Instructor’s Manual
to accompany
Inquiry into Life
Thirteenth Edition
Sylvia Mader
Prepared by
Kimberly G. Lyle-Ippolito
Anderson University
PREFACE
i
Inquiry into Life is a textbook for college freshman biology courses and covers the whole field of basic
biology. The textbook emphasizes the application of biology to human life and the relationship of humans
to other organisms. Students should discover basic biology principles and also understand that biology
concepts are relevant to everyday living. This Instructor’s Manual is designed to assist you as you plan
and prepare for classes using Inquiry into Life.
ORGANIZATION OF THE INSTRUCTOR’S MANUAL
Chapter Contents
Learning Outcomes
Learning outcomes presented in the Instructor’s Manual give the instructor a quick overview of the major
themes covered in the chapter.
Lecture Outline
Each chapter in Inquiry into Life begins with a “Chapter Outline.” This outline is expanded with
annotations in the Instructor’s Manual and has several functions. An instructor can use it for his/her
lecture notes since it contains the important concepts from the textbook and is cross-referenced to topic
heads in the textbook. The outline can be made into Microsoft Office PowerPoint slides so the students
can follow along with the lecture. Or an instructor may reproduce the extended outline to give to students
before or after the lecture on that particular chapter. The organization of lecture concepts is a critical
decision made by each instructor. A disorganized presentation is more difficult for students to follow and
the distinct concepts may not build to an overall understanding. The selection of examples to illustrate
concepts, and the selection of which concepts to represent and what order they should be presented, are
critical factors in good teaching. The organization given here reflects the organization and voice of the
textbook author, Dr. Sylvia Mader.
Connections & DVD Resources
Each chapter in the Instructor’s Manual lists web addresses for online connections that are useful for
finding further information and examples for teaching. DVD resources provide visual learning assistance
for students. Producers have usually indicated their materials are appropriate for adult and college levels,
and titles are listed without any recommendation as to the content, quality, or year of production. Further
information can be obtained by contacting the distributors.
Lecture Enrichment Ideas
This section suggests unique presentation and lecture strategies and methods to involve students in and
out of the classroom. These topics and projects are not all-inclusive, but may help an instructor try
something new and increase the interest of students. Lists of suggested term paper topics are provided so
a teacher doesn’t have to “reinvent the wheel.”
Essay Questions with Answers
Each section contains several essay questions with answers for inclusion on student performance
evaluations.
DISTRIBUTORS OF DVDS
ii
Amazon.com
http://www.amazon.com/
Ambrose Video Publishing, Inc.
145 W. 45th Street, Suite 1115
New York, NY 10036
1-800-526-4663
http://www.documentary-video.com/order.cfm
Annenberg Media
PO Box 55742
Indianapolis, IN 46205-0742
1-800-532-7637
http://www.learner.org/index.html
Carolina Biological Supply
2700 York Road
Burlington, NC 27215-3398
1-800-334-5551
http://www.carolina.com/home.do
Educational Video Network
1401 19th Street
Huntsville, TX 77340
1-800-762-0060
https://www.evndirect.com/index.php
Films Media Group
Films for the Humanities and Sciences
200 American Metro Blvd., Suite 124
Hamilton, NJ 08619
1-800-257-5126
http://ffh.films.com
Garland Science
Mortimer House
37-41 Mortimer Street
London, W1T 3JH
GB 365 4626 36
http://www.garlandscience.com/textbooks/0815342233.asp
Great Pacific Media
P.O. Box 26243
Colorado Springs, CO 80936
1-800-325-1956
http://www.greatpacificmedia.com/product_p/Glycolysis_dvd.htm
National Geographic Catalog/Online
777 South State Road 7
Margate, FL 33068
iii
1-888-225-5647
http://shop.nationalgeographic.com/
PART I: CELL BIOLOGY
CHAPTER 1: THE STUDY OF LIFE
iv
LEARNING OUTCOMES
1.1 The Characteristics of Life
1. Describe the characteristics of living things.
2. Place the levels of biological organization in a hierarchy.
1.2 The Classification of Living Things
1. Describe how living things are classified.
1.3 The Organization of the Biosphere
1. Describe how life is organized on the planet.
2. Discuss how humans influence ecosystems.
1.4 The Process of Science
1. Formulate a hypothesis.
2. List the steps in conducting a scientific experiment.
3. Interpret a controlled study.
1.5 Science and Social Responsibility
1. Discuss the costs and benefits of technology.
LECTURE OUTLINE
1.1 The Characteristics of Life
The diversity of life seems overwhelming, and yet all living things have certain characteristics in
common.
Living Things Are Organized
A cell is the smallest unit of life. Living things can be organized in a hierarchy of levels.
Living Things Acquire Materials and Energy
Living things cannot maintain their organization or carry on life’s other activities without
an outside source of materials and energy.
Living Things Reproduce
Life comes only from life.
Living Things Respond to Stimuli
Living things respond to external stimuli, often by moving toward or away from a
stimulus.
Living Things Are Homeostatic
Homeostasis means “staying the same.” The internal environment of an organism stays
relatively constant.
Living Things Grow and Develop
Growth, recognized by an increase in the size of an organism and often in the number of cells, is
a part of development.
