...of microscopes, the optical microscope which was first invented in late 1500s. It uses light and glass lenses (objectives) to magnify the image of an object up to 4X, 10X, 40X and a 100X. The second type is the electron microscope which was developed at early 1900s, it uses an electron beam in the place of light and electromagnets in the place of objectives to allow a much higher resolution up to two million times. In this experiment we will be using the optical microscope and not the electron microscope to examine specimens, as it is available in almost all the laboratories. In addition, the costs of the optical microscope is too low compared to that of the electron microscope. Moreover, the optical microscope can be stored in normal room temperature and pressure not requiring a vacuum as the electron one does. Materials: Compound light microscope and stereomicroscope. Prepared dry mount of the letter “e” . A plug. Method: First of all, we used a compound light microscope to assess the letter “e”. We followed the following procedure; A slide of dry mount of letter “e” was previously prepared. The letter was first observed by the naked eye and a sketch of it was made. We made sure that the compound light microscope cable was in the electricity plug and the power of the microscope was on. As for the light of the microscope. The 4X objective was chosen by spinning the nosepiece. We altered the clips by lying the specimen slide down on the stage. By...
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...microscope consisting of two convex lens, which are also known as the objective and the eyepiece. That are on two opposite ends of an adjustable tube. It is also known as a bright field microscope because it contains its own light source. Stereo/Dissecting Microscopes: Me A stereo “Stare-io” microscope has a low magnification power, and it uses two separate eyepieces with two objectives, which creates the visual effect of depth perception. Thus making a upright, three dimensional perspective. Stereo microscopes, are sometimes still referred as dissecting microscopes, Parts of a Microscope: Me Alright so let’s move on the parts of a microscope, we will be focusing on a compound microscope due to the fact it is one of the most common ones. Also due to the fact we use this type of microscopes here at our school. Eyepiece or Ocular is what you look through at the top of the microscope. Typically, standard eyepieces have a magnifying power of 10x. Optional eyepieces of varying powers are available, typically from 5x-30x. Eyepiece Tube holds the eyepieces in place above the objective lens. Objective Lenses are the primary optical lenses on a microscope. They range from 4x-100x and typically, include, three, four or five on lens on most microscopes. Objectives can be forward or rear-facing. Body Tube holds the nose piece at one end and the eyepiece at the other end; conducts light rays Nosepiece houses the objectives. The objectives are exposed and are mounted on a rotating...
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...An ocular of 5X, change the total with the low power objective magnification 50X, and an ocular of 20X, change the total with the low power objective magnification 200X. An ocular of 5X, change the total with the high power objective magnification 200X, and an ocular of 20X, change the total with the high power objective magnification 800X. The magnified image of the letter is not positioned the same as the letter on the slide, it is reversed. When we push the slide to the left, the direction of the letter slide is right. When we push the slide to the right, the direction of the letter slide is left. When we move the slide toward us, it moves away....
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...Goals of this Lab Exercise After completing this lab exercise you should be able to..... 1. Identify the parts of a compound light microscope and use a microscope to competently examine biological samples 2. Determine the diameter of the field of view for the various objectives of a microscope 3. Accurately sketch, describe and cite the major functions of the structures and organelles of the cells examined in this lab exercise 4. Estimate the size of specimens viewed with a microscope. The Microscope The microscope is one of the principal tools of the biologist. Without the microscope, many of the great discoveries of biology would never have been made. The light compound microscope, illustrated in Figure 1, is the type of microscope most commonly used. Proper, comfortable use of the instrument demands practice. The practice afforded you in this exercise depends upon familiarity with the parts of the microscope and with their interactions. Figure 1. A typical compound light microscope used in many biology labs. 1 Lab 2 Biology 100 Note each of the following features of the microscope and there individual uses to allow you to take full advantage of the use of a microscope. Ocular or Eyepiece—contains a lens that magnifies the specimen (usually 10x) Revolving Nosepiece—used to change...
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...measure the width of the book in centimeters Mass of Orange Starburst: 1. Place the scale on flat surface 2. Zero the scale and set the display to grams 3. Place the orange starburst and write down the mass in grams Meniscus: 1. Answer the provided question on Meniscus in a graduated cyclinder Temperature: 1. Set thermometer to display temperature in Celsius 2. Take room temperature by turning on the thermometer and noting temperature 3. Take body temperature by placing the thermometer on the back of your hand Results Part A: Microscopy 1) Parts of a compound microscope and their functions. a) Focal Adjustment- helps adjusts the slide into focus b) Eyepiece- the lens that you look into to see what is on the slide c) Objective lenses- the lens closest to the slide d) Stand- Holds all the parts together e) Light Source- located under the area where you put the slide and helps illuminate the slide for better observation f) Base- bottom of the microscope g) Arm- how you carry the microscope and it attaches the tube to the base...
