Dolphin/Biological Investigations, 5/e

Preface

This lab manual is dedicated to the many students and colleagues who have been my patient teachers. I hope that it returns some of what has been learned so that a new generation of biologists may soon add to our wonder of nature's ways while advancing our understanding of life's diverse forms and processes.

As reflected in the subtitle, this lab manual reflects fundamental biological principles based on the common thread of evolution: form reflects function; unity despite diversity; and the adaptive processes of life. The manual was written for use in a two-semester introductory biology course serving life science majors. I have emphasized investigatory, quantitative, and comparative approaches to studying the life sciences and have integrated physical sciences principles where appropriate. In choosing topics for inclusion, I sought to achieve a balance between experimental, observational, and comparative activities. The comments of several expert reviewers were incorporated into this revision, clarifying many points from previous editions. The activities included in each lab topic have been tested in multisection lab courses and are known to work well in the hands of students.

Throughout the manual, the concept of hypothesis testing as the basic method of inquiry has been emphasized. Starting with lab topic 1 on the scientific method, and reiterated in experimental topics throughout the manual, students are asked to form hypotheses to be tested during their lab work and then are asked to reach a conclusion to accept or reject their hypotheses. Hypothesis testing and a comparative trend analysis also have been added into the more traditional labs dealing with diversity so that students are guided to look across several labs in reaching conclusions. Labs investigating physiological systems and morphology emphasize the concept of form reflects function. Comparative activities are included to demonstrate the adaptations found in several organisms.

Nature of the Revisions

Several major changes were made in this edition. The plant section was thoroughly revised. The old plant phylogeny lab topic is now divided into two topics, the seedless and seed plants, to better reflect the time needed to study plant phylogeny, and alternation of generations is given greater emphasis. The section on the functional biology of angiosperms was also extensively revised. The old transport lab topic was divided into two lab topics, one emphasizing plant tissue systems and primary root structure, and the other emphasizing primary and secondary growth in stems. In addition some experiments were changed in other labs. In Lab Topic 1 about the scientific method, the experiment was changed from one testing physical fitness to one that emphasizes reaction time so that less athletic students will feel included and the results are not as predictable before the experiment. A new fruit fly experiment has been added which has more of an investigative theme requiring students to determine the genotypes of unknowns they are given. It can be completed in two weeks rather than the four required for the old experiments. The microevolution lab topic was rewritten and now includes student activities and computer simulations to teach the Hardy-Weinberg Principle instead of drawing beads from a container to illustrate statistical sampling. The taxonomic classifications for bacteria and protists were updated to reflect current thinking and the information in textbooks. In several of the exercises, the student activities were streamlined deleting experiments that usually were not performed for lack of time. All exercises were edited to improve clarity based on experience with students at Iowa State University.

New teaching elements were added as well. Each lab topic now starts with a Pre-lab Preparation section. In this section key vocabulary terms are listed and key concepts are named. The expectation is that students will realize that they must study vocabulary and concepts before coming to lab. Lab instructors can reinforce this realization by giving short quizzes before starting lab work. At the end of each lab topic, there is a section entitled "Learning Biology by Writing." For those departments that have strong writing-across-the-curriculum emphases, the suggested assignments will complement their goals. Several new Critical Thinking and Lab Summary Questions have also been added at the end of each lab topic.

Organization of Lab Topics

The lab topics have a standard format. All start with the Pre-lab Preparation section. This is followed by a list of equipment, organisms, and solutions to be used during the lab, informing students about what they will encounter in the lab. A brief introduction explains the biological principles to be investigated. These introductions are not meant to replace a textbook. They are included to summarize ideas that students will have had in lecture and to discuss how they apply to the lab. The lab instructions are detailed and allow students to proceed at their own pace through either experimental or observational lab work. Dangers are noted and explained. Data tables help students organize their lab observations. Questions are interspersed to avoid a cookbook approach to science and spaces are provided for answers and sketches. New terms are in boldface the first time used and are followed by a definition. At the end of each lab topic, several alternative suggestions are given for summarizing the lab work. A Learning Biology by writing section usually describes a writing assignment or lab report. Critical thinking questions emphasize applications. A lab summary based on several questions organizes the reporting of lab activities in a more stepwise approach. An Internet sources section points the students toward information sources on the WWW. Appendices include discussions of the use of significant figures, directions on making graphs, a description of elementary statistics, and instructions of how to write a lab report.

