Biol 212 Zoology
Lab 01: “Protists” (20 points)
Introduction
The original classification scheme proposed by Linné in 1758 grouped all organisms into
the kingdoms Plantae and Animalia. In 1866, Ernst Haeckel proposed the kingdom Protista to
include organisms that did not fit neatly into either of those two kingdoms.
By the 1970s, with more data available that could be used to determine how organisms
were related to one another, the five-kingdom classification scheme was well established.
Organisms without nuclei, such as bacteria and blue-green algae, were placed into the kingdom
Monera. Other organisms with nuclei were allocated into four other kingdoms. Mushrooms and
other fungi went into the kingdom Fungi, plants into the kingdom Plantae, animals into the
kingdom Animalia, and one-celled organisms that had seemingly had more in common with
themselves than with fungi, plants or animals, and that we really didn’t know what else to do
with, went into Haeckel’s kingdom Protista. Euglena, for instance, is a genus of one-celled
organisms that have eyespot-like structures, flagella for movement, and can eat other one-celled
organisms, making them very much like animals, yet may also have chloroplasts, making them
very much like plants. Botanists formerly classified them as plants and zoologists included them
in the kingdom Animalia, within the phylum Protozoa; in the 1970s, they were called “protists.”
At the end of the 20th and into the 21st century, molecular data and increasingly detailed
anatomical and developmental data forced us to recognize divisions within the Protista and to
eventually eliminate this kingdom (poor Haeckel). We now group all kingdoms of living
organisms into three domains: domain Bacteria and domain Archaea, both of which are singlecelled organisms without nuclei, and contain the former members of the kingdom Monera, which
no longer exists, and the domain Eukarya, including all organisms with nuclei.
Currently (2016), we recognize about 13 kingdoms of eukaryotes, most of which came
from breaking up the kingdom Protista. These kingdoms are further grouped, within the domain
Eukarya, into four clades: These clades, and the kingdoms they include, are as follows, with
some representatives:
DOMAIN EUKARYA
Clade Excavata
 Kingdom Euexcavatae (parabasalads, diplomonads, and others)
 Kingdom Discicristatae (euglenozoa, and others)
Clade Chromalveolata
 Kingdom Heterokontae (= Stramenoplila) (Oomycota—water molds; Chrysophyta—
golden algae; Phaeophyta—brown algae, kelp; Bacillariophyta—diatoms, and others)
 Kingdom Alveolatae (Dinoflagellata—dinoflagellates; Apicomplexa; Ciliophora—
ciliates, and others)
 Kingdom Rhizariae (radiolarians, foraminifera, and others)
 Kingdom Hacrobiae (cryptomonads, and others)
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Clade Archaeplastida
 Kingdom Rhodoplantae (red algae, seaweeds, and others)
 Kingdom Glaucophyta (glaucophytes)
 Kingdom Viridiplantae (chlorophytan algae, charophytes, liverworts, mosses, ferns,
conifers, flowering plants and other true plants)
Clade Unikonta
 Kingdom Amoebozoa (gymnamoebas, entamoebas, Myxogastrida—plasmodial slime
molds; Dictyostelida—cellular slime molds, and others)
 Kingdom Fungi (chytrids, black molds, mushrooms, puff balls and other fungi)
 Kingdom Choanoflagellata (collar flagellates)
 Kingdom Animalia (choanoflagellates; sponges, jellyfish, worms, snails, insects and
other animals)
Probably because many of the new kingdoms include organisms that were previously
classified within the old phylum Protozoa, especially those that are not photosynthetic, we
traditionally study these organisms in zoology courses, even though they certainly are not
animals. Thus, the purpose of this lab is the familiarize you with some of the organisms we used
to call “protists.” The photosynthetic protists are usually covered in general botany, courses that
study plant biology.
For the Lab Report:
*On the upper, right-hand corner of your lab report, print your name, Biol 212, Lab 1: Protists,
and the date you did this lab.