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...Observing Bacteria and Blood Student Jamie Chrostowski Lab 1 – Due 2/15/15 Microbiology DL1, Professor Newton Abstract: The different objectives of a microscope allow for a range of observations. At the highest objectives, the resolution can easily be lost which is why the oil immersion lens is used to minimize refraction. While observing specimens, both dead and active, their shapes and arrangements can be observed. This allowed for hands on learning, observation, and identification of the bacterial shapes and arrangements. At the 10x magnification, generally the slides showed tiny dots or it was difficult to properly make any identification. At 100x magnification, identification of structures was possible, such as the nucleus. Purpose: The purpose of this experiment is to gain knowledge of the functions and operations of the compound light microscope and an immersion oil lens by observing prepared slides of various bacteria slides. Learnings also included the identification and observation of various shapes and characteristics of bacteria, as well as, yogurt cultures (fresh and prepared) under a microscopic view. Procedure: Exercise 1: Viewing Prepared Slides * The first step is to assemble the compound light microscope. * Next the slides and cover slips were cleaned for dust and other particles. * Once assembled, the prepared letter “e” slide was placed on the stage and adjustments were made to the condenser, diaphragm, and course/fine adjustment knobs...
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...light through a specimen – Magnification 400-2000X • Dissecting Microscope/Stereoscope – Pass light under and on top of a specimen – View specimens in 3-D – Magnify surface features – Magnification 20-40X • Electron Microscope – Scanning Electron Microscope (SEM) • Magnification 25,000x • Photomicroscopy – Camera attached to compound light microscope – Transmission Electron Microscope (TEM) • Magnification 50,000X The Microscope Procedure for using the Microscope • • • • • Turn on light Always begin with 4X objective lens Lower stage to lowest position below objective lenses Insert slide Raise stage using coarse adjustment to find specimen, scan slide using slide adjustment knobs • Use fine knobs to achieve sharp focus • Adjust light through condenser height and diaphragm • Never use the coarse adjustment knob while using the 40X objective lens Procedure for Storing the Microscope in this Laboratory • • • • • • Turn light OFF Remove slides Raise stage Turn objective to the lowest (RED) power Wrap cord around microscope base Return microscope to appropriate cabinet Systematics • Study of biological diversity • Phylogeny = evolutionary history of a group of related organisms • Taxonomy = branch of biology concerned with naming and classifying biota into categories based on similarities and differences – Based on morphology, embryology, fossils, DNA, RNA, proteins – Taxon s. (taxa pl.) – Binomial nomenclature Taxonomic Classification • • • • • • • • Domain Kingdom Phylum...
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...400-2000X • Dissecting Microscope/Stereoscope – Pass light under and on top of a specimen – View specimens in 3-D – Magnify surface features – Magnification 20-40X • Electron Microscope – Scanning Electron Microscope (SEM) • Magnification 25,000x • Photomicroscopy – Camera attached to compound light microscope – Transmission Electron Microscope (TEM) • Magnification 50,000X The Microscope Procedure for using the Microscope • • • • • Turn on light Always begin with 4X objective lens Lower stage to lowest position below objective lenses Insert slide Raise stage using coarse adjustment to find specimen, scan slide using slide adjustment knobs • Use fine knobs to achieve sharp focus • Adjust light through condenser height and diaphragm • Never use the coarse adjustment knob while using the 40X objective lens Procedure for Storing the Microscope in this Laboratory • • • • • • Turn light OFF Remove slides Raise stage Turn objective to the lowest (RED) power Wrap cord around microscope base Return microscope to appropriate cabinet Systematics • Study of biological diversity • Phylogeny = evolutionary history of a group of related organisms • Taxonomy = branch of biology concerned with naming and classifying biota into categories based on similarities and differences – Based on morphology, embryology, fossils, DNA, RNA, proteins – Taxon s. (taxa pl.) – Binomial nomenclature Taxonomic Classification • • • •...
