Solution Manual for Laboratory Manual for Anatomy and Physiology, 6th Edition

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11The Language of AnatomyExErcisEIf time is limited, most of this exercise can be done as an out-of-class assignment.Time Allotment:½ hour in lab.Multimedia Resources:See Appendix B for a list of multimedia resource distributors.Biology Essentials:The Human Body: The Ultimate Machine(CBS, 22 minutes, DVD)Advance Preparation1.Set out human torso models and have articulated skeletons available.2.Obtain three preserved kidneys (sheep kidneys work well) and three bananas. Cut one of each in trans-verse section, one in longitudinal section (usually a sagittal section), and leave one uncut. Label the kid-neys and put them in a demonstration area. You may wish to add a fourth kidney to demonstrate a frontalsection.3.The day before the lab, prepare gelatin or Jell-O®spaghetti using slightly less water than is called for andcook the spaghetti until it is al dente. Pour the gelatin into several small molds and drop several spaghettistrands into each mold. Refrigerate until lab time.4.Set out gelatin spaghetti molds and scalpel.Comments and Pitfalls1.Students will probably have the most trouble understanding proximal and distal; other than that thereshould be few problems.Answers to Activity QuestionsActivity 2: Practicing Using Correct Anatomical Terminology (p. 3)1.The wrist isproximalto the hand.2.The trachea (windpipe) isanteriororventralto the spine.3.The brain issuperiororcephaladto the spinal cord.4.The kidneys areinferiororcaudalto the liver.5.The nose ismedialto the cheekbones.6.The chest issuperiorto the abdomen.M01_MARI5487_05_C01_pp001-003.indd110/02/1610:14 AM

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REVIEWSHEET2The Language of AnatomySurface AnatomyNameLab Time/DateExERcISE1acromialbrachialcarpalcervicalcruraldigitalpatellarpoplitealscapularvertebralcrural1.lower portion of the lower limbdigital2.referring to the fingerspopliteal3.posterior aspect of the kneescapular4.shoulder blade regioncarpal5.wrist area1.Match each of the following descriptions with a key term, and record the term in front of the description.Key:patellar6.anterior aspect of kneebrachial7.referring to the armvertebral8.backbone, or spineacromial9.point of the shouldercervical10.referring to the neckBody Orientation, Direction, Planes, and Sections2.Several incomplete statements are listed below. Correctly complete each statement by choosing the appropriate anatomical termfrom the key. Write the key terms on the correspondingly numbered blanks below. Some terms may be used more than once.Key:anteriorinferiorposteriorsuperiordistallateralproximaltransversefrontalmedialsagittalIn the anatomical position, the umbilicus and knees are on the1body surface; the calves and shoulder blades are on the2body surface; and the soles of the feet are the most3part of the body. The ears are4and4to the shoulders and5to the nose. The breastbone is6to the vertebral column (spine) and7to the shoulders. The elbow is8to the shoulder but9to the fingers. The thoracic cavity is 10 to the abdominopelvic cavity and 11 to the spinal cavity. In humans, the ventralsurface can also be called the 12 surface; however, in quadruped animals, the ventral surface is the 13 surface.If an incision cuts the brain into superior and inferior parts, the section is a14 section; but if the brain is cut so thatanterior and posterior portions result, the section is a 15 section. You are told to cut a dissection animal along two planes sothat the lungs are observable in both sections. The body plane that wouldnotmeet these criteria is 16 .1.anterior2.posterior3.inferior4.superiormedial5.lateral6.anterior7.medial8.distal9.proximal10.superior11.anterior12.anterior13.inferior14.transverse15.frontal16.sagittal23.A nurse informs you that she is about to give you a shot in the lateral femoral region. What portion of your body should youuncover?Side of upper thighM01_MARI5487_05_C01_pp001-003.indd210/02/1610:14 AM

