Course title

Pre-requisite

Course description

Course Description:
Students in this Bioscience course will apply scientific principals and technical skills in support of biologists and biotechnologists in research; industrial; and government settings. The program is designed and delivered as a coherent sequence of experiences using technical instruction; academic foundations; experiential learning; leadership; and personal development to cover a number of different topics related to the fields of biomedicine and bio-innovation. Students will be introduced to biosciences through exciting hands-on projects and problems. Students investigate human body systems and various health conditions while learning how structure and function contribute to information processing; medicine and medical terminology; research processes; and bioinformatics. Additional key biological concepts taught during the course include homeostasis; metabolism; inheritance of traits; and defense against disease. The experimental design process is embedded throughout the duration of the course. This course is designed to provide an overview of all the courses in the Bioscience Program; provide an opportunity for students to develop a health-care oriented resume; work on job application skills and practices; and lay the scientific foundation for subsequent courses. This class will have a CTSO Affiliation through HOSA (Health Occupations Students of America).
The Bioscience (BS) course is divided into 2 semesters. Each semester is divided into six units. The following is a description of each unit in the BS course; along with the labs conducted during each unit.
In addition to the Science and CTE content standards being addressed within each unit; the Arizona Workplace Employability Skills Standards and Measurement Criteria were used to ensure students are applying complex communication; collaboration; and expert thinking skills; as well as demonstrating intergenerational and cross-cultural competence; professionalism; initiative and self-direction in all classroom activities.

Fall Semester
Unit 1-Introduction to Bioscience (Arizona Science Standard S1-C1; C2; C3; C4-Inquiry; CTE 1.0-Maintain a Safe Work Environment; CTE 2.0-Demonstrate Understanding and Relevance of Standard Laboratory Operating Procedures; CTE 3.0 Demonstrate Critical Thinking and Scientific Problem-Solving Skills in Scientific Inquiry; CTE 11.1-Maintain workshop and equipment hygiene; CTE 16.0-Demonstrate Understanding and Knowledge of Scientific Measurements; Workplace Employability Skills/Standards 2-Collaboration and 3-Expert Thinking)
• Lab safety; protocols; and materials
o Practice emergency protocols
o Perform tasks according to protocols of standard operating procedures
o Apply knowledge of Material Safety Data Sheets (MSDS)
o Monitor; use; store; and dispose of materials in compliance with regulations
o Identify specific biological/biohazardous/chemical materials
o Understand and respond to safety signs and symbols
o Distinguish the characteristics of biosafety levels
o Practice sanitation procedures
o Maintain workshop and equipment hygiene
o Perform cleanup of biological/biohazardous/chemical spills

• Lab Equipment
o Perform routine maintenance of equipment
o Maintain documentation of equipment log
o Operate lab equipment according to SOP
o Calibrate lab equipment according to SOP
o Set up and maintain a legal scientific lab notebook
o Use microscopes
ÔÇß Lab: Microscope Parts and Usage
ÔÇß Lab: Cell differentiation-nerve; muscle; epithelial; connective; review of cell structure and function; importance of differentiation; examples of differentiated cells

• Experimental Design and Scientific Inquiry
o Demonstrate appropriate observational skills
o Identify tractable questions
o Develop testable hypotheses and alternative hypotheses
o Frame testable questions showing evidence of observation and connections to prior knowledge
o Test hypotheses utilizing appropriate experimental design (distinguish between controls and variables)
o Collect record; and analyze appropriate data
o Support conclusions based on evidence
o Demonstrate understanding and knowledge of scientific measurements
ÔÇß Perform calculations and solve problems using arithmetic and algebra math skills
ÔÇß Perform basic mathematical calculations using scientific and engineering notations
ÔÇß Convert from the metric system to the English system
ÔÇß Perform measurements using temperature scales
ÔÇß Construct; interpret graphs; and apply graphs
o Communicate results of scientific investigations in oral; written; and graphic form
ÔÇß Lab: Antibiotic Sensitivity Lab-data collection; scientific method review and write-up

