Lab: Measurements, Microscopy, and Cellular Diversity

BIOL& 160, General Biology, Cell Biology Emphasis

Introduction

In biology, the cell theory states 1.) all living things are composed of cells, 2.) cells are the
basic units of life, and 3.) all cells arise from existing cells. The study life at the cellular level
helps understand these fundamental concepts and establish a multitude of observations
about cellular diversity.

There are two types of cells: prokaryotic and eukaryotic. Prokaryotes lack nuclei and true
organelles, and are typically smaller than eukaryotic cells. Prokaryotic organisms are found
within the domains Bacteria and Archaea. Eukaryotic cells (in the domain Eukarya) have
nuclei, as well as other organelles that work together to support cellular homeostasis.
Though eukaryotes are larger than prokaryotes, a microscope is needed to view most cells.

There are vast differences between cell types, but some features are common to nearly all
cells including the plasma membrane, cytoplasm, ribosomes, and cytoskeleton. All cells
also use DNA for their genetic material; in eukaryotes DNA is within the nucleus and in
prokaryotes it is found in the nucleoid region of the cytosol. Prokaryotes like bacteria
generally have a cell wall made of peptidoglycan and some have flagella or fimbriae, which
are used for movement or attachment. Eukaryotes are further divided into plants, animals,
protists, and fungi.

Some organelles common to eukaryotes include mitochondria, peroxisomes, vesicles,

smooth and rough endoplasmic reticula, and the Golgi apparatus. Animal cells tend to
lack cell walls and chloroplasts but have lysosomes, while plant cells contain chloroplasts
and have cellulose forming their cell walls, and a large central vacuole for storage. In this
lab, bacterial, animal, and plant cells will be observed using the microscope. Students will
draw the contents within the field of view to better understand their observations. The
total work required for this lab will assist in understanding cell sizes through exploring the
metric system; using the microscope, understanding its parts, and exploring prepared
microscope slides; observing and identifying organelles of cells including nuclei and
chloroplasts; observing the diversity of cellular life.
Part 1:

1. Go to https://learn.genetics.utah.edu/content/cells/scale/

Explore the slide button below the “Cell Size and Scale” image to zoom in and out. Notice the
measurements shown below the slide button, where the centimeter (cm), millimeter (mm),
micrometer (m), etc. measurements are shown. The Greek letter mu () is pronounced “myoo”)
and 1.0 micrometer is sometimes stated as 1.0 micron. For example, E. coli is about 2-3 microns.

Using the slide button, determine the sizes of the following:

Size Specimen
grain of salt (sodium chloride, NaCl)
human egg (eukaryotic cell)
paramecium (eukaryotic cell)
skin cell (eukaryotic cell)
8 m red blood cell (i.e. erythrocyte, eukaryotic cell)
yeast cell (Saccharomyces cerevisiae, eukaryotic cell)
3 m length of E. coli (prokaryotic cell)
influenza virus
antibody (i.e. immunoglobulin)
transfer RNA (tRNA) molecule
another specimen of your choice -
How many micrometers (m) are in one millimeter (mm)?

Based on the prefixes of the metric system (milli-, micro-, etc.) used above, if there are 1,000
millimeters in one meter how many milligrams (mg) are in one gram?

An antibiotic called doxycycline can be prescribed as 50 mg tablets.

How many grams are in 50 mg?

Advil is sometimes sold as 200 mg tablets.

How many grams are in 200 mg?

Some recommend no more than 3,000 mg Tylenol be taken a day.

How many grams is 3,000 mg?

Ivermectin can be given as a prophylactic or a treatment for COVID19. In some cases, an

effective dose of ivermectin is 0.2 mg/kg. If one kilogram (kg) is equal to about 2.2 pounds, then
how many grams of ivermectin is needed for a patient that weighs 170 pounds?

Part 2:

1. Observe the parts of the microscope on the figure, then go to

https://courses.ecampus.oregonstate.edu/oer/microscope/#section4
Notice the images of the microscope below, “Learn to operate a compound microscope.”

2. Watch the video by clicking “Play video”

3. Next click “Learn the parts” and become familiar with the parts of the compound light
microscope, including the condenser, which is not discussed within the virtual lab.

