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Template Correction Series M1/Bio

Unit 01/ Series 1st / Idioms test :

1. Broke out in a cold sweat.

2. Got a taste of their own medicine.
3. A bitter pill to swallow.
4. Rubbing salt into her wound.
5. Get it out of his system.
6. Just what the doctor ordered.
7. Black eye.
8. Blacked out.
9. Scratch that itch.
10. Was out cold.

Unit 01/ Series 3rd / Task 01:

1. Warning 2. Instruction. 3. Advice 4. Warning 5. Warning

6. warning 7. Advice 8. Warning.

Unit 01/ Series 3rd / Task 02:

1. take 2. Grind 3. Put/place 4. Stir 5. allow to 6. Filter 7. transfer.

Unit 02/ Part 01/ Task 01:

The Template correction of a report design of the Griffith’s experiment:

The Griffith’s Experiment demonstrating the “Transforming Principle”

Or
Bacterial Transformation by the Griffith’s Experiment

Abstract
For his studies, Frederick Griffith looked for the impact of pneumococcus bacteria on mine. The two
involved strains of bacteria were tested for virulence using an in vivo assay. The experimental conditions
conducted to the demonstration of a bacterial transformation process through which DNA traits had been
inherited from the surrounding environment, a discovery Griffith assumed as a genetic material and called
“Transforming Principle”.
Introduction:
The Griffith’s experiment was a remarkable upturn in the discovery of hereditary material. Until 1926, the
question of what molecule was actually the genetic material had not been answered. The first
demonstration of bacterial transformation leading to the discovery that the DNA is the substance
of genes, an epoch that began in 1928 with the work of the British bacteriologist Frederick Griffith.
For his studies, he looked up the impact of bacteria on mice.
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Figure 1

Materials and methods:

In his experiment, Griffith cultured two different colonies of pneumococcus bacteria trough two
patterns of growth. The first culture dish contained a rough strain ‘R’ while the second contained a
smooth strain ‘S’. The difference was due to the presence of a protective capsule coating the ‘S’
strains of bacteria whereas the ‘R’ strains lacked it.

As a first step, Griffith injected both ‘R’ and ‘S’ strains to mice. As demonstrated on “Figure 01”, the
first group of mice infected with the non-virulent ‘R’ bacteria stayed alive while the second group had
been infected with the virulent ‘S’ strains and died.

In the next stage of his experiment, Griffith used a different group of mice for which he prepared
another culture dish pattern. In this pattern, he took the same strain of the smooth ‘S’ bacteria and
heat-killed them to be injected into this 3rd group of mice. The mice survived.

The last step on his procedure, a fourth healthy group of mice had been injected with another culture
dish pattern, in which Griffith mixed some of the living ‘R’ strain bacteria with the dead (heat-killed)
remains of the ‘S’ strains. Surprisingly, the mice died.

Results and Discussion:

During the experiment, the four different groups of mice showed distinct immune responses to the
bacterial infection. The first group survived because the injected ‘R’ strain of bacteria lacking the
protective layer was unable to fight off and had consequently been destroyed bt the organism. The
same result as for the third group that expectedly continued to live due to the non-pathogenic effect
of both the ‘R’ strains and the remains of the heat-killed ‘S’ strain (protective capsule damaged by
heat).

The second group of mice (figure 01) couldn’t survive after the ‘S’ strain bacterial infection because
this time ‘S’ bacteria was able to withstand (resist) the immune system attack (thanks to the
polysaccharide capsule they carry) and infected their bodies.

The mixture of the no-pathogenic strains in group 04 killed the mice. A confusing unexpected result
that drove Griffith to further work on the death mice blood samples, where he found living ‘S’ strain
bacteria.
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Conclusion:

Based on his experiment with R and S strains of bacteria, Griffith came to the conclusion that the R
strain bacteria had been transformed by the S strain. The R strain bacteria had inherited some
“transforming principle “ from the heat-killed strain that made them virulent.

Appendices:
Appendix A: Figure 01
Appendix B: Supporting data from “UNIT TWO. Part one / PDF folder”.

Unit 02/ Part 02/ Series 3rd / Consolidation activities:

Part one:

A B A B
energy Demanding oxygen carrying
low Weight brick red
arterio ventricular well labelled
well Established five minute
single Celled built in
double Walled three dimensional

Part two:

1. three-dimensional 2. Energy-demanding 3.oxygen-carrying 4.well-established 5.well-

labelled 6.low-weight 7.brick-red 8.arterio-ventriclar 9.single-celled 10.double-walled
11.five-minute 12.built-in

Unit 03/ Part 03/ Task 01 / Paraphrasing:

1. The graph overall increased through a decade /or/ between _____ and _______
period. (Because “overall” has both adjective and adverb grammatical functions in
the English language).
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2. The data /trend extended from ___________ to __________. /or/ The data were
spread over a period of 15 years.
3. Sales steadily rose.
4. HIV fatalities sharply/suddenly/ noticeably increased/rose/levelled up from 2000 to
2008/ over 8 years.
5. total deaths caused by heroin overdoses are represented by the blue trend (passive
voice). /or/ The blue line (line referred in blue) accounts for/shows total deaths due
to heroin overdoses.
6. There was/ we notice a marked boom/ a significant increase / a significant
expansion of birth rates throughout the last five years.
7. Death rate significantly fell from 2005 to 200, after that we notice a stagnation / it
stabilizes until 2011, followed by a large decrease in 2012.

Unit 03/ Part 03/ Task 02 / The graph description:

This double line graph shows the pulse rate of a male aged 16 years old over a period of 10 minutes. At
the same time we have a second trend representing the mean pulse rate at rest. Overall, the pulse rate
suddenly increased at the beginning of the exercise and then returns to normal.

Before the boy started running, the pulse rate remained approximately stable at 69 to 70 pulse
rate/beats min -1 , a number that reveals the resting value. His pulse rate then marked a surge increase
till it peaked at 156 pulse rate/beats min -1 at the beginning of his activity.

After that, the pulse progressively reduced down after about 2 minutes of running. We notice later
on a fluctuation in the pulse rate from minute 3 to minute 13, until it nearly stabilizes at 70 pulse
rate/beats min-1 for the next 7 minutes. This stable pulse rate is similar to the mean pulse rate at rest
represented by the second trend of the graph.

In essence, the heart rate in this exercise markedly rose for a short period until it reached a peak and
then returned to stable figures.

End