General

Biology
1
Learning Material

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 Lesson 1: The Microscope
Label the picture below on the internal and external parts of a plant

Follow up questions:

1. What are the common parts that you have labeled?

2. What will use you use in order to identify the internal parts of a plant?

Concept
Magnifying lenses are very inexpensive and easy to obtain nowadays.
Roger Bacon (1214-1294) an English scientist was the first to describe the use of
lenses as spectacles. A short time later, this idea was used to produce
eyeglasses. The invention of spectacles eventually led to the development of
microscope.

Historically, the microscope had its beginnings in 1590 when Dutch

eyeglass maker Zacharias Janseen conceived the idea of combining two
lenses into an optical device, producing the first compound microscope.
Galileo (1564-1642) was also given credit when he modified his famous
telescope into a microscope. However, the most famous design was
constructed by Anton Van Leeuwenhoek (1632-1723). His microscope
consisted of small plates with holes that held a lens. The specimen was placed
on glass and moved by a screw device until it was focused under the lens. The
entire apparatus was only one by two inches in size. One reason for the great
success of van Leeuwenhoek’s design was that it allowed light to pass through
the specimen.

The compound microscope, using a system of lenses, was further refined

by the addition of condensers, lights, mirrors, and diaphragms. At present,
there are many types of microscopes; the most common is the compound
microscope while electron microscope is considered as one of the most
powerful microscope.

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 At present, the microscope used in the laboratories is a compound
bright field microscope. Compound means that a specimen positioned
properly on the stage of a microscope and illuminated by a light source will be
magnified by two –lens system. The image formed by the objective lens will be
magnified again by the ocular lens system; therefore, the magnification is
compounded. The term bright field refers to the fact that magnified objects
appear as dark objects against a bright background. Sufficient contrast must
exist between the magnified object and the bright field background for the
objects to be visible. (Adapted from: Laboratory Manual General Biology;
Arche et. al 2010)

Parts of a compound microscope

A. Mechanical

1. Base-horseshoe structure which supports the whole weight of the

microscope.
2. Pillar- this arises from the base and forms a short column that joins a curve
structure, the arm
3. Arm- that part used in holding the microscope
4. Tube- also known as body tube. This is a hollow cylinder bearing the two
separate lens systems, the objective at the lower end and the eyepiece
at the upper end.
5. Inclination joint- the point where the pillar is joined to the arm. This
permits tilting the instrument at any desired angle.
6. Revolving nosepiece- this is attached to the lower end of the tube, to
which the objectives are attached.
7. Dust shield- above the revolving nosepiece; it protects the objective
from dust.
8. Stage- a small square piece where the slide to be examined is placed.
9. Stage aperture- a central opening of the stage where light rays reflected
by the mirror pass through.
10. Stage clips- these are on the stage to hold a slide securely in position.
11. Diaphragm- this serves to regulate the amount of light admitted to the
specimen. These are two types:
a. Iris- mounted immediately beneath the stage aperture. A lever
regulates the opening and closing of this type of diaphragm.
b. Disc- mounted similarly as the iris diaphragm; it is form of plate with
several circular openings of varied diameters.
12. Adjustment screws- these raise and lower the body tube and the lenses.
They include

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 a. Coarse-adjustment knob-the larger screw which moves the tube
faster and gives an approximate focus of the specimen; used
together with low power objective to locate the specimen.
b. Fine adjustment knob- the smaller screw which moves the tube
slower and gives a sharper focus of the specimen; usually used
together with the high power objective to examine further the
details of the specimen.

B. Optical

13. Mirror- this is screwed to the pillar, and is usually two faced, one face is
plane and the other concave. This catches the light and reflects it
toward the specimen.
14. Condenser (maybe absent)- secondary lens for focusing light rays upon
the specimen.
15. Ocular or eyepiece- that part where one looks through when the
specimen is viewed. The eyepiece lens system magnifies the image
formed by the objective.
16. Objectives- The objectives contain several small lenses. These lenses first
and mainly magnify the specimen.
a. Low-power objective(LPO)- with this, a larger field is obtained and
gives the outline of the specimen to be observed. LPO is usually
marked 10x, some may have 12X or 15X.
b. High-power objective (HPO)- with this, a greater magnification is
obtained and details of the structure can be studied. HPO is
usually marked 40X, some may have 43X, 45X or 60X.
Some microscopes have three to five objectives which include:
c. Oil-immersion Objective (OIO)- this is used to magnify
microorganisms such as bacteria. It has a magnifying power of
97X or 100X. OIO requires the use of special immersion oil.
d. Scanning/scanner objective (SO)- with this a much larger field is
obtained and gives a full outline of the specimen. The scanner is
usually marked 4X some may have 3x or 5X.

