503 Final ID Project

7/28/2019 503 Final ID Project

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Table of Contents

Synthesis/Reflection Paper. 4, 5

Part 1: Topic

Part 1a: Stated Learning Goal 6Part 1b: Description of audience 6

Part 1c: Rationale.. 6

Part 2: Analysis

Part 2a: Description of Need PartNeeds Analysis Survey.. 6, 7

Needs Analysis Data Report.. 7

Part 2b: Description of Learning ContextLearning Context..... 8

Transfer Context.. 8

Part 2c: Description of Learners.. 8, 9Part 2d: Learning Task Analysis Flowchart 10-13

Part 3: Planning

Part 3a: Learning Objectives (list) 14, 15Part 3b: Matrix of Objectives, Blooms Taxonomy, and Assessment Plan . 16

Part 3c: ARCS Table 17, 18

Part 4: Instructor Guide 19-21

Part 5: Learner Content

Part 5a: Learning materials 22Part 5b: Formative and/or Summative Assessment materials 23

Part 5c: Technology Tool Justification.. 23

Part 6: Formative Evaluation Plan

Part 6a: Expert Review Plan. 24

Part 6b: One to One Evaluation 24Part 6c: Small Group Evaluation. 24

Part 6d: Field Trial 24, 25

Part 7: Formative Evaluation Report

Part 7a: Evaluation Survey or Rubric 25, 26Part 7b: Report the results of the expert review 27Part 7c: Comments on Change. 27

Part 8: AECT Standards Grid... 28-33

Jennifer Anderson Page 2


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Appendices

A. Learner Assessment 34B. Student Interview Questions. 35C. Microscope Flashcards.. 35D.Notebook Prompts. 36E.

KWL Chart 36F. Blank Microscope Image.. 37

G. Procedure Checklist...... 38H. Assessment Rubric 39I. Microscope Test-Summative Assessment. 40J. Additional Resources/ Extension Activities. 41

References 42



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Synthesis/ Reflection Paper

The instructional design process is like building a house. Initially you must answer some of the

following questions: Where will we build? What materials will we need? Why is buildingnecessary? What will the cost be? The contractor must assess the homeowners wants and needs

and ask the following: How many children do they have? How many bedrooms will they need?Why is the previous home not sufficient? What style of house do they want? Interviews will

take place to gain information to address these questions. Plans must be designed to meet theidentified needs. There must also be a logical timeline developed to accomplish specific tasks.

Throughout the building process decisions are questioned and reevaluated for effectiveness.

This is similar to instructional design. First one must determine what the needs are and why they

must be addressed. We must ask the following questions: Who are the learners? Where willthey be learning? How do they learn best? What materials will they need? Which strategies will

be most effective? Interviews are necessary to gain important information. Just like building a

house, the process of instructional design does not always occur in a linear fashion (Smith &Ragan, 2005). Both processes can include variations of the ADDIE model: Analyzing,

Designing, Developing, Implementing, and Evaluating. For example, instructional designers

must analyze the learners and instruction needs, while a contractor must analyze the land,materials and wants of the homeowners. The result of these two processes should be a well built

product that has been meticulously evaluated and meets the identified needs.

This course has made me aware of the many aspects of instructional development and lesson

planning. Before this course I felt a somewhat clueless with designing lessons. I had one way toplan a lesson and I followed it. The instructional design models we investigated helped me to

question my previous planning strategy and to focus on who my learners are. In the past, I have

made plans without considering all of the students in my classroom and their specific needs. Ihave learned that taking the time to conduct a learner analysis is extremely beneficial to

instruction, and will deliver better results at the end of the lesson.The area I learned the most about this semester was instructional models. The three model types,

as described by Gustafson and Branch (2002), include systems oriented, product oriented, andclassroom oriented. As a teacher, the model type I will use the most in the future is the

classroom oriented model. This model is the most intuitive for me and will be a valuable

resource. I feel the design process will come in very useful in all future lesson development I

take on.

The process of writing learning objectives is another area I found beneficial within this course.

Learning objectives are tools that teachers use daily. I enjoyed learning about the three parts to

writing learning objectives, including descriptions of the terminal behavior, conditions, and

standards (Smith & Ragan, 2005). I will use objectives for future lessons and can use theknowledge I have gained from this course to help other educators.

Currently, I do not need to develop lesson plans, but I can see myself using multiple instructional

design strategies in the future. At present, I work as a teachers assistant and will use these ideas

to help other teachers meet the needs of their students. The different instructional design modelswill help me with this, and allow me to design better lessons. Overall, this course challenged me

and gave me many tools to use in the future.



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Resources

Gustafson, K. L, & Branch, R. M. (2002). Survey of Instructional Development Models. (4th

ed).

Syracuse, NY: ERIC Clearinghouse on Information & Technology.

Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd Ed.). Danvers, MA: John Wiley &

Sons.



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Part 1- Topic

1a- Learning GoalLearners will demonstrate their ability to identify parts of the microscope and their functions, aswell as, set up, use, and clean up a microscope safely and correctly.

1b- AudienceThe audience for this ID project includes students ages 15 to 17 within a biology course at analternative school, and home, for children in Laramie, Wyoming.

1c- RationaleThe topic for this lesson was chosen based upon a need request from the biology teacher at the

alternative school in Laramie, Wyoming. The teacher and I discussed various needs and a

timeline that would fit within this project. The topic of microscopes became the best option asstudents would be introduced to them within this semester of school, allowing me to assess their

knowledge and incorporate their understanding. The teacher requested new ideas to incorporate

into her unit on the microscope. After investigating learner knowledge, learning gaps wereidentified as a need that must be addressed. Many misconceptions were identified among

learners, calling for changes to be made to current instruction. This need falls under the

discrepancy model within Smith & Ragans (2005) text Instructional Design 3rd

edition.

