In order to better improve the safety of microbiological food, the development of testing technology for microorganisms becomes very important. Here is my food microbiology essay for your reference.
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Keywords: food microbiology, experimental teaching, experimental open management
Abstract: food microbiology experimental teaching, this paper from the careful selection of experimental content, effective organization and management of experimental teaching, the introduction of a comprehensive assessment mechanism and strengthen the open management of the laboratory aspects of the thinking and summing up, in order to ensure the safety of the experimental class, orderly and efficient management of the experimental class. To ensure the safe, orderly and successful completion of the experimental class, to achieve the purpose of teaching.
Laboratory teaching is an important part of teaching activities in higher education. Through the experimental class can not only deepen the students' understanding of the classroom content, consolidate the theoretical knowledge learned, but also to cultivate the students' ability to link theory to practice, analyze and solve problems, for the active thinking, improve the ability to play a positive role in innovation.
Food microbiology is a mandatory course for food majors, which is an extension of general microbiology. Food microbiology is a practical and applied subjects, it requires students to systematically learn the basic theoretical knowledge based on mastery of food microbiology detection technology, separation and purification technology, identification technology, fermented food preparation technology, food processing and preservation technology, as well as modern molecular microbiology experimental methods, etc. Through the experimental teaching of food microbiology, students can learn how to make food microbiology more effective and efficient. Through the food microbiology experimental teaching to cultivate not only has a wealth of theoretical knowledge, but also can master the modern biotechnology and skillful operation of highly skilled personnel.
How to strengthen the organization and guidance of food microbiology practical teaching, how to mobilize students' enthusiasm, and improve the effectiveness of experimental teaching has been our concern and exploration of the problem. The following is a brief discussion of the problems we encountered in food microbiology experimental teaching, the solution and some of the problems of thinking.
1 carefully select the experimental content, mobilize learning enthusiasm
With the rapid development of the food industry and microbiological detection technology, food microbiology and its experimental content is also constantly expanding, and experimental courses are subject to both theoretical content of the progress of the limitations of the classroom and laboratory and other objective conditions. In the limited class time, systematic and scientific completion of all experimental projects in food microbiology is absolutely impossible, which requires us to master the premise of the microbiology syllabus, combined with the development of modern science and technology and food microbiology research dynamics, carefully designed experimental teaching system, a reasonable choice of experimental projects.
Selection of experimental content, we from shallow to deep, from sensibility to rationality. First of all, students are required to observe common bacteria, yeasts, molds, lactic acid bacteria in food, and master their traits and culture growth conditions. Learn to recognize which are beneficial bacteria and which are harmful bacteria, use the metabolic activity of beneficial bacteria to produce more fermented products, improve the quality of food, while preventing harmful bacteria from causing food spoilage and food poisoning. Secondly, we choose representative fermented foods as the experimental content, so that students can understand the whole process of using microorganisms to produce fermented foods, and through these experiments, students can have a general impression of food fermentation and be able to learn by example. Finally, we design experiments for different foods and fermented foods, so that students can master food microbiology testing techniques, separation and purification techniques, identification techniques. And in the classroom combined with their own scientific research results and food research hot spots to introduce the development of the food industry's cutting-edge dynamics.
The process of experimental design, not only validation experiments, more comprehensive and design experiments, students are divided into groups of several people, so that students from the experimental design, their own choice of raw materials, preparation of experimental materials, reagent configuration, media preparation and sterilization, etc. are completed by the students themselves, and finally write a standardized experimental report. The students are very active in this process. Sweet wine, yogurt and curd are all fermented foods that students like to make. In this process, students will learn the content of the whole, and familiar with all aspects of the operation of the steps, which will help students to enter the community in the future, in the workplace will be a great help to work independently.
2 strengthen the basic skills training, effective organization and management of experimental teaching
Food microbiology is in the mastery of microorganisms on the basis of the basic experimental skills to carry out, the students of aseptic operation of the concept of cultivation, the correct use of micro-organisms to master the experimental instrumentation, such as optical microscopes, sterilization equipment and so on are very important. However, for many reasons, these basic skills of students are still very weak, so we will emphasize and demonstrate these basic knowledge in each step of each experiment of food microbiology.
