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Physiology Honors
Lab Manual 2014-15
Semester I
Science Department
TOHS
CVUSD
Thousand Oaks High School
Science Department
805 495-7491
[CVUSD]
2014-2015
Compiled by:
Dr. Malhotra
This Lab manual has been designed for Anatomy and Physiology Honors
and CP students at Thousand Oaks High School. They may print out the
lab handouts, data tables, and lab worksheets and use them in the lab with
Dr. Malhotra’s permission. These print outs will not count as their prelabs.
Anatomy CP/Physiology H Labs
Welcome to Dr. Malhotra’s Anatomy/Physiology CP and Physiology Honors courses at TOHS!
I look forward to teach you and learn from you as we move ahead in this course. Remember,
we all are life-long learners!
This lab manual is dedicated to all my students in anatomy CP/physiology H classes at TOHS!
Some labs will be used for honors course only and others may be common to honors and CP
courses. The honors students are expected to learn all the material in more depth and
challenge themselves by using critical thinking and real life applications of different
protocols and data analysis. I hope this lab manual is helpful in completing your prelabs and
labs for these courses.
Due to the volume of material covered, length and complexity of labs, these courses are fast paced. Please
be prepared to move with the class and complete your assignments and lab write-ups on time so that you
don’t get left behind.
To be successful in the lab, you must be a good team player in your lab group and in the class. Always
follow the lab safety rules while doing your lab.
During the lab if you finish your part before someone else, there are several things you can do to help the
teacher or your classmates:
a. Help someone else in your group
b. Clean up something for your group: wash glassware, turn off and unplug hotplate, cover beakers,
wipe off countertops, clean out sinks, wipe off outside of bottles, put equipment back where you
found it etc...
c. Clean up something for the class
d. Organize lab handouts/assignments for the next class
e. REMEMBER! NO ONE LEAVES UNTIL EVERYTHING IN THE CLASS IS CLEANED UP AND PUT BACK IN
ITS PLACE!
I hope this course is a learning and rewarding experience for you this year!
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Anatomy CP/Physiology H Labs
Table of Contents
____________________________________________________________________________________________________
Page #
Title
Points
____________________________________________________________________________________________________
1.
Cover page
2.
Introduction
3.
Contents
4.
Lab Safety
5.
Course Policy
7.
Lab Safety Contract
8.
Lab Book Guidelines
9.
Lab Report Format
10.
Lab Report Rubric
11.
Who Does What?
13.
Autopsy Lab
15.
Autopsy Lab Data Sheet
17.
Crayfish Dissection
20.
Crayfish data sheet
21.
Gummy Bear Dissection-body cavities
23.
Medical Terminology online
26.
Daphnia physiology experiment
30.
pH demo
31.
Amylase action lab
34.
DNA Extraction lab-1
35.
Cell membrane simulation lab
38.
Conductivity lab and student data tables
46.
Data analysis/Excel
47.
Microscope Rules
49.
Microscope lab
51.
Histology simulation
54.
Tissue Lab part 1
57.
Tissue Lab 1 answer sheet
59.
Tissue Lab part 2
62.
Sheep Heart Dissection
64.
Heart Dissection Data Sheet
65.
Cardiovascular system simulation
68.
Skeleton Cut and Paste Activity
69.
Bone ID lab part 1
70.
Bone ID lab part 2 -pictures
72.
Bone ID lab part 2 -questions
73.
Bone Dissection Lab
78.
Skeleton review ws-1
79.
Skeleton review ws-2
80.
Bone practical review ws
82.
Bone list for the practical
83.
Muscle online activity
84.
The Muscle lab
85.
Muscle list for the exam
100.
Brain online activity
104.
Brain Morphology
106.
Sheep Brain demo
107.
Skin Prints lab
______________________________________________________________________________________________________
3
Anatomy CP/Physiology H Labs
Lab Safety
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This Lab Safety Section is designed to review a few of the lab safety rules and procedures. For a
complete explanation of all rules and procedures, please read the course guidelines given by your
instructor. You are responsible for your behavior in the lab. Failure to follow safety rules endangers
the safety of everyone in the room, so such behavior will not be tolerated and may result in a failing
grade for the course
Familiarize yourself with the location of fire extinguishers, fire blanket, eye wash station (located at
the sink against the wall), and emergency exits (in the back of the lab).
Turn off cell phones during lab so that you don’t miss important information from your instructor.
Eating, drinking (even water), and smoking are prohibited in the lab.
Safety goggles MUST be worn during some of the labs, as indicated by your instructor.
Secure long or loose hair, clothing, and jewelry.
Shoes must be worn at all times in the lab especially during dissections.
Do not dump any solid waste (animal or paper) in the sinks. Use the sink assigned to your group.
Store coats, etc. appropriately - not in the aisles or on the lab table.
Read lab instructions before you begin the lab; when in doubt, ask your instructor.
If there is fire in the building, evacuate the building immediately
If you spill a flammable liquid, inform your instructor
No eating, drinking, chewing gum, applying make-up in the lab
Do not perform experiments that the teacher doesn’t tell you to do
If there is fire on lab materials, its best to use fire extinguisher
Use the dissection tools carefully. If hurt or cut, tell the teacher immediately
Never use volatile substances near the flame
Dry hands before touching electrical outlets
Any spills on the floor, must be cleaned at once
If acid is spilled on the skin, wash with water
Spilled acids can be made safe with sodium bicarbonate solution
Spilled bases can be neutralized with acetic acid (vinegar)
Each student must help clean up the lab; do not work alone in the lab.
The clean up group must check the final clean up after each lab
Smell the liquid facing the container away from your nose
All trash and chemicals go in proper containers
Wipe your lab stations; Wash all lab supplies and return to the lab tray or side counters
Keep glassware, computers and microscopes away from edges of the lab table
Broken glassware: sweep up and put into broken glass container on the back counter
If you get any chemicals in the eye, wash for at least 15 minutes with tap water
Before using an instrument or machine, be sure you know how to turn it off in case of emergency
When removing an electrical plug from its socket, grasp the plug, not the electrical cord
Use the sink assigned to your lab group and never put solids in the sinks
After working with bacteria or dissecting a specimen, disinfect lab tables and counters
Put your safety goggles back in the cabinet/box only when your teacher says it is OK to do so
Always wash your hands before leaving the lab!
During laptop computer labs, remove computers from the cart according to assigned #
If you are the last class of the day, it is your responsibility to put your computer back on the cart.
Anatomy CP/Physiology H Labs
PHYSIOLOGY HONORS
Science Dept, TOHS
INSTRUCTOR: Dr. Malhotra; E8
OFFICE PHONE: 495-7491 ext 1408
Course Assignment and Lecture Notes:
Check your grade:
Power points lectures and Class data:
EMAIL: [email protected]
http://nmamhotra.tripod.com/
http://zangle.conejo.k12.ca.us/
Google Drive or Dropbox
TEXTS AND MATERIALS REQUIRED:
 Anatomy and Physiology: Seeley, Stephens, and Tate; 8th edition; McGraw-Hill Glencoe (Honors Text)
 2 College ruled composition books
 Pencils and pens (black or blue ONLY)
GENERAL INFORMATION:
1. Physiology Honors is a lab based and fast-paced course taught over 2 semesters. The course involves dissections,
designing physiology experiments, conducting complex labs, team work, critical thinking, data collection and analysis
2. Students should familiarize themselves with the policies concerning the laboratory, academic integrity etc. as these
policies will be followed for the lecture and laboratory portion of the course.
3. Ask questions if you are uncertain about materials covered during the lab sessions or lectures: email me ASAP!
4. Students should bring their prelab to each lab session or they will not be allowed to do the lab. Students may use
any reference or supplemental materials available in the class during labs.
5. All prelabs and labs must be written in blue or black pen; all data tables and drawings must be done in pencil.
6. Labs will begin promptly at the scheduled starting time. Students arriving late may miss important introductory
material and lose participation points. Honors students will be challenged with designing their own experiments!
7. Due to the volume of material covered, students will need to spend some "out-of-class" time in the laboratory.
Most students make up labs/quizzes during the lunch time. As a prerequisite for maintaining an open lab policy,
students must follow all lab safety policies when working in the lab; clean-up after completing work; and return all
materials to their appropriate locations when finished with them. As a rule, the lab should be cleaner and more
organized when you leave than when you arrived!
8. Students will be working in their lab groups (3 or 4 students) during all the lab periods. To get credit, each student
should actively participate in the group activities. Your group will be evaluated for data collection/analysis, team
work, and complete clean up after each lab.
9. All students are required to demonstrate proficiency in both spelling and pronunciation of the terminology
presented in this course. Failure to use correct spelling on an exam or quiz will result in a deduction of points!
EVALUATIONS: 1. Practical exams: There will be three (3) practical exams given this year. Each exam will be worth
100 points. Each practical exam consists of 2 parts: part 1 is “practical” in nature where you are expected to
5
Anatomy CP/Physiology H Labs
identify/classify the structure etc.; part 2 is made up of short answers and multiple choice questions. Please note that
spelling counts.
2. Chapter tests: Each chapter will be followed by a multiple choice test. A test study guide will be provided for most
tests and all important dates will be posted online.