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4.Correctly identify each of the body planes by inserting the appropriate term for each on the answer line below the drawing.1.Median (mid-sagittal) plane2.Frontal3.TransverseBody Cavities5.Which body cavity would have to be opened for the following types of surgery? (Insert the key term(s) in the same-numberedblank. More than one choice applies.)Key:abdominopelvicdorsalthoraciccranialspinalventral1.surgery to remove a cancerous lung lobe1.thoracic/ventral2.gastric bypass surgery to reduce the size of the stomach2.abdominopelvic/ventral3.surgery to remove a ruptured disk3.spinal/dorsal4.appendectomy (surgical removal of the appendix)4.abdominopelvic/ventral5.removal of a brain tumor5.cranial/dorsal6.removal of the gallbladder6.abdominopelvic/ventral6.Correctly identify each of the described areas of the abdominal surface by inserting the appropriate term in the answer blankpreceding the description.hypochondriac region1.overlies the lateral aspects of the lower ribsumbilical region2.surrounds the “belly button”hypogastric region3.encompasses the pubic areaepigastric region4.medial region overlying the stomach7.What are the bony landmarks of the abdominopelvic cavity?Rib cage and pelvis8.Which body cavity provides the least protection to its internal structures?Abdominopelvic cavityReview Sheet 13M01_MARI5487_05_C01_pp001-003.indd310/02/1610:14 AM

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42ExErcisEOrgan Systems OverviewTime Allotment:1½ hours (rat dissection—1 hour; human torso model—½ hour).Multimedia Resources:See Appendix B for a list of multimedia resource distributors.Homeostasis(FHS: 20 minutes, DVD, 3-year streaming webcast)Homeostasis: The Body in Balance(HRM, IM, 26 minutes, DVD)Advance Preparation1.Make arrangements for appropriate storage and disposal of dissection materials. Check with theDepartment of Health or the Department of Environmental Protection, or their counterparts, for stateregulations.2.Designate a disposal container for organic debris, set up a dishwashing area with hot soapy water andsponges, and provide lab disinfectant such as Wavicide-01 (Carolina) for washing down the lab benches.3.Set out safety glasses and disposable gloves for dissection of freshly killed animals (to protect studentsfrom parasites) and for dissection of preserved animals.4.Decide on the number of students in each dissecting group (a maximum of four is suggested; two is prob-ably best). Each dissecting group should have a dissecting pan, dissecting pins, scissors, blunt probe, for-ceps, twine, and a preserved or freshly killed rat.5.Preserved rats are more convenient to use unless small mammal facilities are available. If live rats are used,they may be killed a half hour or so prior to the lab by administering an overdose of ether or chloroform.To do this, remove each rat from its cage and hold it firmly by the skin at the back of its neck. Put the ratin a container with cotton soaked in ether or chloroform. Seal the jar tightly and wait until the rat ceases tobreathe.6.Set out human torso models and a predissected rat.Comments and Pitfalls1.Students may be overly enthusiastic when using the scalpel and cut away organs they are supposed tolocate and identify. Have blunt probes available as the major dissecting tool and suggest that the scalpel beused to cut only when everyone in the group agrees that the cut is correct.2.Be sure the lab is well ventilated, and encourage students to take fresh air breaks if the preservative fumesare strong. If the dissection animal will be used only once, it can be rinsed to remove most of the excesspreservative.3.Organic debris may end up in the sinks, clogging the drains. Remind the students to dispose of all dissec-tion materials in the designated container.M02_MARI5487_05_C02_pp004-007.indd410/02/1610:16 AM

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Answers to Activity QuestionsActivity 6: Examining the Human Torso Model (pp. 15–16)Digestive:esophagus, liver, stomach, pancreas, small intestine, large intestine (including rectum), gallbladderUrinary:kidneys, ureters, bladderCardiovascular:heart, descending aorta, inferior vena cavaEndocrine:thyroid gland, pancreas, adrenal glandReproductive:uterusRespiratory:lungs, bronchi, trachea, diaphragmLymphatic:spleenNervous:brain, spinal cord, medulla of adrenal glandExercise 25M02_MARI5487_05_C02_pp004-007.indd510/02/1610:16 AM

