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CEDAR CREST COLLEGE
Biology 127 – Clinical Microbiology
Spring 2012 – Laboratory Syllabus, Schedule, Assignments & Policies
for Reese and Schoenberger sections
Instructor:
Office:
Phone:
Email:
Office hours:
Dr. Amy J. Reese
Science Center 110
610-606-4666, x3517
[email protected]
T 1:30 – 4:30 and by appointment
or
Sherry Schoenberger
Oberkotter 4
610-606-4666, x3647
[email protected]
By appointment
Course Description:
The general characteristics of bacteria, protozoa, yeasts, molds, and viruses are used to understand the
role of microorganisms in human health and disease. The interactions between the host and the
microorganisms are emphasized as well as the physical and chemical methods of control.
Lecture 3 hours/week in Miller Building 33 (Laboratory two 1.5 hour sections/week in Science Center
116. Lab (1 credit) and lecture (3 credits) must be taken together unless only one must be repeated.
Prerequisites: CHE 103, 111 (or other chemistry course) is required so that students are familiar with
the basic chemistry associated with macromolecules. This is critical to being able to understand how
cells are made of these building blocks and, in turn, how microbial control works.
Laboratory Materials:
Lab manual: Dr. Eileen Epsaro’s 127 Laboratory Manual purchased at the bookstore (required)
Other items: We suggest you use binder to hold lab manual together, index cards for flash cards, and
colored pencils for drawings (some are also available in the lab). You will not need a lab coat, as one
will be provided for you in the lab.
Course Objectives and Assessment:
This course is designed to address the principles of microbiology necessary for careers in health fields,
such as nursing and nutrition. Our overall focus is to explore the roles that microorganisms have in
maintaining human health and in causing disease. In the laboratory, our first labs will address the basic
use of the microscope, method of aseptic technique, how to perform basic staining procedures and how
these common stains should appear under the microscope. This will familiarize students with several
key stains and bacterial types. Students will also participate in the production of media to learn the
associated math, contribute to the workload, and better understand the relationship between microbial
growth and how media components that can enhance growth, select against, or differentiate different
bacteria. Each student will perform a series of biochemical tests on an unknown bacterial sample to
determine its identity. This demonstrates how microbes are characterized by their phenotypic
characteristics and relates to how microbiology labs determine the causative agents in infectious disease
clinical situations. Students will then work in pairs to develop a food microbiology hypothesis and
design a guided experiment using serial dilution and plating methods to test their predictions with
control and test food samples. To learn about normal and potentially pathogenic biota of the body,
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students will perform and analyze a series of experiments on their personal samples from five body sites.
To study microbial control, students will test antiseptics, disinfectants and antibiotics for their
effectiveness against common or personal bacterial strains. Several experiments will also address the
effectiveness of handwashing and alcohol-based hand sanitizing products. Mycology and parasitology
will be introduced with prepared slides. Students will learn about the appearance and ratios of white
blood cells by clinical differential white blood cell count methods on their own blood samples (or of
prepared slides if preferred).
Lab Outcome (1): Be able to apply aseptic techniques and microscopy methods to perform and
interpret basic staining methods with common bacterial strains. Be familiar with preparation
methods, usage and interpretation of basic microbial media.
Lab Assessment (1): For each stain performed by each student and presented to the instructor,
formative evaluations will be made and feedback will be provided. Informal questions regarding
these methods will be asked throughout each lab period to give students the chance to test their
knowledge and to encourage inquiry into unclear areas. Six quizzes and two practicals will
evaluate knowledge in these areas. Aseptic preparation of a Gram stain and the ability to focus
on a specimen will be required to specifically evaluate the students’ skills in these areas.
Lab Outcome (2): Determine the identification of an unknown bacterial sample from our
microbial collection by cultivation and analysis of stains, biochemical tests, and other
characteristics to understand how microbial identities can be determined for clinical purposes.
Lab Assessment (2): The class will run biochemical tests on the various samples in parallel,
providing opportunities for positive and negative controls within the laboratory group as a whole.
Analysis of results to determine the identify of her/his unknown will be performed by the student
individually. These results and analyses will be conveyed in a graded report that includes a
dichotomous key-type flow chart of identification.
Lab Outcome (3): Understand the role of food preservation and handling in the prevention of
food-borne disease and be able to mathematically determine the number of bacteria present in a
given food sample.
