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Feedback helps motivate a person to perform at their best, and also clarifies any deviations between the preferred and the actual behaviour of the individual by providing information on performance.

Not only is feedback essential for professional growth but it also provides direction and increases the confidence, motivation and self-esteem of the individual (Matua et al. 2014; Rose & Best 2005).

When delivered effectively, feedback can:

Help individuals understand their strengths and deficits;

Allow learners to implement strategies to strengthen and improve their practice; and

Ultimately improve patient care and outcomes.

Given the potential positives, it is important that giving feedback becomes a priority in our practices. Feedback in the healthcare setting, however, remains a challenge for many. We can all remember a time when we have given or received some poorly delivered feedback.

New graduates in particular not only need constructive feedback; they also need positive feedback to know when and what they are doing well. By understanding how well they are progressing, new staff can determine what new responsibilities they are ready to take on and what further learning should come next. Quality feedback helps the individual to realistically rate their clinical practice and help minimise any poor practices (Chang & Daly 2012; Matua et al. 2014).

However, giving feedback can be difficult.

You may be worried that the recipient will take your feedback the wrong way, or perhaps you feel you dont have enough time to deliver feedback as constructively as you would like.

Additionally, when feedback is only given to focus on areas of improvement, without mention of areas where the learner is excelling, the learner can feel demotivated and devalued especially in the case of a new graduate or staff member (Duffy 2013).

Healthcare workers need to take responsibility for their own behaviours and must be proactive in both seeking and offering feedback rather than feedback only being given in reaction to an adverse event or performance (Chang & Daly 2012).

The incidence of feedback can be encouraged by the recipient receiving it in a professional manner. This can then encourage and create a positive work environment where everyone gives and receives feedback openly.

There are many sources of feedback in healthcare. For instance, a patient who had a smooth transition home can be interpreted as the result of good planning and providing sufficient patient information.

Colleagues can also be a source of feedback.

The use of several different sources of information will add credibility to feedback that is being given, whether it is positive or negative (Chang & Daly 2012; Rose & Best 2005).

New staff should also be encouraged to reflect on their practices and behaviours themselves, to determine their strengths and weaknesses. This will help identify areas in which they need continuing education and allow them to reach their full potential (Chang & Daly 2012).

There are many different feedback models available, and there is no right way to give effective feedback. Which model you choose to utilise will depend on the feedback recipient and the situation.

This feedback tool consists of three components:

The feedback sandwich aims to minimise any detrimental effect the negative feedback may have on the individual and ensures that the learner is not discouraged (Matua et al 2014).

This tool allows the learner to reflect more on their actions whilst understanding precisely what you are commenting on and why, as well as what needs to change.

Begin by identifying the situation the feedback refers to;

Then define the specific behaviours you want to address; and

End by describing how their behaviours impacted you or others.

The situation, behaviour, impact tool offers the learner a chance to reflect on the situation from another perspective, and an opportunity to discuss with you strategies for improvement (Mind Tools 2017).

Pendletons model of feedback helps make the learning experience constructive by:

Reinforcing these behaviours and including a discussion of skills to achieve them; and

Discussing what the person could have been done differently.

Areas of improvement are first identified by the learner and then followed up with a discussion about strategies to improve their performance (Chowdhury & Kalu 2004).

Any of the above models can be used to deliver feedback, however, to be effective, the feedback must display certain characteristics.

: Feedback should contain specific examples rather than generalisations.

: Feedback should be factual and clear.

: Feedback should be unbiased and unprejudiced.

: Feedback should be given as soon as possible after the completion of a task (when appropriate).

: Relate the feedback to goals and strategies so the individual can improve their performance.

: Feedback can still be effective even in those who dont actively seek it, however, those who are seeking feedback will often be more motivated to improve performance.

: Clarify understanding with the individual to ensure they are getting the most out of their feedback.

(Matua et al. 2014; Rose & Best 2005)

Effective feedback that is clear, focused and given regularly, even when it is negative in nature, often will still allow the individual to be comfortable with the person giving the feedback, providing it displays these characteristics.

