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Microscopy and Specimen Preparation Presentation

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Slide 1 The Study of Microbial Structure: Microscopy and Specimen Preparation Chapter 2 Slide 2 Outline • Light microscope • Preparation and staining of specimens • Electron microscopes • Newer techniques in microscopy • Confocal microscopy Slide 3 2.2 The Light Microscope • Many types • Bright-field microscope • Dark-field microscope • Fluorescence microscope • Compound microscopes • Image formed by action of 2 lenses Slide 4 The Bright-Field Microscope • Produces a dark image against a brighter background • Has several objective lenses • Differ in magnifying power (10x, 40x, 90x, 100x) • Total magnification • Product of the magnifications of the ocular lenses (10x) and the objective lenses (10x, 40x, 90x,100x) Slide 5 Lenses • Focus light rays at a specific place called the focal point (F) • Distance between center of lens and focal point is the focal length (f) • Strength of lens related to focal length • Short focal length → more magnification Slide 6 Figure 2.3 Slide 7 Microscope Resolution • Ability of a lens to separate or distinguish between small objects that are close together • Bright-field: 0.2 µm • Wavelength of light used is major factor in resolution • Shorter wavelength  greater resolution Slide 8 Slide 9 The Dark-Field Microscope • Image is formed by light reflected by specimen • Produces a bright image of the object against a dark background • Used to observe ...
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Tags: Microscopy Specimen Preparation Microbial Structure staining of specimens Light Microscope

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GCU Professional Application in Service Learning Discussion

What difficulties or challenges do you anticipate as you prepare your journal entries throughout this course? For your fi ...

GCU Professional Application in Service Learning Discussion

What difficulties or challenges do you anticipate as you prepare your journal entries throughout this course? For your first response to this Discussion Forum, give your answer to this question. Then for your other responses this week, read the responses of your fellow students and give them some feedback and some suggestions as to how they might solve or avoid the problems they are anticipating. Hopefully someone will also have some suggestions for you.

Colby Sawyer College Homeostasis & Cell Membrane Biology Worksheet

Colby Sawyer College Homeostasis & Cell Membrane Biology Worksheet

Ecological Footprints

he ecological footprint is a tool for helping us to visualize the impacts we make on the environment. For a brief overview ...

Ecological Footprints

he ecological footprint is a tool for helping us to visualize the impacts we make on the environment. For a brief overview of the concept, please watch this one-minute video The Ecological Footprint Explained (Links to an external site.)Links to an external site. prior to beginning work on this discussion.In this week’s class discussion, you will have the opportunity to learn more about how connected you are to the ecosystems and biosphere that you inhabit. Everyday choices can impact our environment; through those choices, we can either add to our environmental impact, or reduce it.In a course-long project beginning this week, you will take on the challenge of lessening your impacts on the environment, through reducing the size of your ecological footprint. Specifically, you will identify possible lifestyle changes that would reduce the amount of resources you use and/or the amount of carbon dioxide emissions that you produce. In a course-long experiment, you will determine whether or not it is possible to make a measurable difference in your environmental impact through a few simple actions in your daily life. The first step, of course, is to determine your ecological footprint right now. To do that, you will calculate three footprints: an overall ecological footprint that takes most of our daily behaviors into consideration; a carbon footprint that focuses on our daily carbon emissions that are contributing to global climate change; and a water footprint that assesses daily water use.Part A: Ecological FootprintUse the footprint tool from the web page What Is Your Ecological Footprint? (Links to an external site.)Links to an external site. to calculate your ecological footprint. At every opportunity, please select the “add details to improve accuracy” option. At the end of the footprint activity, make a note of how many earths would be required if everyone lived like you. Then click on “see details” to obtain the following information:Your ecological footprint, in global hectares (a hectare is about two and a half acres).Your top three consumption categories.Finally, research some ways you might reduce your footprint, identifying a few specific ones that you might put into practice throughout the course.Part B: Household Carbon Emissions FootprintNext, use the Carbon Footprint Calculator (Links to an external site.)Links to an external site. to calculate your household carbon emissions footprint. After answering all the questions:Make a note of your carbon emissions footprint in pounds. Is that above or below the average household carbon footprint in the US?Also, explore specific actions you might take to reduce your footprint. Which of them might be practical to undertake in the next five weeks?Part C: Water FootprintFinally, use Water Footprint Calculator (Links to an external site.)Links to an external site. to calculate your daily water footprint. After answering all the questions:Make a note of your gallons per day water footprint.Record the top three contributors to it.Scroll down the page to access a series of “Tips” buttons you can click on for advice on reducing your footprint. Again, make a note of some specific ideas you see that might be practical to implement over the next five weeks.