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...designed to be only a starting point for innovative teaching. The teaching strategies are optional, not mandatory. A teaching strategy in this guide could be a task, activity, or suggested method that is part of an instructional unit. It should not be considered sufficient to teach the competency and the associated objective(s); the teaching strategy could be one small component of the unit. There may not be enough instructional time to utilize every strategy in the curriculum guide. The 2007 Mississippi Mathematics Framework Revised includes the Depthof-Knowledge (DOK) level for each objective. As closely as possible, each strategy addresses the DOK level specified for that objective or a higher level. Suggestions or techniques for increasing the level of thinking may be included in the strategy(ies). In addition, the process strands (problem solving, communication, connections, reasoning and proof, and representation) are included in the strategies. The purpose of the suggested teaching strategies is to assist school districts and teachers in the development of possible methods of organizing the competencies and objectives to be taught. Since the competencies and objectives require multiple assessment methods, some assessment ideas may be included in the strategy. October 2007 2007 Mississippi Mathematics Framework Revised Strategies Comp. 1 2 Obj. a g Suggested Teaching Strategies Give students an algebraic expression such as 3x + 2y2. Ask them to create as many...
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...Name ___________________________________________(5 pts.) Chap 3 study Questions - You will learn and understand more if you complete these questions within 1 -2 days after lecture! Must use textbook or think it through yourself to answer some questions. What is the range of individual cell length in micrometers? 1) What do the following abbreviations stand for? m = mm= nm = 2) How many micrometers in a millimeter? How many millimeters in a meter? How many nanometers in a micrometer? To convert from one unit of measure to another, use an equivalency statement: Starting units (equivalency statement) = ending units 1) write the starting units with number 2) write the ending units 3) For the equivalency statement, put the ending units on top and the starting units at the bottom as shown below. This way the starting units cancel out and you are left with the ending units. Starting units (ending units/starting units) = ending units 4) Ask yourself which is the smaller unit: starting or ending? How many of the smaller units make up the larger unit? The unit that is smaller will be 1000 or 100 etc. The unit that is bigger will be 1. 5) Multiply to determine answer. Example: 6.8 m == ? nm Step 1 &2: 6.8 m (equivalency statement) = ____ nm Step 3: 6.8 m ( nm ) = _____ nm m Step 4: 6.8 m ( 1000 nm ) = _____ nm 1 m Step 5: 6800 nm 3) Convert the following (SHOW YOUR WORK to receive credit...
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...UTAR FHSC1214 Fundamentals of Cell Biology Trimester 1 How YOU can do well in BIOLOGY Follow the 4A’s and you can expect A’s. A ttitude • Attend ALL lectures, tutorials and practicals on time without fail. • Be attentive in class and revise your notes after class while the topic is still fresh in your mind. Why waste time re-reading 2-3 months later? • Do your assignments faithfully as they carry marks for the finals. • Come prepared for lessons (i.e. read up beforehand). • Read up beforehand before attending lectures so that you won’t be lost and wasted hours of your life week after week. • Why stress yourself out if you can avoid it? Do NOT count on last minute revision for tests and examinations, as it will be too late to catch up and seek help in areas where you may find confusing or unclear of. • Why panic before exams because you can’t find this or that? Keep separate files for lecture, tutorial and practical. File up the respective notes systematically so that you do not lose them along the semester. • Do you expect the lecturer/ tutor to be available all the time to answer your questions? It is YOUR responsibility to take the initiative to clear your doubts or satisfy your curiosity to understand certain scientific phenomena by reading up on the relevant topics. A Based on a true story… A professor at the National University of Singapore recounts how on one occasion a student consulted him days before the exam. Student:...
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...1st vaccine for rabies. Found alcohol only produced in wine if yeast was present. “Swan necked” flasks experiment for spontaneous generation. Robert Koch- Studied anthrax, Koch’s postulates (germ theory) studied and awarded for TB research. Anton van Leewenhoek- Made the 1st lens to observe living microorganisms. The lens magnified up to 300x and were free of distortion. Edward Jenner- Studied small pox. Came up with the first vaccine for smallpox. Alexander Fleming- Discovered lysozyme (an enzyme) was found in tears, saliva, and sweat could kill bacteria. What issues and types of instruments are involved in visualizing bacteria and viruses with a compound light microscope? Reflection- transmission-absorption with florescence-refraction. Condenser-is a lens that serves to concentrate light from the illumination source that is in turn focused through the object and magnified by the objective lens. iris diaphragm-regulates the amount of light on the specimen. objective lenses- magnifies ranges from 10x to 40x, ocular lenses. stage- supports the slide for viewing. focusing knobs-moves the stage up and down for focusing. total magnification- take the power of the objective (4X, 10X, 40x) and multiply by the power of the eyepiece, usually 10X. What are the differences between a hanging drop slide vs a smear in examining a microbe? Hanging drop- often is used with dark-field illumination. A drop of culture is placed on a coverslip that is encircled with...