Feedback should also mention specific strategies the individual can use to improve their learning and performance, and also guide their next steps (Matua et al. 2014).

Timely and effective constructive feedback is especially essential in the case of a staff member who is underperforming. It gives the learner a chance to rectify the situation, which could potentially leave them failing if they are a student, or causing harm and potential dismissal if they are a new graduate (Duffy 2013).

Learners need to have an active role in their own feedback conversation. If a learner doesnt implement feedback provided by an educator, the educator should consider the following.

Was the learner able to contribute their perspective?

Were they able to have a hand in devising goals that will enable them to enact the feedback and improve their performance?

Remember: Enabling the learner to have an active role in their feedback conversation encourages investment in the process, providing further motivation to change. (Chang & Daly 2015; Cox 2016; Delany & Malloy 2018).

When receiving negative feedback, there can be a tendency for some learners to become defensive.

Feedback can challenge the learners views about themselves: it can create a sense of discomfort, which can then cause them to become defensive, and not only challenge the feedback provided, but also the credibility of the individual providing the feedback.

In this situation, the relationship between the two individuals is pivotal in ensuring the feedback is understood and the emotional state of the learner is protected (Delany & Malloy 2018).

It should be noted that negative feedback can also be perceived as criticism, even though the feedback may have been given with the intention of assisting the learner to improve. This can trigger feelings of shame and guilt.

It is important to remember that learners also bring their prior experiences with feedback situations to their current feedback conversation. This can impact on how they respond depending on the circumstances, their knowledge levels, and their prior experience.

For example, if the learner has had an experience receiving feedback that left them feeling demoralised, then this can have an effect on their emotional state when receiving feedback in the future (Delany & Malloy 2018).

As an educator, it is important to build a safe feedback environment within which learners feel comfortable and supported. It needs to be an environment where feelings can be discussed, especially when mistakes are made and there are feelings of shame or guilt (Cox 2016; Van Der Leeuw 2014).

Chang, E & Daly, J 2012, Transitions in Nursing: Preparing for Professional Practice, 3rd edn, Elsevier, Sydney.

Chowdhury, RR & Kalu, G 2004, Learning to give feedback in medical education, The Obstetrician and Gynecologist, vol. 6, pp. 243-7.

Duffy, K 2013, Providing constructive feedback to students during mentoring, Nursing Standard, vol. 27, no. 31, pp. 50-6.

Matua, GE, Seshan, V, Akintola, AA & Thanka AN 2014, Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital, Journal of Nursing Education and Practice, vol. 4, no. 10, pp. 24-31.

Mind Tools 2017, The situation behavior impact feedback tool: Providing clear, specific feedback. Available from:

Rose, M & Best, D (eds) 2005, Transforming Practice Through Clinical Education, Professional Supervision and Mentoring, Elsevier, Sydney.

Sodeify, R, Vanaki, Z & Mohammadi, E 2013, Nurses Experiences of Perceived Support and their Contributing Factors: A Qualitative Content Analysis, Iranian Journal of Nursing and Midwifery Research, vol. 18, no. 3, pp. 191-7, viewed 16 February 2017,

Cox, S. (2016). Give the gift of feedback. Nursing Management, 47(5), online. Available:

C. & Molloy, E. (2018). Learning and Teaching in Clinical Contexts. Elsevier. Chatswood

Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I. & Sreter, K.B. (2017). How to give and receive feedback effectively. Breathe, 13(4), 327-333. Online. Available:

Van Der Leeuw, R.M. (2014). Sharing is caring: Dealing with feedback and difficult feelings. Medical Education, 48 (11). Online. Available:

True or false? Feedback should only be given in response to an adverse event or performance.

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19 Thank You for the Feedback Email (or note) Examples

Feedback can be helpful and sometimes life-changing.

Other times feedback can also feel like an ambush, like at my performance review at my job last year.

I went into my review, thinking all was well and was very surprised by what I perceived as negative feedback. That night, I went home and cried. After processing what he said over the weekend, I agreed that there was some truth in the information he had given to me.

And in the end, I was thankful that he shared what he said (even if I didnt like it at the time, and the issues hadnt been mentioned previously). I was able to choose to make improvements going forward.

