Procurement And Administration

/in /by

 Built Environment

BSc Architectural Design & Technology BSc Building Surveying
BSc Construction Project Management BSc Quantity Surveying

Procurement and Administration
Coursework
Submission Deadline: Friday 24th April 16:00hrs
This assessment contributes 50% of the marks for the above module. 4000 word limit

1. BRIEF

1.1 About You

You are employed by the GMSA as independent construction procurement professional for this project.

1.2 Background

The Greater Manchester Strategic Alliance (GMSA) is a partnership of universities, colleges, work based learning providers and other stakeholders who collectively deliver a Lifelong Learning Network (LLN) and promotes the progression of vocational learners into Higher Education. GMSA have identified within their strategic plan for 2014 – 2019, the opportunities presented by recent government commitment to fund a significant increase in the delivery of Higher Apprenticeships. As a result, GMSA are consulting on the viability of a new “Advanced Manufacturing Research Centre” situated alongside the M62 Corridor in Greater Manchester. The centre will draw on the specialist skills of both the four Greater Manchester universities together with a series of local colleges

1

including those in Rochdale, Oldham and Bury together with leading business organisations located in the Greater Manchester area.

Important features of the development to note:

  •   10 storey, 30,000m2 main building including 3 250 seat lecture theatres,

    30 seminar rooms, a central catering facility, Coffee shop styled area,

    office accommodation and student support areas.

  •   2 storey, 5.000m2 ‘advanced engineering’ centre, providing specialist

    engineering laboratory and workshop facilities.

  •   4 Storey, 8,000m2 central learning centre, providing student services

    including open access rooms, silent study areas, group study rooms and a

    library facility

  •   External works including infrastructure development.

    The Client requires the building to be carbon neutral. In addition, to illustrate both aspirations of both Central Government and the GMSA the facility should make a clear architectural statement and must be constructed to the highest aesthetic and qualitative standards. Value for money given the current economic climate is also a key consideration.

    The budget to cover the total development cost, inclusive of construction works, external works, statutory and professional fees is estimated to be £71 million. The completion date is critical, as the building requires handover by August 2017 at the very latest, to accommodate the new academic year.

    Title to the land is currently under negotiation. As the scheme forms part of the ‘Northern Power House’ vision, public funding (provided by the Department of Education) has been approved. Who will operate the facility on completion is yet to be decided.

    1.3 Assessment Requirements

    Task 1 (word limit 3000):

    GMSA have commissioned you to recommend the most appropriate procurement strategy to meet their requirements. They have requested that you produce a report of no more than 3000 words which provides an analysis of the key procurement issues for the organisation to consider. The report should be addressed to this client and it must provide a clear recommendation for the most appropriate procurement strategy and system to meet their requirements.

    While value for money is a key consideration given the current economic client, GMSA is also eager to embed both socio-economic and environment sustainability within their project. They are particularly concerned with the consequences of the Public Services (Social Value) Act 2012.

    You should make a justified recommendation for an appropriate procurement strategy, detailing the advantages and disadvantages for the Client of your preferred procurement strategy and system.

2

It is also a requirement to identify a suitable main form of contract to match the procurement strategy and to enable the University to realise their strategic objectives.

Task 2 (word limit 1,000):

The GMSA is eager to embed both socio-economic and environment sustainability within their project. In no more than 1,000 words, as part of the same report, explain how your procurement strategy helps them to embed socio-economic sustainability into the procurement decision-making and outcomes of the project.

2. SUBMISSION REQUIREMENTS

FORMAT

All submissions should have a cover sheet identifying the module, the date and the student’s name and roll number. In addition to the in-text citations, all submissions shall have a reference list (and an optional bibliography), listing the sources used in the preparation of the report. [The School has adopted the Harvard system (APA 6th) as standard

LENGTH

Maximum 4,000 words report excluding references, bibliography, cover sheet or appendices (if any).

SUBMISSION

This assignment MUST be submitted electronically through Turnitin®
Further information and support for students using Turnitin can be found here:

http://www.salford.ac.uk/library/help/blackboard-and-collaborate

3. ASSESSMENT CRITERIA

Item

Marks

The report should provide a critical analysis of the Client 30 requirements and evaluation of appropriate parameters.

Appraisal of alternative procurement strategies and 35 systems with a justification for your recommended
strategy and system

Identifies the drivers for the client requirements for socio- 25 economic sustainability and how they can be delivered
through the project – reference to the Public Services
(Social Value Act) 2012 is necessary.

Presentation of information required for each task 10

3

4. MARKING SCALE

At Undergraduate Level 4, 5 and 6 the following marking scale shall be used:

Outstanding Excellent Very good Good

Fair
Adequate Unsatisfactory Poor
Very poor Extremely poor

90% – 100% 80% – 89% 70% – 79% 60% – 69% 50% – 59% 40% – 49% 30% – 39% 20% – 29% 10% – 19%

0% – 9%

5. LEARNING OUTCOMES ADDRESSED

Critically evaluate client objectives and determine the appropriate selection of procurement systems

Analyse project objectives under time, cost and quality, sustainability issues Use techniques such as procurement matrices to assist in decision making Develop an understanding regarding the selection of appropriate contract forms Appreciate issues and implications in connection with contractor selection Develop skills in report writing

Develop skills in procurement research

6. RETURN & FEEDBACK ARRANGEMENTS

Coursework marks and feedback will be available within 15 working days of your submission and will be loaded into Blackboard.