Living Things Have the Capacity to Adapt
Individuals of a species that are better suited to a new environment are able to reproduce and
pass on these characteristics. Evolution explains both the unity and diversity of life.
1.2 The Classification of Living Things
Since life is so diverse, it is helpful to group organisms according to their similarities.
Domains
Domains are the largest classification category. There are three domains: Archaea,
Bacteria, and Eukarya.
Kingdoms
v
Systematists are in the process of deciding how to categorize archaea and bacteria into
kingdoms. The eukaryotes are currently classified into four kingdoms: protists, fungi,
plants,
and animals.
Other Categories
The other classification categories are phylum, class, order, family, genus, and species.
Scientific Names
Taxonomy is the assignment of a binomial, or two-part name, to each species. Scientific names
are in a common language—Latin.
1.3 The Organization of the Biosphere
The organization of life extends beyond the individual to the population, community, ecosystem, and
finally the biosphere (the zone of air, land, and water at the surface of Earth where living organisms are
found).
The Human Species
The human species tends to modify existing ecosystems for its own purposes. Humans depend
on healthy ecosystems for food, medicines, and various raw materials.
Biodiversity
Biodiversity encompasses the total number of species, the variability of their genes, and the
ecosystems in which they live.
1.4 The Process of Science
Biology is the scientific study of life.
Observation
Natural events can be understood more fully by observing and studying them.
Hypothesis
After making observations and gathering knowledge about a phenomenon, a scientist
comes
up with a hypothesis, a tentative explanation for the natural event.
Experiment/Further Observations
Testing a hypothesis involves either conducting an experiment or making further observations.
Data
The results of an experiment are referred to as the data. Data should be
observable and objective, rather than subjective or based on opinion.
Conclusion
Scientists must analyze the data in order to reach a conclusion as to whether the hypothesis is
supported or not.
Scientific Theory
The ultimate goal of science is to understand the natural world in terms of scientific
theories, concepts that join together well-supported and related hypotheses.
A Controlled Study
Most investigators do controlled studies in which the experimental group receives a
treatment and the control group receives no treatment.
The Experiment
The pigeon pea plant is a legume with a high rate of atmospheric nitrogen
conversion. A hypothesis was outlined involving winter wheat and nitrogen
fertilizer.
The Results
The results indicated that the hypothesis is not supported.
Continuing the Experiment
The investigators modified the hypothesis to involve sustained effects.
The Results
The hypothesis was supported.
Ecological Importance of This Study
vi
This study showed that the use of a legume improved the soil to produce a better yield
than the
use of a nitrogen fertilizer over the long haul.
1.5 Science and Social Responsibility
The application of scientific knowledge for a practical purpose is called technology. Most technologies
have benefits, but also drawbacks. Since making value judgments is not a part of science, ethical and
moral decisions about technology must be made by all people.
CONNECTIONS
Committee for the Scientific Investigation of Claims of the Paranormal (CSICOP) investigates and
exposes pseudoscience and publishes the Skeptical Inquirer (6/year); highly useful examples of
applying science attitudes to psychic claims, etc. Available from Skeptical Inquirer,
http://www.csicop.org
The National Academies of Science provides a guide to research issues in the life sciences at
http://nationalacademies.org/
The Skeptics Society has a similar mission to CSICOP but does not pursue UFO and BigFoot claims and
has a narrower and more intellectual focus; publishes The Skeptic available from
http://www.skeptic.com
Sigma Xi, the Research Society discusses science attitudes and fraud in its publication Honor in Science
available at a small cost, http://www.sigmaxi.org
Virtual Institute of Cryptozoology is the website for the ISC dedicated to investigating reports of rarely
seen animals at http://perso.wanadoo.fr/cryptozoo/method.htm
DVD RESOURCES
Biotechnology in the 21st Century, ISBN 978-1-60825-071-4, Films for the Humanities and Science,
http://ffh.films.com
Introduction to Designing Experiments, ISBN 978-1-4213-5431-6, Films for the Humanities and Science,
http://ffh.films.com
Scientific Method, ISBN 978-1-4213-7403-1, Films for the Humanities and Science, http://ffh.films.com
LECTURE ENRICHMENT IDEAS
1. Describe the many properties of quartz crystals: that crystals “grow” over time, little crystals are
“reproduced” at angles off the sides of parent crystals, the crystal possesses a predictable angular
“structure” that is not like the chaotic environment, and sheets of quartz even show a response to
environmental stimuli—they convert light to current in a piezoelectric effect! With so many features of
life, why isn’t quartz considered living?
2. We are sending additional robot spacecraft to Mars to further investigate the possibility of life on
Mars. In the past, we have looked for properties that life expresses on earth: respiration, growth,
movement, etc. Discuss whether the model of Earth’s properties of life is the only model possible.
3. Buy a recent tabloid newspaper from the newsstands featuring a pseudoscience topic (students
readily recognize these from the grocery checkout stands). Read one brief account of a
particularly preposterous assertion and ask what is necessary for a scientist to believe this, what
internal contradictions belie its claims, and what tests would be necessary to provide it with
scientific legitimacy, etc.