This post will focus on personal feedback. If you need examples on how to reply to customer reviews, check out thetips and templates from ReviewTrackers.

How to thank someone for their feedback

Thank you for your feedback template

Thank you for your feedback message examples

Outside the office / Personal examples

In preparing for this post, I read part of the bookThanks for the Feedback.I read the first half before tiring of the examples and advice.

The book seems good, but it was more than what I needed at the time.You can find a complete summary of it here.

I learned that there are three types of feedback:

Appreciation thank acknowledge, connect.

Coaching help to expand knowledge, sharpen skills, address relationship imbalances.

Evaluation to rate or rank against a set of standards, align expectations, and inform decision-making.

And with feedback, there is a giver and a receiver. Sometimes the giver and receiver are not on the same page of what type of feedback is being given or desired, causing friction. You may want to clarify which type of feedback youd like before asking for the feedback.

Once youve received feedback that may have been positive, negative, or indifferent, you may want to send a thank you message.

Decide if you will send an email or handwrite a note.

Most likely, you will send an email in work situations or hand-deliver a note. In personal situations, you may want to mail the note.

Use the template below to help structure your message.

Be specific in your message about why you are thankful for the feedback.

Did it help you improve something? Point out a blind spot? Help you make a change?

Review the examples below for inspiration in what you could say in your message

Thank you for your feedback template

For the template and examples, replace words in [brackets] as appropriate for your situation. There are more details on thecontents of thank you notes here.

Thank you for your feedback regarding [topic]. What you shared with me will help me to improve [what you will improve]. Add another sentence or two (compliments are good!).

For negative feedback, you can acknowledge that it was hard or difficult to hear.

If you feel angry about negative feedback, wait a few days or so to write your thank you. You dont want to say anything you will regret later. And a little bit of time will give you a chance to look for a nugget of truth in the feedback.

If you have a lot to say, you can write a longer letter.

The examples below are only the center section of the note. Be sure to include the greeting,  the closing, and your name in your note.

Thank you for your feedback message examples

In general, the best thank you notes contain specific details and are not generic or cliche. For these examples, I have made up scenarios, but they may still feel a little generic. I encourage you to replace or insert wording to make them specific for your situation.

For example, the first example refers to a project. In your note, you could swap out the project with exactly what you were working on.

Office or work situations are common situations for feedback, and so I used the feedback Ive given or received at my job as the framework for the examples.

1Thank you for your feedback regarding my performance on the recent project. What you shared with me will help me improve my communication with others on the next project. I appreciate your continued guidance.

2Your feedback during my annual review was much appreciated. Now, I know how to move forward and what to focus on to improve my skills. I was surprised by

3Thanks for the feedback. I felt very appreciated after hearing your kind words at my abilities. As you suggested, I will continue learning more about [topic]. You are a great boss!

4Thank you for meeting with me and providing quick feedback. I was stuck on how to move the situation forward. The wording you recommended for the email to the client was perfect. They responded quickly and are happy with us.

5Thank you for the detailed feedback. Now I know what I need to do to refine the work processes. Your ideas were fantastic and not items the team had thought of.

6Thank you for the nice feedback. Suppose eel great working on your team and feel that I am valuable. I am grateful that you took the time to tell me. Appreciate, and acknowledgment feels great.

7In the meeting last week, you provided me with some detailed feedback. Some of it was positive, and some of it was negative. I am glad you mixed in some positive as it made hearing the negative points easier to hear. Over the weekend, I considered your feedback and have enrolled in the online learning courses you recommended.

8Thank you for taking the time to provide your feedback. Reaching out to you was hard as I wasnt sure what type of coaching you would be willing to give. I am grateful for your positive response and the mentoring meetings youve scheduled with me.

9Thank you for the kind feedback. I was very surprised when [Managers Name] passed on all the positive things you said about my new project input. And I look forward to working with your team on future projects.

10I want to thank you for pointing out that I could be doing better with [issue/skill] last week. It was tough for me to hear as I thought I was doing fine, but as I considered your examples, I realize that there are improvements that I can make. Sometimes its just hard to hear negative feedback. I am also glad you told me as I think others on the team have probably noticed the same issues.

