50-0364-bk-01-labmanual

BiologyLabPaq / Published by: Hands-On Labs, Inc.

[email protected] / www.LabPaq.com / Toll Free 866.206.0773

A laboratory Manual of Small-Scale Experiments for the independent Study of

general Biology

LabPaq is a registered trademark of Hands-On Labs, Inc. (HOL). The LabPaq referenced in this manual is produced by Hands-On Labs, Inc. which holds and reserves all copyrights on

experiences. The laboratory manual included with a LabPaq is intended for the sole use by that

years of research and development into these materials, reserves all rights related to them, and

Published by: Hands-On Labs, Inc. 3880 S. Windermere St. Englewood, CO 80110

Phone: Denver Area: 303-679-6252 Toll-free, Long-distance: 866-206-0773

www.LabPaq.com E-mail: [email protected]

Printed in the United States of America.

The experiments in this manual have been and may be conducted in a regular formal laboratory

contained herein.

responsibility for errors, inaccuracies, omissions or any other inconsistency herein. Any slight of

50-0364-BK-01

www.LabPaq.com 2 Hands-On Labs, Inc.

Table of Contents5 To the instructor

6 To the Student

7 How to Perform an Experiment

9 Safety Concerns

11 Science lab Safety Reinforcement Agreement

Experiments

32 Habitats and Humans

54 Taxonomy of living Things

85 Kingdom Animalia: The invertebrates

114 Kingdom Animalia: The Protostomes

137 Kingdom Animalia: The Deuterostomes

154 Kingdom Animalia: Class Mammalia

172 Tissues, organs, and Homeostasis

196 The Macrobiome

APPENDiX257 laboratory Equipment and Techniques

262 Material Safety Data Sheets

264 How to Write lab Notes and lab Reports

270 laboratory Drawings

282 How to Handle Preserved Biological Specimens

290 The T-Test

296 The Chi-Square Test


To the instructorAs an increasing number of students embrace online and independent-study courses, laboratory

This does not mean that some experiments cannot or should not be replaced or reinforced by

complexity.

behavior.

technology careers.

The knowledge gained from science courses with strong laboratory components enables students

by maintaining hands-on laboratory experiences in our curricula that the brightest and most

them. The experiments are based on the principles of micro-scale science which have been

be performed at home, in a dorm room, or at a small learning center that lacks a formal laboratory.

Introduction


To the Student

change and interact with each other, makes it easier to understand ourselves and our physical

lives and our planet. Science credits are impressive on an academic transcript and your science

What are Micro-scale Experiments?

You may be among the growing number of students to take a full-credit, laboratory science course

of LabPaqs: academically aligned, small-scale experiments that can be performed at home.

campus-based peers.

Introduction


How to Perform an Experiment

Choose the Right Place for your Home laboratory: The best place to perform at-home experiments will be determined by the nature of the individual experiments. However, this place is usually an

area. Because some of the equipment and supplies in your LabPaq may pose dangers to small

an area where you cannot be disturbed by children or pets.

Use a lab Partner: While the experiments in the LabPaq can be performed independently, it is

reinforce your learning process. Whether your partner is a parent, spouse, sibling, or friend, you

line up a partner if needed.

Knowing what you are going to do before you do it

Review Basic Safety:

problems.

It is hard to organize your thoughts in a disorganized environment. Assemble all required equipment and supplies before you begin working.

outline your lab Notes:

Introduction


your experiment. What changes occurred? Why? What do they mean? How do they relate to the

understanding.

Clean Up:

can. Discard used pipets and other waste in your normal trash. Return cleaned equipment and supplies to their LabPaq box and store the box out of reach of children and pets.

your Lab Report. If you have properly followed all the above steps, the conclusion will be easy.

Introduction


Safety ConcernsCAUTioN for Women:

If you are pregnant or could be pregnant, you should seek advice from your personal physician before doing any type of science experimentation.

You, as a responsible science student and researcher, are solely responsible for safely storing

manner.

Items in your LabPaq can be especially dangerous to children and pets, so the LabPaq should always be kept safely stored out of their reach. The LabPaq may contain acids or other chemicals that can cause burns if mishandled plus serious illness and/or death if consumed.

cause injury. LabPaqs contain small items and materials that could cause choking, injury, or death if misused.

not necessarily dangerous, they can pose hazards which means you should always undertake

to take measurements, make sure any stool, chair, or ladder you use is sturdy and take ample

to ensure that items cannot go astray and cause injury to people or property.

If you or anyone accidentally consumes or otherwise comes into contact with a substance that could be toxic or cannot be easily washed away, immediately call:

Your eyesight is precious and should be protected against chemical spills or splashes as well as

face and by wearing old clothing that fully covers your arms, legs, and feet.

to aid in cleanup.

Introduction


it, and Hands-On Labs, Inc. the publisher of the lab manual and the producer of LabPaqs

and users accept full and complete responsibility for all and any liability related to their use of

available at www.LabPaq.com.

Introduction


Science lab Safety Reinforcement Agreement

organize all required equipment and supplies.

I will select a work area that is inaccessible to children and pets while experiments are in

a chemical equipment is set up unless the room is locked.

I will wear safety goggles when working with chemicals or items that can get into my eyes.

I know that except for water, most solvents, such as toluene, alcohols, acetone, ethers,

I know it is wise to wear rubber gloves and goggles when handling acids and other

wash acid spilled on skin or clothes immediately with plenty of cold water.

be used when smelling any chemical. When I wish to smell a chemical, I will never hold it

Even a small crack can cause glass to break, especially when heated. To avoid cuts and injuries, I will immediately dispose of any broken glassware.

Introduction


for several minutes.

I know that serious accidents can occur when wrong chemicals are used in an experiment. I will always read labels before removing chemicals from their containers.

chemical to its original container. To avoid waste I will try to pour only the approximate amount of chemicals required.

I know doctor if required.

other materials as well.

I will never eat, drink, or smoke while performing experiments.

laboratory equipment in a safe place inaccessible to children and pets.

safety and the safety of others whenever and wherever I am involved with any type of

prescribed in this lab manual for laboratory work and for the use of a LabPaq. Accordingly, I

any and all liability related to my purchase and/or use of a science LabPaq or any other science products or materials provided by Hands-On Labs, Inc. (HOL).

____________________________________________________ ____________

Introduction


LABPAQ BYHANDS-ON LABS

EXPERIMENTS

Climate Change and the

Hands on labs, inc. Version 42-0045-00-01

Review the safety materials and wear goggles when

you will need and set aside a safe work space in

Experiment Summary:

soil samples with simulated pollen grains to assist

in determining climate changes that have occurred

collected in the soil pollen analysis to enhance their

Hands-On Labs, Inc. www.LabPaq.com 14

ExpErimEnt

OBJECTIVES

Recognize how plant pollen can be used as an indicator of climate.

inhabited the area.

Learn how to create a climate change model from pollen data.

2 hours


Experiment Climate Change and the SCientifiC method

MATERIALS

MATERiAlS lABEl oR BoX/BAg QTy iTEM DESCRiPTioN

Student provides 1 Large aluminum foil pie panLabPaq provides 1

following: Bent Probe, Dropping Pipet, Probe, Ruler in pocket, Scalpel with 2

Scissors, Tweezers

1 Soil Sample with Beads #11 Soil Sample with Beads #21 Soil Sample with Beads #31 Soil Sample with Beads #41 Soil Sample with Beads #51 Soil Sample with Beads #6

Note:



DISCUSSION AND REVIEWClimateused to describe the climate of a region includes temperature, humidity, atmospheric pressure,

change, and, as a result, the climate of that region will also change. This change in climate over a climate change

In order to study a climate change beyond the past 200 years, indirect evidence must be collected.

Paleobotanists

in a sediment core sample.

Figure 1: Pollen samples as seen through an electron microscope



Exercise 1: Pollen Study

contributed to the whole pollen sample.

