Lecture Notes For Hole's Essentials of Human Anatomy and Physiology, 14th Edition

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i5HsourcH Manualfor the Laboratory Manualto accompanyHole’sEssentials ofHuman Anatomy and PhysiologyFourtheenthEditionPhillip SniderTerry R. MartinKishwaukee College

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iiCONTENTSPREFACE...................................................................................................................................................................................................IVAN OVERVIEW...........................................................................................................................................................................................VINSTRUCTIONAL APPROACHES............................................................................................................................................................VICORRELATION OF TEXTBOOKCHAPTERSAND LABORATORY EXERCISES...............................................................................VIISUGGESTED TIME SCHEDULE..............................................................................................................................................................IXFundamentals of Human AnatomyandPhysiologyLaboratory Exercise 1–Scientific MethodandMeasurements................................................................................................................1Laboratory Exercise 2–Body OrganizationandTerminology..................................................................................................................2Laboratory Exercise 3–Chemistryof Life.................................................................................................................................................4Laboratory Exercise 4–CareandUseofthe Microscope........................................................................................................................5CellsLaboratory Exercise 5–Cell Structure andFunction................................................................................................................................6Laboratory Exercise 6–Movements ThroughMembranes.......................................................................................................................7Laboratory Exercise 7–Cell Cycle......................................................................................................ERROR!BOOKMARK NOT DEFINED.9TissuesLaboratory Exercise 8–Epithelial Tissues..............................................................................................................................................10Laboratory Exercise 9–Connective Tissues...........................................................................................................................................11Laboratory Exercise 10–MuscleandNervous Tissues.........................................................................................................................12Integumentary SystemLaboratory Exercise 11–Integumentary System....................................................................................................................................13Skeletal SystemLaboratoryExercise 12–Bone Structure................................................................................................................................................14Laboratory Exercise 13–Organizationof theSkeleton..........................................................................................................................15Laboratory Exercise 14–Skull.................................................................................................................................................................16Laboratory Exercise 15–Vertebral Column andThoracic Cage............................................................................................................18Laboratory Exercise 16–Pectoral GirdleandUpper Limb.....................................................................................................................20Laboratory Exercise 17–Pelvic GirdleandLower Limb.........................................................................................................................22Laboratory Exercise 18–Joint Structure and Movements......................................................................................................................24Muscular SystemLaboratory Exercise 19–Skeletal Muscle Structureand Function.........................................................................................................25Laboratory Exercise 20–Musclesof theHeadandNeck.......................................................................................................................26Laboratory Exercise 21–Muscles of the Chest, Shoulder, andUpper Limb.........................................................................................27Laboratory Exercise 22–Musclesof theAbdominal WallandPelvicFloor...........................................................................................28Laboratory Exercise 23–Musclesof the Hip andLower Limb..............................................................................................................29Surface AnatomyLaboratory Exercise 24–Surface Anatomy.............................................................................................................................................30Nervous System

