Dated: 17 April 2021

Assignment No # 02

8629

SRUDENT NAME: TAYYEBA BIBI

PROGRAMME: B.ED (1.5 YEARS) AUTUMN

SEMESTER: 2ND AUTUMN 2020

REG NO: 20-NMA-00192

ROLL NO: CA631287

COURSE TITLE: LAB ORGANIZATION,

MANAGEMENT & SAFETY
METHODS

B.ed Program
Allama Iqbal Open University, Islamabad
Pakistan
LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

Question # 01
WRITE THE WAYS HOW AIMS AND OBJECTIVES FOR LABORATORIES ARE
GENERATED?

How something works or why something happens. Whether your experiment is for your line of work or for a
science class, you may be required to complete a lab report. One of the main components of a lab report is the
objective.

 The objective(s) are what it is you are supposed to accomplish in the experimental procedure itself. The
objective(s), therefore, is usually presented in terms of a specific verb that describes what you are
supposed to be doing in the lab, such as to measure, to analyze, to determine, to test etc. Often, the
objective(s) for the lab is given in the lab manual. If you are having trouble phrasing the sentence about
objectives, try something like: "The main objectives of this lab were to…"; "In this lab we were to…."

 The purpose of the lab is different in significant ways from its objective(s). Purpose provides the wider
view; it answers the why question, why you are doing the lab in the first place. Instead of focusing just
on the specific actions of the experimental procedure, purpose looks at the experimental procedure
within the context of what you are supposed to be learning.

Purpose of the Experiment:

The objective of your science experiment is the reason for which you're completing the experiment.
Therefore, the objective portion of your lab should let your reader know the purpose of performing your
experiment. For instance, if you're trying to prove the importance of using fertilizer on plants, the purpose of
your experiment would be the effects of fertilizer on plants. When your readers have read through your
objective, they'll know that the rest of your lab will cover these effects.

Important Questions:
Science experiments and labs often set out to answer a specific question. In certain cases, yo u may find that
your actually answers more than one question. Because the objective portion of your lab comes at the
beginning, it often serves as an introduction to your experiment. As part of the introduction, you should use
this section to list the questions you hope to answer through the course of your experiment. Some of the
questions you list may not be answered once you complete the experiment. You need to address why these
questions went unanswered later.

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Laboratories have been purported to promote a number of goals for students, most of which are also the goals of
science education in general. The committee commissioned a paper to examine the definition and goals of
laboratory experiences and also considered research reviews on laboratory education that have identified and
discussed learning goals. While these inventories of goals vary somewhat, a core set remains fairly consistent.

Building on these commonly stated goals, the committee developed a comprehensive list of goals for or desired
outcomes of laboratory experiences:

 Enhancing mastery of subject matter. Laboratory experiences may enhance student understanding of
specific scientific facts and concepts and of the way in which these facts and concepts are organized in
the scientific disciplines.
 Developing scientific reasoning. Laboratory experiences may promote a student’s ability to identify
questions and concepts that guide scientific
 Understanding the complexity and ambiguity of empirical work. Interacting with the unconstrained
environment of the material world in laboratory experiences may help students concretely understand
the inherent complexity and ambiguity of natural phenomena. Laboratory experiences may help students
learn to address the challenges inherent in directly observing and manipulating the material world,
including troubleshooting equipment used to make observations, understanding measurement error, and
interpreting and aggregating the resulting data.
 Developing practical skills. In laboratory experiences, students may learn to use the tools and
conventions of science. For example, they may develop skills in using scientific equipment correctly and
safely, making observations, taking measurements, and carrying out well-defined scientific procedures.
 Understanding of the nature of science. Laboratory experiences may help students to understand the
values and assumptions inherent in the development and interpretation of scientific knowledge, such as
the idea that science is a human endeavor that seeks to understand the material world and that scientific
theories, models, and explanations change over time on the basis of new evidence.
 Cultivating interest in science and interest in learning science. As a result of laboratory experiences that
make science “come alive,” students may become interested in learning more about science and see it as
relevant to everyday life.
 Developing teamwork abilities. Laboratory experiences may also promote a student’s ability to
collaborate effectively with others in carrying out complex tasks, to share the work of the task, to
assume different roles at different times, and to contribute and respond to ideas.