The overall strategy for this project will be mostly supplantive. Microscopes are very delicate,expensive tools that need to be handled carefully to avoid dangers. Students must get direct

instruction on various parts, how to use them, and basic care techniques, before they can work

with the microscopes alone. Once students receive proper training and practice, they will beallowed to use the microscopes individually to investigate slides of their choice; this will be the

generative portion of instruction. The learning tasks will be simple and well defined. Overall,

the strategy will be 90% supplantive and 10% generative.

The learning outcomes for this lesson will be both procedural and declarative. Instruction willinclude pairing of items. For example, microscope parts will be paired with their function. The

major instructional strategy will be used for simple procedures, rather than declarative

knowledge, because students must be able to apply their knowledge (Smith & Ragan, 2005).Simple procedures are learned through step by step demonstration and instruction. Once

instruction is complete, learners must apply their knowledge through practice and receive

feedback. Procedural knowledge is gained through straightforward instruction and littlediscovery learning. This fits well with a supplantive approach. One of the most important steps

for this procedural lesson is checking the appropriateness of a completed procedure (Smith &

Ragan, 2005). Learners must decide when it is appropriate to use medium and high powerobjectives, based on the previous results.

Part 2- Analysis Report

2a: Needs Assessment SurveyLearners were assessed by both a content assessment (Appendix A) and through an individual

interview (Appendix B). The assessments were given to sixteen students within the high school

biology course. The content assessment was given through a paper and pencil format. It



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contained seven short answer, three true/false, and thirteen matching questions, all pertaining to

the microscope. The interviews were performed one-on-one and were utilized to gain

information about students prior knowledge, educational history, learning styles, anddemographics. Microscope functions were also assessed during the interview using the

microscope image from the quiz. Students were asked the function for each of the fourteen parts

and their results were recorded on their quiz.

2a: Needs Assessment Data ReportThroughthe needs assessment, a number of learning

gaps were identified. There were four main areas thatstudents struggled or had misconceptions about

regarding microscopes. The first gap identified is a

misunderstanding about total magnification. Totalmagnification is the total amount that a microscope will

magnify the slide it is focused on. To find total

magnification students multiply the power of the

eyepiece by the power of the objective in use. If giventhe numbers to multiply, most students were capable of

determining the final number for total magnification.

However, students were unable to tell me what thedefinition of total magnification is and what it means

when working with microscopes. This is a need that

must be addressed. The second misconceptionstudents have is when to use the fine adjustment knob.

Most believe the fine adjustment knob should only be

used on high power, rather than on all three powers. Incontrast, most students understood that the coarse

adjustment knob should only be used on low power.

As shown in figure 1, five of the sixteen studentsmissed two or more parts of the microscope while two

students missed only one part. Others (9 of 16) were

able to identify all fourteen parts by the correct name,

or an acceptable alternative. All students weresuccessful identifying the functions of the following

parts: arm, base, objectives, stage, light, and eyepiece.

The functions of five microscope parts were missed bymultiple students. Figure 2 shows how many students

missed the function for the five specific microscope

parts. During instruction there needs to be moreemphasis placed on the parts and functions that are

commonly missed by students. Students were not

assessed on their actual ability to use a microscope,

however, they were asked about their confidence levelwhen using microscopes. Figure 3 shows that two of the sixteen students do not feel confident

using microscopes, four students are somewhat confident, and ten students feel confident enough

to use microscopes on their own.


0

24

6

8

10

12

Student Confidence Levels

Numbe

rofstudents

Fig. 3 Student confidence levelswith using microscopes

Not Confi

SomewhaConfident

Confident

0

2

4

6

8

10

Results of MicroscopeQuiz

NumberosStudents

Fig. 1 Students who missed partquestions on microscope quiz

Missed 0 pa

Missed 1 pa

Missed 2 or

parts

0

2

4

6

8

Function of these partsmissed on quiz

NumberofStudents

Fig. 2 Students who missed functionquestions on microscope quiz

Anchors

CoarseAdjustment KFine AdjustmKnobDiaphragm

Nosepiece


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had multiple uses (two or more) with

microscopes. All students currently live on

campus and have very structured schedules.Students are pulled from class frequently for

various counseling sessions and

appointments. Many of these students haveexpressed interest in science, but lack

motivation in school. Twelve of the sixteen

students have expressed the belief that they

will not use microscopes in the future, whilefour students believe they will (Figure 6). A

large portion of these students have expressed they do not work well from textbooks, but rather

from hands on activities and visuals. A large portion of these students have been identified tohave below grade level reading performance, resulting in very little learning from individual

work and reading assignments. Many of these students lack confidence in school and are placed

within this school for disciplinary or safety purposes. Therefore, due to other necessary

treatment and health surveys, the importance of education is not stressed within this situation.


0

5

10

15

Personal belief in future microscopeuse

NumberofS

tudents

Fig. 6 Students who think they willuse microscopes in the future

Yes

No


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2d: Task Analysis Flow Chart

Overview Chart



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Chart #1



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Chart #2



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Chart # 3



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Part 3- Planning

3a: Instructional Objectives

1. Learners will identify fourteen microscope parts and their functions, using images,flashcards, and microscopes

i. Learners will locate and identify 14 important microscope parts including: theeyepiece, body tube, arm, base, nosepiece, low power objective, medium power

objective, high power objective, stage, stage clips, light source, diaphragm, coarse

adjustment knob, and fine adjustment knob.

ii. Learners will describe the function of those 14 important parts.2. Learners will employ proper technique to carry and set up a microscope correctly.

i. Learners will demonstrate the proper carrying technique by placing one hand onthe arm of the microscope and the other hand underneath the base.

ii. Learners will demonstrate the proper way to set up the microscope by placing thecord out of the way and the microscope safely in the center of the table.

iii. Learners will demonstrate the proper way to clean up and put away the microscopeby carrying the microscope safely, replacing the cover when returning it to storage,

and winding up electrical cord.