3. Quizzes: A series of reading and lab quizzes will be administered throughout the semester. The format of the
quizzes may be multiple-choice, short answer, matching, and/or fill-in. Students may use their hand-written reading
notes on the quizzes! Most Quizzes WILL BE ANNOUNCED IN ADVANCE.
4. Peer Group presentations: Each peer/lab group is required to choose a topic from this course and prepare a
presentation during the semester. Follow all guidelines given in the PGP handout posted by the “Wall of Fame”.
5. Participation: 40 points will be awarded/semester as a participation grade. Factors such as attendance, technique,
appropriate lab behavior, preparation for lab sessions and laboratory clean-up will be used to determine the number
of points earned by each student for this component of the lab grade.
6. Exam/Quiz Make-up policy: Attendance at all exams/quizzes is mandatory. Missing an exam/quiz will result in a
zero unless you provide a valid reason: 1) as documented by a medical professional or campus administrator or 2) as
determined by the lab instructor PRIOR to the absence. Students are responsible for all materials missed due to
absence. The format of the make-up quizzes may differ from the original test. Depending on the circumstances,
students will have up to one week to make up exam/quiz.
7. Point Distribution: The Course points will be distributed as follows:
Practical Exams and chapter tests:
Labs and Lab Reports:
Homework/Class work/Quizzes:
50%
25%
25%
8. Attendance Policy: Because of the volume of the material covered in this course, it is critical that students attend
all lectures and lab sessions. Students must give prior notification to the lab instructor to be considered for an
excused absence. One unexcused absence will result in the loss of 20 participation points and the second unexcused
absence will result in the loss of all participation points. Two late arrivals (10+ minutes) to class will constitute one
unexcused absence and result in the loss of participation points. Students should read the attendance policy in their
planners for further information concerning absences.
9. Extra Credit assignments will be open at various times during each semester! Students must check the board for
any extra credit opportunities and need my permission to complete the extra credit assignments!
10. If caught cheating and/or assisting, the parents will be called or sent a letter home; test grade will be reduced to a
Zero, student will receive a "U" for cooperation, work habits and lose all participation points.
Note: Please have a supportive environment at home so that students can study and complete their home work. If you have
any questions, feel free to email me anytime. I look forward to having your child in my class this year!
Print Student name____________________________________ Period_________________________________
Student’s Signature_____________________________________ Student email ___________________________
Parent/guardian’s signature _____________________________ Parent email____________________________
Date ___________________________
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Anatomy CP/Physiology H Labs
Anatomy CP and Physiology H Safety Contract
Once you have read all the safety information on the course policy and are sure you understand all of the rules, fill out the safety
contract that follows. Signing this contract tells your teacher that you and your parent/guardian are aware of the rules of the
laboratory. Return your signed contract to your teacher. You will not be allowed to work in the laboratory until you have
returned your signed contract.
I, (please print name) ______________________________________ ______Period: _______
have read the Science Safety Rules in the course policy handout. I understand its contents completely, and agree to
follow all the safety rules and guidelines that have been established in each of the following areas (please check), and
others as outlined by my teacher:
_____Dress Code
_____Using Glassware Safety
_____General Safety Rules
_____Dress Using Sharp Instruments
_____First Aid
_____Handling Live Organisms
_____Heating and Fire Safety
_____End-of-Investigation Rules
_____Using Chemical Safety
_____No “Horseplay”
_____Safe Handling of Microorganisms
_____Using sharp tools for dissections
_____Safe disposal of preserved specimen
_____Lab Clean up rules
Student Signature________________________________________________Date______________
Parent/Guardian Name (Please print)__________________________________________________
Parent Signature________________________________________________ Date ______________
Parent email: _____________________________________________________________________
(This contract is not valid until signed by all parties and turned in to the instructor by the due date)
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Anatomy CP/Physiology H Labs
Lab Book for Physiology Honors/Anatomy and Physiology Courses at TOHS
Guidelines
In order to get an “A” on the lab book, you must do the following:
1.
2.
3.
4.
Have a composition notebook (journal) for labs only.
Each notebook must have your name, subject, and period on the front cover!
A table of contents is needed in the beginning of the notebook-skip 2-3 pages for this.
Use this notebook for writing prelabs, labs, lab reports, analysis questions, conclusions and sources
of error.
What is a prelab?
A prelab includes the following components of a lab: Date, title, purpose, materials,
procedure and any data tables etc for collecting data. It must be completed in the lab notebook and
is due a day before the lab day.
5. Complete your prelab and lab write up according to the lab report format shown on the next page.
6. All text should be in pen; diagrams, graphs, and tables must be done in pencil.
7. Each lab must have a title, date, purpose, materials, procedure, data, results, analysis questions,
conclusions, and sources of error.
8. There is no credit for any loose papers in the notebook. All loose papers must be stapled in the
appropriate section in the notebook.
9. The notebook should be neat and organized.
10. Writing all over the notebook or scribbling on the tabs or margins is not considered neat!
11. Any extra credit work must be highlighted or underlined in the journal.
12. Complete your lab write-ups after each lab in the class or for home work.
Throughout the semester, the lab notebook will be graded at the teacher’s discretion (randomly). You
must turn in your notebook at the end of each semester (just before the Final Exam).
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Anatomy CP/Physiology H Labs
Physiology Honors Lab Report Format
Lab reports must be written in the lab journal with blue or black ink only. Any mathematical calculations may be
written with a pencil. All drawings must be drawn and labeled in pencil. All lab write-ups are to be written according
to the following format.
Sections of a Lab Report
1. Title –The title comes after the date. The title should be descriptive. "Experiment 5" is not a descriptive title. The
title should be located at the top of the first page.
2. Purpose -A brief description of what you are attempting to do. There can be more than one purpose for a lab.
Make sure you include all purposes.
3. Hypothesis –Must be related to your experiment and something that you do not already know.
4. Materials
A. Equipment -A detailed list of all equipment used. Be sure to include all items used. Example: slide, cover
glass.
B. Chemicals -A detailed list of all chemicals used. Example: Methylene Blue stain, Sodium hydroxide.
5. Procedure -A step-by-step approach to performing the lab. Each step should be sequentially numbered. DO NOT
write procedure in paragraph form. Diagrams must be included for more details. Remember to write the
magnification of the microscope used for each slide.
6. Data (Results) and Discussion -Data should be organized in a neat, orderly form. Use tables where
appropriate.
Label all diagrams very clearly. All drawings must be drawn in pencil! Always include proper units (e.g., g, mL,
mm)
7. Analysis Questions -Answer all lab analysis questions here.
8. Conclusion -Make a simple statement concerning what you can conclude from the experiment. What did you
learn from this lab? Was your hypothesis correct?
9. Experimental Sources of Error -List specific sources of error and how they influence the data and results.
Each lab report is worth 20-40 points and each section missing/incomplete/wrong format will result in a
deduction of 5-10 points.
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Anatomy CP/Physiology H Labs
Physiology (H) Lab Report Rubric
Total Points: ____
Title/date/group members
Purpose
Hypothesis
Below expectation: 0 points
Report fails to meet expectations
Purpose of the lab in unclear
Missing or does not relate to lab
Materials
Key lab equipment is not mentioned
Procedure
Written as a paragraph, no steps
Data/results/discussion
No tables, units, quantitative data;
No comparison of data; no formulas
and graphs shown; errors in
calculations
Analysis Questions
Questions not answered, answered
incorrectly or incomplete
No explanation of hypothesis; no
mention of what was learned from
the experiment
Sources of error not mentioned
Conclusions
Sources of error
Meets expectations: _____
Title is descriptive of the lab
Purpose is clearly written
Something new is learned or
reinforced
All lab equipment needed for
the experiment is listed
Step by step, brief summary of
each of the steps taken in
completing the lab
Data is neatly recorded in tables
with units. Data from different
treatments is compared.
Formula is shown and then
calculation is performed. No
calculation errors. Quantitative
and qualitative observations
recorded
All questions answered and
explained.
Hypothesis is explained. Student
explains the concept learned.
All sources of error are
mentioned.
Grading –Each lab report is worth 20-24 points. Each point of the rubric that meets the expectations earns ____
points. Each section that is below expectations earns zero points.
Expectations -Students are expected to work in groups in the lab, but each student must write up their own lab. A lab
group that is not on task or conferring with other groups will receive no points for the lab. A lab group will also
receive a zero for the lab if any of its members are not participating or “horse playing” in the lab.
Each group must clean up their own mess and return all supplies to the lab tray. The “clean up” group is responsible
for conducting the final check in the lab before leaving the lab.
A prelab must be completed for each lab to prepare you better for the real lab. The prelab consists of a date, title,
hypothesis, purpose, materials, procedure, tables for collecting lab data (if needed), and analysis questions.
There is no credit for the lab if you do not follow the lab report format for your lab write-up.
Note -Most points in the lab are lost due to incorrect calculations, sloppy data tables, incomplete clean up.
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Anatomy CP/Physiology H Labs
Who Does What?
