FAKULTI FARMASI

UNIVERSITI TEKNOLOGI MARA

LAB MANUAL
PHD112
CELL BIOLOGY

SEMESTER OCT 2023 – FEB 2024

Name : __________________________________
Group : __________________________________
Matric No. : __________________________________

1
PRACTICAL 1 a): THE PROPER USE AND CARE OF MICROSCOPE (CO2)

At the end of this experiment, students should be able to:

1) Demonstrate knowledge in handling specimens and microscope

2) Observe the slide with different magnifications
3) Recognize the function of each part of the microscope

Introduction:

A compound microscope is composed of two elements; a primary magnifying lens and a

secondary lens system, similar to a telescope. Light is caused to pass through an object and is
then focused by the primary and secondary lens. If the beam of light is replaced by an electron
beam, the microscope becomes a transmission electron microscope. If light is bounced off of
the object instead of passing through, the light microscope becomes a dissecting scope. If
electrons are bounced off of the object in a scanned pattern, the instrument becomes a
scanning electron microscope.

The function of any microscope is to enhance resolution. The microscope is used to create an
enlarged view of an object such that we can observe details not otherwise possible with the
human eye. Because of the enlargement, resolution is often confused with magnification, which
refers to the size of an image. In general, the greater the magnification, the greater the
resolution, but this is not always true. There are several practical limitations of lens design which
can result in increased magnification without increased resolution.

The microscope is absolutely essential to the microbiology lab because most microorganisms
cannot be seen without the aid of a microscope, except some fungi. And, there are some
microbes which cannot be seen even with a microscope, unless it is an electron microscope,
such as the viruses.

You will be using an assigned light microscope for a variety of lab exercises through the
semester. Therefore, it is extremely important that you understand how to use the microscope
effectively and how to use different types of microscopy: bright field, phase-contrast, and dark
field.

You will also get your first exposure to the preparation of an animal cell smear and subsequent
staining of it. However, you are making a simple stain using only one dye. Everything on the
slide will be the same color, but you can distinguish among shapes, sizes, and arrangements of
the cell.

2
 Figure 1.0: Parts of the typical microscope.

Table 1.0 Parts of microscope and their functions

Parts Function
Ocular, or eyepiece A lens of a given magnification, which probably engraved on the rim-for
example 10X.
Revolving nosepiece Plate capable of rotation that allows utilizing of objectives of different
magnifications.
Objectives : Lenses of varying magnifications. The values are usually engraved on
the objectives.

Scanning Lens with the least magnification (often 4X).

Low-power Lens with greater magnification than scanning objective (often 10X).
High-power Lens with greater magnification than high power objective (often 40X).
Oil-immersion Lens with greatest magnification (often 100X).

Arm Handle for holding a positioning the microscope.

Stage Platform on which slide is positioned for focusing. May have clips for
anchoring the slide or may have a mechanical slide holder.
Coarse focus Large knobs on both sides of the base of the arm that allow for initial
focusing of the object to be viewed.
Fine focus Small knobs on both sides of the base of the arm that allow for
refinement of detail in focusing.

3
Condenser A lens system that concentrates light from the illumination source so
that a cone of light fills the aperture of the objective. Microscope may
be equipped with a movable condenser.
Diaphragm A plate with an aperture allowing for varying amounts of light to pass
through the specimen. Open and close the diaphragm by adjusting it
with its handle so that varying intensities of light are visible through the
ocular.
Base with illuminator Platform on which the microscope is structured, usually containing an
electric light source.

Objectives:

At the end of today’s lab session, you should be able:

• To identify the parts of the microscope and their functions.

• To learn how to use the microscope effectively, particularly the oil immersion lens.
• To prepare wet mounts and stained smears of animal cells.
• To learn how to use and care for a microscope.
• To use the microscope to view preparation of tissue and cells on a glass slide.

