Goals

1.	Students will be able to successfully operate both the iWorx A/D converter and the LabScribe software.
2.	Students will be able to load the appropriate lab settings group and file, exercise, and attached lab courseware in PDF format for use during lab. 
3.	Students will be able to attach peripheral devices and transducers to the iWorx A/D converter.
4.	Students will be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have become skilled in the workings of the LabScribe software.
2.	have been able to successfully use the Load Group function to open the lab exercise and pdf courseware.
3.	feel comfortable attaching peripheral transducers to the A/D converter.
4.	have used the functions available in the Analysis window to determine values for pulse amplitude and heart rate.

Goals

1.	Students will be able to successfully record a three-lead Electrocardiogram (ECG) and examine the relationship between the ECG and the peripheral circulation. 
2.	Students will be able to record and look at the effects of exercise on an ECG and pulse in different subjects during the lab period. 
3.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable ECG.
2.	have been able to interpret an ECG, especially the individual P and T waves, and the QRS complex.
3.	be able to calculate the heart rate of an individual from the recorded data.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values for arterial pulse amplitude and heart rate, and the amplitudes of various ECG waves. 
6.	have been able to examine and interpret the effects of exercise on ECG and pulse amplitudes and timing.

Goals

1.	Students will be able to successfully record a pulse using the plethysmograph.
2.	Students will be able to record and look at the effects of apnea, and facial immersion into both room temperature and cold water on the pulse wave. 
3.	As an optional exercise, students will be able to examine the effects of apnea, and facial immersion into both room temperature and cold water on respiration rate and depth. 
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable pulse wave and heart rate trace on a resting individual.
2.	have recorded a recognizable pulse wave and heart rate trace on an individual during apnea and facial immersion into room temperature and cold temperature water. 
3.	be able to calculate the pulse rate of an individual from the recorded data and understand the effects of the diving reflex.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.
6.	as an optional exercise have been able to examine and interpret the effects of apnea, and facial immersion into both room temperature and cold water on respiration rate and depth. 

Goals

1.	Students will be able to successfully record a three-lead Electrocardiogram (ECG) and listen to heart sounds using a heart sounds microphone. 
2.	Students will be able to compare the ECG to the heart sounds and determine when the sounds occur during a cardiac cycle.
3.	Students will understand and be able to locate the 4 major auscultation areas on the chest.
4.	Students will monitor ECG and heart sounds under varying conditions.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable ECG.
2.	have been able to interpret an ECG, especially the individual P and T waves, and the QRS complex.
3.	have calculated the ratio of the average area to the average duration of the heart sound integrals for the S1 and S2 heart sounds from each auscultation area. 
4.	have determined the relative amplitude of each heart sound from each auscultation area.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have been able to examine and interpret the heart sounds and when they occur in an ECG recording.

Goals

1.	Students will be able to successfully record and interpret a 12-lead Electrocardiogram (ECG).
2.	Students will interpret data looking at the different ECG leads: I, II, III, aVL, aVR, and aVF, and the 6 chest leads.
3.	Students will be able to calculate amplitudes of the P, R and T waves; the QRS axis; and the heart angle from the data collected during recording. 
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable 12-lead ECG.
2.	have been able to interpret an ECG, especially the individual P and T waves, the QRS complex, and answer questions about these waves. 
3.	be able to calculate the heart angle of an individual from the recorded data.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values for arterial pulse amplitude and heart rate, and various ECG amplitudes. 

Goals

1.	Students will be able to successfully record pulse waves using a pulse plethysmograph and examine heart rate variability (HRV) while resting, after exercise and during a psychological test. 
2.	Students will be able to record and look at the effects of exercise and a stress-type test on HRV.
3.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded recognizable pulse waves and be able to calculate the heart rate of an individual from the recorded data.
2.	be able to interpret data to look at HRV after exercise and during a psychological test.
3.	answered questions about HRV and how HRV is influenced during times of “stress”.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.

