Lab Manual Bio 1700 2020

Durham College – School of Interdisciplinary Studies
BIOL 1700
Pre-Health Sciences Pathway to Certificates and Diplomas
Pre-Health Sciences Pathway to Advanced Diplomas and Degrees
LAB MANUAL
Name: _______________________________________
Last Updated: December 23, 2019

Contents
Safety Regulations in the Laboratory page 3
Laboratory Attendance and Evaluations page 6
Glassware and Lab Equipment page 8
Lab 1: Lab Safety and Introduction to Microscopy page 9
Lab 2: Biological Molecules page 17
Lab 3: Cells and Cell Division page 27
Lab 4: Genetics page 31
Lab 5: Integumentary System page 43
Lab Skills page 61
Lab 6: Cardiovascular System page 63
References page 73
Handing in Your Lab

Make sure you submit your lab report at the end of your lab period.
Grading
A mark penalty is applicable to all labs for failure to clean up lab bench area and spelling, grammar
and mechanics.
Safety Regulations in the Laboratory
Proper behaviour in the lab is essential for the well-being of your own success as well
as for the success of your colleagues. There is no doubt that science is great fun.
However, the lab has equipment, chemicals, and glassware. If proper precautions are
not taken in the lab, accidents may occur. In order to perform experiments without any
mishaps, the following precautions must be taken:
1. Safety training
(a) All students are required to complete the ONLINE SAFETY MODULE
(embedded in your DC Connect Course) before they are permitted entry into
the labs. Students must complete the module by reading/watching all content,
and then must achieve a grade of 80% or above on the associated quiz.
Multiple attempts are permitted. The quiz does not count for grades in the
course, but students who do not complete this requirement will be denied
access to the labs and will receive a mark of zero for the missed lab periods.
(b) Students are required to READ ALL LAB INSTRUCTIONS for each
experiment thoroughly before their scheduled lab period. Safety rules specific
to each lab will also be shared with the students at the beginning of each lab.
(c) Lab instructors will point out the location and proper handling of all
emergency equipment (including the eye-bath, safety shower, fire
extinguishers and spill- absorbent) at the first lab period.
(d) Students must always be aware of any potential hazards and their
avoidance and control.
2. Student conduct
(a) Students must work cooperatively, respectfully, and safely.

(b) Students must follow all safety instructions given to them by their lab
instructor. Should a student not adhere to the lab safety policies and
procedures, the lab instructor will issue a Student Academic Alert for
Behaviour /Conduct. Penalties will be commensurate with the nature of the
offence.
3. Lab attire
(a) Students are required to wear appropriate attire at all times in the lab.
(b) Long hair must be tied back.
(c) Open toe shoes, sandals, and high-heeled shoes are not permitted in the lab.
(d) Caps or hats should not be worn in the lab.
(e) Ankles and legs must be covered (i.e. avoid shorts, ankle socks, etc.)
(f) An instructor may ask the student to leave if these requirements are not met.
3
4. Student materials
(a) Students are required to have a LAB COAT, LAB SAFETY GLASSES and a
LAB MANUAL) at all times during the lab.
i. Shared communal lab coats are provided for students to use in the lab,
however students may purchase their own lab coat from Durham College's
Campus Bookstore if they prefer.
ii. Students are required to purchase their own set of lab safety
glasses from Durham College's Campus Bookstore.
iii. Students will be given a lab manual that must be brought to every lab.
iv. Students who fail to have these items will be unable to complete the
lab and will receive a mark of zero for that lab
(b) Certain labs may require that you bring a copy of the course textbook and/or
your class notes and lecture slides. See each individual lab for more details.
5. Personal belongings
(a) USE OF ELECTRONIC DEVICES IS NOT PERMITTED IN THE LAB unless

you have received specific permission from your lab instructor.
(b) All personal belongings (Eg. coats, bags, etc.) should be left in the
area designated by your instructor.
(c) Only your lab coat, lab safety glasses, lab manual, and pen are required at the
lab bench. If designated by your instructor, other lab resources such as a course
textbook and/or lecture slides/notes may also be used.
6. Health considerations
(a) Please notify your instructor (in person, email or via the Access and
Support Centre) if you have any specific health conditions that may need to
be considered while in the lab (Eg. if you are required to wear medical
devices)
7. Disposal of chemicals
(a) Students will be given specific instructions about chemical disposal during each
lab period. If a student is in doubt about proper disposal, they should
always consult their lab instructor.
(b) Chemicals should never be mixed unless specifically instructed to do so.
8. Other
(a) Broken glassware - All broken glassware should be placed in the

appropriately marked container.
4
(b) Spills – Students must report ALL chemical spills immediately. Chemicals that
come in contact with skin or eyes must be washed thoroughly for at least ten
minutes with water from the SHOWER, EYE-BATH or SINK.
9. Leaving the lab
(a) Experiments should never be left unattended. Students should always alert their
instructors if they need to leave the lab for any reason.
(b) At the end of each lab period, students should perform the following tasks:
Clean up your work area. All materials should be returned to their original
spot and your work space should appear how you found it. The lab bench
should be wiped down with a damp sponge.
Show your instructor you clean station to receive the clean-up mark and hand in
your lab report.
Wash your hands.
5
Laboratory Attendance and Evaluations
In this course, there are a variety of expectations surrounding laboratory attendance

and submission of laboratory evaluations. To ensure that you understand all policies
and procedures related to these topics, please read the guidelines listed below:
1. Lab attendance and late arrivals
(a) Lab attendance for graded labs is compulsory and students must be present at
the lab in order for a lab report to be accepted for grading. Students who miss
a lab will receive a mark of zero on all associated lab reports.
(b) For safety reasons, a student that is more than 15 minutes late is not allowed
to complete the lab. Students who miss a lab for any reason will receive a
mark of zero on that associated lab report. NOTE, however, that the lowest
lab report grade will be dropped at the end of the semester (see ‘pre-labs’ and
‘lab reports’ below).
2. Grading
(a) 6 graded labs will be performed in this course. Each lab is worth 5% of
a student’s final grade (1% pre-lab and 4% lab report).
3. Pre-labs
(a) Each pre-lab is worth 1% of a student’s final grade. The lowest pre-lab will be
dropped at the end of the semester.
(b) Pre-labs are completed online via DC Connect and must be completed by
11:59 pm the day before the scheduled lab period.
(c) Students who do not comply will receive a mark of zero for the pre-lab, but
will still be allowed to complete their scheduled lab and submit a lab report.
4. Lab Reports
(a) Each lab report is worth 4% of a student’s final grade. The lowest lab report
will be dropped for the midterm and final grade calculations.
(b) All lab reports are due at the end of the lab period. Submissions made by other
means (including, but not limited to email or hard copy) will not be accepted
and will result in a grade of zero.
6
5. Academic Integrity
(a) While students work in pairs to complete labs, each student must submit their
own original work.
(b) Submissions may be checked for authenticity using TurnItIn software.
(c) Students are responsible for reading and understanding the plagiarism clause in
our course outline:
“All material submitted (text, image, digital, etc) must be original or correctly
cited. Plagiarism is a form of stealing. Student work may be checked for integrity
and authenticity using TurnItIn. Plagiarism includes, but is not limited to, failure to
indicate the ideas, data, graphic elements, or language of another, without
specific and proper acknowledgement. Students who plagiarize or cheat in any
way will be cited and face disciplinary actions, according to Durham College's
Academic Integrity Policy (ACAD-101.1). Please make note that plagiarism
including taking the work of another student (or work downloaded from the
internet) and submitting it as your own, even if you alter it. Giving your work to
another student to submit, even if the other student alters it is also plagiarism. If
you are unclear on what constitutes 'reference material' please discuss it with
your instructor. In cases where group work is performed, it is expected students
will submit their own original work unless otherwise indicated by their instructor.”
WHMIS: Symbols and Meaning
7
Glassware and Equipment
Microscope1 Balance2 Hot & stir plate3 Water bath4
Beakers19 Test tube tongs6 Microscope slides7 Micropipette21
Glass stirring rod9 Eppendorf10 & Falcon Scoopula12 Watch glass13

tubes11
UV light14 Hot hand protectors15 Well plates16 Timer17
Graduated Test tubes & rack5 20

Transfer pipette8
Microcentrifuge
cylinder18
8
LAB 1 (Week 2): Lab Safety + Introduction to
Microscopy
BIOLOGY I (BIOL 1700) - Durham College
PART 1 – LAB SAFETY
Introduction
It is extremely important for EVERY student
to abide by all laboratory policies and
procedures within the Biology laboratory.
Students within the Pre-Health Sciences
program must be trained in laboratory safety
for several reasons:
1. It is important to be able identify possible
safety issues and make decisions that
reflect the personal safety of all students
and employees at Durham College
2. It is an essential skill in many future
programs and professions
[Source]
Procedure
SAFETY TASK
1. Various signs have been displayed throughout the lab to help you locate key pieces
of equipment. Do a “tour” of the lab and mark the locations on the laboratory map
(Figure 1.1) in your lab report by writing A, B, C, etc. in the appropriate spot
Safety Locations Common Equipment

A. Emergency shower H. Fume hood (locate 2)
B. Fire extinguisher I. Balances (locate 6)
C. First aid kit J. Microscopes (locate 1)
D. Eye wash station K. Large sinks (locate 3)
E. Container for broken glass L. Lab coats
F. Exits (locate 2) M. Spare safety glasses
G. Hazardous waste disposal container
9
PART 2 – INTRODUCTION TO THE MICROSCOPE
Introduction
A microscope is an instrument that is used to study the
structure and components of living organisms that are not
visible to the naked eye.
In this section, you will learn to properly use, clean up, and
put away a standard light microscope. To do this, you will
learn appropriate microscope etiquette and safety
procedures, identify the key parts of a microscope, and
prepare and examine a smear of your own cheek cells. By
observing and drawing an image of these cells, you will be
able to identify the main components of a cell.
[Source]
Materials
- Practice microscopy – light microscope, microscope slide (letter ‘e’), lens

paper, demo microscope with attached sticker labels
- Cheek cell microscopy – light microscope, microscope slide (blank), cover

slip, lens paper, sterile swab, iodine solution, cheek cell scrapings
- Additional items that students must bring – textbook and lecture slides
Procedure
A. MICROSCOPE SAFETY
1. Below are 3 rules that must be followed at all times when carrying a microscope.
a. Always carry the microscope using 2 hands.

b. One hand should be holding the microscope arm. The other hand should
be supporting the weight of the microscope by holding the base.
c. The electrical cord should be removed from the microscope and
transported separately.
2. Use the above information to answer Question 3 on your lab report.
10
B. PARTS OF A LIGHT MICROSCOPE
3. Now that you have obtained a microscope, you will need to identify its parts. Using
the diagram in your lab report, work to match the labels to the terms. If you are
unsure of any labels, inspect the labeled demo microscope at the front of the
classroom or ask your instructor.
C. EXAMINING A CHEEK CELL UNDER A LIGHT MICROSCOPE
4. First, prep the microscope:
- Connect the microscope to a power outlet and turn on the power switch.
- If needed, clean the lenses using lens paper
• If needed, clean the 3 objectives – 4X, 10X, 40X
• If needed, clean the ocular (eye) piece
- Move the objective to the 4X position.
- Move the stage to its lowest position by turning the coarse adjustment knob.
- Adjust the light adjustment knob to let more light in if necessary.
- REPEAT this process EVERYTIME you put a new slide on
5. Next, practice by focusing on the letter e:
- Make sure the microscope is “prepped”.