Materials:

Microscope Toothpicks
Microscope slides Tissue paper
Coverslips Lens tissue
Prepared slides Paramecium Iodine tincture (dropper)
Alcohol 70% (spray bottle) Sterile Cotton swab
Filter Paper(cut small )

Procedure:

Today you will learn how to use the microscope correctly and safely. You will be provided with
all the materials needed and you will work in pair per microscope.

To measure the mastery of the above objective, you will be required to:

1. Demonstrate the ability to:

a. Prepare the microscope for examination of slides
b. Prepare the microscope for safe keeping
c. Safely use the oil immersion objective

2. Demonstrate the ability to clearly focus at tissue or cell levels of the specimen on the
slide at any magnifications (X40, 100, 400 or 1000).

3. Distinguish the tissue from the cells on a given slide at any magnifications.

4
 Microscopy

Use both hands when carrying a microscope. Firmly secure one hand under the base and the
other around the arm. Examine the microscope to learn the location and function of all the
essential part (Figure 1.0) as listed in Table 1.0. At your lab station, plug the microscope into an
outlet.

Magnification

A compound microscope employs at least two lenses. The first lens will be the ocular, or
eyepiece. The ocular lens usually has a magnification power of 10. This is written as 10X. The
other lenses are objective lenses. They will have magnification power of varying degrees. They
usually will range from 4X to 100X. The 4X will be the low power, or scanning lens. The higher
power lenses will usually be 10X, 40X and 100X. In this exercise, you will not use the 100X
power lens often referred to as an immersion oil lens. It is for viewing very small cells such as
bacteria.

The total magnification of the specimen will be the power of the ocular lens multiplied by the
power of the objective lens. For example, if the ocular is 10X and the objective lens in use is
10X, the total magnification of the specimen will be:
10X x 10X = 100X.

Examination of Prepared Slides

1. Turn on the microscope. Turn the course focus so that the stage and objectives lenses
are as far as possible.

2. Put the slide on the stage and carefully click the lowest power into place.

3. While looking into the eyepiece, slowly turn the course focus until a rough image
appears. This may take some time as you become accustomed to using the lenses. You
probably also need to move the stage to the left and right and back and forth to center
the image.

4. After you have a rough image, use the fine focus to make the image as clear as
possible. You may need to use the diaphragm to adjust the level of light.

Using Higher Powered Lenses

Switching to an objective lens with a higher magnification will demonstrate another fundamental
characteristic of compound light microscopes: They are parfocal. That is, if an image is in focus
under low power and you switch to a higher power, the image should still roughly be in focus.
You should only have to make small adjustments with the fine focus to view a clear image.

1. Switch to the next higher magnification. Be careful to avoid ‘smashing’ the objective lens
into the slide. The higher the magnification, the longer the lens!

5
2. Using the fine focus, bring the image into clear focus. Did you have to adjust the level of
light as you increased the magnification?
3. To use an oil immersion lens, first focus on the area of specimen to be observed with the
high dry (400x) lens.

4. Place a drop of immersion oil on the cover slip over that area, and very carefully swing
the oil immersion lens into place.

5. Focus carefully, preferably by observing the lens itself while bringing it as close to the
cover slip as possible, then focusing by moving the lens away from the specimen.

6. When in focus the lens nearly touches the cover slip. The focal plane is so narrow that it
is very easy to focus right past it. If you are focusing toward the specimen, you can drive
the lens right into it.

When to use an oil immersion lens

Use an oil immersion lens when you have a fixed (dead - not moving) specimen that is no
thicker than a few micrometers. Even then, use it only when the structures you wish to view are
quite small - one or two micrometers in dimension. Oil immersion is essential for viewing
individual bacteria or details of the striations of skeletal muscle. It is nearly impossible to view
living, motile protists at a magnification of 1000x, except for the very smallest and slowest.

