Investigating the effect of temperature on the

growth of Yeast.

A1 DEVELOP A HYPOTHESIS

• How do yeast reproduce?

• Illustrate the growth of a yeast population using the growth curve.( Indicate
that it is important to sample a population when it reaches stationary phases
as this is the maximum population that can be supported in these particular
conditions.)

• Link reproduction in yeast with enzymes. (The energy for reproduction comes
from respiration which is an enzyme controlled reaction. Anything that
influences enzymes will therefore influence the growth of a yeast
population.)

• List the factors which will affect enzyme activity and therefore the rate of
reproduction in yeast. (You must always relate to reproduction in yeast,
don’t just discuss enzyme activity on its own!!)

• Give a short explanation of how EACH these factors affect yeast

reproduction including information on bonds, active sites and successful
collisions.

• Explain in more detail how temperature would affect the growth of a yeast
population using a diagram to illustrate your ideas. Discuss what happens to
the yeast population at low temperature when you increase the temperature
including detailed information on kinetic energy and successful collisions.

• Discuss what happens to the yeast population at higher temperatures when

you increase the temperature including detailed information on denaturation
and lock and key mechanism.

Diagrams should be interspersed throughout your explanation.

Hypothesis
• Write a summary on how an increase in temperature will affect the number
of yeast cells produced per mm3 at lower temperatures and higher
temperatures.

Outline your biological knowledge or research related to the problem under investigation.
Use appropriate biological knowledge and understanding
Select ideas from the information relevant to the investigation
link your ideas together to suggest an explanation….
State precisely in a hypothesis the most appropriate explanation
A2 PLAN A PROCEDURE

List the equipment to will need to carry out the experiment.

What range of temperatures will you use?
Write out a step by step procedure.
Identify the independent and dependent variables. Identify those variables which
must be controlled in order to make it a fair test. (at least 3)
Predict how the number of yeast cells per mm3 will change as you increase the
temperature.

Using suitable equipment and materials.

Select a suitable range for the independent variable or suggest conditions for the
experimental treatment
Communicate an ordered sequence to follow procedure.
Which provides a fair test.
Predict the result of the test of the hypothesis

A3 PLANNING FOR ANALYSIS

What will you record?

I will record the number of yeast cells per 0.00025mm³ in 25 squares. I will repeat this
thirty times at each temperature.

Draw a blank table to illustrate how you will record your results.

What statistical test will you use to analyse your results and explain why this is the
most appropriate test to use.

I will use the T-Test to determine if there is a significant difference between two
samples. It is the most appropriate test to use as it will show if there is a significant
difference between samples.

How much replication is required for successful analysis.

Results are most reliable on a larger sample size, so t will be greatest if ‘n’ is greater
than 30.

Is that amount of replication feasible?

It is unfeasible that I would repeat a count of 25 C squares thirty different times at

each temperature. I will u8se class results of 30° and 60° temperatures which are
already repeated fourteen times at each temperature.
Clearly state what must be recorded.
What format will be used to present the results.
Decide which method of analysis is most appropriate and justify your selection
Decide how much replication is required for successful analysis.
Consider the feasibility of replication given the time and materials available.

B1 IMPLEMENTING
Skilfully handling of apparatus materials.
Appropriate safety procedures and care of living organisms observed.
Organised and methodical carrying out of the practical procedure.
Adhering to the sequence of planned actions and making modifications as approp.
Measurements at the level accuracy required.
 B2 RECORDING AND COMMUNICATING
Draw a table of your own results
Does you caption fully explain the contents of the table?
Is your table organised for analysis?
Are the column headings explanatory?
Are all units included?
Organisation of the raw data with the dependent variable in the body of the table
and treatments or range of the independent variable as columns or rows.
Caption fully explains the contents of the table.
Logical construction of the table (organised for analysis).
Column headings explanatory.
Units included.

C1. ANALYSIS – statistical analysis of results

Draw a table of the class results showing the average per mm3 at 30 and 60;
standard deviation, standard error for each sample. T value and P value should also
be calculated.

State the null hypothesis for your experiment.

State the decision you will make regarding the null hypothesis given your results.
Table of statistical parameters
State appropriate null hypothesis.
Accurate calculation of statistic.
Correct determination of probability value
Correct decision regarding the null hypothesis.

OR
C1. ANALYSIS – graphical analysis of results
a) Table of statistical parameters.
• Use class results; use 1mm3 results; mean number of yeast cells at 30oC and 60oC; standard
deviation; standard error; sample size – see CCEA data sheet and CCEA advisory booklet.
b) State appropriate null hypothesis.
• Accurate calculation of confidence limits
c) a caption fully explaining the data plotted

d) appropriate scale and labels for axes.

•
e) Correct plotting of means and confidence limits.

C2 INTERPRETATION
a) Assessment of the reliability of the data.
• 95% confidence limits or standard deviation (or error) – wide or narrow.

b) Comment of the reliability of the data.

• Based on result in C2(a) above.

c) Trend(s) clearly identified using statistical evidence.

• Based on ‘t’ test result.
• Can include confidence limits – if overlap or not (but not strictly necessary to
use confidence limits).
d) Explanation of the trend(s).
• Temperature’s effect on enzyme structure.
• Kinetic theory re. substrate/enzyme collisions.
Denaturation at a certain temperature.
e) Using appropriate biological knowledge and understanding.
• Relate denaturation to yeast growth.
• Enzyme -> Respiration -> Energy -> Growth
Denaturation explained in terms of protein (enzyme) tertiary structure.
C3 EVALUATION OF THE PRACTICAL PROCEDURES.
a) Comment on the appropriateness of the range of the independent variable or for the
experimental treatment.
• 2 temperatures i.e. 30oC and 60oC are adequate.
• Ideally more temperatures could be used between 30oC and 60oC.
b) The procedures used to prevent variation of factors not under investigation.
• Relate to the controlled variables given in 2(d).
• Students must state how the variables (factors) were controlled using the past
tense.
c) Comment on the appropriateness of the observations/measurements.
• Class results collated – n = 10 minimum (see 3e).
• Volume of one ‘c square’ = 0.00025 mm3.
d) Assess the validity of the implementation of the procedure.
• Students should state the procedure is valid because variables other than the
independent (and dependent) were kept controlled.
e) Suggest another independent variable which could be investigated.
• Alcohol concentration; pH; amount of substrate or any appropriate variable.
• Student should state the relevant controlled variables.