Learning Objectives

• Measure pH in acidic, basic and neutral solutions and collect data
• Examine factors that impact the pH of a solution
• Demonstrate how to adjust the pH of a solution
• Demonstrate how to maintain the pH of a solution using a buffer solution
• Discuss differences in the pH of different household solutions

The Importance of pH

You might not expect it but your life depends on the hydrogen content of every solution in your life whether it is your own blood or drinks such as lemonade or coffee. Another way to say this is: The hydrogen ion H+ concentration of a solution (or its pH) determines the suitability of that solution for various tasks. For example, household ammonia has a very high pH while vinegar has a low pH. Ammonia solutions are regarded as bases while vinegar is considered an acid.

Acids and Bases

Acids donate hydrogen ions, H+, during chemical reactions. We can represent an acid as a hydrogen containing compound, HA. In solution these compounds tend to dissociate into ions, HA → H+ + A−. The A− ion is known as the conjugate base of the acid. The dissociation of hydrochloric acid, HCl → H+ + Cl−, is a common example.

Bases accept hydrogen ions, H+, during chemical reactions. If we represent a base as B, then during a chemical reaction this compound tends to accept a hydrogen ion, H+ + B → HB+. The HB+ ion is known as the conjugate acid of the base. The reaction of ammonia in the presence of hydrogen ion, H+ + NH3 → NH4+, is an example of this behavior.

Self-ionization of Water

Interestingly, water can dissociate into ions. In pure water this reaction produces equal quantities of hydrogen ions, H+, and hydroxide ions, OH−.

H2O ⇄ H+ + OH−

The right and left arrows indicate the reaction can proceed in either direction. However, the reaction indicated by the left directed arrow is strongly favored and therefore only small quantities of hydrogen and hydroxide ions are found in water.

The pH Scale

Concentration is a measure of the amount of a substance contained per unit volume. One commonly used unit for the amount of substance is the mole (mol). When used along with a metric unit for volume, concentration may be expressed in mole per liter (mol/L).

The range of observed hydrogen ion concentrations in solutions is enormous. A typical battery may have a 1 mol/L concentration while the concentration in an oven-cleaning compound might be as low as 10−14 mol/L. Due to this large range of values, it is convenient to express hydrogen ion concentrations on a scale based on powers of ten, the pH scale.1

On the pH scale, every unit increase in pH is directly related to a factor of 10 decrease in hydrogen ion concentration. The approximate hydrogen ion concentration and pH for various solutions is shown in the table below (where [H+] is the hydrogen ion concentration in mol/L).

Solutionbattery acidvinegartomato juicemilkpure watersea waterantacidsoapy waterdrain cleaner[H+]10010010−210−210−410−410−610−610−710−710−810−810−1010−1010−1210−1210−1410−14pH024678101214

Using the pH scale, a solution can be categorized as follows below.

• pH < 7.00 ⇒ The solution is acidic
• pH = 7.00 ⇒ The solution is neutral
• pH > 7.00 ⇒ The solution is basic

Measuring pH in Solutions

pHWand

There are many ways to measure pH or the hydrogen ion concentration in a solution. You might have heard of pH paper, Litmus paper or pH meters. In this set of experiments, you will measure the pH of various household solutions, biological fluids, and a buffer solution. An example of a measurement made using a portable pH meter is shown on the right.

Buffer Solutions and pH

In this laboratory activity, you will get the opportunity to explore how to maintain pH within a specific range. It can be a matter of life and death to maintain biological fluids within a limited pH range. For example, if the pH of your blood was to deviate far outside of normal range (average pH of 7.3), cell structure and function would be disrupted to a life-threatening degree. Fortunately, in humans and other animals, there is a naturally occurring buffer called bicarbonate. In fact, you might have purchased a form of this buffer if you have ever bought an antacid at a pharmacy or grocery store. Can you already guess the action of this buffer?

A buffer solution can be made by adding a weak acid (an acid that contributes only a small percentage of its available hydrogen ions to the solution) and its conjugate base to water. Two examples of weak acids and their conjugate bases, and the associated buffer systems, are given in the table below. We can use a convenient shorthand notation to represent our weak acid + conjugate base buffer solution: HA = weak acid, and A− = conjugate base.

