AP® Investigation #12
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Table of Contents
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Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
General Overview . . . . . . . . . . . . . . . . . . . . . . 1
Recording Data. . . . . . . . . . . . . . . . . . . . . . . . 2
Material Requirements/Checklist . . . . . . . . . . . . . . 4
National Science Education Content Standards. . . . . . . 5
Correlation to AP Content Standards. . . . . . . . . . . . 5
Time Requirements . . . . . . . . . . . . . . . . . . . . . . 5
Learning Objectives. . . . . . . . . . . . . . . . . . . . . . 6
Safety Precautions. . . . . . . . . . . . . . . . . . . . . . 7
Pre-Lab Preparations. . . . . . . . . . . . . . . . . . . . . 8
Background. . . . . . . . . . . . . . . . . . . . . . . . . 11
Part 1: Cell Size & Diffusion. . . . . . . . . . . . . . . . . 13
Part 2: Modeling Osmosis in Living Cells. . . . . . . . . . 17
Part 3: Osmosis in Living Plant Cells . . . . . . . . . . . . 21
Assessment Questions/Additional Questions (Optional) . 24
Further Inquiry Investigations. . . . . . . . . . . . . . . 23
Teacher’s Answer Key. . . . . . . . . . . . . . . . . . . . 24
**AP® and the Advanced Placement Program are registered trademarks
of the College Entrance Examination Board. The labs and materials
in this kit were developed and prepared by WARD’S Natural Science
Establishment, which bears sole responsibility for their contents..
©2012, Ward’s Natural Science
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
abstract
Organisms orient to stimuli that are important to their survival. Movement toward or away from
important stimuli (taxis) depends upon both the sensory and motor abilities of the organism. This
lab explores the chemotactic behaviors that fruit flies and/or pill bugs exhibit when exposed to the
controlled environment of a choice chamber. Students identify patterns in the behaviors and make
inferences based on the composition of the tested materials and the organisms’ responses. Students
then determine what materials and experimental paradigms will be tested further.
©2012, Ward’s Natural Science
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Kit # 3674-12
general Overview
The College Board has revised the AP Biology curriculum to begin implementation in the fall of
2012. Advanced Placement (AP) is a registered trademark of the College Entrance Examination
Board. The revisions were designed to reduce the range of topics covered, to allow more depth of
study and increased conceptual understanding for students. There is a shift in laboratory emphasis
from instructor-designed demonstrations to student-designed investigations. While students may be
introduced to concepts and methods as before, it is expected that they will develop more independent
inquiry skills. Lab investigations now incorporate more student-questioning and experimental
design. To accomplish this, the College Board has decreased the minimum number of required
labs from 12 to 8 while keeping the same time requirement (25% of instruction time devoted to
laboratory study). The College Board has defined seven science practices that students must learn to
apply over the course of laboratory study. In brief, students must:
1. Use models
2. Use mathematics (quantitative skills)
3. Formulate questions
4. Plan and execute data collection strategies
5. Analyze and evaluate data
6. Explain results
7. Generalize data across domains
The College Board published 13 recommended laboratories in the spring of 2011. They can be found
at: http://advancesinap.collegeboard.org/science/biology/lab
Many of these laboratories are extensions of those described in the 12 classic labs that the College
Board has used in the past. The materials provided in this lab have been prepared by Ward’s to adapt
to the specifications outlined in AP Biology Investigative Labs: An Inquiry-Based Approach (2012,
The College Board). Ward’s has provided instructions and materials in the AP Biology Investigation
series that complement the descriptions in this College Board publication. We recommend that
all teachers review the College Board material as well as the instructions here to get the best
understanding of what the learning goals are. Ward’s has structured each new AP investigation to
have at least three parts: Structured, Guided, and Open Inquiry. Depending on a teacher’s syllabus,
they may choose to do all or only parts of the investigations in scheduled lab periods.
The College Board requires that a syllabus describe how students communicate their experimental
designs and results. It is up to the teacher to define how this requirement will be met. Having
students keep a laboratory notebook is one straightforward way to do this.
©2012, Ward’s Natural Science
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Recording Data in a Laboratory Notebook
All of the Ward’s Investigations assume that students will keep a laboratory notebook for studentdirected investigations. A brief outline of recommended practices to set up a notebook, and one
possible format, are provided below.
1. A composition book with bound pages is highly recommended. These can be found in most
stationary stores. Ward’s offers several options with pre-numbered pages (for instance, item
numbers 32-8040 and 15-8332.. This prevents pages from being lost or mixed up over the course
of an experiment.
2. The title page should contain, at the minimum, the student’s name. Pages should be numbered in
succession.
3. After the title page, two to six pages should be reserved for a table of contents to be updated as
experiments are done so they are easily found.
4. All entries should be made in permanent ink. Mistakes should be crossed out with a single line
and should be initialed and dated. This clearly documents the actual sequence of events and
methods of calculation. When in doubt, over-explain. In research labs, clear documentation may
be required to audit and repeat results or obtain a patent.
5. It is good practice to permanently adhere a laboratory safety contract to the front cover of the
notebook as a constant reminder to be safe.
6. It is professional lab practice to sign and date the bottom of every page. The instructor or lab
partner can also sign and date as a witness to the veracity of the recording.
7. Any photos, data print-outs, or other type of documentation should be firmly adhered in the
notebook. It is professional practice to draw a line from the notebook page over the inserted
material to indicate that there has been no tampering with the records.
For student-directed investigations, it is expected that the student will provide an experimental plan
for the teacher to approve before beginning any experiment. The general plan format follows that of
writing a grant to fund a research project.
1. Define the question or testable hypothesis.
2. Describe the background information. Include previous experiments.
3. Describe the experimental design with controls, variables, and observations.
4. Describe the possible results and how they would be interpreted.
5. List the materials and methods to be used.
6. Note potential safety issues.
(continued on next page)
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Kit # 3674-12
Recording Data in a Laboratory Notebook (continued)
After the plan is approved:
7. The step-by-step procedure should be documented in the lab notebook. This includes recording
the calculations of concentrations, etc., as well as the weights and volumes used.
8. The results should be recorded (including drawings, photos, data print outs, etc.).
9. The analysis of results should be recorded.
10. Draw conclusions based on how the results compared to the predictions.
11. Limitations of the conclusions should be discussed, including thoughts about improving the
experimental design, statistical significance, and uncontrolled variables.
12. Further study direction should be considered.
The College Board encourages peer review of student investigations through both formal and
informal presentation with feedback and discussion. Assessment questions similar to those on the AP
exam might resemble the following questions, which also might arise in peer review:
•
Explain the purpose of a procedural step.
•
Identify the independent variables and the dependent variables in an experiment.
•
What results would you expect to see in the control group? The experimental group?
•
How does XXXX concept account for YYYY findings?