Exercise 2.1: Kingdom Euexcavatae, phylum
Eopharyngia
Introduction
Giardia is a very common, highly-contagious major pathogen in
water contaminated with human or animal feces, causing serious diarrhea
and intestinal pain. The trophozoite (feeding) stages are mostly found in
the small intestine, with cysts usually in the colon and released into the
environment within feces. Evolutionarily, Giardia, and other diplomonads
are interesting because they lack smooth ER, golgi bodies, lysosomes, and
have rudimentary mitochondria called mitosomes; they also have two
nuclei. They are rather startling to look at under the microscope; their
double nuclei look rather like eyes peering back up at you in the
microscope (number 2) in the figure to the right). Giardia cysts are
Fig. 1.1: Giardia enterica
oval structures about 10 m in length.
trophozoite
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Objectives
Objective 1: Give the kingdom, phylum, genus and stage of a Giardia trophozoite and cyst in a
microscope slide or photograph. Identify the nuclei.
Objective 2: State the habitat of the trophozoite and cyst stages of Giardia, and its medical
significance to humans and how humans and other animals can contract Giardia.
Objective 3: State why diplomonads are unusual and propose an explanation for their reduced
internal structure.
Materials and Methods
*Slides of Giardia lamblia trophozoites and cysts
 Obtain your microscope and a slide of Giardia lamblia trophozoites and cysts. Identify and
draw one or two Giardia trophozoites and cysts on unlined, white paper. Use high power.
Follow the instructions in the For the Lab Report box below.
For the Lab Report:
1. Write out, “1. Kingdom Euexcavatae, phylum Eopharyngia. Giardia trophozoite.” Identify
and draw one or two Giardia trophozoites under this label. Label the nuclei. Include an
accurate size rule next to your drawing. No credit for drawings without accurate size rules.
To the right of your drawing, include total magnification (for example, “400x”) and how big
the size rule is (for example, “Size rule = ___ m.” Also, include any notes that might help
you to identify the organism on the lab practical! Have your instructor check and initial your
drawings for credit; all drawings must be completed in lab and signed by your instructor for
credit!
2. Write out, “2. Kingdom Euexcavatae, phylum Eopharyngia. Giardia cyst.” Identify and draw
one or two Giardia cysts. Include total magnification, size rule, and any other notes that may
be of interest. Have your instructor sign your drawing for credit.
For the Lab Report:
Write out these questions then answer them:
3. What is the habitat of Giardia?
4. Of what significance to humans and other animals, such as dogs, is Giardia?
5. How is Giardia contracted?
6. What might be a possible explanation for the reduced internal structures found in the
diplomonads?
Exercise 1.2: Kingdom Discicristatae, phylum Euglenozoa
Introduction
The kingdom Discricristatae, phylum Euglenozoa, includes a couple of diverse groups,
the euglenids and the kinetoplastids.
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Euglenids include free-living aquatic forms that contain
chloroplasts and are capable of photosynthesis; other species of
euglenids cannot photosynthesize, and still others can lose the ability to
photosynthesize then regain it at a later date. All are able to feed on
smaller organisms. Euglenids have an eyespot that shields a light
detector at the base of a long flagellum, allowing light from only one
direction to strike the light detector.
Kinetoplastids have both free-living and parasitic
representatives. In marine and freshwater habitats, and in moist
terrestrial environments as well, free-living kinetoplastids swim about,
feeding on bacteria. Parasitic kinetoplastids include Trypanosoma
brucei gambiense and T. brucei rhodesiance, the organisms that cause
African sleeping sickness in both humans and animals. Trypanosoma
lives in blood plasma and is transferred from native grazing animals
(the reservoir), which do not get sleeping sickness, to humans and nonnative livestock by tsetse flies (Glossina), which are the vector.
Objectives
Objective 4: Give the kingdom, phylum and genus of a
representative of Euglena in a microscope slide or photograph.
Objective 5: Identify the following in a microscope slide or
photograph of a Euglena: Nucleus, stigma (eyespot), flagellum,
chloroplast.
