GLENCOE SCIENCE PRE-AP SERIES Biology Pre-AP Lab Manual Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database retrieval system, without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-869730-1 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04 CCoonntteennttss To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv Laboratory and Safety Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v Safety Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi Lab 1 Measuring Diffusion Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Lab 2 Normal and Plasmolyzed Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Lab 3 Extracellular Enzymes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Lab 4 How does the environment affect mitosis? . . . . . . . . . . . . . . . . . . .9 Lab 5 Observation of Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Lab 6 Influencing the Rate of Photosynthesis . . . . . . . . . . . . . . . . . . . . . .15 Lab 7 Chloroplast Pigment Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Lab 8 Factors Influencing the Rate of Yeast Respiration . . . . . . . . . . .23 Lab 9 How can genetically engineered plants be multiplied? . . . . . .28 nies, Inc. Lab 10 Making Test Crosses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 pa m Co Lab 11 How is camouflage an adaptive advantage? . . . . . . . . . . . . . . . .35 Hill w- Gra Lab 12 Biochemical Evidence for Evolution . . . . . . . . . . . . . . . . . . . . . . . . .39 Mc he T n of Lab 13 Transpiration in Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 o divisi Hill, a Lab 14 The Human Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 w- McGra Lab 15 Earthworm Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 oe/ nc Gle Lab 16 Field Studies of a Freshwater Ecosystem . . . . . . . . . . . . . . . . . . .59 © ht g opyri Lab 17 Testing Water Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 C Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Contents iii To the Student How to Use This Laboratory Manual 5. Data and Analysis—This section includes tables Working in the laboratory throughout the course of and space to record data and observations. In this the year can be an enjoyable part of your biology expe- section, you also draw conclusions about the rience. Biology Pre-AP Lab Manualprovides you results of the activity just completed. with a variety of activities on a range of topics. The laboratory activities are designed to fulfill the follow- Pre-AP ing purposes: The activities in this lab manual will help you • to stimulate your interest in science in general prepare for an AP biology course by: and especially in biology • teaching you to draw inferences • to reinforce important concepts studied in your • teaching you the six levels of questioning: textbook knowledge recall, comprehension, application, • to allow you to verify some of the scientific infor- analysis, synthesis, and evaluation mation learned during your biology course • helping you to implement the yes–but strategy for • to allow you to discover for yourself biological analyzing an argument concepts and ideas not necessarily covered in class • helping you to synthesize perspectives from or in the textbook readings different points of view • to acquaint you with a variety of modern tools and techniques used by today’s biological scientists Safety • to develop the skills and concepts you need for AP In addition to the activities, this laboratory manual courses has information on safety that includes first aid and a Most importantly, the laboratory activities will give safety symbol chart. Read the section on safety now. you firsthand experience in how a scientist works. Safety in the laboratory is your responsibility. In the activities in this manual, you will be Working in the laboratory can be a safe and fun presented with a problem. Then, through use of learning experience. By using Biology Pre-AP Lab controlled scientific methods, you will seek answers. Manual,you will find biology both understandable Your conclusions will be based on your experimental and exciting. Have a good year! observations alone or on those made by the entire class, recorded data, and your interpretation of what the data and observations mean. nc. The general format of the activities in Biology nies, I Pre-AP Lab Manualis listed below. Understanding pa m o the purpose of each of these parts will help make C your laboratory experiences easier. Hill w- 1. Introduction—The introductory paragraphs give Gra Mc you background information needed to under- he stand the activity. of T n 2. Owexhbpajeetc cwtteiidvll