Académique Documents
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12
Evidences of Evolution
(LM pages 125141)
Fourth Edition
Section 12.2 now includes an Observation in which hominid skulls are compared. New
illustrations have been added.
New or Revised Tables: 12.8 Other Hominid Craniums Compared to Human Cranium;
12.9 Other Hominid Faces Compared to Human Face; 12.10 Other Hominid Dentition
Compared to Human Dentition
12.2
EXERCISE QUESTIONS
12.1 Evidence from the Fossil Record (LM pages 12630)
Geologic Timescale (LM pages 12628)
Divisions of the Timescale (LM page126)
List the four eras in the timescale, starting with Precambrian time: Precambrian,
Paleozoic, Mesozoic, Cenozoic
1. Why do you read the timescale starting at the bottom? The earliest dates are at
the bottom.
2. During the Mesozoic era and the Jurassic period, the first flowering plants
appear. How many million years ago was this? 199.6125.5
3. How do you know that the plants in this forest were not flowering trees as most
of our trees are today? Flowering trees had not evolved yet. What type animal was
diversifying at this time? amphibians
4. During what period and epoch did primates appear? Tertiary, Paleocene During
what period and epoch did hominins appear? Tertiary, Pliocene What period and
epoch is the age of Homo sapiens? Quaternary, Holocene
Dating Within the Timescale (LM page 128)
Why wouldnt you expect to find human fossils and dinosaur fossils together in
rocks dated similarly? Humans had not evolved yet.
Limitations of the Timescale (LM page 128)
Which of the animals shown in Figure 12.1 suffered the most during the P-T
(Permian-Triassic) extinction? poriferans (sponges)
Which of the animals shown in Figure 12.1 became extinct during the K-T
extinction? dinosaurs
Fill in the eras on the lines provided in Figure 12.1. Paleozoic, Mesozoic, Cenozoic
Fossils (LM pages 129-30)
The fossil record relies heavily on anatomical data. Why would that be? Because the
anatomy of the organism is preserved as a fossil.
Observation Invertebrate Fossils (LM page 129)
1.
One possible reason the Cambrian might be rich in fossils is that organisms
now had shells and bones.
Table 12.2 Invertebrate Fossils Answers will vary according to the fossils in the kit.
what do you base your conclusions? The greater the degree of precipitation, the
more similar the animals blood serum antigens are to those in human blood serum.
Molecular evidence shows us that of the vertebrates studied, chimpanzees and
humans are most closely related.
Laboratory
13
Microbiology
(LM pages 14361)
Fourth Edition
No significant changes have been made to this laboratory.
New Figures 13.6 Major Groups of Protists; 13.12 Protozoan diversity
Special Requirements
Living material. Selected cultures of bacteria and protists (see lists below); incubate
cultures of bacteria 48 hours prior to use. Also incubate cultures of Rhizopus.
Fresh material. Pond water; edible mushrooms and other fresh fungi samples, if
available.
13.1 Bacteria (LM pages 14449)
_____ safety goggles (See Carolinas Safety: Face Protection Section)
_____ latex gloves and/or nonlatex gloves (See Carolinas Safety: Hand Protection
Section)
_____ lab coats (See Carolinas Safety: Body Protection Section) or other clothing
protection
_____ microscopes, compound light
_____ lens paper
_____ slides, prepared: bacteria (coccus, bacillus, spirillum)
_____ Oscillatoria, live culture or prepared slide
_____ Anabaena, live culture or prepared slide
_____ Gleocapsa, live culture or prepared slide
_____ bacteria, live cultures of representative types (Carolinas Living Organisms:
Bacteria Cultures catalog section)
_____ nutrient agar plates
_____ incubator
Biohazard waste container. Because of increased awareness of hazards connected with
bodily fluids, a biohazard waste container for swab disposal should be used, and slides
_____
_____
_____
_____
_____
_____
_____
eyedropper
microscopes, stereomicroscope
microscopes, compound light
lens paper
Rhizopus, whole mount slide (including sexual stages) (Carolina 16 7776)
Basic Fungi Set, preserved
Fungi Collection biomount
Growth of Rhizopus on white bread in petri dish. Purchase white bread containing no
preservatives, since Rhizopus not likely to develop on bread containing preservatives.
Place a small amount of preservative-free white bread in the petri dish. Add one drop
only of distilled water. (Any more than one drop, and yeast growth will be promoted
instead of Rhizopus growth.) Sprinkle a small amount of dust from the corners of the
room on the bread. Rhizopus growth occurs within two to three days and is at its peak
within a week. Have students observe Rhizopus with a stereomicroscope. Rhizopus live
culture can also be purchased if desired
Club Fungi (LM pages 15960)
_____ mushroom, edible, fresh
_____ microscopes, stereomicroscope
_____ microscopes, compound light
_____ slide, prepared: Coprinus mushroom, showing cross section of the cap
_____ lens paper
EXERCISE QUESTIONS
13.1 Bacteria (LM pages 14449)
Pathogenic Bacteria (LM page 144-45)
Conclusions (LM page 145)
Which portions of a bacterial cell aid the ability of a bacterium to cause
infections? cell wall, capsule, pili, and ribosomes, nucleoid, and plasmids through
the products they make
Which portions of a bacterial cell aid the ability of a bacterium to be resistant to
antibiotics? pilli, cell membrane, capsule, ribosomes, plasmids
Observation: Colony Morphology (LM page 146)
2. Compare the colonies, color, surface, and margin and note your observations in
Table 13.1.
Table 13.1 Agar Plates
These data will depend on the bacteria used.
Experimental Procedure: Colony Morphology (LM page 146)
1. Describe what you see. These data will depend on student experiment.
2. Describe the appearance of your plate after exposure. These data will depend on
student experiment.
10
11
Make a wet mount of live diatoms, or view a prepared slide (Fig. 13.10). Describe
what you see. Answers will vary according to student observation.
Prepare a wet mount of live dinoflagellates or view a prepared slide (Fig. 13.11).
Describe what you see. Answers will vary according to student observation.
Protozoans (LM pages 154-56)
How do sporozoans differ from other types of protozoans? Sporozoans do not
locomote.
Observation: Protozoans (LM page 155- 56)
1. Complete Table 13.4, listing the structures for locomotion in the types of
protozoans you have observed.
Table 13.4 Protozoans
Name
Structures for Locomotion
Observation
Answers will vary according to laboratory specimens.
2. Describe what you see. Student describes.
13.3 Fungi (LM pages 15760)
Observation: Black Bread Mold (LM pages 158-59)
1. Do you recognize black bread mold on the bread? Answer will depend upon the
sample.
2. Label the mycelium and a sporangium in Figure 13.18a. 1. sporangium; 2.
mycelium
3. Label the mycelium and zygospore in 13.18b. 1. zygospore; 2. mycelium
Club Fungi (LM pages 159-60)
Observation: Mushroom (LM page 160)
3. Can you see individual hyphae in the gills? It will depend upon the slide.
4. Are the basidiospores inside or outside of the basidia? outside
5. What type of nuclear division does the zygote undergo to produce the
basidiospores? meiosis
6. Can you suggest a reason for some of the basidia having fewer than four
basidiospores? Some of the basidiospores may have already been released.
