DOCSLIB.ORG

Think Like a Microbiologist

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Think Like a Microbiologist © 2013 by Baylor College of Medicine All rights reserved. Printed in the United States of America TEACHER RESOURCES FROM THE CENTER FOR EDUCATIONAL OUTREACH AT BAYLOR COLLEGE OF MEDICINE The mark “BioEd” is a service mark of Baylor College of Medicine (BCM). The information contained in this publication is for educational purposes only and should in no way be taken to be the provision or practice of medical, nursing or professional healthcare advice or services. The information should not be considered complete and should not be used in place of a visit, call, consultation or advice of a physician or other health care provider. Call or see a physician or other health care provider promptly for any health care-related questions. Development of Think Like a Microbiologist educational materials is supported, in part, by the National Science Foundation, grant number DRL-1028771 (Principal Investigator, Nancy Moreno, Ph.D.), and by the Science Education Partnership Award Program of the Office of the Director, National Institutes of Health (grant number 5R25 RR018605). The activities described in this book are intended for school-age children under direct supervision of adults. The authors, BCM, NSF, and NIH cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of BCM, image contributors or the sponsoring agencies. Photographs used throughout this guide, whether copyrighted or in the public domain, require contacting original sources to obtain permission to use images outside of this publication. The authors, contributors, and editorial staff have made every effort to contact copyright holders to obtain permission to reproduce copyrighted images. However, if any permissions have been inadvertently overlooked, the authors will be pleased to make all necessary and reasonable arrangements. Authors: Barbara Tharp, M.S., Gregory L. Vogt, Ed.D., Michael Vu, M.S., Christopher Burnett, B.A., James Denk, M.A., and Nancy Moreno, Ph.D. Unless otherwise noted, illustrations and photographs by G.L. Vogt, M.S. Young, or C. Burnett ACKNOWLEDGMENTS The authors gratefully acknowledge the support and guidance of William A. Thomson, Ph.D., BCM Center for Educational Outreach; and C. Michael Fordis, Jr., M.D., BCM Center for Collaborative and Interactive Technologies. The authors also sincerely thank J. Kyle Roberts, Ph.D., and Alana D. Newell, M.Ed., who guided field test activities and conducted data analyses. We also are grateful to the Houston-area teachers and students who piloted the activities in this guide. No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of the publisher. Black-line masters reproduced for classroom use are excepted. Center for Educational Outreach, Baylor College of Medicine One Baylor Plaza, BCM411, Houston, Texas 77030 | 713-798-8200 | 800-798-8244 | [email protected] bioedonline.org | k8science.org Contents Safety Notes / Using Cooperative Groups in the Classroom ii Unit Materials iii ACTIVITIES 1A. Microbes are Invisible to Humans 1 How do we know that germs are there? 1B. Microbe Scavenger Hunt 3 Which surfaces produce the most bacterial or mold growth? 2A. Magnification 8 What causes magnification? 2B. Magnification Tools 12 What are the parts and powers of a microscope? 3A. Exploring with the Microscope 17 Can you identify what is on a “mystery” slide? 3B. Magnifying and Observing Cells 21 What are some characteristics of plant cells? 4A. Observing Different Microbes 25 What might you find in a drop of pond water? 4B. The Size of Microbes 28 Are all microbes the same size and shape? 