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...This Question Paper contains 8 Printed Pages. >t~ \t'{~~ ~2. ~0{:( Set No. of Quest ion Paper N-lO(E ) (JULY, 2011) 1 1 Time : 75 minutes] [Maximum Marks : 50 • Instructions : (1) There are 50 objective type questions in this part and all are com pulsory. (2) The questions are serially numbered from 1 to 50 and each carries 1 mark. (3) You are supplied with separate OMR sheet with the alternatives (A) 0 , (B)O, (C) 0 , (D) 0 against each question number. For each question, select the correct alternative and darken the circle 0 as e completely with the pen against the alphabet corresponding to that alternative in the given OMR sheet. • From the following 1 to 50 questions, select the correct alternative from the given four answer s and darken the circle with pen against the alphabet, against the number in OMR sheet.. • Each question carries 1 mark. 1. Heritage is the .............. of the identity of people and the nation. (A) coin (B) reflection (D) mirror (C) photo Which is the most important season in India ? (A) Winter (B) Summer (C) Monsoon (D) Spring Where is "Rashtriya Manav Sangrahalaya" located? (A) Bhopal (B) Kolkata (C) Mumbai (D) Gandhinagar What is older alluvium found away from rivers called ? (A) Khadar (B) Kharabani (C) Regur (D) Bangar In which grove do we fmd many useful herbal plants ? (A) Lyngdoh (B) Dev rahti (C) Eringol Kavoo (D) Kinkari P.T.O. 2. 3. 4. 5. N -lO(E)/11 [2] 6. Which of the following minerals...
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...Biology 119, Spring 2015 Review sheet for Exam 1 The exam is worth 100 points total. It will consist of approximately 47 multiple-choice questions worth 2 point each and 3-4 short essay questions. Bring a scantron and pencil to the exam. The best way to study is to review the posted lecture notes. I suggest printing of a blank copy and filling them in referring to your book and notes as little as possible. Continue this process until you can fill them in without assistance. Exam 1 will cover chapters 1-3 and 6. 1. How long have microbes been on the planet? How has this affected the evolution of more complex species? a. Microorganisms are the foundation for all life on earth b. They have existed on this planet for about 3.5 billion years c. Over time plants, animals, and modern microorganisms evolved from them 2. Describe some of the negative impacts of microbes. d. Disease epidemics- an infectious disease that affects large numbers of people in a given area e. Chronic disease caused by bacteria i. Many disease once thought caused by environmental stressors actually caused by bacteria 1. Example: gastric ulcers a. Causative agent – Helicobacter pylori f. Examples: ii. Black Plague (Yersinia pestis bacterium)- killed 25 million Europeans between 1346-1350 iii. Influenza 1918-1919 killed more than all the wars combined iv. Cholera-vibrio cholerae ...
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...Table of Contents: FHSB 1214 FHSC 1214 Biology I Cell Biology Introduction Practical 1 Practical 1 Cell Biology Biological Studies I molecules I Practical 2 Practical 2 Cell Biology Biological Studies II molecules II Practical 3 Cell Biology Studies III Practical 4 Cell Biology Studies IV Practical 8 Cell Biology Studies VIII Practical 5 Cell Biology Studies V Practical 6 Cell Biology Studies VI Practical 7 Cell Biology Studies VII Practical 9 Cell Biology Studies IX Practical 10 Cell Biology Studies X - Experiment Description Page Writing of Lab Reports Identification of Biomolecules 5 13 Identification of Unknown Carbohydrate Solutions and Investigation of Action of Saliva and HCl in Carbohydrate Solution at Two Different Temperatures Investigation of the Effects of Catalase Concentration on Hydrogen Peroxide Decomposition 20 Synthesis of Starch Using an Enzyme Extracted from Potato Tuber Investigation of the Effects of Different Catalytic Conditions on Hydrogen Peroxide Decomposition Microscopy 27 Practical 6 Cell studies II Practical 7 Cell studies III Extraction of Cell Organelles by Cell Fractionation Determination of Solute Potential of Potato Cell Sap 47 Practical 8 Cell studies IV Effects of Different Treatments on Stained Potato Cells 64 Practical 9 Energetics I Respiration of Germinating Beans 67 Microscopic Examination of Cells at Various Stages...
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