...BIOL 1F90 Experiment #5 - Archaea: Characterization of Halophiles Student Name: Brittany Barnes Student Number: 5408224 Lab Section: 35 Date Experiment Performed: January 13, 2014 Lab Partners: Kayla Hutchinson Fallon Fersaud Ashley Maulucci Abstract Halobacterium salinarum and Haloferax volcanii come from the domain called Archaea and are considered to be halophilic, because they thrive in extreme environments. In this lab experiment, several tasks took place. In order to be able to observe the colony morphology of both Archaea, they were grown on an agar surface that allowed them to form colonies of characteristic colour and appearance. In order to observe the physiology of both Archaea on the effect of salt concentration, pH, and temperature, they needed to be placed on agar plates and incubated for two weeks. Being incubated for two weeks, allowed the halophilic archaeal cultures to grow. The objective of this experiment was to determine the morphological and biochemical characteristics along with the growth requirements of the halophilic Archaeans; Halobacterium salinarum NRC-1 and Haloferax volcanii DS2. Introduction The domain, Archaea, possesses prokaryotic cells and has a cell wall that contains no peptidoglycan. Archaea contain rRNA that is unique to the Archaea as indicated by the presence of molecular regions. Archaea usually live in extreme environments and include methanogens, extreme halophiles, and hyperthermophiles...
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...Introduction: The purpose of the experiment was to determine if a lighter concentration of salt would diffuse faster than a lower concentration in an equal amount of water. If the salt concentration is higher then it will diffuse faster because it should reach equilibrium faster. The salt bag dissolving into the waiter in an example of hypertonic osmosis. The water is moving into the membrane to dissolve the salt. Materials: • 2 beakers with 200ml of distilled water • 2 permeable membranes (bags) • 8 grams of salt • 1 graduated cylinder • 1funnel • 2 Total dissolved solids meter (TDS) • 1 pair of safety glasses • 1 digital scale • 1 timer • 4 strands of string Procedure: • Gather materials. • Place 200ml water in each beaker. • Prepair membrane. -soak in water. -blow in opening. -tie one end with string. • Add 20ml of water to each bag. • Weigh salt, add five grams to one bag and three to the other. • Tie the ends with string. • Record TDS of water in the beaker. • Start experiment: -Place salt bags into the beakers and start timer. • Record TDS every minute for five minutes Data/Observations: There were no visual observations of changes in the beakers. Discuss/Conclude: The hypothesis was correct. The beaker with I higher concentration of salt diffused faster as indicated by the higher TDS reading after five minutes, It was almost twice as much TDS than the other beaker. The TDS of the water before the salt was added should have been...
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...London School of Engineering and Materials Science Laboratory report writing instructions DEN101 - Fluid Mechanics 1 Flow Rate Measurement Experiment A. Student Student Number: 1234567 Version 2.0, 27 November 2010 Template for Word 97-2003 Abstract This document explains what is expected in your Fluids 1 lab report. The sections that should be covered are outlined and a structure you could follow is proposed. Detailed advice on how to edit the report is given. The document concludes with the marking criteria for this lab report. Table of Contents Abstract 2 1. Introduction 3 1.1. Writing 3 1.2. Editing and formatting 3 1.3. Content of the introduction 4 2. Background and theory 4 3. Apparatus 4 4. Test 4 5. Experimental procedure 4 6. Results 5 7. Discussion 5 8. Conclusions 5 9. References 5 10. Appendix A: Marking criteria 6 Introduction Before starting to write a report, you should think about what is your audience. Am I writing for colleagues who want a lot of detail how it is done, or am I writing for my boss who just wants an executive summary as he has no time for details? In general, there is not a single type of audience and we have to make our writing suitable for the detailed read, as well as the fast perusal. To understand what is required from you in this report, please have a look at the marking criteria in the Appendix. 1 Writing To limit...
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...Comparing The Resting Heart Rate and Recovery Time Of Males And Females After Physical Activity Devyn Jones 26 September 2014 Biology 140 Section 38 Dr. Maria Gainey Abstract In this study we tested to see whether or not males have a lower resting pulse rate and if males have a faster pulse recovery time after engaging in physical activity. The experiment groups are the males and females of the class. The experiment involves walking up and down a flight of stair s and recoding your pulse rate for a period of time. The average resting pulse for the males was 72 beats/min, and the average resting rate for females was 80. The average percent change was 35.7%, and the mean pulse recovery time is 4 minutes. The experiment only partially supported my hypothesis. Males have a lower resting heart rate than females, however females have a faster pulse recovery time than males. Introduction Cardiovascular fitness is frequently considered the most important aspect of physical fitness. In lieu of this statement, we tested which group, males or females, have a better cardiovascular fitness. I believe that males have a lower resting heart rate than females, and a faster recovery time after a period of exercise. In the experiment two groups will be tested, males, and females, they will undergo the step test, take a series of pulses, and record their results. If my hypothesis is valid then the results will show that males have a lower resting heart rate, and display a faster recovery...
