cells and microscopes - white plains middle school · cells. in fact in _____, hook observed a thin...

White Plains City School District

Cells and Microscopes Name __________________________________

susanlevin [Pick the date]

1

Name___________________ Period __________________

What is a cell?

A cell is the _____________________ in any organism. They are also

the building blocks of ___________. One of the first people to

observe cells was ____________________________. But without

microscopes, Hook couldn't have made history.

____________________ made it possible for people to learn about

cells. In fact in __________, Hook observed a thin slice of a cork with

a compound microscope he had built himself. About the time that Hook

made his discovery, _______________________ also began to

observe tiny objects.

Cell Theory:

1. All living things are made up of ________________________.

2. Cells are the basic building blocks of

_______________________________.

3. All ________________ are produced from other

_____________________.

3

Strategies for Learning from Your Science Textbook

You will be learning from reading for the rest of your life. These

strategies will help you learn and remember information in every area.

Directions: Look at the textbook copies and answer the questions

Strategy 1:

Get an idea what the text is about by reading the title and thinking about

what you know about the subject.

What is the title?

_________________________________________________

What do you already know about this subject?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Strategy 2: Look at the all pictures and diagrams and read the captions.

What do the pictures and diagrams show that you will be learning about?

_______________________________________________________

_______________________________________________________

_______________________________________________________

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_______________________________________________________

_______________________________________________________

_______________________________________________________

Strategy 3: Read the Subheadings which are smaller titles which tell you

what each section will be about.

List them here – with an idea about what each section will be about

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Strategy 4: Read the Guide for Reading. It is to the right of the first

BIG letter under the Discover Box. It will give you an idea of the most

important questions you need to be able to answer from the reading.

What questions do you need to answer from this reading?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

5

_______________________________________________________

_______________________________________________________

_______________________________________________________

Strategy 5: Under the Guide to reading is the Reading Tip. This will

tell you how to best organize notes to remember and study the

information.

What is the reading tip in this section?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Now you are ready to START reading the section. Take your time to

always do strategies 1-5 to get the most out of your reading.

Strategy 6: As you are reading, pay attention to the bold words. They

are important. You can also use them with the subheadings to skim to get

to a section that you are interested in.

Strategy 7: Checkpoints. Checkpoints are at the end of each section.

Stop at each checkpoint to make sure you know the answer. If you don’t

know the answer, go back and read the section again. If you still have

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trouble, ask for help. Read the up to the first checkpoint. What is the

answer to the first checkpoint?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Strategy 8: Section Review – At the end of the section these questions

will help you check that you understood the reading.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Strategy 9: At the end of each chapter there is a Chapter Study Guide

and Chapter Assessment. The study guide will sum up the most

important information in the chapter and the assessment will help you

check your understanding. Sometimes we do not complete every section

of the chapter, but these parts are organized into sections, so it is easy

to review the parts we did.

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Discovering Cells

Directions: Read “Discovering Cells” and answer the following questions.

1. What are cells?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

2. Why didn’t anyone know cells existed until 1590? What made it

possible for cells to be studied at that time?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

3. What is the difference between a compound microscope and a simple

microscope?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

4. Who named cells and what did he name them after?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

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5. Anton von Leeuwenhoek looked at teeth scrapings under a microscope.

What did he discover?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

6. There are three parts to the Cell Theory. What are they?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

7. What is resolution? Why is it important?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

8. Why are electron microscopes better than the light microscopes we

used in our classroom?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

11

Name: ________________________ Date: ___________________ Period: ____

______________________________________________________________ Topic or Text Title + Source

Questions Notes (Fragmented bullets okay!)

Summary of most important ideas (TS/DE/CS):

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Name: _____________________________ Date: ___________________ Period: ____

______________________________________________________________ Topic or Text Title + Source

Questions Notes (Fragmented bullets okay!)

Summary of most important ideas (TS/DE/CS):

15

Assignment Discovery: Cells

1. The building blocks of life are __________________.

2. Every few hours cells ___________________. They don’t get

bigger, they just ___________________________.

3. Before the invention of the __________________nobody knew cells

existed.

4. Robert Hooke named the small room-like structures _____________.

5. Robert Brown noticed that all plants were made of cells and contained

a dark blob like structure that he called ________________.

6. Theodor Schwann and Mattias Schleiden came up with the surprising

idea that cells are _________________!

7. An amoeba is a simple living organism made from

_________________cell.

8. The cell membrane acts as a ___________________.

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9. The control center of the cell is the _______________________.