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iiiLaboratory Exercise 25–Nervous TissueandNerves...........................................................................................................................32Laboratory Exercise 26–Spinal Cord and Meninges.............................................................................................................................33Laboratory Exercise 27–Reflex ArcandReflexes.................................................................................................................................34Laboratory Exercise 28–BrainandCranial Nerves................................................................................................................................35Laboratory Exercise 29–Dissectionof theSheep Brain........................................................................................................................36Special SensesLaboratory Exercise 30–Ear and Hearing..............................................................................................................................................37Laboratory Exercise 31–Eye Structure...................................................................................................................................................38Laboratory Exercise 32–Visual Tests and Demonstrations...................................................................................................................40Endocrine SystemLaboratory Exercise 33–Endocrine HistologyandDiabetic Physiology................................................................................................41Cardiovascular SystemLaboratory Exercise 34–Blood Cellsand Blood Typing........................................................................................................................43Laboratory Exercise 35–Heart Structure................................................................................................................................................44Laboratory Exercise 36–Cardiac Cycle..................................................................................................................................................46Laboratory Exercise 37–Blood VesselStructure, Arteries, and Veins..................................................................................................47Laboratory Exercise 38–Pulse RateandBlood Pressure.....................................................................................................................50Lymphatic SystemLaboratory Exercise 39–Lymphatic System...........................................................................................................................................51Digestive SystemLaboratory Exercise 40–Digestive Organs.............................................................................................................................................52Laboratory Exercise 41–Actionof aDigestive Enzyme.........................................................................................................................54Respiratory SystemLaboratory Exercise 42–Respiratory Organs.........................................................................................................................................55Laboratory Exercise 43–BreathingandRespiratory Volumes...............................................................................................................56Urinary SystemLaboratory Exercise 44–Urinary Organs................................................................................................................................................57Laboratory Exercise 45–Urinalysis.........................................................................................................................................................58Reproductive SystemsLaboratory Exercise 46–Male Reproductive System.............................................................................................................................59Laboratory Exercise 47–Female Reproductive System........................................................................................................................60Laboratory Exercise 48–Genetics..........................................................................................................................................................61Supplemental Laboratory ExerciseLaboratory Exercise 49–Blood Testing..................................................................................................................................................63(THIS LAB IS AVAILABLE ATWWW.MCGRAWHILLCONNECT.COM)Appendix 1: Materials Needed..................................................................................................................................................................64Appendix 2: Laboratory Suppliers............................................................................................................................................................71Appendix 3: Student SafetyRules Agreement.........................................................................................................................................72Appendix 4: Student Informed Consent Form..........................................................................................................................................73

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ivPREFACEThis instructor’s manual is designed to assist those who are using theLaboratory Manual to Accompany Hole’sEssentials ofHuman Anatomy and Physiology,thirteenthedition by Terry R. Martin. It describes the purpose of thelaboratory manual and its special features, and provides suggestions for presenting the laboratory exercises to students.The instructor’s manual also parallels the laboratory manual, exercise by exercise, providing labels for unlabeleddiagrams and answers to questions that appear in the laboratory reports. For some exercises, special instructionalsuggestions that propose alternative procedures, laboratory equipment, or laboratory techniques are provided.Most of the illustrations and labels parallel the textbook very closely as requested by many of the users of thelaboratory manual. Many of the leader lines are arranged differently than thetextbook, and several illustrations aredifferent than the textbook. This has been requested also by many of the users of the laboratory manual. I have attemptedto reach a balance that will be beneficial for all students and instructors.

