SCN110

FOUNDATION SCIENCE

Workshop Manual

Student Name: _G.A.Nethuni Vihanga__________

Workshop Day: ____________________________

Workshop Time: ___________________________

Workshop Room: ___________________________

 LABORATORY SAFETY INFORMATION SHEET 1
POLICY ON SAFETY IN LABORATORIES

Follow the general safety rules and procedures outlined below and any specific requirements stipulated for
particular units or laboratory activities (including external activities).

1. Adopt an alert attitude in the laboratory and always be conscious of potential hazards.
2. Identify the locations of the eyewash, safety shower, fire extinguishers and first-aid box.
3. Be familiar with the emergency procedures which are displayed in the laboratory.
4. Ensure that clothing is suitable to laboratory conditions, e.g. footwear, lab coat, safety glasses and gloves.
Long hair needs to be tied back.
5. Do not place bags on the floor where you may trip over them. Place in designated area.
6. Do not smoke, consume food, drink or illicit drugs in the laboratory unless it is part of an experimental
procedure.
7. Do not pipette any liquids by mouth.
8. Do not do practical work in isolation in a timetabled laboratory or workshop.
Ensure a second person is within call. Any work performed outside a timetabled laboratory session is
classed as “Project Work”, and is covered by the Faculty Policy on Undergraduate Project Work.
9. Never run or engage in practical jokes or horseplay in the laboratory.
10. Exercise care when opening and closing doors and entering or leaving the laboratory.
11. Regard all chemicals as hazardous and all biological materials as potentially infectious unless there is definite
information to the contrary.
12. If there is any procedure or activity that you do not want to complete (for personal or medical reasons) then
consult with your class instructor.
13. Identify the known and possible hazards associated with any operation and adopt appropriate safety
precautions. Consult the University and Faculty Safety Policies, which are located on the safety noticeboard
in each laboratory.
14. Use safety carriers for transporting glass or plastic containers with a capacity of two litres or greater.
15. In the event of a spill, immediately inform the lecturer/demonstrator or the laboratory technician. Spills
must be cleaned up immediately and thoroughly.
16. Report to the lecturer/demonstrator any equipment that is not working properly, any breakages or
accidents.
17. Clean apparatus and benches, turn off power, gas and water before leaving the laboratory.
18. Wash your hands before leaving the laboratory, especially if you have been handling any chemicals,
radioactive or biological materials. Remove laboratory coat before washing hands.
19. Follow specific protocols for disposal of hazardous (biological, chemical, radioactive, infectious, etc) and
nonhazardous waste materials.
20. IF IN DOUBT ABOUT ANY PROCEDURE, ASK YOUR LECTURER OR DEMONSTRATOR OR
OTHER LABORATORY PERSONNEL.

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 LABORATORY SAFETY INFORMATION SHEET 2
STAFF AND STUDENT RESPONSIBILITIES

It is recognized that Edith Cowan University as the employer is responsible for the management, control,
maintenance and review of safety practices, procedures and systems.

However, of equal importance is the responsibility and accountability of staff and students who are responsible
for their own safety and health and for the safety and health of others.

The level of responsibility that is delegated to a person via this Policy will depend upon their level of control.
This guideline provides assistance as to the responsibilities of persons in the workplace.

All staff and students are responsible for their own health and safety and for others whose activities they may
influence or control.

The degree of responsibility a person has will depend upon his or her level of influence or control. This concept
is recognised in law.

All staff and students are responsible for working and acting safely.

Specific responsibilities for students include:

• taking reasonable care of their own health and safety and that of co-students, staff members and
members of the public;

• cooperating with the implementation and administration of safety policies;

• not interfering with or misusing anything provided in the interests of health and safety;

• using plant and equipment as instructed;

• reporting all accidents and near misses to the staff member in charge;

• reporting all hazards or potential hazards of which they are aware and to assist with the avoidance,
elimination or minimization of those hazards or potential hazards;

• wearing protective clothing and use protective equipment provided in the manner properly instructed;

• observing all instructions and rules issued to protect their safety and the safety of others; and

• making proper use of all safeguards, safety devices, personal protective equipment and other appliances
for safety purposes.

