STB 113 (PRACTICAL STB

111& STB 112

CREDIT UNIT: 2

ND I SCIENCE LABORATORY TECHNOLOGY

DEPATRNMENT OF APPLIED SCIENCES, SCHOOL OF SCIENCE AND TECHNOLOGY, ABDU GUSAU
POLYTECHNIC TALATA MAFARA, ZAMFARA STATE
YEAR I, FIRST SEMESTER
 VOCATIONAL EDUCATION
REVITALISATION PROJECT-PHASE II NATIONAL DIPLOMA IN
SCIENCE LABORATORY TECHNOLOGY

FUNG, PLANT &ANIMAL TAXONOMY

COURSE CODE: STB 113 (STB 111)

YEAR I- SE MESTER I –PRACTICAL 1

Prepared by:
MALAM AMINA MUHAMMAD

2
FUNGI
Title: Examination of the external structure of fungi
Aim: To examine and identify the external features of fungi
Materials: Cultured fungi on damp bread, lactophynol cotton blue, office pins or
needle, microscope, cover slip and hand lens
Introduction:
Fungi belong to a separate kingdom of multicellular eukaryotic organisms that are saprophytic.
They feed on dead or decaying organic material. Some fungi are parasitic. Unlike plants, fungi
have no chloroplast and do not produce their own food. The slender filaments of fungi are barely
visible to the naked eye and are called hyphae. They may be divided into cells by cross walls
called SEPTA or may have no septa at all. A mass of HYPHAE is called a MYCELIUM. Most
fungi reproduce both sexually and asexually.
Fungi are classified into divisions. These include zygote forming fungi, Ascomycetes, sac fungi
and the club fungi. Imperfect fungi are another group of fungi that have sexual stage of
reproduction. Fungi are found growing on bread, orange, food remains e.t.c

fig i: bread
Figure 2: 2 Examples of Fungi

Method:
(1) Examine the mycelium on the bread using hand lens. Note the horizontal hyphae and the
erect hyphae which terminate in spherical heads
(2) Using a pair of forceps or pin, take a small portion of the cultured fungus and smear onto
a glass slide containing a drop of water
(3) Now add a drop of lactophynol cotton blue. Cover with a cover slip and examine under
the low and high power objectives of the microscope i.e. x10 and x40 respectively.
(4) Identify the organism seen
(5) Make a large, clearly labeled diagram of your observation

Questions
(1) Is the hypha septate or unseptate?
(2) Is it uninucleate, binucleate, or multinucleate
(3) Classify the organism from kingdom to species level
(4) State four differences between algae and fungi.

LOWER PLANTS

Title: Examination of the external structure of algae

Aim: To examine the external structure of algae using hand lens or microscope
Materials: Pond water, glass slide, glass cover, pipette, hand lens or microscope
3
Gum Arabic, chloroform, potassium iodide

Introduction:
A few algae are single - cell. Most others are many celled with different body forms. Algae have
thick cell walls. They also have large vacuoles and most of them have organized nucleus each of
which has a deliminating nuclear envelop. Most algae possess chlorophyll. In addition to this,
they posses other coloured pigments which may mask the green colour of their chlorophyll.
Algae lack true roots, stems and leave which are characteristics of the higher plants. They also
lack vascular tissues like xylem and phloem of higher plants. The algae are restricted to aquatic
or moist habitat.

A dropper

Petri dish Slide Beaker

Figurel.1: Diagrams of a dropper, Petri dish, slides and beaker.
Method:
(1) Using the dropper, take a small sample of the pond water provided
(2) Drop 2 - 3 drops of the pond water on a clean glass slide
(3) Cover the slide with a cover slip gently. Avoid trapping of air bubbles.
(4) Mount the prepared slide onto a microscope and examine using lower objectives x10 and
x40.
(5) Draw and label at least three algae you have identified in the pond water Note:
Always try to examine living materials first, then you can slow down motile algae by adding a
piece of gum arabic to the water in which algae occur,this works well with volvocales.
Or you can add chloroform water (one drop of chloroform in 10ml water and shaken vigorously)
.If solution is coloured pink with neutral red,vacoules may become pink.
To fix temporary, use very dilute iodine in potassium iodide. This not only preserves the cells
temporary in a lifelike manner but also colours starch ,protein and cellwall.

