This lab and accompanying workbook lead students through simulated experiments investigate the assumptions behind natural selection using an experimental system involving green crabs preying on periwinkle snail. Students are able to 'violate' each assumption in turn to explore whether evolution by natural selection still occurs. Exercises target common misconceptions among biology students. The updated 'tutorial-style' version of this lab provides students with feedback as they go, as well as other new features. We completed running 20 Biology sections of Darwnian Snails last week. The laboratory sessions went very well. Most instructors opted to take students to our computer lab and offer help while the students worked at the computer.
Some instructors gave students the option of completing the exercise at home. Very minimal problems were reported with the software.All in all I saw lots of smiling faculty and heard the comment more than once that this lab really drives home basic principles of evolution.
Joel Watkins, Schoolcraft College, Introductory Biology Course. Recently updated to include onscreen instructions and instant feedback, this lab recreates the famous experiments of R.T. Paine and colleagues in the Pacific Northwest with the sea star Pisaster (and 8 other marine intertidal species). Students conduct transplant experiments to figure out competitive relationships and sample gut contents to construct a food web. Next they use their data to predict what will happen when each predator is removed from the system.
Finally, they complete the removal experiments and compare their results with their predictions. This is a great introductory lab in that it explores basic ecological concepts and although it is not difficult, it asks students to think critically, synthesizing experimental data to make predictions. It also provides a nice foundation for discussions of the important roles that different species can play in a community. This laboratory recreates the famous experiments of R.T. Paine and colleagues in the Pacific Northwest with the sea star Pisaster (and 8 other marine intertidal species). Students do transplant experiments to figure out competitive relationships and sample gut contents to construct a food web. Next they use their data to predict what will happen when each predator is removed from the system.
Finally, they do the removal experiments and compare their results with their predictions. This is a great introductory lab in that it explores basic ecological concepts and although it is not difficult, it asks students to think critically, synthesizing experimental data to make predictions. It also provides a nice foundation for discussions of the important roles that different species can play in a community. They absolutely loved Keystone Predator. it allowed them to quickly appreciate how the biology of the organisms played a role, that the species differed in colonizing abilities, and the concept of a species with an effect disproportionate to its abundance.
I was amazed how quickly and effortlessly the simulation taught them a dynamic system. We all agreed that the graphics really work.
One of the best features is the integrated abundance values so that you can freeze the action at any point and track individual species as opposed to general trends. Paula Philbrick, University of Connecticut. This popular laboratory explores basic population biology concepts including exponential and logistic growth and carrying capacity. It is based on the textbook example of a predator-prey system involving wolves and moose on an island in Lake Superior. Students start out by characterizing the growth of a colonizing population of moose in the absence of predators. Next they introduce wolves, and study the resulting predator-prey cycles. Do predators increase or decrease the health of their prey populations?
Students investigate this question by sampling the energy stores of moose with and without wolves present. Finally, they try changing the plant growth rate to see how primary productivity influences population dynamics. I used the Isle Royale simulation from EcoBeaker and was quite impressed.
I had tried it out once a number of years ago in an earlier version, and thought it was insufficiently sophisticated as far as the graphics went, and that it would not hold student interest in my non-majors. The version this time had vastly improved graphics, a better interface, and hearing my students discuss the various scenarios, using the terminology, was quite rewarding. I was very pleased with the program, and want to use it again, and try at least one more of the simualtions next semester. Steven Angersback, Pima Community College. This lab, recently updated with on-screen instructions and instant feedback, explores how random genetic drift impacts populations, using a conservation-oriented story about rescuing black-footed ferrets from extinction. Students observe the rate of genetic drift in populations of different sizes and conduct experiments to investigate how and why population size affects changes in genetic diversity across generations.