7. What happens to the basidiospores after they are released? They usually give rise
to a mycelium.
3.
12
4.
5.
6.
7.
8.
9.
Once called the blue-green algae, cyanobacteria are now classified as what?
Bacteria
10.
What do you call the projection that allows amoeboids to move and feed?
Pseudopod
11.
In what type of environment are you likely to find brown algae, such as
Fucus? Rocky seashore.
12.
The stalk and cap of a mushroom that rise above the substratum are termed
what? Fruiting body
13.
Describe saprotrophic nutrition? The organisms releases digestive enzymes into
the environment and absorbs the resulting nutrients.
14.
What do fungi produce during both sexual and asexual reproduction? Spores
15.
Why arent all the organisms studied today in the domain Eukarya?
Bacteria, including cyanobacteria, are prokaryotes in the domain Bacteria. The other
organisms are eukaryotes in the domain Eukarya.
16.
In general, how does sexual reproduction differ from asexual reproduction
among fungi? During sexual reproduction, nuclei from two different mycelia fuse, and
zygote formation precedes meiosis, which is a part of spore formation.
13
Laboratory
14
Plant Evolution
(LM pages 163180
Fourth Edition
The plant evolutionary tree has been updated and charophytes have been added to this
lab.
New/Revised Figures: 14.1 Evolution of plants.
Special Requirements
Living material. Moss gametophyte, moss sporophyte; assorted ferns for 14.2 Seedless
Plants. Living material. Pine cones, seeds, and needles for 14.3 seed plants.
Fresh material. Fresh flowers and fruits for 14.3 seed plants. Some flower shops,
especially wholesale shops, will make nonsaleable flowers available for educational
purposes.
_____ ferns, assorted living (see Carolinas Plants: Living Organisms, Other
Ferns), or herbarium mounts (optional)
_____ fronds, with sori, living plastomount (optional)
_____ slide, prepared; fern frond leaflet with sori, cross section
_____ microscopes, compound light
_____ fern life cycle plastomount (optional)
_____ slide, prepared: fern prothallium-archegonia, whole mount
_____ slide, prepared: fern prothallium-antheridia, whole mount
14.3 Seed Plants (LM pages 172179)
Gymnosperms (LM pages 173-175)
_____ pine cones, pollen and pine cone, seed (available from Carolina)
_____ Pine Life Cycle Set (optional)
_____ razor, single-edged
_____ microscope, binocular dissecting
_____ lens paper
_____ slide, prepared: mature pine male (staminate) cone, longitudinal section
_____ slide, prepared: pine seed (ovulate) cone, longitudinal section (available
from Carolina)
Life Cycle of Pine Trees (LM pages 174-75). Pine cones and seeds are available from
Carolina Biological Supply in the Pine Life Cycle Set (listed above). This set includes
cones from a variety of life cycle stages, as well as seeds, a seedling, and a twig with
needles. These are also available separately. See the Preserved Plant section of the
catalog. A collection of cones of various conifer species (Carolina 22-3320) is also
available. If possible, collect cones and needles from various local identifiable species for
display.
Angiosperms (LM pages 176-79)
_____ flower model
_____ flowers, fresh assortment of monocot and eudicot
_____ forceps or tweezers
_____ eye dropper
_____ slides and coverslips
_____ microscopes, compound light
_____ lens paper
_____ razor, single-edged
_____ water, tap
Fresh flowers (LM page 177-78). Obtain examples of monocot and eudicot flowers for
viewing and dissection. Some examples of monocots are tulips, hyacinths, and lilies.
Roses, geraniums, impatiens, and snapdragons are examples of eudicots.
15
EXERCISE QUESTIONS
14.1 The Evolution Plants (LM pages 165166)
What significant evolutionary events led to adaptation of plants to a land existence?
embryo protection, vascular tissue, megaphylls, seeds, flowers and fruit
Algal Ancestor of Land Plants (LM page165)
Observation: Chara
How does it superficially resemble a land plant? has a stem and branches Measure
the length of one cell. Cell can be as long as 7 cm What does it feel like? rough
Conclusions: Chara (LM page 165)
What characteristics cause Chara to resemble land plants? appearance, protects
zygote
Why are Chara called stoneworts? covered with calcium carbonate deposits
Alternation of Generations (LM page 166)
Is it beneficial for a sporophyte, the generation that has vascular tissue, to be
dominant? Yes Why? Without the transport of water, a plant has to remain lowlying.
14.2 Seedless Plants (LM pages 167-71)
Mosses (LM pages 167--68)
Life Cycle of Mosses (168)
Describe its appearance. It is a stemlike structure covered with whorls of leaflike
structures. Considering that this is the generation we refer to as the moss, what
generation is dominant in mosses? Gametophyte Describe the sporophyte. The
sporophyte is a stalk attached to the gametophyte, topped by a capsule that contains a
sporangium.
Observation: Moss Life Cycle (LM page 168)
2.
Why female? Because the female gametophyte is dominant.
3.
What is being produced in the sporangium? Spores By what process? Meiosis
The Life Cycle of a Moss (LM page 168)
1.
Which generation is haploid? Gametophyte Which is diploid? Sporophyte
Which generation is dominant in mosses? Gametophyte Which generation is
dependent? Sporophyte
2.
Is there any evidence of vascular tissue in the moss sporophyte? No
3.
When spores germinate, what generation begins to develop? Haploid
gametophyte
4.
Why is it proper to say that, in the moss, spores disperse the plant? Only
spores leave the plant.
5.
By what means are spores disseminated? Wind
16
17
Vascular
Tissue
Dispersal of
Sporophyte
Fruit
Conifer
sporophyte
present
wind-blown
absent
Flowering plant
sporophyte
present
wind or
pollinator
present
1.
The preceding diagram tells you that the size of the gametophyte became
progressively smaller as plants became adapted to live on land. Why is it suitable for
this generation to be dependent on the sporophyte? The gametophyte lacks vascular
tissue.
2.
3.
Which plants have male and female gametophytes and disperse seeds?
Gymnosperms
4.
Why is it appropriate to refer to bees and plants to explain sexual
reproduction? Bees take pollen (the male gametophyte, which produce sperm) to the
female gametophyte, which produces an egg. Union of sperm and egg results in a zygote,
which becomes on embryo in a seed.
19
9. When does meiosis occur in the life cycle of plants? production of haploid spores
10. What type of cell division produces the gametophyte generation and the gametes
in plants? Mitosis
20
Laboratory
15
Plant Anatomy and Growth
(LM pages 181- 92)
Fourth Edition
21
EXERCISE QUESTIONS
15.1 Plant Organs (LM pages 18283)
Observation: A Living Plant (LM page 182)
Shoot System
What is the primary function of the shoot system? Photosynthesis, and transport of
water and nutrients
The Leaves
1 Describe the blade. the broad, flat part of a leaf
2 Describe the petiole. a stalk that attaches the blade to the stem
The Stem 2 Does the internode get larger or smaller toward the
apex of the stem? smaller Toward the roots? larger Based on the
fact that a stem elongates as it grows, explain your
observation. Elongation causes length of internode to increase as
plant grows.
