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Biology
Laboratory Manual
eleventh edition
Darrell S. Vodopich
Baylor University
Randy Moore
University of Minnesota
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BIOLOGY LABORATORY MANUAL, ELEVENTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2017 by
McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions
© 2014, 2011, and 2008. No part of this publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education,
including, but not limited to, in any network or other electronic storage or transmission, or broadcast for
distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
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ISBN 978-1-259-54487-3
MHID 1-259-54487-7
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Library of Congress Cataloging-in-Publication Data
Some of the laboratory experiments included in this text may be hazardous if materials are handled improperly
or if procedures are conducted incorrectly. Safety precautions are necessary when you are working with
chemicals, glass test tubes, hot water baths, sharp instruments, and the like, or for any procedures that
generally require caution. Your school may have set regulations regarding safety procedures that your
instructor will explain to you. Should you have any problems with materials or procedures, please ask your
instructor for help.
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website
does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does
not guarantee the accuracy of the information presented at these sites.
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Contents
Preface v Exercise 15
Teaching and Learning Tools vii Meiosis: Reduction Division and Gametogenesis 159
Welcome to the Biology Laboratory viii
Exercise 16
Exercise 1 Molecular Biology and Biotechnology: DNA Isolation and Genetic
Scientific Method: The Process of Science 1 Transformation 171
Exercise 2 Exercise 17
Measurements in Biology: The Metric System and Data Analysis 11 Genetics: The Principles of Mendel 179
Exercise 3 Exercise 18
The Microscope: Basic Skills of Light Microscopy 21 Evolution: Natural Selection and Morphological Change in Green
Algae 195
Exercise 4
The Cell: Structure and Function 33 Exercise 19
Human Evolution: Skull Examination 207
Exercise 5
Solutions, Acids, and Bases: The pH Scale 49 Exercise 20
Ecology: Diversity and Interaction in Plant Communities 217
Exercise 6
Biologically Important Molecules: Carbohydrates, Proteins, Lipids, Exercise 21
and Nucleic Acids 57 Community Succession 227
Exercise 7 Exercise 22
Separating Organic Compounds: Column Chromatography, Population Growth: Limitations of the Environment 235
Paper Chromatography, and Gel Electrophoresis 71
Exercise 23
Exercise 8 Pollution: The Effects of Chemical, Thermal, and Acidic Pollution
Spectrophotometry: Identifying Solutes and Determining Their 243
Concentration 81
Exercise 24
Exercise 9 Survey of Prokaryotes: Kingdoms Archaebacteria and
Diffusion and Osmosis: Passive Movement of Molecules in Bacteria 253
Biological Systems 93
Exercise 25
Exercise 10 Survey of Protists: The Algae 269
Cellular Membranes: Effects of Physical and Chemical Stress 105
Exercise 26
Exercise 11 Survey of Protists: Protozoa and Slime Molds 283
Enzymes: Factors Affecting the Rate of Activity 113
Exercise 27
Exercise 12 Survey of the Kingdom Fungi: Molds, Sac Fungi, Mushrooms,
Respiration: Aerobic and Anaerobic Oxidation of Organic and Lichens 293
Molecules 125
Exercise 28
Exercise 13 Survey of the Plant Kingdom: Liverworts, Mosses, and Hornworts
Photosynthesis: Pigment Separation, Starch Production, and CO of Phyla Hepaticophyta, Bryophyta, and Anthocerophyta 307
2
Uptake 137
Exercise 29
Exercise 14 Survey of the Plant Kingdom: Seedless Vascular Plants of Phyla
Mitosis: Replication of Eukaryotic Cells 149 Pterophyta and Lycophyta 317
Indicates a LearnSmart Lab® activity is available for all or part of this exercise. For more information,
visit www.learnsmartadvantage.com.
