Temperature On The Growth And Survival Of Bacteria Biology Essay

Temperature On The Growth And Survival Of Bacteria Biology Essay Abstract: The aim of this experiment was to asses the growth and survival of 5 bacteria. The method involved placing each of the bacteria in water baths of various temperatures for certain periods of time, taking them out and placing them in their optimum temperatures and monitoring their growth/survival rate over the course of the week. The results obtained showed that how well the bacteria grew after they had been placed in their optimum temperatures and left for a week. From this it was concluded what the temperature class of each bacteria was. Introduction: The objective of the experiment was to look at the growth and survival rate of 5 bacteria namely, Bacillus stearothermophilus, Escherichia coli, Enterococcus faecalis, Bacillus subtilis and Pseudomonas fluorescens. Escherichia coli, commonly referred to as E.coli is a gram negative bacterium which is rod shaped. It is usually found in the large intestine of warm blooded animals. It is also found in foods and water. It is a facultative aerobe meaning that O2 is not necessarily required for growth but is preferred for better growth thus it is able to metabolise both aerobic and anaerobically. Every microorganism has a minimal, optimal and maximal temperature. These are known as cardinal temperatures and they tell us a lot about the nature of a microorganism. A mesophile is an organism which grows at its best in medium temperature conditions. A psychrophile on the other hand is an organism which is capable of growing in extremely cold temperatures. Thermophiles are virtually the opposite of psychrophiles. Theyre organisms which are capable of growing and reproducing the hot environments. The term thermophile means that it is heat loving or heat tolerant. The temperature and pH are good indicators of the environment E.coli can be found. The fact that it has a ph of 6-7 means that it is found in mildly acidic to neutral places which explains why it is in the large intestine of mammals. The bacteria manage to survive in these various environments due to their adaptive metabolism. (Madigan, Martinko, Dunlap and Clark, 2008). Enterococcus faecalis (E.faecalis) is a gram positive and is naturally occurring in the intestine of mammals, the soil, in plants and in water. The presence of E.faecalis and E.coli in the water is usually an indication that the water has been contaminated. It is found in similar habitats to E.coli. Bacillus stearothermophilus (B.stearothermophilus) is also a rod shaped gram positive organism it is usually found in hot springs and the soil. Pseudomonas fluorescens (P.fluorescens) is a gram negative rod shaped bacterium. It is usually found in cooler environments such as water. It is an obligate aerobe which means that it cannot grow in the absence of oxygen. Bacillus subtilis (B.subtilis) is also a rod shaped gram positive bacterium which is mainly found in the soil. It too is an obligate aerobe (Brooker, Widmaier, Graham and stilling, 2007). Method: Please refer to the schedule for this. Results: Below are the tabulated results that were obtained from the experiment. Table 1 shows the effect of inoculating the bacteria at different temperatures had on their growth rate. Table 2 shows the results of exposing the bacteria to extreme heat conditions on their survival rate. Temp (Â °C) 25 37 42 55 E.coli +++ +++ +++ ++ +++ +++ +++ +++ +++ +++ ++ ++ E.farcalis +++ +++ +++ +++ +++ +++ +++ ++ +++ +++ +++ + B.subtilis ++ +++ ++ ++ +++ +++ +++ ++ +++ +++ +++ +++ P.flourescence ++ +++ +++ ++ ++ ++ B.steaothermophilus + + + ++ + ++ +++ + The table above shows how well the bacteria grew at different temperatures. Really strong growth is represented by +++, medium by ++, slow growth by + and no growth by -. Looking at E.coli for example it is clear that it only grows well in the region of 25-42Â °C anything beyond this showed absolutely no growth occurring. Time (minutes) E.coli Temp (Â °C) 0 2 5 30 90 40 Y, N, Y Y, Y, Y Y, Y, Y Y, Y, Y Y, Y, Y 60 Y, Y, Y Y, Y, Y Y, Y, Y N, N, N N, N, N 80 N, Y, Y N, N, N N, N, N N, N, N N, N, N 100 N, N, Y N, N, N