•
Describe a method to determine XXXX.
©2012, Ward’s Natural Science
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250-7460 v.5/12
Page Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Materials checklist
MATERIALS PROVIDED IN KIT
Units
per kit
MATERIALS NEEDED BUT NOT PROVIDED
Description
Clear plastic bottles
(e.g., soda bottles) with caps
1
pH Paper, 1-14 range, Vial/100
Household substances, condiments,
foods with heavy odors
1 pkg.
Filter Paper, Medium Grade,
Clear plastic packing tape
1
Ward’s Dual Magnifier, 3X & 6X
Water
1
Disposable Petri Dish, Pkg/20
Masking tape
1
Vinegar, 473 mL, White
Funnel
8
Animal Behavior Trays
1 pkg./300
Cotton Balls
Light
1 pkg./100
Pipets
Alka Seltzer tablets
1
Instructions (this booklet)
OPTIONAL MATERIALS ( NOT PROVIDED)
1
Redemption coupon for
pill bugs and Drosophila*
Order organisms to be delivered a week in
advance of lab
Fine paintbrushes
Morgue (beaker filled with
salad oil or alcohol)
Cold packs or crushed ice
Aluminum foil
Other materials as determined by
students’ experimental design
* - It is recommended that you
redeem your coupon for live/
perishable materials as soon as
possible and specify your preferred
delivery date. Generally, for timely
delivery, at least a week’s advance
notice is preferred.
©2012, Ward’s Natural Science
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Page Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
This lab is aligned with the 2012 AP Biology Curriculum (registered trademark of the College Board). Listed below
are the aligned Content Areas (Big Ideas and Enduring Understandings), the Science Practices, and the Learning
Objectives of the lab as described in AP Biology Investigative Labs: An Inquiry Approach (2012.. This is a publication
of the College Board that can be found at http://advancesinap.collegeboard.org/science/biology/lab.
Curriculum alignment
Big Ideas
‹ Big Idea 4: Biological systems interact, and these interactions possess complex properties
‹ Big Idea 2: Biological systems utilize energy and molecular building blocks to grow, to
reproduce, and to maintain homeostasis.
Enduring Understandings
‹ 2E3: Timing and coordination of behavior are regulated by various mechanisms and are
important in natural selection.
‹ 2D1: All biological systems from cells and organisms to populations, communities, and
ecosystems are affected by complex biotic and abiotic interactions involving the exchange of
‹ 4A6: Interactions among living systems and with their environment result in the movement of
matter and energy.
‹ 4B4: Interactions between and within populations influence patterns of species distribution and
abundance.
Science Practices
‹ 1.3 The student can refine representations and models of natural or man-made phenomena and
systems in the domain.
‹ 2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
‹ 3.2 The student can refine scientific questions.
‹ 4.2 The student can design a plan for collecting data to answer a particular scientific question.
‹ 5.1 The student can analyze data to identify patterns or relationships.
‹ 6.1 The student can justify claims with evidence.
‹ 12.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in
and/or across enduring understandings and/or big ideas.
©2012, Ward’s Natural Science
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250-7460 v.5/12
Page Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Learning objectives
‹ The student is able to refine scientific models and questions about the effect of complex biotic
and abiotic interactions on all biological systems from cells and organisms to populations,
communities, and ecosystems (2D1 & SP 1.3, SP 3.2..
‹ The student is able to design a plan for collecting data to show that all biological systems (cells,
organisms, populations, communities, and ecosystems) are affected by complex biotic and
abiotic interactions (2D1 & SP 4.2, SP 7.2..
‹ The student is able to analyze data to identify possible patterns and relationships between a
biotic or an abiotic factor and a biological system (cells, organisms, populations, communities, or
ecosystems) (2D1 & SP 5.1..
‹ The student is able to analyze data to support the claim that response to information and
communication of information affect natural selection (2E3 & SP 5.1..
‹ The student is able to justify claims, using evidence, to describe how timing and coordination of
behavioral events in organisms are regulated by several mechanisms (2E3 & SP 6.1..
‹ The student is able to connect concepts in and across domain(s) to predict how environmental
factors affect response to information and change behavior (2E3 & SP 7.2..
‹ The student is able to apply mathematical routines to quantities that describe interactions among
living systems and their environment that result in the movement of matter and energy (4A6 &
SP 2.2..
‹ The student is able to use visual representations to analyze situations or solve problems
qualitatively to illustrate how interactions among living systems and with their environments
result in the movement of matter and energy (4A6 & SP 1.4. .
‹ The student is able to predict the effects of a change of matter or energy availability on
communities (4A6 & SP 6.4. .
‹ The student is able to use data analysis to refine observations and measurements regarding the
effect of population interactions on patterns of species distribution and development (4B4 &
SP 5.2..
©2012, Ward’s Natural Science
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Page Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Time Requirements
Pre-Lab Prep:
Redeem Live Materials Coupon
Part 1: Structured Inquiry –
Chemotaxis
At least 1 week prior to lab
Total of 30 minutes*:
10 minutes set up
10 minutes observation and recording
10 minutes analysis
*Optional: Teacher may decide to break
this into two observation periods – 30 minutes for control (no stimulus in tray) and
30 minutes for experimental)
Part 2: Guided Inquiry –
Test Variables of
Student’s Choice
Total of 20 minutes:
5 minutes set up
10 minutes observation and recording
5 minutes analysis
Part 3: Open Inquiry
Total depends on student/teacher
scheduling and parameters of experiment
©2012, Ward’s Natural Science
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250-7460 v.5/12
Page Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
chemical safety
‹ Review all Material Safety Data Sheets (MSDSs) for all precautions, handling procedures,
storage, and information.
‹ Review local regulations or consult with local authorities before disposing of any chemicals
in the trash or down the drain. Instruct your students on the proper disposal procedure for all
leftover reagents and products from the laboratory activity.
‹ When working in the laboratory, especially with chemicals, we recommend the use of personal
protective equipment, including safety goggles (ANSI-approved), chemical resistant laboratory
apron, and gloves.
‹ In the event of a chemical spill or mishap, follow the procedures outlined in the appropriate
MSDS for cleanup or corrective action. Contact any local authorities when necessary.
General Safety Precautions
‹ The teacher should be familiar with safety practices and regulations in their school (district and
state). Know what needs to be treated as hazardous waste and how to properly dispose of nonhazardous chemicals or biological material.
‹ Consider establishing a safety contract that students and their parents must read and sign off on.
This is a good way to identify students with allergies to things like latex so that you (and they)
will be reminded of what particular things may be risks to individuals. A good practice is to
include a copy of this contract in the student lab book (glued to the inside cover).
‹ Students should know where all emergency equipment (safety shower, eyewash station, fire
extinguisher, fire blanket, first aid kit etc.) is located.
‹ Make sure students remove all dangling jewelry and tie back long hair before they begin.
