Examples Of Fermentation Lab Report

For this experiment we will be testing four different bacteria with four different tests, using glucose, lactose, and sucrose. Hopefully we will use the information from those test to be able to identify the organisms in each of the samples from the case studies. We will use the results from the four different tests along with the information of how different bacteria react to match up to the case scenario and identify the bacteria, then check to see if our guess was correct. The findings are that we were able to identify, by process of elimination, the four different test bacteria.

In this lab experiment our main focus was to get skillful in using tools such as the metric ruler, balances, thermometer, and graduated cylinder to capture measurements of length, mass, temperature and volume. Additionally, this lab helped us to become more familiar with the uncertainty of measurements, as well as becoming efficient with rounding our measurements to the correct numbers of significant figures. Our results are measured consistently with rounding to the closest answer we could possibly acquire as the data can tell you.

Corresponding to the previous experiment, this week’s experiment measures the participants’ ability to conduct basic, fundamental laboratory procedures. These procedures revolve around scientific measurements of volume, mass, and density. Unlike last week’s activity, this week’s experiment had a few modifications. In addition to distilled water, saltwater and an unknown substance were added. There was a total of five substances to choose from; Hexane, Methanol, Ethyl acetate, Ethylene glycol, and Dichloromethane. Part C, the unknown liquid number was four, which the average density was 0.789 gmL-1, and from looking at the chart the unknown identity was methanol. Part A, the temperature of the water was 20 oC, which was in front of the class,

We set up 3 fermentation set-ups, labeling them 1, 2, and 3. Then, filled a tub with hot water and inserted the end of the plastic tubing into one of the test tubes and submerged the collection tube and plastic tubing in the tub. After that, we mixed the fermentation solutions for the other tubes, (tube 1 got 4mL of water and 3mL of corn syrup, tube 2 got 3 mL of water, 1 mL of yeast and 3 mL corn syrup, tube 3 got 1 mL water, 3 mL yeast and 3 mL of corn syrup) . We then mixed each test tube and put the rubber stoppers in the fermentation tubes. Finally, we marked the water level on each collection tube with a wax pencil to use as the baseline. Then at 5 minute intervals we measured the distance from the baseline for 20 minutes.

The experiment answered the question; How do yeast metabolize different fuels? My hypothesis was that yeast could metabolize some fuels and not others, but all the fuels would be metabolized at a different rate. My prediction was that yeast could metabolize all the fuels we used, but it would metabolize at different rates. Yeast metabolizes different fuels by fermentation without the presence of oxygen; this is the method we used in the lab. The control group produces carbon dioxide because there are still different sugars in the water. These sugars are there because we used normal tap water, which contains many different molecules and ions inside the solution. It is important to have the control group to compare to the other fuels because we can see how much the other fuels have created compared to the normal water from the

Abstract: This lab’s purpose was to see how different levels of yeast, distilled water, and sugar interact to affect the level of carbon dioxide evolved in fermentation. In this experiment we had two sections. The first section tested four test tubes with varying levels of yeast, glucose and distilled water for evolved carbon dioxide levels. The tubes were timed for 20 minutes. The amounts of solution in the test tubes are noted in the methods section of this lab report. The second section of the lab used three test tubes and flowed the same procedure except added spices. The levels of ingredients are also in the methods section. The main goal of this experiment was to see the effects of yeast concentration.

The next step in this lab is to rinse the Erlenmeyer flask with distilled water down the drain and then repeat the experiment, this time adding 10 ml of 0.10M KI and 10 ml of distilled water to the flask instead. The flask should again be swirling to allow the solution to succumb to the same temperature as the water bath and once it has reached the same temperature, 10 ml of 3% H2O2 must then be added and a stopper must be immediately placed on the flask and recording should then begin for experiment two. After recording the times, the Erlenmeyer flask must then be rinsed again with distilled water down the drain. After rinsing the flask, the last part of the lab can now be performed. Experiment three is performed the same way, but instead, 20 ml of 0.10 ml M KI and 5 ml of distilled water will be added and after the swirling of the flask, 5 ml of 3% H2O2 will be added. After the times have been recorded, data collection should now be complete.