- Obtain microscope “slide A”.
- Place the slide into the slide holder and try to centre the “letter e” over the
light.
- Locate the “letter e” under the 4X objective by moving the stage using the XY
adjustment knob.
- Use the coarse adjustment knob to focus on the “letter e”.
- Switch to the 10X objective.
- Use only the fine adjustment knob to focus on the “letter e”.
- Use only the fine adjustment knob to focus on part of the “letter e”.
**IMPORTANT: Do not turn try to focus on the “letter e” using the 100X
objective as it will damage the slide and the microscope**
**TIP: Practice having both eyes open when looking in the microscope. This
will help reduce eye strain.
11
6. Next, prepare a slide of cheek cells:
- Move the objective lens back to 4X position.

- Lower the stage completely using the coarse adjustment knob.
- Remove Slide A and return to the microscope slide holder.
- Obtain Slide B and decide between you and your partner who will be swabbing.
- Find another group to split the sterile swab package with (there are 2 swabs
per package) and obtain a swab.
- Swab the inside of your cheek using a sterile swab. Scrape for 15 seconds,
being fairly rough to collect a good quantity of cells.
- Place the scrapings from the swab in the centre of “slide B” and make a
smear.
- Add 1 drop of iodine solution.
- Wait 30 seconds for the iodine solution to stain the cells.
- Place a coverslip carefully over the smeared area.
7. You are now ready to examine a cheek cell:
- Move the objective to the 4X position.

- Move the stage to its lowest position by turning the coarse adjustment knob
- Place the slide containing the iodine-stained cheek cells into the slide holder.
- Locate the smear under the 4X objective by moving the stage using the XY
adjustment knob.
- Use the coarse adjustment knob to focus on the cells. They will be very tiny.
- Use only the fine adjustment knob to focus on the cells.
- Again, use only the fine adjustment knob to focus on the cells.
**IMPORTANT, do not turn try to focus on the sample using the 100X
objective as it will damage the slide and the microscope**
8. Record your observations of a cheek cell:
- In your lab report, draw a sketch of what you see in the entire field of vision
using the 40X objective.
- When you have completed your sketch, move the objective lens back to 4X,
lower the stage completely, then remove Slide B.
- Clean Slide B with soap and water and return it to your bench. Dispose of the
cover slip in the broken glass box.
12
Lab 1 – Lab Safety + Introduction to Microscopy
BIO 1700, Pre-Health Sciences, Lab Report Sheet
Name: ____________________________ Date: ______________________

Lab partner: ________________________ Instructor: __________________
Lab cleanup (1 mark) Spelling, grammar, mechanics Score

 Attendance noted, wash hands
-2 marks (minimal errors)


Materials cleaned and returned to original locations
Lab bench cleaned, clear and organized
-4 marks (several errors) /33
1. [7 marks] Label the map of the lab with all the important safety items.
Figure 1.1: Laboratory Layout
13
2. Complete the following questions regarding lab safety.
A. [2 marks] Identify which safety item(s) would be used in case of an acid spill.
B. [3 marks] Which student materials are students required to have at all times during
lab?
C. [1 mark] Which laboratory equipment item would be used to avoid breathing in fumes
from a substance?
D. [1 mark] Which safety location item would be used to dispose of a broken microscope
slide?
3. [1 mark] Circle the image below that shows the correct way to hold and transport a
microscope.
Figure 1.2 [Adapted from source + source]
14
4. [5.5 marks] Match the labels to the microscope terms
Ocular (eye piece) – 10X
Focus – coarse adjustment knob
Objectives – 4X, 10X, 40X, 100X
Focus – fine adjustment knob
Arm
Light source
Stage
Condenser
Stage XY adjustment knob
Condenser adjustment knob
Slide holder
Not shown:
- Power switch
- Light adjustment knob
[Adapted from source]
5. [2 marks] From the list above indicate which microscope component(s) is/are used to
support and hold the slide in place?
6. [0.5 mark] The coarse adjustment knob can be used when which of the following objective
lenses is/are selected:
A. 4X
B. 10X
C. 40X
D. All of the above
15
7. [3 marks] Indicate the appropriate order of tasks (from 1 to 6) when using proper microscope
technique:
____ Move the objective to the 4X position
____ Turn on the power switch
____ Use the coarse adjustment knob to move the stage to its lowest position
____ Connect the microscope to a power outlet
____ Place the slide into the slide holder
____ Centre specimen on slide using the Stage XY adjustment knob
8. [5 marks] In the space below, draw a sketch of what you see in the entire field of vision
using the 40X objective. Using the cell example in lab, label the following parts for one of
the cells present in your sketch:
plasma membrane
cytoplasm
nucleus
9. [1 mark] Calculate the total magnification of the cells drawn above. To calculate this,
multiply the magnification power of the ocular lens by the magnification power of the
objective lens being used. [E.g. If the ocular is 10X and the objective being used is 10X,
the total magnification would be 100X.]
Total magnification = _______ X _______ = _______ X
16
LAB 2 (Week 4): Biological Molecules
PART 1 – YOU ARE WHAT YOU EAT
Introduction
In this section, you will learn about 3 of the 4 major biological molecules present within
the human body: carbohydrates, proteins, and lipids. These molecules are the
building blocks of all living things and are present in all cells including microorganisms,
plants, and animals. Importantly, they can exist as small units called “monomers” or
much larger chains called “polymers.”
To sustain life, humans must eat a steady diet of plant or animal-based foods that
contain the major classes of biological molecules. When food is eaten, these
molecules can be extracted from food via digestion and absorbed into the body where
they can be used to carry out important functions (E.g. creating enzymes). Health
Canada requires that foods sold in Canada have nutritional labels containing
information on the ingredients and biological molecules found in our food.
In this activity, you will be responsible for learning about 3 of the 4 major classes of
biological molecules (carbohydrates, proteins and lipids) and testing various foods to
see if these molecules are present.
The Scientific Method
The scientific method is a method of research with defined steps that include
experiments and careful observations. One of the most important aspects of this
method is the testing of hypotheses by means of repeatable experiments. A
hypothesis is a suggested explanation for an event, which can be tested. To solve a
problem, several hypotheses may be proposed. To test a hypothesis, a researcher
will conduct one or more experiments designed to eliminate one or more of the
hypotheses. Each experiment will have one or more variables and one or more
controls. A variable is any part of the experiment that can vary or change during the
experiment. The control group contains every feature of the experimental group
except it is not given the manipulation that is hypothesized about. Therefore, if the
results of the experimental group differ from the control group, the difference must be
due to the hypothesized manipulation, rather than some outside factor. There are two
types of controls: negative and positive. A negative control uses a treatment that
isn’t expected to produce results. A positive control uses a treatment that is known
to produce results.
17
Materials
- Equipment – test tubes (9), transfer pipets (9), test tube rack, test tube tongs,
water bath (80oC), lab timer
- Indicator solutions – Benedict’s solution, Lugol’s solution (iodine), Biuret’s

solution, paper towel
- Pure samples – glucose solution, starch solution, vegetable oil, albumin

solution, deionized water
- Food samples –diluted banana, chicken broth, mayonnaise, and potato

solutions
- Models – felt representations of carbohydrates, lipids, proteins, and nucleic

acids
Procedure
LIPIDS
Begin by examining simple models of a lipid:
1. Unlike proteins, carbohydrates, and nucleic acids, lipids do not exist as monomers
and polymers. Instead they exist as “functional units.” The standard functional unit
for most lipids is called the triglyceride – a structure that contains 3 fatty acids
joined to a glycerol.
2. Choose the correct representations of a lipid functional unit from the container and
draw these in Table 2.1 in your lab report.
A triglyceride [adapted from Roscoe,

2016]
Return all materials back to their original containers.
Next, test for the presence of lipids in various foods. To do so, the Translucent Test
will be used to detect triglycerides.
18
3. Translucent test:
a. Obtain a piece of paper towel and write 1-9 spaced out on the paper. Use
transfer pipets and dropper bottles to place 1 DROP of each corresponding
sample onto the paper towel above the written number. NOTE: Be careful not to
cross-contaminate your samples by using the same transfer pipette to transfer
all of your samples.
b. Allow the samples to dry. Complete other portions of this lab while you wait.
c. Inspect each sample carefully. If there is a

translucent grease stain, this is a positive result
indicating triglycerides. Use the legend as a
guide. Remember that water is the negative
control (no triglycerides present) and
Negative Positive
vegetable oil is the positive control
(triglycerides are present). Compare the rest
of your samples to these. Record your observations in Table 2.2.
d. Dispose of your paper towel in the compost bin.
PROTEIN
Begin by examining simple models of the various types of proteins:
4. The “monomer” of a protein is called an amino acid. There are 20 possible types
of amino acids in total. The “polymer” of a protein is called a polypeptide. It is
estimated that millions of different polypeptides can exist within the human body.
To represent a polypeptide, anywhere from 3 monomers to many thousands of
monomers could be joined together in a chain.
5. Choose the correct representations of a monomer and polymer for proteins from
the container and draw these in Table 2.3 in your lab report.
6. Polypeptides are only functional in the human body if they maintain a specific
shape. Depending on their function, polypeptides will fold in various ways creating
primary, secondary, tertiary and quaternary structures. Using the images in
Question 10 on the lab report, name the structures.
Next, test for the presence of protein in various foods. To do so, Biuret’s solution
will be used to detect polypeptides.
19
7. Biuret’s solution:
a. Obtain 9 clean test tubes labeled 1-9. Use transfer pipets and dropper bottles
to fill each test tube with 10 drops of the corresponding sample. Like
before, be careful not to cross-contaminate your samples.
b. Add 10 drops of Biuret’s solution to each test tube.
c. Inspect each sample carefully. If the solution stays blue,

no protein is present in the sample. If the solution turns
pink, amino acid monomers are present in the sample. If
the solution turns to purple/violet/lavender, polypeptides
are present in the sample. Use this legend as a guide.
Remember that water is the negative control (no

proteins present) and albumin is the positive control
(polypeptides are present). Compare the rest of
your samples to these. Record your observations in Table 2.4.
d. Dispose of your samples in the BIURET WASTE container and rinse out all
test tubes.
CARBOHYDRATES
Begin by examining simple models of the various types of carbohydrates:
8. The “monomer” of a carbohydrate is called a monosaccharide. Examples of

monosaccharides include glucose, fructose, and galactose. The “polymer” of a
carbohydrate is called a polysaccharide. Examples of polysaccharides include
glycogen, starch and cellulose. Anywhere from 3 monomers to many thousands
of monomers could be joined together in a chain.
9. Choose the correct representations of a monomer and polymer for carbohydrates
from the container and draw these in Table 2.5 in your lab report.
Next, test for the presence of carbohydrates in various foods. To do so, Benedict’s
solution will be used to detect monosaccharides/disaccharides and Lugol’s
solution (iodine) will be used to detect starch (a polysaccharide).
20
10. Benedict’s solution:
a. Re-use the 9 cleaned test tubes. Use transfer pipets and dropper bottles to
fill each test tube with 10 drops of the corresponding sample. Like
before, be careful not to cross-contaminate your samples.
b. Add 1/3rd of a dropper of Benedict’s solution to each test tube.
c. Heat all 9 test tubes to 80 oC for 5 min using the water bath. To set the
timer, wind all the way to 55 minutes, then back to 5 minutes.
d. Inspect each sample carefully. If the solution has changed to green,
yellow, orange or red, monosaccharides / disaccharides are present in the
sample. Use the legend here as a guide.
Remember that water is the negative
control (no carbohydrates present) and
glucose is the positive control
(monosaccharides are present).
Compare the rest of your samples to
these. Record your observations in Table
2.6.
e. Dispose of your samples in the BENEDICTS WASTE container and rinse
out all the test tubes.
11. Lugol’s solution (iodine):
b. Re-use the 9 cleaned test tubes from the previous experiment. Use transfer
pipets and dropper bottles to fill each test tube with 10 drops of the
corresponding sample. Like before, be careful not to cross-contaminate
your samples.
c. Add 3 drops of Lugol’s solution (iodine) to each test tube.
d. Inspect each sample carefully. If the solution has changed to
navy blue or black, starch is present in the sample. If
identifying a colour is difficult, let the solution settle for a few
minutes and observe the bottom layer. Use this legend as a
guide.
Remember that water is the negative control (no

polysaccharides present) and starch is the positive
control (polysaccharides are present). Compare the rest of your
samples to these. Record your observations in Table 2.6.
e. Dispose of your samples in the IODINE WASTE container and thoroughly
clean all the test tubes.
21
22
Lab 2 – Biological Molecules
Name: ____________________________ Date: ______________________