10. Chemical reactions that keep the cell alive take place in the

_________________.

11. The strong outer covering of the plant cell is called the

_______________________.

12. The leaves of the plant turn water, carbon dioxide, and sunlight into

______________.

13. The structure of the plant cell that captures the sun’s energy is called

the _____________. They make the leaves __________________.

14. Cells in different parts of an organism are designed to do different

_________.

15. The human ______________ is made up of 70 million million cells.

16. The longest cells in the human body stretch from _____________ to

_______________.

18

The Parts of a Microscope

THE EYEPIECE: Where you place your eye.

BODY TUBE: Connects the eyepiece to the objective lenses.

ARM: This attaches the eyepiece and the body tube to the base.

BASE: The bottom platform for the microscope.

REVOLVING NOSE PIECE: The rotating part that holds the objective lenses.

THE STAGE: The platform where you would place the slide.

STAGE CLIPS: Metal clips that hold the slide securely on the stage.

DIAPHRAGM: An adjustable opening under the stage, allowing different amounts

of light onto the stage.

LIGHT SOURCE: Used to reflect the light upward onto the slide.

COARSE FOCUS ADJUSTMENT KNOB: The larger knob that moves the body

tube or stage up and down and focuses the image. It is only used on low power.

FINE FOCUS ADJUSTMENT KNOB: The smaller knob that is used for fine

tuning the focus on low power, and focusing the image on medium and high power.

Objective Lenses: The lenses that magnify (make bigger) your specimen.

1) HIGH POWER OBJECTIVE LENS: 40X

2) MEDIUM POWER OBJECTIVE LENS: 10X

3) LOW POWER OBJECTIVE LENS- 4X

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Name: __________________________________ Date: _____________

Word Bank

eyepiece nosepiece body tube stage base light source stage clips fine adjustment knob coarse adjustment knob diaphragm objective lenses arm

20

Parts of a Microscope Directions: Read each paragraph. Find and highlight the answers to the questions

below the paragraph. Write the answers to the questions.

Before the microscope was invented, people thought there was

nothing smaller than the smallest things that could be viewed with the

human eye. Then early microscope designers like Robert Hooke changed

all that. Robert Hooke made a microscope out of two lenses placed at

opposite ends of a long tube. The tube was attached to a stand, and an oil

lamp provided light. Hooke also added a mirror to focus the light onto the

object being examined. He used his microscope to magnify visible things

like fleas.

1. Who made the first compound microscope?

2. Describe Hooke’s microscope.

Today, most microscopes are called compound light microscopes,

and use two lenses for greater magnification. The upper lens is called the

ocular lens or eyepiece, and the lower lens (or lenses, as there may be a

choice of sizes) is called the objective lens. Label and Color the ocular lens light blue. Most eyepiece lenses are 10X magnification. The

magnification of each objective lens will be marked on the side of the

objective. To determine the total magnification, multiply the eyepiece

power (10X) times the magnification of the objective you are using.

3. Why are today’s microscopes called compound scopes?

4. What is the upper lens called? What is its magnification?

5. How is TOTAL magnification determined?

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Always begin focusing a microscope on the lowest power and then move

to the next higher power and refocus. Label and color the low power

objective pink and the high power objective red. The eyepiece is at the

top of the body tube. Label the body tube. The objective lenses are

located on a revolving nosepiece at the bottom of the body tube. Label and color the nosepiece brown and the body tube orange.

6. How should you always begin focusing?

7. Where are the objective lenses located?

When an image is formed, it is actually magnified twice. First, the

image is formed at the bottom by the objective lens. Then the image is

projected through a tube and magnified again by the eyepiece at the top.

The image is always upside down, so what you see through a microscope

shows up as the opposite of what you are doing. Any movement of the

object also shows up in the opposite way. When you move an object to the

right, it appears to move to the left, and when you move it up, its image

moves down. Use black arrows to show the pathway that light takes

through the microscope to your eye.

8. How does the image appear to your eyes?

9. If you want the image to move to the left, how must you move the

slide? Explain why.

When setting up a microscope, be sure to carry the scope with two

hands. Place one hand under the base and the other hand on the arm.

Label the arm and base. Make sure that the microscope is away from the

edge of the table and that the electrical cord is on the table so that it

can't be accidentally caught and pull off the microscope. Uncover the

microscope and turn on the light source.

10. How should a microscope be carried?

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11. Where should the scope be placed on the counter and what

should be done with the electrical cord?