4

IMPORTANT INFORMATION I. OBLIGATION TO KEEP COPIES OF ALL WORK

Students MUST keep a spare copy of all work which they hand in as well as the receipt which is issued to them at the time of submission.

II. PROVISIONAL NATURE OF MARKS & GRADES

All marks and grades issued to students are provisional until ratified by examination boards.

III. LAST DATE FOR SUBMISSIONS

Submissions made after 16:00hrs on the fourth working day following submission will be deemed inadmissible and recorded as a non-submission.

IV. ELECTRONIC SUBMISSIONS

If the submission document file up-loaded to Blackboard is corrupt and cannot be viewed – This is classed as a NON submission. It is the responsibility of the student to ensure their submission material can be opened by others.

To ensure your submission can be opened please follow this simple step:

Go back to the submission area and the blue button that was labelled Submit will now be a button labelled View – select this button and what you see upon doing so will be the file/format that your Lecturer can see. If you can open and view the document then so can the lecturer.

V. PENALTIES FOR LATE SUBMISSION

Where coursework is submitted late, the following penalties shall be applied to the mark:

(a) if the work is no more than four working days late, then five marks shall be deducted for each working day (08:30-16:00 Mon- Thursday or part thereof) , but if the work would otherwise pass then the mark for the work shall be reduced to no lower than the pass mark for the component

5

(b) if the work is no more than four working days late and marked and the mark is lower than the pass mark, then no penalty shall be applied;

(c) if the work is more than four working days late then it cannot be submitted and shall be recorded as a non-submission (NS).

VI. ACADEMIC MISCONDUCT

The University takes a serious view of all acts of academic misconduct. Such acts are considered dishonest and as attempts to gain unfair advantage. Acts of academic misconduct can take many forms. They are likely to fall into one or more of the following categories:

  1. a)  Plagiarism
    Plagiarism involves taking the work of another person or source and using it as if it were one’s own.
  2. b)  Self plagiarism
    Self plagiarism (or double submission) is resubmitting previously submitted work on one or more occasions (without proper acknowledgement). This may take the form of copying either the whole piece of work or part of it. Normally credit will already have been given for this work.
  3. c)  Collusion
    Collusion occurs when, unless with official approval (e.g. in the case of group projects), two or more students consciously collaborate in the preparation and production of work which is ultimately submitted by each in an identical, or substantially similar, form and/or is represented by each to be the product of his or her individual efforts. Collusion also occurs where there is unauthorised co-operation between a student and another person in the preparation and production of work which is presented
    as the student’s own.
  4. d)  Falsifying experimental or other investigative results
    This could involve a range of things that make it appear that information has been collected by scientific investigation, the compilation of questionnaire results etc whereas in reality it has been made up or altered to provide a more favourable result.
  5. e)  Taking unauthorised material (including electronic devices) into an examination
  6. f)  Contracting another to write a piece of assessed work / Writing a piece of assessed work for another
    This involves any means whereby a person does work on behalf of another. It includes assessments done for someone else in full or in part by a fellow student, a friend or family member. It includes sitting an

6

g) h)

VII.

a)

examination for someone else. It also covers obtaining material from internet ‘cheat sites’ or other sources of work. Penalties for this type of unfair means will normally apply both to a student of the University who does work on behalf of another and a student of the University who has work done for him/her.

Copying from, or communicating with, another examination candidate during an examination

Bribery
This involves giving money, gifts or any other advantage to an academic member of staff which is intended to give an unfair advantage in an assessment exercise.

Particular care should be taken in respect of the following:

Getting help from others / helping others

Students are encouraged to discuss and share ideas and information, however those who knowingly assist others to commit academic misconduct whether or not for payment (e.g. by giving another student the opportunity to copy part or all of a piece of work, by providing copies of assessments or by providing bespoke assignments to another student) will be subject to the same penalties as those who use unfair means. Students must ensure that they protect their own work, submit it themselves and do not allow other students to use their memory stick and/or print off work on their behalf.

b) Use of Readers/Note Takers

Students with special learning requirements who require the services of readers or note takers are advised to use appropriately trained individuals. Further advice can be obtained from the Disability Service Team within Student Life Directorate. http://www.advice.salford.ac.uk/disability

c) Referencing

Students using work which has been produced by other people within an assignment will need to ensure that they acknowledge or reference the source of the work. Students should check with their Schools for particular requirements. Marks may be deducted for poor referencing. If poor referencing is extensive throughout a piece of work it could appear that the student is trying to claim credit for the work and he/she may be deemed to have committed plagiarism. Guidance on good referencing practice is available from Schools or may be provided through research training programmes, the Study Skills Programme located in Student Life and on-line guidance provided by Information & Learning Services. Some useful resources are: http://www.advice.salford.ac.uk/

7

 

Penalties

If satisfied that unfair means has occurred, a penalty will be imposed on the student. Penalties vary depending on whether the matter is referred to the School Academic Misconduct Panel or the University Disciplinary Committee and on the particular circumstances. A range of penalties may be imposed including:

  • –  A penalty of 0% for the assessment component attempted using unfair means;
  • –  A penalty of 0% for the module affected by unfair means;
  • –  A penalty of 0% for the module affected by unfair means and the marks of all other modules at that academic level being capped at the pass mark

    (40% for undergraduates, 50% for post graduates).