Magnification in the compound microscope is obtained by a series of

two lens systems. The lens system nearest the specimen (objective) magnifies
the specimen and produces a real image. The ocular or eyepiece lens system
magnifies the real image yielding a virtual image that is seen by the eye.

Learning Competency
➢ Explain the postulates of the cell theory (STEM_BIO11/12-Ia-c-1)
➢ Describe the structure and function of major and subcellular organelles (STEM_BIO11/12-Ia-c-2)

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 DEPENDENT TASK

Label the parts of the microscope.

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 Kinds of Microscope
Below are the various types of microscopes that have been constructed to
achieve better means of making observations. Microscope types vary
depending on their source of lighting, viewing dimensions and capacity to
magnify the object.

a. Light microscope-uses ordinary or surrounding light where visible light is

passed through glass lenses. The lenses refract the light in such a way
that tha image is magnified as it is projected into the eye.
b. Dark field microscope- utilizes a special condenser that causes light to
reflect off the specimen at an angle rather than pass directly through it.
The object here appears bright against a black background.
c. Phase-contrast microscope- uses special condensers that accentuate
small difference in refractive index (ability of medium to deflect light) by
converting these striking brightness differences in the visible image of the
cell.
d. Nomarski microscope- operates essentially like phase-contrast
microscope but with a much greater resolution and a very short depth
of field. They produce a nearly three-dimensional image.
e. Epiflourescence microscope- uses ultraviolet light to excite molecules
within the specimen or dye molecules attached to the specimen. These
molecules emit different wavelengths, often brilliant colors.
f. Electron microscope-uses a beam of electrons instead of a beam of light
and electromagnets instead of glass lenses for focusing.
a. Transmission Electron Microscope (TEM)-uses electromagnets as
lenses to focus and magnify mainly the internal ultra structure of
cells.
b. Scanning Electron Microscope (SEM)- a specimen is coated with a
metal. The electron beam is scanned or swept over this coating to
form a three dimensional image.

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 DEPENDENT TASK

Give the specific function of each of the following types of microscope.

Complete the table below.

Type of Microscope Specific Use

a. Dark field microscope

b. Phase-contrast microscope

c. Epifluorescence microscope
d. Electron microscope(Scanning
and Transmission)

The Care of the Microscope

Successful microscopy requires skill and the proper care of the
instrument. With considerable care, it will certainly last a long time, but a single
bit of carelessness may ruin it. Every student, then is responsible for the
microscope assigned to him, and cooperation on the part of the student
regarding this matter is imperative for his own good.

Remember the following:

1. Carry the microscope properly

2. Keep the microscope dry. Use absorbent tissue paper in cleaning the
ocular eyepiece, objectives, stage, and mirror.
3. Do not remove any part from the microscope.

The Use of Microscope

Learn to manipulate the compound microscope. This should be done step
by step.

1. Secure a microscope and a prepared slide from your teacher.

2. Place the microscope on the table in front of you with the handle
towards you.
3. Place the low-power objective in line with the stage aperture and look
through the eyepiece, adjusting the mirror in such a way that the face
of the mirror is directed towards the light, so as to get the optimum
amount of light.

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 ✓ Note: When looking at the specimen through the microscope,
open both eyes, with one eye at the eyepiece. ALWAYS locate
the specimen under the low-power objective first.
4. Look at the side of the microscope and move the objective downward
by turning the coarse adjustment to move the body tube downward to
about a few millimeters from the cover glass. See to it that the specimen
is at the center of the stage aperture.
5. Look again through the eyepiece and raise the low-power objective
slowly but turning backward the coarse adjustment until the outline of
the object is clearly seen.
6. If the specimen is not centered, move the slide very slowly to bring the
object to the center of the field.
7. If you want to examine the specimen under the high power objective,
just turn the revolving nosepiece, placing the high-power objective in
place of the lower objective. Look at the side of the microscope when
you do this and see to it that the objective does not touch the glass slide.
If it does, consult your instructor. In most microscopes, the low-power
and high-power objectives are parfocal, that is, once the object is
focused under the low power objective it can also be seen under the
high-power objective. If the specimen is not clear, adjust the fine
adjustment in order to see the parts more clearly. If more light is needed,
adjust the diaphragm or mirror.