• Industry Terminology
o Identify compliances of federal; state; local; and industry regulatory agencies (OSHA; OBRA)
o Use industry terminology (i.e.;cGMP; GLP; SOP; CIP; SIP)

• Biomedical Safety
o Explain history of and the rationale for universal precautions
o Identify potential biohazards and apply appropriate universal precautions
o Demonstrate use of proper body mechanics in various workplace scenarios
o Discuss methods of stress management for both employee and patient application
ÔÇß Teaching lab techniques: Gloving/Handwashing skills
Unit 2-Basic Skills (Arizona Science Standard S1-C4-Inquiry/Communication; CTE 2.2 Use industry terminology; CTE 6.3 Document actions and outcomes; Workplace Employability Skills/Standard 1-Complex Communication; 3-Expert Thinking; 4-Intergenerational and Cross-Cultural Competence; and 5-Professionalism)
• Biomedical Career Opportunities Overview
o Evaluate Careers in Healthcare/Medicine
o Evaluate Careers in Biomedical Research/Engineering
o Understand Biomedical Trends: timelines; bio-innovations; and advancements
• Abbreviations
o Use medical abbreviations and terminology
ÔÇß Body planes; directional terms; movements; positioning
ÔÇß Lab activity: Planes/directional movement lab
o Use business; governmental; and regulatory abbreviations and terminology

• Interpersonal Communication Skills
o Practice phone skills
o Document actions and outcomes
ÔÇß Documentation; charting skills
o Recognize and practice non-verbal communication
ÔÇß Behavior; body language
o Apply active listening guidelines
ÔÇß Communication Lab: Phone skills/active listening/message taking activity
Unit 3-Neuroanatomy and Physiology (Arizona Science Standards S1-Inquiry; S3-C2-Science and Technology in Society; and S4-C1 Life Science-Cells and C5-Matter; Energy and Organization in Living Systems; CTE 1.0-Maintain a Safe Work Environment; 2.0-Demonstrate Understanding and Relevance of Standard Laboratory Operating Procedures; 3.0-Demonstrate Critical Thinking and Scientific Problem-Solving Skills in Scientific Inquiry)
• Nervous System Anatomy and Physiology
o Describe the organization of the nervous system and how it functions to maintain homeostasis in the human body
ÔÇß Homeostasis
ÔÇß Sensory/Motor integration
ÔÇß Reaction time and reflexes
ÔÇß Neurons
ÔÇß CNS/PNS
ÔÇß Somatic/Autonomic
ÔÇß Brain
• Cerebral hemisphere and lobe function
• Cerebellum
• Brain stem
• Lab: Brain dissection

• Neurological Pathology
o Explain etiology and manifestations of various neurological pathologies as they are related to the anatomy and physiology of the nervous system
ÔÇß Spinal Cord Injuries; CVA; TBI; tumors
ÔÇß Lab: Reflexes and Reaction time lab with full lab write-up

• Neuropsychology and Behaviorism
o Describe conditioning and learning models used to determine and justify animal behavior
ÔÇß Classical and operant conditioning models

