QUESTION 1

Title

include the organism used, independent variable and dependent variables

QUESTION 2

Purpose statement (using complete sentences)

QUESTION 3

Background (Must include in-text citations)

Yeast: Write at least a paragraph about the background information of the organism you are going to use (Yeast) and connect it to enzyme functioning and fermentation.

The first sentence is an observation or states a known fact about yeast cells.

The next several sentences back up the topic sentence that describes yeast’s connection to alcoholic fermentation.

QUESTION 4

Background (Must include in-text citations)

Process of Alcoholic Fermentation: Write at least a paragraph about the background information for the process of alcoholic fermentation and connect it to enzyme functioning and CO2 production.

The first sentence is an observation or states a known fact about alcoholic fermentation.

The next several sentences back up the topic sentence that describes alcoholic fermentation’s connection to enzymes and CO2 production.

QUESTION 5

Background (Must include in-text citations)

How your Independent variable influences the experiment: Write at least a paragraph about the background information for how your independent variable is known to effect yeast, enzymes and process of alcoholic fermentation.

The first sentence is an observation or states a known fact about your independent variable.

The next several sentences back up the topic sentence that describes how your independent variable effects alcoholic fermentation, enzymes and CO2 production.

This is researched information, not your own ideas.

QUESTION 6

What will your Independent variable be? (using complete sentences)

QUESTION 7

What will your Dependent variable be? (using complete sentences)

QUESTION 8

Explain what at least 2 of your Constant Variables will be and why.  (You need 2 variables and why they are important) (using complete sentences)

QUESTION 9

Explain what your Control Group will be and why (using complete sentences)

QUESTION 10

What is your Hypothesis for your experiment? (write a proper hypothesis)

