Rate of Fermentation

Rate of Fermentation Cells obtain energy through a process called respiration. Yeast normally respires aerobically. In the absence of oxygen, yeast carries out anaerobic respiration. Yeast carries out alcohol fermentation which is catalysed by the enzyme zymase to produces ethanol, carbon dioxide and energy. Ethanol is used in making wine. Alcohol fermentation equation: Glucose Alcohol + Carbon dioxide C5H12O5 2C2H5OH + 2CO2 The rate of fermentation is influenced by several factors like temperature, type of sugar solution, concentration of yeast and concentration of glucose. In order to measure the rate of fermentation, the rate of production of carbon dioxide is measured in this experiment. Aim: To investigate how volume of yeast suspension may influence the rate of fermentation. Hypothesis: As the volume of yeast suspension increases, the rate of fermentation also increases. Variables: Independent variable : Volume of yeast suspension Dependent variable : Rate of fermentation Constant variable : Concentration of glucose, type of sugar solution, temperature, time  taken for the rate of fermentation. Materials Apparatus: 50-mL of measuring cylinder, 2-ml of graduated pipette, yeast suspension, glucose solution, 37oC warm water, burette, stopwatch, test tube, delivery tube, and basin. Methods: 1) 20mL of glucose solution was added to the test tubes using a 50mL measuring cylinder. 2) 2mL of yeast suspension was added to the solution in test tubes using a 2mL graduated pipette. 3) The end of the test tubes were covered with the thumb and the test tubes were inverted several  times to thoroughly mix the contents of the test tubes. 4) The test tubes were covered with a stopper. 5) The delivery tube was attached, measuring cylinder was filled with water and the apparatus was  set up so that gas produced will be collected in the measuring cylinder. Two sets of apparatus  were set up where one of them acts as a control. 6) The test tubes were placed in a beaker which is  ¾ full with warm water at 370C to ensure a  suitable environment. 7) The volume of gas produced in the measuring cylinder was observed and recorded every 5  minutes for a total of 40 minutes. 8) The experiment was repeated by using 4mL of yeast suspension instead of 2mL of yeast  suspension. 9) A table was constructed to record the time of measurements and the total volume of carbon  dioxide produced for both experiment. A graph was constructed. Discussion: Based on the graph, the curve for experiment which uses 4ml of yeast suspension is steeper than the curve for experiment which uses 2ml of yeast suspension. We can conclude that as the volume of yeast suspension increases, the volume of carbon dioxide produced also increases. When more volume yeast suspension is used the reactant will increase causes the frequency of collision to be increase too. So, higher productive collision will happen and causes the product which is carbon dioxide to be released will increase. The results can be said precise as the readings are close to each other in both experiments. However, the reading for the experiment which uses 4ml of yeast suspension at minute of 35 and 40 is not precise as it has quite big difference. The graph has no scattered points and this indicates that random errors are not very significant for this experiment. Random error such as the temperature of the water bath is not consistent to 37 °C and this may affect the result obtain ed. Besides that, another possible random error is the inability of human to react fast when using stopwatch. He might start take time or end the time slowly or quickly. So, it may affect the precision of the results. Improvements can be done by using an incubator as its water bath which its temperature will not drop or gain once it is fixed to 37 °C. The person with stopwatch must really quick to start the stopwatch exactly after the delivery tube is connected to the test tube containing yeast suspension and glucose solution. The accuracy cannot be commented as the true value is not given in both experiments. However, based on the theory it is true that when the volume of yeast suspension increases, the volume of carbon dioxide produced also increases. Systematic errors such as the burette might not be calibrated properly. Some of the carbon dioxide gas might dissolve in water and affects the actual volume of carbon dioxide gas produced. Therefore, improvements such as use only t he burette which is perfectly calibrated and gas syringe is used to collect the exact amount of carbon dioxide produced. It is important to use a lot of samples because a more reliable result can be obtained and the effect of random errors will be reduced. So, the results obtained can be more precise. Repeating the experiment also is important as it will increase the validity of results. Conclusion: As the volume of yeast suspension increases, the rate of fermentation also increases. Hypothesis is accepted.

Sports In Schools

Sports in schools Ellen Reardon 5th hour Blessing May 6, 2014 About 6 million high school boys and girls participate in team sports on the courts, in the pools, on the fields, and in the gyms. The amount of stress caused by sports often is insignificant compared to other sources such as family problems, peer conflicts, school pressures, etc. Sports also helps students learn out to manage with stress.The topic of whether or not schools should keep sports programs has been discussed among many school presentiments over the past few years. Students need sports in school for many reasons. Sports can help with stress, focus, grades, and over all motivation. Keeping sports in schools can help students with a lot more than just getting exercise. Sports are a huge stress reliever for some students. They can distract students from the stress of school and stress from home.By doing this it can clear a student's mind for some time giving them the time to relax ND have fun competing. Sports also can help students build some sort of a reliable and hardworking attitude. Sports teach students to be respectful of their coaches while also teaching a team how to rely on each other. Students learn how to respect not only themselves but other people around them. On the other hand sports do cost a lot of money that the schools could spend on other things like new textbook, computers, or lab equipment.There are also ate night games or meets the may make students get home late and not have the energy to complete assignments. Sports may cost a lot of time and money but they are still important. Those 6 million high school athletes would agree that sports are important in school. There are many reason why sports help student, physically and mentally. They help as a stress reliever, as a distraction from the hard work of school, and they help in building good moral character.