Weak Acid
HAConjugate Base
A−Buffer Solution
HA + A−acetic acid
HC2H3O2acetate ion
C2H3O2−acetic acid + acetate ion
HC2H3O2 + C2H3O2−carbonic acid
H2CO3bicarbonate ion
HCO3−carbonic acid + bicarbonate ion
H2CO3 + HCO3−

The concentrations of weak acid and its conjugate base don’t have to be the same in a buffer solution. In fact, by choosing different relative concentrations, buffers with different pHs can be constructed from the same weak acid conjugate base pair.

How does a buffer solution help maintain pH? Consider the situation shown in the figure below. On the far left we have a buffer solution that consists of a weak acid (HA) and its conjugate base (A−). This solution will have a specific pH value that depends on the particular acid-base pair used for the buffer and their relative concentrations.

In the center diagram a small amount of acid (indicated by H+ ions) is added to the buffer solution. How will the buffer respond? The net result is shown in the diagram on the far right. Notice that most of the added acid has reacted with the conjugate base (A−) in the solution to form more weak acid (HA). In this illustration, only one of three added hydrogen ions remains free in the solution and contributes to a change in solution pH. It is in this manner that a buffer system responds to additions of acid and maintains pH. Note that a buffer system can be overwhelmed by the addition of too much acid. Basically, a buffer system will lose its ability to maintain pH once all of the conjugate base has been consumed by reacting with added acid.

The buffer system above was shown responding to additions of acid to the solution. Can it also cope with additions of base? Yes, added base reacts with weak acid to form water and releases the conjugate base.

Finally, it should be noted that buffer systems can also be constructed from a weak base and its conjugate acid. The principle and actions are similar to what is shown above.

Orientation to the Acid and Base Lab Activities

Procedure I and II Overview

You will perform pH testing of household and biological solutions and use that information to classify solutions as acids or bases.

Procedure III and IV Overview

You will compare pH changes of a buffer solution and water when acid or base are added to each solution.

Summary of Formulas and Concepts Needed for Calculations

Percent Change of pH

Adding acid or base to a solution causes changes to the pH of the solution. Calculating the percent change of pH allows us to understand how large (or small) a specific pH change is.

Percent Change of pH is calculated using the formula below

Percent Change of pH=100%×final pH value – initial pH valueinitial pH valuePercent Change of pH=100%×final pH value – initial pH valueinitial pH value

Sample Calculation: Determine the percent change of pH of a solution given the data below:

• initial pH of solution = 5.25
• final pH of solution = 3.75

Percent Change of pH=100%×final pH value – initial pH valueinitial pH valuePercent Change of pH=100%×final pH value – initial pH valueinitial pH value

Percent Change of pH=100%×3.75−5.255.25Percent Change of pH=100%×3.75−5.255.25

Percent Change of pH=100%×−1.505.25Percent Change of pH=100%×−1.505.25

Percent Change of pH=−28.57%Percent Change of pH=−28.57%

Percent Change can be positive or negative. A positive result indicates an increase and a negative result indicates a decrease.

1. The pH of a solution is calculated as follows: pH = −log[H+], where [H+] is the hydrogen ion concentration in mol/L, and log is the common logarithm function (base 10 logarithm).

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Assessment 1 Class 8

In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts.

Preparation

In this assessment, you’ll assess/interview the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).

To prepare for the assessment, complete the following:

· Identify the patient, family, or group you want to work with during your practicum. The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.

· Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.

Instructions

Complete this assessment in two parts.

Part 1

Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.

Part 2

Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions.

Requirements

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

· Define a patient, family, or population health problem that’s relevant to your practice.

. Summarize the problem you’ll explore.

. Identify the patient, family, or group you intend to work with during your practicum.

. Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.

. Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.

· Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.

. Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.

. Explain how you would know if the data are unreliable.

. Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.

. Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.

. Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.

. Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your clinical practicum.

· Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.

. Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.

. Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.

. Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.

· Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.

. Discuss research on the effectiveness of leadership strategies.

. Define the role that you anticipate leadership must play in addressing the problem.

. Describe collaboration and communication strategies that you anticipate will be needed to address the problem.

. Describe the change management strategies that you anticipate will be required to address the problem.

· Organize content so ideas flow logically with smooth transitions.

· Apply APA style and formatting to scholarly writing.

Additional Requirements

· Format: Format your paper using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:

. A title page and reference page. An abstract is not required.

. A running head on all pages.

. Appropriate section headings.

· Length: Your paper should be approximately 5–7 pages in length, not including the reference page.

· Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.