Goals

1.	Students will successfully record electromyograms (EMGs).
2.	Students will learn how to calibrate a dynamometer and convert pounds to kilograms.
3.	Students will gain an understanding of the relationship between the electric current from the nerves and the response of the muscle or muscle group being innervated. 
4.	Students should be able to measure the EMG produced and corresponding muscle force.
5.	Students will measure the force produced by the muscle in both the dominant and non-dominant forearms.
6.	Students will also study and measure the effect of fatigue on the muscles in the dominant and non-dominant forearms. Comparison of the measurement will also be examined. 
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to record an EMG.
2.	understand how nerves send electrical signals to muscles to cause a response.
3.	be able to determine the relationship between nerve impulses and the resulting EMG recording.
4.	have gained understanding of the reasons for different responses in the dominant and non-dominant forearm, and the correlation between fatigue and muscle strength. 
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will successfully record electroculograms (EOGs) from the oculomotor muscle group of the eye.
2.	Students will learn how the six oculomotor muscles control eye movement during saccades, pursuit, the vestibular ocular reflex (VOR), and vergence. 
3.	Students will perform tasks that will generate electrical activity in oculomotor muscles that are unique to each of four different types of eye movement (saccades, VOR, pursuit, and vergence). 
4.	Students will gain an understanding of the relationship between the electric current from the nerves and the response of the muscle or muscle group being innervated. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to record an EOG.
2.	understand how nerves send electrical signals to muscles to cause a response.
3.	be able to determine the relationship between saccades and reading; pursuit and following a moving target; VOR and head rotation; and vergence and focusing near to far. 
4.	have measured the EOG amplitude to determine the motion of the subject’s eyes during various oculomotor activities.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will successfully record electromyograms (EMGs) from antagonistic muscle groups in both the forearm and lower leg.
2.	Students will learn how levers, fulcrums, and load affect the workings of antagonistic muscles.
3.	Students will gain an understanding of the muscle groups involved in flexion, extension, dorsiflexion and plantar flexion.
4.	Students will use a goniometer to measure angle of motion and flexibility of muscle groups.
5.	Students will gain an understanding of how the range of motion determines the joint’s functionality.
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to record an EMG.
2.	understand how flexibility and range of motion are used by physical therapists and athletic trainers when looking at joint dysfunction.. 
3.	be able to determine the relationship between antagonistic muscles during movement and how that related to range of motion..
4.	understand how flexion and extension of joints with and without weights affects the range of motion of that joint.
5.	gain an understanding of why different joints have different flexibilities and ranges of motion in certain directions.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will successfully record electromyograms (EMGs) from antagonistic muscle groups in both the forearm and lower leg.
2.	Students will learn how levers, fulcrums, and load affect the workings of antagonistic muscles.
3.	Students will gain an understanding of the muscle groups involved in flexion, extension, dorsiflexion and plantar flexion.
4.	Students will use a goniometer to measure angle of motion and flexibility of muscle groups.
5.	Students will gain an understanding of how the range of motion determines the joint’s functionality.
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to record an EMG.
2.	understand how flexibility and range of motion are used by physical therapists and athletic trainers when looking at joint dysfunction.. 
3.	be able to determine the relationship between antagonistic muscles during movement and how that related to range of motion..
4.	understand how flexion and extension of joints with and without weights affects the range of motion of that joint.
5.	gain an understanding of why different joints have different flexibilities and ranges of motion in certain directions.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will successfully record electromyograms (EMGs) from muscle groups in leg.
2.	Students will learn how levers, fulcrums, and load affect the workings of  muscles.
3.	Students will gain an understanding of the muscle groups involved in flexion, extension,  abduction, adduction, etc...
4.	Students will use weights to put load on muscles groups while examining changes in the EMG.
5.	Students will gain an understanding of the relationship between the electric current from the nerves and the response of the muscle or muscle group being innervated. 
6.	Students should be able to measure the EMG produced and corresponding muscle force.
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to record an EMG.
2.	understand how nerves send electrical signals to muscles to cause a response.
3.	be able to determine the relationship between different muscles during movement.
4.	have gained understanding of the relationship between load and muscle activity.
5.	have measured the EMG force difference between muscle groups without and without doing a specific activity.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will successfully trigger and record electromyograms (EMGs) using a reflex hammer and iWorx software, respectively.
2.	Students will gain an understanding of the muscles in the leg and how they work and respond to stimuli.
3.	Students will gain an understanding of the both the Achilles and patellar stretch reflexes and the reflex arc.
4.	Students should be able to measure the conduction times and nerve velocities for the Achilles and patellar reflexes using electromyograms (EMGs). 
5.	Students will measure the effect of pre-existing tension in the effector muscle, or motor activity in other muscle groups, upon reflex responses. 
6.	Students will also study the coordination of motor activity in antagonistic muscles.
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to draw a reflex arc.
2.	have recorded EMG responses of subjects to stimulation of the Achilles and patellar tendons using a reflex hammer.
3.	be able to determine the conduction times and nerve velocities using EMG recordings.
4.	have measured the effect of pre-existing tension on muscles or muscle groups.
5.	have gained understanding of the reasons for different conduction and reaction times of reflexes at different locations on the human body. 
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will gain an understanding of a reflex arc and how the spinal cord and peripheral nerves function in the human body
2.	Students will be able to successfully record responses from subjects to auditory and visual stimuli on reactions of both the hand and the foot. 
3.	Students should be able to measure the response time of their subjects to different cues and relate it to the functioning of the spinal nerves. 
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to draw a reflex arc.
2.	have recorded responses of subjects to both auditory and visual stimuli.
3.	determine a subject’s response time to various cues using the hand vs. the foot - looking at eye-hand vs. eye-foot coordination.
4.	be able to determine the effect of using different body parts on response time to various cues.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will gain an understanding of how a stimulus is applied to a nerve to gain a response.
2.	Students will gain an understanding of the Compound Action Potential (CAP) generated by a nerve as a response to a stimulus.
3.	Students will be able to successfully measure CAPs of the nerves in the forearm.
4.	Students will gain an understanding of summation and the relationship to nerve conduction velocity.
5.	Students will understand the relationship between stimulus strength and the amplitude of the nerve/muscle response; the latency of the nerve as a function of the polarity of the stimulus pulse; and the nerve conduction velocity. 
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have gained an understand of the effect of stimulus strength of the response of the innervated muscle.
2.	understand how the amplitude of the CAP relates to threshold.
3.	have gained an understanding of how the polarity of the stimulus pulse effects the latency and amplitude of the CAP.
4.	have calculated the nerve conduction velocity of the ulnar nerve and understand how that relates to the functionality of the nerve/muscle response. 
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Goals