A B

4
C D E
Figure 1.2 : some examples of algae.

Questions
(1) What type of algae did you observed?
(2) Give characteristics of algae
(3) Is algae plant or animal. Give reasons to your answer
(4) Classify the algae observed from kingdom to species level
(5) What type of nutrition do you find in green algae?

BRYOPHYTA

Title: Non flowering plants

Aim: To study non-flowering plants using mosses as an example
Materials: Mosses, hand lens, glass slide, microscope, watch glass

Introduction:-
Mosses are non - flowering plants. They belong to the group Bryophyta. They are commonly
seen in forests and wood lands, growing on the trunk of trees. You can also see them on the
walls of old drains, old building and other brick work especially if these have been damp for a
long time. A common species seen in Nigeria is funaria spp. The familiar structure usually seen
is the sporophyte.

Method:
(1) Walk around the school premises; locate an old building where the place has been damp
for a long time. Look for the moss plant and collect some carefully from the wall.
(2) Take it back to the laboratory
(3) Examine the mosses collected using hand lens
(4) Note the short stalk anchored by a number of root - like structures called RHIZOIDS and
surrounded by a tuft of leaf - like structure
(5) From the middle of this tuft, in some of the gametophytes, you may see some slender
structures growing out. These are the Sporophyte
(6) Make diagrams of the gametophytes one bearing a sporophyte and another not bearing a
sporophyte.
(7) Detach one Sporophyte and examine it more closely under low power magnification.
Note the slender stalk called seta. At its tip, it has a pear shaped capsule with a lid
(Operculum).
(8) Make a labeled drawing of the sporophyte

5
Figure 3: Moss plant.

Questions
(1) Are mosses vascular or non vascular plants. Give reasons for your answer
(2) List three characteristics of Bryophytes
(3) Classify the specimen to species level

PTERIDOPHYTA

Title: Non- flowering plants

Aim: To study non flowering plants using fern as an example
Materials: Fern (Dryopteris), glass slide, hand lens, microscope, watch glass, razor blade

Introduction:- Ferns are non-flowering vascular plants. They belong to the group Pteridophyta.
Like the moss, the ferns grow very commonly in forest, farmlands, wood lands and sometimes
from the ground. Unlike the moss however, the most familiar structure usually seen is the
Sporophyte sometimes called the fern frond. The roots normally became well established and
therefore are able to absorb water and food materials from the soil while the leaves and those
aerial portions containing chlorophyll manufacture food by photosynthesis.

6
Figure 4: Dryopteris

Method:
(1) You are provided with a fern plant (Dryopteris)
(2) Using the hand lens, observe the roots and the frond
(3) Note the sori found on the underside of the frond
(4) Identify, draw and label the structures observed

Questions
(1) Classify the specimen provided
(2) What are the functions of the sori found on the leaves?
(3) What type of spares are produce in the fem plant?
(4) How can you relate the structures to those of Bryophytes in terms of evolutionary trend?

GYMNOSPERM
Title: Flowering plants
Aim: To study the structure of flowering plants using pinus as an example (Gymnospermae)
Materials: A small portion (branch) of a pinus plant and hand lens

Introduction:

Figure 5: Gymnosperm- Tree, Fruit, leaves and Seeds

Pinus is a flowering vascular plant that is terrestrial; it belongs to the group Gymnospermae.
These are plants that show highest degree of internal tissue differentiation. The plant body is
divided into root, stem and leaves. The reproductive parts are borne in strobili and are unisexual.
The seed has one integument and is naked.

Method:

(1) Make a large, clearly labelled diagram of the specimens provided.