Objective 6: Give the kingdom and genus of a representative of
Trypanosoma in a microscope slide or photograph. State what human
disease it causes. State where it lives in the human, and what animals
serve as the reservoir and vector.
Fig. 1.2: Euglena. The
eyespot, which shields the
light detector, = s,
chloroplast = c, nucleus = n,
and flagellum = f.
Materials & Methods
Euglenoids
* Slide of Euglena
Fig. 1.3: Trypanosoma.
 Identify and draw a Euglena, following the instructions in the For the Lab Report box below.
For the Lab Report:
7. Write out, “7. Kingdom Discicristatae, phylum Euglenozoa. Euglena.” Identify and draw one
or two Euglena under this label. Label the nucleus, stigma and a chloroplast. Sometimes you
can see the flagellum as a wavy line against the body of the Euglena; if you can see it, draw
and label it. If you can’t see it, don’t draw it! Include an accurate size rule next to your
drawing. No credit for drawings without accurate size rules. To the right of your drawing,
include total magnification (for example, “400x”) and how big the size rule is (for example,
“Size rule = ___ m.” Also, include any notes that might help you to identify the organism
on the lab practical! Have your instructor check and initial your drawings for credit; all
drawings must be completed in lab and signed by your instructor for credit!
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For the Lab Report:
Write out these questions then answer them:
8. How is Euglena like an animal and how is it like a plant?
9. Of what advantage is it to Euglena to have both animal and plant characteristics?
Materials & Methods
Kinetoplastics
* Slide of Trypanosoma sp.
 Identify and draw a representative Trypanosoma, following the instructions in the For the
Lab Report box below, along with a couple red blood cells to help you remember where
these organisms live!
For the Lab Report:
10. Write out, “10. Kingdom Discicristatae, phylum Euglenozoa. Trypanosoma.” Identify and
draw one or two Trypanosoma under this label, along with a few red blood cells, all to scale.
Include an accurate size rule next to your drawing. No credit for drawings without accurate
size rules. To the right of your drawing, include total magnification (for example, “400x”)
and how big the size rule is (for example, “Size rule = ___ m.” Also, include any notes that
might help you to identify the organism on the lab practical! Have your instructor check and
initial your drawings for credit; all drawings must be completed in lab and signed by your
instructor for credit!
For the Lab Report:
Write out these questions then answer them:
11. What human and animal disease is caused by Trypanosoma?
12. What is the reservoir of Trypanosoma?
13. What is the vector of Trypanosoma?
Exercise 1.3: Kingdom Alveolatae
Introduction
The kingdom Alveolatae includes the phyla Dinoflagellata, Apicomplexa and Ciliophora.
Dinoflagellates are generally photosynthetic and are the major primary producers in
tropical and subtropical marine ecosystems; symbiotic dinoflagellates live in corals, giant clams
and some jellyfish, allowing these animals to live in waters where there are almost no dissolved
nutrients, and allowing for the existence of coral reefs. Dinoflagellates are also responsible for
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red tides and other toxic plankton blooms, killing fish and
marine mammals, and rendering clams and mussels
inedible to humans. Their theca (shell) is made of
cellulose. They move by means of two flagella, located in
the grooves of the theca. These important organisms will
be studied more closely in Biol 213.
The phylum Apicomplexa includes Plasmodium,
the organism that causes malaria, which used to be the
number one killer of humans worldwide; it is now tied
with schistosomiasis, a disease caused by a group of
parasitic flatworms, for that honor. Malaria is
characterized by muscle pain, loss of appetite and fevers
ot 104° to 106° F. These symptoms are mostly the result
of the body’s reaction to the metabolic waste products of
merozoites, one of the stages of the parasite, released
when the merozoites lyse their way out of erythrocytes
(red blood cells), destroying them. Malaria is a difficult
disease to cure because the various stages of Plasmodium
develop within erythrocytes and hepatocytes (liver cells)
where antibiotics and the immune system can’t touch them.
