A patient is checking into her appointment at the front desk and is hysterical about being late for her appointment. She provides an excuse for her tardiness and requests that she sees the doctor immediately because she has another engagement right after the appointment. Due to her being late to the appointment, her wait time to see the doctor has been extended to a point where she becomes hostile about waiting longer. She uses vulgar language to express her dismay over the wait time, she insults you and everyone at the front desk to let off some steam and claims she will provide a bad review of her experience and will name you as part of the problem. Problem Solving And Addressing Patient Needs Assignment

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Using what you have learned in this topic, how do you manage this situation to solve this problem? Your objective is to calm down the patient, put her at ease and get her into the appointment without hysteria in the office.

 

Break down the problem by doing the following (in order to successfully complete this Milestone, your answers must include examples, quotes, or indirect quotes from the Learning Activities covered in this Topic):

 

1. Classifying the problem/goal. Is it generic? Is it exceptional and unique?

 

2. Defining the problem. What are we dealing with? Problem Solving And Addressing Patient Needs Assignment

 

3. Specifying the answer to the problem. What are the “boundary conditions”?

 

4. Make the Decision. Deciding what is “right,” rather than what is acceptable, in order to meet the boundary conditions. What will fully satisfy the specifications before attention is given to the compromises, adaptations, and concessions needed to make the decision acceptable? What does the action commitment have to be? Who has to know about it?

 

5. Evaluate. Testing the validity and effectiveness of the decision against the actual course of events. How is the decision being carried out? Are the assumptions on which it is based appropriate or obsolete? Problem Solving And Addressing Patient Needs Assignment

https://youtu.be/1pq5jnM1C-A

https://hbr.org/1967/01/the-effective-decision

https://www.forbes.com/sites/annlatham/2015/11/15/12-reasons-why-how-you-make-decisions-is-more-important-than-what-you-decide/?sh=4b3a8fb77db8

There are several decision-making methods you can choose. When selecting your approach, you should consider your familiarity with the issue, the number of people impacted by the decision and the time frame available for this choice. Some situations benefit from analytical decision-making that considers everyone’s opinions, while other circumstances require a quick approach that doesn’t allow for negotiation.

 

1. Classifying the problem/goal.

Is it generic? Is it exceptional and unique? Or is it the first manifestation of a new genus for which a rule has yet to be developed? One of the most effective decision making strategies is to keep an eye on your goal. This simply means identifying the purpose of your decision by asking yourself what exactly is the problem that needs to be solved? And why does this problem need to be solved? Problem Solving And Addressing Patient Needs Assignment

 

Figuring out what’s most important to you will help you make good decisions. When you know the reason why you have making a particular decision; it will better serve you in staying with it, and defending it.

 

2. Defining the problem.

What are we dealing with? When making good decisions it is best to gather necessary information that is directly related to the problem. Doing this will help you to better understand what needs to be done in solving the problem, and will also help to generate ideas for a possible solution.

 

When gathering information it is best to make a list of every possible alternative; even ones that may initially sound silly or seem unrealistic. Always seek the opinions of people that you trust or speak to experts and professionals, because it will help you to come up with a variety of solutions when weighing all your options for a final decision. You will want to gather as many resources as possible in order to make the best decision. Problem Solving And Addressing Patient Needs Assignment

 

3. Consider the Consequences.

What are the “boundary conditions”?This step can be just as important as step one because it will help you determine how your final decision will impact yourself, and/or others involved. In this step, you will be asking yourself what is likely to be the results of your decision. How will it affect you now? And how will it affect your future? This is an essential step because it allows you to review the pros and cons of the different options that you listed in the previous step. It is also important because you want to feel comfortable with all your options and the possible outcome of whichever one you choose.

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4. Make the Decision.

