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The first part of the food microbiology paper: "Thoughts on experimental teaching of food microbiology" Paper Keywords: open management of experimental teaching of food microbiology
In the experimental teaching of food microbiology, we should carefully select the experimental content, effectively organize and manage the experimental teaching, introduce the comprehensive evaluation mechanism, and strengthen the thinking and summary of the open management laboratory, so as to ensure the safe, orderly and smooth completion of the experimental class and achieve the teaching purpose.
Experimental teaching is an important part of teaching activities in higher education. Through the experimental class, students can not only deepen their understanding of the classroom content and consolidate their theoretical knowledge, but also cultivate their ability to integrate theory with practice, analyze and solve problems, which has a positive effect on activating their thinking and improving their innovative ability.
Food microbiology is a compulsory course for students majoring in food and an extension of general microbiology. Food microbiology is a practical and applied subject, which requires students to master food microbiology detection technology, separation and purification technology, identification technology, fermented food preparation technology, food processing and preservation technology and modern molecular microbiology experimental methods on the basis of systematic study of basic theoretical knowledge. Through the experimental teaching of food microbiology, we can cultivate high-skilled talents who not only have rich theoretical knowledge, but also can master modern biotechnology and operate skillfully.
How to strengthen the organization and guidance of practical teaching of food microbiology, how to arouse students' enthusiasm and improve the effect of experimental teaching has always been our concern and exploration. Let's briefly talk about the problems we encountered in the experimental teaching of food microbiology, the solutions and the thinking on some problems.
1 Carefully select the experimental contents to arouse the learning enthusiasm.
With the rapid development of food industry and microbial detection technology, the content of food microbiology and its experimental course is constantly expanding. The experimental course is not only limited by the progress of theoretical course content, but also by objective conditions such as class hours and laboratories. It is absolutely impossible to complete all the experimental items of food microbiology systematically and scientifically in limited class hours, which requires our experimental teachers to carefully design the experimental teaching system and reasonably select experimental items on the premise of mastering the teaching outline of microbiology and combining the development of modern science and technology with the research trends of food microbiology.
Choosing the content of the experiment, we go from shallow to deep, from perceptual to rational. Firstly, students are required to observe the common bacteria, yeasts, molds and lactic acid bacteria in food and master their characteristics and culture conditions. Learn to identify which bacteria are beneficial and which are harmful, and make more fermented products by using the metabolic activities of beneficial bacteria to improve food quality and prevent food corruption and food poisoning caused by harmful bacteria. Secondly, the representative fermented food is selected as the experimental content, so that students can understand the whole process of microbial production of fermented food. Through these experiments, students can have an overall impression of food fermentation. Finally, experiments are designed for different foods and fermented foods, so that students can master the detection technology, separation and purification technology and identification technology of food microbiology. And in the classroom, combined with their own scientific research achievements and food research hotspots, introduced the frontier trends of food industry development.
In the process of experimental design, there are not only confirmatory experiments, but also comprehensive and designed experiments. Students are divided into several groups, so that students can complete the experimental design, choose raw materials, prepare experimental materials, prepare reagents, prepare culture media, sterilize, and finally write a standardized experimental report. Students are very enthusiastic about this. Liqueur, yogurt and fermented bean curd are all fermented foods that students like to make. In this process, students will understand what they have learned and be familiar with the operation steps of each link, which will be of great help for students to enter the society and work independently in their jobs in the future.
2. Strengthen basic skills training and effectively organize and manage experimental teaching.
Food microbiology is based on mastering the basic experimental skills of microorganisms. It is very important to cultivate students' concept of aseptic operation and correctly use and master the experimental instruments of microorganisms, such as optical microscope and sterilization instrument. But for many reasons, students' basic skills are still very weak, so we will emphasize and demonstrate these basic knowledge in every step of every experiment of food microbiology.
The cultivation and formation of students' basic microbiology skills can not be completed in one or two classes, nor can a teacher demonstrate the students' mastery. Students must do it by themselves. However, in the actual teaching process, due to the increase in the number of students and the limitation of hardware and other conditions, it is unrealistic to have a set of experimental equipment by hand. Therefore, it is particularly important to make every student familiar with the experimental process and effectively organize and manage the experimental teaching process under the limited human and material resources.
(1) First of all, teachers and experimental technicians should make good preparations before the experiment, understand the key steps and key operating points of the experiment, emphasize in the teaching process and analyze the possible results of problems in a certain step.