Fig. 1.4: Kingdom Alveolatae,
phylum Dinoflagellata
Fig. 1.5: Kingdom
Alveolatae, phylum
Apicomplexa. Plasmodium
life cycle.
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Plasmodium merozoites mature into macro- and microgametocytes within the plasma of
the blood and migrate to surface capillaries where female Anopheles mosquitoes, a tropical to
subtropical species, take a blood meal. The gametocytes differentiate into gametes, unite in the
gut of the mosquito, then implant into the stomach wall, forming an oocyst. Within the oocyst,
sporozoites form, which migrate to the salivary glands of the female mosquito. Before she takes
her next blood meal, she will insert her proboscis into her victim and spit out a few of the
sporozoites. The sporozoites then travel through her victim’s blood and enter hepatocytes, where
they develop into merozoites and proliferate. These merozoites leave the hepatocytes and enter
erythrocytes, where they form trophozoites (feeding stages). The trophozoites divide into more
merozoites, which can then leave the erythrocytes to infect more erythrocytes or can differentiate
into the gametocytes.
People with sickle cell anemia have partial resistance to
malaria. In this condition, erythrocytes elongate or “sickle.” This
sickled shape, plus low K+ concentration within sickled cells, inhibit
the ability of the malaria parasite to reproduce within these cells.
The phylum Ciliophora includes one of the most important
primary consumers in aquatic ecosystems, Paramecium. You can see
ciliates zipping about in virtually any water sample that contains a bit
of decomposing matter, feeding on smaller ciliates, bacteria, yeasts—
virtually anything they can fit into their oral grooves!
We can watch ciliates feeding by staining some yeast with
Congo red dye. Not only does Congo red color yeast red, so that we
can watch ciliates obtaining food, but since it is blue in strong acid (pH
3.0 or less), and is red in weak acid to basic solutions (pH 5.0 and
greater), we can observe the digestion process of food particles within
food/storage vacuoles as the food (yeast) progresses from red to blue as
acids are added during the digestion process.
Objectives
Fig. 1.6: Kingdom
Alveolatae, phylum
Ciliophora. Paramecium. M
= macronucleus, 9 =
micronucleus, 6 = oral
groove, 7 = cytopharynx, f=
food/storage vacuoles, 4 =
contractile vacuole
Objective 7: Give the kingdom, phylum, genus and stage of a
Plasmodium merozoite and trophozoite in a microscope slide of
human blood or photograph. State what disease this organism
causes.
Objective 8: Give the kingdom, phylum and genus of a
Paramecium in a microscope slide or photograph.
Objective 9: In a slide of Paramecium, identify the macronucleus,
micronucleus, oral groove, cytopharynx and contractile vacuole.
Objective 10: In a feeding, living ciliate, identify the cilia, oral groove, cytopharynx,
food/storage vacuole and contractile vacuole.
Objective 11: Describe how to make an infusorial culture to obtain living ciliates.
Objective 12: Describe how to observe feeding and digestion in living ciliates. State the function
of yeast culture stained with Congo red in this experiment.
Objective 13: State the function of methyl cellulose in microscopic observations of living
organisms.
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Materials & Methods
Phylum Apicomplexa
*Slide of Plasmodium merozoites and rings (trophozoites)
*slide of sickle cell anemia
 Identify and draw representative cells from each stage of the life cycle of Plasmodium,
following the instructions in the For the Lab Report box below.
 Examine a slide of sickle-cell anemia, following the instructions in the For the Lab Report
box below.
For the Lab Report:
14. Write out, “14. Kingdom Alveolatae, phylum Apicomplexa, Plasmodium” Under this label,
identify and draw Plasmodium trophozoites, found in erythrocytes forming ring-like
structures, and merozoites, also easily located in erythrocytes. Label both. Draw a few
erythrocytes as well. Include an accurate size rule next to your drawing. No credit for
drawings without accurate size rules. To the right of your drawing, include total
magnification (for example, “400x”) and how big the size rule is (for example, “Size rule =
___ m.” Also, include any notes that might help you to identify the organism on the lab
practical! Have your instructor check and initial your drawings for credit; all drawings must
be completed in lab and signed by your instructor for credit!