Exercises: Week 7 Assignment

Exercises: Week 7 Assignment Use the data in the BlackHills folder and Sturgis83 geodatabase to answer the following ques ...

Exercises: Week 7 Assignment

Exercises: Week 7 Assignment Use the data in the BlackHills folder and Sturgis83 geodatabase to answer the following questions: 1. The Madison Limestone is an important aquifer. Citizens are concerned about gas or chemical trucks overturning on roads and causing contamination. What is the total length of roads crossing the Madison, in kilometers? 2. The infiltration rate of the geological substrate is a strong factor in evaluating the spill hazards for roads. Create a map of all the roads based on the infiltration capacity of the geology, using appropriate symbols to indicate hazard. Capture your map. 3. The use of a road is another factor in evaluating spill hazards. Create a new field in the roads feature class with a hazard rating of 3 for primary roads, 2 for secondary roads, and 1 for primitive roads. Create a map and capture it. 4. Now create new field for a hazard index based on both infiltration and use, adding them together. What is the range of values for the index? Create a map of the roads based on the hazard index. Capture the map. 5. Rangeland can cause significant impacts on surface water quality. Using the lulc and wsheds2b feature classes, create a table showing the area of rangeland in each watershed. (Include both herbaceous and mixed rangeland categories.) 6. Areas that are within 300 meters of both streams and primitive roads are the most popular places for fishing. Create a map showing these areas. Capture your map. 7. The fishing areas in #6 should be restricted to areas within the national forest (OWNER = ‘NFS’ in the vegetation feature class). Create a revised map showing the public access fishing areas in green and the private fishing areas in red. Capture your map. 8. You need a feature class that shows polygons based only on infiltration and only within the wshds2b area. Symbolize this layer based on infiltration. Capture your map. 9. The Forest Service is concerned about septic systems contaminating the Madison Limestone. Create a map showing private land (OWNER = PVT in the Vegetation layer) on the Madison. Capture the map. 10. The Forest Service is considering adopting a policy to not cut timber within 200 meters of a primary road (TYPE = P). Assuming that cutting timber includes all SSTAGE96 LIKE ‘4*’, determine the total area in square kilometers lost to harvesting if this policy were adopted. Capture a map showing the off-limits areas.

The noble price winners

Looking at these picture and follow the description to answer question

The noble price winners

Looking at these picture and follow the description to answer question

Camden County College pH Range Using Indicators Laboratory Report

Everything is in the document to explain. Directions are included also. If any questions contact me.

Camden County College pH Range Using Indicators Laboratory Report

Everything is in the document to explain. Directions are included also. If any questions contact me.

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Post question

GCU Professional Application in Service Learning Discussion

What difficulties or challenges do you anticipate as you prepare your journal entries throughout this course? For your fi ...

GCU Professional Application in Service Learning Discussion

What difficulties or challenges do you anticipate as you prepare your journal entries throughout this course? For your first response to this Discussion Forum, give your answer to this question. Then for your other responses this week, read the responses of your fellow students and give them some feedback and some suggestions as to how they might solve or avoid the problems they are anticipating. Hopefully someone will also have some suggestions for you.

Colby Sawyer College Homeostasis & Cell Membrane Biology Worksheet

Colby Sawyer College Homeostasis & Cell Membrane Biology Worksheet

Ecological Footprints

he ecological footprint is a tool for helping us to visualize the impacts we make on the environment. For a brief overview ...

