There are many reasons to seek alternatives to the use of vertebrates, including cost and concerns with use of vertebrates in undergraduate laboratories. This major workshop explores examples of alternatives, including: a) an exploration of thermoregulation without using animals at all, b) an investigation of actomyosin function and membrane excitation using giant alga, and c) using insects to investigate taste receptors and digestion. This workshop explores the importance of providing good background information to vertebrate processes and connecting the alternative experimental system to homologous physiological processes in vertebrates. Students can appreciate the commonality in biological processes and the importance of underlying physiological principles.

This resource contains detailed protocols and instructional information used to conduct an undergraduate laboratory exercise in introductory botany and plant structure. It includes student outlines and instructors notes.

An investigative laboratory developed for the introductory biology curriculum using transgenic plants is presented in this chapter. The transgenic Arabidopsis plants we use contain the GUS reporter gene under the control of the cor15a gene promoter, which responds to cold stress. Following induction by cold or other environmental signals, the gusA gene will respond by producing the enzyme beta-glucuronidase (GUS). When plant tissue is incubated with the chromogenic substrate X-gluc, those tissues that produce GUS turn blue. Using investigative experiments, students monitor both the physiological response of plants to these signals, as well as the induction of gene activity as reflected by GUS activity. The GUS assay is highly visible, safe for the undergraduate laboratory, easy to conduct, and relatively inexpensive. Blue Plants, developed at Purdue University with support from NSF-DUE grant #9354721, are one of the Research Link 2000 systems (http://www.researchlink.ferris.edu).

The UBC Botanical Garden will be used to demonstrate the wide range of possibilities for teaching using materials that are available in situ or freshly collected. An exercise in general systematics will use materials from the British Columbia Native Garden; the uses of plants as chemical sources will be examined with materials from the Physick Garden; the diversity of morphology will be examined using plants from the Food Garden; environmental and physiological adaptations will be seen in the Alpine Garden plants.

As part of their general education studies, all students at the University of Kentucky must take two natural science courses. Many non-science majors choose the biology sequence of courses. Unfortunately these courses are lecture-only courses, and so some students can graduate without ever having had a science laboratory course. In an effort to provide students with some laboratory experience, I have developed / adapted a number of laboratory activities, which I have successfully incorporated into a non-majors biology course (Human Ecology). These activities are carried out in a lecture hall with 300 students in 50-minute time periods. In this chapter, two of these laboratory activities are presented. 1) Soil Testing - students test soil samples for nitrogen, potassium, phosphate and pH; compare the relative fertility of different soil samples; and carry out an inventory of animal and microbial life in soil samples. 2) Water Pollution Testing - students examine the effects of household chemicals on water quality (from Using Fast Plants and Bottle Biology in the Classroom, published by National Association of Biology Teachers, 1994, ISBN #0-941212-17-3).

This exercise introduces students to concepts of photosynthesis at the whole organism level and to computer utilization in biology. Changes in carbon dioxide concentration are measured in environmental chambers using gas analyzers connected to computers. Carbon dioxide changes are graphed in real time as the plants take up CO2. Over a short time, sunflower seedlings show dramatic changes in CO2 uptake when light intensity is altered or color filters are used. Comparison of the resulting graphs will indicate treatment differences in the rate of carbon dioxide change. Modifying the basic experimental design allows this exercise to be used in a variety of courses.

This exercise will demonstrate to students the fluxes of certain inorganic ions in the roots of barley plants. It will familiarize them with the chemiosmotic principles that are involved in ATP synthesis and give them an understanding of solute transport.

The clearing technique presented here in 4 exercises changes the refractive properties of various organelles without altering the structural integrity of the cells. It effects a refractive uniformity among cellular organelles so that their distinctive and contrasting features can be revealed with phase contrast and Nomarski interference microscopy or through selective staining in conjunction with bright field optics.

A laboratory exercise in plant collection and specimen preservation

In problem-based learning (PBL), complex, real-world problems motivate students to discover interconnections between important concepts and in doing so acquire essential skills. These skills include teamwork, problem solving, information retrieval and analysis, and communication. The activity presented here suggests a way to add a "hands on" component to PBL by integrating a problem with a guided inquiry exercise. Problem resolution depends on observations made in the laboratory, using probes and computer data acquisition systems. Content topics that students will explore in the course of the exercise include C3 and C4 photosynthesis, global carbon cycles, and global warming.

A laboratory exercise to use look at population genetics using seedlings from several population of a perennial herb, cellulose acetate protein electrophoresis and the Hardy-Weinberg Equilibrium Theory.

Genetically modified foods are often in the news and widely grown in the United States. Three US government agencies (USDA, FDA, and EPA) work to regulate the introduction and production of genetically modified foods. These crops can provide agricultural, ecological and nutritional benefits, but there are also potential risks to the environment and consumers. As consumers and public interest groups around the world have become aware of these risks, there has been a call for more explicit product labeling and reliable methods for the detection of genetic modification in the foods we eat. This lab activity explores these issues by taking students through a three-part process to detect the presence of genetic modification in corn (maize) or soy food products. This lab uses one of the two methods for detection of genetic modification currently approved by the European Union.

This resource is a detailed manual of protocols and instructional information for carrying out an undergraduate laboratory exercise in plant biology and evolution, including student outlines, instructors notes, and suggested questions for laboratory reports.

This exercise is a demonstration and is observation based. It requires students to carefully study the materials provided.

The names of algal divisions emphasize the prominence of color in their biology. Using readily available source materials, students extract polar and non-polar photosynthetic pigments from red, brown, and green algae and from cyanobacteria and angiosperms. The non-polar pigments are then quickly and cleanly separated by thin layer chromatography on narrow strips of plastic-backed silica gel with minimal amounts of solvent. The resulting patterns can be used to infer the origins of chloroplasts in eukaryotes and the phylogenetic relationships among the source taxa or to illustrate a wider assortment of accessory pigments than those found in angiosperms alone.

One of the most important factors in the success of undergraduate biology laboratories rests with the instructors, often undergraduate or graduate students, who teach them. This ABLE 2000 workshop, which continued a session presented at ABLE 1999, focused on the theme "teaching effectively in the laboratory." Topics included preparation, organization, supervision of group work, and involvement of students in discussion. In addition to presentations by the workshop organizers, participants engaged in lively discussion of their own experiences and methods.

Grazing by large herbivores has profound effects on both the structure and function of shortgrass prairie ecosystems. In this exercise a grazed section of prairie on a working cattle ranch is compared to a less grazed section on an adjacent wildlife refuge. The Daubenmire canopy-coverage method is used to measure percent cover by plant species and bare ground. Vegetation within the Daubenmire quadrat frame is clipped and weighed to assess biomass by species. In addition, relative soil compaction and cowpie frequency are measured to characterize grazing intensity. Calculations of plant biomass diversity are made using the Shannon-Wiener Diversity Index (H). Sampling methods and hypothesis testing are introduced.

As a laboratory exercise investigates the relationship between light energy incident on a leaf and the rate of photosynthesis measured by CO2 uptake with an infrared CO2 analyzer.

Covers grafting, propagation, lighting, watering requirements, the challenges of recombinant DNA research, fertilization, human nutrition