GLENCOE SCIENCE PRE-AP SERIES - Glencoe/McGraw-Hill

75 Pages·2005·7.63 MB·English

GLENCOE SCIENCE PRE-AP SERIES
Biology Pre-AP Lab Manual
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as
permitted under the United States Copyright Act, no part of this publication may
be reproduced or distributed in any form or by any means, or stored in a database
retrieval system, without prior written permission of the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN 0-07-869730-1
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04
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To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
Laboratory and Safety Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Safety Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi
Lab 1 Measuring Diffusion Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lab 2 Normal and Plasmolyzed Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Lab 3 Extracellular Enzymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Lab 4 How does the environment affect mitosis? . . . . . . . . . . . . . . . . . . .9
Lab 5 Observation of Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Lab 6 Influencing the Rate of Photosynthesis . . . . . . . . . . . . . . . . . . . . . .15
Lab 7 Chloroplast Pigment Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Lab 8 Factors Influencing the Rate of Yeast Respiration . . . . . . . . . . .23
Lab 9 How can genetically engineered plants be multiplied? . . . . . .28
nies, Inc. Lab 10 Making Test Crosses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
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Hill
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Gra Lab 12 Biochemical Evidence for Evolution . . . . . . . . . . . . . . . . . . . . . . . . .39
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n of Lab 13 Transpiration in Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
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McGra Lab 15 Earthworm Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
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Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Contents iii
To the Student
How to Use This Laboratory Manual 5. Data and Analysis—This section includes tables
Working in the laboratory throughout the course of and space to record data and observations. In this
the year can be an enjoyable part of your biology expe- section, you also draw conclusions about the
rience. Biology Pre-AP Lab Manualprovides you results of the activity just completed.
with a variety of activities on a range of topics. The
laboratory activities are designed to fulfill the follow- Pre-AP
ing purposes: The activities in this lab manual will help you
• to stimulate your interest in science in general prepare for an AP biology course by:
and especially in biology • teaching you to draw inferences
• to reinforce important concepts studied in your • teaching you the six levels of questioning:
textbook knowledge recall, comprehension, application,
• to allow you to verify some of the scientific infor- analysis, synthesis, and evaluation
mation learned during your biology course • helping you to implement the yes–but strategy for
• to allow you to discover for yourself biological analyzing an argument
concepts and ideas not necessarily covered in class • helping you to synthesize perspectives from
or in the textbook readings different points of view
• to acquaint you with a variety of modern tools and
techniques used by today’s biological scientists Safety
• to develop the skills and concepts you need for AP In addition to the activities, this laboratory manual
courses has information on safety that includes first aid and a
Most importantly, the laboratory activities will give safety symbol chart. Read the section on safety now.
you firsthand experience in how a scientist works. Safety in the laboratory is your responsibility.
In the activities in this manual, you will be Working in the laboratory can be a safe and fun
presented with a problem. Then, through use of learning experience. By using Biology Pre-AP Lab
controlled scientific methods, you will seek answers. Manual,you will find biology both understandable
Your conclusions will be based on your experimental and exciting. Have a good year!
observations alone or on those made by the entire
class, recorded data, and your interpretation of what
the data and observations mean. nc.
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Pre-AP Lab Manualis listed below. Understanding pa
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the purpose of each of these parts will help make C
your laboratory experiences easier. Hill
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1. Introduction—The introductory paragraphs give Gra
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you background information needed to under- he
stand the activity. of T
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3. Materials—The materials section lists the sup- Gra
plies you will need to complete the activity. Mc
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4. Procedure—The procedure gives you step-by-step nc
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instructions for carrying out the activity. Many ©
steps have safety precautions. Be sure to read these ht
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classmates’ protection. Unless told to do otherwise,
you are expected to complete all parts of each
assigned activity. Important information needed for
the procedure but that is not an actual procedural
step also is found in this section.
iv To the Student
LLaabboorraattoorryy MMaannuuaall
Laboratory and Safety Guidelines
Emergencies
• Inform the teacher immediately of anymishap—fire, injury, glassware breakage, chemical spills, and so forth.