15. Write out, “15. Sickle cell anemia.” Identify and draw a couple sickled erythrocytes along
with at least five normal erythrocytes. Label both. Include an accurate size rule next to your
drawing. No credit for drawings without accurate size rules. To the right of your drawing,
include total magnification (for example, “400x”) and how big the size rule is (for example,
“Size rule = ___ m.” Also, include any notes that might help you to identify the organism
on the lab practical! Have your instructor check and initial your drawings for credit; all
drawings must be completed in lab and signed by your instructor for credit!
For the Lab Report:
Write out these questions then answer them:
16. What is the significance of Plasmodium to humans?
17. Outline the life cycle of Plasmodium and state where each stage resides.
18. What are the symptoms of malaria?
19. How can sickled erythrocytes given partial resistance to malaria?
Materials & Methods
Phylum Ciliophora (ciliates)
*Dry hay or living infusorial culture or Paramecium culture
*600 mL beaker with spring water
Pipette
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*Microscope slides and coverslips
*Yeast culture stained with Congo red
*Methyl cellulose or Protoslo
*Slide of Paramecium
1. On the first day of lab, take a small handful of fresh, dry hay and place it in a 600 mL beaker.
Add about 400 mL of spring water to the beaker. If spring water isn’t available, bottled
drinking water or tap water that has been treated to remove chlorine and chloramines can be
used. In a couple days, there should be copious numbers of ciliates swimming about in the
beaker. This is called an infusorial culture.
2. Still on the first day of lab, add a dozen drops of yeast culture stained with Congo red to the
infusorial culture and mix well. The Congo red stains the living yeast cells. You should be
able to see the stained yeast being eaten and digested by the ciliates.
3. Two to four days later, on the day of the next lab, obtain a microscope slide and coverslip.
Place three or four strands of cotton fiber or paper towel fiber on the slide. Take a toothpick
and dip it in the yeast culture stained with Congo red; place this drop of stained yeast near the
fibers on the slide. The take a droplet of water from the bottom of the infusorial culture—
ciliates like to congregate near hard substrates. Visually inspect the droplet to make sure
ciliates are present—many should be large enough to be seen with the unaided eye. If you
can see a few ciliates, place the droplet of water on the strands of fiber. Gently lay the
coverslip over the droplet. The function of the strands of cotton or paper towel is to maintain
a space between the coverslip and slide so that the ciliates are not squashed!
4. Read the questions below. Observe the swimming behavior of a large ciliate for 5 to 10
minutes and answer the questions in the For the Lab Report box below.
For the Lab Report:
Write out these questions then answer them:
20. Describe the swimming behavior of a ciliate. Does it seem to have a defined anterior and
posterior end? Is there a defined dorsal and ventral surface, or does it spiral?
21. What does the ciliate do when it encounters a solid object?
5. After you have observed the swimming behavior, carefully remove the coverslip and add a
couple of drops of methyl cellulose directly on top of the ciliates. Replace the coverslip.
Patiently observe your ciliates, looking for feeding behavior. Anser the questions in the For
the Lab Report box below.
6. When finished, rinse your slides off and dry them. Return them to the demo table.
For the Lab Report:
Write out these questions then answer them:
22. Why did we stain yeast with Congo red?
23. What color is Congo red in acid solution? In basic solution?
24. See if you can observe a ciliate feeding. Describe this behavior!
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For the Lab Report:
Write out these questions then answer them:
25. Look for food vacuoles within a ciliate. Is there any evidence of changes in pH as the food
vacuole travels through the body?
26. What was the effect of adding methyl cellulose to the ciliates?
27. Observe the beating cilia on the surface of the ciliate, the oral groove which obtains food for
the ciliate, the cytopharynx at the inside end of the oral groove, and the contractile vacuole
which will fill with water and suddenly contract. Briefly describe them, based on your own
observations.