PROCEDUREThe model sediment core depicted in Figure 2 below comprises six separate layers of the earth

ago.

Figure 2: Soil core, representing sediment layers that have developed over a period of time.

1.

NoTE:

NoTE:

2. Before beginning, set up a data table similar to the Data Tables in the Lab Report Assistant



3. Open soil sample #1.

4. Empty the soil sample #1 bag into the pie pan.

5. from the soil sample.

6. Using the pollen and plant species color guide found in Table 1, count and record the number

7. Re-bag the soil and beads, clean the pie pan.

8. Repeat steps #3 through #7 for soil sample bags 26.

Table 1: Pollen and plant species color guide

Plant Species Bead ColorPonderosa pine Red Warm temperatures, dry air.

Meadow grasses and Yellow Warm temperatures, dry air. Thrives in warm-temperate meadowlands.

Aspen Blue Thrives in areas with good soil moisture, such as near creeks or rivers.

Engelmann spruce Green Cold temperatures with sub-alpine terrain.

limber pine WhiteHarsh climates. Strong winds, extreme cold

dominant species on mountains at tree line.lodgepole pine Pink

Bristlecone pine Orange Harsh temperatures and climates similar

Purple

Sedges and mosses BlackVery cool temperatures. Thrives in alpine and subalpine meadow sites with cool summers and cold winters.

Alpine grasses and Daisies BrownCool temperatures and moist air. Thrive in higher

cold winters.

Willows Tan Prefer glaciated regions of sub-alpine areas. Thrive in wetland or areas with rivers.

Alpine sage Silver



9. Calculate the percentage of pollen that comes from each species.

NoTE: To calculate the percentage of pollen from each species, total up the number of pollen

#2 had 13 aspen pollen grains, and the sediment layer had a total of 30 pollen grains, you

10. plant type in Table 2, predict the climate for each sediment layer in Data Table 2.



in Figure 3.

Figure 3: The general steps of the scientific method.

will use the second step to research what is already published and known about their broad



The third step is to make a hypothesis. A hypothesis is an educated guess of what you expect the results of an experiment to show. A hypothesis is generally framed as a statement, which will either be proved or disproved through the remainder of the steps.

The sixth step is to determine if your conclusions support, or disprove your hypothesis. It is very



PROCEDURENoTE:

In Exercise 1, simulated soil samples were analyzed for pollen content to reconstruct a past climate

Figure 4: Scientific method steps, incorporating Exercise 1.

Hypotheses

= What is the climate of this

= Analyzed sediment samples to reconstruct climate.



1. hypotheses in Data Table 3.

2. 2 to test each hypothesis.

NoTE:layer to determine if the climate temperature generally increased from layer 6 to layer 1.

3. Compile your research for each hypothesis and record it in Data Table 4.

4. each hypothesis. Record your results and conclusions in Data Table 5.

NoTE:4, your results and conclusions should be a sentence summary of your research and data

one sentence.

5. From your result and/or conclusion determine if the hypothesis was correct or incorrect, and record in Data Table 6.

6. For any hypothesis that was found to be incorrect, rewrite it to support your results and/or

NoTE:

7. Share your results with another person by explaining your hypotheses to a friend. Record the name of the friend you shared your results with in Data Table 8.

8. Clean-up from Exercise 1 and Exercise 2 by cleaning and returning all equipment to your LabPaq box for future use.



Hands on labs, inc. Version 42-0045-00-01

LAB REPORT ASSISTANT

Exercise 1: Pollen StudyOBSERVATIONS

Data Table 1: Sediment Layer Data

1 2 3 4 5 6Plant Species Count % Count % Count % Count % Count % Count %Meadow grasses and

Aspenlimber pinelodgepole pineSedges and MossesPonderosa pineEngelmann spruceBristlecone pine

WillowsAlpine grasses and DaisiesAlpine sageTotal pollen count



layer

1

2

3

4

5

6



QUESTIONSA. Discuss the importance of a large sampling of data such as pollen. Give an example to support your statement.

B. Clearly describe why pollen grains are good climate indicators.

C.

D. layer 6 to layer 1.



Amber Yasinski

Amber Yasinski

Amber Yasinski

Amber Yasinski

OBSERVATIONS

Hypothesis123

4

5

Data Table 4: Hypothesis research

Hypothesis

1

2

3

4

5



Data Table 5: Hypothesis Results and Conclusions

Hypothesis general Result and/or Conclusion ( one sentence)12345



Data Table 6: Hypothesis Correct?

Hypothesis Correct / incorrect12345

Data Table 7: List of the Final Hypotheses

1

2345

Data Table 8: Share your results



Habitats and HumansMargaret Vorndam, M.S. Version 42-0065-00-01



Experiment Summary:

Students will have the opportunity to describe

the community.


ExpErimEnt

OBJECTIVESThe student will have the opportunity to:

Describe the impacts that humans cause on the environment.

: Allow 4-8 hours for this experiment.


Experiment Habitats and Humans

MATERIALS


Student provides 1 Paper1 Pens or pencils in several colors

1 Computer, word processor, or spreadsheet program (recommended)1 Calculator

Note:



DISCUSSION AND REVIEWHumans are part of an ecosystem/ecoregion

ecosystem/ecoregion as the non-human species that populate it. Humans have been able to address concerns about lifestyle in ecosystems/ecoregions with tools, like symbolic language,

The earth has seven types of biomes or bioregions: tundra, taiga, temperate forest, tropical rainforest, desert, grassland, and ocean. Each biome has its own unique climate, biological

by plants ( ) and animals (fauna

shelter available to them.

that could inhabit any given area. The animals and plants we see today had to successfully adapt



Exercise 1: Classify your HabitatIn this exercise you will explore the natural infrastructure that supports human occupancy. First, take a look at the physical world in which you live. You may reside in a city or on a ranch, but focus

PROCEDUREExplore the website, Ecological Subregions of the United States, located at www.fs.fed.us/land/pubs/ecoregions/index.html.

1.

2. Record your town, state or province, and country in Data Table 1.

3. Go to www.fs.fed.us/land/pubs/ecoregions/ecoregions.html and locate the area in which you live on the map.

4. Table 1.

5. Contents at www.fs.fed.us/land/pubs/ecoregions/toc.html.

a.

b.

c.

and fauna habits and ecology.

d. Conduct an Internet search or call the local nature center, library, or Audubon Society for

6. walk in several undisturbed areas such as parks, roadsides, river trails, or nature centers and



7.



Exercise 2: Human impacts on the Environment

niches

constantly recycles. The system has been sustainable for as long as it has existed. Consider this example habitat: soil-plant-bug-robin-waste-fungus breakdown. Every niche in this example performs nicely in recycling,

on their food source, the plants. Eventually the plants would disappear and the bugs would starve.

and decomposer. As an example, birds are consumers that eat seeds. Towhees eat seeds on the ground, while Red-wing Blackbirds eat seeds primarily from the heads of wetland plant species.

between species. If the community structure is disturbed in some way, the associated niches are

Table 1



Just like plants and animals, humans need air, water, food, and shelter. Our employment, whether

If one of the items that supports our niche is somehow changed, our niche must adjust. Beyond

the human community cause the niches of the plants and animals found in the larger natural community to adjust.

Figure 1: Source of air pollution.

Ideally, both humans and non-humans would share resources, so the needs for all could be met.

areas. Leaded gasoline, burned in automobiles, resulted in the buildup of lead in roadside soils



environment and ourselves.

Figure 2: Water pollution. How might this affect the food supply?

or disturbed, non-vegetated areas cause turbidity in streams and lakes. This increases the growth



PROCEDURE

1. Label the items on Figure 3 that would be equivalent to the producer, consumer, and decomposer roles of the food chain.

2. represent the recyclable pathway for the movement of energy and nutrients.