    In the most severe cases, where there are aggravating factors (e.g. that this is a repeated case of the use of unfair means by a student at an advanced stage in their studies), a student found guilty of using unfair means may be permanently expelled from the University.

    Further details of the Academic Misconduct procedure are available from:

    http://www.governance.salford.ac.uk/page/student_policies

    Pre-submission checklist

    Before submitting your assessment; ask yourself the following questions, just to be sure you’ve met all the requirements:

  •   Have I correctly referenced all the sources which I have used?
  •   Have I used Turnitin to check my referencing and bibliography so that my

    tutor knows where I have found all my information?

  •   Have I completed the assignment within the word limit and/or stated my

    word count?

  •   Have I used a spell checker and proof read my work?

8

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Lab 4: Enzymes

/in /by

1

 

Your Full Name:

UMUC Biology 102/103

Lab 4: Enzymes

INSTRUCTIONS:

 

· On your own and without assistance, complete this Lab 4 Answer Sheet electronically and submit it via the Assignments Folder by the date listed in the Course Schedule (under Syllabus).

· To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

· Save your Lab 4 Answer Sheet in the following format: LastName_Lab4 (e.g., Smith_Lab4).

· You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

Pre-Lab Questions

 

1. How could you test to see if an enzyme was completely saturated during an experiment?

 

2. List three conditions that would alter the activity of an enzyme. Be specific with your explanation.

 

3. Take a look around your house and identify household products that work by means of an enzyme. Name the products, and indicate how you know they work with an enzyme.

 

 

Experiment 1: Enzymes in Food

This experiment tests for the presence of amylase in food by using Iodine-Potassium Iodide, IKI. IKI is a color indicator used to detect starch. This indicator turns dark purple or black in color when in the presence of starch. Therefore, if the IKI solution turns to a dark purple or black color during the experiment, one can determine that amylase is not present (because presence of amylase would break down the starch molecules, and the IKI would not change color).

concept_tab_2

Materials

(1) 2 oz. Bottle (Empty) (1) 100 mL Graduated Cylinder 30 mL Iodine-Potassium Iodide, IKI Permanent Marker Ruler 2 Spray Lids 30 mL Starch (liquid) *Cutting Board

  

*2 Food Products (e.g., ginger root, apple, potato, etc.) *Kitchen Knife *Paper Towel *Saliva Sample *Tap Water

*You Must Provide

 

Procedure:

1. Remove the cap from the starch solution. Attach the spray lid to the starch solution.

2. Rinse out the empty two ounce bottle with tap water. Use the 100 mL graduated cylinder to measure and pour 30 mL of IKI into the empty two ounce bottle. Attach the remaining spray lid to the bottle.

3. Set up a positive control for this experiment by spraying a paper towel with the starch solution. Allow the starch to dry for approximately one hour (this time interval may vary by location).

4. In the mean time, set up a negative control for this experiment. Use your knowledge of the scientific method and experimental controls to establish this component (hint: what should happen when IKI solution contacts something that does not contain starch?) Identify your negative control in Table 1.

Note: Be sure to space the positive and negative controls apart from each other to prevent cross-contamination.

5. When the starch solution has dried, test your positive and negative controls. This step establishes a baseline color scale for you to evaluate the starch concentration of the food products you will test in Steps 7 – 11. Record your results in Table 1.

6. Select two food items from your kitchen cabinet or refrigerator.

7. Obtain a kitchen knife and a cutting board. Carefully cut your selected food items to create a fresh surface.

Figure 3: Sample set-up.
Figure 3: Sample set-up.

8. Gently rub the fresh/exposed area of the food items on the dry, starch-sprayed paper towel back and forth 10 – 15 times. Label where each specimen was rubbed on the paper towel with a permanent marker (Figure 3).

9. Wash your hands with soap and water.

10. Take your finger and place it on your tongue to transfer some saliva to your finger. Then, rub your moistened finger saliva into the paper towel. Repeat this step until you are able to adequately moisten the paper towel. Note: You should always wash your hands before touching your tongue! Alternatively, if you do not wish to put your hands in your mouth, you may also provide a saliva sample by spitting in a separate bowl and rubbing the paper towel in the saliva. Be sure not to spit on the paper towel directly as you may unintentionally cross-contaminate your samples.

11. Wait five minutes.

12. Hold the IKI spray bottle 25 – 30 cm away from the paper towel, and mist with the IKI solution.

13. The reaction will be complete after approximately 60 seconds. Observe where color develops, and consider what these results indicate. Record your results in Table 1.

