Thinking About Biology: An Introductory Lab Manual, 6th Edition Solution Manual

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TEXTBOOK
GUIDE
Mimi Bres
Arnold Weisshaar
Prince George’s Community College
Sixth Edition
THINKING ABOUT
BIOLOGY
A N I N T R O D U C T O R Y L A B O R A T O R Y M A N U A L

v
TABLE OF CONTENTS
Preface iii
Exercise 1—Introduction to the Scientific Method 1
Preparation Notes 1
Materials and Supplies 1
Setup Instructions 1
Ordering Information 2
Suggestions for Specific Activities 2
Approximate Time to Complete Activities 2
Answer Key to Questions 3
Exercise 2—Windows to a Microscopic World 5
Preparation Notes 5
Materials and Supplies 5
Preparation Instructions 6
Setup Instructions 6
Ordering Information 7
Suggestions for Specific Activities 7
Approximate Time to Complete Activities 8
Answer Key to Questions 9
Exercise 3—Functions and Properties of Cells 14
Preparation Notes 14
Materials and Supplies 14
Preparation Instructions 14
Setup Instructions 15
Ordering Information 15
Suggestions for Specific Activities 15
Approximate Time to Complete Activities 15
Answer Key to Questions 16

vi
Exercise 4—Movement of Molecules Across Cell Membranes 22
Preparation Notes 22
Materials and Supplies 22
Preparation Instructions 23
Ordering Information 23
Suggestions for Specific Activities 24
Approximate Time to Complete Activities 25
Answer Key to Questions 26
Exercise 5—Investigating Cellular Respiration 30
Preparation Notes 30
Materials and Supplies 30
Preparation Instructions 31
Setup Instructions 31
Ordering Information 31
Suggestions for Specific Activities 32
Approximate Time to Complete Activities 32
Answer Key to Questions 33
Exercise 6—Photosynthesis 36
Preparation Notes 36
Materials and Supplies 36
Preparation Instructions 37
Setup Instructions 37
Ordering Information 37
Suggestions for Specific Activities 38
Approximate Time to Complete Activities 38
Answer Key to Questions 39
Exercise 7—Organic Molecules and Nutrition 42
Preparation Notes 42
Materials and Supplies 42
Preparation Instructions 43
Setup Instructions 44
Ordering Information 44
Suggestions for Specific Activities 45
Approximate Time to Complete Activities 46
Answer Key to Questions 47

vii
Exercise 8—Factors that Affect Enzyme Activity 51
Preparation Notes 51
Materials and Supplies 51
Preparation Instructions 52
Setup Instructions 52
Ordering Information 53
Suggestions for Specific Activities 53
Approximate Time to Complete Activities 53
Answer Key to Questions 54
Exercise 9—Introduction to Molecular Genetics 56
Preparation Notes 56
Materials and Supplies 56
Preparation Instructions 57
Setup Instructions 57
Ordering Information 57
Suggestions for Specific Activities 58
Approximate Time to Complete Activities 59
Answer Key to Questions 60
Exercise 10—Mitosis and Asexual Reproduction 65
Preparation Notes 65
Materials and Supplies 65
Preparation Instructions 66
Setup Instructions 66
Ordering Information 66
Suggestions for Specific Activities 66
Approximate Time to Complete Activities 67
Answer Key to Questions 68
Exercise 11—Connecting Meiosis and Genetics 72
Preparation Notes 72
Materials and Supplies 72
Preparation Instructions 73
Setup Instructions 73
Ordering Information 74
Suggestions for Specific Activities 74
Approximate Time to Complete Activities 75
Answer Key to Questions 76

viii
Exercise 12—Human Genetics 78
Preparation Notes 78
Materials and Supplies 78
Preparation Instructions 78
Setup Instructions 78
Ordering Information 78
Suggestions for Specific Activities 79
Approximate Time to Complete Activities 79
Answer Key to Questions 80
Exercise 13—Evolution 87
Preparation Notes 87
Materials and Supplies 87
Preparation Instructions 87
Setup Instructions 93
Ordering Information 93
Suggestions for Specific Activities 93
Approximate Time to Complete Activities 94
Answer Key to Questions 95
Exercise 14—Functions of Tissues and Organs 99
Preparation Notes 99
Materials and Supplies 99
Preparation Instructions 100
Setup Instructions 100
Suggestions for Specific Activities 100
Approximate Time to Complete Activities 101
Answer Key to Questions 102
Exercise 15—The Cardiovascular System 106
Preparation Notes 106
Materials and Supplies 106
Preparation Instructions 106
Setup Instructions 106
Ordering Information 107
Suggestions for Specific Activities 107
Approximate Time to Complete Activities 107
Answer Key to Questions 108