5A. Bacteria, Fungi, Protists and Viruses 31 What roles do microbes play in life? 6A. The Ghost Map 36 Is it possible to track the source of a disease outbreak? Think Like a Microbiologist was created and evaluated as part of the Middle School Science Readiness Project at Baylor College of Medicine, with funding from the National Science Foundation (award number 102871) and from the Science Education Partnership Award Program of the Office of the Director, National Institutes of Health (grant number 5R25 RR018605). i Think Like a Microbiologist © Baylor College of Medicine. Safety Notes Always follow district and school laboratory safety procedures. It is a good idea for students to wash their hands with soap and water before and after any science activity. Unless noted, each activity in this guide is designed for students working in groups of four (see “Using Cooperative Groups in the Classroom”). Using Cooperative Groups in the Classroom Cooperative learning is a systematic way for students to work together in groups of two to four. It provides organized group interaction and enables students to share ideas and to learn from one another. Students in such an environment are more likely to take responsibility for their own learning. Cooperative groups enable the teacher to conduct hands-on investigations with fewer materials. Organization is essential for cooperative learning to occur in a hands-on science classroom. Materials must be managed, investigations conducted, results recorded, and clean-up directed and carried out. Each student must have a specific role, or chaos may result. The Teaming Up! model* provides an efficient system for cooperative learning. Four “jobs” entail specific duties. Students wear job badges that describe their duties. Tasks are rotated within each group for different activities, so that each student has a chance to experience all roles. For groups with fewer than four students, job assignments can be combined. Once a cooperative model for learning is established in the classroom, students are able to conduct science activities in an organized and effective manner. The job titles and responsibilities are as follow. Principal Investigator • Reads the directions • Asks questions of the instructor/teacher • Checks the work Maintenance Director • Ensures that safety rules are followed • Directs the cleanup • Asks others to help Reporter • Records observations and results • Shares results with group or class • Tells the teacher when the investigation is complete Materials Manager • Picks up the materials • Directs use of equipment • Returns the materials * Jones, R.M. 1990. Teaming Up! LaPorte, Texas: ITGROUP. ii Think Like a Microbiologist © Baylor College of Medicine. Unit Materials for 24 students, working in groups of 4 Activity 1A 4 plastic cover slips Per Class: • 4 plastic or glass microscope slides • 1 small container Glo Germ powder • 4 rulers (measurements in cm) • 1 Large black light • Microscope (any kind) • Bar Soap • Other objects to observe, such as a leaf, coin, • Liquid Soap dollar bill, etc. • Pre-moistened towels • Set of colored pencils or markers • Antibacterial cleaner • Sheet of wax paper (6 cm in length) • 1 Roll Paper towels • Small container of tap water • Transparent tape Activity 1B Per Student: Per Class: • Copies of Magnification Observations and The • Nutrient Agar (see set-up) Compound Microscope student sheets Per Student: • Petri Dish (see set-up) Activity 3A • Potato slice (Idaho bakers) Per Class: • 3 Cotton-tipped applicators (like Q-tips) • Note cards • Plastic sandwich bag • Scissors Per Student Pair: • Tape • Small Cup • Selected materials • Distilled/Filtered water • Microscopes • Permanent marker pen • Copies of Mystery Slide Investigations sheet • 2 Hand Lenses • Clear tape Activity 3B For Disposal: Per Class: • Bleach OR Small plastic trash bag • Sharp knife • 1 white onion Activity 2A • Several stalks of Elodea plant Per Student Pair: • Computer with internet access • 2 Clear plastic 7-8 oz cups • Projector • Set of materials in plastic bag including loose Per Group: and tightly woven fabric, feather, penny, • Microscope pencil, piece of