Instructor
Manual
, CONTENTS
Lab Topic 1 SCIENTIFIC INVESTIGATION 1
Lab Topic 2 MICROSCOPES AND CELLS 6
Lab Topic 3 DIFFUSION AND OSMOSIS 12
Lab Topic 4 ENZYMES 20
Lab Topic 5 CELLULAR RESPIRATION AND FERMENTATION 27
Lab Topic 6 PHOTOSYNTHESIS 40
Lab Topic 7 MITOSIS AND MEIOSIS 47
Lab Topic 8 MENDELIAN GENETICS I: FAST PLANTS 53
Lab Topic 9 MENDELIAN GENETICS II: DROSOPHILA 60
Lab Topic 10 MOLECULAR BIOLOGY 73
Lab Topic 11 POPULATION GENETICS I: THE HARDY-WEINBERG
THEOREM 81
Lab Topic 12 BACTERIOLOGY 84
Lab Topic 13 PROTISTS 95
Lab Topic 14 PLANT DIVERSITY I: BRYOPHYTES (NONVASCULAR
PLANTS) AND SEEDLESS VASCULAR PLANTS 103
Lab Topic 15 PLANT DIVERSITY II: SEED PLANTS 107
Lab Topic 16 BIOINFORMATICS: MOLECULAR PHYLOGENY OF PLANTS 112
Lab Topic 17 THE KINGDOM FUNGI 114
Lab Topic 18 ANIMAL DIVERSITY I: PORIFERA, CNIDARIA,
PLATYHELMINTHES, MOLLUSCA, AND ANNELIDA 120
Lab Topic 19 ANIMAL DIVERSITY II: NEMATODA, ARTHROPODA,
ECHINODERMATA, CHORDATA 124
Lab Topic 20 PLANT ANATOMY 127
Lab Topic 21 PLANT GROWTH 132
Lab Topic 22 VERTEBRATE ANATOMY I: THE SKIN
AND DIGESTIVE SYSTEM 142
Lab Topic 23 VERTEBRATE ANATOMY II: THE CIRCULATORY
AND RESPIRATORY SYSTEMS 145
iii
,iv Contents
Lab Topic 24 VERTEBRATE ANATOMY III: THE EXCRETORY,
REPRODUCTIVE, AND NERVOUS SYSTEMS 147
Lab Topic 25 ANIMAL DEVELOPMENT 150
Lab Topic 26 ANIMAL BEHAVIOR 159
Lab Topic 27 ECOLOGY I: TERRESTRIAL ECOLOGY 165
Lab Topic 28 ECOLOGY II: COMPUTER SIMULATIONS
OF A POND ECOSYSTEM 173
Appendix VENDOR ADDRESSES 175
, LAB TOPIC 1
Scientific Investigation
The first lab topic in Investigating Biology allows students to review and practice funda-
mental components of the scientific process. We find this topic is important, even for
those students who have had advanced biology classes in high school. The lab topic
introduces, defines, and illustrates the vocabulary used when designing experiments,
and will clarify any student misinformation. Instructors will appreciate that the lab topic
requires minimal preparation for the first hectic week of the laboratory program.
This lab topic features the research of Jacobus de Roode of the Biology Department of
Emory University as a model of investigative process. Since the last edition of the labora-
tory manual, interest in Dr. de Roode’s research has increased significantly and has been
featured in TED Talk, “How Butterflies Self-Medicate,” Jaap de Roode: https://www.ted.
com/talks/jaap_de_roode_how_butterflies_self_medicate. In the 9th edition we again
use the step test used in the 8th edition for Exercise 1.3, Designing an Experiment. In this
exercise, students record and process data as they measure cardiovascular fitness. As in
past editions, our goals for this exercise are met as students are immediately engaged
in the scientific process as they design and perform an experiment using themselves as
the subjects. After being introduced to scientific design in Exercises 1.1 and 1.2, students
design their own experiment in Exercise 1.3 and use data generated from this experi-
ment to practice analyzing data using tables and graphs.
Throughout the year, students will practice the concepts learned in this lab topic.
Therefore, we suggest that you give instructions in scientific speaking and writing as
well as experimentation. Learning about scientific writing may be accomplished in a
stepwise fashion by assigning one writing activity or one section of a scientific paper
for experiments performed throughout the semester. For this first lab, we suggest that
you give an assignment requiring that students create a graph using some computer
program (we use Excel). Use data from the experiment performed in lab, or some
experiment with data that you create and hand out to the students.
Note that, throughout the laboratory manual, instructors and students can down-
load tables used in lab topics in Excel format. Go to www.masteringbiology.com.
Students select Study Area, Lab Media, Investigating Biology Lab Data Tables, 9th
edition. Instructors may find the tables in Instructor Resources, Instructor Home,
Instructor Guides for Supplements, and then Data Tables from Investigating Biology
Lab Manual, 9e.