(2) Note the two types of branches i.e. the dwarf and long branches, the two types of leaves
(the scaly and foliage leaves)
(3) Observe the reproductive structures using hand lens

7
Question
(1) How many foliage leaves are in a spur?
(2) Of what taxonomic importance is the number of foliage leaves?
(3) What is the shape of the leaves
(4) Classify the plant to species level.

ANGIOSPERM
Title: Flowering plants
Aim: To study the structures of flowering plants using maize and mango plants as examples
(Angiospermae)
Materials: Whole plant specimens belonging to the monocotyledons (maize) and Dicotyledons
(mango) plants, hand lens

Introduction:
Maize and mango plants belong to the class Angiospermae. These are plants that possess true
xylem. Have flowers with whorls of sterile and fertile parts that are usually hermaphrodite. The
seed has two integuments enclosed in carpels/ovary which ripens to form true fruits.

Method:
(1) Make large, clearly labeled diagrams of the specimens provided i.e. monocotyledon - maize
or any other example, Dicotyledons - mango or any other example
(2) Using the hand lens, observe the reproductive structures of both the monocotyledon
and dicotyledon plants.
(3) Draw and label the reproductive parts.

Figure 6: Examples of monocotyledon and dicotyledon plants Questions

(1) What are the differences between the two specimens in terms of root system, leaf
veination, shape of leaves, stem structure and reproduction structures
(2) What are the differences between them in terms of number of floral parts, nature of
stigma, colour of petals ?.
HERBARIUM
Title: Collection and preservation of plant specimens
Aim: To collect and identify common flora by applying the appropriate technique and classify
appropriately the flora collected

Materials: Digger/trowel, plastic bag/vacuum field note book, pruning knife/bent sickle, plant
press, mounting paper

8
Figure 7: Some plant specimens
Introduction:
Herbarium is used for identification of fresh specimens and comparism between floras of
different regions. It consists of a collection of dried pressed, nicely preserved plant. The
specimens are arranged in sequence of an accepted system of classification. The plant should be
labeled with information as
- Region of collection accompanied by name of the institution
- Botanical name of the plant
- Locality of collection
- Habitat
- Name of collector with field number
- Collectors field observations
- Date of collection
Method:
(1) Walk around in the school environment
(2) Collect as many as possible plant specimens seen around
(3) Apply the technique for collecting and preserving plant specimens
(4) Classify appropriately all the plant specimens collected and preserve

Questions
(1) Write the local names, botanical names and English name of ten plants among the
specimens collected
(2) How can you best preserve the plants
(3) What are the dominant plant species in the environment
(4) List three uses of a herbarium.

UNICELLULAR ORGANISMS

9
Title: Protozoa
Aim: To identify protozoan’s from pond water
Materials: Pond water, glass slide, cover slip, dropper, and microscope
Introduction:
Protozoa are single celled organisms living independently or in colonies of similar cells. They
are mostly microscopic, and unicellular (acellular). They are found in aquatic/liquid
environment. They can be found in streams, pond, moist soil and ocean. While others live as
parasites on plants or animals.
Protozoans are important for several reasons. First, it is widely believed that multicellular
organisms evolved from them. Second, they provide excellent materials for the study of general
principles of biology at a cellular level. Thirdly, some are important parasites of man and his
domestic animals. In this respect, protozoa have assumed a prominent place in our health and
economy.
Examples include: Amoeba proteus, Euglena viridis, and Paramecium caudatum e.t.c. Because
of their small size, special techniques have to be employed in studying them. These include
microscopic examination of vitally stained specimens.
Techniques for studying protozoan
Slowing down: Many flagellate and ciliate have to be slowed down in order as to observe them
in detail. This can be done either by rendering their medium viscous or by anaesthetizing them
with either A) 10% methyl cellulose b) 2% sodium carboxyme cellulose

Method:
(1) Place a drop of pond water provided on a clean glass slide using a dropper.
(2) Cover with a cover slip making sure not to trap in air
(3) Observe your preparation under the microscope using low power objective lens first, then
high power objective
(4) Look for at least 5 protozoan’s and identify
(5) Draw a well labeled diagram of the protozoan’s observed.