3. Using a microscope, learners will distinguish and use objective lenses to switch from lowto medium power, and medium to high power.

i. Learners will demonstrate that the low power objective should be used first.ii. Learners will demonstrate the process of moving from low to medium power.

iii. Learners will demonstrate the process of moving from medium to high power.4. Using a microscope, learners will differentiate between coarse and fine adjustment knobs.

i. Learners will demonstrate and express when and how to use the coarse adjustmentknob.

ii. Learners will demonstrate and express when and how to use the fine adjustmentknob.

5. Learners will demonstrate when and how to use the coarse adjustment knob when using amicroscope.

i. Learners will use the coarse adjustment knob on low power only.6. Learners will demonstrate when and how to use the fine adjustment knob when using a

microscope.

i. Learners will use the fine adjustment knob to make small adjustments on low,medium, and high power.

ii. Learners will use the fine adjustment knob only when focusing on medium andhigh power.

7. Learners will operate a microscope to focus a given slide clearly and correctly.



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i. Learners will demonstrate how to place a slide on the stage, lock it in place withstage clips, use the eyepiece, switch objectives, and focus and identify objects on

the slide.

8. Learners will examine a microscope to determine total magnification on low power.i. Learners will identify total magnification by multiplying the eyepiece, with a

power of 10x, by the low power objective, often 4x.

9. Learners will examine a microscope to determine total magnification on medium power.i. Learners will identify total magnification by multiplying the eyepiece, with a

power of 10x, by the medium power objective, often 10x.

10.Learners will examine a microscope to determine total magnification on high power.i. Learners will identify total magnification by multiplying the eyepiece, with a

power of 10x, by the high power objective, often 40x.

11.Learners will demonstrate when to switch objectives safely while using a microscope.i. Learners will switch objectives slowly and carefully to ensure slide safety.

ii.

Learners will demonstrate a resistance to switch objectives on high power, and willfirst identify if the slide could break.



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3b: Matrix of Objectives

Learning

Objectives(a)

Blooms

TaxonomyClassification (b)

Format of

Assessment(c)

Description of

Test Form (d) Sample Items (e)

1.0Comprehension &

Knowledge

Paper/pencil

assessment

Short answer and

matching

Using the microscope

photo, label the 13numbered parts.

2.0 Application Performance Observed checklist

Observe carrying

technique with

rubric.

3.0Analysis &

ApplicationPerformance Observed checklist

Observe switching

objectives with

rubric.

4.0 AnalysisPaper/pencil

assessmentShort Answer

Distinguish betweenthe coarse and fine

adjustment knobs.

5.0 Application PerformanceObserved checklist

Observe use of

adjustment knob withrubric.

6 .0 Application Performance Observed checklist

Observe use of

adjustment knobs

with rubric.

7.0 Application Performance Observed checklistObserve process andgrade focusing with

rubric.

8.0Analysis &

Comprehension

Paper/pencil

assessmentShort answer

What is the total

magnification on lowpower?

9.0Analysis &

ComprehensionPaper/pencilassessment

Short answer

If the medium

objective is 10x,what is the total

magnification?

10.0 Analysis &Comprehension

Paper/pencilassessment

Short answer What is the totalmagnification on

high power?

11.0 ApplicationPerformance

Observed checklistObserve performance

with rubric.



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3c: ARCS Table

ARCS Motivational Strategies Plan

Project Goal Statement:Learners will demonstrate their ability to identify parts of the microscope and their functions, as

well as, set up, use, and clean up a microscope safely and correctly.

ATTENTION

A.1 Perceptual Arousal

Instructor will show clips from microscopes used in movies, such as Outbreakidentifying

diseases and viruses. Instructor will also show videos and photos of cells and other specimens

seen under microscopes.

A2. Inquiry Arousal

Instructor will have students write a notebook entry. List 5 things you would like to see using amicroscope and why? Instructor will also give students opportunities to use microscopes and

look at various slides.

A3. Variability

Instructor will present information in various ways including:

videos with audio (microscope careers and Outbreak clips). images (various objects/organisms viewed with a microscope). written information (parts and functions; procedure to use microscope; procedure

checklist).

hands on use with the microscopes

RELEVANCE

R1. Goal orientation

Instructor will use differentiated instruction to present information (including those listed in A3).Instructor will review pre-assessments to understand learners needs.

R2. Motive matching

Instructor will provide students opportunities to use the microscope and develop proficiency and

responsibility with the equipment.

R3. Familiarity

Instructor will use KWL chart to identify prior knowledge and student interest. Provide studentsopportunities to view their own specimens such as their hair. Discussion: people in their livesthat may use microscopes in their careers. Also, discuss other careers that may utilize

microscopes.



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CONFIDENCE

C1. Learning requirements

Instructor will model appropriate technique when using a microscope.

C2. Success opportunities

Instructor will provide ongoing opportunities to practice using microscopes and provide positivefeedback and constructive criticism. Offer extra practice when necessary.

C3. Personal control

Instructor will work with students to write objectives for the lesson and allow reflection on

meeting the objectives. Give students rubric for practical exam so they know what they will be

tested on. Allow students to practice and quiz each other using partners.

