Thinking About Biology: An Introductory Lab Manual, 6th Edition Solution Manual

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TEXTBOOKGUIDEMimi BresArnold WeisshaarPrince George’s Community CollegeSixth EditionTHINKINGABOUTBIOLOGYANINTRODUCTORYLABORATORYMANUAL

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vTABLE OF CONTENTSPrefaceiiiExercise 1—Introduction to the Scientific Method1Preparation Notes1Materials and Supplies1Setup Instructions1Ordering Information2Suggestions for Specific Activities2Approximate Time to Complete Activities2Answer Key to Questions3Exercise 2—Windows to a Microscopic World5Preparation Notes5Materials and Supplies5Preparation Instructions6Setup Instructions6Ordering Information7Suggestions for Specific Activities7Approximate Time to Complete Activities8Answer Key to Questions9Exercise 3—Functions and Properties of Cells14Preparation Notes14Materials and Supplies14Preparation Instructions14Setup Instructions15Ordering Information15Suggestions for Specific Activities15Approximate Time to Complete Activities15Answer Key to Questions16

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viExercise 4—Movement of Molecules Across Cell Membranes22Preparation Notes22Materials and Supplies22Preparation Instructions23Ordering Information23Suggestions for Specific Activities24Approximate Time to Complete Activities25Answer Key to Questions26Exercise 5—Investigating Cellular Respiration30Preparation Notes30Materials and Supplies30Preparation Instructions31Setup Instructions31Ordering Information31Suggestions for Specific Activities32Approximate Time to Complete Activities32Answer Key to Questions33Exercise 6—Photosynthesis36Preparation Notes36Materials and Supplies36Preparation Instructions37Setup Instructions37Ordering Information37Suggestions for Specific Activities38Approximate Time to Complete Activities38Answer Key to Questions39Exercise 7—Organic Molecules and Nutrition42Preparation Notes42Materials and Supplies42Preparation Instructions43Setup Instructions44Ordering Information44Suggestions for Specific Activities45Approximate Time to Complete Activities46Answer Key to Questions47

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viiExercise 8—Factors that Affect Enzyme Activity51Preparation Notes51Materials and Supplies51Preparation Instructions52Setup Instructions52Ordering Information53Suggestions for Specific Activities53Approximate Time to Complete Activities53Answer Key to Questions54Exercise 9—Introduction to Molecular Genetics56Preparation Notes56Materials and Supplies56Preparation Instructions57Setup Instructions57Ordering Information57Suggestions for Specific Activities58Approximate Time to Complete Activities59Answer Key to Questions60Exercise 10—Mitosis and Asexual Reproduction65Preparation Notes65Materials and Supplies65Preparation Instructions66Setup Instructions66Ordering Information66Suggestions for Specific Activities66Approximate Time to Complete Activities67Answer Key to Questions68Exercise 11—Connecting Meiosis and Genetics72Preparation Notes72Materials and Supplies72Preparation Instructions73Setup Instructions73Ordering Information74Suggestions for Specific Activities74Approximate Time to Complete Activities75Answer Key to Questions76

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viiiExercise 12—Human Genetics78Preparation Notes78Materials and Supplies78Preparation Instructions78Setup Instructions78Ordering Information78Suggestions for Specific Activities79Approximate Time to Complete Activities79Answer Key to Questions80Exercise 13—Evolution87Preparation Notes87Materials and Supplies87Preparation Instructions87Setup Instructions93Ordering Information93Suggestions for Specific Activities93Approximate Time to Complete Activities94Answer Key to Questions95Exercise 14—Functions of Tissues and Organs99Preparation Notes99Materials and Supplies99Preparation Instructions100Setup Instructions100Suggestions for Specific Activities100Approximate Time to Complete Activities101Answer Key to Questions102Exercise 15—The Cardiovascular System106Preparation Notes106Materials and Supplies106Preparation Instructions106Setup Instructions106Ordering Information107Suggestions for Specific Activities107Approximate Time to Complete Activities107Answer Key to Questions108

