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Name: ___________________________________________
Period/Block: __________ Date: ________________
Mastery Checkpoint
Written Assessment
Section 1: Parts of a Microscope (15 points; 1 pt for proper label, 2 pts for function)
Please label the following parts of the microscope and explain why each piece is important to
the function of the microscope.
1.
3.
2.
4.
5.
http://www.microsporetech.com/images/cordlessmicro_lg.jpg
Why are these parts so important?
1. ______________________________________________________________________________________________________
2. ______________________________________________________________________________________________________
3. ______________________________________________________________________________________________________
4. ______________________________________________________________________________________________________
5. ______________________________________________________________________________________________________
Name: ___________________________________________
Period/Block: __________ Date: ________________
Section 2: Short Response Questions (15 points; 5 pts per question)
1. Recall the two-dimensional model of the magnetic fields that you modeled earlier this
week. Draw the magnetic field lines and explain what happens when you have two
permanent bar magnets as shown below.
N
S
N
S
2. Why did the Magnetotactic bacteria move when there was a magnet present? Describe
what happens based on your experience in the lab yesterday as well as your knowledge of
magnetic fields.
3. Explain the connections that you saw between life sciences and physical sciences in using
the Magnetotactic bacteria. Why is it important that we make connections between life and
physical sciences? What is an example, besides Magnetotactic bacteria, that demonstrate a
connection between life and physical sciences?
Mastery Checkpoint
Name: ___________________________________________
Period/Block: __________ Date: ________________
Practical Assessment
Points of Assessment
Far Below the Standard
(1 point)
Below the Standard
(2 points)
I can SOMETIMES hold the
micropipette in a vertical, upright
position
Meeting the Standard
(3 points)
I can ALWAYS hold the
micropipette in a vertical, upright
position
Micropipette Position
I can NEVER hold the micropipette
in a vertical, upright position
Choosing the Correct
Pipette
I can NEVER choose the proper
micropipette to use depending on
the volume I need
I can SOMETIMES choose the proper
micropipette to use depending on the
volume I need
I can ALWAYS choose the proper
micropipette to use depending on
the volume I need
Proper use of the
Plunger
I can NEVER pipette the correct
amount of my sample
I can SOMETIMES pipette the correct
amount of my sample
I can ALWAYS pipette the correct
amount of my sample
Keeping the samples
clean
I can NEVER properly discard my
used pipette tips and keep my
samples clean
I can SOMETIMES properly discard
my used pipette tips and keep my
samples clean
I can ALWAYS properly discard
my used pipette tips and keep my
samples clean
Preparing the slide
I can prepare slides by NEVER
following the proper procedures
I can prepare slides by SOMETIMES
following the proper procedures
I can prepare slides by ALWAYS
following the proper procedures
Proper Microscope
Use – Using Objectives
I can SOMETIMES focus the
I can NEVER focus the microscope
microscope beginning with the lowest
beginning with the lowest objective
objective
I can ALWAYS focus the
microscope beginning with the
lowest objective
Proper Microscope
Use – Focusing
I can NEVER begin focusing by
using the coarse objective before
the fine objective
I can ALWAYS begin focusing by
using the coarse objective before
the fine objective
TOTAL
I can SOMETIMES begin focusing by
using the coarse objective before the
fine objective
/21
Name: ___________________________________________
Period/Block: __________ Date: ________________
Mastery Checkpoint KEY
Written Assessment
Section 1: Parts of a Microscope (15 points; 1 pt for proper label, 2 pts for function)
Please label the following parts of the microscope and explain why each piece is important to
the function of the microscope.
1. Eye piece (Ocular Lens)
3. Objectives
2. Adjustment Knob
4. Stage
5. Illuminator
http://www.microsporetech.com/images/cordlessmicro_lg.jpg
Why are these parts so important?
