didn’t happen!”

Presentation notes



The goal of these rules is for your lab notebook to be as useful as possible, both to you and to your fellow scientists.

In government and industry jobs, it is very important to follow Good Laboratory Practices (GLP). These are a set of quality requirements to ensure integrity, quality, and reproducibility of studies. They are codified by government organizations including the US Food and Drug Administration and other international bodies.

Before the introduction of GLPs, there was an incident where Industrial BioTest (IBT) Laboratories (one of the largest testing labs at the time) falsified thousands of safety and toxicology tests. This scandal resulted in the development of modern GLPs.

Presentation notes



The true test of lab notebook is whether another scientist can understand it. Companies relying on biotechnology research may have additional rules regarding lab notebooks, such as lining out unused space, signing and dating each page, and adding a page for a table of contents and commonly used abbreviations. In addition, a company may require lab notebooks to be secured in a desk or locked cabinet when not in use.

Information that is stored only in people’s heads does not last. Information that is written down has the chance of lasting many lifetimes. For example, we still have the notebooks of many famous scientists, such as Marie Curie and Charles Darwin. But in order for a lab notebook to be useful to other scientists, it has to clearly communicate what was done and what happened. Being able to describe experiments clearly in writing is an important skill, but it is not an easy one. It requires practice. Learning that skill and keeping good lab notebooks is an important step towards becoming a good scientist. Without lab notebooks, it is almost impossible to make your own scientific discovery.

It’s very important to clearly record the conduct of experiments so that they can be reproduced. Can you imagine what would happen if your research was identified by a large pharmaceutical company as a potential for a new drug target, only to find out that the results could not be reproduced? Well, there are many examples where this has happened. Do you think poor laboratory notebooks could have been a cause?

Presentation notes




Guide: Lab Notebook RulesHow to organize your notebook Create a title page and a table of contents as directed by your teacher

Number pages consecutively

Record page headings in the table of contents; an example of a page heading is “Root beer experiment”

What to record in your notebook Write reasons for carrying out an experiment.

Write materials you use and their exact source.

Write or draw the steps that you do when carrying out an experiment; a flowchart is often helpful.

Record mistakes or changes that you make when carrying out an experiment.

Record observations of the experiment, including the units of measurement if needed; some observations will be recorded in data tables and some will be recorded as separate entries.

Describe the resources you consult about your experiment.

How to record in your notebook Only you should make entries.

Label and date all entries.

Enter entries chronologically.

Record what you do immediately; do not wait until after the experiment is done and rely on memory.

Write legibly in blue or black permanent ink.

Glue or staple printouts securely to the page and label them.

Label all drawings.

Cross out mistakes with a single line.

Fill blank spaces with an “X.”

Sign and date the last page of each experiment.




Guide: Lab Safety RulesGeneral safety Do not touch anything in the lab unless instructed to do so by your teacher. Do not eat or drink in the lab, unless instructed to do so by your teacher. Always wear goggles for the entire period when instructed to use them by your teacher. Always wear goggles over your eyes or glasses. Know the location of the following safety equipment:

o Goggleso Eyewash stationo Safety showero Fire extinguisher

Place backpacks and other personal belongings in a designated area so that aisles and work areas are clear.

Always wash hands thoroughly at the end of the lab. Wet hands, apply liquid soap, lather well, rub hands together for at least 20 seconds while scrubbing all surfaces, rinse, and dry. If possible, turn off the faucet with the disposable paper towel you used to dry your hands rather than touching the faucet with your bare hand.

Chemical and equipment safety Do not pour chemicals back into their stock containers. Dispose of chemicals as instructed by your teacher. Use two hands and be very careful when moving equipment and chemicals in the lab. Specifically,

one hand should be underneath the container while the other hand grasps it. If you get chemicals in your eyes, rinse your eyes in the eyewash station for 15 minutes. Keep eyes

open. If you get chemicals on your skin, rinse your skin in the safety shower for 15 minutes. Never smell a chemical directly. Use your hand to gently waft the odor from the container to your

nose. If you break glassware or spill a chemical, let your teacher know immediately.