‹ Remind students to read all instructions, MSDSs, and live care sheets before starting the lab
activities and to ask questions about safety and safe laboratory procedures. In most of these AP
Biology labs, appropriate MSDSs and live care sheets can be found on the last pages of this
booklet. Additionally, the most updated versions of these resources can be found at:
www.wardsci.com , under Living Materials http://wardsci.com/article.asp?ai=1346.
‹ In student directed investigations, make sure that collecting safety information (like MSDSs) is
part of the experimental proposal.
At end of lab:
‹ All laboratory bench tops should be wiped down with a 20% bleach solution or disinfectant to
ensure cleanliness.
‹ Remind students to wash their hands thoroughly with soap and water before leaving the
laboratory.
©2012, Ward’s Natural Science
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Page Ecology: Behavior – Teacher’s Guide
PREP
Tip
‹ In this lab you will use live
materials. Prior to starting
this lab, submit your
live/perishable material
redemption coupon via mail,
fax, or simply calling into
customer service at 1-800962-2660. It is recommended
that you do this at least one
week before the lab.
Kit # 3674-12
Pre-Laboratory Preparation
‹ Redeem your coupon for all live materials to be delivered at
least one week before you are ready to start this lab.
‹ This kit contains redemption coupons for both Drosophila and
pillbugs. Either organism can be used throughout the lab. It is
recommended that you provide both for your students so they
have expanded choices for constructing their own experiments. If
you would like to assist students in making a “choice chamber”
with two sections, instead of the behavior tray with five sections
provided here, please see the instructions below. Students may
find the two-chambered setup easier for performing geotactic
experiments.
‹ Have students read the experiment ahead of time and have them
bring in an approved stimulus of their choice for the Guided
inquiry part of the lab.
‹ If using Drosophila : Place vial in refrigerator or in ice bucket
at beginning of class so that the animals will be moving slowly
enough to handle by the time students need to fill the behavior tray.
Leaving the Drosophila in the cold for more than 30 minutes will
decrease their viability.
‹ Prepare an insect morgue to kill and dispose of insects: Typically,
this is a beaker or flask containing either salad oil or 70%
alcohol. Once the insects are dead, dispose of morgue contents as
recommended by your school. Generally, contents can be flushed
down a sink drain (if using oil- treat with dishwashing liquid/soap
prior to pouring down the drain) with copious amounts of water.
‹ OPTIONAL : Prepare solutions of household materials for students
to use in guided inquiry in stock bottles. Only allow students
access to dropper bottles or other small bottles of solutions. Clearly
label all bottles. Lab solutions of HCl or NaCl should be no more
concentrated than 0.1 M. Volatile choices might include alcohol
(associated with fermentation), ammonia (nitrogen associated with
decay), mercaptoethanol (sulphur associated with decay), soil with
high humus content, wet yeast (associated with fermentation),
apple cider vinegar, fruit juice, cedar chips.
‹ OPTIONAL - Construct a 2 choice chamber as an alternative to the
4 choice chamber provided:
(continued on next page)
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250-7460 v.5/12
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Ecology: Behavior – Teacher’s Guide
optional pre-lab
demonstration
‹ Given the definition of
“taxis,” what do students
think “geotaxis” refers to?
Demonstrate geotaxis by
having students observe a
vial of Drosophila. Note what
direction the flies move in.
After a minute, invert the
vial. Did the flies’ behavior
change? Why do students
think this occurs?
‹ Give an example of data and
results, including analysis
of error (overlapping error
– not statistically significant,
non-overlapping-significant).
Discuss T-test and chi squared
test.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
Kit # 3674-12
Pre-Laboratory Preparation (continued)
Have students bring in clear, soft-plastic water bottles,12-16 oz in
size. For eight lab groups, collect at least 16 bottles with caps. Pair the
water bottles by size (not all bottles must be the same size, but each
2-chamber unit must have the same-sized chambers). Have students
cut off the bottom of the bottles using scissors clean and dry the bottles
thoroughly. Match the bottles end to end and tape them together using
clear packaging tape. Label one side “A” and the other side “B.” When
testing substances, cotton balls are soaked in the testing material,
inserted into either chamber, and the caps are screwed on tightly. Be
sure to clean the bottles, bottle caps and bottle necks between tests.
BEFORE CLASS
1. Make copies of the Student Guide (pages 1 - x) and additional
laboratory sheets.
2. Prepare your materials for the class demonstration to support
your lecture or laboratory introduction.
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Background
OBJEcTIVES
‹ Refine scientific models and
questions about the effect of
complex biotic and abiotic
interactions on all biological
systems from cells and
organisms to populations,
communities, and ecosystems.
‹ Design a plan for collecting
data to show that all biological
systems (cells, organisms,
populations, communities,
and ecosystems) are affected
by complex biotic and abiotic
interactions.
‹ Analyze data to identify
possible patterns and
relationships between a biotic
or an abiotic factor and a
biological system (cells,
organisms, populations,
communities, or ecosystems).
‹ Analyze data to support
the claim that response to
information and communication
of information affect natural
selection.
‹ Justify claims, using
evidence, to describe how
timing and coordination of
behavioral events in organisms
are regulated by several
mechanisms.
‹ Connect concepts in and across
domain(s) to predict how
environmental factors affect
response to information and
change behavior.
‹ Apply mathematical routines
to quantities that describe
interactions among living
systems and their environment
that result in the movement of
matter and energy.
(continued on next page)
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
Organisms orient to stimuli that are important to their survival.
Movement toward or away from important stimuli depends upon both
the sensory and motor abilities of the organism. A stimulus might
involve anything that can be sensed, like light, sound, touch, heat,
or chemicals. For example, humans do not sense a magnetic field
and cannot orient towards it (without instruments like a compass).
Therefore, we may infer that magnetic fields have not been very
important for human survival as a species. Once an organism with
sensory/motor abilities perceives a stimulus, it can orient or move
either towards or away from that stimulus depending upon the
nature of the stimulus (opportunity or threat). Movement in response
to a stimulus is classified as taxis, whereas random movement or
movement irrespective of stimulus is classified as kinesis. Generally,
the more critical a stimulus is to an organism’s survival, the stronger
the response to that stimulus. Therefore, an organism that senses an
optimal food source will usually orient strongly toward it. In an animal
that senses primarily through smell, movement towards an appropriate
food sourcewould be called positive chemotaxis. In the same vein,
orienting with reference to light is called phototaxis, and orienting in
response to gravity is called geotaxis, etc.
Behavior can be classified as innate or learned. Innate behavior is
inherited and instinctive, and develops independently of the experience
of an organism in its environment over time. On the other hand,
learned behaviors are not inherited and can be changed as a result of
the animal’s experience with its environment and other organisms.
