Human Biology Laboratory Manual

Transcription

1 Laboratory Resource Guide to accompany Human Biology Laboratory Manual Seventh Edition Sylvia S. Mader Prepared by Evelyn Jo Hebert

2 Laboratory Resource Guide to accompany HUMAN BIOLOGY LABORATORY MANUAL, SEVENTH EDITION SYLVIA S. MADER Published by McGraw-Hill Higher Education, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY Copyright The McGraw-Hill Companies, Inc., 2002, 2000, 1998, 1995, 1992, 1990, All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with Human Biology Laboratory Manual, provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

3 iii Contents Suppliers Preface iv v Laboratory Chapter Title Page 1 Scientific Method 1 2 Metric Measurement and Microscopy 5 3 Chemical Composition of Cells 12 4 Cell Structure and Function 19 5 Human Body Tissues 25 6 Basic Mammalian Anatomy I 29 7 Chemical Aspects of Digestion 32 8 Energy Requirements and Ideal Weight 37 9 Cardiovascular System Features of the Cardiovascular System Basic Mammalian Anatomy II Homeostasis Musculoskeletal System Nervous System and Senses Human Development Mitosis and Meiosis Human Genetics DNA and Biotechnology Human Evolution Effects of Pollution 83 Appendix A: 88 Common Materials: Preparation and Organization Microscopes: Supplies and Slide-Cleaning Procedures Test Tubes: General Management and Volume Measurement Reagents: Mixing and Dispensing Culture Methods: Pond Water Hot-Water Bath Appendix B: Organizational Hints 92 Hints for the Instructor Hints for the Laboratory Assistant

4 iv Suppliers Aldrich/Fluka Chemical Co W. St. Paul Ave. Milwaukee, WI (800) (414) Fax: (800) Amersham Pharmacy & Biotech 800 Centennial Ave. Piscataway, NJ (800) Fax: (877) Carolina Biological Supply 2700 York Rd. Burlington, NC (800) Fax: (800) Fisher Science Education 485 So. Frontage Rd. Burr Ridge, IL (800) Fax: (800) Grau-Hall Scientific 6401 Elvas Ave. Sacramento, CA (800) (916) Lab-Aids, Inc. 17 Colt Ct. Ronkonkoma, NY (800) Fax: (631) Modern Biology, Inc. 111 North 500 West West Lafayette, IN (800) Fax: (765) NASCO P.O. Box 901 Ft. Atkinson, WI (800) Fax: (920) Sigma Chemical Co. P.O. Box St. Louis, MO (800) Fax: (800) Thornton Associates, Inc Main Street Waltham, MA (800) (781) Fax: (781) Triarch, Inc. P.O. Box 98 Ripon, WI (800) Fax: (920) USB Corporation Miles Rd. Cleveland, OH (800) Fax: (800) VWR Scientific Sargent-Welsh Div. 911 Commerce Ct. Buffalo Grove, IL (847) (800) Fax: (856) Wards Natural Science Establishment, Inc. P.O. Box Rochester, NY (800) Fax: (800) YSI, Inc Brannum Lane Yellow Springs, OH (800) (937) Fax: (937)

5 v Preface This Resource Guide is designed as a supplement to the Laboratory Manual that accompanies Human Biology, 7th edition, by Sylvia Mader. Each Laboratory Manual chapter has a corresponding Resource Guide chapter, which contains: Time Estimates and Special Requirements of the laboratory. These are provided at the beginning of each Resource Guide chapter. The instructor can tell at a glance how much time the laboratory involves and if the laboratory requires any special preparations or materials. Seventh Edition Changes. This section makes note of all changes from the sixth edition. In addition to these changes, each lab has uses numbered lists and other design elements to make the exercises visually easier to follow. Materials and Preparations. Each main laboratory topic is listed separately under Materials and Preparations, followed immediately by a complete materials list (including Carolina catalog product numbers) and preparation instructions for those exercises. This enables the instructor to have all the materials and information at hand for the exercises. Each item in the materials list is preceded by a short line. Use these lines to record the number you required of each item. Answers to Exercise Questions and Answers to Laboratory Review Questions. These sections include the lab manual questions in boldface type for better visibility, with the answers following in italics. Tables contain expected experimental results, which are also in italics.