To use a microscope, you need to place a slide or a specimen on the

stage. Label the stage and color it light green. You should make sure

that the slide on the specimen is sitting over the hole in the stage. Stage

clips hold the slide in place on the stage. The mirror or light source,

under the stage, will reflect the light source you are using to light up your

specimen. Label and color the light source or mirror violet. For safety

reasons, you should never use a microscope in direct sunlight. This could

hurt your eyes. Locate the diaphragm directly under the stage. This may

be a rotating wheel with different size holes or a lever that moves back

and forth. Label and color the diaphragm dark purple. While looking

through the eyepiece of your microscope at your specimen, adjust the

diaphragm to get the right amount of light coming through the

microscope.

12. Where are slides placed on a microscope?

13. The ________________ under the stage is used to adjust

the amount of light. (Hint: not the light)

Place a microscope slide with your specimen on the stage under the

stage clips to hold the slide in place. Label the stage clips. Look

through the eyepiece to see the specimen. If your microscope has more

than one objective lens, start with the low power objective to get the

clearest and largest view of the specimen. To focus on low power, raise

the stage all the way to the top using the coarse adjustment knob

(larger). Look through the microscope at your specimen and turn the

coarse adjustment knob until the image is clear. Remember that you

always need to keep both eyes open while looking into the microscope,

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because this will help you to avoid a painful condition called eyestrain.

After the image is clear on the lowest power, turn the nosepiece to the

next highest power and focus the image using the fine adjustment knob

(smaller). Label and color the fine adjustment knob black. Label the

coarse adjustment knob. Once you are finished with your microscope,

remove the slide, return the scope to low power, and turn off the light.

14. What holds the slide on the stage?

15. What object and knob do you start with when focusing your

scope?

16. When do you use the fine adjustment?

Label and Color the Parts of both microscopes!

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Review Questions:

1. What is the difference between ocular and objective lenses?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

2. What part of a microscope helps adjust the brightness of an image?

_______________________________________________________

_______________________________________________________

3. How should a microscope be carried?

_______________________________________________________

_______________________________________________________

_______________________________________________________

4. The ocular and objectives are found at the top and bottom of what

part of a microscope?

_______________________________________________________

___________________________________________________

5. When focusing on low power, which knob is used to get a clear image?

_______________________________________________________

_______________________________________________________

6. Where are slides placed on a microscope?

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_______________________________________________________

_______________________________________________________

7. How are slides held in place?

_______________________________________________________

_______________________________________________________

8. The fine adjustment knob is used to focus an image only on what

power(s)?

_______________________________________________________

_______________________________________________________

9. The microscope you are coloring and labeling is what type of

microscope?

_______________________________________________________

_______________________________________________________

10. What should be done whenever you are finished using a microscope?

_______________________________________________________

_______________________________________________________

11. What is the total magnification if the microscope is on low power

(4X)?

_______________________________________________________

_______________________________________________________

12. What would be the magnification, if you were using a 40X objective?

_______________________________________________________

_______________________________________________________

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Practice naming the parts:

27

Mrs. Levin Science 6

Using a Microscope: Drawing to Scale

Drawing to scale from the computer:

Low Power Medium Power High Power

1. How many cells are in the “field of view” under Low Power? _______

2. How many cells are in the “field of view” under Medium Power? _______

3. How many cells are in the “field of view” under High Power? _______

4. As you increase the power, what happens to the detail?

___________________________________________________________

___________________________________________________________

5. As you increase the power, what happens to the field of view (the amount of

the specimen you can see)?

______________________________________________________________

______________________________________________________________

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Total Magnification

Since BOTH the _______________ and the ________________________ magnify, we need to calculate the total magnification. Total magnification is found by multiplying the ________________________ magnification by the _______________________________. M

t = M

e x M

o

EYEPIECE POWER

Me

OBJECTIVE POWER

Mo

TOTAL MAGNIFICATION

Mt

LOW 4X

MEDIUM 10X

HIGH 40X

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Name __________________ Period ________ Date _________

Moving the Slide

Movement under the microscope:

Focus on the newsprint letter “e” under low power. Then, answer the questions below.

Each student in the group should be responsible for answering at least two questions.

A. If you place the letter right side up on the stage, like this: e, how does it appear

under the microscope?

_________________________________________________________

B. What direction does the letter move through the microscope, if you move the glass

slide to the left?

_________________________________________________________

C. If you want to view an object the correct way up how should the specimen be placed

on the stage?

_________________________________________________________

D. If you move the glass slide away from you on the stage, what direction does the

letter seem to move through the microscope?

_________________________________________________________

E. If you move the glass slide to the right what direction does the letter seem to

move?

_________________________________________________________

F. What direction does the letter seem to move if you move the glass slide toward

you on the stage?