e obsfe— y doTounh.ee ilnis tt hoef oacbtjievcittiyv easn dis wa hgauti dwei ltlo be Hill, a divisio w- 3. Materials—The materials section lists the sup- Gra plies you will need to complete the activity. Mc oe/ 4. Procedure—The procedure gives you step-by-step nc Gle instructions for carrying out the activity. Many © steps have safety precautions. Be sure to read these ht g statements and obey them for your own and your pyri o C classmates’ protection. Unless told to do otherwise, you are expected to complete all parts of each assigned activity. Important information needed for the procedure but that is not an actual procedural step also is found in this section. iv To the Student LLaabboorraattoorryy MMaannuuaall Laboratory and Safety Guidelines Emergencies • Inform the teacher immediately of anymishap—fire, injury, glassware breakage, chemical spills, and so forth. • Know the location of the fire extinguisher, safety shower, eyewash, fire blanket, and first aid kit. Know how to use this equipment. • If chemicals come into contact with your eyes or skin, flush with large quantities of water and notify your teacher immediately. Preventing Accidents • Do NOT wear clothing that is loose enough to catch on anything. Do NOT wear sandals or open-toed shoes. Remove loose jewelry—chains or bracelets—while doing lab work. • Wear protective safety gloves, goggles, and aprons as instructed. • Always wear safety goggles (not glasses) in the laboratory. • Wear goggles throughout the entire activity, cleanup, and handwashing. • Keep your hands away from your face while working in the laboratory. • Remove synthetic fingernails before working in the lab (these are highly flammable). • Do NOT use hair spray, mousse, or other flammable hair products just before or during laboratory work where an open flame is used (they can ignite easily). • Tie back long hair and loose clothing to keep them away from flames and equipment. • Eating, drinking, chewing gum, applying makeup, and smoking are prohibited in the laboratory. • Do NOT inhale vapors or taste, touch, or smell any chemical or substance unless instructed to do so by your teacher. Working in the Laboratory • Study all instructions before you begin a laboratory or field activity. Ask questions if you do not understand nc. panies, I • aWnyo rpka Ort NofL tYh eo nac aticvtiitvyi.ties assigned by your teacher. NEVER work alone in the laboratory. m Co • Do NOT substitute other chemicals or substances for those listed in your activity. Hill • Do NOT begin any activity until directed to do so by your teacher. w- Gra • Do NOT handle any equipment without specific permission. he Mc • Remain in your own work area unless given permission by your teacher to leave it. of T • Do NOT point heated containers—test tubes, flasks, and so forth—at yourself or anyone else. Hill, a division •• DStoay N oOutT o ft asktoe raangye maraetaesr uianlsle osrs ychoeum aricea ilns soturut cotfe dth teo cblaes tshroeorem a.nd are supervised by your teacher. Graw- Laboratory Cleanup Mc oe/ • Keep work, lab, and balance areas clean, limiting the amount of easily ignitable materials. nc Gle • Turn off all burners, water faucets, probeware, and calculators before leaving the lab. ht © • Carefully dispose of waste materials as instructed by your teacher. g pyri • With your goggles on, wash your hands thoroughly with soap and warm water after each activity. o C Laboratory and Safety Guidelines v SSaaffeettyy SSyymmbboollss Safety Symbols The Biology Pre-AP Lab Manualprogram uses several safety symbols to alert you to possible laboratory dangers. These safety symbols are explained below. Be sure that you understand each symbol before you begin a lab activity. SAFETY SYMBOLS HAZARD EXAMPLES PRECAUTION REMEDY Special disposal proce- certain chemicals, Do not dispose of Dispose of wastes as DISPOSAL dures need to be fol- living organisms these materials in the directed by your lowed. sink or trash can. teacher. Organisms or other bacteria,fungi,blood, Avoid skin contact with Notify your teacher if BIOLOGICAL biological materials unpreserved tissues, these materials.Wear you suspect contact that might be harmful plant materials mask or gloves. with material.Wash to humans hands thoroughly. EXTREME Objects that can burn boiling liquids,hot Use proper protection Go to your teacher for skin by being too cold plates,dry ice,liquid when handling. first aid. TEMPERATURE or too hot nitrogen SHARP Use of tools or glass- razor blades,pins, Practice common-sense Go to your teacher for ware that can easily scalpels,pointed tools, behavior and follow first aid. OBJECT