6 Laboratory 1 Scientific Method (LM pages 1 8) Time Estimate for Entire Lab: 2.0 hours Special Requirements 1. Living material (order to arrive as close as possible to date of use): live garden snails, Helix aspersa 2. Fresh material (obtain locally, close to time of use): iceberg lettuce for snails Seventh Edition Changes This is a completely new lab, which focuses on and introduces the student to the scientific method. Preparation for this lab is minimal. MATERIALS AND PREPARATIONS Observing the Garden Snail (LM pages 2 6) garden snails, Helix aspersa, live (Carolina ) correction fluid pen, white (or correction fluid, white, one bottle) iceberg lettuce, one untrimmed head per 50 snails magnifying lenses or dissecting microscopes graduated cylinders for observing snail movement stopwatch rulers, 30 cm plastic Live snails. Obtain 50 snails for a class of 20 to 35 or more students. Order snails so that they arrive as close as possible to the date they will be needed, so they will be lively. Between laboratories, keep snails in a dry shoe box, no more than about 25 per box. This method requires no cleanup; keeping snails in a terrarium can be very time-consuming because of the need to remove slime, which otherwise fosters bacterial growth. There is no need to feed or water snails unless they are stored for more than a month. To feed and water, remove snails from the shoe box and put them in a container of moist cornstarch or lettuce for several hours or overnight. After feeding, return the snails to a clean shoe box. Stored snails may need to be rehydrated before laboratory use. To do this, dip the snail into water or let it sit in a petri dish containing a few mm of water. If snails are hiding in their shells, spritz them with water or place them on a moist paper towel out of direct light. Depending upon how long snails have been stored, it may take a few minutes or several hours for the snails to wake up and come out of their shells. If snails seem sluggish, spritz with warm water. Present the snails to students on an untrimmed head of iceberg lettuce. Use white correction fluid to number the snails for identification. Snail movement. Snails usually move up an incline. On a flat surface, the direction a snail moves is difficult to predict and/or control. If placed in a downhill or side position, snails will usually turn and move up. 1.3 Formulating Hypotheses (LM page 5) garden snails, Helix aspersa, live (Carolina ) small beakers, 35-mm film cans, watch glasses, or small petri dishes for distributing test substances petri dishes, preferably 150 mm (or else 100 mm) for testing the snails cotton and Q-tips beaker of clean water for rinsing snail 1 Note: Materials and Preparations instructions are grouped by exercise. Some materials may be used in more than one exercise.

7 2 Suggested test substances: potting soil, slightly moist flour cornstarch liquid soap for hand washing dishes baking soda fat-free milk orange juice vinegar honey water Miscellaneous test substances. After discussion about controls and variables, have students choose six to ten substances and appropriate combinations for testing. Keep in mind that salt and laundry detergent are lethal to snails. Control hints. Plain water might be used as a control for liquids. Fine sand could be used as a control for powders. Wet and dry powders would have water as a variable. If water is the variable, it is the water that is being tested, not the substances. Experimental design. These methods are recommended: For a dry substance, make a circle of the test substance in a petri dish and put the snail in the center of the circle. For a liquid, make a circle of cotton soaked with the test substance in a petri dish or soak the cotton end of a Q-tip and put the Q-tip in the path of a crawling snail. Any cleanable flat surface, such as a plastic tray, can also be used. Wash the snails by dipping them in water between testing procedures. Cleanup. Cleanup is easier and the experiment goes well if students are restrained in their use of the test substances. Substances can be distributed to several stations in small beakers, 35-mm film cans, watch glasses, or small petri dishes. Testing snails in 150 mm petri dishes works well. A brush or other abrasive in combination with a liquid detergent speeds removal of the snail slime. EXERCISE QUESTIONS 1.1 Using the Scientific Method (LM page 2) The arrow in Figure 1.1 indicates that research often enters a cycle of hypothesis experiments and observations conclusion hypothesis. Explain. A conclusion from one experiment often leads to formulating a hypothesis for another experiment. How is a theory different from a conclusion? A conclusion is based on data from one type of experiment/observation. A theory is based on many conclusions from many experiments/observations. 1.2 Observing the Garden Snail (LM page 4) Observation: Garden Snail s External Anatomy (LM page 2) 2. Is your snail still growing? As stated in the laboratory manual, an upward curl at the front edge of the shell indicates that the snail is fully grown. Observation: Garden Snail s Motion (LM page 3) 1. Describe the wave action of the foot and any motion you see in the pneumostome. The snail s foot, when viewed from the bottom, shows an undulating, wavelike motion as the snail moves. The pneumostome opens and closes as the snail moves. 2. As you watch the snail, identify behaviors that might a. protect it from predators The snail pulls into its shell. b. help it acquire food The snail moves from place to place. c. protect it from the elements The snail pulls into its shell. d. allow interaction with the environment The snail s eyes on its tentacles move around. 3. Allow a garden snail to crawl on your hand. Describe how it feels. The foot feels slimy, and the undulating motion of the foot tickles.

