Physioex 9.0 Review Sheet Exercise 1 Cell Transport Mechanisms and Permeability Name Lab Time/Date ___ Activity 1 Simulating Dialysis (Simple Diffusion) 1. Describe two variables that affect the rate of diffusion. Size of material and concentration 2. Why do you think the urea was not able to diffuse through the 20 MWCO membrane? How well did the results compare with your prediction? The molecules were too large to pass through. This is what I predicted
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gradient. The energy source ATP is used during this process to move the particles across the cell membrane. This experiment takes place to measure the diffusion of small molecules through dialysis tubing. This tubing acts as a selectively permeable membrane‚ allowing larger molecules to pass through‚ but slowly. Dialysis is the movement of a solute through a selectively permeable membrane. When the two solutions on either sides of the membrane are equal and no net movement is detected‚ the solutions
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weighed the tube. The original weight was 32 grams. We then placed the tube in a cup full of starch solution and let it sit for 24 hours. 24 hours later‚ we noticed a very small amount of black blue in our starch solution‚ and no black blue in our dialysis tube. We also noted that the cell appeared smaller. We then dried the tube off and weighed it‚ the weight was 30 grams. Overnight‚ our tube had lost 2 grams of mass. Because there was no black blue inside‚ we can confirm that no starch entered
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resources. This divide continues to widen when involving limited resources and who deserves them. This idea is expressed in the story of Horacio Alberto Reyes-Camarena‚ a death row inmate receiving dialysis due to kidney failure. He desires a tax-payer funded kidney transplant in order to discontinue his dialysis treatment. Regrettably‚ kidneys are in high demand with over one-hundred thousand people waiting for a kidney transplant at the beginning of this year (“Organ Donation and Transplant Statics”)
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is not a generator. The patient will lose the blood if not returned quickly. In the event of a power outage‚ manually the health care provider should crank the machine to return the blood. In the event of a fire the patient is to be taken off the dialysis machine without returning the blood. In the event of a crisis keeping communication lines open‚ clear‚ and concise is essential. In a health care setting a crisis will make the patient very uncomfortable‚ and possibly frantic. The nurse must reassure
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own if required by the case. Furthermore‚ students must create their own graphics output (charts) as needed to present their results. INPUT DATA: KEY OUTPUT: Dialysis Center Data: Dialysis Ctr Outpatient Ctr Total Total revenues $- Facilities allocation ($) $- $1‚900‚000 $1‚900‚000 Total direct expenses $- Per square foot $- $19.00 $15.83 Facilities costs
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Part A: Diffusion on a liquid in a liquid. I did an experiment with three different glasses of tap water from the faucet. All three cups measured the same which happened to be 13 cm from the top of the cup to the bottom of the cup. I let the water settle‚ and sit for about an hour so the temperature was the same for all three cups. I then placed one drop of food coloring into the first glass and waited for the coloring to reach the bottom. I calculated 93 seconds. I then went to the second glass
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ADN 253 FINAL STUDY GUIDE 1. Describe the pathophysiology‚ assessment‚ signs and symptoms‚ nursing diagnosis‚ medical and nursing interventions for the patient with MODS. Pathophysiology • Progressive impairment of 2 or more organ systems • Caused by immune system’s uncontrolled inflammatory response to a severe illness or injury o Inflammatory response: cytokines and chemokines out of control ▪ Peripheral vasodilation = hypotension ▪ Capillary
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ACTIVITY 1 Simulating Dialysis (Simple Diffusion) Choose Exercise 5 B : Cell Transport Mechanisms and Per- meability from the drop-down menu and click GO. Watch the Cell Transport video to see an actual dialysis experiment performed. Then click Simple Diffusion. The opening screen will appear in a few seconds (Figure 1.1). The primary fea- tures on the screen when the program starts are a pair of glass beakers perched atop a solutions dispenser‚ a dialysis mem- branes cabinet at
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seriously pondering my motivation to become a doctor. I sat in the passenger seat of the ambulance asking the question that every pre-med student asks himself or herself: “Do I truly want to become a Doctor?” I had transported many patients to their dialysis appointments so I questioned why George had made me so distraught? I have always been unyielding in my desire to become a doctor and my personal‚ academic‚ and occupational experiences had always reaffirmed this. What was it about this patient that
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