• Biotechnology and Careers
o Describe treatments and diagnostic tests associated with neurological pathologies
o Discuss biotechnology used in neurosciences and related career pathways
ÔÇß Microsurgery
ÔÇß CT; PET; MRI scans
ÔÇß Robotic surgery
ÔÇß Related Careers
Unit 4- Unit 4-Musculoskeletal System (Arizona Science Standards S1-Inquiry; S3-C2-Science and Technology in Society; and S4-C1 Life Science-Cells and C5-Matter; Energy and Organization in Living Systems; CTE 1.0-Maintain a Safe Work Environment; 2.0-Demonstrate Understanding and Relevance of Standard Laboratory Operating Procedures; 3.0-Demonstrate Critical Thinking and Scientific Problem-Solving Skills in Scientific Inquiry)
• Musculoskeletal System Anatomy and Physiology
o Describe the organization of the musculoskeletal system and how it functions to maintain homeostasis in the human body
ÔÇß Basic anatomy of muscles; introduction to muscle contraction; connection to nervous system
ÔÇß Bone types; articulation types
ÔÇß Muscle types
o Create concept maps to make connections between the nervous system and the musculoskeletal system
o Perform associated labs; activities; and practical experiences within teams
ÔÇß Compare and contrast different muscle contractions-isometric; concentric; eccentric
ÔÇß Apply specificity of training principles to various athletic endeavors
ÔÇß Relate origin and insertion concepts
ÔÇß Participate in bone/muscle identification lab practicum

• Musculoskeletal Pathology
o Explain etiology and manifestations of various musculoskeletal pathologies
ÔÇß Muscular dystrophy
ÔÇß Myasthenia gravis
ÔÇß Strain/sprain
ÔÇß Trauma
ÔÇß Arthritis; Bursitis; Tendonitis

• Biotechnology and Careers
o Describe treatments and diagnostic tests associated with musculoskeletal pathologies
o Discuss biotechnology used in musculoskeletal medicine (orthopedics) and related career pathways
ÔÇß Joint replacements
ÔÇß Hardware; fusion; ORIF
ÔÇß Prosthetics/orthotics
ÔÇß Myoelectrics
ÔÇß Related careers
Unit 5-Legal and Ethical Principles in Biomedicine (Arizona Science Standards S1-Inquiry and S2-C1-History and Nature of Science-Cultural and Societal Issues; Diversity and Culture; CTE 2.1-Identify compliances of federal; state; local and industry regulatory agencies; CTE 5.0-Demonstrate Ethical and Legal Conduct in Job-Related Activities; Workplace Employability Skills/Standards 1-Complex Communication; 2-Collaboration; 3-Expert Thinking; 4-Intergenerational and Cross Cultural Competence; 5-Professionalism; 7-Legal and Ethical Practices; 9-Initiative and Self-Direction)
• Legal/Ethical Practices and Government regulations
o Distinguish between physical and intellectual property
o Maintain legal and ethical guidelines to safeguard confidentiality and privacy
ÔÇß Health Insurance Portability and Accountability Act of 1996 (HIPAA)
o Compare and contrast behaviors and practices that could result in malpractice; liability; or negligence
o Maintain code of ethics and organization’s ethical protocols
ÔÇß Mission statements
o Maintain job responsibilities within the laws and regulations of federal; state; and industry protocols and procedures
o Comply with legal; regulatory; and accreditation standards or codes
ÔÇß Joint Commission on Accreditation of Health Care Organizations (JCAHO)
o Adhere to standards for harassment; labor; and employment laws
o Distinguish between criminal vs. civil legal systems

• Professional responsibility
o Identify the scope and sequence that determines professional responsibility
o Use risk management protocols
ÔÇß Documentation
ÔÇß Workplace safety
ÔÇß Incident reports

• Laws vs. Ethics vs. Morals
o Describe boundaries; necessities; and purpose of advance directives
ÔÇß Living Wills
ÔÇß Medical Power of Attorney
ÔÇß Medical Intervention
ÔÇß DNR

o Examine the pros and cons of bioethical issues
ÔÇß Biomedical research ethics
ÔÇß Controversial topics: stem cell research; vaccine research; animal drug testing
Unit 6-Research and Presentation of Biomedical Careers (Arizona Science Standard S1-Inquiry; CTE 4.0 Demonstrate Research and Investigative Skills; 17.2-Design and conduct original research in chosen career field; Workplace Employability Skills 1-Complex Communication; 2-Collaboration; 3-Expert Thinking)
• Demonstrate Research and Investigative Skills
o Design and conduct original research in chosen career field and present to peers and instructor using technology for research and presentation platform
ÔÇß Access and retrieve scientific literature related to research topic
ÔÇß Review the content of peer-reviewed articles
ÔÇß Utilize electronic databases to identify areas of peer-reviewed scientific research
ÔÇß Produce a literature review
ÔÇß Evaluate prior research to drive further inquiry and experimental/research design