SATISFACTION

S1. Natural consequencesInstructor will inform learners of future lessons where microscope will be used and the necessity

to feel confident in their ability to use a microscope.

S2. Positive consequences

Instructor will allow students time to review with partners: parts and functions, practical exampractice with rubric.

S3. Equity

Provide positive appreciations and feedback. Allow students plenty of practice to prepare for

summative assessment. Provide formative assessment to allow learner to grow. Review

objectives with students and reflect on meeting the objectives.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,

26(9/10), 1-8.



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Part 4: Instructor Guide

Introduction

Active attentiono Instructor will show video clip of microscopes used in movies (Outbreak and

Contagion). Also, show images and videos of cell specimens under a microscope,

from the internet (See Technology Tools 3 and 4). Have students discuss theimportance of microscopes. (Outbreak minutes 23-28).

Establish Purposeo Introduce the learning goal: Learners will demonstrate their ability to identify

parts of the microscope and their functions, as well as, set up, use, and clean up a

microscope safely and correctly.

o Have students write learning objectives to meet the goal. Discuss with the classas a whole to create objectives. Lead the students to additional, less obvious,

objectives, such as those for total magnification. As a class, develop one

comprehensive list.

Stimulate motivation and attentiono Have students complete a writing prompt in their notebooks (Appendix D).

Prompt: List five things you would like to see using a microscope andwhy?

Preview learning activity/activity overviewo Bring out the microscopes and give students note cards with microscope parts and

note cards with part functions (Appendix C). Have students work in pairs tobegin matching cards and identifying these parts on the microscopes. Instructorshould check for accuracy once partners feel their matches are correct.

Body

Recall prior knowledgeo Have students complete a KWL chart (Appendix E). Students should fill in the

what they know and what they want to know portions. Once they have time

to complete their list, have students compile their lists together at the board foreveryone to see.

Present Information and exampleso Instructor should review parts of the microscope using microscopes themselves

and the handout picture of a microscope for students to fill in the parts during

instruction (Appendix F).

o Instructor should demonstrate proper technique when carrying, using, andcleaning up the microscope. Show YouTube video How to use a microscope.

Discuss the following:



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Carry with one hand on arm, one hand under base. Check cord for frays; wrap cord up when finished Keep microscope away from edge of table. Never slide microscope across table. Pick it up and place it where needed. Place low objective into position when finished. Raise objective to highest level before cleaning up.

o Present the principle for finding total magnification. Total Magnification = eyepiece X objective

o Remind students that not all microscopes have the same power for all objectives,the most commonly used may include 4x, 10x, 40x, and 100x. Give students a

few practice problems on the board.

Focus Attentiono Allow for question and answer period for material presented so far.o Give students the handout, Procedure Checklist (Appendix G). Instructor shows

demonstration of how to properly use a microscope from set up, to use, to cleanup. Use the checklist and walk through the procedure; show students what is

expected for each step.

o Allow students to begin hands on investigation of microscopes. Studentsshould review parts and functions with partners. Instructor should circle aroundclassroom to address questions, provide feedback, and direct students to the next

step of their procedure checklist. All students should demonstrate to the

instructor that they can find and focus the slide properly.

Learning Strategieso Procedural Knowledge: Students should use procedure checklist. Have students

view unbreakable samples, not glass slides. Students may look at yarn, hair, or

newspaper. If students have any other appropriate specimens they would like to

look at they may do that as well, such as bug antennae or wings. Allow forinquiry investigation among students.

o Students must complete the following in their notebooks: For each object viewed:list observations, create one drawing of the specimen for each microscope power

used (low, medium, and high), and find total magnification for each objectiveused (Appendix D).

Provide Practiceo Have students use procedure checklist and begin practice focusing glass slides or

plastic slideswhichever is more appropriate with the students. Walk around

classroom to address questions, provide help, and feedback.

Provide Feedbacko While students investigate slides, observe technique and provide feedback.



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Part 5: Learner Content

5a. Learning Materials

Student Materials Justification and Timeline

1. KWL Chart- Appendix E

The KWL chart will be used during the introduction and

conclusion to this lesson. Students will complete the K

portion (What they already Know) after watching theoutbreak intro and discussing how microscopes are used

every day. This will allow students to identify what they

know and what they Want to know before the lesson. At

the end of the lesson, students will complete the L portionof the chart (What they have Learned).

2. Flashcards- Appendix C

Students will create flashcards as their first activity. They

will write the microscope part on one side, and place a

picture and the function on the back side. Students willrefer to these during the entire lesson. They will also peer

quiz each other on these cards to study for their final

assessment.

3. Notebooks Prompts-Appendix D

Students will complete a variety of notebooks prompts

throughout the lesson.

4. Blank Microscope Image-Appendix F

Students will fill in the image with the missing parts as theyreceive instruction during the body of the lesson.

5. Rubric for finalassessment- Appendix H

Students will be given the rubric that will be used to gradethem on their practical exam. This will be given at the

conclusion and wrap up of the lesson for students to use as a

study tool. The practical exam will have students set up themicroscope, focus a slide correctly and clean up the

microscope. They will also be asked to find total

magnification.

6. Procedure Checklist-Appendix G

This is an informational sheet for students to refer back to

when they are unsure of what to do next. It will be in a

checklist form and will direct students to the correct steps totake when focusing a slide.

http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/http://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://procedure%20checklist.docx/http://procedure%20checklist.docx/http://procedure%20checklist.docx/http://procedure%20checklist.docx/http://procedure%20checklist.docx/http://procedure%20checklist.docx/http://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/


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5b. Formative and Summative Assessment Materials

Formative and SummativeAssessment Materials Justification

1. Microscope Practical ExamRubric- Appendix H

This is the rubric that will be used when students perform

their practical exam. They will be asked to set up the

microscope, focus a given slide correctly, and clean up themicroscope. They will also be asked to find total

magnification. This addresses objectives 2,3,4,5,6,7 and

11.