Students microbiology basic skills training and formation, not one or two classes can be completed, not only after the teacher demonstration students can master, must let each student hands. But in the actual teaching process, due to the increase in the number of students, hardware and other conditions, manpower and a set of experimental equipment is not realistic, so in the limited manpower, limited resources, so that each student can operate and familiar with the experimental process, effective organization and management of the experimental teaching process is particularly important.
(1) First of all, teachers and laboratory technicians do a good job of pre-laboratory experiments, the key steps of the experiments and the key operating points are well known, in the course of the lectures have to focus on emphasizing, and analyzing a step of the problem may occur as a result of the results.
(2) Before each experiment, the teacher and the lab technician communicate actively about the experiment, not only about the items and materials prepared for the experiment, but also about the process of organizing the experiment.
(3) In the experimental process, it is necessary for teachers and laboratory technicians to collaborate with each other, and give full play to the role of student class cadres and group leaders. The biggest difference between the classroom theory teaching class and the experimental class is that the experimental class pays more attention to the hands-on participation of students, as well as the experimental process problems found in a timely manner to solve the problem. (4) Teachers should be strict discipline, teachers should be strict with themselves, the experimental process of patient guidance, enthusiastic help, answering every question raised by the students, and at any time to correct the incorrect or non-standardized operation.
3 Strengthen the assessment of experimental courses, the introduction of comprehensive experimental assessment
The results of the experimental courses given, often including experimental attendance and experimental report results of the two aspects of the synthesis. Therefore, first of all, teachers are required to take attendance seriously, only students' attendance is guaranteed in order to effectively organize teaching activities. Secondly, it is required that the lab report should be written in a standardized way, the lab report should be completed in detail, the results of the experiment should be discussed, and the reasons for the failure of the experiment should be analyzed. At the same time, teachers also carefully correct the laboratory report, the laboratory report is a summary of the experiment, but also the quality of the laboratory class test. Through the correction of the laboratory report, you can find the students' ability to operate the experiment and the ability to observe and analyze the problem.
In actual teaching, the phenomenon of similarity and plagiarism of the laboratory report is relatively common, in order to comprehensively assess the students' practical ability and mastery of experimental skills, it is recommended that the future introduction of the end of the comprehensive experimental assessment: that is, the various experimental projects are designed as different experimental topics, so that each student is randomly selected and in a limited amount of time to complete the operation independently, depending on the completion of the situation to give the score. For example:? Plate culture of common bacteria in food? Examined the aseptic operation, the preparation of culture medium, the common bacteria in food plate culture technology;? Morphological observation of common bacteria in food? The examination of Gram staining, the morphology of each fungus identification. In the specific assessment process, the content of each assessment can be quantified to set out the detailed scoring standards, according to the students of each operational aspects of the site scoring, and the students to ask questions on the spot, so that the students to defend.
4 planned to promote the opening of the laboratory to strengthen the management of open laboratories
Microbiology laboratory is open to the food microbiology experimental class is a useful complement to strengthen, consolidate and enhance the understanding of the food microbiology course content, we encourage students to design and development of their own scientific research projects, and the school has a very generous funding to support. However, the opening of the laboratory is not unconditional, sometimes due to improper operation of the laboratory caused by safety hazards is very serious and unpredictable. Therefore, the management of open laboratories must be strengthened.
The establishment of a scientific management mechanism, the use of the campus network to build the experimental website, the title of the open experimental projects, time and location, for students to choose and book.
Specialists in charge of students' scientific research team, strains, standards, and students to use toxic and hazardous substances to have a person in charge, pay attention to the custody, do not discard, and do a good job of harmless disposal. The use of equipment students to do a good job of registration, experimental items pay attention to cleaning, return, handover.
