1. Sometimes you wish the answer would just jump out at you. Sometimes you have to convince everybody else that different is better.

2. ENGINEERING SUPPLEMENTATION Bret Breitenkamp Van Vleck ISD Van Vleck, TX

3. Introduction

4. Teacher  Bret Breitenkamp  Van Vleck ISD  Van Vleck High  Science Department  Physics  Principles of Technology  Integrated Physics, and Chemistry  Grade Levels  9-12

5. Review of Research

7. Dosimetry

8. MONITORING RADIATION EXPOSURE Internal & External Dosimetry Monte Carlo Calculations

9. Radiation used today

10. Introduction  Radiation  Radiation has been used in medicine.  Such as….  Bones  Teeth  Body Tissue  Unwanted masses

11. Introduction  Radiation  Use of radiation for safety.  Airports  School  Borders

12. Introduction  Radiation  Use of radiation in the food industry.  Radiation is used on our food?  Yes, radiation is used on your food, and no you will not glow at night.  How is radiation used on the food product?  What is the radiation actually doing for us?

13. Electron Beam Linear Accelerator

14. Radiated Food  The FDA has been radiating food for quite some time now.  Since 1999 they have been radiating foods that are imported.  How can this help us?  This is where the students would need to complete some research about the applications of radiation in the food industry.  With in the research, I know that they would stumble on the pathogens being focused on with the radiation.

15. Listeria Shigella E.coli Campylobacter Most important Pathogenic Bacteria in Food Salmonella

16. Irradiation also inactivates insect pests (particularly from fruits and vegetables). Irradiated to protect American agriculture from foreign pests.

17. Shelf-life extension of Strawberries Non-irradiated After 7 days storage Electron beam irradiated After 17 days storage

18. Pre-information

19. Pre-test  Some of the questions could include but is not limited to:  Explain where pathogens come from and why are they so feared by the general population?  Disucss where and who do pathogens benefit?  Describe any form of radiation that is beneficial and how it is beneficial?  How would you use radiation to help the general population?  If you had to choose where to use radiation, be it medical, food commodities, or safety (airports, borders, schools) where would you use it and why?

20. Houston we have a problem

21. The Problem  How does the radiation affect the pathogens?  Students would be required to contemplate how the addition of energy in high amounts would decontaminate the food product.  If we were to participate in a lab how would you go about discovering the affects of radiation on pathogens?  Where can you get some of these pathogens?

22. The Problem  How would you grow these pathogens?  Given that we do not have the industrial radiation machine, how can we expose the pathogens to a radiation source?  In addition to the statement above, for how long would you expose the pathogens?

23. Pre-lab Check  What materials do we need?  How much do we need?  What are the Objectives of this lab?  How much time do we need?

24. The BIGGEST Question…  What safety precautions need to be taken during this study?

25. Lab implementation

26. Stage 1  The Students will streak agaros plates and then take the count after one day.

27. Day 1  Students will allow the plates to be exposed the radiation source for 24 hours.

28. Day 2  Students conduct a count after the first day of radiation.

29. Day 2  Students return the plates for another 24 hours.

30. Day 3  Colony Count

31. Stage 1 Conclusion Stage 1 Conclusion  After the E. Coli has been exposed to the radiation, the students will take the data collected and figure how to formulate charts and / or graphs to show the degredation of the E. coli population.

32. Stage 2  Mix indication solution  Radiation of a solution.

33. Day 1  Student will radiate the solution for 24 hours.

34. Day 2  Student will check the pH of the solution.

35. Day 2  Student will return the test tube for 24 more hours of radiation.

36. Day 3  Student will test the pH of the solution.

37. Stage 2 Conclusion  After the solution has been exposed to the radiation, the students will take the data collected and figure how to formulate charts and / or graphs to show the pH change of the solution.

38. Engineering Supplement Conclusion  Collecting data  Completing a lab write-up  Present data discussing  Successes  Failures

39. Summary  Stage 1  E. coli  Data Collection  Stage 2  Test tubes  Data Collection  Conclusion  Presentation of findings

40. Acknowledgements  Texas A&M College of Engineering  E3 Staff  NSF  Dr. John Ford