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vAN OVERVIEWTheHole’s Essentials of Human Anatomy and PhysiologyLaboratory Manual,fourteenthedition, was written to accompany thetextbookHole’sEssentials ofHuman Anatomy and Physiology,fourteenthedition, byDr. CharlesWelsh. As in the case of thetextbook, the laboratory manual is planned for students pursuing careers in allied health fields who have minimal backgroundsin thephysical and biological sciences.The manual containsforty-ninelaboratory exercises that are closelyintegrated with the content of thetextbook. Theexercises are designed to review and illustrate various anatomical and physiological facts and principles presented in the textbook andto help students investigate some of these ideas in more detail.The laboratory exercises include a variety of special features that are designed to stimulate student interest in the subjectmatter, to involve students in the learning process, and to guide them through the planned experiences. These features include thefollowing:Materials Needed. The laboratory materials listed are those that students require to complete the exercise and to perform thedemonstrations and learning extensions.Safety. If the laboratory exercise requires special safety guidelines, this section is included. General safety guidelines also appear asAppendix 1 of the laboratory manual..Purpose of the Exercise. The purpose provides a statement concerning the intent of the exercise—that is, what will be accomplished.LearningOutcomes. The learningoutcomeslist in general terms what a student should be able to do after completing the exercise.Introduction. The introduction briefly describes the subject of the exercise or the ideas that will be investigatedProcedure. The procedure provides a set of detailed instructions for accomplishing the planned laboratory activities. Usually theseinstructions are presented in outline form so that a student can proceed through the exercise in stepwise fashion. Frequently, thestudent is referred to particular sections of a textbook for necessary background information or for review of subject matterpresentedin some previous part of the course.The procedures include a wide variety of laboratory activities and, from time to time, direct the student to complete varioustasks in the laboratory reports.Demonstrations. Demonstrations appear in separate boxes. They describe specimens, specialized laboratory equipment, or othermaterials of interest that the instructor may want to display to enrich the student’s laboratory experience.Learning Extensions. Learning extensions also appear in separate boxes. They are planned to encourage students to extend theirlaboratory experiences. Some of these activities are open-ended in that they suggest how a student can plan an investigation orexperiment and carry it out after receiving approval from the laboratory instructor.Illustrations. Diagramsfrom the textbookareoftenused as aids for reviewing subject matter.NewImages from thePractice AtlasandAnatomy and Physiology are also used to help students learn basic anatomy.Other illustrations provide visual instructions forperforming steps in procedures or are used to identify parts of instruments or specimens. Micrographs often are included to helpstudents identify microscopic structures or to evaluate student understanding of tissues.Some figures, such as oneinvolving the skull, are presented so that they are suitable for coloring. You may want to haveyour students use colored pencils to highlight various parts of these illustrations. This activity should enhance their ability to observethe figures more carefully and help them locate and identify important anatomical features.Laboratory Reports. Immediately following each exercise, there is a laboratory report to be completed by the student. These reportsinclude various types of review activities, spaces for sketches of microscopic objects, tables for recording observations andexperimental results, and questions dealing with the analysis of such data.As a result of these laboratory exercises, students should develop a better understanding of the structural and functionalcharacteristics of their bodies. In addition, their skills in gathering information by observation and experimentation shouldincrease.

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viINSTRUCTIONAL APPROACHESExercise SelectionAlthough the laboratory manual containsforty-nineseparate exercises, it may not be possible to include all of them in any oneprogram. However, because many of the exercises are relatively short and because the procedures of others are divided into sections,an instructor can easily select those exercises or parts of exercises that best meet the needs of a particular class.These exercises also vary in the quantities of equipment needed to complete them; if necessary, an instructor can make someselection based upon the amount of laboratory equipment available for use by a class.Animal DissectionIn the laboratory manual, detailed instructions for dissecting certain organs, such as the sheepbrain, sheep heart,mammalian eye,andpig kidneyare also included.If an instructor prefers to have students dissect some animal, appropriate sections of a specializeddissection manual may be added.A laboratory option is to obtain a cadaver as a demonstration specimen. If this is not possible, consider a field trip to alocation that has a prosected cadaver. A minimum of two viewings is recommended—one during muscle study and the other near theend of the course.The Use of Animals in Biology Education*The National Association of Biology Teachers (NABT) believes that the study of organisms, including nonhuman animals, is essentialto the understanding of life on Earth. NABT recommends the prudent and responsible use of animals in the life science classroom.NABT believes that biology teachers should foster a respect for life. Biology teachers also should teach about the interrelationship andinterdependency of all things.Classroom experiences that involve nonhuman animals range from observation to dissection. NABT supports theseexperiences so long as they are conducted within the long-established guidelines of proper care and use of animals, as developed bythe scientific and educational community.As with any instructional activity, the use of nonhuman animals in the biology classroom must have sound educationalobjectives. Any use of animals, whether for observation or dissection, must convey substantive knowledge of biology. NABT believesthat biology teachers are in the best position to make this determination for their students.NABT acknowledges that no alternative can substitute for the actual experience of dissection or other use of animals andurges teachers to be aware of the limitations of alternatives. When the teacher determines that the most effective means to meet theobjectives of the class do not require dissection, NABT accepts the use of alternatives to dissection including models and the variousforms of multimedia. The Association encourages teachers to be sensitive to substantive student objections to dissection andtoconsider providing appropriatelessons for those students whennecessary.To implement this policy, NABT endorses and adopts the “Principle and Guidelines for the use of Animals in PrecollegeEducation” of the Institute of Laboratory Animals Resources (National Research Council). Copies of the “Principle and Guidelines”may be obtained from the ILAR (2101 Constitution Avenue, NW, Washington DC 20418; 202-334-2590).*Adopted by the Board of Directors in October 1995. This policy supersedes and replaces all previous NABT statements regardinganimals in biology education.Background InformationThe procedures of many exercises begin by suggesting that students review specific sections of the textbook. If the subject matterinvolved in a particular exercise has been covered recently in lecture, the students may be able to accomplish such a reviewratherquickly. On the other hand, if the material has not been presented previously, this part of a procedure may be used as a means ofintroducing information needed to understand the ideas presented in the exercise.When the procedure is used to introduce new material, an instructor may ask students to complete the first section beforecoming to the laboratory. Following this, some portion of the laboratory time may be needed for class discussion of the new material.