Practice manipulating the compound microscope until you gain

confidence in yourself regarding the use of apparatus without the aid of your
teacher. Before returning the microscope, the parts should be put in the
following order:

✓ Low-power objective in position, one centimeter above the stage.

✓ The mirror in a vertical position
✓ The body tube, vertical
✓ The clips placed parallel to each other on the stage.

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 COLLABORATIVE TASK

Call a classmate via online and share ideas about what you have learned
from the lesson.

1. What is the position of the specimen as seen under low power objective?

2. Can you see the entire outline of the specimen using the high power
objective?

3. What parts of the microscope need to be adjusted when the specimen

is out of focus?

4. Why is the concave part of the mirror used?

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 PBL Writer:
Jeanie S. Pino

Evaluators:
Antonieta P. Vendiola, Ed.D., EPS Science
Eva B. Amante

Management Team:
Dr. Gregorio Cyrus R. Elejorde, CESO V - SDS
Atty. Ester A. Futalan - ASDS
Dr. Juditha O. Mapue - Chief CID
Dr. Nelson A. Caday - Chief SGOD
Wenerita A. Miraflor - EPS-LRMS
Maricel J. Rama - Librarian II
Jefferson D. Uy - PDO II
 PROBLEM-BASED LEARNING GENERAL BIOLOGY 1
First Quarter
Grade 11/12 School – Year 2021-2022

WEEK 1
Learning Content: Cell Theory; Cell structure and functions

Preset Competency: o Explain the postulates of the cell theory STEM_BIO11/12-Ia-c-1

Describe the structure and function of major and
subcellular organelles STEM_BIO11/12-Ia-c-2

Learning Objectives: At the end of the task, students will be able to:

1. discuss the given situation

2. identify the different cell theories in the given situation
3. explain why the cell is the basic unit of life through a power point presentation

REAL LIFE SITUATION:

The medical technologists was task to view in the microscope a specimen from a
patient and noticed growing cells in the sample. She wanted to identify what makes
the cells grow and what does it composed of. How can she identify the growing
cells and identify the organelles present ?

ANTICIPATED PROBLEMS:

1. What is a cell?
2. What are the postulates of the cells theory?
3. How does the microscope effective in identifying specimen nowadays?
4. When can we say that microscope is important to health workers?

ASSESSMENT PLAN:
(What evidence of learning are you looking for?) (How will the students share their work)

The students will present through a Share through powerpoint

powerpoint presentation about their presentation in the class
research

OUTCOMES-BASED TEACHING AND LEARNING PROCESS:

LEARNING PROCESS TEACHING PROCESS
What will he students do? What will you do during each step?
Where will they find the information What feedback will you give o guide the students?
What will you include in the grading rubric?

Grade 11/12 Problem-Based Learning First Quarter - S.Y. 2021-2022 1

PROBLEM-BASED LEARNING GENERAL BIOLOGY 1
First Quarter
Grade 11/12 School – Year 2021-2022

DAY Facilitation Process

1:_________Research_________________________
Ask the students to go to the
Task 1: Discuss the problem within the group library (if there is) to research
Monitor students output from
research made
Task 2: Research about the cell
Check the data gathered

Task 3: Identify the different postulates of cell

theory

Reference: _____________________________________
Materials: __laptop, internet or data,
cellphone___________________________________
DAY
2:_________________Presentation_________________

Task 1: Students will present their research work The teacher will use rubrics to
about the cell and the postulates of the cell assess the presentation of the
students
theory

Task 2:

Task 3:

Reference: _____________________________________
Materials: _____________________________________
Day 3: __________________________________
.
Task 1:

Task 2:

Task 3:

Reference: _____________________________________
Materials: _____________________________________

Prepared by: District: Secondary

Jeanie Sumanoy-Pino School: Taclobo National High School
Teacher 1I

Grade 11/12 Problem-Based Learning First Quarter - S.Y. 2021-2022 2