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 LABORATORY SAFETY INFORMATION SHEET 3
PERSONAL PROTECTIVE EQUIPMENT IN THE LABORATORY
INSTRUCTIONS FOR STUDENTS

Follow the general safety rules and procedures on the use of personal protective equipment outlined below
and any specific requirements stipulated for particular units or laboratory activities (including external
activities). Consult the Faculty Policy on Personal Protective Equipment in the Laboratory for more information.

LABORATORY COATS
Students and staff must wear a laboratory coat in all laboratory classes in chemistry units, and all other
laboratory classes that involve and/or include the handling or demonstration of the following:

• hot liquids and corrosive agents

• human body fluids
• dissection
• liquid radioactive materials

Students are required to provide their own laboratory coats for the above activities. Laboratory
coats should be laundered frequently.
In microbiology units, special wrap-around gowns must be worn. These are supplied by the School for student
use. These gowns must not be removed from the laboratory.

In situations where blood products are being handled or demonstrated, plastic aprons will be
provided by the School and MUST be used. These aprons must also be disposed of in the
correct infectious waste facilities as directed by the tutor or laboratory personnel.
FOOTWEAR

Thongs, scuffs, sandals and bare feet are not permitted in any laboratory at any time. This applies to both
lecture and laboratory sessions that are conducted in a laboratory.

Only enclosed footwear is acceptable.

GLOVES

Students must wear disposable rubber gloves for all activities where potentially infectious or dangerous
materials are handled; for example, body fluids, radioactive materials, and some chemicals.

Latex gloves of small, medium, and large sizes are provided for all staff and students.

Chemically-resistant, heat-resistant and low-temperature gloves must be used where required and instructed.
These will be provided on request.

Note: Wearing of gloves does NOT replace the need for hand washing, as gloves may have
defects or may become damaged during use.

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SAFETY GLASSES & OVERGLASSES

Safety glasses must be worn in all chemistry units, and during laboratory classes involving the following activities:

• when liquids are heated

• when corrosive reagents are poured

• when human body fluids are handled

• when handling power tools

• when using radioactive sources and materials

• when working with electric circuits containing capacitors

• when soldering

Safety glasses and overglasses are provided by the relevant School for student use.

Safety overglasses are provided for students who wear prescription glasses. Note that prescription glasses are not
generally suitable as safety glasses.

More specialised eye protection (e.g. full-face visor) should be worn where required and instructed, and will be supplied
on request.

Full face shields or visors must be worn during procedures involving the following:

• where splashing, splattering or spraying of blood or other body substances may occur

• when pouring cryogenic fluids.

• where there is a risk of explosion or implosion.

Full-face visors/shields should also be worn for procedures involving the following:

• where glass apparatus is evacuated, recharged with gas, or is pressurized when pouring corrosive liquids

• when combustion processes are being carried out.

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 LABORATORY SAFETY INFORMATION SHEET 11
USE OF FUME CUPBOARDS/RECIRCULATING CABINETS
INSTRUCTIONS TO STAFF AND STUDENTS

This information sheet details procedures that you must follow when using fume cupboards/ recirculating cabinets. More extensive
documentation is contained in the Faculty Policy on the Use of Fume Cupboards/Recirculating Cabinets. A copy of this policy is available
on request.

Prior to the use of a fume cupboard/cabinet:

1) Check that the fume cupboard/cabinet is suitable for intended use.

2) Check that a risk assessment has been completed on the activity being carried out.

3) Ensure that the wash down facility is operational (where fitted).

4) Check that the cupboard/cabinet is clean and there is sufficient space to work.

5) Position equipment towards the centre and back of the work area to minimise disturbance of the airflow.