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LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

Although most of these goals were derived from previous research on laboratory experiences and student
learning, the committee identified the new goal of “understanding the complexity and ambiguity of empirical
work” to reflect the unique nature of laboratory experiences. Students’ direct encounters with natural
phenomena in laboratory science courses are inherently more ambiguous and messy than the representations of
these phenomena in science lectures, textbooks, and mathematical formulas (Millar, 2004). The committee
thinks that developing students’ ability to recognize this complexity and develop strategies for sorting through it
is an essential.

Goal Of Laboratory Experiences:

Unlike the other goals, which coincide with the goals of science education more broadly and may be advanced
through lectures, reading, or other forms of science instruction, laboratory experiences may be the only way to
advance the goal of helping students understand the complexity and ambiguity of empirical work.

https://www.nap.edu/read/11311/chapter/5#77
https://sciencing.com/how-to-turn-everyday-objects-into-science-experiments-13763823.html
https://labwrite.ncsu.edu/lc/lc-improvinglaprep.htm

Question # 02
WHAT IS MASTERY LEARNING? JUDGE THE ROLE OF MASTERY LEARNING FOR
ACHIEVING LABORATORY GOALS.
Mastery learning aims to change that, primarily by letting go of the concept that everyone is on the same time
schedule. It requires more differentiated learning, giving students more time to go over the learning material,
giving them extra explanation and support. What would happen then? Yes, he would eventually also master the
learning material, just like anybody else. He got there! Does it matter how long it took to get there? Or that he
had some trouble on his way up?

That’s what the mastery learning method is about. In this blog post I’ll explain you what it stands for, why this
way of learning is so important, why the method failed in the past and why it’s now finally achievable. Let’s dig
in!

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LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

Mastery Learning:
Here’s how you could explain it. Take a look at learning karate. You start from a white belt. And only when you
master those beginner skills, you move on to the yellow belt. That’s just the way it goes. And it’s the same with
learning how to play an instrument.
Mastery learning focusses on mastering a topic before you move on to a more advanced one. That sounds
logical, right?

Well, it’s absolutely not what we’re doing in schools today. We group students together, usually by age and
perceived ability and we put them all together at the same pace. Teachers have to follow the curriculum and
have to get everything done in one year. I like to think of it as a train. Everyone needs to keep up, because the
train rides on.

Students who have difficulties with a topic, will typically continue to have difficulties with related topics in the
future. A student has to master the basics of a course first, before he can build upon that knowledge. Students
who fall behind at some point, risk becoming (or even self-identify as) “the weak student”. Self identifying as
“bad at X” is particularly worrisome because it’s indicative of a closed mindset and it’s a self-fulfilling
prophecy.

And it aren’t only the “weak” students that get more and more behind. Even the students who get 80% on their
tests still didn’t master 20% of the learning material. So what happens with that 20%? Eventually, those
students are also getting stuck somewhere because they need some knowledge of that 20% to move on. This
way students start to disengage.

Judge The Role Of Mastery Learning For Achieving Laboratory Goals

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LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

Why
The third step in working towards a concrete Quality Policy is the formulation of long-term goals. Based on
these goals the plans for each year will be formulated.

What:
Long-term goals are the goals which the laboratory wants to achieve in a period of approximately 5 to 10 years.
They are aimed at improving the current situation but can also focus on new activities (e.g. expansion of
laboratory expertise to include more examinations or more research projects).

 Examples Are:
 Performing reliable examinations on research material delivered to the laboratory
 Providing objective, complete and scientifically sound reports to the requesters
 A timely completion of examinations, results, etc. within agreed turnaround times
 Development of, and research into new methods and techniques for improving diagnosis

How & Who:

 Formulation of long-term goals doesn't have to be a group activity. Formulate the goals for the next 5 to
10 years. Try to take into account all the main activities performed in the laboratory. E.g. when you are
implementing a quality management system you can formulate the goal: to work in compliance with the
requirements of ISO 15189 and achieve accreditation. Also formulate goals regarding the routine work
of the laboratory, and if research is being performed, formulate Long Term Goals for this as well. Base
all the goals on improvement: the goals should reflect an improved state compared to the current
situation.
 Print the long-term goals and store these behind the sheet with the Vision, Mission and Core Values of
the laboratory in the folder Organization. Also print a copy that you can place at a location that is visible
to all staff members (e.g. the notice board).
 Present the long-term goals to all staff members in a routine weekly staff meeting.

https://www.bookwidgets.com/blog/2017/03/what-is-mastery-learning-a-different-approach-to-learning
https://extranet.who.int/lqsi/content/formulate-long-term-goals-laboratory

Question # 03
GIVE A DETAILED DESCRIPTION OF PRINCIPLES OF SEQUENCING.