4. Display an assortment of screws, bolts, nails, brads, staples and other fasteners. Ask students
to “classify” them in groups for easier display in a store, etc. On what basis do they group screws
and bolts, tacks and nails, etc. (common structures, threading, production methods,
functions, etc.)? The basis for biological classification is commonly phylogenetic origin but
likewise uses common structures and functions.
vii
5. Have students propose various scientific experiments based on their observations. Discuss how to
control the variables, how to obtain objective data, how to interpret results, and so on.
ESSAY QUESTIONS WITH ANSWERS
1. By itself, a virus cannot reproduce, grow and develop, respond to stimuli, take in material and energy
from the environment, nor show any adaptation. However, it is organized with a protein coat that
surrounds hereditary material. Once inside another living cell, however, the virus takes over the host’s
metabolic machinery in order to grow, develop, and reproduce new virus particles. Therefore, is the virus
a living or dead organism?
Answer: Scientists do not have a unanimous answer to this question because viruses have characteristics
of being both alive and dead. Because viruses are unable to carry out metabolic processes themselves,
some scientists prefer to consider viruses activated and inactivated.
2. Explain what is scientifically wrong with the following assertions:
a. I clang bells each day and there are no tigers around my house; therefore clanging bells drives away
tigers.
Answer: There is no test with tigers present; therefore there is no cause-and-effect established.
b. If water dousing, homeopathic cures, and so on work for just me but not for anyone else, it is still
science.
Answer: Science is not personal; results must be repeatable.
3. Why does evolution explain both the unity and the diversity of life?
Answer: All organisms share the same basic characteristics of life because we all share a common
ancestor (unity). During the past 4 billion years, Earth’s environment has changed drastically, and the
diversity of life has been shaped by the evolutionary responses of organisms to these changes (diversity).
PART I: CELL BIOLOGY
CHAPTER 2: THE MOLECULES OF CELLS
viii
LEARNING OUTCOMES
2.1 Basic Chemistry
1. Define and give examples of matter.
2. Describe the structure of an atom, including the subatomic particles, their charges, and their
location.
3. Know how the periodic table is organized.
4. Explain how isotopes differ.
5. Discuss beneficial and harmful uses for radiation.
2.2 Molecules and Compounds
1. Define a molecule and a compound.
2. Compare and contrast ionic and covalent bonds.
3. Explain why water is a polar molecule and how this enables the formation of hydrogen bonds.
2.3 Chemistry of Water
1. Describe the unique properties of water and the advantages of these properties for life.
2. Be able to define an acid and a base and be able to use the pH scale.
3. Recognize the importance of buffers to living organisms.
2.4 Organic Molecules
1. Distinguish inorganic from organic molecules.
2. Define a functional group.
3. Describe how monomers are joined to form polymers.
2.5 Carbohydrates
1. Recognize the structure of a carbohydrate.
2. Compare and contrast different types of carbohydrates.
2.6 Lipids
1. Describe the structure of the various lipids.
2. List the functions lipids play in our bodies.
2.7 Proteins
1. Describe the monomer unit of a protein and how monomer units are assembled into peptides.
2. Explain the primary, secondary, tertiary, and quaternary structures of a protein and describe the
relationship between protein structure and function.
2.8 Nucleic Acids
1. Describe the structure of DNA and RNA.
2. Explain the role of ATP in the cell.
LECTURE OUTLINE
2.1 Basic Chemistry
Matter refers to anything that takes up space and has mass. All matter, both nonliving and living, is
composed of certain basic substances called elements.
Atomic Structure
Elements consist of tiny particles called atoms. Protons, neutrons, and electrons make up atoms.
All atoms of an element have the same number of protons. This number is called the atomic number. The
atomic mass is the sum of an atom’s protons and neutrons.
The Periodic Table
The periodic table was constructed as a way to group the elements according to certain
chemical and physical characteristics.
Isotopes
Isotopes are atoms of the same element that differ in their number of neutrons.
Low Levels of Radiation
ix
The chemical behavior of a radioactive isotope is essentially the same as that of
the stable isotopes of an element so you can use small amounts of radioactive
isotopes as tracers.
High Levels of Radiation
Radioactive substances in the environment can harm cells, damage DNA, and
cause cancer.
Electrons
The number of electrons in the outer shell determines whether an atom reacts
with other atoms.
2.2 Molecules and Compounds
A molecule is formed when two or more atoms bond together. When the atoms of two or more different
elements bond together, the product is called a compound.
Ionic Bonding
The transfer of electron(s) between atoms results in ions that are held together by an ionic
bond, the attraction of negative and positive charges.
Covalent Bonding
A covalent bond results when two atoms share electrons in such a way that each atom has
an octet of electrons in the outer shell. Molecules have a three-dimensional shape that
often
determines their biological function.
Shape of Molecules
The shapes of molecules are necessary to the structural and functional role they play in
living things.
Nonpolar and Polar Covalent Bonds
When the sharing of electrons between two atoms is fairly equal, the covalent
bond is said to be nonpolar. The unequal sharing of electrons in a covalent bond
results in a slightly negative charge and a slightly positive charge, resulting in a
polar covalent bond.
Hydrogen Bonding
Polarity within a water molecule causes the hydrogen atoms in one molecule to
be attracted to the oxygen atoms in other water molecules, forming a hydrogen
bond.