Students become familiar with the meanings of heterozygosity and effective population size (Ne) in the course of their experimentation. The lab culminates with students applying these ideas to black-footed ferrets, a species that experienced a population bottleneck and is currently being managed both for population size and genetic diversity. This lab explores how random genetic drift impacts populations, using a conservation-oriented story about rescuing black-footed ferrets from extinction. Students observe the rate of genetic drift in populations of different sizes and conduct experiments to investigate how and why population size affects changes in genetic diversity across generations. Students become familiar with the meanings of heterozygosity and effective population size (Ne) in the course of their experimentation.
The lab culminates with students applying these ideas to black-footed ferrets, a species that experienced a population bottleneck and is currently being managed both for population size and genetic diversity. This engaging lab, recently updated to include onscreen instructions and instant-feedback, simulates malaria and sickle-cell disease in African villages to investigate how both natural selection and genetic drift influence allele and genotype frequencies over time, given different scenarios. Students also learn how to apply the Hardy-Weinberg equation as a null model to make predictions. An optional open-ended section allows independent exploration of evolutionary forces using a basic population genetics model with adjustable parameters for selection strength, immigration rate, and population size. In addition, this section provides a scenario that lets students practice Hardy-Weinberg calculations to make sure they understand how to set up their equations. An interactive simulation of the classic malaria and sickle-cell anemia system is used to explore natural selection and genetic drift.
Students examine African villages with different malaria death rates. First they use the Hardy-Weinberg equation to calculate the expected proportion of sickle-cell carriers from HbS and HbA allele frequencies. Then they examine how the allele frequencies change with changes in malaria risk and with different 'founder' scenarios. Finally they explore genetic drift without selection by looking at different-sized villages where both diseases have been cured. An optional advanced section allows independent exploration of evolutionary forces using a basic population genetics model with adjustable parameters for selection strength, immigration rate, and population size. This is one of our most popular labs for introductory biology courses.
This lab connects basic Mendelian genetics to basic population genetics using variation in coat color of pigs, a well-understood trait. Students first conduct crosses to determine the relationships between four different coat color alleles. They are also introduced to the molecular basis for the different alleles and how that leads to their genetics. Then students must use this system to answer population-level questions such as 'will a dominant allele always increase in frequency over a recessive allele?' Along the way, they are also introduced to the Hardy-Weinberg equation and why it is useful.
This lab was built as part of a larger NSF-funded research project into student misconceptions in genetics and evolution. We promise you have never seen a mitosis tutorial like Mitosis Explored. By integrating stunning live video from diverse organisms, interactive animations, and simulated experiments, Mitosis Explored smashes the 'memorize the stages of mitosis' mold.
This tutorial uses an inquiry-driven, self-guided approach to extend students' comprehension of the mechanics of this important (but challenging to learn) process. Students are able to tinker with the machinery that drives mitosis, solve puzzles, do experiments, and receive lots of instant feedback to check their own understanding.
They also explore how mitosis relates to cancer and other diseases. Meiosis Explored offers a refreshing new approach to teach this fascinating and fundamental (but challenging to learn!) process. Using engaging simulated experiments, puzzles, dozens of instant-feedback questions, and illuminating animations and microscopy images, Meiosis Explored investigates the how and why of meiosis rather than focusing on memorization of stages and terminology. This tutorial uses an inquiry-driven, self-directed approach that guides students through the events that take place in meiosis and elucidates why they occur in a particular order. One section makes connections with genetics, focusing on how meiosis produces variation in offspring. Another section focuses on disorders that arise from meiotic errors.
The tutorial helps students actually understand the differences and similarities between meiosis and mitosis (and works well with the accompanying Mitosis Explored tutorial). This in-depth tutorial uses simulated experiments and interactive animations at different scales (macro to molecular) to help students understand the challenging concepts underlying the action potential. Designed as a sophisticated introduction to neuronal function, students learn about the equilibrium potential and then construct a functioning model axon using different ion channels.
Workbook Lab Manual For General Biology Sbas
Students test their understanding with several simulated CSI-style mysteries and important medical examples. For a shorter, more qualitative treatment, see Action Potentials Explored. A great companion to our lab, this popular module explores osmosis by letting students visualize molecules moving inside a cell and across the cell's membrane.