6) Ensure that the airflow into the cupboard/cabinet is not impeded; e.g. by fans, heaters, and open doors.

7) Check airflow indicator on the front of the cupboard (where a cabinet does not have an indicator, check that the fan is operating).

8) Check that a suitable fire extinguisher is close and easily accessible.

During use:

1. Ensure that the sash is fully open to provide access for setting up, partially open when handling hazardous substances and lowered as
far as practicable when process is in operation.

2. Use the minimum quantity of hazardous substances.

After use:

1) Dispose of lab waste in accordance with safety laboratory procedures and relevant regulations.

2) Lower the sash enough to minimize the effect of outside disturbances while allowing a satisfactory airflow.

3) Ensure that the fume cupboard/cabinet is clean.

4) Check filter in cabinets to ensure that there is no breakthrough i.e. no unpleasant smell. (Manufacturers should provide information
on the volume of fumes each particular model is likely to be able to absorb before filters reach saturation point).

5) Check that the fan in the fume cupboard operates for at least 20 minutes after the fan is switched to the off position.

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 WORKSHOP CLASSES
Attendance at workshops is compulsory.

Students who miss a workshop activity should provide supporting documentation (e.g. medical certificate).
Students who miss a workshop will not be able to write up the activity (and without a medical certificate, this
will impact on their final grade).

Workshops are regarded as an important and integral part of the unit. It is anticipated that through
participation in workshops students will be able to:

• Identify a range of common experimental procedures and techniques and the theoretical principles
underlying them.

• Safely and confidently handle chemicals and recognise and respect those that are dangerous.

• Use a range of manipulative skills associated with laboratory apparatus. Follow instructions concerning
experimental procedures carefully.

• Accurately observe, measure, record and report on chemical phenomena in the context of laboratory
work.

• Develop experimental procedures for the solution of simple chemical problems in the context of
laboratory work.

Preparation for Workshops

1. Read the activity and bring with you to the workshop any relevant handouts that you have been asked to
bring.

2. Plan how the activity will be conducted.

3. Arrive on time! Students who miss the demonstrator’s safety briefing will not be allowed to participate in
the workshop activity.

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 GUIDE TO WRITING A SCIENTIFIC REPORT
INTRODUCTION

Purpose and Aim

Write one paragraph. Explain the purpose (objective) of the experiment. Entice the reader with an interesting piece of
information to make them want to keep reading your report. Provide some indication of what you would expect the
experiment to show. The purpose is broader than the hypothesis. For example, in another experiment, the hypothesis
might talk about the relationship between temperature and the rate of solubility, but the purpose could be to learn more
about some specific principle underlying the process of solubility.

Hypothesis
Write one sentence that is your hypothesis. You must describe a specific cause and effect (“If…, then…”). Remember this
is not a question; it is a prediction of the outcome. Most hypotheses contain both an independent and dependent variable.

METHOD

Variables
Use subheadings and identify:

• the independent variable

• the dependent variable
• the controlled variables
Write one or two sentences that describe how you set and controlled each variable.

Preliminary Trials
Discuss the preliminary trials and what changes you needed to make to the final experiment for it to work correctly.

Materials
List all the equipment and materials you used – everything, even pen and paper. You may list these using bullet points, or
write in continuous prose.

Method
Explain the procedure. Describe, step by step, exactly how you set up your experiment and actually carried it out. Insert a
computer-generated, labelled diagram of your experiment. Describe the safety procedures and ethical considerations you
made to minimise the risk of injury to yourself and others.

RESULTS

This should be one or two paragraphs that describes the results you obtained from your experiment.

• Express your data in words. Tell the reader the information that you have provided in the tables and graphs.
• Use tables and figures (graphs) to help guide your readers toward the most important information you gathered.
Refer to each table or figure directly, where appropriate: “Table 1 lists the rates of solubility for each substance” or
“Solubility increased as the temperature of the solution increased (see Figure 1).
• Describe trends and patterns that emerge as you examine your data. Although identifying these requires some
judgment on your part and so may not feel like factual reporting, no one can deny that these trends and patterns
exist, and so they properly belong in the “Results” section.