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viiCORRELATION OF TEXTBOOK CHAPTERS ANDLABORATORY EXERCISESTextbook ChaptersRelated Laboratory ExercisesCh. 1Introduction to Human Anatomy and PhysiologyEx. 1Scientific Method and MeasurementsEx. 2Body Organization and TerminologyCh. 2Chemical Basis of LifeEx. 3Chemistry of LifeCh. 3CellsEx. 4Care and Use of the MicroscopeEx. 5Cell Structure and FunctionEx. 6Movements ThroughMembranesEx. 7Cell CycleCh. 4Cellular MetabolismCh. 5TissuesEx. 8Epithelial TissuesEx. 9Connective TissuesEx. 10Muscle and Nervous TissuesCh. 6Integumentary SystemEx. 11Integumentary SystemCh.7Skeletal SystemEx. 12BoneStructureEx. 13Organization of the SkeletonEx. 14SkullEx. 15Vertebral Column and Thoracic CageEx. 16Pectoral Girdle and Upper LimbEx. 17Pelvic Girdle and Lower LimbEx. 18Joint Structure and MovementsCh. 8Muscular SystemEx. 19Skeletal Muscle Structureand FunctionEx. 20Muscles of theHead and NeckEx. 21Muscles of the Chest, Shoulder, and Upper LimbEx. 22Muscles of theAbdominal WallandPelvicFloorEx. 23Muscles of the Hip and Lower LimbEx. 24Surface AnatomyCh.9Nervous SystemEx. 25Nervous Tissue and NervesEx. 26Spinal Cordand MeningesEx. 27Reflex Arc and ReflexesEx. 28Brain and Cranial NervesEx. 29Dissection of the Sheep BrainCh.10TheSensesEx. 30Ear and HearingEx. 31Eye StructureEx. 32Visual Tests and DemonstrationsCh.11Endocrine SystemEx. 33Endocrine Histology and Diabetic PhysiologyCh.12BloodEx. 34Blood Cellsand Blood TypingEx. 49Blood Testing (available online)Ch.13Cardiovascular SystemEx. 35Heart StructureEx. 36Cardiac CycleEx. 37Blood Vessel Structure, Arteries, and VeinsEx. 38Pulse Rate and Blood PressureCh.14Lymphatic System and ImmunityEx. 39Lymphatic SystemCh.15Digestive Systemand NutritionEx. 40Digestive OrgansEx. 41Action of a Digestive Enzyme

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viiiCh.16Respiratory SystemEx. 42Respiratory OrgansEx. 43Breathing and Respiratory VolumesCh.17Urinary SystemEx. 44Urinary OrgansEx. 45UrinalysisCh.18Water, Electrolyte, and Acid-Base BalanceCh.19Reproductive SystemsEx. 46Male Reproductive SystemEx. 47Female Reproductive SystemCh. 20Pregnancy, Growth, Development, and GeneticsEx. 48Genetics