The purpose of sequencing is to determine the order of the nucleotides of a gene. For sequencing, we don't start
from gDNA (like in PCR) but mostly from PCR fragments or cloned genes.

The Sequencing Reaction:

There are three major steps in a sequencing reaction (like in PCR), which are repeated for 30 or 40 cycles.

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LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

Denaturation At 94°C:
During the denaturation, the double strand melts open to single stranded DNA, all enzymatic reactions stop (for
example: the extension from a previous cycle).

Annealing At 50°C:
In sequencing reactions, only one primer is used, so there is only one strand copied (in PCR : two primers are
used, so two strands are copied). The primer is jiggling around, caused by the Brownian motion. Ionic bonds are
constantly formed and broken between the single stranded primer and the single stranded template. The more
stable bonds last a little bit longer (primers that fit exactly) and on that little piece of double stranded DNA
(template and primer), the polymerase can attach and starts copying the template. Once there are a few bases
built in, the ionic bond is so strong between the template and the primer, that it does not break anymore.

Extension At 60°C:
This is the ideal working temperature for the polymerase (normally it is 72 °C, but because it has to incorporate
ddNTP's which are chemically modified with a fluorescent label, the temperature is lowered so it has time to
incorporate the 'strange' molecules. The primers, where there are a few bases built in, already have a stronger
ionic attraction to the template than the forces breaking these attractions. Primers that are on positions with no
exact match, come loose again and don't give an extension of the fragment.

The bases (complementary to the template) are coupled to the primer on the 3'side (adding dNTP's or ddNTP's
from 5' to 3', reading from the template from 3' to 5' side, bases are added complementary to the template)
When a ddNTP is incorporated, the extension reaction stops because a ddNTP contains a H-atom on the 3rd
carbon atom (dNTP's contain a OH-atom on that position). Since the ddNTP's are fluorescently labeled, it is
possible to detect the color of the last base of this fragment on an automated sequencer.

Different Steps in Sequencing

Because only one primer is used, only one strand is copied during sequencing, there is a linear increase of the
number of copies of one strand of the gene. Therefore, there has to be a large amount of copies of the gene in
the starting mixture for sequencing. Suppose there are 1000 copies of the wanted gene before the cycling starts,
after one cycle, there will be 2000 copies, the 1000 original templates and 1000 complementary strands with
each one fluorescent label on the last base, after two cycles, there will be 2000 complementary strands, three
cycles will result in 3000 complementary strands and so on.

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LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

Linear Amplification of the Gene in Sequencing

Separation Of The Molecules:
After the sequencing reactions, the mixture of strands, all of different length and all ending on a fluorescently
labelled ddNTP have to be separated, this is done on an acrylamide gel, which is capable of separating a
molecule of 30 bases from one of 31 bases, but also a molecule of 750 bases from one of 751 bases. All this is
done with gel electrophoresis. DNA has a negative charge and migrates to the positive side. Smaller fragments
migrate faster, so the DNA molecules are separated on their size.

Detection On An Automated Sequencer:

The fluorescently labelled fragments that migrate through the gel, are passing a laser beam at the bottom of the
gel. The laser exits the fluorescent molecule, which sends out light of a distinct color. That light is collected and
focused by lenses into a spectrograph. Based on the wavelength, the spectrograph separates the light across a
CCD camera (charge coupled device). Each base has its own color, so the sequencer can detect the order of the
bases in the sequenced gene.

Assembling Of The Sequenced Parts Of A Gene:

For publication purposes, each sequence of a gene has to be confirmed in both directions. To accomplish this,
the gene has to be sequenced with forward and reverse primers. Since it is only possible to sequence a part of
750 till 800 bases in one run, a gene of, for example 1800 bases, has to be sequenced with internal primers.
When all these fragments are sequenced, a computer program tries to fit the different parts together and
assembles the total gene sequence.

Assemblage of the Gene

https://users.ugent.be/~avierstr/principles/seq.html

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LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

Question # 04
DEVELOP EVALUATIVE FEEDBACK SHEET FOR FOLLOWING PRACTICAL’S.

