Prof.

Melissa Iyengar
Spring 2018

BIOLOGY 20
Human Anatomy Laboratory Manual
 Biology 20 Laboratory Information

LAB ACTIVITIES
Participation in lab is mandatory; please see attendance and participation guidelines for more information.

Each lab will be unique to its content so there is no special format. It is important to come to lab prepared, by reading
the entire lab and chapter of the book before class. Take any notes you may need while reading. Be sure to bring a copy
of the lab handout, lecture notes and protective equipment.

Our class will be observing anatomical structures using microscopes, models, and preserved specimens. We will
perform dissection using Rabbits this semester as well as various Sheep organs. Students that do not participate by
handling materials or dissecting specimens may lose participation points for the day. More importantly they will miss
out on the opportunity to observe and study materials that will be on the practical.

You will receive a brief introduction for the laboratory activity or be guided through the activity. It is important to be
present and actively listening so that you perform activities correctly. You will then be given time to observe and
investigate specimens during the remainder of lab. Take your time to make broad and specific observations. If you are
ever in doubt during lab get the attention of the instructor and ask, it will only assist you in learning and applying the
material. Take pictures and videos of models and dissections to use as study materials.

Anatomy may seem like an easy subject but involves being able to recognize and distinguish one structure from
another. Therefore, it is important that you utilize your time in lab wisely by handling and observing specimens several
times. Spending your time with materials even if you think you know it make sure to review, observe, and quiz
yourself several times. Spelling is important so take the time to learn to spell each structure correctly.

Come to office hours if you need additional help or individual attention. Attend the Supplemental Instruction (SI)
offered or check to see if the Student Success Center has models for check out.

Tentative Summary of Laboratory Objectives and Resources

SECTION 1 ACTIVITIES (Practical 1)

Anatomy and Physiology Terminology
1. Use your book to complete the Language of A&P handout provided in class.
2. Try to utilize the information about directional and/or regional terms throughout the class.
3. It will be essential to know what organs are present in each body cavity and the membranes that line them.
4. These terms will be used throughout the semester and will be important to know as well as be able to utilize
correctly.

Microscopy and Cell Anatomy

1. Observe different types of cells found in the human body.
2. Identify observable organelles (e.g., nuclei, cell membrane, etc)
3. Observe a model of an animal cell and be able to identify all organelles.
4. Describe/ define the anatomical features and functions of each cell type.

Histology
1. Observe the differences between the four basic types of human tissues.
2. Describe/ define the anatomical features and functions of each tissue.
3. Identify and describe similarities and differences between the subcategories of tissues (use size, shape, cell
arrangement, cellular content, etc.).
4. Compare and contrast the anatomy and function of different tissue subcategories.
a. Students should always study several slides of the same tissue because there are always small differences in
the way the slides were prepared or the tissues were obtained from different regions.
b. Use your book, google images, and lab manual as your navigational system.
c. It is important to actually observe slides available in class as these may be used on the practical.
Integumentary System Anatomy
1. We remove the skin from our rabbits in preparation for muscle dissections.
2. Observe and identify the anatomical components of skin using the models provided.
3. Know the functions of each anatomical structure.

Nervous System Anatomy

1. Observe the nervous tissues and know the different parts of a neuron from microscopic slides and class models.
2. Identify brain structures on human brain models or appropriate diagrams.
3. Identify brain structures on whole and dissected sheep’s brain
4. Identify ear structures on a model or appropriate diagram; also observe skull structures that make up the hearing
apparatus.
5. Identify eye structures on a model, diagram, or dissected specimens AND know the function of each part.
6. Identify spinal cord structures on a model or diagram AND know the function of each part.

SECTION 2 ACTIVITIES (Practical 2)

Skeletal System and Joints
1. Identify the bones belonging to the axial and appendicular skeletal system.
2. Identify surface structures of each bone AND know the function of the structure.
3. Observe different joints using the articulated skeleton provided.

SECTION 3 ACTIVITIES (Practical 3)

Muscular System
1. Identify the different types of muscle tissue and know their specific functions.
2. Identify the different features of skeletal muscle cell using the models provided
3. Conduct detailed dissections of superficial and deep muscles using rabbits.
4. Identify the different muscles using rabbits
a. The direction of muscle fibers can be used for identification; names of muscles relate to shape, location,
and/or function
5. Know the origin, insertion and action of selected muscles (see muscle table provided)

SECTION 4 ACTIVITIES (Practical 4)

Heart and Blood Vessel Anatomy
1. Identify heart structures and corresponding blood vessels on a model or rabbit heart.
2. Conduct detailed dissections of sheep’s heart (whole and mid-sagittal sections) and observe each of the heart
structures listed.
3. Describe the function of the listed structures.
4. Identify selected arteries and veins from the human images provided.

