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

Thinking About Biology: An Introductory Lab Manual, 6th Edition Solution Manual helps you understand textbook content with detailed solutions and explanations for each problem.

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    TEXTBOOK GUIDE Mimi Bres Arnold Weisshaar Prince George’s Community College Sixth Edition THINKING ABOUT BIOLOGY A N I N T R O D U C T O R Y L A B O R A T O R Y M A N U A L

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    v TABLE OF CONTENTS Preface iii Exercise 1—Introduction to the Scientific Method 1 Preparation Notes 1 Materials and Supplies 1 Setup Instructions 1 Ordering Information 2 Suggestions for Specific Activities 2 Approximate Time to Complete Activities 2 Answer Key to Questions 3 Exercise 2—Windows to a Microscopic World 5 Preparation Notes 5 Materials and Supplies 5 Preparation Instructions 6 Setup Instructions 6 Ordering Information 7 Suggestions for Specific Activities 7 Approximate Time to Complete Activities 8 Answer Key to Questions 9 Exercise 3—Functions and Properties of Cells 14 Preparation Notes 14 Materials and Supplies 14 Preparation Instructions 14 Setup Instructions 15 Ordering Information 15 Suggestions for Specific Activities 15 Approximate Time to Complete Activities 15 Answer Key to Questions 16

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    vi Exercise 4—Movement of Molecules Across Cell Membranes 22 Preparation Notes 22 Materials and Supplies 22 Preparation Instructions 23 Ordering Information 23 Suggestions for Specific Activities 24 Approximate Time to Complete Activities 25 Answer Key to Questions 26 Exercise 5—Investigating Cellular Respiration 30 Preparation Notes 30 Materials and Supplies 30 Preparation Instructions 31 Setup Instructions 31 Ordering Information 31 Suggestions for Specific Activities 32 Approximate Time to Complete Activities 32 Answer Key to Questions 33 Exercise 6—Photosynthesis 36 Preparation Notes 36 Materials and Supplies 36 Preparation Instructions 37 Setup Instructions 37 Ordering Information 37 Suggestions for Specific Activities 38 Approximate Time to Complete Activities 38 Answer Key to Questions 39 Exercise 7—Organic Molecules and Nutrition 42 Preparation Notes 42 Materials and Supplies 42 Preparation Instructions 43 Setup Instructions 44 Ordering Information 44 Suggestions for Specific Activities 45 Approximate Time to Complete Activities 46 Answer Key to Questions 47

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    vii Exercise 8—Factors that Affect Enzyme Activity 51 Preparation Notes 51 Materials and Supplies 51 Preparation Instructions 52 Setup Instructions 52 Ordering Information 53 Suggestions for Specific Activities 53 Approximate Time to Complete Activities 53 Answer Key to Questions 54 Exercise 9—Introduction to Molecular Genetics 56 Preparation Notes 56 Materials and Supplies 56 Preparation Instructions 57 Setup Instructions 57 Ordering Information 57 Suggestions for Specific Activities 58 Approximate Time to Complete Activities 59 Answer Key to Questions 60 Exercise 10—Mitosis and Asexual Reproduction 65 Preparation Notes 65 Materials and Supplies 65 Preparation Instructions 66 Setup Instructions 66 Ordering Information 66 Suggestions for Specific Activities 66 Approximate Time to Complete Activities 67 Answer Key to Questions 68 Exercise 11—Connecting Meiosis and Genetics 72 Preparation Notes 72 Materials and Supplies 72 Preparation Instructions 73 Setup Instructions 73 Ordering Information 74 Suggestions for Specific Activities 74 Approximate Time to Complete Activities 75 Answer Key to Questions 76

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    viii Exercise 12—Human Genetics 78 Preparation Notes 78 Materials and Supplies 78 Preparation Instructions 78 Setup Instructions 78 Ordering Information 78 Suggestions for Specific Activities 79 Approximate Time to Complete Activities 79 Answer Key to Questions 80 Exercise 13—Evolution 87 Preparation Notes 87 Materials and Supplies 87 Preparation Instructions 87 Setup Instructions 93 Ordering Information 93 Suggestions for Specific Activities 93 Approximate Time to Complete Activities 94 Answer Key to Questions 95 Exercise 14—Functions of Tissues and Organs 99 Preparation Notes 99 Materials and Supplies 99 Preparation Instructions 100 Setup Instructions 100 Suggestions for Specific Activities 100 Approximate Time to Complete Activities 101 Answer Key to Questions 102 Exercise 15—The Cardiovascular System 106 Preparation Notes 106 Materials and Supplies 106 Preparation Instructions 106 Setup Instructions 106 Ordering Information 107 Suggestions for Specific Activities 107 Approximate Time to Complete Activities 107 Answer Key to Questions 108