In short, food microbiology laboratory classes, only to improve the understanding of experimental teaching activities, carefully select the experimental content, rational and effective organization and management of the experimental process, and to strengthen the assessment of experimental classes, on this basis, to promote the opening of the laboratory to the students to strengthen the management of open laboratories to ensure that experimental classes are safe, orderly, and successful completion of the purpose of teaching and learning, but also to make the students really have something.
Reflections
References
[1] Lai Jianping. From the cultivation of students' innovative ability to strengthen the reform of food microbiology laboratory teaching in chemical 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, A preliminary study on the teaching reform of food microbiology laboratory [J]. Liaoning Administrative College Journal,2005,4:211～212.
Food microbiology thesis article two: "Briefly describe the experience of food microbiology teaching reform"[thesis keywords]: food microbiology teaching reform multimedia courseware
[thesis abstract]: food microbiology course teaching, the article from the content, teaching methods, teaching methods and performance of the teaching of food microbiology.
Food microbiology is a science of food-related microorganisms, through the teaching of basic knowledge of microorganisms, basic theories and basic experimental skills, so that students can identify beneficial, spoilage and pathogenic microorganisms, so as to make full use of beneficial microorganisms in the process of food manufacturing, preservation, and control of harmful microbial activities, in order to prevent the deterioration of food [1]. The course has much content, wide coverage, technical practicality, and is a professional foundation course for food majors. In teaching, in addition to the importance of basic theoretical knowledge, basic operational skills, but also pay attention to the cultivation of students to analyze problems, problem-solving ability, practices and experiences are as follows:
First, change the students passive to active, change the teaching position
Teachers of the preparation of the lesson is not a simple ? memorize the lesson? [2], is in the teaching content on the basis of familiarity, optimize the content, according to the requirements of the knowledge system of food microbiology reasonable allocation of teaching time, increase student participation in the classroom and active, inspired to guide students to complete the learning task, give full play to the role of teaching as the leading, learning as the main body. To change the previous classroom to the teacher to speak mainly, students are forced to sit in the classroom, can not and dare not make a sound of the traditional teaching mode, so that students? Move? up, so that students themselves actively into the learning state, increase interest in learning, improve the learning effect.
Such as? Food microbiology? and other courses are interpenetrating, interconnected, in the lecture time before and after, in order to avoid the repetition of certain content of similar courses, we have optimized the content of the lecture. For the prerequisite course, biochemistry, we have already taught? Metabolism of Substances content, the students as the protagonist, so that students consult the information to enrich the relevant knowledge, especially some scientific research papers (which can inspire students to find more problems), and then classroom questions to the teacher to complete this part of the teaching content. Teachers should answer students' questions from the shallowest to the deepest according to the difficulty of the questions, and help students to review the content that they have forgotten or have not yet mastered. Students in the question, allowing students to give full play to their imagination; the teacher to answer the question as much as possible to link some examples of daily life and the latest progress of current research in this discipline, with concise, humorous, easy to understand the language to answer the relevant questions, which not only enriches the knowledge of students, but also mobilizes the students' enthusiasm and interest, so that the students in the classroom can feel that they are the protagonist of the classroom to play the role of protagonist.
Second, good use of multimedia teaching resources
The traditional board book plus wall charts of food microbiology teaching mode has been far from being able to meet the amount of information of today's students. Computer-assisted teaching has become an important part of today's educational science and teaching methods [3]. The application of multimedia technology in the teaching of food microbiology makes the teaching effect unprecedentedly improved. 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 much larger than the traditional teaching mode. Students in the classroom can view multiple pictures and read multiple teaching materials, and this amount can be several times that of traditional teaching. Third, multimedia integrates a variety of teaching resources and provides a variety of teaching methods, such as courseware, animation, related network audio and video materials and news reports.