7. Obtain a commercially-prepared slide of Paramecium. Make a sketch of it, following the
instructions in the For the Lab Report box below.
8. If you used oil on the Paramecium slide, triple clean it and triple clean the microscope
objective lens that came in contact with the oil as well.
For the Lab Report:
28. Write out, “28. Kingdom Alveolata, phylum Ciliophora, Paramecium.” Identify and draw a
Paramecium. Identify and label the macronucleus, micronucleus, oral groove, cytopharynx
and contractile vacuole. Include an accurate size rule next to your drawing. No credit for
drawings without accurate size rules. To the right of your drawing, include total
magnification (for example, “400x”) and how big the size rule is (for example, “Size rule =
___ m.” Also, include any notes that might help you to identify the organism on the lab
practical! Have your instructor check and initial your drawings for credit; all drawings must
be completed in lab and signed by your instructor for credit!
Exercise 1.4: Kingdom Rhizariae
Introduction
The kingdom Rhizariae includes the phyla
Foraminifera and Radiolaria. They are amoeba-like, but
with long, thin, thread-like pseudopods extending out
from a snail-like test (shell). Foraminifera are common
members of the marine planton and benthos (bottom
organisms). Their tests are made mostly of calcium
carbonate. Fossil deposits of foraminifera are mined for
chalk. The famous white cliffs of Dover, England, are
made of chalk—fossil deposits of foraminifera. They
are important I making up deep-sea sediments known as ooze.
Although a few are found in freshwater, radiolarians
are common members of the marine plankton. Note that their
Fig. 1.7: Kingdom Rhizariae,
phylum Foraminifera
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tests are made mostly of silicon dioxide—glass!
When they die, the organic parts of the radiolarian
decompose, leaving their tests to float down to form
part of the ooze on the bottom of the sea. Whereas
foraminifera look like tiny snail shells, radiolarian
look like spiky balls!
Objectives
Objective 14: Give the kingdom and phylum of
Fig. 1.8: Kingdom Rhizariae,
representatives of the foraminifera in a microscope slide or
phylum Radiolaria
photograph.
Objective 15: State the chemical composition of foraminiferan tests.
Objective 16: State where foraminiferans are found.
Objective 17: Give the kingdom and phylum of representatives of the radiolarian in a microscope
slide or photograph.
Objective 18: State the chemical composition of the tests of radiolarian.
Objective 19: Give the habitat of radiolarians.
Materials & Methods
Phylum Foraminifera
* Slide of foraminifera strew
 Identify and draw a few representative foraminifera as per the instructions in the For the Lab
Report box below.
For the Lab Report:
29. Write out, “29. Kingdom Rhizariae, phylum Foraminifera.” Identify and draw at least one
representative foraminiferan. Include an accurate size rule next to your drawing. No credit
for drawings without accurate size rules. To the right of your drawing, include total
magnification (for example, “400x”) and how big the size rule is (for example, “Size rule =
___ m.” Also, include any notes that might help you to identify the organism on the lab
practical! Have your instructor check and initial your drawings for credit; all drawings must
be completed in lab and signed by your instructor for credit!
For the Lab Report:
Write out these questions then answer them:
30. What is the habitat of foraminifera?
31. What are foraminiferan tests made of?
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Materials & Methods
Phylum Radiolaria
* Slide of radiolarian strew
 Identify and draw a few representative radiolarians as per the instructions in the For the Lab
Report box below.
For the Lab Report:
32. Write out, “32. Kingdom Rhizariae, phylum Radiolaria.” Identify and draw at least one
representative radiolarian. Include an accurate size rule next to your drawing. No credit for
drawings without accurate size rules. To the right of your drawing, include total
magnification (for example, “400x”) and how big the size rule is (for example, “Size rule =
___ m.” Also, include any notes that might help you to identify the organism on the lab
practical! Have your instructor check and initial your drawings for credit; all drawings must
be completed in lab and signed by your instructor for credit!