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...now). Measure the pH just like in step 4 of the Control Variable Procedure. Try to achieve a pH level of 5 by adding more drops of lemon juice if needed. Test the pH after each drop is added. Step 2: Repeat step 1 for each test tube 3-5. The pH for each test tube should reduce in number and become more acidic. Test tube 3 should be a pH of 4, Test tube 4 should be a pH of 3, and Test tube 5 should be a pH of 2. This all can be achieved by increasing the amount of lemon juice in each test tube. Step 3: Once all the test tubes 2- 5 have the required pH level, add 10 drops of 0.66% catechol substrate to each test tube 1 through 5. Step 4: Once each tube is filled with the required amount of substrate, it is time to add the enzyme. Have one lab partner add 10 drops of catechol oxidase enzyme (potato juice) to each of the test tubes. As they add the enzyme, another partner must follow right behind and invert each tube just like before in step 2 of the Control Variable Procedure. Once the first tube is inverted start a timer for 6 minutes like...
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...1. Make a hypothesis about which color in the visible spectrum causes the most plant growth and which color in the visible spectrum causes the least plant growth? If the different light colors affect the plants' growth then the most absorbed colors result in the most growth and the least absorbed ones will cause the least plant growth. 2. How did you test your hypothesis? Which variables did you control in your experiment and which variable did you change in order to compare your growth results? I observed the growth of the plants under each light color. The variables were the different light colors (red, orange, green, violet, and blue). 3. Analyze the results of your experiment. Did your data support your hypothesis? Explain. If you conducted tests with more than one type of seed, explain any differences or similarities you found among types of seeds. The plants under the blue lights grew the most and had an average length of 19c.m for spinach, 14c.m for radish, and 12.1c.m for the lettuce. The plants under the green lights grew the least and the averages were 3.5c.m for the spinach, 1.5c.m for the radish, and 3.1 for the lettuce. The red lights also gave high growth average of 18.8c.m spinach, 13.1c.m radish, and 11.6c.m for the lettuce. Violet lights had averages of 16.3c.m for the spinach, 10.5c.m for the radish, and 8.3c.m for the lettuce. Orange had averages of 14.8c.m for the spinach, 6.3c.m for the radish, and 11.6c.m for the lettuce. The data I have collected supports...
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...3.1 Summary The present study was conducted to determine the characteristics of the Antartic yeast Glaciozyma antarctica PI12. Our results indicated that G. antarctica PI12 required 48 hours to reach its mid-log phase, with a doubling time of 15.8 hours per generation. Our result also indicated that G. antarctica PI12 grew better under aerobic condition than anaerobic condition. G. antarctica PI12 was able to grow and proliferate at -5oC and -7oC for at least five months. The cells entered mid-log phase around 3-4 months at those temperatures. Mature cells at the mid-log phase were 14.86 µm in length, and have an area side of 65.42 μm2. Whereas for bud cells were 4.86 µm in length, and have an area side of 10.52 µm2. For both mature cell and bud cell, the diameter was about 5.17 μm. Microscopic analysis via fluorescent microscope revealed that cell division occurred in either pole of the cell. This result indicated that G. antarctica PI12 is a basidiomycetes yeast. The SEM photos revealed the bud scar at the polar ends, which support the result of the fluorescent microscopic analysis. The genome Glaciozyma antarctica PI12 has been sequenced, but the transcriptomic study discovered numerous transcripts could not map back to the genome. The unmapped transcripts are probably transcribed by genes in the extrachromosomal DNA which was not sequenced previously. This piece of extrachromosomal DNA was amplified using the method Rolling Circle Amplification (RCA). The amplicons were fragmented...
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...Christian Rodriguez Mrs. Gentry AP Biology September 27, 2015 Lab Abstract Enzymes are proteins produced by living cells. In an enzyme, the substrates bind with the active site of an enzyme, breaking them down into other molecules. Enzymes acts as catalyst which lower the reaction energy and allows it to take place in less time and at lower temperatures. Enzymes can be used in a reaction without actually being used up; therefore, they can be used reversibly. Temperature, salt concentration, substrate concentration, enzyme concentration, and pH can affect enzyme reactions. If the pH is too basic, the enzyme gains (H+) and denaturalizes; likewise if the pH is too acidic, then the enzyme loses (H+) and becomes denaturalized. A major benefit...