Food microbiology, not only rich in content, wide-ranging, rapid development, and the individual tiny, the student's understanding of it is far less than the macro things, coupled with its nutritional methods, genetic types of diverse, intricate metabolic mechanisms, students often feel that their knowledge is cumbersome, abstract and difficult to understand. In response to this situation, the application of multimedia technology to the teaching of microbiology courses has been generally welcomed by students. Through flash animation, PPT courseware, high-definition micrographs, dynamic microscopic video and other CAI teaching software, the microscopic world macroscopic, teaching content visualization [4]. For example, the microscopic world of bacteria, fungi, viruses in the form of colorful, intuitively clear, vivid image of the three-dimensional picture or science teaching film shown to students in the form of animation to show the movement of the bacterial flagellum, the proliferation of T-coupled phage, the active absorption of the way, the process of cell division and other content. Not only stimulate the students' interest in learning, help students understand and accept, and can break through the teaching of the difficult points, increase the amount of information teaching, improve the efficiency of the lecture.
Third, take the form of image teaching
In the actual teaching process should pay attention to the logic of knowledge and systematic, strengthen the combination of abstract theory and concrete examples, increase the students' perceptual understanding of the abstract theory and the ability to accept. Food microbiology mainly explains the microorganisms in the food production, storage and transportation and sales process of the benefits of the influence, but due to the characteristics of microorganisms, we are difficult to observe only under microscopic conditions of the tiny organisms to make its image, macroscopic. Although the multimedia has been greatly improved in this regard, but to achieve a closer connection with specific examples, more to strengthen the students' perceptual understanding, we must use the actual production, life examples to realize the image of teaching. For example, in class we will be some common white wine, red wine, yogurt, bread, sauces and other fermented foods into the classroom to teach the application of microorganisms in fermented foods, and through a close combination of experiments to carry out the fermentation of kefir to enhance the students' knowledge of the use of microorganisms, so that the students personally make kefir, assess the fruits of their own labor, to facilitate the understanding of the contents of the teaching focus. Again, such as the microbial hazards of food, we chose some moldy grains, moldy potatoes and stinky meat and canned food into the classroom, so that the theoretical explanation of the reality of the example, whether from the teacher's teaching or students to grasp the macroscopic perceptual understanding has become easy and easy.
Fourth, mobilize students' interest, cultivate innovation
Interest is the driving force of learning, but also the driving force of innovation, the process of innovation needs to be interested in maintaining. Educationalist Ushinsky said: ? Compulsory learning without the slightest interest will kill the students' desire to search for the truth.? [5] Food microbiology classroom teaching should focus on cultivating students' interest in learning, developing students' good learning habits, laying the foundation for students' creative learning. So how to do in the process of microbiology teaching to mobilize students' interest and cultivate creative ability? We mainly start from three aspects. First, according to the material to teach. Students' personality differences and intellectual development are different, according to the teaching of different levels of students to implement different levels of thinking ability and creative ability, different levels of students to have different evaluation standards and different target requirements. Secondly, to ? new? as the axis, mobilize students' interest in learning. Teaching to highlight the new? New? The concept of "new" (i.e., using new ideas, linking new theories, listing new topics, etc.) will undoubtedly play an important role in stimulating students' enthusiasm for learning, cultivating their ability to raise questions and solve problems, actively participating in various academic seminars, and boldly asking questions, etc., and at the same time, it also empowers students to engage in valuable innovative thinking. Thirdly, diversify knowledge transfer. Change the traditional classroom teaching mode, the introduction of food microbial changes in the extracurricular observation, to understand the growth of microbial changes; encourage students to ask questions in the classroom, students outside the classroom access to information classroom in the form of a report on the content of the teaching discussion; actively carry out related experiments, the introduction of microbial detection of the campus river water experiments, to cultivate the students to design their own arrangements and the ability to complete the experiments.
Fifth, strengthen the experimental teaching, pay attention to the hands-on ability
Food microbiology is an experimental, skills of a strong professional foundation courses, this discipline in the university students before embarking on the workplace, there is a general hands-on ability is poor, the lack of experimental skills. Make full use of the existing conditions within the reach of a variety of conditions, to strengthen the experimental skills training, is the fastest and most effective way to make up for it.
