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Viewing some macroscopic residues under a microscope. These residues will be extracted and filed in a library by the ARCHEM project for future analyses.
Dans le cadre du cour de sciences à Mme Danis, nous allons travailler sur les microscope et voici leur description
L'oculaire : Partie où tu mets l’œil.
Le corps : Maintient la distance qui convient entre l’oculaire et l’objectif.
La vis macrométrique : Élève ou abaisse la platine pour faire la mise au point sur l’objet.
La vis micrométrique : permet le réglage précis de l’objectif moyenne ou haute puissance.
La portence : Relie le pied au corps.
Le revolver porte-objectifs : Tête pivotante qui tient deux ou plusieurs objectifs et qu’on tourne pour changer d’objectif.
Les objectifs : contiennent les lentilles qui grossissent les objets.
La platine : soutient la lame.
La lentille de champ collectif : dirige la lumière vers l’objet.
Le diaphragme : règle la quantité de lumière.
La lampe : projette une lumière.
Scenedesmus is a colonial green algae that is most often found as groupings of two or four cells (as can be seen in this image of live individuals at 1,000x magnification). This was taken
Taken with a Microscope and attached DSLR camera... I made them into HDR's but otherwise did not feel like editing them. Sorry.
I used to jerry-rig my 35 mm slr to a tube attached to a child's microscope. Sunlight on the mirror made for a bright image. Scanned photo.
Researcher examining specimen under electron microscope in biotechnology laboratory at IITA Ibadan. (file name: DSC_6657_n)
I was playing with my stereo microscope, and figured I'd look at the surface of my Saleae Logic. It looks like an anodized aluminum case that's been laser engraved. Here you can see the rather crinkly texture of the anodized aluminum, then you can see the little dots they burned into the surface to create the Logic logo. Each dot made a tiny crater in the surface.
(Sorry for the slightly blurry photo- it's much clearer in person, but I don't really have a good way to take clear photos through the lens of the microscope yet.)
This is the "Lens" of a disused Transmission Electron Microscope. Unlike optical lenses, which work because they consist of material with a refractive index that is different to air, this lens is simply a hole in a large coil of copper wire (about a hand-span in width, and about an inch thick). By applying a current to the wire, a beam of electrons flying through the central hole can be narrowed or broadened, similar to the way light beams are altered when they pass through an optical lens. The application of this type of lens in the first working electron microscope won Ernst Ruska the Nobel Prize in Physics in 1986. A fantastic explanation of how these lenses work can be found here .
We went to an auction last week.. and one of the things they had for sale was this.. which appears to me to be an old electron microscope.
I didn't stick around long enough to see how much it sold for.
U.S Army Medical Research Unit – Kenya: Improving malaria diagnosis, one lab at a time
By Rick Scavetta, U.S. Army Africa
OYUGIS, Kenya – Inside Rachuonyo district hospital, Simba Mobagi peers through his laboratory’s only microscope at a sick woman’s blood sample.
The 33-year-old laboratory technologist’s goal – rapidly identifying malaria parasites.
Dozens more samples await his eyes. Each represents a patient suffering outside on wooden benches.
Mogabi takes little time to ponder his workload. He quickly finds malaria parasites, marks his finding on a pink patient record and moves to the next slide. Much to his surprise, a U.S. Army officer arrives, removes his black beret and sets down a large box.
Inside Maj. Eric Wagar’s box is a new microscope – a small gesture within U.S. Army Medical Research Unit-Kenya’s larger efforts to improve malaria diagnostics in Africa.
For more than 40 years, USAMRU-K – known locally as the Walter Reed Project – has studied diseases in East Africa through a partnership with the Kenya Medical Research Institute.
Wagar heads USAMRU-K’s Malaria Diagnostics and Control Center of Excellence in Kisumu, a unique establishment begun in 2004 that’s since trained more than 650 laboratory specialist to better their malaria microscopy skills.
“Working with the Walter Reed Project is so good for the community, as it benefits the patient,” Mobagi said, who is looking forward to attending the center’s malaria diagnostics course. “Plus, having a new microscope improves our work environment. Work will be easier and we will have better outcomes.”
Back in Kisumu, wall maps mark the center’s success, with hundreds of trained lab technicians from more than a dozen countries across the African continent. International students have come from Ireland, the U.S. and Thailand.