Match the following #s with the correct letters (profession description)
1. ANESTHESIOLOGY
A) EYES AND DISORDERS OF EYE
2. CARDIOLOGY
B) DISEASES/DISORDERS OF LUNGS
3. DERMATOLOGY
C) CHILDREN’S DISEASES/ DISORDERS
4. ENDOCRINOLOGY
D) NERVOUS SYSTEM DISORDERS
5. EPIDEMIOLOGY
E) EARS, NOSE THROAT DISORDERS
6. GASTROENTEROLOGY
F) HEALTH PROBLEMS OF ELDERLY
7. GERIATRICS
G) DISORDERS OF BONES, JOINTS AND MUSCLES
8. GYNECOLOGY
H) FOOT AILMENTS
9. HEMATOLOGY
I) DISORDERS OF COLON, RECTUM ANUS
10. IMMUNOLOGY
J) URINARY TRACT, MALE REPRODUCTIVE SYSTEM
11. NEPHROLOGY
K) PREGNANCY AND CHILDBIRTH
12. NEUROLOGY
L) BLOOD AND BLOOD DISORDERS
13. NUCLEAR MED/RADIOLOGY
M) HEART DISORDERS AND DISEASES
14. OBSTETRICS
N) RECONSTRUCTIVE AND COMSMETIC PROCEDURES
15. ONCOLOGY
0) SKIN DISORDERS AND DISEASES
16. OPHTHAMOLOGY
P) GLANDS THAT RELEASE HORMONE/HORMONE IMBAL
17. PATHOLOGY
Q) CANCER AND TUMORS
18. PEDIATRICS
R) KIDNEY DISEASES AND DISORDERS
19. PLASTIC SURGERY
S) DISORDERS/DISEASES OF INTESTINAL TRACT
20. PSYCHIATRY
T) EMTIONAL/PSYCHOLOGICAL DISORDERS
21. PULMONARY SPECIALIST
U) FEMALE REPRO SYSTEM AND ITS DISORDERS
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Anatomy CP/Physiology H Labs
22. PHARMACOLOGY
V) CORRECTION OF VISUAL PROBLEMS
23. ORTHOPEDICS
W) TREATMENT FOR REHABILITATION OF INJURIES
24. OTORHINOLARYNGOLOGY
X) USE OF NEEDLES TO ALLEVIATE PAIN
25. PODIATRY
Y) POISONOUS SUBSTANCES AND EFFECT ON BODY
26. CHIROPRACTIC
Z) ADMINISTRATION OF DRUGS THAT CAUSE LOSS OF
SENSATION OR CONSCIOUSNESS FOR SURGERY
27. PROCTOLOGY
AB) USE OF RADIOACTIVE SUBSTANCES; X-RAYS, ETC.
28. UROLOGY
AC) DIAGNOSIS OF DISEASE BASED ON CHANGES IN CELLS
29. ACUPUNCTURE
AD) OCCURRENCE, DISTRIBUTION & CONTROL OF DISEASE
30. RHEUMATOLOGY
AE) NEWBORN INFANTS AND THEIR DISORDERS
31. OPTOMETRY
AF) DISPENDING OF PRESCRIPTION MEDICATIONS
32. NEONATOLOGY
AG) MECHANISMS BY WHICH BODY RESISTS DISEASE
33. TOXICOLOGY
AH) DISEASE OF JOINTS, ESSPECIALLY ARTHITIS
34. PHYSICAL THERAPY
AI) CORRECTION OF SPINAL MISALIGNMENTS
12
Anatomy CP/Physiology H Labs
THE AUTOPSY LAB
After completing the following lab, you must complete a lab report in your lab notebook. Remember to use
the Anatomy/Physiology lab format to get credit!
This activity serves as an introduction to dissection and reinforces concepts of anatomical directions,
planes, and body cavities. Some imagination must be exercised. Autopsy means “see for yourself”. It is a
special surgical operation, performed by specially trained physicians on a dead body. Its purpose is to learn
the truth about the person’s health during life, and how the person really died.
Under the law of most states, autopsy can be ordered by the government. A coroner is a political position,
while a medical examiner is a physician, usually a pathologist. In most states, autopsy can be ordered when
there is some public health concern or if someone dies unattended by a physician. The procedure is done
with respect and seriousness. Many autopsy services have a sign, “This is the place where death rejoices to
teach those who live”.
MATERIALS:
SCALPEL; FORCEPS; WAX DISSECTING PAN; DISSECTING PINS; SCISSORS; TEASING NEEDLES; BLUNT PROBE;
COVER SLIP; pH PAPER; PIPETTE/DROPPER; SLIDE; ELECTRONIC SCALE
Note: Use your textbook to clarify different directional terms (ventral, dorsal, anterior, and posterior) and
body cavities (thoracic, abdominal, and abdominopelvic). Use your imagination during this activity to get
more credit!!
STAGE ONE: Physical Examination
1. The exterior of the body is examined for abnormalities such as wounds or scars from injuries or
surgeries.
2. Measure height (use ruler) in cm.
3. Record weight in grams (use electronic scale). Do NOT place specimen directly on the weighing platform;
use weighing dish or paper).
4. Draw both dorsal and ventral (posterior and anterior) views of your specimen, indicate your findings and
label your drawings in your lab report.
STAGE TWO: Incisions and dissections using a scalpel
1. The ventral body cavity (A) is opened by a deep Y-shaped incision (B) from the shoulders to the mid-chest
(sternum) and down to the pubic region. The arms of the Y start at the anterior surface of shoulders (C) and
join at the inferior point of the breastbone (sternum) (D) to form a single cut that extends to the pubic area
(E).
2. Draw the pickle and the line of incision. Label A - E.
3. To open the abdominopelvic region (F) like hinged doors (G), you need to cut all the way deeply to the
base and across laterally. Staying as close to the skin as possible, cut (tease) away the internal tissues from
the skin. The second stage of the autopsy includes careful examination of many or all of the internal organs
13
Anatomy CP/Physiology H Labs
(H). The contents of the thoracic cavity (I) will also be visible. If the brain is to be examined, a portion of the
skull must be removed by making a second incision across the head (optional). The face, arms, and legs are
usually not dissected unless there is a specific reason for doing so. Use a scalpel for these incisions.
4. Draw the specimen at this stage of the autopsy and label F - I. Indicate superficial and deep layers.
5. Make enlarged drawings of at least 2 organs.
6. Cut out a small piece of an organ from the cavity and save it for making a thin section for microscopic
analysis.
7. Collect a sample of body fluid using a dropper/pipette for testing in the third stage.
STAGE THREE: Microscopic examination of tissues and chemical analysis of body fluid
After the organs are returned to their respective body cavities, and the body is sewn up, the third phase of
the autopsy begins. It is a microscopic examination of tissues collected during the first two stages. Tests to
analyze the chemical content of body fluids or to determine the presence of infectious organisms may also
be performed.
1. To examine the tissue under the microscope, do the following: Using a scalpel or a razor blade, slowly
cut a thin slice of the body tissue saved earlier. Make it as thin as possible so the light can pass through it.
Place it on the slide (stain if necessary) and cover it with a cover slip!
2. Examine the slide and draw the microscopic structure of the tissue sample. Label it!
3. Test your sample of the body fluid using pH test paper. Do not touch pH paper with fingers; use forceps!
Record your pH value in the lab report. Indicate if the body fluid is acid, base, or neutral.
RESULTS AND DATA ANALYSIS:
1. Is the body fluid acid, basic, or neutral?
2. How would be this value different if the patient had consumed lots of citrus fruits just before the death?
3. What is the role of homeostasis in your body? Give an example.
Remember! Normal pH of human body tissues is 7.35 - 7.45.
CONCLUSION:
What is your finding about the cause of death of this patient? Support your opinion with specific details
from the autopsy.
SOURCES OF ERROR:
What sources could have introduced an error into your experiment (the autopsy)?
CLEAN-UP:
1. You are responsible for cleaning all instruments, dissection tools, dissecting pan, lab table, counters and
sink etc.
2. Dispose off your specimen in the proper container.
3. Wash your hands.
14
Anatomy CP/Physiology H Labs
The Autopsy Lab
Student Data sheet
This data sheet must be completed and stapled into your lab journal under the data section
of the lab report.
Autopsy of a ________________________________________________________
Performed by Dr. ____________________________and Dr. ____________________________
Medical Examiner, on this day of _______________________, 2014
Stage 1:
Physical Examination
1. Color: _______________________________
2. Height (cm): __________________________
3. Weight (g): ___________________________
4. Wounds/Scars: ________________________
5. Other Characteristics: __________________________________________________________
6. Draw both anterior and posterior views and label your drawings. Show all external features.
Stage 2:
Incisions and Dissections
1. Draw your specimen and label A-E
2. Draw your specimen and label F-I. Indicate superficial and deep layers.
3. Describe and draw two enlarged organs from the slide (tissues).
Stage 3: Microscopic analysis of tissues and chemical analysis of body fluid
Analysis Questions:
1. Draw the microscopic structure of your tissue.
2. Is the body fluid acid, basic, or neutral?
3. How would be this value different if the patient had consumed lots of citrus fruits just before death?
4. What is the role of homeostasis in your body? Give an example. Remember! Normal pH of human
body tissues is 7.35 - 7.45.
5. What is your finding about the cause of death of this patient? Support your opinion with specific
details from the autopsy.