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ixSUGGESTED TIME SCHEDULEDifferent instructional programs provide different lengths of time for laboratory preparations, work activities, and follow-updiscussions. Other factors that influence the time required for each exercise are the availability and variety of laboratoryequipmentand materials. Consequently, it is difficult to make precise suggestions for the amounts of time that should be set aside forparticularlaboratory exercises.The suggested time schedule was prepared with these limitations in mind. The hours listed for each exercise indicate theminimal time that probably will be needed for students who are acquainted with the subject matter of the exercise to completethelaboratory work. Students who lack background information and who have to read various sections of the textbook before beginningan exercises probably will require additional time. Similarly, students who are expected to complete the laboratory reports in classmay need more time.Laboratory ExerciseMinimal TimeLaboratory ExerciseMinimal TimeEx. 1Scientific Method and Measurements2 hr.Ex. 33Endocrine Histology and Diabetic Physiology3hr.Ex. 2Body Organization and Terminology3hr.Ex. 34Blood Cells andBloodTyping3 hr.Ex. 3Chemistry of Life2 hr.Ex. 35Heart Structure2 hr.Ex. 4Care and Use of the Microscope2 hr.Ex. 36Cardiac Cycle3hr.Ex. 5Cell Structure and Function2 hr.Ex. 37BloodVessel Structure, Arteries, and Veins3hr.Ex. 6Movements ThroughMembranes3 hr.Ex. 38Pulse Rate and Blood Pressure2 hr.Ex. 7Cell Cycle1 hr.Ex. 39Lymphatic System1 hr.Ex. 8Epithelial Tissues2 hr.Ex. 40Digestive Organs2 hr.Ex. 9Connective Tissues2 hr.Ex. 41Action of a Digestive Enzyme2hr.Ex. 10Muscle and NervousTissues1 hr.Ex. 42Respiratory Organs2hr.Ex. 11Integumentary System2hr.Ex. 43Breathing and Respiratory Volumes1hr.Ex. 12Bone Structure1 hr.Ex. 44Kidney Structure2 hr.Ex. 13Organization of the Skeleton1 hr.Ex. 45Urinalysis2 hr.Ex. 14Skull3 hr.Ex. 46Male Reproductive System2 hr.Ex. 15Vertebral Columnand Thoracic Cage2 hr.Ex. 47Female Reproductive System2 hr.Ex. 16Pectoral Girdle and Upper Limb2 hr.Ex. 48Genetics2 hr.Ex. 17Pelvic Girdle and Lower Limb2 hr.Ex. 49Blood Testing (available online)2 hr.Ex. 18Joint Structure and Movements2hr.Ex. 19Skeletal Muscle Structureand Function1 hr.Ex. 20Muscles of theHead and Neck1 hr.Ex. 21Muscles of the Chest, Shoulder, and UpperLimb2 hr.Ex. 22Muscles of theAbdominal Walland PelvicFloor1 hr.Ex. 23Muscles of the Hip and Lower Limb2 hr.Ex. 24Surface Anatomy2hr.Ex. 25Nervous Tissue and Nerves2 hr.Ex. 26Spinal Cordand Meninges1 hr.Ex. 27Reflex Arc and Reflexes1 hr.Ex. 28Brain and Cranial Nerves2 hr.Ex. 29Dissection of the Sheep Brain2 hr.Ex. 30Ear and Hearing2 hr.Ex. 31Eye Structure2 hr.Ex. 32Visual Tests and Demonstrations2 hr.

