BIO 10 Laboratory Manual

BIOLOGY 10
Introduction to Biology
Laboratory Manual
Prepared by: KLLabrador, MJMAchondo, and CSCSMillado
Exercise 1
Observation and Description
Objectives:
a. define observation and description
b. explain the characteristics of a good and valid scientific observation and
description
c. list down observations on some animal behavior
d. organize observations into a unified and coherent description
e. recognize the manifestations and characteristics of life
Choice Chamber Experiment (The College Board Biology Lab Manual, 2001)
(30 min)
1. Prepare a choice chamber. Label the chambers A, B, and C.
Fig. 1.1. Three-chambered choice chamber

2. Obtain 10 ants from the instructor. Observe the ants using a hand
lens/dissecting microscope. Make notes on the following:
a. general appearance
b. movement
c. interaction with each other
3. Make a sketch of an ant.
4. In the choice chamber, add sugar crystals in Chamber A and a substance
of your choice in Chamber B. Take note of the selected
substance/material used.
5. Place the ants in Chamber C.
6. Count how many ants are found on each chamber every 1min. for 20 min.
7. Tabulate the data and make a graph of the number of ants in each
chamber over time.
Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions
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Garden Snail Experiment (Mader, 1998)

(30 min)
External Anatomy and Motion
1. Obtain a garden snail from your instructor. Examine the garden snail,
taking note of the following:
a. general appearance
b. movement
2. Gently poke the snail. Take note of its reaction when the stimulus is
applied.
3. Draw the specimen and label the following parts:
a. foot
b. shell
4. Allow a garden snail to crawl in your hands. Describe how it feels.
Behavior
1. Obtain the following substances from your instructor:
a. flour
b. laundry detergent
c. orange juice
2. Observe the reaction of the snail when offered with the abovementioned
substances. Snails move away or foam when they are repelled by the
substance, and move toward the substance they are attracted to.
3. Tabulate the data recorded: the substance and the reaction of the
snail.
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Physical Properties (Duka, I.A. and Diaz M. G. Q, 2007)

(1 hour)
Objectives:
a. define the three types of mixtures and distinguish one from the other based
on their physical properties
b. list down observations on physical phenomena
c. organize observations into a unified and coherent description
d. relate the properties of the cell to the physical properties of the mixtures
studied
Prepare the following mixtures. Strictly follow the procedure below in stepwise manner.
Use the side questions as guide in writing accurate descriptions of the different mixtures.
1. Salt and Water
Place 10 mL distilled water in a test tube. Add table salt little by little and shake
vigorously. Describe and identify the resulting mixture.
Continue adding salt crystals more and more until the crystals no longer dissolve.
Identify the resulting mixture.
2. Flour and Water
Place 10 mL of distilled water in a test tube. Add one-fourth teaspoon of flour and shake.
Describe and identify the resulting mixture.
3. Oil and Water
Obtain two test tubes. In each tube, place 10 mL of distilled water plus 5 drops of oil.
Shake and set aside for 2 minutes. Describe and identify the resulting mixtures.
To the first tube, add 1 mL of 0.1 % baking soda or sodium bicarbonate (NaHCO3). To
the second test tube, add 1 mL detergent. Shake the tubes well. Describe and identify the
resulting mixture in each of the test tubes. Compare the results.
4. Gelatin and Water
Place 10 mL of distilled water in a test tube. Add one-third teaspoon granulated gelatin.
Shake and let stand for 2 to 5 minutes. Describe and identify the resulting mixture.
Warm the mixture gently using an alcohol lamp until the gelatin is dissolved. What state
is the mixture in? Using a penlight, allow light to pass through the mixture. Finally, place the
test tube in a beaker containing ice cold water for 5 minutes. What state is the mixture in?
Identify the resulting mixture.
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Self-Assessment Questions
A. Choice Chamber
1. Based on your data, did the ants show a preference from one substance over another? If
yes, how were they able to determine that the substance present in one chamber is a more
preferable choice than the other? If no, explain why.
2. Ants are social insects and thus, they survive by working together as a colony.
Communication is a crucial component for such feat to work. How do ants communicate?
B. Garden Snail
3. What was the reaction of the snail when presented with each substance? Why did the
snail exhibit such behavior? Consider what it is about each substance that is causing the
snails response.
C. Physical Properties
4. In the Salt and Water portion of the experiment, why is it that the salt crystals no longer
dissolve when added excessively to the water?
5. In the Oil and Water portion of the experiment, what are the effects of sodium
bicarbonate and detergent on the mixture? Which is the emulsifier? Why?
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Exercise 2
A. Formulation, Testing of Hypothesis, and Experimental Design
Lifted from:
Duka, I.A. and Diaz M. G. Q. 2007. Biology 1 laboratory manual: An investigative
approach. 8th ed. Laguna: UPLB Institute of Biological Sciences. pp. 33-38.
Objectives:
a. define diffusion and demonstrate this process in gases
b. cite molecular weight and time as two factors affecting the rate of diffusion
c. formulate a hypothesis on the relationship of each of these factors on the rate of
diffusion
d. conduct an experiment to determine the effects of the two factors on the rate of
diffusion
e. compute the partial rate and average rate of diffusion
f. conclude on the relationships of molecular weight and time on the rate of
diffusion
A. Formulation of Hypothesis
Laboratory Work
1. In groups, fasten a one to two feet glass tube horizontally to a ring stand under a
flowhood. Students must wear a mask and examination gloves for protection.
2. Using forceps, carefully and simultaneously moisten two cotton balls of the same size,
one with hydrochloric acid (HCl), and the other with ammonium hydroxide (NH4OH).
3. Plug one end of the tube with one wet cotton ball and the other end with the other cotton
ball. Do this simultaneously.
4. Carefully watch for the white smoke inside the tube to appear and mark its position.
Measure the distance (in cm.) from each cotton to the marked position. If the smoke is
not visible when the light of the flowhood is turned on, turn off the light and see if the
smoke now becomes visible.
5. Consolidate the data of all the groups and tabulate.
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B. Testing of the Hypothesis Concerning the Rate of Diffusion

Laboratory Work
1. Obtain per group a petri dish of agar-water gel with three wells.
2. Label the wells as follows: (a) Potassium Permanganate (KMnO4), (b) Potassium
Dichromate (K2Cr2O7), and (c) Methylene Blue.
3. Carefully place one drop of the prepared solution of each substance into each well. Make
sure that each drop is exactly within the designated well.
4. Immediately cover the petri dish and measure the diameter (in mm.) of the colored area.
Record this for zero minute.
5. At a regular three-minute interval for thirty minutes, measure the diameter of the colored
area of each substance and record.
6. Tabulate data.
7. Draw the set-ups at zero minute and after thirty minutes.
A. Formulation of a Hypothesis
1. Discuss why the white smoke appeared in the glass tube.
2. Which among the two substances diffused faster? Why? Discuss what factor/s affected
the rate of diffusion.
B. General
3. What are the other factors that can possibly affect the rate of diffusion? List at least three.
4. Formulate a hypothesis on the effect of one of the factors you enumerated in number 3.
5. Design an experiment to test your hypothesis in number 4.
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EXERCISE 3
The Use of Models
Lifted from:
Duka, I.A. and M. G. Q. Diaz. 2007. Biology 1 laboratory manual: An investigative
approach. 8th ed. Laguna: UPLB Institute of Biological Sciences. pp. 39-45, 46-54.
I. Investigation of a Property of the Cell Membrane
Objectives
a. define osmosis and other related terms
b. compare the three types of media based on osmotic concentration, osmotic
potential, and osmotic pressure
c. enumerate the criteria of semipermeability in the cell membrane
d. test the hypothesis that the cell membrane is semipermeable
Laboratory Work
A. Responses of red blood cells to solutions of different osmotic concentrations
1. Obtain three small 15mL glass vials or 15mL glass testtubes .
2. Label the vials:
a. A: 0.07 M
b. 0.15 M
c. 0.30 M
3. Add to each vial 10 mL of the corresponding solutions of NaCl.