Grading writing assignments fairly and uniformly can be difficult, particularly if you
have multiple lab sections with multiple teaching assistants. We have found that having
a grading rubric for each assignment helps ensure that all papers are graded thought-
fully and equitably. At the end of the preparation instructions for this lab topic, we have
included a suggested rubric for grading a complete scientific paper. You may use this
for partial assignments or for grading entire papers. We give a copy of this rubric to
students to use as they check over their papers, and we have an additional form that is
1
Manual
, CONTENTS
Lab Topic 1 SCIENTIFIC INVESTIGATION 1
Lab Topic 2 MICROSCOPES AND CELLS 6
Lab Topic 3 DIFFUSION AND OSMOSIS 12
Lab Topic 4 ENZYMES 20
Lab Topic 5 CELLULAR RESPIRATION AND FERMENTATION 27
Lab Topic 6 PHOTOSYNTHESIS 40
Lab Topic 7 MITOSIS AND MEIOSIS 47
Lab Topic 8 MENDELIAN GENETICS I: FAST PLANTS 53
Lab Topic 9 MENDELIAN GENETICS II: DROSOPHILA 60
Lab Topic 10 MOLECULAR BIOLOGY 73
Lab Topic 11 POPULATION GENETICS I: THE HARDY-WEINBERG
THEOREM 81
Lab Topic 12 BACTERIOLOGY 84
Lab Topic 13 PROTISTS 95
Lab Topic 14 PLANT DIVERSITY I: BRYOPHYTES (NONVASCULAR
PLANTS) AND SEEDLESS VASCULAR PLANTS 103
Lab Topic 15 PLANT DIVERSITY II: SEED PLANTS 107
Lab Topic 16 BIOINFORMATICS: MOLECULAR PHYLOGENY OF PLANTS 112
Lab Topic 17 THE KINGDOM FUNGI 114
Lab Topic 18 ANIMAL DIVERSITY I: PORIFERA, CNIDARIA,
PLATYHELMINTHES, MOLLUSCA, AND ANNELIDA 120
Lab Topic 19 ANIMAL DIVERSITY II: NEMATODA, ARTHROPODA,
ECHINODERMATA, CHORDATA 124
Lab Topic 20 PLANT ANATOMY 127
Lab Topic 21 PLANT GROWTH 132
Lab Topic 22 VERTEBRATE ANATOMY I: THE SKIN
AND DIGESTIVE SYSTEM 142
Lab Topic 23 VERTEBRATE ANATOMY II: THE CIRCULATORY
AND RESPIRATORY SYSTEMS 145
iii
,iv Contents
Lab Topic 24 VERTEBRATE ANATOMY III: THE EXCRETORY,
REPRODUCTIVE, AND NERVOUS SYSTEMS 147
Lab Topic 25 ANIMAL DEVELOPMENT 150
Lab Topic 26 ANIMAL BEHAVIOR 159
Lab Topic 27 ECOLOGY I: TERRESTRIAL ECOLOGY 165
Lab Topic 28 ECOLOGY II: COMPUTER SIMULATIONS
OF A POND ECOSYSTEM 173
Appendix VENDOR ADDRESSES 175
, LAB TOPIC 1
Scientific Investigation
The first lab topic in Investigating Biology allows students to review and practice funda-
mental components of the scientific process. We find this topic is important, even for
those students who have had advanced biology classes in high school. The lab topic
introduces, defines, and illustrates the vocabulary used when designing experiments,
and will clarify any student misinformation. Instructors will appreciate that the lab topic
requires minimal preparation for the first hectic week of the laboratory program.
This lab topic features the research of Jacobus de Roode of the Biology Department of
Emory University as a model of investigative process. Since the last edition of the labora-
tory manual, interest in Dr. de Roode’s research has increased significantly and has been
featured in TED Talk, “How Butterflies Self-Medicate,” Jaap de Roode: https://www.ted.
com/talks/jaap_de_roode_how_butterflies_self_medicate. In the 9th edition we again
use the step test used in the 8th edition for Exercise 1.3, Designing an Experiment. In this
exercise, students record and process data as they measure cardiovascular fitness. As in
past editions, our goals for this exercise are met as students are immediately engaged
in the scientific process as they design and perform an experiment using themselves as
the subjects. After being introduced to scientific design in Exercises 1.1 and 1.2, students
design their own experiment in Exercise 1.3 and use data generated from this experi-
ment to practice analyzing data using tables and graphs.
Throughout the year, students will practice the concepts learned in this lab topic.
Therefore, we suggest that you give instructions in scientific speaking and writing as
well as experimentation. Learning about scientific writing may be accomplished in a
stepwise fashion by assigning one writing activity or one section of a scientific paper
for experiments performed throughout the semester. For this first lab, we suggest that
you give an assignment requiring that students create a graph using some computer
program (we use Excel). Use data from the experiment performed in lab, or some
experiment with data that you create and hand out to the students.
Note that, throughout the laboratory manual, instructors and students can down-
load tables used in lab topics in Excel format. Go to www.masteringbiology.com.
Students select Study Area, Lab Media, Investigating Biology Lab Data Tables, 9th
edition. Instructors may find the tables in Instructor Resources, Instructor Home,
Instructor Guides for Supplements, and then Data Tables from Investigating Biology
Lab Manual, 9e.
Grading writing assignments fairly and uniformly can be difficult, particularly if you
have multiple lab sections with multiple teaching assistants. We have found that having
a grading rubric for each assignment helps ensure that all papers are graded thought-
fully and equitably. At the end of the preparation instructions for this lab topic, we have
included a suggested rubric for grading a complete scientific paper. You may use this
for partial assignments or for grading entire papers. We give a copy of this rubric to
students to use as they check over their papers, and we have an additional form that is
1