Lab Assessment (3): Students will propose food tests and hypotheses in pairs and receive
feedback in advance of the project. All experiments will be carried out on the same day,
although each pair will create serial dilutions and platings of different samples. Colony forming
units will be determined and total bacterial counts analyzed with the dilutions in mind. These
results will be written up in an abstract by each student separately and submitted for a grade.
Lab Outcome (4): Isolate and identify normal biota from the skin, gastrointestinal tract, mouth,
urinary tract, and throat. Students should be able to list potential disease-causing biota
associated from each of these systems.
Lab Assessment (4): Students will isolate and cultivate samples from each body site to run
through a series of tests as “mini-unknowns” to help understand biota of each body system. Six
quizzes and two practicals will evaluate knowledge in these areas.
Lab Outcome (5): Recognize bacterial types, fungi, protozoa, helminths, and white blood cell
types microscopically.
Lab Assessment (5): Students will view these samples at stations or individually in the lab. Six
quizzes and two practicals will evaluate knowledge in these areas.
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LABORATORY SCHEDULE
Week
Jan
16 - 20
Jan
23 - 27
Jan 30
Feb 3
Feb
6 - 10
Feb
13 - 17
First lab of the week
NO LAB, BECAUSE NO CLASSES ON
MONDAY
Read pages in Chapter 3 of book on
Bright-field microscopy and staining to
help you with the first several labs.
Lab 2
• Discussion and demonstration of
aseptic technique, staining
• Ex 3 Smear preparation
• Ex 4 Direct stain
• Ex 5 Negative stain
• Ex 2 Wet mount technique (if not yet
done, do before quiz 1)
Lab 4
• Ex 7 Acid-fast stain, examination of
prepared slides of Mycobacterium
tuberculosis
• Discuss quiz 1
Lab 6
• Introduction of “Unknown,” record
unknown number and observations
• Ex 13 Isolation of bacteria from a mix
• Ex 14 Transfer of unknown (to 2
slants, 1 broth, 1 plate)
Structural stains
• Ex 9 Capsule stain, prepared slides
• Ex 10 Flagella stain, prepared slides
Lab 8
• Ex 31 Microbes in food: introduction
to project to discuss during media
making
• Ex 11 Culture media: discuss pipette
usage, prepare media, discuss autoclave
conditions
• Ex 12 Microbes in the Environment
Second lab of the week
Lab 1
• Introductions, resources, safety rules,
safety slides & quiz
• Ex 1 Microscopy, use prepared slides w/o
and w/ oil
• Ex 2 Wet mount technique of living
organisms (if time)
Lab 3
• Ex 6 Gram staining
Lab 5
• Quiz 1 (syllabus safety, Ex 1 – 6)
Structural stains
• Ex 8 Endospore stain
Lab 7
• Evaluate Ex 13
• Complete Ex 14: characterize & Gram
stain unknown, (save plates for lab 10),
show instructor & save slide
• Discuss math for culture media
preparation
Lab 9
• Evaluate Ex 12
Unknown biochemical tests
• Ex 15 Starch hydrolysis
• Ex 16 Oxidative-Fermentative
• Ex 17 Carbohydrate fermentation
(glucose and lactose)
• Ex 18 Methyl red
• Ex 19 Citrate utilization
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Feb
20 - 24
Feb 27
Mar 2
Mar
5–9
Mar 12
- 16
Mar
19 - 23
Lab10
• Quiz 2 (Ex 7 – 14)
Unknown biochemical tests
• Complete & evaluate Ex 15
• Evaluate Ex 16
• Evaluate Ex 17
• Complete & evaluate Ex 18
• Evaluate Ex 19
• Ex 20 Lipid hydrolysis
• Ex 21 Catalase
• Ex 22 Nitrate reduction
• Ex 23 Oxidase
Lab 12
Unknown biochemical tests
• Evaluate Ex 24
• Evaluate Ex 25
• Evaluate Ex 26
• Evaluate Ex 27
• Ex 29 Litmus milk
• Ex 28 SIM
• Ex 30 Motility
Lab 11
Unknown biochemical tests
• Evaluate Ex 20
• Evaluate Ex 22
• Review Ex 21 & 23
• Ex 24 Oxygen requirements
• Ex 25 Anaerobic jar
• Ex 26 Gelatin hydrolysis
• Ex 27 Urease test
NO LAB –
SPRING BREAK
NO LAB –
SPRING BREAK
PRACTICAL I
(Ex 1 – 27)
Lab 15
• Evaluate Ex 31
• Ex 32 Research abstract writing
• Ex 33 Skin culture:
o inoculate mannitol salt agar
(MSA) plate from moist skin
sample
• Ex 34 Respiratory culture: inoculate
