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During the 1994-95 school year, the Eisenhower Regional Consortium for Mathematics and Science Education at Appalachia Educational Laboratory (AEL) conducted the Scope It Out project to provide training and technical assistance to educators in using the microscope as a learning tool in a standards-based curriculum. This publication is a compilation of selected lessons, developed by teachers involved with the project, that demonstrate using microscopes in the classroom for inquiry and experimentation. Topics include the microscope as a teaching and learning tool, assessing students using the microscope, organization and selection of classroom lessons, laboratory safety, and lessons submitted by teachers. Appendices contain sample class safety rules guidelines and references list for laboratory safety from the Tennessee Science Curriculum Framework. (JRH)

This book was written to help introductory biology teachers gain a basic understanding of contemporary bioinstrumentation and the uses to which it is put in the laboratory. It includes topics that are most basic to understanding the nature of biology. The book is divided into five sections: (1) "Separation and Identification" that includes chapters on electrophoresis, chromatographic techniques, immunologic methods, flow cytometry, and centrifugation of biomolecules; (2) "Observation" that includes chapters on advances in light microscopy, transmission electron microscopy, and scanning electron microscopy; (3) "Spectroscopy" that includes chapters on absorption spectroscopy, fluorescence spectroscopy, cross-sectional medical imaging, and infrared spectroscopy; (4) "Biological Tracing and Sensing" that includes a chapter on radionuclides; and (5) "Manipulation of Biological Molecules" that includes chapters on recombinant DNA, the polymerase chain reaction, and restriction fragment length polymorphisms. Chapter overviews, concept maps, margin notes, photos of real scientists and their students, overhead transparency masters, and an Internet bioinstrumentation web site directory are also included. (JRH)

Spanish translations of 19 of the Minneapolis (Minnesota) Public Schools' elementary school science units are presented. The materials were translated for use in a partial immersion program. Unit topics include, among others: magnets, organisms (grade 1), seeds and plants (grade 1), butterflies (grade 2), electricity (grade 3), the food chain (grade 3), current electricity (grade 5), microscopes (grade 5), estimation (grade 6), and space travel. Units are designed based on a three-stage learning cycle of exploration, concept labeling, and concept application. Unit contents vary, but generally include text, class activities, materials lists, blackline masters, illustrations, book lists, instructional hints, and related instructional materials. Most of the text and exercises are in Spanish, with some English. (MSE)

Presents lab exercises in which students use the microscope to study cells. Describes these activities as allowing students to work independently and become more proficient at microscope use. Students also gain a deeper understanding of the more invisible world of science. (Author/KHR)

Describes a simple, inexpensive modification that changes a brightfield microscope into a darkfield microscope, allowing low-contrast samples to be examined. (WRM)

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on using a stereo microscope. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) accurately naming each part of the stereo microscope, stating the function of each part, and properly handling and cleaning the instrument; (2) using the microscope to examine and study various materials and objects; and (3) using the microscope to clasify insects into groups by body structure. Each lesson contains objectives, recommended methods and locations for practice, performance criteria, equipment and supplies to perform a task, detailed step-by-step instructions for learning a task, and performance exercises. A performance test on using a stereo microscope is included. (CT)

This training manual presents material on the use of a compound microscope to analyze microscope communities, present in wastewater treatment processes, for operational control. Course topics include: sampling techniques, sample handling, laboratory analysis, identification of organisms, data interpretation, and use of the compound microscope. This manual contains 26 chapters including reading material, laboratory activities, and selected references. Prior experience in microscopy is not necessary. (CO)

A sequel to the booklet "A Review of the Different Types of Instructional Materials Available to Teachers and Lecturers," this booklet begins by looking at the various ways in which linked audio and still visual materials can be used in different instructional situations, i.e., mass instruction, individualized learning, and group learning. Some of the most important types of systems are then examined, including systems that link audiotapes with textual materials, sequences of slides, or photographic prints, and such combinations as tape-model, tape-microscope, and tape-realia. The main uses of each of these systems are identified and guidelines are provided for the design and production of the various components. Samples from scripts for audiotapes designed for use with a workbook and with slides are included, as well as a model of the design and production process for a tape-slide program and an annotated list of four items recommended for further reading. (MES)

The first section of this guide contains detailed instructions on how to stage a Microscopic Explorations Festival and an overview of learning station activities that can be used during such an event. The main section of this guide provides concise instructions for setting up each of the festival stations. For each station there is an overview, materials list, information on how to set up the station, and ideas for further exploration. Suggestions for providing closure to the festival are detailed and a resource section that provides curricula to enable pursuit of other scientific topics related to microscopy and optics is included. This unit can stand alone or be used as a starting point to further study of related topics. (DDR)