Fire safety If there is a fire, walk quickly to get the fire extinguisher. Do not run. To use the fire extinguisher, remove the safety clip, point the nozzle at the fire, squeeze the handle,

and empty.

I have read and understood these rules. I agree to follow them at all times.

Student Signature: Date:




Presentation 2 Notes: Root Beer ExperimentBefore you show this presentation, use the text accompanying each slide to develop presentation notes. Writing the notes yourself enables you to approach the subject matter in a way that is comfortable to you and engaging for your students. Make this presentation as interactive as possible by stopping frequently to ask questions and encourage class discussion.

Hundreds of new beverages are developed each year, and most of them are variations on existing products. This presentation will provide information that will help you make your own root beer product. It also discusses how to alter the standard procedure using the principles of experimental design.

Presentation notes



Biotechnology, by definition, is the application of scientific and engineering principles to the processing of materials by biological agents to provide goods and services. Most people now associate it with developing medicines, but historically biotechnology has been principally associated with food. Biotechnology began with a focus on brewing and fermentation techniques for making beer.

Fermentation is used to make a variety of food products, including yogurt, beer, wine, bread, cheese, sauerkraut, and baked goods. It is the carbon dioxide produced by the yeasts that gives root beer its fizz. Modern biotechnology laboratories are used today to manipulate yeast in order to improve the taste, color, carbonation, and other qualities of foods.

Images (left and right) retrieved from http:// en.wikipedia.org/wiki/Brewing#mediaviewer/File:Samad ams2.jpg and http:// commons.wikimedia.org/wiki/File:Rootbeerfoam2.JPG on 6/26/14 and reproduced here under the terms of the GNU Free Documentation License (http://commons.wikimedia.org/wiki/Commons:GNU_Free_Documentation_License). Center image retrieved from

http :// en.wikipedia.org/wiki/ Beer_fermentation#mediaviewer/File:2009-03-21_Beer_brewing_bubbles.jpg. Image courtesy of Ildar Sagdejev.

Presentation notes


http://en.wikipedia.org/wiki/Beer_fermentation





http://commons.wikimedia.org/wiki/Commons:GNU_Free_Documentation_License

http://commons.wikimedia.org/wiki/Commons:GNU_Free_Documentation_License

http://commons.wikimedia.org/wiki/File:Rootbeerfoam2.JPG



http://en.wikipedia.org/wiki/Brewing





If you invented a new root beer that captured just 1% of the US root beer market, you would have $2 million in annual sales. The development of new kinds of drinks is big business. The rapper 50 Cent, for example, made over $200 million from his part ownership of Vitamin Water, more money than he has made from all his music sales combined. Most new beverages introduced are variations of existing drinks. If you can make an improved version of an existing drink, such as root beer that could be a real business.

Image retrieved from http :// www.rickety.us/wp-content/uploads/2011/06/Root_Be er.jpg on 6/26/14.

Presentation notes


http://www.rickety.us/wp-content/uploads/2011/06/Root_Beer.jpg






The traditional method of making root beer uses the fermentation of yeast to produce the bubbles in the liquid along with various plant extracts to add flavor. Traditional root beers are a biotechnology product because they are made using a microorganism, yeast. Root beer has been brewed in the United States since colonial times (1500s to 1700s). Over the years, people developed many different recipes for traditional root beer. The basic ingredients are yeast, sugar, and flavorings. Originally, root beer flavorings were made from plant extracts. A wide variety of flavorings have been used, including, sarsaparilla, vanilla, wintergreen, cherry tree bark, licorice, nutmeg, molasses, cinnamon, clove, honey, and many others.

Commercial root beers, the kind found in most stores, are made a different way. The commercial method uses carbonated water, where carbon dioxide gas is added to make bubbles. Then either natural or artificial flavors are added. So, commercial root beers are not a biotechnology product, because no living organism is used. Most companies use the carbonated water method because it is faster than fermentation (which takes several days) and cheaper. This shows that biotechnology is not always the most economical way of making a product.