WWW Site

Under the sponsorship of McGraw-Hill, a WWW site has been established for this manual at http//www.mhhe.com/ dolphin/

There you will find a preparator's manual giving recipes of chemical solutions and sources of supplies for each of the exercises. Also included is a list of links to other WWW sites which have materials relevant to the topics that students are investigating in the labs. If you know of links that should be included, please send them to me by E-mail (wdolphin@iastate.edu).

Acknowledgments

I would especially like to thank James Colbert, Associate Professor of Botany at Iowa State University, for his helpful comments and his patience in explaining plant biology. I also wish to thank the critical reviewers who made constructive suggestions throughout the writing of this manual: William Barstow, University of Georgia; Daryl Sweeney, University of Illinois; Gerald Gates, University of Redlands; Marvin Druger, Syracuse University; Thomas Mertens, Ball State University; Cynthia M. Handler, University of Delaware; Stan Eisen, Christian Brothers College; Paul Biebel, Dickinson College; Stephen G. Saupe, St. Johns University (Minnesota); Sidney S. Herman, Lehigh University; Margaret Krawiec, Lehigh University; Charles Lycan, Tarrant County Junior College; Olukemi Adewusi, Ferris State University; Karel Rogers, Adams State College; Peter A. Lauzetta, Kingsborough Community College (CUNY); Maria Begonia, Jackson State University; Thomas Clark Bowman, Citadel Military College; Gary A. Smith, Tarrant County Junior College; Timothy A. Stabler, Indiana University Northwest; William J. Zimmerman, University of Michigan-Dearborn; and Nancy Segsworth, Capilano College (British Columbia).

Reviewers

Naomi D'Alessio, Nova Southeastern University
Carolyn Alia, Sarah Lawrence College
Linda L. Allen, Lon Morris College
Gordon Atkins, Andrews University
E. Rena Bacon, Ramapo College of New Jersey
Nina Caris, Texas A & M University
James T. Colbert, Iowa State University
Angela Cunningham, Baylor University
Carolyn Dodson, Chattanooga State Technical Community College
Frank J. Dye, Western Connecticut State University
Phyllis C. Hirsch, East Los Angeles College
Cathleen M. Jenkins, Cuyahoga Community College
Shelley Jones, Florida Community College at Jacksonville
Elaine King, Environmental Biologist, Consultant
Sonya Michaud Lawrence, Michigan State University
Raymond Lewis, Wheaton College
Brian T. Livingston, University of Missouriù
Kansas City
Charles Lycan, Tarrant County Junior College Northwest Campus
Jacqueline S. McLaughlin, Penn State Berks-Lehigh Valley College
Susan Petro, Ramapo College of New Jersey
Gary Shields, Kirkwood Community College
Gary A. Smith, Tarrant County Junior College
Joan F. Sozio, Stonehill College
David Steen, Andrews University
Geraldine W. Twitty, Howard University
Carl Vaughan, University of New Hampshire
Lise Wilson, Siena College
Ming Y. Zheng, Houghton College

Margaret Horn, editor at McGraw-Hill Publishers, was most helpful during the preparation of the revisions, and I thank her for her patience and support. Special thanks goes to my friend and illustrator Dean Biechler who operates Chichaqua Bend Studios and to students of the Biological/Pre-Medical Illustration Program at Iowa State University. They prepared the illustrations for this and several of the earlier editions of the lab manual. By working directly with them, I have clarified many of my understandings of biology and have truly developed an appreciation of how form reflects function in biological systems. Last, but certainly not least, I thank my family-Judy, Jenny, Garth, Shannon and Lara-for their support throughout the preparation of this and earlier editions.

If you have questions or comments, please contact me by E-mail (wdolphin@iastate.edu.).

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