_________________________________________________________

30

Drawing letters to scale:

Under low power, focus clearly on the newsprint letter “e”. Center and focus image.

Turn to medium power, center and focus image. Turn to high power, center and focus

image. Without moving the slide, turn back to low power and draw what you see to

scale under all three powers:


If you have extra time observe a human hair under the microscope and draw to scale

what you see:


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Name: ________________________________ Date: _______


Using the Compound Microscope

Objective: During this lab you are going to be using the compound

microscope to examine sixteen slides of various specimens.

Procedure: Underline what you need to record.

1) Properly prepare to use the microscope (see next page).

2) Place one slide on the stage and observe it under low power. Then

observe the specimen under medium power and then under high power.

3) Record the name of the specimen in one of the drawing boxes. (6pts)

4) Record the best magnification for observing the specimen. (6pts)

5) Record the total magnification (eyepiece magnification x objective

magnification). (6pts)

6) Make a scale drawing using the magnification power your group found

to be best. (6pts)

7) Color the drawing. (6pts)

8) Repeat steps 1-8 using a different slide.

9) Circle your 5 best illustrations.

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Steps to Using a Microscope

1) Turn on the light source.

2) Set the microscope to the low power objective.

3) Turn the coarse focus adjustment to get the stage as far away from the body

tube as it can be.

4) Place a slide on the stage and gently secure the slide with the stage clips.

5) Make sure that the specimen to be viewed is over the hole in the stage.

6) While looking through the eyepiece, slowly turn the coarse focus adjustment

until the specimen becomes clear within the field of view. It is very important that

you have patience while you are trying to find the specimen. Work slowly and

carefully and you will be successful.

7) Use the fine focus adjustment to maximize the clarity of the specimen.

8) Adjust the diaphragm to allow the desired amount of light onto the stage.

Brighter is not always better.

9) If you decide it is necessary, switch to the medium power objective. Do not

touch the focus knobs before you switch objectives. After, you switch objectives,

you may have to adjust the focus slightly.

10) If you decide it is necessary, switch to the high power objective. Do not touch

the focus knobs before you switch objectives. After, you switch objectives, you

may have to adjust the focus slightly.

- Remember, never go directly to high power from low power. Use medium

power first.

- Be VERY careful when using high power. If you focus carelessly or too

quickly, you may punch the objective through the slide.

***Other microscope tips***

- Remember, when you move the slide on the stage, the image moves the opposite way! - Never touch the eyepiece or objectives with your fingers. You may get dirt on them or smudge them, making it difficult to get a clear image of your specimen.

33

- Don’t touch the light source (if you have one instead of a mirror). It can get very hot.

- Act maturely around the microscopes. Remember, they are the most expensive piece of equipment we will use this year.

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Specimen Name: _______________________

Ideal objective for observation: ___________

Total Magnification (Eyepiece x Objective):

____________________________________

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________

Ideal objective for observation: _________


____________________________________

Specimen Name: _______________________



____________________________________

35

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

36

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

37

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

Specimen Name: _______________________



____________________________________

38

Na_______________________________ Date: ____________


Steps to Using a Microscope Jumble

Directions: Here is a list of the steps to using a microscope, but they

are out of order. Write the letters on the lines at the bottom of the

page in the order that they should appear.

a) While looking through the eyepiece, slowly turn the coarse focus

adjustment until the specimen becomes clear within the field of view.

b) Place a slide on the stage and gently secure the slide with the stage

clips.

c) If you decide it is necessary, switch to a higher power objective.

d) Turn on the light source.

e) Use the coarse focus adjustment to get the stage as far away from

the objectives as it can be.

f) Use the fine focus adjustment to maximize the clarity of the

specimen.

g) Make sure that the specimen to be viewed is over the hole in the

stage.

h) Set the microscope to the low power objective.

Write the letter before the steps in the correct order

____ ____ ____ ____ ____ ____ ____ ____

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Name _____________ Period _________Date _______________

Cell Project

We have been viewing actual cells under a microscope, labeling and

drawing cell diagrams, and discussing the functions of several important

cell structures. Unlike the drawings on a page, a cell is a three

dimensional object, like a blown-up balloon or a ball.

Task: You will demonstrate your knowledge of cell structures AND

their functions by making and presenting a three-dimensional cell.

Ideas were presented in class and are linked on my web page. Some

ideas include a clay cell, edible cell, cell mobile and shoe box cell.

Remember, it must not be FLAT! It must be 3–D. Please see the

attached rubric for grading guidelines.