Images retrieved from https://en.wikipedia.org/wiki/File:Birch_beer_still.jpg and http://admin.theiguides.org/Media/img/beer_factory.jpg.

Presentation notes


http://admin.theiguides.org/Media/img/beer_factory.jpg

https://en.wikipedia.org/wiki/File:Birch_beer_still.jpg


Traditional root beer is made using fermentation. Fermentation is a very important process in biotechnology. Fermentation happens when a microorganism consumes sugar and uses it to produce energy for itself. As a byproduct of that process, the microorganism releases different chemicals. What chemicals it releases depends on the specific microorganism. Yeast, for example, releases carbon dioxide (as a gas) and ethanol (a type of alcohol).

The products of fermentation often add different tastes to the food or drink (gas bubbles, alcohol) and can also help eliminate harmful microorganisms. This is why fermentation is used in making so many different foods and drinks.

Presentation notes



The standard procedure for making traditional root beer is quite simple and uses just a few basic ingredients. Sugar, yeast, and root beer extract (a mix of flavorings) are combined in a container. You need to use sterile technique when you do this. Sterile technique is a set of additional procedure steps you do to prevent contamination by unwanted microorganisms. Fermentation procedures use carefully selected strains of microorganisms. In the case of root beer, a carefully selected strain of yeast is used. But there is often wild yeast in the air, and maybe even on your skin, that could contaminate and ruin your root beer. To prevent contamination, wash equipment and hands thoroughly, and clean lab surfaces with disinfectant. And, of course, record what you do in your lab notebook. Then close the container and store it for several days. During this time of storage, the yeast ferments the sugar, converting it to energy, carbon dioxide, and a little bit of ethanol. After the fermentation process, your root beer should be ready.

Presentation notes



The attributes of the root beer depend on the procedure and ingredients used to make the root beer. Because the attributes, ingredients, and procedure can change, or vary, they are called variables. The variable that is changed in an experiment or procedure is the independent variable. The variable that is altered as a result of that change is the dependent variable.

In the root beer experiment, aspects of the procedure and ingredients are the independent variables because you can change them directly (independently). The attributes of the root beer product are dependent variables because they are a result of (so they depend on) the independent variables.

What changes should you make to the procedure or ingredients to make a new root beer? The change you make to the procedure or ingredients should relate to the attribute you want to change. Sugar is the “food” used by the yeast and it also contributes a sweet flavor. The yeast produces carbon dioxide as a byproduct and makes the drink fizzy and gives it a “bite.” The root beer extract contains a mix of flavorings, but you might want to add an additional flavoring if you think it will make the root beer taste better. The longer the brewing time (fermentation), the more sugar will be converted to carbon dioxide by the yeast. However, because yeast is a living organism, if the brewing continues for a long time the yeast will produce additional byproducts that affect the flavor. Increasing the temperature can increase the activity of yeast and shorten brewing time. If the temperature is too high, the yeast will be killed. These are just some of the possible ways you can change the procedure and recipe to alter the attributes of the root beer.

Presentation notes



When you make a new root beer, you are carrying out an experiment. (An experiment is a procedure carried out to make a discovery or test a hypothesis.) To learn from your experiment, it is best if you change only one aspect of the root beer standard procedure. Then, if there is a change in the attributes of the root beer product, it is likely due to the change you made to the procedure.

To begin, decide what attribute of the root beer (which dependent variable) you want to change. Decide how you could alter the procedure or ingredients to change that attribute. In other words, which independent variable will alter the dependent variable you have chosen?

Image (top) retrieved from https://commons.wikimedia.org/wiki/File:Vanilla_cupcakes_with_lemon_and_mascarpone_frosting_and_white_chocolate_curls.jpg on 6/26/14 and reproduced here under the terms of the Creative Commons Attrribution 2.0 Generic licence (https:// creativecommons.org/licenses/by/2.0/deed.en ). Image courtesy of Steph Laing.

