Groundwork Preparation for Wet Mounts Essay Example for Free

Groundwork Preparation for Wet Mounts Essay Through processes know as wet mounts and simple stains, observing living microorganisms through a compound microscope can generate a clearer understanding of their appearances and movements. Microorganisms are living things that for the most part cannot be seen through the naked eye. They live on and among humans, as well as plants, animals, and all that is a part of the Earth. Harmless as most seem to be to humans, microorganisms are an important relevance of study for human interest in varied perplexities and can dictate a human lifes progress or deterioration; thus the significance to humans is vital (Talaro 6). The discovery of the microscope introduced a new branch of science called microbiology. The microscope, a major instrument in this realm of study makes it possible to observe, acknowledge, and clarify implications of meaning to the study of organisms. In preparing for two basic observations, a wet mount and a simple stain, living microorganisms can be seen clearer through a simple stain and by using a drop of water, movements of microorganisms are varied. A smear is when a spreading of bacteria is made on a slide for viewing. A simple stain is when a method of observation of a living organism is smeared on a slide with one stain during a procedure. A wet mount is where a research method of an organism or organisms is placed on a slide with fluid. The microorganisms can then move freely. On the laboratory research completed January 30, 2006 using a wet mount example and a simple stain instruction the following items were used to obtain the visibility of microorganisms moving through slides using two kinds of avenues. The first was a wet mount. The following items and instructions were used to obtain optimum examination of organisms: 1.) Add one drop dH20 on center of slide. 2.) Dip wireloop in pond water. 3.) Smear wireloop sample on slide. 4.) Place cover slip over smear. 5.) Observe slide under 4x, 10x, and 40x. Results At 40x: The bacteria is an algae type of species. One reason would be is to differentiate between true mobility of an organism and a Brownian movement which is considered a movement caused of the moles  while the liquid is thumping an entity or causing the entity to tremble or recoil. When this slide was viewed on a 4x and 10x under microscope small bacteria could be seen as several dots but at 40x, those dots became one huge light brown bacterium that had still several smaller bacteria inside of it. The objective for the wet mount examination and the simple stain slide observation is to determine size, shape, arrangement, and mobility of cells. The reasoning the two materials are to determine what happens when dye instead of water is used in determining the size and shape of bacteria (Granato 4). The usage of oil immersion magnifies this process. The example of the pond water for the wet mount sample lets the examinee see bacterium that has lived in H20 for a certain amount of time whereas the SA plate is in a gel-like substance. The methods applied for a simple stain using an SA plate to examine the bacteria in it were the following: 1.) drop of dh20, 2.) Take sample from SA plate 3.) Heat fixate. Cool slide afterwards, 4.) Add one drop of Methxylene Blue for 30 seconds, 5. Wash smear gently w/dH20 from the slide, 6.) Remove excess water, and 7.) Observe under 4x, 10x, 40x, and then 100x with oil immersion. Results at 100x: Under oil immersion the specimens are easily seen as varied and elongated. The extension from one to another is quite extensive. Although while viewing the specimen during the simple staining process, I wasnt sure what type of bacteria it was. The fact Methxylene Blue was added instead of just H20 and of course adding the oil because it was magnified at 100x, the specimen were numerous in size and shape. The pond water algae seemed lifeless and didnt move either by themselves nor because water had hit them. The implication and significance of these two processes of examination are vital to experience a step forward in the world of studying microorganisms. What was viewed during these examination places an actual visual understanding about life not seen by the naked eye. The experience unknown to me demonstrates a passage which will now emphasize a greater  understanding of the world of microbes. Works Cited Granato, Paul A., Helen Eckel Mizer, and Josefine A. Morello. Laboratory ManualAnd Workbook in Microbiology: Applications to Patient Care. New York:McGraw Publishing. 2006. 5th Edition. Talaro, Kathleen Park. Foundations in Microbiology: Basic Principles. New York:McGraw Publishing. 2005. 5th Edition.