5% sheep blood agar plate (BAP) with
throat sample
Lab 13
• Quiz 3 (Ex 15 – 27, food plan for Ex 31)
Unknown biochemical tests
• Evaluate Ex 29
• Evaluate Ex 28
• Evaluate Ex 30
• Unknown flow chart check-in
• Discuss Ex 31 Microbes in food project
for after break
Lab 14
• Ex 31 Microbes in food, plating on
nutrient agar (NA) (incubate at RT)
• Introduce the food project research
abstract Ex 32
Lab 16
• Unknown report due
• Complete Ex 34 Respiratory culture:
choose 3 colonies and record the
following for each:
o hemolysis
o colony morphology
o Gram stain
o catalase test results
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Mar
26 - 30
Apr
2-6
Apr
9 - 13
Apr
16 - 20
Lab 17
• Continue Ex 33 Skin culture
o Gram stain, catalase
o Streak G+ catalase+ cocci onto
2nd MSA
• Ex 35 Mouth culture
o Inoculate mitis salivarius
[bacitracin] agar and
chromagenic agar Candida
plates after chewing gum and
wetting swab with saliva
Lab 19
• Continue Ex 33 Skin culture
o Set up coagulase & sugar
fermentation tests from NA
slant
• Complete Ex 36 Urine culture
o Gram stain urine sample, plate
counts
• Swab & inoculate nutrient broth for
Ex 37 GI culture
Lab 18
• Quiz 4 (Ex 28 – 32, 34)
• Continue Ex 33 Skin culture
o Streak NA slant
• Complete Ex 35 Mouth culture
• Ex 36 Urine culture
o Streak onto 5% sheep BAP and
MacConkey agar plate
o Spin, smear & heat fix urine
sample (Gram stain if time)
•
Lab 20
Don’t wash hands before lab
• Complete Ex 33 Skin culture & determine
sample identity
• Ex 39 Antiseptics/Disinfectants with
control strains
• Ex 41 Handwashing
• Ex 37 Gastrointestinal culture
o Inoculate bile esculin hydrolysis
tube (for G+ cocci)
o Inoculate MacConkey plate (for
G- rods)
NO 1st LAB OF THE WEEK–
Lab 21
Don’t wash hands before lab
NO MONDAY CLASSES BECAUSE OF • Evaluate Ex 39
APRIL BREAK
• Evaluate Ex 41
• Ex 40 Effectiveness of alcohol
NO TUESDAY LAB BECAUSE
• Continue Ex 37 GI culture
TUESDAY IS A MONDAY SCHEDULE
o Gram stain bile-esculin positive
sample
o Gram stain lactose-fermenting
(LF) MacConkey colony
o Streak LF Gram (-) rod (if
possible) onto 2nd MacConkey
(check in 24 hrs) and NA slant
Lab 22
Lab 23
• Research report due
• Evaluate Ex 37 GI cultures
• Continue Ex 37 GI culture
o EMB, SIM, citrate & urea, glucose
nd
o Evaluate 2 MacConkey
& determine sample identity
o Inoculate from NA
• Complete Ex 38
o EMB plate
o Measure/compare inhibition zones
o SIM tube
• Ex 42 Yeast & Mold
o Citrate tube
o Wet mount & direct staining of
o Urea tube
Baker’s yeast and/or Candida
o Glucose broth
o Examine prepared slides of
• Ex 38 Antibiotics testing from quick
medical yeast
nutrient broth of GI sample
• Examine prepared slides of medical fungi
Bio 127 Clinical Microbiology – Laboratory Syllabus, Schedule, Assignments & Policies
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Apr
23 - 27
Lab 24
• Quiz 5 (Ex 33, 35, 36, 37)
• Glitterbug and/or epidemic
demonstration
• Ex 44 Differential white blood cell
count
o Make & stain slide of own
blood (optional)
o Examine own or prepared slide
of blood cells
o Count and study different
types of white blood cells
observed
Apr 30
May 4
PRACTICAL II
(Ex 28 – 44)
Lab 25
• Quiz 6 (ex 38 – 42, 44)
• Evaluate Ex 40
• Ex 43 Protozoa & Helminths
o Examine prepared slides of
medical protozoa & helminths
LAB GRADING
Points possible
100 points
60 points
75 points
75 points
40 points
10 points
10 points
10 points
10 points
10 points
400 points total
Description
Laboratory quizzes (6 quizzes 20 pts each, lowest dropped)
Unknown identification & write-up
Practical exam 1
Practical exam 2
Research Project write-up
Clinical report 1
Clinical report 2
Clinical report 3
Clinical report 4
Clinical report 5
Final A
grade 93%
100
A9092.9
B+
8789.9
B
8386.9
B8082.9
C+
7779.9
C
7376.9
C7072.9
Points scored
D+
6769.9
D
6066.9
F
<60
Failure to observe safety rules as described above or as instructed will result in a lower grade and
possible temporary or permanent expulsion from the laboratory.