3.
Where is the terminal bud of a stem? at the apex of a shoot Where is the
lateral bud? on the side of the shoot.
Root System
Does the plant have a tap root systemthat is, the main root
many times larger than the lateral roots? Answer will vary with
plant observed
Or does the plant have a fibrous root systemthat is, all the
roots approximately the same size? Answer will vary with plant
observed. What is the primary function of the root system?
Anchor plant and absorption of water and minerals
Experimental Procedure: Monocot Versus Eudicot (LM page 183)
1. Is this plant a monocot or dicot? Depends on plant observed. Explain. Answer
should make use of information in Figure 15.2.
22
2. Note in Table15.1 name of plant and whether it is a monocot or dicot: Answers will
vary depending on types of plants used.
15.2 Organization of Roots (LM pages 184-85)
Observation: Eudicot Root Tip
2.
Identify: Root cap. What is the function of the root cap? protection
Zone of elongation. Which two zones are responsible for growth of the root tip?
zone of cell division and zone of elongation
Zone of maturation. Root hairs increase the area for absorption of what by a root?
water and minerals
Observation: Eudicot Root Slide (LM page 185)
2.
Identify: Cortex. How many layers of thin-walled cells are present? Several.
Answer will depend on the slide observed. Label starch grains in Figure 15.4b. The starch
grains are the blue-stained areas of cells located in the cortex.
3.
Trace the path of water as it crosses a root from a root hair to xylem: root
hair, cortex, endodermis, per-icycle, xylem
Observation: Root Hairs (LM page 185)
2.
What proportion of the root has root hairs? Answer will vary.
4.
Does every epidermal cell have a root hair? No. How do root hairs aid
absorption? The large number of root hairs on a root provide increased surface area for
absorption.
15.3 Xylem Transport (LM page 186)
Experimental Procedure: Xylem Transport (LM page 186)
6.
In which celery stalk was the water column broken? The water column was
broken in the stalk that was cut and kept in air prior to experiment.
Use this information to write a conclusion in Table 15.2.
7.
What type of tissue has been stained by the dye? xylem
Table 15.2 Celery Stalk Experiment
Speed of Dye
Stalk
(Minutes)
Placed in Water
Placed in Air
Faster
Slower
Conclusion
23
24
5.
Characterize the root of a carrot. The taproot is modified for the storage of
organic food. The main root is many times larger than the branch roots.
6.
How would you microscopically distinguish a eudicot stem from a monocot
stem? In a eudicot stem, the vascular bundles are arranged in a ring; in a monocot stem,
they are scattered.
7.
Distinguish between primary and secondary growth of a stem, and explain
how each arises. Primary growth arises from the apical meristem in the terminal bud
and adds to the length of a plant. Secondary growth arises from vascular cambium and
adds to the girth of a plant.
8.
Contrast how you could determine one years growth by looking at a winter
twig with how you determine one years growth in a cross section of a tree stem. In a
cross section of a tree, one annual ring indicates one years growth. In a woody twig, the
growth between terminal bud scars represents one years growth.
9.
Contrast the manner in which water reaches the inside of a leaf with the
manner in which carbon dioxide reaches the inside of a leaf. Water enters xylem at the
roots and then passes up the stem to a leaf vein. Carbon dioxide enters by way of stomata
into the cells of spongy mesophyll.
10.
How would you recognize the epidermis of a root versus the epidermis of a
leaf? The leaf epidermis has an upper and lower section and is covered with a cuticle to
protect its layers. The root epidermis has no protection and has root hairs for water and
nutrient absorption.
25
Laboratory
16
Animal Evolution
(LM pages 193209)
Fourth Edition
The animal evolutionary tree has been updated
New/Revised Figures: 16.1 Evolution of animals.
All Exercises
_____ dissecting pans, pins, tools, and trays
_____ safety goggles
_____latex gloves and/or non-latex gloves
_____ lab coats
16.2 Invertebrates (LM pages 194206)
_____ mollusc collection
_____ clam, Venus, preserved for dissection
______ squid, preserved
_____ arthropod collection
_____ crayfish, preserved
_____ grasshopper, Romalea, preserved
_____ hand lenses
_____ index cards
_____ stereomicroscopes
_____ lens paper
_____ life cycle display showing incomplete and complete metamorphosis.
EXERCISE QUESTIONS
16.1 Evolution of Animals (LM page 194)
26
Which phyla in the tree have only two tissue layers? cnidarians
Which of the phyla have radial symmetry? cnidarians
Which pattern of development do the flatworms, rotifers, and nematodes have?
protostome
16.2 Invertebrates (LM pages 195206)
Observation: Diversity of Molluscs (LM pages 195200)
Table 16.1 Molluscan Diversity*
Common
Group
Description of Foot
Name
of Specimen
Broad, flat, for
Chiton
Chitons
creeping
Broad, flat, for
Oyster drill
Gastropod
creeping
Scallop
Bivalve
Hatchet-shaped
Squid
Cephalopod Divided into tentacles
Cephalization
(Yes or No)
No
Yes
No
Yes
27
Squid
Active predator
No external skeleton
Closed
Marked
Jet propulsion
Brain and nerves
centipede
Millipede
milipede
Appendages
(Attached to Body)
four pairs of legs
five pairs of legs
three pairs of legs
one pair of legs per
segment
two pairs of legs per
segment
28
forming specific regions, and there are specialized appendages on various segments.
4.
Do crayfish demonstrate cephalization? yes Explain. There is a distinct head
region, although it may be fused with the thorax.
7.
8.
Cephalization
Grasshopper
*Jumping legs, wings
*Tracheae, *spiracles
Antennae, compound eyes,
*tympanum
Cephalization
*Modified swimmerets
_____
29
Name a type of insect that undergoes incomplete metamorphosis. Flies such as fruit
flies
16.3 Vertebrates (LM page 207-208)
Explain the term invertebrate chordates. These chordates retain the notochord and do
not have a vertebral column.
What three innovations called out in Figure 18.16 evolved among fishes? jaws, bony
skeleton, and lungs
The limbs of tetrapods are jointed appendages. Do all animals develop in a water
environment? Yes. Explain. The reptiles including birds and mammals develop within
the aminotic membrane, which contains aminotic fluid.
30
9. What innovation during the course of evolution can you properly associate with
these classes of vertebrates?
a. Ray-finned fishes bony skeleton
b. Amphibians 4 limbs
c. Reptiles amniotic egg
10. What type of skeleton do both arthropods and vertebrates share? jointed
exoskeleton
31
Laboratory
17
Basic Mammalian Anatomy I
(LM pages 21124)
Fourth Edition
No significant changes have been made to this laboratory. However this lab now precedes
Chemical Aspects of Digestion. This change of organization allows students to be
introduced to the digestive system before studying chemical digestion in particular. The
lab offers alternatives; students may follow the directions to 1) dissect the pigs alone or
in a group 2) observe dissected pigs or 3) study the illustrations and answer the questions
only.