(2) Before each experiment, teachers and experimental technicians should actively communicate about the experiment, not only about the articles and materials prepared for the experiment, but also about the organization process of the experiment.
(3) During the experiment, teachers and experimental technicians need to cooperate with each other and give full play to the role of student team leaders and group leaders. The biggest difference between classroom theory teaching and experimental class is that experimental class pays more attention to students' hands-on participation and timely solution of problems found in the experimental process. (4) Teachers should be strict with themselves. Teachers should be strict with themselves, give patient guidance and enthusiastic help during the experiment, answer every question raised by students, and correct incorrect or irregular operations at any time.
3. Strengthen the examination of experimental courses and introduce comprehensive experimental examination.
A given experimental class score often includes the combination of experimental class attendance and experimental report score. Therefore, first of all, teachers are required to listen carefully, and only by ensuring students' attendance can teaching activities be effectively organized. Secondly, the experimental report is required to be standardized, completed in detail, and the experimental results are discussed. The reason why the experiment failed should be analyzed. At the same time, teachers also carefully correct the experimental report, which is a summary of the experiment and a test of the quality of the experimental class. By correcting experimental reports, students' experimental operation ability and the ability to observe and analyze problems can be found.
In actual teaching, it is common to copy and plagiarize experimental reports. In order to comprehensively evaluate students' practical ability and mastery of experimental skills, it is suggested to introduce comprehensive experimental evaluation at the end of the term: each experimental project is designed as a different experimental topic, so that each student can randomly select and complete the operation independently within a limited time, and give scores according to the completion. For example:? Plate culture of common fungi in food? The aseptic operation, medium preparation and plate inoculation technology of common fungi in food were studied. ? Morphological observation of common fungi in food? The fungi were identified by Gram staining and morphology. In the process of specific assessment, we can quantify the content of each assessment, formulate detailed grading standards, grade students on the spot according to each operation link, and ask students questions on the spot for them to answer.
There are plans to promote the opening of laboratories and strengthen the management of laboratory opening.
The opening of microbiology laboratory is a useful supplement to the experimental course of food microbiology, which can strengthen, consolidate and improve the understanding of the course content of food microbiology. We encourage students to design and develop their own scientific research projects, and the school has very generous financial support. However, opening the laboratory is not unconditional, and sometimes the security risks caused by improper experimental operation are very serious and unpredictable. Therefore, the management should be strengthened when the laboratory is open.
Establish a scientific management mechanism, use the campus network to build an experimental website, and announce the topic, time and place of open experimental projects for students to choose and make appointments.
Students' scientific research team should have a special person in charge, and the strains, standards and toxic and harmful substances used by students should have a special person in charge, pay attention to keeping them, don't throw them away at will, and do a good job of harmless treatment. Students who use instruments should register, and experimental articles should be cleaned, returned and handed over.
In short, only by improving the understanding of experimental teaching activities, carefully selecting experimental contents, organizing and managing the experimental process reasonably and effectively, and strengthening the examination of experimental courses, on this basis, promoting the opening of laboratories to students and strengthening the management of open laboratories can we ensure the safe, orderly and smooth completion of experimental courses, achieve the teaching purpose and let students really gain something.
refer to
[1] Lai Jianping. Starting from cultivating students' innovative ability, strengthen the experimental teaching reform of food microbiology in chemical engineering colleges [J]. Guangdong Chemical Industry, 2007, 2: 77 ~ 79.
[2] Pan Lei. Research and Practice of Open Laboratory Management [J]. Experimental Technology and Management, 2007,9:131~133.
[3] Tao Siyuan, Preliminary Study on Teaching Reform of Food Microbiology Experiment Course [J]. Journal of Liaoning Administration College, 2005,4: 21~ 212.
Paper II on Food Microbiology: Introduction to Teaching Reform Experience of Food Microbiology [Paper Keywords]: Multimedia Courseware for Teaching Reform of Food Microbiology
[Abstract] In view of the teaching of food microbiology, the teaching contents, teaching means, teaching methods and evaluation criteria were discussed, which provided a new idea for the teaching reform of food microbiology.
Food microbiology is the study of food-related microorganisms. Through the teaching of basic knowledge, basic theory and basic experimental skills of microbiology, students can distinguish beneficial, corrupt and pathogenic microorganisms, so as to make full use of beneficial microorganisms, control the activities of harmful microorganisms and prevent food from spoilage [1]. This course is a professional basic course for food majors with many contents, wide coverage and strong technical practicability. In teaching, in addition to imparting basic theoretical knowledge and basic operational skills, we also pay attention to cultivating students' ability to analyze and solve problems. The practices and experiences are as follows:
First of all, change students' passivity into initiative and change their teaching status.