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6REVIEWSHEETurinary1.rids the body of nitrogen-containing wastesendocrine2.is affected by removal of the adrenal glandskeletal3.protects and supports body organs; provides a framework for muscular actioncardiovascular4.includes arteries and veinsendocrine5.composed of glands that secrete hormonesintegumentary6.external body coveringlymphatic7.houses cells involved in the body’s immune responsedigestive8.breaks down ingested food into its absorbable unitsrespiratory9.loads oxygen into the bloodcardiovascular/endocrine10.uses blood as a transport vehiclemuscular11.generates body heat and provides for locomotion of the body as a wholeurinary12.regulates water and acid-base balance of the bloodreproductiveandendocrine13.necessary for conception and childbearingintegumentary14.is damaged when you fall and scrape your knee1.Using the key choices, indicate the body systems that match the following descriptions. Then, circle the organ systems(in the key) that are present in all subdivisions of the ventral body cavity.Key:NameLab Time/DateOrgan Systems OverviewExERcISE2cardiovascularintegumentarynervousskeletaldigestivelymphaticreproductiveurinaryendocrinemuscularrespiratory2.Using the above key, choose theorgan systemto which each of the following sets of organs or body structures belongs:lymphatic1.lymph nodes, spleen, lymphatic vesselsrespiratory4.trachea, bronchi, alveoliskeletal2.bones, cartilages, ligamentsreproductive5.uterus, ovaries, vaginaendocrine3.thyroid, thymus, pituitary glandcardiovascular6.arteries, veins, heartM02_MARI5487_05_C02_pp004-007.indd610/02/1610:16 AM

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Review Sheet 273.Using the key below, place the following organs in their proper body cavity. Some responses may be used more than once.Key:abdominopelviccranialspinalthoracicabdominopelvic1.stomachabdominopelvic6.urinary bladderthoracic2.esophagusthoracic7.heartabdominopelvic3.large intestinethoracic8.tracheaabdominopelvic4.livercranial9.brainspinal5.spinal cordabdominopelvic10.rectum4.Using the organs listed in item 3 above, record, by number, which would be found in the following abdominopelvic regions:3, 6, 101.hypogastric region1, 3, 44.epigastric region32.right lumbar region35.left iliac region33.umbilical region1, 36.left hypochondriac region5.The five levels of organization of a living body, beginning with the cell, are as follows: cell,tissue,organ,organ system, and organism.6.Defineorgan:A structure composed of two or more tissues that performs a specialized function7.Using the terms provided, correctly identify all of the body organs provided with leader lines in the drawings below. Thenname the organ systems by entering the name of each on the answer blank below each drawing.Key:blood vesselsheartnervesspinal cordurethrabrainkidneysensory receptorureterurinary bladder1.Nervous2.Cardiovascular3.UrinaryBrainSensory receptorSpinal cordNervesHeartBlood vesselsKidneyUreterUrinary bladderUrethraM02_MARI5487_05_C02_pp004-007.indd710/02/1610:16 AM

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83ExErcisEThe Cell—Anatomy and DivisionThe Anatomy of the Composite Cell section can be given as an out-of-class assignment to save time.This might be necessary if audiovisual material is used.Time Allotment:2 hours.Multimedia Resources:See Appendix B for a list of multimedia resource distributors.The Cell: Structure, Function, and Process(HRM, CD-ROM)Inside the Living Cell(WNS, 50 minutes, DVD)An Introduction to the Living Cell(CBS, 30 minutes, DVD)A Journey Through the Cell(FHS, 2-part series, 25 minutes each, DVD)Mitosis and Meiosis(DE, 23 minutes, DVD)Advance Preparation1.Set out slides (one per student) of simple squamous epithelium, teased smooth muscle, human blood cellsmear, sperm, and whitefish blastulas. Students will also need lens paper, lens cleaning solution, immer-sion oil, and compound microscopes.2.Set out a model or a lab chart of a composite cell and models of mitotic stages.3.Set out chenille sticks and chalk.4.If available, arrange a viewing area for the mitosis video.Comments and Pitfalls1.Observing differences and similarities in cell structure often gives students trouble, as many of them havenever seen any cells other than epithelial cells. Slides or pictures of these cell types might help.Answers to Activity QuestionsActivity 5: Observing Differences and Similarities in Cell Structure (p. 22)3.Simple squamous epithelial cells are relatively large and irregularly (“fried egg”) shaped. Smooth musclecells are also relatively large, but are long and spindle shaped. Red blood cells and sperm are both exam-ples of small cells. Red blood cells appear round, while sperm cells are streamlined with long flagella.Cell shape is often directly related to function. Epithelial cells fit tightly together and cover large areas.Elongated muscle cells are capable of shortening during contraction. The red blood cells are small enoughto fit through capillaries, and are actually biconcave in shape, which makes them flexible and increasessurface area (not obvious to the students at this point). Sperm cells’ streamlined shape and flagella aredirectly related to efficient locomotion.M03_MARI5487_05_C03_pp008-012.indd82/15/1610:54 AM