Many students are sponsored through U.S. government aid programs aimed at reducing disease in Africa or by nongovernmental organizations. Most of the center’s $450,000 annual budget comes from the U.S. President’s Malaria Initiative. Other funding is from the U.S. Defense Department, NGOs and pharmaceutical companies.
For students to practice malaria identification, five Kenyan lab workers work tirelessly to create a variety of blood specimens. Slides may show one or more of malaria’s several species – others are free of parasites. The majority of malaria cases are the falciparum species, but many people are co-infected with other species and it’s important for students to recognize that, Wagar said.
A recent review of the course’s effectiveness showed that microscopy students went back to labs lacking organization and equipment. In some cases, the training was not having the desired impact on local people facing malaria.
“At our course, lab students learn skills and habits that increase their ability to accurately detect malaria on blood slides. Yet, when they return to their local laboratories, they face the challenge of changing habits and procedures,” Wagar said. “Changing behavior is hard to do.”
In late- April, Wagar accompanied Jew Ochola, 28, the center’s daily operations manager to Oyugis, the district center of Rachuonyo that lies roughly 30 miles south of Kisumu in Kenya’s Nyanza province.
The visit marked the initial visit of the center’s supervision support project – monthly visits to six local district hospitals – to implement tools that increase efficient oversight of malaria diagnosis. The yearlong $300,000 initiative – funded by the President’s Malaria Initiative, a USAID sponsored program – is designed to help translate school learning into field practices, Ochola said.
“First I do an assessment of the hospital’s lab, what procedures they have, the number of people on staff and the equipment they use,” Ochola said. “By partnering with laboratory managers, we hope to increase standards and improve efficient and effective diagnosis.
The goal is to lessen the burden of malaria on the local people.”
To mark progress, lab staff must collect 20 slides each month that show properly handled blood samples. Monthly visits will mark performance improvement.
Through quality malaria diagnosis, USAMRU-K is part of a larger public health effort to reduce malaria’s impacts Kenyan’s lives. Illness means paying for treatment and less wages earned, creating an impact on the economy.
“By mitigating a public health burden, people should have more time to grow food and have money for things other than medical care,” Wagar said. “We can’t expect to see change right away, but hopefully things will be a little bit better every month.”
Working with the Djibouti-based Combined Joint Task Force Horn of Africa and other DoD agencies, the center recently offered microscopy courses through U.S. military partnership events in Ghana, Nigeria and Tanzania. The effort supports U.S. Africa Command’s strategic engagement goal of increasing capabilities and strengthening capacity with the militaries of African nations, Wagar said.
“To date, that includes eight Kenyans military lab techs, 17 from the Tanzania People’s Defense Force and 30 Nigerians,” Wagar said.
Accurate diagnosis is also a key factor for military readiness, Wagar said. For example, a Kenyan soldier stationed in Nairobi – where malaria is less prevalent – is susceptible to the disease if posted elsewhere in the country.
“Improving malaria diagnosis within African military laboratories sets conditions for healthier troops,” Wagar said. “When forces are healthy, they are more capable to support their government and regional security.”
To learn more about U.S. Army Africa visit our official website at www.usaraf.army.mil
Official Twitter Feed: www.twitter.com/usarmyafrica
Official YouTube video channel: www.youtube.com/usarmyafrica
Experiments with digital camera and old microscope. Interesing for generating backgrounds and abstract compositions.
I found a dead water bear with eggs (?) inside. It was very amenable to being photographed, being dead.
Lomo MBS-2 with reflection setup: Place a white
LED at the pupil of one eyepiece and watch at the other
my best birthday present ever. Should have moved the microscope to a slightly better position but its not looking too shabby
Attempting some macro shot before next Tuesday's Club night ' Tabletop and Macro' Cleaned up my old microscope for a subject. ( it was covered in thick dust )
I like these, almost abstract images, one shot with Olympus E620 and the other with Canon 6D
Dr. Charles Richard Drew Mural 2014 by Susan Schwerin
Dr. Drew can be seen on the left, rising out of the fog (symbolizing his neighborhood, Foggy Bottom, in DC where he was born). He is holding a test tube of blood that has been separated into its individual components: plasma (55%), platelets (1%) and red blood cells (44%). Next to him is a microscope with a microscopic view of each blood element in the background. The red blood cells are marked for the various blood types (A+,A-, B+,B-, O; however, in 1 drop of someone’s blood all of the red blood cells would be the same type, I have only mixed them here to exemplify that there are different types). Plasma, however, is not very different across people making it a better candidate for transfusions, plus it does not need to be refrigerated and lasts a long time.