3. Label the energy input and nutrient input sources that drive the growth and storage of carbohydrates in the grain used to make the bread.

4. create the bread.

5.

if you think of other impacts.



Figure 3: Environmental impacts in human food production



Table 2 Acid mine drainage to waterways caused

or damage

natural habitat

Flight and electrical hazards for birds of

niches in the natural community

Increased salt content in agricultural

raising river alkalinity

soil areas to waterways that increases water turbidity

waterways

Use of non-renewable resources

etc.

which are not easily degraded

solvents that contaminate waterways

(Footnotes)



Habitats and HumansMargaret Vorndam, M.S. Version 42-0065-00-01


OBSERVATIONSData Table 1:

Town, Province or State, Country

Describe the climate. Average Annual Temperature:

Annual high, month of occurrence:Annual low, month of occurrence:

Average wind speed:

Other climate factors of importance:

species1.

Describe the fauna (animals).

area during parts of the year.



Exercise 1: Classify your HabitatQUESTIONSA.

B. What did you learn about the species that you did not know before?

C. Do any of the species have economic value to humans? If so, how are they used?

D. What steps are being taken in your community to preserve open space areas? You may be

E.



F.

G. was the cause?

H.



I.

J.



Exercise 2: Human impacts on the EnvironmentPROCEDURE

QUESTIONSA. necessarily occur in your local community?

B.



C.

D. Draw a similar diagram to Figure 3 that documents ways that bread could be produced with



E.

F. sustainable? What will have to change for this to happen?



G.



H. uses of the environment?

I.



Taxonomy of living ThingsMargaret E. Vorndam, M.S. Version 42-0123-00-01



Experiment Summary:

Students will learn the Carolus Linnaeus method

Fungi. Students will choose a virus to research

mushroom spores and Saccharomyces cerevisiae microscopically. Students will gather a lichen sample


ExpErimEnt


Describe the ecology and physiology of these organisms.

Understand their importance in the environment.


Experiment Taxonomy of Living Things

MATERIALS


Student provides 111 Envelope to store lichen sample1 Small bowl or glass jar1 Tablespoon1

1open

1 Pen knife or similar tool1 Sharp knife1 Sugar11 Tap water

1 Scraping of lichen from a rock, generally found in north-facing or protected areas

1

1 Calculator

1 Computer, word processor and spreadsheet program recommended1 Paper, pen or pencil

LabPaq provides Slide Box BK-2B 1 Slide - Bacteria types 1

1



DISCUSSION AND REVIEW

1.

name for a given organism includes a:

level of Homo sapiensis designated in the table also on the second line to show how similar species share much of

Hominoidea superfamily with humans

chimpanzees, the species believed to be most closely aligned in the Pongo family with human

Domain Kingdom Phylum Class order Super-family Family genus Species Subspecies

Eukarya Animalia Chordata Primates Hominoidea Hominidae Homo sapiens

Eukarya Animalia Chordata Primates Hominoidea Hominidae Homo sapiens neanderthalensis

Eukarya Animalia Chordata Primates Hominoidea Hominidae Pan troglodytes

Typically, the genus (capitalized) and the species (lowercased) name and should be italicized or underlined. The

Homo sapiens



share.

sequences. All members of any given clade are descended from a single common ancestor, 2

the Domain Prokarya which includes Bacteria and Archaea3, 4

Domain

of organisms in this group

bound by a membrane,

Asexual and/or sexual

in Prokaryotes.

3 4 Archaea are ancient forms of bacteria, now extant, but present in fossil records.



Kingdom Fungi

Absorb nutrients heterotrophic saprophytes

Kingdom Plantae

autotrophic

Kingdom Animalia

Ingest nutrients - heterotrophic

Absorb, ingest and photosynthesizeKingdoms Bacteria and ArchaeaProkaryote - unicellular

Absorb or photosynthesize

The Appendix

One should not presume a judgment as to the value of the organism in our environment based on cellular complexity.

5

Viruses6

their presence or absence is dictated by nature. That being said, humans have been responsible

5 , June 2, 2003. 17:11, p.13.6



Viruses are not living organisms. However, they are so intertwined with our welfare that no study

cells, either plant, bacteria, or animal. Their modus operandi is to access a host cell and then

who have . Although the symptoms can be controlled, persons with this vexing

Viruses are very small - in the range of 30 to 200 nm, the size of a protein macromolecule -

of a pin can accommodate hundreds of millions of rhinoviruses that cause the common cold.

Viruses cause serious humans diseases, such as AIDS, Ebola, Rabies and cancer, but they are

who are infected with a virus such as Herpes remain

that are not also toxic to the host.

diseases in humans can be accomplished by the basic hygiene approaches: frequent hand washing



Exercise 1: VirusesSearch Key Words:

PROCEDUREChoose one of the following virally caused diseases to research online. Write a short report

AdenovirusAvian FluChicken PoxHantavirus

Herpes

HIV

Parvo

RabiesSARSShinglesWarts



Exercise 2: BacteriaDomain Kingdom Phylum Class Order Family Genus Species

Prokarya Bacteria Various

Viruses are in the news now because of the worldwide spread of AIDS and recent outbreaks of

in historical Pandemics7.

verydrug resistant. A single strain of bacteria with resistance to all

products into simple molecules. Others, such as Escherichia coli, are present in the gut and aid in

enhance the gaseous capture of atmospheric nitrogen for use by plants. Others produce medically

exuding enzymes that break down complex organic material to simple nutrients that they then

deep-ocean bacteria that use sulfur and iron as an energy source. Some bacteria are aerobic,

depending on what energy-producing molecules are present in the environment at the moment.

bacteria. Bacteria are the oldest life forms on earth.

7 travel exacerbates their spread.



8

Figure 1: Human Pandemics and the Organisms that Caused Them

8 Fr. June 9, 2003. Guardian Unlimited, Phil Hoad, April 3, 2003.And Pandemics , June 12, 2003.

Bubonic Plague Cholera Typhus (Camp Fever) Smallpox

Caused by

Bacteria

Caused byVibrio cholerae Bacteria - water-borne

Caused byVarious Viruses - Respiratory

Caused by

Bacteria via body lice

Caused byVariola sp. Virus - respiratory and direct contact

430 BC-Athens

Plague

1348-1354-Black Death Europe & Asia

1489 Spain 1528 Italy 1542 Balkans

1500 Canary Islands

1530 - Peru1729-1730 Worldwide1781-Worldwide

1816-1826 - India to China1829-1851 - Europe & America1852-1860 - Russia1865-1873 Europe & Africa

1857-1859 Worldwide 1889-1890-Worldwide

1811 - Russia

Throughout history, smallpox was carried by explorers to vulnerable

led to the demise

is believed to have been eradicated worldwide in the 1980s.

1896-1930-China Plague

1899-1923 - Russia1961-1966 - Indonesia to USSR

1918-1919 - Spanish Flu Worldwide1957-1958 - Asian Flu1968-1969 - Hong Kong Flu1989-1990 - Britain



thousands of ribosomes carry on protein synthesis within their cell. Some bacteria can form

to see internal cell structure, but a compound light microscope is useful for determining shape.

onto a glass slide, followed by the progressive use of Gram Crystal Violet, Gram Iodine, Gram

thrive or die - is recorded.

Search Key Words:

PROCEDURE1. View the prepared bacteria slide under the microscope.

2.

3.