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The sperm cells have visible projections (flagella), which are necessary for sperm motility. The functionof sperm is to travel through the female reproductive system to reach the ovum in the uterine tubes. Thisrequires motility.None of the cells lack a plasma membrane. Mature red blood cells have no nucleus. Nucleoli will probablybe clearly visible in the epithelial cells, and possibly visible in the other nuclei.No. Identifiable organelles are not visible in most of these cells. Filaments may be visible in the smoothmuscle preparations. The details of organelle structure are usually below the limit of resolution of the lightmicroscope. Unless special stains are used, there is no way to see or distinguish the organelles at this level.Exercise 39M03_MARI5487_05_C03_pp008-012.indd92/15/1610:54 AM

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10REVIEWSHEETAnatomy of the Composite Cell1.Define the following:organelles:“small organs”—The metabolic machinery of the cell organized to carry out specific activities for the cellas a wholecell:The structural and functional unit of all living things2.Identify the following cell structures:plasma membrane1.external boundary of cell; regulates flow of materials into and out of the celllysosomes2.contain digestive enzymes of many varieties; “suicide sacs” of the cellmitochondria3.scattered throughout the cell; major sites of ATP synthesismicrovilli4.slender extensions of the plasma membrane that increase its surface areainclusions5.stored glycogen granules, crystals, and pigments present in some cell typesGolgi apparatus6.membranous system consisting of flattened sacs and vesicles; packages proteins for exportnucleus7.control center of the cell; necessary for cell division and cell lifecentrioles8.rod-shaped bodies that direct the formation of the mitotic spindlenucleolus9.dense, darkly staining nuclear body; packaging site for ribosomesmicrofilaments10.contractile elements of the cytoskeletonendoplasmic reticulum11.membranous system that has “rough” and “smooth” varietiesribosomes12.attached to membrane systems or scattered in the cytoplasm; synthesize proteinschromatin13.threadlike structures in the nucleus; contain genetic material (DNA)peroxisome14.site of free radical detoxificationNameLab Time/DateThe Cell—Anatomyand DivisionExERcISE3M03_MARI5487_05_C03_pp008-012.indd102/15/1610:54 AM

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Review Sheet 3113.In the following diagram, label all parts provided with a leader line.Differences and Similarities in Cell Structure4.For each of the following cell types, list (a)oneimportantstructuralcharacteristic you observed in the laboratory and (b)write thefunctionthat the structure complements or ensures.squamous epitheliuma.thin layer, flattened cells; fit closely togetherb.allows for easy diffusion and filtrationsperma.compact and streamlined; flagellab.able to propel itself in a short timesmooth musclea.non-striated, elongated, spindle-shapedb.provides a long axis for contractionred blood cellsa.biconcave discs; lack nucleis; have few organellesb.easy gas exchange; more room for hemoglobin to transport oxygenCytosolSmooth endoplasmicreticulumGolgi apparatusMitochondriaPeroxisomeRoughendoplasmicreticulumRibosomesNuclear poreNuclear envelopeLysosomeMicrotubuleIntermediate filamentsNucleusNucleolusCentriolesMicrovilliM03_MARI5487_05_C03_pp008-012.indd112/15/1610:54 AM

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12Review Sheet 3Cell Division: Mitosis and Cytokinesis5.Identify the three phases of mitosis shown in the following photomicrographs, and select the events from the key choices thatcorrectly identify each phase. On the appropriate answer line, write the letters that correspond to these events.Key:a.Chromatin coils and condenses, forming chromosomes.b.The chromosomes (chromatids) are V-shaped.c.The nuclear membrane re-forms.d.Chromosomes stop moving toward the poles.e.Chromosomes line up in the center of the cell.f.The nuclear membrane fragments.g.The spindle forms.h.DNA synthesis occurs.i.Chromosomes first appear to be double.j.Chromosomes attach to the spindle fibers.k.The nuclear membrane(s) is absent.1.Phase:MetaphaseEvents:e2.Phase:AnaphaseEvents:b, d6.What is the function of mitotic cell division?To increase the number of cells for growth and repair3.Phase:ProphaseEvents:a, f, g, i, j, kFor the letters used in the key above, list when those events would occur.c, hM03_MARI5487_05_C03_pp008-012.indd122/15/1610:55 AM