dollar bill, newsprint, … • 4 pairs of safety goggles • Clear flat-sided takeout salad box • 4 microscope slides • Cooking oil • 2 pairs of forceps • Paper towel • 1/6 of an onion, vertical slice • Eye dropper • Small stalk of Elodea leaves • 2 Hand Lenses • Iodine solution in small portion cup • Water in small portion cup Activity 2B • 2 pipettes (droppers) Per Group : • Science notebooks or drawing paper • 4 hand lenses or magnifiers • 4 copies Preparing and Viewing student sheet • 4 index cards (or similarly sized sections of cardstock) • 4 pairs of scissors • 4 pieces of newsprint, about 2 cm x 10 cm each. Select pieces that have newsprint on one side only so that print will not show through under the microscope. • 4 pipettes or droppers iii Think Like a Microbiologist © Baylor College of Medicine. Activity 4A Activity 5 Per Group: Per Class: • 4 magnifiers • 12 sheets of cardstock (to prepare cards) • Microscope • 6 resealable plastic bags • 4 sets of gloves Per Group: • 4 goggles • Set of 4 Microbe Groups cards and 20 • 4 pipettes or droppers Microbe Examples cards • 4 microscope slides • 50 ml of pond water in clear plastic cup Activity 6 • 4 index cards • colored pencils Part 1 • Small portion cup with glycerin Per Group: • 4 sheets of blank paper for graphic organizer • Four-part London Soho district map copies • 4 scissors • Victim list copies • Overhead projector transparency sheets Activity 4B for printers Per Class: • Clear tape • Large paper square 2.5 m x 2.5 m (Butcher • Scissors paper) Part 2 Per Group: Per Student: • Set of 4 prepared text strips • 4 hand lenses • Information on Dr. Snow copies • 4 metric rulers marked in millimeters • 4 Scissors • Assorted markers or colored pencils • Meter stick • Paper or science notebook • Several sheets of colored or plain paper, or roll of chart or craft paper • Tape or glue • Copy of the Microbe Scaling Chart student sheet iv Think Like a Microbiologist © Baylor College of Medicine.
Load more

Recommended publications
  • Ficha Catalográfica Online
    UNIVERSIDADE ESTADUAL DE CAMPINAS FACULDADE DE ODONTOLOGIA DE PIRACICABA DIEGO ROMARIO DA SILVA ATIVIDADE FARMACOLÓGICA DE MEL ORGÂNICO DA MATA ATLÂNTICA BRASILEIRA NOS COMPONENTES MICROBIANO E INFLAMATÓRIO DA DOENÇA PERIODONTAL PHARMACOLOGICAL ACTIVITY OF ORGANIC HONEY FROM THE BRAZILIAN ATLANTIC FOREST IN THE MICROBIAL AND INFLAMMATORY COMPONENTS OF PERIODONTAL DISEASE Piracicaba 2021 DIEGO ROMARIO DA SILVA ATIVIDADE FARMACOLÓGICA DE MEL ORGÂNICO DA MATA ATLÂNTICA BRASILEIRA NOS COMPONENTES MICROBIANO E INFLAMATÓRIO DA DOENÇA PERIODONTAL PHARMACOLOGICAL ACTIVITY OF ORGANIC HONEY FROM THE BRAZILIAN ATLANTIC FOREST IN THE MICROBIAL AND INFLAMMATORY COMPONENTS OF PERIODONTAL DISEASE Tese apresentada à Faculdade de Odontologia de Piracicaba da Universidade Estadual de Campinas como parte dos requisitos exigidos para a obtenção do título de Doutor em Odontologia, na área de Farmacologia, Anestesiologia e Terapêutica. Thesis presented to the Piracicaba Dental School of the University of Campinas in partial fulfillment of the requirements for the degree of Doctor in Dentistry, in Pharmacology, Anesthesiology and Therapeutics area. Orientador: Prof. Dr. Pedro Luiz Rosalen ESTE EXEMPLAR CORRESPONDE À VERSÃO FINAL DA TESE DEFENDIDA PELO ALUNO DIEGO ROMARIO DA SILVA E ORIENTADA PELO PROF. DR PEDRO LUIZ ROSALEN. PIRACICABA 2021 Ficha catalográfica Universidade Estadual de Campinas Biblioteca da Faculdade de Odontologia de Piracicaba Marilene Girello - CRB 8/6159 Romario-Silva, Diego, 1993- Si38a RomAtividade farmacológica de mel orgânico da Mata Atlântica brasileira nos componentes microbiano e inflamatório da doença periodontal / Diego Romario da Silva. – Piracicaba, SP : [s.n.], 2021. RomOrientador: Pedro Luiz Rosalen. RomTese (doutorado) – Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba. Rom1. Mel. 2. Atividade antimicrobiana. 3. Atividade antiinflamatória. 4.
