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Question 1- On low-power, you can see three markings of a millimeter ruler in th

ID: 51647 • Letter: Q

Question

Question 1- On low-power, you can see three markings of a millimeter ruler in the field of view.

What is the diameter of the field of view when you use the high-dry objective lens?

Question 2- You get home from Wal-Mart with a new MP3 player, but it doesn't seem to be working. Provide three separate hypotheses for why this might be so, and describe how you would test each one, including a positive and negative control for each test.

Question 3- Nursery rhymes are propagated from parent to child over many generations (thus keeping otherwise obsolete words such as "tuffet" and "chamber" in use), sometimes with associated actions, songs, and movements. How many of the properties of living organsims does a nursery rhyme share? In what ways is it similar to living systems, especially living systems that are pathogenic; Staphylococcus aureus for example? Can you think of an equivalent to the obsolete word concept that we see in What properties do nursery rhymes not have, and in what ways are they dissimñar to living systems?

Explanation / Answer

1. Three markings of a millimeter ruler in the field of view means that the field of view is around 3 mm. We need to use the following formula to find the diameter of field of view in high-dry objective lens:

  high power field diameter    =     low power magnification

lower power field diameter high power magnification

Now putting the given values in the above formula we get,

  high power field diameter    =     100__

3 400

Thus, high power field diameter is equal to 300/400= 0.75 mm or 750 µm.

2. Three separate hypothesis that the MP3 player is not working are:

You have not properly read the manual and switched on the MP3

The software of MP3 has technical problems.

The hardware of MP3 was damaged during your trip back home

3. Negative control will be used that prove the hypothesis is wrong, while positive control are those that support or work positively for the hypothesis.

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