N, N, N N, N, N N, N, N B.subtilis 40 Y, Y Y, Y Y, Y Y, Y Y, Y 60 Y, Y Y, Y Y, Y Y, Y Y, Y 80 Y, Y Y, Y Y, Y Y, Y Y, Y 100 Y, Y Y, Y Y, Y Y, Y Y, NTable 2: The effect of heat on survival of bacteria. Key: Y= growth present N= no growth E.faecalis 40 Y Y Y Y Y 60 Y Y Y Y N 80 Y Y Y N N 100 Y Y Y N N B.stearothermophilus 40 Y, N Y, N Y, N N, N N,N 60 Y, N N, N N, N N, N N, N 80 N, N N, N N, N N, N N, N 100 N, N N, N N, N N, N N, N P. fluorescens 40 Y, N, Y Y, Y, Y Y, Y, Y Y, Y, Y Y, Y, Y 60 Y, Y, Y Y, Y, Y Y, Y, Y N, N, N N, N, N 80 N,Y, Y N, N, N N, N, N N, N, N N, N, N 100 N,Y,N N, N, N N, N, N N, N, N N, N, NDiscussion: With the information that is in table 1 the nature of each bacterium can be established. E.coli showed exceptionally strong growth in the range of 25 to 42Â °C. These results are perfectly in line with the characteristics of a mesophile as such it is safe to assume that E.coli is a mesophile. This also explains why it is found in the human intestine. The core temperature of the human body is 36.8Â °C Â ± 0.7 which according to the literature is the optimal temperature of E.coli. The same thing goes for E.faecalis. It too is a mesophile and one of the locations where it is found is also the gastrointestinal tract. The information in table 1 coupled with the fact that it is found in the same location as E.coli means that it too has the same optimal temperature as E.coli. B.subtilis grew throughout all the temperature ranges but grew the best in 55Â °C. It was however strange to see it grow in the areas of 25-37Â °C as it is by nature a Thermophile. The minimum temperature that is required for thermophiles to grow is approximately 42Â °C. B.stearothermophilus on the other hand showed a classic example of a thermophillic bacterium. It grew best at 55Â °C. The last bacterium in table 1 was P. Fluorescens. It grew well at 25Â °C but seemed to be decreasing quiet substantially at 37Â °C. The information on the table did not quiet fit in with the characteristics which are exerted by mesophiles. Mesophiles usually grow best at around 30-40Â °C however P.fluorescens optimal temperature was around 25Â °C which meant that it could not be a psychrophile. It did however fit the characteristics of a psychrotroph. Psychrotrophs are organism which grow at 0Â °C i.e. similar to psychrophiles but, usually have an optimum temperature of 25Â °C whereas psychr ophiles have and optimum temperature of 10-12Â °C (www1). Table 2 showed the effects of exposing the bacteria to high temperatures had on their survival. Temperature is most likely the most important factor that contributes to the growth and survival of the bacteria. From the literature it can be gathered depending on the organism, exposing it to very high temperatures will kill it. In the case of E.coli this is the case. It managed to stay alive at 40Â °C for 90minutes. This is understandable as this is below its maximal temperature. Once it had been placed into higher temperatures for a long enough duration, it died off. This was not the case for B.subtilis. It proved to be growing throughout all temperature ranges for the full 90 minutes of the experiment. The fact that it managed to survive at temperatures as high as 100Â °C implies that it may be a hyperthermophile (Madigan, Martinko, Dunlap and Clark, 2008). P. fluorescens also died off after being exposed to increased temperatures for some time. At 30 and 90 minutes, all of people who were doing the experiment reported that there were no bacteria alive at 60Â °C. At 2 minutes into the experiment at 80 and 100Â °C none of the bacteria were alive. Most of the results obtained from the experiment seemed to be in line with the information found in the literature some werent for example E.faecalis was still alive in almost all of the higher temperature ranges when clearly it shouldnt have been as it was is a mesophile and shouldnt grow after around 46Â °C. B.stearothermophilus, a thermophile was not growing in temperature ranges where it should have been. These mistakes may have been due to applied correct aseptic techniques while inoculating properly. In order to eliminate such errors the experiment could be run 2 to 3 times.