Table 1: Substance vs. Starch Presence
Substance Resulting Color Presence of Starch?
Positive Control: Starch Dark Purple Yes
Negative Control : Cellulose Brownish red color  No
Food Product: Apple Dark Purple  yes
Food Product: Potato Dark Purple  yes
Saliva: Amylase Brownish red color  No

 

Post Negative Control -Lab Questions

1. What were your controls for this experiment? What did they demonstrate? Why was saliva included in this experiment?

2. What is the function of amylase? What does amylase do to starch?

3. Which of the foods that you tested contained amylase? Which did not? What experimental evidence supports your claim?

 

4. Saliva does not contain amylase until babies are two months old. How could this affect an infant’s digestive requirements?

 

5. There is another digestive enzyme (other than salivary amylase) that is secreted by the salivary glands. Research to determine what this enzyme is called. What substrate does it act on? Where in the body does it become activated, and why?

 

6. Digestive enzymes in the gut include proteases, which digest proteins. Why don’t these enzymes digest the stomach and small intestine, which are partially composed of protein?

 

Experiment 2: Effect of Temperature on Enzyme Activity

Yeast cells contain catalase, an enzyme which helps convert hydrogen peroxide to water

Figure 4: Catalase catalyzes the decomposition of hydrogen peroxide to water and oxygen.
Figure 4: Catalase catalyzes the decomposition of hydrogen peroxide to water and oxygen.

and oxygen. This enzyme is very significant as hydrogen peroxide can be toxic to cells if allowed to accumulate. The effect of catalase can be seen when yeast is combined with hydrogen peroxide (Catalase: 2 H2O2 → 2 H2O + O2).

In this lab you will examine the effects of temperature on enzyme (catalase) activity based on the amount of oxygen produced. Note, be sure to remain observant for effervescence when analyzing your results.

 

Materials

(2) 250 mL Beakers 3 Balloons 30 mL 3% Hydrogen Peroxide, H2O2 Measuring Spoon Permanent Marker Ruler 20 cm String

  

3 Test Tubes (Glass) Test Tube Rack Thermometer Yeast Packet *Hot Water Bath *Stopwatch *You Must Provide

 

 

Procedure

1. Use a permanent marker to label test tubes 1, 2, and 3. Place them in the test tube rack.

2. Fill each tube with 10 mL hydrogen peroxide. Then, keep one of the test tubes in the test tube rack, but transfer the two additional test tubes to two separate 250 mL beakers.

3. Find one of the balloons, and the piece of string. Wrap the string around the uninflated balloon and measure the length of the string with the ruler. Record the measurement in Table 2.

4. Create a hot water bath by performing the following steps:

a. Determine if you will use a stovetop or microwave to heat the water. Use the 100 mL graduated cylinder to measure and pour approximately 200 mL of water into a small pot or microwave-safe bowl (you will have to measure this volume in two separate allocations).

b. If using a stovetop, obtain a small pot and proceed to Step 4c. If using a microwave, obtain a microwave-safe bowl and proceed to Step 4e.

c. If using a stove, place a small pot on the stove and turn the stove on to a medium heat setting.

d. Carefully monitor the water in the pot until it comes to a soft boil (approximately 100 °C). Use the thermometer provided in your lab kit to verify the water temperature. Turn the stove off when the water begins to boil. Immediately proceed to Step 5. CAUTION: Be sure to turn the stove off after creating the hot water bath. Monitor the heating water at all times, and never handle a hot pan without appropriate pot holders.

e. If using a microwave, place the microwave-safe bowl in the microwave and heat the water in 30 second increments until the temperature of the water is approximately 100 °C. Use the thermometer provided in your lab kit to verify the water temperature. Wait approximately one minute before proceeding to Step 5.

5. Place Tube 1 in the refrigerator. Leave Tube 2 at room temperature, and place Tube 3 in the hot water bath.

Important Note: The water should be at approximately 85 °C when you place Tube 3 in it. Verify the temperature with the thermometer to ensure the water is not too hot! Temperatures which exceed approximately 85  °C may denature the hydrogen peroxide.

6. Record the temperatures of each condition in Table 2. Be sure to provide the thermometer with sufficient time in between each environment to avoid obscuring the temperature readings.

7. Let the tubes sit for 15 minutes.

8. During the 15 minutes prepare the balloons with yeast by adding ¼ tsp. of yeast each balloon. Make sure all the yeast gets settled to the bulb of the balloon and not caught in the neck. Be sure not spill yeast while handling the balloons.

9. Carefully stretch the neck of the balloon to help ensure it does not rip when stretched over the opening of the test tube.

10. Attach the neck of a balloon you prepared in step 8 to the top of Tube 2 (the room temperature test tube) making sure to not let the yeast spill into the test tube yet. Once the balloon is securely attached to the test tube lift the balloon and allow the yeast to enter the test tube. Tap the bulb of the balloon to ensure all the yeast falls into the tube.

11. As quickly and carefully as possible remove the Tube 1 (cold) from the refrigerator and repeat steps 9 – 10 with Tube 1 using a balloon you prepared in step 8.

12. As quickly and carefully as possible remove Tube 3 (hot) from the hot water bath and repeat steps 9 – 10 with Tube 3 using a balloon you prepared in step 8.

13. Swirl each tube to mix, and wait 30 seconds.

14. Wrap the string around the center of each balloon to measure the circumference. Measure the length of string with a ruler. Record your measurements in Table 2.