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A physician performed an aspiration via thoracentesis on a patient in observation status in the hospital. The patient has advanced lung cancer with malignant pleural effusion. Later the same day, due to continued accumulation of fluid, the patient was returned to the procedure room and the same physician performed a repeat thoracentesis.

Report diagnosis and procedure codes. Do not report observation codes.

Assign the correct codes and modifier for this encounter.

ICD-9-CM and CPT Code(s):__________________

ICD-10-CM Code(s):________________________

A 12-year-old boy presents with his father to the ER due to open wounds to his arm, hand, and upper leg. The injury occurred when the boy fell on a barbed-wire forearm, right hand, and left thigh. Procedure: Suture repair of the following: single-layer closure, 4.0cm, forearm, layered closure, 3.0cm, hand; 6.0 simple repair, thigh.

ICD-9-CM Reason for Visit Code(s):_____________________________________

ICD-9-CM and CPT code(s):________________________________________

ICD-10-CM Reason for Visit Code(s):_________________________________

ICD-10-CM Code(s):___________________________________

From the health record of a patient seen in the emergency room/observation area for an allergic reaction:

Discharge Summary

Date of Discharge: 01/08/XX

Chief Complaint: Allergic reaction to Bactrim, resulting in angioedema and mild respiratory distress.

Hospital Course: Fifty-six-year-old male admitted for angioedema after taking Bactrim for an ear infection. The patient had mild respiratory distress and marked swelling of his hands, face, and his oropharynx. The patient was given IV steroids in the Emergency Room and was admitted overnight for observation. The patient’s swelling rapidly improved and by the morning after his admission he was back to baseline. He had no complaints of shortness of breath and desired to go home.

Condition on Discharge: Good. Activity: As tolerated. Diet: As tolerated.

Medications: Home medications only including:

1. Celebrex 200 mg one b.i.d.

2. Isosorbide 30 mg once a day.

3. Atenolol 25 mg per day.

4. Lipitor 10 mg per day.

Follow-Up: Will be as needed with primary care physician if ear problem returns and/or respiratory distress.

Emergency Assessment

Chief Complaint: Swelling, itching, and change in voice.

Present Illness:  This is a 56-year-old white male with a history of allergic reaction to an antibiotic in the past, who presents today after taking his second dose of Bactrim this morning at home. He then had acute onset of swelling, redness, itching, and change in voice; also states that he was slightly short of breath but no wheezing. He denies any nausea, vomiting, fevers, chills.

Past Medical History: Coronary arter disease, MI 2 years ago, is currently take Celebrex, Isosorbide, Atenolol, Lipitor, and Bactrim that he just started on his morning.

Physical Examination:  Appears very red, swollen diffusely with erythematous rash, macular type rash. Blood pressure is 145/77, heart rate of 120, respiration rate 18 and 02; saturation is 96%. On room air. HEENT: He does have swollen eyelids, both upper and lower eyelids, with also some facial swelling and some uvular swelling as well as some lateral pharyngeal and uvualr swelling, which appears to be allergic in nature. His tongue appears also slightly swollen, does not have any neck swelling, also has an erythematous rash. Lungs: Clear to auscultation with no wheezing noted. Abdomen: Soft, nontender.

Ed Course: Received Benadryl 25 mg IV, Pepcid 20 mg IV, Solu-Medrol 125 mg IV. At this point, his voice was still changing, and decision was made to admit the patient to the hospital for observation and then to observe and given a second dose of Solu-Medrol and Benadryl. Consultation between patient’s private physician.

Select the correct codes for this observation patient.

a. 961.0, 786.09, 995.1, 693.0, E857, E849.0

b. 995.20, E931.0, E849.0

c. 995.1, 786.09, E931.0, E849.0

d. 995.1, 786.09, 693.0, E930.9, E849.0

ICD-10-CM Code(s):_____________________________

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Primate Behavior Report

Name: ______________________ Date___________________________

Primate Behavior Report

This assignment has three parts that follow the scientific method: 1. Prepare for the observation; 2. Observe primates in videos; 3. Report the findings.

Supplies Needed

· Internet connection

· Access to Youtube

· Primate Observation Playlist – Use this link to access the Primate Observation Videos

· Observation Worksheets

Relevant Learning Resource

· Jaffe, Karin Enstam. 2019. Chapter 6: Primate Ecology and Behavior. Explorations.

https://pressbooks-dev.oer.hawaii.edu/explorationsbioanth/chapter/__unknown__-6/

Legendary primatologist Jane Goodall revolutionized the study of chimpanzees during her fieldwork in Gombe, Tanzania. The behaviors she witnessed changed our perception of apes from instinct-driven creatures to tool-inventing beings.