4. Scroll down the page to see “Lettuce onion lab” and click the orange button, “VIEW LAB”

a. Allow the page to load the lettuce leaf. At the top you should see the following options
(if the options below do not appear, reload the page)

b. Turn the lamp on.

c. View the specimen at 5x, 10x, and 40x.

d. Change the objective to 10x and adjust the fine focus, brightness and diaphragm so the
image is in clear view.
 e. Take a screen shot/image capture of the field of view at 10x showing the leaf cells of the
leaf and insert the image here -

f. Move the stage in the X and Y directions.

What do the X and Y adjustments do to the slide on the stage?

Part 3:

1. Go to
https://micro.magnet.fsu.edu/index.html
This will take to the home page of MOLECULAR EXPRESSIONS, a huge collection of
interactive tutorials and information on microscopy. Then click “Microscopy Primer” at the top
of the page.

2. Next, click “Microscope Basics” on the left side of the screen (shown above).
Scroll down until you see the heading in the second paragraph, “Introduction to Microscopy” and
select the link. Read until you see “Figure 2.”
What is Figure 2. a diagram of?

Check out the interactive tutorial related to this diagram and notice how the image of the
butterfly, lens thickness, and image projection on the retina change.
What happens to the lens when the butterfly is most distant?

Go back to the “Microscope Basics” page and go to the next java tutorial, “Transmitted Light
Microscopy Optical Pathways.”
Click the bottom right-hand corner that has the GO!JAVA in red font (shown above).
Increase the illumination intensity to its maximum.
What is the role of the diaphragm on a microscope?

Part 4.
Zoom in on an onion root tip by going to
https://www.olympus-lifescience.com/en/microscope-resource/primer/virtual/
magnifying/

Look through the “Choose a Sample” selections and list one besides the onion root tip.
What other options are provided in the “Choose a Sample” list?

Change the “Choose a Sample” to “Onion Root Tip.” Draw a field of view of the image you see
and label structures according to what is indicated below and be sure to include magnification.
Label additional structures (cytosol, prokaryote or eukaryote, etc.) if you desire.

Complete four drawings (a.-d.) as indicated:

a. onion root tip (50x magnification; cell wall; cell membrane; chromosomes; root tip)
b. onion root tip (200x magnification; cell wall; cell membrane; chromosomes; root tip)
c. onion root tip (500x magnification; cell wall; cell membrane; chromosomes; root tip)
d. onion root tip (1000x magnification; cell wall; cell membrane; chromosomes; root tip)

Consider these circles the field of view. Draw your own circles (fields of view) and draw the
onion root tip. Write your name on your drawings and include the date.
Take a photo of your drawings and put them in place of the circles (fields of view) above.

4. Go to. https://micro.magnet.fsu.edu/primer/java/electronmicroscopy/magnify1/index.html
Compare the light microscope that was just used to look at an onion root tip, to the scanning
electron microscope, which uses a beam of electrons instead of a beam of light. Look at the eye
of either a carpet beetle, grasshopper, honey bee. Describe what all of these insects appear to
have in common when increasing the magnification to their eye. (Describe what you see in each
of them regarding their eye when zooming in.)

Part 5:
1. Go to
https://micro.magnet.fsu.edu/primer/virtual/virtual.html
Look over the various microscopes.
Scroll down and select, “Fluorescence Microscopy with Multiple Fluorochromes.”
Choose the “FITC & DAPI (Dual-band filter).”
Select, both “Cell Culture” options to view the cytoskeleton and nucleus.
Select “Rapid Diagnosis of Malaria.”
Take screen shots of these images and insert them here –

Which other fluorescent microscope image is of high interest to you personally, and why?
Part 6:

1. Explore the following virtual pond water by going to this link -

http://www.microscopy-uk.org.uk/index-no-ads.html?http://www.microscopy-
uk.org.uk/ponddip/

2. Explore. Then find at least two single-celled organisms in the jar and name the genera.
In other words, provide their generic epithet (genus). Important: Since the Latin name is to
be provided, be sure to capitalize and italicize the genus. For example, Euglena.

3. Find at least two multicellular organisms in the jar and name the genera.

4. Do an image search on the Internet for four organisms listed in the previous two
questions and include a photo or screenshot of them below.

5. List the properties of life. Do all living organisms, including the ones above, have all of
these properties? Explain.
What to upload to Canvas:

This entire lab document, with images embedded where indicated and questions answered
where there is highlighted and underlined text.