Aira Marie M.

Gloria
BS PSY 3-1T
MICROBIOLOGY AND PARASITOLOGY- BIOL 20035
01/23

ACTIVITY 4 – Wet Mount and Hanging-Drop Method

Adapted from Cappuccino and Sherman (2014)

INTRODUCTION

In their natural state, most of the cells and microorganisms that we observe under the
microscope lack color and contrast. This makes it difficult, if not impossible, to detect important
cellular structures and their distinguishing characteristics without artificially treating specimens.
We have already alluded to certain techniques involving stains and fluorescent dyes, and in this
section, we will discuss specific techniques for sample preparation in greater detail. Indeed,
numerous methods have been developed to identify specific microbes, cellular structures, DNA
sequences, or indicators of infection in tissue samples, under the microscope.

ASSESSMENT:

Part 1 – Guide Questions. Concisely answer the guide questions provided after. Use
the information provided by or suggested in the passage. (3 points each)

1) What are the differences between Hanging-drop and wet-mount methods?

Wet-mount method: The pace of movement slows because when wet-mount slide dries
due to the heat produced by the microscope's light. In addition, the microorganisms are
pressed between the flat surface of the slide and the coverslip, their movement is
restricted.

Hanging-drop: Meanwhile, in the hanging-drop, because the petroleum jelly maintains the
hanging drop mount moist, the rate of movement is constant. Therefore, Its
microorganisms can move freely due to the curvature of the life, which allows them to do
so.

2) What are the primary benefits of using Hanging-drop method to observe microbes?
State at least two (2)with a brief explanation.

● Use of the hanging-drop method helps preserve the cell shape and
arrangement.
 ● Vaseline sealing depression also delays the drying-out process, allowing
organisms to be examined for extended periods of time.

3) If you are going to actually observe and compare microscopically the samples from a
lake, canal/sewage, and tap water (from faucet), what possible microorganisms are
common in all samples? State at least one (1) and microbe briefly explain why.

I personally think that bacteria would be the most common microorganism that we could
gather from these samples. Simply because bacteria are known to be found almost
everywhere on Earth. Some bacteria types or species can live under extreme conditions of
temperature and even pressure. This is why I think bacteria could be easily found in the
given samples, either they are harmful or not.

4) Why it is very important to have a regular microbiological test of water performed on

natural bodies of water (river, spring, lakes etc.), water treatment plants, and industrial and
residential tap water supplies? Explain concisely your answer.

I believe that this process of conducting a thorough water analysis is to identify and
estimate how many bacteria are present and if they are safe to consume by humans. This
is a standard method to protect the public’s health.

Part 2 – Illustration. Based on the results of using the Hanging-drop method in Figure 2
(Image from exploringtheinvisible.com, 2014), accurately illustrate, identify, and describe
three (3) microorganisms that can be observed. (3 points for each field)
1. Algae, known specifically as Pediastrum.

Pediastrum is a genus of colonial green algae that is a

component of freshwater plankton. Pediastrum
colonies are disk-shaped with hornlike extensions on
the edges. The number of cells per colony varies by
species (2-128). Young cells have no nuclei, however
mature cells can contain up to eight. During asexual
reproduction, cell contents split and generate motile
spores, which form colonies before being freed. Sexual
reproduction is carried out by motile gametes.

2. Tetrad Cocci- Tetrads are made up in a group

of four cells. Micrococcus spp., Pediococcus, and other
tetrads cocci bacteria are examples of tetrads cocci
bacteria.

3. Euglena

It is a freshwater unicellular bacterium

belonging to the kingdom Protista. It is known
as the connecting link between animals and
plants, possessing traits of both. The body is
elongated and spindle-shaped, with a
prominent, thin pellicle around it, and the
cytoplasm is separated into ectoplasm and
endoplasm. It possesses flagella (an animal
feature) and chloroplasts (a plant feature), and
it is autotrophic in the light and heterotrophic
in the dark.
References

Bade, A. (n.d.). Activity 2 - Determination of Bacterial Motility. Retrieved January 23,

2023, from
https://www.slideshare.net/likewhatsoever/activity-2-determination-of-bacterial-mo
tility-56870098

General Data Protection Regulation(GDPR) Guidelines BYJU’S. (2021, March 22).

Retrieved January 23, 2023, from
https://byjus.com/neet/important-notes-of-biology-for-neet-shapes-of-bacteria/#:~:t
ext=Tetrads%3A%20Tetrads%20are%20arranged%20in,cluster%2C%20which%2
0looks%20like%20grapes.

Petruzzello., M. (Ed.). (n.d.). Euglena. Britannica. Retrieved January 23, 2023, from
https://www.britannica.com/science/Euglena

Sridhar Rao. (2010, June 11). Hanging drop for bacterial motility [Video]. YouTube.
Retrieved January 23, 2023, from
https://www.youtube.com/watch?v=ujzSmsmg7ok

Tankeshwar, A. (2022, October 28). Hanging Drop Method for Bacterial Motility. Microbe
Online. Retrieved January 23, 2023, from
https://microbeonline.com/procedure-hanging-drop-method-test-bacterial-motility/

The Editors of Encyclopaedia Britannica. (2009, February 6). Pediastrum | Description &
Reproduction. Encyclopedia Britannica. Retrieved January 23, 2023, from
https://www.britannica.com/science/Pediastrum
GRADING SYSTEM

• For Assessment – Part 1, which is a constructed-response assessment, the

following rubric shall be used to evaluate the answers in each item:
3 points 2 points 0 – 1 point

The answer is characterized The answer is characterized The answer is characterized

as: as: as:
• Having complete, correct • Having an incomplete, yet • Incorrect and inaccurate; •
idea/thought required by correct idea/thought is Irrelevant response; and •
the question required by the question. Unintelligible and cannot be
• Concise and direct-to-the • Not concise response • understand
point response Grammar construction
• Having syntax construction somewhat obscures the
and like which doesn’t response
affect effective
communication

Each item consists of 3 points, thus the total maximum score creditable is 12 points.

• For Assessment – Part 2, which is an objective, constructed-response assessment,

where each item has a definite correct answer, thus each field corresponds to 2
points. Therefore, the total maximum score creditable is 18 points.
Fields Pointing system

3 points 2 point 1 point

Drawing The illustration is The illustration is The illustration is

characterized characterized as: characterized as:
as: • Having incomplete, yet • Incorrect and
• Having complete, correct idea/thought inaccurate; and
correct appropriate to the • Unintelligible and
idea/thought actual observation cannot be
 appropriate to the understand

Identificati actual observation The answer is The answer is

on and The answer is characterized as: characterized as:
Description characterized • Having incomplete, yet • Incorrect and
as: correct idea/thought inaccurate;
• Having complete, required by the • Irrelevant response;
correct question; and
idea/thought • Not concise response • Unintelligible and
required by the • Grammar cannot be
question construction and like understand
• Concise and somewhat
direct-to-the-point obscures the response
response
• Having syntax
construction and
like which doesn’t

affect effective
communication
In all the assessments, the total points together with miscellaneous 5 points (credits for
neatness of the paper and full compliance of the activity) are tallied as follows:

Part 1 – 12 pts
Part 2 – 18 pts
Miscellaneous – 5 pts
__________

TOTAL = 35 points