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ix
Exercise 16—Introduction to Anatomy: Dissecting the Fetal Pig 112
Preparation Notes 112
Materials and Supplies 112
Preparation Instructions 113
Setup Instructions 113
Ordering Information 113
Suggestions for Specific Activities 113
Approximate Time to Complete Activities 114
Answer Key to Questions 115
Exercise 17—Organs of the Abdominal Cavity 119
Preparation Notes 119
Materials and Supplies 119
Preparation Instructions 119
Setup Instructions 120
Ordering Information 120
Suggestions for Specific Activities 120
Approximate Time to Complete Activities 121
Answer Key to Questions 122
Exercise 18—Introduction to Forensic Biology 126
Preparation Notes 126
Materials and Supplies 126
Preparation Instructions 126
Setup Instructions 127
Ordering Information 127
Suggestions for Specific Activities 127
Approximate Time to Complete Activities 127
Answer Key to Questions 128
Exercise 19—Biotechnology: DNA Analysis 130
Preparation Notes 130
Materials and Supplies 130
Preparation Instructions 130
Setup Instructions 130
Suggestions for Specific Activities 130
Approximate Time to Complete Activities 131
Answer Key to Questions 132

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x
Exercise 20—Using Biotechnology to Assess Ecosystem Damage 136
Preparation Notes 136
Materials and Supplies 136
Preparation Instructions 137
Setup Instructions 139
Ordering Information 140
Suggestions for Specific Activities 140
Approximate Time to Complete Activities 141
Answer Key to Questions 142
Exercise 21—Ecosystems 146
Preparation Notes 146
Materials and Supplies 146
Preparation Instructions 147
Setup Instructions 147
Ordering Information 147
Suggestions for Specific Activities 147
Approximate Time to Complete Activities 148
Answer Key to Questions 149
Exercise 22—Biodiversity and Conservation 152
Preparation Notes 152
Materials and Supplies 152
Preparation Instructions 152
Setup Instructions 153
Ordering Information 153
Suggestions for Specific Activities 153
Approximate Time to Complete Activities 153
Answer Key to Questions 154
Exercise 23—Population Ecology 158
Preparation Notes 158
Materials and Supplies 158
Preparation Instructions 159
Setup Instructions 159
Ordering Information 160
Suggestions for Specific Activities 160
Approximate Time to Complete Activities 160
Answer Key to Questions 161

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1
Exercise 1—Introduction to the Scientific Method
Preparation Notes
1. Supply lists are based on a class size of 24 students. In situations where class size varies,
adjust supplies accordingly.
2. Asterisks (*) next to materials or supplies indicate a nonstandard or special order item.
Specific details for obtaining these items can be found in the “Ordering Information”
section for each exercise.
3. The times listed to complete activities are conservative estimates of the time required.
In our community college classes (with three hours of lab per week), we’re usually able to
complete all the activities in an exercise and still have time for short quizzes, introductory
remarks, and summarizing important concepts at the end of the class period.
Materials and Supplies
Equipment Quantity
rulers, 6-inch, transparent 24
sampling cups 96
plastic jars or paper cups, approximate 6 oz volume 24
tray large enough to hold the 24 cups 1
Chemicals
1 molar sodium carbonate (Na2CO3) solution 1.5 liters
dropper bottles, distilled water 12
dropper bottles, phenolphthalein indicator 12
Setup Instructions
1. Activity 4: The students shouldn’t know which of the 24 cups of liquid is “infected” with HIV.
Therefore, you should fill the cups ahead of time and place them on a tray.
All the cups should be pre-filled except for the “infected” cup. A container that contains the
sodium carbonate solution should be available in the classroom for the instructor to fill one cup
at the last minute.
Note: If you want to know who patient “zero” is for your class discussion, pay attention to
whom you give the “infected” cup.

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2
2. No special setup is needed for other equipment or supplies. Items should be placed in the
classroom in convenient locations for easy access by students.
Ordering Information (*)
1. Sampling cups: clear plastic souffle cup, 2 ounce, Solo Cup Company Inc. Available from
http://acemart.com or other Internet sources.
Suggestions for Specific Activities
This exercise is designed to introduce students to the scientific method, its steps, and its uses.
Suggestions for various hypotheses are given to students in the exercise, and they’re asked to think
of others on their own. Even though they’ll probably ask you for suggestions, try to let the students
think for themselves, and they’ll develop the skills to fulfill the objectives for this exercise.
Collaborative learning is an important focus of the laboratory experience and is carried throughout all
the exercises in this manual. Ask your students to introduce themselves to one another so that they can
begin to establish working relationships for the semester. Activity 4 provides an excellent opportunity
for students to mix and interact on the first day.
The laboratory is a good place for students to make study group connections for cooperative
assignments and test preparation. Beginning with the first week of laboratory, students are
encouraged (and often required) to work cooperatively in small groups. In addition, students should be
encouraged to walk around the room and see what other laboratory groups are doing. Many exercises
in this manual require sharing of data with the entire class.
1. Activity 4: If the class has an uneven number of students, the instructor should participate in the
exchange process. The infection pattern will follow exponential growth. After the first exchange,
two students will be infected, then four, eight, and so on. By the end of the fifth exchange, the
entire class should be infected.
Note: It’s helpful to emphasize the instructions for the exchanges, especially that students should
do only one exchange at a time and then wait for your instructions before exchanging again.
Approximate Time to Complete Activities
Because there are wide variations in the frequency and time allotted for laboratory periods in various
schools, these time estimates are provided as a guide to help you schedule the activities included in
these exercises.
Activity 1 15 minutes
Activities 2 and 3 30 minutes
Activities 4 and 5 70 minutes
Activity 6 25 minutes

