CROP SCIENCE

Exercise 3

Introduction to the Microscope

Introduction

Microscope is an instrument of fundamental importance in the study of living of study of living things. The word
comes from micro means “small” and scope “to see”. It enables one to observe objects so small that they are
invisible to unaided eyes. This is possible because the lenses in the instrument can a) enlarge or magnify, and
b) clearly the finer details of the specimen being examined, that is they have a resolving powers.

There are different kinds of microscopes depending on the usage, source of light and maximum capacity to
enlarge an object. There are two types of microscopes that are useful in the study of form and structure of living
things - light microscope and dissecting microscope. The light microscope is being used in examining thin slices
of the whole structure mounted on a slide while the dissecting microscope gives a three-dimensional view of a
whole mounted specimen.

One of the most commonly used in the laboratory, however, is the compound microscope. The compound
microscope makes use of ordinary room lighting condition, hence, is easier to move about and use. It is usually
the beginner’s microscope. The compound light microscope is an instrument containing two lenses, which
magnifies, and a variety of knobs to resolve (focus) the picture. Because it uses more than one lens, it is
sometimes called the compound microscope in addition to being referred to as being a light microscope. In this
lab, we will learn about the proper use and handling of the microscope.

Objectives

At the end of the exercise the students should be able to:

a. Demonstrate the proper procedures used in correctly using the compound light microscope.
b. Prepare and use a wet mount.
c. Determine the total magnification of the microscope.
d. Explain how to properly handle the microscope.
e. Describe changes in the field of view and available light when going from low to high power using the
compound light microscope
f. Explain why objects must be centered in the field of view before going from low to high power using the
compound light microscope.
g. Explain how to increase the amount of light when going from low to high power using the compound
light microscope.
h. Explain the proper procedure for focusing under low and high power using the compound light
microscope.

Materials
 Compound microscope
 Glass slides
 Cover slips
 Eye dropper
 Beaker of water
 The letter "e" cut from newsprint
 Scissors

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
1
 CROP SCIENCE

Laboratory Worksheet
Exercise 3. Introduction to the Microscope

NAME: ___________________________ DATE PERFORMED: _______________

SECTION: _________________________ DATE SUBMITTED: _______________
SCORE: _________________________

I. Microscope Handling
Give the name and function(s) for the numbered parts of the compound microscope.
MICROSCOPE FUNCTIONS PARTS

1.
__________________________________
2.
__________________________________
3.
__________________________________
4.
__________________________________
5.
__________________________________
6.
__________________________________
7.
__________________________________
8.
__________________________________
9.
__________________________________
10.
_________________________________
11.
_________________________________
12.
_________________________________
13.
_________________________________

I. Microscope Handling
1. Carry the microscope with both hands --- one on the arm and the other under the base of the
microscope.

2. One person from each group will now go over to the microscope storage area and properly transport
one microscope to your working area.

3. The other person in the group will pick up a pair of scissors, newsprint, a slide, and a cover slip.

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
2
 CROP SCIENCE

4. Put the eyepiece.

5. Examine the microscope and give the function of each of the parts listed on the right side of the
diagram.

II. Preparing a wet mount of the letter "e”.

With your scissors cut out the letter "e" from the newspaper. Place it on
the glass slide so as to look like (e). Cover it with a clean cover slip. See the
figure on the right. Using your eyedropper, place a drop of water on the
edge of the cover slip where it touches the glass slide. The water should
be sucked under the slide if done properly. Place the slide on the stage under
the LPO in such a way that the mounted letter “e” is in its normal reading
position and is centered over the hole in the stage. Hold the slide securely by placing the stage clips over the
ends of the slide. Then turn the coarse adjustment to gain focus.

Draw the resulting image of the letter “e” as Figure 1. Describe the appearance
and the orientation of the letter “e” as seen through the LPO. Describe the
relationship between what you see through the eyepiece and what you see on
the stage.

________________

Figure 1. Resulting image of the letter “e”

While looking through the eyepiece, observe in what direct does the image move if the slide is slowly shifted, to
what direction.
1. To the right : ____________________
2. To the left : ____________________
3. Upward : ____________________
4. Downward : ____________________

Return the letter “e” to the center of the field of view (FOV). Without moving the coarse adjustment, shift the
objective from LPO to HPO by turning the nosepiece. Be careful so as not break the glass slide. Sharpen the
focus using the fine adjustment knob. If necessary readjust the opening of the diaphragm (or aperture disc)
and the position of the mirror to improve light and contrast.

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
3
 CROP SCIENCE

Draw the resulting image you see of the letter e (or part of it) on HPO as Figure
2. Describe the appearance and the orientation.