Writing the Yeast lab Experiment Proposal A research proposal has three main points: 1) Explanation of proposed research (what will be done) 2) Methods and techniques to be employed (how it will be done) 3) Novelty and/or importance of the study (why it should be done) ————————————————————————————————————-I. Title This should provide a specific summary of the proposed work. Including the Organism used (yeast), the Independent variable, and the Dependent Variable II. Introduction and Literature Review This is the heart of your assignment and will probably be the lengthiest piece of it. You are laying the groundwork for your proposal with the material that you present here. Structure of the Introduction o Begin with a generalized, broad statement about the purpose of your experiment o Provide background information about what is currently known. (The discussion and answers to Questions 1 – 3 below) o Narrow the focus down to discussing your specific independent variable, dependent variable, control group and constant variables (and why the last two are necessary)  You should begin with the basics of your research topic and then narrow the focus of those details that are especially pertinent to the proposed work.  Present what is currently known (i.e. about yeast, the process of fermentation, and the effects of your independent on enzyme functioning). o Provide the thorough background explanation that your reader needs to understand your project. 1. Why are you using yeast? 2. What is the process of Alcohol Fermentation? … You are measuring CO2; what does CO2 production have to do with fermentation? 3. You decided to study the effects of a specific Independent Variable; how does your chosen factor influence the functioning of the enzymes used in fermentation? Answer these questions by using a plethora of sources especially primary sources such as journal articles. Textbooks and web sites (with great caution) can also be useful sources. **Make sure to cite appropriately in your text (more to follow on citation). When citing your sentence structure should look something like this: According to Thullen et al. (1999), nitrate removal rates were highest in those wetlands that contained a divers number of plants species. Within organisms cellular nitrogen generally exists as either ammonianitrogen or amino-nitrogen, which are the most reduced forms of nitrogen (Delwiche, 1981). Never leave your reader in doubt as to the source of your information! ***A note on sources, paraphrasing, and citations: Unlike the style you might use in English expository writing, technical science writing is terse, clear cut, and lacking in artistic enhancements. When using information from a source AVOID QUOTING DIRECTLY. How to paraphrase: 1. Read the article, then put the article down. 2. Jot down the important points in your own words. (By setting the article aside you are allowing yourself to process the information; instead of just spitting the idea back out in a slightly altered sentence.) 3. Use your understanding of what the author is saying and describe it in your own words. 4. Cite the author following your paraphrased statement. a. (this statement does not reflect your own knowledge… you need to give credit, and hence lend credibility, to the original author of this knowledge) b. failing to cite is known as plagiarism, (claiming credit of someone else’s work, as your own) **In text citations are written as (author, year). If you refer to the author in the sentence, immediately follow the name with (year) (see examples above). III. Research Hypothesis What is the hypothesis that you are testing? What are the questions that you seek to answer? Based on what is known in this field, explain what you expect to see and hope to show through your result. This is where you share your thoughts. IV. Material and Methods Describe your proposed experiment in depth. What processes are you going to use? What kind of equipment and supplies will be necessary for the project? Be thorough, but not excessive. It might be useful to construct an outline (list/bullet points) before writing this section in paragraph form. V. Expected Results Your literature review will have already helped to lead the reader to an understanding of why your topic is of importance. This is where you will explicitly state the results you will expect to see and how your proposed research will advance knowledge. What are the far-reaching effects (i.e. relevant to the real world)? What recent studies (experiments conducted by other) will support your proposed hypothesis? The experimental results from other’s research must include citations! VI. References Include all the resources that were used in the writing of the paper. Follow your instructor’s guidelines for formatting, which will be a slight modification of APA format.    You will need a minimum of 4 valid references List your references in alphabetical order o (by author’s last name, or the article title is no author is provided) Format each reference using the modified APA style format described below BASIC APA FORMAT depending on the type of resource cited (e.g. journal, book, web site) Journal Last Name, Initials of authors. (Year of Publication). Article Title. Journal Name. Volume #: (Issue #). Page numbers Website (if no author is given, then move the Article Title to the beginning) Last Name, Initials of authors. (Year of Publication, Month). Article Title. Retrieved from http://www…………. Book Last Name, Initials of authors. (Year of Publication). Title of Book. Name of Publisher. City, State. Page numbers Examples: Hagman, A., & Piskur, J. (2015). A Study on the Fundamental Mechanism and the Evolutionary DrivingForces behind Aerobic Fermentation in Yeast. Plos ONE, 10(1), 1-24. Retrieved March 31, 2016 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4305316/ Caspar T, Huber SC, Somerville C (1985) Alternation in growth, photosynthesis, and respiration in a starchless mutant of Arabidopsis thaliana (L.) deficient in chloroplast phyosphoglucomutase activity. Plant Physiol 79: 11-17 Hagman, A., & Piskur, J. (2015). A Study on the Fundamental Mechanism and the Evolutionary DrivingForces behind Aerobic Fermentation in Yeast. Plos ONE, 10(1), 1-24. Retrieved March 31, 2016 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4305316/ Hailman, JP, and KB Strier. 1997. Planning Proposing and Presenting Science Effectively: A Guide for Graduate Students and Researchers in the Behavioral Sciences and Biology. Cambridge University Press, Cambridge, UK. 128pp Pechenik, JA. 2004. A Short Guide to Writing About Biology. Pearson Education Inc., Boston, MA. 302pp Science of Yeast. (2012). Retrieved from http://www.breadworld.com/Science.aspx Smith, RV. 1990. Graduate Research: A Guide for Students in the Sciences. Plenum Press, New York, NY. 292pp ***A note on Voice: There is no one format for voice in scientific writing. Active voice is usually encouraged (use of “I” or “We”), but in practice many writers switch between active and passive voice to keep the writing from becoming too repetitive. Important Points to Remember • An organized, well-written, concise, complete proposal = an easier to conduct experiment • A good proposal is like a good sales pitch. In the world of graduate studies and scientific research a proposal is the means by which funding is secured. • Good writing when paired with a thorough understanding of the subject matter is a valuable skill to possess. When writing your proposal you should use the following structural format: Name: enter text Lab Day and Time: BIOS107 enter text Date: enter text Title: enter text INTRODUCTION enter text RESEARCH HYPOTHESIS enter text MATERIALS and METHODS enter text EXPECTED RESULTS enter text REFERENCES enter text

• Grid View

		Excellent	Good	Fair	Poor
Main Postinga		45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.   Supported by at least three current, credible sources.   Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.   At least 75% of post has exceptional depth and breadth.   Supported by at least three credible sources.   Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s).   One or two criteria are not addressed or are superficially addressed.   Is somewhat lacking reflection and critical analysis and synthesis.   Somewhat represents knowledge gained from the course readings for the module.   Post is cited with two credible sources.   Written somewhat concisely; may contain more than two spelling or grammatical errors.   Contains some APA formatting errors.	0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately.   Lacks depth or superficially addresses criteria.   Lacks reflection and critical analysis and synthesis.   Does not represent knowledge gained from the course readings for the module.   Contains only one or no credible sources.   Not written clearly or concisely.   Contains more than two spelling or grammatical errors.   Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness		10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response		17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	13 (13%) – 14 (14%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Second Response		16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings.   Responds fully to questions posed by faculty.   Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.   Demonstrates synthesis and understanding of learning objectives.   Communication is professional and respectful to colleagues.   Responses to faculty questions are fully answered, if posed.   Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings.   Communication is professional and respectful to colleagues.   Responses to faculty questions are answered, if posed.   Provides clear, concise opinions and ideas that are supported by two or more credible sources.   Response is effectively written in standard, edited English.	12 (12%) – 13 (13%) Response is on topic and may have some depth.   Responses posted in the discussion may lack effective professional communication.   Responses to faculty questions are somewhat answered, if posed.   Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth.   Responses posted in the discussion lack effective professional communication.   Responses to faculty questions are missing.   No credible sources are cited.
Participation		5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.
Total Points: 100