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3
Answer Key to Questions
Activity 1
Sample chemistry experiment hypotheses (Table 1-1)
The roommate didn’t copy the formula correctly.
The chemicals were contaminated, out of date, mixed improperly.
You didn’t follow the directions properly.
The instructor presented the formula incorrectly.
Activity 2
Comprehension Check
1. You need a control group to compare with your experimental group (to see if observed changes
were caused by the one factor that differs between the two groups).
2. To control the variables that can exist within an experiment, and that can make it hard to inter-
pret your results.
3. You would use larger groups to decrease the effect of individual variability on the experimental re-
sults. You might also wish to conduct your experiment for a longer period of time, for example, the
entire growing season. You might experiment with different levels of fertilizer application to deter-
mine the optimal concentration. You might repeat the experiments with other species of plants.
Activity 3
Comprehension Check
1. Yes. The experimental group grew taller. Plants from the experimental group gained an average
of 45 cm in height, while plants from the control group only gained, on average, 21 cm in height.
2. Yes. Fertilizer did make a significant difference in height compared to the group without fertilizer.
3. Individual plants differ in their growth patterns due to genetic variability. If we used only one
plant from each group, we would have no way of knowing if we were comparing a “naturally tall”
plant with one that was just “naturally shorter.” Therefore, the larger the group we compare, the
more confidence we’ll have that our conclusions are accurate and supported by real evidence.
Activity 4
13. Table 1-4: Individual results will vary, but most students will be infected at some time before
the end of the activity.

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4
14. Table 1-5: Survey results will vary, but in general, the number of infected students will increase
with each fluid exchange.
15. The phenolphthalein indicator test was performed on the distilled water to ensure that no false
positives would occur and that the indicator was reliable to use in the experiment.
16. The control.
Activity 5
Comprehension Check
1. Check for correct graphing procedures in Figure 1-4.
2. With each exchange, the number of infected students increased. By the end of the experiment,
the entire class was probably infected.
3. Sexual exchanges are less frequent, people might not have as many partners, some people prac-
tice abstinence, many people practice safe sex and use condoms to prevent the spread of disease,
diseases may have longer incubation periods.
4. Use of condoms during sexual activity, decrease number of partners, public education about
sexually transmitted diseases, and safe sex practices.
Activity 6
1. The range of scores is 72 (97–25).
2. No. The median score was 83 and your score was only 80.
3. No. The mean was only 72, but the modal score was 87. In general, the larger the range, the less
informative the mean will be.
4. You’ll want the following statistical information:
• How many women were evaluated?
• What was the modal weight loss for the group?
• What was the median weight loss?
• What was the range?
You’ll also want additional information not related directly to statistics but important for the
validity of the experiment. For example:
• Was there a control group in this experiment?
• How were the women selected?
• What was the daily activity level?

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5
Exercise 2—Windows to a Microscopic World
Preparation Notes
1. Supply lists are based on a class size of 24 students. In situations where class size varies,
adjust supplies accordingly.
2. Asterisks (*) next to materials or supplies indicate a nonstandard or special order item.
Specific details for obtaining these items can be found in the “Ordering Information”
section for each exercise.
3. The times listed to complete activities are conservative estimates of the time required.
In our community college classes (with three hours of lab per week), we’re usually able to
complete all the activities in an exercise and still have time for short quizzes, introductory
remarks, and summarizing important concepts at the end of the class period.
Materials and Supplies
Equipment Quantity
dissecting microscopes 12
compound microscopes 24
glass stacking dishes, medium (*) 14
disposable pipettes 14
blank microscope slides 1 box
blank depression microscope slides 1 box
microscope cover slips 1 box
lens paper booklets 8
blunt metal probes 14
squirt bottles (*) 8
long gripping tongs (*) 1
Living Materials Quantity
large brown planaria (*) 16
daphnia (*) 50
snails (*) 9
aquarium with fish, snails, and algae 1
box of slides with algal colonies 1