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 • Refer to your data using third person and past tense because the events you recorded have already occurred.

Table: Display your data as a computer-generated Microsoft Word table. Instructions on how to do this are available in
Moodle.

Graph: Display your data as a Microsoft Excel line graph showing the relationship between the independent variable
and the dependent variable. Instructions on how to do this are available in Moodle.

DISCUSSION

Tell your readers what to make of the results you obtained (interpret the findings).

• Explain whether the data supports your hypothesis

• Discuss the reliability and validity of the results. Explain any problems you encountered doing the experiment
that may have had an effect on the accuracy of the results (data) obtained.
• Acknowledge any anomalies, errors or deviations from what you expected.
• Provide at least two suggestions to improve the experiment, explaining why.
• Explain the science behind what you observed. Use a range of appropriate scientific terms related to this
experiment. Ensure you include in-text referencing: a minimum of 3 references is required for this section.

CONCLUSION

Conclude your report by reintroducing your hypothesis. Discuss to what extent the findings of your experiment support/do
not support your hypothesis. You should not include any new data or information in your conclusion.

REFERENCES

A full end-text reference list of all the sources used your report should be included using APA format

(see ECU’s Referencing Guide, p. 39, sample). This heading and list of references should start on a new page and be the
last page of your report. In-text referencing should also be included in your report.

Transitional Words and Phrases

Transitional words and phrases show logical relationships between sentences and ideas. Use them to strengthen your
writing. They act as “glue” holding your ideas and sentences together, taking the reader smoothly and logically from one
part of your report to the next.

1. To give examples: for example, for instance, such as, specifically, as an illustration
2. To show cause and effect: therefore, hence, thus, as a result, resulting in, so, consequently
3. To contrast: nevertheless, however, but, on the other hand, in contrast, on the contrary, conversely, at the same time,
still, although, even though, despite, in spite of, counter to
4. To elaborate: in addition, additionally, moreover, also, furthermore, equally important
5. To emphasize: more/most importantly, chiefly, indeed, in fact, primarily, no doubt, truly
6. To restate: again, in other words, in effect, that is, in short, put another way, to clarify
7. To conclude: thus, finally, in the end, consequently, as a result, therefore, accordingly

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WORKSHOPS

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WORKSHOP 2: Displaying and Analysing Data AIM

• To demonstrate and carry out simple line graphs

• Identify and discuss the important parts of a graph, both hand written and computer generated

INTRODUCTION
Graphing is used by scientists to display the data that is collected during a controlled experiment. A line graph must be
constructed to accurately depict the data collected. An incorrect graph often leads to the acceptance of an incorrect
hypothesis or detract from the acceptance of a correct hypothesis. The graph should contain 5 major parts: the title, the
independent variable, the dependent variable, the scales for each variable, and a legend. To complete a graph the data
points are plotted.

1.) The title: This shows what the graph is about. Reading the title should give the reader an idea about the graph. It
should be a concise statement placed above the graph.

2.) The Independent Variable: This is the variable (part of the experiment that changes) that can be controlled or
manipulated by the experimenter. This variable should be placed on the horizontal or xaxis.

3.) The Dependent Variable: This is the variable directly affected by the independent variable. It is the result of
what happens because of the independent variable. This variable is placed on the y or vertical axis.

4.) The Scales for each Variable: In constructing a graph, one needs to know where to plot the points representing
the data. In order to do this a scale must be employed that will include all the data points. Each block should have a consistent
amount or increment on a particular axis. While the scale should allow as much of the graph to be taken up as possible, it is
not a good idea to set up a scale that is hard to manage. For example, multiples of 5, 10, etc. are good, while multiples such
as 1.22 are not! Your scale must be plotted on the amount of graph space available, and will be dictated by the data points.