Notes:Dissecting tools. As an alternative to a complete set of dissecting tools, two sizes
of sharp scissors, forceps, and blunt probes can be used. Scalpels can be kept at the
instructors bench to be used at the instructors discretion.
Safety. Fetal pigs are sometimes preserved by using formalin. Safety goggles, latex or
nitrile gloves, and lab coats or other clothing protection are recommended.
32
Human torso model (LM page 223). Human torso models are available from a number
of supply houses. The Carolina Biological Supply Company has a variety of torso models
that vary widely in price. See Carolinas Models section.
EXERCISE QUESTIONS
17.1 External Anatomy (LM pages 21214)
Observation: External Anatomy
Body Regions and Limbs
5. Where is the heel of the pig? raised up, off the ground
Umbilical Cord
3. What is the function of the umbilical cord? It contains the umbilical blood vessels
that take blood to the placenta, where fetal blood gives up waste and receives oxygen
and nutrients.
Nipples and Hair
1. How many nipples does a pig have? Both males and female pigs have 16 nipples.
When is it advantageous for a pig to have so many nipples? A nursing mother can
suckle many offspring.
2. Can you find hair on the pig? yes Where? on the eyelashes and on the chin
Anus and External Genitals (LM page 213)
1. Name the organ system which ends in the opening called the anus? digestive
system
4. What sex is the sex of the pig you are examining? Figure 17.1b and c will aid in
distinguishing the sex of the pig?
17.2 Oral Cavity and Pharynx (LM pages 21415)
Pharynx (LM page 215)
6. Explain why it is correct to say that the air and food passages cross in the
pharynx. Air must pass from the back to the front of the pharynx to enter the trachea,
33
and food must pass from the front to the back of the pharynx to enter the esophagus.
17.3 Thoracic and Abdominal Incisions (LM pages 21617)
Thoracic Incisions
3. List the organs you find in the thoracic cavity. The heart and lungs are readily
apparent.
Complete Preparation of Pig for Dissection (LM page 216)
Answer These Questions
1. Name the two cavities separated by the diaphragm? the thoracic and abdominal
cavities
2. List the organs located in the abdominal cavity. The liver and intestines are readily
apparent.
17.5 Thoracic Cavity (LM pages 21819)
Observation: Thoracic Cavity
Heart and Lungs
3. Trace the path of air from the nasal passages to the lungs. nasal passages,
pharynx, glottis, larynx, trachea, bronchi, lungs
17.6 Abdominal Cavity (LM pages 22022)
Liver (LM 270)
3. Name several functions of the liver. destroying red blood cells, producing bile,
storing glycogen, maintaining blood glucose levels, producing blood proteins
Stomach and Spleen
4. The stomach is a part of the digestive system. What is its function? stores food,
secretes gastric juice, contains an enzyme for protein digestion
5. The spleen is a part of the lymphatic system. What is its function? purifies blood
and disposes of worn-out red blood cells
Small Intestine (LM page 222)
3. The small intestine is a part of the digestive system. What is its function? food
digestion and absorption of the products of digestion
Gallbladder and Pancreas
3. What is the function of the gallbladder? stores and releases bile
4. What is the function of the pancreas? As an exocrine gland it secretes pancreatic
juice; as an endocrine gland it secretes insulin and glucagon.
Large Intestine
4. The large intestine is a part of the digestive system.
5. What is the function of the large intestine? absorbs water, prepares feces for
defecation
6. Trace the path of food from the mouth to the anus. mouth, pharynx, esophagus,
stomach, small intestine, large intestine (colon and rectum), anus
17.7 Human Anatomy (LM pages 223)
Observation: Human Torso
2. Name any observed differences between pig internal anatomy and human internal
anatomy? no observed differences are expected.
34
35
Laboratory
18
Chemical Aspects of Digestion
(LM pages 225-34)
Fourth Edition
With the addition of Figure 18.1, which gives an overview of the organs of digestion, this
laboratory now provides a better correlation between digestion of foods and the digestive
tract of humans. The Experimental Procedure: Starch Digestion by Pancreatic Amylase
was streamlined by eliminating the two samples containing boiled enzyme.
New/Revised Figures 18.1 Organs of the digestive tract and accessory organs
safety goggles
latex gloves and/or non-latex gloves
lab coats
wax pencils
test tubes and racks
water, distilled
thermometer, celsius (0110C)
transfer pipets
_____
_____
_____
_____
Students should not vigorously shake tubes (LM page 230). Oil will float above
phenol red solution and pancreatic lipase solution, and a color change may be observed in
the transition zone; however, it will not be uniform unless bile salts are added.
Order solutions or prepare your own:
Phenol red solution (LM page 230). Prepare 20 mL per student group. Use a 0.04%
solution. Dissolve 0.04 g of phenol red in 100 mL of distilled water.
Pancreatic lipase solution (1% pancreatin in 0.1% Na2CO3). Prepare 30 mL per
student group. As close to time of lab as possible, add 1 g pancreatin to every 100 mL of
0.1% Na2CO3 (0.1 g Na2CO3 per 100 mL of distilled water). Refrigerate between labs but
then warm student tubes to room temperature in a warm, not hot, water bath.
37
18.3
EXERCISE QUESTIONS
18.1 Protein Digestion by Pepsin (LM pages 22728)
The stomach has a very low pH. Does this indicate that pepsin works effectively in
an acidic or basic environment? acidic Therefore you would hypothesize that the
yield from this enzymatic reaction will be higher if the pH is optimum and the
temperature is warm.
Experimental Procedure: Protein Digestion (LM pages 22728)
Table 18.1 Protein Digestion by Pepsin
Tube Contents
Temperature* Results
of Test
1
Albumin
37C
Pinkish-purple
Pepsin
HCl
Biuret reagent
Explanation
Digestion; enzyme and
correct pH
38
Albumin
Pepsin
22C
Light purple
to pale
HCl
Biuret reagent
3
Albumin
37C
Purple
No digestion; incorrect pH
Pepsin
Water
Biuret reagent
4
Albumin
37C
Purple
No digestion (no enzyme);
Water
Biuret reagent
control
* If solutions are cold, warm the tubes to room temperature in a warn, not hot, water bath
before incubating and this will shorten the time of incubation.
Conclusions: Protein Digestion (LM page 228)
Explain your results in Table 21.1 by giving an explanation why digestion did
or did not occur. Now show here that Tube 1 met all the requirements for digestion.
Pepsin is the correct enzyme.
Albumin is the correct substrate.
37 C is the optimum temperature.
HCl provides the optimum pH
1 hours provides time for the reaction to occur.
Which tube was the negative control? tube 4 Explain. Tube 4 contained no
enzyme (pepsin).
If this control tube had given a positive result for protein digestion, what
could you conclude about this experiment? The experiment is invalid.
18.2 Fat Digestion by Pancreatic Lipase (LM pages 22930)
With regard to the second step, would the pH of the solution be lower before or after
the reaction? The pH would be lower after the reaction.
