Soccer On The East Coast

Soccer On The East Coast
It has been said that when one gets injured, one never realizes it until you look at the wounded body
part. No statement is more genuine than that. An individual forgets the details of how they got
injured. The if, how, and whys are only noticed later on when you look back and analyze what had
occurred. More often than not, a lot of different things are to blame. Could it be the slip and slide,
the angle, or just a personal mistake? For some reason, I believe it was the first one, and that could
explain why I'm scared of slip and slides.
You must be asking yourself "what could have possibly happened that led to this erratic fear of slip
and slides?"
Soccer on the East coast is an enormous spectacle. Like football in the south and basketball in
Indiana, soccer in the fall is an attraction that closes towns and turns neighboring schools into blood
rivals. Conditioning begins in June, but the real season doesn't start until the third week of August
when first week commences. First week of practice is the most challenging and fulfilling.
Friendships that last all season, as well as team foundations, develop that first week. That first week
defines your season before you complete a pass or attempt a shot.
The first week is unmerciful. Three or four–hour practices, two a days; the heat makes you question
your decision to play every minute of every day. That last Friday practice, however, always ends on
a softer note. The team pickup game, ice bath, slip and slide, and a bonfire
... Get more on HelpWriting.net ...

Science Portfolio Reflection: My Student Exploration Monet...
#2 Science Portfolio Reflection
My Student Exploration packet of Cell Divisions, was the very first gizmo assignment handed to me
by my science teacher, Mr. Moreno. I had recently been transferred to his class, so I didn't
understand what the rest of the class was doing. Fortionally, I used my quick thinking to boost
myself up to the level everyone else was at. I read all three of the science books to understand the
topics that they were studying. My former class were learning about outer space, but in my new
class we were surveying topics about the body, like cells. Anyways, this assignment required for me
to use all the knowledge I learned in the short time I was in this new class, and to do further research
in Gizmos.com, to grasp

Lab Report Physics
Discussion: When objects are placed under the microscope, it appears upside down and backwards.
In part A, the letter E is placed right side up. But, when viewed through a microscope it looks as if it
was placed upside down and backwards. In part B, the cotton strands with low power appears
sharper when there is less light from the diaphragm. This is because with less light there is a sharper
focus and when there is too much light coming from the diaphragm, the object can get blurry and
out of focus. When there are two objects under a microscope on high power only one and in a
specific spot can be in focus. In part C, there are two pieces of string,1 cm long, made to look like
an X with one on top of the other at high power. One of the strings is blue and the other is light blue.
The dark blue one is the one in focus because it's on top, ... Show more content on Helpwriting.net
...
Conclusion: This lab focuses on different activities to learn how to get the best results when using a
microscope and using the metric system to convert actual measurements of different activities. The
reason why objects appear upside down and backwards is because the light rays from the ocular
lense into the objective lens cross. If a scientist wants the object to appear right side up through the
lense than the object would have to be placed upside down and backwards on the stage to begin
with. When there is too much light coming from the diaphragm, the object can get blurred out
because of the overpowering light. On low power, less light is better to keep the object in focus. But
under high power it's better to use more light because when zoomed into one specific spot with little
light the object appears black and like it's not even there. When there are two objects on the stage,
like the two pieces of string, only one can be in focus and observed clearly at one time. It's
impossible for both to be in focus at the same time when at different depths because the

A Study On Brain Atlases
1. ABSTRACT
A region of embryonic rat brain was digitally photographed with an Olympus BX40 Microscope
equipped with a 10MP (MU1000) video camera using four different objectives (4x, 10x, 20x, 40x).
The different objectives were used to analyze the value of different resolutions in balancing the
amount of work needed to make the pictures with the worth (or information value) of the image
when using Photoshop (version 12.0). The images captured were montaged and arranged into series.
This information will be used in preparation of a digital microscopic atlas of different aged
embryonic rat brains.
2. INTRODUCTION
2.1. Brain Atlases in General
An atlas of a brain can help locate specific structures, as well as give an understanding to size and
structure of a brain. A brain atlas can be widely used in neuroscience research and education. In
neuroscience, brain atlases are just as important as a map is in geography, and they can be accessed
worldwide (Bakker, et al., 2015). Although no two brains are identical, it is important to refer to a
multitude of atlases while studying a brain. Structures that may not be exactly the same in two
brains include: cytoarchitecture, chemoarchitecture, blood flow distributions, metabolic rates,
behavioral and pathologic correlates and a multitude of other structures (Mazziotta, et al., 1995). A
brain atlas can differ from brain to brain, which may be a result of evolution, maturation, and/or
abnormalities. Brain atlases

Using A Compound Microscope Lab Report
Olivia Silvestri Due: 10/19/15
Using a Compound Microscope Lab Report E Period
Abstract
The purpose of this lab is to learn about the parts and uses of a compound microscope. It is also to
learn how to properly use and take care of the microscope. This lab showed me what materials and
parts of the microscope I should use when examining an object.
Introduction
The microscope was invented by a father and son, Hans and Zaccharias Janssen. They were once
looking at the lens of a magnifying glass and decided to put the lenses in a tube. When they looked
through the tube, they noticed that the object underneath the magnifying lenses, was enlarged. That
was the first invention of the compound microscope. Overtime, more advancements and
improvements were made by other scientists to this microscope (1. microscope–microscope.org). A
scientist that contributed to the cell theory is Robert Hooke. Robert Hooke was the first person to
use the word "cell" to describe the basic unit of life. He was also known for his observations of
thinly sliced cork. Robert Brown contributed to the cell theory by discovering the nucleus of a plant
cell (2. brighthub.com). The scientist Schleiden, made the statement about cells that all plant tissues
were made up of cells and that cells are the basic building blocks of all plants. Schwann discovered
that both plants and animals are made up of cells.

Compound Microscope Lab
Erik Wicks
Mrs. Slattery
Biology
Lab Report #1: Using a Compound Microscope
Section: 5
Objective: What is the proper way to use a compound microscope and prepare a wet–mount slide?
Hypothesis: A compound microscope is being used properly when the light source, nosepiece lens,
and eyepiece lens work together to bring a magnified image to one's eye. A wet–mount is properly
prepared when a drop of liquid containing the sample is placed between the slide and a thin glass
coverslip.
Materials:
Compound Microscope
Lens Paper
Prepared Slide
Scissors
Newspaper
Microscope Slide
Dropper Pipette
Coverslip
Dissecting Probe
Procedure:
The microscope was obtained, brought to the workstation, and placed 10 centimeters from the edge
of the table. ... Show more content on Helpwriting.net ...
For the medium power objective, the objective magnification was 10x, the eyepiece magnification
was 10x, and the total magnification was 100x. For the high power objective, the objective
magnification was 43x, the eyepiece magnification was 10x, and the total magnification was 430x.
Based on these observations taken, total magnification increases as both the objective and eyepiece
magnifications increase.