In this laboratory, you will be investigating and observing the taxis and
kinesis of model organisms- either fruit flies or pill bugs. As you make
behavioral observations, think about how those behaviors contribute to
making the species an evolutionary success in its natural environment.
Since differential reproduction is a strong driver of evolution, you may
want to take special note of any taxis related to reproductive behaviors.
Drosophila melanogaster represents a model organism with well
analyzed genetics and many mutant strains available (see www.fruitfly.
org or www.flybase.org as well as the care sheet in this booklet).
Further, this organism has several distinct developmental stages that
can be investigated separately (larval, pupae, and adult). Larval stages
are advantageous to study since the organisms are slow moving and
do not fly, however, they may be too slow to make relevant behavioral
investigations in the supplied behavioral tray (students may want to
(continued on next page)
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Background (COntinued)
objectives (continued)
‹ Use visual representations to
analyze situations or solve
problems qualitatively to
illustrate how interactions
among living systems and with
their environments result in the
movement of matter and energy.
‹ Predict the effects of a change
of matter or energy availability
on communities.
‹ Use data analysis to refine
observations and measurements
regarding the effect of
population interactions on
patterns of species distribution
and development.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
consider making modifications). Pupae do not display behavior, and
adults are very fast moving, and since they fly it is challenging to get
the specimens into and out of the supplied behavioral tray. Cooling
the vial of flies for 10-20 minutes in a refrigerator or on ice or a cool
pack will slow the adults down enough to be handled more easily.
Fine paintbrushes are an excellent tool for handling adults that have
been slowed. Adult male Drosophila are distinguishable from females
in that they are smaller than females, and they have dark sexcombs
on their first (most anterior) pair of legs. Drosophila will eat many
different fruits and vegetables.
Isopods (pill bugs or sow bugs) do not have a bank of mutants
available for behavioral experiments but they do provide the advantage
of being easy to handle in the context of these behavioral experiments.
They also represent organisms with a different evolutionary history,
and they are adapted to environments that overlap with fruit fly
environments. Isopods, however, are distinct and have evolved
different developmental patterns as well as different sensory and
motor responses to stimuli. To determine the sex of an isopod use a
stereomicroscope or magnifying glass to observe the underside of the
specimen near the posterior end. Males have two white, elongated
appendages that serve as copulatory organs. These are modified
“pleopods” and are absent in the females. Pill bugs and sowbugs eat
decaying plant material.
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Ecology: Behavior – Teacher’s Guide
Notes
Kit # 3674-12
Safety Precautions
‹ As general safe laboratory practice, it is recommended that you
wear proper protective equipment, such as gloves, safety goggles,
and a lab apron.
‹ As general lab practice, read the lab through completely before
starting, including any Material Data Safety Sheets (MSDSs) and
live materials care sheets at the end of this booklet as well as any
appropriate MSDSs for any additional substances you would like
to test. One of the best sources is the vendor for the material. For
example, when purchased at Ward’s, searching for the chemical on
the Ward’s website will direct you to a link for the MSDS.
At the end of the lab:
‹ All laboratory bench tops should be wiped down with a 20%
bleach solution or disinfectant to ensure cleanliness.
‹ Wash your hands thoroughly with soap and water before leaving
the laboratory.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
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Canada: www.wardsci.ca
250-7460 v.5/12
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Ecology: Behavior – Teacher’s Guide
Procedure
TipS
‹ When performing this lab, all
data should be recorded in a
lab notebook. You will need to
construct your own data tables,
where appropriate, in order to
accurately capture the data from
the investigation.
‹ Record all data
immediately in your
laboratory notebook.
Kit # 3674-12
Part 1 – Chemotaxis (Structured inquiry)
PROCEDURE –chemotaxis
Your teacher will assign you an organism, either fruit flies or pill bugs,
to observe and investigate its behaviors.
1. To become familiar with the organisms, sketch an illustration of
your organism in your laboratory notebook. Label all anatomical
structures that you recognize. Can you differentiate male from
female?
2. Place one piece of masking tape on the outside of each chamber
of the behavior tray; label them A, B, C, D, and E (central
chamber).
3. Place a drop or two of vinegar on a cotton ball or on a small
section of filter paper and place this in chamber A (not central
chamber). Plain water on a similar paper in the opposite chamber
can provide one control condition.
4. Place several (2 or fewer in each chamber for a total of 10.
organisms in the behavior tray, cover the tray with clear cover,
and carefully observe the specimens for at least 10 minutes.
(NOTE: If you are using fruit flies, place them in the refrigerator
for five minutes before they are needed. They will be easier
to deposit into the behavior trays as the cooler temperature
slows them down. Use funnel if necessary.) Document any
behaviors you see in a list. Remember to record even seemingly
unimportant behaviors.
5. Every minute for 10 minutes, count the number of organisms in
each chamber and record observations in Table 1 (on next page).
‹ Do not disturb the pill bugs or fruit flies; shaking or tipping
the tray will introduce additional stimuli.
(continued on next page)
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250-7460 v.5/12
Page 15
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
PROCEDURE –Part 1: CHEMOTAxis (continued)
Table 1: Organism Taxis
#
Organisms
#
#
#
#
in Chamber
Organisms Organisms
Organisms Organisms
Time (min)
C
in Chamber in Chamber
in Chamber in Chamber
Water
A vinegar
B
D
E central
(opposite
A)
0
2
2
2
2
2
1
2
3
4
5
6
7
8
9
10
Ave.
Class avg.
Average
Class
Average
6. Graph your results in the space below.
(continued on next page)
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Page 16
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
PROCEDURE –Part 1: CHEMOTAxis (continued)
Notes
7. Calculate the average number of organism in each chamber in
the 10-minute period of time. Add this to Table 1.
8. Using the data from every group in the class, calculate the
class average for number of organisms in each chamber in a
10-minute time period. Enter this data in Table 1. Calculate
standard error and deviation. Draw a graph to discuss whether
the results are significantly different between empty chambers
and vinegar chambers. You may want to use data points only
after 5 minutes for comparisons to allow for taxis to occur. If
two types of organisms were used in class – compare whether
there were significant differences between organisms.
At end of lab:
• Fruit flies and pill bugs are living organisms that should not
be released to the environment. After all the investigations are
complete, organisms should be tapped into a “morgue” through
a funnel. The morgue typically is a 150-mL beaker that contains
about 50 mL of salad oil or 70% alcohol.
• All laboratory bench tops should be wiped down with a 20%
bleach solution or disinfectant to ensure cleanliness.
• Wash your hands thoroughly with soap and water before leaving
the laboratory.
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Page 17
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Assessment - Part 1: CHEMOTAxis
1. Graph vinegar chamber over time vs control chamber over time.
2. Graph bar graphs with error bars for each chamber.
3. Was there positive or negative chemotaxis?
Adult and larval Drosophila would be expected to have strong positive chemotaxis to vinegar
since it is associated with decaying fruit- the natural food source. Isopods may have a
somewhat weaker positive chemotactic response since their more common food is decaying
wood that would not produce strong vinegar smell.