In this activity you will learn about ethology, or how researchers turn observations of living things into scientific data, and then create a report of what you saw. While we cannot go to Gombe on short notice, we can watch uncut videos of zoo-dwelling primates online and apply scientific techniques to go beyond what a typical zoo visitor sees.

There are different ways to collect data on animal behavior. We will be practicing scan sampling whereby the observer records the behaviors of the group at set intervals, as well as focal sampling, which involves recording every action of one specific individual over a length of time.

Part One: Preparation

Before watching primates, you have to prepare for what you expect to see in order to save time and effort later when you are intently focused on your living subjects. First, pick one of the videos to observe from the Primate Observation Playlist .

1. Which video will you observe ?

Apply the scientific method and make a prediction about what will you see. Answer the following question:

2. Which behaviors do you think you will see when watching the primate video for 15 minutes (or as long as it lasts – some are a bit shorter)?

Now set up an ethogram (see below), which is a table used to record animal behavior. You will use this table while observing the primate video in order to reduce writing and produce a standardized data set of what you saw. Put short descriptions of behaviors in the left column. Some have been added for you but you should add more based upon your general knowledge of primate behavior.

Primate Ethogram Continuous Focal Follow

Primate Ethogram Scan Sample

Now it is time to use your ethogram to record primate behavior. After you select the video use two different methods for observing the primates. For one method (continuous focal follow), watch one individual and do a continuous follow for 15-minutes, indicating all of the behaviors, and interactions with other primates in the video. The second method is a scan sample of the group – every minute stop the video and write down what all the animals (who are in frame on the video) are doing (including directions of any social interactions).

You may have to view the video several times, as you practice each method of behavioral observations for your Primate Report

Read these instructions in full before starting:

1. Play the video you chose in Part One – You may have to watch twice to fill out both ethnograms.

2. Using the video’s timer or your own stopwatch app, keep track of the time.

3. Every minute, record the behaviors of the primates you see using the ethograms you set up in Part One. Mark each square for each behavior you see at each time. If you are watching multiple primates try to keep track of each one by using a short unique name for them.

4. End observation at 15 minutes.

Here is a sample table:

A: Adult male, B: Adult female, C: Juvenile

Part Three: Analysis and Report

Your data set allows you to quantify how much time each primate spent with each activity. For each individual, calculate how many times they were seen performing each behavior by filling out this table

Time Budget for Individual – Focal Observation:

See this example based on the adult male in the example ethogram:

Time Budget for Individual: A: Adult Male

Time Budget for Groups – Scan Observation:

Using your data sets and time budgets, write a report of what you saw. Follow these instructions to write an effective report that is at least 750-1000 words. Your report should be well-organized, and clear to best communicate your message. Make sure to follow proper APA formatting guidelines. Your report should include the following sections:

1. Introduction: Which primate(s) did you observe (provide genus, species and subspecies)? Summarize the natural habitat and geographic distribution of this primate species in the natural world. (You may find out this information from Primate Fact Sheets found at the Primate Info Net website, http://pin.primate.wisc.edu/factsheets, in addition to information provided at zoo displays or zoo website).

2. Body: Tell the reader in more detail what you saw in your focal observation. Start with a description of the scene and the individual primate you focused on. Then describe the actions you saw in order from beginning to end. Include specific details. Then tell the reader in more detail what you saw in your scan observation. Start with a description of the scene and the group of primates you focused on. Then describe the actions you saw in order from beginning to end. Describe specific details. .

Present your analysis of time budgets. How much time did each individual spend with each behavior?

Compare and contrast the observed behaviors with those of human beings. Are there similar behavior patterns in humans? Why or why not?

3. Conclusion: Summarize your paper for the reader. Briefly restate what primate(s) you observed. Compare and contrast the two methods (focal follow and scan sample) that you used for observing primate behavior in the video. Which method did you find more challenging for your observations? Which method would you recommend for collecting time budget data (i.e., how group spends their time) for primates? End this section with a short summary of what you actually saw and whether it matched what you expected.

4. Appendix: Cut and paste copies of your completed ethograms and time budget sheets as an Appendix to your written report.

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