By Mark Ball
This available textual content brings jointly mathematical recommendations that might be imperative to each pupil, instructor, practitioner, and person of chemistry- or biology-related laboratory paintings. Responding to the troubles of either teachers and scholars, CLINICAL LABORATORY MATHEMATICS starts with a evaluate of mathematics and algebra. subsequent, it offers example-rich chapters on exponential notation and logarithms, rounding and determine value, dimension platforms, ideas and concentrations, dilutions, proportionality, graphs, charges of switch, statistics, chemistry, qc, and process review. It solutions commonly asked questions, identifies universal misunderstandings, and provides an non-compulsory complex part on-line. all through, the writer explains why an effective realizing of math is necessary in state-of-the-art high-technology scientific laboratories. perform difficulties are strategically designed to give real-world situations with either context and final result. assisting either self-guided learn and standard lecture-discussion, the textual content is logically prepared and liberally cross-referenced, revealing hidden connections and customary motifs.
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Additional info for Clinical Laboratory Mathematics
Consider a patient specimen. 0 g/dL, then does the albumin concentration in this specimen fall within the expected range? 6. (LO 7) The concentration of glucose in cerebrospinal fluid (CSF) is usually 60–75% of the concentration in plasma. A concentration below this range is consistent with meningitis and other diseases of the central nervous system. Consider a patient whose plasma glucose concentration is 81 milligrams per deciliter (mg/dL). If the CSF glucose concentration is 54 mg/dL, does it fall within the expected range?
52 parts of reagent A, how much reagent B must we use? We know the ratio of the volumes of reagents A and B, and we know how much A we need in this run of the assay. 1 parts B We can also use cross-multiplication to solve percentage problems. In fact, example 3 under “Solving Percentage Problems” employed this technique without identifying it as cross-multiplication. The question was this: 144 is 48% of what number? To set up the proper equation, we say that 48 is to 100 as 144 is to a: 48 144 = 100 a Cross-multiplying gives 48a = 144 * 100 48a = 14,400 a = 300 Checkpoint 1-11 1.
Then, = 16. 10 3 31 32 chapter 1 • Arithmetic and Algebra E x ample 2 240 = ? 6 Apply the rule of multiplying by the reciprocal: 240 * 10 6 First, multiply 240 by 10 and then divide by 6: 240 * 10 = 2400 2400 = 400 6 E x ample 3 834 = ? 2 to 3. Then, break the problem down: 830 800 + 30 800 30 = = + 3 3 3 3 This quotient is between 250 (3 * 250 = 750) and 300 (3 * 300 = 900), though closer to 250. Thus, round it off to 250. This quotient is 10. 625. Percentage Problems E x ample 1 20% of 380 = ?