A disadvantage of oil immersion viewing is that the oil must stay in contact, and oil is viscous. A
wet mount must be very secure to use oil. Oil immersion lenses are used only with oil, and oil
can't be used with dry lenses, such as your 400x lens. Lenses of high magnification must be
brought very close to the specimen to focus and the focal plane is very shallow, so focusing can
be difficult. Oil distorts images seen with dry lenses, so once you place oil on a slide it must be
cleaned off thoroughly before using the high dry lens again. Oil on non-oil lenses will distort
viewing and possibly damage the coatings.

Figure 1.1 : Using an oil immersion lens

6
Section A : Observation, labeling and drawing of the specimen

Naked eye: ______________________

10 X 4 magnification:________________________

7
 10 X 10 magnification:________________________

40 X 10 magnification:________________________

Section B : Preparation of a Wet Mount

You can easily prepare a specimen for microscopic examination. In this

procedure, you will actually have the opportunity to view cells from your own
body. These cells will come from the lining of the inside of your cheek.

1. Obtain a microscope slide, a cover slip, and a sterile toothpick or cotton

swab.

2. Use the toothpick or swab, gently scrape the inside of your cheek.
8
 Figure 1.2: Preparation of a Wet Mount
3. Smear the toothpick or swab onto the slide.

4. Add a drop of methylene blue or iodine solution to the specimen.

5. Carefully lower a cover slip on the slide at a 45° angle in order to

minimize air bubbles.

6. Put the slide onto the microscope and view it under low power.

7. Switch to higher magnification. You should be able to view darkly

stained ovals in the middle of the cells. These are the nuclei.

Magnification___ x____

_________________________________

9
The Do’s and Don’ts when handling the microscope:

1. The Do's

a. ______________________________________________________

b. ______________________________________________________

c. ______________________________________________________

d. ______________________________________________________

2. The Don'ts

a. ______________________________________________________

b. ______________________________________________________

c. ______________________________________________________

d. ______________________________________________________

List the function of the following parts of microscope:

1. Abbe Condenser 6. Illuminator

2. Articulated Arm 7. Immersion Oil

3. Cover Slip 8. Nosepiece

4. Eyepiece Lens 9. Rack Stop (or Safety Rack Stop)

5. Fixed Arm 10. Tension Adjustment

10
Questions:

1. What are the magnifications of the various eyepiece and objective lenses?
_________________________________________________________

2. Why do you let in more light when you go from a low magnification objective to a higher
magnification objective?
_________________________________________________________

3. Why do you hold the microscope at the bottom when carrying it around?
_________________________________________________________

Rubric

A.Student’s performance in the lab

Criteria No Yes Student’s

mark
On time submission 0 3

Total marks 0 3
3

B. Slides’ drawings

Activity 0 mark 1 mark each Total marks Student’s

obtained
Section A No drawings Draw, label and title 3 marks
(4 diagram) X 4 diagram = 12
Section B Draw, label, magnification and 4 marks
title
Marks
16

C. Do and Don’t’s

Question 0 mark 1 mark Total marks Student’s

obtained
Do No answer / Do not able Able to answer 4 marks
to give correct answer correctly
Don’t No answer / Do not able Able to answer 4 marks
to give correct answer correctly
Marks
8

11
D. Functions

Question 0 mark 1 mark Total marks Student’s

obtained
1-10 No answer / Able to answer 10 marks
Do not able to correctly
give correct
answer
Marks

10

E. Questions

Question 0 mark 1 mark Total marks Student’s

obtained
1-3 No answer / Able to answer 3 marks
Do not able to correctly
give correct
answer
Marks

TOTAL MARKS
FOR PRACTICAL 1 40

12
PRACTICAL 1 (b): CELL DIVISION

Lab Practical Outcomes (CO2):

At the end of the lab session, you should be able:

• To prepare your own specimens of onion root in which you can visualize all of the
stages of mitosis
• To identify all of the stages of mitosis
• To explain each stage of mitosis

Introduction:

Cell division is a process by which a cell, called the parent cell, divides into two cells,
called daughter cells. Cell division is usually a small segment of a larger cell cycle. In
meiosis, however, a cell is permanently transformed and cannot divide again.