While placed on the slide of the microscope, the letter e is right–side up. When viewed through the
microscope, the e rotates and is upside down. (AAC #3)
When observing an ant through a microscope, the movements are opposite to what is observed not
through the microscope. An ant moving toward the bottom of the slide and turning right under a
microscope is actually moving toward the top of the slide and toward the left not under the
microscope. (AAC #4)
Light is not reflected off specimen so scientists cut a thin slice from a biological sample before they
can view it with a microscope. (AAC

Future Development of Telepathology
With telemedicine becoming so popular in the healthcare system, it is not surprising that
telepathology is also becoming more and more popular. Technology has been, and continues, to
improve on a regular basis. Telepathology is not a new concept in the telemedicine arena. Even with
the wide availability to doctors and physicians, there has been a slow adoption of telepathology in
everyday practice. High operating and maintaining costs used to be the main reason physicians gave
for not accepting telepathology, but now most of the negative attitudes are contributed to the "lack
of education and clear guidelines" (Cross, 2002, p. 14) for new incorporators of telepathology. There
is no secret that the current system has problems, including incompatibility within systems, and the
expensive microscopes that are dedicated to telepathology, but future developments are being
researched and produced to help offset the high costs. Low–cost internet solutions,
videoconferencing, integrated digital pathology workstations, and virtual microscopes are just a few
of the developments in the works. Low–Cost Internet Solutions One of the most ideal situations for
the future of telepathology would be the creation of one universally compatible system that wouldn't
require expensive microscopes to be dedicated exclusively for the field of pathology (Cross, 2002).
Professor Peter Purness and Dr Jeremy Rashbass researched the vision described above. They
discovered that creating a new

Lab 1: Measurement and Microscopy Essay
Kevina Smith Lab 1: Microscopy and the Metric System Part A: Microscopy Purpose The purpose
of this experiment was to learn how to use a microscope correctly and perform wet mount slides
accurately, thus becoming more familiar with the microscope. Hypothesis It would be hard to use
the microscope without any kind of previous training and the parts of the microscope and their
functions must be learned in order to use it properly. Materials & Methods Materials: 1. Filter
paper 2. Tweezers 3. Pipettes 4. Cover glasses 5. Glass slides 6. The sample material (from the
pond) Methods: 1. Mix sample so that the sample is properly suspended in water. 2. Use a pipette to
pick up some ... Show more content on Helpwriting.net ...
1. Take a few drops of water and place it an inch or so from each end of the glass slide. 2. Place the
cover slide on top of each of the water droplets, these cover slides serve as distance holders. 3. Place
a third cover slide where the ends of the slides sit on top of the other two slides and then add the
water sample under the slide, remove excess with filter paper to ensure a stable slide. Results
Different Magnifications of Compound Microscope: Objective | Ocular Lens | Objective Lens | Total
Magnification | Scanning Power | 10x | 4x | 40x | Low Power | 10x | 10x | 100x | High Power | 10x |
40x | 400x | Oil Immersion | 10x | 100x | 1000x | Conclusion After the completion of the lab
experiment, the hypothesis proved to be correct and that it would be hard to use the microscope
without any kind of previous training and the parts of the microscope and their functions must be
learned in order to use it properly... so one must make sure that they follow the instructional video,
the lab manual, and any other tools to the letter. In order to properly use a microscope, one must
know the parts of a microscope: ocular lenses or eyepieces (to be able view an object), viewing head
(holds the ocular lenses), arm (supports upper parts and provides carrying handle), nosepiece
(revolving device that holds objectives), objectives (scanning (to scan the whole slide), low–power
(used to view objects in greater detail),

Sodium Chlorine Lab Report
Student added solutions of 0.9% of sodium chlorine, 10% of sodium chlorine and distilled water to
individual slides containing a drop of blood, then placed under the microscope, the following
observation listed below took place, and were compared to the original slide number one.
Slide#1 with one drop of sheep's blood.
The first slide was placed under the microscope under the magnification of 40x, and a thick red
layer appeared with a white streak on the side. There was little air bubble spread on the layer, which
looked like a piece of meat with lean on it.
The slide was then placed under the magnification of 100x, and the layer looked like little air
bubbles or tiny little circles in the color white. The circle was had a thick dark surrounding. Nothing
was moving. ... Show more content on Helpwriting.net ...
The cells were not moving at all, and spread on top of each other. Some of the areas where deep red
and brown.
Slide#2 with a drop of blood and 0.9% of Sodium Chlorine.
The second slide was placed under the microscope under the magnification of 40x, after the solution
of 0.9% sodium chloride was added into the blood. There was a line in the color of light red, and
underneath it was tiny little dots or specs of blood (or red dot) spread everywhere.
The slide was then placed under the magnification of 100x, the image showed was the same as
shown under the magnification of 40x, but this time a little more focused that the 40x.
At last the slide was place under the magnification of 400x, and round white shaped little circles
laying one on another was shown. There were million of them moving a little bit, if focused on one
cell at a time in slow motion. The color was mostly white everywhere.
Slide#3 with a drop of blood and 10% of Sodium

The Vinland Map: 15th Century Artifact or 20th Century...
The Vinland Map: 15th Century Artifact or 20th Century Forgery?
Throughout history, the discovery of an ancient artifact has always brought with it much excitement.
The idea that we are able to look at something that existed so long ago intrigues us. However, along
with the excitement of new discoveries, there is often much controversy. One such discovery, the
Vinland Map, has been the cause of much debate since 1957.
The Vinland Map, first presented to the public in 1965 in a book written by Skelton, was discovered
in 1957 (Skelton 1965, p.3). In the 1960's the map was bought and donated to Yale University where
it remains today. The Vinland Map was originally thought to be a 15 th century depiction of
medieval Africa, Asia, and ... Show more content on Helpwriting.net ...
The first of these three methods is microscopy, used most notably by Walter C. McCrone. As
defined by McCrone, microscopy is "the use of any tool or technique that allows us to identify
microscopic objects." This includes the use of the light microscope as well as more advanced types
of microscopes such as the electron microscope and x–ray diffraction (McCrone 1976, p. 676 A).
McCrone's methods using microscopy were desirable because they allow observations to be made
on small samples so that no visible damage is done to the item being tested. When testing the
Vinland Map, McCrone used a small needle with rubber cement on the tip to pick up ink particles.
Particles were then observed, first using an optical stereo microscope, and then observed more
closely with a series of more advanced microscopic techniques such as the electron microscope and
x–ray diffraction (McCrone 1976).
The second method, used by Donahue, Olin, and Harbottle in their testing of the Vinland Map is
radiocarbon dating (Donahue, Olin, Harbottle, 2000). Radiocarbon dating is based on the decay of a
specific carbon isotope known as 14C. All organisms contain 14C and once an organism dies,
scientists are able to measure how much 14C has decayed in an organism. By measuring this rate of
decay, scientists are able to date the age of an organism (Higham). Since the Vinland Map is drawn
on

Report On Control Testing Results Essay
Control Testing Results (Slides 4 – 8) (CAP Slides 81 – 102)
Overall Comments
 DLA's control testing results does not identify a time period for when the controls were assessed.
 The document does not identify which controls were assessed for the various assessable units.
 Work products for the assessable units (referenced below) will be provided to FIAR the week of
9/28/15 with Group 8 document submission.
 Although the control failures are similar to what we've seen in previous SBA and Inventory
assertion packages, we are unable to specifically identify the controls that were assessed by DLA.
 There were a total number of 80 key controls for the FRR assessable units (Trial Balance
Management/ Invoice to Disbursement/ Billing to Collections) – 56 of which were tested to date.
FIAR will need to determine if the controls were unique to each assessable unit and when DLA
plans to test the 24 remaining controls.
 It appears that assessable unit, Inventory Transaction Reporting, was formerly titled,
P2S_PCM13=NEIQ Perform Inventory Management – IRM. If in fact the process was renamed
during the PCM consolidation process, there were several process and control gaps identified within
the former PCM. FIAR needs to determine if the gaps, previously identified, are being remediated
by the agency and tracked by CAP documentation.
P_FRR_38_Trial_Balance_Management o Please confirm if the 35 key controls noted are specific
to the Trial Balance Management assessable unit;