(a) classroom experiments
Food microbiology experimental class at the beginning of the experiment, explain the purpose of the experiment, the requirements, steps and precautions, and strive to make the requirements for the success of the experiment into the student's mind instructions, so that each student is fully focused on the experiment to go. Starting from the most basic operating techniques, seize all the opportunities available in the laboratory class, take a variety of forms to strengthen the basic skills. Specifically as follows:
Initially, the teacher for the purpose of the experiment, requirements, steps and precautions of the detailed explanation.
Secondly, the pre-recorded experimental process will be played to the students in the form of multimedia. This can not only review the theoretical teaching content to deepen the impression of the experiment, but also enable students to initially understand the experimental process, experimental steps and experiments in the key operation, to help master the experimental skills.
Again, the teacher and the students at the same time the experimental operation. In this way, the students watched the video on the part of the students still do not understand or do not remember the place can be synchronized through the teacher's demonstration and their experiments, experimental information exchange, so that students can be the shortest and most timely and most rapid mastery of the correct experimental skills.
Finally, to summarize the experiments, complete the writing and review of the experimental report, identify problems and focus on Q&A, and further correct the errors in the students' experiments.
(B) extracurricular experiments
irregular arrangements for students to do some simple experiments outside the classroom or centralized arrangements for students to carry out experimental skills training outside the classroom. Such as speaking microbial spoilage arranged for students outside the classroom to take an empty mineral water bottles filled with clearer water in the campus river, and then sealed and stored until the water quality changes produce fishy odor. Let the students through this phenomenon to strengthen the classroom content, played a good teaching effect. Again, such as focusing on students to use after-school time in the campus river microbial detection experiments, so that students in small groups as a unit to independently complete a series of work from the experimental design to the completion of the test report, and finally the results of the evaluation. This not only enriches the students' life after school, but also mobilizes students' enthusiasm for learning, and improves the students' practical hands and the ability to comprehensively apply knowledge.
Sixth, the establishment of the assessment mechanism suitable for contemporary college students [6], the correct assessment of student achievement
The implementation of the theory and experimental examination separation, highlighting the experimental, comprehensive assessment of the examination mode. In the past, teachers taught content as a blueprint, students memorized before the test, after the test to forget the non-normal state examination mode. Theoretical examination of the content of the face to widen and increase, emphasizing the link with the actual food production, the knowledge of the proposition dissolved into the form of real life, to achieve? Learning to use. Experimental examination using a written test and the operation of each half of the proposition form, to achieve experimental theory and experimental operation in parallel, requiring students to complete the two parts of the proposition within the specified time to achieve the theory, the operation of the mastery of the purpose. Experimental written test to the basic principles of experiments and key operational steps for the main proposition range, experimental operations to draw lots in the form of fixed, the content of food microorganisms must master the experimental content, such as microscopy, bacterial staining, bacterial counting and so on. Finally, the students' results from the theory and experimental results of the two parts combined with the usual classroom questions and experimental conditions for comprehensive assessment, giving students a fair and just scientific assessment results. Through this mode of examination not only require students to master the relevant theoretical knowledge of food microbiology, but also cultivate students' experimental skills, laying a solid foundation for future practical work.
Practice has proved that our bold attempt to reform the teaching of food microbiology course is successful. The richness and updating of teaching content, the modernization of teaching methods, and the objectivity of the assessment mechanism not only improve the quality of teaching and teaching effect, but also stimulate the students' interest in learning, broaden the students' knowledge, enhance the students' hands-on ability, and adapt to the requirements of the modern society on the cultivation of talents.