4. What uncontrolled sensory factors may have affected (artificially skewed) results? How might
you control for those factors?
The direction of light or shadows of students making observations may have affected behavior
in addition to the chemosensory stimulus. The experiment can be repeated with tray in
different orientation or pooling classroom results where experiments were done in many
orientations should statistically control for this variable.
5. Why would sensing and responding to vinegar be important to an organism?
If the smell is strongly associated with a preferred food source, this ability would influence
survival of the adult, as well as offspring that would hatch in the middle of a good food
source. Pill bugs may be differently responsive than fruit flies due to different food
preferences.
6. How would natural selection affect an organism’s ability to sense and/respond to this
stimulus?
Differential reproduction would strongly select for individuals that had the best ability to
detect a great food source and lay eggs in that food source. Individuals that could not find the
food sources as well would not leave as many viable progeny and would therefore be selected
against.
(continued on next page)
What other types of stimuli would be important
for the organism to sense and respond to?
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Page 18
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
Assessment - Part 1: CHEMOTAxis (continued)
7. What other types of stimuli would be important for the organism to sense and respond to?
Stimuli associated with food, sex, predators, toxicity
Chemoattractants associated with mating - locating the opposite sex
Chemorepellents associated with toxicity or predators
Light levels – might indicate where the food is or the predators are not
Sounds associated with mating- healthy males often produce the sounds that are most attractive
to females
Detection of air currents associated with a predator strike
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Ecology: Behavior – Teacher’s Guide
Procedure
TipS
‹ When performing this lab, all
data should be recorded in a
lab notebook. You will need to
construct your own data tables,
where appropriate, in order to
accurately capture the data from
the investigation.
Kit # 3674-12
Part 2 – GUIDED INQUIRY:
ENVIRONMENTAL FACTOR OF STUDENT’S CHOice
Procedure
1. Identify a stimulus you would like to test for chemotaxis on your
organism. Household items or foods that have a noticeable odor,
and/or volatile chemicals associated with decay or fermentation
might be good choices.
2. Put this stimulus in the chamber opposite the vinegar stimulus.
3. Introduce all 10 organisms into the central chamber and cover.
4. Observe every minute for 10 minutes and record observations
and analyze as described in Part 1.
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
part 2 – assessment: guided inquiry
1. What conclusions can you make about the new stimulus relative to the vinegar stimulus?
Stronger or weaker is more or less important – confounding factors would be relative
concentration.
2. How might this relate to relative selective pressures on the organism?
Stronger taxis is more closely associated with a stronger pressure.
3 Are the responses documented here innate behaviors or learned behaviors? What evidence do
you have for this? What evidence would definitely indicate this?
Innate, parents aren’t usually around young to teach, Maturation of young in isolation
preserves behavior or If you could find a mutant (not directly associated with sense or motor
function) that disrupted or intensified the behavior.
4. Create a table for all the results you have obtained. Indicate whether the household substances
tested are equally attractive or repellant to the pill bugs or fruit flies. Identify patterns in their
behavior.
Answers will vary depending on the individual student investigations.
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Page 21
Ecology: Behavior – Teacher’s Guide
EXPERIMENT
DESIGN Tips
The College Board encourages peer
review of student investigations
through both formal and informal
presentation with feedback and
discussion. Assessment questions
similar to those on the AP exam
might resemble the following questions, which also might arise in peer
review:
‹ Explain the purpose of a
procedural step.
‹ Identify the independent
variables and the dependent
variables in an experiment.
‹ What results would you expect
to see in the control group? The
experimental group?
‹ How does XXXX concept
account for YYYY findings?
‹ Describe a method to determine
XXXX.
Kit # 3674-12
Part 3: open inquiry: design an experiment
What questions occurred to you as you observed the taxic behaviors
of your organism? Now that you are familiar with the organism and
how to test for taxis, design an experiment to investigate one of your
questions. You may want to expand on your experiment from Part B
by creating different concentrations of your material, or you may wish
to begin a new investigation. Other factors you can test include pH,
temperature, light intensity or wavelength, substrate composition. You
may want to look at sensing and taxis as it is related to reproductive
success or you may want to specifically compare organisms from
overlapping environmental niches to test hypotheses about the relative
differences in selective pressures.
Before starting your experiment, have your teacher check over,
approve, and initial your experiment design. Once your design
is approved, investigate your hypothesis. Be sure to record all
observations and data in your laboratory sheet or notebook.
Use the following steps when designing your experiment.
1. Define the question or testable hypothesis.
2. Describe the background information. Include previous
experiments.
3. Describe the experimental design with controls, variables, and
observations.
4. Describe the possible results and how they would be interpreted.
5. List the materials and methods to be used.
6. Note potential safety issues.
After the plan is approved by your teacher:
7. The step by step procedure should be documented in the
lab notebook. This includes recording the calculations of
concentrations, etc. as well as the weights and volumes used.
8. The results should be recorded (including drawings, photos, data
print outs).
9. The analysis of results should be recorded.
10. Draw conclusions based on how the results compared to the
predictions.
11. Limitations of the conclusions should be discussed, including
thoughts about improving the experimental design, statistical
significance and uncontrolled variables.
12. Further study direction should be considered.
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Page 22
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
live material care sheet
Drosophila
Fruit Fly
Species: melanogaster
Genus: Drosophila
Family: Drosophilidae
Order: Diptera
Class: Insecta
Phylum: Arthropoda
Kingdom: Animalia
Conditions for Customer Ownership
We hold permits allowing us to transport these organisms. To access permit conditions, click here.
Never purchase living specimens without having a disposition strategy in place.
There are currently no USDA permits required for this organism. However, Drosophila are a pest. While it is permitted to keep them for
study and to raise them as a food source for other animals, they should never be released into the wild.
Primary Hazard Considerations
Always wash your hands thoroughly before and after you handle your Drosophila, their food, or anything they have touched.
Availability
Standard strains of Drosophila are available year round as they are lab raised. Drosophila come in vials with a white piece of netting and
Drosophila media for food, and a foam cap. We over-pack each order of Drosophila. It is normal to have some deceased Drosophila in the
container. You will receive at least the quantity of live Drosophila stated on the container. There should be between 30 and 50
Drosophila in the container. Drosophila can survive in this container for about three weeks. Drosophila should be kept at room temperature (65–75°F).
Drosophila crosses should be ordered 10 days in advance to insure that enough virgin flies are available to make the crosses. There
should be 5–10 original parent flies in the vial. The F1 generation (the result of the cross) is in the media as eggs and larvae. When
the larvae are visible, remove both surviving and dead parents to avoid counting them as part of the F1 generation.