    [Show full text]
  • Infectious Disease
    Year 12 Biology Infectious Disease Lesson 2: Transmission of disease Sample resources 1 Year 12 Biology Lesson 2: Transmission of disease Transmission of disease The chain of infection ▪ Infectious diseases result from the interaction of the pathogen, the host and the environment. This is referred to as the chain of infection. ▪ If the chain is broken at any point, the spread of disease can be prevented. Infectious Agents Susceptible Reservoirs Host Portals of Portals of Entry Exit Modes of Transmission ▪ Infectious agents are living and non-living things that cause disease. − What is the technical term for this?1 _________________________________________________________________ − Provide some examples. 2 _________________________________________________________________ 2 Our students come first Copyright © Matrix Education 2020 All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. Year 12 Biology Lesson 2: Transmission of disease ▪ A reservoir is a place where the pathogen can live grow and reproduce, within people, water or food for example. − What are the reservoirs for the common cold and prion diseases? 3 __________________________________________________________________ ________________________________________________________________ ▪ To be infectious the pathogen must have a way of leaving the reservoir (portal of exit), such as through blood, other bodily fluid or skin. − What is the portal of exit for a tape worm? 4 _________________________________________________________________ Guinea worm exits through ulcers in the skin. ▪ Modes of transmission are the ways the pathogen spreads from the reservoir to the next susceptible host. This may be achieved through physical contact, droplets or by airborne pathogens.
    [Show full text]
  • Nile Tilapia (Oreochromis Niloticus)
    Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 24 November 2019 doi:10.20944/preprints201911.0282.v1 1 Nile tilapia (Oreochromis niloticus) as an aquatic vector for Pseudomonas 2 species: Quorum Sensing Association with Antibiotic Resistance, Biofilm 3 Formation and Virulence 4 Kamelia M Osman1*, Állan da Silva Pires2, Octavio Luiz Franco2,3,4, Ahmed Orabi1, Amr 5 H M Ali5, Mohamed Hamada6, Feras A. Alzaben7,8, Abdulaziz M. Almuzaini7, Ayman 6 Elbehiry9,10* 7 1 Department of Microbiology, Faculty of Veterinary Medicine, Cairo University, Egypt 8 ² Centro de Análises Proteômicas e Bioquímicas, Pós-Graduação em Ciências Genômicas e 9 Biotecnologia, Universidade Católica de Brasília, Brasília-DF, Brazil. 10 3 S-Inova Biotech, Programa de Pós-Graduação em Biotecnologia, Universidade Católica Dom 11 Bosco, Campo Grande, Brazil 12 4 Graduação em Ciências Biológicas, Universidade Católica Dom Bosco, Campo Grande, Brazil 13 5 Private Sector Veterinarian, Egypt 14 6 Department of Food Hygiene & Control, Faculty of Veterinary Medicine, Sadat City University, 15 Egypt 16 7 Department of Veterinary Medicine, College of Agriculture and Veterinary Medicine, Qassim 17 University, Buraydah, Saudi Arabia 18 8 Department of Preventive Medicine, King Fahad Armed Forces Hospital, Jeddah City, Saudi 19 Arabia 20 9 Department of Bacteriology, Mycology and Immunology, Faculty of Veterinary Medicine, 21 University of Sadat City, Egypt 22 10 Department of Public Health, College of Public Health and Health Informatics, Qassim 23 University, Saudi Arabia 24 25 * Corresponding author: Ayman Elbehiry 26 Tel.: +966532207969 27 E-mail: [email protected] 28 29 © 2019 by the author(s). Distributed under a Creative Commons CC BY license.
