| 2. |
4/4 |
13 |
Bacteriology |
- see below
|
- Note that this lab will be held in Bromfield 211 or, failing availability of that room, in the Bromfield 213 prep lab (if I can convince my colleagues to let us in there)
- pp. 323-325, Exercise 13.1, Lab Study A
- doing this lab is predicated on our actually having interesting bacterial (and fungal) colonies hanging around; if this is not the case then we will not be able to do this section; by all means call over your instructor if you are confused as to what to do
- the object of this exercise is to gain an appreciation that not all colony morphologies are identical
- when observing colonies with dissection scope, make sure that you vary the application of the lamp; if you are not sure how to, ask your instructor for help/suggestions
- observe all demonstration microscopy such as the phase-contrast microscopy of living, moving bacteria (if that is available)
- pp. 326-328, Exercise 13.1, Lab Study B
- Make sure you call over your instructor for directions/demonstration on how to do smear and stain
- please feel free to do oil-immersion microscopy but when doing so please...
- take care to avoid contaminating non-oil-immersion lenses with oil (i.e., only 100x objective is an oil immersion lens)
- clean optics using clean lens paper, only (not kimwipes)
- please remove oil from lenses, slides, stage, etc. using lens paper (not kimwipes)
- please make sure that oil has been removed from the microscope when you are done
- use cotton swabs instead of tooth picks
- do not use a drop of water to moisten slide but instead moisten the applicator with your saliva
- return applicator to paper sleeve before disposing of in trash
- remember to heat fix your smear
- use tap water instead of distilled or deionized water to wash your slides
- please turn on the tap water before you place the slide under faucet rather; use a relatively modest flow of water for your washes
- blot dry (do not rub) your stained smear using bibulous paper rather than paper towels
- pp. 328-331, Exercise 13.1, Lab Study C
- Make sure you call over your instructor for directions/demonstration on how to do smear and Gram stain
- refer to micro-book handout for written instructions
- Staphylococcus aureus replaces Micrococcus
- tubes containing cultures are not labeled so please label them one at a time using a sharpy
- always carry test tubes in a test tube rack
- label slides using the blue and red Gram stain pens
- we will be using flame-sterilized loops instead of toothpicks
- please use the loop to carry the water onto the slide; gather one loopfull of water by placing a flamed loop under a dripping or slowly flowing faucet; note that broth cultures do not need any additional water (the loopfull of water technique is needed particularly when obtaining bacteria from solid media)
- make your smear nice and thin (accomplished be spreading culture to about the width of a dime) and remember to heat fix it
- pp. 331-334, Exercise 13.2, we will not be doing
- pp. 334-339, Exercise 13.3, Lab Study A
- you will be going forth into the world to obtain our samples rather than having raw chicken, soil samples, samples of stream water, or hand soap supplied for us (i.e., essentially lab study B for all of experiment 13.3)
- mark all petri dishes on their bottom (smaller half)
- don't seal petri dishes with parafilm
- incubate all petri dishes upside down at 25°C
- don't bother with the discussion questions on p. 339
- pp. 339-340, Exercise 13.3, Lab Study B, see above
- pp. 341-344, Exercise 13.4, Lab Study A, we can do this if you would like to; to do this lab study well, make sure you effectively cover the plate with applied culture, including the edges of the agar
- pp. 344-346, Exercise 13.4, Lab Study B, we will not be doing
- pp. 346-348, don't need to answer any questions
- Laboratory Prep Person: Need:
- 24 hour broth cultures of E. coli, Seratia, Staphylococcus, and Bacillus
- quadrant streaks of various bacteria, contaminants, etc., made up many days (at least 2) in advance and then overgrown at 37°C
- screw-capped sterile water blanks (2 per student; these may be made up from previous year)
- TSA plates (4 per student)
- put together some sort of infusion at least a week in advance
- that day need the micro cart, phase-contrast microscope, cotton swabs, and "prepared slides of bacillus, coccus, and spirillum bacteria" (p. 332; lab study B)
- photocopy page 65 from micro (old) lab book, 1 per student
|
| 3. |
4/11 |
17 |
Animal Diversity I |
- see below
|
- answer all questions except the "Applying your Knowledge" question on pp. 465-466
- note that you will be asked to fill in Table 18.1 for the animals studied in this lab; Table 18.1 is found on pp. 486-487
- Laboratory Prep Person:
- Place out all specimens and slides associated with each kingdom on separate tables, those to be used explicitly in this lab on adjacent tables and dissecting and compound scopes on the next tables over (label kingdoms; take out Rotifera, too)
- Place to-be-dissected specimens with dissection pans in unopened containers
- Please print out one copy per student of the following of the page reached by [this link]
- keep this lab assembled through the following week's lab
|
| 4. |
4/18 |
15 |
Plant Diversity I: Bryophytes and Seedless Vascular Plants |