Test for Fat Digestion (LM pages 230)
Experimental Procedure: Fat Digestion
2. What role does phenol red play? It is a pH indicator.
3. What role does lipase play? It is the enzyme.
Table 18.2 Fat Digestion by Pancreatic Lipase
Tube Contents
Color Change
Initial Final
1
Vegetable oil
Red Yellow
Phenol red
Pancreatin
Bile salts
Vegetable oil
Phenol red
Time Taken
Explanation
60-90 minutes
Digestion
same
Limited digestion; no
emulsifier
39
Pancreatin
3
Vegetable oil
Phenol red
Water
Red
Red
same
No digestion (no
enzyme or emulisifer);
control
*If solutions are cold, warm to room temperature in a warm, not hot, water bath before
incubating; this will shorten the time needed for incubation.
Conclusions: Fat Digestion (LM page 230)
Explain your results in Table 18.2 by giving a reason why digestion did or did
not occur.
What role did bile salts play in this experiment? Bile salts act as an emulsifier
and break large drops of fat into very small droplets. This makes more fat molecules
available for digestion.
What role did phenol red play in this experiment? Phenol red was a pH
indicator that turns yellow when digestion occurs.
Pancreatic-amylase
Starch
Pancreatic -amylase
Starch
Pancreatic -amylase
Starch
Pancreatic -amylase
Starch
Water
Starch
Water
Starch
Digestion
(+ or )
Iodine
Benedicts
Iodine
Benedicts
Iodine
Benedicts
40
*If solutions are cold, warm to room temperature in a warm, not hot, water bath, waiting
the 30 minutes and/or testing directly.
Conclusions: Starch Digestion (LM page 232)
Why would you not recommend doing the test for starch and the test for
sugar on the same tube? The results may not be clear cut for the second test.
Which test tubes served as a negative control for this experiment? 5 and 6
Explain your answer. Does not contain the enzyme, the substance being tested.
18.4 Requirements for Digestion (LM page 233)
Explain in Table 18.4 how each of the requirements listed influences effective
digestion.
Table1 18.4 Requirements for Digestion
Requirement
Explanation
Specific enzyme
Each enzyme speeds only one type of reaction.
Specific substrate Each enzyme combines only with its substrate.
Warm temperature Chemical reactions occur at a faster rate at warm temperatures
than at cold temperatures.
Specific pH
Optimum pH maintains the shape of the enzyme so that the enzyme
will combine with its substrate.
Time
It takes time for the reaction to occur
Fat emulsifier
Fats are insoluble in water. The emulsifier breaks up fat so that fat
droplets are exposed to the enzyme.
1. How is the amount of substrate reduced? Patient can eat very little at a time.
2. How is the amount of digestive enzymes reduced? Duodenum is shortened just
where pancreatic enzymes enter the duodenum. A smaller tract produces less enzymes,
such as peptidases, also.
3. How is the time reduced? Food passes more quickly through a short digestive tract.
4. What makes the pH of the small intestine higher than before? Pancreatic juices,
which are basic, no longer enter the tract as before.
5. How is fat emulsification reduced? Bile salts do not enter the duodenum as before.
6. How does surgery to reduce obesity sometimes result in malnutrition. The
requirements for digestion as outlined in Table 21.4 are not met.
41
2.
Why would you not expect amylase to digest protein? Enzymes are specific. An
enzyme that breaks down starch (i.e., amylase) cannot break down protein.
3.
Relate the expectation of more product per length of time to the fact that
enzymes are used over and over. With time, each enzyme molecule can act more times;
hence, more product.
4.
Why do enzymes work better at their optimum pH? Optimum pH maintains
the shape of the enzymes.
5.
Why is an emulsifier needed for the lipase experiment but not for the pepsin
and amylase experiments? Fat is insoluble in water, and the emulsifier makes it
disperse in water.
6.
Given that, in this laboratory, you tested for the action of digestive enzymes on
their substrates, what substance would be missing from a negative control
sample? The enzyme is missing from a negative control sample.
10. What substance would be present in a positive control sample? The substance
being tested.
42
Laboratory
19
Energy Requirements and Ideal Weight
(LM pages 235250)
Fourth Edition
This is a new laboratory.
EXERCISE QUESTIONS
All answers depend on the particular individual.
What do you call a listing of all foods eaten for a day? daily food diary
2.
3.
Daily energy requirement includes energy for physical activity, SDA, and
what else? BMR
43
4.
Give an example of a basal metabolism activity. heartbeat, breathing, nerve
impulses
5.
6.
With age, the BMR decreases. What is the implication for daily energy
intake? decrease food intake
7.
Why does a tall, thin person have a higher BMR than a short, stout person?
BMR is dependent on body surface area
8.
Daily energy requirement must be in balance with what to not gain weight?
daily energy intake
9.
If the average intake/day equals the average energy requirement/day, the
person will not gain or lose weight.
10.
Ideal weight includes lean body weight and what else? weight of body fat
11.
Generally speaking, a male should have no more than what percentage body
fat? 16%
12.
Calculation of ideal weight is considered to be the most accurate if it is based
on your body composition.
13.
14.
15.
Why do males typically have a higher basal metabolic rate than females?
Males have a greater muscle mass and a lower body fat percentage. This means they
have a higher basal metabolic rate.
16.
Why is energy needed when the body is at rest? The beating of the heart,
breathing, maintaining body temperature, and sending nerve impulses are some of the
activities that require energy to maintain life.
17.
Why is energy needed to process food? Muscles that move food along the
digestive tract and glands that make digestive juices require energy.
18.
Why should someone monitor his or her average daily energy intake when
attempting to maintain average body weight? If this amount increases and is not
compensated for by physical activity, the person will gain weight.
.
44
Laboratory
20
Basic Mammalian Anatomy II
(LM pages 251266)
Fourth Edition
This lab has been reorganized and now begins with the anatomy of the heart, before
going on to a review of the respiratory and digestive systems before the reproductive
systems are dissected. The dissection of the reproductive systems is optional.
EXERCISE QUESTIONS
20.1 The Cardiovascular System (LM pages 252-59)
45
From Lungs
Pulmonary veins
Left atrium
AV valve
Left ventricle
Semilunar valve
To Aorta
Subclavian
Renal
Iliac
Subclavian
Renal
Iliac
46
2.
With the help of Figure 20.3 and Table 20.1, sequence the blood vessels in the
systemic circuit from the heart to the kidneys and from the kidneys to the heart.
Left ventricle of heart
aorta
renal artery
Kidneys
renal vein
posterior vena cava
Right atrium of heart
Vertebrate Cardiovascular Systems (LM page 256)
Compare the cardiovascular systems of the vertebrates in Figure 20.4 and answer
the following questions.
1. Do fish have a blood vessel that returns blood from the gills to the heart? no
Would you expect blood pressure to be high or low after blood has moved through
the gills? low
2. What animals studied have pulmonary vessels that take blood from the heart to
the respiratory organ and back to the heart? amphibians, reptiles, and mammals
What is the advantage of a pulmonary circuit? Returns blood to heart where it is
pumped to rest of body
3. Which of these animals has a four-chambered heart? Reptiles (crocodilians and
birds) and mammals. What is the advantage of having separate ventricles? Keeps
O2-rich blood separate from O2-poor blood
4. The circulatory system distributes the heat of muscle contraction in birds and
mammals. Is the anatomy of birds and mammals conducive to maintaining a
warm internal temperature? yes Explain your answer. Only by distributing heat
can these animals have a warm internal temperature.