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ixExercise 16—Introduction to Anatomy: Dissecting the Fetal Pig112Preparation Notes112Materials and Supplies112Preparation Instructions113Setup Instructions113Ordering Information113Suggestions for Specific Activities113Approximate Time to Complete Activities114Answer Key to Questions115Exercise 17—Organs of the Abdominal Cavity119Preparation Notes119Materials and Supplies119Preparation Instructions119Setup Instructions120Ordering Information120Suggestions for Specific Activities120Approximate Time to Complete Activities121Answer Key to Questions122Exercise 18—Introduction to Forensic Biology126Preparation Notes126Materials and Supplies126Preparation Instructions126Setup Instructions127Ordering Information127Suggestions for Specific Activities127Approximate Time to Complete Activities127Answer Key to Questions128Exercise 19—Biotechnology: DNA Analysis130Preparation Notes130Materials and Supplies130Preparation Instructions130Setup Instructions130Suggestions for Specific Activities130Approximate Time to Complete Activities131Answer Key to Questions132

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xExercise 20—Using Biotechnology to Assess Ecosystem Damage136Preparation Notes136Materials and Supplies136Preparation Instructions137Setup Instructions139Ordering Information140Suggestions for Specific Activities140Approximate Time to Complete Activities141Answer Key to Questions142Exercise 21—Ecosystems146Preparation Notes146Materials and Supplies146Preparation Instructions147Setup Instructions147Ordering Information147Suggestions for Specific Activities147Approximate Time to Complete Activities148Answer Key to Questions149Exercise 22—Biodiversity and Conservation152Preparation Notes152Materials and Supplies152Preparation Instructions152Setup Instructions153Ordering Information153Suggestions for Specific Activities153Approximate Time to Complete Activities153Answer Key to Questions154Exercise 23—Population Ecology158Preparation Notes158Materials and Supplies158Preparation Instructions159Setup Instructions159Ordering Information160Suggestions for Specific Activities160Approximate Time to Complete Activities160Answer Key to Questions161

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1Exercise 1—Introduction to the Scientific MethodPreparation Notes1.Supply lists are based on a class size of 24 students. In situations where class size varies,adjust supplies accordingly.2.Asterisks (*) next to materials or supplies indicate a nonstandard or special order item.Specific details for obtaining these items can be found in the “Ordering Information”section for each exercise.3.The times listed to complete activities are conservative estimates of the time required.In our community college classes (with three hours of lab per week), we’re usually able tocomplete all the activities in an exercise and still have time for short quizzes, introductoryremarks, and summarizing important concepts at the end of the class period.Materials and SuppliesEquipmentQuantityrulers, 6-inch, transparent24sampling cups96plastic jars or paper cups, approximate 6 oz volume24tray large enough to hold the 24 cups1Chemicals1 molar sodium carbonate (Na2CO3) solution1.5 litersdropper bottles, distilled water12dropper bottles, phenolphthalein indicator12Setup Instructions1.Activity 4:The students shouldn’t know which of the 24 cups of liquid is “infected” with HIV.Therefore, you should fill the cups ahead of time and place them on a tray.All the cups should be pre-filledexceptfor the “infected” cup. A container that contains thesodium carbonate solution should be available in the classroom for the instructor to fill one cupat the last minute.Note:If you want to know who patient “zero” is for your class discussion, pay attention towhom you give the “infected” cup.

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22.No special setup is needed for other equipment or supplies. Items should be placed in theclassroom in convenient locations for easy access by students.Ordering Information (*)1.Sampling cups: clear plastic souffle cup, 2 ounce, Solo Cup Company Inc. Available fromhttp://acemart.com or other Internet sources.Suggestions for Specific ActivitiesThis exercise is designed to introduce students to the scientific method, its steps, and its uses.Suggestions for various hypotheses are given to students in the exercise, and they’re asked to thinkof others on their own. Even though they’ll probably ask you for suggestions, try to let the studentsthink for themselves, and they’ll develop the skills to fulfill the objectives for this exercise.Collaborative learning is an important focus of the laboratory experience and is carried throughout allthe exercises in this manual. Ask your students to introduce themselves to one another so that they canbegin to establish working relationships for the semester. Activity 4 provides an excellent opportunityforstudents to mix and interact on the first day.The laboratory is a good place for students to make study group connections for cooperativeassignments and test preparation. Beginning with the first week of laboratory, students areencouraged (and often required) to work cooperatively in small groups. In addition, students should beencouraged to walk around the room and see what other laboratory groups are doing. Many exercisesin this manual require sharing of data with the entire class.1.Activity 4:If the class has an uneven number of students, the instructor should participate in theexchange process. The infection pattern will follow exponential growth. After the first exchange,two students will be infected, then four, eight, and so on. By the end of the fifth exchange, theentire class should be infected.Note:It’s helpful to emphasize the instructions for the exchanges, especially that students shoulddo only one exchange at a time and then wait for your instructions before exchanging again.Approximate Time to Complete ActivitiesBecause there are wide variations in the frequency and time allotted for laboratory periods in variousschools, these time estimates are provided as a guide to help you schedule the activities included inthese exercises.Activity 115 minutesActivities 2 and 330 minutesActivities 4 and 570 minutesActivity 625 minutes