Ecological Footprints

he ecological footprint is a tool for helping us to visualize the impacts we make on the environment. For a brief overview of the concept, please watch this one-minute video The Ecological Footprint Explained (Links to an external site.)Links to an external site. prior to beginning work on this discussion.In this week’s class discussion, you will have the opportunity to learn more about how connected you are to the ecosystems and biosphere that you inhabit. Everyday choices can impact our environment; through those choices, we can either add to our environmental impact, or reduce it.In a course-long project beginning this week, you will take on the challenge of lessening your impacts on the environment, through reducing the size of your ecological footprint. Specifically, you will identify possible lifestyle changes that would reduce the amount of resources you use and/or the amount of carbon dioxide emissions that you produce. In a course-long experiment, you will determine whether or not it is possible to make a measurable difference in your environmental impact through a few simple actions in your daily life. The first step, of course, is to determine your ecological footprint right now. To do that, you will calculate three footprints: an overall ecological footprint that takes most of our daily behaviors into consideration; a carbon footprint that focuses on our daily carbon emissions that are contributing to global climate change; and a water footprint that assesses daily water use.Part A: Ecological FootprintUse the footprint tool from the web page What Is Your Ecological Footprint? (Links to an external site.)Links to an external site. to calculate your ecological footprint. At every opportunity, please select the “add details to improve accuracy” option. At the end of the footprint activity, make a note of how many earths would be required if everyone lived like you. Then click on “see details” to obtain the following information:Your ecological footprint, in global hectares (a hectare is about two and a half acres).Your top three consumption categories.Finally, research some ways you might reduce your footprint, identifying a few specific ones that you might put into practice throughout the course.Part B: Household Carbon Emissions FootprintNext, use the Carbon Footprint Calculator (Links to an external site.)Links to an external site. to calculate your household carbon emissions footprint. After answering all the questions:Make a note of your carbon emissions footprint in pounds. Is that above or below the average household carbon footprint in the US?Also, explore specific actions you might take to reduce your footprint. Which of them might be practical to undertake in the next five weeks?Part C: Water FootprintFinally, use Water Footprint Calculator (Links to an external site.)Links to an external site. to calculate your daily water footprint. After answering all the questions:Make a note of your gallons per day water footprint.Record the top three contributors to it.Scroll down the page to access a series of “Tips” buttons you can click on for advice on reducing your footprint. Again, make a note of some specific ideas you see that might be practical to implement over the next five weeks.

Exercises: Week 7 Assignment

Exercises: Week 7 Assignment Use the data in the BlackHills folder and Sturgis83 geodatabase to answer the following ques ...

Exercises: Week 7 Assignment

Exercises: Week 7 Assignment Use the data in the BlackHills folder and Sturgis83 geodatabase to answer the following questions: 1. The Madison Limestone is an important aquifer. Citizens are concerned about gas or chemical trucks overturning on roads and causing contamination. What is the total length of roads crossing the Madison, in kilometers? 2. The infiltration rate of the geological substrate is a strong factor in evaluating the spill hazards for roads. Create a map of all the roads based on the infiltration capacity of the geology, using appropriate symbols to indicate hazard. Capture your map. 3. The use of a road is another factor in evaluating spill hazards. Create a new field in the roads feature class with a hazard rating of 3 for primary roads, 2 for secondary roads, and 1 for primitive roads. Create a map and capture it. 4. Now create new field for a hazard index based on both infiltration and use, adding them together. What is the range of values for the index? Create a map of the roads based on the hazard index. Capture the map. 5. Rangeland can cause significant impacts on surface water quality. Using the lulc and wsheds2b feature classes, create a table showing the area of rangeland in each watershed. (Include both herbaceous and mixed rangeland categories.) 6. Areas that are within 300 meters of both streams and primitive roads are the most popular places for fishing. Create a map showing these areas. Capture your map. 7. The fishing areas in #6 should be restricted to areas within the national forest (OWNER = ‘NFS’ in the vegetation feature class). Create a revised map showing the public access fishing areas in green and the private fishing areas in red. Capture your map. 8. You need a feature class that shows polygons based only on infiltration and only within the wshds2b area. Symbolize this layer based on infiltration. Capture your map. 9. The Forest Service is concerned about septic systems contaminating the Madison Limestone. Create a map showing private land (OWNER = PVT in the Vegetation layer) on the Madison. Capture the map. 10. The Forest Service is considering adopting a policy to not cut timber within 200 meters of a primary road (TYPE = P). Assuming that cutting timber includes all SSTAGE96 LIKE ‘4*’, determine the total area in square kilometers lost to harvesting if this policy were adopted. Capture a map showing the off-limits areas.

The noble price winners

Looking at these picture and follow the description to answer question

The noble price winners

Looking at these picture and follow the description to answer question

Camden County College pH Range Using Indicators Laboratory Report

Everything is in the document to explain. Directions are included also. If any questions contact me.

Camden County College pH Range Using Indicators Laboratory Report

Everything is in the document to explain. Directions are included also. If any questions contact me.