Questions.
(1) Mention five characteristics of each of the protozoa seen
(2) Classify each organism from kingdom to species level.

INVERTEBRATE (COELENTRATA)
Title: Invertebrate animals
Aim: To study the external features and identify members of the phylum coelenterata
Materials: Preserved/permanent slides of some representatives of the phylum.
Projector/microscope (Hydra, obelia, sea anemone, physalia, jelly fish).

Introduction:
Coelenterates are simple aquatic animals that are radially or biradially symmetrical. They are
diploblastic with the two layers being separated by a non-cellular gelatinous mass called
MESOGLOEA. Members have only one opening i.e. the mouth that is surrounded by tentacles.
They exhibit polymorphism i.e. two main types of structures, the POLYP and MEDUSA. The
polyp is the asexual form and is sessile while the medusa is the sexual form and is free
10
swimming. They can reproduce asexually by budding and sexually by means of sperm and
ovum.

Method
Study the preserved colony of obelia.
Obelia is a marine colonial hydroid that is more plant-like than animal like in appearance. Place
a small piece of it in watch glass of water and observe with hand lens. The colony resembles tiny
plant. The root-like structure ,hydrorhiza, main stem (hydrocaulus) arises which gives many
lateral branches. On this branch , two kinds of zooid are found, the nutritive hydranth and the
reproductive gonagia.Hydranths are vase-shape and have tentacles at their free ends, the
bhGonagia are elongated, club-shape with no tentacles. Note where the different individuals
occur in the hydrocaulus, budding polyps may be found on your specimen. Buds are small and
lack tentacle.
Note the entire colony is encased in thin transparent protective sheath –perisarch.

Study the preserved jelly fish

Note the tentacles are of different lengths and do not have adhesive disc. There are at least three
sets of tentacles, some are much longer than others.
Are the tentacles attached to the margin of the bell?
Do you find sense organs?
Note the length of the manubrium.The gonads are sac-like and hang down in the subumbrella.
Do you see velum?
Make a large fully labeled diagram of your observations

Questions
(1) What are the structural differences between obelia and jelly fish.
(2) In what form does obelia exist
(3) Is sea anemone a polyp or medusa? Give reasons
(4) Classify the organisms from kingdom to species level.

INVERTEBRATE (PLATWORM, NEMATODE & ANNELIDA)

Title: Invertebrates: Platyhelminthes, Nematoda and Annelida

11
Aim: To study and identify some invertebrate animals
Materials: Preserved specimens of tape worm, liver fluke, round worm, earthworm, leeches,
dissecting tray, forceps, Petri dish, hand lens/table lens

Introduction:
Invertebrates are animals without backbone. This is a very large group that includes several
animals. The liver fluke and tape worm are flat worm that are none segmented. They are
parasitic on or in the bodies of larger animals. The roundworms are also parasitic and non-
segmented but cylindrical in shape tapering at both end with two openings - mouth and anus.
Unlike the flatworms, the roundworms do not possess suckers or hooks but have lips that guard
the mouth. The earthworm and leeches are also elongated and cylindrical but are true segmented
worm with body covered by thin cuticle with setae. Some are parasitic while others are free
living. They have well defined head region.

Figure 10:Examples of flatworms and Annelids and Nematods

Method:
(1) You are provided with specimens labeled A – F
(2) Place each specimen given with the forceps in a dissecting tray/ Petri dish
(3) Observe their structures under the hand lens/table lens both anterior and posterior
portions
(4) Make a large labeled diagrams of the specimens

Questions
(1) Distinguish the differences noted on each specimen

12
(2) What are their adaptive features if any?
(3) Classify each specimen to species level
(4) Write the local name of each of the specimen provided
(5) How many openings does a liver fluke has?.