References
[1]Jia Yingmin, Food Microbiology [M], Beijing, China Light Industry Press, 2001, 1~243
[2]Zhu Hongfei, Microbiology teaching to stimulate students' interest in a few points of exploration [J], Microbiology Bulletin, 2007, 34 (1) 173~175
[3]Liang Qi. CAI in Microbiology Teaching [J], Journal of Pengcheng Vocational University, 2001, 3(16), 76~79
[4]Li Ping, Du Xianfeng, Jiang Jun, An Attempt to Utilize Multimedia Courseware for Good Food Microbiology [J], Higher Agricultural Education, 2002, 10, 42~44
[5]Ye Danling, How to Cultivate Students' Creative Awareness [J], Journal of Ningbo Engineering College
Food Microbiology Thesis Part III: "Microbiological Test Methods in Food"Abstract: With the progress of human society, food safety has become a worldwide public **** health problems, not only affects the health of human beings, but also relates to the security and stability of the country, and vigorously develop science and technology, research on new test methods, and rapidly promote the popularization of effective detection Technology is more and more important. This paper introduces the immunoassay technology, molecular biology methods, rapid test piece method, resistance conductivity measurement method of four aspects of the detection method, and commented on their characteristics. With the biological and other new technologies and new methods in the field of food microbiological testing applications, the article on the recent years of food microbiological testing techniques and methods are introduced, which effectively improves the detection efficiency and inspection speed.
Keywords: detection methods; microbiology
0 Introduction
With the development of people's modern science and technology, ? Bacteriophage? ,? Fusarium? tainted dumplings? According to WHO statistics, nearly 1.5 billion people around the world are infected with foodborne diseases every year, 70% of which are caused by contamination of pathogenic microorganisms in food. There is a possibility of contamination of microorganisms in various links, including food production, processing, storage, transportation, sales, etc. At present, the problem of microbial contamination of food has become a field of concern.
1 food microbial classification and naming
Microorganisms is not a specialized term in biological taxonomy, but a collective name for all the tiny, single-celled or individual structure is relatively simple multi-cellular, or even no cell structure of the lower organisms. The group is very heterogeneous, a variety of species, including cellular and non-cellular types of two categories. All microorganisms with cellular form are called cellular microorganisms. Cellular microorganisms according to the cell structure is divided into prokaryotic microorganisms and eukaryotic microorganisms.
2 Food microbiological detection techniques and methods
2.1 Immunoassay techniques enzyme-linked immunosorbent assay (ELIsA)[1]
Immunology is the study of the immune response of organisms to antigenic substances and its methods of biomedical science. The immune response is the body's reaction to antigenic stimuli, but also a biological process of recognition and elimination of antigenic substances. Modern immunology recognizes ? immunity? is defined as the body's response to ? itself? and? self and foreign self? It is the sum of biological effects produced during the process of recognition and response, and is normally a physiological function to maintain the stability of the internal environment.
Enzyme-linked immunoassay (ELIsA) is the primary immunoassay technique used in food testing. It centers on allowing antibodies to bind to enzyme complexes, which are then detected by color development. Specifically, the antigen or antibody is made to bind to the surface of some solid phase carrier, i.e., it is linked to some enzyme to form an enzyme-labeled antigen or antibody, which retains both its immunological activity and the activity of the enzyme. In the assay, the tested specimen (in which the antibody or antigen is measured) and the enzyme-labeled antigen or antibody are reacted with the antigen or antibody on the surface of the solid-phase carrier in different steps. The antigen-antibody complex formed on the solid-phase carrier is separated from other substances by washing, and finally the amount of enzyme bound to the solid-phase carrier is proportional to the amount of the tested substance in the specimen. Add the enzyme reaction substrate, the substrate is catalyzed by the enzyme into a colored product, the amount of product is directly related to the amount of the examined substance in the specimen, and can be qualitatively or quantitatively analyzed according to the depth of the color reaction.