Deciding what is “right,” rather than what is acceptable, in order to meet the boundary conditions. What will fully satisfy the specifications before attention is given to the compromises, adaptations, and concessions needed to make the decision acceptable? What does the action commitment have to be? Who has to know about it? Now that you have identified your goal, gathered all necessary information, and weighed the consequences, it is time to make a choice and actually execute your final decision.  Understanding that this step can cause some people a lot of anxiety is important because this is where you have to trust your instincts. Although you may still be slightly indecisive about your final decision, you have to take into account how this makes you feel. Ask yourself, does it feel right? And does this decision work best for you now, and in the future? When you answer those questions back, you should feel good about the result. Problem Solving And Addressing Patient Needs Assignment

 

5. Evaluate.

Testing the validity and effectiveness of the decision against the actual course of events. How is the decision being carried out? Are the assumptions on which it is based appropriate or obsolete?Once you have made your final decision and put it into action, it is necessary to evaluate the decision and the steps you have taken to ensure that it works. This final step is probably just as important as step one, if not more important, because it will help you to further develop your decision making skills for future problems. This step is also fundamental because it may require you to seek out new information and make some changes along the way. Remember, this step requires some patience and it can also encourage perseverance. Why? Because it may take some time to see the final outcome. Recognizing that if the first decision is not working, you may have to go back to step two and choose another option.Always looking for and anticipating unexpected problems will help alleviate undue stress, if and when a problem occurs. Although these five steps can help assist in simplifying the decision-making process, there are some common drawbacks that you must also take into account. For example, what if you misdiagnosed Step 1- identifying the program or understand the goal, then the steps that followed could be incorrect as well. Problem Solving And Addressing Patient Needs Assignment

Temperature PH And Specificity Hands-On Labs

0Enzymes: Temperature, pH, and Specificity
Hands-On Labs, Inc. Version 42-0054-00-01
Lab Report Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Temperature PH And Specificity Hands-On Labs
Exercise 1: Enzyme Specificity
Observations

 

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Data Table 1: Glucose Concentration
Wells Concentration of Glucose
a
b
c
d
e

Questions

A. What determines a person’s ability to digest lactose?
B. Which of the wells showed a positive result for glucose? Explain the results.
C. Explain why testing for glucose is used to determine the activity of the enzyme lactase.
D. Explain the experimental conditions for the five different wells.

Data Table 2: Presence of glucose in wells indicating lactase activity at various temperatures
Well Time (min) Concentration of Glucose

a 5
10
15
20
b 5
10
15
20
c 5
10
15
20
Exercise 2: Enzymes and Temperature
Observations

Questions:
A. Graph the effect of temperature on the activity of the enzyme lactase.
B. What happens when an enzyme is boiled? Is this effect reversible?
C. Based on your experiment results, what is the optimal temperature for lactase function?
D. Explain what happens as far as the effectiveness of the enzyme at the freezing temperature. Can this effect be overcome when the temperature rises? Temperature PH And Specificity Hands-On Labs

Exercise 3: Enzymes and pH
Observations

Data Table 3: Glucose in wells a-d indicates enzyme activity at various pH levels
Well pH Concentration of Glucose
a 3.5
b 5.0
c 6.8
d 11.0

Questions
A. Graph the data placing glucose concentrations on the y-axis and the pH values on the x-axis.
B. What was the effect of pH on the enzyme lactase? Is this true for all enzymes? Temperature PH And Specificity Hands-On Labs

Concentration Gradients and Membrane Permeability

In this experiment, you will dialyze a solution of glucose and starch to observe:

The directional movement of glucose and starch.
The effect of a selectively permeable membrane on the diffusion of these molecules.
An indicator is a substance that changes color when in the presence of a specific substance. In this experiment, IKI will be used as an indicator to test for the presence of starch. Concentration Gradients and Membrane Permeability

 

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Materials

(5) 100 mL Beakers
10 mL 1% Glucose Solution, C6H12O6
4 Glucose Test Strips
(1) 100 mL Graduated Cylinder
4 mL 1% Iodine-Potassium Iodide, IKI
5 mL Liquid Starch, C6H10O5
3 Pipettes
4 Rubber Bands (Small; contain latex, handle with gloves on if allergic)

 

 

Permanent Marker
*Stopwatch
*Water
*Scissors

*15.0 cm Dialysis Tubing

*You Must Provide
*Be sure to measure and cut only the length you need for this experiment. Reserve the remainder for later experiments.