• Know the location of the fire extinguisher, safety shower, eyewash, fire blanket, and first aid kit. Know how
to use this equipment.
• If chemicals come into contact with your eyes or skin, flush with large quantities of water and notify your
teacher immediately.
Preventing Accidents
• Do NOT wear clothing that is loose enough to catch on anything. Do NOT wear sandals or open-toed
shoes. Remove loose jewelry—chains or bracelets—while doing lab work.
• Wear protective safety gloves, goggles, and aprons as instructed.
• Always wear safety goggles (not glasses) in the laboratory.
• Wear goggles throughout the entire activity, cleanup, and handwashing.
• Keep your hands away from your face while working in the laboratory.
• Remove synthetic fingernails before working in the lab (these are highly flammable).
• Do NOT use hair spray, mousse, or other flammable hair products just before or during laboratory work
where an open flame is used (they can ignite easily).
• Tie back long hair and loose clothing to keep them away from flames and equipment.
• Eating, drinking, chewing gum, applying makeup, and smoking are prohibited in the laboratory.
• Do NOT inhale vapors or taste, touch, or smell any chemical or substance unless instructed to do so by
your teacher.
Working in the Laboratory
• Study all instructions before you begin a laboratory or field activity. Ask questions if you do not understand
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panies, I • aWnyo rpka Ort NofL tYh eo nac aticvtiitvyi.ties assigned by your teacher. NEVER work alone in the laboratory.
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Hill • Do NOT begin any activity until directed to do so by your teacher.
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he Mc • Remain in your own work area unless given permission by your teacher to leave it.
of T • Do NOT point heated containers—test tubes, flasks, and so forth—at yourself or anyone else.
Hill, a division •• DStoay N oOutT o ft asktoe raangye maraetaesr uianlsle osrs ychoeum aricea ilns soturut cotfe dth teo cblaes tshroeorem a.nd are supervised by your teacher.
Graw- Laboratory Cleanup
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ht © • Carefully dispose of waste materials as instructed by your teacher.
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Laboratory and Safety Guidelines v
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Safety Symbols
The Biology Pre-AP Lab Manualprogram uses several safety symbols to alert you to possible laboratory
dangers. These safety symbols are explained below. Be sure that you understand each symbol before you begin
a lab activity.
SAFETY SYMBOLS HAZARD EXAMPLES PRECAUTION REMEDY
Special disposal proce- certain chemicals, Do not dispose of Dispose of wastes as
DISPOSAL
dures need to be fol- living organisms these materials in the directed by your
lowed. sink or trash can. teacher.
Organisms or other bacteria,fungi,blood, Avoid skin contact with Notify your teacher if
BIOLOGICAL
biological materials unpreserved tissues, these materials.Wear you suspect contact
that might be harmful plant materials mask or gloves. with material.Wash
to humans hands thoroughly.
EXTREME Objects that can burn boiling liquids,hot Use proper protection Go to your teacher for
skin by being too cold plates,dry ice,liquid when handling. first aid.
TEMPERATURE
or too hot nitrogen
SHARP Use of tools or glass- razor blades,pins, Practice common-sense Go to your teacher for
ware that can easily scalpels,pointed tools, behavior and follow first aid.
OBJECT
puncture or slice skin dissecting probes,bro- guidelines for use of
ken glass the tool.
Possible danger to res- ammonia,acetone, Make sure there is Leave foul area and
FUME
piratory tract from nail polish remover, good ventilation.Never notify your teacher
fumes heated sulfur,moth smell fumes directly. immediately.
balls Wear a mask.
Possible danger from improper grounding, Double-check setup Do not attempt to fix
ELECTRICAL
electrical shock or burn liquid spills,short with teacher.Check electrical problems.
circuits,exposed wires condition of wires and Notify your teacher
apparatus. immediately.