An unexcused lab without made-up work will result in 10% loss of laboratory points (40 points). An
excused lab with the work made-up will result in a 5% loss of laboratory points. An excused lab without
made-up work will also result in a 5% loss of laboratory points. Work may not be made-up without
consultation with your instructor (you may not just simply come in on your own time unannounced or
unplanned).
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Students in some programs need a C in order to pass microbiology. Be aware that you may only repeat
one science course for pre-nursing. Please recall that your grade is your responsibility.
LAB SUCCESS STRATEGIES
•
Lab partner _______________________________ Contact info: ________________________
•
Read the lab manual as indicated on the schedule before coming to lab. This will tell what we
will be doing, help you get more out of lab, help you keep on top of material, and help you be
safer. This is also essential to helping you complete the experiments during the lab period.
Bring your lab manual to each lab. During lab, record notes in your manual as indicated and to
assist you in studying later. You do not need to bring your textbook to lab, but you may find it
helpful to read about lab-related information (particularly microscopy & stains) in the book.
There is an instructional assistant (IA) associated with the course. Some of the best students
have been ones that have used this resource regularly! Individual tutors are also available,
through the Academic Advising Center, but you should be making use of the IA resources first.
•
•
DESCRIPTION OF PROJECTS AND REPORTS
Unknown Report = 60 points
1. You will be issued or able to select a clinically, food science, or environmentally relevant
sample as an unknown.
2. You will perform staining and biochemical tests on the sample as a class. This will allow
you to learn the necessary techniques and to generate data for your unknown sample.
3. A key of in-house lab test results for all possible unknowns will be provided and the creation
of diagnostic keys and flow charts will be discussed. You will then devise a diagnostic key
or flow chart for your unknown analysis.
4. The unknown report should consist of:
a. Data chart: The chart of the results and interpretations of colony morphology, cell
staining, biochemical, and oxygen requirements of the unknown.
b. Flow chart: The chart should be followed by your diagnostic flow chart and the
resulting determination of the unknown organism.
c. Paragraph one: The analysis of the likelihood of the organism being correctly
identified should then be discussed in paragraph format. This paragraph may also
include mention of any difficulty in test results or interpretation analysis that could
affect determination of the unknown.
d. Paragraph two: Finally, you should look up the unknown in your lecture book or
online. Discuss what clinical body site environmental site from which your unknown
could have been isolated. If clinically important, discuss issues it could present for a
patient. If an environmental or food microbe, discuss applications it may have.
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e. Resources: List any references used for the previous paragraph in a standard
bibliography format. This reference list does not need to be on a separate page.
5. While exact identification is required for full credit, substantial partial credit will be awarded
for correct interpretation of results and consistent analysis.
Research Project = 40 points
1. This is a separate project from the Unknown Report.
2. These projects are to be designed, performed and analyzed by pairs of students. The writeups are to be done by each student independently.
3. The goal of this project is to test a hypothesis of personal interest. You and a partner will
design a project to explore the issues of food poisoning and food intoxication and to practice
hypotheses, predictions, sample dilutions, sample plating, scientific analysis and presentation
of data.
4. Pairs of students are to create a hypothesis about the level of microorganisms in two different
food samples that can be obtained or created from home. Next, predictions that can be tested
should be made and a methods protocol drafted to be used in the lab set up.
5. The experiment should then be performed and data collected. We will do this as a class
together, but pairs of students will be working on different samples. Data should be analyzed
and bacterial cells/ml or g of sample results determined for each concentration tested.