 Outcomes

Goals

 Outcomes

Goals

 Outcomes

Goals

 Outcomes

Goals

1.	Students will be able to successfully record pulse waves using a plethysmograph, and blood pressure using a non-invasive blood pressure cuff (sphygmomanometer). 
2.	Students will be able to interpret data from these recordings and understand the difference between systolic and diastolic blood pressure. 
3.	Students will look at the effects of different cuff and body positions on pulse and blood pressure.
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have successfully calibrated a non-invasive blood pressure cuff.
2.	have recorded recognizable pulse and blood pressure waves and be able to calculate the pulse rate and blood pressure of an individual from the recorded data. 
3.	have been able to interpret the effects of different cuff and body positions on both pulse and blood pressure.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.

Goals

1.	Students will be able to successfully record pulse waves using a plethysmograph and a three-lead electrocardiogram (ECG).
2.	Students will be able to interpret data from these recordings and understand the amplitudes and values of the ECG waves.
3.	Students calculate pulse wave velocity from the ECG and pulse recording data in a resting subject and in subjects after exercise. 
4.	Students can perform an optional exercise to determine the effect of different temperatures on the pulse wave velocity.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have successfully recorded pulse waves and an ECG.
2.	have been able to calculate the pulse rate and ECG amplitudes of an individual from the recorded data.
3.	have been able to calculate the normal resting pulse wave velocity (PWV) and the PWV after hand exercises.
4.	been able to calculate the normal resting pulse wave velocity (PWV) and the PWV after the forearm has been exposed to different temperatures (Optional). 
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.

Goals

1.	Students will be able to successfully record pulse waves using a plethysmograph and blood pressure using a non-invasive blood pressure cuff (sphygmomanometer). 
2.	Students will be able to interpret data from these recordings and understand the difference between systolic and diastolic blood pressure. 
3.	Students will determine the cardiac output and stroke volume of a subject in various body positions.
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have successfully calibrated a non-invasive blood pressure cuff.
2.	have recorded recognizable pulse and blood pressure waves and be able to calculate the cardiac output and stroke volume of an individual from the recorded data. 
3.	interpret the collected data to determine the systolic and diastolic pressures, and cardiac output of the subject in the reclining, sitting, and standing positions. 
4.	compare systolic and diastolic pressures, and cardiac output of the subject in the reclining, sitting, and standing positions.
5.	understand systolic and diastolic blood pressure and make a determination as to whether the subject is hypo-, hyper- or normo-tensive. 
6.	compare blood pressures and cardiac output of a subject at various times after exercise.
7.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.

Goals

1.	Students will be able to successfully record a pulse using the plethysmograph.
2.	Students will be able to calibrate the temperature sensor to accurately measure body skin temperature.
3.	Students will be able to examine sweat gland density of subjects at rest.
4.	Students should be able to measure the changes in the heart rate, skin temperature, core temperature, and active sweat gland density of subjects during exercise and recovery from exercise. 
5.	Students will be able to perform a variety of mathematical calculations to determine the amount of work performed, energy used, oxygen consumed, net mechanical efficiency, heat storage, and evaporative heat loss during the course of the experiment. 
6.	Students will then determine a subject’s metabolic and thermal response at rest and during exercise; and calculate relative cardiac health by looking at recovery from exercise. 
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded both a recognizable pulse wave and skin temperature trace on a resting individual.
2.	have recorded a recognizable pulse wave and skin temperature trace on an individual during and after exercise.
3.	be able to determine the pulse rate of an individual from the recorded data and understand the effects of exercise on pulse rate and body temperature. 
4.	calculate net mechanical efficiency and evaporative heat loss in order to understand the metabolic and thermal responses to exercise. 
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.
7.	as an additional analysis, have calculated the subject’s relative cardiac health by examining the time it takes the subject’s heart rate to return to normal after exercising. 