INVERTEBRATE (ARTHROPOD & MOLLUSC))

Title: Invertebrates: Arthropoda and Mollusca
Aim: To study and identify some invertebrate animals
Materials: Preserved specimens of land snail, periwinkle, crayfish, spider, cockroach, centipede,
millipede, Petri dish/ dissecting tray, hand lens/table lens

Introduction:
The arthropods are animals that can be found almost in every environment. They are
metamerically segmented with paired jointed appendages on each metamere. Presence of a
skeletal covering that is composed of chitin that forms the exoskeleton. The mollusc are soft
bodied animals and unsegemented. There may be presence of exoskeleton to the outside or the
inside of the animals. Members exhibit a phenomenon known as TORSION and COILING.
They are second to arthropod in terms of number and diversity ranging from minute snails of
about 'A mm to giant squid.

Figure 11: Collection of some invertebrates

Method:f
(1) You are provided with specimens labeled A - J
(2) Place each specimen given with the forceps in a dissecting tray/ Petri dish depending on
its size
(3) Observe their structures under the hand lens/table lens
(4) Make a large labeled diagram of the dorsal view of each of the specimen

Questions
(1) Distinguish the differences noted on each specimen
(2) What are their adaptive features

13
 (3) Classify each specimen to species level
(4) Write the local name of each of the specimen provided
(5) Indicate the type of mouth parts possess by each of the specimen.

VERTEBRATE ANIMALS

Title: The vertebrate animals

Aim: To identify the different classes of vertebrates
Materials: Preserved specimens of tilapia , toad/frog, lizard, pigeon, guinea pig, dissecting tray,
forceps, hand gloves, hand/table lens

Introduction:
Vertebrates are animals with backbones.They have internal skeleton of bones and cartilage.They
also have separate sexes, reproduce sexually and posses special systems and brain. There are five
classes and these include - Pisces e.g. fish, Amphibian e.g. toad, Reptilian e.g. lizard, Aves e.g.
pigeon and Mammals e.g. Rabbit.
Method

Figure 12: Examples of some vertebrate animals

(1) You are provided with different specimens of vertebrate. Examine the external features of
each specimen. Note the body shape, body covering and body division
(3) Make a large fully labeled drawing of the specimen to show the external features
(4) Classify each specimen from kingdom to species level

Questions
(1) Make a list of the adaptive and structural features of each specimens and the significance of
each structural feature

14
 Animal Adaptive Features Significance of the Features

(3) Give 2 characteristics of each of the different classes and give at least 2 examples of
members from each of the classes.

IDENTIFICATION OF COMMON VERTEBRATES AND INVERTEBRATES

Title: Collection and Identification of common invertebrates and vertebrates from our
Environment
Aim: To collect and identify common invertebrates and vertebrates from our environment
Materials: Specimen bottles, sweep net, killing chamber, cotton wool, chloroform, ethyl
acetate, cyanide bottle, Petri dishes, watch glass, hand lens , dichotomous key for
Identification of animals.
Introduction:
There are several methods available for collecting animal specimen. The method
chosen may depend on such factors as convenience, the type of animal to be collected,
the type of equipment available etc.Whichever method is used, care should be taken in
the handling of the specimens especially the delicate and smaller specimens.
Some methods of collecting invertebrates include:
Nets: This is used for collecting active flying insects such as odonata, orthoptera and
Lepidoptera.
Sweep net: are used to collect different types of insects from vegetation. Traps can be set
for larger vertebrates while some can be handpicked.
Method:
Take a field trip to a nearby abandoned farmland or any field around. Using the various
containers and equipments available, collect as many as possible the various animals that
you can see around. Go back to the laboratory and sort them out. In the laboratory, the
animals sorted are killed appropriately. There are several chemicals in used for killing
animals which will subsequently be preserved and stored for future studies .The most
commonly used device for invertebrates killing is the cyanide bottle. This is a wide-
mouth jar containing cyanide (potassium cyanide, and saw dust covered with a layer of
plaster of Paris). The jar must have a tightly fitting stopper and cyanide is released
slowly through the top layer of plaster of Paris and kills all animals placed in the jar.
Alternatively, plaster of Paris can line the bottom of the jar on to which other poisons
such as chloroform, ethyl acetate etc can be poured. The layer of plaster of Paris prevents
wetting the animals placed in the jar.
Killing chambers using cotton wool soaked with chloroform or ethyl acetate are also
used.After killing the animals, sort them out into invertebrates and vertebrates. Using the
dichotomous key, try to identify the animals as much as possible starting from the
kingdom animalia down to the species level.
In the dichotomous key, you have a series of questions and each question is a choice
between two characteristics. The identity of an organism is determined through the
process of elimination of characteristics that do not apply to it. The characteristics keeps
on increasing until you reach the name of the animal i.e. species level.

