To see any graphs, charts, graphics, images, and quotes to which Dr. Greger may be referring, watch the above video.
This allows students to focus on the process and techniques of investigation and the subsequent reporting.
However, in Year 12 students are often given freedom to choose a topic or research question from the work covered over the whole of the course.
These "Open Inquiry" EEIs may provide more ownership, engagement and deeper understanding for the students but do place a bigger demand on resources and laboratory management. However, many teachers have found strategies to manage this should they choose to opt for a Open EEIs.
A Materials Requisition Form accompanies this document. My thanks to Biology teachers from Nanango for sharing this. Examples of Risk Assessment forms can be found in the tasks available on this page.
A comprehensive form developed over several years by Urangan SHS can be found here: It is only an example and should not be assumed to necessarily meet the legal and safety obligations of any particular school or situation. The method of artificial variation: The method of concomitant variation: This is also called a "correlation method".
You can think that nature has manipulated the variables but it is still appropriate to class one as dependent and one as independent. For example, do young leaves have the same density and distribution of stomata as older leaves; or how does temperature IV in a natural environment affect stoma opening DV?
In this second case you do not need you to control the environmental temperature, but you do need to measure the DV at different temperatures. The difficulty with the second approach is the control of other potentially influential variables such as humidity - as you have to take what you get.
However, that does not preclude the variables in relationship being considered the IV and DV or being graphed as such. One way to address the confounding variables eg humidity is to collect data on the other variable as well.
You can run the statistics on each pair separately, but, for students who are not that "stats-savvy" then they could look for interactions between them at a visual level. Although some micro-organisms are deliberately used to make foods such as yoghurt and cheese, other microbes 'spoil' food.
Food, as well as meeting the nutritional requirements of humans, will also meet the nutritional needs of a vast range of micro-organisms. These microbes will multiply rapidly in food, given the appropriate conditions such as temperature, pH and moisture. The flavour, aroma and texture will ultimately be affected.
Those most affected by food poisoning are the elderly, the young and immune suppressed individuals. A petri dish culture of the yeastlike organism fungus Candida krusei, after 10 days growth on dextrose agar. This species is known to be a food spoilage organism.
Dichloran Rose Bengal Chloramphenicol Agar is a commercially specialist culture medium for viable yeasts and moulds in food products.
It incorporates Rose Bengal, which both helps limit colony size and is selective against bacteria. Effects of different anti microbials on bacterial growth Joseph Lister first introduced aseptic surgery in when he used a spray of carbolic acid phenol C6H5OH as a germicide.
Since then the control of growth by antimicrobial compounds has grown into a multi-billion dollar industry. A good EEI is to assess the effect of a variety of antimicrobial disinfectants on bacterial growth. Our labbies prepare the plates and order in E.
Students then put a 'wash' of E. Small paper discs like out of a hole punch are sterilised and then soaked into different anti-microbials. The discs are placed onto the agar plates and then into the incubator for a couple of days. If the anti bacterial is effective there is a clear ring around the disc where the E.
Students have used the width of this ring to indicate effectiveness and to collect quantitative data. The experiment can work quite well; keen students have then researched the active compounds within the antibiotic, how they act upon the bacteria and link to the results observed".
No single disinfectant is ideal. Each has its advantages and disadvantages. For example, phenols sterilise well but are corrosive and toxic.
Risk assessment including disposal of waste is vital.is and in to a was not you i of it the be he his but for are this that by on at they with which she or from had we will have an what been one if would who has her. Effect of Temperature on Fermentation In this experiment, you will watch yeast cells respire (burn sugar) at different temperatures and measure their rates of respiration.
Each team will be assigned one You will observe the yeast under anaerobic conditions and monitor the change in air pressure. If the yeast is not warmed properly, it will not be of much use as a leavening agent; the yeast cells will burn sugar much too slowly. In this experiment, you will watch yeast cells ferment (burn sugar in the absence of oxygen) at different temperatures and measure their rates of fermentation.
Feeding Grains and Supplements: This is a commonly confused area of horse care.
Horses do best with varied diets, no big changes, no fast changes, slow is better, no trying to put weight on fast, no trying to take weight off fast, slow and steady.
While it's clear that yeast requires sugar for fermentation, there are many different sugars that yeast could use for fuel. You can perform a number of experiments to determine which ones promote the highest level of yeast growth. The second experiment, experiment B, was designed by the students, with each lab group making their own design.
The purpose of this group’s research was to see the effects of yeast fermentation with glucose, sucrose, fructose and lactose.