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Only the results are presented. No interpretation of the data or conclusions about what the data might mean are given in this section. Do not present raw data! Do not repeat extensively in the text the data you have presented in tables and figures. But, do not restrict yourself to passing comments either. For example, only stating that "Results are shown in Table 1. The text describes the data presented in the tables and figures and calls attention to the important data that the researcher will discuss in the Discussion section and will use to support Conclusions.

Rules to follow when constructing and presenting figures and tables are presented in a later section of this guide. Here, the researcher interprets the data in terms of any patterns that were observed, any relationships among experimental variables that are important and any correlations between variables that are discernible.

The author should include any explanations of how the results differed from those hypothesized, or how the results were either different from or similar to those of any related experiments performed by other researchers. Remember that experiments do not always need to show major differences or trends to be important. A useful strategy in discussing your experiment is to relate your specific results back to the broad theoretical context presented in the Introduction.

Since your Introduction went from the general to a specific question, going from the specific back to the general will help to tie your ideas and arguments together. This section should not offer any reasons for those particular conclusions--these should have been presented in the Discussion section. By looking at only the Introduction and Conclusions sections, a reader should have a good idea of what the researcher has investigated and discovered even though the specific details of how the work was done would not be known.

In this section you should give credit to people who have helped you with the research or with writing the paper. If your work has been supported by a grant, you would also give credit for that in this section.

Introduction

This section lists, in alphabetical order by author, all published information that was referred to anywhere in the text of the paper. It provides the readers with the information needed should they want to refer to the original literature on the general problem. Note that the Literature Cited section includes only those references that were actually mentioned cited in the paper. Any other information that the researcher may have read about the problem but did not mention in the paper is not included in this section.

This is why the section is called "Literature Cited" instead of "References" or "Bibliography". The system of citing reference material in scientific journals varies with the particular journal. The method that you will follow is the "author-date" system.

Listed below are several examples of how citations should be presented in the text of your paper. The name s of the author s and year of publication are included in the body of the text. Sentence structure determines the placement of the parentheses.


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One author : 'Scott's model fails to Two authors : 'Libby and Libby show Three or more authors : 'Roche et al. Entries in the Literature Cited section are listed alphabetically by author s and chronologically for papers by the same author s. The following citations illustrate the details of punctuation and order of information for a journal article, book, Internet source, and your laboratory packet.

Schneider, M. Occurrence of indoleacetic acid in the bryophytes. Stebbins, G. Processes of Organic Evolution. Prentice-Hall, New Jersey. Smithsonian Institution. Colby Biology Department. Salt Tolerance in Phaseolus vulgaris. In: Introduction to Biology: Organismal Biology. Generally, most references will be to the primary literature i. Popular literature and the Internet should be used sparingly and with caution.

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Other sources such as book chapters and pamphlets typically have their own specific citation formats. If necessary, be sure to find out what these formats are and use them appropriately. Council of Biology Editors, Inc. This guide is based on a paper by Gubanich, A. Writing the scientific paper in the investigative lab. Teacher, 39 1 : Examples from the scientific literature that illustrate material in various sections of a scientific paper. Excerpted from: Hasegawa, K. Revision of the theory of phototropism in plants: a new interpretation of a classical experiment.


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Planta Went's classical experiment on the diffusion of auxin activity from unilaterally illuminated oat coleoptile tips Went , was repeated as precisely as possible. In agreement with Went's data with the Avena curvature assay, the agar blocks from the illuminated side of oat Avena sativa L. However, determination of the absolute amounts of indoleacetic acid IAA in the agar blocks, using a physicochemical assay following purification, showed that the IAA was evenly distributed in the blocks from the illuminated and shaded sides.

Problem-Based Microbiology by Swapan K. Nath and Sanjay G. Revankar (2005, Paperback)

In the blocks from the shaded and dark-control halves the amounts of IAA were 2. Chromatography of the diffusates prior to the Avena curvature test demonstrated that the amounts of two growth inhibitors, especially of the more polar one, were significantly higher in the agar blocks from the illuminated side than in those from the shaded side and the dark control.

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These results show that the basic experiment from which the Cholodny-Went theory was derived does not justify this theory. The data rather indicate that phototropism is caused by the light-induced, local accumulation of growth inhibitors against a background of even auxin distribution, the diffusion of auxin being unaffected. Excerpted from: Farmer, E. This concise, problem-based textbook covers 91 of the most common infectious diseases, using case studies to promote interactive learning and to build a foundation of knowledge for clinical practice.

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It presents an overview of how infectious diseases affect a particular organ system. Then, it provides clinical case scenarios, differential diagnosis tables, and succinct explanations of the infectious process, with treatment options and outcomes. Presents a detailed clinical case study for each infectious disease covered, including treatment and outcomes. Integrates basic and clinical sciences. Covers the most common infectious diseases, including bioterrorism agents and emerging infectious diseases.

Promotes active learning by presenting the case study as an unknown, and then providing differential diagnosis tables and rationales. Features over full-color illustrations and images of clinical disease to reinforce written material. Highlights key symptoms, microbiology, epidemiology, and pathogenesis for rapid review. Provides summary tables of important diseases caused by the infecting organism. With 3 additional contributing experts.

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With 3 additional contributing experts. Additional Product Features Dewey Edition. Show More Show Less. Pre-owned Pre-owned. Revankar; Swapan K. See all No ratings or reviews yet. Be the first to write a review.

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