Dr. Drew’s steps to “SUCCESS” are created by his education and training:
First he went to Stevens Elementary where he was received medals for swimming2 (“S” of success with silhouette of swimmer).
Next he went to Dunbar high school where he lettered in track (hurdles), football, baseball and basketball1(“U” of success with silhouette of hurdles, football, baseball, basketball).
Then he was off to Amherst college where he was captain of the track team and was the most valuable player on the baseball team, star halfback, national high hurdles champion5(“C” of success with silhouette of baseball, football and hurdles).
After graduating he started saving for medical school by teaching biology and chemistry and coaching football and basketball at Morgan State University in Baltimore1. During his two years at Morgan, his coaching transformed its mediocre sports teams into serious collegiate competitors1 (“C” of success with silhouette of an instructor and a coach, a football and a basketball).
He then went to McGill Medical School where he earned a Doctor of Medicine degree (MD) and a Master of Surgery (CM)2. He joined the Omega Psi Phi fraternity where he helped to pen their fraternity hymn, “Omega Dear”3. He was also inducted into the medical honor society Alpha Omega Alpha2. He won a neuroanatomy award2 and continued to excel competing in hurdles (“E” of success with silhouette of music notes, brain, hurdles).
He then went to work as a surgeon and teacher at Howard University, where they were trying to get and/or train their faculty to be competitive in their fields (“S” of success with silhouette of instructor and surgeon).
Dr. Drew got a Rockefeller Foundation research scholarship to get his doctorate at Columbia University where he wrote a thesis titled, ”Banked Blood”2 (“S” of success with silhouette of researcher at microscope and thesis).
World War II broke out. There is a world map at the bottom of the mural where the different countries are colored according to whether they were on the side of the Axis (blue-primarily Germany, Italy, Japan, and also Slovakia, Romania, Hungary, Bulgaria, Libya, Ethiopia, Somalia, Thailand, Taiwan, Korea, Irag, Finland) or the Allies (green: primarily United Kingdom, France, China, Soviet Union, United States and also Australia, New Zealand, Canada, Belgium, Brazil, Czechoslovakia, Denmark, Estonia, Greece, India, Latvia, Lithuania, The Netherlands, Norway, Poland, South Africa, Yugoslavia with light green being countries that joined the war late: United States, Mexico, many South American countries, Liberia, Turkey, Iran, Saudi Arabia, and Phillipines) or Neutral countries (gray-primarily Ireland, Portugal, Sweden, Switzerland, Spain, and also Sahara, Angola, Mozambique, Yemen, Afghanistan, Tibet, Estonia, Latvia, and Lithuania).
After the war started, Dr. Drew was requested to organize the Red Cross Blood for Britain program (represented by the blood transfusion line spelling out Blood Bank, which then enters the top of the Red Cross symbol in the middle of the mural), where his attention to detail and doctorate research on blood banking enabled him to effectively collect blood, separate out the plasma and ship it to wounded British soldiers (represented by the yellow plasma transfusion line leaving the Red Cross symbol and going to the soldiers in the bottom right of the mural). The plasma transfusion line makes the shape of an EKG heart beat signal before getting to the soldiers, showing that it is giving life (giving heart beats). Beneath the soldiers is an open box with open cans, this is the box they received from the Red Cross with the dried plasma and distilled water which they combined to reconstitute the plasma to give to the soldier on the battlefield. Behind the soldiers is the British Flag. After the US joined the war, Dr. Drew led the National Blood Donor Service as well (represented by the American Flag on the far right of the mural).
In order to meet the huge demand for plasma, Drew initiated the use of "bloodmobiles" - trucks equipped with refrigerators6.
Unfortunately, the irony of his work was that the Red Cross would only accept blood from white donors. (This is shown in the mural by the 5 hands at the top. The center hand is Caucasian and is the only hand, whose blood drop has a Red Cross symbol on it, even though all the blood drops look the same, no matter what color hand is holding it). Dr. Drew publicly stated that the blood from different races was no different; however the Red Cross continued to exclude black donors. They eventually began allowing black donors, but kept the blood segregated for the recipients.
