The contents of this preparator’s manual are also available at the www site http://auth.mhhe.com/biosci/genbio/dolphin/ along with hundreds of links to sites having subject matter that is pertinent to the lab topics.
This guide was written to help instructors implement the exercises included in the fifth edition of Biological Investigations Form, Function, Diversity, and Process by Warren D. Dolphin. An attempt has been made to be very specific for each exercise yet provide enough latitude for imagination and inspiration. The timetable and directions are given as a guide to scheduling. Because the individual preparing the laboratory often is not the instructor, instructions have been simplified so persons with little or no science background can set up for the experiments. The proportions have been planned for a class of 24 students divided into six or eight groups. The materials and supplies can easily be divided when a class is smaller or multiplied for several sections.
The guide for each exercise is divided into eight sections: STUDENT OBJECTIVE, EQUIPMENT, MATERIALS, SOLUTIONS, PREPARATION, NOTES, CLASSROOM SUGGESTIONS, and SUPPLEMENTAL MATERIALS. The Supplemental Materials section lists audio visual materials that can be used to augment laboratory instruction.
Once the staff is familiar with the course content and schedule, we recommend that a timetable be developed on a very large wall calendar. In some instances, the weather and availability of stock should influence the timing of the topics. Each exercise gives a minimum starting date for preparations prior to the lab. We suggest that a day-by-day entry be made for ordering materials, starting cultures, preparing solutions, constructing equipment, picking up orders, and any other procedures in preparation for the exercise.
After the entire schedule has been developed, all orders can be made for items not in stock. Catalog numbers and a list of suppliers for nonstock items have been provided. They have been selected with attention to cost and availability. In some cases, commercially available items are not used if it is possible to construct them with standard supplies. Since most educational institutions do not have facilities or personnel to maintain stock cultures, cultures used in the exercises can be ordered from suppliers when needed.
It is important to prepare the solutions and materials early enough to permit a trial test of the reagents and exercise. Detailed notes on problems, results, and adjustments can be made directly in the guide for later use. Memory should not be relied upon for this record.
Most exercises will take 2 1/2-3 hours to complete. Supply tables and work benches should be organized to prevent congestion and provide a smooth flow of work. Large posters with simplified instructions can be used to quickly answer students' questions as they get supplies and stocks. Many exercises are very busy and have many pieces of equipment out on the benches. Small boxes (plastic crisper or plastic shoe box) can be used to hold all the equipment needed for each part of an exercise and can be checked out to the student at the beginning of the lab. This will provide a way to spot damage and lost items before the equipment is used again. Students should be encouraged to wear old clothes or a lab coat during those exercises that use stains.
Students enjoy taking an active role in the classroom, and the informal nature of a laboratory provides an excellent setting to enlist their help. Several exercises use local flora and fauna. A list on the class syllabus will provide the students with a reminder of what is needed for the exercises. Whenever possible, seek their help in caring for cultures and animals. One way to capture their attention and promote enthusiasm is to establish a reading table in a noticeable but out-of-the-way area. A request to department members for donations of biological journals, periodicals, catalogs, and pamphlets will quickly fill the table. In another area of the laboratory, bulletin boards can provide displays of current articles germane to the exercises. Encourage students to post articles they find interesting and timely. A warm and positive setting "sells" biology.
This guide could not have been developed without the assistance of friends and colleagues at Iowa State University. Their helpful suggestions and critical review of the exercises were most appreciated. Kathleen Oulman was the primary author of the original edition of this guide, and Warren Dolphin and Christine Miner revised it so that it supports the fifth edition of his lab manual. Last, our thanks to the students for their patience and willingness to explore biology with us.
CM, WWD, KEO 1998