2. Microscope Written Test-Appendix I

This is the summative assessment that will be used at the

end of this lesson. This addresses objectives 1, 4, 5, 8, 9,

and 10.

5c. Technology Tool Justification

Technology Tools Justification

1. Outbreak Video Clip: Showminutes 23 through 28 of

video. Contagion video canalso be used.

This video clip is used to gain student attention and

interest. Students will get to see a Hollywood version ofhow microscopes can be used every day.

2. How to Use a MicroscopeVideo.

This video shows students how to use a microscope andwas created by a science teacher. It focuses on when to

use the three objective types, the coarse and fine

adjustment knobs, and appropriate set up and clean uptechniques.

3.

Live Cell Video Gallery. This gallery shows short video clips of various cell typesunder a microscope. This is also used to gain student

interest and help stimulate thought on how microscopes

can be used.

4. Microscope Image Gallery. This is another gallery; however this one shows stillimages of cells rather than live videos. This is also usedto gain student interest and help stimulate thought on how

microscopes can be used.

5. Discovery Education:Electron Microscope

Simulation.

Other Discovery Videos

This can be used as an extension activity to allow students

to view images that may be seen under a microscope. It

provides more examples of specimen types and how they

may look under an electron scanning microscope. Othervideos may act as extension activities or remediation.

6. Light compoundMicroscopes

Light compound microscopes will be used throughout the

lesson. These are the most commonly used microscopes

in high school and college classes. If students learn thetechniques to properly use these microscopes, they will be

able to advance easier.

http://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Test.docxhttp://c/Users/Jen/Desktop/Microscope%20Test.docxhttp://c/Users/Jen/Desktop/Microscope%20Test.docxhttp://c/Users/Jen/Desktop/Microscope%20Test.docxhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://learn.hamamatsu.com/galleries/digitalvideo/index.htmlhttp://www.mos.org/sln/sem/sem.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://www.mos.org/sln/sem/sem.htmlhttp://learn.hamamatsu.com/galleries/digitalvideo/index.htmlhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://c/Users/Jen/Desktop/Microscope%20Test.docxhttp://c/Users/Jen/Desktop/Microscope%20Test.docxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsxhttp://c/Users/Jen/Desktop/Microscope%20Rubric.xlsx


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Part 6: Formative Evaluation Plan

6a. Expert Review Plan

The SME for my expert review will be Kristy Palmer. She has a Bachelors degree and Masters

degree in biology. She also currently works as a teachers assistant within the Mae OlsenEducation Center, and has background information on this population of students. Materials will

be submitted to her by November 29th

. A meeting is scheduled to discuss the survey questions

the following week on December 7th

.

6b. One to One Evaluation

To perform a one-to-one evaluation I would have the instructor select two or three students, of

varying levels, to assess the instructional materials. I would use the read-think-aloud technique to

help the learners feel comfortable critiquing the materials and speaking up about areas that theydo not understand. I would show the students the written instructional objectives, assignments-

writing prompts, videos, pictures, and assessments. These students would review this

information and look for things they dont understand and incorrect or misleadinginformation. Some of the questions I would ask include: Does the vocabulary used make sense toyou? Do you understand all of the information with the instruction given? Are the questions clear

to understand? Does the instruction seem interesting to you and collect your attention? I would

also have students perform simple hands on exploration to assess what questions students mayask while using the microscopes.

6c. Small Group Evaluation

In order to perform a small group evaluation, I would assess two classes of 3 to 6 students each.

The instructor would lead this portion of the evaluation. During the small group evaluation, the

directions and instruction identified through the one-to-one evaluation would be revised and be afocus during the small group evaluation. Again students would be asked to identify any areas

they misunderstand or where vocabulary/content is not clear. The students would again critique

the directions and instruction of each step. Questions to be asked include: Are the learnerscapable of performing all tasks? What are areas that need further instruction/direction? Are the

learners interested throughout the lesson, or are there areas lacking student attention? Do learners

feel confident using the microscopes with the instruction given? If not what else would behelpful? Students involved in this evaluation phase would complete the lesson and the final

assessment. Students will be encouraged to identify areas of the assessment that need more

instruction or that are unclear. To conclude the evaluation I would have a group discussion of theoverall lesson, and also give an attitude questionnaire to identify areas of need.

6d. Field Trial Evaluation

The field trial will be used to re-evaluate the effectiveness of instruction and asses the revisions

made after the small group evaluation. The instructor would lead a class of 10 or 12 students and

carry out the lesson completely. Due to the school setting, it is not possible to evaluate a largergroup of learners. Materials will be in their final form (or very close to it). All instructional



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materials will be used and be carried out as would be in the real lesson. Additional notes will be

added to make the instructors job easier and gain student interest. Questions may include: Are

there any possible changes that need to be made before final implementation? What are possibleproblems that may arise during administration? Are students fully engaged during the

lesson? Are students prepared for every portion of the summative assessment? Are formative

assessments effective? Is the timeline effective?

Part 7: Formative Evaluation Report

7a. Evaluation Survey or rubric

Questions found on survey

Student Material Questions

1. Are these materials clear and effective?2. Will these materials be useful within this particular school setting?3. Are any necessary materials missing?