6. What sources could have introduced an error into your experiment (the autops
15
Anatomy CP/Physiology H Labs
Data Table: Stage 1
Physical Examination
Color
Height (cm)
Weight (g)
Wounds/scars
Other Features
Drawings (labeled)
Anterior View
Posterior View
Stage 2:
Draw specimen and label A-E
Draw specimen and label F-I.
Describe and draw two enlarged organs
(tissues)
Stage 3: Describe and draw the microscopic view of 2 body tissues. Answer all the analysis questions:
Physiology Honors only -Define the following terms in your LAB NOTE BOOK:
Ventral:
Dorsal:
Anterior:
Posterior:
Superior:
Inferior:
Medial:
Lateral:
Saggital:
Coronal:
Frontal:
16
Anatomy CP/Physiology H Labs
Crayfish Observation and Dissection
Purpose:
In this lab, you will follow the procedure for conducting an autopsy on a preserved organism. Observe the external structures of
a crayfish and dissect your specimen according to the instructions given below to study its internal structures and systems.
Background:
Like all crustaceans, a crayfish has a fairly hard exoskeleton that covers its body. As shown in the diagram on the next page, its
body is divided into two main parts, the cephalothorax and the abdomen. The cephalothorax consists of the cephalic (or head)
region and the thoracic region. The part of the exoskeleton that covers the cephalothorax is called the carapace. The abdomen is
located behind the cephalothorax and consists of six clearly divided segments. The cephalothorax consists of 13 segments. Each
segment of both the cephalothorax and the abdomen contains a pair of appendages. The head (or cephalic) region has five pairs
of appendages. The antennules are organs of balance, touch, and taste. Long antennae are organs for touch, taste, and smell.
The mandibles, or jaws, crush food by moving from side to side. Two pairs of maxillae hold solid food, tear it, and pass it to the
mouth. The second pair of maxillae also helps to draw water over the gills. Of the eight pairs of appendages on the
cephalothorax, the first three are maxillipeds, which hold food during eating. The chelipeds are the large claws that the crayfish
uses for defense and to capture prey. Each of the four remaining segments contains a pair of walking legs. In the abdomen, the
first five segments each have a pair of swimmerets, which create water currents and function in reproduction. The sixth segment
contains a modified pair of uropods. In the middle of the uropods is a structure called the telson, which bears the anus. The
uropod and telson together make up the tail fan. The crayfish moves backward by forcing water forward with its tail fan.
Procedure Part 1—External Anatomy of a Crayfish
1. Place the crayfish with its dorsal (top) side up in a dissection tray. Use the diagram below to locate the cephalothorax,
abdomen, and carapace. On the carapace, observe an indentation, the cervical groove that extends across the midregion and
separates the head and thoracic regions. On the thoracic region, locate the prominent structure or indentation on the
cephalothorax that defines a central area separate from the sides. Note the individual segments of the abdomen.
What is the main difference between the cephalothorax and the abdomen?
2. Turn the crayfish on its side, and locate the rostrum, which is the pointed extension of the carapace at the head of the animal
shown in the diagram above. Beneath the rostrum locate the two eyes. Notice that each eye is at the end of a stalk.
3. Locate the five pairs of appendages on the head region. First locate the antennules in the most anterior segment. Behind them
observe the much longer pair of antennae.
4. Locate the mouth. Then observe the mandibles, or true jaws, behind the antennae. Now locate the two pairs of maxillae, the
last appendages in the cephalic region.
5. On the thoracic portion of the cephalothorax, observe the three pointed maxillipeds.
6. Next observe the largest prominent pair of appendages, the chelipeds, or claws. Behind the chelipeds locate the four pairs of
walking legs, one pair on each segment.
7. Now use the walking legs to determine the sex of your specimen. Locate the base segment of each pair of walking legs. The
base segment is where the leg attaches to the body. Use a magnifying glass to study the inside surface of the base segment of
the third pair of walking legs. If you observe a crescent-shaped slit, you have located a genital pore of a female. In a male, the
17
Anatomy CP/Physiology H Labs
sperm duct openings are on the base segment of the fourth pair of walking legs. Use a magnifying glass to observe the opening
of a genital pore.
Is your specimen a male or a female?
Exchange your specimen with a nearby classmate who has a crayfish of the opposite sex. Then study its genital pores.
8. On the abdomen, observe the six distinct segments. On each of the first five segments, observe a pair of swimmerets.
9. On the last abdominal segment, observe a pair of pointed appendages modified into a pair of uropods. In the middle of the
uropods, locate the triangular-shaped telson.
10. Now turn the crayfish ventral side up. Observe the location of each pair of appendages from the ventral side.
From which view, dorsal or ventral, can you see the location of the appendages on the segments more clearly?
Part 2—Internal Anatomy of a Crayfish
12. Put on safety goggles. You may use gloves if you want.
13. Using one hand to hold the crayfish dorsal side up in the dissecting tray, use scissors to carefully cut through the back of the
carapace along dissection cut line 1, as shown in the diagram below. Cut along the indentations that separate the thoracic
portion of the carapace into three regions. Start the cut at the posterior edges of the carapace, and extend it along both sides in
the cephalic region.
14. Use forceps to carefully lift away the carapace. Be careful not to pull the carapace away too quickly. Such action would
disturb or tear the underlying structures.
15. Place the specimen on its side, with the head facing left, as shown in the diagram below. Using scissors, start cutting at the
base of cut line 1. Cut along the side of the crayfish, as illustrated by cut line 2. Extend the cut line forward toward the rostrum
(at the top of the head).
16. Use forceps to carefully lift away the remaining parts of the carapace, exposing the underlying gills and other organs.
17. Use the diagram below to locate and identify the organs of the digestive system. Locate the maxillae that pass the pieces of
food into the mouth. The food travels down the short esophagus into the stomach. Locate the digestive gland, which produces
digestive substances and from which the absorption of nutrients occurs. Undigested material passes into the intestine. Observe
that the intestine is attached to the lobed stomach. The undigested material is eliminated from the anus.
18
Anatomy CP/Physiology H Labs
Rows of chitinous teeth line the stomach. Predict their function __________________
18. Use the diagram below to locate and identify the organs of the respiratory system. Locate the gills, which are featherlike
structures found underneath the carapace and attached to the chelipeds and walking legs. A constant flow of blood to the gills
releases carbon dioxide and picks up oxygen.
19. Use the diagram of the internal anatomy of the crayfish to locate and identify the organs of the circulatory system. Locate the
dorsal tubular heart and several arteries. The crayfish has an open circulatory system in which the blood flows from arteries into
sinuses, or spaces, in tissues. The blood flows over the gills before returning to the heart.
20. Use the same diagram to locate and identify the organs of the nervous system. Find the ventral nerve cord. Locate a
ganglion, one of the enlargements of the ventral nerve cord. Locate the dorsal brain, which is located just behind the compound
eyes. Note the two large nerves that lead from the brain, around the esophagus, and join the ventral nerve cord.
21. Use the same diagram to locate and identify the organs of the excretory system. The blood carries cellular wastes to the disklike green glands. Locate these organs just in front of the stomach. The green glands excrete waste through pores at the base of
each antenna. What organs in your body are analogous to the green glands?
22. Use the diagram once again to locate and identify the organs of the reproductive system. The animal shown in the diagram is
a male crayfish. If your specimen is a male, locate the testis. The testis is the long, white organ under the heart and a bit forward.
The sperm ducts that carry sperm from the testis open at the fifth walking leg. If your specimen is a female, locate the bi-lobed
ovary. It is in the same relative position as the testis, but the ovary appears as a large, reddish mass under the heart. Then locate
the short oviducts that extend from near the center of each side of the ovary and open at the third walking leg. Exchange your
specimen with a nearby classmate who has a crayfish of the opposite sex. Then study its reproductive system.
23. Dispose of your materials according to the directions given by your teacher.
24. Clean up your work area and wash your hands before leaving the lab.
19
Anatomy CP/Physiology H Labs
Crayfish Dissection Data Sheet
Name(s)__________________________________________________ Group #______ Date ________ Period_____
1. What structures are used for capturing prey and securing and eating food?
2. How are the antennae, chelipeds, other walking legs, and swimmerets related?
3. What are the main structures you could have observed when you removed the exoskeleton of the abdomen and
tell the function of each?
4. Is the crayfish most vulnerable to its enemies from the dorsal or ventral side? Why?
5. The crayfish usually molts, or sheds its exoskeleton, twice a year. Why does the crayfish "hide" after it molts?
6. Name the appendages found on the head of a crayfish & tell the function of each.
7. Of the systems studied, which two are most unlike the related human system? Why?
8. Although the crayfish has an inflexible cephalothorax, the crayfish is classified as a segmented animal. Why?
9. Name the appendages found on the thorax of the crayfish and tell the function of each.
10. Name the appendages on the abdomen of the thorax and tell the function of each.
11. The feathery nature of the gills gives them a very large surface area. Why is this important?
12. Which side is the carapace located: ventral, dorsal or lateral?
13. Label the drawing of the crayfish with different structures, body planes and cavities you learned in autopsy 1.
20
Anatomy CP/Physiology H Labs
Grey’s Anatomy –The Gummy Bear
Directions: Using the colored toothpicks and the set of directions that follow, indicate on your gummy bear the
regions/cavities/orientations requested. DRAW the resulting gummy specimen using colored pencils to show the colored
toothpicks. For this task, sketch the result as viewed from your perspective in the boxes provided.