Standard Drosophila crosses contain the following flies:
Cross
Monohybrid A
Dihybrid B
Sex-Linked C
Female x Male
Sepia x Wild
Vestigial x Sepia
White x Wild
(continued on next page)
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
live material care sheet
Name
Description/Characteristics/Notes
Drosophila melanogaster,
Wild type (+)
Normal characteristics (red eyes and normal wing size).
Drosophila mojavensis
Long life cycle (approximately one month).Useful for comparative population studies and
for preparing salivary gland chromosome squashes.
Drosophila virilis
One of the largest Drosophila species. Useful for preparing salivary gland chromosome squashes.
Chromosome I Mutants (Sex-Linked)
Apricot (a)
Apricot eyes, males’ eyes slightly larger than females’.
Bar (B)
Bar eyes (narrow vertical bar), males’ eyes larger than females’.
Forked (f)
Forked bristles.
Miniature (m)
Miniature wings (slightly longer than abdomen, but with normal proportions);
dark gray and less transparent than normal.
Ruby (b)
Clear ruby eyes.
Vermilion (v)
Vermilion (bright red) eyes.
White (w)
White eyes.
White-Crossveinless-Forked
(w; cv; f)
White eyes, crossveinless wings, forked bristles.
White-Miniature-Forked
(w; m; f)
White eyes, miniature wings, forked bristles.
Yellow (y)
Lightest body color.
Yellow-Forked-Attached,
and White (yf:=&w[1])
Females: normal eyes, yellow body with forked bristles, normal wings.
Males: white eyes, gray body, normal wings.
Note: Remove culture from stock when all females have died or when all flies have white eyes.
Yellow-White (y;w)
Lightest body color, white eyes.
Yellow-White-Miniature
(y;w; m)
Lightest body color, white eyes, miniature wings.
Chromosome II Mutants
Apterous (ap)
Wingless (lacking all wing blade structures).
Black (b)
Black body (darker at cooler temperatures).
Black-Purple-Curved (b;pr;c)
Black body, purple eyes (ruby upon emergence, darken to purple with age), curved wings.
Black-Vestigial (b;vg)
Black body, vestigial wings.
Brown (bw)
Brown eyes (light brown/wine upon emergence, darken to garnet with age). Produces white eyes
when crossed with vermilion, cinnabar, or scarlet.
Cinnabar (cn)
Cinnabar eyes (slightly brighter than wild, dull with age).
Dumpy (dp)
Truncated wings (approximately half normal length).
(continued on next page)
©2012, Ward’s Natural Science
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US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
live material care sheet
Chromosome II Mutants (continued)
Heldout (ho)
Wings extended at right angles to body.
Lobe (L)
Lobe-shaped eyes (slightly reduced size with a nick in anterior edge;
lower half reduced more than upper half).
Star-Curly (S;Cy)
Eyes rough, slight smaller and narrower than wild type. Wings curved upward.
Vestigial (vg)
Vestigial wings (increase in size at 29°C or higher).
Vestigial-Brown (vg;bw)
Vestigial wings, brown eyes (darken with age).
Chromosome III Mutants
Antennapedia (Antp)
Legs grow in place of antennae.
Ebony (e)
Shiny black body.
Scarlet (st)
Scarlet (eyes bright vermilion; darken with age).
Sepia (se)
Sepia eyes (brown at emergence, darken to sepia, become black with age).
Sepia-Ebony (se;e)
Sepia eyes, shiny black body.
Chromosome IV Mutants
Eyeless (ey)
Eyes half to one-quarter normal size.
Polished (pol)
Eyes without facets (glasslike).
Multichromosomal Mutants
Curly/Plum (II);
Dichaete/Stubble (III)
(Cy/Pm;D/sb)
Curly wings, plum eyes, wings divergent, bristles short and thick.
Easily prone to contamination; subculture frequently.
Dumpy (II); Sepia (III)
(dp;se)
Truncated wings, sepia eyes.
Vestigial (II); Sepia (III)
(vg;se)
Vestigial wings, sepia eyes.
Vestigial (II); Ebony (III)
(vg;e)
Vestigial wings, shiny black body.
Yellow-Forked-Attached,
and White (I); Apterous (II)
(yf:=&w[1];ap[2])
Females: normal eyes, yellow body, apterous wings. Males: white eyes, gray body, apterous wings.
Note: Remove culture from stock when all females have died or when all flies have white eyes.
(continued on next page)
©2012, Ward’s Natural Science
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250-7460 v.5/12
Page 25
US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
Canada: 399 Vansickle Road • St. Catharines, ON L2S 3T4 • 800-387-7822
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
live material care sheet
Captive Care
Habitat:
Any escape-proof container with holes for oxygen exchange (we use plastic vials with foam tops). Drosophila should be kept at room
temperature (65–75°F).
Care:
• Food: Drosophila will eat many different fruits and vegetables. The simplest is just a slice of banana. Many different types of
culture media have been developed. Each formulation has benefits and shortcomings. In order for a medium to be useful, it must
be solid and dry enough so the adult flies do not stick to or drown in, yet moist enough to provide water and it must inhibit the
growth of ubiquitous environmental mold. Subculture when Media 38 W 0592 is depleted, drying out, or has developed mold.
Provide about an inch of dry media at the bottom of the Culture Vial 18 W 4956, and about 15 mL of water.
Information
• Method of Reproduction: Sexual. Male inseminates female for internal fertilization and the female then lays eggs, about 100
per day. The sperm received by a female fly during mating is retained, serving to fertilize a number of eggs. Therefore, in an
experimental cross between two different strains, virgin females must be used to insure that the expected genetic cross produces
the resultant eggs. NOTE: Since females do not become sexually mature for about 10 hours, virgin females can be collected within
10 hours of removing all adult flies from a culture with pupae. Virgin flies may lay eggs, but they will not hatch.
Life Cycle
Development time is influenced by both temperature and strain. At room temperature, it takes about 24 hours for an egg to hatch into
a larva. The larva feeds as it burrows through the medium. As the larva grows, it undergoes two molts so that the larval period consists of three stages (instars), the first instar being the newly hatched larva. The first two instars last about 24 hours each. The final
larval stage or third instar lasts about 48 hrs and the larva may attain a length of 4.5 mm. Towards the end of the third instar stage,
the larva will crawl up the sides of the culture jar, attach itself to a dry surface (the jar, filter paper, etc.) and form the pupa. After
about four days in the pupal stage, an adult fly emerges. Females become sexually mature 8–10 hours after emerging from the pupae.
Adults will live for about 30 days.
Wild Habitat
Many different species of Drosophila are present throughout the world. Drosophila melanogaster is primarily used for genetic studies
for a variety of reasons. Its entire genome has now been sequenced. In the wild, Drosophila melanogaster is thought to have originated
in tropical regions of the eastern hemisphere. They can now be found throughout the world with the exception of the arctic.