4. Are there endospores present? If so, draw and label an endospore.



5.

species that carries and transmits the bacteria, but may not harmed by it), the symptoms of

AnthraxBotulism GonorrheaHelicobacter pylori

LeptospirosisLock-jaw

Strep throatTuberculosis



material enclosed in a nuclear membrane, a variety of organelles including ribosomes and mitochondria,

in response to their environment. Some such as the algae and the phytoplankton diatoms contain

are primarily cellular, but there are a few that show

Domain Kingdom Phylum

Eukarya Protozoa

ChlorophytaRhodophytaPhaeophyta

The algae9 green, brown and golden. Specimens may be viewed in health food stores under the following names,

seaweed is generally sold in the desiccated state.Ulva (Chlorophyta: UlvaDulse (Rhodophyta: Palmaria)

Porphyra)Bladderwrack (Phaeophyta: Fucus)Wakame (Phaeophyta: Alaria)Kombu (Phaeophyta: Laminaria Kelp)

Chrysophyta are the basis of deepwater food chainsPyrrophytaEuglenophyta Flagellates Euglena

RhizopodaForaminifera Sarcodines Amoebas

Apicomplexa Sporozoans

Ciliopora Ciliates

AcrasiomycotaOomycota

Slime and water molds

The brown algae9 Fucus

9

green algae are generally included in the Kingdom Bacteria. The student should be aware that discrepancies exist.



algae cells that can be over 100 feet long.

parasites within other organisms. They are dependent on their environment for basic nutrients needed for their survival, so their unicellular structure with all of its parts in contact with the environment is an asset. As with the bacteria, some are decomposers. Others are pathogenic, such as the Trypanosomes that can exist in human blood vessels and cause Sleeping Sickness in humans. is a protozoan that thrives in the gut of mammals and causes Giardiasis in hikers and others who drink untreated water.

Search Key Words:

PROCEDURE1.

water.

2.

Feeding groove gathers food that is stored in vacuole

3. Prepare a wet mount of pond or ditch water and observe it under a microscope. Are any of

4. Observe the prepared slide of green algae (Phylum Chlorophyta) under the microscope. Can

Chloroplasts



Exercise 4: FungiDomain Kingdom Division

Eukarya Fungi

Zygomycota Zygospore fungi black bread mold is an example

Ascomycota Sac fungi yeasts are cup fungi, a subgroup of sac fungi.

BasidiomycotaClub fungi mushrooms are the bodies of the mycorrhizal hyphae (mycelium). Include gilled mushrooms.

Duteromycota Imperfect fungi

Kingdom Fungi, as with bacteria, are primarily associated with

fungi form a mycelial mass of cell strands called hyphae which grow between the cells of their host whether it is a dead tree or

providing inorganic nutrients to the plant root while the root

host environment from which each cell gains the nutrients and energy necessary for life. Some fungi are capable of producing complex substances that can be extremely toxic or hallucinogenic to humans. Thus, fungi found in the wild, especially mushrooms, should be treated with great

diverse. Basidiomycete fungi produce haploid spores that are protected in a sac, released to the environment, and germinate when a favorable environment occurs. When the haploid

strains grow into each other, they join to form diploid hyphae. A mushroom is

body produced from the diploid hyphae. Within the mushroom cap are gills on which the basidia are located. Basidia are produced via meiosis, so they and the basidiospores produced by them are haploid. Although other fungi follow the same



Search Key Words:

PROCEDUREPart A

1. Examine one of your purchased mushrooms. Draw the mushroom and label the following

2.

3.

4. Place the cap with the gilled area face down on a sheet of white paper in an area where it will not be disturbed. Allow the cap to sit for three days and then carefully remove the cap from the paper. What do you observe? Are the spores the same color as the gills? Spore color is one

5. Wet-mount a scraping of spores from the paper and observe them under a microscope. What do you observe?

6. microscope. Can you see individual Basidiomycetes that produce the spores?

Part B

1.

yeasts produce CO22.

3. Allow the yeast and sugar water to sit for three to four hours.

4. microscope.

5. Do you see evidence of budding in any yeast cells? What structures are apparent?

6.



Exercise 5: lichen

Lichen are unique in the living world. They represent a

while the middle algae or bacterium layer of cells produce

Lichen are typically found on trees or rocks where they

The fungi may secrete weak acids that aid in breaking down rock or dead tree parts. Lichen are either crustose

for survival.

rock or plant.

Lichen have many uses for humans and provide food for other animals. Caribou depend on lichen

Some lichen are poisonous.

Search Key Words:

PROCEDURE1.

under a microscope.

2. the algae and the fungi.



LABORATORY SUMMARYWhat have you learned from doing this laboratory that you did not know before you began it?

advance. As you read the lab write out a hypothesis for each exercise.

Footnote:

for all tables:

List which one.

Ecology describe where this organism is found in nature.

herbivore, carnivore, omnivore

Environmental role Is the organism a decomposer, a producer or a consumer in its natural

Importance to Humans How does this organism interact with us? Does it have economic

(Footnotes)1 Archaea are ancient forms of bacteria, now extant, but present in fossil records.



Taxonomy of living ThingsMargaret E. Vorndam, M.S. Version 42-0123-00-01


OBSERVATIONS



Exercise 1: VirusesPROCEDURE Choose one of the following virally caused diseases to research online. Write a short report that describes its origins, historical occurrence, host(s), symptoms, course of

Adenovirus

Avian Flu

Chicken Pox

Hantavirus

Hepatitis

Herpes

HIV

Parvo

Measles

Mumps

Rabies

SARS

Shingles

Warts

West Nile

DISCUSSION A.

B.



Exercise 2: BacteriaPROCEDURE

4. Are there endospores present? If so, draw and label an endospore.

species that carries and transmits the bacteria, but may not harmed by it), the symptoms of



RESULTS

Table 1 Kingdom Bacteria: Common Characteristics

Morphology: Level of

Organization

Ecology Where found Nutrition Reproduction

Environmental Role(s)

Importance to Humans

QUESTIONS A. Why are bacteria important? What is their role in their environment? Could we live without them?

B.

C.



D. List several ways that bacteria are a problem.

E. How does penicillin disable bacterial cells?

F.

PROCEDURE

Feeding groove gathers food that is stored in vacuole



3. Prepare a wet mount of pond or ditch water and observe it under a microscope. Are any of the

4. Observe the prepared slide of green algae (Phylum Chlorophyta) under the microscope. Can

Chloroplasts



RESULTS1.

Table 2:

Morphology: Level of

Organization

Ecology Where found Nutrition Reproduction

Environmental Role


2.

Amoebic Dysentery

African trypanosomiasis

Giardia

Toxoplasmosis

Trichomoniasis

Place your report here:



QUESTIONSA.

B. do they serve that is unique to life on this planet?

C.

D.

E.



Exercise 4: FungiPROCEDUREPart A

1. Examine one of your purchased mushrooms. Draw the mushroom and label the following

2.

3. Place the cap with the gilled area face down on a sheet of white paper in an area where it will not be disturbed. Allow the cap to sit for three days and then carefully remove the cap from the paper. What do you observe? Are the spores the same color as the gills? Spore color is one



Can you see individual Basidiomycetes that produce the spores?

Part B

Allow the yeast and sugar water to sit for three to four hours.

5. Do you see evidence of budding in any yeast cells? What structures are apparent?



QUESTIONSA. Why does yeast cause bread to rise?

B. live without them?

C. List several ways that fungi are a problem for humans.

D.

Level of

Ecology Where found

Environmental Role




Exercise 5: lichenPROCEDURE

the algae and the fungi.

QUESTIONS Fill in the characteristics of lichens in Table 4.

Level of

Ecology Where found

Environmental Role




A. without them?

B.

LABORATORY SUMMARYWhat have you learned from doing this laboratory?



Kingdom Animalia: The invertebratesMargaret Vorndam, M.S. Version 42-0072-00-01



Experiment Summary:

Students will have the opportunity to learn the

the Phylum Porifera; a Hydra sp. for the Phylum Cnidaria; a planarian for the Phylum Platyhelminthes;

a Trichinella sp.research organisms such as Brachionus sp. for the

the medical importance of some of these species.


ExpErimEnt

OBJECTIVES To describe the ecology, morphology, and physiology of these organisms,

To understand their importance in the environment,

To name the phyla in the Animal Kingdom.

