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Table of Contents
How to Use This Laboratory Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi
Writing a Laboratory Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Care of Living Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Laboratory Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi
Safety Symbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiv
Student Lab/Activity Safety Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Lab 1 What makes mold grow?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Design Your Own
Lab 2 How does your biome grow? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Design Your Own
Lab 3 Do freshwater biomes respond differently to acid rain? . . . . . . . . . . .9
Design Your Own
Lab 4 How can you show a population trend? . . . . . . . . . . . . . . . . . . . . . . . .13
Classic
Lab 5 How do we measure biodiversity?. . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Classic
mpanies, Inc. Lab 6 How much vitamin C are you getting? . . . . . . . . . . . . . . . . . . . . . . . . .21
Co Design Your Own
Hill
Graw- Lab 7 What substances or solutions act as buffers?. . . . . . . . . . . . . . . . . . . .25
Mc
The Design Your Own
of
division Lab 8 Why do cells divide? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Hill, a Classic
w-
Gra Lab 9 How many calories do different foods contain? . . . . . . . . . . . . . . . . .33
Mc
Glencoe/ Design Your Own
© Lab 10 What can affect the rate of photosynthesis? . . . . . . . . . . . . . . . . . . . .37
Copyright Design Your Own
Lab 11 How long does each phase of the cell cycle last?. . . . . . . . . . . . . . . . .41
Classic
Laboratory Manual iii
Table of Contents, continued
Lab 12 Green or yellow? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Design Your Own
Lab 13 What are the chances? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Classic
Lab 14 What is DNA? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Classic
Lab 15 Who did it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Classic
Lab 16 How do species compare?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Classic
Lab 17 Could you beat natural selection?. . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Classic
Lab 18 Does this animal walk on four legs or two? . . . . . . . . . . . . . . . . . . . . .69
Design Your Own
Lab 19 What is a taxonomic key?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73
Classic
Lab 20 Can you filter out cholera?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Design Your Own
Lab 21 Do protists have good table manners? . . . . . . . . . . . . . . . . . . . . . . . . .81
Design Your Own C
Lab 22 What are mushroom spores? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 opyright ©
G
Classic lencoe/M
Lab 23 How do ferns, mosses, and conifers reproduce?. . . . . . . . . . . . . . . . . .89 cG
raw
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Lab 24 DCDloeas sipgsinlca Ynotusr s Owwenat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 ill, a division of T
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Lab 25 How does a flower grow?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 cGraw
-H
Classic ill C
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Lab 26 ICsl athssaict symmetrical? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 panies, Inc.
Lab 27 Which will the worm choose?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Design Your Own
iv Laboratory Manual
Table of Contents,
continued
Lab 28 What is living in the leaf litter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Design Your Own
Lab 29 How can you analyze echinoderm relationships?. . . . . . . . . . . . . . . .113
Classic
Lab 30 How have frogs adapted to land and aquatic habitats? . . . . . . . . . .117
Classic
Lab 31 What are the structures and functions of a chicken egg?. . . . . . . . .121
Classic
Lab 32 What is the best way to keep warm? . . . . . . . . . . . . . . . . . . . . . . . . .125
Design Your Own
Lab 33 How do we learn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
Classic
Lab 34 How long can you last?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133
Classic
Lab 35 How quickly do you respond?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137
Design Your Own
Lab 36 How much air can your lungs hold?. . . . . . . . . . . . . . . . . . . . . . . . . . .141
Design Your Own
Lab 37 How healthy are they? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
mpanies, Inc. Lab 38 HColawssi cdo you digest protein? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
Co
Hill Design Your Own
w-
Gra Lab 39 How does a body grow? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
Mc
The Classic
of
division Lab 40 Who needs a banana peel?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157
Hill, a Classic
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Laboratory Manual v
How to Use This Laboratory Manual
Working in the laboratory throughout the course Procedure: (Classic activities) The procedure gives
of the year can be an enjoyable part of your biology you step-by-step instructions for carrying out the
experience. This laboratory manual is a tool for activity. Many steps have safety precautions. Be sure
making your laboratory work both worthwhile and to read these statements and obey them for your
fun. The laboratory activities are designed to fulfill own and your classmates’ protection. Unless told to
the following purposes: do otherwise, you are expected to complete all parts
• to stimulate your interest in science in general of each assigned activity. Important information
and especially in biology needed for the procedure, but that is not an actual
procedural step, is also found in this section.