Part 1: CAVITIES supine position
Abdominal Cavity = Red
Thoracic Cavity = Yellow
Pelvic Cavity = Blue
Cranial Cavity = green
Part 1 Sketch
Part 2: VERTEBRAL REGIONS
Lumbar Vertebrae = Red
Thoracic Vertebrae = Yellow
Cervical Vertebrae = Blue
Sacrum = Green
Part 2 Sketch
Part 3: BODY ORIENTATION
Anterior = Red
Posterior = Yellow
Superior = Blue
Inferior = Green
Part 3 Sketch
Part 4: ABDOMINOPELVIC REGION
Umbilical = Red
Hypogastric = Yellow
Hypochondriac = Blue
Epigastric = Green
Part 4 Sketch
21
Anatomy CP/Physiology H Labs
Grey’s Anatomy –The Gummy Bear
Part 5: LEG (Appendages orientation)
supine position
Lateral = Red
Medial = Yellow
Proximal = Blue
Disital = green
Part 5 Sketch
Part 6: BODY REGIONS
supine position
Flank = Red
Groin = Yellow
MAKE A MIDSAGITTAL CUT*
Part 6 Sketch
Part 7: ORGAN LOCATION
Prone position
Kidney = Red
Spinal cord = Yellow
Cerebrum = Blue
Scapula = Green
Part 7 Sketch
MAKE A TRANSVERSE CUT*
Part 8: ORGAN LOCATION
Liver= Red
Stomach = Yellow
Lungs = Blue
Urinary bladder = Green
Part 8 Sketch
MAKE A FRONTAL CUT*
22
Anatomy CP/Physiology H Labs
The Medical Terminology Project
SECTION ONE: Getting Started with Internet
1) Go to a computer that is "online" (laptop) and open Explorer.
2) Locate the following URL. http://msjensen.cehd.umn.edu/APModules/medterms/ OR click on the link in my folder.
3) You are now at the Medical terminology Home Page - On the GC 1135 Home Page, click on "Medical Terminology."
SECTION TWO: What is Medical Terminology?
1) Find the option titled "What is Medical Terminology" and click there. Once the connection to this section is
complete, read through the paragraphs provided and then answer the following four questions. Note: you will have to
make additional connections in order to answer questions III and IV - use the capitalized words as guides.
I) What two languages are the basis for current medical terminology?
II) Modern medical terminology is derived from what two sources? Note: the first source is provided.
1. Languages (Latin and Greek)
2. _________________
III) Go to the National Herpes Resource Center to find the answers to the following questions…? Write T or F
IV) 1. What causes herpes? bacteria? virus? fungus? plant? (it’s one of these four)
2. Herpes is a sexually transmitted disease (STD): True or False?
3. Herpes can be passed via oral sex. True or False?
4. Using a condom will eliminate the risk of contacting herpes: True or False
(Careful on this one…think like a lawyer.. “eliminate the risk” vs. “reduce the risk.”)
V) If you want to see what a herpes infection looks like, go to the "pictures of herpes" page.
**WARNING**
DO NOT GO TO THE HERPES PAGE IF YOU ARE OFFENDED BY GRAPHIC IMAGES OF INFECTED GENITALIA.
2) When you have finished answering the above questions, locate the Netscape command-box labeled "BACK". Click on
this button until you return to the "Medical Terminology" page.
SECTION THREE: How Does Medical Terminology Work?
1) Find the option titled "How Does Medical Terminology Work" and click "Work". Answer the following seven
questions. Note: you will have to make additional connections.
I) What are the four possible parts that can make-up a medical term?
II) Which one of the above four parts must a medical term always contain?
III) What is the definition of BRADYCARDIA?
IV) Identify the roots and connecting vowels in the term STERNOCLEIDOMASTOID muscle? How many roots? How
many connecting vowels?
V) What is the most common COMBINING VOWEL?
VII) Between which two word parts are COMBINING VOWELS never used?
2) When you have finished answering the above questions, use the BACK button to return to the main "Medical
Terminology Page."
SECTION FOUR: Prefixes
1) Find the option titled "Prefixes" and click there. Once the connection is complete, answer the following three
questions:
23
Anatomy CP/Physiology H Labs
I) What does the prefix "HYPO" mean?
II) What does the prefix "HYPER" mean?
III) What does the prefix "EPI" mean?
III) What does the prefix "ENDO" mean?
2) When you have finished answering the above questions, use the BACK button to return to the main "Medical
Terminology Page."
SECTION FIVE: Suffixes
1) Find the option titled "Suffixes" and click there. Once the connection is complete, answer the following questions:
I) What does "ODYNIA" mean?
II) What does "TRIPSY" mean?
III) What does "PHYSIS" mean?
III) What does "ITIS" mean?
2) Using the information you obtained for sections four and five, why do you think that the end of a long bone is called
the epiphysis?
3) Return to the Medical Terminology page.
SECTION SIX: Word Roots
1) Find the option titled "Word Roots" and click there. Once the connection is complete, answer the following three
questions:
I) What does "CYST" mean?
II) What does "LITH" mean?
III) Given the above information, what would you say a "cystolith" is?
IV) What does "CARD" mean?
2) Return to the Medical Terminology page.
SECTION SEVEN: Creating and Dissecting Word Parts
1) Following is a list of medical terms. Use the information provided within the Medical Terminology pages to help
you define these terms. Once you have determined the meaning of each word, write the definition in the space
provided next to the word. Start by dissecting the words into their different parts. The first one is done for you to
provide an example. NOTE: you might want to turn back to Section 3 and look at the answer to question 1-VII. This
information should provide you with a means of determining roots from prefixes in the words below.
I) myocarditis: myo - card - itis
inflammation of the heart muscle
II) intravenous:
III) cystolithotomy (clue: root, root, suffix)
IV) cholelithiasis: (clue: root, root, suffix)
V) hypertonic:
VI) dermatitis
VII) lithotripsy
VIII) endocarditis
SECTION EIGHT: Practical Application (Physiology Honors only)
1) Use the resources available to you (the Medical Terminology pages and your problem-solving skills) to figure out the
following situation.
24
Anatomy CP/Physiology H Labs
You go to the hospital due to a sharp, burning pain in your abdominal region. After seeing a nurse about your
condition, you are asked to sit out in the waiting room until a doctor is available. While there, you overhear the
nurse explaining your medical condition to a doctor. The nurse says "the patient is complaining of
abdominodynia. Test results reveal choledocholithiasis". The doctor replies "schedule an appointment with the
patient for a choledocholithotomy. We will probably have to perform a choledocholithotripsy for easy removal".
** When answering questions 2 through 5, make sure that you answer the following questions:
(1) Identify the medical term and (2) define that term
2) What exactly did you enter the hospital complaining about?
1)
2)
3) What did your test results reveal?
4) What procedure is the doctor planning to perform during your next appointment? 1) 2)
5) What additional procedure does the doctor think will probably need to be performed during the
choledocholithotomy?
1)
2)
After you have determined the meaning of the above words using your newly acquired knowledge of medical terminology, check
your answers by using a medical textbook or a reputable internet site
Additional resources: http://www4.caes.hku.hk/mt/ ; http://www.wisc-online.com/objects/index_tj.asp?objID=AP15405
(body regions) http://www.wisc-online.com/objects/index_tj.asp?objID=AP15305 (positional terminology)
http://www.wisc-online.com/objects/index_tj.asp?objID=AP15605 (anatomical planes and abdominal divisions)
http://www.wisc-online.com/objects/index_tj.asp?objID=AP14904 (anatomical regions)
SECTION NINE: Test yourself! (Honors only)
Complete the following table with a translation and example for each word root:
Word root
Translation
1
Ana
2
Chondro
3
Corona
4
Cyto
5
Epi
6
Gastr
7
Histo
8
Homeo
9
Hypo
10
Lumbus
11
Meta
12
Ology
13
Org
14
Para
15
Parie
16
Pathy
17
peri
18
Stasis
19
Tomy
20
Venter
21
viscus
25
Example
Anatomy CP/Physiology H Labs
Investigating factors affecting the heart rate of Daphnia- Advanced Level
Introduction: In the water flea Daphnia, the single, small heart is easily visible when viewed under transmitted light under a
low power microscope. The heart rate (which can be up to 300 beats per minute) can be monitored and counted in different
conditions – for example changing water temperature, or changing the type and concentration of chemicals added to the water.
A change in Daphnia heart rate may not be a predictor of a similar change in human (or vertebrate) heart rate under the same
conditions, but the procedure provides an interesting technique for investigating the effects of different chemicals on a
metabolic process.
Materials: Culture of water flea – Daphnia
Water from Daphnia culture tank at different temperatures – 0 °C (in an ice bath), 10 °C (by adding ice to a water bath), 20 °C
(RT), 30 °C and 40 °C (in water baths)
Ethanol- 2% and 20%
For each group of students: Microscope – low power; Petri dish; Small piece of cotton wool or slowing agent
Pipette (for water from the Daphnia culture tank); Chemicals that may affect the heart rate – at low concentrations
Health & Safety: Follow all safety procedures listed in your class/course policy handout. Organisms should be returned
promptly to the growth tank after being examined for this lab.