puncture or slice skin dissecting probes,bro- guidelines for use of ken glass the tool. Possible danger to res- ammonia,acetone, Make sure there is Leave foul area and FUME piratory tract from nail polish remover, good ventilation.Never notify your teacher fumes heated sulfur,moth smell fumes directly. immediately. balls Wear a mask. Possible danger from improper grounding, Double-check setup Do not attempt to fix ELECTRICAL electrical shock or burn liquid spills,short with teacher.Check electrical problems. circuits,exposed wires condition of wires and Notify your teacher apparatus. immediately. Substances that can pollen,moth balls, Wear dust mask and Go to your teacher for IRRITANT irritate the skin or steel wool,fiber glass, gloves.Practice extra first aid. nc. mthuec roeussp imraetomrby rtarnaecst of pgoantaastseium perman- cthaeres ew mhaente hriaanlsd.ling panies, I m o C CHEMICAL Chemicals that can bleaches such as Wear goggles,gloves, Immediately flush the Hill react with and destroy hydrogen peroxide; and an apron. affected area with w- tissue and other mate- acids such as sulfuric water and notify your Gra rials acid,hydrochloric acid; teacher. Mc bases such as ammo- he T nia,sodium hydroxide of n o TOXIC Ssinouhnbaosltueasdn ,icfoe tr o msuwacyah leblodew, peodi- mcpooemirncpsueortuyt,niamd spa,lnaioyn dtm inpeeat,ratls Finosltloruwc tyioonusr. teacher’s AtGhloow rtaooyu syg owhulayr s tahef athecarh neudrss ef.or Hill, a divisi first aid. w- Gra OPEN Open flame may ignite alcohol,kerosene, Tie back hair.Avoid wear- Notify your teacher Mc FLAME flammable chemicals, potassium perman- ing loose clothing.Avoid immediately.Use fire ncoe/ loose clothing,or hair ganate,hair,clothing open flames when using safety equipment if Gle flammable chemicals.Be applicable. © aware of locations of fire ght safety equipment. pyri o C Eye Safety Clothing Animal Safety Handwashing Proper eye protection Protection This symbol appears After the lab,wash should be worn at all This symbol appears when safety of ani- hands with soap and times by anyone per- when substances mals and students water before removing forming or observing could stain or burn must be ensured. goggles. science activities. clothing. vi Safety Symbols Name Date Class LLaabb 1 PPrree--AAPP Measuring Diffusion Rates The cell membrane determines what substances can diffuse into a cell. This characteristic of a cell membrane is called permeability. Many cells are semipermeable. Some substances can pass through the cell membrane, but others cannot. A certain substance, potassium per- manganate, can pass through a cell membrane. However, its diffusion into a cell is influenced by its concentration and the time allowed for diffusion. OOBBJJEECCTTIIVVEESS In this investigation, you will determine the effect of time and concentration on the diffusion of potassium permanganate into potato cubes. MMAATTEERRIIAALLSS beaker (100-mL) 5% potassium permanganate solution wax pencil 1% potassium permanganate solution potato 0.1% potassium permanganate solution razor blade (single-edge) forceps small beakers (4) metric ruler clock or watch with second hand water nc. nies, I PPRROOCCEEDDUURREE pa m o Hill C Part A: Influence of Time on Diffusion 3. With forceps, remove one cube from the solution w- 1. With a razor blade, cut five cubes from a potato. every ten minutes. Gra Mc Each cube should measure 1 cm on each side. The 2. Place four of the five cubes into a small beaker Figure 2 n of half filled with 5% potassium permanganate solu- o divisi tion (Figure 1). Note the exact time the cubes are Hill, a added to the solution. w- Gra Figure 1 Mc oe/ nc Gle © ht g pyri Co 5% potassium permanganate 4. Slice each cube open with a razor blade (Figure 2). CAUTION:Slice away from fingers to avoid potato cubes cuts.Carefully dry the razor blade before slicing each cube. Measure the distance in millimeters that the solution has diffused into each potato Measuring Diffusion Rates 1 Name Date Class LLaabb 1 Measuring Diffusion Rates PPRROOCCEEDDUURREE continued cube. Distances that you measure may not be Figure 3 very large. 5. Record the distance and total time in the solution for each cube in Table 1. 6. Slice open the cube that was not added to the solution. This cube will be your “control.” Consider it as the zero minutes cube (Cube 1) in the table. 5% Part B: Influence of the Chemical Concentration on Diffusion 1. Pour equal amounts of the following liquids into 1% separate beakers: 5% potassium permanganate solution 1% potassium permanganate solution 0.1% 0.1% potassium permanganate solution Label each beaker as to the strength of liquid being used—5%, 1%, or 0.1%. Record the con- centrations in Table 2. 