1. Eye Piece (Ocular lens) – This is the lens that you look through to view your specimen.
2. Adjustment Knob – For focusing the slide under various magnifications.
3. Objectives – Different levels of magnifications for viewing your specimen.
4. Stage – The flat platform where you place your slides.
5. Illuminator – A steady light source which illuminates (lights up) the specimen.
Name: ___________________________________________
Period/Block: __________ Date: ________________
Section 2: Short Response Questions (15 points; 5 pts per question)
1. Recall the two-dimensional model of the magnetic fields that you modeled earlier this
week. Draw the magnetic field lines and explain what happens when you have two
permanent bar magnets as shown below.
N
S
N
S
When you have two permanent bar magnets as shown above, the north and south poles of the
magnets are attracted to each other. The magnetic lines move from north to south. The
attraction of the north and south poles cause the magnetic field to run from the north pole of
the first magnet to the south pole of the second magnet. If there were two like poles pointing
at each other, the magnetic field lines of the first magnet’s north pole would not move
towards the second magnet’s north pole. Instead, they would be repulsed.
Point Distribution: 2 points for drawing magnetic field lines properly, 1 point for drawing
proper direction of magnetic field (arrows), 2 points for the explanation of the drawing.
Partial credit can be given.
2. Why did the Magnetotactic bacteria move when there was a magnet present? Describe
what happens based on your experience in the lab yesterday as well as your knowledge of
magnetic fields.
Magnetotactic bacteria move when a magnet is present because the bacteria have tiny
organelles called magnetosomes that contain magnetite (Fe 3O4) or gregite (Fe3S4). In the
northern hemisphere, Magnetotactic bacteria align itself to the Earth’s geomagnetic field one
way while Magnetotactic bacteria in the southern hemisphere align themselves in the
opposite way. Yesterday in lab, the bacteria aligned themselves with the north pole of the
magnet because we are in the northern hemisphere. The geomagnetic north pole of the Earth
points inwards to an oxygen-depleted environment which Magnetotactic bacteria prefer since
they are slight anaerobes (prefers oxygen levels between 1-6%). In the south, the
Magnetotactic bacteria would orient themselves with the south pole and at the equator there
would be a mixture of which direction the bacteria would orient themselves.
Point Distribution: 2 points for identifying why the bacteria moved (presence of magnetite or
gregite – as a magnetic organelle), 1 point for description of the Earth’s geomagnetic field, 1
point for the explanation of Magnetotactic bacteria being partial anaerobes (and what a
partial anaerobe is). Partial credit can be given.
Name: ___________________________________________
Period/Block: __________ Date: ________________
3. Explain the connections that you saw between life sciences and physical sciences in using
the Magnetotactic bacteria. Why is it important that we make connections between life and
physical sciences? What is an example, besides Magnetotactic bacteria, that demonstrate a
connection between life and physical sciences?
Magnetotactic bacteria are a fusion of life sciences and physical sciences. Bacteria is typically
studied in biology classes and as tiny organisms, they are typically studied in connection to
diseases they cause, resistance as caused through mutations and their exponential growth
rate. Magnetism is typically taught in physics classes and is seen as phenomena separate
from the life sciences. Magnetism often deals with bar magnets, magnetic fields and
electromagnets. Too often these fields are separate. Magnetotactic bacteria are a good
connection between life and physical sciences because these organisms exhibit the qualities of
bacteria that are discussed in class but also exhibit the unique properties of magnetotaxis. It
is important that the connection between life and physical sciences are highlighted because
the various fields within the natural science – namely biology, chemistry, physics and earth
science – do not exist in a vacuum from one another. Rather, fields are interconnected and
borrow an immense amount of techniques and knowledge from one another. Examples of
connections between the life and physical sciences: sports (physiology of the muscular,
respiratory and circulatory systems with the physical movements and forces of these systems
on the environment and within these systems), SCUBA Diving (effects of nitrogen on the body,
the bends, and compressed air), vitamins derived from the environment, either synthetically
or naturally (vitamin D from the sunlight, vitamin C from citrus fruits, etc.) and its effects on
the living systems.