Importance of Bridging the Digital Divide Essay -- Technology Society

Children today are not born with an umbilical cord, but a computer cord. Kids aren’t the way they use to be. How many times have you caught yourself thinking or saying this? Theories today believe that children form these generations are actually different, meaning their brains are different from when we were children. What can we do about it, or should we do anything at all? This paper will examine children today and the difference between the generations. Secondly, due to the difference in generations, the importance of maintaining social interaction, critical thinking and problem solving skills, which, are just as important as technical fluencies for the 21st century. In order to maintain the â€Å"humanity† skills, I will discuss the importance of Daily Physical Activity (DPA). Furthermore, the paper will also examine the importance of building a bridge between the digital divide. It is necessary to examine the educational system and the digital divide. Chi ldren are engulfed in a digital world and have different experiences and environment. How do we build a bridge between the technical fluencies and the humanity skills necessary to be successful in the 21st century? Digital Residents are they really different? Mark Prensky (2001) has coined the phrase Digital Natives versus Digital Immigrants. To put it simply, Digital Natives (DN) have always had the new technology (cell phones, video games, digital music, computers) while Digital Immigrants (DI) have come into these things later on in life and have had to learn â€Å"it† above and beyond the old ways they had of doing things. Is there a difference? Children today are born into a digital world and use technology from a young age. The Digital Natives/Learner finds technol... ...talKids.pdf Ministry of Education, Education. (2005). Daily physical activity (ISBN: 0-7794-8884-9). Ontario: Queen's Printer of Ontario. Pink, D. (2010). Drive: the surprising truth about what motivates us. Proceedings of the RSA animation, www.youtube.com Prensky, M. (2008). The role of technology. Educational Technology, Nov-Dec. Prensky, M. (2008). Turing on the lights. Educational Leadership, 65(6) Prensky, Marc. (2001). Digital natives, digital immigrants, part ii. On the Horizon, 9(6), Prensky, Marc. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), Robinson, K.(2010). Changing education paradigm, [Web]. Retrieved from http://sirkenrobinson.com/skr/watch Small, G, & Vorgan, g. (2008). ibrain: surviving the technological alteration of the modern mind. New York: Collins Living.