Table 2: Balloon Circumference vs. Temperature
Tube Temperature (°C) Balloon Circumference (Uninflated; cm) Balloon Circumference (Final; cm)
1 – (Cold)      
2 – (RT)      
3 – (Hot)      

 

 

Post-Lab Questions

1. What reaction is being catalyzed in this experiment?

2. What is the enzyme in this experiment? What is the substrate?

3. What is the independent variable in this experiment? What is the dependent variable?

4. How does the temperature affect enzyme function? Use evidence from your data to support your answer.

 

5. Draw a graph of balloon diameter vs. temperature. What is the correlation?

6. Is there a negative control in this experiment? If yes, identify the control. If no, suggest how you could revise the experiment to include a negative control.

 

7. In general, how would an increase in substrate alter enzyme activity? Draw a graph to illustrate this relationship.

8. Design an experiment to determine the optimal temperature for enzyme function, complete with controls. Where would you find the enzymes for this experiment? What substrate would you use?

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Environmental Issues in Construction

/in /by

1

EHST 3060/61:

Environmental Issues in

Construction

 To give a general overview of the various

hazards to which construction workers

may be exposed

 Health hazards

 Physical hazard

 Chemical hazard

 Biological hazard

 Ergonomic hazard

 Safety hazards

 Unsafe act

 Unsafe condition

 Construction work is dynamic, diverse, and

constantly changing. This poses a great

challenge in protecting the health and safety

of construction workers.

 Construction workers are at risk of exposure

to various workplace hazards that can result

in injury, illness, disability, or even death.

 

 Constantly changing job site environments and conditions

 Multiple contractors and subcontractors

 High turnover; unskilled laborers

 Constantly changing relationships with other work groups

 Diversity of work activities occurring simultaneously

 Exposures to health hazards resulting from own work as well as from nearby activities (“bystander exposure”)

 Private industry construction workers had a

fatal occupational injury rate nearly 3 times

that of all workers in the U.S.

 9.7 per 100,000 construction workers

 3.3 per 100,000 workers

 Construction has 3 of the 10 occupations

with the highest fatal injury rates (per

100,000 full-time equivalent workers)

 Roofers at 34.7 fatal work injuries

 Structural iron and steel workers at 30.3

 Laborers at 18.3

 

 

2

 Number: 721 workers

 Percent: 16% of all fatal occupational injuries

1. Falls: 34% of fatal occupational injuries in

construction

 48% of all fatal falls in private industry were to

construction workers.

2. Transportation-related events: 25%

3. Contact with objects and equipment: 19%

4. Exposure to harmful substances and

environments: 16%

1. Falls, slips and trips: 35% of fatal

occupational injuries in construction

2. Roadway (e.g. transportation-related): 12%

3. Struck by object and equipment: 10%

4. Homicide: 1%

http://www.bls.gov/news.release/cfoi.t02.htm

 Hazard – inherent potency to cause harm

to a person

 Risk – probability of being exposed to a

hazard

 

 Health hazards

 Physical

 Chemical

 Biological

 Ergonomic

 Safety hazards

 Unsafe act

 Unsafe condition

Occupational

Disease

Occupational

Injury

Occupations Potential Health Hazards

Brickmasons Cement material, awkward postures, heavy loads

Drywall installers Plaster dust, heavy loads, awkward postures

Electricians Heavy metals in solder fumes, awkward posture, heavy loads, asbestos

Painters Solvent vapors, toxic metals in pigments, paint additives

Pipefitters Lead fumes and particles, welding fumes, asbestos dust

Carpet layers Knee trauma, awkward postures, glue and glue vapor

Insulation workers Asbestos, synthetic fibers, awkward postures

Roofers Roofing tar, heat

Carpenters Noise, awkward postures, repetitive motion

Drillers, earth, rock Silica dust, whole-body vibration, noise

Excavating and loading machine operators

Silica dust, histoplasmosis, whole-body vibration, heat stress, noise

Hazardous waste workers

Heat stress, toxic chemicals

 

 

3

 Different types of energy which may be hazardous to workers

 Noise

 Vibration

 Extreme temperature

 Extreme pressure

 Radiation

What are found

in construction?

 Prolonged exposure to

excessive noise levels

(>85 dB) can cause

noise-induced hearing

loss.

 When you are exposed

to excessive noise

levels, the first stage is

temporary hearing loss.

 Over time, the hearing

loss becomes

permanent.

Probable Noise Levels of Some Common

Construction Equipment at Operator’s Ear

Equipment or Tool Noise level will

probably exceed

Back hoe 85 dB

Bulldozer 87 dB

Chopsaw 92 dB

Grader/scraper 107 dB

Front end loader 90 dB

Jackhammer 102 dB

Nail-gun 97 dB

Router 90 dB

Welding equipment 92 dB

Source: U.W. Dept. of Environmental &

Occupational Health Services – Rick

Neitzel July, 2005

 Type of equipment being operated

 Condition/maintenance of the equipment

 Other equipment running at the same time

 Enclosed or partially enclosed spaces

What factors influence the noise levels to which workers are exposed?