Goals

 Outcomes

Goals

1.	Students will learn how to use and calibrate an O2/CO2 Gas Analyzer.
2.	Students will learn how to measure breathing parameters using a spirometer and mixing chamber.
3.	Students will use spirometry data to measure VO2, VCO2, and RER.
4.	Students will calculate the proportion of fat and carbohydrates utilized while the subject was resting, hyperventilating, recovering from hyperventilation, and recovering from light or moderate exercise. 
5.         Students will measure oxygen consumption and use four formulas to determine the subject’s heat production, and predicted and observed metabolic rates at the time of the experiment. 
6.	Students will also determine the metabolic rate of the subject after recovering from moderate exercise.
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable breathing pattern using a spirometer.
2.	have recorded recognizable expired oxygen and expired carbon dioxide curves.
3.	be able to determine relative VO2 and VCO2.
4.	be able to determine the RER and RMR from their subject at rest and during various testing protocols.
5.	be able to understand how VO2, VCO2, RER and RMR are affected by changes in breathing patterns.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

 Outcomes

Goals

1.	Students will be able to successfully record respiratory cycles.
2.	Students should be able to measure respiration volumes including: tidal volume, reserve capacities, vital capacity, and be able to calculate overall lung volume. 
3.	Students will be able to determine the difference in lung volumes of a subject at rest, immediately after exercise, and up to a few minutes after exercise. 
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable respiratory cycle at rest.
2.	have recorded recognizable respiratory cycles on an individual immediately after exercise and a few minutes after exercise.
3.	be able to determine the respiratory volumes of an individual from the recorded data and understand the effects of exercise on lung volumes. 
4.	determine a subject’s overall fitness and lung health after examining breathing rate recovery from exercise.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will be able to successfully record respiratory cycles.
2.	Students should be able to measure respiration volumes including: tidal volume, reserve capacities, vital capacity, and be able to calculate overall lung volume. 
3.	Students will examine how factors, like concentrating on the completion of a task or sitting up quickly, influence breathing.
4.	Students will record and measure lung volumes during these tasks and answer questions based on the data collected.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable respiratory cycle at rest.
2.	have recorded recognizable respiratory cycles on an individual while performing different tasks like concentrating on the completion of a problem or sitting up quickly. 
3.	be able to determine the respiratory volumes of an individual from the recorded data and understand the effects of these tasks on lung volumes. 
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will be able to successfully record respiratory cycles and pulse waves.
2.	Students should be able to measure tidal volume and be able to calculate both breathing and heart rate.
3.	Students will determine the heart rate and respiratory sinus arrhythmia (RSA) prominence of a subject breathing at rest.
4.	Students will also determine the effect of apnea, shallow abdominal breathing, rapid bellows breathing, and deep abdominal breathing on heart rate.
5.	Students will record and measure lung volumes during these tasks and answer questions based on the data collected.
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded recognizable respiratory cycles and pulse waves.
2.	be able to measure and calculate breathing and heart rates.
3.	be able to determine the effects of apnea, use of different muscle groups and inhalation volumes on heart rate.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will learn to measure the tonic level of skin conductance, the frequency of spontaneous conductance responses, and the habituation of the skin conductance response. 
2.	Students will observe and measure the galvanic skin response (GSR) as an orienting response to being asked neutral content questions. 
3.	Students will observe and measure the GSR in response to questions with emotional content.
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded GSR traces.
2.	be able to recognize changes in the GSR as a response to neutral content or emotional content questions.
3.	be able to determine and understand the effects of these questions on an individual’s GSR.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will learn to measure and record skin temperature.
2.	Students will observe and measure the changes in skin temperature during a mild psychosocial stressor, a mental arithmetic test. 
3.	Students will measure the effect of calming mental imagery in a biofeedback paradigm on skin temperature.
4.	Students will test an experimental hypothesis about embarrassability and, blushing and gender.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have successfully calibrated the temperature probe and recorded skin temperature traces.
2.	be able to recognize changes in skin temperature as a result of a mild stressor and when using calming mental imagery.
3.	come to a conclusion with regard to the about gender and embarrassability, using changes in skin temperature as the correlating factor. 
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will learn to measure and record heart rate and blood pressure as a baseline measurement.
2.	Students will collect data and analyze heart rate and blood pressure changes during a stressful task and during a reaction time test. 
3.	Students will test a hypothesis that persons with high perceived shyness and behavioral inhibition have lower Vagal tone than persons with low perceived shyness. 
4.	Students will learn how these measurements coordinate with heart rate and breathing.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have successfully calibrated the blood pressure cuff (sphygmomanometer) and recorded blood pressure and pulse.
2.	be able to recognize changes from baseline measurements in blood pressure and pulse rate during a stressful task and a reaction time test. 
3.	come to a conclusion with regard to these changes.
4.	come to a conclusion about shyness and the relationship with heart rate and breathing, and how this corresponds to vagal tone.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will participate anonymously in a personality assessment for the cynicism/hostility personality trait.
2.	Students will learn to measure and record heart rate and blood pressure as a baseline measurement.
3.	Students will collect and analyze heart rate and blood pressure during a social issues debate and during a recovery to baseline period. 
4.	Students will test hypotheses about personality and changes in heart rate and/or blood pressure that may have occurred during the debate. 
5.	Students will learn how these measurements coordinate with being a “hot reactor”.
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have taken a personality profile test specifically designed to gauge hostile reactions to certain questions.
2.	have successfully calibrated the blood pressure cuff (sphygmomanometer) and recorded blood pressure and pulse.
3.	learn about current social issues, proper debate procedures and presenting in front of their peers.
4.	be able to recognize changes from baseline measurements in blood pressure and pulse rate during a debate on social issues.
5.	come to a conclusion about personality with regard to these changes.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will successfully record electromyograms (EMGs) from facial muscle groups, especially those involved in smiling and frowning.
2.	Students will gain an understanding of the muscle groups involved in making certain facial expressions.
3.	Students will study the subject’s emotional response while looking at a series of images based on EMG activity.
4.	Students will gain an understanding of the relationship between the electric current from the nerves and the response of the muscle or muscle group being innervated. 
5.	Students should be able to measure the EMG produced and corresponding muscle activity.
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to record an EMG.
2.	understand how nerves send electrical signals to muscles to cause a response.
3.	be able to determine the relationship between EMG activity and smiling or frowning.
4.	have gained understanding of the relationship between emotion and certain muscle activity.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will gain an understanding of a reflex arc and how the spinal cord and peripheral nerves function in the human body
2.	Students will be able to successfully record responses from subjects to auditory, visual, and other stimuli.
3.	Students should be able to measure the response time of their subjects to different cues and relate it to the functioning of the spinal nerves. 
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand and be able to draw a reflex arc.
2.	have recorded responses of subjects to a variety of stimuli.
3.	determine a subject’s response time to various cues.
4.	be able to determine the effect of different types of stimuli on response time.
5.         created and tested a hypothesis of their own design.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.