Submarine Escape Procedures

Michael Menor Professor Cady English 151 25 February 2013 Submarine Escape Procedures There are many catastrophes that can affect the operation of a submarine; fire and flooding can crimple a submarine completely if either is not resolved quickly. Submariners are trained to combat all forms of fire and flooding in different scenarios that are closely monitored in Submarine School. As a last resort, sailors are also trained in submarine escape in the very rare occasion that they must escape from the ship.Submarine escape is only effective at depths less than 600 feet; escape any greater depth would be impossible. Michael Menor deployed with two nuclear fast-attack submarines; the USS Santa Fe and the USS Albuquerque; during his four and a half year enlistment in the United States Navy. He is well versed in submarine escape and hopes that this will give you an understanding on how to escape from the depths of the sea. Every ship is equipped with two escape trunks, or hatches as some ma y call it; one forward and aft, both of which have similar dimensions and operation procedures.Each trunk is able to hold two escape personnel. The Submarine Escape Immersion Equipment; also known as a SEIE Suit; is a last resort option if a Deep Submergence Rescue Vehicle, or DSRV is unable to save personnel from a disabled submarine. The suit is a single piece construction capable of controlling pressure to prevent decompression sickness, or â€Å"the bends†, which is a side effect of rapidly ascending from ocean depths. Each suit is also equipped with a life boat that is contained within a pouch attached to the left hip.Familiarity with the escape hatch valves is not required; all operations are handled by personnel from within the ship. For the purposes of this procedure we will call these personnel â€Å"Supervisors,† since they are usually experienced supervisory personnel with the knowledge of operating the escape hatch. Depending on where the casualty, is you w ill always want to choose the escape trunk that is not in the affected compartment. Whether it is flooding in the forward compartment; your escape will be in the aft escape trunk in the Engine Room. The same pplies to a casualty in the aft compartment; your escape will be via the forward escape trunk. During this procedure you will be performing all actions from within the forward escape trunk. On the rare occasion that submarine personnel are not able to stop flooding in the engine room that leaves the ship sinking into the depths, and laid to rest on a sea shelf 500 feet below the surface. You will then need to don a SEIE suit by placing both feet into the suit and taking the zipper, which is placed on the outer side of the left leg and pulling this up until it is at your belly button.As you would put on a coat; place both arms into each sleeve equipped with rubber gloves and flip the hood onto your head. You must then pull on the zipper, which continues upwards centered on your c hest, and up to the hood. One common issue that can occur is the zipper getting stuck, or feeling as if it will not budge—remember that it was designed to keep water out of the suit—if this happens you will need to request the assistance of someone else.Now that you have the suit on you will need to make your way to the escape hatch ladder and climb into the 6 foot cylindrical space, which is only designed to hold two escape personnel; the two of you will be standing directly across from each other with your backs against the bulkhead. There is a charging hose attached to the left arm of your suit, attach this hose to the charging manifold on the bulkhead (wall) located to your left; the charging hose will inflate your suit to create a bubble barrier between you and the outside pressures of the ocean.Remember this is your source of oxygen, so continuing to keep the charging hose connected during your time in the escape hatch is crucial. As your suits are being charged please keep your feet away from the lower hatch as the Supervisors begin close and seal it. Once it is confirmed sealed a rush of water will begin to flood the hatch. Due to the buoyancy of your inflated suit you will begin to float; do not let this happen. To prevent this there is a handle to your right that you will be able to use to maintain your grip and keep you anchored safely.Supervisors will then pressurize the hatch to match the outside pressure outside of the hull. The first person that entered hatch will be the first one to escape; once the hatch is clear the second person will wait 30 seconds and follow to prevent getting entangled with one another. Since you are the lucky one to enter first, you will get to escape first. Supervisors will open the upper hatch; continue to maintain your grip until the upper hatch has reached its fully opened and locked position. Supervisors will use a wrench or hammer to knock on the lower hatch three times.This will give you the signal t hat the upper hatch is clear and you can escape. Release your grip from both the handle and the charging manifold. Allow the suit to take over as its positive buoyancy lifts you out of the hatch and upwards to the surface. The suit is designed to maintain proper atmospheric pressure for your safety during the ascent; as you will be traveling about 30 feet per second. Upon reaching the surface ensure that you are floating on your back, while in this position you need to reach into the pouch on your left hip and remove the life raft; pull on the yellow handle and allow the raft to self-inflate.Once inflated pull yourself onto the raft; during this time you can unzip the hood of your suit. The raft comes equipped with a drogue, water desalination kit, and equipment such as smoke signals, and flares to assist with your rescue. Congratulations on your successful escape; now you will wait for rescue personnel to find you and the others from your ship. At the surface it is highly recommend ed to regroup with other personnel from the ship and tie your rafts together. This will create a larger object for rescuers to spot during their search.

A Brief History of The Helicopter - 663 Words

A helicopter is a type of rotorcraft in which lift and thrust are supplied by rotors. The rotors allow the helicopter to take off and land vertically, and to fly forward. The ideas of vertical fight have come from China. The Chinese children used to play with bamboo flying toys around 400 BC. When you spin the bamboo, the spinning creates lift, and the toy flies when release. It was introduced to Europe and other scientist started developing flying machine based on the bamboo flying toy. As scientific knowledge increased and became more accepted, men continued to pursue the idea of vertical flight. The later models and machine closely resembled the bamboo flying top with the spinning wings. In July 1754, Mikhail Lomonosov had developed a small coaxial modeled after the Chinese top. The coaxial was powered by a small spring and it was suggested as a method to lift meteorological instrument. All those experiment become influential as the years goes by. Christian de Launoy, a mechanic, used a coaxial version of Chinese top in a model consisting of turkey flight feathers as rotor blades. They didn’t have all the technology that we have today, but they still manage to invent products. They created the path for us. In 1861, Gustave de Ponton d’Amecourt, a French inventor, coined the word helicopter. It came from helico- which means spiral and pter- means wings. He invented a steam-powered model which had nothing to do with flying. 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