Four to eight hours total.

Safety issues:


Experiment KIngdOm AnImALIA: THE InvErTEbrATEs

MATERIALS

MATERiAlS FRoM: lABEl oR BoX/BAg: QTy iTEM DESCRiPTioN:

Student Provides

11111

Drinking glassShallow dish or saucerTap waterCalculator, Computer, word processor and spreadsheet program recommended

11

Paper, pen or pencil.Paper towels, newsprint, or similar absorbent material

1 Sponge skeleton - from Paint DepartmentFrom labPaq 1 Apron - Rolled & Banded

1 Frog, Grasshopper, Earthworm, Hydra,

1 several supplies are loaded in this tray

1following: Bent Probe, Dropping Pipet, Probe, Ruler in pocket, Scalpel with 2

Scissors, Tweezers 1 Gloves packages - 6 pairs 1 Goggles-Safety

Slide Box BK-2B

Slide Box BK-2B

1111

Slide - PlanarianSlide TrichinellaBlank slideCover slip

Note:




Some type of a cavity in which food is digested

Organism body is either bilaterally or radially symmetrical on external view. There are

Taxonomically, animals are grouped into phyla depending on basic body structure. Animal origins

from a common ancestor.

Protostomes

mollusksAnnelida Segmented wormsArthropoda Arthropods

DeuterostomesEchinodermata EchinodermsChordata - Chordates

Coelom: (Body cavity type)

AcoelomatesPlatyhelmenthes Flatworms

Ribbon Worms

Pseudocoelomates

Roundworms

Coelomates

Symmetry & Types of cells:

Radial Two germ layersCnidaria - Cnidarians Ctenophora Comb

Bilateral Three germ layers

Level of

Simple

Porifera - Sponges



as follows:

Types of cells Cells in animals can be derived from one or more of three cell types: the ectoderm

(inside). These types of cells are referred to as germ layers. Animals may possess none, some, or all of these germ layers.

Symmetry Animals are either radially symmetrical or bilaterally symmetrical, rarely asymmetrical.

in only one plane through the midpoint and have both halves appear similar. Humans are an example of bilateral symmetry. Asymmetrical organisms have no discernable symmetry.

Coelom A coelom is understood to represent a circulatory system, either for water or other

with mesoderm.

All animals are heterotrophs, meaning that they derive their food from the autotrophs, those organisms such as plants that have a means of producing their own food,

protostomes, the blastopore becomes the mouth, while an anus may or may not form from a second opening. In contrast, the blastopore in deuterostomes becomes the anus and a mouth is formed from a second opening.

Animals are generally non-segmented, but some worms and arthropods have

In this laboratory, we will examine invertebrates that belong to the animal phyla listed in the table below. These phyla include the acoelomates and the pseudocoelomates. Since invertebrates



Domain Kingdom Phylum ClassEukarya Animalia Porifera Calcarea

Demospongiae

Sponges, e.g., Haliclona

Acoelomate

Cnidaria AnthozoaHydrozoaScyphozoaCubozoa

corals, e.g.,

AcoelomateCtenophora

TentaculataComb jelliesAcoelomate

Platyhelminthes CestodaTrematodaTurbellaria

Taenia, PlanariaAcoelomate

DorylaimeaEnopleaSecernentea

living roundworms (unsegmented), e.g.,

Pseudocoelomate

BdelloideaBrachionus,

, PhilodinaPseudocoelomate



Exercise 1: Porifera The SpongesPorifera have a simple body structure. They can be bilaterally symmetrical, radially symmetrical or

There are three classes of sponges that vary by shape and body material, most of which are marine, but there are a few freshwater sponges. Class Calcarea sponges make spicules of calcium

Class Demospongiae

Poriferans get their name from the fact that all sponges are porous with large and small pores through which water containing microscopic organisms, like plankton, enter and exit. Porifera have two layers of specialized cells that cooperate to obtain,

are located in the interior body wall of the hollow sponge and

the collar cells and the outer porous epidermal cells are made of spicules and wandering amoeboid cells. Amoeboid cells absorb the food vacuoles containing digested microorganisms from the collar cells and help to circulate the digested food to other cells in the

water currents. Amoeboid cells also produce the eggs and sperm that

and sperm are released into the interior cavity, unite, and form swimming

residence in the interior cavity. Examples of sponges are Aphrocallistes vastus, Haliclona oculata, and Spongilla is a freshwater genus of the Porifera.

Search Key Words: Porifera, Aphrocallistes vastus, Haliclona oculata, coral reef

Branch-like Sponge

Glass-like Sponge



PROCEDURE1. Before beginning, set up a data table similar to Data Table 1: Phylum Porifera, in the Lab

2. Perform an online search on the Search Key Words

3. Purchase a sponge skeleton from a Paint Department. Sponge skeletons are currently popular

protein spongin. What parts of the sponge are no longer present? To which class would the specimen likely belong?

4.

responses.



Exercise 2: Phylum Cnidaria and Phylum CtenophoraSearch Key Words:

A wide variety of forms, colors, and shapes of organisms represent phylum Cnidaria. Cnidarians (pronounced nai-dair-ee-uns, the C is

and sea anemones, but a few freshwater species also exist. Some

movement to avoid danger.

Corals are responsible for the coral reefs of the world that provide habitat for numerous organisms from virtually all Kingdoms. Coral

their nutrient cycling is rapid, abundant, and ongoing. Reefs protect

via cyanide poisoning, and coral mining of calcium carbonate for

healthy and thriving at this point.

Cnidarians belong to one of three classes. Their body form can include a free-swimming medusa stage and a sessile polyp stage. These classes also include organisms that do not have a medusa stage or polyp form that can be mobile.

ClassAnthozoa Sea anemones and corals. Sessile polyps e.g. Aiptasia spp., Tubastrea spp.

Polyps and medusae forms e. g. Physalia spp., Hydraspp.

e.g. Aurelia spp.

Reef Coral Sessile polyps NoAA Photo



Phylum Ctenophora (pronounced Ten-o-foura) represents the comb

Pleurobrachia is an example of a Ctenophore.

zygote that becomes the polyp body. The polyp is the asexual phase,

The body has two cellular layers: the epidermis on the outside and the gastrodermis that surrounds the gastrovascular cavity. The cells may

holds the shape of the organism. The organisms are radially symmetrical.

You might recall the tale of Jason and the Argonauts, and his

The mouth is both the entry for food items and the

cells (cnidocytes) on their tentacles that contain nematocysts. When the organism is touched, the

a poison that stuns and holds the prey or provides defense from predators. There is a nerve net just

when the organism is touched. Cnidarians can vary in size from microscopic to many feet long.

Hydra

AnemonesSessile polyps NoAA Photo



PROCEDURECarefully remove the hydra from the container it comes in and place it in a shallow dish or saucer.

1. Before beginning, set up a data table similar to Data Table 2: Phylum Cnidaria/Phylum

2. Carefully remove the hydra from the container it comes in and place it in a shallow dish or

3.

Label the parts that you can see per the previous picture.

4. apparent? Hydra reproduce asexually by budding and growing whole new hydras from the bud. Hydras reproduce sexually by producing sperm and eggs. Testes are found just below the base of the tentacles. Ovaries are found further down the side of the body.

5.

6.

7. observe live anemones and corals.

responses.



Exercise 3: Phylum PlatyhelminthesSearch Key Words: Platyhelminthes, Cestoda,

Dugesia, Planaria

They contain a number of organisms that have been historically important to humans. The parasite tapeworms of Class Cestoda and

known mammalian pest species, although

colorful lifestyles.