13
 Figure 3.0 : Mitosis process

Mitosis and cytokinesis jointly define the mitotic (M) phase of the cell cycle, the division
of the mother cell into two sister cells, each with the genetic equivalent of the parent
cell. Mitosis occurs most often in eukaryotic cells. In some cases it occurs in post-
karotic cells. In multicellular organisms, the somatic cells undergo mitosis, while germ
cells — cells destined to become sperm in males or ova in females — divide by a
related process called meiosis. Prokaryotic cells, which lack a nucleus, divide by a
process called binary fission.

Onion roots consist of different regions. The root cap functions in protection. The zone
of cell division is where mitosis is actively occurring. The zone of elongation is where
growth occurs (cells get bigger). The zone of specialisation is where root hairs develop
and where cells differentiate into specialised tissues.

Materials:

Microscope Iodine
Lens tissue Forceps
Tissue paper Prepared slide –fish & onion mitosis
Filter paper (cut small) Distilled water
Microscope glass slide
Cover slips
scissor

Procedure:

1. Cut 1mm section from an onion root tip and transfer the root tip onto a clean
microscope glass slide.

2. Cover the root tip with a cover slip and gently mesh the root tip by pressing on
the coverslip.

3. Place 1 or 2 drops of iodine stain at the side of coverslip and allow stain to seep
through the root tip for 5 minutes.

4. Wipe off excess stain. Examine under the microscope using high power objective
(40X or 100X).

5. Try to identify all the stages of mitosis. Draw all the identifiable stages separately
and explain what’s happen during each stage.

14
Results And Discussion

Stage 1: _________________ Magnification: __________

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

15
Stage 2: _____________ Magnification: ________

_______________________________________________________________

________________________________________________________________
________________________________________________________________

Stage 3: _____________ Magnification: ________

_______________________________________________________________

________________________________________________________________

16
Stage 4: _____________ Magnification: ________

_______________________________________________________________

________________________________________________________________
________________________________________________________________

Stage 5: _____________ Magnification: ________

_______________________________________________________________

________________________________________________________________
_________________________________________________________________

17
Questions:

1. What is the function of Feulgen stain? (1 mark)

________________________________________________________
________________________________________________________

2. Why does the body constantly make new cells? (1 mark)

________________________________________________________
________________________________________________________

3. Give 2 reasons why we use onion roots for viewing mitosis. (2 marks)

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

4. Why interphase is NOT considered a part of mitosis?

_______________________________________________________
_______________________________________________________

5. Which part of the mitosis that the chromosomes cross over take place?

______________________________________________________

18
 RUBRICS SCHEME FOR EXPERIMENT 3 (CO2)
A.Student’s performance in the lab

Criteria No Yes Student’s

mark
On time submission 0 4

Total marks 0 4
4

B. Histology slides’ drawings and explanations based on cell division stages

Question 0 mark 1 mark each Student’s mark

Stage 1 No drawings 1) Name of stage
2) Drawings and labeling of
- sister chromatid /
chromosomes
- cell membrane/cell wall
3) magnification
- Unable to describe correctly - Able to describe correctly
- Unable to relate the - Able to relate the explanation
explanation with the diagram. with the diagram

Stage 2 No drawings 1) Name of stage

2) Drawings and labeling of
- sister chromatid /
chromosomes
- cell membrane/cell wall
3) magnification
- Unable to describe correctly - Able to describe correctly
- Unable to relate the - Able to relate the explanation
explanation with the diagram. with the diagram

Stage 3 No drawings 1) Name of stage

2) Drawings and labeling of
- sister chromatid /
chromosomes
- cell membrane/cell wall
3) magnification
- Unable to describe correctly - Able to describe correctly
- Unable to relate the - Able to relate the explanation
explanation with the diagram. with the diagram