1Thanks for your prompt feedback. I am grateful that you told me about my problem with [blind spot problem] right away. I was not aware of it until you pointed it out. Now, I will be able to make changes. Lets hope I can stick to the changes long term.

2Thank you for the quick feedback when I sent you my idea about [topic/book proposal/whatever it was]. Now, I can make some adjustments and start on the next steps.

3Meeting expectations can be hard. I am so glad that we finally talked about the household chores and made a plan that we are both happy with. Thank you for bringing it up and focusing just on the chore issue. You and I make a great team when we can work together.

4I have enjoyed receiving tips and instructions from you during my physical therapy sessions. Your feedback about how to stretch and walk properly will change my life. My knees are pain-free! And I will take your recommendation to work with a personal trainer once my therapy is completed.

5Thanks for your valuable feedback. I appreciate the time you took to review my budget with me. Your quest for financial independence has inspired me. With the changes you pointed out that you outlined, I anticipate saving several hundred dollars each month.

6Thank you for the nice feedback. As a teacher, I receive much more negative feedback than positive. Its the wonderful notes like yours that help keep me going and showing up for class each day.

7You are a wonderful friend! Thank you for being willing to share feedback whenever you ask. I know I can trust you to tell me the truth, even if its not what I want to hear. Your honesty has helped me improve in my areas [in the note, provide specific details] during the past years.

8Sometimes, we dont know what we need to improve on until its pointed out. Thank you for your detailed feedback. I had no idea that Id been rubbing you the wrong way with my liking approach to ask lots of questions. I will take your suggestions to modify my behavior so that we can improve our relationship and communication.

9Thanks for the feedback regarding how I can improve [what you needed to improve]. The thirty-day reading plan you put together for me should help me stay focused and learn more about [topic]. Lets plan to meet again next month.

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Heidi has been writing thank you notes for more thank 30 years and is the author ofA Modern Guide to Writing Thank-You Notes.Her goal is to help peoplewrite better thank-you notesby provding tips and examples.

This content may contain links to products. Please assume all such links are affiliate links which may result in Heidi (The writer of this site) earning commissions.

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20 Ways To Provide Effective Feedback For Learning

While assessment gets all the press, we often misunderstand effective feedback for learning.

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). In my experience, the only thing I knew is that I hated public speaking and I would do anything possible to get out of it. As a teacher, most of the time it is easy to give encouraging, positive feedback.

However, it is in the other times that we have to dig deep to find an appropriate feedback response that will not discourage a students learning. This is where the good teachers, the ones students remember forever in a positive light, separate themselves from the others.

A teacher has the distinct responsibility to nurture a students learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. Here you will find 20 ideas and techniques on how to giveeffective learning feedbackthat will leave your students with the feeling they can conquer the world.

Providing feedback means giving students an explanation of what they are doing correctlyandincorrectly. However, the focus of the feedback should be based essentially on what the students is doing right. It is most productive to a students learning when they are provided with an explanation and example as to what is accurate and inaccurate about their work.

Consider using the concept of a feedback sandwich to guide your feedback: Compliment, Correct, Compliment.

When feedback is given immediately after showing proof of learning, the student responds positively and remembers the experience about what is being learned in a confident manner. If we wait too long to give feedback, the moment is lost and the student might not connect the feedback with the action.

It is vital that we take into consideration each student individually when giving feedback. Our classrooms are full of diverse learners. Some students need to be nudged to achieve at a higher level and others need to be handled very gently so as not to discourage learning and damage self-esteem. A balance between not wanting to hurt a students feelings and providing proper encouragement is essential.

Studies of effective teaching and learning (Dinham, 2002, 2007a;2007b) have shown that learners want to know where they stand in regards to their work. Providing answers to the following four questions on a regular basis will help provide quality feedback. These four questions are also helpful when providing feedback to parents:

How does the students work compare with that of others?

This is when rubrics become a useful tool (single-point rubrics, for example). A rubric is an instrument to communicate expectations for an assignment and a useful way to provide effective feedback for learning. Effective rubrics provide students with very specific information about their performance, compared to an established range of standards. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart.