Substances that can pollen,moth balls, Wear dust mask and Go to your teacher for
IRRITANT irritate the skin or steel wool,fiber glass, gloves.Practice extra first aid. nc.
mthuec roeussp imraetomrby rtarnaecst of pgoantaastseium perman- cthaeres ew mhaente hriaanlsd.ling panies, I
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CHEMICAL Chemicals that can bleaches such as Wear goggles,gloves, Immediately flush the Hill
react with and destroy hydrogen peroxide; and an apron. affected area with w-
tissue and other mate- acids such as sulfuric water and notify your Gra
rials acid,hydrochloric acid; teacher. Mc
bases such as ammo- he
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TOXIC Ssinouhnbaosltueasdn ,icfoe tr o msuwacyah leblodew, peodi- mcpooemirncpsueortuyt,niamd spa,lnaioyn dtm inpeeat,ratls Finosltloruwc tyioonusr. teacher’s AtGhloow rtaooyu syg owhulayr s tahef athecarh neudrss ef.or Hill, a divisi
first aid. w-
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OPEN Open flame may ignite alcohol,kerosene, Tie back hair.Avoid wear- Notify your teacher Mc
FLAME flammable chemicals, potassium perman- ing loose clothing.Avoid immediately.Use fire ncoe/
loose clothing,or hair ganate,hair,clothing open flames when using safety equipment if Gle
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Eye Safety Clothing Animal Safety Handwashing
Proper eye protection Protection This symbol appears After the lab,wash
should be worn at all This symbol appears when safety of ani- hands with soap and
times by anyone per- when substances mals and students water before removing
forming or observing could stain or burn must be ensured. goggles.
science activities. clothing.
vi Safety Symbols
Name Date Class
LLaabb
1
PPrree--AAPP Measuring Diffusion Rates
The cell membrane determines what substances can diffuse into a cell. This characteristic of
a cell membrane is called permeability. Many cells are semipermeable. Some substances
can pass through the cell membrane, but others cannot. A certain substance, potassium per-
manganate, can pass through a cell membrane. However, its diffusion into a cell is influenced
by its concentration and the time allowed for diffusion.
OOBBJJEECCTTIIVVEESS
In this investigation, you will determine the effect of time and concentration on the diffusion
of potassium permanganate into potato cubes.
MMAATTEERRIIAALLSS
beaker (100-mL) 5% potassium permanganate solution
wax pencil 1% potassium permanganate solution
potato 0.1% potassium permanganate solution
razor blade (single-edge) forceps
small beakers (4) metric ruler
clock or watch with second hand water
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nies, I PPRROOCCEEDDUURREE
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Hill C Part A: Influence of Time on Diffusion 3. With forceps, remove one cube from the solution
w- 1. With a razor blade, cut five cubes from a potato. every ten minutes.
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The 2. Place four of the five cubes into a small beaker Figure 2
n of half filled with 5% potassium permanganate solu-
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permanganate 4. Slice each cube open with a razor blade (Figure
2). CAUTION:Slice away from fingers to avoid
potato cubes
cuts.Carefully dry the razor blade before slicing
each cube. Measure the distance in millimeters
that the solution has diffused into each potato
Measuring Diffusion Rates 1
Name Date Class
LLaabb
1
Measuring Diffusion Rates
PPRROOCCEEDDUURREE continued
cube. Distances that you measure may not be
Figure 3
very large.
5. Record the distance and total time in the solution
for each cube in Table 1.
6. Slice open the cube that was not added to the
solution. This cube will be your “control.”
Consider it as the zero minutes cube (Cube 1) in
the table.
5%
Part B: Influence of the Chemical
Concentration on Diffusion
1. Pour equal amounts of the following liquids into
1%
separate beakers:
5% potassium permanganate solution
1% potassium permanganate solution
0.1%
0.1% potassium permanganate solution
Label each beaker as to the strength of liquid
being used—5%, 1%, or 0.1%. Record the con-
centrations in Table 2.
2. Cut three potato cubes each measuring about
1 cm on a side.