1. [2 marks] Complete Table 2.1, drawing the functional unit of a lipid and providing the
name for the parts of this biological molecule.
Table 2.1: Lipid models

Lipid functional unit drawing
Name for lipid functional unit This unit contains 3 of: This unit contains 1 of:
2. [2 marks] Provide a hypothesis for which of the 9 samples will contain lipids:
23
3. [1 mark] Complete Table 2.2, the translucent test for lipids
Table 2.2 Grease residue Result Grease residue Result

(Y/N) (+/-) (Y/N) (+/-)
1
5
glucose
chicken broth
(monosaccharide)
2
6
starch
mayonnaise
(polysaccharide)
3
vegetable oil
(triglyceride)
Y
Positive control
+
Positive control
7
diluted banana
4
8
albumin
potato
(polypeptide)
9
deionized water N -
Negative
Negative control control
4. [2 marks] Based on your hypothesis and results from Table 2.2, did this experiment work?
Provide 2 examples of why or why not.
5. [2 marks] Label the following images of primary, secondary, tertiary and quaternary
protein structures.
6. [2 marks] Provide a hypothesis for which of the 9 samples will contain protein.
24
7. [2 marks] Complete Table 2.3, drawing the monomer and polymer of proteins and
providing the names for these biological molecules.
Table 2.3: Protein models
Protein monomer drawing Protein polymer drawing
Name for protein monomer Name for protein polymer
8. [1 mark] Complete Table 2.4, Biuret’s test for protein
Table 2.4 Colour Result Colour Result

(blue/pink/purple) (+/-) (blue/pink/purple) (+/-)
1
5
glucose
chicken broth
(monosaccharide)
2
6
starch
mayonnaise
(polysaccharide)
3
7
vegetable oil
diluted banana
(triglyceride)
4
albumin Purple + 8
Positive potato
(polypeptide) Positive control control
9
deionized Blue -
Negative
water
Negative control control
9. [2 marks] Based on your hypothesis and results from Table 2.4, did this experiment work?
Provide 2 examples of why or why not.
10. [2 marks] Complete Table 2.5, drawing the monomer and polymer of carbohydrates and
providing the names for these biological molecules.
Table 2.5: Carbohydrate models
Carbohydrate monomer drawing Carbohydrate polymer drawing
Name for carbohydrate monomer Name for carbohydrate polymer
25
11. [2 marks] Provide a hypothesis for which of the 9 samples will contain monosaccharides
/disaccharides or starch.
12. [2 marks] Complete Table 2.6, Benedict’s test for monosaccharides and disaccharides
and Lugol’s test for starch.
BENEDICT’S SOLUTION LUGOL’S SOLUTION (IODINE)
Table 2.6 Colour AFTER Result Colour Result

heating (+/-) (black/brown) (+/-)
1
glucose Orange +
(monosaccharide) Positive control Positive control
2
starch
(polysaccharide)
Black
Positive control
+
Positive control
3
vegetable oil
(triglyceride)
4
albumin
(polypeptide)
5
chicken broth
6
mayonnaise
7
diluted banana
8
potato
9
deionized water
Blue
Negative control
-
Negative control
Brown
Negative control
-
Negative control
13. [2 marks] Based on your hypothesis and results from Table 2.6, did this experiment
work? Provide 2 examples of why or why not.
26
LAB 3 (Week 6): Cells and Cell Division
PART 1 – MITOSIS MICROSCOPY
Introduction
In this section, you will be using the proper
microscope technique that you learned in Lab 1
to examine onion root tip cells under the
microscope and identify the various stages of
mitosis (prophase, metaphase, anaphase,
telophase) and compare to human cell images.
You will then examine cancer cells that have
lost their ability to regulate cell division.
[Source]
Procedure
A. EXAMINE THE ONION ROOT TIP UNDER THE MICROSCOPE
1. Observe a cell in prophase
a. Ensure that the microscope is on 4X with the stage lowered, place Slide
C (onion root tip) under the microscope.
b. Within Slide C, locate a cell in prophase. These cells are usually
concentrated at the tip, so use the XY adjustment knob to move to the tip
of the onion root. Focus on it using the 40X objective.
c. Draw a sketch of one prophase cell in Table 3.1
d. Fill in Table 3.1 by listing 3 reasons why you think this cell is in prophase.
Use you textbook and lectures slides as an aid.
2. Observe cells in metaphase, anaphase, and telophase
a. Repeat step “c” and “d” above, this time locating cells in metaphase,
anaphase, and telophase. Remember to record all sketches and
observations in Table 3.1
b. Turn the objective lens back to 4X and lower the stage completely.
Remove Slide C and return to the slide holder.
B. EXAMINE CANCER CELLS UNDER THE MICROSCOPE

Recall that cancer cells are abnormal cells that have lost their ability to regulate cell
division. As a result they divide out of control, leading to the formation of malignant
growths or tumours that can invade nearby tissues. If a doctor suspects that someone
might have cancer, a biopsy is taken of a particular tissue and is inspected under the
microscope. In this section, you will compare a healthy tissue sample with a cancerous
tissue sample.
27
3. Use proper microscopy techniques to view slide
D and slide E under the light microscope.
a. One slide contains blood from a “healthy”
person.
b. The other slide contains blood from a patient
suffering from acute leukemia, a type of blood
cancer in which there are elevated levels of
white blood cells due to unregulated cell
division. Figure 3.1 [Adapted from source]
Red blood cells: very numerous, red in colour, large in size, biconcave in shape
White blood cells: scarce, you should be able to count an exact number, purple in
colour and large in size
4. To determine which slide is which, perform the following steps:

a. Ensure that the microscope is on 4X with the stage lowered, place Slide D
under the light microscope, placing the centre of the slide over the light
source.
b. Focus on Slide D under 4X using the coarse adjustment knob. Locate a field of
view that contains cells that are nicely spaced out, i.e. not too crammed
together. This is often in the centre of a smear. Try to ensure that the
concentration of cells in your field of view is roughly the same for both slides.
c. Move to 10X and use the fine adjustment knob to focus on the cells.
d. Move to 40X and use the fine adjustment knob to focus on the cells.
e. Count the number of white blood cells (WBCs) in a particular field of view with
the 40X objective. Record your results in Table 3.2. The RBC have been
estimated for you.
f. Turn back to 4X and lower the stage completely and remove Slide D.
g. Place the centre of Slide E over the light source on the stage. Repeat steps b-f
for Slide E.
h. Calculate the ratio of red blood cells to white blood cells by dividing the number
of red blood cells by the number of white blood cells. Record your results in
Table 3.2 in your lab report.
i. Use the ratios to determine which slide contains the “healthy” blood and which
contains the leukemia blood. Hint: the lower the ratio, the more WBCs there are
in comparison to RBCs. Record your final answer in Table 3.2 of your lab report.
5. When complete, return the microscope back to its original settings:
a. Set the objective lens to the 4X position.

b. Move the stage to its lowest position by turning the coarse adjustment knob.
c. Remove any slides that are present and clean them if necessary.
d. Turn off the power switch and unplug the microscope.
e. Remove the cord from the base of the microscope.
f. Have your instructor come check that these steps have been done correctly and
sign your lab report.
28
Lab 3 – Cells and Cell Division
Name: ____________________________ Date: ______________________




1. [16 marks] Complete Table 3.1, ensuring you have the following labels if present:
a. Plasma membrane b. Nuclear membrane c. Nucleolus
d. Sister chromatids e. Chromosomes/chromatin f. Cytoplasm
g. Centrioles / centrosomes
Table 3.1
Textbook
Stage Draw Cell Justification – List 3 reasons
Image
-
Prophase
-
Metaphase
-
Anaphase
29
-
-
Telophase
2. [3 marks] Complete Table 3.2 while observing the blood slides, D and E under the
microscope. The quantity of RBCs has been estimated for you.
Table 3.2
𝑹𝑩𝑪 Healthy or
Stage # RBC # WBC Ratio =
𝑾𝑩𝑪 Leukemia?
Slide D 110
Slide E 120
3. [1 mark] When you have finished using the microscope, return it to its original position
and have your instructor check this.
Your Name: ______________________________________________
Date: ____________________________________________________
Instructor Signature: ______________________________________
4. [2 marks] Indicate whether the statements below are TRUE or FALSE.

Cancer arises in the body when cellular division is unregulated
A person with leukemia has a lower ratio of red blood cells to white blood cells
than a person who is healthy
White blood cells divide less often in a person with leukemia in comparison
to a person who is healthy
Microscopy is a useful tool for diagnosing someone with cancers like leukemia.
5. [2 marks] In your own words, explain why the study of cell division is important in better
understanding diseases like leukemia.
30
LAB 4 (Week 9): Genetics
PART 1 – DNA EXTRACTION
Introduction
To most biology students,
deoxyribonucleic acid (DNA) feels a bit
abstract. It is common for many to know
that DNA has a ‘double helix’ and is the
‘genetic code’ for life, but beyond that it is
a bit hard to conceptualize.
The purpose of this laboratory is to give
you first hand experience isolating DNA
from various plant and animal tissues.
You will start with whole tissue and end
with a relatively pure preparation of DNA,
containing literally billions of genes. By
handling DNA in this way, it will become
less of a ‘strange and mysterious [Source]
substance’ and more of a tangible,
practical molecule that holds the key to an
organism's development and structure.
Materials
- Cell samples – cheek cells, strawberry, 0.1% NaCl solution (sterile), 15 mL

Falcon tubes (sterile)
- Equipment – coffee filter, 50 mL Falcon tubes (1 or 2), 150 mL beakers (2 or

3), stir rod, timer, Eppendorf tube, 50 mL graduated cylinder, scoopula,
toothpicks, plastic pipette
- Buffer reagents –sodium chloride (NaCl), sodium bicarbonate (NaHCO3),

detergent (dish soap)
- Separation reagent – ice cold 70% isopropanol
31
Procedure
1. Begin by obtaining a sample of cells. Cells can come from many places in our
everyday lives but for this lab we will focus on the extraction of DNA from strawberry
cells. There are 2 reasons for this. Strawberry cells are polyploid – this means that
they have lots of copies of their DNA in the nucleus. This makes it easier to extract
large quantities of DNA. The other reason is more practical – strawberries are soft and
easy to mash up.
Optional: In addition to strawberry cells, you also have the option of collecting a second
sample of cells using your own cheek cells. DNA extraction from cheek cells is a bit
more difficult as there are fewer starting cells in comparison to the strawberry, but you
should still be able to extract a small quantity of your own DNA.
a. To prep the strawberry cells: Add a piece of strawberry to a 150 mL beaker.