Is it not easy for teachers to prepare lessons? Back to work? [2], on the basis of being familiar with the teaching content, optimize the content, reasonably allocate teaching time according to the requirements of the knowledge system of food microbiology, increase students' participation and initiative in the classroom, inspire and guide students to complete their learning tasks, and give full play to the leading role of teaching and the main role of learning. It is necessary to change the traditional teaching mode that teachers give priority to lectures and students are forced to sit in the classroom, unable and afraid to make any noise, so that students can? Moving? Get up, let students take the initiative to enter the learning state, increase their interest in learning and improve the learning effect.
Like what? Food microbiology? With what? Biochemistry? In order to avoid some repetition of similar courses, we have optimized the teaching content, such as mutual infiltration, mutual connection and teaching time before and after. Did you ever say that biochemistry is a compulsory course? Material metabolism? As for the content, take students as the leading role, let students consult relevant knowledge after class, especially some scientific research papers (which can inspire students to find more problems), and then ask questions to teachers in class to complete this part of the teaching content. Teachers should answer questions from simple to deep according to the difficulty of students' questions, and help students review what they have forgotten or haven't mastered. Allow students to give full play to their imagination when asking questions; When answering questions, teachers should contact the examples in daily life and the latest research progress of this subject as much as possible, and answer related questions in concise, humorous and easy-to-understand language, which not only enriches students' knowledge, but also mobilizes students' enthusiasm and interest, so that students can feel that they are the protagonists in the classroom and play a leading role.
Second, be good at using multimedia teaching resources.
The traditional teaching mode of food microbiology with blackboard writing and wall chart can't meet the information needs of students now. Computer-aided teaching has become an important part of educational science and teaching methods [3]. The application of multimedia technology in the teaching of food microbiology makes the teaching effect unprecedented. First of all, multimedia technology makes intuitive teaching possible. The microscopic world is vividly reproduced in the classroom, and its effect is better than any language description. Secondly, the amount of information provided by multimedia is far greater than that of traditional teaching mode. In class, students can look at many pictures and many teaching materials, which can be several times that of traditional teaching. Thirdly, multimedia integrates a variety of teaching resources and provides a variety of teaching methods, such as courseware, animation, related network audio-visual materials, news reports and so on.
Food microbiology is not only rich in content, involving a wide range, developing rapidly, but also small in size. Students' understanding of it is far less than their understanding of macro things. In addition, its nutritional methods, genetic types and metabolic mechanisms are complex, and students often find its knowledge cumbersome, abstract and difficult to understand. In view of this situation, the application of multimedia technology in microbiology teaching has been widely welcomed by students. Through the CAI teaching software such as flash animation, PPT courseware, high-definition micrograph and dynamic microscopic video, the teaching content can be visualized in the macro and micro world [4]. For example, the microscopic world of bacteria, fungi and viruses is presented to students in the form of colorful, intuitive and vivid 3 d images or science and education movies, and the movement of bacterial flagella, the proliferation of T phage, the way of active absorption and the process of cell division are presented in the form of animation. It not only stimulates students' interest in learning, helps students understand and accept, but also breaks through the teaching difficulties, increases the amount of teaching information and improves the efficiency of lectures.
Third, take the form of visual teaching.
In the actual teaching process, we should pay attention to the logic and systematicness of knowledge, strengthen the combination of abstract theory and concrete examples, and increase students' perceptual knowledge and acceptance of abstract theory. Food microbiology mainly explains the influence of microorganisms in the process of food production, storage, transportation and sales. However, due to the characteristics of microorganisms, it is difficult for us to visualize and macroscopic the tiny organisms that can only be observed under microscopic conditions. Although multimedia has been greatly improved in this respect, in order to make it more closely related to concrete examples and strengthen students' perceptual knowledge, examples must be used in actual production and life to realize visual teaching. For example, in the classroom, we bring some common fermented foods such as liquor, red wine, yogurt, bread and sauce into the classroom, and teach the application of microorganisms in fermented foods. Through close combination with experiments, we develop fermented yogurt, enhance students' understanding of microbial utilization, let students make yogurt by themselves, evaluate their own labor achievements, and facilitate understanding and grasping the key points of teaching content. For another example, when it comes to the harm of microorganisms to food, we choose some moldy food, moldy potatoes, smelly meat and canned food to enter the classroom, so that we can have realistic examples when explaining the theory. Because of the macroscopic perceptual knowledge, teachers and students are also easy to master.