Stage 4 No drawings 1) Name of stage

2) Drawings and labeling of
- sister chromatid /
chromosomes
- cell membrane/cell wall
4) magnification

- Unable to describe correctly - Able to describe correctly

- Unable to relate the - Able to relate the explanation
explanation with the diagram. with the diagram

19
 Stage 5 No drawings 1) Name of stage
2) Drawings and labeling of
- sister chromatid /
chromosomes
- cell membrane/cell wall
3) magnification
- Unable to describe correctly - Able to describe correctly
- Unable to relate the - Able to relate the explanation
explanation with the diagram. with the diagram

Total marks 0
30

C. General Questions

No. 0 mark 1 marks 2 mark Student’s

mark
1 No answer / Do Able to give definition -
not able to give of kinetochores.
correct answer
2 No answer / Do Able to give 1 answer -
not able to give correctly
correct answer
3 No answer / Do Only 1 correct answer Able to give 2
not able to give answers correctly
correct answer
4 No answer / Do Only 1 correct answer
not able to give
correct answer
5 No answer / Do Only 1 correct answer
not able to give
correct answer
Total 0 mark
marks 6

Total marks
40

20
PRACTICAL 2 (a)

MENDELIAN GENETICS

Lab Practical Outcomes (CO2):

At the end of this experiment, students should be able to:

• apply basic knowledge of genetic using Punnett squares to determine

probabilities of outcomes for simply-inherited traits involving laws of Mendelian
inheritance

Introduction:

Mendelian genetics is the study of simple patterns of inheritance. Basic principles of

Mendelian genetics include an understanding that all parents have two genes which
dictate each trait. These two genes separate themselves randomly into the sex cells
(eggs or sperm), so that the parent will pass only one gene for a given trait on to the
offspring. The offspring receives one gene from each parent for each trait. Dominant
genes take precedence over recessive genes such that an individual expresses the
recessive trait only if he or she has received two recessive genes. The presence of a
dominant gene for a trait always means that that trait will be expressed, and the trait of
any accompanying recessive gene will be masked.

In heredity, we are concerned with the occurrence, every time an egg is fertilized, of the
probability that a particular gene or chromosome will be passed on through the egg, or
through the sperm, to the offspring. As you know, genes and chromosomes are present
in pairs in each individual, and segregate as they go into the gametes (egg and sperm).
There are two possible genes that the egg or sperm might obtain from each pair, but it
actually receives only one of them. If the probability of getting either one is equal, this
probability can be expressed as 1/2, like the probability of getting heads or tails when
you flip a penny. But one cannot examine the genes in a sperm or egg. One must wait
until fertilization has occurred and a new individual has been produced, and some
characteristic controlled by the genes has had time to develop. Thus, we are faced with
the probability that it will go into the sperm, together with the probability that these will
combine at fertilization.

Procedure:

1. Given the list of characteristics below, you will create an imaginary pet and then
breed it to review the concepts of genetics. Your pet will have the following
possible characteristics:

21
 Characteristic Trait (phenotype)

Gender Male (hat) or female (hair bow)

Skin color green or orange

Eyes round or square

Nose triangle or oval

Teeth pointed or square

2. The genetics of these characteristics and their traits are summarized in the table
below:

Characteristic Trait (Phenotype) Genotype

Gender male XY

female XX

Skin color green FF or Ff

orange ff

Eyes round EE or Ee

square ee

Nose triangle NN or Nn

oval nn

Teeth pointed TT or Tt

square tt

3. Work in teams of two. Each person needs to design her or his own pet for the
original parents. You will get to mate them later. Determine the genotype for each
of the characteristics for your pet in the following manner: To simulate the
random way chromosomes are divided up during meiosis into egg and
sperm, you will flip a coin to determine what kind of allele for each trait your
pet inherits from each parent.