Their ultimate challenge is to use what they learn about osmosis to compose an intravenous fluid that will not cause red blood cells to expand or shrink. In the course of the lab, students explore osmosis with no, one, two, and many solutes. In the process of exploring the underlying molecular mechanisms of osmosis and osmotic pressure, students manipulate concentrations and conduct experiments to investigate what is meant by 'dynamic equilibrium' and throughout the lab use quantitative reasoning to predict experimental outcomes. See our page to read how this lab has successfully conquered misconceptions! One caveat: students who have trouble with ratios may need assistance.
General Biology Lab Answers
This lab confronts common misconceptions about diffusion using engaging simulated molecular-level experiments. The lab first focuses on how individual molecules move under different conditions. It then sets up a fun experiment that allows students to explore whether nerve cells could use diffusion to move materials from the cell body to the synapses at the tips of their axons. Students run races in axons of different lengths and record how long it takes for 'peptide' molecules to diffuse down their length. A new concluding exercise explores diffusion in plant leaves, asking whether CO 2 molecules that start among high concentrations of other CO 2 molecules move faster than CO 2 molecules that start among high concentrations of water molecules. By the end of the lab, students not only discover the need for cellular and organ level transport mechanisms, but also overcome some commonly held misconceptions (see our for details). A powerful lab for introducing students to the evidence that convinces biologists that life on earth evolved.
It covers a key piece of evidence for evolutionary theory, focusing on how related species should have nested sets of traits that reflect their evolutionary tree. Students compare traits of evolved species versus traits of independently created species and learn how to quantify the difference. They then use this quantification to predict the order that traits should appear in the fossil record among different species of simulated lizards. Finally, they apply their methods to the real fossil record for a set of 7 extant species. I did tell you that I like EvoBeaker very much. The programs compliment each other really well and I'd love to work with several of them that highlight common ancestor, but I am limited in the time I have.
I am going to try to fit in two of them, near the end of the semester. I think 'Flowers and Trees' with its phylogenetic trees and either Dogs or HIV, to get the sequence comparisons. Robert Hodson, University of Delaware, 600 Student Introductory Biology Class Lab (Workbook): Intermediate Disturbance Hypothesis. Using a model of succession from grasses to trees, students start out by observing a successional sequence without disturbance. Then they get to start setting fires. By systematically varying the size and frequency of fires, they recreate the standard textbook graph of the intermediate disturbance hypothesis showing that species diversity is highest at intermediate levels of disturbance. In an open-ended advanced section of the lab, students can alter the susceptibility of different species to burning and their succession rate to see how these factors influence diversity.
This lab is often cited as a favorite by both instructors and students for its content, and also for the graphics that display red fire rushing through the forest. Although the ideas are typically introduced in upper-level ecology courses, the lab is straightforward and emphasizes data collection and graphing, making it applicable for courses for students without a scientific background. This fun and engaging laboratory, affectionately referred to as 'the bunny lab', explores ecological niches and the competitive exclusion principle.
Can four identical species of rabbits coexist in a yard with a limited amount of the only source of food (lettuce)? What would happen if a rabbit with a broader diet (e.g., lettuce and carrots) were to invade the yard? How could that rabbit's niche be modified to allow coexistence? Students address these questions by manipulating procedures and parameters in the model.
The first part of the lab takes students step-by-step through manipulations and is great for introductory-level courses and as a general introduction to EcoBeaker models. The last (optional) part of the lab challenges students to figure out ways to modify the model to achieve coexistence with only one type of food being added to the yard. This part is open-ended and can be integrated with more advanced topics such as Lotka-Volterra models.
