Lab Exercise 1

The Microscope

Materials

microscope

slide: newsprint “e”

slide: three colored threads

microscope slides, clean

coverslips

lab wipes

methylene blue stain

toothpicks, flat

protective eyewear

gloves

Notes

  • Some instructors prefer to begin the lab course with a study of the body plan, as do most textbooks. If you want to do this, skip to Lab Exercise 8, Organization of the Body. Lab Exercise 41, The Rat, includes a rat dissection and Lab Exercise 42, The Fetal Pig, includes a fetal pig dissection. I chose the organization in the lab manual because I think that conceptually, study of the body plan is more logical after cytology and histology (just before the study of the first system). My students seem to do better this way.
  • Different models of microscopes vary in their structure and function. Usually, the manufacturer provides a “map” of the model(s) you are using. Consider reproducing that map for your students—perhaps with the labels covered (use white correction tape on a photocopy to use as the handout original) so they can fill them in during the lab. Consider numbering the items on your map with the corresponding numbers in the lab manual illustration.
  • Throughout the lab manual I refer to “microslides” meaning “prepared microscope slides” (I am not referring to photomicrographs but to real microscope slides)
  • If some of your students have previous experience, or are particularly adept, you may want to offer additional specimens for observation. Wet-mount slides of pond water or protozoan cultures are always interesting. You may want to have some prepared slides of simple histological specimens (adipose, areolar, compact bone) available for this purpose.
  • You may want to set out some “fun” slides such as pollen grains that will intrigue students as well as give them practice focusing at different levels.
  • There is a reproducible handout for students to record observations for optional specimens. See the “Handout” section of this guide. The handout has circles for sketching that are larger than those in the lab manual, which some students may prefer for all their sketches. The circles that appear in the lab manual are the same size as spaces given in similar lab manuals. Also, larger circles just don’t fit on the pages in Lab Reports that require many sketches.
  • Either preset the condensers (if they are adjustable) or instruct your students how to do it themselves.
  • A trinocular scope, teaching scope, or video apparatus is useful in showing students how to center, focus, and scan.
  • Some scopes are more appropriately stored with the stage and low power objective as close together as possible, rather than in the manner described on page 4 (Activity B, step 11). Check the owner’s manual for this and other characteristics unique to your scope model.
  • Use the first lab to review the material given in the lab manual’s Welcome to Anatomy and Physiology Lab section. Emphasize the directions for using the coloring plates, labeling exercises, and lab reports as you intend.
  • The left column in the Lab Report is for answers to items in the right column. This format facilitates grading of the lab report (if you grade them). Photocopy the page, then fill in the answers (given in this guide). Use your master in scoring the Lab Report quickly. This format is followed throughout the lab manual.

Answers

Fill-in

1.slide

2.revolving nosepiece

3.lamp

4.objectives

5.mechanical

6.diaphragm

7.ocular (eyepiece)

8.condenser

Multiple choice

1.e

2.d

3.a

4.b

5.b

6.a

7.b

Some answers maybe shown here with more than one correct response. You may prefer only one response, or perhaps a different response than any shown here.

Microscopic

Observations