Image (bottom) retrieved from http://www.clker.com/clipart-77244.html. Image courtesy Marty Taylor.

Presentation notes


http://www.clker.com/clipart-77244.html

https://creativecommons.org/licenses/by/2.0/deed.en

https://creativecommons.org/licenses/by/2.0/deed.en

https://commons.wikimedia.org/wiki/File:Vanilla_cupcakes_with_lemon_and_mascarpone_frosting_and_white_chocolate_curls.jpg




Once you have decided on the attribute of the root beer that you will try to change and what part of the procedure or ingredients you will alter to do that, you have the research question for your experiment. Will changing your independent variable (procedure or ingredient) really produce the change you want in your dependent variable (root beer attribute)? Your hypothesis is that it will. Having a research question and a hypothesis is important for every experiment, because they set the goals for what you want to learn in the experiment.

Presentation notes



After you have decided how to change the standard recipe for root beer, you will use that altered recipe to make your own root beer in the lab. You will make observations of your root beer right after you first combine the ingredients, and then twice during the fermentation process, which takes several days. You will make a final observation of the attributes of the root beer and even taste it if you want to. That way you can determine if your hypothesis was supported or refuted by the results of your experiment.

Image retrieved from http://commons.wikimedia.org/wiki/File:Mad_scientist_transparent_background.svg on 6/26/14 and reproduced here under the terms of the GNU Free Documentation License (http://commons.wikimedia.org/wiki/Commons:GNU_Free_Documentation_License_1.2).

Presentation notes


http://commons.wikimedia.org/wiki/File:Mad_scientist_transparent_background.svg

http://commons.wikimedia.org/wiki/File:Mad_scientist_transparent_background.svg


Traditional root beer is made using biotechnology in the form of the fermentation of yeast. It is made using a standard procedure and ingredients. You are going to make your own root beer, a new root beer, by changing the procedure or an ingredient. Improving an existing food or beverage is a very common and important business. In order to improve existing biotechnology products, you need to understand how changing the different parts of the process impacts the resulting product. To understand that, you have to do experiments.

By designing and carrying out the root beer experiment, you will be learning about an important aspect of science. The core practice of science, and of industries such as biotechnology that are based on science, is scientific research. Scientific research includes carrying out experiments and making careful observations of the results, reading about concepts related to your experiments, and sharing and discussing your results.

Presentation notes




Role Play: Lab Safety RulesThis activity has five role plays that focus on different safety issues. The role plays have the following equipment in common: three pairs of goggles and two lab notebooks. The scenes in the five role plays each feature one teacher and two students. The pages that follow describe each role play and can be copied onto card stock and given to the student actors.

Description of Role-Play Cards

Card Additional Equipment Scene and Script Summary Safety Rules Not Followed

1 Flask 200 ml graduated beaker

The teacher tells students to put on goggles. One student does not listen and one student puts goggles on incorrectly.

Always wear goggles for the entire period when instructed to use them by your teacher.

Always wear goggles over your eyes or glasses.

2 Flask The teacher tells the students

to check the odor of the solution in the flask. Both students smell the odor directly.

Never smell a chemical directly. Use your hand to gently waft the odor from the container to your nose.

3 Stoppered glass container

labeled “Stock Chemical 1” Backpack

The teacher tells the students to collect a chemical container. One student puts a backpack on the floor next to the table and the student carrying the container almost trips over it.

Place backpacks and other personal belongings in a designated area so that aisles and work areas are clear.

4 200 ml graduated beaker Stoppered glass container

labeled “Stock Chemical 1” Large glass beaker labeled

“Waste Container” Dropper

The teacher tells students to measure out a specific amount of liquid from a stock container. One student opens the stock container and pours out too much liquid. The other student puts the extra liquid back into the stock container.

Do not pour chemicals back into their stock container.

Dispose of chemicals as instructed by your teacher.

5 Stoppered glass container

labeled “Stock Chemical 1” The teacher tells students to put a chemical container away. One student picks up the container with one hand and passes it to the other student, who carries it to the teacher with one hand.