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    ix Exercise 16—Introduction to Anatomy: Dissecting the Fetal Pig 112 Preparation Notes 112 Materials and Supplies 112 Preparation Instructions 113 Setup Instructions 113 Ordering Information 113 Suggestions for Specific Activities 113 Approximate Time to Complete Activities 114 Answer Key to Questions 115 Exercise 17—Organs of the Abdominal Cavity 119 Preparation Notes 119 Materials and Supplies 119 Preparation Instructions 119 Setup Instructions 120 Ordering Information 120 Suggestions for Specific Activities 120 Approximate Time to Complete Activities 121 Answer Key to Questions 122 Exercise 18—Introduction to Forensic Biology 126 Preparation Notes 126 Materials and Supplies 126 Preparation Instructions 126 Setup Instructions 127 Ordering Information 127 Suggestions for Specific Activities 127 Approximate Time to Complete Activities 127 Answer Key to Questions 128 Exercise 19—Biotechnology: DNA Analysis 130 Preparation Notes 130 Materials and Supplies 130 Preparation Instructions 130 Setup Instructions 130 Suggestions for Specific Activities 130 Approximate Time to Complete Activities 131 Answer Key to Questions 132

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    x Exercise 20—Using Biotechnology to Assess Ecosystem Damage 136 Preparation Notes 136 Materials and Supplies 136 Preparation Instructions 137 Setup Instructions 139 Ordering Information 140 Suggestions for Specific Activities 140 Approximate Time to Complete Activities 141 Answer Key to Questions 142 Exercise 21—Ecosystems 146 Preparation Notes 146 Materials and Supplies 146 Preparation Instructions 147 Setup Instructions 147 Ordering Information 147 Suggestions for Specific Activities 147 Approximate Time to Complete Activities 148 Answer Key to Questions 149 Exercise 22—Biodiversity and Conservation 152 Preparation Notes 152 Materials and Supplies 152 Preparation Instructions 152 Setup Instructions 153 Ordering Information 153 Suggestions for Specific Activities 153 Approximate Time to Complete Activities 153 Answer Key to Questions 154 Exercise 23—Population Ecology 158 Preparation Notes 158 Materials and Supplies 158 Preparation Instructions 159 Setup Instructions 159 Ordering Information 160 Suggestions for Specific Activities 160 Approximate Time to Complete Activities 160 Answer Key to Questions 161

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    1 Exercise 1—Introduction to the Scientific Method Preparation Notes 1. 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 to complete all the activities in an exercise and still have time for short quizzes, introductory remarks, and summarizing important concepts at the end of the class period. Materials and Supplies Equipment Quantity rulers, 6-inch, transparent 24 sampling cups 96 plastic jars or paper cups, approximate 6 oz volume 24 tray large enough to hold the 24 cups 1 Chemicals 1 molar sodium carbonate (Na 2 CO 3 ) solution 1.5 liters dropper bottles, distilled water 12 dropper bottles, phenolphthalein indicator 12 Setup Instructions 1. 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-filled except for the “infected” cup. A container that contains the sodium carbonate solution should be available in the classroom for the instructor to fill one cup at the last minute. Note: If you want to know who patient “zero” is for your class discussion, pay attention to whom you give the “infected” cup.

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    2 2. No special setup is needed for other equipment or supplies. Items should be placed in the classroom in convenient locations for easy access by students. Ordering Information (*) 1. Sampling cups: clear plastic souffle cup, 2 ounce, Solo Cup Company Inc. Available from http://acemart.com or other Internet sources. Suggestions for Specific Activities This 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 think of others on their own. Even though they’ll probably ask you for suggestions, try to let the students think 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 all the exercises in this manual. Ask your students to introduce themselves to one another so that they can begin to establish working relationships for the semester. Activity 4 provides an excellent opportunity for students to mix and interact on the first day. The laboratory is a good place for students to make study group connections for cooperative assignments and test preparation. Beginning with the first week of laboratory, students are encouraged (and often required) to work cooperatively in small groups. In addition, students should be encouraged to walk around the room and see what other laboratory groups are doing. Many exercises in 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 the exchange 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, the entire class should be infected. Note: It’s helpful to emphasize the instructions for the exchanges, especially that students should do only one exchange at a time and then wait for your instructions before exchanging again. Approximate Time to Complete Activities Because there are wide variations in the frequency and time allotted for laboratory periods in various schools, these time estimates are provided as a guide to help you schedule the activities included in these exercises. Activity 1 15 minutes Activities 2 and 3 30 minutes Activities 4 and 5 70 minutes Activity 6 25 minutes

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    3 Answer Key to Questions Activity 1 Sample 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 2 Comprehension Check 1. You need a control group to compare with your experimental group (to see if observed changes were 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, the entire 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 3 Comprehension Check 1. Yes. The experimental group grew taller. Plants from the experimental group gained an average of 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 one plant 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, the more confidence we’ll have that our conclusions are accurate and supported by real evidence. Activity 4 13. Table 1-4: Individual results will vary, but most students will be infected at some time before the end of the activity.