________________

Figure 2. Resulting image of the letter “e”

5. Is there a change in the level of brightness of the FOV when the objective is shifted from LPO to
HPO? Describe the change.

6. Is there an increase or decrease in the area of the specimen seen?

7. Is the orientation of the letter “e” changed by shifting from LPO to HPO?

8. If the tail end of the letter “e” is to be viewed under HPO, where should it (the tail end) be positioned
under the LPO before shifting into HPO?

9. To ensure easier focusing, what should be done first before the HPO is swung into position?

10. When may the coarse adjustment knob be used?

11. When is the coarse adjustment knob not used?

III. Determining Total Magnification

1. Locate the numbers on the eyepiece and the low power objective and fill in the blanks on the laboratory
worksheet.
2. Do the same for the high power objective.
3. As well as for the oil immersion objective.

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
4
 CROP SCIENCE

Determining Total Magnification:

1. Eyepiece magnification (X) Objective magnification = Total Magnification

______________ ______________ _____________X
2. Eyepiece magnification (X) Objective magnification = Total Magnification
______________ ______________ _____________X
Eyepiece magnification (X) Objective magnification = Total Magnification
3. ______________ ______________ _____________X

4. Write out the rule for determining total magnification of a compound microscope.

Questions
1. State 2 procedures which should be used to properly handle a light microscope.

2. Explain why the specimen must be centered in the field of view on low power before going to high
power.

3. A microscope has a 20 X ocular (eyepiece) and two objectives of 10 X and 3 X respectively:

a.) Calculate the low power magnification of this microscope.
Show your formula and all work.

b.) Calculate the high power magnification of this microscope.

Show your formula and all work.

4. In three steps using complete sentences, describe how to make a proper wet mount of the letter e.

5. Indicate and describe a major way the stereomicroscope differs from the compound light microscope in
terms of its use.

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
5
 CROP SCIENCE

Exercise 4

OBSERVATION OF PLANT CELLS

Introduction

One of the first scientists to look at cells under a microscope was an English scientist by the name of Robert
Hooke. He viewed and described the appearance of cork under the microscope and decided to name the tiny
box-like structures that he observed “cells” because they looked like the small chambers where monks lived. By
the early part of the 19 th century, it was accepted that all living things are composed of cells. Cells come in a
variety of shapes and sizes, and cells perform different functions. Although cells may appear outwardly different,
they resemble each other because they share common structures.
Cells are the smallest units of living things and are the units of structure and function of an organism. As functional
units, they reflect the abilities of the organism as a whole. Some simple kinds of organisms consist of individual
cells, but many of the organisms with which we are most familiar are multicellular. Multicellular organisms usually
are composed of several different kinds of cells, each having specific characteristics that relate to its function.
The cells of the Eubacteria and Archaea are small and simple, and they lack a nucleus. These cells are called
prokaryotic cells. The cells of the Eucarya all have a nucleus and other kinds of structures called organelles
within the cell. This type of cell is called a eukaryotic cell.

Objectives

During this lab exercise, students should be able to:

1. Prepare a temporary wet mount of sections of onion membrane, view the specimen through a
microscope, identify common structures, and make a three-dimensional drawing of a typical onion cell.
2. Observe the cell of Rhoeo spathacea

Materials
Onion
Dissecting kit
Microscope
Tooth pick
Rhoeo spathacea

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
6
 CROP SCIENCE

WORKSHEET
Exercise 4. Plant cells

NAME: ___________________________ DATE PERFORMED: _______________

SECTION: _________________________ DATE SUBMITTED: _______________
SCORE: _________________________

1. List two structural differences between prokaryotic cells and eukaryotic cells.

2. List two structural differences between plant and animal cells. How are these structural differences
related to the ways the cells function?

Drawings

Onion Cell Rhoeo spathacea

LPO: ________________ LPO: ________________

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
7
 CROP SCIENCE

Onion Cell Rhoeo spathacea

HPO: ________________ HPO: ________________

STEM CROSS SECTION

MONOCOT ________________ DICOT ________________

ROOT CROSS SECTION

MONOCOT ________________ DICOT ________________

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
8
 CROP SCIENCE

LEAVES CROSS SECTION

MONOCOT ________________ DICOT ________________

Answer the following questions in complete sentences

1. How does the shape of the onion cells differ from that of Rhoeo spathacea?

2. In class and in your reading you learned that one difference between plant and animal cells is that plant
cells contain chloroplasts. Were any chloroplasts visible in the onion cells? Why or why not? Explain
your reasoning.

LABORATORY EXERCISES
Prepared and compiled by: AJMMaceres and MMaceres
9