Provides lesson plans for grades one to three science, grades two to six social studies/Italian, grade three reading/language arts, grade four and five reading/language arts/social studies, grade five art/social studies, and grades five and six social studies. Lists print and nonprint resources and discusses library media skills and subject area objectives, instructional roles, activities, procedures, evaluation, and follow-up. Includes activity sheets. (PEN)

This monograph presents an auto-tutorial unit that deals with the basic techniques involved in the use of the microscope. It can be used with high, medium or low level achieving students. No prerequisites are indicated. The Behavioral Objectives listed are aimed toward the students' recognition of the major components of the scope and the students' ability to focus the scope at any magnification within the capabilities of the microscope. Equipment and materials included in the packet are: (1) Student Script, (2) Student Guide, (3) Vocabulary List, and (4) Evaluation Form. Materials which must be made available to the student include (1) a glass slide with a printed letter taped to it and (2) a Bausch and Lomb Academic 255 Zoom Microscope. Time suggested to complete the lesson is 15 minutes. (EB)

Describes two methods for rearing small aquatic invertebrates using submerged surfaces in an unfiltered current of water where fish are present. Presents suggestions on how to use the invertebrate communities in the classroom. (JRH)

Describes a method to examine preparations of rocks in thin sections between crossed polaroids using a converted biological microscope or a homemade polariscope. (JRH)

Describes the function of the various parts of the microscope and their integration in the formation of an optical image. Presents a procedure for setting up a microscope to obtain maximum resolution and contrast for each objective lens at all magnifications. (JRH)

Explains the scanning, tunneling microscope and its use in high school science instruction. (PR)

Provides strategies for adapting microscope activities for students with disabilities. The following factors are considered: (1) mainstreaming strategies; (2) laboratory techniques; (3) observing and classifying; (4) vocabulary and terminology; and (5) safety. (ZWH)

This laboratory manual on microbiology begins with an introduction relating the study of microorganisms to health occupations education and stressing the importance of teaching critical thinking. The introduction is followed by general instructions for the use of the manual and an illustration of hand washing procedures. The 13 laboratory exercises are on the following topics: use of microscopes; characteristics of microorganisms; microorganisms in the environment; slide stains (simple, the Gram method, negative, and special); suspended droplets; test of movement in agar; characteristics of bacteria; culturing media; disinfectants; and tests of susceptibility to antibiotics. Each exercise includes some or all of the following: background information, objectives, equipment, procedures, and illustrations. (SK)

This lesson planning guide for supplemental competencies in health education addresses the three domains of learning: psychomotor, cognitive, and affective. It can be used with any teaching method (e.g., lecture/demonstration, discussion, and small group). The guide contains units on: acute care and long-term care; cultural aspects of patient care; informed decisions about health careers; selected health care agencies and community services available; preparing items for sterilization; sterile techniques to change dressings; techniques in using and caring for the microscope; performing cardiopulmonary resuscitation; perineal care and catheter care; caring for the newborn, infant, and/or child; removing fecal impaction; routine colostomy care of selected patients; care of patients with gastrointestinal tubes; preoperative care to selected patients; postoperative care to patients in traction and/or casts; routine tracheostomy care; vaginal irrigation (douches) for selected patients; admitting, transferring, and discharging patients; and five food groups, basic nutrients, and therapeutic diets. Each lesson contains the following: introduction; learning activities; key terms; competencies; performance objectives; basic skills; basic skill objectives; instructional activities and answer sheets; instructional materials/resources; and evaluation questions. The bibliography contains nine references. (NLA)

Describes the conversion of a standard biological brightfield microscope for examination of thin sections and characterize, in detail, the use of both black and white and color photomicrography in the geological sciences. Several illustrative examples on the use of transmitted and reflected polarized-light microscopy to solve geological problems are presented. (Author/PR)

Presents an activity in which students use microscopes and digital images to examine Elodea, a fresh water plant, before and after the process of plasmolysis, identify plant cellular structures before and after plasmolysis, and calculate the size of the plant's vacuole. (ASK)

Explains how to apply India ink to observe phagocytosis and vacuole formation in Tetrahymena. Recommends this experiment for introducing students to microscope use. (YDS)

Discusses the benefits of videomicroscopy and explains how a simple camcorder-microscope setup can be used as a less expensive alternative. (PR)

Describes an activity having students use a microscope to observe the "hooks" and "loops" found in Velcro and on the seeds of the cocklebur plant. (PR)

Presents hands-on science activities using inexpensive, hand-held microscopes and slides made from simple, readily available materials. The article describes how to introduce students to microscopes and presents directions for using the microscopes and making slides. A student page investigates fingerprints with microscopes. (SM)

Presents a technique that allows high school biology students to view materials not normally seen in the laboratory environment using a computer and videodisk technology. (MDH)