Yeast, a unicellular fungus, is a eukaryotic organism that reproduces through mitosis and meiosis, allowing it to be either a haploid or a diploid cell. There are about 1000 species of yeast and yeast-like organisms in the world today. It is commonly found on the surfaces of plants, gastrointestinal tracts and body surfaces of insects and warm-blooded animals, soils from all regions of the world, and aquatic environments. Yeast is used in bread-making and wine-making, since, by breaking down glucose in a low oxygen

In this experiment, twelve liquids provided by the lab instructor are to be tested for the presence of reducing sugars, starches, as well as protein. After recording the results, repeated trials are conducted with the

1. Lab reports are to be computer-generated and double-spaced. All sections of the report must

There are many processes that are needed to occur to produce something that help organisms live. Cellular respiration and fermentation are two process that are important to the survival of organisms. Cellular respiration is the way cells make ATP, which they need to survive. The process starts with the breaking down of glucose into other compounds that can be used by the cell. However, there are more steps in the process than just cellular respiration and how precise cellular respiration is depends on how much ATP can be taken from food particles in the body (Hill 646). Fermentation is mostly known in the world of beer and wine, but it also produces lactate in organisms. Fermentation is breaking glucose into separate components like water or carbon dioxide, much like that of cellular respiration. N’guessan and some peers did an experiment and they found that after fermentation had stopped, they had over 200 counts of yeast in the beer (N’guess, Brou, Casaregola, Dje 858). Under the

The size of the beaker was recorded in the observation table, while the flame duration time was recorded in the column labeled Trial 1, beside the size of the beaker. 8) Steps 3 to 6 was repeated with the same beaker. The duration time was recorded in the same row as the previous time, but in the column named Trial 2. 9) Steps 3 to 7 was repeated with the rest of the three different sized beakers. 10) Steps 3 to 8 was repeated with the 2 unknown

The materials used during the experiment included three plastic cups, three gummy bears, masking tape, marker, balance, calculator, tray, one plastic spoon, a measurement tray, and a ruler. The three plastic cups were used to hold the tap water, salt water, and sugar water. The masking tape and marker were used to label each cup with the

Life on this planet began with microorganisms. Through millions of years microorganisms have found ways to successfully adapt and survive. These adaptations have created a wide biodiversity, allowing them to basically populate in all places. Why are these microbes so important? Because they shape the history of our world. Some microbes can be deathly to humans while some others are favorable, for example, bacteria that lives in the gut of both humans and animals and helps during the process of digestion (Alfred Brown & Heidi Smith, 2006). Understanding these interactions help scientists to find ways to protect humans from potential deathly pathogens. In order to observe microbes, microscope proficiency and microorganisms’ identification are crucial skills in a microbiology lab. During this laboratory session, samples of environmental and human organisms were inoculated into two different rich media and incubated to their according temperature. After this, appropriate use and calibration of the microscope was performed. Lastly, morphology and size of different species of bacteria, algae, fungi and protozoan were recorded.

Collect to 2 large beakers both large beakers are to be filled with hot water (labtutor). Then obtain seven conical tubes these will be used to collect the levels of gas, you will also need test tube a stopper and a plastic tube (labtutor). You want to fill the conical tube to at least 50 ml of water (Cressy). Take the four conical tubes filled with water and place two in each beaker, to do this you must invert the tube and cover the release hole as to not lose any water (Cressy). Then place the beakers with the tubes in the bath so they can be at the same temperature as the bath (Cressy). Next mark all of your test tubes in number order to be sure which tube contains what concentrations and pH (Cressy). Having mixed a solution to the specifications of 2.5 ml of glucose in all tubes, 3 ml of yeast in 2 tubes of pH 5, 2 tubes of pH 9, and the single pH 7 tube, the remaining two tubes will contain no yeast as they will be negative controls. Next add 2 ml of pH buffer 3 tubes will receive pH of 5, three will receive a pH of 9 and a single tube of pH 7. Finally add pure water to make sure all test tubes have 10 ml of solution. When making the solutions