Fourth, stimulate students' interest and cultivate their innovative ability.
Interest is the driving force of learning and innovation, and the process of innovation needs interest to maintain. Educator ushinski said? Compulsory learning without the slightest interest will stifle students' desire to seek truth. ? [5] In the classroom teaching of food microbiology, we should pay attention to cultivate students' interest in learning, develop students' good study habits, and lay the foundation for students' creative learning. So in the process of microbiology teaching, how to stimulate students' interest and cultivate innovative ability? We mainly start from three aspects. First, teach students in accordance with their aptitude. Students' personality differences and intellectual development are different. Teaching students in accordance with their aptitude, implementing different levels of thinking and creativity for students at different levels, and having different evaluation standards and different target requirements for students at different levels. Second, want? New? Stimulate students' interest in learning. Excellent teaching? New? Concepts (that is, using new ideas, connecting new theories, listing new topics, etc.). ) It will undoubtedly play an important role in stimulating students' enthusiasm for learning, cultivating students' ability to ask and solve problems, actively participating in various academic seminars and boldly asking questions, and endowing students with valuable innovative thinking. Third, diversified knowledge transfer. Change the traditional classroom teaching mode, introduce extracurricular observation of microbial changes in food, and understand the growth and changes of microorganisms by yourself; Encourage students to ask questions in class. Students can consult materials after class and discuss the teaching content in the form of a report. Actively carry out relevant experiments, introduce campus river microbial detection experiments, and cultivate students' ability to design, arrange and complete experiments by themselves.
Fifth, strengthen experimental teaching and attach importance to practical ability.
Food microbiology is an experimental and highly skilled professional basic course. Before college students set foot on their jobs, there are generally problems of poor practical ability and lack of experimental skills. It is the quickest and most effective remedy to make full use of existing conditions and strengthen experimental skills training.
Classroom experiment
At the beginning of the food microbiology experiment class, explain the purpose, requirements, steps and precautions of the experiment, and strive to make the requirement of successful experiment become the instruction in students' minds, so that every student can devote himself to the experiment. Starting with the most basic operation techniques, we should seize all available opportunities in the experimental class and take various forms to strengthen basic skills. Details are as follows:
The teacher first explained the purpose, requirements, steps and precautions of the experiment in detail.
Secondly, the pre-recorded experimental process is played to students in the form of multimedia. This can not only review the theoretical teaching content to deepen the experimental impression, but also let students know the experimental process, experimental steps and key operations in the experiment, and help students master experimental skills.
Third, teachers and students conduct experiments at the same time. In this way, after watching the video, students can exchange experimental information by synchronizing the teacher's demonstration and their own experiments, so that students can master the correct experimental skills in the shortest, most timely and fastest way.
Finally, summarize the experiment, carefully write and correct the experimental report, find and answer questions in depth and carefully, and further correct the mistakes in the students' experiments.
(2) Extracurricular experiments
Arrange students to do some simple experiments after class or arrange students to carry out experimental skills training after class from time to time. For example, when talking about microbial spoilage, arrange for students to take an empty mineral water bottle from class and put it in the relatively clear water in the campus river, and then seal it until the water quality changes and stinks. Let students strengthen what they have learned in class through this phenomenon, which has played a very good teaching effect. For another example, focus on letting students use their spare time to carry out microbial detection experiments in campus river water, and let students independently complete a series of work from experimental design to completion of detection reports in groups, and finally evaluate the results. This not only enriches students' after-school life, but also mobilizes their learning enthusiasm and improves their practical ability and comprehensive application ability of knowledge.
Sixth, establish an assessment mechanism suitable for contemporary college students [6] and correctly evaluate students' achievements.