Drosophila are pests that infest rotted fruits and fruits that are beginning to rot. They are also attracted to vinegar and wine. Drosophila
can destroy harvested crops in storage. They are food for hummingbirds, frogs and reptiles.
Disposition
• We do not recommend releasing any laboratory animal into the wild, and especially not insects that are considered to be pests or
not native to the environment.
• Adoption is the preferred disposition for any living animal.
• If the insects must be euthanized at the end of study, follow one of these procedures:
• Put them into a container or bag and freeze for 48 hours.
• Place the organism in 70% isopropyl alcohol for 24 hours.
• Autoclave the organism @ 121°C for 15 minutes.
• A deceased specimen should be disposed of as soon as possible. Consult your school’s recommended procedures for disposal.
In general, dead insects should be handled as little as possible or with gloves, wrapped in an opaque plastic bag that is sealed
(tied tightly) before being placed in a general garbage container away from students.
US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
Canada: 399 Vansickle Road • St. Catharines, ON L2S 3T4 • 800-387-7822
Rev. 4/10
Natural Science Establishment. All rights reserved.
© 2008 Ward’s
www.wardsci
.com
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
Canada: 399 VansickleUS:
Roadwww.wardsci.com
• St. Catharines, ON L2S 3T4 • 800-387-7822
250-7460 v.5/12
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Page 26
Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
live material care sheet
Land Isopods
Pillbugs and Sowbugs
Genus: Oniscus, Porcellio or Armadillium
Family: Oniscoidea
Order: Isopoda
Class: Malacostraca
Subphylum: Crustacea
Phylum: Arthropoda
Kingdom: Animalia
Conditions for Customer Ownership
We hold permits allowing us to transport these organisms. To access permit conditions, click here.
Never purchase living specimens without having a disposition strategy in place.
There are currently no USDA permits required for this organism. In order to protect our environment, never release a live laboratory
organism into the wild.
Primary Hazard Considerations
Always wash your hands thoroughly after you handle your organism.
Availability
Land isopods supplied are either Sowbugs 87 W 5520 (Oniscus or Porcellio), package of 45 or Pillbugs 87 W 5525 (Armadillium),
package of 45 and are generally available year-round, but they are wild-collected so shortages may occur. Substitutions of one species
for the other may occur during shortages. Land isopods are shipped in plastic food containers with damp sphagnum moss or paper
towel and a piece of potato or carrot. We over-pack each order of isopods. It is normal to have some deceased isopods in the container.
You will receive at least the quantity of live isopods stated on the container. Average size of the land isopod is 1.0 centimeters. The
isopods can survive up to one week in the shipping container.
Captive Care
Habitat:
• Use a small aquarium or plastic storage box to house your land isopods. The container should have a perforated lid to permit air
exchange, but perforations should be small enough to prevent escape. Cover the floor of the container with five centimeters of
rich soil. The soil in the habitat should be kept moist but not wet. Check daily and mist if necessary. Add stones, pieces of bark,
or crumpled paper to the habitat to provide cover for the isopods.
• Maintain the habitat at room temperature. Soil should be replaced once or twice a year and any dead isopods should be removed
from the container.
Care:
• Add a slice or two of potato per 50 pillbugs, which will provide the isopods with both food and moisture. Replace the
potato weekly.
Information
• Method of reproduction: Sexual
• Determining
Determining Sex:
Sex: Using
On theaunderside
of the female
isopod, leaf-like
growthsthe
can
be observed
at the
basenear
of some
of the legs.
These
stereomicroscope
or magnifying
glass, observe
underside
of the
isopod
the posterior
end.
Males
are known
as brood
pouches.
On male isopods,
theasfirst
two appendages
theare
abdomen
are“pleopods”
modified asand
elongated
copulatory
have
two white,
elongated
appendages
that serve
copulatory
organs. on
These
modified
are absent
in the
organs.
females.
• Pillbugs have the ability to curl up into a ball when they feel threatened. Sowbugs cannot roll up into a ball.
US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
(continued on next page)
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www.wardsci.com
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All Rights Reserved, Printed in the U.S.A.
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Canada: www.wardsci.ca
250-7460 v.5/12
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
live material care sheet
Life Cycle
• Unlike other crustaceans which live on land, land isopods do not need to lay their eggs in an aquatic environment. Instead, the
eggs of land isopods are brooded in a fluid-filled pouch on the underside of the female. After approximately three weeks, up to
200 young isopods, which are similar in appearance to the adults, emerge from the marsupium. They molt several times to grow.
The entire life cycle takes two to three months.
Wild Habitat
Land isopods generally inhabit damp, dark environments such as gardens and woodlands where they hide under stones and logs. Land
isopods are nocturnal, coming out at night to feed on plant matter and decayed wood.
Disposition
• We do not recommend releasing any laboratory animal into the wild, and especially not invertebrates that are not native to the
environment.
• Adoption is the preferred disposition for any living animal.
• If the isopods must be euthanized at the end of study, follow one of these procedures:
• Put them into a container or bag and freeze for 48 hours.
• Place the organism in 70% isopropyl alcohol for 24 hours.
• A deceased specimen should be disposed of as soon as possible. Consult your school’s recommended procedures for disposal.
In general, dead insects should be handled as little as possible or with gloves, wrapped in an opaque plastic bag that is sealed
(tied tightly) before being placed in a general garbage container away from students.
US: P.O. Box 92912 • Rochester, NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660
Canada: 399 Vansickle Road • St. Catharines, ON L2S 3T4 • 800-387-7822
www.wardsci.com
© 2008 Ward’s Natural Science Establishment. All rights reserved.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
Rev. 9/08, 11/09
US: www.wardsci.com
NY • 14692-9012 | 812A Fiero Lane • San Luis Obispo, CA 93401 • 800-962-2660250-7460 v.5/12
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Canada: 399 VansickleCanada:
Road • St.www.wardsci.ca
Catharines, ON L2S 3T4 • 800-387-7822
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
material safety data sheet
Material Safety Data Sheet
MSDS # 786.50
Section 1:
Page 1 of 2
Vinegar
Product and Company Identification
Vinegar
Synonyms/General Names: Acetic acid, Ethanoic acid.
Product Use: For educational use only. Not for human consumption.
Manufacturer: Various
24 Hour Emergency Information Telephone Numbers
CHEMTREC (USA): 800-424-9300
CANUTEC (Canada): 613-424-6666
ScholAR Chemistry; 5100 W. Henrietta Rd, Rochester, NY 14586; (866) 260-0501; www.Scholarchemistry.com
Section 2:
Hazards Identification
Clear, colorless solution with a strong vinegar odor.
CAUTION! Body tissue irritant and slightly toxic by ingestion. Not for human consumption
Target organs: Respiratory system, eyes, skin, teeth.
