Biological Explorations : A Human Approach / Edition 4

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Overview

This extensively illustrated laboratory manual provides 33 stimulating laboratory exercises in human biology. The level of rigor, easy-to-read text, clear procedures, and abundant illustrations make the manual especially suited for readers who have had little, if any, prior science laboratory experience. The self-contained, self-directing exercises cover all major areas of introductory biology--from basic chemistry and cell structure to a little biotechnology--all emphasizing the human organism. Includes a very contemporary exercise on DNA Fingerprinting. The exercises require only standard equipment and materials, and each contain exercise objectives, background information, clearly described laboratory procedures, and a Laboratory Report for record observations, data, and conclusions. For anyone interested in laboratory work in introductory biology.
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Product Details

  • ISBN-13: 9780130894465
  • Publisher: Pearson Education
  • Publication date: 7/31/2000
  • Edition description: Older Edition
  • Edition number: 4
  • Pages: 436
  • Product dimensions: 8.27 (w) x 10.87 (h) x 0.30 (d)

Read an Excerpt

PREFACE:

PREFACE

Biological Explorations: A Human Approach is a laboratory manual specifically designed for the laboratory component of courses in: (1) general biology where the human organism is emphasized, and (2) human biology. It is compatible with any modern textbook that emphasizes the human organism. The exercises are appropriate for three-hour laboratory sessions, but they are also adaptable for a two-hour laboratory format.

This laboratory manual is designed not only to enhance learning by students but to simplify the work of instructors. Its design assumes little if any prior experience by students in a biology laboratory.

MAJOR FEATURES

  1. The thirty-three exercises provide a wide range of options for the instructor, and the range of activities within an exercise further increases the available options.
  2. Each exercise is basically self-directing, which allows students to work independently without direct assistance by the instructor.
  3. Each exercise, and its major subunits, are self-contained so that the instructor may arrange the sequence of exercises, or the activities within an exercise, to suit his or her preferences.
  4. Each exercise begins with a list of objectives that outlines the minimal learning responsibilities of the student. The objectives also inform the student of the emphasis and scope of the activities to be accomplished and the minimal learning responsibilities.
  5. Following the objectives, each exercise starts with a brief discussion of background information that is necessary to (a) understand the subject of the exercise, and (b) prepare thestudent for the activities that follow. The inclusion of the background information minimizes the need for introductory explanations by the instructor and assures that all lab sections receive the same introductory information.
  6. Before beginning the laboratory activities, students are directed to demonstrate their understanding of the background information by labeling illustrations and completing the portion of the Laboratory Report that covers this material.
  7. Over 200 illustrations are provided to enhance students' understanding. Students are asked to color-code significant structures in many illustrations as a means to aid learning. Eight plates of color photos are included in the organismic diversity section to assist students with the structure of difficult-to-observe organisms.
  8. New key terms are in bold print for easy recognition by students, and they are defined when first used.
  9. Required materials are listed for each activity in an exercise. The list is divided into materials needed by each student or student group and materials that are to be available in the laboratory. This list helps the student to obtain the needed materials and guides the laboratory technician in setting up the laboratory. The exercises utilize standard equipment and materials that are available in most biology departments.
  10. Activities to be performed by students are identified by an assignment heading that clearly distinguishes activities to be performed from the background information. The assignment sections are numbered sequentially within each exercise and on the Laboratory Report to facilitate identification and discussion.
  11. Clear laboratory procedures guide students through each activity, so that minimal assistance is needed from the instructor.
  12. A Laboratory Report is provided for each exercise to guide and reinforce students' learning. The laboratory reports not only provide a place for students to record observations, collected data, and conclusions, but also provide a convenient means for the instructor to assess student understanding. The separate laboratory reports may be removed from the manual without removing key information contained in the exercises and needed by students for study.

    Where appropriate, laboratory reports contain a mini-practicum section where students are asked to identify structures or organisms set up by the instructor. This provides a suitable stimulus for students' study, as well as giving students some experience in lab practicums before taking the big one.
  13. An Instructor's Manual accompanies the manual and contains (a) composite lists of equipment and supplies, (b) sources of supplies, (c) special techniques, (d) operational suggestions, and (e) answer keys for the laboratory reports.

ACKNOWLEDGMENTS

A number of users have provided helpful suggestions for improving the fourth edition of this book. Special recognition is due those whose critical reviews contributed to the present revision:

Todd Rinkus, Marymount University
Theresa Page, Texas Women's University
Henry Patthey, Nashville State Technical Institute
Sallie M. Noel, Austin Peay State University
Deborah Whiting, Indian River Community College
Karen R. Zagula, Wake Technical Community College

I thank the members of the book team for their vital contributions to this revision. The support and contributions of Sheri Snavely, Editor in Chief and Karen Horton, Editorial Project Manager are gratefully acknowledged. It was a pleasure to work with Tonnya Norwood of NK Graphics, who skillfully guided the production process.

Adopters are encouraged to communicate to the author any suggestions that will improve the usefulness of this manual for their courses.

S.E.G.

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Table of Contents

I. CELL BIOLOGY.

1. Orientation.
2. The Microscope.
3. The Cell.
4. Chemistry of Cells.
5. Enzymes.
6. Diffusion and Osmosis.
7. Photosynthesis.
8. Cellular Respiration.
9. Cell Division.