Part (A)
Study The Effect Of The Length Of Simple Pendulum On Its Time Period And Hence Find “G” By
Calculation.
The length of the string affects the pendulum's period such that the longer the length of the string, the longer the
pendulum's period. This also affects the frequency of the pendulum, which is the rate at which the pendulum
swings back and forth.
A pendulum with a longer string has a lower frequency, meaning it swings back and forth less times in a given
amount of time than a pendulum with a shorter string length. This makes that the pendulum with the longer
string completes less back and forth cycles in a given amount of time, because each cycle takes it more time.

The Acceleration of Gravity (g):

 Objective:
To measure (g) by measuring the period of oscillations of a simple pendulum

 Equipment:
A computer with Internet connection, a calculator (The built-in calculator of the computer may be used.), paper,
and pencil

 Theory:
Gravity exerts a force on every object. This force is proportional to the mass of the object. The proportionality
constant is the acceleration of gravity "g." The gravity acceleration (g) decreases with increasing
elevation; however, for a few thousand feet above the Earth's surface, it remains fairly constant. In this
experiment, a simple pendulum will be used to measure "g " A simple pendulum is made of a long string and
a tiny metal sphere, steel or preferably lead (higher density). The period of oscillation of a simple pendulum
may be found by the formula

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LAB ORGANIZATION, MANAGEMENT AND SAFETY METHODS B.ED AUTUMN 2020

T = 2π√l/g
g = 4π2 (L/T2)
Substitute known values in the equation
g = 4π2 [0.750000 m (1.7357 s) 2]
g = 9.8281 m/s2

Part (B)
Prepare 100 Cm3 Of 0.01M Oxalic Acid Solution From The Given 0.1 M Solution.
0.1 M oxalic solution (given) 0.01M oxalic acid Solution Required
M1V1 = M2V2
0.1 (V1) = 0.01 (100)
V1 = 0.1 (100)
Let the pipette deliver 0.1
The liquid slowly and do not blow out the last V1 = 10 cm3

Question # 05
DISCUSS GENERAL SAFETY TECHNIQUES FOR LABORATORY.

A standard list of basic laboratory safety rules are given below, and must be followed in every laboratory that
uses hazardous materials or processes. These basic rules provide behavior, hygiene, and safety information to
avoid accidents in the laboratory. Laboratory specific safety rules may be required for specific processes,
equipment, and materials, which should be addressed by laboratory specific SOPs.

Basic Safety Rules:

Basic safety rules for laboratory conduct should be observed whenever working in a laboratory. Many of the
most common safety rules are listed below.

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General Lab Safety Rules:

The following are rules that relate to almost every laboratory and should be included in most safety policies.
They cover what you should know in the event of an emergency, proper signage, safety equipment, safely using
laboratory equipment, and basic common-sense rules.

 Be sure to read all fire alarm and safety signs and follow the instructions in the event of an accident or
emergency.
 Ensure you are fully aware of your facility's/building's evacuation procedures.
 Make sure you know where your lab's safety equipment—including first aid kit(s), fire extinguishers,
eye wash stations, and safety showers—is located and how to properly use it.
 Know emergency phone numbers to use to call for help in case of an emergency.
 Lab areas containing carcinogens, radioisotopes, biohazards, and lasers should be properly marked with
the appropriate warning signs.
 Open flames should never be used in the laboratory unless you have permission from a qualified
supervisor.
 Make sure you are aware of where your lab's exits and fire alarms are located.
 An area of 36" diameter must be kept clear at all times around all fire sprinkler heads.
 If there is a fire drill, be sure to turn off all electrical equipment and close all containers.
 Always work in properly-ventilated areas.
 Do not chew gum, drink, or eat while working in the lab.
 Laboratory glassware should never be utilized as food or beverage containers.
 Each time you use glassware, be sure to check it for chips and cracks. Notify your lab supervisor of any
damaged glassware so it can be properly disposed of.
 Never use lab equipment that you are not approved or trained by your supervisor to operate.
 If an instrument or piece of equipment fails during use, or isn't operating properly, report the issue to a
technician right away. Never try to repair an equipment problem on your own.
 If you are the last person to leave the lab, make sure to lock all the doors and turn off all ignition
sources.
 Do not work alone in the lab.
 Never leave an ongoing experiment unattended.
 Never lift any glassware, solutions, or other types of apparatus above eye level.
 Never smell or taste chemicals.
 Do not pipette by mouth.
 Make sure you always follow the proper procedures for disposing lab waste.
 Report all injuries, accidents, and broken equipment or glass right away, even if the incident seems
small or unimportant.
 If you have been injured, yell out immediately and as loud as you can to ensure you get help.
 In the event of a chemical splashing into your eye(s) or on your skin, immediately flush the affected
area(s) with running water for at least 20 minutes.
 If you notice any unsafe conditions in the lab, let your supervisor know as soon as possible.