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3Answer Key to QuestionsActivity 1Sample chemistry experiment hypotheses (Table 1-1)The roommate didn’t copy the formula correctly.The chemicals were contaminated, out of date, mixed improperly.You didn’t follow the directions properly.The instructor presented the formula incorrectly.Activity 2Comprehension Check1.You need a control group to compare with your experimental group (to see if observed changeswere caused by the one factor that differs between the two groups).2.To control the variables that can exist within an experiment, and that can make it hard to inter-pret your results.3.You would use larger groups to decrease the effect of individual variability on the experimental re-sults. You might also wish to conduct your experiment for a longer period of time, for example, theentire growing season. You might experiment with different levels of fertilizer application to deter-mine the optimal concentration. You might repeat the experiments with other species of plants.Activity 3Comprehension Check1.Yes. The experimental group grew taller. Plants from the experimental group gained an averageof 45 cm in height, while plants from the control group only gained, on average, 21 cm in height.2.Yes. Fertilizer did make a significant difference in height compared to the group without fertilizer.3.Individual plants differ in their growth patterns due to genetic variability. If we used only oneplant from each group, we would have no way of knowing if we were comparing a “naturally tall”plant with one that was just “naturally shorter.” Therefore, the larger the group we compare, themore confidence we’ll have that our conclusions are accurate and supported by real evidence.Activity 413.Table 1-4:Individual results will vary, but most students will be infected at some time beforethe end of the activity.

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414.Table 1-5:Survey results will vary, but in general, the number of infected students will increasewith each fluid exchange.15.The phenolphthalein indicator test was performed on the distilled water to ensure that no falsepositives would occur and that the indicator was reliable to use in the experiment.16.The control.Activity 5Comprehension Check1.Check for correct graphing procedures inFigure 1-4.2.With each exchange, the number of infected students increased. By the end of the experiment,the entire class was probably infected.3.Sexual exchanges are less frequent, people might not have as many partners, some people prac-tice abstinence, many people practice safe sex and use condoms to prevent the spread of disease,diseases may have longer incubation periods.4.Use of condoms during sexual activity, decrease number of partners, public education aboutsexually transmitted diseases, and safe sex practices.Activity 61.The range of scores is 72 (97–25).2.No. The median score was 83 and your score was only 80.3.No. The mean was only 72, but the modal score was 87. In general, the larger the range, the lessinformative the mean will be.4.You’ll want the following statistical information:•How many women were evaluated?•What was the modal weight loss for the group?•What was the median weight loss?•What was the range?You’ll also want additional information not related directly to statistics but important for thevalidity of the experiment. For example:•Was there a control group in this experiment?•How were the women selected?•What was the daily activity level?

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5Exercise 2—Windows to a Microscopic WorldPreparation Notes1.Supply lists are based on a class size of 24 students. In situations where class size varies,adjust supplies accordingly.2.Asterisks (*) next to materials or supplies indicate a nonstandard or special order item.Specific details for obtaining these items can be found in the “Ordering Information”section for each exercise.3.The times listed to complete activities are conservative estimates of the time required.In our community college classes (with three hours of lab per week), we’re usually able tocomplete all the activities in an exercise and still have time for short quizzes, introductoryremarks, and summarizing important concepts at the end of the class period.Materials and SuppliesEquipmentQuantitydissecting microscopes12compound microscopes24glass stacking dishes, medium (*)14disposable pipettes14blank microscope slides1 boxblank depression microscope slides1 boxmicroscope cover slips1 boxlens paper booklets8blunt metal probes14squirt bottles (*)8long gripping tongs (*)1Living MaterialsQuantitylarge brown planaria (*)16daphnia (*)50snails (*)9aquarium with fish, snails, and algae1box of slides with algal colonies1