II. INHERITANCE.

10. Heredity.
11. Molecular and Chromosomal Genetics.
12. DNA Fingerprinting.

III. HUMAN BIOLOGY.

13. Organization of the Human Body.
14. Dissection of the Fetal Pig.
15. Circulation of Blood.
16. Blood.
17. Gas Exchange.
18. Digestion.
19. Neural Control.
20. Sensory Perception.
21. Support and Movement.
22. Excretion.
23. Reproduction.
24. Fertilization and Development.

IV. ORGANISMIC DIVERSITY.

25. Monerans, Protists and Fungi.
26. Plants.
27. Structure of Flowering Plants.
28. Simple Animals.
29. Mollusks, Annelids and Arthropods.
30. Echinoderms and Chordates.

V. EVOLUTION AND ECOLOGY.

31. Human Evolution.
32. Ecological Relationships.
33. Population Growth.

VI. LABORATORY REPORTS.

Appendix A: Common Prefixes, Suffixes, and Root Words.
Appendix B: Common Metric Units and Temperature Conversions.
Appendix C: Oil Immersion Techniques.
Appendix D: Classification of Organisms.

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Preface

PREFACE:

PREFACE

Biological Explorations: A Human Approach is a laboratory manual specifically designed for the laboratory component of courses in: (1) general biology where the human organism is emphasized, and (2) human biology. It is compatible with any modern textbook that emphasizes the human organism. The exercises are appropriate for three-hour laboratory sessions, but they are also adaptable for a two-hour laboratory format.

This laboratory manual is designed not only to enhance learning by students but to simplify the work of instructors. Its design assumes little if any prior experience by students in a biology laboratory.

MAJOR FEATURES

  1. The thirty-three exercises provide a wide range of options for the instructor, and the range of activities within an exercise further increases the available options.
  2. Each exercise is basically self-directing, which allows students to work independently without direct assistance by the instructor.
  3. Each exercise, and its major subunits, are self-contained so that the instructor may arrange the sequence of exercises, or the activities within an exercise, to suit his or her preferences.
  4. Each exercise begins with a list of objectives that outlines the minimal learning responsibilities of the student. The objectives also inform the student of the emphasis and scope of the activities to be accomplished and the minimal learning responsibilities.
  5. Following the objectives, each exercise starts with a brief discussion of background information that is necessary to (a) understand the subject of the exercise, and (b) preparethestudent for the activities that follow. The inclusion of the background information minimizes the need for introductory explanations by the instructor and assures that all lab sections receive the same introductory information.
  6. Before beginning the laboratory activities, students are directed to demonstrate their understanding of the background information by labeling illustrations and completing the portion of the Laboratory Report that covers this material.
  7. Over 200 illustrations are provided to enhance students' understanding. Students are asked to color-code significant structures in many illustrations as a means to aid learning. Eight plates of color photos are included in the organismic diversity section to assist students with the structure of difficult-to-observe organisms.
  8. New key terms are in bold print for easy recognition by students, and they are defined when first used.
  9. Required materials are listed for each activity in an exercise. The list is divided into materials needed by each student or student group and materials that are to be available in the laboratory. This list helps the student to obtain the needed materials and guides the laboratory technician in setting up the laboratory. The exercises utilize standard equipment and materials that are available in most biology departments.
  10. Activities to be performed by students are identified by an assignment heading that clearly distinguishes activities to be performed from the background information. The assignment sections are numbered sequentially within each exercise and on the Laboratory Report to facilitate identification and discussion.
  11. Clear laboratory procedures guide students through each activity, so that minimal assistance is needed from the instructor.
  12. A Laboratory Report is provided for each exercise to guide and reinforce students' learning. The laboratory reports not only provide a place for students to record observations, collected data, and conclusions, but also provide a convenient means for the instructor to assess student understanding. The separate laboratory reports may be removed from the manual without removing key information contained in the exercises and needed by students for study.

    Where appropriate, laboratory reports contain a mini-practicum section where students are asked to identify structures or organisms set up by the instructor. This provides a suitable stimulus for students' study, as well as giving students some experience in lab practicums before taking the big one.
  13. An Instructor's Manual accompanies the manual and contains (a) composite lists of equipment and supplies, (b) sources of supplies, (c) special techniques, (d) operational suggestions, and (e) answer keys for the laboratory reports.

ACKNOWLEDGMENTS

A number of users have provided helpful suggestions for improving the fourth edition of this book. Special recognition is due those whose critical reviews contributed to the present revision:

Todd Rinkus, Marymount University
Theresa Page, Texas Women's University
Henry Patthey, Nashville State Technical Institute
Sallie M. Noel, Austin Peay State University
Deborah Whiting, Indian River Community College
Karen R. Zagula, Wake Technical Community College

I thank the members of the book team for their vital contributions to this revision. The support and contributions of Sheri Snavely, Editor in Chief and Karen Horton, Editorial Project Manager are gratefully acknowledged. It was a pleasure to work with Tonnya Norwood of NK Graphics, who skillfully guided the production process.

Adopters are encouraged to communicate to the author any suggestions that will improve the usefulness of this manual for their courses.

S.E.G.

Read More Show Less

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