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Housekeeping Safety Rules:

Laboratory housekeeping rules also apply to most facilities and deal with the basic upkeep, tidiness, and
maintenance of a safe laboratory.

 Always keep your work area(s) tidy and clean.

 Make sure that all eye wash stations, emergency showers, fire extinguishers, and exits are always
unobstructed and accessible.
 Only materials you require for your work should be kept in your work area. Everything else should be
stored safely out of the way.
 Only lightweight items should be stored on top of cabinets; heavier items should always be kept at the
bottom.
 Solids should always be kept out of the laboratory sink.
 Any equipment that requires air flow or ventilation to prevent overheating should always be kept clear.

Dress Code Safety Rules:

As you’d expect, laboratory dress codes set a clear policy for the clothing employees should avoid wearing in
order to prevent accidents or injuries in the lab. For example skirts and shorts might be nice for enjoying the
warm weather outside, but quickly become a liability in the lab where skin can be exposed to heat or dangerous
chemicals.

 Always tie back hair that is chin-length or longer.

 Make sure that loose clothing or dangling jewelry is secured, or avoid wearing it in the first place.
 Never wear sandals or other open-toed shoes in the lab. Footwear should always cover the foot
completely.
 Never wear shorts or skirts in the lab.
 When working with Bunsen burners, lighted splints, matches, etc., acrylic nails are not allowed.

Personal Protection Safety Rules:

Unlike laboratory dress code policies, rules for personal protection cover what employees should be wearing in
the lab in order to protect themselves from various hazards, as well as basic hygiene rules to follow to avoid any
sort of contamination.

 When working with equipment, hazardous materials, glassware, heat, and/or chemicals, always wear
face shields or safety glasses.
 When handling any toxic or hazardous agent, always wear the appropriate gloves.
 When performing laboratory experiments, you should always wear a smock or lab coat.
 Before leaving the lab or eating, always wash your hands.
 After performing an experiment, you should always wash your hands with soap and water.
 When using lab equipment and chemicals, be sure to keep your hands away from your body, mouth,
eyes, and face.

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Chemical Safety Rules:

Since almost every lab uses chemicals of some sort, chemical safety rules are a must. Following these policies
helps employees avoid spills and other accidents, as well as damage to the environment outside of the lab.
These rules also set a clear procedure for employees to follow in the event that a spill does occur, in order to
ensure it is cleaned up properly and injuries are avoided.

 Every chemical should be treated as though it were dangerous.

 Do not allow any solvent to come into contact with your skin.
 All chemicals should always be clearly labeled with the name of the substance, its concentration, the
date it was received, and the name of the person responsible for it.
 Before removing any of the contents from a chemical bottle, read the label twice.
 Never take more chemicals from a bottle than you need for your work.
 Do not put unused chemicals back into their original container.
 Chemicals or other materials should never be taken out of the laboratory.
 Chemicals should never be mixed in sink drains.
 Flammable and volatile chemicals should only be used in a fume hood.
 If a chemical spill occurs, clean it up right away.
 Ensure that all chemical waste is disposed of properly.

Chemistry Lab Safety Rules:

As chemistry labs are one of the most common types, these basic chemistry lab safety rules are relevant to many
scientists, dealing with the safe performance of common activities and tasks in the average chemistry lab:

 Before you start an experiment, make sure you are fully aware of the hazards of the materials you'll be
using.
 When refluxing, distilling, or transferring volatile liquids, always exercise extreme caution.
 Always pour chemicals from large containers to smaller ones.
 Never pour chemicals that have been used back into the stock container.
 Never tap flasks that are under vacuum.
 Chemicals should never be mixed, measured, or heated in front of your face.
 Water should not be poured into concentrated acid. Instead, pour acid slowly into water while stirring
constantly. In many cases, mixing acid with water is exothermic.

https://www.labmanager.com/lab-health-and-safety/science-laboratory-safety-rules-guidelines-5727

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