Always use two hands and be very careful when moving equipment and chemicals in the lab.



Role-Play Card 1 (Goggles)

EquipmentCollect the following:

Three pairs of goggles

Two lab notebooks

Flask 200 ml graduated beaker

Note: No actual liquid is used in the role play

SceneA teacher and two students are in the laboratory. The two students are at a lab table with two pairs of goggles, two lab notebooks, the 200 ml graduated beaker, and the flask in front of them. The teacher is holding a pair of goggles.

Script

Teacher

You will need to put on goggles for today’s lab.

The teacher puts on goggles.

While the teacher is putting on goggles, Student 1 reads a lab notebook and then pours a liquid from the flask into the beaker.

Student 2 grabs a pair of goggles and puts them on the top of the head.

Teacher and two students look at the audience.

All

What two safety rules were not followed?

Safety Rules Not FollowedAlways wear goggles for the entire period when instructed to use them by your teacher.

Always wear goggles over your eyes or glasses.



Role-Play Card 2 (Smelling)

EquipmentCollect the following


Two laboratory notebooks

Flask


SceneA teacher and two students are in the lab. The two students are at a lab table with two lab notebooks and a flask in front of them. They are all wearing goggles correctly.

ScriptTeacher

Check the odor of the solution in the flask and record your observations in your lab notebooks.

Student 1 picks up the flask and smells the odor and grimaces.

Student 1

That burns!

Student 2

Let me smell.

Student 2 picks up the flask and also smells the odor and grimaces.


All

What safety rule was not followed?

Safety Rule Not FollowedNever smell a chemical directly. Use your hand to gently waft the odor from the container to your nose.



Role-Play Card 3 (Personal Belongings)



Two lab notebooks

Stoppered glass container labeled “Stock Chemical 1” Backpack


SceneA teacher and two students are in the lab. The two students are at a lab table with two lab notebooks in front of them. They are all wearing goggles correctly. Student 1 is farther from the teacher. Student 2 has a backpack on. The teacher is holding the stoppered glass container labeled “Stock Chemical 1” with both hands.

ScriptTeacher

Please collect Stock Chemical 1 from me, as you will need it in the lab.

Student 1 gets up and takes up the container from the teacher. Student 1 carries the container correctly with two hands.

When Student 1 gets up, Student 2 takes off the backpack and drops it on the floor. It is in the way when Student 1 comes back with the container, and Student 1 almost trips over the backpack.


All


Safety Rule Not FollowedPlace backpacks and other personal belongings in a designated area so that aisles and work areas are clear.



Role-Play Card 4 (Pouring Chemicals)



Two lab notebooks

200 ml graduated beaker Stoppered glass container labeled “Stock Chemical 1” Large glass beaker labeled “Waste Container” Dropper


SceneA teacher and two students are in the lab. The two students are at a lab table with two lab notebooks, the 200 ml graduated beaker, the stoppered glass container labeled “Stock Chemical 1,” and the large glass beaker labeled “Waste Container” in front of them. They are all wearing goggles correctly.

ScriptTeacher

In the first step of the lab, you need to measure 200 ml of Stock Chemical 1 into the 200 ml graduated beaker.

Student 1 removes the stopper from Stock Chemical 1 and pours liquid from it into the beaker.

Student 1

I poured too much.

Student 2

I’ll take the extra out.

Student 2 picks up the dropper and pipets liquid from the beaker into Stock Chemical 1 and replaces the stopper when done.


All

What two safety rules were not followed?

Safety Rules Not FollowedDo not pour chemicals back into their stock containers.

Dispose of chemicals as instructed by your teacher.



Role-Play Card 5 (Carrying Chemicals)



Two laboratory notebooks

Stoppered glass container labeled “Stock Chemical 1”


SceneA teacher and two students are in the lab. The two students are at a lab table with two lab notebooks in front of them. They are all wearing goggles correctly. The stoppered glass container labeled “Stock Chemical 1” is next to Student 1.

