Some Practical Aspects of Sugar Fermentation by Baker's Yeast (<i>Saccharomyces cerevisiae</i>)

Freeland, P. W.

doi:10.1080/00219266.1973.9653878

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…These results, and those from other classroom experiments with yeast, add weight to the view previously expressed in this journal (Freeland, 1971(Freeland, , 1973(Freeland, , and 1974Cusimano, 1976), that yeast is not only a convenient, safe, and inexpensive micro-organism for schools to handle, but also that experiments with this organism are invaluable for illustrating broader biological principles, such as those of population growth, enzyme induction, enzyme kinetics, industrial fermentation, and mutation.…”

Section: Discussionmentioning

confidence: 52%

Some experiments with respiratory deficient mutants of yeast (iSaccharomyces cerevisiae)

Freeland

1978

Journal of Biological Education

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Methods are described for the induction and identification of respiratory deficient (RD) mutants in yeast. Practical schemes are given to enable students to obtain dose-response information for physical and chemical mutagens such as heat, ultraviolet light, or acriflavine. A simple test for environmental mutagens is described. Mutagens are characterized by their ability to increase the frequency of RD mutants in yeast populations. Results from class experiments are presented and discussed.

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Section: Discussionmentioning

confidence: 52%

Some experiments with respiratory deficient mutants of yeast (iSaccharomyces cerevisiae)

Freeland

1978

Journal of Biological Education

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“…Second, it is not necessary to smash the yeast cells in order to release the enzyme complement since most of the active enzyme is bound to the cell-surface membrane or cell wall. These advantages add weight to the view expressed in earlier papers (Freeland, 1971(Freeland, , 1973, that yeasts have many uses in the school laboratory, both for specific experimental projects and for illustrating broader biological principles.…”

Section: Discussionmentioning

confidence: 80%

Some aspects of catalase induction in baker's yeast (Saccharomyces cerevisiae)

Freeland

1974

Journal of Biological Education

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Yeasts grown in anaerobic liquid media produced catalase in response to the presence of H,O s in the growth medium. The fact that some of the induced enzyme was active at the cell surface, bound either to the cell wall or cell-surface membrane, eliminated the need to crush cells in order to release the enzyme complement. Instead, catalase production was moni tored by using H,0,-reagent strips to detect changes in the level of H a O, in the growth medium. In addi tion, catalase induction in yeasts was found to be temperature-sensitive.It is suggested that biology teachers in schools might find the following experiments useful for demonstrat ing essential features of substrate-induced enzyme synthesis, based on the Jacob-Monod model, and for showing that the activity of certain genes can be modified by environmental temperature.

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“…parameters and measures of the rate of yeast fermentation (for a list that can prepare teachers for the discussion, see Table 3). To encourage the students to consider concepts of evidence such as relative scale and choice of instruments, the teacher can also introduce an instrument used to measure changes in ethanol concentration (e.g., a wine hydrometer) and note its limitations (e.g., producing satisfactory readings only for sugar solutions with concentrations >0.25 M; Freeland, 1973). This stage focuses students' attention on concepts of evidence associated with measurement.…”

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confidence: 99%

Using Yeast Fermentation as a Context for Meaningful Learning of Procedural Understanding

Chan¹,

West-Pratt²,

Ng³

2021

The American Biology Teacher

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Students need procedural understanding—that is, knowledge of the procedures that scientists use to establish scientific evidence (also known as “concepts of evidence”), to successfully perform scientific investigations, and to evaluate public and scientific claims. However, concepts of evidence are seldom explicitly targeted in routine practical activities in secondary school science classrooms. We describe how a commonly used practical activity, yeast fermentation, can be modified to provide a meaningful context for developing students’ understanding of concepts of evidence associated with measurement, as well as more difficult-to-learn scientific ideas, such as rates of reaction. The modified practical activities give students opportunities to exercise their creativity in assembling setups; brainstorm solutions to design problems in teams; reflect on their decisions related to concepts of evidence associated with measurement when designing their setups; compare the validity and reliability of data produced using different setups; and develop their understanding of difficult-to-learn scientific ideas.

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Some Practical Aspects of Sugar Fermentation by Baker's Yeast (Saccharomyces cerevisiae)

Cited by 5 publications

References 6 publications

Some experiments with respiratory deficient mutants of yeast (iSaccharomyces cerevisiae)

Some experiments with respiratory deficient mutants of yeast (iSaccharomyces cerevisiae)

Some aspects of catalase induction in baker's yeast (Saccharomyces cerevisiae)

Using Yeast Fermentation as a Context for Meaningful Learning of Procedural Understanding

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