Cheek Cells Lab Report
Analysis
In the experiment, the scientist observed a series of cells, the first one being cheek cells. After
swabbing the inside of their cheeks and preparing a slide, the scientists were able to see the
cytoplasm, nucleus and cell membrane of this undyed cell. While observing these cells under 400X,
they noticed that the cheek cells varied in shape, some being almost perfectly spherical, while others
resembled an oval figure. Additionally, these cells appeared to be grouped up and messily stacked
on top of one another. The team then observed the same cheek cells, but dyed them, allowing them
to more clearly see the different organelles. They noticed that the nucleus look more defined and the
pigmented cell membranes made it easier to distinguish the different cells from one another.
Moreover, the biologists could see specs within each of the cell's cytoplasm, probably resembling its
various organelles. After drawing what they observed through the compound light microscope, the
scientists moved onto the dyed and undyed onion cells.
Under 400x, the scientists discovered ... Show more content on Helpwriting.net ...
While the other cells appeared translucent, the bacteria types were stained with a purple pigment.
While examine this organism, the team discovered that this cell was very "stringy" in comparison to
the previous cells. They noticed that the center of a "bacteria blob" appeared darkly colored, mostly
likely due to the bacteria cells piling up, while individual strands extending out of the middle. These
bacteria cells were very similar to the cheek cells, as both things were messily stacked, unlike the
organized layout of the onion cells. Although the biologists could distinguish a cell membrane and a
cell wall, they noticed that the cell did not contain a nucleus. The scientists also noticed that the cell
did not contain any visible membrane bound organelles, leading them to believe that this was a
prokaryotic

Video Spin Blaster Pro + Essay
Video spin bluster pro+ is a video creator software that performs that was design specifically for
those who have little or no technical skills for video creation.it doesn't require the user to learn how–
to instead the user jumps into it and starts to operate. This software helps you to create photographs
and slides as well. Video spin blaster pro+ can be used to produce numerous specific films. Also you
can create a video that can play for 10 minutes in less than two minutes. This two minutes is
inclusive of picture and sound downloads, addition of textual content together with watermarks in
the video.
The voices of more than 50 men and women are included in this software and over 10 languages.
The most important thing is that there is no restriction of the number of slides you will make.
This is the latest update from the previous one and some changes were made to improve its
efficiency, making easy for a kid to create a fabulous looking motion pictures. From the last
software combination of video and image slide were improve to make it more dynamic, text to
speech engine was improved to give it a real human voice, improving streaming multiple audio
which allows you to add a speech and also add background music and also necessity of multiple
language support.
Features of video spin Blaster Pro+
Video Creator; with only a few clicks and no time waste by waiting for long to render ,you can
videos using the unique software system that will deliver 10 minutes HD videos in

Bio 101 Essay
Lab Manual Introductory Biology (Version 1.4)
© 2010 eScience Labs, LLC
All rights reserved www.esciencelabs.com 888.375.5487
2
Table of Contents:
Introduction:
Lab 1: The Scientific Method
Lab 2: Writing a Lab Report
Lab 3: Data Measurement
Lab 4: Introduction to the Microscope
Biological Processes:
Lab 5: The Chemistry of Life
Lab 6: Diffusion
Lab 7: Osmosis
Lab 8: Respiration
Lab 9: Enzymes
The Cell: Lab 10: Cell Structure & Function
Lab 11: Mitosis
Lab 12: Meiosis
Lab 13: DNA & RNA
Lab 14: Mendelian Genetics
Lab 15: Population Genetics
3
Common Labware found in ... Show more content on Helpwriting.net ...

Lab 1: The Scientific Method Time: 1 hour Materials: None
Lab 2: Writing a Lab Report Time: 1 hour (plus 24 hours preparation time and 7‐10 days for
observation) Materials: Paper towels, water, masking tape
Lab 3: Data Measurement Time: 1 hour Materials: Water
Lab 4: Introduction to the Microscope Time: 1 hour Materials: Access to ESL's Student Portal
Biological Processes:
Lab 5: The Chemistry of Life Time: 1 hour (plus 24 hours preparation time) Materials: Variety of
household substances, plastic wrap, water, cutting utensil
Lab 6: Diffusion Time: 1.5 hours Materials: Water, watch or timer , viscous liquid from cupboard
Lab 7: Osmosis Time: 1 hour (plus 3 hours for observation) Materials: Water, watch or timer, several
types of potatoes, cutting utensil, paper towel
Lab 8: Respiration Time: 1 hour (plus 2 hours preparation time) Materials: Water, watch or timer,
paper towel
Lab 9: Enzymes Time: 1 hour (plus 2 hours preparation time) Materials: Water, watch or timer,
string, ice, hot water, paper towel, ginger root, at least 2 other food sources (potato, apple, etc.)
The Cell:
Lab 10: Cell Structure & Function Time: 1 hour (plus 24 hours for observation) Materials: Water,
square plastic

Microscopy Use and Function Essay
Microscopy Use and Function
Hands–On Labs, Inc. Version 42–0089–00–01
Exercise 1: Identifying Parts of a Compound Light
Microscope
Question
A. Study and label the microscope parts in Figure 3.
Microscope Parts
Microscope Parts
A
EYEPIECE
G
MIRROR/ILLUMINATOR
B
TUBE
H
BASE
C
REVOLVING NOSEPIECE/TURRET
I
LONGITUDINAL CONTROL KNOB
D
OBJECTIVE LENS
J
TRANSVERSE CONTROL KNOB
E
STAGE
K
FINE ADJUSTMENT
F
DIAPHRAIGM
L
CASE ADJUSTMENT

Exercise 2: Illuminated Pocket Microscope
Questions
A. Draw the image of the root tips as viewed at 200X.
See attached page for actual sketches
B. Label the diagram of the pocket microscope in Figure 4. Use the following terms: eyepiece, ...
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G. When the slide was moved to the right on the stage, which direction did it move when viewed
under the lens?
When a slide was being moved to the right on the stage, under the microscope, the slide would
appear to be moving to the left.
Exercise 4: Wet Mount Slides
Observations
A. Cheek cells viewed with IKI indicator under the following power of magnifications:
See attached page for actual sketches
1. Scanning Low Power
2. Scanning High Power
Questions
NOTE: Answer Question A only if you used a compound light microscope for this experiment.
A. Did altering the amount of light help in viewing the unstained cheek cells? Explain.
When viewing the unstained cheek cells, the amount of light did not have an effect on viewing the
slide; meaning that the cells were not visible until they were stained.
B. In your own words, describe the procedures for making a wet mount slide.
To make a wet mount slide, one must first obtain a clean slide, cover glass, pipette, cup of water,
IKI/dye, tool to obtain specimen samples (in this case a tooth pick), and a paper towel. To begin,
place the clean slide down on a flat surface, fill the pipette with water and place a drop onto the
clean slide. To make this specific slide, use the tooth pick to scrap some