ScriptTeacher

Please bring Stock Chemical 1 to me so I can put it away.

Student 1 picks up the container with one hand around the neck and hands the container to Student 2.

Student 2 takes the container with two hands but then holds the container with one hand around the neck and carries it to the teacher.


All


Safety Rule Not FollowedAlways use two hands and be very careful when moving equipment and chemicals in the lab.




Quiz: Lab Safety RulesDirections: Answer the following questions in complete sentences.

1. Explain when to use goggles in the lab.

2. You accidentally pour too much solution from a stock container into a graduated cylinder. How do you fix this error?

3. What common classroom item does NOT belong in work areas?

4. What should you do if a chemical gets in your eyes?

5. What should you do if a chemical gets on your skin?

6. What should do you do if you break a glass container?

7. Explain how to safely detect the odor of a chemical.

8. What is the safe way to move through the laboratory during an emergency, such as a fire?

9. Explain how to use a fire extinguisher.

10. What kind of food is acceptable to eat in the lab?




Answer Key: Lab Safety Rules Quiz1. Explain when to use goggles in the lab.

Use goggles for the entire period when instructed by the teacher.

2. You accidentally pour too much solution from a stock container into a graduated cylinder. How do you fix this error?

Remove excess solution from the graduated cylinder and dispose of it as instructed by the teacher.

1. What common classroom item does NOT belong in work areas?

Backpacks do not belong in work areas.

2. What should you do if a chemical gets in your eyes?

Go immediately to the eyewash station and rinse your eyes while open for 15 minutes.

3. What should you do if a chemical gets on your skin?

Go immediately go to the safety shower and rinse your skin for 15 minutes.

4. What should you do if you break a glass container?

You should tell the teacher immediately.

5. Explain how to safely detect the odor of a chemical.

Use your hand to gently fan the odor from the container to your nose.

6. What is the safe way to move through the laboratory during an emergency, such as a fire?

Walk through the laboratory.

7. Explain how to use a fire extinguisher.

Remove the safety clip, point the nozzle at the fire, squeeze the handle, and empty the container.

8. What kind of food is acceptable to eat in the lab?



You should not eat or drink in the lab unless your teacher instructs you to do so. There may be unsafe chemicals that can get in food or drink.




Rubric: Lab Report

Section Exemplary Solid Developing Needs Attention

Introduction Explains the purpose of the experiment.

States the research question.

The research question relates to the purpose of the experiment.

Presents information related to the research question.

Explains the purpose of the experiment.


The research question relates to the purpose of the experiment.




Hypothesis States the hypothesis.

The hypothesis predicts a relationship among variables in the research question.

Explains why the hypothesis was proposed.

The explanation for the hypothesis is reasonable and refers to scientific concepts.

States the hypothesis.


Explains why the hypothesis was proposed.

The explanation for the hypothesis is reasonable.




The hypothesis does not clearly predict a relationship among variables in the research question.

Procedure Includes all procedure steps and materials used and their quantities.

Very easy to follow the steps.

Includes all procedure steps and materials used and their quantities.

Somewhat easy to follow the steps.

Includes all procedure steps and materials used and their quantities.

Difficult to follow the steps.

Includes some procedure steps and materials used and their quantities.

Impossible to follow the steps.

Data Includes all the data.

The data are clearly and logically labeled and organized.

Includes all the data.

The data are adequately labeled and organized.

Includes most of the data.

The data are poorly labeled and

Includes some of the data.

The data are not labeled or organized.



Section Exemplary Solid Developing Needs Attention

organized.

Conclusion

Part 1: Results with Evidence and Explanation

Presents data results.

Describes trends and inconsistencies in the data clearly.

Proposes possible reasons for inconsistencies.

Addresses whether the results supported or refuted the hypothesis.

If the hypothesis was not supported, the author proposes an explanation.


Describes trends and inconsistencies in the data.

Proposes possible reasons for inconsistencies.

Addresses whether the results supported or refuted the hypothesis.


Describes trends and inconsistencies in the data poorly.