2.3 Chemistry of Water
The unique properties of water make it essential to the existence of life.
Properties of Water
The many hydrogen bonds that link water molecules help water absorb heat without a great
change in temperature. Water has a high heat of vaporization because hydrogen bonds must be
broken before water boils and water molecules vaporize. Water facilitates chemical reactions,
both outside and within living systems. Molecules that attract water are said to be hydrophilic,
while those that cannot attract water are said to be hydrophobic. Water flows freely and is able to
adhere to polar surfaces. The stronger the force between molecules in a liquid, the greater the
surface tension. Ice is less dense than liquid water, and therefore ice floats.
Acids and Bases
When water ionizes, it releases an equal number of hydrogen ions and hydroxide ions.
Acid Solutions (High H+ Concentrations)
Acids are substances that dissociate in water, releasing hydrogen ions.
Basic Solutions (Low H+ Concentration)
Bases are substances that either take up hydrogen ions or release hydroxide ions.
pH Scale
The pH scale is used to indicate the acidity or basicity of solutions. The pH scale
ranges from 0 to 14.
Buffers and pH
x
A buffer is a chemical or a combination of chemicals that keeps pH within
normal limits. In animals, the pH of body fluids is maintained within a narrow
range, or else health suffers.
2.4 Organic Molecules
Organic molecules always contain carbon (C) and hydrogen (H). A functional group is a particular cluster
of atoms that always behaves in a certain way. A monomer is a simple organic molecule that exists
individually or can link with other monomers to form a polymer. Dehydration and hydrolysis reactions
interconnect monomers and polymers.
2.5 Carbohydrates
Carbohydrates function for quick fuel and short-term energy storage. Carbohydrate molecules are
characterized by the presence of the atomic group H—C—OH.
Simple Carbohydrates
If the number of carbon atoms in a molecule is low, then the carbohydrate is a simple
sugar,
or monosaccharide.
Polysaccharides
Long polymers such as starch, glycogen, and cellulose are polysaccharides that contain
many glucose units.
Starch and Glycogen
Starch and glycogen are ready storage forms of glucose in plants and animals,
respectively.
Cellulose
The polysaccharide cellulose is found in plant cell walls.
2.6 Lipids
Lipids function as energy storage molecules. Phospholipids form a membrane, and the steroids are a large
class of lipids that includes, among others, the sex hormones.
Fats and Oils
Fats are solid at room temperature while oils are liquid. Fats are usually of animal origin while
oils are usually of plant origin.
Emulsification
Emulsifiers cause fats to mix with water.
Saturated and Unsaturated Fatty Acids
A fatty acid is a hydrocarbon chain that ends with the acidic group –COOH.
Saturated fatty acids have no double covalent bonds between carbon atoms.
Unsaturated fatty acids have double bonds between carbon atoms.
Phospholipids
Phospholipids contain a phosphate group. They are the primary components of cellular
membranes.
Steroids
Steroids have a backbone of four fused carbon rings. Cholesterol is an important steroid.
2.7 Proteins
Proteins are polymers of amino acid monomers. An amino acid has a central carbon atom bonded to a
hydrogen atom, a –NH2 (amino) group, a –COOH (acid) group, and an R group. Amino acids differ by
their R groups. Proteins have various functions in the body. Some are enzymes that speed chemical
reactions.
Peptides
The bond that joins any two amino acids is called a peptide bond.
Levels of Protein Organization
Proteins have a primary (linear order of amino acids), secondary (alpha helices or beta pleated
sheet), and tertiary structure (globular shape). Some proteins exhibit a quaternary
structure (more
than one polypeptide chain).
xi
2.8 Nucleic Acids
The two types of nucleic acids are DNA (deoxyribonucleic acid) and RNA (ribonucleic acid).
Structure of DNA and RNA
Both DNA and RNA are polymers of nucleotides. Every nucleotide is composed of a
phosphate, a pentose sugar, and a nitrogen-containing base. DNA is double stranded
RNA is single stranded.
ATP (Adenosine Triphosphate)
ATP is the energy carrier in cells.
while
CONNECTIONS
The Board on Chemical Sciences and Technology addresses current policy questions involving chemistry
at http://nationalacademies.org/
The National Center for Biotechnology Information is a good starting point at
http://www.ncbi.nlm.nih.gov/
The Salk Institute is a famous research center that conducts fundamental research in biology and health
based on molecular and cellular biology; website at http://www.salk.edu
DVD RESOURCES
The World of Chemistry, ISBN: 1-55946-223-X, Annenberg Media, http://www.learner.org/index.html
Chemistry: A Study of Matter, ASIN: B001ULDJYC, Georgia Public Broadcasting,
http://www.amazon.com/
LECTURE ENRICHMENT IDEAS
1. The various organic molecules and types of bonds are easily visualized with models and remembered
better than when presented on flat pictures in the textbook, videos, or computer screen.
2. Students should research the topic of acid rain on the Internet before coming to class. They should also
collect and bring in water samples from their dorm faucets, drinking fountains, rainwater, snow, or a
nearby pond or stream. Have pH paper or a pH meter available in class to determine the pH of these
samples. Discuss the known or potential effects of acid rain in your particular geographic location, which
might include: effects on forests, including interruption of the symbiotic association between trees and
their mycorrhizae, depletion of fisheries in lakes, or deterioration of car finishes and statues.