Conclusions and further analysis of data should be considered.
6. The write-up for the research project should include an abstract and table of data collected.
An entire paper is not necessary (and will result in a loss of points). An abstract is what
scientists read to determine if they want/need to read a research paper any further. It is
generally one page long only, but contains all of the key elements. It should contain the
essential “nuts & bolts” of what was done, why it was done, how it was done, and what was
found. Your abstract should be about 1 - 1.5 pages double-spaced in paragraph format and
should address the following:
a.
What were you trying to test and why?
b.
What was your hypothesis?
c.
What were your predictions about the two different foods?
d.
How did you generally go about testing the food (hint, this should include the purpose
of serial dilutions and not include a detailed about of every dilution you made)?
e.
Why do you want to calculate cells/ml or g from plates with ideally 25 – 250
colonies?
f.
What were your results (in cells/ml or g) and how did they compare to each other?
g.
What were your conclusions from your experiment? Did they support your
hypothesis?
h.
What suggestions or modifications would you employ if you were to repeat the
experiment?
i.
Will you change any food-related habits because of your results or would you
recommend behavioral changes to others?
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7. A data table of all data collection should also be concluded. This explains how you
generated final numbers for your abstract.
8. The complete assignment is due as listed on the laboratory schedule and should be typed up,
printed out, and stapled to hand in. Figures can be done within the computer program used to
create the document, or they may be taped into the document.
Medical microbiology clinical culture lab reports = 50 points total (10 points each)
1. These reports will be based on data and analysis on samples that you collect and process in
lab. They should also provide insight into write-ups for clinical samples that might be
analyzed in a medical microbiology lab. They are designed to help you practice
documentation of data and interpretation of results.
2. Lab reports to be filled out will be issued for the following systems: Bacteria of the Skin,
Organisms of the Mouth, Bacteria of the Respiratory Tract, Bacteria of the Gastrointestinal
Tract, and Bacteria of the Urogenital Tract.
SAFETY REGULATIONS
No eating or drinking in the lab:
1. No food or drink of any kind is ever allowed in the laboratory.
2. Closed beverages should not even be in the lab.
3. No smoking in or anywhere near the lab.
Laboratory dress:
1. A laboratory coat is mandatory whenever working with live organisms or hazardous chemicals.
2. Covered toed-shoes are required for lab activity.
3. Shorts and long pants that drag on the ground are both dangerous in the laboratory.
4. Long hair should be tied back when in lab.
Safe laboratory behavior:
1. At the beginning of the laboratory session, you should clear and wipe your bench area with
cleaning solutions provided.
2. Do not touch your hands to your face or get out your phone during the laboratory period. Before
any personal intervention, remove gloves and wash hands.
3. Gum chewing and application of make-up or adjustment of contacts is strongly discouraged.
4. Gloves are recommended for use with live specimens and staining procedures. Specialty gloves
are available upon request to those with special allergies.
5. Lab benches should be clear of other items not needed for the day. Do not put purses or
backpacks on the lab bench surface.
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6. Keep other papers neat and tidy on your desk to reduce fire or contamination possibilities.
7. Do not use your favorite pen in the lab and then take it with you if you are inclined to chew it.
8. Your nails should not be too long to be able to safely accomplish laboratory tasks.
9. When you are doing any procedures that may splash hot or dangerous liquids, or acids or bases,
you should wear safety goggles or glasses and should never leave your lab area.
10. During aseptic technique, you must remember to flame loops at the end of your sample
inoculation to kill off remaining bacteria from your loop. Take care not to spring loops.
11. During aseptic technique, you should remember to keep your caps in your hand pointing down
towards the counter and must not place Petri dish lids on the table.
12. Slides, plates, and other laboratory objects must not be removed from the laboratory without
permission from an instructor.
13. Hands should be washed thoroughly with soap before leaving the laboratory. You may even wish
to wash them again after leaving the laboratory.
14. During your unknown work, you may wish to come into the lab to check your samples. Please
remember the appropriate dress rules. You must also adhere to a buddy system. At all levels of
lab work, it is safer to work with someone else, particularly if you are using a Bunsen burner.
15. If friends come in with you out of class but during open lab times, instruct them appropriately.
They should not be handling anything with which they are not familiar.