Using the stirring rod, mash the strawberry until it is a very creamy consistency
(like a strawberry milk shake!)
b. To prep the cheek cells: Swirl 10 mL of 0.1% sterile NaCl solution in your mouth
for 2 minutes. Use the timer to record the time. Once complete, spit out the salt
solution into another 150 mL beaker.
2. Next, make 50 mL of buffer solution. Measure all ingredients as indicated below, and
mix thoroughly in a separate 150 mL beaker until all components are dissolved.
Deionized water 50 mL Measure using graduated cylinder

NaCl 2g Measure using balance (into beaker)
Sodium bicarbonate 2g Measure using balance (into beaker)
Detergent 2 mL Measure using plastic pipette
3. Next, combine the buffers and the cells. Add 20 mL of buffer solution to the sample of
strawberry cells and 20 mL of buffer solution to the sample of cheek cells (if they were
collected). Stir this mixture vigorously for 3 minutes using the stirring rod. NOTE:
During this time, each of the buffer ingredients play an important role in the DNA
extraction process:
 The detergent is used to break down the “greasy” membranes present within
the cell. By destroying the nuclear membrane and the plasma membrane, the
contents of the cell (including the DNA) can escape into the solution.
 The salt (NaCl) and sodium bicarbonate (NaHCO3) are used to adjust the
salinity and pH of the solution, respectively. This helps keep the DNA molecules
stable so that they are less likely to break down.
32
4. Set up a simple filtration apparatus for each of your samples by folding coffee filters
into cones and placing in the funnel. Filter the cell/buffer solutions through the filter into
a clean 50 mL Falcon tube. Collect as much filtrate as possible (10-15 mL). Dispose
of any leftovers and the coffee filter in the compost bin in the fume hood. Do not put
any chunky strawberry solutions down the sink.
5. Call over you instructor once step 4 is completed. Your instructor will measure out 20
mL of ice-cold 70% isopropanol into your 50-mL graduated cylinder. Gently, add the
isopropanol to your filtrate. The isopropanol causes 2 layers (phases) to form in the
beaker. The bottom layer is aqueous and contains the cellular components that are
able to dissolve in water. The top layer is non-aqueous and contains the cellular
components that are not able to dissolve in water.
IMPORTANT: It is very important that you do not disturb the 2 layers. This
means NO stirring or shaking!
6. Wait 10-15 min. BE PATIENT. DNA will slowly begin to form where the aqueous and
non-aqueous layers meet. Draw a sketch of your tube and label the different phases
for your lab report.
7. Use toothpicks to spool the DNA into an Eppendorf tube. In your lab report, practice
creating a correct label for your sample. A good label should include your names, the
date, and the type of DNA collected (strawberry or cheek).
8. Clean up your work station.
a. The DNA waste containing isopropanol goes in the waste container

provided.
b. Rinse the Falcon tube and Eppendorf tubes and return to your station.
c. Any excess buffer solution can go down the sink.
d. Any chunks of strawberry and the filter paper should be placed in the
compost bin.
PART 2 – DNA CONSTRUCTION
Introduction
Now that you have extracted the DNA, you might be surprised to learn that it is rather
goopy! In fact, you might be quite struck by how something so goopy can be the genetic
code for all existing life! Furthermore, where is the so-called “double helix” that is so
33
commonly used to describe DNA? To understand where the
genetic code is within the “goop”, view Figure 4.1. Believe it
or not, within the DNA extracted from the strawberry and
cheek cells, there are large structures called chromosomes
(recall that there are 46 chromosomes per human somatic
cell). While we can’t see them with the naked eye, what is
important to know is that each chromosome is actually made
of 1 long strand of DNA that is tightly coiled together. If you
unravel this strand, you will see that the strand has a double
helix shape, and that it is within this double helix that
nucleotides exist forming the genetic code. If you had access
to an electron microscope (a highly specialized microscope
that is able to visualize molecules at the nanometer level), Figure 4.1: [Adapted from source]
you would be able to see this double helix.
To visualize this better, this section of the lab will be used to
construct a model of DNA using basic household ingredients.
Materials
- Building materials – DNA code, large white marshmallows, small white

marshmallows, small colourful marshmallows, toothpicks
- DNA model
- Personal protective equipment – safety glasses, lab coats
Procedure
1. Begin by obtaining a DNA code from your instructor. This code will be 6 letters long
and consist of a combination of A (adenine), C (cytosine), T (thymine) and G (guanine).
Each group will have a different code and each code will represent a specific sequence
from a human gene. A sample code is shown below:
CTFR, gene linked to Cystic Fibrosis: GTC TGG
2. Each letter in the code above actually represents a nucleotide. The nucleotide is the
monomer of nucleic acid and contains 3 basic parts – a 5-carbon sugar called
deoxyribose, a phosphate group, and a nitrogenous base (A, C, T or G). A and G are
purines and C and T are pyrimidines.
34
In this section, you will construct 6 individual nucleotides, one for each letter of the
code given to you. To build these nucleotides, use the marshmallows and toothpicks
provided and follow the legend and diagram below.
Legend:
Deoxyribose sugar Large, white
Phosphate Small, white
Nitrogenous base – A Small, orange
Nitrogenous base – C Small, yellow
Nitrogenous base – T Small, pink
Nitrogenous base – G Small, green
3. Next, use toothpicks to form a polynucleotide with

all 6 nucleotides connected together. The
polynucleotide is the polymer of nucleic acid. The
nucleotides connect via a phosphodiester bond
between the phosphates and the deoxyribose
sugars. This forms the sugar-phosphate backbone.
The DNA sequence then refers to the order of
nitrogenous bases that stick out from the sugar-
phosphate backbone.
4. Next, make the polynucleotide double-stranded using

complementary base pairing. Use the legend and
diagram provided.
Legend:
A pairs with T Connected via 2 hydrogen bonds 2 toothpicks
C pairs with G Connected via 3 hydrogen bonds 3 toothpicks
Other notes:
a. A purine always pairs with a
pyrimidine during complementary
base pairing
b. The first strand is “right side up”
and the second strand is “upside-
down.” As the 2 strands run in
opposite directions, we say that
the DNA strands are anti-parallel.
c. At this stage, the DNA strand
resembles a ladder where the
nitrogenous bases form the
“rungs” of the ladder and the
sugar-phosphate backbone forms
the “poles” of the ladder.
5. Draw your DNA strand in your lab report.
35
PART 3 – KARYOTYPES
Introduction
Now that you have learned about DNA structure and
extraction, the final step in this lab is to view various
karyotypes under the microscope. Karyotypes are
defined as a complete set of chromosomes within an
organism. In a typical human karyotype, 23 pairs of
chromosomes are extracted from a single nucleus,
stained with a dye, and arranged in order from largest to
smallest.
Using a light microscope, these chromosomes can be A karyotype [source]
observed at high magnification and used to gather
information about chromosomal anomalies and cellular functions. For example, pregnant
women who have chosen to undergo amniocentesis can karyotype a fetal cell to find out
the fetus’s biological sex or determine if missing (monosomy) or extra (trisomy) copies of
the chromosomes exist. A common chromosomal anomaly is Trisomy 21 (Down
Syndrome) in which a person has an extra copy of the 21st chromosome. Karyotypes
can also be used to make comparisons between different species. For example, humans
have 1 pair fewer chromosomes than members of the great ape family (E.g.
chimpanzees, bonobos, etc.). Karyotypic analysis suggests that this is due to an
evolutionary event in which 2 ancestral chromosomes fused together.
In this section, you will examine prepared human karyotypes and use this information to
draw genetic conclusions.
Materials
- Karyotype print-outs
- Textbook and lecture slides (students must bring)
Procedure
1. Inspect the karyotype images provided and fill in Table 4.1 in your lab report.
36
Lab 4 – Genetics
Name: ____________________________ Date: ______________________




PART 1 – DNA Extraction [10 marks]
1. [1.5 marks] Draw a sketch of your tube after the isopropanol was added. On your diagram
label the following: aqueous phase, non-aqueous phase, DNA
2. [1.5 marks] Describe the look of the DNA after you collected it via spooling with a toothpick.
Consider the colour, shape, consistency, etc. and be sure to list at least 3 descriptive terms:
_______________________
_______________________
_______________________
37
3. [3 marks] Write out a proper label for your Eppendorf tube.
4. [1 mark] Would this experiment produce DNA if we used bananas instead of strawberries?
Explain why or why not.
5. [3 marks] A buffer solution was used to extract DNA from a strawberry. Using the table
below, identify the role that each of the components plays during the DNA extraction
process, i.e. why was each component needed? Remember to answer in your own words!
Buffer Component Role in DNA Extraction Process
Salt (NaCl)
Sodium bicarbonate
(NaHCO3)
Detergent
PART 2 – DNA Construction [8 marks]
6. [8 marks] Draw out your DNA model using the following checklist to make sure that all
graded elements are present. This drawing can be very simple, like the example below:
o The DNA code provided to you is clearly written at the top of your
sheet. Your instructor will be using this code to mark your model.
o The sequence of your DNA strand matches the DNA code given
to you by your instructor
o All 12 nucleotides have 3 parts – phosphate, deoxyribose sugar,

and nitrogenous base
o The nucleotides within the sugar-phosphate backbone are held

together by phosphodiester bonds
o The 2 polynucleotide strands are antiparallel
o Complementary base pairing is accurate – A always bonds with T,
C always bonds with G
o 2 hydrogen bonds are present between A’s and T’s. 3 hydrogen

bonds are present between C’s and G’s.
o The double stranded DNA resembles a ladder
38
DNA code given to you by your instructor: ________________________________
39
PART 3 – Karyotypes [14 marks]
7. [12 marks] Inspect the karyotype images provided and fill in Table 4.1
Table 4.1
Are these Is a trisomy Is a monosomy

Karyo- Are these chromosomes from a present? present?
type chromosomes from a male or female? If so, which If so, which
sex cell or somatic cell? How do you know? chromosome # is it? chromosome # is it?
Circle: Circle: Circle:
M/F Y/N Y/N

A
Why? If yes, why? If yes, why?
M/F Y/N Y/N

B
M/F Y/N Y/N

C
40
Are these Is a trisomy Is a monosomy
Karyo- Are these chromosomes from a present? present?
type chromosomes from a male or female? If so, which If so, which
sex cell or somatic cell? How do you know? chromosome # is it? chromosome # is it?
M/F Y/N Y/N

D
M/F Y/N Y/N

E
M/F Y/N Y/N

F
8. [2 marks] Explain how you determined if the karyotype is from a sex cell or somatic cell,
incorporating the words “haploid” and “diploid” in your answer.
41
42
LAB 5 (Week 10): Integumentary System
PART 1 – Yep, that’s a burn
Introduction
Skin cancer is one of the most common cancers in young people. It is also one of the
easiest cancers to prevent. In this section you will investigate the effectiveness of
common forms of UV protection (E.g. sunscreen) in preventing sunburns. You will also
distinguish between benign vs malignant skin moles and employ a set of criteria that will
help you determine if any moles on your own body are malignant. Finally, you will examine
skin cancer cells (melanomas) under the microscope and characterize their features.
Materials
- Testing sun screens – UV test strips (4 per pair), UV paper (1), plastic sleeve
(1), UV flashlights (4), timer, UV protection items (SPF 15, SPF 30, SPF 50,
mineral SPF 30, tanning oil, cotton, polyester, jean, leaf, glass, water)
Procedure
A. TESTING THE EFFECTIVENESS OF UV PROTECTION
In this section, you will test how effective common forms of UV protection are. For
example, how important is the amount of SPF in sunscreen? Or, does the glass in my car
window protect me from UV rays? To answer these questions, 4 major tests will be
performed (see Table 5.1). For simplicity, you will be assigned only ONE test to perform.
The rest of the data can be collected via an exchange with other lab groups.
Table 5.1:
A B C D
Group 1: Sunscreen (SPF) Control* Chemical-SPF 15 Chemical-SPF 30 Chemical-SPF 50
Group 2: Sunscreen
Control* Mineral-SPF 30 Chemical-SPF 30 Tanning oil
(composition)
Group 3: Clothing Control* Blue cotton Blue polyester Blue jean
Group 4: Natural materials Control* Leaf Glass Water
* Control = leave test strip exposed
43
1. Prepare the UV test strips
a. Obtain 4 UV test strips from your instructor, a piece of paper, and a plastic
sleeve.
b. Stick the 4 UV test strips onto their allocated spots on the piece of paper.
c. Place the paper with the strips inside the plastic sleeve.
2. Add the “UV protection”
a. Obtain the 3 “UV protection items” that you have been assigned (Table 5.1).
E.g. If you are testing “sunscreen SPF” obtain SPF 15, 30 and 50 sunscreens
b. Cover the UV test strips with the “UV protection items.” To do this, place the
“UV protection item” on top of the plastic sleeve so that it covers the
appropriate test strip.
E.g. Test strip A = control (leave exposed)