Internal Organ Systems - Endocrine, Cardiovascular, Digestive, Respiratory, Urinary, and Reproductive Systems
1. Conduct detailed dissections of the rabbit’s internal organ systems.
2. Identify each the structures listed for each organ system
a. Observe different rabbit specimens, there will be slight differences due to students’ rabbit preparation.
b. Be sure to also observe structures on the models provided and compare them with the rabbit’s anatomy.
3. Describe the function of each listed structure.

LABORATORY SAFETY AND DISASTER PREPAREDNESS INFORMATION

This laboratory is an active and dynamic environment. In each and every lab exercise there is a possibility for
accidents to occur. Lab work may involve using potentially hazardous chemicals and/or reagents. Our primary
concerns are to learn and practice safe laboratory techniques, and to follow procedures that permit the safe handling of
all laboratory chemicals, solutions and equipment. Below is a list of procedures and guidelines that will minimize
accidents and foster safe laboratory operations and handling of all laboratory materials and equipment. Any student
who fails to follow these laboratory rules, or who behaves in an unsafe manner, will be removed from the
laboratory.
1. Do not eat, drink, smoke or store food in the laboratory classroom. Avoid all finger to mouth contact.
2. Report ALL accidents immediately!
3. Wipe down the lab bench surface with disinfectant before and after each lab period.
4. Keep the lab bench clear of any unnecessary books or other items.
5. Know the locations of fire extinguishers, the fire blanket, the eyewash apparatus, emergency flashlights and the
first aid kit.
6. Know emergency procedures, phone numbers and evacuation routes (see information on the bulletin board in the
front of the classroom.)
7. Use caution when handling laboratory equipment. Do not operate laboratory equipment unless you have been
instructed on proper use.
8. Wear closed-toed shoes at all times.
9. Wear protective gear when necessary. This includes a lab coat or cover-up, closed-toe shoes, safety goggles and
gloves during dissections.
10. Inform your instructor of any allergies or medical conditions you may have that could directly affect your work in
the lab, including pregnancy.
11. Under no circumstances are visitors, including children, allowed in the lab.

In case of an earthquake, we must follow all safety rules. Don’t step out of the lab, unless your instructor has directed
you to do so. Immediately during an earthquake DUCK and COVER!

Electrical hazards in the lab are similar to those in your home. Using a few common-sense guidelines to reduce the risk
of electrical hazards. Do not force any electrical plug into an outlet; unplug all electrical cords by pulling the plug, not
the cord. Never plug in or unplug an electrical device in a wet area. Uncoil an electrical cord completely before
plugging into an outlet. Lastly, do not handle hot objects with your bare hands!

If equipment fails to operate inform your instructor immediately and do not store the equipment unless instructed to do
so.

WASTE DISPOSAL - There will be use of hazardous materials. Any hazardous chemicals require proper disposal
methods as follows;
• Non-glass sharp materials (e.g., scalpels, needles) are to be disposed into SHARPS/BIOHAZARD container.
• Liquid material will need to be disposed according to directions given by your lab activity or instructor.
• Glassware is the most frequently used material in our labs. Be cautious in its use, and always know what to do in
case of breakage.

Cleaning measures
*In case of a chemical spill –
• Inform others! Everyone needs to know where it occurred. This prevents further injuries.
• Ask others to help isolate the area.
• Follow instructions given by your instructor - every chemical is unique. Don’t treat every chemical/equipment in
the same manner.
• If you are unsure, ask your instructor how to handle chemicals or equipment. You are not yet an expert,
assuming you remember the information is an inappropriate safety rule.

* In case of broken glass –

• Inform others! Everyone needs to know where it occurred. This prevents further injuries.
• Ask others to help isolate the area. DO NOT PICK UP ANY BROKEN GLASS WITH BARE HANDS.
• Get a broom or brush and dustpan from the back of the lab.
• Using the dustpan and brush to SWEEP glass.
• Dispose of glass pieces in the “BROKEN GLASS” container (white and blue) located in the back of the lab. If
the container is full, let your instructor know before any attempted disposal.
 TERMINOLOGY of ANATOMY and PHYSIOLOGY
OBJECTIVES:
1. Demonstrate and describe anatomical position.
2. Use regional terms to describe anatomical locations.
3. Demonstrate and describe anatomical planes of section.
4. Identify the abdominopelvic quadrants and regions on the torso image.