Instructor Material Questions

4. Is the instructor guide clear, effective, and in a logical order?5. Are any necessary materials missing?

General Questions

6. Are there any errors in content?7. Is the content correct and age appropriate?8. What else is important for students to know about microscopes at this level?9. Are there areas of repetitiveness? Or areas that are unnecessary?10.Is the timeline appropriate and achievable?11.Do you have any other comments or suggestions about these materials?



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Expert Review Introduction

The following materials were designed in order to create instruction for a lesson on usingmicroscopes. Students will be introduced to microscopes using a procedural instructional

strategy.

Project Goal: After three hours of instruction, learners will demonstrate their ability to identify

parts of the microscope and their functions, as well as, set up, use, and clean up a microscope

safely and correctly.

By the end of the lesson students should be able to complete the following eleven objectives:

1. Using a microscope, learners will identify the parts and their functions.2. Learners will employ proper technique to carry and set up a microscope correctly.3. Using a microscope, learners will distinguish and use objective lenses to switch from low

to medium power, and medium to high power.

4. Using a microscope, learners will differentiate between coarse and fine adjustment knobs.5.

Learners will demonstrate how and when to use the coarse adjustment knob when using amicroscope.

6. Learners will demonstrate how and when to use the fine adjustment knob when using amicroscope.

7. Learners will operate a microscope to focus a given slide clearly and correctly.8. Learners will examine a microscope to determine total magnification on low power.9. Learners will examine a microscope to determine total magnification on medium power.10.Learners will examine a microscope to determine total magnification on high power.11.Learners will demonstrate when to switch objectives safely while using a microscope.

Please evaluate the following materials for quality and effectiveness with this population ofstudents.

Materials:KWL Chart- Used to get students thinking about how microscopes are used and to reflect upon

what they learned.

Flashcards- Students will use flashcards to learn microscope parts and their functions.

Writing Prompts- Students will complete various writing prompt assignments to reflect on their

knowledge of the microscopes and how microscopes are used today.

Procedure Checklist- Given to students as a tool while using the microscopes.

Instructor Guide- Instructions used by the teacher to facilitate the entire lesson.

Rubric- Used to assess students during practice and summatively at the end of the lesson.Final Assessment- Summative written assessment given to students at the end of the lesson.

Thank you for your time and help with this project!

Link to:SME Survey

https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dC1wOGdtYXF0d21NUUNtejg5Y3FNTWc6MQ%23gid=0https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dC1wOGdtYXF0d21NUUNtejg5Y3FNTWc6MQ%23gid=0https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dC1wOGdtYXF0d21NUUNtejg5Y3FNTWc6MQ%23gid=0https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dC1wOGdtYXF0d21NUUNtejg5Y3FNTWc6MQ%23gid=0


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Part 8: Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Councilfor Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.

The numbers of the standards correspond to the numbers next to the course tasks show on the listof assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design(ISD) X

ID Project

1.1.1 Analyzing X ID Project

1.1.2 Designing X ID Project1.1.3 Developing X ID Project

1.1.4 Implementing X ID Project

1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design

1.3 Instructional Strategies X ID Project

1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project

2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations

3.3 Implementation and

Institutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management4.2 Resource Management4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X

5.2 Criterion-Referenced X ID Project



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Measurement

5.3 Formative and Summative

Evaluation X

ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVESThe overall goal for the course is for each student to consider and use the systematic process of

instructional design to create an instructional product. To achieve this goal, students will engagein activities that promote reflective practice, emphasize realistic contexts, and employ a number

of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard tofactors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful3. Identify at least six instructional design models and classify them according to their use4. Compare and contrast the major elements of three theories of learning as they relate to

instructional design

5. Define instructional design.6. Define the word systematic as it relates to instructional design7. Define learning and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term educational (or instructional) technology9. Describe the major components of the instructional design process and the functions of

models in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge,conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and

psychomotor)

11. Build an instructional design product that integrates major aspects of the systematicprocess and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context,goal, and task analyses

i. Create and conduct various aspects of a front-end analysis



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ii. Identify methods and materials for communicating subject matter that arecontextually relevant

b. Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)

i. Construct clear instructional goals and objectivesii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectivesc. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisionsd.

Describe the rationale and processes associated with the formative evaluation ofinstructional products

i. Create a plan for formative evaluation12. Identify and use technology resources to enable and empower learners with diverse

backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products14. Meet selected professional standards developed by the Association for Educational

Communications and Technology

15. Use various technological tools for instructional and professional communicationAECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for

learning.

1.1.b Identify a variety of instructional systems design models and apply at least onemodel.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing



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1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an

interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all

learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the developmentof interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,

computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoringapplication, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized

instructional settings (e.g., practice, field experiences, training) that address the needs ofall learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning

and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and

contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, andassessment measures.

1.3 Instructional Strategies1.3.a Select instructional strategies appropriate for a variety of learner characteristics and

learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriatecontextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the

learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning

situation.

1.4 Learner Characteristics1.4.a Identify a broad range of observed and hypothetical learner characteristics for their

particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the

selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence theimplementation of instructional strategies.



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2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using

technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and

professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for

the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of

appropriate technological tools and to the development of instructional and professionalproducts.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness

of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update

instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety ofproductions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary

materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integratedapplication programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning

situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources

in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various

learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management



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(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and

educational technology (SMET) contexts (e.g., conduct needs assessments, identify anddefine problems, identify constraints, identify resources, define learner characteristics,

define goals and objectives in instructional systems design, media development and

utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of

SMET contexts.