Test strip B = add SPF 15
Test strip C = add SPF 30
Test strip D = add SPF 50
TIP 1: If applying sunscreen, smear a thin layer on top the plastic sleeve. For
more accurate results, make the thickness of all sunscreen layers the same.
To avoid cross-contamination, make sure to wash your hands well (or use a
different finger to apply) when switching between the different sunscreens.
TIP 2: If applying clothing/natural materials, use the materials/squares provided

and place them over the UV test strip.
3. Expose the test strips to UV light
a. Set your timer for 3 minutes.

b. Obtain 4 UV flashlights (one for each test strip).
c. At the same time, expose all 4 test strips to UV light for 3 minutes by holding
the 4 flashlights approximately 2 cm above the test strips.
d. If only 2 UV flashlights were used, repeat the process to expose the other 2
test strips.
44
4. Determine how much UV light the test strip was exposed to
a. Remove the paper and UV test strips from the plastic sleeve.
b. Record the amount of UV light that the test strip was exposed to in Table 5.2.
Using Figure 5.6. as a guide, provide following:
- QUALITATIVE: List the colour of each strip

i. If the entire strip is 1 colour, use words
like “Yellow, Light Green, Dark Green,
Blue.”
ii. If the strip is a combination of colours,
use words like “Blue with yellow edges”
or “40% Light Green, 60% Yellow” or
“Yellow with light green specks” etc.
- QUANTITATIVE: Assign a UV protection

level to each strip. You may use decimals
(E.g. 1.5) if the protection level is somewhere
in the middle.
Figure 5.6. UV paper turns
Protection Colour
0 Dark blue green from yellow to light green to
1 Dark green with some lighter spots dark green to blue with
2 Light green increasing UV exposure
3 Light green with some yellow [Source]
4 Yellow with some green
5 Full yellow
c. Exchange data by finding additional

groups that performed the other tests.
Record their data in Table 5.2.
5. Clean the plastic sleeve

Figure 5.7. This example
a. Remove the sunscreens from the plastic would be given a Protection
sleeve by first wiping with a dry paper
Level of 0. The outsides are
towel and then cleaning the sleeve with
soap and wet paper towel. yellow because the UV light
doesn’t cover this portion of
the test strip. The inner circle
b. Place all the clothing and natural
is dark blue green.
materials back in their original
containers.
45
B. SKIN CANCER
According to the Canadian Cancer Society, people who have had at least one blistering
sunburn as a child or teenager have a higher risk of developing melanoma later in life.
In fact, the more sunburns you have had, the greater the risk of melanoma. Luckily,
when melanoma is found and treated early, the chances of a successful recovery are
high. For this reason, medical professionals recommend checking your skin regularly
for potential changes. This will help you get to know what is normal for your skin and
notice if something looks wrong. What to look for:
- A sore that doesn’t heal or comes back after healing

- A mole or sore that oozes, bleeds or is crusty
- A change in the colour, size or shape of a mole or birthmark
- A growth or area that is itchy, irritated or sore
- Rough or scaly red patches
- Small, smooth and shiny lumps that are pearly white, pink or red
- Pale white or yellow flat areas that look like scars
- Raised lumps that indent in the centre
Another set of guidelines uses ABCDE:
[Source]
46
PART 2 – The Skin You’re In
Introduction
In this section you will explore the anatomy of the integumentary system by building a
model of skin and examining specific skin layers under the microscope. Be sure to use
this portion of the lab to solidify your understanding of skin anatomy (hypodermis!
keratinocytes! sebaceous glands!) and ask any questions if you get stuck.
Materials
- Skin model – crayons
- Skin microscopy – light

microscope, microscope slide
(healthy skin)
- Personal protective equipment

– safety glasses, lab coats
- Additional items that students

must bring – textbook and
lecture slides
Angelica Dass uses photography to show that

humanity is far more diverse than black and
white [Source]
47
Procedure
A. BUILDING A MODEL OF SKIN
1. Using the “skin model template” in your lab report, you will construct a model of
skin that contains all specific pieces of skin anatomy. As you draw your model,
make sure to follow the instructions carefully – you will be marked for clarity and
accuracy.
2. First, create the hypodermis layer.
Description: The hypodermis (a.k.a. the subcutaneous layer) is the innermost

(deepest) region of skin and is made primarily of connective tissue. This tissue is
arranged as “loose, adipose” tissue and is composed of cells called adipocytes.
These cells store fat as triglycerides allowing the skin to provide a layer of
protection, cushion and insulation. This fat can also be broken down to provide ATP
energy for the body. Blood vessels and nerves are also present in this layer.
a. Use Figure 5.1 as a guide and remember to label your model appropriately.
b. Mimic adipocytes by drawing large yellow/orange circles on the bottom layer of
the model.
c. Mimic blood vessels and nerves by using crayons to draw wavy red, blue and
yellow lines just above the adipocyte layer.
Figure 5.1: The hypodermis layer in healthy skin
48
3. Next, create the epidermis layer.
Description: The epidermis is the outermost (most superficial) region of skin and is
made of many layers of epithelial tissue. This tissue is composed of cells called
keratinocytes that are arranged in a “stratified, squamous” pattern, i.e. “layers” of
“flat” cells. There are 5 main layers of keratinocytes. From superficial to deep the
layers include the stratum corneum (5), stratum lucidum (4), stratum granulosum (3),
stratum spinosum (2), and stratum basale (1). Embedded in these layers are other
cell types such as melanocytes (make skin pigment), Langerhans cells (immune
cells), and Merkel cells (aid in sense of touch). There are no blood vessels present
in the epidermis so they must rely on nutrients from the lower layers to diffuse in.
a. Use Figure 5.2 as a guide and remember to label your model appropriately.
b. Mimic keratinocytes by shading the 5 layers of skin within the epidermis.
Note the following:
i. Layers 1, 3-5 = thin
ii. Layer 2 = very thick
iii. Layer 1 = “wavy ” and dips down when hair follicle is present
c. Mimic the other types of cells by drawing circles on your model
i. Purple = Melanocyte in Layer 1
ii. Red = Merkel cell in Layer 1
iii. Green = Langerhans cell in Layer 2
Figure 5.2: The epidermis layer in healthy skin
49
4. Finally, create the dermis layer.
Description: The dermis is the middle layer of skin and is made primarily of
connective tissue. There are 2 types of connective tissue present: loose,
areolar connective tissue that forms the “papillary layer” and dense, irregular
connective tissue that forms the “reticular layer”. Both of these tissues contain
cells called fibroblasts that produce collagen, elastin, and reticular fibres,
increasing the strength and flexibility of skin. In addition to connective tissue,
the dermis also contains blood vessels and neurons (sensory receptors), hair
follicles, glands (E.g. sebaceous/oil, sweat) and tiny muscles called arrector
pili:
a. Use Figure 5.3 as a guide and remember to label your model

appropriately.
b. Separate the papillary/reticular layers by drawing a dotted line in black
c. Mimic blood vessels and nerves by drawing wavy red, blue and yellow
lines. Include a high concentration in the papillary layer.
d. Mimic a hair in brown into the area of the epidermis that has dipped
down. Curl the end to mimic a follicle.
e. Mimic the arrector pili in blue, make sure that it attaches the hair
follicle to the top of the papillary layer.
f. Mimic sebaceous and sweat glands in green on the model.
g. Mimic the fibroblast cells in blue in the papillary and reticular
layers.
Figure 5.3: The dermis layer in healthy skin

50
B. INSPECT VARIOUS SKIN LAYERS UNDER THE MICROSCOPE
NOTE: When viewing slides under the light microscope, remember to

apply the microscopy techniques learned in LAB 1. Always start with the
stage fully lowered and the objective on 4x. Find and focus on the
sample before moved to 10x, and 40x. NEVER use 100x.
Figure 5.4 Visual representation of the various layers of skin under a

microscope
5. EPIDERMIS
a. View Slide P under the microscope using proper microscopy techniques

and the 4X objective.
b. Locate the epidermis layer by scanning the slide using the 10X objective.
Look for the outermost region - see the image above and refer to the
drawing you just completed as a guide. Focus on this area using the 40X
objective.
c. Draw a simple sketch of this tissue under the 40X objective in your lab
report.
51
6. DERMIS
a. Still using slide P, locate the dermis layer by scanning the slide using the
10X objective. Look for the pale, pink middle area with spaces. Within this
region you should be able to distinguish between the looser “papillary layer”
and the denser “reticular layer”. Focus on these 2 areas using the 40X
objective.
Figure 5.5: The dermis layer in healthy skin [Roscoe, 2016]

b. Draw a simple sketch of this tissue under the 40X objective in your lab
report.
7. HYPODERMIS
a. Still using slide P, locate the hypodermis layer by scanning the slide using
the 10X objective. Look for the pale area with spaces. Focus on this area
using the 40X objective.
Figure 5.6: The hypodermis layer in healthy skin [Roscoe, 2016]
b. Draw a simple sketch of this tissue under the 40X objective in your lab
report.
8. Return your microscope to its original settings and get your instructor’s signature.
52
Lab 5 – Integumentary System
Name: ____________________________ Lab Partner: ______________________



PART 1 – YEP THAT’S A BURN [20 marks]
1. [2 marks] List 2 differences between healthy and cancerous skin based on the
demonstration provided by your instructor:
a. ___________________________________________________________
b. ___________________________________________________________
2. [2 marks] Fill in Table 5.2 with your UV test strip results:
Group 1: Sunscreen (SPF)

Control Chemical SPF 15 Chemical SPF 30 Chemical SPF 50
Colour
UV Protection
(0-5)
Group 2: Sunscreen (composition)
Control Chemical SPF 50 Mineral SPF 50 Tanning Oil
Colour
UV Protection
(0-5)
Group 3: Clothing
Control Blue Cotton Blue Polyester Blue Jean
Colour
UV Protection
(0-5)
Group 4: Natural Materials
Control Leaf Glass Water
Colour
UV Protection
(0-5)
53
3. [4 marks] Examine Image A and Image B in the chart below. Directly on the
image, indicate areas that portray warning signs of melanoma using the ABCDE
guidelines. Based on your observations, do you think that this image warrants
further examination by a doctor? Justify your answer. *Note: you will only be
able to use the ABC portion of ABCDE, as you cannot tell its diameter or
evolution*
Table 5.3
Y/N – Should
Image a doctor 2 reasons for your decision
examine?
A
-
[Source]
B
-
[Source]
54
4. You have been tasked with babysitting your 1-year-old nephew, James, and
have decided to take him to the park on a hot, sunny day. At the insistence of his
father, you have promised to ensure James is protected from the sun at all
times.
a. [2 marks] Rank all of the methods of UV protection tested (excluding the

control and only accounting for Chemical SPF 50 once) in order from
LEAST protective to MOST protective.
i. __________________________________ (LEAST protective)

ii. __________________________________
iii. __________________________________
iv. __________________________________
v. __________________________________
vi. __________________________________
vii. __________________________________
viii. __________________________________
ix. __________________________________
x. __________________________________
xi. __________________________________ (MOST protective)
b. [4 marks] Using your results, reassure James’s father by describing FOUR

specific ways in which you will prevent James from getting a sunburn. Your
answers must be supported by data collected in Table 5.2.
Recommendation Supporting evidence from Table 5.2
55
c. James’s father is insisting that you purchase SPF 50 sunscreen as opposed to SPF
30 that you were planning on using.
i. [1 mark] Do your results from Table 5.2 support the idea that SPF 30 is a poor
choice? Explain using evidence from your data.
ii. [3 marks] SPF is calculated using the following formula:

