Introducing Undergraduate Students to Science

Understanding the scientific method fosters the development of critical thinking and logical analysis of information. Additionally, proposing and testing a hypothesis is applicable not only to science, but also to ordinary facts of daily life. Knowing the way science is done and how its results are published is useful for all citizens and mandatory for science students. A 60-h course was created to offer undergraduate students a framework in which to learn the procedures of scientific production and publication. The course`s main focus was biochemistry, and it was comprised of two modules. Module I dealt with scientific articles, and Module II with research project writing. Module I covered the topics: 1) the difference between scientific knowledge and common sense, 2) different conceptions of science, 3) scientific methodology, 4) scientific publishing categories, 5) logical principles, 6) deductive and inductive approaches, and 7) critical reading of scientific articles. Module II dealt with 1) selection of an experimental problem for investigation, 2) bibliographic revision, 3) materials and methods, 4) project writing and presentation, 5) funding agencies, and 6) critical analysis of experimental results. The course adopted a collaborative learning strategy, and each topic was studied through activities performed by the students. Qualitative and quantitative course evaluations with Likert questionnaires were carried out at each stage, and the results showed the students` high approval of the course. The staff responsible for course planning and development also evaluated it positively. The Biochemistry Department of the Chemistry Institute of the University of Sao Paulo has offered the course four times.

Cassava wastewater as a substrate for the simultaneous production of rhamnolipids and polyhydroxyalkanoates by Pseudomonas aeruginosa

Glycerol, cassava wastewater (CW), waste cooking oil and CW with waste frying oils were evaluated as alternative low-cost carbon substrates for the production of rhamnolipids and polyhydroxyalkanoates (PHAs) by various Pseudomonas aeruginosa strains. The polymers and surfactants produced were characterized by gas chromatography-mass spectrophotometry (MS) and by high-performance liquid chromatography-MS, and their composition was found to vary with the carbon source and the strain used in the fermentation. The best overall production of rhamnolipids and PHAs was obtained with CW with frying oil as the carbon source, with PHA production corresponding to 39% of the cell dry weight and rhamnolipid production being 660 mg l(-1). Under these conditions, the surface tension of the culture decreased to 30 mN m(-1), and the critical micelle concentration was 26.5 mg l(-1). It would appear that CW with frying oil has the highest potential as an alternative substrate, and its use may contribute to a reduction in the overall environmental impact generated by discarding such residues.