Descriptive Essay
"Ugh. It's just so hot! I can't do anything it's so hot," I groaned. Mika looked over at me and
mirrored the annoyed expression that I realized was on my face. I quickly wiped away the
expression and tried for something a little nicer. After a bit I just gave up and lay down on the
cement floor of our living room. It was cooler down there so it gave a moment of relief. The floor
started to warm up where I lay though, so I had to keep moving from place to place so I wouldn't
start to sweat too much.
It was October of 2014. Towards the end of the year was always the most miserable time for
everyone. It was just before the rains came, so it was very hot and unbearably humid. During the
worst days, I couldn't bring myself to do much. ... Show more content on Helpwriting.net ...
When it began to dump lots of rain every day, our back yard would turn into a mud bath. You
couldn't walk outside without slipping, sliding or sticking in the mud. Some people might think this
very inconvenient, but Mika, Gabe, Tessa, and I quickly realized how great it could be.
During that time, the termite hills in our yard turned into a giant playground of fun. The top layer of
clay became muddy and slippery, which gave me one of my best ideas, probably to this day.
I gasped in amazement at the brilliance of the idea that had just popped into my head. "Guys," I said.
"Lets slide down the hill!"
At first we tried a few different techniques in an attempt to keep our clothes clean enough to wear
another time in the future. We tried sitting on plastic bags, planks of wood and many other objects,
but that didn't end up working out as well as we planned. Whatever we were sitting on always ended
up slipping out from underneath us.
Eventually we just forgot about all of that and decided it didn't matter that much if our clothes got
ruined. So we struggled up the hills, trying not to slip and slide all the way down before we reached
the top.
Once we got to the summit, we chose the best path to slide down that wasn't blocked by trees,
bushes, or rocks. We then seated ourselves in the mud at the top of the mound, gave ourselves a little
push, and slid down the runway. It was a thrilling moment of

Using A Microscope And View Living Cells
Using a microscope to view living cells
Introduction
Living cells are the most basic unit of life, however, they are impossible to see without the
magnification of a microscope. There are different types of microscopes with alterations to serve a
specific function, but the general use is the same. It is a tool invented with a curved lense that
magnifies things that cannot be seen with the naked eye. A microscope can be used to see many
things, in this particular lab they were used to observe cells of different organisms. We began by
looking at a few sample slides of euglena, salmonella, and lilium and recording our observations.
Then we created the slides ourselves with living matter. The first set of cells that we looked at were
onion cells, which we looked at by gathering a sample of onion epidermis from one of the onion's
layers and creating a slide to be placed on the stage of the microscope. Next, we took a look at
human cheek cells by obtaining a sample and again creating a slide by swabbing the inside of a
mouth with a toothpick. Finally, we looked at pond water by creating a slide with a small amount
that was collected in a dropper.
Purpose
The purpose of this lab was to gain more knowledge on the use of lab equipment, focusing
principally on the microscope by observing a variety of cells underneath its magnifying lense at
different levels of objective power and recording those observations.
Materials
Microscope
Slides: euglena, salmonella, lilium
Iodine
Onion

Different Types Of Fibers And The Distinguishing...
Introduction The purpose of this lab was to learn about the different types of fibers and the
distinguishing characteristics of used to identify them. Natural fibers and man–made fibers were
examined in this lab. The fibers tested were part of a multi–fiber fabric with the following
arrangement: Acetate
Cotton
Nylon
Silk
Viscose (Rayon)
Wool
The first lab activity was to observe and record the characteristics of each of these fibers through a
stain test, a microscope test, a solvent test, and a burn test. The second lab activity was to observe
the characteristics of an unknown fiber thread and to identify the fiber by comparing its
characteristics to the data from the first activity. The burn test is used to observe the reaction of a ...
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Step 3: Slowly move the end of the thread toward the flame horizontally from the side. Note and
record any observable reactions from the fiber as it approaches the flame.
Step 4: Ignite the end of the thread, and then remove it from the flame. Note how the fibers burn,
any noticeable odors, and any extinguishing characteristics.
Step 5: After the flame has extinguished on the fiber, examine any remaining ash/residue. Note the
color, form, and texture.
Step 6: Record observations.
Step 7: Repeat steps 1–6 for each fiber in the multi–fiber fabric.
Solvent Test
Step 1: Place 18 test tubes in the test tube rack in three sets of six.
Step 2: Use a sharpie to label the test tubes in one set A1–A6, the next set H1–H6, and the last set
S1–S6.
Step 3: Use forceps to obtain one thread of acetate from the multi–fiber fabric.
Step 4: Using scissors, cut the thread to obtain three 5–mm long pieces. Use forceps to drop one
piece into each test tube labeled with a 1.
Step 5: Repeat steps 3–4 for each fiber, placing each fiber pieces into the respective numbered tubes.
Step 6: Using a different pipette for each solvent, add 1–mL of acetone to each test tube labeled with
an A. Add 1–mL of hydrochloric acid to each test tube labeled with an H. Add 1–mL sodium
hypochlorite to each test tube labeled with an S.
Step 7: After 5–10 minutes, observe and record any changes to each fiber in each

Magnifying Power Of Low-Objective Lens Lab Report
1) Purpose: To learn how to use and analyze images under a compound light
microscope.
2) Background Research: According to "The Microscope ." The Parts of a Microscope. N.p.,
n.d. Web. 20 Nov. 2015. , it gives the definition of different parts of a compound light
microscope. According to the source it states," The compound microscope has
two systems of lenses for greater magnification, 1) the ocular, or eyepiece lens
that one looks into and 2) the objective lens, or the lens closest to the object." The
source said that usually you will find 3 or 4 objective lenses on a microscope.
Moreover, the source said that you would need a relatively sophisticated
microscope with an Abbe condenser to have a good resolution at 1000x. ... Show more content on
Helpwriting.net ...
In the space provided, make a drawing of the "e" as it appears under the microscope using the low
power objective lens. Be as accurate as
possible.
10. Repeat steps 6–9 using the medium power objective lens.
5) Results:
Calculations:
a. What is the magnifying power of the eyepiece?
The magnifying power of the eyepiece is 10x.
b. What is the magnifying power of the low–objective lens?

The magnifying power of the low–objective lens is 4x. c. What is the magnifying power of the
medium–objective lens?
The magnifying power of the medium–objective lens is 10x. d. What is the total magnification
produced when the low–power objective is
used? Include the formula and show all calculations.
M= eyepiece magnification M x E E= magnification of objective lens 10 x 4 40x= total
magnification
6) Analysis of Data:
1. Describe how the "e" looks under the microscope.
The "e" is upside down and the outline is rough under the microscope.
2. How does the "e" look different under the compound light microscope
compared to how it looks when seen be the naked eye?
The "e" is significantly smaller than being seen under the microscope.
Additionally, under the microscope, you can see the white spots in the

Lab 1: Microscopy and the Metric System
Lab 1: Microscopy and the Metric System
Purpose
The purpose of this lab is to become familiar with the lighted microscope, how to prepare a wet
mount, and understand taking measurements in the metric system and its conversions.
Materials & Methods Materials:
Part A: * Computer for videos
Part B: * Tape measure with centimeters * Scale that measures grams * Thermometer that shows
Celsius * Campbell Biology Book * 1 piece Orange Starburst
Methods: Part A: Combined Lighted Microscope 1. Watch video on microscope 2. Answer the
provided questions on the microscope
Wet Mount: 1. Watch video on wet mount 2. Explain the process of creating a wet mount Part B:
Width of Book: 1. Lay book ... Show more content on Helpwriting.net ...
| Width in cm | Width converted to mm | Campbell Text | 24.5 cm | 245 mm | 2) Conversions:
Convert 100 grams to mg and then μg | Equivalent in mg | Equivalent in μg | 100 g | 100,000 mg |
100,000,000 μg |
3) Weight measurements: Using your scale, record the mass of an object in grams and include the
name of the object you have measured. Once you have recorded your measurement in grams, please
convert that measurement to mg and then μg. | Weight in g | Weight in mg | Weight in μg | 1 orange
Starburst | 5.4 g | 5,400 mg | 5,400,000 μg | 4) Volume measurements: Define meniscus and describe
how you would read the volume of a liquid in a graduated cylinder. a) Meniscus is the convex or
concave curve in the upper surface of a liquid caused by surface tension. b) You would read the
volume of a liquid in a graduated cylinder by placing top part of the liquid at eye level then reading
the number closest to the bottom curvature of the meniscus. 5) Temperature measurements: Record
the temperature of your skin and of the room in °Celsius. | Temperature in Celsius | Room
Temperature | 25.4 c | Skin Temperature | 32.5 c