SMET = School Media & Educational Technologies



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B. Student Interview Questions

1. What is your name?2. What is your age? And grade level?3. What is your ethnicity?4. Where are you from?5. Do you like science?6. Have you used microscopes in this class? What did you do?7. Do you feel confident in using a microscope?8. Have you used microscopes before this class? When (age or education level)? What did

you look at?

9. Do you have any questions about the microscope that havent been answered or anythingelse you are wondering about (in regards to the microscope)?

10.Do you think you will use microscopes in the future (school or career)?11.How do you learn best?

C. Microscope Flashcards

Create Flashcards with these parts and functions

Microscope Parts Microscope Functions

Eyepiece (Ocular Lens) Lens that you look through to view the slide

Body Tube Connects the eyepiece to the objective lenses

Revolving Nosepiece The part that holds the objective lenses and rotates them

Low Power Objective Lens used to magnify the slide, lowest setting

Medium Power Objective Lens used to magnify the slide, medium setting

High Power Objective Lens used to magnify the slide, highest setting

Coarse Adjustment Knob Focuses the slide on low power ONLY.

Fine Adjustment Knob Focus the slide on low and high power, show small details.

Base The bottom of the microscope, used for support

Arm Supports the tube and connects it to the base

Stage The platform where you place your slide

Diaphragm Rotating disk under stage that changes the amount of light

Light Light source that illuminates the slideStage clips Holds the slide on the stage



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D. Notebook Prompts

Microscope Notebook Entries

1. List five things you would like to see using a microscope and why?2.

Follow the procedure given and complete the following in your notebook. View 4 objectswithout using glass slides. For each object viewed: List observations, draw the specimen

on two powers and identify the total magnification for each power used.

3. Follow the procedure given and complete the following in your notebook. View 5prepared slides. For each object viewed: List observations, draw the specimen on two

powers and identify the total magnification for each power used.

4. Did we meet all of the objectives? Why or why not? How were the specific objectivesmet, give examples?

5. How can the knowledge you have gained be used in the future?

E. KWL chart

K W LWhat do you already KNOW

about microscopes?

What do you WANT to know

about microscopes?

What have you LEARNED about

microscopes?



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F. Blank Microscope Image



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G. Procedure Checklist

Procedure Checklist

Retrieve microscope from storage.o Carry microscope properly: one hand on arm, one hand under base.

Place in center of lab table. Plug in microscope and place cord out of the way. Turn on the light source. Check to make sure the low power objective is clicked into place. Place slide on the stage and secure it into place with the stage clips. With your eye looking through the eyepiece, use the coarse adjustment knob to bring the objective

closer to the stage. Adjust the light source if necessary. Continue to use the coarse adjustment knob until the slide comes into focus; adjust to the best

possible view.

Use the fine adjustment knob to better define the image.Focusing on medium power

First focus the slide on low power by following the above steps. Without touching the slide or coarse adjustment knob, click the medium power objective into

placeas you do this, tilt your head and watch to make sure the objective will not crush the slideon the stage.

Now, use ONLY THE FINE FOCUS adjustment knob to bring the slide into focusFocusing on high power

First focus the slide on low power and medium power by following the above steps. Without touching the slide or coarse adjustment knob, click the high power objective into placeas

you do this, tilt your head and watch to make sure the objective will not crush the slide on thestage.

Now, use ONLY THE FINE FOCUS adjustment knob to bring the slide into focus When finished, use the coarse adjustment knob to raise the objectives up to the highest position

and click the low power objective into place. Unplug and wrap the cord around the base of the microscope. Cover and return to storage

properly.

If you are unable to view the slide try the following:

Refocus using low power again. Adjust the light. Move the slide on the stage to make sure it is centered. Clean the slide. Ask the teacher for help.

Total Magnification: Multiply

eyepiece power times the

objective power

Examples:

10x X 4x = 40x10x X 10x = 100x10x X 40x = 400x10x X 100X =

1000x



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H. Rubric

Microscope Assessment Rubric

ADVANCED PROFICIENT BASIC BELOW BASIC

4 3 2 1

Microscope Parts

Student correctly

identifies 14 of 14

microscope parts.

Student correctly

identifies 10-13

microscope parts.

Student

correctly

identifies 5-9

microscope

parts.

Student correctly

identifies 4 or less

microscope parts.

Microscope Setup

Student correctly

carries microscope

with one hand on arm

and one hand under

base; plugs in cord and

turns on light/power,

places microscope incenter of table, and

stores cord away

safely.

Student correctly

performs 3 out of 4

steps in the sequence.

Student

correctly

performs 2 out

of 4 steps in the

sequence.

Incorrect carrying

procedure. Hazardous

set up. 1 of 4 listed in

the sequence.

Focusing Slide

Student uses stage

clips to mount slide,

adjusts eyepiece,

focuses using lowest

magnification and

coarse focus before

moving to fine focus

and higher

magnification.

Student correctly

performs 3 out of 4


Student

correctly

performs 2 out

of 4 steps in the

sequence.

Student correctly

performs 1 out of 4


Total

Magnification

Student identifies themagnification of the

eyepiece and

objectives; total

magnification on low

power, medium

power, and high

power.

Student correctly

performs 3 out of 4


Student

correctly

performs 2 out

of 4 steps in the

sequence.

Student correctly

performs 1 out of 4


Microscope Clean

Up & Storage

Student correctly

stores microscope on

lowest power,

switches off power

before unplugging

when appropriate,

wraps cord, and

carries with 2 hands to

store.

Student correctly

performs 3 out of 4


Student

correctly

performs 2 out

of 4 steps in the

sequence.