8 3 Table 1.1 Preferred Direction of Motion* Snail Direction Moved Comments 1 Crawled up Tried to crawl off the edge 2 Did not move Pulled into shell and did not move in any direction 3 Crawled sideways, then diagonally up Moved fast, then slower; seemed to wander 4 Mostly moved up, but not always Moved really fast *Answers will vary. The answers provided here are examples. Table 1.2 Snail Speed* Snail Centimeters Traveled Time (min.) Average Speed (cm/min.) cm 1 minute 14.2 cm/min cm 2 minutes 13.2 cm/min cm 1 minute 12.8 cm/min cm Did not finish Snail pulled into shell. *Answers will vary. The answers provided here are examples. 1.3 Formulating Hypotheses (LM page 5) 2. Hypothesize in Table 1.3 how you expect the snail to respond, and offer an explanation for your reasoning. The following is an example of three possible student hypotheses regarding flour. Table 1.3 Hypotheses About Snail s Reaction to Common Powders and Liquids Substance Tested Hypothesis... Reasoning for Hypothesis Flour Snail will show no reaction. Flour is a bland substance. Flour Snail will be repelled. Flour is a dry substance. Flour Snail will be attracted. Flour is a white substance. 1.4 Performing an Experiment (LM pages 6-7) Table 1.4 Snail s Reaction to Common Substances* Substance Tested Flour Cornstarch Baking soda Moist potting soil Honey Vinegar Fat-free milk Water Liquid soap for handwashing dishes Orange juice *possible student observations Snail s Reaction Snail moved toward flour and began to eat it. Snail crawled onto cornstarch and began to eat it. Snail began to foam and pulled into shell. This substance contains sodium. Snail crawled into it. Snail moved away. Snail avoided the vinegar. Snail showed no interest. Snail moved into water. Snail moved away. Snail showed no interest. 1. Does your experiment contain a control sample? Explain. See control hints above. 2. Did other students get results that support your hypothesis? Answers will vary. 3. What is needed by other experimenters in order for them to repeat your experiment? Other experimenters will need to know the conditions of the experiment, the substances tested, and the criteria used for determining attraction or repulsion.

9 4 Conclusions (LM page 7) Study your results, and decide what factors may have caused the snail to be attracted to or repelled by a substance. Any conclusion by students is acceptable; however, in general snails are repelled or harmed by acidic solutions (vinegar, orange juice) and by powders that go into solution (salt, laundry detergent, sugar). Snails show no reaction to, or are attracted to, such things as moisture, flour, and cornstarch. Test this new hypothesis, and describe what your results show or do not show. Can you come to a conclusion? As an example, a student might hypothesize that snails are repelled by any substance that contains sodium, such as sodium bicarbonate and salt, etc. Testing these substances either supports or does not support the hypothesis. LABORATORY REVIEW 1 (LM page 7) 1. What kind of phenomena do scientists study? natural 2. What is a tentative explanation of observed phenomena? hypothesis 3. What do you call the information scientists collect when doing experiments and making observations? data 4. What step in the scientific method follows experiments and observations? conclusion 5. What do you call a sample that goes through all the steps of an experiment and does not contain the factor being tested? control 6. What do you call an experiment that can be done by someone else in exactly the same way? repeatable 7. Can data prove a hypothesis true? (Yes or No) no Indicate whether statements 8 and 9 are hypotheses, conclusions, or theories. 8. The data show that vaccines protect people from disease. conclusion 9. All living things are made of cells. theory 10. Wavelike contractions along what organ allow a snail to move? foot 11. How many body divisions does a snail have? three 12. Name one criterion you used to formulate your hypotheses regarding snail behavior toward various substances. direction of movement 13. What can be concluded if a snail withdraws into its shell? nothing 14. Snails that foam are (attracted to/repelled by) a substance. repelled by Thought Questions 15. What is a theory? A theory is a concept that ties together many conclusions into a generalized statement. 16. Why is it important to test one substance at a time when testing a snail s reaction? Only then can you be certain of the snail s reaction to that particular substance.