• to reinforce important concepts studied in your
Hypothesis: (Design Your Own activities) You
textbook
will write a hypothesis statement to express your
• to allow you to verify some of the scientific infor-
expectations of the results and as a response to the
mation learned during your biology course
problem statement.
• to allow you to discover for yourself biological
Plan the Experiment: (Design Your Own activities)
concepts and ideas not necessarily covered in
In this section, you will plan how to obtain data,
class or in the textbook readings
guided by the background information provided
• to acquaint you with a variety of modern tools to you.
and techniques used by today’s biological Check the Plan: (Design Your Own activities) Have
scientists your procedure approved by the teacher before
Most importantly, the laboratory activities will proceeding.
give you firsthand experience in how a scientist Record the Plan: (Design Your Own activities)
works. Write your experimental plan, and sketch your
The activities in this laboratory manual are of equipment setup.
two-types: Classic or Design Your Own. In a Classic Data and Observations: This section includes tables
activity, you will be presented with a problem and space to record data and observations.
and will use the steps of the experiments to draw Analyze and Conclude: In this section, you will
conclusions. In Design Your Own activities, you will draw conclusions about the results of the activity
be given background information, and then will be just completed. Rereading the introduction before
asked to develop your own hypothesis and design answering the questions might be helpful.
activities and evaluation procedures to test it. In both Write and Discuss: (Design Your Own activities)
kinds of activities, you will need to use scientific This section provides material you might use in
methods to obtain data and answer questions. a classroom discussion or homework assignment
The basic format for the activities is described based on the activity.
below. Understanding the purpose of each section will Inquiry Extensions: This section includes ideas
help guide you as you work through each activity. for ways to extend the activity or plan related
experiments.
Introduction: A brief introduction provides In addition to the activities, this laboratory
background information for each activity. You might manual has several other features—a description
need to refer to the introduction for information that of how to write a lab report, a section on the care
is important for completing an activity. of living things, diagrams of laboratory equipment,
Objectives: The list of objectives is a guide to and information on safety that includes first aid
what will be done in the activity and what will be and a safety contract. Read the section on safety
expected of you. now. Safety in the laboratory is your responsibility.
Materials: The materials section lists the supplies Working in the laboratory can be a safe and fun
you will need to complete the activity. Check with learning experience and can help you to understand
your teacher to obtain these materials. and enjoy biology.
vi Laboratory Manual
Writing a Laboratory Report
When scientists perform experiments, they make CONCLUSIONS: Record your conclusions in a
observations, collect and analyze data, and formu- paragraph at the end of your report. Your conclusions
late generalizations about the data. When you work should be an analysis of your collected data.
in the laboratory, you should record all your data in
a laboratory report. An analysis of data is easier if all Read the following description of an experiment,
data are recorded in an organized, logical manner. then answer the questions.
Tables and graphs are often used for this purpose.
A written laboratory report should include all of the All plants need water, minerals, carbon dioxide,
following elements. sunlight, and living space. If these needs are not met,
TITLE: The title should clearly describe the topic of plants cannot grow properly. A biologist thought
the report. that plants would not grow well if too many were
HYPOTHESIS: Write a statement to express your planted in a limited area. To test this idea, the biolo-
expectations of the results and as an answer to the gist set up an experiment. Three containers were
problem statement. filled with equal amounts of potting soil. One bean
MATERIALS: List all laboratory equipment and other seed was planted in Container 1, five seeds in Con-
materials needed to perform the experiment. tainer 2, and ten seeds in Container 3. All three
PROCEDURE: Describe each step of the procedure so containers were placed in a well-lit room. Each con-
that someone else could perform the experiment fol- tainer received the same amount of water every day
lowing your directions. for two weeks. The biologist measured the heights
RESULTS: Include in your report all data, tables, of the growing plants every day. Then the average
graphs, and sketches used to arrive at your height of the plants in each container each day was
conclusions. calculated and recorded in a table. The biologist then
plotted the data on a graph.