20.2 Respiratory, Digestive, and Urinary Systems (LM pages 257-59)
Observation: Organs of the Respiratory System and Digestive Systems
Digestive System (page 257)
2. Open one side of the stomach. Does it appear smooth or rough? Rough
7. Measure and record in meters the length of the intestinal tract. about 8 meters
8. Why would such a great length be beneficial to the body? ________
Urinary System (LM pages 259)
Observation: Urinary System in Pigs
5. Sequence the organs in the urinary system to trace the path of urine from its
production to its exit. Urine travels from a kidney to a ureter, to the urinary bladder,
to the urethra.
20.3 Male Reproductive System (LM pages 260-62)
Observation: Male Reproductive System in Pigs (LM pages 260-62)
47
48
5.
What's the difference between the ureters and the urethra in the urinary
system? Both are tubular but the ureters carry urine from the kidneys to the urinary
bladder. The urethra carries urine from the urinary bladder to the urogenital opening.
6.
Sequence the following organs: stomach, large intestine, small intestine,
pharynx, mouth, esophagus, anus. A logical order would be: mouth, pharynx,
esophagus, stomach, small intestine, large intestine, anus.
7.
Sequence the path of sperm from the testes to the urogenital opening. Testis
epididymis, vas deferens, urethra, urogenital opening
8.
What organs enter the urogenital sinus in female pigs? Urethra, vagina, and
rectum enter the urogenital sinus in female pigs.
9.
Which organ in males produces sperm, and which organ in females produces
eggs? In the male, the testes produce sperm; in the female, the ovaries produce eggs
10.
How and when do sperm acquire access to an egg in mammals? During
copulation (in animals)or intercourse (in humans), the male ejaculates sperm into the
vagina of a female.
49
Laboratory
21
Nervous System and Senses
(LM pages 26785)
Fourth Edition
The nervous system portion of this lab was reorganized into two portions: 21.1 Central
Nervous System and 21.2 Peripheral Nervous System. Sheep brain dissection begins as
before with the ventricles but then proceeds from the cerebrum to the medulla oblongata.
50
EXERCISE QUESTIONS
21.1 The Central Nervous System (LM pages 268-72)
The Human Brain (LM pages 270-271)
Based on your knowledge of the sheep brain, complete Table 21.1 by stating the
major functions of each part of the brain listed. Also label Figure 21.3b.
Table 21.1 Summary of Brain Functions
Part
Major Functions
Cerebrum
Communicates with and coordinates activities of other parts
Cerebellum
Helps produce smooth, voluntary, coordinated movements
Diencephalon
Thalamus
Receives sensory input except smell and passes much of it on to the
cerebrum
Hypothalamus
Helps maintain homeostasis
Brain stem
Midbrain
Relay station that has centers for visual, auditory, and tactile
responses
Pons
Relay station between cerebellum and rest of CNS; helps medulla
oblongata regulate breathing rate and certain
reflexes
Medulla oblongata Contains reflex centers for regulating heartbeat, breathing, and
vasoconstriction. Also has reflex centers for head
movements in response to visual and auditory stimuli.
Which parts of the brain would work together to achieve:
1.
Good eye-hand coordination cerebrum and cerebellum
2.
Concentrating on homework when TV is playing thalamus and cerebrum
3.
Avoiding dark alleys while walking home at night cerebrum and midbrain
4.
Keeping the blood pressure constant Hypothalamus and medulla oblongata
Comparison of Vertebrate Brains (LM page 271-22)
Figure 21.3b: On the left: Diencephalon(hypothalamus and thalamus), cerebrum,
cerebellum. On the right: Brain stem (midbrain, pons, medulla oblongata)
51
Table 21.2
The observations should include the recognition that the cerebrum in particular, and also
the cerebellum, become more prominent from fish to mammal.
21.2 The Peripheral Nervous System (LM page 27273)
Spinal Nerves (LM page 273)
Describe the pathway of information, starting with the pain receptor in your foot,
that would allow you to both feel and respond to this unwelcome stimulus. As
illustrated in Figure 21.5, sensory receptor in skin generates nerve impulses that move
along sensory axon toward the spinal cord. Sensory neurons that enter the cord dorsally
pass signals on to many interneurons. Some of these interneurons travel to brain and
some synapse with motor neurons. Nerve impulses travel along motor axons to muscle
fibers, which bring about a response to the stimulus.
Spinal Reflex (LM page 274)
Experimental Procedure: Spinal Reflex
Knee-Jerk (Patellar) Reflex
3.
In this relaxed state, does the leg flex (move toward the buttocks) or extend
(move away from the buttocks)? The leg extends.
21.3 Animal Eyes (LM pages 274-79)
Observation: Invertebrate Eyes (LM page 276)
3.
Explain why the eye of a fly can detect motion better than the eye of a
chambered nautilus.
Observation: The Human Eye (LM page 276-78)
2.
Trace the path of light from outside the eye to the retina. Light rays pass
through the cornea, through the aqueous humor and pupil, to the lens, to the vitreous
humor, to the photoreceptors in the retina.
3.
Which structure holds the lens and is involved in accommodation? ciliary
body
4.
Which of the structures listed in Table 21.3 aid in refracting and focusing
light rays? cornea, lens, humors
5.
Specifically, what are the sensory receptors for sight, and where are they
located in the eye? The receptors are the rod cells and cone cells, which are located in
the retina.
6.
What structure takes nerve impulses to the brain from the rod cells and cone
cells? optic nerve
7.
Which cerebral lobe processes nerve impulses from the eye? occipital lobe
The Blind Spot of the Eye (LM pages 278)
Experimental Procedure: Blind Spot of the Eye (LM page 278)
Left Eye/Right Eye
52
6.
With your partners help, measure the distance from your eye to the paper
when the circle (for left eye) and cross (for right eye) first disappeared. Distances
will vary with the individual. Generally, the blind spot is within 30 cm (1 foot) of the eye.
Experimental Procedure: Accommodation of the Eye (LM page 279)
57. Measure the distance (in centimeters) between the pencil and your eye.
Distances will vary with the individual.
8.
How old is the eye you tested? Answers will vary with the individual.
21.4 Animal Ears (LM pages 28083)
Physiology of the Human Ear (LM page 282)
Experimental Procedure: Locating Sound (LM page 282)
2 a-e. Record the subjects perceptions. Perceptions will vary with the individual.
3.
Is there an apparent difference in hearing between the subject's two ears?
Answers will vary with the individual.
21.5 Sensory Receptors in Human Skin (LM page 282-83)
Sense of Touch (LM page 283)
3ad. Record the shortest distance between the hairpin or scissor points for a twopoint discrimination. Distances will vary with the individual.
4.
Which of these areas apparently contains the greatest density of touch
receptors? the fingers Why is this useful? This sensitivity enables humans to
manipulate sophisticated tools.