The NAACP gave Dr. Drew the Springarn award for "the highest and noblest achievement" by an African-American "during the preceding year or years” for his blood banking accomplishments2 (The medal and ribbon are at the top of the mural, just under the hands). This award bolstered Dr. Drew into becoming more of an advocate for black rights4.
Dr. Drew had a personal commitment to excellence as well as an expectation of excellence of his black medical students who frequently scored among the highest in nationwide medical exams (represented by the word “EXCELLENCE” in the mural). Dr. Drew continued to teach at Howard University where he was known by his students as ‘Big Red’ because of the color of his face when he was upset4 (represented in the mural by the Howard University Bison Logo with the words “Big Red”).
Dr. Drew died in a car accident in 1950 at the age of 45 (represented by the car in the upper right hand corner of the mural).
While attending a conference in April 1939, Drew met Minnie Lenore Robbins, a professor of home economics at Spelman College in Atlanta. They married in September of that year, and had three daughters and a son (represented on the mural by the house with the family inside, just under the Red Cross).
Dr. Drew’s one leisure activity was gardening, especially Canna Lily flowers4, which are featured at the base of the mural under SUCCESS.
The hand in the upper left corner of the mural that is punching through the wall is a representation of this quote by Dr. Drew and symbolizes how his accomplishments (the blood bank) knocked a hole out of the wall:
“Whenever, however, one breaks out of this rather high-walled prison of the "Negro problem" by virtue of some worthwhile contribution, not only is he himself allowed more freedom, but part of the wall crumbles. And so it should be the aim of every student in science to knock down at least one or two bricks of that wall by virtue of his own accomplishment.”
References:
1.The Charles R. Drew Papers. Profiles in Science. National Library of Medicine. profiles.nlm.nih.gov/ps/retrieve/Narrative/BG/p-nid/336
2.Bio. www.biography.com/people/charles-drew-9279094#early-life
3.Omega Psi Phi Fraternity, Inc. Website www.omegapsiphifraternity.org/about_omega.asp
4.One Blood: The Death and Resurrection of Charles R. Drew By Spencie Love books.google.com/books?id=JF3sSgLA_AC&printsec=frontc...
5.http://web.stcloudstate.edu/lstripp/charles-drew.htm
6.http://www.pbs.org/wnet/redgold/innovators/bio_drew.html
Further along the wall south of the stairwell are the library's microscopes. You are able to check out keys for their use at the circulation desk with a valid library card.
The woman with microscope image is one of the pictures electronically placed on the phonograph records which are carried onboard the Voyager 1 and 2 spacecraft.
Credit: UN/DPI Photo
Please note that these images are copyright protected. Reproduction without permission of the copyright holder is prohibited.
Download here: play.google.com/store/apps/details?id=com.asd2.RVP2
The best 3D microscope educational app for science students and teachers.
Microscope parts 3D model brings you the best experience for learning the parts of a microscope. It helps a lot in remote practical lessons where teachers can teach biology students through a virtual 3D app like this, or learn by yourself.
Get the most comfortable and easy to use offline based microscope app for android. Its 3D interface of the parts will help you to understand very clearly.
There are many parts of a microscope. As a beginner, students often face difficulties while using the microscope for the first time. Microscope parts 3D model plays the role of a simulator for observing each part and gather more theoretical knowledge before practical use, in a fun and interactive way.
FEATURES:
● Language Support: The app is supporting English and Spanish languages. It will support more languages in the future.
● Easy to use: The app is a highly detailed 3D model for science students. That’s why the app is very easy to understand with a comfortable and easy user experience.
● Detailed: It is also made with a vast amount of details about the parts. Explanation of each component is shown when clicking. As a result, teachers and students both get the necessary information for using the app during classes.
● Interactive UI: Users will get ad-free and stable education of the microscope. This is a microscope parts app with a new interface, and it is optimized for any smartphone.
● Rotate, pan, and zoom: The app can be rotate following the device’s system. You can
pan and zoom the 3D microscope for a better viewing angle and experience.
● Pins: All the parts of a microscope are marked with interactive pins.
● Works Offline: The app can run offline. So the scholars can access it without the use of the internet.