Goals

 Outcomes

Goals

1.	Students will learn to measure and record skin temperature, GSR, pulse, and other parameters.
2.	Students will observe and measure the changes in a variety of during a mild stressor - heat, cold, imagery, etc.... 
3.	Students will measure the effect of calming mental imagery in a biofeedback paradigm on various physiological parameters.
4.	Students will test an experimental hypothesis of their own design.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have successfully calibrated the temperature probe and recorded skin temperature, GSR, pulse and other traces.
2.	be able to recognize changes in parameters as a result of a mild stressor and when using calming mental imagery.
3.         have tested and analyzed their own hypothesis and drwan conclusions using statistical analyses.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

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Goals

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Goals

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Goals

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Goals

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Goals

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Goals

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Goals

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Goals

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Goals

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Goals

 1.	Students will dissect a frog leg to extract the gastrocnemius muscle of the lower limb. 
 2.	Students will assemble the equipment needed to be able to stimulate the muscle and record muscle twitch. 
 3.	Students will understand the correlation between the stimulus, the muscle twitch amplitude, and the effect of weight on muscle contractions. 
 4.	Students will test afterloading, supporting the weight before contraction; and preloading, hanging the weight on the muscle without support before the contraction. 
 5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
 1.	be able to successfully excise the gastrocnemius muscle of a frog’s leg. 
 2.	have a better understanding of electrical stimulation of the muscle and the equipment used to perform such stimulation. 
 3.	gain an understanding of muscle stimulation and contraction (twitch) and how they relate to each other. 
 4.	record muscle twitches from the gastrocnemius, test a variety of hypotheses and reach scientific conclusions 
 5.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
 6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

 1.	Students will dissect a frog to expose the heart. 
 2.	Students will assemble the equipment needed to be able to stimulate the heart and will record cardiac contractions. 
 3.	Students will understand the correlation between exogenous stimulus and heart muscle response. 
 4.	Students will gather data corresponding to normal heart rhythms. 
 5.	Students will test different parameters with regard to cardiac muscle function: 
◦	cold temperature. 
◦	epinephrine. 
◦	atropine. 
◦	isolation of the ventricle. 
 6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	be able to successfully isolate the frog heart.
2.	have a better understanding of electrical stimulation of the heart muscle and the equipment used to perform such stimulation. 
3.	gain an understanding of normal cardiac muscle contraction. 
4.	stimulate and record cardiac muscle contractions to test a variety of hypotheses and reach scientific conclusions. 
5.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