15
Figure 13: some materials used in animal collection

Questions
• Identify all the animals collected using the dichotomous key from kingdom to
species level.
• Draw and label at least 10 specimens from your collections.

Animal group Fixatives Preservatives Note

1. Platyhelmenthes 2.4%methanol. 2% methanol or 70% Allow specimen to
{flatworms} e.g. liver alcohol. relax in cold water and
flukes, tapeworm. wrapped on a supporter
and then fix.

2. Nematodes {Ascaris}. Hot 2% methanol or hot 2% method or 70% Larger form may be
70% alcohol. alcohol dropped directly into
the hot fixative
3. Annelid (leeches and 2-4% methanol 70-90% alcohol Place worm in a
earthworm). shallow dish with
• Write the local names of 10 animals collected.

ring out the specimens and preserve them as below in specimens bottles provided.

16
 UNESCO-NIGERIA TECHNICAL & VOCATIONAL EDUCATION

REVITALISATION PROJECT-PHASE II

NATIONAL DIPLOMA IN
SCIENCE LABOR ATORY TECHNOLOGY

MORPHOLOGY AND PHYSIOLOGY

OF LIVING THINGS
COURSE CODE:STB 113 (STB 112)
MAL. ATTAHIRU MALAMI

17
 YEAR I- SEMESTER I –PRACTICAL 2
Week 1: Protozoans
Aim: To identify protozoans from pond water.
Materials: Pond water, glass slide, dropper, microscope.

Introduction:
Protozoan are one-called organisms living independently or in colonies of similar cells.
Most protozoans are microscopic organisms. Members of the phylum protozoa are all
unicellular animals. Almost all protozoa are aquatic. They can be found where there is
water, in streams, ocean and in moist soil. While others live as parasites on animals or
plants.
Examples of protozoa include Amoeba profesus, Euglena viridis, Paramecium,
Chlamydomonas, Spirogyra, Diatoms etc.
Procedure:
- Place a drop of pond water provided on a clean glass slide-using a dropper.
- Observe your preparation under the microscope using low power objective lens
first, then high power objective.
- Look for at least five protozoans e.g. Spirogyra, Diatom, Euglena etc.
- Draw well labeled diagrams of the protozoa observed.
Questions:
Mention five characteristic of each of the protozoa.
Classify each protozoa to species level.

Weeks 2 – Non-flowering plants

Title: Non-flowering plants
Aim: To study non-flowering plants using mosses as an example.
Materials needed: Mosses, hand lens, glass slide, microscope, wash glass.