Take care handling any chemicals that might affect the heart rate of Daphnia.
Observe normal, good laboratory hygiene practices when completing the practical.
Procedure
a. Take a small piece of cotton wool and tease it out or a drop of slowing agent (detain), and place it in the middle of a small Petri
dish.
b. Select a large Daphnia and use a pipette to transfer it onto the cotton wool fibers or detain drop.
c. Immediately add pond water to the Petri dish until the animal is just covered by the water.
d. Place the Petri dish on the stage of a microscope and observe the animal under low power. The beating heart is located on the
dorsal side just above the gut and in front of the brood
pouch (see diagram). Make sure that you are counting the
heart beats and not the flapping of the gills or movements
of the gut. The heart must be observed with transmitted
light if it is to be properly visible.
e Use a stopwatch to time 20 seconds and count the
number of heart beats in several periods of 20 seconds. The
heart beat of Daphnia is very rapid, so count the beats by
making dots on a piece of paper in the shape of a letter S.
Count the dots and express heart rate as number of beats
per minute. At the end of the investigation, return the
Daphnia to the stock culture.
26
Anatomy CP/Physiology H Labs
Investigating the effect of temperature
g. Record the temperature of the water in the Petri dish.
h. Add pond water at a different temperature to the Petri dish. Allow the Daphnia some time to acclimatize (but keep a check on
the temperature of the water in the dish and add more hot or cool pond water if necessary to adjust the temperature).
i. Record the heart rate again as in step e.
j. Plot a graph of mean frequency of heart beats per minute against temperature using Excel.
Investigating the effect of chemicals
k. Take a large Daphnia from the stock culture and record its heart beat at room temperature in pond water (as in step e).
3
l. Add 0.5 mL of 2% ethanol to 0.5 mL (cm ) of pond water in a beaker/test tube. Mix well. Draw the pond water off the Daphnia
with a pipette and replace it with 1 mL of the water containing ethanol (final concentration 1%). Record the rate of heart beat
again.
m. Repeat step l using 20% ethanol in place of 2% (final concentration 10%).
n. Repeat with other chemicals such as acetylcholine, L-adrenaline (epinephrine), caffeine or aspirin.
Data Analysis and conclusions: The effect of temperature on a metabolic activity
may be expressed in terms of the temperature coefficient (Q 10). This is the ratio of the
rate of activity at one temperature to its rate at a temperature 10 degrees higher.
Within a range of 10 °C above and below ‘normal’ environmental temperatures, the
rate of a metabolic process is expected to double for every 10 °C rise in temperature. Daphnia heart rate has a more complex
relation to temperature than a single enzyme-controlled reaction, so Q10 = 2 is not expected. Above 40 °C and 50 °C, the relation
between the two rates will not hold because of the deleterious effects of extreme temperature (guess which molecules are
affected the most?).
Class results for the heart beat at any temperature should be recorded in data tables, plotted in Excel and standard deviation
calculated.
Chemicals and the heart
Acetylcholine: neurotransmitter, affects the parasympathetic nervous system in humans and many other animals.
Nor-adrenaline and adrenaline: Affects the sympathetic nervous system (neurotransmitter: nor-adrenaline) and the hormone
adrenaline (circulating in the blood) via activation of cell surface receptors in the sinoatrial node (pacemaker) (called beta-1
adrenoceptors). How does adrenaline affect the heart rate?
Caffeine: Caffeine mimics some of the effects of adrenaline and nor-adrenaline in the heart.
Ethanol: Ethanol depresses the nervous system.
Aspirin: Aspirin has beneficial effects in the heart by reducing the ability of platelets to adhere to damaged blood vessel walls.
27
Anatomy CP/Physiology H Labs
DAPHNIA LAB STUDENT DATA TABLES
Table 1. YOUR GROUP DATA: Effect of temperature and other chemicals on the heart beat in Daphnia.
Treatment
Predicted Heart
beats/min (your group)
Actual Heart
beats/min (your
group)
heart beats/min
(other group)
Standard
deviation
o
OC
o
10 C
o
20 C (RT)
o
30 C
o
40 C
caffeine in pond water
o
(20 C)
aspirin in pond water
o
(20 C)
1% alcohol in pond water
o
(20 C)
10% alcohol in pond water
o
(20 C)
Table 2. CLASS DATA: Effect of temperature on the heart beat in Daphnia. Record the # of beats/min in this table.
Daphnia and
Group #
1
2
3
4
5
6
7
8
9
10
Average
28
o
0
10
Temperature ( C) and heart beats/min
20
30
40
Anatomy CP/Physiology H Labs
DAPHNIA LAB Data Analysis Questions:
29
1.
Why did your instructor choose Daphnia as an experimental organism for this lab?
2.
Why did you add pond water to caffeine, aspirin and alcohol?
3.
How is Daphnia heart different from a human heart?
4.
How did your predicted heart rates compare with the actual heart rate in Daphnia for various chemicals?
5.
How did your predicted heart rates compare with the actual heart rates in Daphnia for various temperatures?
6.
Describe the effect of alcohol on Daphnia heart.
7.
How did caffeine and aspirin affect the heart rate of Daphnia? Why?.
Anatomy CP/Physiology H Labs
pH Demo
Copy the following data table in your lab notebook. Using the pH indicator, check the pH of the given lab and
household products and record their values in the data table. Then answer all the analysis questions.
Data Table
Demo #
Substances mixed
What happened
Why?
Predicted pH
Analysis Questions:
30
1.
Which substance had the greatest pH? Why?
2.
Which substance had the lowest pH? Why?
3.
What happens to H+ concentration as the pH of a solution drops?
4.
What happens to H+ concentration as the pH of a solution drops from pH 5 to 3?
5.
List a real life application of acid-base knowledge.
6.
What is your conclusion?
7.
List any sources of error?
Actual pH
Anatomy CP/Physiology H Labs
ENZYME ACTION ON STARCH
Amylase
INTRODUCTION:
In this experiment you will observe the action of the enzyme amylase on starch. Amylase changes starch into
a simpler form: the sugar maltose, which is soluble in water. Amylase is present in our saliva, and begins to
act on the starch in our food while still in the mouth.
Exposure to heat or extreme pH (acid or base) will denature proteins. Enzymes, including amylase, are
proteins. If denatured, an enzyme can no longer act as a catalyst for the reaction.
Benedict's solution is a test reagent that reacts positively with simple reducing sugars like maltose, but will
not react with starch. A positive test is observed as the formation of a brownish-red cuprous oxide
precipitate. A weaker positive test will be yellow to orange.
MATERIALS:
Cornstarch
Distilled water
Saliva
Vinegar
Benedict's qualitative solution
3 graduated cylinders (10mL)
250-ml beaker
Stirring rod
3 test tubes (16 x 125mm)
Test tube rack
Wax pencil
Hot plate
SAFETY: Use tongs or mitts to transfer microtubes to and from the boiling water bath. Close the lids on the tubes
loosely or they may pop!
PRE-LAB: Add 1g of cornstarch to a beaker containing 100ml of cold distilled water. While stirring frequently, heat
the mixture just until it begins to boil. Allow to cool. Complete a prelab write up as outlined in the guidelines.
PROCEDURE:
1. Ask your instructor the location of the boiling water bath on the lab counter. Keep the water JUST AT
BOILING.
2. Mark 3 micro tubes A, B and C. "Spit" 1 mL of saliva into each micro tube (1 mL mark).
3. Into tube A, add 1 mL of vinegar. Into tubes B and C, add 1 mL of distilled water. Close the lid to mix
contents.
4. Place tube B into the boiling water bath for 5 minutes. After the five minutes, remove from the bath, and
place back into the test tube rack.
31
Anatomy CP/Physiology H Labs
5. Add 2 mL of the starch solution to each tube and mix the contents. Allow the tubes to sit for 10 minutes,
occasionally thumping the tubes to mix.
6. Add 2 mL of Benedict's solution to each tube and thump to mix. Place the tubes in the hot water bath. The
reaction takes several minutes to begin.
OBSERVATIONS:
Tube A: Starch + saliva treated with vinegar (acid)
1. Was the test positive or negative? ______________________________________________________
2. What does this indicate?______________________________________________________________
____________________________________________________________________________________
3. What was the purpose of adding vinegar to the starch and saliva? _____________________________
4. Name the substrate and enzyme in the above reaction ______________________________________
5. How do enzymes speed up chemical reactions in human body? _______________________________
Tube B: Starch + saliva and water, treated in a boiling water bath
1. Was the test positive or negative? ______________________________________________________
2. What does this indicate?______________________________________________________________
____________________________________________________________________________________
3. Why was the saliva and starch mixture boiled? ____________________________________________
Tube C: Starch + saliva
1. Was the test positive or negative? ______________________________________________________
2. What does this indicate?______________________________________________________________
____________________________________________________________________________________
3. Which experiment out of the above 3 showed the maximum enzyme activity? Why?
_____________________________________________________________________________________
32
Anatomy CP/Physiology H Labs
STUDENT DATA SHEET: ENZYME ACTION ON STARCH
OBSERVATIONS:
Tube A: Starch + saliva treated with vinegar (acid)
1. Was the test positive or negative? ______________________________________________________
2. What does this indicate?______________________________________________________________
____________________________________________________________________________________
3. What was the purpose of adding vinegar to the starch and saliva? _____________________________
4. Name the substrate and enzyme in the above reaction ______________________________________
5. How do enzymes speed up chemical reactions in human body? _______________________________
Tube B: Starch + saliva and water, treated in a boiling water bath
1. Was the test positive or negative? ______________________________________________________
2. What does this indicate?______________________________________________________________
____________________________________________________________________________________
3. Why was the saliva and starch mixture boiled? ____________________________________________
Tube C: Starch + saliva
1. Was the test positive or negative? ______________________________________________________
2. What does this indicate?______________________________________________________________
____________________________________________________________________________________
3. Which experiment out of the above 3 showed the maximum enzyme activity? Why?
_____________________________________________________________________________________
33
Anatomy CP/Physiology H Labs
See Your DNA -The DNA DAY!