Lab Report Biology Cell Lab
Introduction
When God created the world he knew the structure of the cell, he had every detail planned out. This
shows how amazing and detail oriented our God truly is. In this lab we explored his creation more
and looked at individual cells using microscopes. The microscopes were introduced in the first lab
and were important to look at the cells more closely. While using either premade samples or the
student's cheek cells, the students learned how to use the microscopes well through adjusting the
slide to find cells or focus the microscope so one could see the slides clearly. Through the
microscope, the nucleus is visible because it is dyed darker than the other parts of the cell. This was
true for all of the light microscope slides. The students were introduced to the inverted microscope
containing mouse cells. The students ... Show more content on Helpwriting.net ...
The first day we started using microscopes and getting used to them. We expected to not see much
only because we didn't know what to look for and also we were not used to the microscopes quite
yet. The second day of lab it was pretty neat how the nucleus was visible because it was dyed darker
than the other parts of the cell. As in the intro you can tell what was the nucleus and what wasn't
because there were some cells darker than the others. The third day everyone looked at onions/plant
and fish cells through the microscope. We were all more experienced more and we knew exactly
what we were looking for. As we did the class average it was neat how many of our percentages
were close together. It took a while to find a bunch of cells in a group but we ended up being very
successful. It was cool seeing interphase, prophase, etc in person. They looked a lot different in
person than on the power points. That's what made it a little difficult but we just had to keep
zooming in, focusing in, an just staring really carefully to tell which was which

In order to isolate bacteriophage specific for Salmonella,...
In order to isolate bacteriophage specific for Salmonella, we will following procedures below.
Firstly, we will inoculate 5 mL tryptic soy broth with Salmonella. Then we touch a colony of
Salmonella by using a sterile needle and transfer it to the tube consisting LB broth. After that, we
incubate the culture overnight at 37oC. The next day, we will inoculate another tube with 4.5 mL of
water sample that we take from poultry farm nearby that we suspect as source of Salmonella
contamination on the squid water farm. We also add 0.5 mL of overnight Salmonella culture and 0.5
mL of 10X tryptic soy broth. The mixture will be incubate for about 24 to 48 hours at 37oC. During
this incubation period, we expect phage in water sample will be able to ... Show more content on
Helpwriting.net ...
A confluent lawn of bacteria will appear covering the agar. The phage will infect and kill the
bacteria in the center of the plate. This will creates a visible region of zero bacteria or also known as
plaque. Characterization of bacteriophage.
The next step is by extract individual plaque from the overlay agar medium by using a pipette. The
plaque expected to contain specific bacteriophage against Salmonella. So, the extracted plaque will
undergo several re–culture processes with Salmonella. After we get the phages, we need to do
characterization by examine their morphology and doing staining process. In this case, we use
negative staining. In negative staining, we will place a single drop of nigrosin on a clean microscope
slide. By applying aseptic technique, we will transfer a little bit of our phage from the plaque and
mix it into the drop of nigrosin on the slide. Another microscope slide will be used to spread out the
drop into a film. Air dry the film and observe the slide under microscope according to correct
techniques.
High purity of bacteriophage preparation can be obtained by using ion–exchange chromatography,
high–speed centrifugation and other modern purification. Besides, we also can use advanced
purification techniques to purify phages and to ensure that they are free form unwanted bacteria. We
will determine the viability and titer of phages before using them therapeutically.
Laboratory testing on effect of

Microscopy Is A Practical Field For Using Microscope
Microscopy is a practical field for using microscopes to view object that cannot being seen with the
naked eye or object that contained by the resolution range of the normal eye.
There are two fundamentally different types of microscope.
1. ELECTRON MICROSCOPE:– Consist of electromagnetic lenses to focus a beam of light .
– Having magnification power up to 200000.
LIGHT MICROSCOPE:– consist of a single or a series of glass lenses to focus light in order to form
an image. – Having maximum ability of magnification is 1500.
The simplest form of microscope consists of a single glass lense mounted in a metal frame called
magnifying glass. More advanced light Microscope is constant of more than one lense system is
known as COMPOUND MICROSCOPE.
THE COMPOUND MICROSCOPE:
The modern light microscopes is made up of more than one glass lense in combination. When an
object is placed at the focus of convex lense , its magnified, inverted and real image is obtained.
PARTS OF COMPOUND MICROSCOPE:– It consist of different parts which is as follows–
Head
Base
IMAGE OF COMPOUND MICROSCOPE WITH ALL PARTS
1. LENSE SYSTEMS:– The compound microscope consist of three lense system.
a).Eye piece/oculars:– it occurs at the top of microscope and used

Ap Biology Lab
PURPOSE:
The purpose of this lab was to practice proper handling of the light microscope, learn the names and
functions of the light microscope parts, acquire skill in using the light microscope by carefully
following all directions, prepare a wet mount, and locate objects under low and high power
magnification. In addition, we will learn to position objects when viewed with a microscope, adjust
the diaphragm correctly to achieve proper light under low and high power, learn to locate objects at
various places in the "depth of field" and use stains (iodine) as an aid.
METHODS:
The materials needed for this lab were: a light microscope, lamp (if needed or available),
microscope slide, coverslip, tweezers, preserved insect leg (or a parakeet's ... Show more content on
Helpwriting.net ...
First, we discovered that we should start with low power objective to observe. To focus the image,
use the coarse adjustment knob to adjust it. When looking at high power objectives, the fine
adjustment knob can be used. Also we discovered that when you move the slide towards you, it
appears to move away. When observing the letter "e", we discovered that the images observed under
the light are inverted and reversed. Although we could not easily tell with the feather, threads, and
potato, it became noticeable with the letter "e". The "e" was placed like "e", however when looked
into the eyepiece, the "e" was upside down. This shows that the microscopes works in an inverted
way. We also discovered that to adjust the amount of light entering the microscope, we could use the
iris lever to adjust the diaphragm. For example, the white thread required little light to see the cotton
fibers, compared to the feather or letter "e". Therefore, we learned that by altering the diaphragm,
we can fix many of the problems associated with the observations. Lastly, we discovered that only
one depth can be seen clearly at a time under high power. When working with the crossed strands of
thread, we had to turn the fine wheel adjustment back and forth while looking through the
microscope to focus one strand. All in all, the lab supported the purpose. We were able to
identify,function the parts of a light microscope, and prepare a wet mount(of a feather, letter "e",
black and white thread, and a potato). Furthermore, we located objects using high and low power
objectives, adjusted the diaphragm to attain correct lighting, and used stains for an easier and more
detailed

Factors That Affect The Individual 's Sense Of Self Is...
The main point of Baldwin et al.'s theoretical analysis was to discover how an individual's sense of
self is affected by many components, including personal experiences. The mental association
between these two factors was proposed because self–prospection and close relationships are tied to
how individuals view themselves. We sometimes see ourselves as who we're with, and how they
treat us translates to how we see ourselves. 2. Focus on the first study that Baldwin et al. report (that
is, Study 1, not the first research article they cite). What is the hypothesis that is being tested in this
study? The Hypothesis of the first study is, there is an alteration in an individual's self–prospection
when greeted with responses, whether it be negative or positive. 3. Summarize the design, the
independent variables, and the dependent variables. When you describe the IV and DV, first tell me
what they are at a psychological level (what are the experimenters trying to manipulate or measure
in people's heads?), and then tell me what they are at the level of concrete operations (what exactly
did the experimenters have participants do in the study – what procedure did they use?). The design
of the study is completing three questions, and then getting shown a response. If the response was
positive it reinforced the individual's response to the questions. If the given response was negative,
then the individual reconsidered their past answers. The independent variable of this study