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    4 14. Table 1-5: Survey results will vary, but in general, the number of infected students will increase with each fluid exchange. 15. The phenolphthalein indicator test was performed on the distilled water to ensure that no false positives would occur and that the indicator was reliable to use in the experiment. 16. The control. Activity 5 Comprehension Check 1. Check for correct graphing procedures in Figure 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 about sexually transmitted diseases, and safe sex practices. Activity 6 1. 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 less informative 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 the validity 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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    5 Exercise 2—Windows to a Microscopic World Preparation Notes 1. 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 to complete all the activities in an exercise and still have time for short quizzes, introductory remarks, and summarizing important concepts at the end of the class period. Materials and Supplies Equipment Quantity dissecting microscopes 12 compound microscopes 24 glass stacking dishes, medium (*) 14 disposable pipettes 14 blank microscope slides 1 box blank depression microscope slides 1 box microscope cover slips 1 box lens paper booklets 8 blunt metal probes 14 squirt bottles (*) 8 long gripping tongs (*) 1 Living Materials Quantity large brown planaria (*) 16 daphnia (*) 50 snails (*) 9 aquarium with fish, snails, and algae 1 box of slides with algal colonies 1

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    6 Chemicals Quantity dropper bottles, iodine or methylene blue 16 dropper bottles, physiological saline 16 dropper bottles, methyl cellulose (*) 8 squirt bottles, pond water 8 Microscope Slides, Prepared Quantity letter “e” with large letter e (*) 25 Miscellaneous Supplies Quantity individually wrapped toothpicks (*) 25 clean, shiny pennies of the new design (showing a shield and scroll on the back) 12 aquarium tank 1 Preparation Instructions 1. 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 for nutrient 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 is adequate for a small number of organisms. To maximize algal growth, the tank should have an overhead light or be placed near a window. Algae growth is best if aquaria are set up with the glass slides at least 60 days before they’ll be needed in the classroom. Arrange open boxes containing blank microscope slides on the gravel across the bottom of the tank. In the 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 be removed 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 at other locations. Setup Instructions 1. No special setup is needed for most activities. Items should be placed in the classroom in convenient locations for easy access by students.

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    7 2. Activities 2 and 6: Rotate the jars of planaria and daphnia between sections so stressed animals can 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 long 2. Large brown planaria—Wards 3. Daphnia magna —Wards 4. Mystery snails—Wards 5. Letter “e” slides—Triarch, Fisher Scientific 6. Methyl cellulose (ProtoSlo ® )—Carolina Biological 7. Aquarium, covered, portable—Carolina Biological 8. Glass stacking dishes, medium—Carolina Biological, 4 1/2 inches diameter 9. Squirt bottles—Fisher, 500 ml 10. Aquarium starter kit—Carolina Biological, 20 gallons Suggestions for Specific Activities 1. Activity 2: Planaria observations When placing the planaria in the glass dish for viewing, try to keep the pond water concentrated in the center of the dish. When liquid is concentrated in the center, it prevents the planaria from moving up the sides of the petri plate. When viewing planaria, experiment with light from different directions and various illumination levels 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. If planaria are left on the microscope stage with the light on for too long, they’ll overheat and die.

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    8 2. Activity 6: Cheek cell wet mount Cheek cells on the unstained slide can be viewed only in very dim light. Students frequently think that there are no cells on their slide, but usually a scraping yields many cells for observation. 3. Activity 6: Daphnia observations The daphnia will be viewed with depression slides. The depression slides should be kept separate from the other blank slides. For easier cleanup, ask your students to return the slides to the appropriate box. When using a depression slide, a cover slip isn’t necessary. If a student should lower the lens into 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 and make observations easier. If you have the ability to project from a dissecting microscope onto a screen in the classroom, that’s really helpful. If you have computer access in the classroom, there are several excellent YouTube websites of daphnia viewed through the microscope, even some of the daphnia giving birth. 4. Activity 7: Aquarium experiment In 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 a slide. Dry off the back side of the slide (the side with least algal growth) before placing it on the microscope 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 for comparison. To avoid potential contamination issues, don’t replace slides in the aquarium after they’ve been viewed on the microscope. Approximate Time to Complete Activities Activities 1 and 2 45 minutes Activities 3 and 5 45 minutes Activity 6 30 minutes Activity 7 30 minutes

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