5.
Do you have a sense of touch at every point in your skin? Student answers will
vary. Explain. Touch receptors are plentiful in the skin.
6.
What specific part of the brain processes nerve impulses from touch and pain
receptors? primary somatosensory area in the parietal lobe
Sense of Heat and Cold (LM page 283)
4.
Record the sensation in the right and left hands.
a.
Right hand feels cold
b.
Left hand
feels warm
5.
Explain your results. Each hand has accommodated to the temperature of the
original beaker.
21.6 Human Chemoreceptors (LM page 284)
The taste receptors, called taste buds, and the smell receptors, called olfactory cells,
located in the nasal cavities are the chemoreceptors that respond to molecules in the
air and water. Nerve impulses from taste receptors go to the parietal lobe while
those from the smell receptors go to the frontal lobe of the brain.
Experimental Procedure; Sense of Taste and Smell (LM page 284)
6. The experimenter records the guess and the actual flavor in Table 21.6
Table 21.6 Taste and Smell Experiment
Table results will depend on the individual being tested.
53
54
9.
Compare the manner in which a grasshopper hears to the way a human
hears. In the grasshopper, vibration of the tympanum results in nervous stimulation. In
humans, the receptors for hearing are far removed from the tympanic membrane.
10.
Name four structures located in the dermis of the skin. Structures located in
the dermis include: hair follicles, sensory receptors, sweat glands, and oil glands.
55
Laboratory
22
Effects of Pollution on Ecosystems
(LM pages 28795)
Third Edition
This lab was revised to better present ecological principles and how pollution affects
ecosystems.
safety goggles
latex gloves and/or nonlatex gloves
lab coats or other clothing protection
1% sulfuric acid (H2SO4)
pH meter or litmus paper
droppers
slides and coverslips
lens paper
microscopes, compound light
microscopes, stereomicroscope
56
Hay infusion cultures Add tap water and a pinch of peptone (a nutrient) (or Timothys Hay
Culture Media) to hay (or grass clippings) in an open beaker. Do not aerate. In about 24 hours
or less, a variety of bacteria, including motile bacteria, will develop. In a few days, protists
will develop, and can be seen feeding on the bacteria. Alternately, add a small amount of
pond water including some mud from the bottom of the pond. The motility of
microorganisms can be observed using a depression slide.
You many also purchase an infusion culture. The infusion can be used to mass
culture many species of protozoans and other invertebrates. Carolinas infusion culture
set includes timothy hay, a plastic culture aquarium, spring water, and instructions. Use a
1-gallon, wide-mouth jar covered loosely with screw-cap, and maintain the culture in a
well-lighted place, but not in direct sunlight.
To prepare the various types of cultures needed, follow these directions:
Control culture: Prepare the culture according to the instructions provided. Do not
cover.
Enriched culture: Add additional peptone to the culture.
Oxygen-deprived culture: Prepare the same as the control culture, but use minimal
oxygenuse saran wrap to tightly cover the culture, if in a beaker. Use a screw-top lid if
the culture is in a wide-mouth glass jar. Do not aerate.
Acidic culture: Adjust a portion of the control culture to pH 4 using 1% sulfuric acid.
1% sulfuric acid solution (LM page 289). Add 1 ml of sulfuric acid to 100 ml of water
to adjust to pH 4.
Experimental Procedure: Effect of Acid Rain on Seed Germination (LM page 290)
_____ petri dishes with lids
_____ labels
_____ bean seeds
_____ filter paper for germinating seeds
_____ sterile spring water
_____ spring water, adjusted to pH 4
Seed germination (LM page 290). Line two petri dishes with two layers of filter-paper
disks. In dish #1 (the control), dampen the paper with spring water. In dish #2 (the acidic
solution), dampen the paper with an acidic solution (control solution adjusted to pH 4
using 1% sulfuric acid), which simulates acid rain. Arrange four to six bean seeds in each
petri dish, and cover with two filter-paper disks. Replace the lids on the petri dishes, and
label the dishes appropriately. The seeds should germinate in at least four days.
Experimental Procedure: Gammarus (LM page 291)
_____ sterile spring water
_____ containers for spring water
_____ amphipod, Gammarus culture
_____ beakers, 50 and 200 ml
_____ boiling water bath
_____ hot plate
_____ beaker (size varies)
57
58
Preparing cuvettes (LM page 293). Next to each spectrophotometer, place a kimwipelined beaker containing two optically matched cuvettes, a Pasteur pipette, a wash bottle
of distilled water, and a wash bottle of ethanol. Have students clean cuvettes with the
ethanol thoroughly after use, and place cuvettes upside down in the beaker to drain.
0.1% carmine solution (LM page 293). Dissolve 0.1 g of indigo carmine in 100 ml of
distilled water.
EXERCISE QUESTIONS
22.1 Studying the Effects of Pollutants (LM pages 288-92)
Experimental Procedure: Effect of Pollutants on a Hay Infusion Culture (LM page 28889)
1-4 Record your estimation [of species composition and species diversity] in the
second and third column of Table 22.1.
Table 22.1 Effect of Pollution on Hay Infusion Culture
Type of Culture
Species Composition Species Diversity
Control
High
High
Oxygen-deprived
Medium to Low
Medium to Low
Acidic
Medium to Low
Medium to Low
Enriched
Medium to Low
Medium to Low
Explanation
Normal conditions
Low cell respiration
Enzymes altered
Low oxygen
59
Give an example to show that the hay infusion study pertains to real
ecosystems? Ecosystems are sensitive to temperature and pH variations.
What are the potential consequences of acid rain on crops that reproduce by
seeds? Yield will be less than expected On the food chains of the ocean? Animals will
have less to eat.
How does the addition of nutrients affect species composition and species
diversity of an ecosystem over time? Initially, the addition of nutrients causes increase
in producers and consumers. but over time, it causes a decrease when the algae die off.
22.2 Studying the Effects of Cultural Eutrophication (LM page 292-294)
Observation: Daphnia Feeding
5.
Does the carmine travel completely through the gut in 30 minutes? yes
Experimental Procedure: Daphnia Feeding on Chlorella (LM page 293)
4.
Record your reading here. Readings may vary.
7.
Record your reading here and explain why the absorbance changed. Daphnia
was allowed to feed on Chlorella.
Experimental Procedure: Case Study in Cultural Eutrophication (LM page 293-294)
60
How many condominiums would you allow the developer to build? no more
than forty
61
7.
Describe how the cultural eutrophication supports the hypothesis that a
balance of population sizes in ecosystems is beneficial? Only when algae populations
remain at their normal level can consumers maintain them at a level that will not result
in pollution.
8.
When pollutants enter an ecosystem, they have far-ranging effects. Use acid
rain and a food chain to support this statement. Acid rain can potentially reduce the
size of all populations in any food chain, even humans.
9.
Contrast species composition with species diversity of ecosystems. Species
composition is the number of different species present and species diversity is the number
of each type of species.
10.
Suppose that, among sunflower seeds, a particular variety can germinate
despite acidic conditions. What do you predict about the survival of that sunflower
variety compared to the rest of the population? More and more of this variety will be
present with each passing generation. Evolution has occurred.
