3- Enrichment question (15 points)- Imagine that you are studying the.pdf
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3. Enrichment question (15 points): Imagine that you are studying the microbiology of a soil in the Mojave Desert near Death Valley that is devoid of (i.e. doesn't contain any) organic carbon and fixed nitrogen. Despite this, you notice what could be some faint greenish microbial growth in some patches of soil. Previous gene sequencing studies on samples of this soil (we will get to this later in the course!) indicate that there are two major types of bacteria present: one is a member of the phylum cyanobacteria that is photolithoautotrophic but, unlike other some other members of this phylum, cannot fix nitrogen. The other is a chemoorganoheterotrophic bacterium related to the genus Azotobacter that uses sugars such as glucose or mannitol as a sole C source and is capable of nitrogen fixation (using N 2 gas as an N source). You hypothesize that these two microbes work together to help each other grow: the cyanobacterium fixes carbon and excretes some of the resulting sugars that it produces that serve as C sources for the Azotobacter relative, which in turn fixes nitrogen and excretes some of the fixed N that can be used as an N source by the cyanobacterium. You are interested in trying to isolate each of these microbes separately from this soil sample so that you can better study them. [Note that I am making up the details of this example, but these types of microbes do exist!] Explain how you would design two different types of minimal media and growth conditions that would allow you to 1) grow and enrich for the photolithoautotrophic cyanobacterium (but not the Azotobacter), and 2) grow and enrich for the nitrogen-fixing, chemoheterotrophic Azotobacter (but not the cyanobacterium, or other heterotrophic microbes that might be present). For each medium, explain what ingredients you would include or exclude, and why. Also, explain which growth/incubation conditions you would use and why. Medium/conditions for enrichment of the photoautotrophic cyanobacterium: Medium/conditions for growth of the nitrogen-fixing, Azotobacter relative:.
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![3. Enrichment question (15 points): Imagine that you are studying the microbiology of a soil in
the Mojave Desert near Death Valley that is devoid of (i.e. doesn't contain any) organic carbon
and fixed nitrogen. Despite this, you notice what could be some faint greenish microbial growth
in some patches of soil. Previous gene sequencing studies on samples of this soil (we will get to
this later in the course!) indicate that there are two major types of bacteria present: one is a
member of the phylum cyanobacteria that is photolithoautotrophic but, unlike other some other
members of this phylum, cannot fix nitrogen. The other is a chemoorganoheterotrophic
bacterium related to the genus Azotobacter that uses sugars such as glucose or mannitol as a sole
C source and is capable of nitrogen fixation (using N 2 gas as an N source). You hypothesize that
these two microbes work together to help each other grow: the cyanobacterium fixes carbon and
excretes some of the resulting sugars that it produces that serve as C sources for the Azotobacter
relative, which in turn fixes nitrogen and excretes some of the fixed N that can be used as an N
source by the cyanobacterium. You are interested in trying to isolate each of these microbes
separately from this soil sample so that you can better study them. [Note that I am making up the
details of this example, but these types of microbes do exist!] Explain how you would design two
different types of minimal media and growth conditions that would allow you to 1) grow and
enrich for the photolithoautotrophic cyanobacterium (but not the Azotobacter), and 2) grow and
enrich for the nitrogen-fixing, chemoheterotrophic Azotobacter (but not the cyanobacterium, or
other heterotrophic microbes that might be present). For each medium, explain what ingredients
you would include or exclude, and why. Also, explain which growth/incubation conditions you
would use and why. Medium/conditions for enrichment of the photoautotrophic cyanobacterium:
Medium/conditions for growth of the nitrogen-fixing, Azotobacter relative:](https://image.slidesharecdn.com/3-enrichmentquestion15points-imaginethatyouarestudyingthe-230311004922-db50ac8d/85/3-Enrichment-question-15-points-Imagine-that-you-are-studying-the-pdf-1-320.jpg)
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Imagine that you are studying the microbiology of a soil in the Mojave.pdf
Imagine that you are studying the microbiology of a soil in the Mojave Desert near Death Valley
that is devoid of (i.e. doesn't contain any) organic carbon and fixed nitrogen. Despite this, you
notice what could be some faint greenish microbial growth in some patches of soil. Previous
gene sequencing studies on samples of this soil (we will get to this later in the course!) indicate
that there are two major types of bacteria present: one is a member of the phylum cyanobacteria
that is photolithoautotrophic but, unlike other some other members of this phylum, cannot fix
nitrogen. The other is a chemoorganoheterotrophic bacterium related to the genus Azotobacter
that uses sugars such as glucose or mannitol as a sole C source and is capable of nitrogen fixation
(using N gas as an N source). You hypothesize that these two microbes work together to help
2
each other grow: the cyanobacterium fixes carbon and excretes some of the resulting sugars that
it produces that serve as C sources for the Azotobacter relative, which in turn fixes nitrogen and
excretes some of the fixed N that can be used as an N source by the cyanobacterium. You are
interested in trying to isolate each of these microbes separately from this soil sample so that you
can better study them. [Note that I am making up the details of this example, but these types of
microbes do exist!]