100
𝑆𝑃𝐹 # = This can be rearranged to calculate the % protection.
100−% 𝑝𝑟𝑜𝑡𝑒𝑐𝑡𝑖𝑜𝑛
Use this to calculate the % protection provided from SPF 15, 30 and 50.
𝟏𝟎𝟎
% 𝒑𝒓𝒐𝒕𝒆𝒄𝒕𝒊𝒐𝒏 = 𝟏𝟎𝟎 −
𝑺𝑷𝑭
SPF 15:
SPF 30:
SPF 50:
iii. [1 mark] What is the % difference between protection levels of SPF 30 and SPF
50? Do you think this is worth purchasing SPF 50?
iv. [1 mark] Using your calculations in part ii, indicate if the following statement is
TRUE or FALSE. “A sunscreen that is SPF 30 has twice as much protection as
a sunscreen that is SPF 15.”
Circle one: TRUE / FALSE
56
PART 2 – THE SKIN YOU ARE IN [20 marks]
5. [6 marks] Following the instructions in your lab manual, draw your skin model.
57
Use the following checklist to make sure that all graded elements are present.
 Epidermis: keratinocytes, stratum corneum, stratum lucidum,

stratum granulosum, stratum spinosum, stratum basale,
melanocyte, Langerhans cell, Merkel cell
 Dermis: papillary layer, reticular layer, sweat gland, sebaceous

gland, hair/hair follicle, arrector pili, blood vessels, nerve fibres,
fibroblasts
 Hypodermis: adipocytes, blood vessels, nerves
6. [10 x 0.5 marks] Using your model as a guide, match the descriptions below
with their correct term. Answers are used only once.
A. Adipocyte J. Papillary layer

B. Dermis K. Reticular layer
C. Epidermis L. Sebaceous gland
D. Fibroblast M. Stratum basale
E. Hypodermis N. Stratum corneum
F. Keratinocyte O. Stratum granulosum
G. Langerhans cell P. Stratum lucidum
H. Melanocyte Q. Stratum spinosum
I. Merkel cell R. Sweat gland
S. Arrector pili
_____ Cells that store fat
_____ The layer of dermis that contains a high number of blood vessels
_____ Thickest layer of keratinocytes in the epidermis
_____ Immune cells within the epidermis
_____ Cells that produce skin pigment
_____ The region that contains 5 layers of keratinocytes but no blood vessels
_____ Structure that attaches the hair follicle to the top of the papillary layer
_____ Most common type of cell within the dermis
_____ Gland that produces oil
_____ The layer of epidermis that contains Merkel cells
58
7. [2 marks] In your own words, describe the dermis. Include types of cells, layers
and other important structures in your complete description using full sentences.
8. [2 marks] Draw a simple sketch of the epidermis layer using the entire field of
vision using 40x objective. Include the following labels:
- Cell (keratinocyte)
- Nucleus
9. [2 marks] Draw a simple sketch of the dermis layer using the entire field of
- Cell (fibroblast)
- Nucleus
59
10. [2 marks] Draw a simple sketch of the hypodermis layer using the entire field of
- Cell (adipocyte)
- Nucleus
11. [1 mark] When you have finished using the microscope, return it to its original position
and have your instructor check this.
Your Name: ______________________________________________
Date: ____________________________________________________
Instructor Signature: ______________________________________
60
BIOL 1700 – Lab Skills Assessment
Biology I for Pre-Health Sciences, Durham College
Purpose
Timed, practical assessments are a key assessment strategy in many College health-care
programs. These types of assessments allow students to demonstrate mastery of hands-on,
practical skills. Examples of health-care programs that utilize timed, practical assessments include:
 Practical Nursing – timed clinical assessments where you demonstrate mastery of clinical
skills
 Paramedic – timed scenarios that mimic the time sensitive nature of an emergency call
Learning Objective Addressed

 CLO7 Prepare for and conduct laboratory experiments to investigate scientific questions using
appropriate techniques
Task
In this lab practical, you will demonstrate mastery of several biology specific lab skills including:
 Wearing proper lab attire
 Correct microscope set up
 Correct positioning of slide on microscope stage
 Correct focus of specimen on slide using 4X objective
 Correct focus of specimen on slide using 40X objective
 Correct reset of microscope to its original position
 Correct clean-up and exiting the lab
Grading
A detailed grading scheme is provided below. Your instructor will be referring to this grading scheme
and only this grading scheme throughout your lab practical. Each criterion will be graded as “criteria
met” or “criteria not met”. In order to obtain the “criteria met”, the student must demonstrate mastery
of the associated criteria.
Criteria Criteria not

General
Specific Criteria met met
Lab Skill
(1 mark) (0 marks)
1.a) Student is wearing a lab coat
Proper lab 1.b) Student is wearing safety glasses
attire
(1 mark) 1.c) Hair is tied up (if applicable)
1.d) Ankles are covered and student is wearing
closed toe shoes.
2. Student plugs in microscope properly and
turns on light source
Correct
microscope 3. Student ensures stage it at its lowest point
set up
4. Student ensures the 4X objective is in
position before loading the slide
61
Criteria Criteria not
General
Specific Criteria met met
Lab Skill
(1 mark) (0 marks)
Correct 5. Student places slide on stage right side up

positioning
of slide on
stage 6. Student using the stage XY controls to
centre specimen
7. Student raises the stage using the coarse
Correct
adjustment knob
focus of
specimen
8. Student focuses specimen using fine
on slide
adjustment knob
using 4X
objective
9. Student shows the instructor the clear
image.
10.a) Student changes to the 10X objective and

Correct focuses using the fine adjustment knob only.
focus of
specimen
on slide 10.b) Student changes to the 40X objective and
using 40X focuses using the fine adjustment knob only.
objective
11. Student shows the instructor the clear image.
12.a) Student lowers stage.
12.b) Student returns the 4X objective back in

place
Correct 12.c) Student removes the slide and returns it to

reset of its case.
microscope
12.d) Student turns off power.
12.e) Student unplugs power cord from both the

microscope and the outlet.
13. Student hangs up lab coat.
Lab
14. Student washes hands with soap and water
cleanup
before leaving the lab.
Please note that in addition to not meeting an above criterion, a mark will be deducted for the
following infractions: switching to the 100X objective at any time or moving the microscope
stage (coarse adjustment) when changing from 4X to 10X and 10X to 40X.
62
LAB 6 (Week 12): Cardiovascular System
PART 1 – ADDERALL: THE STUDY DRUG?
Introduction
Carrie is a first-year student in Durham
College’s Practical Nursing program. It is
the night before a large test in one of her
hardest courses (Anatomy and
Physiology). While she has been keeping
up with the material, the amount of
content is starting to overwhelm her. She
decides to join a last minute study group
on-campus with 2 of her classmates,
Nadia and Tamika.
[Source – USA Herald]
As the hours pass, Carrie, Nadia and Tamika work together to study the important
chapters and quiz each other on potential test questions. They become worried,
however, when it gets to be midnight and only half of the content has been covered.
As a group, they make a game-time decision to pull an all-nighter, rationalizing that if
they work efficiently, they can get all the material covered before their 8:10 am test.
To fight off fatigue and to keep their minds active, Nadia and Tamika suggest taking
Adderall (amphetamine), a prescription medication typically used to treat people with
Attention Deficit Hyperactivity Disorder (ADHD). Tamika explains that she recently
got pills from her younger brother who has ADHD and that this stimulant really helps
keep her stay focused and alert. She mentions that she’s taken 2 or 3 low-dose pills
‘loads of times’ and that she’s never experienced any negative side effects. Nadia
even pipes up to say that it helped her get 90’s in the Pre-Health Sciences program
and that she found it safe to use even despite having a rare blood disorder, sickle-
cell anemia. Carrie is a bit hesitant, but their rationale seems reasonable. After all,
nursing tests in this course require a 60% or higher to pass. If she doesn’t do well
on this test, she has no idea what she will say to her parents if she fails out. She
realizes she’s made her decision – she swallows 2 pills.
63
By 1 am Carrie begins to feel more in control. The 3 of them have ploughed through
an entire chapter already and they feel as awake and alert as ever. They start to
think that maybe things will turn out OK after all. Just as Carrie turns the page to start
the next chapter, Nadia pipes up and says, “Hey, I feel a little funny.” “Weird,” says
Tamika, “I feel a little ‘off’ myself.” After a bit of probing, Nadia admits that her vision
is getting a bit blurry and that her heart is racing a mile a minute. Tamika confesses
that she feels kind of dizzy and disoriented. They decide to go outside to get some
fresh air. Soon after, Carrie gets a frantic text from Tamika – Nadia has passed out
walking down a flight of stairs. An ambulance has been called. Carrie grabs her
books and races down to meet them.
She arrives to find Nadia still unconscious and Tamika tearfully explaining to
paramedics what happened. When they ask if Nadia was on any medications,
Tamika pauses but then says, “No.” Knowing that Nadia’s life could potentially be in
danger, Carrie decides to cut in and tell the paramedics that all 3 of them had taken
several pills of Adderall an hour before. As paramedics load Nadia into their truck,
they recommend that they also accompany them to the hospital for examination.
Carrie locks eyes with Tamika and nods - she too was now experiencing dizziness,
disorientation, and nausea. In the ambulance, Tamika texts her brother (the one she
got the pills from) to see if the dose per pill had recently changed. He texts back a
few minutes later. He forgot to tell her – his prescription had recently changed. His
pills now contained approximately twice as much active drug compared to before.
Materials
- Blood typing – Eppendorf tubes (9), dropper bottles, “blood” from

