Population Growth in Yeasts

http://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_yeast_mary_less/duk_yeast_mary_less.xmllessontext/xmlPopulation Growth in YeastsEngineering K-Ph.D. Program, yeastpopulation growthenvironmental factorsexperimental design

This lesson is the second of two that explore cellular respiration and population growth in yeasts. In the first lesson, students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Based on questions that arose during the first lesson and its associated activity, in this lesson students work in small groups to design experiments that will determine how environmental factors affect yeast population growth.

This lesson and the associated activity contain biomedical, chemical and environmental engineering topics covering elements of biotechnology, applications of experimental and analytical techniques in living systems, food processing, in particular, the consumption of alcohol and its effects on the human body.. Students will be able to explain why scientific experiments include controls, and be able to give an example of a controlled experiment. Students will be able to explain the role of variables in scientific experiments, and be able to state the variable(s) when given a description of an experiment. Students will be able to explain why sample size can be important in a scientific experiment. 45TeachEngineering.orgMary R. Hebrank (Project and Lesson/Activity Consultant), Pratt School of Engineering, Duke UniversityS1014376North_CarolinaMath4.01 Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.77S100C65ANorth_CarolinaMath4.01 Collect, organize, analyze, and display data (including scatterplots) to solve problems.88S10284AFNorth_CarolinaScience1.01 Identify and create questions and hypotheses that can be answered through scientific investigations.77S10284B1North_CarolinaScience1.02 Develop appropriate experimental procedures for: • Student generated questions.77S10284B5North_CarolinaScience1.04 Analyze variables in scientific investigations: • Identify dependent and independent.77S10284BANorth_CarolinaScience1.05 Analyze evidence to: • Explain observations.77S10284BDNorth_CarolinaScience1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations: • Measurement.77S10284C4North_CarolinaScience1.08 Use oral and written language to: • Defend conclusions of scientific investigations.77S1028531North_CarolinaScience1.01 Identify and create questions and hypotheses that can be answered through scientific investigations.88S1028533North_CarolinaScience1.02 Develop appropriate experimental procedures for: • Student generated questions.88S1028537North_CarolinaScience1.04 Analyze variables in scientific investigations: • Identify dependent and independent.88S102853CNorth_CarolinaScience1.05 Analyze evidence to: • Explain observations.88S102853FNorth_CarolinaScience1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations: • Measurement.88S1028546North_CarolinaScience1.08 Use oral and written language to: • Communicate findings.88S10285B9North_CarolinaScience6.01 Describe cell theory: • All living things are composed of cells.88S10285BDNorth_CarolinaScience6.02 Analyze structures, functions, and processes within animal cells for: • Capture and release of energy.88S10285C3North_CarolinaScience6.03 Compare life functions of protists: • Euglena.88S10285C6North_CarolinaScience6.04 Conclude that animal cells carry on complex chemical processes to balance the needs of the organism.• Cells grow and divide to produce more cells.88United StatesCopyright 2012 - Engineering K-Ph.D. Program, Pratt School of Engineering, Duke Universityhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2009-01-207Teacher