Explain how you would design two different types of minimal media and growth conditions that
would allow you to 1) grow and enrich for the photolithoautotrophic cyanobacterium (but not the
Azotobacter ), and 2) grow and enrich for the nitrogen-fixing, chemoheterotrophic Azotobacter
(but not the cyanobacterium, or other heterotrophic microbes that might be present).
For each medium, explain what ingredients you would include or exclude, and why. Also,
explain which growth/incubation conditions you would use and why.
Medium/conditions for enrichment of the photoautotrophic cyanobacterium:
Medium/conditions for growth of the nitrogen-fixing, Azotobacter relative:
.
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The symbiotic nitrogen-fixing bacteria invade the root hairs of host plants, where they multiply and stimulate formation of root nodules, enlargements of plant cells and bacteria in intimate association. Within the nodules the bacteria convert free nitrogen to ammonia, which the host plant utilizes for its development. To ensure sufficient nodule formation and optimum growth of legumes (e.g., alfalfa, beans, clovers, peas, soybeans), seeds are usually inoculated with commercial cultures of appropriate Rhizobium species, especially in soils poor or lacking in the required bacterium.
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Location Of Microbes
Colony Growth Notes....
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Description
Temp
Shape
Color
Size
Type
Observations
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3
4
5
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Use the hand magnifying lens to observe the growths of colonies within the tubes. Note their shape, size, color, and anything else distinguishing. Bacteria will grow in small circular colonies, whereas molds will spread out more and may look fuzzy. Yeasts tend to grow initially in tight, compact colonies and their color is somewhat darker than that of bacteria. Record what you see in the data table. Draw what you see for each. Try to deduce the types of microbes each cultured colony contains: bacteria, mold, or yeast. Some cultures may contain more than one type of microbe.
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From which samples did you observe the most and least microbial growth?
Why do you think there were differences in the number and types of microbes at the different sampling sites?
Did microbes from warmer or cooler sites multiply faster? Hypothesize why.
How could the information gained in this experiment be useful in your home?
Exercise 2 - A Closer Looks
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Gram Stain Notes.........
#
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Temp
Shape
Color
Size
Type
Observations
1
2
3
4
5
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Was the structure or arrangement of the colonies of microorganisms different among what you identified as bacteria versus yeast versus mold?
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Were you able to see any individual microorganisms? If so what would you guess they are (e.g., mold, yeast, etc.)?
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Imagine that you are studying the microbiology of a soil in the Mojave.pdf
Imagine that you are studying the microbiology of a soil in the Mojave Desert near Death Valley
that is devoid of (i.e. doesn't contain any) organic carbon and fixed nitrogen. Despite this, you
notice what could be some faint greenish microbial growth in some patches of soil. Previous
gene sequencing studies on samples of this soil (we will get to this later in the course!) indicate
that there are two major types of bacteria present: one is a member of the phylum cyanobacteria
that is photolithoautotrophic but, unlike other some other members of this phylum, cannot fix
nitrogen. The other is a chemoorganoheterotrophic bacterium related to the genus Azotobacter
that uses sugars such as glucose or mannitol as a sole C source and is capable of nitrogen fixation
(using N gas as an N source). You hypothesize that these two microbes work together to help
2
each other grow: the cyanobacterium fixes carbon and excretes some of the resulting sugars that
it produces that serve as C sources for the Azotobacter relative, which in turn fixes nitrogen and
excretes some of the fixed N that can be used as an N source by the cyanobacterium. You are
interested in trying to isolate each of these microbes separately from this soil sample so that you
can better study them. [Note that I am making up the details of this example, but these types of
microbes do exist!]
Explain how you would design two different types of minimal media and growth conditions that
would allow you to 1) grow and enrich for the photolithoautotrophic cyanobacterium (but not the
Azotobacter ), and 2) grow and enrich for the nitrogen-fixing, chemoheterotrophic Azotobacter
(but not the cyanobacterium, or other heterotrophic microbes that might be present).