3. Bring in various types of colas and coffee. Have pH paper or a pH meter available in class to
determine the pH of these beverages. How acidic are these? Discuss why you can drink such acidic
beverages and not damage your stomach.
4. Of the four organic molecules discussed in this section (carbohydrates, lipids, proteins, and nucleic
acids), why are nucleic acids the best suited to store and transmit information? What properties of DNA
allow these particular functions?
5. Have a chemistry professor, graduate student, technician, or chemist from your town water treatment
facility talk to your students about the job opportunities available to those with a background in
chemistry.
ESSAY QUESTIONS WITH ANSWERS
1. Name five characteristics of water and relate them to the structure of water.
Answer: Because electrons orbit around oxygen more than hydrogen, a slight positive charge is present
on the hydrogen atoms and a slight negative charge on the oxygen atom, creating a polarity. Hydrogen
bonds form between the water molecules, which leads to various characteristics of water: boils at 100
degrees C and freezes at 0 degrees C; absorbs large amounts of heat before it becomes warm and
xii
evaporates, which helps to maintain constant body temperature; excellent transport medium; ice floats in
liquid water (less dense); and dissolves various chemical substances.
2. All proteins have three basic structural levels. Describe those. Why does hemoglobin have a
quaternary structure?
Answer: The primary structure of a protein consists of the linear sequence of amino acids joined by
peptide bonds. The secondary structure comes about when the polypeptide chain takes a particular
orientation in space (alpha helix or beta pleated sheet). The tertiary structure represents the final threedimensional shape of the protein. When more than one polypeptide chain is present, a quaternary
structure is formed, which is found in hemoglobin.
3. Explain how soaps, when added to oils, will cause the oil to mix with water.
Answer: Soaps have a polar and a nonpolar end. The nonpolar ends of the soap project into the nonpolar
fat droplet while the polar ends of the soap project outward into the water, which is polar.
xiii
Laboratory Resource Guide
to accompany
Inquiry into Life Laboratory Manual
Thirteenth Edition
Sylvia S. Mader
xiv
Contents
Preface ii
Suppliers iii
Laboratory Chapter Title References
Page
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
1
8
17
26
36
42
48
53
60
68
74
78
85
89
94
98
106
112
115
120
131
138
145
152
158
164
171
178
185
191
194
Scientific Method
Metric Measurement and Microscopy
Chemical Composition of Cells
Cell Structure and Function
Mitosis and Meiosis
How Enzymes Function
Cellular Respiration
Photosynthesis
Organization of Flowering Plants
Reproduction in Flowering Plants
Animal Organization
Chemical Aspects of Digestion
Basic Mammalian Anatomy I
Cardiovascular System
Basic Mammalian Anatomy II
Homeostasis
Nervous System and Senses
Musculoskeletal System
Development
Patterns of Inheritance
Human Genetics
DNA Biology and Technology
Evidences of Evolution
Microbiology
Seedless Vascular Plants
Seed Plants
Introduction to Invertebrates
Invertebrate Coelomates
The Vertebrates
Sampling Ecosystems
Effects of Pollution on Ecosystems
Appendix A
Common Materials in a Biological Laboratory 201
Appendix B
General Preparation Instructions
203
xv
Text Chapter Reference
1
3
2
3, 4
5
6
7
8
9
10
11
14
12, 14, 15
12
16, 21
11, 12, 15, 16
17, 18
19
22
23
23, 24
25
27
28
29
29
30
30
31
34
36
Preface
Using the Resource Guide for the Laboratory Manual that accompanies Inquiry into Life, 13th
edition will help ensure that you and your students have a successful laboratory experience. Each
Laboratory Manual chapter has a corresponding Resource Guide chapter.
Resource Guide Chapters
You will want to become familiar with the sections of each Resource Guide chapter. They are:
Special Requirements. This section will alert you to any living organisms that need to be
ordered before the semester begins and any required fresh materials that can usually be bought
locally.
Materials and Preparations. Each main laboratory topic has its own complete materials list
(including Carolina Biological Supply catalog numbers) and preparation instructions for the
reagents needed. Other helpful information is also given.
Each item in a materials list is preceded by a short line. Use these lines to record the
quantity you require for each item.
Exercise Questions. This section answers all the questions asked of the students and fills in all
the tables with expected results. In the Resource Guide, the Laboratory Manual questions are in
boldface type for better visibility and the suggested answers are in italics. The expected results
in the tables are also in italic.
Laboratory Review. Each Laboratory Manual chapter ends with a set of laboratory review
questions. Suggested answers to these questions are at the end of the Resource Guide chapters.
Appendices. Appendix A of the Resource Guide contains a list of commonly-needed materials
in a biological laboratory. This appendix is helpful when you are ordering materials for your
supply room before the semester begins. Appendix B consists of laboratory preparation
instructions that apply, in general, to all
laboratories.