 Can occur from operating large mobile

equipment

 Drillers

 Air hammers

 Pile drivers

 Tractors

 Graders

 Excavators

 Earth-moving equipment

 Other large machinery

Hand-arm vibration can result from using hand-

held power tools (i.e. pneumatic drills and

hammers and disc grinders).

Hand-arm vibration may

cause carpal tunnel

syndrome, a disease that

affects the fingers and hands.

In the long run, permanent

damages to the nerves will

result in a loss of the sense of

touch and dexterity.

 A change in body temperature due to extreme

work environmental conditions can lead to

stress or illness from heat or cold.

Cold temperatures can lead to fatigue,

irregular breathing, confusion, and

hypothermia.

 

 

Heavy work in high temperatures can

cause muscle cramps, dehydration,

and heat stroke.

 

 

4

 Hot conditions

 Prolonged work under direct sunlight in summer

 Wearing impermeable protective clothing when

doing heavy work

 Working in an

enclosed area with a

strong heat source,

poor ventilation, and

high humidity

 Cold conditions

 Cold air temperatures

 Rain, snow, sleet, or other wet weather

conditions

 Windy conditions

 Underground construction work

 Working over water and falling in

 

 X-rays and gamma rays from equipment

used:

 To gauge the density and thickness of pipes

 To inspect welds

 For detecting weakness of metal structures

 Radioactive isotopes from flow meters

 Health effects

 Increased risk of

developing cancer and

genetic disease

 

 Ultraviolet light from sunlight &

welding

 Infrared radiation from torch

welding and cutting

 Radio waves from radio transmission

devices (roof-top dishes &

antennas)

 Lasers used for aligning, ranging,

and surveying are usually low-

powered but can cause eye injuries

if directly viewed for extended time Rooftop radio antenna

Welding ultraviolet light

 Health effects

 Skin cancer

 Eye damage

 Premature skin aging

 Burns

 Liquid

 Gases

 Vapors

 Particulates

 Dust

 Fumes

 Mists

 Smoke

What are found

in construction?

 

 

5

 Chemicals are found in variety of

products used at construction sites.

 Workers may also be exposed to

chemicals generated during construction

activities.

• Welding fumes

• Spray paints

• Cutting oil mists

• Solvents

• Hexavalent chromium

• Asbestos

• Lead

• Silica

• Cadmium

• Carbon monoxide

 Chemicals can enter the body through:

 Inhalation – breathed in; typically

the most common route of entry

 

 Ingestion – accidental swallowing

through eating, drinking or smoking

 

 Absorption – absorbed through

contact with skin or eyes

 Injection – chemical enters the body by skin

puncture rarely occurs (e.g. paint from a high-

pressure spray gun); a minor route of exposure

in construction

 Two types of health effects from chemical exposure

HEALTH EFFECTS EXPOSURE EXAMPLE

ACUTE

Appears immediately or within short time following exposure, (minutes or hours); death possible from some hazardous substances

Typically sudden, short-term, high concentration

Headache, collapse or death from high levels of carbon monoxide

CHRONIC

Usually develops slowly, as long as 15- 20 years or more

Continued or repeated for a prolonged period, usually years

Lung cancer from exposure to asbestos

AVOID BREATHING AIRBORNE

ASBESTOS FIBERS Asbestos pipe insulation

 Construction workers may be exposed to

asbestos during demolition or remodeling of

older buildings built before 1980 which can

contain asbestos insulation, or other asbestos

containing products. Asbestos removal can

only be done by specially trained asbestos

workers.

 Asbestos exposure can cause breathing

problems, lung cancer and cancer of the lung

lining many years after exposure.

Welding on a stainless steel tank,

generating hexavalent chromium Welding in a confined space

 Welding fumes contain a variety of chemicals

depending on what is being welded on,

chemical makeup of welding rods, fluxes and

shielding gases.

 Most hazardous welding activities:

 A variety of solvents with

varying degrees of toxicity

are used in construction

(e.g. paints, glues and

epoxies)

 Generally, the possibility of

exposure to excessive

amounts of solvent vapors

is greater when solvents are

handled in enclosed or

confined spaces.

 

 

6

 Solvents can:

 Irritate your eyes, nose or

throat

 Make you dizzy, high, sleepy,

give you a headache or

cause you to pass out

 Affect your judgment or

coordination

 Cause internal damage to

your body

 Dry out or irritate your skin

 

 

Brick cutting Concrete cutting Blowing concrete dust

with compressed air

 Silica or quartz dust exposure is very

common in construction from drilling, cutting

or grinding on concrete, sandblasting, rock

drilling or in masonry work.

 Exposure to excessive silica dust causes lung

scarring and lung disease over time.

 

 Construction workers can be exposed to lead

on bridge repair work, lead paint removal on

metal structures or buildings or demolition of

old buildings with lead paint, or using lead

solder.

 Lead is highly toxic and can cause severe,

long term health problems

Carcinogens Cancer Caused

Benzene Leukemia

Polyvinyl chloride

(PVC)

Liver cancer

Methylene chloride Pancreatic and liver cancer

Trichloroethylene Bladder cancer, lymphomas

Perchloroethylene Liver and kidney cancer

Polychlorinated

biphenyls (PCB)

Liver, pituitary and

gastrointestinal tumors;

leukemia; lymphomas

Dioxin and furan Leukemia, lymphoma

 Exposure to chemicals or lack of

oxygen in confined spaces can be

deadly.