1. What was the purpose of this experiment?
mpanies, Inc. 2. What materials were needed for this experiment?
Co
Hill
Graw- 3. Write a step-by-step procedure for this experiment.
Mc
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of
division
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Glencoe/
©
Copyright
Laboratory Manual vii
Writing a Laboratory Report,
continued
4. Table 1 shows the data collected in this experiment. Based on these data, state a conclusion for this
experiment.
Table 1
Average Height of Growing Plants (mm)
Day
Container 1 2 3 4 5 6 7 8 9 10
1 20 50 58 60 75 80 85 90 110 120
2 16 30 41 50 58 70 75 80 100 108
3 10 12 20 24 30 35 42 50 58 60
5. Plot the data in Table 1 on a graph. Show average height on the vertical axis and the days on the horizon-
tal axis. Use a different colored pencil to graph the results of each container.
C
opyright ©
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viii Laboratory Manual
Care of Living Things
Caring for living things in a biology laboratory can store will test the acidity of the water and guide the
be interesting and fun, and it can help develop the maintenance of a healthy pH.
respect for all life that comes only from firsthand Choose fish that are compatible with one
experience. In a room with an aquarium, terrarium, another. A pet-store clerk can help in the selection.
healthy animals, or growing plants, there is always It is worth purchasing a scavenger fish, such as a
some observable interaction between organisms catfish, or an algae eater that will help keep the
and their environment. There are many species of tank clean of algae. Snails are also helpful for this
plants and animals that are suitable for a classroom, purpose. After purchasing, keep fish in the plastic
but having them should be considered only if bag containing water in which they came. Float the
proper care will be taken so that the organisms not bag in the aquarium until the water reaches the same
only survive, but thrive. Before growing plants or temperature, then slowly let the fish swim out of the
bringing animals into a classroom, find out if there bag. Some fish, such as guppies, eat their young. A
are any health or safety regulations restricting their smaller brood tank can be placed inside the aquarium
use, or if there are any applicable state or local laws to keep the mother separated from the young.
governing live plants and animals. Also, do not One person should be responsible for feeding the
consider cultivating any endangered or poisonous fish. Feed fish sparingly. Overfeeding is not healthy
species. A biological supply house or local pet store for the fish; also, it clouds the tank and causes
will provide growing tips for plants or literature on unnecessary decay. Weekend or vacation food should
animal care when these organisms are purchased. also be available. These are slow-dissolving tablets
that can feed the fish over vacations.
Evaluating Resources Plants can be added to an aquarium as well.
Before bringing any live specimens into a new Elodea, Anacharia, Sagittaria, Cabomba, or
environment, check with your teacher to see if their Vallianeria grown in a fish tank also are useful for
basic needs will be met in their new location. Plants many biology lab activities. Monitor their growth
need either sunlight or grow lights. Animals must be carefully and trim plants if growth is excessive. Some
placed in well-ventilated areas out of direct sunlight fish and snails might nibble on the plants, causing
and away from the draft of open windows, radiators, them to break apart and decay. Decay introduces
mpanies, Inc. aa nsdo uaricre c oofn fdrietsiohn werast.e rF oisr ebsosethn taianli.m Caolns saindder p tlhaen ts, bsuarcet etroi arle pmoopvuel aatnioy ndse tchaayti ncga np leanndt amngatetre trh.e fish, so be
Co likely fluctuation in temperature over weekends and Variations on an aquarium include setting
w-Hill holidays, and who will care for the plants or animals up a “balanced aquarium” with fish, plants, and
Gra during those times. scavengers in balance so that no pump or filter is
Mc
The necessary. This usually takes more planning and
of Setting Up an Aquarium maintenance than a filtered tank. More maintenance
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w- easily if set up correctly. A 10- or 20-gallon tank can
McGra be a suitable home for about 5 to 10 tropical fish or such a mini-habitat is well worth the effort.