Print-And-Fold: Annotated Bibliography
In 2010, Dr. Manu Prakash conducted a presentation for TedMed titled "Print–and–Fold". Dr.
Prakash's research from Stanford University is based on bringing new technology to global health.
In 2012, Dr. Prakash was awarded a grant from the Gates Foundation for his paper–folded
microscope project. In addition, Dr. Prakash currently serves as a Bioengineering professor at
Stanford University. In this presentation, Dr. Prakash discusses the lack of access that some
countries have for microscopes. Thus, Dr. Prakash decided to create an inexpensive, easy to use,
paper–folded microscopes that developing countries could have access to. The objective of this
presentation was to discuss how having access to a microscope (such as the paper–folded
microscope)

Cell Structures Under Different Magnifications Essay
Title: Cell Structures under different magnifications
Abstract
As per the cell hypothesis, the cell is the essential natural unit, the structure having the attributes of
life. The principle target is to watch different cases of protected plant and animal cells to recognize
contrasts between the two cell sorts and to distinguish regular organelles unmistakable in these
examples. Cells can be characterized by sort, for example, prokaryotic or eukaryotic or plant or
creature cells. These sorts have particular, identifiable contrasts that adjust the capacities and
abilities of the cells. While plant and animal cells are both cases of a eukaryotic cell, there are
contrasts that you ought to have the capacity to see in lab. The cell structures when viewed under
different power of magnification, depicts different clarity of organelles.
Introduction
The assorted qualities of structure and capacity in the cell world parallel the differences of species in
the biosphere. Numerous plant and creature cells are steadfastly altered as a major aspect of
multicellular tissues (Pruitt, 2002). The morphology of tissue cells is very associated with their
capacity (Alberts, 2002). Notwithstanding basic and hierarchical contrasts, varieties in cell measure
likewise add to the differing qualities of cell sorts, as far as possible (Bregman & Bregman, 1990).
The littler the cell the more noteworthy the surface territory/volume proportion and the more
proficient the development of fundamental

Microbial Survey, Smear Preparation, and Simple Stain Essay
MICROBIAL SURVEY, SMEAR PREPARATION, AND SIMPLE STAIN
Instructional Objectives 1. Define
Roccal = green, liquid disinfectant.
Pathogen = an agent which causes disease.
Wet Mount Slide = a microscope slide of a liquid specimen covered with a cover glass.
Yeast = a single celled fungi.
Budding = a true characteristic method of asexual reproduction among yeasts where budding of a
new cell from a parent cell can be observed.
Mold = multicellular masses of filamentous fungal growth.
Hyphae = individual filaments of mold, generally comprised of more than one cell.
Mycelium = the entire mass of the intermeshed hyphae.
Colony = the sometimes circular body of fungal growth that is visible to the unaided eye. Can be
comprised of ... Show more content on Helpwriting.net ...
To prepare a wet mount slide you begin with the substance at hand. The specimens studied in the
laboratory using this type of slide were a hay infusion, a yeast suspension, and the mold specimen.
For the hay infusion you begin with placing two drops of the suspension in the center of a clean
microscope slide using a transfer pipet. The specimen must be immediately covered with a cover
glass completing the wet mount slide. The yeast suspension is transferred from the tube to the slide
using a flame sterilized inoculating loop. Immediately cover the specimen with a cover glass. The
stained yeast suspension is prepared the same way except that the suspension is mixed with a drop
of lactophenol cotton blue placed on the slide prior to transferring the yeast. The mold must be cut
from the petri plate and placed on top of the drop of lactophenol cotton blue already placed on the
microscope slide. After it is covered it may be studied under the microscope. 3. State the scientific
name of the yeast studied in the laboratory.
Saccharomyces cerevisiae is the scientific name of the yeast studied in the laboratory. 4. Name the
medium upon which the mold was cultured.
Sabouraud agar is the medium upon which the mold was cultured. 5. Name the stain routinely
employed on fungal specimens.
Lactophenol cotton blue is a stain routinely used on fungal specimens. 6. List two methods by which
the mold specimen was examined.
The mold

What 's Of A Scientist? S Tool Box? Essay
WHAT 'S IN A SCIENTIST 'S TOOL BOX?
LITERATURE REVIEW
The microscope has been one of the greatest contributions to scientific study known to mankind and
like a hammer is found in every carpenter 's toolbox, one would find a microscope in a scientist 's
toolbox. A microscope is used to view matter not obvious with 20/20 vision and can magnify objects
as small as the smallest atom. The nomenclature for microscope derives from two words, mikros and
skopein which means seeing small. The history of the microscope, which is comprised of high
powered lenses, dates as far back as the year 100 when Romans looked through glass they found and
realized objects appeared larger than actual size. The glass used in the modern day microscopes
called lenses from the Latin word "lentil" is the primary component of any microscope
(Sashmasusik & Hayath, 2015).
The general use of the glass prior to Roger Bacon combining the glass with mirrors in the 1200's
was to view bugs rightfully named flea glasses. The combining of the glass leads to the contribution
of the compound microscope created by Zacharias Jansen in the late 1500's. Those lenses were bi–
convex (both sides of the lenses curved) and plano–convex; (one side of the lens curved and the
other side plane). Zacharias, a spectacle maker from Middleburg Holland added the lenses in three
small tubes, similar to the binoculars of today except a third row was added to a draw tube that slid
in and out to allow focusing. The compound

Unit 3 Objective Lenses
1. Eye piece/ ocular lens: An eye piece is a magnifying lens exists to the microscope which assists in
enlarging the sample object.
2. Body tube: A body tube is an necessary part of the microscope. It helps to extend the eye piece
and connect eye piece to the objective.
3. Arm: Arm is the part which connected with the base of the microscope. It can be easier to carry
the microscope.
4. Revolving nose piece: part of the microscope. This can be holding the objective lenses. At the
same time to provide a range of magnification to observe the same specimen in different dimension.
5. Objective lenses: part of the microscope executive for magnifying the image of the sample/
object. There are three objective lenses. ( 10 , 40 ,100 ) High power objective lens (100 ), middle
power ... Show more content on Helpwriting.net ...
Stage clips: It is used to hold slides in the stage and also Stage clips are provides support to the
slides.
7. Stage: stage is the essential part of the microscope. Its have the flat surface used to keep the slides
with sample/ object.
8. Diaphragm: rotating disk under the stage above the condenser. Its used to control the light
entering through the object.
9. Condenser: It is a part of microscope under the stage. Used to collect the light from the
illuminator and focus the light onto the object/ sample. They can be provides clear& sharper images.
10. Coarse adjustment: it is present on the arm of microscope. Used to move the object with the
slides back or forward to adjust the slides bring it to focus and show clear image as possible.
11. Fine adjustment: it is a part of the coarse adjustment used to bring the sample/ object into sharp
focus.
12. Light source: it also known as illuminator. Usually it is situated at the base of the microscope.
Used to provide light to the sample in order to facilitate the experiment.