Purpose: To extract human DNA from cheek cells.
Materials: 10 mL 0.9 % NaCl solution, waste cup, test tube with a lid, 5 mL 25% detergent, 10 mL 95%
ethanol (chilled), micro test tube.
Procedure
1. This procedure will collect some of the buccal cells that line the inside of your mouth. Your cheeks are
continuously sloughing off these cells. Swill 10 ml 0.9 percent salt water in your mouth for 30 seconds. This
amount of swishing will actually become quite laborious—hang in there.
2. Spit the water into your cup. Pour this into a large test tube containing 5ml of 25 percent liquid detergent.
3. Cap tube and gently rock it on its side for 2-3 minutes. The detergent will break open the cell membrane to
release the DNA into the soap solution. Do not be too vigorous while mixing! DNA is a very long molecule.
Physical abuse can break it into smaller fragments, a process known as sheering.
4. Open and slightly tilt the tube and pour 10 mL fluid ounces of the chilled 95 percent ethanol down the side of the
tube so that it forms a layer on the top of the soapy solution.
5. Allow the tube to stand for 1 minute.
6. Place a thin acrylic or glass rod into the tube.
7. Stir or twirl the rod in one direction to wind the DNA strands onto the rod. Be careful to minimize mixing of the
ethanol and soapy layers. If too much shearing has occurred, the DNA fragments may be too short to wind up,
and they may form clumps instead. You can try to scrape these out with the rod.
8. After you have wrapped as much DNA onto the rod as you can, remove the rod and scrape/shake the DNA into a
small tube containing the rest of the 95 percent ethanol. Your DNA should stay solid in this solution.
9. Spin the small tube for 2 min at high speed in a microcentrifuge. The DNA forms a pallet at the bottom of the
tube.
10. Decant all the supernatant and leave the tube on a paper towel facing down. Let all the liquid evaporate and
freeze this DNA in the tube until further use (Dr. Malhotra will give you instructions on this).
Analysis questions:
1.
2.
3.
4.
5.
6.
7.
8.
34
What organelle of the cell is your DNA located in?
What is a gene?
Now that you have your DNA, what are you going to do with it?
What can other people your DNA for?
Will you grant consent for its use or keep it private from everyone else?
How will you guarantee that their DNA is not being misused once it is available to any company?
Create a policy statement concerning your DNA.
What was the purpose of detergent and ethanol in DNA extraction?
Anatomy CP/Physiology H Labs
Cell Membrane Transport
Simulations
Lab Report:
 Title
 Purpose
 Data: Complete Data Charts; answer all analysis questions
Do all the labs:
 Simple Diffusion
 Facilitated Diffusion
 Osmosis
 Filtration
 Active Transport; answer all analysis questions
Simple Diffusion:
 Follow steps 1-7 on pg 41 for each solute
 NaCl
 Urea
 Albumin
 Glucose



Left beaker
Right beaker
9.00 mM
D H2O
Use each of the pore sizes (MWCO):
 20
 50
 100
 200
 Complete chart 1
Facilitated Diffusion
 # of glucose carrier proteins: 500, 700, 900
 Glucose concentration: 2.0 and 8.0 mg/ml
 Complete chart 2
Osmosis
 Membrane (MWCO): 20, 50, 100, 200
 Solute: NaCl, Albumin, Glucose
 Complete chart 3
Optional: Filtration
 Membrane (MWCO): 20, 50, 100, 200
 Solute: NaCl, Urea, Glucose, Powdered charcoal
 Complete chart 4
Active Transport
 Adjust NaCl and KCl and ATP
 Timer 60 min
35
Anatomy CP/Physiology H Labs
Membrane transport simulation lab student data sheet
Chart 1 Dialysis Results
____________________________________________________________
Membrane (MWCO)
Solute
NaCl
20
50
100
200
Urea
Albumin
Glucose
Chart 2 Facilitated Diffusion Results
______________________________________________________________
Number of Glucose carrier proteins
Glucose Concentration
(mg/ml)
2.0
500
700
900
8.0
Chart 3 Osmosis Results
(pressure in mm Hg)
______________________________________________________________
Membrane (MWCO)
Solute
NaCl
Albumin
Glucose
36
20
50
100
200
Anatomy CP/Physiology H Labs
Chart 4 Filtration Results (Filtration Rate, Solute Presence or Absence)
Membrane (MWCO)
Solute
20
50
100
Rate
NaCl
Filtrate
Residue
Urea
Filtrate
Residue
Glucose
Filtrate
Residue
Powdered
Charcoal
Filtrate
Residue
Physiology Honors students: Answer all the questions from this activity in your lab books.
37
200
Anatomy CP/Physiology H Labs
Diffusion through Membranes-The Conductivity Lab
Diffusion is a process that allows ions or molecules to move from where they are more concentrated to
where they are less concentrated. This process accounts for the movement of many small molecules across
a cell membrane. Diffusion allows cells to acquire food and exchange waste products. Oxygen, for instance,
might diffuse in pond water for use by fish and other aquatic animals. When animals use oxygen, more
oxygen will diffuse to replace it from the neighboring environment. Waste products released by aquatic
animals are diluted by diffusion and dispersed throughout the pond.
It is important to consider how the rate of diffusion of particles might be affected or altered by different
factors.
 Diffusion may be affected by how steep the concentration gradient is. The direction that a diffusing
molecule or ion might travel in any particular direction is random. While the particles are diffusing, is
there a net movement from where they are concentrated to where they are less concentrated?
 Diffusion might be affected by other different, neighboring particles. For instance, if oxygen diffuses
towards a single-celled pond organism at a certain rate, will that rate be altered if some other
molecule suddenly surrounded the organism? Would the presence of other molecules block or
enhance the diffusion of a molecule, or would the molecule’s rate be independent of particles that do
not alter the concentration gradient?
One way to measure the rate of diffusion of ions is to monitor their concentration in solution over a period
of time. Since ions are electrically charged, water solutions containing ions will conduct electricity. A
Conductivity Probe is capable of monitoring ions in solution. This probe however, will not measure the
amount of electrically neutral molecules dissolved in water. Salts, such as sodium chloride, produce ions
when they dissolve in water. If you place a salt solution in a container such as dialysis tubing, the salt can
travel through the very small holes in the tubing. When dialysis tubing containing salt ions is placed into a
beaker of water, the ions can diffuse out of the tubing and into the surrounding water. In this way, you will
be able to measure the diffusion of salts in a solution of water and determine how concentration gradients
and the presence of other particles affect the diffusion of the salt across a membrane.
OBJECTIVES
In this experiment, you will
 use a computer and Conductivity Probe to measure the conductivity of various solutions.
 study the effect of temperature on diffusion.
 study the effect of concentration gradients on the rate of diffusion.
 determine if the diffusion rate for a molecule is affected by the presence of a second molecule.
MATERIALS
Power Macintosh or Windows PC
Vernier computer interface
Logger Pro
Vernier Conductivity Probe
three 18 X 150 mm test tubes with rack
1%, 5%, and 10% salt water
400-mL beaker
38
dialysis tubing, 2.5 cm X 12 cm
dropper pipet or Beral pipet
Scissors
stirring rod
5% sucrose (table sugar) solution
dental floss or clamp
Anatomy CP/Physiology H Labs
Figure 1
PROCEDURE
1. Prepare the computer for data collection by opening the file in the Experiment 4 folder of Biology with
Computers. The vertical axis has conductivity scaled from 0 to 500 mg/L. The horizontal axis has time
scaled from 0 to 120 seconds. The data rate is set to 0.2 samples/second.
2. Check to be sure the Conductivity Probe is set to the intermediate setting, 2000 µS (equivalent to a
concentration of 1000 mg/L).
Part I Concentration gradients
3. Test whether different concentration gradients affect the rate of diffusion. You will place three
solutions of differing salt concentrations (1%, 5%, and 10%) in distilled water. Each salt solution will be
placed in a dialysis tube and allowed to diffuse into the surrounding water. When salt diffuses, the
conductivity of water in the beaker will increase.
4. In Table 1, predict what you believe will happen in this set of experiments. How will the rate of diffusion
change when a 10% salt solution is placed in contact with pure water compared to when a 1% salt
solution is placed in contact with pure water?