Regular check-ins with students let them know where they stand in the classroom and with you. Utilize the 4 questions to guide your feedback.

Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. The student will look forward to having the attention and allows the opportunity to ask necessary questions. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting.

As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes.

Be sure to keep your frowns in check. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. This means that when you hand back that English paper, it is best not to scowl.

It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong.

For example, when I taught Writers Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. The next day would feature a new focus.

Utilize this strategy when grading papers or tests to provide effective feedback for learning. This strategy allows you the necessary time to provide quality, written feedback. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference.

Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this peer conferencing. Train students to give each other constructive feedback in a way that is positive and helpful. Encourage students to use post-it notes to record the given feedback.

The principal at the school I taught at would often volunteer to grade history tests or read students writing pieces. You can imagine how the students quality of work increased tenfold! If the principal is too busy (and most are), invite a guest teacher or student teacher to critique work.

During a conference over a test, paper, or a general check-in, have the student do the writing while you do the talking. The student can use a notebook to jot down notes as you provide verbal feedback.

Keep a section of a notebook for each student. Write daily or weekly, dated comments about each student as necessary. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores, etc. Of course, this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go.

Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion.

Sometimes seeing a comment written out is more effective than just hearing it aloud. During independent work time, try writing feedback comments on a post-it note. Place the note on the students desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class.

He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Although it was not the most effective use of my time, it really worked for him as a way to provide effective feedback for learning.

Students are quick to figure out which teachers use meaningless praise to win approval. If you are constantly telling your students Good Job or Nice Work then, over time, these words become meaningless. Make a big deal out of a students A+ on that vocabulary test. If you are thrilled with a students recent on-task behaviors, go above and beyond with the encouragement and praise.

Make a phone call home to let mom or dad know how thrilled you are with the students behavior. Comments and suggestions within genuine feedback should also be focused, practical, and based on an assessment of what the student can do and is capable of achieving (Dinham).

Make an effort to notice a students behavior or effort at a task. For example; I noticed when you regrouped correctly in the hundreds column, you got the problem right. I noticed you arrived on time to class this entire week. Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance.

Communicate with your students the purpose of an assessment and/or feedback. Demonstrate to students what you are looking for by giving them an example of what an A+ paper looks like. Provide a contrast of what a C- paper looks like. This is especially important at the upper learning levels.

Remember when you finished a class in college and you were given the chance to grade the professor? How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? Why not let students give you feedback on how you are doing as a teacher?

Make it so that they can do it anonymously. What did they like about your class? What didnt they like? If they were teaching the class, what would they do differently? What did they learn the most from you as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators.

Remember that feedback goes both ways and as teachers, it is wise to never stop improving and honing our skills as teachers.

20 Ways To Provide Effective Feedback For Learning; A version of this post first appeared on opencolleges.edu.au;

Positive Feedback

Positive feedback is a process in which the end products of an action cause more of that action to occur in a feedback loop. This amplifies the original action. It is contrasted withnegative feedback, which is when the end results of an action inhibit that action from continuing to occur. These mechanisms are found in many biological systems. An important example of positive feedback is the process of labor and childbirth.

This diagram shows simple feedback. In a feedback loop, different components influence each other.

A stimulus is something that disrupts the bodyshomeostasis, which is the tendency toward equilibrium in allbody systems. A bodily injury or an infection are examples of stimuli. They disrupt normal processes in the body.

A sensor detects the change in homeostasis. For example, nerve cells in the cervix detect pressure placed on it from theheadof thefetusduring labor. Nerve impulses from a sensor will travel to the control center.

A control center is the part of the body that responds to the change and takes action. Thepituitary gland, located near thebrain, is the control center in many feedback loops; it produces many different hormones, such as oxytocin, growthhormone, and anti-diuretic hormone (ADH), in response to stimuli.

An effector is anyorganorcellthat ultimately responds to the stimulus. For example, in labor, the end result of the positive feedback loop is that theuteruscontracts. In this case, the uterus is the effector organ.