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Synopsis. One of the best ways for your students to succeed in their biology course is through hands-on lab experience. With its 46 lab exercises and hundreds of color photos and illustrations, the LABORATORY MANUAL FOR GENERAL BIOLOGY, Fifth Edition, is your students' guide to a better understanding of biology. Most exercises can be completed within two hours, and answers to the exercises are included in the Instructor's Manual. The perfect companion to Starr and Taggart's BIOLOGY: THE UNITY AND DIVERSITY OF LIFE, Eleventh Edition, as well as Starr's BIOLOGY: CONCEPTS AND APPLICATIONS, Sixth Edition, and BIOLOGY: TODAY AND TOMORROW, this lab manual can also be used with any introductory biology text. Succeed in biology with LABORATORY MANUAL FOR GENERAL BIOLOGY! Through hands-on-lab experience, this biology laboratory manual reinforces biology concepts to help you get a better grade.
Exercises, pre-lab questions, and post-lab questions enhance your understanding and make lab assignments easy to complete and easy to comprehend. Table Of Content.
Preface. To the Student. Laboratory Supplies and Procedures. Scientific Method. Macromolecules and You: Food and Diet Analysis. Structure and Function of Living Cells. Diffusion, Osmosis, and the Functional Significance of Biological Membranes.
Enzymes: Catalysts of Life. Photosynthesis: Capture of Light Energy. Respiration: Energy Conversion.
Mitosis and Cytokinesis: Nuclear and Cytoplasmic Division. Meiosis: Basis of Sexual Reproduction. Nucleic Acids: Blueprints for Life. Evolutionary Agents. Evidences of Evolution. Taxonomy: Classifying and Naming Organisms. Eubacteria and Protistans.
Protistans II. Bryophytes: Liverworts and Mosses. Seedless Vascular Plants: Fern Allies and Ferns. Seed Plants I: Gymnosperms. Seed Plants II: Angiosperms. Sponges and Cnidarians. Flatworms, Roundworms, and Rotifers.
Mollusks, Segmented Worms, and Joint-legged Animals. Echinoderms and Invertebrate Chordates. Plant Organization: Vegetative Organs of Flowering Plants. Animal Organization.
Pig Dissection: Introduction, External Anatomy, and the Muscular System. Pig: Digestive, Respiratory, and Circulatory Systems. Pig: Urogenital and Nervous Systems. Human Sensations, Reflexes, and Reactions. Structure and Function of the Sense Organs. Human Skeletal and Muscular Systems.
Human Blood and Circulation. Human Respiration. Animal Development: Gametogenesis and Fertilization. Animal Development: Cleavage, Gastrulation, and Late Development. The Natural Arsenal: A Study of Relationships Between Plants and Animals.
Ecology: Living Organisms in Their Environment. Human Impact on the Environment. Animal Behavior.
Appendix 1: Metric Conversions. Appendix 2: Genetics Problems.
Appendix 3: Terms of Orientation In and Around the Animal Body. To the Student. Laboratory Supplies and Procedures. EXERCISE 1 The Scientific Method. EXERCISE 2 Measurement. EXERCISE 3 Microscopy. EXERCISE 4 Homeostasis.
EXERCISE 5 Macromolecules and You: Food and Diet Analysis. EXERCISE 6 Structure and Function of Living Cells. EXERCISE 7 Diffusion, Osmosis, and the Functional Significance of Biological Membranes. EXERCISE 8 Enzymes: Catalysts of Life. EXERCISE 9 Photosynthesis: Capture of Light Energy. EXERCISE 10 Respiration: Energy Conversion. EXERCISE 11 Mitosis and Cytokinesis: Nuclear and Cytoplasmic Division.
EXERCISE 12 Meiosis: Basis of Sexual Reproduction. EXERCISE 13 Heredity. EXERCISE 14 Nucleic Acids: Blueprints for Life. EXERCISE 15 Biotechnology: Bacterial Transformation.
EXERCISE 16 Evolutionary Agents. EXERCISE 17 Evidences of Evolution. EXERCISE 18 Taxonomy: Classifying and Naming Organisms. EXERCISE 19 Bacteria and Protists I.
