Microscope Activity

Activity No. ___
Compound Microscope:
Parts and Function

I. Material
Compound microscope

II. Procedure
1. Draw and label the parts of a compound microscope.
2. Fill out the table below by identifying the parts and function of the microscope.

Parts of microscope Functions
I. Illuminating Parts
II. Magnifying Parts
III. Mechanical Parts



 
Activity No. ___
Using the microscope correctly

I. Materials
Microscope
Slide and cover slip
Small letter “e”
Dropper with water

II. Procedure
A. Preparing the microscope for use
1. Remove the microscope from its case by grasping it firmly on the arm and base. Put on the table with the arm facing you.
2. Wipe off the mirror and lenses with a piece of soft cloth in one direction only.
3. Align the low power objective with the body tube by turning it. A clicking sound will be heard if it is in the proper position.
4. Turn the disk to the largest opening to be able to admit enough light.
5. Look into the eyepiece while you are adjusting the mirror until a clear field of light without any shadow is obtained.
B. Preparing the slide and using the microscope
1. Place the letter “e” at the middle of the glass slide and drop a little amount of water. Cover it with a cover slip.
2. Place the slide onto the stage. See to it that letter “e” is just under the low power objective. Secure the slide on place using the clips.
3. Look into the eyepiece as you slowly move the adjusting screw. Watch for the letter to be seen in the field. Bring the letter into sharp focus.
4. Turn the revolving nosepiece to change from low power objective to high power objective. Compare the appearance of letter “e”.

III. Observation
1. Draw letter “e” as seen under:

Low Power Objective High Power Objective

IV. Analysis
1. Compare the letter “e” when viewed under LPO and HPO.
2. Why is the microscope the most important tool you will use in biology?

Laboratory Apparatus and Equipments

Activity No. ___
Laboratory Apparatus and Equipments

I. Materials
Manila paper
Marking pen
Drawing materials

II. Procedure
1. Divide the class into 5 groups then assign them to look for the different laboratory apparatus and equipments and its uses.
2. On Manila paper, draw the laboratory apparatus and equipment given by the teacher.
3. Identify, give the name and uses of each apparatus.

III. Analysis
Draw, identify and give the uses of 15 laboratory apparatus and equipments.

Biotechnology Store

Activity No. ___

Biotechnology Store

I. Materials

Clipping or actual labels of biotechnology products

II. Procedure

1. On manila paper make a collage of the different biotech-based products OR make an artistic presentation such as diorama of a sari-sari store which displays the different merchandise.

2. Analyze each products with your group mates then present your work to the rest of the class.

III. Analysis

1. What is biotechnology?

2. What are some of the examples of biotechnology-based products?

3. What should you consider in buying biotech-based products?

4. What is life without biotechnology?

5. What are Genetically Modified (GM) crops?

6. What are the potential benefits of GM crops?

7. What are the potential risks of GM crops?

8. What is your opinion on the controversy over GM crops?

Some Filipino and world famous biologist and their contributions

Activity No. 4

Some Filipino and world famous biologist and their contributions

I. Materials

Biology books

II. Procedure

1. Small-Group Discussion

a. Research and discuss among each group members some of Filipino and foreign biologist, their recognition, field of study and their contributions.

2. Reporting Back

a. Write your group’s answers by filling out the table below.

III. Analysis

Name of Biologist	Recognition	Field of Study	Contributions
Filipino Biologist
Foreign Biologist

Growth Experiment

Experiment 1

Growth Experiment

Initial Question

What are the effects of sunlight on phototropism and chlorophyll development of mongo seedlings?

What are the responses of young mongo seedlings to sunlight?

Hypothesis

I predict that sunlight affects phototropism and chlorophyll development of mongo seedlings. Mongo seedlings will grow to the direction where light can be detected and will also develop chlorophyll at different levels depending on the amount of available light.

Scope and Limitation

This experiment is conducted and limited to the effects of sunlight on phototropism and chlorophyll development of green varieties of mongo seedlings.

Experimental Design

Independent Variable: amount and direction of sunlight

Dependent Variable: growth direction and chlorophyll development of the mongo seedlings

Controlled Variable: Testing procedures, type of mongo seedlings, time plants grow & containers

To measure the dependent variable I will use a protractor to calculate the angle of seedlings’ growth direction and paper chromatography or Adobe Photoshop to quantify the green color of mongo seedlings.

Positive Control Setup: mongo seedlings fully exposed to sunlight

Negative Control Setup: mongo seedlings not exposed to sunlight

Experimental Setup: mongo seedlings partly exposed to only one direction of sunlight

Materials

30 pieces green mongo seeds, soaked overnight in tap water

48 ply 4” x 4”tissue paper damped in tap water

3 pieces empty plastic container with cover

Aluminum foil

Method

1. Moisten each 16 ply of tissue paper with tap water then place it into the cover of each plastic container. Remove excess water that may pool around the lid.

2. Distribute evenly 10 pieces of soaked mongo seeds around on each moistened paper placed in the cover of the container.

3. Prepare three plastic containers according to the following different specifications:

a. Container A – as it is

b. Container B – covered with aluminum foil

c. Container C – covered with aluminum foil but with a window slit of 1 cm x 3 cm

4. Cover the prepared mongo seeds using the prepared plastic containers.

5. Make three (3) replicates of the three setups and label it properly.

6. Place the setups near a window. Arrange the slit so that it points towards the source of sunlight.

7. Leave the mongo seedlings to grow for five days. Don’t let the seedlings dry out by moistening the paper pads every day.

8. Make a daily observation for five (5) days by measuring the length and angle of the seedlings. Then take pictures to measure the green levels of each setup.

9. To get the length, use a string and run it along the sides of the mongo seedlings’ sprout. Then using a ruler, measure the length of the string.

10. To get the green levels of the seedlings, take photos of each setup and use Photoshop.

Results and Discussions

Conclusion

Branches of Biology

Activity No. 2
Branches of Biology

I. Materials
Any drawing / art materials

II. Procedure
1. Identify the different areas of biology and their field of study.
2. Make a creative presentation of a Biology Tree which shows the diversity of different branches of biology. Name ten branches.

III. Presentation

DIFFERENTIATE LIVING AND NONLIVING THINGS

Activity No. 1
DIFFERENTIATE LIVING AND NONLIVING THINGS

I. Materials
Colored magazines
Scissor
Glue / paste

II. Procedure
1. From the magazines that you have, select pictures that you think shows characteristics of living and nonliving things.
2. Collect and separate cut-out pictures of at least five living and five nonliving things then paste them on your activity sheet. Examine your collection.
3. Make a list of specimen to be studied by preparing the table below to present your observations.
4. Determine the characteristics possesses by each specimen, based on the table. Record your answer as “YES” or “NO” or “NOT SURE” on the boxes.

III. Data and Observation

CHARACTERISTICS
Does move Does eat Does breath Does grow Does reproduce Does possess energy
SPECIMENS
Living Things
1.
2.
3.
4.
5.
Nonliving Things
1.
2.
3.
4.
5.

IV. Analysis
1. Can nonliving things demonstrate some characteristics of living things?


2. Is life possible without the interaction between living and non-living things? Why?


3. Why do you think the study of living things as in Biology, important?