 Airborne chemicals can quickly

reach dangerous levels in

confined spaces that are not

ventilated.

 Carbon monoxide

 Hydrogen sulfide

 Welding fumes

 Solvent vapors

 

 

 Microorganisms

 Bacteria

 Virus

 Fungi

 Parasites

 Insects

 Organic aerosols

 Plants

 Animals

What are found

in construction?

 

 

7

 Diseases or illnesses can occur

from biological sources

 Virus – West Nile virus; Hantavirus

 Insect – Lyme disease

 Fungi – Histoplasmosis

 Plant toxins – poison oak, sumac,

stinging nettles

 Some of these diseases are minor

infections.

 Others can be serious or deadly.

Poison oak

Stinging nettle

 Exposure may occur during demolition,

renovation, sewer work, work on air

handling systems, or other construction

work from contact with contaminated or

disease-carrying

 Soil

 Water

 Insects (mosquitoes, ticks)

 Bird or bat droppings

 Animals

 Structures

 

Pigeon droppings in

abandoned building

 Ergonomic hazards can cause painful and

disabling injuries to joints and muscles.

 Ergonomic hazards are the most frequently

occurring health hazards in construction and

the cause of most injuries.

 Injuries can occur from:

 Heavy, frequent, or awkward lifting

 Repetitive tasks

 Awkward postures and grips

 Using excessive force, overexertion

 Using wrong tools for the job

or using tools improperly

 Using improperly maintained tools

 Hand-intensive work

 Can lead to musculoskeletal

disorders (MSDs) and injuries

 Strains and sprains

 Tendonitis

 Carpal tunnel syndrome

 Low back pain

 Fatigue

To what health hazards is this construction

worker simultaneously exposed to?

 In some cases, workers can be exposed to

several health hazards at the same time or

on the same worksite over time.

 

 

 

8

 Falls (from heights)

 Trench collapse

 Scaffold collapse

 Electrocution

 Caught-in and –between hazards

 Struck-by hazards

 Failure to use proper PPE

 Using shortcuts in performing a task

Unsafe act

Unsafe conditions

 Falls

 Caught-in or –between

 Struck-by

 Electrocution

 Health hazards

 Physical

 Chemical

 Biological

 Ergonomic

 Safety hazards

 Unsafe acts and

conditions

Occupational

Disease Occupational

Injury

Occupational Hazards  Division of Occupational Safety and Health (DOSH), Washington State Department of

Labor and Industries

 Construction Safety and Health (NIOSH) –

http://www.cdc.gov/niosh/topics/constructi

on/

 Occupational Safety and Health

Administration (OSHA), Construction

Industry: Outreach Training Program –

http://www.osha.gov/dte/outreach/constru

ction/index.html

 

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Concentration Gradients and Membrane Permeability

/in /by

Experiment 2: Concentration Gradients and Membrane Permeability

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

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

Materials

(5) 100 mL Beakers
10 mL 1% Glucose Solution, C6H12O6
4 Glucose Test Strips
(1) 100 mL Graduated CyliStructure and Microscopy

Lab 4: Structure and Microscopy (100 points)

Student Name:

Student ID:

Course ID:
-Each question on the lab worksheet must be answered completely, thoroughly, in complete sentences and correctly in order to be considered for full credit
-If the question asks you to do research or find a source, a reputable, credible and/or scholarly source citation must be included in order to be considered for full credit
-If a math formula is required to arrive to an answer, work must be shown otherwise, no credit will be awarded
Pre-Lab Questions
1. What determines if a bacterial cell is Gram-positive or Gram-negative? (5 points)

Amount and location of the peptidoglycan molecule in the prokaryotic cell wall determines whether a bacterial cell is Gram-positive or Gram-negative.

2. In this lab, both viruses and prions were introduced as acellular organisms. Do some research and describe one other type of acellular organism. What characteristics about this organism classify it as acellular? (5 points)

Viroids are another type of acellular organism along with viruses and prions. They are plant pathogens, which consist only of a short strand of circular RNA capable of self-replication.

3. Bacteria have many different shapes that often determine their class. Research and form a hypothesis on the evolutionary reasons for so many different bacterial morphologies. (5 points)

Each bacterial morphology may be a selectable feature to aid survival and may have affected by different physical, environmental, and biological forces to contribute to natural selection.

Reference:

Young, K. D. (2006, September). The Selective Value of Bacterial Shape. Retrieved September 30, 2018, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1594593/

4. Do a search online or look in your textbook for 1-2 antibiotics that affect Gram-positive bacteria and list them. On what part of the cell do the antibiotics usually work? List one or two antibiotics that affect Gram-negative bacteria? On what part of the cell do the antibiotics usually work? (Be sure to cite your sources in your answer.) (5 points)

5. Why do you think it is important to identify a bacterial disease in a patient before prescribing any antibiotic treatments? (Be specific.) (5 points)

d

Experiment 1 Results Tables
Table 1: Experiment 1 Staining Observations (5 points)

Stain used:

Crystal Violet

Observations:

Purple rod-shape bacteria with white background were observed

Experiment 1 Post-Lab Questions
1. How does crystal violet enhance the visualization of microbial features? (5 points)

Crystal violet enhances the contrast between the microorganism itself and the slide, making the bacteria appear as purple.