 

 

 

 

 

Attention!

Do not allow the open end of the dialysis tubing to fall into the beaker. If it does, remove the tube and rinse thoroughly with water before refilling it with the starch/glucose solution and replacing it in the beaker. Concentration Gradients and Membrane Permeability

 

Note:

If you make a mistake, the dialysis tubing can be rinsed and used again.

Dialysis tubing must be soaked in water before you will be able to open it up to create the dialysis “bag.” Follow these directions for this experiment:

1. Soak the tubing in a beaker of water for ten minutes.

2. Place the dialysis tubing between your thumb and forefinger, and rub the two digits together in a shearing manner. This motion should open up the “tube” so that you can fill it with the different solutions.

 

Procedure

1. Measure and pour 50 mL of water into a 100 mL beaker using the 100 mL graduated cylinder. Cut a piece of dialysis tubing 15.0 cm long. Submerge the dialysis tubing in the water for at least ten minutes.

 

2. Measure and pour 82 mL of water into a second 100 mL beaker using the 100 mL graduated cylinder. This is the beaker you will put the filled dialysis bag into in Step 9.

3. Make the glucose/sucrose mixture. Use a graduated pipette to add 5 mL of glucose solution to a third 100 mL beaker and label it “dialysis bag solution.” Use a different graduated pipette to add 5 mL of starch solution to the same beaker. Mix by pipetting the solution up and down six times.

4. Using the same pipette that you used to mix the dialysis bag solution, remove 2 mL of the dialysis bag solution and place it in a clean beaker. This sample will serve as your positive control for glucose and starch.

a. Dip one of the glucose test strips into the 2 mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your positive control for glucose.

b. Use a pipette to transfer approximately 0.5 mL of IKI into the 2 mL of glucose/starch solution into the third beaker. After one minute has passed, record the final color of the glucose/starch solution in the beaker in Table 3. This is your positive control for starch.

5. Using a clean pipette, remove 2 mL of water from the 82 mL of water you placed in a beaker in Step 2, and place it in a clean beaker. This sample will serve as your negative controls for glucose and starch.

a. Dip one of the glucose test strips into the 2 mL of water in the beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your negative control for glucose.

b. Use a pipette to transfer approximately 0.5 mL of IKI into the 2 mL in the beaker. After one minute has passed, record the final color of the water in the beaker in Table 3. This is your negative control for starch.

Note:The color results of these controls determine the indicator reagent key. You must use these results to interpret the rest of your results. Concentration Gradients and Membrane Permeability

6. After at least ten minutes have passed, remove the dialysis tube and close one end by folding over 3.0 cm of one end (bottom). Fold it again and secure with a rubber band (use two rubber bands if necessary).

7. Test to make sure the closed end of the dialysis tube will not allow solution to leak out. Dry off the outside of the dialysis tube bag with a cloth or paper towel. Then, add a small amount of water to the bag and examine the rubber band seal for leakage. Be sure to remove the water from the inside of the bag before continuing.

Using the same pipette that was used to mix the solution in Step 3, transfer 8 mL of the dialysis bag solution to the prepared dialysis bag.
Figure 4: Step 9 reference.

Figure 4:Step 9 reference.

9. Place the filled dialysis bag in the 100 mL beaker filled with 80 mL of water, leaving the open end draped over the edge of the beaker as shown in Figure 4.

10.Allow the solution to sit for 60 minutes. Clean and dry all materials except the beaker holding the dialysis bag.

11.After the solution has diffused for 60 minutes, remove the dialysis bag from the beaker and empty the contents of the bag into a clean, dry beaker. Label the beaker “final dialysis bag solution.”