EXERCISE 20 Protists II. EXERCISE 21 Fungi.
EXERCISE 22 Bryophytes?Liverworts and Mosses. EXERCISE 23 Seedless Vascular Plants: Club Mosses and Ferns. EXERCISE 24 Seed Plants I: Gymnosperms. EXERCISE 25 Seed Plants II: Angiosperms. EXERCISE 26 Sponges and Cnidarians. EXERCISE 27 Flatworms and Rotifers. EXERCISE 28 Segmented Worms and Mollusks.
EXERCISE 29 Roundworms and Joint-Legged Animals. EXERCISE 30 Echinoderms and Invertebrate Chordates. EXERCISE 31 Vertebrates. EXERCISE 32 Plant Organization: Vegetative Organs of Flowering Plants.
EXERCISE 33 Animal Organization. EXERCISE 34 Dissection of the Fetal Pig: Introduction, External Anatomy, and the Muscular System. Jcb 180 3cx manual download.
EXERCISE 35 Dissection of the Fetal Pig: Digestive, Respiratory, and Circulatory Systems. EXERCISE 36 Dissection of the Fetal Pig: Urogenital and Nervous Systems.
EXERCISE 37 Human Sensations, Reflexes, and Reactions. EXERCISE 38 Structure and Function of the Sensory Organs. EXERCISE 39 Human Skeletal and Muscular Systems. EXERCISE 40 Human Blood and Circulation. EXERCISE 41 Human Respiration. EXERCISE 42 Animal Development: Gametogenesis and Fertilization. EXERCISE 43 Animal Development: Cleavage, Gastrulation, and Late Development.
XERCISE 44 The Natural Arsenal: An Experimental Study of the Relationships Between Plants and Animals. EXERCISE 45 Ecology: Living Organisms in Their Environment. EXERCISE 46 Human Impact on the Environment: Stream Ecology. EXERCISE 47 Animal Behavior. APPENDIX 1 Measurement Conversions.
APPENDIX 2 Genetics Problems. APPENDIX 3 Terms of Orientation in and Around the Animal Body. Illustrawtion references.
Full text of ' jr 60041 CO WILLIAM C. BEAVER, Ph.D., D.Sc.
Professor of Biology, Wittenberg University, Springfield, Ohio Workbook and laboratory manual in general biology SIXTH EDITION Saint Louis THE C. MOSBY COMPANY 1962 SIXTH EDITION Copyright 1962 by THE C. MOSBY COMPANY All rig its reserved Previous editions copyrighted 1938, 1940, 1945, 1952, 1958 Printed in the United States of America Distributed in Great Britain by Henry Kimpton, 1 London Preface to sixth edition ALTHOUGH DESIGNED TO BE USED with the author's General Biology, this manual is suitable for many beginning college courses in biology. A close correlation te- twecn laboratory and classroom work is possible because the exercises in the manual are in the same sequence as the chapters in the text. The exercises are so arranged that a choice may be made in the selection of the wide range of work, thus permitting emphasis on such parts as the instructor may desire to meet the requirements for a variety of courses. Tn some instances, alternate exercises and a choice of work permit flexibility for courses of a year, a semester, or a quarter.
In certain exercises a scientific method of presentation is followed in order to give the student important training in the solu- tions of problems. If mastered properly and practiced accurately, such a method of working and thinking will be of value not only in science but in many other disci- plines as well, including the solution of problems of everyday living.
All work in laboratory and field should be considered as problems to be solved. These problems should be kept clearly in mind, working hypotheses should be proposed, careful observations made, pertinent data and in- formation recorded accurately, and logical conclusions drawn. The exercises require some thinking and reasoning by the student and the aim is not merely a mechanical execution and interpretation of instructions but also the development of comprehension and insight.
Some of the exercises arc presented so that certain topics may be considered care- fully and accurate reports written. These reports may be handed in or they may serve as the basis for oral reports or group dis- cussions, even in class if laboratory time is lacking.
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