Introduction:-
Mosses are non flowering plants. They belong to the group Bryohyta. They are
commonly seen in forests and wood lands, growing on the trunks of trees. You can also

18
see them on the walls of old drains, old building and other brick work especially if these
have been damp for a long time. A common species seen in Nigeria is Funaria spp. The
familiar structure usually seen ins the Sporophyte.
Procedure:-
(i) Examine the mosses collected using hand lens.
(ii) Note the short stalk anchored by a number of root-like structures called rhizoids
and surrounded by a tuft of leaf – like structures.
(iii) From the middle of this tuft, in some of the gametophytes, you may se some
slender structures growing out. These are the sprophytes.
(iv) Make diagrams of the gametophytes, one bearing a Sporophyte and another not
bearing a Sporophyte.
(v) Detach one Sporophyte and examine it more closely under low power
magnification.
(vi) Note the slender stalk called seta. At its tip, it has a pear shaped capsule, with a lid
(operculum).
(vii) Make a labeled drawing of Sporophyte.
Questions:-
(1) Are mosses vascular plants or non vascular plants, give reasons for your answer.
(2) List three characteristics of Bryophytes.
(3) Classify the specimen to species level.

Flowering plants.
AIMS: To study the internal structure of a monocotyledonous root and stem.
Materials: Young maize plant, sharp razor, wash glass, water, glass slide, and
microscope.
Introduction: - The monocotyledons are plants whose seeds have one cotyledon. The
vascular bundles of the stem are scattered, their floral parts – petals, sepals, stamens and
pistils – exist in groups or multiples of three, their leaves have veins running parallel to
one another. Most monocotyledons have a fibrous root stems.
Procedure:-
i) Wash the roots of the young maize plant obtained.
ii) Make transverse section across the stem and across a root.
iii) Examine them under the low power of a microscope.
iv) Make drawings of your sections and label them.
Questions: - Compare the internal structure of the monocotyledonous stem and that of
its root. State the structure difference between the stem and roots.
Invertebrates.

19
 Aim: To study the external structure of invertebrates.
Materials: Tape worm, round worm, earth worm, land snail, hand lens, wash glass,
forceps.
Introduction: Invertebrates are animals without backbones. This is a very large group that
includes several animals. They are made up of eight phyla. They are Protozoans, Porifera
Coelenterates, Platyhelimintnes, Nematodes, Annelids, Mollusca, Arthropoda,
Echinodermata.
Procedure:-
Identify specimen A-D. Make a well labeled diagram of a specimen and classify
appropriately.
Invertebrates.
Aim: To study the external features of some Arthropods.
Materials: Cockroach, spider, prawn and centipede, hand lens, wash glass.
Procedure:-
- Identify specimen A to D
- Make a well labeled diagram of the specimen and classify appropriately.
Questions:-
4. Mention three characteristics of phylum Arthropoda.
5. What are the differences between specimen A & C.

Topic: Vertebrates (Pisces (Fishes)

Introduction:-
Fishes are aquatic organisms that have very good unique system of living in their habitat.
As such they have striking physiological as well as anatomical features very special to
them that’s aid their harmonious existence.
Aim: To study the morphological structure of members of the class pieces.
Materials:
A fresh on preserved fish (tilapia) (bony fish)
- Hand or table lens
- Petri dishes, hand gloves - Scalpels or knife or Razor blade - Glass slides
and cover slips.
Procedure:-

20
- You are provided with different fish specimen
- Examine the external features of the specimen.
- Classify draw and label each specimen
- Examine the tilapia or cat fish (Claries lazera)
- Remove a scale from tipalia and prepare a wet mount on a clean glass slide.
- Observe under a microscope
- Make enlarged diagrams of each specimen.
Questions:
1. What difference can you find between a bony fish and a cartilaginous fish?
2. Classify the fish up to its species level.
3. Why do fishes have 2 colorations?
4. State other adaptive features you observed.

AMPHIBIANS

Title: Morphology of Amphibians

Aim: To study the external feature of amphibians e.g. Toad.
Introduction:-
These are the animals that share same aquatic environment with the fishes but are
different due to various structural modification to suit their mode of living. Such
characters are presence of webbed feet, as well as adaptable respiratory structures suitable
for aquatic and terrestrial life.
Materials:-
- A fresh is preserved frog or toad specimen
- Petri-dish/dissecting tray
- Hand lens or table lens
- Hand glove
Procedure:-
- You are provided with a fresh specimen of a toad and a frog.
- Study carefully and make large labeled diagrams.
- Determine whether your specimen is either male or female by their features.
- Make a list of the differences between a toad and a frog.
- State their adaptive features.
Questions:-
- Why are frog’s eggs laid in long gelatin fluid?