3. Place one potato cube into each beaker
(Figure 3). Note the exact time the cubes are nc.
added to the solutions. nies, I
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4. After 40 minutes, use forceps to remove each m
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potato cube from its solution. Hill
5. Slice each cube in half with a razor blade. Graw-
Carefully dry the blade before slicing each cube. Mc
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6. Measure the distance in millimeters that the T
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potassium permanganate solution has diffused n
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7. Record the distances in Table 2. Hill, a
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2 Lab 1
Name Date Class
LLaabb
1
Measuring Diffusion Rates
DDAATTAA AANNDD AANNAALLYYSSIISS
Table 1
Potato Cubes in Solutions for Different Lengths of Time
Cube Time in Solution (min) Distance of Diffusion (mm)
1 0
2 10
3 20
4 30
5 40
Table 2
Potato Cubes in Solutions of Different Concentrations
Cube Concentration of Chemical Distance of Diffusion (mm)
1
2
3
1. Diffusion results in the movement of chemicals (a) the iodine molecules?
through a permeable cell membrane from areas
nies, Inc. olofw h iagmh oaumnot uonrt c oorn ccoenntcreantitorant.ion toward areas of (b) the starch molecules?
pa
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Hill centration outside of the bag?
w- 3. On a separate sheet of paper, write a paragraph
Gra which summarizes Part B of this investigation.
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of tigation findings, and (c) how the length of time
n
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divisi centration inside the bag? sion. Use specific values from Table 1 to support
Hill, a your statements.
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© 2. Some scientists believe that membranes contain
ght very small pores. Pore size may determine why ences the amount of diffusion. Use specific values
opyri some chemicals can or cannot pass through a cell from Table 2 to support your statements.
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membrane. How might the size of the membrane
pore compare to the size of.
Measuring Diffusion Rates 3
Name Date Class
LLaabb
2
PPrree--AAPP Normal and Plasmolyzed Cells
Diffusion of water molecules across a cell’s outer membrane from areas of high water con-
centration to areas of lowwater concentration is called osmosis. This movement of water
may be harmful to cells. It can result in cell water loss (plasmolysis) when living cells are placed
into an environment where the water concentration inside the cell is higher than outside the
cell. However, most cells live in an environment where movement of water in and out of the
cell is about equal. Therefore, there are no harmful effects to the cell.
OOBBJJEECCTTIIVVEESS
In this investigation you will • observe the normal appearance of Elodeacells in
tap water.
• prepare a wet mount of an Elodealeaf in tap water
and a wet mount of an Elodealeaf in salt water for • compare normal cells in tap water to plasmolyzed
microscopic observation. cells in salt water.
• observe and diagram celts of both wet mounts.
MMAATTEERRIIAALLSS
microscope dropper
microscope slide water
coverslips 6% salt solution
Elodea(water plant) forceps nies, Inc.
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PPRROOCCEEDDUURREE om
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1.Prepare a wet mount of two Elodealeaves as fol- 4. Place one Elodealeaf in the water on each side of w-
lows. Use Figure 1 as a guide. the slide. McGra
2. Put two or three drops of tap water on the left 5. Add coverslips to both leaves. NOTE: Make sure he
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side of the slide. that the two liquids on the slide do not run n of
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3. Put two or three drops of 6% salt water on the together. If they do, discard leaves and start over divisi
right side of the slide. using fewer drops of liquid. Hill, a
6. Wait two or three minutes. Observe each leaf w-
2 to 3 drops under both low and high powers. To observe Gra
tap water 62% t osa 3lt d wroaptesr bacortohs sle tahvee sm, sicimropslcyo pmeo svtea gthe.e slide back and forth ncoe/Mc
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7. Carefully observe the location of chloroplasts in ©
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relation to the cell wall of both leaves. g
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8. Diagram in the space provided under Data and Co
Analysis a single cell from each side.Label the cell
wall, cell membrane,and chloroplastsin both cells.
Figure 1 (Be careful—can you see the cell membrane in
Elodea leaves
both cells or only in one?)
4 Lab 2