For the Lab Report:
Write out these questions then answer them:
33. What is the habitat of radiolarians?
34. What are radiolarian tests made of?
Exercise 1.5: Kingdom Amoebozoa
Introduction
The kingdom Amoebozoa includes important free-living and
parasitic representatives. The gymnamoebas include free-living
forms such as Amoeba that are important as both predators and
decomposers in aquatic and moist soil environments. The plasmodial
slime molds (Myxogastrida) and cellular slime molds (Dictyostelida),
found in moist terrestrial environments, are important decomposers.
The entamoebas are all parasitic, but only one, Entamoeba
histolytica, is pathogenic to humans, causing amoebic dysentery. E.
histolytica lives in the human gut where it induces high fever,
delirium and severe diarrhea. People generally die of dehydration;
thus, it is vital that fluids and electrolytes be replaced when treating
dysentery. E. histolytica is spread in contaminated water, usually
by drinking it or washing fesh vegetables in it. All in all, about
100,000 people die annually of amoebic dysentery.
Fig. 1.9: Kingdom
Amoebozoa, Amoeba. P =
plasmalemma (cell
membrane), 6 = contractile
vacuole, 7 = nucleus, c =
cytoplasm
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Objectives
Objective 20: Give the kingdom and genus of the representative
amoebozoans, Amoeba proteus and Entamoeba histolytica, in a
microscope slide or photograph.
Objective 21: Identify the following in a microscope slide or photograph
of an Amoeba proteus: Plasmalemma, nucleus, pseudopod,
Fig. 1.10: Kingdom
cytoplasm, contractile vacuole.
Amoebozoa, Entamoeba
Objective 22: State what disease Entamoeba histolytica causes, its
histolytica trophozoite. n =
symptoms and how it is contracted.
nucleus
Materials and Methods
* Slide of Amoeba proteus
*Slide of Entamoeba histolytica (trophozoite stage)
 Obtain a slide of Amoeba proteus. Identify and draw a specimen, according to the
instructions in the For the Lab Report box below.
 Obtain a slide of the trophozoite (feeding) stage of Entamoeba histolytica. Identify and draw
a specimen, according to the instruction s in the For the lab Report box below.
 When finished with your slides and microscope, please make sure everything is clean and
your microscope is put away properly.
For the Lab Report:
35. Write out, “35. Kingdom Amoebozoa, Amoeba proteus.” Identify and draw at least one
amoeba. Identify and label the plasmalemma, nucleus, pseudopods, cytoplasm and contractile
vacuole. Include an accurate size rule next to your drawing. No credit for drawings without
accurate size rules. To the right of your drawing, include total magnification (for example,
“400x”) and how big the size rule is (for example, “Size rule = ___ m.” Also, include any
notes that might help you to identify the organism on the lab practical! Have your instructor
check and initial your drawings for credit; all drawings must be completed in lab and signed
by your instructor for credit!
For the Lab Report:
36. Write out, “36. Kingdom Amoebozoa, Entamoeba histolytica.” Identify and draw at least one
E. histolytica trophozoite. Identify and label the plasmalemma, nucleus, pseudopods,
cytoplasm and contractile vacuole. Include an accurate size rule next to your drawing. No
credit for drawings without accurate size rules. To the right of your drawing, include total
magnification (for example, “400x”) and how big the size rule is (for example, “Size rule =
___ m.” Also, include any notes that might help you to identify the organism on the lab
practical! Have your instructor check and initial your drawings for credit; all drawings must
be completed in lab and signed by your instructor for credit!
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For the Lab Report:
Write out these questions then answer them:
37. What disease does Entamoeba histolytica cause?
38. What are the symptoms of this disease?
39. How is E. histolytica contracted?
~When you’re finished, help clean up!
1. Is your lab bench clean and wiped down with antiseptic solution?
2. Are all materials returned to their proper place?
3. Is the oil immersion objective of your microscope clean?
4. Is the lowest-power objective of your microscope positioned down?
5. Is the power cord draped loosely about one of the oculars?
6. Is your microscope put away?
7. Is all refuse disposed of properly?
8. Is the lab generally in order?
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