Glencoe/ efivletenr ,m hoearete or,f tthheer tmemompeertaetre, agnodld afqisuha. rAiunm a ilri gphutm p, Keeping Mammals in a Classroom
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a day before putting any fish in the tank. During be kept in a classroom, at least for a short time.
cooler months, adjust the thermostat of the heater Explore the possibility of dwarf breeds that are more
to bring the water to the desired temperature before at home in a small space. However, many mammals
adding fish. Most fish require temperatures of 20° to are sensitive, social mammals that form bonds and
25°C. An inexpensive pH kit purchased from a pet attachments to people. Life in a small cage alone
Laboratory Manual ix
Care of Living Things,
continued
most of the time is not suitable for a long and leaves indicate overwatering, and dropping leaves
healthy life. For short periods of time, however, small usually indicate insufficient humidity. Fertilize only
animals can be kept in a cage, provided it is clean as directed.
and large enough. Find out the exact nutritional With little special attention, plants such as
needs of the animals; feed them on a regular schedule geraniums, begonias, and coleus can be easily and
and provide fresh water daily. Some animals require inexpensively grown in a classroom. These plants are
dry food supplemented with fresh foods, such as hardy and can withstand fluctuations in light and
greens. However, these foods spoil more rapidly, and temperature. From one hardy plant, many cuttings
uneaten portions must be removed. Provide a cage can be made to demonstrate vegetative propagation.
large enough for the animal, as well as materials A cutting of only a few leaves on a stem will develop
for bedding, nesting, and gnawing. Clean the cages roots in 2 to 4 weeks if it is placed in water or given
frequently. Letting urine and feces collect in a cage root-growth hormone powder.
fosters the growth of harmful bacteria. Animals in These plants not only add color to a classroom
a cage also require an exercise wheel. Lack of space but are useful in biology experiments as well. The
combined with overeating can make an animal dense green leaves of geraniums are especially useful
overweight and lethargic. Handle animals gently. for extracting chlorophyll or showing the effects of
Under no circumstances should animals be exposed light deprivation. The white portions of variegated
to harmful radiation, drugs, toxic chemicals, or coleus leaves are good for showing the absence
surgical procedures. of photosynthesis with a negative starch-iodine
Many times students want to bring a pet or even reaction. Pinch back the flower buds as they begin to
a wild animal that they have found into the classroom form to encourage fuller leaf growth.
for observation. Do so only with discretion and if a Larger plants such as a fig (Ficus), dumbcane
proper cage is available. Protective gloves and glasses (Dieffenbachia), cornplant (Dracaena), Norfolk
should be worn while handling any animals with the Island pine (Araucaria), umbrella plant (Schefflera),
potential to bite. Be sure to check with local park or various philodendrons adapt well to low-light
rangers or wildlife specialists for any wildlife restrictions conditions and so do not need frequent watering.
that may apply. Return any wild animals to their However, make sure humidity is suitable to avoid
environment as soon as possible after observations. dropping leaves. More exotic plants might be best
suited to a small-dish garden but will need special
Growing Plants in the Classroom care because there is less soil to hold moisture. C
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in the correct size container. One that is too large will 4 weeks. In the early spring, shoots of early flowering cGraw
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supply water. Give careful attention to a new plant of fruit trees, such as apple, plum, or peach, will he M
to assess its adaptation to its new environment. Pale produce leaves and flowers in this way. Be sure to cGraw
leaves might indicate insufficient light, yellowing maintain shoots by changing water when necessary. -Hill C
om
panies, Inc.
x Laboratory Manual