62
APPENDIX A
COMMON MATERIALS IN A BIOLOGICAL LABORATORY
Needed Materials
1. Personal safety equipment (Provide or require students to
provide their own.)
safety goggles (See Carolinas Lab Safety: Face Protection
Section.)
latex gloves or nonlatex gloves (See Carolinas Lab Safety: Hand Protection
Section.)
lab coats or other clothing protection (See Carolinas Lab Safety: Body Protection
Section.)
2. Chemical reagents (See Carolinas Chemistry: Chemicals section.)
3. Distilled water or deionized water (or corresponding solvent) in sufficient
quantity to meet the entire need for the laboratory. Available locally.
4. Test tubes and racks
a. Test tubes. Mini, 12 100 mm; Standard, 16 150 mm; Medium, 20 150 mm;
Large, 25 150 mm
b. Test tube racks. Each time students use test tubes, each student station should have
one test tube rack. See Carolinas Laboratory Equipment and Supplies section for
various styles of racks. Polypropylene racks are clear on top with a white bottom,
to aid in evaluating colors.
5. Microscope supplies
a. slides (glass or plastic)
b. coverslips, plastic
c. cover circles
d. lens paper sheets or lens paper booklets
6. Containers. Stock a sufficient number and size to accommodate the entire volume
of each reagent necessary. See Carolinas Laboratory Equipment and Supplies
section for the following:
a. beakers, various sizes
b. Pyrex laboratory bottles, 100 ml to 10 liters
c. clear or amber jugs
d. solution bottles, sample bottles, or carboys
e. Erlenmeyer flasks, various sizes
f. graduated cylinder(s), large enough to measure required volumes
g. graduated media bottles, 125 to 1,000 ml
7. Stirring and weighing devices. See Carolinas Laboratory Equipment and Supplies
section for the following:
a. hot plate stirrer(s)
b. rods, glass stirring
c. Teflon-coated magnetic spinbar(s)
d. magnetic stirring bar set
e. magnetic stirring bar retriever
f. balances
g. weighing paper(s), nonporous paper (such as xerographic paper cut into small
sheets), plastic weighing boats, or aluminum weighing dishes
63
64
APPENDIX B
GENERAL PREPARATION INSTRUCTIONS
Mixture Preparations
1. Label each container.
2. Carefully slide a teflon-coated spinbar down the side of the container. A large
spinbar dropped into a glass container can easily break out the containers bottom.
3. Weigh each dry reagent, and place it into the correctly labeled container.
4. Measure and add the distilled water to the container, place the container on a hot
plate stirrer, and stir. Heat only if so directed.
5. Once the reagent is completely dissolved and cooled, stopper the container.
6. Most inorganic reagents can be stored indefinitely. Therefore, excess reagents can be
stored for use next term. Most organic reagents should be refrigerated but are usually
stable for one week. Enzymes must be prepared fresh, just prior to each section,
because they are often stable for only a few hours.
Dispensing Reagents
Select one of the following alternatives for dispensing reagents:
1. Label beakers of an appropriate size for corresponding reagents.
2. Label large wash bottles (see Carolinas Laboratory Equipment and Supplies:
Bottles section) and fill with the corresponding reagents.
3. Use dropping bottles for chemicals that require small quantities (or drops) (e.g.,
iodine solution). See Carolinas Laboratory Equipment and Supplies: Bottles section.
Preparation of Boiling Water Bath
Each boiling water bath setup consists of:
hot plate (See Carolinas Apparatus: Laboratory Equipment and Supplies: Hot Plates
section.)
beaker (size varies)
beaker clamps
thermometer, Celsius. See Carolinas Laboratory Equipment and
Supplies: Laboratory Thermometer section.
test tube clamp (if test tube is being heated)
boiling chips, pumice
Place a large beaker of water on a hot plate. Adjust the dial on the hot plate so that the
water is maintained at a gentle rolling boil during the experiment. Boiling occurs at
100C.
Preparing the Laboratory
1. Make a note of the number of students in the current term.
2. Calculate the quantities necessary for the current semester, using the guidelines
given in the next section, Preparations for Mixing. To minimize expense, prepare
only 10% (or 100 ml) more than this amount. Be sure to check the usage rate after
the first or second section to be sure that the last section will have a sufficient
amount of each consumable item.
3. Mix the chemicals according to the preparation instructions given. Be sure to clearly
label each container. Most inorganic reagents can be stored indefinitely; therefore,
excess reagent can be stored for use next term. In general, most stock solutions of
organic reagents should be refrigerated but are usually stable for one week. Most
enzymes must be prepared fresh, just prior to each section, because they are often
65
4.
5.
6.
7.
8.
9.
stable for only a few hours. Refer questions about stability or quantities to an
available instructor or technician.
Check the calendar for any material expected to arrive for the current laboratory, and
for any planting, subculturing, or collecting that needs to be completed during the
week.
Collect the needed materials in a central preparation area. Check off each item with
a diagonal slash (/), indicating that it has been collected. (Note: If material storage
areas are widely scattered, make an additional copy of each individual chapters
materials lists and record the room number and shelf or drawer where the materials
are stored. Keep this master list in a three-ringed binder or report folder for quick
reference next term.)
Set up all prepared materials in the laboratory. Attempt to keep all of the material
necessary for a section together, and arrange the material in the sequence
encountered in the exercises. On the individual materials list, circle each item that is
actually placed into the laboratory. This will reduce the chance of some necessary
item being forgotten. Place previously prepared labels by each corresponding group
of materials.
Communicate with all instructors and laboratory assistants regarding the locations of
stock solutions or fresh materials that may be depleted during the course of a
laboratory. In addition, note any sections of the laboratory and materials that have
been omitted and for which there will be no supplies. Communicate this information
by a memorandum given to each involved individual, or by a note taped, in plain
view, to the demonstration table.
Be aware when quantities of dry reagents or consumable materials are low.
Keep a continuously running list of such items, and include items that might be
desirable but not essential.
Keep a loose-leaf notebook, with individual pages for each numbered exercise, and
make notes of any special material needs for each exercise or problems that have
occurred with a given section of the exercise. Often, incorrect reactions are caused
by contamination or spoilage of reagents.
Note: This notebook can also be used to keep the master location list mentioned in
item 5.
Calculate the total volume of each reagent necessary for all the laboratory sessions
consulting the preparations sections and multiplying the total number of
students or student groups by the volume needed per student or student groups.
For liquid reagents, round off as per this example:
Example: Round 1,350 ml to 1,400 ml + 100 ml = 1,500 ml
Determine the total number of grams necessary for each dry reagent. (Preparation
instructions for most reagents are listed in grams/100 ml of water or solvent.)
Record.
Record your calculations for each reagent in the blank provided in the Materials
and Preparations section. If the number of groups varies between terms, list the
calculation per term (for example, Fall/WinterSpring/Summer), or enter each
calculation in a different color. Recording these calculations will decrease the
preparation time for subsequent terms.
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Slide-Cleaning Procedures
67