- see below
|
- answer all questions
- Remember:
- Any product of meiosis is haploid
- Any spore is haploid
- Any mitotic product of a spore is haploid
- Any product of fertilization is diploid
- Any zygote is diploid
- Any mitotic product of a zygote is diploid
- Laboratory Prep Person:
- Please print out one copy per student of the following of the page reached by [this link]
- Keep this lab assembled through the following week's lab
|
| 5. |
4/25 |
16 |
Plant Diversity II: Seed Plants |
- see below
|
- for exercise 16.2, lab study D, we will dissect a peanut ["You can investigate how an embryo grows in a seed by buying a bag of peanuts. Carefully open one of the peanut shells and look closely at the various parts as you munch. The woody peanut shell is actually the fruit formed from the enlarged ovary wall, while the reddish papery coating around each peanut is the seed coat, the wall of ovule. The two oval halves of the peanut are the dried, salted remains of the cotyledons, the thick first leaves of the embryo. The embryos of peanuts and many other plants, including pears, have two cotyledons and are therefore called dicotyledons (dicots). Plants with just one cotyledon---lilies and palms, for example, as well as corn and other grasses, are called monocotyledons (monocots)." (p. 805, Postlethwait and Hobson, 1995)]
- for exercise 16.2, lab study D, we will also dissect an apple ["The next time you start to eat a pear or an apple, you can apply your knowledge of plant anatomy while examining the food you are eating. Opposite the stem of a fresh pear or apple at the base of the fruit you can probably see the sepals and sometimes the stamens still attached. As you bite into the flesh of the fruit, you are devouring the receptacle, the enlarged base of the flower. When you get to the core of the pear or apple, you will have reached the ovary wall. The oval seeds inside develop from the ovule, and the tough brown seed coat is the mature wall of the ovule." (pp. 803-804, Postlethwaite and Hobson, 1995)]
- we will not be doing the "Investigative extension" on p. 439
- answer all questions
- Laboratory Prep Person:
- We need to bring in flowers and fruit (including raw peanuts and an apple for each person)
- We need to bring in plant reference books (STA will bring his books)
- We need to bring in flowers (STA will pick wild flowers)
- Please print out one copy per student of the following of the page reached by [this link]
- Keep this lab assembled through the following week's lab
|
| 6. |
5/2 |
14 |
Protista and Fungi |
- see below
|
- answer all questions
- remember that you should be sketching specimens (well) so that you can both reproduce (i.e., draw) them and identify them (if you find this request somewhat extreme, then please keep in mind that I alternatively would have you identify specimens at a later date from memory, i.e., switch to a much-more traditional non-open book, memorization-intensive, laboratory practical format)
- Note that much of this stuff, especially life cycles, may not make much sense until we get to it in the lecture portion of this course (e.g., chapters 28 and 31); this is yet another problem with organizing classes according to quarters so please try to hang in there
- try to observe living specimens first since these are the most difficult to preserve past the current laboratory period
- microscopy tips:
- You can adjust the iris diaphragm of your microscopes so that specimens are neither too dark nor too light and possessing high contrast
- You might be able to lower your condenser to increase your depth of field, which is particularly useful when observing thick specimens
- Alternatively, remember to focus up and down on specimens so that you can observe them over an extended depth of field
- You should avoid starting at high magnification for many of the specimens you will be observing since many of these organisms are quite large and by observing at too-high magnifications you may literally miss the organism for its cells
- Please, ask your instructor for help adjusting the phase-contrast microscope (if we use it); you don't know how to adjust it and it is both complex and expensive
- not doing Exercise 14.3
- Laboratory Prep Person:
- All preserved seaweed specimens need to be placed in labeled dishes, perhaps with covers to keep specimens moist
- Let's steal a microscope (or two) from microbiology for observing paramecium, the difference in amount of detail that can be seen between those scopes and biology's scopes is incredible
- Please print out one copy per student of the following of the page reached by [this link]
- Keep this lab assembled through the following week's lab
|
| 7. |
5/9 |
18 |
Animal Diversity II |
- you will not be obtaining a preserved fetal pig, ref: p. 481, procedure step 1
- answer all questions
- Laboratory Prep Person:
- Please print out one copy per student of the following of the page reached by [this link]
- Keep this lab assembled through the following week's lab
|
| 8. |
5/16 |
--- |
Tree Identification |
- rules are to be announced
- please wear clothing that is appropriate for tromping through a wet woods
|
| 9. |
5/23 |
--- |
Lab Exam |
- see "lab exam" above
- lab exam will be given during the final hour of laboratory period
|
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