BACKGROUND
Read Ch. 1 of the textbook and pay particular attention to the section about anatomy and physiology terminology.

Exercise 1. Anatomical position, regional terms, and directional terms.

A. Accurate communication among scientists in the fields of anatomy and physiology is critical, which means we
must describe body parts, wounds, procedures and more in a specific, standardized way. The first way in which we
standardize communication is in the presentation of specimens in anatomical position. In anatomical position the
specimen is presented facing forward, with the toes pointing forward, the feet shoulder-width apart, and the palms
facing forward.

B. There are two basic divisions of the body, axial and appendicular. Within these divisions, specific areas are
further subdivided into regions. Many of these regions refer to the underlying bone(s) and will help you once you get
to the skeletal and muscular anatomy.

With your lab partner, write the name of the regions indicated (*) from the list below on strips of scotch tape. Then
place all the anterior body regions on one student and all the posterior body regions on the second student. Make sure
to place each in the correct position. Once this is completed then have the instructor sign off on your worksheet.

Axial: Related to head, neck and trunk or axis of the body Appendicular: Relating to the limbs and attachments to the axis

ANTERIOR BODY REGIONS Pubic: Genital region

Abdominal: Anterior body trunk region inferior to the ribs *Sternal: Region of the breastbone
Acromial: Point of the shoulder Tarsal: Ankle
Antebrachial: Forearm Thoracic: Chest
*Antecubital: Anterior surface of the elbow *Umbilical: Navel
Axillary: Armpit
Brachial: Arm POSTERIOR BODY REGIONS
*Buccal: Cheek Acromial: Point of the shoulder
Carpal: Wrist *Brachial: Arm
Cephalic: Head Calcaneal: Heel of the foot
*Cervical: Neck region Cephalic: Head
Coxal: Hip Cervical: Neck region
Digital: Fingers or toes *Dorsal: Back
Femoral: Thigh Femoral: Thigh
*Fibular: Side of the leg Gluteal: Buttocks or rump
Frontal: Forehead *Lumbar: Area of the back between the ribs and hips; the loin
Inguinal: Groin area Occipital: Posterior aspect of the head or base of the skull
Mammary: Breast region *Olecranal: Posterior aspect of the elbow
Mental: Chin Pedal: Foot
Nasal: Nose Plantar: Sole of the foot
Oral: Mouth *Popliteal: Back of the knee
Orbital: Bony eye socket (orbit) Sacral: Region between the hips (overlying the sacrum)
Palmar: Palm of the hand *Scapular: Scapula or shoulder blade area
*Patellar: Anterior knee (kneecap) region Sural: Calf or posterior surface of the leg
Pedal: Foot *Vertebral: Area of the spinal column
Pelvic: Pelvis region
C. Another method that makes communication easier and less prone to errors is to use certain terms to define the
location of body parts and body markings. For example, when describing a wound on the chest, we could say:
• The wound is near the middle and top of the chest; or
• The wound is on the right anterior thoracic region, 4 centimeters lateral to the sternum and 3
centimeters inferior to the acromial region.
The second option is precise and allows the
reader to locate the wound exactly. Note that
these descriptions are referring to a figure in
anatomical position.

Terms such as superior, inferior, anterior

(ventral), posterior (dorsal), proximal, distal,
superficial, deep as well as medial and lateral
can provide valuable information in describing
location on a specimen.

On your worksheet use the definitions provided

and create a correct anatomical sentence for
each term.

Exercise 2. Sectioning along Anatomical planes

A. Often in science and the medical field, it is necessary to obtain different views of the internal anatomy of an
organ or a body cavity. These views are obtained by making an anatomical section along a specific plane. The
commonly used planes of section are as follows:
• Sagittal – A section along the sagittal plane is parallel to the
body’s long axis and divides the body into left and right
mirror images.
o Midsagittal – divides the body into equal right and left
halves
o Parasagittal - divides the body into unequal right and left
halves
• Frontal/Coronal – Also known as the coronal section, is
also parallel to the body’s long axis. It divides the body into
an anterior (ventral) part and posterior (dorsal) part.
• Transverse – Also known as a cross section, is
perpendicular to the body’s long axis. It divides the body
into a superior part and inferior part.
• Oblique – A section made at a right angle to a longitudinal
axis.