2. What are some of the limitations of simple staining? (5 points)

3. Give an example of a situation in a lab or medical setting in which simple staining would be utilized. (5 points)

Simple staining is used to obtain basic information about morphology of one type of microorganism through clear visualization.

Experiment 2 Results Tables
Table 2: Experiment 2 Staining Observations (5 points)

Stain used:

Nigrosin

Observations:

Background is stained, bacteria shows up as clear spiral.

Experiment 2 Post-Lab Questions
1. After visualizing the stained samples either using your microscope or by looking at the sample images provided, describe what physical/visual characteristics you were able to observe after performing the negative staining vs. after performing the simple stain. (5 points)

After looking at the sample images provided, negatively stained bacteria showed up as clear straight spirals against a dark background. Bacteria that are simple stained showed up as dark purple rods-shaped with white background.

2. So far in this lab, you have used one type of simple stain and one type of negative stain, yet there are many other simple and negative dyes available. Pick one simple dye and one negative dye, and discuss how those dyes differ from the ones you used in this lab. Give a scenario in which their use would be appropriate. (5 points)

Methylene blue is another dye that can be used for negative stain.

India Ink is another type of negative stain.

Experiment 3 Results Tables
Table 3: Experiment 3 Staining Observations (5 points)

Stain used:

Crystal violet (primary stain) & Safranin (counterstain)

Observations:

Gram-positive appeared as purple and Gram-negative showed up as pink.

Experiment 3 Post-Lab Questions
1. What color are the Gram-positive bacteria after Gram staining? Gram-negative bacteria? (5 points)

Gram-positive bacteria appear as dark purple or blue due to retaining the primary dye (Crystal Violet) in the cell wall.

Gram-negative bacteria appear as red or pink due to decolorizing to accept the counterstain (Safranin).

2. What different characteristic(s) exist between the two groups that account for the different staining conditions? (5 points)

Gram-positive bacteria are stained purple, and gram-negative bacteria stain as pink. They are two distinct morphological groups of bacteria.

3. Why was the Gram iodine added to the Gram staining procedure? (5 points)

Gram iodine is added as a mordant to stabilize the crystal violet iodine complex so that the dye cannot be removed easily.

4. Why is a counterstain (safranin) added to the Gram staining procedure? (5 points)

A counterstain is used to help identify gram-negative bacteria. Gram-negative bacteria lose the crystal violet and stain red.

5. What are the advantages of performing a Gram stain vs. a simple stain for visualizing bacteria? (5 points)

Gram stain contains two or more different stains and can differentiate the species of bacteria into two main groups (gram-positive and gram-negative) by looking at the color of cells (pink or purple). Simple stain involves single stain and it is used to easily determine cell shape, size, and arrangement.

6. Using either a textbook or a reputable online resource, research some of the typical characteristics of bacteria, and discuss why it might be important for a researcher or a hospital technician to be able to differentiate between Gram-positive and Gram-negative bacteria. (5 points)

7. Did you experience any technical difficulties or atypical results during this experiment? If so, what happened, and how could you avoid these issues in the future? (5 points)nder
4 mL 1% Iodine-Potassium Iodide, IKI
5 mL Liquid Starch, C6H10O5
3 Pipettes
4 Rubber Bands (Small; contain latex, handle with gloves on if allergic)

Permanent Marker
*Stopwatch
*Water
*Scissors

*15.0 cm Dialysis Tubing

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

Attention!

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

Note:

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

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

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

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

Procedure

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

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

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

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

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

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

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

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

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

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

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

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

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

Figure 4:Step 9 reference.

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

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

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

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

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

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

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

Table 3: Indicator Reagent Data

Indicator

Starch Positive
Control (Color)

Starch Negative
Control (Color)

Glucose Positive
Control (Color)

Glucose Negative
Control (Color)

Glucose Test Strip

n/a

n/a

IKI Solution

n/a

n/a

Table 4: Diffusion of Starch and Glucose Over Time

Indicator

Dialysis Bag After 60 Minutes

Beaker Water After 60 Minutes

IKI Solution

Glucose Test Strip

Post-Lab Questions

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

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

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

4. Which molecules remained inside of the dialysis bag?

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

Experiment 1: Diffusion through a Liquid

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

Materials

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

Ruler
*Stopwatch
*Clear Tape

*You Must Provide

Procedure

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

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

Table 1: Rate of Diffusion in Corn Syrup

Time (sec)

Blue Dye

Red Dye

Time (sec)

Blue Dye

Red Dye

10

70

20

80

30

90

40

100

50

110

60

120

Table 2: Speed of Diffusion of Different Molecular Weight Dyes

Structure

Molecular Weight

Total Distance
Traveled (mm)

Speed of Diffusion
(mm/hr)*

Blue Dye

Red Dye

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

Post-Lab Questions

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

Which dye diffused the fastest?

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

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

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

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

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

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

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"