12.Test the final dialysis bag solution for the presence of glucose by dipping one glucose test strip into the dialysis bag. Wait one minute before reading the results of the test strip. Record your results for the presence of glucose in Table 4. Concentration Gradients and Membrane Permeability

13.Test for the presence of starch by adding 2 mL IKI. After one minute has passed, record the final color in Table 4.

14.Use a pipette to transfer 8 mL of the water in the beaker to a clean beaker. Test the beaker water for the presence of glucose by dipping one glucose test strip into the beaker. Wait one minute before reading the results of the test strip, and record the results in Table 4.

15.Test for the presence of starch by adding 2 mL of IKI to the beaker water. Record the final color of the beaker solution in Table 4.

 

 

 

 

Table 3: Indicator Reagent Data

Indicator

Starch Positive
Control (Color)

Starch Negative
Control (Color)

Glucose Positive
Control (Color)

Glucose Negative
Control (Color)

Glucose Test Strip

n/a

n/a

 

 

IKI Solution

 

 

n/a

n/a

 

Table 4: Diffusion of Starch and Glucose Over Time

Indicator

Dialysis Bag After 60 Minutes

Beaker Water After 60 Minutes

IKI Solution

 

 

Glucose Test Strip Concentration Gradients and Membrane Permeability

 

 

 

Post-Lab Questions

1. Why is it necessary to have positive and negative controls in this experiment?

 

 

 

 

 

2. Draw a diagram of the experimental set-up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker.

 

 

 

 

3. Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence.

 

 

 

 

4. Which molecules remained inside of the dialysis bag?

 

 

5. Did all of the molecules diffuse out of the bag into the beaker? Why or why not?

 

 

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Experiment 1: Diffusion through a Liquid

In this experiment, you will observe the effect that different molecular weights have on the ability of dye to travel through a viscous medium. Concentration Gradients and Membrane Permeability

Materials

1 60 mL Corn Syrup Bottle, C12H22O11
Red and Blue Dye Solutions (Blue molecular weight = 793 g/mole; red molecular weight = 496 g/mole)
(1) 9 cm Petri Dish (top and bottom halves)

 

Ruler
*Stopwatch
*Clear Tape

*You Must Provide

 

Procedure

1. Use clear tape to secure one-half of the petri dish (either the bottom or the top half) over a ruler. Make sure that you can read the measurement markings on the ruler through the petri dish. The dish should be positioned with the open end of the dish facing upwards.

 

Carefully fill the half of the petri dish with corn syrup until the entire surface is covered.
Develop a hypothesis regarding which color dye you believe will diffuse faster across the corn syrup and why. Record this in the post-lab questions.
Place a single drop of blue dye in the middle of the corn syrup. Note the position where the dye fell by reading the location of its outside edge on the ruler.
Record the location of the outside edge of the dye (the distance it has traveled) every ten seconds for a total of two minutes. Record your data in Table 1 and use your results to perform the calculations in Table 2. Concentration Gradients and Membrane Permeability
Repeat the procedure using the red dye, the unused half of the petri dish, and fresh corn syrup.

Table 1: Rate of Diffusion in Corn Syrup

Time (sec)

Blue Dye

Red Dye

Time (sec)

Blue Dye

Red Dye

10

 

 

70

 

 

20

 

 

80

 

 

30

 

 

90

 

 

40

 

 

100

 

 

50

 

 

110

 

 

60

 

 

120

 

 

 

 

 

 

 

 

 

Table 2: Speed of Diffusion of Different Molecular Weight Dyes

Structure

Molecular Weight

Total Distance
Traveled (mm)

Speed of Diffusion
(mm/hr)*

Blue Dye

 

 

 

Red Dye Concentration Gradients and Membrane Permeability

 

 

 

*Multiply the total distance diffused by 30 to get the hourly diffusion rate

 

Post-Lab Questions

Record your hypothesis from Step 3 here. Be sure to validate your predictions with scientific reasoning.

 

 

Which dye diffused the fastest?

 

 

Does the rate of diffusion correspond with the molecular weight of the dye?