Exercise 3. Body cavities and membranes

A. The body is divided into several fluid-filled cavities, each of
which contains specific organs. In this exercise, you will use the torso model to identify the body cavities and the
organs contained within each cavity.
There are two major body cavities each of which is subdivided into smaller cavities:
• Dorsal (posterior) – Is largely posteriorly oriented that includes the Cranial & Spinal cavities that
enclosed the skull and vertebral column, respectively
• Ventral (anterior) - Is largely anteriorly oriented and is divided into the:
o Thoracic – Is superior to the diaphragm and encased by the ribs
§ It is further divided into the Pleural, Mediastinum, & Pericardial cavities
 o Abdominopelvic - Is inferior to the diaphragm and extends to the bony pelvis.
§ It is further divided into the Abdominal & Pelvic cavities

B. The walls of each body cavity and the outer surfaces of the organs contained within
are covered with a set of membranes. The dorsal body cavity, brain and spinal cord are
covered in meninges, several layers of protective connective tissue that also hold and
circulate cerebral spinal fluid.
However, the ventral body cavity and viscera (organs) are covered in thin, double-
layered membrane called serosa, or serous membrane.

The part of the membrane that lines the cavity wall is the parietal (pertaining to the
walls of a part or cavity) serosa and is continuous with the visceral (internal organs of
the body) serosa that covers the surface of the organs within the cavity. Between the two
layers is a thin lubricating fluid that allows the organs to slide over one another or against
the body wall without friction.

The specific names of the serous membranes depend on the structures they surround.
• Pericardium – surrounds the heart
• Pleura – enclose each lung
• Peritoneum – lines the abdominal cavity and organs
C. The abdominopelvic cavity is large and contains many organs; as a
result, it can be divided into smaller areas for better communication.

Most physicians and nurses divide this area into four equal regions, or
quadrants, each named according to relative position. The left and right
are referred to as anatomical right and left. One-midsagittal plane and
one transverse plane are used to divide the body into the following
regions.

QUADRANTS
Right upper quadrant (RUQ)
Left upper quadrant (LUQ)
Right lower quadrant (RLQ)
Left lower quadrant (LLQ)

Most anatomists, however, divide the area into nine regions using four planes. Two transverse and two
parasagittal planes are used to divide the body into the following regions

REGIONS
Umbilical: the centermost region deep to and surrounding the umbilicus (navel).
Epigastric: immediately superior to the umbilical regions; overlies most of the stomach.
Hypogastric (pubic): immediately inferior to the umbilical region; encompasses the pubic area
Right and left Iliac, or inguinal: lateral to the hypogastric region and overlying the superior parts of the hip
bones
Right and Left Lumbar: between the ribs and the flaring portions of the hip bones; lateral to the umbilical region
Right and Left Hypochondriac: Flanking the epigastric laterally and overlying the lower ribs

D. Besides the large, closed body cavities,

there are several smaller body cavities;
many of which are in the head and open to
the exterior surface. These include the
oral, nasal, orbital, middle ear and
synovial.
 Name: ___________________ Section: ___________________

ANATOMY and PHYSIOLOGY LANGUAGE WORKSHEET

PLEASE READ: This worksheet is designed to be completed during the first lab meeting. Students may work
in groups to complete the worksheet but the academic dishonesty rules apply.

Exercise 1.
1. Have your lab partner stand in a normal, relaxed way, and then adjust his or her position so it matches
anatomical position. Describe completely the standard human anatomical position.

2. Have the instructor sign off that you have completed this the body regions exercise. ______________

3. Define of the following terms in your own words.

Directional Term Definition

1. Superior Above other structures, along the long axis of the body

2. Inferior

3. Anterior / Ventral -

4. Posterior / Dorsal -

5. Medial

6. Lateral

7. Proximal

8. Distal

9. Superficial

10. Deep
4. Several incomplete statements are listed below. Correctly complete each statement by choosing the
appropriate anatomical term from the key. Record the key letters on the correspondingly numbered
blanks below. Some terms are used more than once.

Key:
a. anterior b. distal c. frontal d. inferior e. lateral f. medial
g. posterior h. proximal i. sagittal j. superior k. transverse

In the anatomical position, the face and palms are on the _1_ body surface; the buttocks and shoulder blades are
on the _2_ body surface; and the top of the head is the most _3_ part of the body.

The ears are _4_ and _5_ to the shoulders and _6_ to the nose. The heart is _7_ to the vertebral column (spine)
and _8_ to the lungs. The elbow is _9_ to the finger but _10_ to the shoulder.

