Determination Of Biomass, Protein, Carbohydrate And Lipid

The filter paper was then observed to see if it changed blue or not, in order to see if the bacteria produced cytochrome c oxidase. The final test used in the experiment was an API test. To begin the API test, a solution with bacteria and 5 mL of sterile saline, had to be made with a turbidity the same as the McFarland No. 3 (BaSO4) standard. This was done by adding loopfuls of bacteria to the saline solution, mixing the solution on the vortex, and then comparing the turbidity to the McFarland No. 3 standard, until the tubes were both at the same cloudiness. This created solution was then used in the API test by adding specified amounts to each of the microtubes on the API strip. For each of the microtubes whose names were not underlined or boxed, the tubes were filled to where the microtubes met the capsule. In the microtubes whose names were underlined, the microtubes were slightly underfilled, and then the capsule was filled with mineral oil in order to create and anaerobic environment. The last of the microbes were the ones whose names were boxed. In each of these the microtube and the capsule were filled all the way up with the bacteria. The API test strip was then placed in the 37°C incubator for 20 hours. After this time, observations were made about each of the different microtubes based on a given summary of results chart for the API test. A select number of microtubes had

Biochemistry plays a vital role in the everyday life of everything natural and mechanical. Throughout the course, we gained an understanding of why having four stable covalent bonds that bond readily to elements makes carbon qualified to be the foundation of sustainable life. With this fundamental principle in mind, we continued learning by understanding the essentials of water. Water is amphipathic, so when participating in reactions water can either hydrolyze or condense the reaction. For example, the reaction converting ADP to ATP involves the condensation of water and vice versa resulting in the hydrolysis of water converting ATP to ADP. We then went on to learn about amino acids and their relationship to proteins. We discussed various

The independent variable in this investigation is the carbon dioxide level in the algal solution. This is measured by determining the pH level of the solution as carbon dioxide gas is bubbled through the solution. When mixed, carbon dioxide and water form carbonic acid, thus decreasing the pH level of the solution.

Part one compares the fermentation rates of different food sources; such as, glucose, sucrose, starch, and water as the control. This was done using a fermentation tube which was placed under three different temperature climates, 37˚C, room temperature, and 4˚C. Part two involved the measurement of cellular respiration in mitochondria of lima beans. This is done by measuring the transmittance of the reduced DPIP in four different samples.

The affinity chromatography system consisting of a Pharmacia P-1 peristaltic pump fraction collector, and Ni2+ -NTA resin column were attached to a flow adapter. Crude yeast extract (6.41 mL) was loaded into column followed by a wash with 10 column volumes of extraction buffer. 5 mL fractions were collected at a flow rate of 1.54 mL/min. Absorbance readings were obtained for each fraction using Simple Reads program on the Cary 50 UV-Vis spectrophotometer at 280 nm.

Most of the microalgal species, the main chemical component is protein with lower amount of carbohydrate and lipid. Lower percentage of protein is observed when cells were cultured at the highest temperature. The optimum temperature range for the protein production in the Australian species was 27-300C. Isochrysis sp. had higher protein content when cultured at 25-270C. There is no apparent change of percentage of protein with the growth

This time length was chosen because longer blending periods might cause the chloroplasts to lose their functionality. While simultaneously avoiding CO2 that would cause the photosynthesis reaction to begin, four-layer cheesecloth filtered the solution so it only contained chloroplasts and not cell wall or any other organelles. Five test tubes were needed in our experiment: Tube 1, used for calibrating the spectrophotometer, contained 1 mL of buffer to neutralize the pH of the solution, 4 mL of water, and 3 mL of chloroplasts; Tube 2, the control tube, was only exposed to the fluorescent lights in the room; and three tubes that were used for the actual experiment, Tubes 3, 4, and 5, were assigned separately to each wattage variation. Tubes 2-5 were filled 1 mL of buffer, 3 mL of water, and 3 mL of chloroplasts. The calibration tube was used to set the spectrophotometer’s transmittance to a “base” or “zero” reading, making each experimental tube’s reading more accurate. The control tube held the same contents as the three experimental tubes, but it was not placed under a lamp. Instead, this tube was left alone in the fluorescent lights of the room to observe the chloroplasts’ photosynthetic behavior by themselves, without the aid of light bulbs shining on them that may increase their photosynthesis rates. Test tube racks were used to hold the tubes up in front of their designated lamps. A large Erlenmeyer flask filled