4. Wash with a cotton ball dipped in alcohol the end of one finger of a volunteer student.
5. After the alcohol had dried, prick the finger with a sterile lancet.
6. Place on each vial/tube 2 to 3 drops of fresh blood. Then, shake each vial/tube gently.
7. Obtain a drop from each of the three vials/tubes and prepare a wet mount. Label the
slides to ensure that you will not confuse the different solutions.
Note: The solution under the coverslip will slowly become more concentrated as water
evaporates. Add more solution to the edge of the coverslip as necessary to prevent a
change in the concentration. Also keep the vial tightly closed.
8. Examine closely each slide under the high power objective (HPO) of the microscope.
9. Draw the red blood cells in each solution. Describe the appearance of the cells in
each solution.
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10. Obtain a prepared slide of a blood smear. Draw normal red blood cells. Give a short
description of these red blood cells.
11. Compare the appearance of the RBCs in the first three preparations with the RBCs
in the prepared slide.
12. Explain why these cells appear differently.
B. Responses of Hydrilla leaf cells to solutions of different osmotic concentrations

1. Obtain the smallest leaf from the growing tip of Hydrilla. Place it on a clean glass slide.
2. Add one to two drops of 0.01 M NaCl solution and place a coverslip over it.
Note: If necessary, add more salt solution at the edge of the coverslip. This is to prevent
the specimen from drying out, so as not to obtain erroneous results.
3. Examine the whole mount of the leaf under the low power objective (LPO).
4. Locate a portion with only a single layer of cells.
5. Observe the cells.
6. Draw a cell under HPO. Give a short description of the normal Hydrilla leaf cell.
7. Add 0.30 M NaCl at one edge of the coverslip.
8. Withdraw the 0.01 M NaCl solution off from the other side with a filter paper placed
against the edge of the coverslip. In this way, 0.01 M NaCl can be replaced with the more
concentrated solution without lifting the coverslip.
9. Under HPO, focus on one particular cell and observe the particular changes that occurred.
10. Draw the Hydrilla leaf cell in 0.30 M.
11. Describe the changes that occurred in this cell. Give an explanation for these
changes.
12. Make a conclusion on the passage and direction of movement of water
through the cell membrane of the red blood cells and Hydrilla leaf cells.
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II. The Use of Model to Study a Property of the Cell Membrane
Objectives
a. define a model and give examples of scientific models
b. enumerate several uses of a model
c. describe the limitations of observing and testing semipermeability in actual cells
d. identify a model of the cell membrane that would allow for testing the criteria of
semipermeability in the cell membrane
e. test the semipermeability of the cell membrane model
f. relate the responses of actual cells to the data obtained from the cell membrane
model
Laboratory Work
A. Saturated Salt and Water
1. First, obtain a piece of dialyzing membrane per group.
2. Wet the membrane in distilled water and open it by squeezing the membrane back and
forth with your fingertips. Close off one end by doubling back a half-inch portion and
tying it securely.
3. Test for any leak by putting distilled water. Rinse off. Use this tested dialyzing membrane
for a particular set-up. Make sure to test each membrane using this method prior to using
it for different set-ups.
Set-up A
1. Fill the sack with saturated sodium chloride (NaCl) solution. The sack should not be too
full but somewhat flaccid.
2. Tie off the other end to close the sack.
3. Weigh the dialyzing bag after blot drying by measuring the displacement of water in a
graduated cylinder (1 mL = 1 g).
4. Immerse the bag completely in the distilled water.
5. Weigh it every 5 min. for 50 minutes. Make sure to blot it dry (and the string) before
weighing.
6. Record and tabulate all data.
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Set-up B
1. Fill the sack with a dialyzing bag containing distilled water.
2. Place this bag in a beaker containing saturated sodium chloride solution.
3. Measure the weight of the bag as in set-up 1.
4. Record and tabulate all data.
B. Macromolecules
1. Prepare a dialyzing bag with distilled water and a pinch of gelatin granules.
2. Immerse the bag in distilled water and measure its weight as in the preceding set-ups.
3. Record the change in weight.
C. Salt and Methylene Blue
1. Obtain another piece of dialyzing membrane and fill it with NaCl methylene blue
solution.
2. Thoroughly rinse another beaker with distilled water.
3. Place a drop of silver nitrate (AgNO3) on the distilled water and check for any cloudiness.
Note: Silver nitrate indicates the presence of sodium chloride. If sodium chloride is
present, silver nitrate reacts with it and silver chloride (AgCl) is formed, making the
water cloudy.
4. If your test for sodium chloride is negative, slowly immerse the dialyzing bag completely
in distilled water.
5. Record the time on how long the water became cloudy and bluish.
6. Record and tabulate data.
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1. The cell membrane is differentially permeable or semipermeable. Discuss what this