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6
Chemicals Quantity
dropper bottles, iodine or methylene blue 16
dropper bottles, physiological saline 16
dropper bottles, methyl cellulose (*) 8
squirt bottles, pond water 8
Microscope Slides, Prepared Quantity
letter “e” with large letter e (*) 25
Miscellaneous Supplies Quantity
individually wrapped toothpicks (*) 25
clean, shiny pennies of the new design
(showing a shield and scroll on the back)
12
aquarium tank 1
Preparation Instructions
1. Activity 6: Mix up the stock solutions and place them in the appropriate containers.
2. Activity 7: Set up a filtered aquarium with fish, aquatic plants, and snails. Fish are needed for
nutrient cycling to the algae and provide a nice atmosphere in the classroom.
Cover the bottom of the tank with gravel. An undergravel filter works best, but a side-mounted filter is
adequate for a small number of organisms.
To maximize algal growth, the tank should have an overhead light or be placed near a window. Algae growth
is best if aquaria are set up with the glass slides at least 60 days before they’ll be needed in the classroom.
Arrange open boxes containing blank microscope slides on the gravel across the bottom of the tank. In
the boxes, slides should not be stacked and should be arranged for maximal light exposure.
The slides will eventually develop a colony of algae and various pond organisms. These slides will be
removed during Activity 7 and examined by the students.
Covered, portable plastic aquaria are available and work quite well for use at satellite locations. Fish,
snails, and slide boxes covered with algae can be easily transferred from permanent aquaria for use at
other locations.
Setup Instructions
1. No special setup is needed for most activities. Items should be placed in the classroom in
convenient locations for easy access by students.

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7
2. Activities 2 and 6: Rotate the jars of planaria and daphnia between sections so stressed animals
can recover.
Metal probes must be thoroughly cleaned before use with living material.
3. Activity 7: Place the long tongs next to the aquarium for easy removal of slide boxes.
Ordering Information (*)
1. Long tongs—Fisher, 21 inches long
2. Large brown planaria—Wards
3. Daphnia magna—Wards
4. Mystery snails—Wards
5. Letter “e” slides—Triarch, Fisher Scientific
6. Methyl cellulose (ProtoSlo® )—Carolina Biological
7. Aquarium, covered, portable—Carolina Biological
8. Glass stacking dishes, medium—Carolina Biological, 4 1/2 inches diameter
9. Squirt bottles—Fisher, 500 ml
10. Aquarium starter kit—Carolina Biological, 20 gallons
Suggestions for Specific Activities
1. Activity 2: Planaria observations
When placing the planaria in the glass dish for viewing, try to keep the pond water concentrated
in the center of the dish. When liquid is concentrated in the center, it prevents the planaria from
moving up the sides of the petri plate.
When viewing planaria, experiment with light from different directions and various illumination
levels to get a good view of various body parts. Start on low power and zoom up for a closer look.
Don’t stain living material. This will kill the organisms.
Planaria should be returned to the stock container when Activity 2 has been completed. If
planaria are left on the microscope stage with the light on for too long, they’ll overheat and die.

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8
2. Activity 6: Cheek cell wet mount
Cheek cells on the unstained slide can be viewed only in very dim light. Students frequently
think that there are no cells on their slide, but usually a scraping yields many cells for
observation.
3. Activity 6: Daphnia observations
The daphnia will be viewed with depression slides. The depression slides should be kept
separate from the other blank slides. For easier cleanup, ask your students to return the slides to
the appropriate box.
When using a depression slide, a cover slip isn’t necessary. If a student should lower the lens
into the water, ask him or her to dry it thoroughly with lens paper.
A small drop of methyl cellulose (ProtoSlo®
) is helpful to slow the daphnia’s movements and
make observations easier.
If you have the ability to project from a dissecting microscope onto a screen in the classroom,
that’s really helpful. If you have computer access in the classroom, there are several excellent
YouTube websites of daphnia viewed through the microscope, even some of the daphnia
giving birth.
4. Activity 7: Aquarium experiment
In the aquaria, you will place plastic boxes of microscope slides (see Preparation Instructions).
Because it’s impractical to have everyone stick an arm into the tank and scrape the glass wall,
these will substitute.
Use the long tongs to carefully lift a plastic slide box out of the tank. Each group can have a
slide. Dry off the back side of the slide (the side with least algal growth) before placing it on the
microscope stage.
If a video microscope is available, the entire class can view an exceptionally good slide.
Aquarium slides can be viewed with both the dissecting and compound microscopes for
comparison.
To avoid potential contamination issues, don’t replace slides in the aquarium after they’ve
been viewed on the microscope.
Approximate Time to Complete Activities
Activities 1 and 2 45 minutes
Activities 3 and 5 45 minutes
Activity 6 30 minutes
Activity 7 30 minutes

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