Nadia/Tamika/Carrie, anti-A antibodies, anti-B antibodies, anti-Rh antibodies
- Blood microscopy – demonstration, microscope slides (healthy vs sickle cell

anemia)
- CBC test – “medical folder”
- IV fluid – 100 mL beaker, deionized water, NaCl, dextrose, magnetic stir bar,
magnetic stir plate, balance, 100 mL graduated cylinder, TDS meter, IV
bag/line, autoclave
- Blood transfusion – dropper bottles, donor blood (Type A+ and Type O),
Eppendorf tubes (2), microcentrifuge
- “Echocardiogram” pathway through the heart – heart model, heart model

stickers
64
Procedure
A. BLOOD TESTS
Patients who are suspected of amphetamine overdose often undergo a battery of

blood tests before specific treatment options can be recommended. Many of these
are standard procedure for all admitted patients and include standard blood-typing,
complete blood counts (CBCs), and tests for the presence of amphetamine in the
blood. While this list is by no means extensive, perform the 3 tasks below to collect
data about Carrie, Tamika and Nadia’s current medical conditions.
1. Perform ABO and Rh blood typing

a. Obtain 9 labelled Eppendorf tubes. The labels indicate the patient and the
antibody used, eg) CA stands for Carrie Anti-A, TR stands for Tamika Anti-
Rh
b. Add reagents to the Eppendorf tubes based on their label, using the
dropper bottles:
i. Add 5 drops of Carrie’s blood to CA, CB, CR
ii. Add 5 drops of Anti-A antibody to CA and shake
iii. Add 5 drops of Anti-B antibody to CB and shake
iv. Add 5 drops of Anti-Rh antibody to CR and shake
c. Repeat this for Tamika and Nadia’s blood. With the supervision of your
instructor, place the tubes in the following locations in the centrifuge: 1, 2,
3, 4, 5, 13, 14, 15, & 16. Leave the tube already in spot 17, as this is there
to balance the centrifuge. Spin your samples for 2 minutes at 15.0 G.
d. Observe if blood clumping (agglutination) occurs in your tubes. Compare to

the examples beside the centrifuge. Record your results in Table 6.1.
e. Determine the blood type using the evidence collected. RECALL:
Agglutination occurs when an antibody binds to an antigen present on a
red blood cell. By examining the 3 wells, you should be able to observe if
A, B or Rh antigens are present in the blood. Two examples are shown
below to help guide you if you get stuck:
Blood type A+:
Clumping will be
observed for Anti-A
and Anti-Rh
antibodies but not for
Anti-B antibodies.
Blood type O-: No

clumping will be
observed for any of the
antibodies.
65
f. Rinse the centrifuged tubes the sink - add a small amount of water and
shake the tube, this should release the clumped blood. Use the cleaning
brush if necessary to remove all substance from the tube.
2. Inspect blood under the microscope – Recall that when Nadia arrived to the
hospital she was unconscious. As doctors couldn’t collect a medical history
directly from her, they questioned Nadia and Carrie to see if they were aware of
any medically relevant information. Luckily, both Nadia and Carrie remembered
that Nadia had mentioned she had sickle-cell anemia, a genetic disease that
lowers haemoglobin and red blood cell counts within the body and gives red blood
cells a characteristic “sickle” shape. As treatment options for amphetamine
overdose could vary for people with this condition, Nadia’s doctors decide to re-
examine Nadia’s blood under the microscope to determine if she does in fact have
sickle cell anemia.
a. When viewing slides under the light microscope, remember to apply the
microscopy techniques learned in Lab 1. The slides are already set up for
you at the front of the room under 40X magnification. Only use the fine
adjustment knob to change the clarity of the image.
b. View the following slides under the microscopes at the front of the room:
i. Slide I – Blood from a healthy donor
ii. Slide J – Blood from a person with sickle-cell anemia
iii. Slide K – Blood taken from Nadia
3. Examine “complete blood count” (CBC) results – This last test is one of the
most commonly ordered blood tests. On your lab bench is a “medical folder”
containing the CBC results for Carrie, Tamika and Nadia. Healthy ranges are
provided for reference. In addition to the standard blood measurements, doctors
also ordered an extra test to measure the levels of amphetamines present in the
blood. Use all of this information to answer the questions in your lab report.
B. TREATMENT
Treatment options for people with amphetamine overdose can vary depending on the
severity of the symptoms. Patients who are extremely agitated may be sedated with
benzodiazepines. Imaging tests may be ordered to determine if any organ damage
has occurred. Many people will receive IV fluids. More severe conditions such as
seizures, hyperthermia, or myocardial infarction (heart attack) may require
medications.
After their initial assessment, Tamika and Carrie still experience intense symptoms of
agitation and disorientation but fortunately, they do not seem to be experiencing
more severe symptoms. It is recommended that they both receive IV fluids and
continue to rest and be monitored. Nadia, on the other hand, remains unconscious
and is experiencing irregular heart patterns. Among other things, it is recommended
that she receive a blood transfusion to prevent complications with her sickle-cell
anemia and to receive an echocardiogram to inspect if there is any damage to her
heart.
66
4. Make IV fluid
IV fluid is an artificially made solution that is meant to mimic the “plasma” portion of
blood. All IV fluid administered to patients is made by trained laboratory technicians
and tested judiciously to prevent contamination. There are many different IV fluid
“cocktails” available depending on the needs of the patient. In this lab, you will make
a commonly used IV fluid known as D5NS that contains normal saline solution (0.9%)
and dextrose/glucose (5%).
a. To make a D5NS solution, first ensure that the 100 mL beaker is clean. To
do this, add 50 mL of deionized water to the beaker and obtain a TDS meter.
This measures the total concentration (“total dissolved solids”) of a solution.
i. Turn on the TDS meter and hold in your solution, ensuring NOT to
go past the submerge line.
ii. Record your TDS reading in your lab report.
iii. If the reading is NOT 0 ppm, clean the beaker by rinsing with tap
water 3 times, then deionized water 3 times. Test the reading again
by adding 50 mL of deionized water and reading with the TDS meter.
iv. Repeat until the TDS reading is 0 ppm.
b. Once the beaker is clean, make D5NS by adding the following ingredients to
the 100 mL beaker:
Reagent Amount Instructions

Deionized water 100 mL Measure with graduated cylinder
NaCl 0.9 g Measure using balance
Dextrose/glucose 5g Measure using balance
c. Stir the D5NS to ensure all components have dissolved. To do this, add a
magnetic stir bar to the beaker and use a magnetic stir plate to mix the
solution. Mix for 5 minutes or until all components have dissolved.
d. Perform a quality control (QC) test to ensure that your IV fluid was made
properly.
i. Hold the TDS meter in your solution, ensuring NOT to go past the
submerge line.
ii. Record your TDS reading in your lab report.
iii. Compare the TDS reading of your solution to the expected range
of 650 to 850 ppm. If your solution falls within this range, continue to the
next step. If it does not, make a new batch of D5NS and re-measure your
sample with the TDS meter. Answer the associated questions in your lab
report.
67
e. Proper labelling of solutions is important. In your lab report, practice
labeling your IV fluid properly, ensuring that the following information is
present:
i. The name of the solution
ii. The date it was made
iii. The TDS reading with correct units
iv. The name of the people responsible for making it
f. Clean your beaker of IV fluid by pouring down the sink and thoroughly
rinsing with tap water 3 times, then deionized water 3 times.
5. Investigate blood transfusion compatibility – Due to an increasingly busy

night, the hospital is running short on banked blood for Nadia’s blood transfusion.
Unfortunately, only Type A+ and Type O- blood are available.
a. Look up Nadia’s blood type based on your results from PART A:
b. Make a hypothesis (prediction) as to whether Nadia’s blood would be

compatible with Type A+ and Type O- blood. Record your results in Table
6.2.
6. Learn heart anatomy via an “echocardiogram” – Echocardiograms are used to

inspect blood flow through the heart. This specialized procedure allows for the
diagnosis of potential cardiac abnormalities. As severe amphetamine overdose is
commonly linked to heart conditions such as myocardial infarction, this
echocardiogram may prove to be crucial in determining if Nadia has suffered any
heart damage. This is especially important given that Nadia may also suffer from
sickle-cell anemia, another risk factor for heart disease.
a. Complete the Anatomage activity of the heart. Notice how this activity is
able to track the flow of blood through the heart. In the activity below you
will simulate this process using a heart model.
b. Obtain a heart model from your bench. Review basic heart anatomy by
matching the labels on the model to the list in your lab report. If you get
stuck, consult your textbook and/or lecture slides.
c. Next, track the pathway of blood through the heart. Squeeze the model
pump so that blood begins flowing through the model. Pay careful attention
to where the blood is flowing and in what order. Then, relax your hold on
the model pump and inspect where the blood goes next.
d. Record this pathway of blood by putting the heart anatomy in order, starting
with the vena cava and finishing with the aorta in your lab report.
68
Lab 6 – Cardiovascular
Name: ____________________________ Date: ______________________




PART A – BLOOD TESTS [11 marks]

1. [3 x 1 marks] Complete Table 6.1 by placing a “Y” or “N” in the boxes below
depending on if agglutination (clumping) occurred for each antibody. Then use
this information to deduce the ABO blood type for each patient, using the
information and examples provided in Part A of the procedure.
Table 6.1
Y/N - Did agglutination occur?

Patient Blood
Blood Type
Anti-A antibody Anti-B antibody Anti-Rh antibody
Labelled: CA Labelled: CB Labelled: CR
Carrie
Labelled: TA Labelled: TB Labelled: TR
Tamika
Labelled: NA Labelled: NB Labelled: NR
Nadia
69
2. [3 x 0.5 marks] In the space below, draw a sketch of Slide K in the entire field of
vision using the 40X objective. Label the following structures in your sketch, only if
they are present. You can use the image below as a guide.
Checklist (only if they are present)
-red blood cell -
platelet
-white blood cell
3. [1.5 marks] Classify Nadia’s blood as either “healthy” or “sickle-cell anemia.’

Justify your answer using 2 pieces of evidence collected from Slides I/J/K.
Circle one: Healthy or Sickle Cell Anemia
Reason 1:
Reason 2:
4. Answer the questions below using the information collected from the “complete
blood count” (CBC).
a. [1.5 marks] Some medical articles suggest that amphetamine overdose is
linked to leukocytosis. This leads to high white blood cell counts. Is there
any evidence of this in the CBC reports for Carrie, Tamika, and Nadia?
Circle one: Yes or No
Reason:
b. [1.5 marks] Recall that Nadia may have a pre-existing medical condition known
as sickle cell anemia. Sickle cell anemia often leads to an increase in white
blood cell and platelet counts while decreasing red blood cells counts, red blood
cell size, and hemoglobin. Is there any evidence from the CBC results to suggest
that this is in fact the case?
Circle one: Yes or No
Reason:
70
c. [2 marks] Amphetamine levels between 0.02 and 0.05 mg/L are considered to be
appropriate for therapeutic or prescribed use (e.g. for people with ADHD). Levels
greater than 2.5 mg/L can be toxic and possibly fatal. According to the blood work in
the “medical folder,” amphetamine is present in all 3 patients; however, the severity of
the overdose appears to be different. Body mass and metabolism rate are 2 reasons why
different levels of amphetamines could be different despite taking the same amount.
Hypothesize why.
PART B – TREATMENT [22 marks]
5. a. [3 marks] Original TDS meter reading before cleaning: ________________
TDS reading after cleaning: __________________
TDS reading of D2NS: ____________________
b. [3 x 0.5 marks] Compare the IV fluid that you made to blood plasma in real
blood. In the spaces below, list 3 ingredients that are present in real blood plasma
that were not present in the IV fluid that you made.
c. [2 marks] The label for the IV bag would be:
6. [3 marks] Complete Table 6.2 below to predict which blood is safe to use for a
transfusion for Nadia. Table 6.2
Is this transfusion safe?