Your homework tonight is to decide with your parents/guardians which

cell model you will make. You must turn in the slip at the bottom of this

page. --------------------------------------------------------------------------------

I will be making a 3 dimensional cell model. I understand the cell model is

due _____________________________.

My cell model will be

o Edible Cell

o Clay Cell

o Cell Mobile

o Shoe Box Cell

o Other - ________________________________ Student Name: ____________________Period: ____

Parent/Guardian Signature: ______________________

40

Cell Project Assignment Sheet

Task: You will make a three dimensional (not flat) model of a plant or an animal cell.

You may use your creativity but you must show three dimensions.

MODEL: You must use materials which represent the structures of each part of

the cell. The materials must appropriately represent the size and shape of the

structures and organelles. The materials and organelles on the model must be

located in the proper location of the cell.

These cell parts must be present:

Cell membrane

Cytoplasm

Nucleus

Vacuole

Mitochondria

For a plant cell you must ALSO include:

Cell wall

Chloroplasts

KEY: You must include a key. The key must be neat. The key must clearly define

which materials represent which specific organelle. The key should be typewritten.

The information on the key should be spelled correctly.

PRESENTATION: The presenter will clearly explain his or her choice of materials.

The presenter will be able to tell why each material represented its organelle. The

presenter will speak clearly, loudly, and with eye contact.

Project Due Date ___________________________

41

Cell Project Grading Rubric

Any projects handed in late will be docked a full letter grade for every day it is overdue.

8 points 8 points 4 points

Accuracy of Cell Structures

All cell structures and

organelles are

represented.

[-2 points for each structure/organelle that is missing from the model.]

All materials appropriately

signify the size, and in

some cases, the shape, of

the structures and

organelles. All materials

demonstrate three

dimensionality.

[-2 points for each organelle which is an

inappropriate size or shape in respect to the rest of

the model.]

All materials are located in

the appropriate location on

or in the cell model.

[-2 points for each organelle that is located

incorrectly (i.e. if the cell membrane is located

outside the cell wall).]

5 points 5 points

Effort creativity neatness

42

6 points 2 points 2 points

Key The key is neat and clearly

defines which materials

represent specific

organelles.

[-1 point for each organelle not represented on the key. Neatness is graded

subjectively. Students will lose points for sloppiness.]

The key is typewritten.

[-2 points if the key is handwritten.]

All information in the key

is spelled correctly.

[-1 point for each misspelling on the key.]

8 points 2 points

Presentation The presenter gives a clear

explanation of material choices. The

student should be able to tell the

class why each material they used

made sense in their model. (i.e.

“Aluminum foil makes a good cell wall

since it’s hard and I was able to mold

it around the outside of the cell.”)

[-2 points for each material choice that the student is unable to

identify or explain.]

The presenter speaks loudly and

clearly.

[-2 points if the students presentation is not able to be

understood.]

43

2 Kinds of cells:

____________________ ____________________

46

Name __________________

Date __________________

Period __________________

Cells and Microscope Study Guide

Microscope:

1. Label a diagram with all 14 parts

2. Describe the job of each part of the microscope:

Eyepiece:

Body tube:

Arm:

Stage:

Rotating

nosepiece:

Stage clips:

Light source:

Diaphragm:

47

Objective lenses:

Base:

Fine focus

adjustment:

Coarse focus

adjustment:

3. How do you find the total magnification?

_______________________________________________

4. What is the advantage of using high power objective?

____________________________________________

5. Why would you use low power objective?

______________________________________________________

6. When would you use the medium power objective?

_______________________________________________

7. Order the steps to using a microscope. See “Using a Microscope”, and “Using

a Microscope Jumble” handouts.

Cells: Explain

8. All ______________________ are made of cells.

9. What are the building blocks and basic unit of all living things?

_______________________.

48

10. All cells come from

________________________________________________________.

11. Draw and label a diagram of a plant cell and an animal cell: include cytoplasm,

cell wall, cell membrane, mitochondria, vacuole, nucleus, and chloroplasts. See

journal and webpage for diagrams. Draw and label them here:

12. How did the Robert Hooke contribute to our understanding of the cell?

_________________________________________________________

_________________________________________________________

_________________________________________________________

13. What are the differences between plant and animal cells?

a.

b.

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14. Fill out the table:

Organelle or Part Structure (what it looks like and where

it is - location, shape, or size)

Function (what it does) Found in plant

or animal cell,

or both

Cell wall

Cell membrane

Nucleus

Cytoplasm

Chloroplast

Vacuole

Mitochondria

cells and microscopes - white plains middle school · cells. in fact in _____, hook observed a thin...

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