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Exercise 30 Exercise 42
Survey of the Plant Kingdom: Gymnosperms of Phyla Cycadophyta, Human Biology: The Human Skeletal System 489
Ginkgophyta, Coniferophyta, and Gnetophyta 329
Exercise 43
Exercise 31 Human Biology: Muscles and Muscle Contraction 497
Survey of the Plant Kingdom: Angiosperms 339
Exercise 44
Exercise 32 Human Biology: Breathing 505
Plant Anatomy: Vegetative Structure of Vascular Plants 355
Exercise 45
Exercise 33 Human Biology: Circulation and Blood Pressure 515
Plant Physiology: Transpiration 369
Exercise 46
Exercise 34 Human Biology: Sensory Perception 531
Plant Physiology: Tropisms, Nutrition, and Growth Regulators 377
Exercise 47
Exercise 35 Vertebrate Anatomy: External Features and Skeletal System
Bioassay: Measuring Physiologically Active Substances 389 of the Rat 541
Exercise 36 Exercise 48
Survey of the Animal Kingdom: Phyla Porifera and Cnidaria 395 Vertebrate Anatomy: Muscles and Internal Organs of the Rat 549
Exercise 37 Exercise 49
Survey of the Animal Kingdom: Phyla Platyhelminthes Vertebrate Anatomy: Urogenital and Circulatory Systems of the Rat 557
and Nematoda 411
Exercise 50
Exercise 38 Embryology: Comparative Morphologies and Strategies
Survey of the Animal Kingdom: Phyla Mollusca and Annelida 425 of Development 569
Exercise 39 Exercise 51
Survey of the Animal Kingdom: Phylum Arthropoda 439 Animal Behavior: Taxis, Kinesis, and Agonistic Behavior 579
Exercise 40 Appendix I
Survey of the Animal Kingdom: Phyla Echinodermata and Chordata 453 Dissection of a Fetal Pig 585
Exercise 41 Appendix II
Vertebrate Animal Tissues: Epithelial, Connective, Muscular, Conversion of Metric Units to English Units 592
and Nervous Tissues 473
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Preface
W e have designed this laboratory manual for an intro- Study” in each exercise. We hope they will help you expand
ductory biology course with a broad survey of basic students’ perceptions that each exercise has broad applica-
laboratory techniques. The experiments and procedures are tion to their world.
simple, safe, easy to perform, and especially appropriate for
large classes. Few experiments require more than one class KEY UPDATES TO THE 11TH EDITION
meeting to complete the procedure. Each exercise includes
DIGITAL INTEGRATION
many photographs, traditional topics, and experiments that
help students learn about life. Procedures within each exer-
As educators, we recognize that today’s students
cise are numerous and discrete so that an exercise can be
are digital learners. Therefore, a significant fea-
tailored to the needs of the students, the style of the instruc-
ture of this edition is the integration of various
tor, and the facilities available.
digital resources into the content of the exercises.
Virtually every exercise of this manual is now accompa-
TO THE STUDENT nied by tailor-made digital resources. Rather than generic
images from Internet sources, we have produced a variety
We hope this manual is an interesting guide to many areas
of high-definition videos, PowerPoint images, and other
of biology. As you read about these areas, you’ll probably
resources that demonstrate basic techniques, emphasize
spend equal amounts of time observing and experimenting.
biological principles, test for understanding, and engage
Don’t hesitate to go beyond the observations that we’ve
students as they learn biology in the laboratory. For this
outlined – your future success as a scientist and an informed
edition, we have included numerous new videos.
citizen depends on your ability to seek and notice things that
All digital resources can be found at connect
others may overlook. Now is the time to develop this ability
.mheducation.com. Students will enjoy viewing these
with a mixture of hard work and relaxed observation. Have
presentations, and instructors will want to assign these
fun, and learning will come easily. Also, remember that this
resources to help students know what they’ll be doing, what
manual is designed with your instructors in mind as well. Go
principles they’ll be investigating, and what concepts they’ll
to them often with questions – their experience is a valuable
need to understand before coming to lab.
tool that you should use as you work.
EXERCISE UPDATES
TO THE INSTRUCTOR
Updates and changes include:
This manual’s straightforward approach emphasizes experi- ∙ Yellow highlighting is placed throughout the manual to
ments and activities that optimize students’ investment of indicate, at a glance, all laboratory actions expected of
time and your investment of supplies, equipment, and prepa- the students.
ration. Simple, safe, and straightforward experiments are ∙ Many procedures are revised to help clarify steps and
most effective if you interpret the work in depth. Most exper- outline what needs to be done.
iments can be done easily by a student in 2 to 3 hours. Ter- ∙ An extensive number of photographs are added or
minology, structures, photographs, and concepts are limited changed to improve your understanding and provide a
to those that the student can readily observe and understand. visual of what you will see.