Recipient Donor Hypothesis 2 Reasons
(Y or N) (antigen,antibody,
agglutination, etc)
Transfusion 1.
#1 A+
2.
Nadia
Transfusion (Type ___) 1.
#2 O-
2.
71
7. [1 mark] Instructor signature for completing Anatomage interactive activity.
Instructor’s signature: _________________________
8. [13 x 0.5 marks] Match the heart anatomy in the chart below to the sticker
labels present on the lab model.
Anatomy Sticker Label
aorta
atrium – left
atrium - right
lungs – left/right
pulmonary artery- left/right
pulmonary vein – left/right
valve – aortic semi-lunar
valve – bicuspid atrioventricular
valve – pulmonary semi-lunar
valve – tricuspid atrioventricular
vena cava
ventricle - left
ventricle – right
9. [10 x 0.5 marks] Use the information collected from the echocardiogram, to
track the pathway of blood through the heart. Start with the vena cava and
finish with the aorta. Remember to be as specific as possible.
BODY > Vena cava > ______> ________________
> > > > LUNGS-left/right
> > >
> ____ > ________> Aorta > BODY
72
REFERENCES
GLASSWARE AND EQUIPMENT

1. Canadawide Scientific (n.d.). BA210 compound microscope. Retrieved August
20, 2018, from
https://www.canadawide.ca/Catalogue/Equipment/Categories/BA210-Compound-
Microscope/Item/BA210-Compound-Microscope/598-440.0/1169
2. Canadawide Scientific (n.d.). Sartorius ENTRIS toploading balances. Retrieved
August 20, 2018, from
https://www.canadawide.ca/Catalogue.aspx?c=857&category=18459&item=111-
401.0&Type=Equipment&search=111-401-14
3. Canadawide Scientific (n.d.). Corning stirring hot plate kits. Retrieved August
20, 2018, from
https://www.canadawide.ca/Catalogue.aspx?c=1670&category=19350&item=565
-395.0&Type=Equipment&search=565-395-04
4. Canadawide Scientific (n.d.). Polyscience general purpose digital water bath.
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5. Fisher Scientific (n.d.). Bel-Art SP Scienceware no-wire round test tube racks.
Retrieved August 20, 2018, from https://www.fishersci.ca/shop/products/bel-art-
no-wire-round-tube-racks-w-snap-on-bail-handle-2/p-4908700
6. Fisher Scientific (n.d.). Supertek scientific test tube holders. Retrieved August
20, 2018, from https://www.fishersci.ca/shop/products/supertek-scientific-test-
tube-holders/s09567
7. Canadawide Scientific (n.d.). Microslide with frosted end. Retrieved August 20,
2018, from
-050.1&search=microscope%20slides
8. Fisher Scientific (n.d.). Thermo Scientific Samco standard disposable transfer
pipettes. Retrieved August 20, 2018, from
https://www.fishersci.ca/shop/products/fisherbrand-standard-disposable-transfer-
pipettes/137119d
9. Fisher Scientific (n.d.). Fisherbrand soft glass stirring rods. Retrieved August
20, 2018, from https://www.fishersci.ca/shop/products/fisherbrand-soft-glass-
stirring-rods-4/p-164631
10. Fisher Scientific (n.d.). Falcon 50 mL conical centrifuge tubes. Retrieved August
20, 2018, from https://www.fishersci.ca/shop/products/falcon-50ml-conical-
centrifuge-tubes-2/p-193321
73
11. Fisher Scientific (n.d.). Falcon 15 mL conical centrifuge tubes. Retrieved August
20, 2018, from https://www.fishersci.ca/shop/products/falcon-15ml-conical-
centrifuge-tubes-5/p-193301
12. Fisher Scientific (n.d.). Fisherbrand scoopula spatula. Retrieved August 20,
2018, from https://www.fishersci.ca/shop/products/fisherbrand-scoopula-
spatula/14357q#?keyword=scoopula
13. Canadawide Scientific (n.d.). Watch glasses. Retrieved August 20, 2018, from
-200.0&search=watch%20glass
14. VWR (n.d.). Flashlight. Retrieved August 20, 2018, from
https://ca.vwr.com/store/product/en/10025-264/uv-pocket-flashlight-small-light-
weight-powered-ultra-high-output-390-410nm-detects-contaminations-that-react-
under-uv-illumination-and-cannot-be-seen-with-naked-eye-such-as-some-
organic-fats-alkaline-contaminants-ideal-to-inspect-the-cleanliness-of-steel-prior-
to-painting
15. Fisher Scientific (n.d.). Bel-Art SP Scienceware hot-hand protector glove/mitt.
Retrieved August 20, 2018, from https://www.fishersci.ca/shop/products/sp-
scienceware-hot-hand-protector-glove-mitt-
2/s47371d#?keyword=hot+hand+protectors
16. Fisher Scientific (n.d.). Greiner Bio-One CELLSTAR cell culture multi-well plates
for suspension cultures Retrieved August 20, 2018, from
https://www.fishersci.ca/shop/products/cellstar-cell-culture-multi-well-plates-
suspension-cultures-4/p-7075416
17. Canadian Tire (n.d.). Accu-time mechanical timer 60 min. Retrieved August 20,
2018, from http://www.canadiantire.ca/en/pdp/accu-time-mechanical-timer-60-
min-0429138p.html
18. Canadawide Scientific (n.d.). PYREX VISTA single metric scale, class A
graduated cylinder. Retrieved August 20, 2018, from
-229.0&search=graduated%20cylinder
19. Canadawide Scientific (n.d.). Low form glass griffin beakers. Retrieved August
20, 2018, from
https://www.canadawide.ca/Catalogue.aspx?c=876&category=10174&item=126-
100.0&search=beakers
20. Canadawide Scientific (n.d.). Eppendorf model 5424 microcentrifuge. Retrieved
-562.0&search=microcentrifuge
21. Canadawide Scientific (n.d.). Sartorius proline plus pipette multipacks.
Retrieved August 20, 2018, from
6-291.0&Type=Equipment&search=706-291-06
74
LAB 2 – Biological Molecules
22. Rye, C., Wise, R., Jurukovski, V., Desaix, J., Choi, J. and Avissar, Y.
(2013). Biology. Houston: OpenStax, p.11. Retrieved from:
https://openstax.org/details/books/biology
23. Saddleback College. (n.d.) Biology 20 laboratory: life’s macromolecules.
Retrieved from:
https://www.saddleback.edu/faculty/steh/bio20labfolder/macromolecules.pdf
LAB 3 – Cell Division
24. Ward’s Science (2016). Acute myeloid leukemia slide. Retrieved August 20,
2018, from https://www.wardsci.com/store/product/8865628/acute-myeloid-
leukemia-slide
LAB 4 – Genetics
25. Westlab (2017). DNA model. Retrieved August 20, 2018, from
https://www.westlab.com/biology/biology/models/114-9100-dna-model
26. Josephs, M. (2011). Find the DNA in a strawberry. Scientific American.
Retrieved August 20, 2018 from https://www.scientificamerican.com/article/find-
the-dna-
in-a-strawberry-bring-science-home/
27. VWR (n.d.). FlashGel DNA, RNA and recovery systems. Retrieved August 20,
2018, from https://ca.vwr.com/store/product/en/4697545/flashgel-dna-rna-and-
recovery-systems-lonza
28. VWR (n.d.). Human karyotypes slide set. Retrieved August 20, 2018, from
https://ca.vwr.com/store/catalog/product.jsp?product_id=8877189
LAB 5 – Integumentary System

29. UV Process Supply (n.d.). UV fastcheck supply. Retrieved August 20, 2018,
from http://www.uvprocess.com/product.asp?code=INTS+LBL+B
30. Canadian Cancer Society (2018). Risk factors for melanoma skin cancer.
Retrieved August 20, 2018, from http://www.cancer.ca/en/cancer-
information/cancer-type/skin-melanoma/risks/?region=on
31. Ward’s Science (2016). Skin cancer slide. Retrieved August 20, 2018, from
https://www.wardsci.com/store/product/8887557/skin-cancer-slide
32. Melanoma Research Foundation (n.d.). The ABCDEs of melanoma. Retrieved
August 20, 2018, from https://www.melanoma.org/understand-
melanoma/diagnosing-melanoma/detection-screening/abcdes-melanoma
75
LAB 6 – Cardiovascular System
33. Johns Hopkins Bloomberg School of Public Health (February 16, 2016).
Adderall misuse rising among young adults. Retrieved August 20, 2018 from
https://www.jhsph.edu/news/news-releases/2016/adderall-misuse-rising-
among-young-adults.html.
34. Clemow, D.B. and Walker, D.J. (2014). The potential for misuse and abuse of
medications in ADHD: a review. Postgraduate Medicine. 126(5), 64-81.
Retrieved August 20, 2018 from
https://www.ncbi.nlm.nih.gov/pubmed/25295651
35. Westlab (2017). ABO/Rh blood typing lab. Retrieved August 20, 2018, from
https://www.westlab.com/biology/biology/kits/114-7033y-aborh-blood-typing-lab
36. VWR (n.d.). Ward’s simulated blood transfusion matching kit. Retrieved August
20, 2018, from https://us.vwr.com/store/product/8887457/ward-s-simulated-
blood-transfusion-matching-kit
37. Ward’s Science (2016). Sickle cell anemia smear, giemsa stain. Retrieved
https://www.wardsci.com/store/catalog/product.jsp?product_id=8887333
38. Ward’s Science (2016). Myocardial infarction slide. Retrieved August 20, 2018,
from https://www.wardsci.com/store/product/8881734/myocardial-infarction-
slide
Student Textbooks and Lab Manuals

39. Roscoe, W. A. (2016). Human biology, anatomy & physiology for the
health sciences. Toronto, Ontario: Nelson Education.
40. Mader, S.S. (2016). Human biology. 14th ed. New York, New York. McGraw Hill.
41. Tonus, N. (2016). GBIO 100 Laboratory Manual. Preparatory Programs
and Mathematics, Humber College
76

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Durham College – School of Interdisciplinary Studies

Last Updated: December 23, 2019

Safety Regulations in the Laboratory page 3

Laboratory Attendance and Evaluations page 6

Glassware and Lab Equipment page 8

Lab 1: Lab Safety and Introduction to Microscopy page 9

Lab 2: Biological Molecules page 17

Lab 3: Cells and Cell Division page 27

Lab 4: Genetics page 31

Lab 5: Integumentary System page 43

Lab Skills page 61

Lab 6: Cardiovascular System page 63

Handing in Your Lab

(a) Students must work cooperatively, respectfully, and safely.

(a) USE OF ELECTRONIC DEVICES IS NOT PERMITTED IN THE LAB unless

(a) Broken glassware - All broken glassware should be placed in the

9. Leaving the lab

Wash your hands.

In this course, there are a variety of expectations surrounding laboratory attendance

1. Lab attendance and late arrivals

Microscope1 Balance2 Hot & stir plate3 Water bath4

Beakers19 Test tube tongs6 Microscope slides7 Micropipette21

Glass stirring rod9 Eppendorf10 & Falcon Scoopula12 Watch glass13

UV light14 Hot hand protectors15 Well plates16 Timer17

Graduated Test tubes & rack5 20

PART 1 – LAB SAFETY

Safety Locations Common Equipment

- Practice microscopy – light microscope, microscope slide (letter ‘e’), lens

- Cheek cell microscopy – light microscope, microscope slide (blank), cover

a. Always carry the microscope using 2 hands.

2. Use the above information to answer Question 3 on your lab report.

C. EXAMINING A CHEEK CELL UNDER A LIGHT MICROSCOPE

4. First, prep the microscope:

5. Next, practice by focusing on the letter e:

- Make sure the microscope is “prepped”.

- Move the objective lens back to 4X position.

7. You are now ready to examine a cheek cell:

- Move the objective to the 4X position.

8. Record your observations of a cheek cell:

Name: ____________________________ Date: ______________________

Lab cleanup (1 mark) Spelling, grammar, mechanics Score

Figure 1.1: Laboratory Layout

Figure 1.2 [Adapted from source + source]

Ocular (eye piece) – 10X

Focus – coarse adjustment knob

Objectives – 4X, 10X, 40X, 100X

Focus – fine adjustment knob

Stage XY adjustment knob

Condenser adjustment knob

____ Move the objective to the 4X position

____ Turn on the power switch

____ Connect the microscope to a power outlet

____ Place the slide into the slide holder

____ Centre specimen on slide using the Stage XY adjustment knob

Total magnification = _______ X _______ = _______ X

PART 1 – YOU ARE WHAT YOU EAT

- Indicator solutions – Benedict’s solution, Lugol’s solution (iodine), Biuret’s

- Pure samples – glucose solution, starch solution, vegetable oil, albumin

- Food samples –diluted banana, chicken broth, mayonnaise, and potato

Name: ______ Date:

Total magnification = ___ X _ = _____ X

Name: ______ Date:

Name: ______ Date:

Name: ______ Date: