Development and evaluation of innovative microbiological laboratory practical activities for secondary schools

Microbiology features in the school curriculum being noted in a range of topics, for example, antibiotics, aseptic technique, pathogens and genetic mutation. Support material for the delivery of practical activity is relatively plentiful, but no material could be found in the literature that described their development or evaluation. The aim of this work was to produce a new educational resource for secondary school teachers in support of practical microbiology. The resource would be designed so that it fulfilled particular objectives of the science specifications, and also satisfied teachers’ concerns about delivering microbiology in the laboratory. Preliminary studies comprised a survey of 22 school teaching specifications to identify mentions of microbiology and topics were microbiology could be used to illustrate other scientific concepts. Ninety-five links to microbiology, direct and indirect, were found. In parallel, a survey of 248 secondary school teachers discovered that although practical microbiology was being undertaken, it focused on a small number of activities and was limited by a number of (real and perceived) issues. The relatively recent emphasis on the nature of science (NOS) in the National Curriculum also appears to have been overlooked by teachers, who favour content-driven material. Yet, it is the NOS and inquiry that is more likely to be of transferable value to students and which should be embedded in practical work. It was decided that a resource focusing on algae would satisfy both the curriculum requirements in terms of scientific content and learning by inquiry (NOS) and teachers needs in terms of appropriate support and information (both technical and content knowledge). Algae are large, colourful and diverse microorganisms that are safe to use and cheap to purchase. Five laboratory activities not available elsewhere were identified: using a microscope to identify microalgae, phototaxis, bioluminescence, eutrophication and gas cycling. Each exercise was refined so that curriculum/specification links were stated, methods (for teacher, technician and student) clearly described, reliable results were likely and extension work suggested. An identification key of fifteen algal species was developed to support identification of microalgae using a microscope (activity one). Formative evaluation with three different audiences comprising over 100 individuals guided modifications of the resource. One activity was successfully modified to enable the public to engage with algae in an event named ‘The Good, the Bad and the Algae’. Over 2,200 people interacted with this event over a three-day period, with over 80% noting acquisition of scientific or application knowledge of algae. The resource, published in January 2012 underwent summative evaluation. A survey was distributed to approximately 750 participants and gained a poor (but not unexpected) return rate (7%). About half of teachers were using the resource, and all activities had been used. Comments were positive yet showed similar issues with regards to limitations identified in the survey of practical microbiology in schools. This reinforces the need for continued support from professional microbiologists in order to ensure the field is represented in the classroom. To the author’s knowledge, the process by which this resource was developed and produced is the first, certainly in microbiology, devised with relevance to teaching specifications and teacher’s needs, and the first to be systematically trialled and evaluated by the target audience (teachers). It is suggested that this process be a template for the development of learning material in the future

Performance of cereal aphids in relation to genetic variation and nitrogen use efficiency of wheat (Triticum aestivum)

In this thesis I address the question: does breeding to improve nitrogen use efficiency of winter wheat, Triticum aestivum, increase its susceptibility to infestation by cereal aphids? Laboratory and greenhouse experiments were used to monitor population performance of the aphids Sitobion avenae and Metopolophium dirhodum on double haploid genotypes of a Savannah cross Rialto (SavRia) wheat population. The genotypes varied in nitrogen use efficiency and its two components: nitrogen uptake efficiency and nitrogen utilisation efficiency. A quantitative trait loci analysis, using 94 genotypes grown under greenhouse and laboratory conditions, identified genetic markers associated with individual performance and population measures of S. avenae and M. dirhodum. Twelve markers across chromosomes on the SavRia genetic map were statistically associated with nine of the fourteen aphid performance traits measured. Nine wheat genotypes, representing the range of nitrogen use efficiencies, were used to analyse how aphid development rate, fecundity and intrinsic rate of increase, varied between genotype and whether settling behaviour and preference between genotypes, reflected differences in performance. Significant differences in performance of S. avenae between different genotypes were found but performance was not correlated with plant nitrogen uptake. In a randomised split plot experiment in the field, six SavRia genotypes and both parental varieties were grown under three application rates of nitrogen fertiliser. Significant variation between genotypes and between different nitrogen application rates was observed for eight plant traits, including both nitrogen uptake and utilisation efficiencies. Density of S. avenae differed significantly between genotypes with significant genotype x nitrogen application rate interactions. Aphid densities were not significantly correlated to either components of nitrogen use efficiency. I conclude that this study does not support the hypothesis that increasing nitrogen use efficiency, or either of its primary components, increases the susceptibility of winter wheat to infestation by cereal aphids

Raising awareness of antimicrobial resistance among the general public in the UK: the role of public engagement activities

In response to the accepted risk of emerging antimicrobial resistance, many organizations and institutions have developed and delivered events and activities designed to raise awareness of the issue and to change the behaviour of the intended audience. However, few of these events for a general public audience are documented or able to be sourced by those who might wish to repeat, adapt or modify, particularly those events that are successful. ‘Insider knowledge’ appears to be the best search tool. Moreover, evaluation of the success or impact of the event is rarely published. It would be useful if there were a ‘hub’ where descriptions of such activities could be deposited, enabling the building of a significant resource with real academic value

Against the Grain : British Food Security Policy and Colonial Authority in South-East Asia 1945-1948

This thesis examines the role of food security and famine relief in British efforts to reassert their colonial authority in South-East Asia after the Second World War. In the immediate period after the conflict had ended, the British found themselves responsible for the rehabilitation of an area which had been devastated by Japanese occupation. Famine had already caused many civilian deaths in French Indochina and the Netherlands East Indies and the British sought to prevent further famine in their own colonies of Malaya and Singapore. Maintaining control of these two economically and strategically important territories became a priority for Britain and keeping them supplied with food was a key feature of British efforts to restore their power in South-East Asia. To achieve this objective, the British adopted a regional strategy to managing food shortages. This thesis analyses British efforts to improve food production in Malaya and Singapore but also its attempts to assert control over an international system of food distribution and its policies of rice procurement in Siam (Thailand), Burma, French Indochina (Vietnam, Cambodia, and Laos) and the Netherlands East Indies (Indonesia). This thesis argues that in taking such a transnational and transcolonial approach to dealing with rice shortages in South-East Asia, the British undermined their overall objective of restoring their own colonial authority. While able to prevent famine in Malaya and Singapore, coping with a regional food crisis in South-East Asia brought the British into direct contact with local and also international actors which were increasingly opposed to the continuance of imperial rule

What does the UK public want from academic science communication? [Version 1]

The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent’s current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the ‘common practice’ of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience

Analysis of University student responses to the pandemic in a formal microbiology assessment.

During the coronavirus pandemic, second year students on the BSc molecular biology and genetics degree at Istanbul Technical University sat an open-ended online exam for a microbiology course in which one of the compulsory questions asked how the course had helped them during the first phase of the pandemic (April-July 2020). Fifty of 69 students gave consent for their (anonymous) responses to be analysed in order to discern any key ways in which their knowledge had been applied. The aim of the study was to investigate whether taking an advanced microbiology course increases understanding of the SARS-CoV-2 pandemic and has a positive impact on student behaviours with respect to public health practices. Findings were divided into four major themes: course content (information), application of course content to behaviour change (practice), professionalism, and their 'audience' while at home in lockdown (family and friends). Social distancing, wearing facemasks, hand and surface hygiene were described as important behaviours, with this practice informed by their basic microbiology knowledge. This paper describes a scenario where rote assessment can be used to assess wider scientific literacy with respect to application in society, providing students with an opportunity to incorporate and apply their learning into real-life situations, whilst tutors can assess constructivist learning, conceptual understanding and impact on student behaviour