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6ChemicalsQuantitydropper bottles, iodine or methylene blue16dropper bottles, physiological saline16dropper bottles, methyl cellulose (*)8squirt bottles, pond water8Microscope Slides, PreparedQuantityletter “e” with large letter e (*)25Miscellaneous SuppliesQuantityindividually wrapped toothpicks (*)25clean, shiny pennies of the new design(showing a shield and scroll on the back)12aquarium tank1Preparation Instructions1.Activity 6:Mix up the stock solutions and place them in the appropriate containers.2.Activity 7:Set up a filtered aquarium with fish, aquatic plants, and snails. Fish are needed fornutrient cycling to the algae and provide a nice atmosphere in the classroom.Cover the bottom of the tank with gravel. An undergravel filter works best, but a side-mounted filter isadequate for a small number of organisms.To maximize algal growth, the tank should have an overhead light or be placed near a window. Algae growthis best if aquaria are set up with the glass slidesat least 60 daysbefore they’ll be needed in the classroom.Arrange open boxes containing blank microscope slides on the gravel across the bottom of the tank. Inthe boxes, slides should not be stacked and should be arranged for maximal light exposure.The slides will eventually develop a colony of algae and various pond organisms. These slides will beremoved during Activity 7 and examined by the students.Covered, portable plastic aquaria are available and work quite well for use at satellite locations. Fish,snails, and slide boxes covered with algae can be easily transferred from permanent aquaria for use atother locations.Setup Instructions1.No special setup is needed for most activities. Items should be placed in the classroom inconvenient locations for easy access by students.

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72.Activities 2 and 6:Rotate the jars of planaria and daphnia between sections so stressed animalscan recover.Metal probes must be thoroughly cleaned before use with living material.3.Activity 7:Place the long tongs next to the aquarium for easy removal of slide boxes.Ordering Information (*)1.Long tongs—Fisher, 21 inches long2.Large brown planaria—Wards3.Daphnia magna—Wards4.Mystery snails—Wards5.Letter “e” slides—Triarch, Fisher Scientific6.Methyl cellulose (ProtoSlo®)—Carolina Biological7.Aquarium, covered, portable—Carolina Biological8.Glass stacking dishes, medium—Carolina Biological, 4 1/2 inches diameter9.Squirt bottles—Fisher, 500 ml10.Aquarium starter kit—Carolina Biological, 20 gallonsSuggestions for Specific Activities1.Activity 2:Planaria observationsWhen placing the planaria in the glass dish for viewing, try to keep the pond water concentratedin the center of the dish. When liquid is concentrated in the center, it prevents the planaria frommoving up the sides of the petri plate.When viewing planaria, experiment with light from different directions and various illuminationlevels to get a good view of various body parts. Start on low power and zoom up for a closer look.Don’t stain living material.This will kill the organisms.Planaria should be returned to the stock container when Activity 2 has been completed. Ifplanaria are left on the microscope stage with the light on for too long, they’ll overheat and die.

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82.Activity 6:Cheek cell wet mountCheek cells on theunstainedslide can be viewed only invery dimlight. Studentsfrequentlythink that there are no cells on their slide, but usually a scraping yields many cells forobservation.3.Activity 6:Daphnia observationsThe daphnia will be viewed withdepressionslides. The depression slides should be keptseparate from the other blank slides. For easier cleanup, ask your students to return the slides tothe appropriate box.When using a depression slide, a cover slip isn’t necessary. If a student should lower the lensinto the water, ask him or her to dry it thoroughly with lens paper.A small drop of methyl cellulose (ProtoSlo®) is helpful to slow the daphnia’s movements andmake observations easier.If you have the ability to project from a dissecting microscope onto a screen in theclassroom,that’s really helpful. If you have computer access in the classroom, there are severalexcellentYouTube websites of daphnia viewed through the microscope, even some of the daphniagiving birth.4.Activity 7:Aquarium experimentIn the aquaria, you will place plastic boxes of microscope slides (see Preparation Instructions).Because it’s impractical to have everyone stick an arm into the tank and scrape the glass wall,these will substitute.Use the long tongs to carefully lift a plastic slide box out of the tank. Each group can have aslide. Dry off thebackside of the slide (the side with least algal growth) before placing it on themicroscope stage.If a video microscope is available, the entire class can view an exceptionally good slide.Aquarium slides can be viewed with both the dissecting and compound microscopes forcomparison.To avoid potential contamination issues, don’t replace slides in the aquarium after they’vebeen viewed on the microscope.Approximate Time to Complete ActivitiesActivities 1 and 245 minutesActivities 3 and 545 minutesActivity 630 minutesActivity 730 minutes

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