For this experiment, student acquired two clean 250-mL Erlenmeyer flasks and 75-mL glass tubes as well as labeled one tube as Tube #1 the second tube as Tube #2. The student utilized the test tubes as photosynthesis compartments. Next, student used 225mL of tap water to fill each Erlenmeyer flask previously attained. Student used 75mL of treatment solution to fill Tube #1 and Tube #2 and placed both tubes in one of the water filled 250mL Erlenmeyer flasks, the water acted as a control variable for temperature change throughout the experiment. Student acquired 2 aquatic plants from the front bench and poured water from the container, which held the plants. It was mandatory for the aquatic plants to be composed of healthy, green leaves and

Experiment 7 “Carbohydrates” and the purpose for this lab is to become familiar with the properties of different classes of carbohydrates. Test such properties of carbohydrates as solubility, reduction, and hydrolysis. To do part A (solubility), begin by adding 10 mls of distilled water to three test tubes and add 2 grams of starch to one tube, 2 grams of glucose to the second, and 2 grams of sucrose to the third test tube. Shake it well and record it on the data sheet. Part B (benedict’s test), place 5 clean test tube in a test tube rack and add 3 ml of benedict’s solution to each and label 1-5. Add 2 mls of a 5% solution of: glucose (1), lactose (2), maltose (3), fructose (4), and sucrose (5), and place all of them into boiling water for

The purpose of my experiment is to determine whether or not the way a fruit or vegetable is raised affects the vitamin c levels of the fruit or vegetable by using an iodine solution, a starch solution, and various types of fruits, and vegetables. The control of my experiment is going to be a regular glass of water, my independent variables will be the different types of fruits and vegetables I am going to incorporate, and the dependent variable will be the amount of vitamin c within each of the fruits, and vegetables.

Additional materials were, pH strips, test tubes, P-200 micropipette, 3-mL syringe and fermentation jar. The pH was measured with the aid of pH indicator strips, to determine if the pH was dropping or rising. The dilutions were performed with the P-200 micropippetor, the dilution factors changes through the experiment, in relation to the bacterial growth and ranged from 10-1 to 10-5. The fermentation jar was packed with ¼ of a head of lettuce and 5% salt-water solution from the sink. The 5% solution was achieved by using 25g of salt in 500mL of H2O. The TSA agar plates were the control environments, one aerobic and the other anaerobic. The WN5 was for the anaerobic and microaerophilic conditions and had cyclohexane and 5% salt that selects for bacteria. The PS agar dish had CFC supplement (cetrimide, fucidin and cephalonidine) and Irgasam. The EC dish had bile salt that selected for Gram-negative bacteria. The LSA plate allowed for the differentiation of lactobacilli and streptococci. All of the above plates were incubated at room temperature of 25°C. The plates were counted for formed colonies on the following days: 0,2,7,9 and 14; also the pH was taken. The pH was taken by removing some of the fermentation liquid and placed on the indicator strip.

Each of the four flasks contained a different amount of ph buffer. The absorbance of flask one with the mixed starch solution and enzyme extract in a cuvette with iodine was recorded first. After flask one the absorbance’s of the rest of the flasks were

Cuvette #5 acted as the media blank, and all cuvettes were vortexed. A spectrophotometer was set at a wavelength of 560 nm and each cuvette was measured for absorbance, starting with the media blank as a “zero” for the data. To determine algal concentration of each tube, 25 microliters of algae and 25 microliters of Protoslo were placed in a 1.5 mL Eppendorf tube and vortexed. 10 microliters were pipetted onto a hemocytometer and observed under a microscope at a magnification of 10x for counting algae. From counts of each of the four corners of the grid, an average of the four counts was taken, multiplied by two, and multiplied by 10,000 to get algal cells per mL. A standard curve was created from the data using Microsoft Excel or an equivalent spreadsheet program, and a Linear Regression calculator was used to find the statistical p-value (WSU Biology Department Faculty, 2017).

I have tried to make my readings as clear and accurate as I could have possibly. I had made sure it was a fair test by adding Sodium Bicarbonate in the boiling tube to enrich the water with Carbon Dioxide so more Oxygen bubbles would be produced. I also made sure that the volumes of the water in the 300ml beaker and in the boiling tube the same so the temperature could stay the same, as that would affect the rate of photosynthesis. I put a ring binder around the clamp stand so that it would block ‘foreign’ light that would be collected by the pondweed and continue photosynthesis after I had switched of the lamp. I constantly checked the temperature of the boiling tube and the beaker so it wouldn’t affect the rate of photosynthesis. I used a thermometer to check the temperature and I used a water bath to regulate the temperature of the boiling tube. I continuously used the same pondweed in all of my experiments so that the amount of chlorophyll would stay the same and the amount of Oxygen produced would also stay the same.

Division of Biological Sciences and the San Diego Center for Algae Biotechnology, University of California, San Diego, La Jolla, California, USA