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134ExErcisECell Membrane TransportMechanismsThis exercise has many parts to it. If students have had an introductory cell biology course, much ofit should be review.Time Allotment:Diffusion of dye through agar gel—90 minutesDiffusion through nonliving membranes—120 minutesDiffusion through living membranes—25 minutesFiltration—10 minutesObservations for diffusion through living membranes and filtration can be done while waiting for theresults of the other experiments.Multimedia Resources:See Appendix B for a list of multimedia resource distributors.A Journey to the Living Cell(CBS, 30 minutes, DVD)The Outer Envelope(WNS, 13 minutes, DVD)The Plasma Membrane and Cellular Transport(CVB: CD-ROM)Solutions:Agar Gel, 1.5%Weigh out 15 grams of dried agar. Slowly add 1 liter of distilled water while heating. Bring slowly toa boil, stirring constantly until the agar dissolves. For immediate use, allow the agar to cool to about45°C. Pour into petri dishes to solidify. Refrigerate in an inverted position. If the plates are to be keptfor a longer time (more than one day), autoclave the agar solution in the flask, pour into sterile petriplates, allow the agar to solidify, invert the plates, and store in a refrigerator.Benedict’s Solution• 173.0gramssodiumcitrate• 100.0gramssodiumcarbonate,anhydrous• 17.3gramscupricsulfate(purecrystalline)Addthecitrateandcarbonatesaltsto700–800millilitersdistilledwaterandheattodissolve.Addthecupric sulfate to 100 milliliters distilled water and heat to dissolve. Cool the solutions and then com-bine. Add distilled water to make 1 liter of solution.Glucose, 40%For each 100 milliliters of solution, weigh out 40 grams of glucose and bring to 100 milliliters withdistilled water. It may be necessary to heat the mixture to get the glucose into solution. Refrigeratewhen not in use.Lugol’s Iodine (IKI)• 20gramspotassiumiodide• 4gramsiodinecrystalsDissolve potassium iodide in 1 liter distilled water. Add the iodine crystals and stir to dissolve. Storein dark bottles.M04_MARI5487_05_C04_pp013-018.indd132/15/1611:02 AM

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14Exercise 4Physiologic Saline (Mammalian, 0.9%)Weigh out 9 grams of NaCl. Add water to a final volume of 1 liter. Make fresh immediately prior toexperiment.Silver Nitrate (2.9 or 3.0%)Weigh out 2.9 grams (for 2.9%) or 3.0 grams (for 3.0%) of silver nitrate.Use caution; this is anoxidizing substance. Add distilled water to make 100 milliliters of solution. Store in light-resistantbottles. Make fresh for each use.Sodium Chloride (NaCl), 10%For each 100 milliliters of solution, weigh out 10 grams of NaCl and bring to 100 milliliters with dis-tilled water. It may be necessary to heat the mixture to get the NaCl into solution.Sodium Chloride (NaCl), 1.5% salineWeigh out 1.5 grams NaCl. Add distilled water to a final volume of 100 milliliters.Sucrose, 40% (with Congo Red Dye)For each 100 milliliters of solution, weigh out 40 grams of sucrose and bring to 100 milliliters withdistilled water. Add 0.5 grams of Congo red dye. It may be necessary to heat the solution to get thesucrose into the solution. Refrigerate when not in use.Advance PreparationNote: This lab has many components. Either clearly designate supply areas for each part of the lab,or provide each lab group with its own set of supplies at the outset. The supplies for each part of theexercise are listed separately in case sections of the exercise are omitted. Some equipment is com-mon to several parts of the lab.1.Set out slides and coverslips. Have compound microscopes available.2.Diffusion of Dye Through Agar Gel. Set out 0.1M or 3.5% methylene blue solution (Carolina) and 0.1M or1.6% potassium permanganate solution (Carolina), 1.5% agar plates (12 milliliters of 1.5% agar per plate,one per group), medicine droppers, and millimeter rulers.3.Diffusion Through Nonliving Membranes. For each group, set out four dialysis sacs (WARD’S) or10-centimeter lengths of dialysis tubing (Carolina), five 250-milliliter beakers, a wax marking pencil,750millilitersofdistilledwater,10millilitersof10% NaCl solution, 10 milliliters ofCongo red dye in40% sucrose, 150 milliliters of40% glucose solution, dropper bottles ofBenedict’s solution(Carolina, orsee above),silver nitrate, andLugol’s iodine(Carolina, or see above), four test tubes, a test tube rack, testtube holder, small graduated cylinder, small funnel, hot plate, and balance. Dialysis sacs can be preparedfrom cut sections of dialysis tubing. Soak dialysis tubing in a beaker of water for about 15 minutes. Oncedialysis tubing has been soaked, open it by rubbing it between the thumb and forefinger until the tubingmaterial separates. Tie the ends with fine twine or close with dialysis tubing closures (Carolina). SmallHefty® “alligator” sandwich bags can also be used to make dialysis bags.4.Diffusion Through Living Membranes.Topreparethesolutions,add5–10dropsofbloodtotesttubescontaining: physiological saline (specimen 1),1.5% NaCl(specimen 2), and distilled water (specimen 3).Drop1–2drop(s)ofeachsolutiononthreeseparateslidesandcoverwithcoverslips.Setupdemonstrationarea with compound microscopes and red blood cell suspensions.5.Filtration. For each group, set out a funnel, filter paper, a flask, a dropper bottle ofLugol’s iodine, 50 mil-liliters of a solution of uncooked starch, powdered charcoal, and copper sulfate.Comments and Pitfalls1.Caution students to keep careful track of time during the diffusion experiments. Lab timers might help.Suggestions for variables include T and different concentrations of solutions.2.Dialysis sacs may leak. Check to see that they are tightly sealed.M04_MARI5487_05_C04_pp013-018.indd142/15/1611:02 AM