    [Show full text]
  • Advances in Applied Microbiology, Voume 49 (Advances in Applied
    ADVANCES IN Applied Microbiology VOLUME 49 ThisPageIntentionallyLeftBlank ADVANCES IN Applied Microbiology Edited by ALLEN I. LASKIN JOAN W. BENNETT Somerset, New Jersey New Orleans, Louisiana GEOFFREY M. GADD Dundee, United Kingdom VOLUME 49 San Diego New York Boston London Sydney Tokyo Toronto This book is printed on acid-free paper. ∞ Copyright C 2001 by ACADEMIC PRESS All Rights Reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the Publisher. The appearance of the code at the bottom of the first page of a chapter in this book indicates the Publisher’s consent that copies of the chapter may be made for personal or internal use of specific clients. This consent is given on the condition, however, that the copier pay the stated per copy fee through the Copyright Clearance Center, Inc. (222 Rosewood Drive, Danvers, Massachusetts 01923), for copying beyond that permitted by Sections 107 or 108 of the U.S. Copyright Law. This consent does not extend to other kinds of copying, such as copying for general distribution, for advertising or promotional purposes, for creating new collective works, or for resale. Copy fees for pre-2000 chapters are as shown on the title pages. If no fee code appears on the title page, the copy fee is the same as for current chapters. 0065-2164/01 $35.00 Academic Press A division of Harcourt, Inc. 525 B Street, Suite 1900, San Diego, California 92101-4495, USA http://www.academicpress.com Academic Press Harcourt Place, 32 Jamestown Road, London NW1 7BY, UK http://www.academicpress.com International Standard Serial Number: 0065-2164 International Standard Book Number: 0-12-002649-X PRINTED IN THE UNITED STATES OF AMERICA 010203040506MM987654321 CONTENTS Microbial Transformations of Explosives SUSAN J.
    [Show full text]
  • Super STEM Sleuths: 1 Teacher's Guide and After School Activities
    Super STEM Sleuths: 1 Teacher's Guide and After School Activities Barbara Z. Tharp, MS, Michael T. Vu, MS, Gregory L. Vogt, EdD, Christopher A. Burnett, BA, James Denk, MA., and Nancy P. Moreno, PhD Baylor ( :olkg<' of .\kdicinc © Baylor College of Medicine © 2014 by Baylor College of Medicine All rights reserved. Printed in the United States of America TEACHER RESOURCES FROM THE CENTER FOR EDUCATIONAL OUTREACH AT BAYLOR COLLEGE OF MEDICINE The mark “BioEd” is a service mark of Baylor College of Medicine. The information contained in this publication is for educational purposes only and should in no way be taken to be the provision or practice of medical, nursing or professional healthcare advice or services. The information should not be considered complete and should not be used in place of a visit, call, consultation or advice of a physician or other health care provider. Call or see a physician or other health care provider promptly for any health care-related questions. Development of this draft of the Super STEM Sleuths educational materials is supported, in part, by the National Institute of Allergy and Infectious Diseases of the National Institutes of Health (NIH), grant number 5R25AI084826 (Principal Investigator, Nancy Moreno, Ph.D.). The activities described in this book are intended for school-age children under direct supervision of adults. The authors, Baylor College of Medicine (BCM), the NIAID and the NIH cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text.
    [Show full text]
  • Yetisentb2015.Pdf
    Review Bioart 1,6, 2,3,6 4 Ali K. Yetisen, * Joe Davis, Ahmet F. Coskun, 3 1,5, George M. Church, and Seok Hyun Yun * fi Bioart is a creative practice that adapts scienti c methods and draws inspiration Trends from the philosophical, societal, and environmental implications of recombinant Bioart is a contemporary art form that fi genetics, molecular biology, and biotechnology. Some bioartists foster inter- adapts scienti c methods and biotech- nology to explore living systems as disciplinary relationships that blur distinctions between art and science. Others artistic subjects. emphasize critical responses to emerging trends in the life sciences. Since Interdisciplinary bioart initiatives blur bioart can be combined with realistic views of scientific developments, it may boundaries between art and modern help inform the public about science. Artistic responses to biotechnology also biology with an emphasis on philosophi- integrate cultural commentary resembling political activism. Art is not only cal, societal, and environmental issues. about ‘responses’, however. Bioart can also initiate new science and engineer- Bioart plays an important role in critically ing concepts, foster openness to collaboration and increasing scientific literacy, challenging emerging life science appli- fi and help to form the basis of artists’ future relationships with the communities of cations, stimulating of scienti c thinking, and contributing to new research ques- biology and the life sciences. tions and new technologies. New concepts emerge for bioart in Interface of Biotechnology and Art physical, digital, and computational Bioart utilizes laboratory practice and biotechnology to explore living systems as artistic subjects forms. [1,2]. It is often interdisciplinary, involving researchers and laboratories in creating art.