 1.	Students will dissect a rat to be able to examine smooth muscle contractions. 
 2.	Students will assemble the equipment needed to be able to record smooth muscle contractions. 
 3.	Students will gather data corresponding to normal rhythmic smooth muscle contractions. 
 4.	Students will test different parameters with regard to uterine muscle function: 
◦	acetylcholine. 
◦	atropine. 
◦	epinephrine. 
◦	serotonin,
◦	stretch and tension. 
 5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	be able to record the spontaneous contractions of the intestine.
2.	describe any qualitative differences in the contractions produced by Acetylcholine, Epinephrine and other pharmaceuticals. 
3.	understand the difference between excitation and inhibition
4.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

1.	Students will dissect a crayfish to expose the heart. 
2.	Students will assemble the equipment needed to record cardiac contractions. 
3.	Students will understand the correlation between eternal stimuli and heart muscle response. 
4.	Students will gather data corresponding to normal heart rhythms. 
5.	Students will test different parameters with regard to cardiac muscle function: 
◦	cold temperature. 
◦	serotonin.
◦	GABA.
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	be able to successfully isolate the crayfish heart.
2.	gain an understanding of normal cardiac muscle contraction. 
3.	record cardiac muscle contractions to test a variety of hypotheses and reach scientific conclusions. 
4.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

1.	Students will dissect a crayfish abdomen to expose the gut and intestines.
2.	Students will assemble the equipment needed to be able to dose the intestine with different drugs and will record muscle contractions to observe responses both type and concentration of drug. 
3.	Students will deliver differing doses of excitatory and inhibitory neurotransmitters to see the effects on an actively contracting muscle:
◦	acetylcholine.
◦	epinephrine.
◦	GABA. 
4.	Measure and understand contraction amplitudes and durations.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	be able to record the spontaneous contractions of the intestine.
2.	describe any qualitative differences in the contractions produced by Acetylcholine, Epinephrine and GABA. 
3.	understand the difference between excitation and inhibition
4.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

 1.	Students will dissect an earthworm to be able to examine smooth muscle contractions. 
 2.	Students will assemble the equipment needed to be able to record smooth muscle contractions. 
 3.	Students will gather data corresponding to normal rhythmic smooth muscle contractions. 
 4.	Students will test different parameters with regard to smooth muscle function: 
◦	acetylcholine. 
◦	serotonin
◦	epinephrine. 
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
 1.        be able to successfully isolate earthworm gut
 2.	activate and record uterine muscle contractions to test a variety of hypotheses and reach scientific conclusions. 
 3.	gain an understanding of rhythmic smooth muscle contractions. 
 4.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
 5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

 1.	Students will dissect a frog leg to extract the sciatic nerve. 
 2.	Students will assemble the equipment needed to be able to stimulate the nerve and record compound action potentials from nerves. 
 3.	Students will understand the different types of fibers that make up the large sciatic nerve. 
 4.	Students will test different hypothesis with regard to nerve function: 
◦	Compound action potential: observing the one or more populations of different fiber types. 
◦	Stimulus-response/axon recruitment: observing how the nerve response changes with increased stimulus voltage. 
◦	Conduction velocity: measuring the speed at which action potentials propagate down the axons. 
◦	Effects of temperature: observing how cooling affects the nerve conduction velocity. 
◦	Bidirectionality:  determining whether axons conduct in both directions. 
◦	Refractoriness: observing how stimulus frequency affects the amplitude of compound action potentials 
◦	Strength-Duration: observing how the amplitude of a stimulus required to stimulate axons is related to the duration of the stimulus. 
 5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

 Students who have successfully completed this exercise will:
 1.	be able to successfully excise the sciatic nerve of a frog and be able to understand the different fiber types within the nerve. 
 2.	have a better understanding of electrical stimulation of nerve fibers and the equipment used to perform such stimulation. 
 3.	gain an understanding of compound action potentials and how they relate to nerve function. 
 4.	record compound action potentials from the sciatic nerve to test a variety of hypotheses and reach scientific conclusions. 
 5.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
 6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