means.
2. Compare and contrast the conditions of the animal cells and plant cells when subjected to
the following: (a) hypertonic solution, (b) isotonic solution, and (c) hypotonic solution.
Account for the differences.
3. Some unicellular freshwater organisms have no cell wall yet they are able to survive in
their environment, considering that it is hypotonic. How do unicellular organisms lacking
a cell wall avoid bursting?
4. What do you think will happen to the weight of the model if it is left in distilled water for
several days? What will happen to the concentration of sodium chloride inside the cell
relative to the concentration outside the cell?
5. Was the method of using a model in the experiment sufficiently accurate? Can you
suggest alternative ways of making more accurate measurements of diffusion across the
membrane?
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Exercise 4
Plant and Animal Tissues
I. Plant Tissues
Adapted from:
Dickey, J. 2003. Laboratory investigations for biology. 2nd edition. USA: The
Benjamin/Cummings Publishing and Co. pp. 17.2 17.16.
Mader, S. 1998. Biology laboratory manual. 6th edition. USA: The McGraw-Hill
Companies, Inc. pp. 323-340, 375-390.
Soligam-Hadsall, A. G., M. F. M. Sangalang, M. T. Joson-Villegas, N. P. Ona-Villa, and
A. A. Barrion 2007. A practical guide to introductory biodiversity: Systematic survey of
biological diversity. Laguna: UPLB Institute of Biological Sciences. pp. 57-62, 85-90.
Objectives:
a. illustrate, describe, and differentiate the various types of tissues characteristic of
vascular plants
b. illustrate and describe how tissues are organized in the regions of the plant organ
c. recognize variations of each of the different tissues in different organs
Laboratory Work
A. Meristematic Tissue
1. Obtain a slide of the longitudinal section of the root tip of Zea mays.
2. Focus the specimen under the scanner.
3. Draw the specimen. Include a brief description.
B. Dermal Tissue
1. Obtain a leaf of Rhoeo spathacea.
2. Prepare an epidermal tissue wet mount by peeling off a portion of the upper epidermis.
3. Examine the tissue under the HPO.
4. Draw the epidermal cells. Include a brief description on the shape and arrangement
of cells.
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C. Ground Tissues
a) Parenchyma
1. Obtain a slide of a cross section of the leaf of Ixora sp.
2. Focus it under the microscope and locate the blade the flattened portion of the leaf.
3. Observe the epidermal cells, a single layer of cells found at the top and bottom surfaces.
4. The middle portion of the leaf is the mesophyll layer, filled with parenchyma tissue.
5. Note the presence of two layers of the mesophyll layer: (a) palisade and (b) spongy
mesophyll layer.
a. Palisade Mesophyll Layer located at the upper epidermis; contain chloroplast
and are responsible in carrying most of the plants photosynthesis.
b. Spongy Mesophyll Layer located near the lower epidermis; have air spaces that
facilitate exchange of gases across the plasma membrane.
6. Draw the parenchyma cells accompanied with a brief description.
b) Collenchyma
1. Examine the cross section of the stem of Cucurbita sp. under LPO.
2. Observe the collenchyma cells which form a layer of tissue just below the epidermis.
3. Note the uneven thickening of the cell walls and the presence or absence of the
intercellular spaces.
4. Draw the collenchyma tissues accompanied with a brief description.
c) Sclerenchyma
1. Examine the cross section of the stem Helianthus under LPO.
2. Observe the cortex located below the epidermis.
3. Take note of the vascular bundles.
4. Direct your attention to the mass of red stained cells forming a cap on each vascular
bundle. These are the sclerenchyma tissues.
5. Draw the sclerenchyma tissue accompanied with a brief description.
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D. Vascular Tissue
a) Vascular Bundles
1. Examine a cross section of Zea mays stem under LPO.
2. Note the numerous vascular bundles scattered throughout the stem.
3. Locate one bundle and focus under HPO.
4. Observe for the following:
a. xylem heavily red stained; transport of materials from roots to shoots.
b. phloem lightly blue stained; transport of photosynthates from shoots to roots.
i. sieve tubes
ii. companion cells
c. sclerenchyma sheath darkly red stained; encloses the vascular bundle
5. Draw the vascular bundle and label the xylem, phloem (including components), and
the sclerenchyma sheath. Include a brief description.
1. What are the different types of plant tissues? What are the properties and functions of
these tissues?
2. Differentiate the various ground tissues based on their properties and function.
II. Animal Tissues

Adapted from:
Benjamin/Cummings Publishing and Co. pp. 12.1-12.17, 13.1-13.9.
Companies, Inc. pp. 229-299.
Objectives
a. illustrate, describe, and differentiate the different types of animal tissues
b. illustrate and describe the organization of different tissues in an animal organ
c. identify the tissues that compromise the anatomical plan of animals in cross
section
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Laboratory Work
A. Epithelial Tissues
1. Examine under LPO a section of the ciliated epithelium.
2. Locate cilia-bearing cells.
3. Draw the cell and label the ciliated epithelial tissue. Indicate the function.
B. Connective Tissues
a) Vascular Tissue
1. Examine a blood smear under LPO.
2. Locate the erythrocytes, leukocytes, and thrombocytes.
3. Draw and label the blood components. Include a brief description of each.
b) CT Proper
1. Examine the slide of an adipose tissue under LPO.
2. Locate the adipose or fat cells.
3. Draw the adipose tissue accompanied with a brief description.
c) Cartilage
1. Obtain a slide containing a hyaline cartilage and focus under HPO.
2. Look for the chondrocytes, cartilage cells located in the cavities (lacuna) of the bluish
matrix.
3. Draw and label the chondrocytes. Include a brief description.
d) Bone
1. Examine a cross section of bone under the scanner.
2. Observe the irregular cylindrical units forming the bone. This is the Haversian System.
3. Focus on one Haversian System and switch to HPO.
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4. At the center of the system lies the Haversian Canal, through which blood vessels and
nerves pass through.
5. Take note of the darkly-stained osteocytes surrounding the Haversian Canal.
6. Draw the bone tissue showing several Haversian Systems. Include a brief
description.
C. Muscular Tissue
1. Obtain prepared slide of the following:
a. Skeletal Muscle
b. Smooth Muscle
c. Cardiac Muscle
2. Examine slides under LPO.
3. Draw each specimen and include a brief description of each.
D. Nervous Tissue
1. Examine a nerve cell smear under HPO. Locate the star-shaped cells.
2. Locate the following:
a. Soma/Cell Body central portion of the neuron containing the nucleus
b. Dendrites short and branched processes radiating from the soma; carry impulses
towards the cell body
c. Axons longer processes radiating form the soma; transmit impulses away from
the cell body
3. Draw and label the soma, dendrites, and axons. Include a brief description.
1. What are the four major types of animal tissues? What are the important functions of
each?
2. What are the major types of connective tissues? What are the important roles of each in
the organization of life?
3. There are three types of muscles. Skeletal, cardiac, and smooth. List down the differences
of each type of muscles observed.
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Exercise 5
Cellular Respiration
Lifted from:
Objectives
a. identify means of measuring the rate of cellular respiration
b. enumerate factors which can affect cellular respiration
c. formulate hypothesis on the effects of these factors on cellular respiration
d. test the hypotheses using the respirometer set-up, Durham tube method, and
Smith tube method
e. conclude on the effects of these factors on cellular respiration
Laboratory Work
A. Oxygen Uptake in Multicellular Organisms
1. Obtain three respirometers (one for each group).
2. Weigh equal amounts of pre-soaked mongo seeds.
3. Prepare 2 pleated filter papers soaked in KOH.
4. Prepare the following set-up:
a. Flask 1: KOH-soaked filter paper
b. Flask 2: mongo seeds + KOH-soaked filter paper
c. Flask 3: mongo seeds
5. Cover flasks and seal with melted paraffin wax.
6. Take note of the initial level of H2O in the respirometer and mark it.
7. Measure the change in the height of the water every 5 min for 30 min.
8. Tabulate all readings.
9. Compute for the final volume in each set-up.
10. Compute for the Respiratory Quotient using the following formula:
RQ = CO2 uptake / O2 uptake
CO2 uptake (vCO2) = final volume of Flask 3 (v3) O2 uptake (vO2)
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O2 uptake (vO2) = final volume of Flask 2 (v2) final volume of flask 1(v1)
Therefore: RQ = v3 (v2 v1) / (v2 v1)
Note: RQ reflects the kind of substrate used by the organism. If the RQ value is 0.8, this
means that the protein was the substrate. If fat was used as the substrate, the RQ will be
0.7.
11. Determine the kind of substrate utilized by the organism based on the calculated
RQ value.
B. Cellular Respiration in Yeast

Laboratory Work
a) Durham Tube Method
1. For each group, obtain two test tubes.
a. Tube 1: 4 mL dH2O + 4 mL glucose + 4 mL yeast suspension
b. Tube 2: 4 mL glucose + 4 mL 0.2 M MgSO4 + 4 mL yeast suspension
3. Shake the mixture gently.
4. Slide down an inverted Durham tube into each of the test tube. Ensure that no bubbles are
trapped in the inverted Durham tube.
5. Measure the height of the area occupied by the gas at the bottom of the inverted
Durham tube every three minutes for thirty minutes.
6. Compute for the volume of the CO2 evolved using the formula: V = r2h
7. Compute for the rate of CO2 production by dividing the final volume of CO2 evolved
by time.
8. Tabulate all results.
b) Smith Fermentation Method

1. Obtain 6 Smith fermentation tubes.
2. Pour 20 mL of the following solutions to the respective tubes:
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a.
b.
c.
d.
e.
f.
Tube 1: starch
Tube 2: lactose
Tube 3: sucrose
Tube 4: glucose
Tube 5: fructose
Tube 6: dH2O
3. Add 20 mL distilled water and 20 mL yeast suspension to each tube. Make sure no
bubbles are trapped at the close end.
Note: To remove trapped bubbles, cover the opening with the palm of one hand and tilt
the tube horizontally.
4. Plug the openings with cotton balls.
5. Tie the tubes together at their vertical arms to keep it upright.
6. Set aside where they will not be disturbed.
7. Measure the height of the area occupied by the CO2 evolved every 5 min. for 40 min.
8. Compute for the volume of the gas evolved and the rate of CO2 evolution.
9. Tabulate results.
1. In the Durham Tube Method portion of the laboratory, which test tube showed the
higher amount of CO2 evolved? What was in this tube that caused the higher rate of CO2
evolution? How was it able to do so?
2. In the Smith Fermentation Method, what tube had the highest amount of CO2 evolved?
What substrate was present in this tube? Why is it that this substrate was able to cause a
much higher CO2 evolution compared to the others?
3. Compare your RQ value from the (respirometer) experiment to that of the other groups.
Is there a difference in the values? What are the possible sources of error that couldve
given different results?
4. In relation to number 3, can you suggest ways to improve the set-ups that will address the
sources of errors?
5. Give the significance of the following in the experiment:
a. KOH
b. plugging Smith tubes with cotton balls
c. MgSO4
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Exercise 6
Photosynthesis
Lifted from:
Objective
a. identify means of measuring the rate of photosynthesis
b. discuss factors which can affect photosynthesis
c. formulate a hypothesis on the effect of each of these factors on photosynthesis
d. test the hypothesis using controls and analyze the experimental results
Laboratory Work
A. Carbon Dioxide Uptake
Bromthymol Blue
1. Obtain 250 mL beaker and fill it with 150 mL distilled water.
2. Place an equal volume of bromthymol indicator.
Note: Bromthymol blue is an indicator which changes color depending on the amount of
CO2 dissolved in the solution.
3. Introduce CO2 in the solution by blowing through a straw until a color change from blue
to yellow is observed.
4. Explain why this happens.
Hydrilla sprigs experiment
1. Pour equal amounts of the solution in four large test tubes labeled A to D.
a. TT A: Hydrilla sprigs + carbon paper wrap
b. TT B: Hydrilla sprigs
c. TT C: carbon paper wrap
d. TT D: none
Note: Make sure that the sprigs are of the same developmental stage, length, and leaf
size.
3. Let the tubes remain under bright sunlight or artificial light for one hour.
4. Unwrap the test tubes afterwards and observe for any color change in the set-ups.
5. Record all observations and interpret results.
B. Starch Production
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1. Obtain two mongo seedlings grown at the same time, temperature, soil type, and water
conditions, except that one is grown in the dark while the other is left under natural light
condition.
2. Observe the differences between the two sets of leaves.
3. Explain why there are differences.
4. Pick four leaves from each seedlings and place into separate beakers.
5. Add 40 mL of 70 % EtOH into each of the beakers.
6. Heat for 3-5 minutes with gentle shaking.
7. Observe what happens to EtOH after heating.
8. Transfer the heated leaves into separate petri dishes.
9. To each leaf, add two drops I2KI solution.
Note: In the presence of starch, I2KI solution reacts with it, producing a characteristic
black color.
10. Compare the reactions in the two sets of leaves.
11. Record all observations.
1. In the Hydrilla sprigs experiment, why is it that the Hydrilla sprigs werent placed in all
the tubes? What is the purpose of wrapping the test tubes with carbon paper?
2. Was carbon dioxide utilized by the plant kept in the dark? What experimental observation
indicated this? What conclusions can be drawn from the experiment?
3. Can the rate of photosynthesis be measured in a different way?
4. In relation to no. 3, make an outline of your suggested experimental design to address
your answer.
5. Give the significance of the following in the experiment:
a. Bromthymol Blue
b. Ethyl Alcohol
c. Heating of Ethyl Alcohol
d. I2KI
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Exercise 7
Phylogeny and Systematics:
Survey of Plant and Animal Families
Adapted from:
Benjamin/Cummings Publishing and Co. pp. 12.1-12.17, 13.1-13.9.
Companies, Inc. pp. 229-299.
I. Plant Classification
Objectives
a. distinguish the characteristic features of the major taxa of Kingdom Plantae
b. identify, define, and associate with the corresponding organisms, some structure
unique to Kingdom Plantae and each major taxonomic divisions
c. recognize some representative of each taxonomic division of the Kingdom and
some families of Division Magnoliophyta
d. identify common flowering plants with the aid of a dichotomous key
Laboratory Work (Field Investigation)

1. Search for a representative plant specimen for each of the given major classifications in
the plant kingdom:
a. Bryophytes
b. Pterdiophytes
c. Gymnosperms
d. Angiosperms
i. Monocot
ii. Dicot
2. Observe and list down 5 morphological characteristics, 2 of which are unique to a given
specimen.
3. Draw the habit of the chosen specimen. Supply the scientific name and the common
name.
4. Construct a dichotomous key showing all representative species based on your
observations.
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II. Animal Classification
Objectives
a. identify and describe the characteristics of the major animal phyla
b. compare the features of this phyla
c. classify the given animal taxa according to major groupings
d. give examples of members of the major animal phyla
e. construct a dichotomous key of the different phyla of the different animals given,
according to observable morphological features
Laboratory Work
1. Obtain a representative specimen from each of the major phyla in the Animal Kingdom:
a. Porifera sponge (Scypha sp.)
b. Cnidaria jellyfish (Aurelia sp.)
c. Platyhelminthes flatworm (Schistosoma sp.)
d. Nematoda roundworm (Ascaris sp.)
e. Annelida earthworm (Lumbricus sp.)
f. Mollusca snail (Helix sp.)
g. Arthropoda cockroach (Periplaneta sp.)
h. Echinodermata starfish
i. Chordata frog (Bufo sp.)
2. Observe and list down five characteristics observed on the specimens morphology, two
of which are unique to a given specimen.
3. Determine the following:
a. Phylum
b. Genus
c. Common Name
d. Level of Organization
e. Germ Layers
f. Type of Coelom
g. Symmetry: (a) assymetrical, (b) bilateral, (c) radial
h. Body Plan
i. Segmentation
4. Construct a dichotomous key showing all representative species based on your
observations.
Instructor Notes:
Complement lab work with activities found online (activities included here are in pdf
forms: Animal Phyla Guide and The Phylum Comparison Challenge)
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Exercise 8
Plant Form and Function
Adapted from:
Benjamin/Cummings Publishing and Co. pp. 17.2 17.16.
Companies, Inc. pp. 323-340, 375-390.
C. L. M. Aurin. 2005. A practical guide to introductory biodiversity: Diversity in
structure and function of complex organisms. Laguna: UPLB Institute of Biological
Sciences. pp. 1-25.
I. The Root System
Objectives
a. enumerate the characteristics features and functions of roots
b. define, describe, and identify the external and anatomical parts of roots
c. compare and contrast monocot and dicot roots in terms of their morpho-anatomical
features
d. identify metamorphosed roots and associate each with their specialized functions
Laboratory Work
A. External Morphology of the Root
1. Obtain a grass and an assigned dicot plant. Examine the root system.
2. Determine the type of root system exhibited by the grass and of the dicot plant. Observe
the structures arising from the primary root.
3. Draw the two root systems and label the primary and lateral roots.
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B. Anatomy of the Root

a) Root Longitudinal Section
Examine under the microscope a longitudinal section of the root tip. Locate the
following:
a. Region of cell differentiation composed of meristematic tissue near the root cap
b. Region of elongation rows of newly produced cells as they begin to grow larger
c. Region of maturation region where cells are differentiated into particular cell types;
area of the root with root hairs
d. Root cap dead cells at the tip of the root; provides protection as the root grows
b) Dicot Root
Examine a cross section of the dicot root of Ranunculus sp. Locate, draw, and label
the following:
a. epidermis the outermost layer of tissue
b. cortex layer next to the epidermis, composed of several cell layers
c. endodermis found next to the cortex; composed of a single cell layer
d. pericycle lies next to the endodermis and consists of one to two cell layers; site
where the branch roots arise
e. stele (protostele) the primary vascular tissues bounded by the pericycle
f. xylem
g. phloem
c) Monocot Root
Examine a cross section of the monocot root of Zea mays. Locate, draw, and label
the following:
a. epidermis the outermost layer of tissue
b. cortex layer next to the epidermis, composed of several cell layers
c. endodermis found next to the cortex; composed of a single cell layer
d. pericycle lies next to the endodermis and consists of one to two cell layers; site
where the branch roots arise
e. stele (protostele) the primary vascular tissues bounded by the pericycle
f. xylem conducts minerals from the roots to the stem
g. phloem conducts photosynthates from the leaves to other parts of the plant
h. pith centrally located ground tissue that functions for storage
C. Metamorphosed Root
You are provided with various specimens of metamorphosed roots. Observe each
specimen and indicate the descriptive characteristics that fit the specialized function. Tabulate
your answers in this manner:
Species
Distinctive Feature
Specialized Function
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II. The Shoot System: The Stem

Objectives
a. enumerate the characteristic features and functions of plant stems
b. define, describe, and identify the external and anatomical parts of the
stem, and the various types of stems
c. identify modified stems and associate each with their specialized functions
d. compare and contrast monocot and dicot stems in terms of their morphoanatomical features
e. compare primary and secondary growth in stems
A. External Morphology of the Stem
1. Examine the stem of Ficus elastic.
2. Draw and label the following parts:
a. Terminal Bud meristematic region at the tip of the stem
b. Nodes point of leaf attachment along the stem
c. Internodes are from one node to another
d. Axillary Bud - meristematic region at the nodes
3. Examine the stem of Gliricidia sepium. Observe the presence of lenticels along the
stem.
B. Anatomy of the Stem
a) Dicot Stem
Examine a cross section of the dicot stem. Locate, draw, and label the following:
a. epidermis outer protective layer
b. cortex - layer next to the epidermis
c. vascular bundle occurs in a ring pattern; functions for transport of nutrients
d. pith storage of organic nutrients; centrally located
b) Monocot Stem
Examine a cross section of the monocot stem. Locate, draw, and label the following:
a. epidermis outer protective layer
b. cortex - layer next to the epidermis
c. vascular bundle scattered all throughout; functions for transport of nutrients
d. pith storage of organic nutrients
C. Metamorphosed Stem
Examine the various metamorphosed stems on display. Identify the function/s of the stem
modifications and list down the plant species that would exemplify each. Tabulate answers in
this manner:
Metamorphosed Structure
Function
Species
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III. The Shoot System: The Leaf

A. External Morphology of the Leaf
1. Examine the leaf of a representative dicot and monocot plant. Indicate the species of
the selected plants.
2. Draw and label the following parts:
a. Midrib
b. Vein
c. Blade
d. Petiole
3. Try to observe the differences between the monocot and dicot leaf. Record all
observations.
B. Anatomy of the Leaf

a) Dicot Leaf
Examine a cross section of the dicot stem. Locate, draw, and label the following:
a. upper epidermis
b. lower epidermis
c. vascular bundle
d. palisade mesophyll layer
e. spongy mesophyll layer
b) Monocot Leaf
Examine a cross section of the monocot stem. Locate, draw, and label the following:
a. upper epidermis
b. vascular bundle
c. mesophyll layer
C. Metamorphosed Leaf
Observe the metamorphosed leaves of the plants on display. List the plant species in the
respective metamorphosed leaf structure and give its function. Tabulate answers.
Term for Specialized Structure
Function
Species
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Exercise 9
Animal Form and Function
Cockroach Dissection
(Lifted from: 2006 Kinder Magic Software 1 Backyard Bugs Level 2 Lesson: Cockroach Dissection)
Scientific Background
One way to study an organism is to conduct a dissection. A dissection is a detailed

investigation of that organisms organs and tissues.
In this lesson, students will investigate a
cockroachs body systems: Circulatory System
Digestive and Excretory Systems
Nervous System
Reproductive System
Respiratory System
Responsible for the flow of nutrients,

oxygen, carbon dioxide, and wastes
Takes nutrients from food, absorbs
nutrients, and eliminates wastes
Receives sensory input from both internal
and external sources, responds to stimuli
Produce and transport egg and sperm
cells
Deliver oxygen to all parts of body and
remove carbon dioxide
Describe the following terms:

Blattidae
cockroach
colon
crop
dorsal
esophagus
fat body
ganglia
gizzard
gland
Malphighian tubules
mandibles
nerve strand
ovary
rectum
spiracle
trachea
tracheole
cerci
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The Circulatory System of the Cockroach
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The Digestive and Excretory System of the Cockroach
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The Nervous System of the Cockroach
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The Reproductive System of the Cockroach
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The Respiratory System of the Cockroach
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Frog/ Toad Dissection

Dissection Instructions
1. Place the frog in the dissecting pan ventral side up.
2. Use scissors to lift the abdominal muscles away from the body
cavity. Cut along the midline of the body from the pelvic to the
pectoral girdle.
3. Make transverse (horizontal) cuts near the arms and legs.
4. Lift the flaps of the body wall and pin back.
*If your specimen is a female, the body may be filled with eggs and an
enlarged ovary. You may need to remove these eggs to view the
organs.
Digestive, Circulatory and Respiratory

Systems of the Frog/Toad
Locate each of the organs. Check the box to indicate that you found the organs.
Fat Bodies --Spaghetti shaped structures that have a bright orange or yellow color, if you have a
particularly fat frog, these fat bodies may need to be removed to see the other structures.
Peritoneum A spider web like membrane that covers many of the organs, you may have to
carefully pick it off to get a clear view
Liver--The largest structure of the body cavity. This brown colored organ is composed of three
parts, or lobes. The right lobe, the left anterior lobe, and the left posterior lobe. The liver is not
primarily an organ of digestion; it does secrete a digestive juice called bile. Bile is needed for
the proper digestion of fats. Bile is emptied into the gall bladder which then empties into the
duodenum.
Heart - at the top of the liver, the heart is a triangular structure. The left and right atrium can be
found at the top of the heart. A single ventricle located at the bottom of the heart. The large
vessel that extends out from the heart is the conus arteriosis which supplies blood to the body.
Lungs - Locate the lungs by looking underneath and behind the heart and liver. They are two
spongy organs. Lungs attach to the trachea via tubes called bronchi.
Gall bladder--Lift the lobes of the liver, there will be a small green sac under the liver. This is the
gall bladder, which stores bile. (Hint: it kind of looks like a booger.) The gall bladder stores bile
and then releases it into the duodenum via the bile duct. The bile duct may be too small to see.
Stomach--Curving from underneath the liver is the stomach. The stomach is the first major site
of chemical digestion. Frogs swallow their meals whole. Follow the stomach to where it turns
into the small intestine. The pyloric sphincter valve regulates the exit of food from the stomach
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Pancreas This glandular organ is located within the curve of the stomach. On preserved frogs
it may not be easy to find, as the gland breaks down. It secretes insulin, which is needed for the
proper breakdown of sugar.
Small Intestine--Leading from the stomach. The first straight portion of the small intestine is
called the duodenum, the curled portion is the ileum. A membrane called the mesentery holds the
ileum together. Note the blood vessels running through the mesentery; they will carry absorbed
nutrients away from the intestine. Absorption of digested nutrients occurs in the small
intestine.
Large Intestine--As you follow the small intestine down, it will widen into the large intestine. The
large intestine is also known as the cloaca in the frog. The cloaca is the last stop before wastes,
sperm, or urine exit the frog's body. (The word "cloaca" means sewer.) Locate the anus.
Spleen--Return to the folds of the mesentery, this dark red spherical object serves as a holding
area for blood, where harmful particles can be filtered out for the immune system.
Esophagus--Return to the stomach and follow it upward, where it gets smaller is the beginning of the
esophagus. The esophagus is the tube that leads from the frogs mouth to the stomach. Open the
frogs mouth and find the esophagus, poke your probe into it and see where it leads.
STOP!
If you have not located each of the organs above, do not continue!
Removal of the Stomach & Intestine

Cut the stomach out of the frog and open it up. You may find what remains of the frog's last meal
in there. Look at the texture of the stomach on the inside. Note the ridges on the walls of the
stomach called rugae. Rugae help to break down food. What did you find in the stomach?
_________________________________
Measuring the Small intestine: Remove the small intestine and stretch it out and measure it. Now
measure your frog. Record the measurements below in centimeters.
Frog length: ______ cm
Intestine length ______ cm
Which is longer?
_____
Removal of the Heart

Carefully cut out the heart from its position above the liver. The vessel on the front of the heart is
the conus arteriosis, which sends blood to the body. On the back you can find the openings for
the anterior and posterior vena cava, which return blood to the heart. How many chambers does
the frog heart have? ___
Urogenital SystemThe frogs reproductive and excretory system is combined into one system called the urogenital
system. You will need to know the structures for both the male and female frog,
Kidneys flattened bean shaped organs located at the lower back of the frog, near
the spine. They are often a dark color. The kidneys filter wastes from the blood.
Often fat bodies are attached to the kidney.
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Testes in male frogs, these organs are located at the top of the kidneys, they are
pale colored and round.
Oviducts females do not have testes, though you may see a curly-q type structure
around the outside of the kidney, these are the oviducts. Oviducts are where eggs
are produced. Males can have structures that look similar, but serve no actual
purpose. In males, they are called vestigial oviducts.
Bladder An empty sac located at the lowest part of the body cavity. The bladder
stores urine. Cloaca mentioned again as part of the urogenital system urine,
sperm and eggs exit here.
Post Lab Questions

1.
The membrane holds the coils of the small intestine together:
________________________________
2. This organ is found under the liver, it stores bile: _____________________________________
3. Name the 3 lobes of the liver: ____________________, _______________________,
_______________
4. The organ that is the first major site of chemical digestion: ___________________________
5. Eggs, sperm, urine and wastes all empty into this structure, the sewer:
__________________________
6. The small intestine leads to the: ______________________________________
7. Blood leaves the heart through what large vessel?
________________________________________
8. Yellowish structures that serve as an energy reserve:
___________________________________
9. The first part of the small intestine (straight part): ______________________________________
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10. This pair of organs filters wastes from the blood:

_______________________________________
11. A spiderweb like membrane that covers the organs:
_______________________________________
12. Regulates the exit of partially digested food from the stomach:
_______________________________
13. The large intestine (cloaca) leads to the _____________________ (the opening to the outside )
14. Organ found within the mesentery that stores blood: __________________________________
15. The largest organ in the body cavity: ______________________________
16. Holding area for blood and also has a function in the immune system:
________________________
17. The esophagus leads to the _____________________, the glottis leads to the
_______________________
18. Bile moves from the gall bladder to the duodenum through the ________________ duct.
19. The organ located near the stomach that makes insulin: _________________________
20. What structure is found above the kidneys but only in male frogs? ______________________
LABEL THE DIAGRAM:

A. __________________________________
B. __________________________________
C. __________________________________
D. __________________________________
E. __________________________________
F. __________________________________
G. __________________________________
H. __________________________________
I. __________________________________
J. __________________________________
K. __________________________________
L. __________________________________
M. __________________________________
N. __________________________________
P. __________________________________
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SAMPLE DATA BLANKS

Group Name: _____________________
Exercise 1
The Scientific Method
(Observation, Description, Formulation, Testing of Hypothesis, and Use of
Models)
A. The Choice Chamber Experiment
Table1 .__________________________________________________________
CRITERIA
GENERAL OBSERVATIONS
General
Appearance
Movement
Interaction
each other
with
Figure 1. ______________________________________
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Table 2. ___________________________________________________________
TIME (minutes)
NO. of Ants in Chamber
A
B
C
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Figure 2. ___________________________________________________
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B. Garden Snail Experiment

CRITERIA
GENERAL OBSERVATIONS
General
Appearance
Movement
Reaction
Stimulus
to
Table. __________________________________________________________
SUBSTANCE
GENERAL OBSERVATIONS/ REACTIONS OF
SNAIL
Flour
THE
Laundry
Detergent
Orange Juice
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Table. ___________________________________________________________
MIXTURE
GENERAL OBSERVATIONS/ REACTIONS OF THE
SNAIL
Salt and Water
Flour and Water
Oil and Water
Gelatin and Water
ANSWERS TO QUESTIONS
A. Choice Chamber
1.
Based on your data, did the ants show a preference from one substance
over another? If yes, how were they able to determine that the substance
present in one chamber is a more preferable choice than the other? If no,
explain why.
2.
Ants are social insects and thus, they survive by working together as a
colony. Communication is a crucial component for such feat to work. How
do ants communicate?
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B. Garden Snail
3.
What was the reaction of the snail when presented with each substance?
Why did the snail exhibit such behavior? Consider what it is about each
substance that is causing the snails response.
4.
In the Salt and Water portion of the experiment, why is it that the salt
crystals no longer dissolve when added excessively to the water?
5.
In the Oil and Water portion of the experiment, what are the effects of
sodium bicarbonate and detergent on the mixture? Which is the emulsifier?
Why?
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EXERCISE 2
Formulation, Testing of Hypothesis, and Experimental Design

A. Formulation of Hypothesis
Table. _____________________________________________________________
SUBSTANCE
DISTANCE COVERED (CM) AVERAGE
Gr1
Gr2
Gr3
Gr4
HCl
NH4OH
B. Testing of Hypothesis Concerning the Rate of Diffusion
Table. _____________________________________________________________
TIME (minutes)
SUBSTANCE
KMnO4
K2Cr2O7
Methylene Blue
0
3
6
9
12
15
18
21
24
27
30
A.
B.
Figure ________________________________________________________________
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ANSWERS TO QUESTIONS:
A. Formulation of a Hypothesis
1.
Discuss why the white smoke appeared in the glass tube.
2.
Which among the two substances diffused faster? Why? Discuss what
factor/s affected the rate of diffusion.
B. General
3.
What are the other factors that can possibly affect the rate of diffusion?
List at least three.
4.
Formulate a hypothesis on the effect of one of the factors you enumerated

in number 3.
5.
Design an experiment to test your hypothesis in number 4.
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Exercise 3
Use of Models
I. Investigation of a Property of the Cell Membrane
A. Responses of red blood cells to solutions of different osmotic concentrations
CONCENTRATION
IMAGES
OF NaCl (M)
0.07
Figure. _______________________________________
0.15
Figure. _______________________________________
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Cont.A. Responses of red blood cells to solutions of different osmotic

concentrations
CONCENTRATION
IMAGES
OF NaCl (M)
0.30
Figure. _______________________________________
Blood Smear
Figure. _______________________________________
Comparison of appearances:
Explanation/s:
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B. Responses of Hydrilla leaf cells to solutions of different osmotic

concentrations
CONCENTRATION
OF NaCl (M)
0.01
IMAGES
Figure. _______________________________________
0.30
Figure. _______________________________________
Description of changes:
Conclusion:
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I.
The Use of Model to Study a Property of the Cell Membrane
Table. _____________________________________________________________
TIME
SET-UP
(minutes)
Set-up A
Set-up B
Macromolecules
Salt and
Methylene Blue
0
5
10
15
20
25
30
35
40
45
50
How long did the water become cloudy and bluish in the salt and methylene blue
set-up? ________
ANSWERS TO QUESTIONS:
1. Compare and contrast the conditions of the animal cells and plant cells
when subjected to the following: (a) hypertonic solution, (b) isotonic
solution, and (c) hypotonic solution. Account for the differences.
2. Some unicellular freshwater organisms have no cell wall yet they are able
to survive in their environment, considering that it is hypotonic. How do
unicellular organisms lacking a cell wall avoid bursting?
3. The cell membrane is differentially permeable or semipermeable. Discuss

what this means.
4. What do you think will happen to the weight of the model if it is left in
distilled water for several days? What will happen to the concentration of
sodium chloride inside the cell relative to the concentration outside the
cell?
5. Was the method of using a model in the experiment sufficiently accurate?
Can you suggest alternative ways of making more accurate measurements
of diffusion across the membrane?
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APPENDIX
THE MICROSCOPE
INTRODUCTION
One of the biologists most important laboratory tools is the compound light microscope (Greek: micron = small and
scopos = aim) which consists of two converging lens systems: the objective and the eyepiece. It is an instrument that
is used to magnify objects that are too small to be seen with the unaided eye.
STUDENT OBJECTIVES
1. Learn proper handling of the compound microscope.
2. Know and label the names and functions of the parts of the microscope.
3. Prepare a slide.
4. Acquire skills in using low and high-power magnification.
PRE-LAB QUESTION
1. Explain the difference between magnification and resolution. Which is more important?
2. Explain the function(s) of each of the following parts of the compound light microscope:
a. Ocular lens
b. Nosepiece
c. Wide angle objective lens
d. Low power objective lens
e. High power objective lens
f. Diaphragm
g. Coarse adjustment knob
h. Fine adjustment knob.
MATERIALS
Microscope, glass slide, cover slips, letter e.
CARE OF THE MICROSCOPE
The following should be observed when using the microscope.
1. Never remove any part of the microscope.
2. Never let the lenses in contact with chemicals or any fluid used during the laboratory. In case the lens
comes in contact with the fluid, call the attention of your teacher. Never attempt to wipe it.
3. If you happen to have a compound microscope that can be tilted, use it only with an upright position. You
gain nothing by tilting, and the fluids from the slide will run out on the stage if you do so.
4. Return the microscope to its proper place with the lower power objective at place
PROCEDURE
Obtain a microscope. Hold the handle with one hand and support the base with the other hand. HOLD THE
MICROSCOPE IN AN UPRIGHT POSITION. NEVER CARRY ANYTHING WHILE CARRYING THE
MICROSCOPE. Put on the top of the table, 1 foot away from the edge. Familiarize yourself with the names and
functions of the microscope.
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I. Parts of the Microscope

1. Mechanical Parts the metal support and the parts for adjusting the optical are the mechanical parts of the
microscope which may or may not include:
a.
Base this is considered as the foot of the microscope where it stands.
b. Pillar the part above the Base that supports the upper part of the microscope.
c.
Arm/ Handle a curved part used in carrying the microscope.
d. Body tube a short cylindrical piece above the hemispheric housing prism to give desired distance
(with the draw tube, from your eye to the image).
e.
Dust shield found above the revolving nosepiece, which prevents the dust from entering the
objectives.
f.
Revolving nosepiece a structure to which all objectives are attached and which allows easy and
convenient shifting of the objectives.
g.
Stage a platform with a central aperture or opening on which mounted glass slide is placed for
focusing.
h.
Slide holder the part that holds and supports the slide and is found on the stage.
i.
Slide clip this is attached to the slide holder to keep the slide in place.
j.
Horizontal bar a bar adjacent and is parallel to the slide holder to prevent the slide from extreme
backward movement.
k.
Horizontal bar knob a knob that fixes the horizontal bar in place.
l.
Central aperture an opening on the stage through which the light from the mirror passes to reach the
objectives.
m. Slide adjustment knobs (may be absent depending on model)
i.
Front knob move the slide forward and backward during focusing.
ii.
Rear knob moves the slide backward and forward.
n.
Stage adjustment knobs
i. Coarse adjustment knob a large knob found on the pillar used for locating the image on the slide
ii. Fine adjustment knob a small knob parallel to the coarse adjustment knob used for focusing with
the high power objective for detailed or in depth examination of the specimen.
o. Substage adjustment knob a small knob on the pillar that supports the condenser, iris, diaphragm and
the filter.
p. Focusing lock a tiny eyepiece on the pillar that is used to keep the mechanical stage in place.
q. Mirror rack or stand supports the mirror and allows it to move multidirectional.
2. Magnifying Parts
These consist of a special type of carefully grounded and polished lenses and glasses aligned on an optical axis
for the enlargement and focusing of the image or the object under
a. Eyepiece/ Ocular the part inserted in the draw tube which can be rotated. The lens may enlarge the
image 10 to 15 times. (Note: Do not remove the eyepiece, unless your teacher told you so)
b. Prism this is a triangular glass inside the hemispheric prism housing that bends the light from the
light from the mirror so that the image can be seen with the eyepiece.
c. Objectives (values of magnification capacity is usually written on the side of the objective):
i.
Scanner the shortest objective with 4X magnification. To locate the area of the slide that needs
to be magnified, the scanner is usually used.
ii.
Low power objective (LPO) the objective with 10X magnification. The initial focusing is always
done with the LPO.
iii.
High power objective (HPO) the magnification higher than LPO (in most compound
microscopes in UPMin, this usually has 40X magnification) usually 15, 40, 60 or 80. This is used
for more detailed examination.
iv.
Oil immersion objective (OIO) this objective has the highest magnification (100X) in a
compound light microscope used for specimen that requires greater magnification like bacteria.
(Note: This objective requires a special type of oil to be mounted in the slide for precise
observation of the specimen; the oil is removed after use using a special type of paper)
d. Condenser this is supported by the substage apparatus under the stage. The light rays from the mirror
are being concentrated by this part toward the specimen in the slide.
e. Diaphragm this controls and regulates the amount of light admitted to the specimen. There are two
types as follows:
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Iris mounted immediately beneath the stage aperture. A lever regulates the opening and
closing of this type of diaphragm.
ii.
Disc mounted similarly as the iris diaphragm; it is a form of plates with several circular
openings of varied diameters.
Filter holder controls the light concentrated by the condenser. The opening can be enlarged or
reduced. This holds the colored glass to further the intensity of light towards the object under study.
Mirror consist of concave and flat glasses for directing the light towards the object under study.
i.
f.
g.
3. You can find the names of the parts of the microscope on the diagram below:
.
3.
The following rules for the proper use of the microscope should be remembered:
a. Always use two hands when carrying a microscope. One hand should be grasping the arm of the
microscope while the other hand should be under the base. Always keep the base parallel to the floor.
b. Place the microscope on the desk with the arm away from you.
c. ONLY use lens paper to clean the lenses and the mirror before use.
II. Using the microscope

1. Setting up the microscope.
a. Revolve the lowest -power objective (LPO for some, Scanner for others) until it is centered over the hold in
the stage.
b. Lower the said objective until it is 1 cm from the stage.
c. Turn on the light (some microscopes may have a concave mirror) and open the diaphragm to produce a
bright circle of light. This circle is your field of vision (FOV).
d. After you have prepared the material to be viewed you will continue with the following.
2. Focusing the microscope.
a. Place the slide on the carrier on the stage between the prong and the spring clip so that it nestles against the
edge of the carrier. DO NOT put the slide under the metal carrier. Adjust the carrier so that the slide is
centered over the hold.
b. Remember the scanner or low-power objective (whichever of these is the lowest objective present) is in
place.
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c.
d.
e.
To focus, always start with the coarse adjustment. Focus by moving the stage slowly down. If you have
moved the focus a long way and nothing has appeared, you may have to move the stage slowly up until it is
a little less than 1 cm from the objective. Move the stage down again until you find the material on your
slide.
For high power, swivel the high-power objective into place carefully. Focus using the FINE
ADJUSTMENT ONLY.
When finished, swivel the nosepiece into the neutral position (no objective is in place) and remove the
slide from the stage.
III. The letter e

1. Preparation and examination of the LOWER CASE letter e slide.
a. Prepare slide for observation by placing a piece of letter e on a slide (the rectangular piece of glass) in an
upright position. Cover it slowly with a coverslip (the small plastic square).
b. Place the slide over the hole on the stage. Keep the e in the upright position.
c. Follow the instructions in procedure II for focusing low-power objective.
2. Observation of the letter e
a. Observe the letter e under the 4X, 10 X, and 40X objectives separately.
b. Under the low-power objective, note the orientation of your letter e. Move the slide gently to the right
and note the direction in which the letter moves. Move the slide away from you and note the direction in
which the letter moves.
c. Turn to High Power (40X). Use FINE ADJUSTMENT ONLY to sharpen the image. Note the appearance
of the image.
d. On your answer paper, draw a circle about 5 cm in diameter to represent the circle of light (field of vision)
that you observe in the microscope. Try to draw a suggestion of the threadlike texture of the letter e that
you observe. DRAW what you see and note the appearance of the letter and threads of paper.
Page -
52 -
THE MICROSCOPE ACTIVITY

LABEL THE PARTS THAT YOU CAN SEE ON THE PROVIDED MICROSCOPE:
Page -
53 -
FIGURE ______________________________________
Page -
54 -

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BIOLOGY 10

Prepared by: KLLabrador, MJMAchondo, and CSCSMillado

Fig. 1.1. Three-chambered choice chamber

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Garden Snail Experiment (Mader, 1998)

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Physical Properties (Duka, I.A. and Diaz M. G. Q, 2007)

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

B. Testing of the Hypothesis Concerning the Rate of Diffusion

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3. Add to each vial 10 mL of the corresponding solutions of NaCl.

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B. Responses of Hydrilla leaf cells to solutions of different osmotic concentrations

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II. The Use of Model to Study a Property of the Cell Membrane

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

1. The cell membrane is differentially permeable or semipermeable. Discuss what this

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

II. Animal Tissues

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

B. Cellular Respiration in Yeast

b) Smith Fermentation Method

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Laboratory Work (Field Investigation)

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

II. Animal Classification

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

I. The Root System

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

B. Anatomy of the Root

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

II. The Shoot System: The Stem

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

III. The Shoot System: The Leaf

B. Anatomy of the Leaf

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

One way to study an organism is to conduct a dissection. A dissection is a detailed

Responsible for the flow of nutrients,

Describe the following terms:

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

The Circulatory System of the Cockroach

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

The Digestive and Excretory System of the Cockroach

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

The Nervous System of the Cockroach

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

The Reproductive System of the Cockroach

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

The Respiratory System of the Cockroach

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Frog/ Toad Dissection

Digestive, Circulatory and Respiratory

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

Removal of the Stomach & Intestine

Removal of the Heart

Prepared by: Cyrose Silvosa-Millado. Modified from Labrador&Achondo versions

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