    [Show full text]
  • Downloaded from the SGM Apolicationsin 200 1 Is3o November 2OO1
    'ru t'i e i J ,'1 "*; i;r ir'r:.1 SGM Headquartens MarlboroughHouse, Articles BasingstokeRoad, Spencers Shininga newlight on microbial phototrophs - Wood,Reading RG7 1AG thesecond century Sam Kaplan |5 Tel.01 18988 1800 Fax01 189885656 Diversityand ecology of phototrophicsulfur bacteria [email protected] Jorg Overmann tto SGMWebsite Light harvesting by pu rple bacteria: a circu lar arg u ment http:,/www.sgm.ac.uk RichardCogdell&AlastairT.Gardiner 120 Editor DrMerielJones Lichensand co-ordinatron ofthe symbionts David Hill 124 Editorial Board Cyanobacte ri a: eco logy, n iche adaptation and g e n om ics ProfessorDave Kelly DrLynne Macaskie DaveScanlan 128 ManagingEditor Howdocyanobacteriaglide?DavidG.Adams 131 JanetHurst Surfacewarfare in the sea Production Editor lanAtherton Staffan Kje | | ebe rg & Peter Stein be rg IUT Assistant Editor and Koch'scolonies and the culinary contribution of BookReviewManager FannyHesse Philip Mortimer lJo JaniceMeekings - Gontributions Careersfor microbiologists or, what on earth am I Theseare always welcome and doinghere? PeterWyn-Jones 138 shouldbe addressed tothe Editor (c/oSG M Headquarters). CopyDates Regular Features Lastdates for receiptof copy PublicAffairs 114 at MarlboroughHouse are General Copy GoingPublic not a November2001issue 3 Sept Above:Aselectionof Lichensare only fheWorldofMicrobesworkshopsDarielBurdass 140 February2002 issue23 November - fascinatingexample of lichens fascinating MISAC2OOiSchoolsComoetition DarielBurdass 141 Adveftisements (CRC) examplesof microbial symbiosisbut also act as Foodmicrobes - thegood, the bad and the uglyl November200l issue1 October symbiosis. usefulindicators of 2002 issue7 January Joy Perkins 142 February Photoslan Atherlon, SGM environmentalpollution. Advertisements DavidHill describes this SocietyNews besentto: Allenquiriesshould Vol.28,Part3, partnershipbetween f ungi MayCouncil Meeiing t40 JulieLauder, NWH SalesLtd, StaffNews,/AG M 2001/News of Members 146 TheArcadeChambers, Aug2OOl andalgae on pp, 124-127.
    [Show full text]
  • Class Excursions to Ignite Children's Enthusiasm for Microbes
    Visualizing the invisible class excursions to ignite children's enthusiasm for microbes McGenity, T. J., Gessesse, A., Hallsworth, J. E., Garcia Cela, E., Verheecke-Vaessen, C., Wang, F., Chavarría, M., Haggblom, M. M., Molin, S., Danchin, A., Smid, E. J., Lood, C., Cockell, C. S., Whitby, C., Liu, S-J., Keller, N. P., Stein, L. Y., Bordenstein, S. R., Lal, R., ... Timmis, K. (2020). Visualizing the invisible class excursions to ignite children's enthusiasm for microbes. Microbial Biotechnology. https://doi.org/10.1111/1751-7915.13576 Published in: Microbial Biotechnology Document Version: Publisher's PDF, also known as Version of record Queen's University Belfast - Research Portal: Link to publication record in Queen's University Belfast Research Portal Publisher rights Copyright 2020 the authors. This is an open access article published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited. General rights Copyright for the publications made accessible via the Queen's University Belfast Research Portal is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The Research Portal is Queen's institutional repository that provides access to Queen's research output. Every effort has been made to ensure that content in the Research Portal does not infringe any person's rights, or applicable UK laws. If you discover content in the Research Portal that you believe breaches copyright or violates any law, please contact [email protected].