Hazardous Procedures and Materials
Laboratory instructors have become increasingly concerned about the potential hazards in a
laboratory setting. The Laboratory Manual that accompanies Inquiry into Life, 13th edition,
includes a page in the preface that is devoted to Laboratory Safety guidelines. In order to have
students follow these guidelines, it will be necessary for you to have safety supplies on hand or
require that students purchase them before the semester begins. It is recommended that you go
over the Laboratory Safety guidelines with students and have them sign this page at the start of
the first laboratory.
Because of increased awareness of hazards connected with bodily fluids, it is also
recommended that each laboratory room have a biohazard waste container for disposal of such
materials. Disposable autoclave bags are also available. See Carolina’s Living Organisms:
Labware/Bacteriology section.
xvi
Measurement of Reagents
In order to relieve instructors of the necessity of buying and cleaning a large supply of graduated
cylinders or pipettes, the Laboratory Manual assumes that students will use beakers or droppers
to fill test tubes. Students are told to mark off a given number of centimeters on the tube and to
fill to the mark. This methodology also reduces the amount of time students spend measuring out
reagents. In order to keep the amount of required reagent to a minimum, you will probably want
to use standard or mini test tubes. Mini test tubes can be used as long as the total volume in a
given tube does not exceed 9 cm. Volume equivalents for each size test tube are given in the
appropriate materials and preparations sections so that you can determine how much reagent you
will need for a particular exercise.
Instructors may prefer to have students measure reagents using a dropper and counting
drops, or using a graduated cylinder or pipette.
Suppliers
Aldrich/Fluka Chemical Co.
1001 W. St. Paul Ave.
Milwaukee, WI 53233
(800) 325-3010
Fax: (800) 240-4668
www.sigmaaldrich.com
Bio-Rad Laboratories
2000 Alfred Nobel Dr.
Hercules, CA 94547
(800) 424-6723
Fax: (800) 879-2289
www.bio-rad.com
Carolina Biological Supply
2700 York Road
Burlington, NC 27215-3398
(800) 334-5551
Fax: (800) 222-7112
www.carolina.com
Fisher Science Education
4500 Turnberry Dr.
Hanover Park, IL 60133
(800) 955-1177
Fax: (800) 955-0740
www.fisheredu.com
xvii
Frey Scientific
P. O. Box 8101
1000 Paragon Parkway
Mansfield, OH 44903
(800) 225-3739
Fax: (877) 256-3739
www.freyscientific.com
Grau-Hall Scientific
P.O. Box 279592
Sacramento, CA 95827
(800) 331 -4728
www.grauhall.com
Lab-Aids, Inc.
17 Colt Ct.
Ronkonkoma, NY 11779
(800) 381 -8003
Fax: (631) 737-1286
www.labaids.com
Modern Biology, Inc.
3710 East 700 South
Lafayette, IN 47909
(800) 733-6544
Fax: (765) 523-3397
www.modernbio.com
NASCO
P.O. Box 901
901 Janesville Ave.
Ft. Atkinson, WI 53538-0901
(800) 558-9595
Fax: (920) 563-8296
www.enasco.com
Sigma Chemical Co.
P.O. Box 14508
St. Louis, MO 63178-9974
(800) 325-3010
Fax: (800) 240-4668
www.sigmaaldrich.com
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Triarch, Inc.
N8028 Union St.
Ripon, WI 54971
(920) 748-5125
Fax: (920) 748-3034
www.triarchmicroslides.com
USB Corporation
26111 Miles Rd.
Cleveland, OH 44128
(800) 321-9322
Fax: (800) 535-0898
www.usbweb.com
Sargent-Welch
P.O. Box 4130
Buffalo, NY 14217
(800) 727-4368
Fax: (800) 676-2540
www.sargentwelch.com
Wards Natural Science Establishment, Inc.
P.O. Box 92912
5100 West Henrietta Rd.
Rochester, NY 14692-9012
(800) 962-2660
Fax: (585) 334-6174
www.wardsci.com
YSI, Inc.
1725 Brannum Lane
Yellow Springs, OH 45387
(800) 765-4974
Fax: (937) 767-9353
www.ysi.com
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Laboratory
1
Scientific Method
(LM pages 1–8)
Thirteenth Edition Changes
Section 1.1, Using the Scientific Method, has been rewritten and expanded to emphasize the
steps in developing a theory (LM page 2).
Special Requirements
Living material. Live pillbugs, Armadillidium vulgare, for all sections of lab. (See page 2 for an
earthworm alternative.)
Fresh material. Carrots or cucumber to feed pillbugs; test substances (1.4 Performing an
Experiment and Coming to a Conclusion).
MATERIALS AND PREPARATIONS
Instructions are grouped by procedure. Some materials may be used in more than one procedure.
1.2
Observing the Pillbug (LM pages 3–5)
______ pillbugs, Armadillidium vulgare, live
______ correction fluid pen, white (or correction fluid, white, one bottle) or tape tags
______ magnifying lenses or stereomicroscopes
______ small glass or plastic dishes, such as disposable petri dishes
______ graduated cylinders or small beakers for observing pillbug movement
______ rulers, metric, 30 cm plastic
______ stopwatch
______ Earthworms (alternative to pillbugs)
Live pillbugs (LM pages 1–7). Obtain 50 pillbugs for a class of 20 to 35 or more students.
Order pillbugs so that they arrive as close as possible to the date they will be needed. Use one
container of fresh pillbugs for each lab.
