Lab+14

=Experiment 1 & 2=

Prior lab: lab 13

(Scroll to bottom for presentation information)
==**Check your grades on blackboard**, and if anything looks suspicious, just let me know. Once the semester comes to a close, it will be harder to correct any big mistakes. You will get to drop your 2 lowest quizzes and your 2 lowest worksheet grades.==

No more labs after this lab.

For this lab, groups will create an experiment (Mon), conduct the experiment (Wed), and present the results (last Mon). It would be good to read up on glycolysis and fermentation (produced CO2). This will make your experiment planning go much faster.

Worksheets on the experiment plan will be turned in on Mon (20 points), and if you are not present to do the experiment on Wed, you will miss 6 points from the Worksheet 13 grade. If you are not present for the experiment, you will miss an addition 6 points from the Presentation grade (PPT2). If you are not present for the Worksheet 13, you will miss 14 points. This is to make it fair for the folks who are there for every day, compared to someone who could just show up for the worksheet 13 day and the presentation day.

Group presentations will be on the last week on Mon., and the presentations will be worth 14 points, also. Group grades mean everyone in the group gets the same points, but I will adjust according to participation in the presentation (half the points will be individual).

So the grading goes like this:

Worksheet 13 = 20 points. 14 of these points come from being there the day of the worksheet. 6 of these points come from doing the experiment. Presentation = 20 points. 7 of these points is the group grade from the presentation. 7 of these points are individual presentation points. 6 of these points come from doing the experiment.

We won't have class on the Wed before finals week.

There will be a quiz on Wed during the incubation period of your experiment. The quiz will be over the Experimental lab material and lab procedures. See the lecture notes below.

=LECTURE NOTES:=

EXPERIMENTATION:
We generate a hypothesis based on known scientific things. Yeast lives by a process called fermentation. It is the energy process that yeast use to reproduce and overall live. Yeast fermentation is used to bake breads, make wine, beer, etc. It takes some energy source (glucose in this experiment) and it produces waste (CO2 and alcohol).

Science makes educated guesses about what might happen if we manipulated things in an experiment. What if we add food coloring to a yeast/glucose solution? Will this stop fermentation? Our educated guesses will make a prediction. All we have to do is manipulate the yeast in an experimental setup, and measure the results.

So if I think food coloring will increase yeast production, I will have to compare my results to some "standard". What is the "normal" situation for yeast to grow and ferment? Without any manipulation, I will set up my experiment with a control sample. I will use this to compare my results, and interpret what my results mean.

How will I measure fermentation? There are lots of ways, but I will use CO2 production.

So I set up 1 test tube, and I see that there is no change in fermentation when I let it sit and ferment. But maybe I had a bad batch? If I replicate the setup, I can avoid having one bad batch skew my results, and I can get more valid results. So I set up 20, and 19/20 create 2 cm of CO2 after 20 minutes in a controlled temperature and pH environment. Now I can use these results to compare with my hypothesis.

PRESENTATION:
I will not be there. Sorry, but we will still have class, and **there will be a substitute TA** for the class. Presentations will take a little less than hour. The TAs will grade from the same rubric, so follow the instructions from the lab manual.
 * =NEWS for 4-6pm class: The 4-6pm class **will** meet at 5pm. Your substitute TA cannot make it until 5pm, so class will start at 5pm instead of 4pm.=

Turn in **Worksheet 12** on Monday, also!

If you are doing a powerpoint, email me your presentation before class. This will make things go easier. Email: rh844@missouri.edu

To present the information, and you can organize it into these parts:
 * Introduction: What is my hypothesis? What do I think will happen?
 * Methods: How is my experiment set up? What is my control? How will I analyze my data?
 * Results: What measurement did I get?
 * Discussion: Do my results support my hypothesis or not?

You can use this format to organize the parts that are in the rubric in your lab manual (hypothesis, graphs, etc.).

Each presentation should be about 2 minutes per person. So a 4 person group will be about 8, **no longer than 10 minutes**. No matter how many people are in the group, all groups should present all the information, and each person should present some items from the bottom half of the lab manual grading page

The rubric will be out of 20 points, but then I will it to reflect the fact that you get points for doing the experiment (6 points out of 20). This means the 20-point rubric will be converted into 14 points (so just take the rubric grade and multiply it by .7, and then add 6 points if you were in the experiment). So a 18/20 on the presentation, plus 6 points from the experiment would get you 12.6 + 6 = 18.6 points out of 20. So each point in the presentation is worth .7 points in the final grade, for a maximum of 14 points (20 * .7 = 14).

If you are wondering how to fill up 2 minutes per person, remember to address all the points in the lab manual grading page.