    [Show full text]
  • Gut-Tracking As Cultivation
    Gut-Tracking as Cultivation Laurens Boer, Harvey Bewley, Tom Jenkins, Sarah Homewood, Teresa Almeida, Anna Vallgårda IxD Lab, IT University of Copenhagen Copenhagen, Denmark {laub, harb, tomje, shom, teal, akav}@itu.dk ABSTRACT CSS Concepts development of emerging technological possibility. It Contemporary self-tracking devices take forms that • Human-centered computing~Interaction design has a strong tradition in proposing design directions reflect particular cultures of self-tracking that emphasize process and methods that deliberately offer alternative perspectives [10]. clinical perspectives and numerical precision. In this These perspectives can facilitate wider conversations pictorial, we explore alternative forms to speculate on INTRODUCTION about medical science and its uses, encourage a Emerging science about the body facilitates new other possible self-tracking cultures. We present how broader understanding of the possibilities for designing cultures, both for self-tracking practices, and alongside we involved experts on the relationship between the gut technology, and ultimately inform and inspire novel it how we understand the “self” in self-tracking [29]. and the brain to inspire a design brief for an alternative trajectories for development. Insights from emerging medical science, advancements gut tracking device. This led to the design of Loupe in data science and analysis, and the availability and In this pictorial, we address the developments in and Lightbox, which together operate to externalize gut accessibility of product development infrastructure, medical science that study the biochemical signals biota for closer examination, aesthetic appreciation, and have led to an increasing number of commercially sent between the gastrointestinal tract and the central reflection on the self. The device represents an example available self-tracking devices.
    [Show full text]
  • Art, Biotechnology and the Culture of Peace
    Electronic Journal of Biotechnology ISSN: 0717-3458 Vol.7 No.2, Issue of August 15, 2004 © 2004 by Pontificia Universidad Católica de Valparaíso -- Chile Received February 24, 2004 / Accepted March 15, 2004 REVIEW ARTICLE Art, biotechnology and the culture of peace Edgar DaSilva Former Director Division of Life Sciences, c/o INSULA UNESCO House Paris 75015, France E-mail: [email protected] Keywords: biotech art, cultural heritage, fermentation, peace. Biotechnology, in its voyage from ancient times into the welfare, and of mental and spiritual tranquillity ----the expanding frontier areas of today’s world of scientific foundation stones of a veritable quest of a culture of research, has revealed itself as the gene of diplomacy peace[1] pioneered in UNESCO and the UN system by and international cooperation in the relationships Federico Mayor in his capacity as then Director-General of between nations (DaSilva, 2002). Economic and UNESCO. biotechnological considerations, strong elements in themselves, drive policy implementation that draws “If we wish to create a lasting peace we must begin with the upon the support and sustenance of the public’s logic children” and understanding of science obtained through the avenues of art and culture. More and more scientists are Mahatma Gandhi teaming up with artists to harness the world of microbes and biotechnology in the pursuit of one’s natural well- Economic and biotechnological considerations, strong being, of the conservation of environmental heritage, and of human comradeship and welfare. Art and elements in themselves in motoring policy implementation culture in revealing the human face of biotechnology need, nevertheless, the support and sustenance of the help engender solidarity amongst different cultures.