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1LABORATORY EXERCISE 1SCIENTIFIC METHOD AND MEASUREMENTSCritical Thinking Application AnswerAnswers and data will vary.Laboratory Report AnswersPART A1.(experimental results)2.(experimental results)3.Answers will vary, however many students will conclude that the data will support the original hypothesis.PART B1-6.Answers will vary

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2LABORATORY EXERCISE 2BODY ORGANIZATION AND TERMINOLOGYInstructional SuggestionIf adissectible human torso modelis not available, you might want to have students consult the figures in various sections ofthetextbook, particularlyreference platesfollowing chapter 1, to gain some understanding of the organizational pattern of the humanbody.Figure LabelsFIG.2.11.Thoracic4.Pelvic2.Abdominal5.Cranial3.Abdominopelvic6.VertebralFIG.2.2.a1.Visceralpleura4.Visceralpericardium(epicardium)2.Pleuralcavity5.Pericardialcavity3.Parietalpleura6.ParietalpericardiumFIG.2.2b7.Visceralperitoneum9.Parietalperitoneum8.PeritonealcavityFIG.2.51.Sagittal (median; midsagittal)plane3.Transverse (horizontal)plane2.Frontal (coronal)planeFIG.2.6a1.Epigastricregion6.Lefthypochondriac region2.Righthypochondriac region7.Leftlateral (lumbar)region3.Rightlateral (lumbar)region8.Leftinguinal (iliac)region4.Umbilicalregion9.Pubic (hypogastric)region5.Rightinguinal (iliac)regionFIG.2.6b10.Rightupper quadrant(RUQ)12.Leftupper quadrant(LUQ)11.Rightlower quadrant (RLQ)13.Leftlower quadrant(LLQ)FIG.2.7a1.Nasal8.Antecubital15.Crural22.Sternal2.Oral9.Abdominal16.Tarsal23.Pectoral3.Cervical10.Antebrachial17.Cephalic24.Umbilical4.Acromial11.Carpal18.Frontal25.Inguinal5.Axillary12.Palmar19.Orbital26.Coxal6.Mammary13.Digital20.Buccal27.Patellar7.Brachial14.Genital21.Mental28.PedalFIG.2.7b1.Otic5.Brachial9.Sacral13.Popliteal2.Occipital6.Dorsal10.Gluteal14.Crural(leg)or sural(calf)3.Acromial7.Cubital11.Perineal15.Plantar4.Vertebral8.Lumbar12.Femoral

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3Laboratory Report AnswersPART A1.a4.a7.c10.c2.d5.b8.a11.d3.a6.d9.e12.dPART B1.c4.g7.e10.b2.d5.j8.f11.a3.h6.i9.kPART C1.Inferior4.Anterior7.Distal10.Posterior2.(Correct)5.(Correct)8.(Correct)3.(Correct)6.(Correct)9.(Correct)PART D1.e4.i7.g10.h2.k5.l8.c11.f3.b6.j9.d12.aPART E1.l4.i7.j10.a2.c5.k8.g11.b3.h6.f9.d12.eCritical Thinking Application AnswersPART F1.LUQ4.RUQ2.RLQ5.LUQ or LLQ3.Anyor all quadrants6.LUQPART G

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4LABORATORY EXERCISE 3CHEMISTRY OF LIFEInstructional Suggestions1.The 7 assorted common liquids for the pH tests could include among the following: orange juice, lemon juice, milk, bottledwater, baking soda solution, aspirin solution, borax solution, ammonia, vinegar, antacid, liquid soap, cola, and dilutedcatsup. Any beverage can be used, and any household product, even solids if they can be dissolved.2.The unknown compounds could include among the following: diluted milk, diluted corn syrup, chicken or beef broth,diluted potato soup, diluted pudding, salad dressing, egg substitute, and diluted yogurt. It is very important to use somenumbering code to keep track of which unknown is which. The unknowns often look alike and are easily confused. Thestudents need to be instructed to take care not to contaminate their unknown. They need to be reminded to perform all tests,as students often think if they get one positive result they can stop. Be aware that different brands of food products cancontain different ingredients. Inform the students when heating the samples using Benedict’s solution, if there is a proteinpresent it may denature or become solid, which should not be interpreted as a positive result.Laboratory Report AnswersPART A (matching)1.b5.f9.k2.e6.i10.g3.h7.c11.a4.j8.d12.lPART A (molecules and bonding)1.1; 13.(sketches)5.Ionic2.17; 74.No; No6.(sketches)PART B1.(experimental results)4.Various substances5.(experimental results)2.(experimental results)dissolved in tap water3.Nowill influence the pH.PART C1.(experimental results)3.(experimental results)2.(experimental results)4.(experimental results)Critical Thinking Application AnswerAnswers will vary. However,eggalbumin has the highest protein value along with the lowest amount of carbohydrates (starchand sugar.)PART D1-4.(experimental results) Answers will vary depending upon the unknown compound selected.