However, we will focus this discussion on Class Turbellaria or the planarians. The genus Dugesia is one example. The other two classes of organisms share most of the morphological features of planarians. Planarians are found in fresh and salt waters where they feed on smaller organisms including snails

There are also terrestrial planarians that live in moist areas of the world. Planarians can be several

three germ layers, but no coelom. Instead, they have a three-part internal cavity that extends

water and wastes are collected and then excreted through an excretory pore. Planarians have a

longitudinal muscles, and lateral muscles.

another planarian by exchange of sperm into the genital pore of the other. Within a few weeks, an egg sac with young hatching is produced. Planarians can also regenerate asexually from parts of themselves.

Typical planarians



Planarian organ System geochembio.com

PROCEDURE:1. Before beginning, set up a data

table similar to Data Table 3: Phylum Platyhelminthes, in the Lab Report

2. View the Planarian prepared slide under the microscope, compare it to

of the organism.

3. Complete Data Table 3 to summarize the

4. Do an online search on one of the following parasites to determine its hosts and cycle. (sheep

Dipylidium caninum and Taenia (Dog tapeworms), Schistosoma, and Chinese liver

responses.



Exercise 4: Phylum NematodaSearch Key Words Trichinella

crop damage by destroying plant roots, heartworm in dogs ( ), trichinosis (Trichinella) or Brugia spp.) in humans. Pinworms and

agents in that respect.

They have a wide tolerance for extreme environments and can survive in hot

roundworms can vary in size from only 1 mm in length to four feet long. They

separate anus.

Their mouthparts vary, depending on their niche. Some have teeth, some have a

nerve network that connects to their brain. Roundworms reproduce sexually,

not reproduce asexually. They are bilaterally symmetrical with longitudinal muscles that allow movement in a whip like fashion.

Trichinella is the organism that causes trichinosis in swine. When pigs were free ranging they readily infected themselves with this organism. Trichinella was passed on to humans when they ate rare pork.



PROCEDURE1.

2. View the prepared Trichinella slide under a microscope and draw a picture of your specimen. Label the following: pseudocoelom, dorsal nerve network, muscle layer, brain, and mouth.

3. Research and describe its life cycle. What stage of its life cycle is represented on the slide?

4.

5. and cycle. Ascaris lumbricoides can be added to your choices. Write a short report on your

responses.



Search Key WordsBrachionus

in the same environments and are part of the zooplankton in lakes and oceans. They feed on other plankton species and detritus and are an

Their name derives from their appearance.

anus. Although colorless, they may appear to have color depending on what they have recently

allows them to extend and contract. They have a posterior foot that contains a cement gland

PROCEDURE

1.

2.

3. Brachionus is a typical genus example. Write a short report

responses.





Footnote

for all tables:

level? List which one.

Ecology describe where this organism is found in nature.

herbivore, carnivore, omnivore?

Environmental role Is the organism a decomposer, a producer, or a consumer in its




Kingdom Animalia: The invertebratesMargaret Vorndam, M.S. Version 42-0072-00-01


OBSERVATIONSData Table 1: Phylum Porifera

Morphology: level of

Ecology Where found

Symmetry Environmental Role



Data Table 2: Phylum Cnidaria/ Phylum Ctenophora

Level of Ecology: Where found


Data Table 3: Phylum PlatyhelminthesMorphology:

level of Ecology Where found




Data Table 4: Morphology:





Data Table 5: Morphology:





Exercise 1: Porifera The Sponges2. Purchase a sponge skeleton from a Paint Department. Sponge skeletons are currently popular

parts of the sponge are no longer present? To which class would the specimen likely belong?

Place your drawing here:



QUESTIONS A. without them?

B.

C.

D. What is the advantage to the species?



Exercise 2: Phylum Cnidaria and Phylum CtenophoraQUESTIONS A. live without them?

B.

C.

D.



Exercise 3: Phylum Platyhelminthes3. Do an online search on one of the following parasites to determine its hosts and cycle. Fasciola

Dipylidium caninum and Taenia (Dog tapeworms), schistosomiasis,

QUESTIONS A. Could we live without them?

B.



C. have studied so far.

Exercise 4: Phylum NematodaPROCEDURE1. View the prepared Trichinella slide under a microscope and draw a picture of your specimen. Label the following: pseudocoelom, dorsal nerve network, muscle layer, brain, and mouth. Place your drawing here:

2. Research and describe its life cycle. What stage of its life cycle is represented on the slide?



cycle. Ascaris lumbricoides

QUESTIONSA. we live without them?

B.



C. studied so far.

PROCEDUREBrachionus is a typical genus example. Write a short report on



QUESTIONS A. live without them?

B.

C. studied so far.

LABORATORY SUMMARY

What have you learned from doing this laboratory that you did not know before you began it?



Kingdom Animalia: The ProtostomesMargaret E. Vorndam, M.S. Version 42-0073-00-01



Experiment Summary:

Students will have the opportunity to study the

for the Phylum Annelida; and a grasshopper for the

Protosomes.


ExpErimEnt

OBJECTIVES To describe the ecology and physiology of these organisms,

To understand their importance in the environment,

Four to eight hours total.


Experiment Kingdom AnimAliA: The ProTosTomes

MATERIALSMATERiAlS FRoM: QTy iTEM DESCRiPTioN:

Student Provides 1 Single-edged razor blade 1 Calculator

1 Computer, word processor and spreadsheet program recommended 1 Paper, pen or pencilFrom labPaq 1 Apron - Rolled & Banded 1 Book-How-to-Dissect-Berman

1

1 loaded in this tray - see below

1 Probe, Dropping Pipet, Probe, Ruler in pocket, Scalpel with 2

1 Gloves packages - 6 pairs 1 Goggles-Safety

Note



DISCUSSION AND REVIEWA Note on How to Dissect: Taxonomical and phenological categories are constantly under

version of How to Dissect

is included in these labs, and the small specimens have not been injected. You should be as How to Dissect so

that you can maximize your learning experience for each organism.

cavity. Organisms which have a completely lined internal cavity belong to the group of organisms

opening develops into the mouth are assigned to the Protostomes. Those that originate from embryos in which there are two embryonic openings that develop separately into the mouth and

The following Phyla are found in the Protostome group:

Domain

Kingdom Phylum Class

Eukarya Animalia

Bivalva e.g., Clams

Cephalopoda e.g., Squid

Gastropoda e.g., Snails

Polyplacophora e.g., Chitons

Shelled or mantled animals with a muscular foot

Annelida

Hirudinea e.g., Leeches

Oligochaeta e.g., Earthworm

Polychaeta e.g., Sandworm, Fanworm

Segmented worms

Arthropoda and spiders



Exercise 1: Mollusca The Mantled invertebrates

book, How to Dissect

Search Key Words

PROCEDURE 1. From the How to Dissect book, read through Chapter 1 plus pages 51 through the top

paragraph of page 70 in Chapter 5 before proceeding with this exercise. Ensure that you thoroughly understand what you will be doing before you begin.

2. How to Dissect pp. 51-70 of Chapter 5 to explore the anatomy and physiology of the clam.

Octopus, Class Cephalopoda



Exercise 2: The Segmented WormsPhylum Annelida includes the segmented worms. These organisms

earthworm, from Class Oligochaeta.

Search Key Words: Annelida, segmented worms, earthworm

PROCEDURE1. From How to Dissect

understand what you will be doing before you begin.

2. How to Dissect, pp. 9-22 of Chapter 2 to explore the anatomy and physiology of the earthworm.

A segmented marine worm.

setae.



Exercise 3: Arthropoda The Jointed Animals with

Phylum Arthropoda is broad and includes three sub-phyla.

Sub-phylaof Phylum

ArthropodaClass in

Subphyla

Chelicerata Arachnida Horseshoe crabs.

regions are cephalothorax and abdomen.

Crustacea Crustacea Isopods, Amphipods

Uniramia

ChilopodaDiplopoda

Insecta

Insects: All possess chewing or sucking mouthparts. A few

pairs of legs, three body regions: head, thorax, abdomen.

undergo development through simple or complete metamorphosis.