22
 THE RULES: HEADS = Dominant allele | TAILS = Recessive allele

4. Each of you will be filling out your chart SEPARATELY. Each of you will have
DIFFERENT information. One of you will be the male pet of the pair and one of
you will end up being the female pet of the breeding pair. Just flip a coin to decide
this. But for all other traits you must use the coin flipping rules from procedure
number 3. Flip the coin for each allele for each trait in the chart below to determine
the genotype and phenotype of your new pet, and then write it in the chart.

Sex of your pet: __________________ (1 mark)

Table 1: Pet’s Characteristics

Characteristic Allele from Allele from Genotype Phenotype

Pet’s Dad Pet’s Mom of New Pet
of Pet

Skin color

Eyes

Nose

Teeth

Gender
(9 marks)

5. Place the information from your chart on index cards, so we can start making a
poster of your new pet family.

6. Follow this template for the final poster:

23
7. Your pet now mates with your partner’s paper pet. There are four offspring in the
new family. For each characteristic, use a Punnett square on the next page to
determine all of the possible genotypes of the offspring.

8. To choose which one of the squares in your Punnett square is the trait for each of
your pet’s four offspring use this coin toss system:

➢ Toss a coin a first time:

If heads, the offspring is in the top row of the Punnett square.
If tails, the offspring is in the bottom row of the Punnett square.

➢ Toss a coin a second time:

If heads, the offspring is on the left side of that row in the Punnett square.
If tails, the offspring is on the right side of that row in the Punnett square.

PUNNET SQUARES

1. Trait: SKIN COLOR

phenotype:

___________ x ___________
genotype:

____________ x ____________
(2 marks)

24
2. Trait: EYES

phenotype:

___________ x ___________
genotype:

____________ x ____________
(2 marks)

3. Trait: NOSE

phenotype:

___________ x ___________
genotype:

____________ x ____________
(2 marks)

4. Trait: TEETH

phenotype:

___________ x ___________
genotype:

____________ x ____________
(2 marks)

5. Trait: GENDER

phenotype:

___________ x ___________
genotype:

____________ x ____________
(2 marks)

25
9. Summarize the traits for each pet offspring in the chart below. You will repeat this
coin toss method 4 times: Once for each of the paper pet’s four offspring in the
new family.

Gender Skin Teeth

Eyes Nose
(Sex) color

genotype
Offspring 1
phenotype

genotype
Offspring 2
phenotype

genotype
Offspring 3
phenotype

genotype
Offspring 4
phenotype
(20 marks)

10. Use colored paper, scissors, and glue to create the parents and four offspring in your
paper pet’s new family. Glue the index card with the parent’s information to the poster as
well. Name each pet and give the whole family a family name.

26
PRACTICAL 2 (b)

HUMAN KARYOTYPING

Lab Practical Outcomes (CO2):

At the end of this experiment, students should be able to:

• understand what a karyotype is and how it is performed.

• investigate a variety of genetic disorders that commonly occur and are studied in
biology classes.

Introduction:

Each species has a characteristic number of chromosomes; for example, corn cells
have 20 chromosomes, mouse cells have 40 chromosomes, and human cells have 46
chromosomes. In order to view the chromosomes so that they may be counted, a cell
will be allowed to reproduce and colchicine is added to stop the cell division during
metaphase. The resulting cells are placed in a hypotonic solution that causes the cell
membranes to rupture. The chromosomes are stained and photographed. The
chromosomes may then be cut out of the photograph and arranged by homologous
pairs. The homologous pairs are identified and arranged in order by size (with the
exception of the sex chromosomes; these appear last). These tests are typically done
on a sample of blood, although any body cell could be used. The cell must be
undergoing mitosis – preferably in metaphase – so that the chromosomes are
replicated, condensed, and visible under a microscope. The resulting display is called a
karyotype.