Spring Semester
Unit 1- Cardiovascular Anatomy and Physiology (Arizona Science Standards S1-Inquiry and S3-C2-Science; Technology in Society and S4-C1 Life Science-Cells and C5-Matter; Energy and Organization in Living Systems; CTE 1.0-Maintain a Safe Work Environment; 2.0-Demonstrate Understanding and Relevance of Standard Laboratory Operating Procedures; 3.0-Demonstrate Critical Thinking and Scientific Problem-Solving Skills in Scientific Inquiry)
• Cardiovascular System Anatomy and Physiology
o Describe the organization of the cardiovascular system and how it functions to maintain homeostasis in the human body
ÔÇß Human Blood components and roles
ÔÇß Heart and vessels involved in maintaining homeostasis
ÔÇß Structure affects function: fluid mechanics involved in pumping blood efficiently
ÔÇß Physiology of heart muscle at specific times of cardiac cycle (evidenced by EKG)
ÔÇß Lab: Blood pressure lab
ÔÇß Lab: Biofeedback/pulse lab
o Explain how the 4-chambered heart allows the heart to pump both oxygenated and deoxygenated blood
ÔÇß Lab: 4-chamber heart dissection with identification practicum

• Cardiovascular Pathology
o Explain etiology and manifestations of various cardiovascular pathologies
ÔÇß Hypertension
ÔÇß Coronary Artery Disease
ÔÇß Myocardial Infarction
ÔÇß Idiopathic Cardiomegaly
ÔÇß Ischemic Heart Disease

• Biotechnology and Careers
o Describe how biomedical diagnostic technology can provide information and indicators of cardiovascular health
ÔÇß EKG; Stress Test; Ultrasound; BP; HR
o Describe how treatments are utilized in various cardiovascular pathologies
ÔÇß Coronary Artery Bypass Graft
ÔÇß Balloon Angioplasty
ÔÇß Stent Placement
ÔÇß Pacemakers
o Discuss cardiovascular-related career pathways
Unit 2-Respiratory System (Arizona Science Standards S1-Inquiry and S3-C2-Science and Technology in Society; S4-C1 Life Science-Cells and C5-Matter; Energy and Organization in Living Systems; CTE 1.0-Maintain a Safe Work Environment; 2.0-Demonstrate Understanding and Relevance of Standard Laboratory Operating Procedures; 3.0-Demonstrate Critical Thinking and Scientific Problem-Solving Skills in Scientific Inquiry)
• Respiratory System Anatomy and Physiology
o Describe the organization of the respiratory system and how it functions to maintain homeostasis in the human body
ÔÇß Organs and Organ systems
ÔÇß Positive vs Negative Pressure Breathing
ÔÇß Lab: Positive/Negative Pressure Balloon Lab
ÔÇß Exercise Physiology lab: training zone; max heart rate; connections between cardiovascular; nervous; musculoskeletal; and respiratory systems

• Respiratory Pathology
o Explain etiology and manifestations of various respiratory pathologies
ÔÇß Cancer-mesothelioma
ÔÇß COPD
ÔÇß Emphysema
ÔÇß Asthma
ÔÇß Various Viral/Bacterial Infections