 

 

 

 

Does the rate of diffusion change over time? Why or why not?

 

 

 

Examine the graph below. Does it match the data you recorded in Table 2? Explain why, or why not. Submit your own plot if necessary.

https://nuonline.neu.edu/bbcswebdav/pid-9451339-dt-content-rid-14232100_1/courses/BIO1101.90155.201714/BIO1101.90155.201714_ImportedContent_20160930044714/CourseRoot/html/lab006s001.html

 

 

https://nuonline.neu.edu/bbcswebdav/pid-9451340-dt-content-rid-14232401_1/courses/BIO1101.90155.201714/BIO1101.90155.201714_ImportedContent_20160930044714/CourseRoot/html/lab006s002.html

 

https://nuonline.neu.edu/bbcswebdav/pid-9451341-dt-content-rid-14232402_1/courses/BIO1101.90155.201714/BIO1101.90155.201714_ImportedContent_20160930044714/CourseRoot/html/lab006s003.htmlConcentration Gradients and Membrane Permeability

Science of Classifying Organisms

This contains 100% correct material for UMUC Biology 103 LAB06. However, this is an Answer Key, which means, you should put it in your own words. Here is a sample for the Pre lab questions answered:

Pre-Lab Questions

 

1. Use the following classifications to determine which organism is least related out of the three. Explain your rationale. (1 pts) Science of Classifying Organisms

 

 

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The Eastern Newt is the least related organism out of the three. While all three are classified into the same domain, kingdom, phylum and class the Eastern Newt is in a different order than the American Green Tree Frog and the European Fire-Bellied Toad.

 

2. How has DNA sequencing affected the science of classifying organisms? (1 pts)

DNA sequencing has allowed for the comparison of genes at the molecular level as opposed to physical traits at the organism level. Physical traits can be misleading when classifying how related two organisms are. DNA sequencing can also trace relatedness through generations and more accurately assess how closely related two organisms are.

 

3. You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it. (1 pts)

The organism’s physical features can be used to compare it to known organisms. Some physiological features can even possibly be used to help classify it. Science of Classifying Organisms

 

The rest of the questions in the lab are answered as well:

 

Experiment 1: Dichotomous Key Practice

Data Tables and Post-Lab Assessment

Table 3: Dichotomous Key Results

Organism

Binomial Name

i

 

Selasphorus platycercus

ii

 

Mus musculus

iii

 

Vaccinium oxycoccos

iv

 

Ramphastos vitellinus

v

Quercus abla

vi

 

Evathlus smithi

vii

 

Helix aspersa

viii

 

Taeniopygia guttata

ix

 

Lonicera japonica Science of Classifying Organisms

xi

 

Oryctes nasicornis

xii

 

Taeniopyga guttata

xiii

 

Musa acuminata

 

Seems like x was omitted, which would have been Carduelis tristis.

 

Post-Lab Questions

1. What do you notice about the options of each step as they go from number one up?

 

 

2. How does your answer from Question 1 relate to the Linnaean classification system?

 

 

Experiment 2: Classification of Organisms

Data Tables and Post-Lab Assessment

Table 2: Key Characteristics of Some Organisms

Organism

Kingdom

Defined Nucleus Science of Classifying Organisms

Mobile

Cell Wall

Photosynthesis

Unicellular

E. Coli

 

 

 

Yes

 

Yes

Protozoa

 

Yes

Yes

No

 

Yes

Mushroom

 

Yes

 

Yes

 

 

Sunflower

 

Yes

Yes

Yes

Yes

 

Bear

 

Yes

Yes

 

 

 

 

 

 

 

 

 

 

Post-Lab Questions

1. Did this series of questions correctly organize each organism? Why or why not?

 

 

2. What additional questions would you ask to further categorize the items within the kingdoms (Hint: think about other organisms in the kingdom and what makes them different than the examples used here)? Science of Classifying Organisms

 

 

 

3. What questions would you have asked instead of the ones that you answered about when classifying the organisms? Science of Classifying Organisms