A Portrait of a Child as a Language User Essay

‘A simple definition’ of language ‘might be that it is â€Å"a system of symbols and rules that enable us to communicate† and that ‘words, either written or spoken are symbols’ and ‘rules specify how words are ordered to form sentences’ (Harley, 2008, pg. 5). However this can be debated and as a result ‘many linguists think that providing a formal definition of language is a waste of time’ (Harley, 2008, pg5). ‘There is no human society that does not have a fully developed language; being human and being a language user go hand in hand’ I have chosen Bella, aged 6 to be my focus child. She is articulate, cheerful and a friendly. She is inquisitive and has a dynamic view on life. She listens well in class and understands what she has to do, and can work both independently and in a group. She enjoys and excels in her artwork. Socially she is very comfortable around peers, adults and communicates to either with respect and consideration. She is able to express her feelings easily. She comes from an English speaking background with no discernible accent or dialect. I am interested in her reading skill set- the strategies she uses to sound a word and her interpretation or ‘ideational function’ of the text. She enjoys the visual stimulus of the illustrations. She reads her school reading tree books with her mom daily and enjoys looking through the books at school. Literacy is very important part in Bella’s school where ‘good teachers give pupils many opportunities to do independent, silent reading in a school which is richly stocked with books and where teachers and children discuss their books they have read’ (Collins & Safford, 2008, pg. 17). If I use the bottom up approach to reading, she does ‘use phonics to the exclusion of all other cues in reading’ (cited by Atkinson, 2013, pg. 8). Because she tends to sound out each grapheme- using synthetic phonics, before blending a word, unless it is a very simple three letter word she recognizes- she sometimes loses the meaning of the text. I have observed this by asking her a specific question regarding the text on the page she was reading and she couldn’t remember what she had just read. She tends to rely on print cues and not her prediction of the situation. If I used the top down approach; looking at the title and illustration on the front cover, discussing what the book is about, what genre is it familiar to, letting her open the book and scan the illustrations throughout the book. If I actively build on what she could see in the illustration- to stimulate her thinking before we approach the text- she would approach and read with familiarity, and have a better understanding. When she does get stuck on the text I get her to come out of the small shapes and look at the illustration, talk about what is going on in it and what she thinks may happen next, she then goes back to the text with more confidence of what the words may convey. In Winnie’s Midnight Dragon she substituted ‘midnight’ for ‘magic’. She did not self- correct as ‘magic dragon’ makes syntactic and semantic sense. It was only when I prompted her did she use her synthetic phonic knowledge to blend the letters. For the sounding of midnight she pronounced it as ‘midnig-herty’-she used her knowledge of graphemes but not of the sound of the phoneme trigraph ‘igh’. She had to be reminded of the sound ‘igh’ makes, I explained that the ‘g’ is silent and we discussed ‘that English is a crazy language- the most loopy and wiggy of all tongues’ (Lederer, 1989, pg. 3). The word ‘high’ she pronounced as ‘hing’ but went back to self-correct as her cue was semantic and she knew the sentence didn’t make sense.