• Biotechnology and Careers
o Describe how biomedical technology can assist in the treatment of respiratory health conditions
ÔÇß Ventilators
ÔÇß Pharmaceuticals
o Discuss respiratory system-related career pathways
Unit 3-Gastrointestinal System (Arizona Science Standards S1-Inquiry and S3-C2-Science and Technology in Society; S4-C1 Life Science-Cells and C5-Matter; Energy and Organization in Living Systems; CTE 1.0-Maintain a Safe Work Environment; 2.0-Demonstrate Understanding and Relevance of Standard Laboratory Operating Procedures; 3.0-Demonstrate Critical Thinking and Scientific Problem-Solving Skills in Scientific Inquiry; CTE 4.4; 4.5; 4.6-Review content of articles; literature review; and evaluation to drive further inquiry)
• Gastrointestinal System Anatomy and Physiology
o Describe the organization of the gastrointestinal system and how it functions to maintain homeostasis in the human body
ÔÇß Organs and organ system
ÔÇß Digestion
• Ingestion; digestion; absorption; excretion
• Enzymes of digestion
• Feedback loops (insulin-glucagon/pancreas relationship)
ÔÇß Nutrition
• Review of macromolecules; calories; energy flow
• Lab: Analyze consumer food label

• Gastrointestinal Pathology
o Explain etiology and manifestations of various gastrointestinal pathologies
ÔÇß Diabetes
• Discussion of diagnostic and therapeutic biotechnology: fasting blood tests; monitors; pumps
• Negative feedback loop with pancreas to maintain blood glucose levels (homeostasis)
ÔÇß Ulcers
ÔÇß Diarrhea/constipation
ÔÇß GERD

• Biotechnology and Careers
o Describe how biomedical technology can assist in the diagnosis and treatment of gastrointestinal health conditions
ÔÇß Ultrasound
ÔÇß Endoscopy
o Discuss related career pathways in the field of gastrointestinal science and medicine

• Lab and research activity: Biomedical Advancements of GI pathology; diagnostics; treatment; or research—students conduct literature review; evaluate articles and determine research design for further inquiry; collaborate and present findings in teams
Unit 4-Culture; Race; and Religion in Biomedicine (Arizona Science Standards S1-Inquiry and S2-C1-History and Nature of Science-Cultural and Societal Issues; Diversity and Culture; Workplace Employability Skills/Standard 1-Complex Communication; 2-Collaboration; 3-Expert Thinking; 4-Intergenerational and Cross-Cultural Competence; and 5-Professionalism)
• Cultural; Racial; Generational; and Religious differences
o Interact effectively with different cultures and generations to achieve organizational mission; goals; and objectives
o Practice various communication styles
ÔÇß Intergenerational and cross-cultural communication
o Recognize the need for tolerance and diversity training in the workplace
ÔÇß Bias
ÔÇß Belief systems
ÔÇß Diversity training concepts
o Describe how diverse belief systems impact design and implementation of research; medical treatments; and medical care
• Animal research
• Drug use
• Pain tolerance
Unit 5-Employability (Arizona Science Standard S1-Inquiry; CTE 6.0 Adhere to Quality Assurance Procedures; 7.0 Adhere to Quality Control Procedures; 17.1 Develop a personalized professional portfolio that substantiates growth in chosen career field; Workplace Employability Skills 5-Professionalism; 6-Organizational Culture; 7- Financial Practices; 8-Initiative and Self-Direction)
• Professionalism
o Demonstrate proper and appropriate grooming; attire; behavior; and body language
o Practice interview and application skills
ÔÇß Potential questions
ÔÇß Presentation
ÔÇß Preparedness
ÔÇß Application process and pointers
o Prepare career-specific resume
o Discuss time management skills
ÔÇß Promptness
ÔÇß Attention to tasks and duties
ÔÇß Prioritizing methods
ÔÇß Leadership; responsibilities and self-direction
o Describe organizational culture and terminology associated with employment
ÔÇß Vision and mission
ÔÇß Chain of command
ÔÇß Business procedures and practices