13. Base: it is the bottom part of the microscope. Usually the base of microscope made up of durable
material for provide stability& strength to the

Electron Microscopes Lab Report
Summarise the differences between how the Light Microscope, Transmission Electron Microscope
and Scanning Electron Microscope work; Evaluate the advantages and disadvantages of each type of
microscope.
The three different types of microscope all work very differently. They all have limitations as to
what can and cannot be seen through them and two key factors as to why this is are magnification
and resolution. Magnification determines how closely we can look at the object, whereas resolution
presents the limits of the microscope as to what sized structures can be seen clearly and can remain
in focus, even at a very large magnification. The light microscope only has a magnification of up to
x1500, which is very small in comparison to the x250,000 ... Show more content on Helpwriting.net
...
These work because the aqueous interior of a cell (cytosol) is negatively–charged, so the dyes are
either repelled or attracted to it. The cytosol bonds with positively–charged dyes like methylene
blue. It repels negatively–charged dyes like nigrosin, which results in only the background being
stained. The samples used for light microscopes must be translucent. There are many advantages
and disadvantages for each type of microscope, depending on what sort of image you would like to
produce. The scanning electron microscope has a function that is very different to the TEM because
it is able to show the surfaces of samples, rather than just going through them. This unique function
is very useful is specific circumstances, like when looking at antigens on the surface of a cell, but
not very useful when trying to look at the organelles found inside that cell. The transmission
electron microscope is able to show smaller organelles very clearly due to its higher magnification
and better resolution. The light microscope is not able to do this and only the simplest structures can
be seen. An advantage of light microscopes is that specimen can be living, and the samples have not
been treated very much. Although it is possible to see much smaller structures with an TEM, the
treatment required in order to

Essay On Netboarding
Capturing the investors' imagination with your pitch deck
Now you have the building blocks of a great deck.
You've seen examples of the slides that work and why they work.
You are aware of the information investors want to see, why they want to see it and how you can
convey it convincingly.
But how do you put these elements together?
What are the fundamentals of a winning pitch deck?
It's time to pay attention to the finer details – combining your slides and the information about your
startup with a good storytelling structure.
As I've outlined before, your pitch deck must tell a story – it must not be a list of figures and facts
but an engaging journey down the path your startup is on – from the idea to the business.
So, you need ... Show more content on Helpwriting.net ...
And it worked, as the startup raised $500k with the pitch deck.
They tell a story
Pitch decks tell stories.
And stories often follow a specific structure, which you should use as the basis for your deck.
The winning storytelling formula comes in the form of Freytag's Pyramid:
ADD IMAGE
So, what does it mean for your pitch deck?
Let's look at the possibilities it offers in its purest form:

THE EXPOSITION – INTRODUCE THE TEAM AND THE COMPANY PURPOSE (VISION)
INCITING INCIDENT – OUTLINE THE PROBLEM
RISING ACTION – SET OUT THE CURRENT MARKET, COMPETITION
CLIMAX – PROVIDE THE SOLUTION, SHOW THE UNIQUE VALUE PROPOSITION
FALLING ACTION – INTRODUCE THE FINANCIALS
RESOLUTION – OUTLINE THE BUSINESS MODEL, FUNDRAISING STRATEGY
DENOUEMENT – TALK ABOUT TRENDS AND FUTURE PREDICTIONS
That's the basic composition for a good story and a solid way of structuring your essential slides.
However, you can change the impact of your story focusing on how you tell the story, even if you
don't fundamentally change the structure of the slides.
Soren Petersen and Steven Bussard brought up two great examples of this in their blog post 'Using
Storytelling to Pitch Startups'.
They used the slides introduced by Guy Kawasaki and noted that by changing the structure slightly
and focusing on how you engage the listener, you can create different types of stories.
First, you could tell an origin story – emphasising how things started with your

Physics : Atomic Force Microscopy
ATOMIC FORCE MICROSCOPY 1. Introduction to Atomic Force Microscopy An atomic force
microscope (AFM) is a type of scanning probe microscope (SPM). An AFM uses a cantilever with a
probe to scan over a sample's surface. The probe is a sharp tip (3 to 6 m pyramid; 15 to 40 nm end
radius) such as the one shown in Fig. 1. As the tip of the AFM approaches the surface, at close
range, attractive forces between the sample surface and the tip of the AFM causes the cantilever to
deflect towards the surface. As the cantilever moves close to the surface, when the tip tends to make
contact with it, increasingly repulsive forces take over and causes the cantilever to deflect away
from the surface. A laser beam is used to detect cantilever movements towards or away from the
surface. The laser beam is reflected back from the cantilever to a position–sensitive photo diode
(PSPD). The deflections due to the interaction between the tip and the sample's surface causes slight
changes in the angle with which the laser beam reflects off the cantilever as shown in Fig. 2. This
change in the angle of reflected beam is detected by the PSPD. Thus, if the tip passes over a
depression on the sample, the resulting deflection of the cantilever causes a change in the angle and
direction at which the laser beam reflects from the cantilever to the PSPD. AFM uses a feedback
loop to continuously control the position of the tip (Fig. 3). By controlling the tip, an accurate
surface imaging and topographic

When The Scientist Presents By Jean Luc Lebrun
A great successful researcher not only rely on the numerous published papers rather depends more
on how many scientific talks has been given to fellow colleagues and peers. The text, 'When the
Scientist Presents' written by Jean Luc Lebrun outlines essential aspects to give a science talk and
ideas are illustrated through detailed examples of scientific presentations. The book is divided
majorly into four parts: Content selection, audience expectation, the slides and the presenter. The
information contained in the book help a scientist to prepare about the content filtering, audiences
expectation and presenters gesture to give science talks.
Content selection should be abreast with knowledge of audience expected from the scientific
presentation. Each slide should be self–contained and must not require external support for
understanding. There are two ways to cut down presentation time: Visual is worth a thousand words
and helps saving time for explaining in depth details of a project especially numerical data. One
should put applicable content on slides because what matters most is the amount of information you
caused to be absorbed by attendee. The Q&A is significant, the audience must gain freedom to
engage with speaker and ask questions for better perspective of the talk. Contents should reflect
critical analysis of evidences supported by research findings. Furthermore, Credibility can be
established through what audience perceive by the presenter's evidence.
In a

40x Magnification Lab
Conclusion
The purpose of this lab was to introduce students on how to properly use a compound binocular
microscope to observe organisms. Additionally, learning how to find the size of the field of view and
organisms was part of the purpose of this lab. There were two lab observations made, one finding
the diameter of the field of view for each magnification and observing three organisms underneath
the microscope. Upon entering the lab for the clear ruler observations, it was hypothesized that if the
ruler was able to be clearly seen and measurements taken on the 40x magnification then it would be
able to be seen and estimated for all magnifications. That was proven incorrect. The higher
magnifications made the field of view so small on the ruler that an accurate measurement could not
be taken. The ruler was measured under 40x, 100x, and 400x magnification. First, the ruler was
measured under 40x magnification and had a diameter across the field of view of about 4.5
millimeters. The fit number was converted to 4,500 micrometers. When the magnification increased
to 100x magnification, the field of view decreased to 1.8 millimeters in diameter. ... Show more
content on Helpwriting.net ...
Clostridium Tetani is an anaerobic bacteria from the species Clostridium. Clostridium Tetani is
found in soil or in animals and can result in Tetanus, a rare but painful muscular disease that can
lead to respiratory failure and death. The toxin causes tetanus when introduced into damaged or
dead tissue. Approximately 50–75% of patients with generalized tetanus have lockjaw, the inability
to open the mouth. As the disease progresses, patients have generalized muscle rigidity with spasms
in response to stimuli such as touch or noise while suffering with severe pain. The spasms can cause
fractures, tendon ruptures, and respiratory failure. Clostridium Tetani averages between 3–7
micrometers in length, while in this lab it was estimated about ___micrometers