E-Library – Requirements Specification

E-Library – Requirements Specification Author:Jiri Walek Status:Draft Contents 1. Introduction2 1. 1. Overview of the E-Library System2 1. 2. Keywords2 1. 3. Abbreviations and Terms2 2. Administration Requirements3 1. 4. Types of User Accounts and Permissions3 1. 5. Administration Interfaces3 3. User Requirements4 1. 6. Online User Registration4 1. 7. User Login/out4 1. 8. Catalog Search4 1. 9. Catalog Quick Search4 1. 10. Catalog Browsing5 1. 11. Advanced Catalog Browsing5 1. 12. Create Select List5 1. 13. Check Out eBooks6 1. 14. Explicit eBook â€Å"Return†6 ? 1. Introduction This document is an example of a Software Requirements Specification document which can be imported into Polarion, then exported and re-imported in a collaborative process utilizing the Word Round-trip feature. It is intended for demonstration only. The document describes a fictitious online eBook lending library with optional eBook online sales component. The focus is on simplicity rather than depth and completeness, that you may more easily understand the Document features. 1. 1. Overview of the E-Library System This system provides an online portal analogous to a public library where registered patrons can borrow books. The main difference is of course that the books in the library catalog are all in electronic formats which incorporate Digital Rights Management (DRM) enabling the system to â€Å"lend† an allowed number of copies to registered users. In addition, when a book has the proper rights, the E-Library can sell patrons a license for a personal copy of the electronic book which they can retain permanently. 1. 2. Keywords This document contains keywords which correspond to Severity values in the Polarion system when to document is imported for management by Polarion. DOCUMENT KEYWORDPOLARION SEVERITY VALUEMEANING â€Å"MUST_HAVE†must_haveNo release without SHOULD_HAVE†should_haveMay slip to next release if time runs short â€Å"MAY_HAVE†may_haveMay be included in release if dependent things are implemented, otherwise will not be included â€Å"OPTIONAL†optionalMay be included in release if time/resources allow, otherwise will be postponed to another release 1 . 3. Abbreviations and Terms TERMDEFINITION Carti. e. â€Å"shopping cart† – a collection of one or more eBooks that a patron has marked for purchase during the current session CatalogThe database of eBooks available for loan and possibly for sale as well Check OutThe act of â€Å"borrowing† an eBook from the library. Term is not used in reference to the process of paying for a purchased eBook (see Purchase) Check InThe act or â€Å"returning† a previously â€Å"borrowed† (checked out) eBook. DRMDigital Rights Management eBookAn electronic book or other publication lent or sold by the E-Library system ISBNInternational Standard Book Number LCLibrary of Congress Loansee Lend LendThe process of flagging an eBook so the appropriate DRM understands that one of the allowable number of â€Å"copies† has been allocated to a patron for the lending period. PatronA user of the E-Library portal PurchaseThe process by which library patrons purchase a DRM license for a personal copy of an eBook. Also the action of a user navigating into the process for purchasing the eBooks listed in their Cart. StoreAn area of the portal that lists a subset of the library’s eBooks, that being eBooks for which users may purchase a license for a personal copy of the eBook. 2. Administration Requirements This section outlines the main requirements that relate to administration and management of the E-Library system. 1. 4. Types of User Accounts and Permissions The system must provide for the following types of user accounts: ACCOUNT TYPE NAMEPERMISSIONS AdministratorUser can access any component or area of the system including accounts of other users LibrarianUser can access the catalog management features of the system PatronUser can access the general library features, including browsing, searching, check out, check in, reserve, and purchase StudentSame as a Patron, except may not access Purchase features The system must provide user management to manage the user role assignments. Each user can have multiple user roles assigned. It must be possible to 1. 5. Administration Interfaces The system must provide user interfaces for the following roles/functions: †¢System Administration – including database management, server management, backups, etc. User type: Administrator †¢Catalog Management – all non-technical functionality related to managing eBooks in the library catalog. User types: Administrator, Librarian 3. User Requirements This section outlines the main requirements that relate to the end users who borrow and purchase eBooks from the E-Library. . 6. Online User Registration Users must be able to create Patron or Student accounts by registering online. A suitable registration page or pages should be provided. New users must go thru a verification process (TBD) to confirm their email address before their account is activated in the system. 1. 7. User Login/out Once verified, users must be able to log in to the portal. Users must be able to change their password (but not their user name/ID) There must be a way for users to retrieve a lost password Users must be able to log out. There must be a session timeout mechanism that will automatically log the user out after a period of time (period TBD). On logout, the contents of user’s Select List and Cart are cleared. The contents of the Reserved List is preserved. 1. 