Service Learning Paper

Henry Adams once claimed, â€Å"A teacher affects eternity; [she] can never tell where [her] influence stops†. Although Adams’ word choice only pertained to the male teachers, it can only be assumed he believed any teacher could achieve this. In order to be a successful teacher, accomplishing a lifelong affect on a student’s life is a necessity. Adams’ quote describes my belief in teaching quite perfectly, and my experiences during service learning provides evidence for his statement. These experiences have only added to reinforcing my decision to choose teaching as my profession.My service learning took place at two different schools. My very first experience was through Sherman Elementary School. Unfortunately, only having one day there constricted me from gaining the full experience of the school. However, the school’s principal amazed me with his determination for improving their academics and environment. The school seemed fairly new, like most of Toledo Public Schools. His passion was contagious, and his heart was truly in it for these kids. The environment at that school had a very welcoming vibe, and the students were all eager to work with us.It seemed like all these schools, who were struggling to keep their academic level at an acceptable status, just needed someone to be confident in them. Teaching at a less developed school like this one definitely appeals to me. I sat in a sixth grade classroom momentarily that day, because the principal had taken up most of our time with a tour. The teacher was very sweet, and had good control on students who liked to test her patience. Although I believe that I could have benefited tremendously from that experience, I accepted my move to another school.I am currently fulfilling my service learning hours at Keyser Elementary. The environment at Sherman Elementary and Keyser differ dramatically. The staff at Keyser was usually very disorganized and seemed unprepared for our visit each week. The Bowling Green students and I would file into their cafeteria, find a spot on one of the folding tables, and wait for students to be sent down to be tutored. The first student I had was a third grader named Marcus. Although on occasion he would be absent, he was my main student for the first part of our time at Keyser.Marcus is a very quiet boy, but once he warmed up to me I learned all his favorite activities. Each week, Marcus and I read a story. Reading is the only thing I have done with Marcus. His reading skill was below average because of abundant reading issues with inconsistency and vocabulary. Up until a few sessions ago, my second student’s name was Keivon. He is a second grader and has the opposite personality as Marcus. He looked at his trip to the cafeteria as an escape from his classroom. Getting him on task was my first job, and then reading came after that.We also never strayed from the subject of Reading. It was the same thing every week. Keivo n had an excellent reading skill, and always comprehended what he read. However, the past few sessions I have been sitting in a Special Education classroom, to help me decide if I would like to specialize in that area. I was very excited to get the opportunity to work in a classroom. The students and teacher were very welcoming to me, and seemed eager to have a new face in their room. These students were easily distracted and had definite behavioral problems.The teacher barely got through her sentences without an interruption. I never worked one on one with students until my most recent experience. As a result of my experiences at Keyser Elementary, my expectations did not match the reality of my situation. I expected to be in the classroom throughout my whole service learning. I was expecting to be able to absorb the everyday experience of teachers in their classrooms and learn from them. If I would not had asked to be placed in a Special Education classroom, I never would have exp erienced the environment of the classroom.Although I feel as if other sections were more fortunate in their experiences, I still thoroughly benefited from mine. Furthermore, I believe no experience is an unpleasant one, always a great opportunity to learn. In my first experience with Marcus, I helped him review the Reading section of the Ohio Proficiency Tests. He struggled with having a fluent reading pattern, along with confusion on numerous words. I encouraged the technique of breaking up the word and sounding each part out, and then putting the whole thing together.He seemed to benefit from this technique, and his reading fluency evened out. Reading and Language Arts have always been my strong point in school, so I felt I had the proper knowledge of the content to help Marcus understand the test. Kauchak and Eggen (2009), report that having a detailed understanding of the content one will teach improves the quality of how the teach it and how the student learns (p. 15). In my mo st recent experience, I helped a few students with dependent and independent clauses. Again, this content is very familiar to me and I have a detailed understanding for the clauses as well.This also demonstrates Ohio Standards for the Teaching Profession’s (OSTP) second standard, which states being familiar with content is a responsibility for the teacher (Standard 2). Additionally, I felt my overall experience at Keyser gave me a side of teacher collaboration that I did not expect. Whenever the Bowling Green students arrived at Keyser, we seemed like more of a burden than beneficial for the school. There would be times when the administrators would forget we were coming, and it was evident the school had a lot of communication problem.With Sherman Elementary, I felt the principal and the school all collaborated really well with each other, and they all had positive energy that promoted student learning to the maximum. Additionally, the principal made the effort to reach out to the community and keep everyone involved. Both schools demonstrated how they collaborated and communicated, which aligns with standard six (Standard 6). However, Keyser Elementary failed to meet up to the standard, whereas Sherman Elementary succeeded it. To further expand upon Sherman Elementary School’s excellence, I believe they created a very encouraging environment.For OSTP’s standard five, the main idea is that â€Å"teachers create learning environments that promote high levels of learning and achievement for all students† (Standard 5). In my one-day experience at the school, I felt that the school implemented a very productive learning environment. In past years, the school had been categorized as an â€Å"academic emergency† school. However, they have been creating programs like â€Å"Parents Power Hour† where they allow the parents to come into the school and learn about their students’ progress in school.The principal also shar es some news about the schools progress and this helps the parents get a feel for what their child is learning. Additionally whenever the principal shouted, â€Å"What’s that smell,† the students would shout â€Å"Sherman pride! † The environment and school spirit in that school was contagious. The sixth grade teacher I encountered deeply cared for her students, and in the ten minutes I spent with her I already knew she promoted a successful learning environment. She led her students through a greeting activity where each student was greeted properly and in a mature manner, and then they also shared something they were proud of.This made the classroom climate very positive, which is an essential key to a productive learning environment (Kauchak and Eggen, 2009, p. 236). The students were all supportive of each other’s proud moments, and I believe that was a good start to a productive learning day. As a result of my experience within an actual classroom be ing very limited, I lost the opportunity to witness the teacher delivering their instruction. My hope was to learn about how a teacher effectively instructs her students, which fits in OSTP’s standard four (Standard 4). However, I did encounter an effective instruction within the Special Education class.On my most recent experience, the teacher was reviewing Christopher Columbus’ journey to the New World. To limit the lesson to her lecture would not have given the students a full understanding of the journey. Therefore, the teacher brought the globe to the front of class and physically explains the journey by tracing his journey on the globe. Having the lecture along with the demonstration on the globe proved to be much more effective than the lecture alone. As previously stated, all of my experiences have only reinforced my decision to continue on the path of becoming a teacher.I witnessed a positively charged environment and one that did not have such delight. Howeve r, when I am a teacher in the future, I will be positive no matter what type of school I am in, and promote the learning environment my students deserve. I plan on continuing my expansion with the content I intend to teach, therefore my students will gain the ultimate learning experience with me as their teacher. I believe encouraging, teaching, caring, communicating, and believing in my students will benefit them tremendously. As a teacher, it’s all in a days work.

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