• Quality Assurance and Control
o Investigate customer complaints and take corrective action to SOP or as directed
o Document actions and outcomes
o Understand the importance of performing quality tests; verifying test standards; and documenting results
o Maintain Quality Control (QC) records
o Perform trend analyses
ÔÇß Lab activity: Role play with customer service practice; documentation; real-world scenarios
ÔÇß Lab activity: Data collection and analysis
Unit 6-Research and Presentation of Specific Pathology (Arizona Science Standard S1-Inquiry; CTE 4.0 Demonstrate Research and Investigative Skills; Workplace Employability Skills 1-Complex Communication; 2-Collaboration; 3-Expert Thinking; 9-Initiative and Self-Direction)
• Demonstrate Research and Investigative Skills
o Design and conduct original research in chosen pathology or disease process and present to peers and instructor using technology for research and presentation platform
ÔÇß Access and retrieve scientific literature related to research topic
ÔÇß Review the content of peer-reviewed articles
ÔÇß Utilize electronic databases to identify areas of peer-reviewed scientific research
ÔÇß Produce a literature review
ÔÇß Evaluate prior research to drive further inquiry and experimental/research design

‚ÄÉ
Sample Lab
Name _________________
Hour ________

Measuring Antibiotic Resistance (Kirby-Bauer)

Introduction:

Antibiotics are chemicals that are produced by living organisms which; even in minute amounts; inhibit the growth of or kill another organism. While thousands of them have been discovered since Sir Alexander Fleming observed the inhibitory activity of Penicillium on Staphylococcus in 1929; most are not useful medically because of undesirable toxicity or side effects. A simple method using paper discs saturated with the chemicals to be tested can be used to determine the resistance or sensitivity of an organism to different antibiotics. Following inoculation of an agar medium; discs are placed onto the surface of the medium so that the antibiotic will diffuse into the medium. Inhibition of the organism is evident following incubation as a clear region around the disc; called a “zone of inhibition;” in which no growth has occurred.

You might be aware that antibiotics were once thought of as a “magic bullet;” a nearly perfect drug for combating bacteria. However; bacteria are too diverse to have any one drug kill all of them. Some antibiotics come close and are called “widespectrum” antibiotics. Other kinds of antibiotics are fairly specific in the type of bacteria against which they are lethal.

One of the easiest ways to tell a fundamental difference between bacteria is with the Gram stain. Bacteria will stain either Gram-positive (stains purple) or Gram-negative (stains pink) based on structural differences between the two classes of cell walls. The Gram-positive cell wall contains a thick layer of peptidoglycan; while the Gram-negative cell wall contains a thinner layer of peptidoglycan surrounded by an outer membrane. In addition to causing differences in staining; the different cell wall structures lead to differences in susceptibility to antibiotics. Some antibiotics penetrate the Gram-positive cell wall better; while others penetrate the Gram-negative cell wall better.

Some antibiotics; such as those in the penicillin group; work by inhibiting cell wall synthesis. Penicillins work better on Gram-positive bacteria due to the thicker cell wall in Gram-positive bacteria as well as the reduced ability of penicillin to cross the Gram-negative cell wall. Penicillin derivatives such as ampicillin can work on either Gram-positive or Gram-negative bacteria. Some broad-spectrum antibiotics work by interfering with protein synthesis within the bacterial cell. This is not harmful to us because the bacterial ribosome (the site of protein synthesis) is different from our ribosomes. Some antibiotics that inhibit protein synthesis; such as erythromycin; are better able to cross the Gram-positive cell wall and; therefore; will work better on Gram-positive bacteria. Other antibiotics that inhibit protein synthesis; such as streptomycin; cross the Gram-negative cell wall better and thus work better on Gram-negative bacteria.

To compare how effective one antibiotic is to another; or to measure the degree of antibiotic resistance in a bacterium; a procedure called the Kirby-Bauer test can be done. To do this; a pure strain of bacteria is isolated from an infected person. This pure strain is then spread over the surface of a special medium; called Mueller-Hinton agar; to create a lawn; or carpet; of bacteria. Small filter paper discs; impregnated with standardized amounts of antibiotic; are gently pressed on to the surface of the agar. While the plates are incubating overnight; the antibiotic diffuses from the disc and into the agar. This antibiotic diffusing into the agar will inhibit the growth of susceptible bacteria.