Essay on Lab 2: Microscopy and the Metric System
Microscopy and the Metric System Margaret E. Vorndam, M.S. Version 42–0090–00–01 Lab Report
Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab
Report Assistant is simply a summary of the experiment's questions, diagrams if needed, and data
tables that should be addressed in a formal lab report. The intent is to facilitate students' writing of
lab reports by providing this information in an editable file which can be sent to an instructor.
Exercise 1: Measuring Length, Weight, Volume, and Temperature Try the following conversions for
practice. 240,000 ng =0.24 mg =0.00024 g 50 cm ... Show more content on Helpwriting.net ...
Provide the calculation steps, including the conversion factor that would be needed to convert the
following measurements, and the final answers. Use US and liquid units where appropriate. 3 cups =
.711 L 7,893 mg = .0174 lb 2.25 oz = 66.53 cc 36ºC = 96.8 ºF 7893mg*(1lb/453592mg)=0.0174lb
36ºC*(9/5)+32=96.8ºF (96ºF–32)*(5/9)=35.56ºC 7893mg*(1lb/453592mg)=0.0174lb 36ºC*
(9/5)+32=96.8ºF (96ºF–32)*(5/9)=35.56ºC 3 cups*(.237L/1cup)=.711L 2.25oz*
(29.57cc/1oz)=66.53cc 145,000uL*(1tsp/4928.92uL)= 29.42tsp 3 cups*(.237L/1cup)=.711L
2.25oz*(29.57cc/1oz)=66.53cc 145,000uL*(1tsp/4928.92uL)= 29.42tsp 145,000 uL = 29.42 tsp
96ºF = 35.56 ºC D. What advantages does the metric system have over the English method of
measurement? What are the disadvantages? The metric system is advantageous because it has a base
of ten, making measurements easier to take, read, understand, and convert. The prefixes are also
standard so they transfer between all measurements. Also, more countries use the metric system
whereas basically only the US uses the English method. The main disadvantage of the metric system
is that Americans have not grown up with these measurements so they are harder to picture and

Micro lab report 1 Blood and Bacteria Essay
Name and Course Section: Camile Manradge & Michele McNeill, Section 704
Title and Number: Observing Bacteria and Blood – Lab # 1
Purpose: The purpose of this experiment is to gain knowledge of the functions and operations of the
compound light microscope and an immersion oil lens by observing prepared slides of various
bacteria and blood slides. We are also learning to indentify and observe the various shapes and
characteristics of bacteria, as well as, yogurt cultures (fresh and prepared) and blood samples under
a microscopic view. We will also be able to distinguish between blood cultures and bacteria
specimens.
Procedure:
Exercise 1: Viewing Prepared Slides
The first step is to assemble the compound light microscope. ... Show more content on
Helpwriting.net ...
Penicillum, w/conidia
Green with many web–like connections. Looks like a pile of thin strands of thread jumbled together
with thicker green tops that resemble grass
Many strands with tops that look like broccolini bunched together
Many groups of vertical branches resembling broccolini with several small dots along each branch
Anabaena, w.m
Many pink spheres and rod shapes (maybe Staphylococci and Streptobacillus), a few clusters with
small dots (maybe ribosomes, rings of spherical chains, star shaped body
Vibrio shapes, large vein shaped structure with internal lines
Bunches of spherical shapes (Staphylococci) looks mosaic, Streptobacillus, the veined structure is
more pronounced, Vibrio shapes (slightly curved, but not distinctly spiral)
Ascaris eggs, w.m
Clear branches and networks with green spheres (eggs?) scattered about in clusters, very few
singular spheres
Larger branch, looks like a flower with a dark outline and green hue on the inner lining, some of the
spheres are transparent
Some of the green spheres have jagged edges, the branch now looks grey

Exercise 2: Observing Bacteria Cultures in Yogurt
Slide
10x
40x
100x
Fresh Yogurt
Thousands of close knit black and white specks that resemble coarse gravel or the wind making
waves in the ocean or a lot of bubbles
Resembles a dry scab, with

Pond Water Essay
Skinny Dipping and You
Why this is no longer a perfect date
12/8/2007
Aaron Gonzalez
Materials and Methods
 Nikon Compound Microscope
 Glass Microscope slides
 Cover Slips
 Paper Towels
 Thermometer
 Glass Jar
 pH Strips
I took the sample pond water from the library pond (Central Michigan University), thinking well
during mock rock this year I want to know really what I am swimming in. So I took a jar then
scooped it up from the muskiest part of the pond. After collecting the sample we placed the sample
in a glass jar in the Biology lab at Mid Michigan Community College by a window and then it was
sealed with oxygen holes. We would be checking on the sample once a week for lasting six weeks,
just incase we ... Show more content on Helpwriting.net ...
The sample of life that I got were relalativly the same. I got pretty much the same sample of
Rotifers, Diatoms, and green Algae, nothing exciting at all. Measureable things that were observed
during this pond water experiment such as total chlorine, free chlorine, total hardness, and total
alkalinity all stayed pretty much the same with variations at the –/+ .2 rate. But the pH for my pond
water sample did rise between 8.1–9.0 which is incredible and I have no idea why.
Measureable Quantitative Date Week 1 Week 2 Week 3 Week 4 Week 5
Degrees C 16 18 19 18 19
Total Chlorine 1.0 1.1 1.1 1.2 1.2
Free Chlorine 0.5 0.5 0.6 0.6 0.6
Total Hardness 20/425 23/425 25/425 25/425 25/425
Total Alkalinity 180 180 180 220 180 pH 8 8.1 8.3 8.4 9.0
Slide Observation Week 1 Week 2 Week 3 Week 4 Week 5

Slide #1 Rotifers Rotifers Rotifers+Algae Rotifers+Algae Rotifers+Algae
Slide #2 Diatoma Diatom Cyclotella Ankistrodesmus Fragilaria
Slide #3 Ciliate Algae Diatom Protozoan Paramecium
Appearance Week 1 Week 2 Week 3 Week 4 Week 5
Color Tan Dark Tan Brown Dark Brown Light Grey
Smell Terrible Fish Odor Rotten Eggs Stink Bomb Garbage
Clarity Clear Tan Mist Cloudy Cloudy Cloudy
Observations Plants green Greenish

Observations Regarding Slides Of Many Species Seen With A...
Observations Regarding Slides of Many Species Seen With a Light Microscope Introduction: Our
class gathered to observe the differences and similarities of life observable under a microscope. We
wanted to study details of each slide to understand the larger picture of the life that they make–up.
Methods and Materials: Our class of twelve was subdivided into six groups of two. Each group used
a light microscope to observe thirteen slides of organic materials (listed with the appended images).
The slides were dyed one or two colors to show different parts of the organisms or cells. With each
slide we started our observations on 40x magnification and moved up, through 100x, to 400x
magnification. After recording what I saw under the microscopes, I researched what I had seen, and
collected images for comparison, which appear in the appendix.
Observations/Results:
The first slide that my team observed was of Allium root tip in mitosis. Even on the lowest
magnification, cell wells were clear, and nuclei were visible. This visibility shows how relatively
large the cells are. On higher magnification, chromosomes were visible, and clearly splitting; they
were in varying stages of mitosis. Not all cell walls seemed to have nuclei in them. The duplicating
cells were caught in stop motion. If they could have continued this action they would have created
so many new cells that the Allium specimen could have grown. In effect, we were observing a
multicellular organism in the act of

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