The examination mode of separating theory from experiment, emphasizing experiment and comprehensive evaluation is implemented. Change the abnormal examination mode in the past, which mainly focused on the content of teachers' lectures, and students memorized before the exam and forgot after the exam. Broaden the content of theoretical examination, emphasize the connection with food production practice, and integrate knowledge points into real life in the form of propositions. Apply what you have learned? . The experimental examination adopts the proposition form of half written test and half operation, which makes the experimental theory and operation parallel, and requires students to complete two parts of the proposition within the specified time, so as to pay equal attention to theory and operation. The basic principle and key operation steps are the main proposition scope of the experimental written test, and the experimental operation is determined by drawing lots. The contents are all experimental contents that food microorganisms must master, such as microscopic observation, bacterial staining, bacterial counting and so on. Finally, the theoretical and experimental results are combined with classroom questions and experiments to comprehensively evaluate students' performance, giving students a fair, just and scientific assessment result. Through this mode of examination, students are not only required to master the relevant theoretical knowledge of food microbiology, but also cultivate their experimental operation skills, laying a solid foundation for future practical work.
Practice has proved that our bold attempt to reform the teaching of food microbiology is successful. The rich updating of teaching content, the modernization of teaching means and the objectification of assessment mechanism not only improve the teaching quality and effect, but also stimulate students' interest in learning, broaden their knowledge, enhance their practical ability and adapt to the requirements of modern society for talent training.
refer to
[1] Ying ming Jia, Food Microbiology [M], Beijing, China Light Industry Press, 200 1, 1 ~ 243.
[2] Zhu, Exploration of Stimulating Students' Interest in Microbiology Teaching [J], Microbiology Bulletin, 2007,34 (1)173 ~175.
[3], Cai. Application in Microbiology Teaching [J]. Journal of Pengcheng Vocational University, 200 1, 3 (16), 76~79.
[4] Ping Li, Du Xianfeng, Jiang Jun, trying to do a good job in food microbiology teaching with multimedia courseware [J], Higher Agricultural Education, 2002, 10, 42 ~ 44.
[5] Ye, how to cultivate students' innovative consciousness in microbiology teaching [J], Journal of Ningbo Institute of Technology
With the progress of human society, food safety has become a worldwide public health problem, which not only affects human health, but also relates to national security and stability. It is becoming more and more important to vigorously develop science and technology, study new testing methods and quickly popularize effective testing techniques. This paper introduces four detection methods: immunoassay, molecular biology, rapid test paper method and resistance conductance method, and comments on their characteristics. With the application of new technologies and methods such as biology in the field of food microbial detection, this paper introduces the technologies and methods of food microbial detection in recent years, which effectively improves the detection efficiency and speed.
Keywords: detection method; microorganism
Introduction to 0
With the development of modern science and technology, bacteria door? 、? Pomacea canaliculata? 、? Poison jiaozi? With the emergence of such terms, people pay more and more attention to food safety. According to WHO statistics, nearly 654.38+0.5 billion people worldwide are infected with food-borne diseases every year, and 70% of them are caused by pathogenic microorganism pollution in food. The possibility of microbial contamination exists in all aspects of food production, processing, storage, transportation and sales. At present, the problem of microbial contamination of food has become a field of concern.
1 Classification and nomenclature of food microorganisms
Microorganism is not a special term in biological taxonomy, but the general name of all lower organisms with small size, simple single cell or individual structure, and even no cell structure. Its population is very complex and diverse, including cellular and non-cellular types. Microorganisms with cellular morphology are called cellular microorganisms. Cell-type microorganisms can be divided into prokaryotic microorganisms and eukaryotic microorganisms according to their cell structures.
2 food microbial detection technology and methods
2. 1 immunoassay technology enzyme-linked immunosorbent assay [1]
Immunology is a biomedical science that studies the immune response of objects to antigen substances and its methods. Immune response is the body's response to antigen stimulation, and it is also a biological process to recognize and remove antigen substances. Modern immunology society? Immune? Defined as: body pair? Yourself? And then what? Dissident? The sum of biological effects produced in the process of recognition and reaction is a physiological function of maintaining internal environment stability under normal circumstances.
Enzyme-linked immunosorbent assay (ELIsA) is the main immunoassay technique for food detection. Its center is to combine antibody with enzyme complex, and then detect it by color development. Specifically, an antigen or antibody is bound to the surface of a solid carrier, that is, it is linked to an enzyme to form an enzyme-labeled antigen or antibody, which retains its immune activity and enzyme activity. During the determination, the tested sample (antibody or antigen) and enzyme-labeled antigen or antibody react with the antigen or antibody on the surface of the solid carrier according to different steps. The antigen-antibody complex formed on the solid carrier is separated from other substances by washing, and the amount of enzyme finally bound to the solid carrier is proportional to the amount of detected substances in the sample. When the substrate of enzyme reaction is added, the substrate is catalyzed by enzyme to become a colored product, and the amount of the product is directly related to the amount of the detected substance in the sample, which can be analyzed qualitatively or quantitatively according to the depth of the color reaction.