21
- Is a frog vegetarian or both?
- Classify the frog to specie level.

Topic: Mammals (Rabbit/Rat).

Aim: To study the morphological features of mammals.
Introduction:
These are animals that have hairs/fur covering their bodies, they are homoithermic and
have unique mammalian characteristics. They give birth to their young ones alive.
Materials:
- Freshly killed animal/preserved taxidermy of a Rabbit
- Dissecting needles
- Sharp scapel knife
- A pair of forceps
- Cotton wool and water.
Procedure:-
- You are provided with a specimen of a small mammal
- Examine its external features.
- Take note of the hair that covers the entire body.
- In the female notice the nipples and how many they are.
Questions:
1. What important functions does the hair coat serve to the body of the animal.
2. Draw and label the specimen fully.
3. Classify the animal to species level.
4. State the characteristics and adaptive features of the mammal provided.

STUDY OF THE INTERNAL FEATURES

Title: Dissection of an animal
Aim: To study the dissection technique using any mammal
Procedure:-
- Put the animal to sleep using chloroform.
- Lay your specimen on its back in a dissection tray
- Fasten it with pins on its arms and legs
- With a pair of forceps in the left hand and scissors on the right, raise up the skin at
the abdomen and make a small cut in the mid ventral line.
- Insert the blade of the scissors into the cut and through the skin only from the
cloaca to lower jaw.
- Make cut to the knees and the elbows on each side.
- Separate the skin from the inner muscular body wall and pin them out on either
sides.

22
- Lift the muscular body wall with forcepts and cut the abdominal vein up to
pectoral girdle.
- Carefully free the cut strip from the underlying tissues with a scapel
- Pin back the flap of tissues on each sides of the body
- To expose the gut contents it is necessary to cut through veins and arteries.
- To dissect the heart, the thin pericardium should be cut of
- Such off excess blood from the heart region and carefully trace the major blood
vessels entering and leaving the heart.
- To reveal the reproductive and primogenital system, remove the digestive track
and organs up the large intestine (avoid puncturing the heart and major blood
vessels).
- Cut through the pelvis carefully to have an access to the cloaca (do not puncture
the bladder)
- Using a hand lens trace the urinogenital system of your specimen note that in the
male, testes lies on the dorsal side of the kidney and they share the same duct for
passing urine and sperm.In the female the reproductive organs are found along the
side of the kidney.
- Suck excess blood from the heart region and carefully trace the major blood
vessels entering and leaving the heart.
Questions:-
1. Make well labeled diagram of:
(i) Respiratory organs
(ii) Circulatory organs
(iii) Reproductive organs
(iv) Digestive organs
1. Classify the specimen up to its species level.
z

VERTEBRATES.
Title: Examination of External Features of vertebrates.
Aim: To Examine the External Features of vertebrates.
Materials: Fish (Tilapia), Toad, Bird, (PIGEON), Lizard and Rat, Hand Lens.
Introduction:- The vertebrates are animals which are more highly developed than the
invertebrate animals. The vertebrates have complicated and more efficient systems. They
have jointed skeleton made up of bones and cartilages. They have two pairs of limbs.
Their body is bilaterally symmetrical. The vertebrates include 5 principal groups of
animals, namely Pisces e.g. Fish, Amphibians e.g. Toad, Reptilian e.g. Lizard, Aves e.g.
Birds and mammals e.g. Rabbit.
Procedure:-
1. Examine carefully the specimen provided and notice the body shape, the body
covering and body division.
2. Make a large, fully labeled drawing of the specimen to show the external features.

23
3. Classify each specimen from kingdom to species levels.
Questions:-
Make a list of the adaptive structural features of each specimen and the significance of
each structural feature.

Adaptive features Significance of the structural feature.

24