1.	Students will anesthetize an earthworm. 
2.	Students will assemble the equipment needed to be able to stimulate the nerve and record compound action potentials from nerves. 
3.	Students will understand the different types of fibers that make up the nerve. 
4.	Students will test different hypothesis with regard to nerve function: 
◦	Compound action potential: observing the one or more populations of different fiber types. 
◦	Stimulus-response/axon recruitment: observing how the nerve response changes with increased stimulus voltage. 
◦	Conduction velocity: measuring the speed at which action potentials propagate down the axons. 
◦	Effects of temperature: observing how cooling affects the nerve conduction velocity. 
◦	Bidirectionality:  determining whether axons conduct in both directions. 
◦	Refractoriness: observing how stimulus frequency affects the amplitude of compound action potentials 
◦	Strength-Duration: observing how the amplitude of a stimulus required to stimulate axons is related to the duration of the stimulus. 
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	be able to successfully anesthetize an earthworm.
2.	be able to understand the different fiber types within the nerve and record CAPs from that nerve. 
3.	have a better understanding of electrical stimulation of nerve fibers and the equipment used to perform such stimulation. 
4.	gain an understanding of compound action potentials and how they relate to nerve function. 
5.	test a variety of hypotheses and reach scientific conclusions. 
6.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
7.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

1.	Students will assemble the equipment needed to be able to stimulate the cercal sense organs.
2.	Students will elicit a ventral nerve cord response to air puffs and become familiar the responses. 
3.	Students will explore the effects of stimulus intensity on the number and frequency of action potentials produced.
4.	Students will determine the number of hairs needed to trigger an action potential in the ventral nerve cord.
5.	Students will determine the effect of a continuous stimulus on the frequency of action potentials.
6.	Students will look at the response to a single stimulus after fairly complete adaptation. 
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	will be able to graph the response changes as a function of intensity.
2.	understand whether the response is a change as a function of intensity.
3.	be able to explain how the response differences would be important to the cockroach in its environment.
4.	be able to determine the minimum number of hairs required to elicit a response.
5.	understand the concept of adaptation and explain the importance to cockroach survival.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
7.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

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Goals

1.	Students will distinguish between an ectothermic and endothermic animal.
2.	Students will assemble the equipment to be able to record accurate gas analysis measurements.
3.	Students will be able to place an animal in the small animal chamber.
4.	Students will be able to maintain animal health and well being during recording.
5.	Students will accurately analyze data to compare RER values between ectotherms and endotherms.
6.	An an option, students may record using animals cooled to lower than body temperature and RER will calculated as they return to normal body temperature or to room temperature.

Outcomes

Students who have successfully completed this exercise will:
1.	determine mean RER of an endotherm at rest.
2.	determine the changes in CO2 and O2 volumes of an ectotherm. 
3.	make comparisons with the values obtained from an endotherm compared to an ectotherm.
4.	design optional experiments to compare other values from different animals.

Goals

 1.	Students will weigh and observe polychaete worms in different marine salinity dilutions. 
 2.	Students will understand the correlation between saline concentration and osmoregulation in marine organisms. 
 3.	Students will determine the iso- hypo- and hyper- tonic environments based on the loss or gain of weight due to osmosis over time. 
 4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

 1.	be able to accurately weigh living polychaete worms to determine weight changes due to osmosis. 
 2.	have a better understanding of osmoregulation and survival of marine organisms. 
 3.	understand the processes of osmosis and diffusion as they relate to living organisms. 
 4.	graph the weight changes of the worms in different salinity concentrations over time to be able to visually understand the concepts. 
 5.	have used the functions available in the Analysis window to determine values necessary for this exercise. 
 6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings. 

Goals

 Outcomes

Goals

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Goals

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Goals

1.	Students will examine one step in the process of the Kreb’s Cycle of Cellular Respiration, the oxidation of succinic acid to fumaric acid. 
2.	Students will use a spectrophotometer to observe changes in the color of dye-labeled mouse liver extract in order to examine rate of reaction. 
3.	Students will perform three (3) separate experiments: one without cyanide, one in the presence of cyanide, and one using a competitive inhibitor to respiration. 
4.	Students will collect data, and use linear regression analysis to find the line of best fit for each set of reactions.
5.	Students will make a histogram to compare the rate of reaction of color change of the three experiments.

Outcomes

Students who have successfully completed this exercise will:
1.	understand the process of Cellular Respiration at the mitochondrial level.
2.	be able to successfully use a spectrophotometer to measure color changes over time.
3.	understand the concept of competitive inhibition.
4.	be able to explain what cyanide does to the rate of a cellular respiration reaction.
5.	analyze data and design a histogram for data comparison.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will examine the process of photosynthesis using isolated thylakoids from chloroplasts.
2.	Students will use a dissolved oxygen electrode and photosynthesis chamber to observe changes in the amount of dissolved oxygen in a thylakoid solution in order to examine rate of reaction. 
3.	Students will learn how to measure the functionality of isolated thylakoids and how to measure electron transport in a complete photosystem. 
4.	Students will also learn how to measure electron transport in a single photosystem (PS I).
5.	Students will collect and analyze data to determine the effects of various chemicals on the photosynthetic process.
6.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand the process of Photosynthesis at the level of chloroplasts and photosystems within isolated plant organelles.
2.	be able to successfully use a dissolved oxygen probe to measure oxygen concentration changes over time.
3.	understand how uncouplers affect oxygen production rates in terms of phosphorylation, electron transport and chemiosmosis.
4.	understand the relationship between light intensity and the rate of oxygen production in the whole electron transport process and in a single photosystem. 
5.	be able to compare coupled and uncoupled reactions between different experiments.
6.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
7.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will assemble the equipment to be able to record accurate gas analysis measurements.
2.	Students will determine the rate of oxygen production and carbon dioxide utilization in a photosynthesizing organism.
3.	Students will accurately analyze REE values.
4.	An an option, students may record:
◦	A plant a room temperature and compare to a plant at either high or low temperature.
◦	A plant contained in one concentration of CO2 compared to a plant in a higher concentration of CO2. 
◦	A plant with the light shining on the leaves to a plant in the dark. 