16. While pregnancy is considered to be a temporary immunocompromised status by some, many
pregnant individuals have successfully completed labwork while maintaining a healthy
environment. It is particularly important that these individuals work only with their own cultures.
17. Any microbe can be an issue for the wrong person in the wrong place at the wrong time. Keep
this in mind for your safety and that of others.
Laboratory safety devices:
1. Learn where the eye-wash, shower, first-aid, phone, emergency lists, and other safety devices of
the room are placed.
2. Mouth pipetting is obviously strictly forbidden. When needed for pipets, you will use bulb or
other mechanical devices
3. Igniting objects on fire during lab is grounds for dismissal.
4. The gas shut-off valve in the red cage in the front of the room is for the entire hallway and
should be used if needed, but not otherwise.
Good citizenship:
1. Remove tape from tube cultures and place them in racks on the autoclave cart for disposal. Plates
can be written upon directly and can be stacked neatly in the autoclave bins on the cart for
disposal. If these spaces are full, please notify an instructor.
2. A microscope will be assigned to you. It is your job to keep it clean for both your use and for
those who share that microscope with you. If you get oil on the dials, clean them off.
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3. At the completion of the laboratory session, clear and wipe your bench area with cleaning
solutions provided, clean and put away microscopes appropriately, and push in stools completely.
4. Laboratory coats are not to leave the laboratory, but rather are a property of the microbiology lab.
5. The laboratory coats are stored in a room immediately to the right when entering the lab. Please
hang up your coats and bags when you remove a lab coat to reduce laboratory clutter.
Laboratory disposal:
1. Broken glass or heat-fixed slides, on which organisms have been killed, can go in the broken
glass disposal containers.
2. Slides that have not been heat-fixed, plastic loops, and other organism-contaminated items should
go in the grey plastic binds. If these get full, notify an instructor.
3. Glass pipettes are to be placed, tips up, in the pipette container in the back of the room. If this
gets full, please notify an instructor.
4. Blood and blood products can be involved in disease transmission. Place any blood-contaminated
materials in a biohazard sharps container or closed grey bins to be autoclaved.
Laboratory spills and accidents:
1. Report all spills immediately. If biological, cover with paper towels and spray with bleach or
70% ethanol. Leave for 15 minutes before discarding. Spray and wipe the area down again.
2. If you spill bacteria on your lab coat, notify your instructed and it will be treated before you wear
it again.
3. Report all accidents or breakage immediately. This is for your safety, not to place blame.
LAB POLICIES AND STUDENT RESPONSIBILITIES
A. Academic Policies:
1. We fully support the Honor Code, Honor Philosophy, Community Standards for Academic
Conduct, and the Community Standards for Social Conduct set out by the Cedar Crest College
Student Handbook. This means, but is not limited to, the following:
o Plagiarism will result in a zero for the assignment.
o Cheating will result in a zero for the test/assignment and could result in course failure.
o Plagiarism and cheating violations will be reported to the Provost, Academic Services,
and/or the Honor & Judicial Board as necessary, and may result in failure of the course.
o Violations or violation intensions of these statements should be brought to my attention.
2. We expect the classroom to be an environment in which all students can participate and learn.
Behaviors that detract from this ideal environment (as listed in the Classroom Protocol of Cedar
Crest College Student Handbook and mentioned below) should be avoided at all costs. Repeated
classroom disruptions could result in your final grade lowered by up to 10% or by a third of a
letter grade. Refrain from all activities that detract from the learning of others. This includes but
is not limited to the following: silence cell phones during class unless there is an impending
emergency, do not text or instant message, do not routinely come to class late, do not eat or talk
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in ways that are distracting to those around you, and do not leave the classroom except for the
bathroom or related emergencies. Clear reasonable anticipated interruptions in advance. If there
are repeated laboratory disruptions, you may have your final grade lowered by up to 10% or by a
third of a letter grade.
3. If the College is canceled for weather or related reasons and your entire lab section is affected,
we will redistribute the laboratory assignments over the following sessions. If the College
opening is delayed and only part of your lab section is affected, please report to lab at the official
College opening time. We will adjust our schedule accordingly.
B. Laboratory Attendance and Participation Policies:
1. Laboratory attendance is mandatory by college policy. Each unexcused absence will result in a
10% reduction (40 points) of your total laboratory grade. Each excused absence without made
up work will result in a 5% reduction (20 points) of your total laboratory grade. Each unexcused
absence with made up work will also result in a 5% reduction of your total laboratory grade.