A _11_ section would cut the stomach into equal right and left parts; but if the heart is cut so that superior and
inferior portions result, it is a _12_ section.

You are told to cut a dissection animal along two planes so that both kidneys are observable in each section. The
two sections that will always meet this requirement are the _13_ and _14_sections.

1. ____________________________ 8. __________________________

2. ____________________________ 9. __________________________

3. ____________________________ 10. _________________________

4. ____________________________ 11. _________________________

5. ____________________________ 12. _________________________

6. ____________________________ 13. _________________________

7. ____________________________ 14. _________________________

Exercise 2.
5. You are asked to read a surgeon’s operative report. During the course of the surgery, he/she made
several incisions. Your job is to read the operative report and determine where the incisions were
made. Draw and label each incision on the patient figure provided.
a. The first incision was made in the left anterior axillary region and extended medially to the
sternal region. At the sternal region, the cut turned inferiorly to 4cm superior to the umbilical
region.
b. The second incision was made in the left scapular region. The cut was extended medially to
2cm lateral to the vertebral region, where it turned superiorly and progressed to 1cm inferior to
the cervical region.
 Introduction to the Microscopy and Cell Anatomy
LAB OBJECTIVES:
1. Learn to make descriptive note-taking.
2. Properly care and manipulate the light microscope.
3. View unicellular and multicellular organisms found in freshwater.
4. Learn the difference between prepared and wet mount slides.

BACKGROUND
1. Obtain a microscope from the cabinets. Prior to taking it out of the cubby, notice the way it has been stored.
2. Make sure the number of microscope and cubby correspond to each other.
3. My microscope number is ______________, make sure you remember your number! The microscope
checked out will be the same for the rest of the semester.

MICROSCOPE STORAGE, CARE, USE- take note of any microscope procedures.

One point participation deduction will be applied for each incidence of improper use/care/storage.

PART I: PROPER USE OF THE MICROSCOPE

A. GUIDELINES
Microscopes are inordinately expensive, very fragile, and much heavier than they look. For these reasons,
the following instructions must be followed to the letter. If you discover damage, or lack of attention to
the guidelines by the previous user, report it immediately.
ü Use the microscope assigned to you.
ü Carry the ‘scope with both hands: one on the arm, one under the base. Don’t tip it. The eyepieces may
fall out.
ü Set it down gently. No bumping or dragging.
ü Lenses cleaned with lens paper only. A little humidity may help if there is crud on the lens. If this
fails, let your instructor risk the nastier solvents.
ü The stages are equipped with slide mounts: it is a grey frame with a spring-load lever (#3, see
image), which opens the mount. Gently place the slide between the arm and the frame. On the right
is a pair of knobs, which allow you to move the slide back and forth and side to side as you view the
object through the lens.
ü NEVER FORCE ANYTHING. It should work smoothly. If it doesn’t, find out why.
Twisting harder will only break it and cost you lots of money.
CLEAN UP - When you put the microscope away, perform the following steps each time.

ü Clean every lens (with lens paper!) and wipe off any mess.
ü Place the stage to its lowest height by rotating the coarse focus adjustment knob.
ü Move the mechanical stage to center, so nothing sticks out on any side.
ü Rotate the objective lens (revolving nosepiece) so the scanning objective (4x) is in position.
ü Open the iris diaphragm all the way. (see lever under stage)
ü Turn the light dial all the way to zero/one. Wait 30 seconds. Turn off the light.
ü Remove the electrical cord, wrap, and place in the cubby separately.
ü Put it away in the proper numbered cubby in the same way it was found.

B. HOW TO FOCUS THE MICROSCOPE.

REPEAT THIS PROCESS EVERY TIME YOU LOAD A NEW SLIDE.
1. Place an “e” slide on the stage so that the specimen is over the stage opening.
2. Use the smallest objective lens at first, Scanning Objective (4x)
3. Turn the coarse adjustment knob so that the lens is as close to the slide as it will go. As you do
this OBSERVE that the objective lens doesn’t touch the slide. (Low and High power objectives
 can crack right through slides.)
4. Now look through the ocular lens, while moving the stage up with the coarse focus knob. Stop
when the object on the slide comes into view.
5. Now adjust the fine focus for a crisp image.
6. Next, use the iris diaphragm to adjust the light for an even clearer image.
7. If you need to increase the magnification, turn the coarse focus adjustment knob to increase the
clearance between the slide on the stage and the objective lenses, then select the lens you want
(Usually 10x, then 40x). Now you can focus again by starting at step 3.
*CAUTION: USE THE COARSE FOCUS ONLY WHEN USING SCANNING OBJECTIVE (4x).

