Dino-Lite Digital

Microscope

Dino-Lite AM3011 Microscope Specifications

Microscope Type

Handheld

Resolution

0.3 Megapixel, 640 x

480 pixels

Output Interface

USB 2.0

Magnification

10x-50x and 230x

Illumination

8 White LEDs
(Switchable On/Off)

Dino-Lite AM3011 Microscope Specifications

Frame rate

Up to 30fps

File format

BMP, JPEG, AVI

Certifications

CE, ROHS, FCC

Color

Silver

Software

DinoCapture - Windows
XP, Vista, 7 (32 bit, 64
bit)
DinoXcope - Mac 10.5
Leopard or higher

Dimensions

Length: 4", 1.26"

Cable: 6'

Warranty

2 Years

Details on Dinolite
Microscopes
Dinolite AM3011: 149.00
Goose neck stand: 34.00
Smaller desk stand: 34.00

How do these type types of crystals compare?

salt

sugar

If you were building a sled,

which material do you predict
would reduce frictional forces
most?

Ways to get started with the digital

microscope:
Start slow:
Remember it is a tool that extends our
senses so we can see how the microscopic
structure relate to what happens or what
exists at the macroscopic level.
Just try using / showing the technology with
what you currently do in your curriculum.
See how students respond.

Simple ways to get started:

Try methods as you engage in (the start or end of
a unit) discussion and have your students make
better observations within your current
lesson/units. This will allow you to practice using
the technology without too many new things to
think about. And help them sharpen their
observation and questioning skills.

A. Try using the microscope to engage

your students to think how the
microscopic parts might be related to
over all function of an object.
1. Just show an object related to your lesson on
the SMARTboard with the scope set up on your
desk top computer. Leave things open-ended,
record descriptions and questions. And tell the
students lets figure it out together.
Do your lessons as usual. Revisit the object
after doing the activities or lectures you
typically do. Ask the students, How do you
think or what is your hypothesis for how the
microscopic structures relate to how the system

Microscopic-macroscopic continued
OR
2. Start off with the macroscopic object- like a
flower, a rock, materials for building a sled.
a. Have students draw / describe what they know.
Look at the object of interest without any tools.
Have them explore in groups with scopes and
computers.
b. Have the students take pictures and describe
what they see. What do they look like? Are all
the parts the same? Any questions?
c. As the students notice parts- then introduce
vocabulary and terms. So- a sort of miniinvestigation of the microscopic parts.
The students will ask WHAT IS THIS? WHY DOES
IT LOOK SO WET? ETC???

B. As you see how students respond to

the technology and the ease of use for
you, then try other thingsclassifying objects. Or investigations
related to things you already do. Again
how does the microscopic nature
relate to the macroscopic
1. What types of lessons require your
students to classify things?
Compare and contrast needles of a
pine tree with leaves of a deciduous
tree
Compare and contrast
metamorphic rocks with igneous
rocks containing the same

2. What types of experiments do you do? Check

out what happens before and after at the
microscopic level to see how it impacts the
macroscopic level.
How does the chloroplast of a leaf change when
a plant is left in the dark? Take a look at the
chloroplast of a leaf and compare.
What happens to a wooden chassis compared to
a plastic chassis on a car after it hits the wall?
What does acid do to the chalk/other types of
minerals.

Managing the technology in the classroom:

1. Use the microscopic for whole group
observations with SMARTboard OR
2. Keep a center in the classroom with one set
up. OR
3. Small Group work 6 microscopes:
Small group work on observations with 6 lap
tops in the room
Take photos and save on server for later?
Have students access images for hw
Use images in the technology lab
Take photos in class and insert into an
electronic journal
Groups could take notes electronically
in Msword or powerpoint
Groups could take notes manually and
then complete the journal in the

Example of a structured observation

prompt from a digital journal of a
powder.
We estimated ____flour particles
Flour at high
power

fit in a grid square because..

The shape of flour particles is

The color of flour particles is

Other details we noticed that will

help us identify flour.
Students could type in group ideas. Also you could print these out
and then have them type ideas in as part of their technology course.

Quantifying and measuring: Using 1 cm 2

grid on acetate with object placed on top or
over the top of the grid paper.

Mary Hatton
Endicott College
School of Education
Contact Information:
Email:
mhatton@endicott.edu
Phone: 978-821-5297