5. Prepare the dialysis tubing. Obtain a piece of wet dialysis tube and a dialysis tubing clamp or a short
(approximately 10 cm) length of dental floss or a string. Using the clamp or floss, tie one end of the tube
closed about 1 cm from the end, as shown in Figure 2.
6. Place a 1% salt solution into a section of dialysis
tubing. To do this,
a. Obtain about 10 mL of a 1% salt water solution in
a test tube.
b. Using a funnel or Beral pipet, transfer 10 mL of
the 1% salt water into the dialysis tube, as in
Figure 2. Note: To open the tube, you may need
to rub the tubing between your fingers a bit.
c. Tie off the top of the dialysis tube with a clamp or
a new length of dental floss. Try not to allow any
air into the dialysis tube. The tube should be very
firm after it is tied or clamped. Trim off any excess
dental floss extending more than 1 cm from either
knot.
d. Wash the outside of the tubing with tap water
thoroughly, so that there is no salt water adhering
to the tubing.
39
Figure 2
Anatomy CP/Physiology H Labs
7. Place 250 mL of water into a 400-mL beaker; this will be the control for this experiment. If the
conductivity of the tap water is low (50 mg/L or less), use tap water to fill the beaker. Otherwise, use
distilled water. Position the Conductivity Probe into the water as shown in Figure 1 and record the
conductivity of water in the data table as a control.
8. Place the dialysis tube into the water. Be sure the tubing is submerged completely under the water.
Important: Be sure to position the Conductivity Probe and dialysis tubing the same distance apart in
each trial.
9. After stirring the solution for 30 seconds (using a magnetic stir bar or stirring rod), begin data collection
by clicking Collect . Stir the solution slowly and continuously throughout the two-minute data collection
period. Data collection will automatically end after two minutes have passed.
10. Determine the rate of diffusion. To do this:
a. Move the mouse pointer to the point where the data values begin to increase. Hold down the mouse
button. Drag the pointer to the end of the data and release the mouse button.
b. Click the Regression button, , to perform a linear regression. A floating box will appear with the
formula for a best fit line.
c. Record the slope of the line, m, as the rate of diffusion in Table 2.
d. Close the linear regression floating box.
11. Remove one of the clamps. If the dialysis tubing is tied off with floss, use a pair of scissors and carefully
cut one of the dental floss knots and discard the floss. If you accidentally make a cut in the tubing,
replace it.
12. Empty all of the liquid out of the dialysis tube. Squeeze the excess liquid out with your fingers.
13. Obtain 10 mL of a 5% salt solution in a test tube. Repeat Steps 6 – 12, substituting this 5% salt solution
for the 1% solution.
14. Obtain 10 mL of a 10% salt solution in a test tube. Repeat Steps 6 – 12, substituting this 10% salt
solution for the 1% solution.
15. Examine your data closely and make a conclusion. Record your conclusion in Table 1.
Part II Effect of other molecules
16. Measure the rate of diffusion of salt while it is in the presence of another, non-conducting solution.
Since sugar does not form ions in solution, it should not conduct electricity. Sugar will be added to the
water to determine whether it interferes with the diffusion of salt.
17. In Table 1, predict what you believe will happen in this set of experiments. Will the non-conducting
sugar in the water block or reduce the diffusion rate of salt? Why?
Test to determine if water or a sugar solution conducts electricity.
18. Place some water in a clean 400-mL beaker.
19. Test the conductivity of the water by placing a clean Conductivity Probe into it. Record the conductivity
value in Table 3. The conductivity value should be displayed in the meter window at the right of the
screen.
20. Obtain 250 mL of a 5% sugar solution in a clean 400-mL beaker.
21. Test the conductivity of the 5% sugar solution by placing a clean Conductivity Probe into it. Record the
40
Anatomy CP/Physiology H Labs
conductivity value in Table 3. The conductivity value should be displayed in the meter window on the
right of the screen.
Test if 5% sugar (sucrose) interferes with the diffusion of a 5% salt solution.
22. Repeat Steps 6 – 12, with the following changes:

Use 250 mL of sugar water in place of the water in Step 7 (in the beaker).
 Substitute a 5% salt solution for the 1% solution.
 Record the rate of diffusion in Table 4.
23. Examine your data closely and make a conclusion. Record your conclusion in Table 1.
DATA
Table 1
Prediction
Conclusion
Part I
Part II
Part I
Table 2
Salt Concentration (%)
Rate of diffusion
(mg/L/s)
1
5
10
Part II
Table 3
Solution
41
Table 4: Summary of Data
Conductivity
(mg/L)
Solution
Distilled water
5% salt
Sugar water
5% salt / 5% sugar
Rate of diffusion
(mg/L/s)
Anatomy CP/Physiology H Labs
Extension 3: (Honors Students Only)
Table 5 -Low Temperature (ice cold)
o
Salt Concentration (%)
Temperature ( C)
Rate of diffusion (mg/L/s)
1
5
10
o
Table 5 -High Temperature (40 C)
o
Salt concentration (%)
Temperature ( C)
Rate of diffusion (mg/L/s)
1
5
10
QUESTIONS
1. How did you arrive at your conclusion for Part I?
2. How did your conclusion compare to your prediction for Part I? Can you account for any differences?
3. If the rates in any of the three experiments varied in Part I, calculate how much faster each rate was compared to
the other. For instance, if the rate of the 1% solution was 50 mg/L/s and the rate of the 10% solution was 250
mg/L/min, then the rate of diffusion for the 10% solution would be (250/50) five times the rate of the 1% salt
solution.
4. Compare the conductivity of pure water with a sugar water solution. How do you account for this?
5. How did your conclusion compare to your prediction for Part II? Can you account for any differences?
EXTENSIONS –FOR HONORS STUDENTS
1. Make a plot of the rate of diffusion vs. the salt concentration in the dialysis bag. Using your plot, estimate the
rate of diffusion of a 3% salt solution.
2. If the results of the experiments in Part I can be extrapolated to diffusion in living systems, how would a singlecelled organism respond in an oxygen rich pond compared to an oxygen poor pond? Explain.
3. Design an experiment to determine the effect of temperature on the diffusion of salt. What would be your
42
Anatomy CP/Physiology H Labs
control in this case? Perform the experiment you designed.
4. Ectotherms are organisms whose body temperature varies with the surrounding environment. On the basis of
your data from Extension Question 3, how do you expect the oxygen consumption of ectotherms to vary as the
temperature varies? Explain.
5. If waste products of a single celled organism were released by the organism into the pond, how would that affect
the organism’s ability to obtain oxygen as readily?
43
Anatomy CP/Physiology H Labs
The Conductivity Lab
Diffusion through Membranes Lab Student Data Sheet
Table 1
Prediction
Conclusion
Part 1
Part I:
Part II
Extension 3
Table 2 -Room Temperature
Salt concentration (%)
Rate of diffusion
(mg/L/s)
1
5
10
Part II:
Table 3
Solution
44
Table 4: Summary of Data
Conductivity
(mg/L)
Solution
Distilled water
5% salt
Sugar water
5% salt / 5% sugar
Rate of diffusion
(mg/L/s)
Anatomy CP/Physiology H Labs
Extension #3: HONORS STUDENTS
PART A.
Table 5 -Low Temperature (ice cold)
o
Salt concentration (%)
Temperature ( C)
Rate of diffusion (mg/L/s)
1
5
10
PART B.
o
Table 5 -High Temperature (40 C)
o
Salt concentration (%)
1
5
10
45
Temperature ( C)
Rate of diffusion (mg/L/s)
Anatomy CP/Physiology H Labs
A/P Lab Data Analysis
Graphing With Excel: Pool the class data for the experiment and plot a line graph using Excel
1. Label the top of the first 2 columns for your data. Put data for the X-axis of the graph into the left column and
data for the Y-axis into the right column. Enter data onto spread sheet.
2. Highlight the data. DO NOT highlight the labels. Hold the left button down as you drag the cursor over both
columns of the data.
3. Go to the top of the spread sheet and click on the bar graph symbol (this is the graph wizard).
4. Select “XY Scatter”
5. Click on your choice of scatter graphs (the first one with the data points only).
6. Put the cursor on the “Press and hold to view sample” button. This lets you preview your graph.
7. After viewing, press “Next.”
8. Data is in columns so press “Next.”
9. Enter graph/chart title.
10. For “Value (X) axis,” enter the title for the x-axis. Be sure to include the units. For example “concentration (M).”
11. Similarly, enter the title for the y-axis (with its units) in the box below.
12. Select “Next.”
13. No need to change this window. “As object in” will put the graph on the same page as the data table. Leave
this.
14. Select finish. You can slick on the Legend to change it or clear to it (delete).
15. Go to tool bar at top and click on “Chart.” You may need to “pull” it down to see all of the choices. Select “Add
Trend Lines.”
16. Select the appropriate trend for your graph (linear for a straight line or (exponential) to get you a best-fit
“curve.” Right click on a data point and select “Add Trendline”, Under Trendline options, select “linear” and then
select “Set intercept” and “Display equation on chart” to view the linear equation and R2 of the line.
17. Save the graph to your personal file on the school server or google drive; must be printed for the lab report.
18. To print the graph, click on it, then print. To print both the data and the graph, click on the data table and print.
Hint: Use “Print Preview” from the “File” menu to see what you will actually print before printing.
46