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...Kristina Eskola BL 1020 L01 Diffusion and Osmosis Lab Report (Dialysis) Introduction: Dialysis Tubing is a membrane made of regenerated cellulose fibers formed into a flat tube. If two solutions containing dissolved substances of different molecular weights are separated by this membrane, some substances may readily pass through the pores of the membrane, but others may be excluded. We will be investigating the selective permeability of the tubing to reduce sugar, glucose, starch, and iodine potassium iodide. We will test this by placing a solution of glucose and starch into a dialysis tubing bag and then place this bag into a solution of iodine potassium iodide (I2KI). Prediction: The I2KI solution will turn blue when adding Benedict’s reagent. Hypothesis: The solution of water and I2KI will be the most permeable because they will mix and react with Benedict’s reagent and the heat so the cell membrane only allows certain molecules to enter and leave the cell Materials and Methods: In the experiment we will be using two tests. In the first test, we will be using I2KI to test for the presence of starch. When I2KI is added to an unknown solution, the solution will turn purple or black if starch is present. If there is no starch in the solution, it will remain pale yellow. In the second test we will be using Benedict’s test for reducing sugar. When Benedict’s reagent is added to an unknown solution and the solution is heated, it will turn green, orange or orange-red...
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...Table of Contents: FHSB 1214 FHSC 1214 Biology I Cell Biology Introduction Practical 1 Practical 1 Cell Biology Biological Studies I molecules I Practical 2 Practical 2 Cell Biology Biological Studies II molecules II Practical 3 Cell Biology Studies III Practical 4 Cell Biology Studies IV Practical 8 Cell Biology Studies VIII Practical 5 Cell Biology Studies V Practical 6 Cell Biology Studies VI Practical 7 Cell Biology Studies VII Practical 9 Cell Biology Studies IX Practical 10 Cell Biology Studies X - Experiment Description Page Writing of Lab Reports Identification of Biomolecules 5 13 Identification of Unknown Carbohydrate Solutions and Investigation of Action of Saliva and HCl in Carbohydrate Solution at Two Different Temperatures Investigation of the Effects of Catalase Concentration on Hydrogen Peroxide Decomposition 20 Synthesis of Starch Using an Enzyme Extracted from Potato Tuber Investigation of the Effects of Different Catalytic Conditions on Hydrogen Peroxide Decomposition Microscopy 27 Practical 6 Cell studies II Practical 7 Cell studies III Extraction of Cell Organelles by Cell Fractionation Determination of Solute Potential of Potato Cell Sap 47 Practical 8 Cell studies IV Effects of Different Treatments on Stained Potato Cells 64 Practical 9 Energetics I Respiration of Germinating Beans 67 Microscopic Examination of Cells at Various Stages...
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...Table of Contents: FHSB 1214 FHSC 1214 Biology I Cell Biology Introduction Practical 1 Practical 1 Cell Biology Biological Studies I molecules I Practical 2 Practical 2 Cell Biology Biological Studies II molecules II Practical 3 Cell Biology Studies III Practical 4 Cell Biology Studies IV Practical 8 Cell Biology Studies VIII Practical 5 Cell Biology Studies V Practical 6 Cell Biology Studies VI Practical 7 Cell Biology Studies VII Practical 9 Cell Biology Studies IX Practical 10 Cell Biology Studies X - Experiment Description Page Writing of Lab Reports Identification of Biomolecules 5 13 Identification of Unknown Carbohydrate Solutions and Investigation of Action of Saliva and HCl in Carbohydrate Solution at Two Different Temperatures Investigation of the Effects of Catalase Concentration on Hydrogen Peroxide Decomposition 20 Synthesis of Starch Using an Enzyme Extracted from Potato Tuber Investigation of the Effects of Different Catalytic Conditions on Hydrogen Peroxide Decomposition Microscopy 27 Practical 6 Cell studies II Practical 7 Cell studies III Extraction of Cell Organelles by Cell Fractionation Determination of Solute Potential of Potato Cell Sap 47 Practical 8 Cell studies IV Effects of Different Treatments on Stained Potato Cells 64 Practical 9 Energetics I Respiration of Germinating Beans 67 Microscopic Examination of Cells at Various Stages...