Care and feeding of pillbugs: Follow care and feeding instructions provided with the
pillbug order. Withdraw food 1–2 days prior to the experiment.
Use white correction fluid or tape tabs to number the pillbugs for identification.
Collecting pillbugs (LM pages 1–7). Pillbugs like moisture, and avoid sunlight. They can be
found next to brick buildings along the grass line or next to sidewalks, or under logs and planks
of wood. (Caution: Watch for snakes.) They are attracted to wet grass covered with a cardboard
box or plastic tarp. Encourage students to collect their own pillbugs and give them lab
20
participation points. Collect pillbugs in the spring, summer, and fall as they are hard to find in
the winter.
Maintaining pillbugs in the lab (LM pages 1–7). After collecting, pillbugs can be easily
maintained in a terrarium to keep a fresh supply all year long. They feed primarily on decaying
organic matter, like moisture, and avoid sunlight. They like carrots and cucumbers. Change the
food daily to prevent mold growth.
Earthworm Alternative. Earthworms can be used instead of pillbugs for all of the exercises in
this laboratory.
Large rectangular plastic storage containers are needed for placing dry substances in. Place
earthworms in container and let roam around for approximately 15 minutes (can also be used to
keep earthworms between experiments). Plexiglass is also needed to place test substances on,
while holding earthworms above to observe behavior towards substances.
Earthworms want to move rapidly to escape. They are inclined to move away from light or heat
source, move under things, and seem to want to move downward. They also move toward each
other, pile up on each other, and can move up and down on glass at a 45-degree angle (try a
steeper angle).
With regard to what the student already knows about earthworm activity, they might predict
certain behaviors. Earthworms live (or hide) in the soil, so they move down and through soil.
Soil prevents desiccation and keeps them cool and moist. By moving under things, they can stay
cooler, stay moist, and stay hidden in the dark (perhaps light bothers them also).
Earthworms can move backward and forward from both ends. When they are investigating a
substance, they make a long, skinny point out of the end they are investigating with, and if they
are repelled by a substance, they pull back and the end becomes thick and round.
When testing with liquids, if earthworm gets even close to the substance, the substance will be
pulled along the earthworm’s body without the earthworm doing anything. Capillary action or
cohesion tension? To prevent this, hold the earthworm above the substance, in case the substance
(especially lemon juice) might harm the earthworm. Just let the worm move its pointed end into
or near the substance. You can tell when it is repelled as it will pull away. Rinse the earthworm
right away if it touches a substance (especially lemon juice).
When finished with earthworms, mix damp potting soil with some oatmeal, potato peels, lettuce,
or other organic matter from the test—not too much, just enough to give the earthworms
something to eat. Add earthworms. Cover container with newspaper. Keep soil damp. When
completely finished, you might maintain the earthworms in a terrarium.
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1.3
Formulating Hypotheses (LM page 6) and 1.4 Performing an Experiment and
Coming to a Conclusion (LM pages 6–8)
______ pillbugs, Armadillidium vulgare, live
______ 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 pillbugs
______ small plastic bottle for spritzing
______ distilled water
______ cotton balls or strips, Q-tips
______ beaker of clean water for rinsing pillbugs
Suggested test substances:
______ flour
______ cornstarch
______ coffee creamer
______ baking soda
______ fine sand
______ milk
______ orange juice
______ ketchup
______ applesauce
______ carbonated beverage
______ water
Miscellaneous test substances (LM pages 6–8). After discussion about controls and variables,
have students choose four to six substances for testing. Do not use salt, vinegar, or honey, as
these substances are harmful to pillbugs.
Control hints (LM pages 6–8). Plain water is used as a control for liquids. Fine sand is 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 (LM pages 6–8). These methods are recommended: For a dry substance,
make a circle of the test substance in a petri dish and put the pillbug 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 pillbug. Any cleanable flat surface, such
as a plastic tray, can also be used. Rinse pillbugs between testing procedures by spritzing with
distilled water and then placing them on a paper towel to dry.
Cleanup (LM pages 6–8). Cleanup is easier and the experiment goes well if students are
restricted 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 pillbugs in 150 mm
petri dishes works well.
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EXERCISE QUESTIONS
1.1 Using the Scientific Method (LM pages 2–3)
Why must a scientist begin by making observations? To study the natural world, scientists
have to observe natural phenomena.
Why is a hypothesis called an “educated guess”? The observations allow scientists to
formulate a tentative explanation.
What is the purpose of a control? The control serves as a check that the experimental
results are valid.
Why must a scientist keep complete records of an experiment? So others can repeat the
experiment and can check that the data are valid.
Why don’t scientists say they have proven their hypothesis true? Scientists are aware
that science progresses; new and different conclusions are common.
How is a scientific theory different from a conclusion? Each experiment has a conclusion.
A scientific theory is based on many conclusions from various experiments in related fields.
1.2 Observing the Pillbug (LM pages 3–5)
Observation: Pillbug’s External Anatomy (LM pages 3–4)
2. Note the number of legs and antennae here. 7 pairs of legs, 2 pairs of antennae, but one
pair is barely visible.