8. Catalog Search Users must be able to search for eBooks The system should provide interfaces for both â€Å"simple† and â€Å"advanced† searches †¢Ã¢â‚¬Å"simple† should be a search on any one of fields Author, Title, or ISBN. †¢Ã¢â‚¬Å"advanced† should provide an easy way to construct complex searches on multiple fields with different logic (e. g. AND, OR, NOT) 1. 9. Catalog Quick Search The system should provide several â€Å"quick search† options: †¢Newest eBooks – returns a listing of the 10- 50 (configurable) most recently added eBooks †¢Top 20 Titles – returns a listing of the 20 most frequently borrowed eBooks oThe actual number should be configurable by an administrator oThe UI should provide a pick list of values: 10, 20, 25, 50, 100 †¢Latest Returns – returns a list of 10-50 (configurable) most recently checked-in eBooks oEither explicitly checked in by a patron, or lending period expired freeing the eBook for loan oeBooks listed in this set must not have any reservations†¦ must be available for immediate loan 1. 0. Catalog Browsing Users must be able to browse the eBooks in the catalog Users must be able to select how they want to browse: †¢Browse by Author oMust be able to select an alphabetical subset†¦ e. g. author names beginning with A, or M for example †¢Browse by Title oMust be able to se lect an alphabetical subset†¦ e. g. author names beginning with A, or M for example †¢Browse by genre (e. g. fiction, non-fiction, science fiction, etc. 1. 11. Advanced Catalog Browsing Users should be able to browse by Publisher Users should be able to browse by Book Award Users should be able to browse according to a combination of data, such as by Author + Genre, Title + Year of Publication, Author + Book Award, etc. 1. 12. Create Select List The Select List is similar to a shopping cart except that the checkout processes a loan of the eBooks in the list rather than a purchase. Each user must be able to save a list of eBooks they want to borrow – their â€Å"Select List† †¢The Select List is only for the current session and is cleared when the session terminates †¢Each eBook added to the Select List remains in the list for 20 minutes. During this time, the number of copies available for loan is reduced by 1 and the number available is shown to ot her users. oIf the time expires and the eBook is removed from the Select List, then the number of copies available for loan is increased by 1 and the number available is shown to other users. The number of eBooks user may add to their Select List is limited to the checkout limit defined in the system configuration minus the number of eBooks patron has currently checked out. oIf user currently has the maximum number checked out, then all Add to Select List links should be disabled for that user. †¢If all copies allowable under the eBook’s DRM are currently on loan to other users, then the eBook cannot be added to any user’s Select List (the UI widget is disabled) and the UI must inform the user that no copy is currently available for loan. 1. 13. Check Out eBooks User should be able to navigate to Check Out any time via a readily visible link or button The checkout page must display the eBooks in the user’s Select List The user must be able to remove eBooks from the Select List at this point Via an appropriate UI widget, user should be able to execute check out which processes on all the eBooks left on the Select List. When checkout is complete, user must be presented with a page of the checked out titles, each title having a DOWNLOAD widget. Clicking the widget downloads a copy of the eBook with appropriate DRM applied. Each checked out eBook should remain listed on the user’s Downloads page until the loan period expires. 1. 14. Explicit eBook â€Å"Return† Users must be able to â€Å"return† any eBook on their Downloads page that has not yet been downloaded via an appropriate â€Å"RETURN THIS EBOOK† widget. Executing the return must remove the eBook from the user’s downloads page, decreases the count of eBooks the user currently has checked out (if that value is greater than zero), and increases by 1 the number of copies of the eBook available for loan.

The Exploitation Of The Alberta Community - 1374 Words

Our environment is often abused in our world. People choose to take advantage for what it s worth, and over time, the quality of nature is destroyed. After reviewing the case concerning tar sands in Canada, it is apparent that once again, there needs to be a change. Money only goes so far in the world, and if there is no action taken to help improve their environment, they will lose other aspects of society that contribute to the well-being of all individuals. The results from the video show that the Alberta community is in environmental danger that is increasing rapidly. The power from the upper classes, specifically the oil industries, are manipulating the people who make up the lower classes. They are prioritizing the amount of money†¦show more content†¦The Canadians are dependent on the constructions of things such as roads, railways, factories, offices, and other buildings, so since they collectively do not understand the damage of the tar sands, they continue living i n their developed world (Giddens). They are unaware of what the oil business is actually doing, so they are living with lies. The oil industry claims a large portion of authority in the region, so their decisions are directly affecting the common people. According to page 472 in Essentials of Sociology, businesses are constantly weighing the relative advantages of things that can contribute to their benefit, such as new locations or established partnerships (Giddens). This is shown in this Canadian region each day. The business attempts to work around any obstacle that might arise, so they can continue in their wealth. 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