Does not address whether the results supported or refuted the hypothesis.


Does not describe trends and inconsistencies in the data.

Does not address whether the results supported or refuted the hypothesis.

Conclusion

Part 2: Possible Errors

Identifies two or more probable sources of error.

Explains how errors might have affected the results.

Describes modifications to the experiment to reduce errors, and explains why the modifications would reduce error.

Identifies two or more probable sources of error.


Describes modifications to the experiment to reduce errors.

Identifies one or more probable sources of error.


Identifies insignificant or improbable sources of error.

Conclusion

Part 3: Potential Applications

Proposes one or more viable practical applications for the knowledge gained from the experiment.

Identifies people who would be interested in the experimental results.

Identifies reasons why people would be interested in the experimental results.


Identifies people who would be interested in the experimental results.


Does not propose a viable practical application.




Key Vocabulary: Introduction to the Laboratory

Term Definition

brew To make a beverage by steeping, boiling, and fermenting.

carbon dioxide A gaseous substance found in the atmosphere that is part of many biochemical and biological processes. Carbon dioxide cycles through living organisms since it is a product in carbohydrate breakdown and a reactant in carbohydrate production by photosynthesis. The chemical formula of carbon dioxide is CO2.

carcinogenic Having a tendency to cause cancer.

chemical A substance or mixture of substances.

chronological Placed in order by time.

data Factual information that is collected and organized by an investigator and for analysis.

dependent variable A variable that changes in response to a change in an independent variable.

efficiency Ability to be effective while using a minimal amount of resources.

ethanol Often called “alcohol,” ethanol is a liquid substance made by microorganisms during fermentation. Ethanol is an intoxicant, and if too much is ingested, it can impair brain function and cause poisoning. The chemical formula of ethanol is C2H6O.

experiment A procedure carried out by an investigator to make a discovery or test a hypothesis. In an experiment, an investigator usually changes one variable in a procedure and observes or measures changes in other variables.

experimental design A detailed plan for how to carry out an experiment; it includes a purpose, a research question, a hypothesis, and a procedure.

eyewash station A laboratory appliance that is designated for quickly flushing out eyes with water. It is used when eyes have come into contact with chemicals.



Term Definition

fermentation The chemical decomposition of energy-rich compounds carried out by living organisms. Two examples of fermentation are decomposition of glucose into carbon dioxide and ethanol, and decomposition of glucose into lactic acid. Most cells can carry out fermentation.

fire extinguisher A portable device that discharges a stream of water, foam, gas, or other material that can put out a fire.

Food and Drug Administration (FDA)

An agency of the US Department of Health and Human Services that regulates and supervises the safety of food, human and veterinary health-related products, tobacco, and cosmetics.

hypothesis A predicted experimental outcome that will be supported or refuted by experimental data.

inconsistency A result that is unexpected or that is not regular or predictable.

independent variable A variable that an investigator deliberately changes as part of the experimental design.

laboratory A room equipped for carrying out science experiments and tests.

lab report A report that summarizes the work and results of an experiment in an ordered format.

legal lab notebook A record of work done in a laboratory that meets standards established in court cases (usually from patent law) and thus can be used as a legal document. An investigator who keeps a legal lab notebook follows specific guidelines to ensure that the notebook is detailed, accurate, and authentic.

metabolism The chemical reactions that take place within cells in order to provide them with energy.

microorganism Species of organisms visible only under a microscope, often unicellular; includes bacteria and yeast.

qualitative Data reflecting subjective or non-numerical properties, such as evaluations of taste or preference. It includes nominal (e.g., nationality) and ordinal (e.g., agree/neutral/disagree) data.

research question A testable question that guides an experiment and that often probes an aspect of a relationship between two or more variables.