Figure 5.1. G-banded chromosomes. (JENKINS, 1990)

Some of the abnormalities associated with chromosome structure and number can be
detected by a test called a karyotype. A karyotype can show prospective parents
whether they have certain abnormalities that could be passed on to their offspring, or it
may be used to learn the cause of a child’s disability. Karyotypes can also reveal the
27
gender of a fetus or test for certain defects through examination of cells from uterine
fluid – a procedure called amniocentesis – or through sampling of placental
membranes.

Materials:

Photograph of a spread of chromosomes

Scissors
Tape/ glue
Ruler

Procedure:

1. You will be givena blank karyotype form and an enlarged photograph of a spread
of chromosomes from a human leucocyte. Record on your karyotype form the
Subject Number that appears at the top of your sheet of chromosomes.

2. Count the chromosomes on your sheet (this initial count should give you a
preliminary idea about the nature of your subject). Now carefully cut out each
chromosome (leave white space around each chromosome rather than trying to
cut exactly on the margin of the image). Share the work with your partner. Be
careful not to lose any chromosomes.

3. Find the homologous pairs by matching length, the position of the centromere, and
the banding patterns if present. All three of these elements may be needed to
make an accurate match.

4. Arrange the pairs on the karyotype form in order from longest to shortest, with the
exception of the sex chromosomes, X and Y. These appear last. The sex
chromosomes are obviously not a homologous pair: the X chromosome is of
medium length, intermediate between chromosomes 4 and 5; the Y is one of the
smaller chromosomes, similar in length to chromosome 14.

5. Lightly tape the chromosomes in place. Don't use a lot of tape initially – have your
instructor check your work, then tape more securely.

6. Once your chromosomes are all cut out and included in the karyotype, answer the
questions and complete the lab.

28
 Karyotype # _____

_______ _______ _______ _______ _______

1 2 3 4 5

_______ _______ _______ _______ _______ _______ _______

6 7 8 9 10 11 12

_______ _______ _______ _______ _______ _______

13 14 15 16 17 18

_______ _______ _______ _______ _______

19 20 21 22 23

(24 marks)

29
 Figure 5.2: Human Karyotype Chart

Questions:

1. What karyotype did you choose to complete?

______________________________________ (1 mark)

2. How could you determine if your karyotype was male or female?

______________________________________ (1 mark)

3. Complete the following table:

Karyotype # _____

Number of chromosomes: ________________ (1 mark)

Sex of subject: ________________ (1 mark)

Normal or Abnormal? (choose one) ________________ (1 mark)

Type of disorder: ________________ (1 mark)

30
A.Student’s performance in the lab

Criteria Poor/No Good/ Yes Student’s

mark
Time management 0 1
Cleanliness of workbench before and after 0 1
experiment 0 1
Punctuality 0 1
Co-operation between group members 0 1
Able to follow the instruction given 0 1
On time submission 0 2
Total marks 0 8
8

Question no. Marks obtained Total Marks CO2

Student’s performance
Mendelian Genetics
Pet’s sex 1 √
Table 5.1 9 √
Punnet squares 10 √
Table 5.2 20 √
Karyotype
Karyotype (cut & paste) 24 √
Questions:
1. 1 √
2. 1 √
3. 4 √
TOTAL 70

Rubrics Marking Scheme – Mendelian Genetics

0 mark 1 mark
Sex of the pet Unable to label correctly Able to label correctly
0 mark 1/2 mark each
Table 1 Unable to label correctly Able to label correctly
0 mark 2 marks each
Punnet Squares Unable to give correct answer Able to give correct answer
0 mark 1/2 mark each
Table 2 Unable to label correctly Able to label correctly

Rubrics Marking Scheme – Karyotype

0 mark 1 - 24 marks
Karyotype Unable to label correctly Able to label correctly
0 mark 1 - 6 marks
Questions Unable to give correct answer Able to give correct answer

31
PRACTICAL 3: TISSUES

Section A: Epithelial Tissues

Section B: Connective Tissues
Section C: Muscle Tissues
Section D: Nervous Tissues

Introduction :

In today’s lab session, you will examine commercially prepared slides of the various types of
tissues.