Student correctly

performs 1 out of 4


Total________/ 20



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I. Summative Assessment

Microscope Test

Match the microscope part with its function

1. ______ Eyepiece A. Focuses slide on all powers2. ______ Body tube B. Holds the slide in place on stage3. ______ Stage C. Bottom of microscope, provides support4. ______ Stage Clips D. Turns the objectives into place5. ______ Arm E. Illuminates the slide to see it better6. ______ Base F. Lens that magnifies the slide the least7. ______ Low Power Objective G. Projects image between the objectives

and eyepiece

8. ______ Medium Power Objective H. Focuses the slide on low power only9. ______ High Power Objective I. The slide is placed on this part10.______ Coarse Adjustment Knob J. Used to carry the microscope at the side11.______ Fine Adjustment Knob K. Adjusts the amount of light12.______ Light L. Lens magnifying the slide13.______ Diaphragm M. Lens that magnifies the slide the greatest14.______ Revolving Nosepiece N. Lens you look though directlyShort Answer

1. Which objective must be in place when you put away the microscope?2. Describe how to carry the microscope?

3. Which focusing knob do you first use when you begin looking at a slide?4. How much are you magnifying something when you are using 10x oculars and the 40x

objectives?

5. How much are you magnifying something when you are using 10x ocular lens and the 10xobjective?

6.

How much are you magnifying something when you using 10x oculars and the 4xobjectives?

7. Why is it important to use the coarse and fine adjustment knobs carefully? Explain indetail.

**The picture from Appendix F will also be used on this assessment.



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J. Additional Resources

Additional Resources/ Extension Activities

http://school.discoveryeducation.com/lessonplans/interact/vemwindow.html

http://www.udel.edu/biology/ketcham/microscope/

http://www.norweco.com/html/lab/bugs.html

http://www.norweco.com/html/lab/videobugs.html

http://www.saskschools.ca/curr_content/biology20/mscope_answer1.htm

http://water.me.vccs.edu/courses/env108/lab1.html

http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/pond/

http://www.cellsalive.com/howbig.htm

http://www.biologycorner.com/microquiz/

http://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://www.udel.edu/biology/ketcham/microscope/http://www.udel.edu/biology/ketcham/microscope/http://www.norweco.com/html/lab/bugs.htmlhttp://www.norweco.com/html/lab/bugs.htmlhttp://www.norweco.com/html/lab/videobugs.htmlhttp://www.norweco.com/html/lab/videobugs.htmlhttp://www.saskschools.ca/curr_content/biology20/mscope_answer1.htmhttp://www.saskschools.ca/curr_content/biology20/mscope_answer1.htmhttp://water.me.vccs.edu/courses/env108/lab1.htmlhttp://water.me.vccs.edu/courses/env108/lab1.htmlhttp://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/pond/http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/pond/http://www.cellsalive.com/howbig.htmhttp://www.cellsalive.com/howbig.htmhttp://www.biologycorner.com/microquiz/http://www.biologycorner.com/microquiz/http://www.biologycorner.com/microquiz/http://www.cellsalive.com/howbig.htmhttp://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/pond/http://water.me.vccs.edu/courses/env108/lab1.htmlhttp://www.saskschools.ca/curr_content/biology20/mscope_answer1.htmhttp://www.norweco.com/html/lab/videobugs.htmlhttp://www.norweco.com/html/lab/bugs.htmlhttp://www.udel.edu/biology/ketcham/microscope/http://school.discoveryeducation.com/lessonplans/interact/vemwindow.html


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References

Delicate. (2010). Compound Light Microscope Labeled. Retrieved November 27, 2011from,

http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/

Discovery Education. (2011). Virtual Electron Microscope. Retrieved November 27, 2011 from,http://school.discoveryeducation.com/lessonplans/interact/vemwindow.html

Gustafson, K. L, & Branch, R. M. (2002). Survey of Instructional Development Models. (4th

ed).

Syracuse, NY: ERIC Clearinghouse on Information & Technology.

Hamamatsu. (2011). Digital Videos of Cells in Culture. Retrieved November 27, 2011 from,

http://learn.hamamatsu.com/galleries/digitalvideo/index.html

Museum of Science. (1996). Image Gallery. Retrieved November 27, 2011 from,

http://www.mos.org/sln/sem/sem.html

Scirules99. (2007). How to Use a Microscope. YouTube [Video]. Retrieved November 27, 2011

from,http://www.youtube.com/watch?v=jP9HtcAvGDk

Smith, P. L. & Ragan, T. J. (2004). Instructional design (3rd Ed.). Danvers, MA: John Wiley &

Sons.

Wyoming State Board of Education. (2003). Wyoming Science Content and Performance

Standards. Retrieved September 6, 2011 from,

http://www.unavco.org/edu_outreach/docs/wy.pdf
http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/http://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/http://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://learn.hamamatsu.com/galleries/digitalvideo/index.htmlhttp://learn.hamamatsu.com/galleries/digitalvideo/index.htmlhttp://www.mos.org/sln/sem/sem.htmlhttp://www.mos.org/sln/sem/sem.htmlhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.unavco.org/edu_outreach/docs/wy.pdfhttp://www.unavco.org/edu_outreach/docs/wy.pdfhttp://www.unavco.org/edu_outreach/docs/wy.pdfhttp://www.youtube.com/watch?v=jP9HtcAvGDkhttp://www.mos.org/sln/sem/sem.htmlhttp://learn.hamamatsu.com/galleries/digitalvideo/index.htmlhttp://school.discoveryeducation.com/lessonplans/interact/vemwindow.htmlhttp://www.digitalsmicroscope.com/compound-light-microscope-labeled-3/

Documents

503 Final ID Project