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5LABORATORY EXERCISE 4CARE AND USE OF THE MICROSCOPEInstructional Suggestions1.To stimulate student interest in use of the microscope, you may want to have students prepare wet mounts of pond water andobserve the various forms of life present. A plankton net is a helpful device to concentrate pond organisms. Students can beencouraged to bring samples of pond water to class in preparation for this experiment.2.You may want to provide students with prepared slides of major human organs to examine as a way of increasing theirexperience with using the microscope.3.If oil-immersion objectives are available, you may want to provide students with prepared slides of various forms of bacteriato observe using these objectives.Critical Thinking Application AnswerAnswers will vary depending upon the order of the three colored threads. However, the colored thread on the top will be in focusfirst, the middle one second, and the bottom one last as the student continues to turn the fine adjustment the same direction.Laboratory Report AnswersPART A1.100 ×2. 1,000 ×PART B1.(sketch)4.About 2.2 mm2.About 4.5 mm for scanning power (using5.About 2,200 micrometers4× objective)3.About 4,500 micrometersPART C1.(sketch)5.Light intensity is decreased when high-power objective is used.2.About 1.7 mm (using a 10× objective)6.(sketch)3.The diameter of the scanning-power field of view is7.Upside down and reversed from right to leftabout 2.6 times greater than that of the low-power8.Leftfield of view.9.Toward the observer4.Student is unable to see two adjacent mm lines on thescale in a high-power field of view.PART D1.f6.j2.i7.d3.c8.b4.a9.g5.h10.ePART E(sketches)

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6LABORATORY EXERCISE 5CELL STRUCTURE AND FUNCTIONInstructional Suggestions1.Instead of preparing cheek cell slides, you may want to have students prepare slides of plant cells usingElodealeaves oronion skin.2.If live frogs are available, you may want to pith the frogs and have students prepare wet mounts using small samples of theciliated epithelium that lines the oral cavity. They also can prepare smears of frog blood and stain the cells with methyleneblue, and prepare wet mounts of sperm cells from the testes of the male frogs. You then might provide students withprepared slides of human ciliated epithelium, blood, and sperm cells and have the students compare the frog cells with thehuman cells.Figure LabelsFIG. 5.11.Flagellum6.Nuclear envelope2.Centrioles7.Mitochondrion3.Golgi apparatus8.Ribosomes4.Smooth endoplasmic reticulum9.Cell membrane5.Nucleus10.CiliaCritical Thinking Application AnswerThe outer body surface is the same tissue as inside the cheek, however,outer surface cells are dead from drying out.Laboratory Report AnswersPART A1.a5.i9.d2.g6.f10.e3.k7.c11.h4.l8.b12.jPART B1.Lipids, proteins, and some carbohydrates3.Water soluble2.A double layer of phospholipids4.ProteinPART C1.(sketches)3.Yes. Cells with similar structure would have a similar function.2.The stained cells made the nucleus more clearly visible.PART D1.(sketches)2.They should always notice cytoplasm, nucleus, nuclear envelope, and cell membrane.3.Answers will vary.

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