2. Cut three potato cubes each measuring about 1 cm on a side. 3. Place one potato cube into each beaker (Figure 3). Note the exact time the cubes are nc. added to the solutions. nies, I pa 4. After 40 minutes, use forceps to remove each m o C potato cube from its solution. Hill 5. Slice each cube in half with a razor blade. Graw- Carefully dry the blade before slicing each cube. Mc he 6. Measure the distance in millimeters that the T of potassium permanganate solution has diffused n o into each cube. divisi 7. Record the distances in Table 2. Hill, a w- Gra Mc oe/ nc Gle © ht g pyri o C 2 Lab 1 Name Date Class LLaabb 1 Measuring Diffusion Rates DDAATTAA AANNDD AANNAALLYYSSIISS Table 1 Potato Cubes in Solutions for Different Lengths of Time Cube Time in Solution (min) Distance of Diffusion (mm) 1 0 2 10 3 20 4 30 5 40 Table 2 Potato Cubes in Solutions of Different Concentrations Cube Concentration of Chemical Distance of Diffusion (mm) 1 2 3 1. Diffusion results in the movement of chemicals (a) the iodine molecules? through a permeable cell membrane from areas nies, Inc. olofw h iagmh oaumnot uonrt c oorn ccoenntcreantitorant.ion toward areas of (b) the starch molecules? pa m Co (a) At the start, was iodine in high or low con- Hill centration outside of the bag? w- 3. On a separate sheet of paper, write a paragraph Gra which summarizes Part B of this investigation. Mc he Include (a) the purpose of Part B, (b) your inves- T of tigation findings, and (c) how the length of time n o (b) At the start, was iodine in high or low con- in the solution Q influences the amount of diffu- divisi centration inside the bag? sion. Use specific values from Table 1 to support Hill, a your statements. w- McGra (c) Did iodine move by diffusion? 4. Owhni cah s esupmarmatear sihzeese tP oafr tp Cap. eIrn, cwlurditee (aa )p tahraeg pruapr-h oe/ pose of Part C, (b) your investigation findings, nc Gle and (c) how the concentration of a solution influ- © 2. Some scientists believe that membranes contain ght very small pores. Pore size may determine why ences the amount of diffusion. Use specific values opyri some chemicals can or cannot pass through a cell from Table 2 to support your statements. C membrane. How might the size of the membrane pore compare to the size of. Measuring Diffusion Rates 3 Name Date Class LLaabb 2 PPrree--AAPP Normal and Plasmolyzed Cells Diffusion of water molecules across a cell’s outer membrane from areas of high water con- centration to areas of lowwater concentration is called osmosis. This movement of water may be harmful to cells. It can result in cell water loss (plasmolysis) when living cells are placed into an environment where the water concentration inside the cell is higher than outside the cell. However, most cells live in an environment where movement of water in and out of the cell is about equal. Therefore, there are no harmful effects to the cell. OOBBJJEECCTTIIVVEESS In this investigation you will • observe the normal appearance of Elodeacells in tap water. • prepare a wet mount of an Elodealeaf in tap water and a wet mount of an Elodealeaf in salt water for • compare normal cells in tap water to plasmolyzed microscopic observation. cells in salt water. • observe and diagram celts of both wet mounts. MMAATTEERRIIAALLSS microscope dropper microscope slide water coverslips 6% salt solution Elodea(water plant) forceps nies, Inc. pa PPRROOCCEEDDUURREE om C Hill 1.Prepare a wet mount of two Elodealeaves as fol- 4. Place one Elodealeaf in the water on each side of w- lows. Use Figure 1 as a guide. the slide. McGra 2. Put two or three drops of tap water on the left 5. Add coverslips to both leaves. NOTE: Make sure he T side of the slide. that the two liquids on the slide do not run n of o 3. Put two or three drops of 6% salt water on the together. If they do, discard leaves and start over divisi right side of the slide. using fewer drops of liquid. Hill, a 6. Wait two or three minutes. Observe each leaf w- 2 to 3 drops under both low and high powers. To observe Gra tap water 62% t osa 3lt d wroaptesr bacortohs sle tahvee sm, sicimropslcyo pmeo svtea gthe.e slide back and forth ncoe/Mc Gle 7. Carefully observe the location of chloroplasts in © ht relation to the cell wall of both leaves. g pyri 8. Diagram in the space provided under Data and Co Analysis a single cell from each side.Label the cell wall, cell membrane,and chloroplastsin both cells. Figure 1 (Be careful—can you see the cell membrane in Elodea leaves both cells or only in one?) 4 Lab 2