In each exercise we have included a few activities requiring ∙ Additional art is added to help illustrate concepts, pro-
a greater investment of effort if resources are available, but cedures, and results.
omitting them will not detract from the objectives. ∙ New boxed inserts highlight the relationships of biologi-
This manual functions best with an instructor’s guid- cal processes with health care.
ance and is not an autotutorial system. We’ve tried to guide
As you examine this manual, you’ll see that we’ve improved
students from observations to conclusions, to help students
several of the most popular and effective features of
make their own discoveries, and to make the transition from
previous editions:
observation to understanding biological principles. But dis-
cussions and interactions between student and instructor are ∙ Safety First and Caution icons remind you to read the
major components of a successful laboratory experience. manual to ensure that you are aware of safety issues
Be sure to examine the “Questions for Further Thought and associated with the exercises.
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∙ Learning Objectives will give you an overview of ∙ Questions for Further Thought and Study at the
what you will do and learn in the exercise. end of each exercise will help you apply what you’ve
learned to other topics.
∙ Writing to Learn Biology will encourage you to
expand on what you have done and learned. As noted previously, we have also tailored a variety of
∙ Investigations, Procedures, and Doing Biology videos and other visual materials to help you succeed in
Yourself will require you to do biology and apply skills the laboratory. You’ll learn from a growing library of high-
you’ve learned to develop and answer your own ques- quality videos that demonstrate basic laboratory techniques.
tions about biology. You’ll observe these techniques in action before you polish
your own skills in the laboratory.
∙ Questions throughout each exercise will encourage
you to integrate and reflect on what you’ve done and
learned.
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Teaching and Learning Tools
McGraw-Hill Connect® Biology A virtual coach provides subtle hints when needed, asks
questions about the student’s choices, and allows the student
McGraw-Hill Connect Biology provides online presenta-
to reflect upon and correct those mistakes. Whether your
tion, assignment, and assessment solutions. It connects your
need is to overcome the logistical challenges of a traditional
students with the tools and resources they’ll need to suc-
lab, provide better lab prep, improve student performance, or
ceed. connect.mheducation.com.
make your online experience one that rivals the real world,
LearnSmart Labs accomplishes it all. To learn more, visit
With Connect Biology, you can deliver assignments, quizzes,
www.learnsmartadvantage.com.
and tests online. A robust set of questions and activities are
presented and aligned with the textbook’s learning outcomes.
Pre-lab worksheets and Investigation worksheets are also McGraw-Hill CreateTM
included within Connect. As an instructor, you can edit exist-
With McGraw-Hill Create, you can easily rearrange exer-
ing questions and write entirely new problems. Track stu-
cises, combine material from other content sources, and
dents’ performance—by question, assignment, or in relation
quickly upload content you have written, such as your course
to the class overall—with detailed grade reports. Integrate
syllabus or teaching notes. Find the content you need in Cre-
grade reports easily with Learning Management Systems
ate by searching through thousands of leading McGraw-Hill
(LMS), such as Blackboard—and much more.
textbooks. Arrange your book to fit your teaching style. Cre-
ate even allows you to personalize your book’s appearance
LearnSmart Labs®
by selecting the cover and adding your name, school, and
course information. Order a Create book and you’ll receive
Based on the same adaptive technology as LearnSmart, Learn-
a complimentary print review copy in 3–5 business days or a
Smart Labs is an outcomes-based lab simulation that assesses
complimentary electronic review copy (eComp) via e-mail in
a student’s knowledge and adaptively corrects deficiencies,
minutes. Go to create.mheducation.com today and register
allowing the student to learn faster and retain more knowledge
to experience how McGraw-Hill Create empowers you to
with greater success. teach your students your way.
First, a student’s knowledge is focused on core learning
outcomes: Questioning reveals knowledge deficiencies that
are corrected by the delivery of content that is conditional Laboratory Resource Guide
on a student’s response. Then, a simulated lab experience
The Laboratory Resource Guide is essential for instructors
requires the student to think and act like a scientist: Record-
and laboratory assistants and is available free to adopters of
ing, interpreting, and analyzing data using simulated equip-
the Laboratory Manual within Connect under the Instructor
ment found in labs and clinics. The student is allowed to
Resources tab.
make mistakes—a powerful part of the learning experience!