2.2 Molecular biology methods
2.2.1 Nucleic acid probe method[2] Nucleic acid probe is a known nucleotide sequence
DNA fragment labeled with isotopes or other methods, added to the DNA that has been denatured to be examined, and under certain conditions can be the sample with homologous sequences of the DNA region of the formation of hybridization of the double-stranded, so as to achieve the identification of the sample DNA. The purpose of this single-stranded DNA molecule can recognize the specific nucleotide sequence has a label is called nucleic acid probe or gene probe. Similar to immunological methods, probes need to be labeled appropriately. While the probe techniques studied in the past involved the use of radioisotopes and were only used in specialized laboratories, the more popular technique nowadays is the second generation technique based on nucleic acid hybridization I? Colorimetry. This method relies on the detection of nucleic acid components stored in the developing ribosomal RNA (tRNA). The use of this naturally enriched rRNA target sequence makes radiation-free detection possible while maintaining a sensitivity comparable to or higher than radioisotope methods. Overall, nucleic acid probe technology is a more ideal technology, characterized by sensitivity, specificity, simplicity, rapidity, the disadvantage is that a bacterium will need a probe, has not yet been established for all strains of probes, the technology is still to be further developed, and then it is the test cost is relatively expensive.
2.2.2 Polymerase Chain Reaction (PcR method)[2] Polymerase Chain Reaction (PCR) PCR is an American scientist Mllllis invented in 1983 in vitro rapid amplification of specific genes or DNA sequences. Also known as gene amplification in vitro, it is a technique for selectively amplifying DNA or RNA in vitro. The method is based on the amplification of the corresponding RNA or DNA fragments of microorganisms that are difficult to cultivate artificially, and the content of the amplified products can be detected, so as to quickly detect the content of pathogenic bacteria in the feed. PCR technology can directly detect dysentery bacillus, Escherichia coli, Lactobacillus, Clostridium botulinum, etc., in the samples.
2.2.3 Rapid test film method Rapid test film method is the use of non-toxic paper film, paper, film as a medium carrier, rapid, qualitative and quantitative detection of test paper and film of the food microbiological detection methods, it is a set of modern science, polymer science, microbiology in one of the detection methods. For the determination of some items, its accuracy and precision are so high that it is almost comparable with the standard method. Advantages: First, the conventional method takes longer time and has strict temperature requirements, while the test piece is easy to operate and greatly shortens the testing time, which could not be implemented in many laboratories in the past to achieve the purpose of timely detection. Secondly, the rapid test piece can be inoculated at the same time when taking samples, preventing the prolongation of inoculation time due to bacterial reproduction caused by the number of increased, the results better reflect the real number of bacteria in the sample at that time. Third, the determination of a small number of samples, do not need to match the reagents, inexpensive, can be carried out at any time, easy to transport, easy to carry, easy to disinfection and preservation, easy and fast operation.
2.2.4 Resistance Conductivity Measurement Resistance Conductivity Measurement Principle: During the growth and reproduction of bacteria, large molecules (proteins, sugars, etc.) are broken down into small molecules such as organic acids, amino acids, and other small molecules with a charge, which changes the electrical conductivity of its culture fluid. In this way, the number of bacteria contained in the sample can be deduced from the change in the values of resistance and conductivity. Has been developed resistance conductivity detector: the United States Vitek company produced Bactometer can be applied to the detection of meat, dairy products and other bacterial content; the United Kingdom introduced the Mathus system, can be used to detect cow's milk, brewing liquid, fish and seafood bacterial content [3].
3 Conclusion
With the continuous improvement of people's quality of life, food safety has gradually become a worldwide public **** health problems, directly related to human health. This paper lists several aspects of the detection of microorganisms in food technology, although many of the technologies still have certain problems, some belong to the world's leading edge, some are still in the development stage, but the value of its application is increasingly prominent.
References:
[1] Wang Lanlan. Clinical Immunology and Immunoassay [M]. Beijing: People's Health Publishing House, 2003: 91-93.
[2]Yang Xiangrong, Jiang Zhiyi et al. Application of rapid methods in food microbiology detection[J]. Academic Forum, 2006, 5.
[3]Zhou Xianghua, Wang Yanbin, Ye Xingqian et al. Application of resistive antimicrobial method in rapid detection of food microorganisms[J]. Grain and Oil Processing and Food Machinery, 2003(10):73-75.
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