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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
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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.
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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.
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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.
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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-3/7/28/2019 503 Final ID Project
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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.
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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.xlsx7/28/2019 503 Final ID Project
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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
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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=07/28/2019 503 Final ID Project
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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
steps in the sequence.
Student
correctly
performs 2 out
of 4 steps in the
sequence.
Student correctly
performs 1 out of 4
steps in the sequence.
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
steps in the sequence.
Student
correctly
performs 2 out
of 4 steps in the
sequence.
Student correctly
performs 1 out of 4
steps in the sequence.
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
steps in the sequence.
Student
correctly
performs 2 out
of 4 steps in the
sequence.
Student correctly
performs 1 out of 4
steps in the sequence.
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/
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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.html7/28/2019 503 Final ID Project
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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
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