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Welcome to the Biology Laboratory
Welcome to the biology laboratory! Although reading own experiments to answer questions that you’ve posed. To
your textbook and attending lectures are important make these exercises most useful and enjoyable, follow these
ways of learning about biology, nothing can replace the guidelines:
importance of the laboratory. In lab you’ll get hands-on
experience with what you’ve heard and read about biology—
for example, you’ll observe organisms, do experiments, test THE IMPORTANCE OF COMING TO CLASS
ideas, collect data, and make conclusions about what you’ve
learned. You’ll do biology. Biology labs are designed to help you experience biology
You’ll enjoy the exercises in this manual—they’re first-hand. To do that, you must attend class. If you want to
interesting, informative, and can be completed within the do well in your biology course, you’ll need to attend class
time limits of your laboratory period. We’ve provided ques- and pay attention. To appreciate the importance of class
tions to test your understanding of what you’ve done; in attendance for making a good grade in your biology course,
some of the exercises, we’ve also asked you to devise your examine figure 1, which is a graph showing how students’
100
A
B
80
C
D
60
%)
e (
d
a
r
G
40
F
20
0
0 20 40 60 80 100
Attendance (% of classes attended)
Figure 1 How students’ grades in an introductory biology course relate to their rates of
class attendance.
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grades in an introductory biology course relate to their rates busy. You’ll not be able to finish the exercise if you
of class attendance. Data are from a general biology class at spend your time talking about this weekend’s party or
the University of Minnesota. On page xii, write an analysis last week’s big game.
of the data shown in figure 1. What do these data mean? 4. Discuss your observations, results, and conclusions
with your instructor and lab partners. Perhaps their
comments and ideas will help you better understand
BEFORE COMING TO LAB what you’ve observed.
5. Always follow instructions and follow safety guide-
Watch the lab video. Videos are provided for several of the lines presented by your instructor.
labs in this manual. Be sure to watch any video associated
6. If you have questions, ask your instructor.
with the lab you will be completing. These videos will help
you know more about what you will be doing, what prin-
ciples you will be investigating, and what concepts you need SAFETY IN THE LABORATORY
to understand before coming to lab.
Read the exercise before coming to lab. This will Laboratory accidents can affect individuals, classes, or the
give you a general idea about what you’re going to do, as well entire campus. To avoid such accidents, the exercises in this
as why you’re going to do it. Knowing this will not only save manual were designed with safety as a top priority. You’ll
time, it will also help you finish the experiments and make be warned about any potentially hazardous situations or
you aware of any safety-related issues associated with the lab. chemicals with this image:
Review any of the lab safety concerns. Before doing
any procedures, you’ll encounter a section of each exercise
titled “SAFETY FIRST” that is marked with its icon:
When you see this image, pay special attention to the
instructions.
The laboratory safety rules listed in table 1 will help
make lab a safe place for everyone to learn biology. Remem-
This icon will warn you of safety concerns (e.g., solvents,
ber, it is much easier to prevent an accident than to deal with
acids, bases, hotplates) associated with the work. If you have
its consequences.
questions about these safety issues, contact your lab instructor
Read the laboratory safety rules listed in table 1. If
before starting the lab work.
you do not understand them, or if you have questions, ask
Notify your instructor if you are pregnant, color-blind,
your instructor for an explanation. Then complete table 1
taking immunosuppressive drugs, have allergies, or have
and sign the statement that is at the bottom of page xii.
any other conditions that may require precautionary mea-
sures. Also, before coming to lab, cover any cuts or scrapes
with a sterile, waterproof bandage. BEFORE YOU LEAVE LAB
Put away all equipment and glassware, and wipe clean your
WHEN IN LAB work area.
1. Know what you are going to do. Read and understand AFTER EACH LABORATORY
the lab before coming to lab.
2. Don’t start the exercise until you’ve discussed the Soon after each lab, review what you did. What questions
exercise with your laboratory instructor. She or he will did you answer? What data did you gather? What conclu-
give you specific instructions about the lab and tell sions did you make?
you how the exercise may have been modified. Also note any questions that remain. Try to answer
3. Work carefully and thoughtfully, and stay focused as these questions by using your textbook or visiting the
you work. You’ll be able to finish each exercise within library. If you can’t answer the questions, discuss them with
the allotted time if you are well prepared and stay your instructor. Welcome to the biology laboratory!
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