2.2 Molecular biological methods
2.2. 1 nucleic acid probe method [2] nucleic acid probe is a method of combining known nucleotide sequences.
DNA fragments are labeled with isotopes or other methods and added to denatured DNA. Under certain conditions, they can form hybrid double-stranded with DNA fragments with homologous sequences in the sample, thus achieving the purpose of identifying DNA in the sample. This single-stranded DNA molecule that can recognize specific nucleotide sequence markers is called nucleic acid probe or gene probe. Similar to immunological methods, probes also need to be labeled appropriately. The probe technology studied before used radioactive isotopes, which were only used in specialized laboratories. But now the more popular technology is the second generation technology based on nucleic acid hybridization. Colorimeter This method relies on the detection of nucleic acid components stored during the development of ribosomal RNA(tRNA). Using this natural target sequence rich in rRNA makes it possible to detect without radiation, while maintaining the sensitivity equivalent to or higher than that of radioisotope method. Generally speaking, nucleic acid probe technology is an ideal technology, which is characterized by sensitivity, specificity, simplicity and rapidity. The disadvantage is that a bacterium needs a probe. At present, probes for all strains have not been established, and this technology needs further development. In addition, the inspection fee is also relatively expensive.
2.2.2 polymerase chain reaction (PcR) [2] polymerase chain reaction (PCR)PCR is a method for rapid amplification of specific genes or DNA sequences in vitro, which was invented by American scientist Mllllis in 1983. Also known as in vitro gene amplification, it is a technique to selectively amplify DNA or RNA in vitro. In this method, the content of amplified products is detected by amplifying the corresponding RNA or DNA fragments of microorganisms that are difficult to cultivate artificially, so as to quickly detect the content of pathogenic bacteria in feed. PCR technology can directly detect Shigella dysenteriae, Escherichia coli, Lactobacillus and Clostridium botulinum in samples.
2.2.3 Rapid Test Paper Method The rapid test paper method is a food microorganism detection method that uses nontoxic paper films, scraps of paper and films as media carriers to quickly, qualitatively and quantitatively detect test paper strips and films. It is a detection method integrating modern chemistry, polymer science and microbiology. For some projects, the accuracy and precision are high, almost comparable to the standard method. Its advantages are: first, the conventional method takes a long time and requires strict temperature, but the sample operation is simple, which greatly shortens the testing time, and many laboratories could not implement it in the past and could not achieve the purpose of timely detection. Secondly, the rapid test paper can be inoculated at the same time when sampling, so as to avoid the increase of the number of bacteria when the inoculation time is prolonged, and the result can better reflect the real number of bacteria in the sample at that time. Thirdly, the determination of a small number of samples does not need to be prepared with reagents, which is cheap, can be carried out at any time, convenient for transportation, carrying, disinfection and preservation, and simple and quick to operate.
2.2.4 Determination of resistance conductivity The principle of resistance conductivity measurement is that during the growth and reproduction of bacteria, macromolecular substances (protein, sugar, etc. ) is decomposed into charged small molecules such as organic acids and amino acids, and the conductivity of the culture solution changes. In this way, the number of bacteria in the sample can be calculated by the numerical changes of resistance and conductivity. At present, a resistance conductivity detector has been developed: Bactometer produced by Vitek Company in the United States can be used to detect the bacterial content of meat, dairy products and so on; Mathus system introduced from Britain can be used to detect the bacterial content of milk, brewing liquid, fish and seafood [3].
3 Conclusion
With the continuous improvement of people's quality of life, food safety has gradually become a worldwide public health problem, which is directly related to human health. This paper lists several detection techniques of microorganisms in food. Although there are still some problems in many technologies, some of which belong to the forefront of the world and some are still in the development stage, their application value is increasingly prominent.
References:
Wang Lanlan. Clinical immunology and immunoassay. Beijing: People's Health Publishing House, 2003: 9 1-93.
[2] Yang, Jiang Zhiyi, et al. Application of rapid methods in food microbial detection [J]. Academic Forum, May 2006.
[3] Zhou Xianghua, Wang Yanbin, Ye Xinggan, et al. Application of Electrical Impedance Method in Rapid Detection of Food Microbes [J]. Grain and Oil Processing and Food Machinery, 2003 (10): 73-75.
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