HMIS (0 to 4)
Health
1
Fire Hazard
0
Reactivity 0
This material is considered hazardous by the OSHA Hazard Communication Standard (29 CFR 1910.1200).
Section 3:
Composition / Information on Ingredients
Section 4:
First Aid Measures
Acetic Acid (64-19-7), 4-6%.
Eyes:
Skin:
Ingestion:
Inhalation:
Water (7732-18-5), 94-6%.
Always seek professional medical attention after first aid measures are provided.
Immediately flush eyes with excess water for 15 minutes, lifting lower and upper eyelids occasionally.
Immediately flush skin with excess water for 15 minutes while removing contaminated clothing.
Call Poison Control immediately. Do not induce vomiting. Rinse mouth with cold water. Give victim 1-2 cups of
water or milk to drink.
Remove to fresh air. If not breathing, give artificial respiration.
Section 5:
Fire Fighting Measures
When heated to decomposition, emits acrid fumes of carbon oxides.
Protective equipment and precautions for firefighters: Use foam or dry chemical to extinguish fire.
Firefighters should wear full fire fighting turn-out gear and respiratory protection (SCBA). Cool
container with water spray. Material is not sensitive to mechanical impact or static discharge.
Section 6:
Accidental Release Measures
Section 7:
Handling and Storage
0
0
0
Use personal protection recommended in Section 8. Isolate the hazard area and deny entry to unnecessary and unprotected
personnel. Remove all ignition sources and ventilate area. Contain spill with sand or absorbent material and place material in a
sealed bag or container for disposal. Wash spill area after pickup is complete. See Section 13 for disposal information.
White
Handling: Use with adequate ventilation and do not breathe dust or vapor. Avoid contact with skin, eyes, or clothing. Wash
hands thoroughly after handling.
Storage: Store in Corrosive Area [White Storage] with other corrosive items. Store in a dedicated corrosive cabinet. Store in a
cool, dry, well-ventilated, locked store room away from incompatible materials.
Section 8:
Exposure Controls / Personal Protection
Use ventilation to keep airborne concentrations below exposure limits. Have approved eyewash facility, safety shower, and fire
extinguishers readily available. Wear chemical splash goggles and chemical resistant clothing such as gloves and aprons. Wash
hands thoroughly after handling material and before eating or drinking. Use NIOSH-approved respirator with an acid/organic
cartridge. Exposure guidelines: Acetic Acid: OSHA PEL: 25 mg/m3 and ACGIH: 10 ppm TLV, 15 ppm as STEL.
© 2009, Scholar Chemistry. All Rights Reserved.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
(continued on next page)
US: www.wardsci.com
Canada: www.wardsci.ca
1/20/2012
250-7460 v.5/12
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Ecology: Behavior – Teacher’s Guide
Kit # 3674-12
material safety data sheet
Material Safety Data Sheet
MSDS # 786.50
Section 9:
Molecular formula
Molecular weight
Specific Gravity
Vapor Density (air=1)
Melting Point
Boiling Point/Range
Vapor Pressure (20°C)
Flash Point:
Autoignition Temp.:
Page 2 of 2
Vinegar
Scholar Chemistry
Physical and Chemical Properties
Appearance
Odor
Odor Threshold
Solubility
Evaporation rate
Partition Coefficient
pH
UEL
LEL
CH3COOH.
60.05.
1.00 g/mL @ 20°C.
N/A.
N/A.
N/A.
N/A.
N/A.
N/A.
Section 10:
Stability and Reactivity
Section 11:
Toxicology Information
Section 12:
Ecological Information
Section 13:
Disposal Considerations
Section 14:
Transport Information
Clear, colorless liquid.
vinegar.
0.48 ppm.
Completely soluble in water.
N/A (Butyl acetate = 1).
N/A (log POW).
5, acidic.
N/A.
N/A.
N/A = Not available or applicable
Stability: Stable under normal conditions of use and storage. Avoid heat and ignition sources.
Incompatibility: Oxidizing agents, metals, soluble carbonates and phosphates, hydroxides, amines, and alcohols
Shelf life: Indefinite if stored properly.
Acute Symptoms/Signs of exposure: Eyes: Redness, tearing, itching, burning, damage to cornea, conjunctivitis, loss of vision.
Skin: Redness, blistering, burning, itching, tissue destruction with slow healing. Ingestion: Nausea, vomiting, burning, diarrhea,
ulceration, convulsions, shock. Inhalation: Coughing, wheezing, shortness of breath, headache, spasm, inflammation and edema
of bronchi, pneumonitis.
Chronic Effects: Repeated/prolonged skin contact may cause thickening, blackening or cracking. Repeated eye exposure may
cause corneal erosion or loss of vision.
Sensitization: none expected
Acetic acid: LD50 [oral, rat]; 3310 mg/kg; LC50 [rat]; >16000 (4 hour); LD50 Dermal [rabbit]; 1120 mg/kg
Material has not been found to be a carcinogen nor produce genetic, reproductive, or developmental effects.
Ecotoxicity (aquatic and terrestrial): Not available
Check with all applicable local, regional, and national laws and regulations. Local regulations may be more stringent than
regional or national regulations. Small amounts of this material may be suitable for sanitary sewer disposal after being
neutralized to pH 7.
DOT Shipping Name:
DOT Hazard Class:
Identification Number:
Not regulated by DOT.
Section 15:
Canada TDG:
Hazard Class:
UN Number:
Not regulated by TDG.
Regulatory Information
EINECS: Listed (200-580-7).
WHMIS Canada: Not WHMIS controlled.
TSCA: All components are listed or are exempt.
California Proposition 65: Not listed.
The product has been classified in accordance with the hazard criteria of the Controlled Products Regulations and the MSDS
contains all the information required by the Controlled Products Regulations.
Section 16:
Current Issue Date: January 20, 2012
Other Information
Disclaimer: Scholar Chemistry and Columbus Chemical Industries, Inc., (“S&C”) believes that the information herein is factual but is not intended to be all
inclusive. The information relates only to the specific material designated and does not relate to its use in combination with other materials or its use as to any
particular process. Because safety standards and regulations are subject to change and because S&C has no continuing control over the material, those
handling, storing or using the material should satisfy themselves that they have current information regarding the particular way the material is handled, stored
or used and that the same is done in accordance with federal, state and local law. S&C makes no warranty, expressed or implied, including (without
limitation) warranties with respect to the completeness or continuing accuracy of the information contained herein or with respect to fitness for any
particular use.
© 2009, Scholar Chemistry. All Rights Reserved.
©2012, Ward’s Natural Science
All Rights Reserved, Printed in the U.S.A.
1/20/2012
US: www.wardsci.com
Canada: www.wardsci.ca
250-7460 v.5/12
Page 30