One of the memorable learning experiences  for a young student is looking at an  enlarged image through a microscope.  For a first-time viewer, the details in the enlarged image is just amazing. It’s like magic because a dull, plain-looking specimen placed in the specimen holder appears with color and many details through the eyepiece.

The word microscope originated from the Greek words “micron” for small and “scopos” for aim. In most school science laboratories, the microscope has a special place. It is placed in a secure, stable platform, usually with a glass case or plastic cover. The microscope deserves its special place because it is more expensive than most if not all of the laboratory instruments, it is sensitive to dust and moisture, it has breakable glass parts, and it has detachable parts which, if not properly placed or aligned affects the way it functions.

Strictly speaking, a student microscope could include the expensive electron microscopes. But that is not so.

The microscope found in schools,usually in biology laboratories   are the type labeled by manufactureres and distributors  as “student microscope.”  A student biological microscope can be a stereo or compound microscope. A stereo  microscope, also called a dissecting mcroscope, has double lenses, the eyepiece and the objective lenses like a compound microscope,but it is understood in the world of microcoscopy that the term compound microscope is not applicable to  the stereo microscope. For lower magnifications and thicker specimens, the stereo microscope is used. For higher magnifications, up to 1000X, the compound microscope is used.

A student biological microscope may be the simplest and least expensive among the microscopes but they are not like the toy microscopes many have had in their pre school years. A student microscope should have the following qualities or features:

1. Sturdy  body and parts to withstand the  handling by exuberant young people. A microscope that is obviously of poor material quality might be thought of as a toy by the students.

2. Has at least the basic parts stated in most science text books. As part of their lessons, the students shall learn how to identify the parts and their respective functions, how to determine the magnification and how to record the view of the object as seen using the microscope. Following are the basic parts of an optical microscope;

a. Ocular lens or eyepiece
This  lens farther or away from the specimen and where the specimen is  viewed. Together with the objectives, determines the magnification. A microscope usually has sets of objectives to use depending on the desired magnification. The ocular lens or eyepiece magnification is etched or stamped on the frame or holder.

b. Objectives lenses
The lenses nearer the specimen or object for viewing.

c. Nosepiece
Revolving part that holds the objective lenses. When adjusting the magnification, the objective is changed by revolving the nosepiece

d. Coarse adjustment knob
Knob to bring the specimen faster into focus of the objective.

e. Fine adjustment knob
After the coarse adjustment, the knob to adjust the image in focus into a clearer view. A turn results to very slight movement to find the best view of the object.

f. Diaphragm
Opening that controls the light passing through the specimen

g. Condenser
The glass lens under the stage . It focuses or condenses the light that passes through it from the illumunator to the specimen

h. Mirror
Located at the base of the microscope, the mirror reflects the light to the specimen for models without the illuminator.

g. Stage
This is the part where the specimen or object for viewing is placed. The stage is moved up and down during coarse adjustment  to find the best distance between the specimen and the objective lenses. The horizontal movement of the slide or specimen holder maybe by manual pushing of the hand or fingers.  In some models the stage is mechanical, with knobs for the forward, backward, left and right sides movements.

The development of the digital camera has greatly benefitted biological laboratories and the teaching of science. It has made teaching easier amd more effective because  the image  of the specimen can be immediately shown in a computer monitor. With  both the teacher and the class looking at the same image or view, there can be more class discussion participation.

A digital biological mocroscope also makes it easier to document the laboratory results. Gone are the days of looking at the specimen for a long time to  make an illustration of how it looks like. There’s no more need to wait for the development and printing of the specimen’s photographs, then scanning and uploading them to the computer. The digital biological microscope has eased the burdens of documentation, a very important part in scientific studies, in many science classes. It has also made information sharing  easier and faster. For more information about these types of microscopes, visit http://www.digitalbiologicalmicroscopes.com