Problem:
The purpose of this lab is to investigate the effectiveness of several antibiotics to one another or the degree of antibiotic resistance in a bacterial species using a Kirby-Bauer test.

Predictions:
If a bacterial colony is susceptible to an antibiotic; then a zone of inhibition will form around on antibiotic disc placed on an agar plate. If a bacterial colony is resistant to a particular antibiotic; then no zone of inhibition will form around the antibiotic disc. If a bacterial colony is somewhat susceptible (intermediate susceptibility) to an antibiotic; then the zone of inhibition will measure in-between that of a susceptible and resistant colony. Use the letter S; for sensitive; I for intermediate; and R for resistant; to predict the relative sensitivites of each of the antibiotics in the data tables.

Materials:
Broth cultures of S. epidermidis and E. coli
2 plates of TSA
2 cotton swabs
1 forceps
Fine tipped marking pen
Antibiotic impregnated discs- 1 of each type (see the chart included)

Safety:
1. A microbiology lab is potentially a very dangerous place. For this reason it is extremely important that you follow all safety guidelines and always practice sterile technique when handling microbes; unless instructed otherwise.
2. Always thoroughly wash your hands with disinfectant soap or alcohol before leaving your workstation.
3. Never open a Petri dish after you have inoculated it and have allowed it to incubate overnight.
4. Always despose of used material in the biohazard bag; unless instructed otherwise.

Procedure:
1. On the bottom of the two agar plates; print your first name of only one person in the group; period __ ; S. epi or E. coli; and the date __ . This needs to be small and along the edge of the bottom plate.
2. Swirl the contents of the broth culture until it is equally murky throughout.
3. One person is to open the broth tube of one of the bacteria cultures and keep it face down. Do not set it down. (This will prevent bacteria from landing in the lid and contaminating the sample).
4. Another person is to lift the lid up and hold it facing down. Do not set the lid down.
5. The third person is to use the cotton swab in the test tube on top of the agar.
6. You will do this for both plates.
7. Return the cap to the broth tube and replace the lid to the agar plates.
8. Use the cotton swab and spread the bacteria around the entire surface gently. Do this for both plates. Replace both lids.
9. Using the forceps; obtain three antibiotic discs. Place the three discs on top of the agar evenly spaced out (see diagram below). Tap them gently with sterile forceps to stick them to the agar.
10. Using the second plate; repeat step 9; again using the other three antibiotic discs. You should now have six different antibiotic discs on two plates of S. epidermidis or E.Coli
11. Place the plates upside down and in the incubater at 37°C for 24 hours. (the plates need to be upside down to prevent condensation from dripping onto that agar and possibly contamination it.)
12. After 24 hours in the incubator; check the presence of antibiotic activity. This is done by looking for a clear area; called a zone of inhibition; surrounding a paper disk. Remember to never open the dish for a better veiw. To determine the effectivity of an antibiotic; measure the diameter; in millimeters; of the zone of inhibiton.
13. Record your zones on the data table.
14.After recording the average class data for the diameters of the zones of inhibition; use the SIR table to determine whether each bacteria is susceptible (sensitive); uneffected (resistant) or somewhat in between (intermediate) for each of the antibiotics.

Diameter of Zones of Inhibition (SIR) Table

Antibiotic
Potency
of Disk
Ampicillin
(E.Coli)
10
14 or more
12-13
11 or less
Ampicillin
(S.Epi)
10
29 or more
21-28
20 or less

Erythromycin
15
18 or more
14-17
13 or less
Penicillin
(E.Coli)
10
29 or more
21-28
20 or less
Penicillin
(S.Epi)
10
22 or more
12-21
11 or less

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Approved

Approved competency code

• LBIO
• Biology

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Online / Virtual