Although diverse, all animals represented in this phylum have

protein. Arthropods are found in every environment on the face

specimen of the grasshopper from the Phylum Arthropoda and

Search Key Words: Arthropoda, Chelicerata, Crustacea, Urinamia, Insecta, grasshopper

PROCEDURE1. From How to Dissect, read from page 37 through the top of page 47 in Chapter 4 of the book

will be doing before you begin.

2. How to Dissect, pp. 37-47 of Chapter 4 to explore the anatomy and physiology of the grasshopper.

Amphipods are crustaceans

freshwater ponds



Exercise 4: Class insectaInsects represent the greatest diversity of orders in the Kingdoms. They are the most important

garden plants, but they can also damage crops. Because of their importance, we will explore the various orders of insects in more detail.

order general

Anoplura,

Psocoptera

Lice, various types Simple metamorphosis. Group of small insects that feed on detritus, mammal and bird hair, feathers or blood.

Order General

Coleoptera Largest order of insects

Beetles, borers and weevils

Complete metamorphosis. Front wing leathery, rear wing membranous. Chewing mouthparts. Some

plant feeders.Potato Beetle Ladybug Hippodamia convergens, Hollyhock Weevil Apion longirostre, Shothole Borer Scolytus rugulosus

Dermaptera Earwigschewing mouthparts. . Females guard eggs in soil trench.

Diptera Flies, midges, mosquitoes

Complete metamorphosis. Front pair of membraneous wings, rear pair reduced to halteres. Sucking mouthparts in adults. Larvae (maggots) can

, Rose midge Aedes

Ephemeroptera Simple metamorphosis. Eggs, nymphs found in and near water. Adults do not feed and live only a few

Hemiptera True Bugs Simple metamorphosis. Top (front) wing thickened at

at rest. Sucking mouthparts. Feed on plants,

and terrestrial species. Water boatman, bedbugs



Homoptera Aphids,

Scales

for plant feeding. Some form plant galls. Can cause considerable damage to crops.

Hymenoptera Ants, Bees, Wasps,

species construct nests and are social. Larvae may be parasites of other insects or feed on plants, or may be detritovores. Adults can be carnivores or nectar feeders. Important plant pollinators. Small Carpenter Bees dauber Wasp Sceliphron caementarium

Isoptera Termites Simple metamorphosis. Social with caste system. Chewing mouthparts. Feed on wood as detritovores and can cause damage to buildings.

Lepidoptera Complete metamorphosis. Sucking mouthparts in adults for obtaining nectar. Caterpillars with chewing mouthparts eat plants. Some are leaf miners, or

, Papilio

, Luna

Lacewings, antlions Complete metamorphosis. Chewing mouthparts

1.Odonata

nymphs and adults are predacious on other insects.Orthoptera Crickets,

Grasshoppers,

Cockroaches

Simple metamorphosis. Chewing mouthparts for feeding on plants, few are predacious on other

soil or deposit on plants.

Plecoptera

Siphonaptera Fleas Complete metamorphosis. Wingless. Ectoparasites with sucking mouthparts on birds, mammals.

Ctenocephalides felis and C. canis.



Thysanoptera Thrips

Some are vectors of plant diseases.Trichoptera

Metamorphosis in insecta Species

hormones, called pheromones. The purpose of metamorphosis may be to minimize or eliminate

control Strategy.

Immature insects look like miniature versions of the adult

Immature insects do not resemble the adult

hatching from the egg, gradually changing size or shape from molt to molt before it reaches full adult size. Grasshoppers are an example of incomplete metamorphosis. Complete metamorphosis refers to a more comprehensive change in form from the larval structure to the adult form. In this

life cycles are examples of complete metamorphoses, as is the mosquito.



Search Key Words

PROCEDURE1.

these orders in nature.

2.


Footnote:for all

tables:

which one.Ecology describe where this organism is found in nature.




(Footnotes)

manual control, and insects are used to control a pest species (animal or plant). For instance, Lacewing adults and larvae feed on Aphids, a sucking insect that, if present in large numbers, can harm garden and crop plants.



Kingdom Animalia: The ProtostomesMargaret E. Vorndam, M.S. Version 42-0073-00-01


OBSERVATIONS



Exercise 1: Mollusca The Mantled invertebratesRESULTS A.

Level of

Ecology Where found


Refer to , page 23



B.

C.

QUESTIONSA. without them?



B.

C.

D.

E.



Exercise 2: The Segmented WormsRESULTS A.

Table 2: Phylum Annelida

Level of Ecology Where found

Organ Systems Present

Environmental Role

Refer to , page 23



B.

QUESTIONSA. without them?

B.

C.



D.

E. Provide several examples of Annelids and where they are found.

F.

G. What is vermiculture?

H. How are Annelids used medicinally?



Exercise 3: Arthropoda The Jointed Animals with

RESULTSA.

Table 3: Phylum Arthropoda

Level of

Ecology Where found

Organ Systems Present

Environmental Role

Refer to , page 23



B.

QUESTIONS A. live without them?

B.



C.

D. Do Arthropods, as a group, undergo metamorphosis? Explain.

E. Provide several examples of Arthropods and where they are found.

Exercise 4: Class insectaQUESTIONSA. they belong.

B.

C. How are insects harmful?



D. examples.

E. insect life cycle?

F. Why is the process of metamorphosis an advantage?

G. Given the vast numbers of insects on earth, and the ages of certain species such as the cockroach, are insects a more successful species than are humans? Why or why not?



Kingdom Animalia: The DeuterostomesMargaret E. Vorndam, M.S. Version 42-0071-00-01



Experiment Summary:

Students will have the opportunity to study the

development of Deuterostomes. Students will dissect

class Asteroidea. They will dissect a perch and a frog


ExpErimEnt


Describe the ecology and physiology of the organisms.

Understand their importance in the environment.

Allow 4-8 hours for this experiment.


Experiment Kingdom AnimAliA: The deuTerosTomes

MATERIALS


Student provides 1 Single-edged razor blade1 Calculator

1 Computer, word processor and spreadsheet program recommended1 Apron1 Paper, pen or pencil1 Paper towel or newspaper

labPaq provides 1 Book-How-to-Dissect-Berman

1 Clam, Frog, Grasshopper, Earthworm,

1 several supplies are loaded in this tray - see below

1following: Bent Probe, Dropping Pipet, Probe, Ruler in pocket, Scalpel with 2

Scissors, Tweezers1 Gloves packages - 6 pairs1 Goggles-Safety

Note:



DISCUSSION AND REVIEWIn this laboratory, we will focus on the Deuterostomes, the grouping of animals that have embryos

Phyla represented within the Deuterostomes, the Echinoderms, and the Chordates.

All echinoderms are ocean-dwellers. The adults are radially symmetrical, protected by a calcium carbonate (CaCO3) endoskeleton, and covered by an

have spines or bristles that extend from the endoskeleton through the exterior body covering and

The immature forms may or may not look like the adults.

echinoderms have the ability to exude their stomach through their mouth and engulf/digest their prey external to their bodies. Prey animals for adult echinoderms are mollusks, but some echinoderms like the sea lilies depend

larger predators feed on them. Echinoderms have a water

echinoderms can reproduce asexually from parts of themselves that become separated from the

Domain Kingdom Phylum ClassEukarya Animalia Echinodermata Asteroidea

CrinoideaEchinoideaHolothuroideaOphiuroidea

Sea starsSea liliesSea urchins and sand dollarsSea cucumbers



Exercise 1: The DeuterostomesSearch Key Words: Echinoderm, sea star, sea lily, sea urchin, sea cucumber

PROCEDURE1. From How to Dissect, read from page 84 through the top of page 92 of the book before

doing before you begin.