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Exercise 4153.You may substitute Clinitest tablets for Benedict’s solution.4.Silver nitrate will stain and possibly damage clothing. Warn students to be careful.5.Note that the40% glucose solutionused in sac 1 of the osmosis experiment is not isoosmotic to the10%NaCl solutionin sac 3, so caution students about the types of conclusions they may draw from this experi-ment. Also, sometimes no glucose will be present in the beaker at the end of the hour. You may need toextend the time for this part of the experiment.6.Emphasize the importance of labeling test tubes and slides.7.Redbloodcellsinphysiologicsalinemaybegintocrenateastheslidebeginstodryout.Encouragestu-dents to make their observations quickly. If there is still trouble with crenation, use a slightly hypotonicsaline solution.Answers to Activity QuestionsActivity 1: Observing Diffusion of Dye Through Agar Gel (p. 30)5.Potassiumpermanganate(MW158)diffusedmorerapidlythanmethyleneblue(MW320).Thesmallerthe molecular weight, the faster the rate of diffusion. The dye molecules moved because they possesskinetic energy.Heating the samples will increase the rate of diffusion for both samples by increasing the kinetic energy ofthe molecules. The greater the kinetic energy, the faster the diffusion.Activity 2: Observing Diffusion Through Nonliving Membranes (pp. 31–32)4.After 1 hour, sac 1 (originally containing 40% glucose) should have gained weight. Water is moving intothe sac by osmosis. Glucose is still present in the sac, and a small amount of glucose may also be presentin the beaker. If the Benedict’s test is positive, glucose was able to pass through the dialysis membrane.5.There should be no net weight change in sac 2. Since the concentrations of glucose and water are the sameon both sides of the membrane, there is no net movement of water or glucose.6.Sac 3 will increase in weight, perhaps only by a small amount. There has been a net movement of waterinto the sac, and the weight of the water was not completely offset by the movement of the NaCl out ofthe sac. The solution in beaker 3 reacts with silver nitrate, indicating the presence of chloride in the bea-ker. Net dialysis of NaCl occurred.7.Thereshouldbeanincreaseinweightinsac4.Thewatercolordidnotturnpink;thedyewasnotabletodiffuse out of the sac.The Benedict’s test for sugar was negative. Sucrose did not diffuse from the sac to the beaker. The dyeand sucrose molecules are too large to diffuse through the pores in the membrane or their rate of diffusionis too slow given the allowed time.8.Netosmosisoccurredinsituations1and4;netsimplediffusionoccurredin1and3.Watermoleculesareverysmallandmovequicklydownaconcentrationgradient.Na+andCl–insolu-tion behave like slightly larger molecules but are smaller than glucose molecules, which move slowly, ifat all, through the dialysis tubing. (See item 5 in Comments and Pitfalls.) Note: Students may only be abletoconcludethatNa+andCl–insolutionandwatermoleculesaresmall,andglucoseandCongoreddyemoleculesarelarger,orthatNa+andCl–insolutionandwaterandglucosemoleculesaresmallerthansucrose molecules.The dialysis sac is often compared to the plasma membrane of the cell.M04_MARI5487_05_C04_pp013-018.indd152/15/1611:02 AM

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