Adding an Extra Dimension to What Students See through the Light Microscope: A Lab Exercise Demonstrating Critical Analysis for Microscopy Students

Abstract

This article describes an undergraduate lab exercise that demonstrates the importance of students thinking critically about what they see through a microscope. The students are given growth data from tip-growing organisms that suggest the cells grow in a pulsatile manner. The students then critique this data in several exercises that incorporate aspects of a problem-based learning approach, envisaging growth not just in two dimensions, but in three dimensions. For some cells, what appears to be pulsatile growth could also be explained by growth at a constant rate up and down in the z-axis. Depending on the diffraction pattern generated by the tip of the cell, this movement in the z-axis could go undetected. This raises the possibility that pulsatile growth seen in some species may be an artifact generated by the limitations of the light microscope. Students were subsequently asked to rate their awareness of the need to think critically about what they see through a microscope, using a scale of 1 (unaware) to 5 (very much aware). Prior to doing the lab exercise, the mean rating was 2.7; this increased to 4.4 after the lab. The students also indicated a likelihood of being more critical in their thinking in other aspects of their biology curriculum.