2. How to Dissect, pp. 84-92 to explore the anatomy and physiology of the sea star.



Exercise 2: Phylum Chordata Animals with Notochords

The animal has a notochord during some period of its life. The notochord is dorsal, and provides support for the structure of the animal. The notochord in immature vertebrates becomes a spinal vertebrate column in the mature form.

The animal has a dorsal nerve cord. In vertebrates, the nerve cord is protected within the spinal column.

The animal has a pharyngeal pouch. This pouch becomes the gills in the invertebrate chordates,

structures.

The animal has a tail that extends past the anus during some or all of its life. In humans, the

as the coccyx or tailbone at the base of the spinal cord extending from the pelvis.

Phylum Chordata includes both invertebrate and vertebrate species. The phylum is structured as follows:

Domain Kingdom Phylum SubphylumEukarya Animalia Chordata (Invertebrates)

UrochordataCephalochordata

Sea squirts are urochordates. Only gill slits remain in the adult form as

Chordates.Sea lancets (Brachyostoma) are cephalochordates that live in the sand in shallow marine areas. Adult lancets have gills, a notochord and a dorsal tubular nerve cord.

(Vertebrates)Vertebrata

Animals with spinal columns. Birds,

mammals, including humans, are all chordates.

Subphyla Urochordata and the Cephalochordata each represent a small number of species.

share the Phylum Chordata with the vertebrate species.



the two subphyla listed above in that vertebrates have a dorsal

Within subphylum Vertebrata there are two superclasses. Superclass Agnathahave jaws or paired appendages, and their skeleton is made

species in this superclass. In contrast, Superclass Gnathostomata species do have hinged jaws, paired appendages, and at least a part of their skeleton is bony. All other vertebrates belong in this superclass. The classes and examples of organisms found in

Superclass Gnathostomata are presented in the table following.

Search Key Words

PROCEDURE1. From How to Dissect, read from page 110 through the top of page 128 in Chapter 9 of the

you will be doing before you begin.



Domain Kingdom Phylum Class

Eukarya Animalia

Chordata Subphylum VertebrataSuperclassAgnatha

Fishes that do not have jaws or paired appendages, and their

lampreys.

Chordata Subphylum VertebrataSuperclass Gnathostomata

Amphibia

Four-legged tetrapod, some with metamorphosis, three-chambered

ectothermic.Frogs, toads, salamanders & newts.

AvesTetrapod with feathers, endothermic.Birds

Chondrichthyes skeleton, no operculum or swim bladder, asymmetrical tail.Rays, skates, sharksTetrapod with hair, endothermic,

egg, ectothermic. Snakes, lizards, turtles.

Osteichthyesthat have bony skeletons, an operculum, lungs or air bladder, ectothermic. Salmon, eels, sea horses, perch.

2. How to Dissect, pp. 110-128 of Chapter 9 to explore the

3. From How to Dissect, read from page 134 through the middle of page 151 in Chapter 10 of the

you will be doing before you begin.

4. How to Dissect, pp. 134-151 of Chapter 10 to explore the anatomy and physiology of the frog.




Footnote:for all

tables:

List which one.Ecology describe where this organism is found in nature.






Kingdom Animalia: The DeuterostomesMargaret E. Vorndam, M.S. Version 42-0071-00-01


OBSERVATIONS



Exercise 1: The DeuterostomesRESULTSA.

Table 1: Phylum EchinodermataMorphology:



Refer to Explanation of Table Common Characteristic Categories and Types of Answers Expected, p. 8.

B.



C. these animals?

QUESTIONSA. we live without them?

B.

C.



D. Provide several examples of echinoderms and where they are found.

E.

Exercise 2: Phylum Chordata Animals with NotochordsRESULTS A. Compare and describe the structures found in these two organisms in Table 2.

Fish Frog

Exterior covering

Appendages/Use of Appendages

Mouth

Anus

Environment/ Environmental Role

Nervous system/Sensory organs

Food source

Source of Food for ?



B.

Table 3: Phylum Chordata

Morphology: level of

Ecology Where found




C.

D.



QUESTIONSA. live without them?

B.

C.

D. Provide several examples of Chordates and where they are found.




Kingdom Animalia: Class MammaliaMargaret Vorndam, M.S. Version 42-0070-00-01



Experiment Summary:

human body graphically. Then they will dissect a


ExpErimEnt

OBJECTIVES

human

: Four to eight hours total.


Experiment Kingdom AnimAliA: ClAss mAmmAliA

MATERIALSMATERiAlS

FRoM:lABEl oR BoX/BAg: QTy iTEM DESCRiPTioN:

Student Provides 1 Paper towel or newspaper 1 Single-edged razor blade 1 Calculator

1 Computer, word processor and spreadsheet program recommended 1 Paper, pen or pencilFrom labPaq 1 Apron - Rolled & Banded 1 Book-How-to-Dissect-Berman 1

1 supplies are loaded in this tray - see below

1 following: Bent Probe, Dropping Pipet, Probe,

blades are in the pocket, Scissors, Tweezers 1 Gloves packages - 6 pairs 1 Goggles-Safety

Note:




belong. We, like many of the animal species with which we are most familiar, are mammals we thermoregulate our bodies through our metabolism, our hair, collagen and epidermis. The name

class to suckle their young.

Domain Eukarya, Kingdom Animalia, Phylum Chordata, Subphylum Vertebrata, Superclass

table below.

human.



Class orderMammaliaThe Monotremes

Monotremata Example organisms: Anteater, duckbill platypus.

MammaliaThe Marsupials Marsupialia

before fully developed, and then are nurtured within a pouch on

Example organisms: Kangaroos, opossums, and koalas.

Class orderMammaliaThe Placental Mammals Eutherians

Eutheria

PerissodactylaHoofed animals with a single toe, elongated limbs for running. Herbivores. Example organisms: Horses, zebras.

Hoofed animals with two toes, elongated limbs for running.

Carnivora

Well-developed sense of smell, carnivores and omnivores with claws. Example organisms: Dogs, bears, cats, foxes, skunk. Also include seals, sea leopards, walruses that reproduce on land.

Primates

Tree-dwelling herbivores and terrestrial omnivores with

developed brains. Example organisms: Humans, great apes, monkeys.

Cetacea organisms: Whales, porpoises, and dolphins.

Chiroptera Example organisms: Bats.

Proboscidea nose. Example organisms: Elephants.

PROCEDURE1. From How to Dissect, read from page 154 through page 200 of the book before proceeding

you begin.



2. anatomy and physiology of the fetal pig.

3. analogous structures in the appropriate drawings of human anatomy below.

Ventral - Anterior Dorsal - PosteriorEar Eye

Lower Jaw

Chest Elbow Wrist Hand Digits

Sex Organs: (Breasts/Teats, Penis, Scrotum/Testes, Genital Papilla/Vaginal Area) Knee Ankle Foot Digits

Ear Brain Case Vertebral Column

Michelangelos David Bouguereaus Venus



Upper Respiratory System

cavityPharynxLarynx

Tongue Salivary Glands Liver Gall Bladder Bile Duct Stomach

EsophagusTrachea Pharynx Diaphragm Pylorus Cardiac Sphincter Pyloric Sphincter

lower Respiratory System

Trachea LungsBronchial tube Alveoli

Spleen Pancreas Duodenum

DuodenumJejunumIleum

Caecum

(Colon) Rectum Anus



Circulatory System Endocrine System

Heart Pulmonary Artery Aorta VeinsArteries

Adrenal glandOvaryPancreasPineal glandPituitary gland

ThymusThyroid gland



Urinary SystemKidney Bladder Ureter Urethra

Female Lower Body View Uterus Vagina Genital PapillaOvaryUrinary bladderUrethra

ClitorisLabia majoraRectumCervixPubic bone (Symphysis pubis)

Pubic bonePenisSpongy urethraScrotal Sacs Seminal Vesicles

Sperm DuctBladderProstate glandEpididymus


50-0364-bk-01-labmanual

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