Hypothesis: Corresponding to the theory of composting, it is more than possible that a cup filled with organic matter, leaves, water, and soil will be decomposed from at the end of a fourteen-day period, producing and organic mixture rich in nutrients, that will help the nourishment of my garden, and small orchard in my mom's backyard. • Plastic Cup • Scissors • Plastic wrap • Camera • thermometer • Notebook • Vegetable scraps • Fruit scraps • Egg shell • Soil • Grass clippings • Leaves • Water Procedure: Made holes on the bottom of the plastic cup with a scissors, and placed of the organic matter on a bowl and mixed with a plastic spoon. At the end, I made a little hole on the plastic wrap and introduced the thermometer on the middle of the cup. Experiment: • I placed the plastic cup on my kitchen window where direct sunlight and shade is accessible to prevent extreme temperatures. This composting lab.
We used Polymerase Chain Reaction to amplify samples of the bacterial plasmid DNA. This allowed us to determine whether the three farms have a common form of bacteria that is resistant to tetracycline. In petri dishes each member of the team used dilution of 10-2 to 10-6. With a pipette we put 100μl sample of bacteria. The dishes were placed in an incubator for 24 hours then kept in a cold room until ready for the count of bacteria.
Just invited Young to work with him during the summers at the Marine Biological Laboratory, Woods Hole, Massachusetts, starting in 1927. Young assisted him with research on the fertilization process in marine organisms. She also worked on the processes of hydration and dehydration in living cells. Her expertise grew, and Just called her a “real genius in
Quincy College Nutrition Lab: BIO 116-93 L Fridays, 4:00 pm – 6:00 pm Quincy Campus, Saville 102 Spring 2013 Instructor: Lori A. Tyszkowski, D.C. E-mail: LTyszkowski@quincycollege.edu Telephone: (617) 984-1627 Office: Saville 206 Hours: By Appointment Division: Natural & Health Sciences Mailbox: Saville 101 Telephone: (617) 984-1647 Fax: (617) 984-1793 Course Description: Taken in conjunction with BIO 106 (lecture), this laboratory course will familiarize students with fundamental lab skills and integrate their study of nutrition. Labs will demonstrate principles covered in the lecture course. Topics include: estimation of food portions, analyzing labels/fact panels, nutrient chemistry, bacteriological analysis and preservation of food, for example. Required Manual: Sullivan, M. J. (2012).
Contents Page At College Page 1 * Outline how legislation, policies and procedures relating to health and safety and security influences health and social care settings * Food Safety Act Page 2 * HASWA * Personal Protective Equipment Page 3 * Keeping The College Tidy * Manual Handling Work Placement Page 4 * Outline how legislation, policies and procedures relating to health and safety and security influences health and social care settings * The Food Safety Act Page 5 * General Food Hygiene Regulation 1995 * HASWA Page 6 * Personal Protective Equipment Page 7 * RIDDOR Outline how legislation, policies and procedures relating to health and safety and security influences health and social care settings Sunshine Day Nursery As part of my assignment I did work placement for 4 weeks in a local nursery, Sunshine Day Nursery. In this nursery but not only this nursery but in all health and social care sectors you would have to follow up on legislations, policies and procedures. In the nursery all staff must perform a health and safety risk assessment for example when I had done my work experience in Sunshine Day certain things had to be checked and risk assessed such as plugs they were either high above so the children could not reach them or plug covers were used, shoe covers were provided or you simply take off your shoes, wires etc kept away from the infants. Also in the nursery a health and safety procedure has to be created, this is in order for the staff and children can evacuate the building in case of emergency. Sunshine day nursery has an emergency exit in every room.
2. Integrate information from all three areas of the salt marsh (tidal changes, plants, and animals) and incorporate new vocabulary words (salt marsh, tide, cordgrass, marsh hay, burrow, gills) by writing a paragraph with at least five integrated facts. Student Teams – Achievement Divisions 1. Presentation of the Lesson: Saltwater Marshes a. Included in the lesson would be the effects that plants and animals have in complementing each other within the saltwater ecosystem b.
| | | |Learning Team Instructions |Resources: Learning Team Toolkit |No later than |---- | | |Complete the Learning Team Charter. |Sunday, 3/16/2014 | | |Individual |Resources: Field Study by Beren Robinson in Ch. 5 of Elements of Ecology |Monday, 3/17/2014 |5.0 | |Beren Robinson Field Study |Write a 700- to 1,050-word paper explaining the important aspects of the study and how they | | | |Paper |relate to ecology and evolution. |Submit to | | | |Describe original observations of researchers. |individual forum | | | |Describe the study in detail: | |
MEMO TO: Dr. Gregory McGee DATE: 11/22/12 FROM: Adam Briggs RE: Memo #5 of 6, Section 01, Jacqueline Frair The week before Thanksgiving break, Jacqueline Frair, the assistant professor of wildlife ecology and the curriculum coordinator of wildlife science major here at ESF gave a presentation on the Wildlife Science major offered. In my opinion, it was the best presentation given throughout the entire semester. Wildlife science is the application of ecological knowledge that balances between both the needs of wildlife populations and the needs of people. Professor Frair gave her speech very emotionally and emphatically. Her desire for her field of work is what really made the presentation interesting for me.
My lifelong commitments with the environment started as a young fellow born and grew up in XXXXXXXXXXXXXX, which experiences dry climate, high fresh water demand, and low biodiversity, that encouraged me to participate in the Nature clubs environmental activities in the school, and attending national and international environmental camps, as well as participate in many of beach cleanups, tree plantings, and water conservation awareness campaigns. In my undergraduate studies I had deeply interested in biological science in order to understand the elemental building blocks of the mechanisms of life, the rules of environmental behavior, and the major problems that face human beings, such as depletion of Nature resources, demolition of the ecosystems, interruption of biodiversity and public health. Subsequent to my academic education, I got a chance to work as environmental researcher at the XXXXXXXXXXXXXXXX, where I got a chance to acquire many research skills and techniques such as learning how to live and work with a research team in a remote environment to collect, analyze and record data throughout a series of aerial, Terrestrial and marine surveys to address the ecological processes within coastal habitats, and identify the factors that controlling the structure and function of the marine ecosystem of the Mangrove forests, sea grass beds, sea birds, marine mammals, marine turtles, coral reefs, fisheries, phytoplankton and zooplankton. This information was compiled into a GIS database and was then used to draw maps for the first-ever scientific Atlas of XXXXXXXXXXXXXXX. Because I broadly believe, that protecting the environment is everybodys responsibility, I worked as environmental awareness educator at the XXXXXXXXXXXXXXXX, to contribute in building of an environmentally aware generation, who would share the agency its environmental
• Where would we find a tropical rainforest? • What will we find in a tropical rainforest • What animals live in a tropical rainforest? • Do people live in a tropical rainforest? • What does the tropical rain forest give to us? After the discussion we can continue the introduction with a visual aid such as a movie documentary of a tropical rainforest to give a taste to the children of what is to become their lessons for the coming weeks.