Outcomes

Students who have successfully completed this exercise will:
1.	determine mean REE of a plant.
2.	determine the changes in CO2 and O2 concentrations over time. 
3.	make comparisons with the values obtained under different circumstances.
4.	Use advanced analysis features to gather mathematical data.

Goals

1.	Students will examine some of the properties of passive transport mechanisms across a simulated membrane.
2.	Students will learn to create a “cell” using dialysis tubing.
3.	Students will fill the “cells” with different solutions to understand the movement of ions across a cell membrane.
4.	Students will measure the change in pH of the water surrounding the simulated cell.
5.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	understand the concept of passive transport and the movement of ions across a cell membrane.
2.	be able to explain how the movement of large particles causes a change in pH.
3.	be able to understand the rate of diffusion of ions across the membrane.
4.	be able to explain the factors that could increase the rate of diffusion of an ion across a membrane.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will create an environment into which a small aquatic animal, a goldfish, is introduced.
2.	Students will measure the changes in the dissolved oxygen concentration and the pH level of the water in which the fish is respiring. 
3.	Students will also create an environment into which a piece of aquatic plant is introduced.
4.	Students will measure the changes in the dissolved oxygen concentration and the pH level of the water when the plant is exposed to light and photosynthesis takes place. 
5.	Students will create an environment in which both the plant and fish are present.
6.	Students will measure the changes in the dissolved oxygen concentration and pH level of the ecosystem will be measured.
7.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	be able to create specific environments in which to measure pH and dissolved oxygen concentrations.
2.	be able to successfully use pH and DO2 electrodes to measure these parameters in three ecological environments.
3.	understand how pH, dissolved O2 impact the quality of an ecosystem and be able to determine which biological system is more balanced. 
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will learn to use a conductivity meter.
2.	Students will calibrate the conductivity meter using standard solutions.
3.	Students will test the conductivity of various electrolytes.
4.	Students will study the effect of concentration on the conductivity of solutions.
5.	Students will graph the concentration vs. conductivity of the various solutions tested.

Outcomes

Students who have successfully completed this exercise will:
1.	determine the conductivity of different electrolyte solutions.
2.	understand the effect of concentration on the conductivity of various solutions.
3.	understand the main contributor to the difference in conductivity values between the solutions tested.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values necessary for this exercise.

Goals

1.	Students will be able to successfully record a three-lead Electrocardiogram (ECG) and examine the relationship between the ECG and the peripheral circulation. 
2.	Students will be able to record and look at the effects of exercise on an ECG and pulse in different subjects during the lab period. 
3.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable ECG.
2.	have been able to interpret an ECG, especially the individual P and T waves, and the QRS complex.
3.	be able to calculate the heart rate of an individual from the recorded data.
4.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
5.	have used the functions available in the Analysis window to determine values for arterial pulse amplitude and heart rate, and the amplitudes of various ECG waves. 
6.	have been able to examine and interpret the effects of exercise on ECG and pulse amplitudes and timing.

Goals

1.	Students will be able to successfully record respiratory cycles.
2.	Students should be able to measure respiration volumes including: tidal volume, reserve capacities, vital capacity, and be able to calculate overall lung volume. 
3.	Students will be able to determine the difference in lung volumes of a subject at rest, immediately after exercise, and up to a few minutes after exercise. 
4.	Students will continue to be successful at using the LabScribe software to move cursors, analyze data, record data to the Journal, and add functions to the Analysis window. 

Outcomes

Students who have successfully completed this exercise will:
1.	have recorded a recognizable respiratory cycle at rest.
2.	have recorded recognizable respiratory cycles on an individual immediately after exercise and a few minutes after exercise.
3.	be able to determine the respiratory volumes of an individual from the recorded data and understand the effects of exercise on lung volumes. 
4.	determine a subject’s overall fitness and lung health after examining breathing rate recovery from exercise.
5.	feel comfortable transferring data to the Journal and interpreting that data to answer questions about their recordings.
6.	have used the functions available in the Analysis window to determine values necessary for this exercise.