Unexcused absences on the day of a practical will result in a zero for that exam.
2. It is unacceptable to come to lab late on a regular basis. If you have a significant number of late
arrivals, you may have your final grade lowered by up to 10% or by a third of a letter grade.
3. For expected absences or early departures due to Cedar Crest-sanctioned events, please notify
your instructor as soon as possible and see your coach or instructor for official documentation in
advance. You are responsible for coordinating with your instructor as to how to make up any
missed lab work.
4. Absences for special extenuating circumstances must be discussed in advance with the Dean of
Student Affairs. You are expected to be at lab on either side of spring break and of April break.
Scheduling family vacations during the non-break sections of the semester is highly unadvisable.
5. In the unfortunate event of an unplanned absence due to a personal or family medical emergency,
you must contact the Office of Student Affairs (610-606-4603 or [email protected]) to
obtain appropriate documentation for an excused absence. These offices will contact me. You
must also contact me as soon as possible to make alternative coursework plans. Formal excused
absences must be received within one week of the absence to be valid.
6. Only emergencies or special circumstances will be allowed as reasons for any make-up lab. Any
adjustments must fulfill the following 4 requirements:
o You must notify your instructor on the day of or before the lab. This should happen
before the time of the scheduled lab, pending valid emergencies.
o Your instructor must receive official documentation (such as an email from a medical
office, Dean of Student Affairs, or Academic Services) that is considered valid (at our
discretion).
o Formal excused absences must be received within one week of the absence to be valid.
o The lab must be completed within 48 hours of the absence. It is your responsibility to
contact your instructor as soon as possible to schedule any approved make-up lab. Due to
the nature of laboratory work, lab partners, and supplies, some labs may not be able to be
made up as performed in class.
7. You are expected to perform labwork as described by your instructor. This includes performing
bodily swabbing and sample collecting as a part of the clinical portion of the semester, unless
you have a medical excuse from your physician specifically addressing that you are not to do that
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particular body swab/sample collection. Failure to perform labwork could result in point
deduction commensurate with being absent for that day.
C. Laboratory Assignment Policies:
1. Assignments are to be done as scheduled and work to be handed in before the beginning of the
class in which it is due unless otherwise instructed. Late penalties are 5% per day and 20% per
week, of the total points possible for the assignment.
2. If you miss class on a day on which an assignment is due, it is your responsibility to get the
assignment in on time or as soon as possible (to minimize your deducted points).
3. If you miss class on a day on which an assignment or handout is passed out, it is your
responsibility to get a copy of the uncompleted assignment or handout from a classmate.
4. Do not use pink or red ink/pencil for assignments you will be turning in.
D. Laboratory Quiz and Practical Policies:
1. As with other laboratory courses, there are different lab sections. You are expected to not share
or discuss any laboratory quiz, practical, or related materials with others in another section.
2. If you arrive late for an exam or quiz, you forfeit that time in taking the test.
3. You are expected to be at each quiz or exam on time and as scheduled. Only officially excused
emergencies or special circumstances will be allowed as reasons for any make-up quiz or exam.
The above requirements discussed above for missed labs must be met for make-up quizzes and
exams as well.
4. Some make-up quizzes or exams may not necessarily correspond to the regular test format. They
will be given at a designated time and may also be scheduled during the week of final exams.
5. Before each quiz exam, all material must be put away as directed. Purses, papers, notebooks,
books, PDAs, cell phones, headphones, guests, calculators or other devices are not allowed
unless otherwise directed. Exams should be in ink (not red or pink).
E. Academic Services:
1. Disabilities Services: Students with disabilities who wish to request accommodations should
contact the Advising Center within the first two weeks of class. If you have a documented
disability, please speak to me within the first two weeks of class to notify me that you expect to
be using your accommodations. It is also your responsibility to remind me a week before each
exam so that I may make appropriate arrangements with Academic Services.
2. Academic Support: The Advising Center provides many resources, such as on study skills and
peer tutoring, through their website http://www2.cedarcrest.edu/acadadvising/index.html, email
at [email protected], on-campus site, or by phone at 610-606-4628.
3. Course resources: There may be an Instructional Assistant (IA) / Teaching Assistant (TA)
student associated with all Bio 127 lecture and lab sections. Meeting hours and locations will be
posted and announced.
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