    [Show full text]
  • CURRICULUM VITAE of DR. SABA RIAZ, PH. D
    CURRICULUM VITAE Of DR. SABA RIAZ, PH. D PERSONAL DETAILS Name Dr. Saba Riaz Father’s Name: Riaz Ahmed Designation: Assistant Professor Nationality Pakistani Address Department of Microbiology and Molecular Genetics, University of the Punjab, Lahore, Pakistan Telephone Off: ++92-42-9231249 E-mail [email protected] (official) EDUCATION & QUALIFICATION 2005-2012 Ph. D Department of Microbiology and Molecular Genetics, University of the Punjab, Lahore, Pakistan 2003-2005 M. Sc Department of Microbiology and Molecular Genetics, University of the Punjab, Lahore, Pakistan 1998-2000 B. Sc Medical Lab. Technology University of the Punjab, Lahore, Pakistan CURRENT POSITION Currently serving as Assistant Professor in the Department of Microbiology and Molecular Genetics, University of the Punjab, Lahore, Pakistan since 08 March 2013 to date. TEACHING EXPERIENCE Post Institution Period Served Department of Microbiology and Assistant Professor Molecular Genetics, University of the 08 March-2013 to date Punjab, Lahore, Pakistan Department of Microbiology and Lecturer Molecular Genetics, University of the 19 Sep 2005 -7March 2013 Punjab, Lahore, Pakistan Medical Shaukat Khanum Cancer Hospital, 2001-2004 Technologist/Demonstrator Lahore Pakistan Internship in Lab Of Sheikh Zayed Hospital, Lahore Pakistan 2001 Cytopathology RESEARCH INTERESTS: Medical Microbiology and Infectious Diseases THESIS TILTLE (Ph. D) Extended Spectrum Beta-lactamses Phenotypic and Genotypic Study THESIS TILTLE (MSc): Preliminary Studies on Polymorphism of Candidate Genes of RA System RESEARCH SUPERVISION: HEC RECOMMENDED Ph. D RESEARCH SUPERVISOR Higher Education Commission recommended Ph. D research supervisor in the field of Life Sciences. 1 RESEARCH THESIS SUPERVISED Status B.S/M. Sc M.S/M. Phil Ph. D Total Completed 25 10 0 35 In-progress 03 03 05 11 1.
    [Show full text]
  • Download EDVOTEK 2021 Resource Guide
    2020-2021 EDVOTEK® RESOURCE GUIDE Our Philosophy Teaching should always be fun Contents Learning should always be enjoyable Section 1 Equipment 6 Experiments should foster learning Preparation should always be easy Section 2 Distance Learning 22 Science shouldn’t be expensive Section 3 Discovering Electrophoresis 26 The environment shouldn’t suffer Section 4 Ready-to-Load™ DNA Electrophoresis 34 Lessons should always be relevant Science should never be called boring Section 5 Advanced DNA Applications 42 DNA is nothing to be scared of Section 6 Polymerase Chain Reaction (PCR) 50 Science is a way of life Section 7 Genetic Engineering & Transformation 60 Section 8 Forensics 70 Section 9 Biomedical Science & Immunology 78 Section 10 Environmental Science 96 Section 11 Proteins, Enzymes & Chromatography 106 Section 12 Intro to Biotechnology 116 Section 13 Advanced Placement Biology* 126 Section 14 Neurobiology 134 Reagents, Biologicals, & Supplies 136 Index 137 2 View more products and order online at www.edvotek.com 2020-2021 EDVOTEK® RESOURCE GUIDE Our Philosophy Teaching should always be fun Contents Learning should always be enjoyable Section 1 Equipment 6 Experiments should foster learning Preparation should always be easy Section 2 Distance Learning 22 Science shouldn’t be expensive Section 3 Discovering Electrophoresis 26 The environment shouldn’t suffer Section 4 Ready-to-Load™ DNA Electrophoresis 34 Lessons should always be relevant Science should never be called boring Section 5 Advanced DNA Applications 42 DNA is nothing to be scared
    [Show full text]