Microscopy and stained specimens engage students visually as they learn about plant anatomy, a topic covered in many biology and introductory science courses. In this activity, students section plant material and prepare specimens to view under a brightfield microscope. Using a camera or cell phone, images of microscope slide contents allow students to label plant parts and engage in discussions with peers. The addition of scale bars to their images will allow a better understanding of the relationships of the various structures observed in the functioning of plants.

One of the central ideas behind microbiology is to see images that are not available to the naked eye. Through the use of digital microscopes, students in online courses can have exposure to those images, but the ability to view images of samples produced by the students is something that is not typically or easily replicated in an online course. The high cost of good-quality optical microscopes and the difficulty of using complex microscopes independently and communicating results are barriers to including this in an online lab course. Through the use of a lower-cost digital microscope that is easy to use, students are able to enjoy the experience of viewing images of microbes from their own sample and preparation.

Plant–pathogen interactions are often omitted as a topic in most introductory and upper-level biology courses. The infection process of the plant pathogen Pythium irregulare on the moss Mnium cuspidatum can be observed and exploited to provide lessons on host–pathogen responses, as well as introduce other biological topics such as microscopy, spectrophotometry, and enzymes. Students can qualitatively analyze plant responses to pathogen infection using microscopy and observe quantitative enzyme responses to draw conclusions. Students are also encouraged to generate hypotheses and test them using this biological system as a method to develop scientific skills.

Teachers have reported that students enjoy growing plants but that logistical constraints such as limited space and inadequate lighting make it difficult to incorporate living plants into their classrooms. We present a method that takes familiar materials from the students’ world – trading-card holders – and uses them to make interactive, cost-effective “plant pouches” that can function as living microscope slides. Students grow plants in card holders and are able to observe both the roots and shoots for several weeks, including making observations with a compound or dissecting microscope. The plant pouches require minimal space or resources, and the system is flexible enough to accommodate different types of plants and is amenable to experimentation.

Providing both introductory information and biosecurity protocols in laboratory, farm, and field settings is central to student learning and safety. However, even when clear protocols are provided, students do not fully understand the consequences of their actions. We present a crime scene that requires evidence investigation to improve basic skills and inquiry to identify biosecurity breaches. The crime-scene format engages students and encourages critical thinking about the negative effects of actions when working in various environments. This approach not only improves student skills through forensic microscopy but advances student retention of biosecurity requirements.

Microscopy and precise observation are essential skills that are challenging to teach effectively to large numbers of undergraduate biology students. We implemented student-driven digital imaging assignments for microscopy in a large-enrollment laboratory for organismal biology. We detail how we promoted student engagement with the material and how we assessed student learning in both formative and summative formats using digital images. Students worked in pairs to collect over 60 digital images of their microscopic observations over the semester and then individually created electronic portfolios, which were submitted for a grade.

A simple method is presented to show kids the size of a microbe – a fungus hypha – compared to a human hair. Common household items are used to make sterile medium on a stove or hotplate, which is dispensed in the cells of a weekly plastic pill box. Mold fungi can be easily and safely grown on the medium from the classroom environment. A microscope capable of 200–400× is necessary. Students can use a hair from their own head to view a fungus and a hair side-by-side on the same slide. They will see that a microscopic fungus hypha is 20–50× smaller in diameter than a hair. Older students will also learn that microbes are measured in micrometers, that fungi are ubiquitous, and that decay is an inevitable part of Earth’s processes.

Modern microscopy techniques generate an enormous amount of data in the form of images. Manual analysis of these images produces biased results that are often not reproducible. To extract the numerical data from the images, a free and user-friendly software called ImageJ is available at the NIH website. In this interactive tutorial, students will get acquainted with the applications of ImageJ and learn to measure cell area from the images.

Would you rather solve a forensics puzzle or take a lab practical? An alternative to the traditional lab practical can be used to assess students' skills and knowledge in plant cell biology and anatomy. This forensics project challenges students to analyze evidence from crime scenarios. The instructor supplies the scenarios, evidence collected at the crime scene, and type specimens. The students prepare the evidence and type specimens for analysis by light and polarized light microscopy and then document and report their findings. Students enjoy this project and are able to demonstrate their skills as well as their knowledge.