These four parts are also found in negative feedback loops, but the end result is different because in negative feedback the effector organs work to hinder the process that caused them to activate. Positive feedback loops do not go on forever; they are ultimately stopped by negative feedback loops once the process they were used for is complete.

When a part of the body is injured, it releases chemicals that activatebloodplatelets. Platelets are responsible for stopping bleeding by forming clots. An activated platelet in turn activates more platelets, which group together to form a blood clot. (In individuals with hemophilia, the blood lacks enough blood-clotting proteins, causing excessive bleeding after an injury.)

Before a woman ovulates, the hormone estrogen is released by theovary. The estrogen travels to the brain, which causes gonadotropin-releasing hormone (GnRH) to be released from the hypothalamus and luteinizing hormone (LH) to be released from the pituitarygland. LH causes more estrogen to be released from the ovary, which in turn causes an increase in GnRH and LH in the bloodstream through positive feedback. The rise in these hormones, along with follicle-stimulating hormone (FSH), causes ovulation to occur.

The process of labor and childbirth is perhaps the most-cited example of positive feedback. In childbirth, when the fetuss head presses up against the cervix, it stimulates nerves that tell the brain to stimulate the pituitary gland, which then produces oxytocin. Oxytocin causes the uterus to contract. This moves the fetus even closer to the cervix, which causes more oxytocin to be produced until childbirth occurs and the baby leaves the womb. Breastfeeding is also a positive feedback loop; as the baby suckles, the mothers pituitary gland produces more of the hormone prolactin, which causes more milk to be produced.

Thestomachuses themoleculepepsin to digest proteins. It first secretes pepsinogen, which is an enzyme in an inactive form. When food is taken into the body and needs to be digested, pepsinogen is converted to pepsin. The conversion triggers a positive feedback loop that changes other pepsinogen molecules in the stomach to pepsin, so that the stomach accumulates enough to it to be able to digest proteins.

Nerve impulses work through action potentials, which are changes in electrical potential between the inside and outside of the nerve that propagate signaling. Action potentials are caused by an influx of sodium ions in thenerve cell. If a small amount of sodium enters the nerve, it causes more channels to open which cause more sodium to rush in, creating a positive feedback loop that causes a large amount of sodium to enter the nerve and create anaction potential.

A process that uses one component to regulate another, either through positive or negative feedback.

The result of a process inhibits the process from continuing to occur; it is the opposite of positive feedback.

A type of molecule that is released by glands and has a specific effect on certain cells or organs.

A small gland at the base of the brain that produces a variety of hormones.

1. A ripe apple on a tree produces the molecule ethylene. This molecule causes the surrounding apples to ripen, and they in turn produce ethylene until all of the apples on the tree are ripe. What is this process an example of?

Answer to Question 1Bis correct. This is an example of positive feedback. Ethylene produced by a ripening apple causes other apples to ripen; the effect of one apple ripening is amplified.

2. Which is NOT an example of positive feedback?

B.An increase in hormones like LH before ovulation

C.Lowering blood pressure if it is elevated

D.Conversion of pepsinogen into pepsin

Answer to Question 2Cis correct. If blood pressure becomes raised, signals from the brain will affect theheartand cause it to slow down, which returns the blood pressure to normal. This is the opposite effect as raising the blood pressure; that action is stopped and reversed. Lowering blood pressure when it is elevated is an example of negative feedback.

3. What are the four parts of a feedback loop?

A.Control center, Action potential, Hormone, Effector

B.Sensor, Pituitary gland, Control center, Activator

C.Stimulus, Sensor, Control center, Effector

Answer to Question 3Cis correct. In a feedback loop, a stimulus causes a change in homeostasis, and a sensor detects that change. The control center responds to the sensor and takes action, such as producing a hormone. The effector organs are the target of the feedback loop and respond to the stimulus.

Biologydictionary.net Editors. Positive Feedback.

, Biologydictionary.net, 26 Nov. 2016,

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Feedback

Correct. In many cases receiving feedback can be enough to reverse individual and team performance by identifying the problem and motivating performance improvement.

No, the answer is false. In many cases receiving feedback can be enough to reverse individual and team performance by identifying the problem and motivating performance improvement.