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...Biology 100 – K. Marr (Revised Spring 2010) Lab 2. Microscopic Observation of Cells Prelab Assignment 1. Before coming to lab, read carefully the introduction and procedures of each part of the experiment. If you and your group members are not familiar with the procedure before coming to lab, you may have difficulty completing this exercise during the lab period. 2. Answer the Prelab Questions on the first three pages of the report sheet and be prepared to hand them in at the start of your lab class. Please be aware that you need to go online to answer prelab question #3. Goals of this Lab Exercise After completing this lab exercise you should be able to..... 1. Identify the parts of a compound light microscope and use a microscope to competently examine biological samples 2. Determine the diameter of the field of view for the various objectives of a microscope 3. Accurately sketch, describe and cite the major functions of the structures and organelles of the cells examined in this lab exercise 4. Estimate the size of specimens viewed with a microscope. The Microscope The microscope is one of the principal tools of the biologist. Without the microscope, many of the great discoveries of biology would never have been made. The light compound microscope, illustrated in Figure 1, is the type of microscope most commonly used. Proper, comfortable use of the instrument demands practice. The practice afforded you in this exercise depends upon familiarity with the parts of the microscope...
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...BIOLOGY 1151 / INTRO TO BIOLOGY PRACTICUM / Fall 2013 Dr. A. Ribes (LA) / AND 202 / Phone: 713-‐942-‐3496 / Email: ribesza@stthom.edu Dr. S. Amin (LB, LG) / Tiller 103 (Math House) / Phone: 713-‐942-‐5941 / Email: amins@stthom.edu Dr. D. Frohlich (LC, LE) / AND 111 / Phone: 713-‐525-‐3165 / Email: frohlich@stthom.edu Dr. J. Dewey (LD, LH) / AND 203 / Phone: 713-‐525-‐3565 / Email: deweyj@stthom.edu Dr. E. Nam (LI) / AND 100 / Email: name@stthom.edu LAB EXERCISE (Pre-‐lab Quiz) PRE-‐LAB ASSIGNMENT MONDAY LAB MEETS ON FRIDAY TH SEPT 6 Turn in HW questions POST-‐LAB ASSIGNMENT Read proposal and answer homework questions (due next week) Mendelian genetics homework problems (due next week) Excel homework assignment (due next week) Group Proposal/protocol due next week Read “Art of Writing Science” Individual mini-‐report (due in 3 weeks); Individual Mini report due next...
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...Fly lab report p. 1 SAMPLE LAB REPORT Perception of Different Sugars by Blowflies by Alexander Hamilton Biology 101 October 24, 2009 Lab Partners: Sharon Flynn, Andi Alexander Fly lab report p. 2 ABSTRACT To feed on materials that are healthy for them, flies (order Diptera) use taste receptors on their tarsi to find sugars to ingest. We examined the ability of blowflies to taste monosaccharide and disaccharide sugars as well as saccharin. To do this, we attached flies to the ends of sticks and lowered their feet into solutions with different concentrations of these sugars. We counted a positive response when they lowered their proboscis to feed. The flies responded to sucrose at a lower concentration than they did of glucose, and they didn’t respond to saccharin at all. Our results show that they taste larger sugar molecules more readily than they do smaller ones. They didn’t feed on saccharin because the saccharin we use is actually the sodium salt of saccharin, and they reject salt solutions. Overall, our results show that flies are able to taste and choose foods that are good for them. INTRODUCTION All animals rely on senses of taste and smell to find acceptable food for survival. Chemoreceptors are found in the taste buds on the tongue in humans (Campbell, 2008), for example, for tasting food. Studies of sensory physiology have often used insects as experimental subjects because insects can...
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...Biology lab report: If you are taking a biology course, at some point you will have to do lab experiments. This means that you will also have to complete biology lab reports. The purpose of writing a lab report is to determine how well you performed your experiment, how much you understood what happened during the experimentation process, and how well you can convey that information in an organized fashion. Biology Lab Reports: Formats A good lab report has a format that includes five main sections. They are the introduction, methods and materials, results, discussion and conclusion, and citation. Keep in mind that individual instructors may have a specific format that they require you to follow. Please be sure to consult your teacher about the specifics of what to include in your lab report. Introduction: The introduction of a lab report states the purpose of your experiment. Your hypothesis should be included in the introduction, as well as a brief statement about how you intend to test your hypothesis. To be sure that you have a good understanding of your experiment, some educators suggest writing the introduction after you have completed the methods and materials, results, and conclusion sections of your lab report. Methods and Materials: This section of your lab report involves producing a written description of the materials used and the methods involved in performing your experiment. You should not just record a list of materials, but indicate...
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