5.) The Legend: This is a short descriptive narrative concerning the graph's data. It should be short and to the point
and placed directly under the graph.

6) Data: This needs to be plotted on the graph showing relationships between the data points.

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Part 1: Data Presentation
Use the data in the table below to complete the graph provided.

Number of Bubbles (per min)

Depth (in metres)
Plant A Plant B

2 29 21

5 36 27

10 45 40

16 32 50

25 20 34

30 10 20

Answer the following questions based on the graph above you just completed.

1. What is the independent variable?

Answer: Depth (in meters)

2. Why is this the independent variable?

Answer: Because it is the variable that control the other variable and make changes during the experiment.

3. What is the dependent variable?

Answer: Number of bubbles per minutes.

4. Why is this the dependent variable?

Answer: Because, it is the outcome of the change in independent variable and as it depends on the depth, this is the
dependent variable here.

5. Use one or more complete sentences to state a conclusion about the data in the graph.

Answer: With increased depth, the number of bubbles per minute for both Plant A and Plant B increases to a
maximum at a certain depth and then declines. This would seem to indicate that depth affects the efficiency of
photosynthesis, with some optimum depth of bubble production.

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Construct a line graph to display depth against number of bubbles on the graph paper below.

• The x-axis will be the depth (the independent variable) in meters

• The y-axis will be the number of bubbles (the dependent variable) per minute • Write an appropriate title on the
graph and label the axes
• Use a pencil to draw your graph.

Figure 1: The effect of depth on bubble production in Plant A and Plant B.

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Part 2: Data Analysis
Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough insulin being produced
by the cells, the amount of glucose in the blood will remain high. A blood glucose level above 140 for an extended period
of time is not considered normal. This disease, if not brought under control, will lead to severe complications and even
death.

Use the data in the table below to complete the graph provided.

Glucose Level in mL/L of Blood

Time After Eating (Hours)
Person A Person B

0.5 170 180

1 155 195

1.5 140 230

2 135 245

2.5 140 235

3 135 225

4 130 200

Answer the following questions based on the graph above you just completed.

1. What is the independent variable?

Answer: Time after eating ( hours )

2. Why is this the independent variable?

Answer: Because, it is the variable being managed during the experiment. As time after eating make changes in glucose
levels, it is known as the independent variable.

3. What is the dependent variable?

Answer: Blood Glucose Level in mL/L

4. Why is this the dependent variable?

Answer: Because it is the outcome measured by the change of the independent variable. The blood glucose level depends
on the time it takes after taking the meals.

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Construct a line graph to display time after eating against glucose level in the blood on the graph paper below.

• The x-axis will be the time after eating (the independent variable) in hours
• The y-axis will be the glucose level in the blood (the dependent variable) in mL/L of blood •
• Write an appropriate title on the graph and label the axes
• Use a pencil to draw your graph.

Figure 2: The Effect of Time After Eating on Blood Glucose Level in Person A and Person B.

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5. Which, if any of the above individuals has diabetes? (Be sure to justify your answer)

Answer: Person B probably has diabetes.

Because, person B remains above 140 mL/L for an extended period, even after 4 hours from eating, peaking at 245 mL/L at
2 hours.
On the contrary, Person A's level of glucose drops below 140 mL/L within 1.5 hours, indicating normal insulin regulation.

6. If the time period were extended to 6 hours, what would be the expected blood sugar level for Person B?

Answer: It should be around or slightly lower than 200 mL/L according to the given trend of gradual drop.

7. What would be a probable blood sugar level for person B at 3.5 hours?

Answer: About 215 mL/L, given the trend depicted.

8. Use one or more complete sentences to state a conclusion about the data in the graph.

Answer: Person A returns to normal glucose levels faster than Person B, thus Person A may have normal
insulin whereas Person B may be suffering from diabetes.

NOTES
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