Term Definition

root beer A sweet fermented drink that is flavored with roots and herbs.

safety shower A laboratory appliance that is designated for quickly rinsing the entire body with water. It is used when skin has come into contact with chemicals.

sassafras A deciduous tree found in eastern North America. Oil from sassafras root bark was once used to flavor root beer, but it has since been banned because it was determined to be carcinogenic.

sterile technique A set of procedures that protects lab workers and products from contamination by microorganisms.

trend A regular or predictable pattern in data.

variable A factor in an experiment that can change.

yeast A microorganism, technically considered a fungus, used in biotechnology as a model organism or to ferment products.




Bibliography: Introduction to the Laboratory The following sources were used in the preparation of this lesson and may be useful for your reference or as classroom resources. We check and update the URLs annually to ensure that they continue to be useful.

PrintDaugherty, Ellyn. Biotechnology Science for the New Millennium. Saint Paul, MN: Paradigm Publishing, 2007.

Daugherty, Ellyn. Biotechnology Science for the New Millennium Laboratory Manual. Saint Paul, MN: Paradigm Publishing, 2007.

Henderson, Jenny, and Stephen Knutton. Biotechnology in Schools: A Handbook for Teachers. Bristol, PA: Open University Press, 1990.

Pressley, Brian. Introduction to Biotechnology. Portland: ME: J. Weston Walch, 2010.

OnlineBargaje, Chitra. “Good Documentation Practice in Clinical Research.” Perspectives in Clinical Research, April‒June 2011, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3121265/ (accessed February 26, 2016).

Begley, Sharon. “In Cancer Science, Many ‘Discoveries’ Don’t Hold Up.” Reuters, March 28, 2012, http://www.reuters.com/article/us-science-cancer-idUSBRE82R12P20120328 (accessed February 26, 2016).

Brain, Marshall. “How to make your own root beer and soda.” http://marshallbrain.com/how-to/root-beer-soda.htm (accessed February 26, 2016).

BurnSilver, Glen. "Down to the Root: Make Your Own Root Beer." Vrew, May/June 2006, https://byo.com/english-bitter-pale-ale/item/563-down-to-the-root-make-your-own-root-beer (accessed February 26, 2016).

Fankhauser, David B. PhD. “Making Root Beer at Home.” http://biology.clc.uc.edu/fankhauser/cheese/rootbeer_jn0.htm (accessed February 26, 2016).

“Homemade Root Beer Recipe.” McCormick.com. http://www.mccormick.com/Recipes/Beverages-Cocktails/Homemade-Root-Beer (accessed February 26, 2016).

Mamelak, Dan. “The Importance of GLP Compliance for CROs.” Biotechnology Focus, January 11, 2016, http://biotechnologyfocus.ca/the-importance-of-glp-compliance-for-cros/ (accessed February 26, 2016).

National Science Teachers Association. “Safety in the Science Classroom, Laboratory, or Field Sites.” http://www.nsta.org/docs/SafetyInTheScienceClassroomLabAndField.pdf (accessed February 26, 2016).

NC State University. “Improving lab reports.” Lab Write, http://labwrite.ncsu.edu (accessed February 26, 2016).

University of Maryland, Division of Research, Office of Technology Commercialization. “Lab Notebooks: Protecting Your Intellectual Property.” http://www.otc.umd.edu/inventors/lab-notebooks (accessed February 26, 2016).


http://www.otc.umd.edu/inventors/lab-notebooks

http://labwrite.ncsu.edu/

http://www.nsta.org/docs/SafetyInTheScienceClassroomLabAndField.pdf

http://biotechnologyfocus.ca/the-importance-of-glp-compliance-for-cros/

http://www.mccormick.com/Recipes/Beverages-Cocktails/Homemade-Root-Beer

http://www.mccormick.com/Recipes/Beverages-Cocktails/Homemade-Root-Beer

http://biology.clc.uc.edu/fankhauser/cheese/rootbeer_jn0.htm

https://byo.com/english-bitter-pale-ale/item/563-down-to-the-root-make-your-own-root-beer

http://marshallbrain.com/how-to/root-beer-soda.htm

http://marshallbrain.com/how-to/root-beer-soda.htm

http://www.reuters.com/article/us-science-cancer-idUSBRE82R12P20120328

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3121265/

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