Can you locate other appendages, such as uropods (paired appendages at end of
abdomen) and a female's brood pouches? Pair of abdominal uropods are at the posterior end;
terminal exopods are visible from top of pillbug. Females have a brood pouch on underside of
body.
Where are the eyes located? Eyes are located on the head.
Count the number of overlapping plates. The thorax has 7 overlapping plates.
Observation: Pillbug’s Motion (LM page 5)
1. Describe the action of the feet and any other motion you see.
The seven pairs of legs move with the front pair leading, and each pair moves in succession
thereafter.
2. As you watch the pillbug, identify behaviors that might
a. protect it from predators. The pillbug rolls into a ball.
b. help it acquire food. The pillbug moves into the food to eat, and uses its front legs to
pick up food.
c. protect it from the elements. The pillbug’s shell protects it.
d. allow interaction with the environment. The pillbug’s eyes and antennae allow
interaction.
23
3. Allow a pillbug to crawl on your hand. Describe how it feels and how it acts.
It tickles the skin as it moves.
Table 1.1
Preferred Direction of Motion*
Pillbug
1
2
3
4
*
Direction Moved
Crawled up
Crawled down
Crawled in circles
Crawled up and around
Comments
Tried to crawl off the edge
Tried to crawl off the edge
Followed shape of container
Seemed to be searching for a way to
get off
Answers will vary. The answers provided here are examples.
Table 1.2
Pillbug Speed*
Pillbug
Millimeters Traveled
Time (sec.)
1
2
3
4
71 mm
132 mm
64 mm
40 mm
30 seconds
60 seconds
30 seconds
Did not finish
*
Average Speed
(mm/sec.)
2.36 mm/sec
2.20 mm/sec
2.13 mm/sec
Pillbug rolled into
ball.
Answers will vary. The answers provided here are examples.
1.3 Formulating Hypotheses (LM page 6)
2. Hypothesize in Table 1.3 how you expect the pillbug 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 Pillbug’s Reaction to Common Powders and Liquids
Substance Tested
Flour
Flour
Flour
Hypothesis . . .
Pillbug will show no reaction.
Pillbug will be repelled.
Pillbug will be attracted.
Reasoning for Hypothesis
Flour is a bland substance.
Flour is a dry substance.
Flour is a food substance.
1.4 Performing an Experiment and Coming to a Conclusion (LM pages 6–8)
Experimental Procedure: Pillbug’s Reaction to Common Substances (LM pages 6–8)
1. What substances are you testing? Answers will vary. Include any controls in your list,
and complete the first column in Table 1.4. See “Control hints” in the Materials and
Preparations section.
24
Table 1.4
Pillbug’s Reaction to Common Substances*
Substance Tested
Flour
Cornstarch
Coffee creamer
Baking soda
Fine sand
Milk
Orange juice
Ketchup
Applesauce
Carbonated beverage
Water
*
Pillbug’s Reaction
Hypothesis supported?
Pillbug moved toward flour
Answers will depend on
and began to eat it.
students’ hypotheses.
Pillbug crawled onto
cornstarch and began to eat it.
Pillbug moved into it and ate.
Pillbug backed away.
Pillbug circled it and moved
in and out of it.
Pillbug moved in to drink it.
Pillbug backed away.
Pillbug backed away.
Pillbug moved into it and ate.
Pillbug went to edge, sampled
it, backed up, but kept
returning to check it out.
Pillbug moves into water.
Possible student observations.
6. Compare your results with those of other students who tested the same substances.
Complete Table 1.5.
Table 1.5
Class Results
Answers will vary depending on class data.
Continuing the Experiment (LM pages 7–8)
7. Study your results and those of other students, and decide what factors may have
caused the pillbug to be attracted to or repelled by a substance. In general, they are
repelled by acids and attracted to foods such as vegetables and fruits. They favored sweets.
On the basis of your decision, what is your new hypotheses? A student might hypothesize
that pillbugs would like sweet liquids, or would move away from acidic foods. Testing will
support or will not support the hypothesis.
8. Test your hypothesis, and describe your results here. If possible, make a table to display
your results. Answers will vary.
9. Based on your new data, what is your conclusion? Answers will vary.
25
LABORATORY REVIEW 1 (LM page 8)
1. Which is more comprehensive, a conclusion or a theory? theory
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. Can data prove a hypothesis true? (Yes or No) No. A hypothesis can be supported but it
cannot be proven true.
Indicate whether statements 7 and 8 are hypotheses, conclusions, or scientific theories:
7. The data show that vaccines protect people from disease. conclusion
8. All living things are made of cells. theory
9. How many body divisions does a pillbug have? three
10. If a pillbug travels 5 mm in 60 seconds, what is its rate of speed? 0.9 mm/sec
11. What can be concluded if a pillbug curls into a ball? It is or has been threatened or
frightened.
12. Pillbugs that back away from a substance are (attracted to/repelled by) the substance.
repelled by
Thought Questions
13. What is a scientific theory? A scientific theory is a concept that ties together many
conclusions into a generalized statement.
14. Why is it important to use one substance at a time when testing a pillbug’s reaction?
Only then can you be certain of the pillbug’s reaction to that particular substance.
15. Can the scientific method be used to test supernatural beliefs? If not, why not? No.
Science can only test observable phenomena.
26