Lab Practical Outcomes (CO2):

At the end of the lab session, you should be able to:

 Identified various types of tissues from histology slides .

Materials :

Microscope Lens tissue

Oil immersion Prepared glass slide

Procedure :

1. Works individually.

2. Examine the following slides :

Section A: Epithelial Tissues (# 4879)

A1. Cross section of a lung.

(2 marks)

32
A2. What kind of epithelium forms these structures? (1 mark)
____________________________________________________________________________

A3. Cross section of a kidney. (#5226)

• Look for the kidney tubules.
• Draw the epithelium.

(2 marks)

A4. What kind of epithelium lines the kidney tubules? (1 mark)

____________________________________________________________________________

A5. Cross section of a trachea.(#315612)

• Look for the free border of the trachea lumen.
• Draw the epithelium.

(2 marks)

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A6. What kind of epithelium lines the lumen of trachea? (1 mark)
____________________________________________________________________________

Section B: Connective Tissues

B1. Cross section of a skin (#314504)

• Look for adipose tissue in the skin.

(2 marks)

B2. Describe the distribution of adipose tissue in the skin. (1 mark)

_____________________________________________________________________

B3. Blood smear. (#313152)

• Identify and draw the following cell types: erythrocytes, leukocytes and platelet.

(2 marks)

34
B4. Describe the location of blood cells in the body. (1 mark)
____________________________________________________________________________

B5. Longitudinal section of a decalcified compact bone (#3292)

(2 marks)

Section C: Muscle Tissues

C1. Longitudinal section (l.s) of skeletal muscle (#313316)

(2 marks)

35
C2. How are the cells arranged? (1 mark)

___________________________________________________________

C3. Longitudinal section (l.s) of cardiac muscle(#313424)

(2 marks)

C4. What are intercalated discs? (2 marks)

____________________________________________________________________________
____________________________________________________________________________

C5. Longitudinal section (l.s) of smooth muscle (#313448)

(2 marks)

36
C6. Differentiate the appearance of smooth muscle tissue from the other two types of muscle
examined previously. (2 marks)
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

Section D: Nervous Tissues

D1. Accessory cells in nervous tissue are called _______________ (1 mark)

Answer: __________________________

D2. Outside the brain and spinal cord, which cells provide insulation to nerves? (1 mark)

Answer: __________________________________

37
 RUBRICS SCHEME FOR ODL EXPERIMENT 5 (CO2)

A. Histological Tissue Drawings

Q 2 marks 1 mark 0 Student’s

mark obtained
A1 Complete Complete No /2
drawings drawings, but answer
A3 with no title/name at all. /2
correct of tissue
A5 name of (1 mark each No /2
that tissue question) drawin
B1 (2 marks gs /2
each
B3 question) /2

B5 /2

C1 /2

C3 /2

C5 /2

TOTAL / 18

B. Questions

Q Full mark Half mark 0 mark Student’s obtained

A2 Correct answer (1 mark) - Wrong answer /1
A4 Correct answer (1 mark) - Wrong answer /1
A6 Correct answer (1 mark) - Wrong answer /1
B2 Correct answer (1 mark) - Wrong answer /1
B4 Correct answer (1 mark) - Wrong answer /1
C2 Correct answer (1 mark) - Wrong answer /1
C4 Correct answer (2 marks) Partially correct (1 mark) Wrong answer /2
C6 Correct answer (2 marks) Partially correct (1 mark) Wrong answer /2
D1 Correct answer (1 mark) - Wrong answer /1
D2 Correct answer (1 mark) - Wrong answer /1
TOTAL 12 0 / 12

TOTAL MARKS OBTAINED (A+B): ____________ / 30

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