C. ADDITIONAL SUGGESTIONS TO FINE TUNING YOUR MICROSCOPE TECHNIQUE

a. Light. The iris diaphragm controls the amount of light passing through the condenser. Start with
it wide open. The lever should be all the way to the right. Then close slightly or all the way until
you find a better contrast.
b. Magnification. Avoid the temptation to go to high power immediately. Use low power for
looking at tissue structure and groups of cells, high power for looking at single cells and smaller
objects. High power looks at too small an area to be of much use in studying structures larger than
cells. Ask for assistance before trying to use the oil immersion (100x) lens…never attempt to
do this by yourself!
c. Blurry image. Clean the ocular lenses with lens paper. Clean every slide prior to loading onto the
stage. You may use Kim Wipes on slides. Remove any finger smudges on the specimen area
d. Eyestrain. These are binocular microscopes. You need to adjust the two eyepieces to your eyes.
a. Use the high objective.
b. Cover your left eye and focus carefully, looking in the right eyepiece.
c. Trade eyes. Looking in the left eyepiece, turn the eyepiece to focus it for your left eye.
d. Adjust the distance between eyepieces until you can see a single image without eyestrain.

D. TOTAL MAGNIFICATION
To determine the total magnification (enlargement) of your image you need to multiply the magnifications of the
objective and ocular lenses. Objective and ocular magnifications are stamped on the lens tubes. On the objective
lenses the magnification number is the large bold number (For example: EA4 on the scanning lens. The 4 is the
magnification number.) On the ocular lenses the magnification number is on the face ring near the lens glass
(10X).

Total Magnification = Ocular Lens Magnification X Objective Lens Magnification

PART II: USING THE MICROSCOPE

A. LETTER “e” SLIDE
1. Obtain a microscope.
2. Obtain a letter “e” slide.
3. Use the steps above to view the letter “e” at each magnification.
4. Center the “e” and draw what you see on the worksheet provided.
5. Answer the remaining questions on your worksheet.
6. When finished follow the clean-up procedure and return your microscope to the cabinet
PART III: EUKARYOTIC CELL DIVERSITY
A. Wet mounts - Animal cells (Human Cheek Cells)
Typical animal cell do not have a cell wall outside of the plasma membrane. You will be staining these cells
with Methylene Blue stain. This stain highlights the nucleus (which is usually clear) in the cell.

1. Obtain a clean, clear-glass microscope slide AND a coverslip.

2. Using a clean toothpick, lightly scrape the inside of your cheek. Place these scrapings (with cheek cells) in
the center of a clean glass slide.
3. Place a drop of Methylene Blue stain on top. This stain stains the nucleus.
4. Drop a coverslip over the drop of stain (and the objects it contains). The function of the coverslip is to
flatten the preparation, to keep the specimen from drying out, and to protect the objective lenses.
5. Starting at scanning power, view your specimen at various magnifications until you get to high power.

B. Prepared mounts
a. Liver tissue – cell membrane, nucleus, nucleoli, mitochondria (very small dark grains)
b. Adipose cells – cell membrane, nucleus, vacuole
c. Pseudostratified columnar epithelium – goblet cell and columnar cell (+nucleus)
d. Sperm cells – cell membrane, nucleus, flagella

PART IV: EUKARYOTIC CELL MODEL

Locate all of the following structures on the model provided and write a brief sentence detailing its
function.
ü Cell membrane

ü Cytoplasm

ü Chromosomes/ DNA

ü Nucleus

ü Nuclear membrane

ü Mitochondria

ü Nucleolus

ü Golgi apparatus

ü Smooth endoplasmic reticulum

ü Rough endoplasmic reticulum

ü Ribosomes

ü Centrioles
 Name: ___________________ Section: ___________________

Introduction to the Microscope Lab Worksheet

PLEASE READ: This worksheet is designed to be completed during the microscope lab. Students are
expected to work individually to fill out the worksheet.

PART I: LETTER “e” SLIDE

1. Use your microscope to view the slide. At each power, center the “e” in the field of view. Draw what you see,
in the space provided.

Objective

Total magnification

Drawing

2. Describe the three ways that a microscope alters the appearance of the specimen being observed.
PART III: EUKARYOTIC CELLS
3. Make a sketch of 1-5 of you’re the cheek cells and then one or two other cell types, at high power, below.
a. Label all the cellular structures that you can.

Cell Type Cheek cells

Objective

Total magnification

Description

Drawing