For each medium, explain what ingredients you would include or exclude, and why. Also,
explain which growth/incubation conditions you would use and why.
Medium/conditions for enrichment of the photoautotrophic cyanobacterium:
Medium/conditions for growth of the nitrogen-fixing, Azotobacter relative:
.
MICROBIOLOGY-1-1.pptx
This document provides information about microbiology for a B.Sc nursing course. It includes definitions of key terms like medical microbiology and Koch's phenomenon. It discusses the contributions of Robert Koch and Joseph Lister to the field. The document is divided into units, with the first unit covering an introduction and the second covering general characteristics of microbes. It includes short answer and essay questions about topics like bacterial cell structures, staining techniques, culture methods, and phases of bacterial growth. Diagrams are provided to illustrate some concepts.
Activity keys sp 2018
Answers to challenge questions for Microbial Diversity, taught in spring 2018 by Prof Kristen DeAngelis at the University of Massachusetts Amherst
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Nitrogen-fixing bacteria, microorganisms capable of transforming atmospheric nitrogen into fixed nitrogen (inorganic compounds usable by plants). More than 90 percent of all nitrogen fixation is effected by these organisms, which thus play an important role in the nitrogen cycle.
Two kinds of nitrogen-fixing bacteria are recognized. The first kind, the free-living (nonsymbiotic) bacteria, includes the cyanobacteria (or blue-green algae) Anabaena and Nostoc and genera such as Azotobacter, Beijerinckia, and Clostridium. The second kind comprises the mutualistic (symbiotic) bacteria; examples include Rhizobium, associated with leguminous plants (e.g., various members of the pea family); Frankia, associated with certain dicotyledonous species (actinorhizal plants); and certain Azospirillum species, associated with cereal grasses.
The symbiotic nitrogen-fixing bacteria invade the root hairs of host plants, where they multiply and stimulate formation of root nodules, enlargements of plant cells and bacteria in intimate association. Within the nodules the bacteria convert free nitrogen to ammonia, which the host plant utilizes for its development. To ensure sufficient nodule formation and optimum growth of legumes (e.g., alfalfa, beans, clovers, peas, soybeans), seeds are usually inoculated with commercial cultures of appropriate Rhizobium species, especially in soils poor or lacking in the required bacterium.
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Cyanobacteria, also known as “blue-green algae”.
They are aquatic and photosynthetic, that is, they live in the water, and can manufacture their own food. Because they are bacteria, they are quite small and usually unicellular, though they often grow in colonies large enough to see.
They are the most abundant group of organisms on the earth. They are autotrophic and found in a diverse environment, especially in the marine and freshwater.
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Lab Report Name ____________________.docx
Lab Report Name: ____________________
Section: ___________________
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Exercise 1 - Finding Microbes:
Observations from Procedures:
2. Select six sources from your prioritized list that are from different areas of your home. Set up a data table similar to the one shown below to number your microbes and record information and observations about them for Exercise 1 and Exercise 2.
Location Of Microbes
Colony Growth Notes....
#
Description
Temp
Shape
Color
Size
Type
Observations
1
2
3
4
5
6
Use the hand magnifying lens to observe the growths of colonies within the tubes. Note their shape, size, color, and anything else distinguishing. Bacteria will grow in small circular colonies, whereas molds will spread out more and may look fuzzy. Yeasts tend to grow initially in tight, compact colonies and their color is somewhat darker than that of bacteria. Record what you see in the data table. Draw what you see for each. Try to deduce the types of microbes each cultured colony contains: bacteria, mold, or yeast. Some cultures may contain more than one type of microbe.
If some of the cultures are not yet well developed let all of the cultures continue to incubate for up to three additional days until you see visible growth in them all. Record final observations for each tube.
Questions:
From which samples did you observe the most and least microbial growth?
Why do you think there were differences in the number and types of microbes at the different sampling sites?
Did microbes from warmer or cooler sites multiply faster? Hypothesize why.
How could the information gained in this experiment be useful in your home?
Exercise 2 - A Closer Looks
Observations from Procedures:
Location Of Microbes
Gram Stain Notes.........
#
Description
Temp
Shape
Color
Size
Type
Observations
1
2
3
4
5
6
Examine the slides under your microscope. Describe and draw what you see.
Questions:
Was the structure or arrangement of the colonies of microorganisms different among what you identified as bacteria versus yeast versus mold?
Four slides are, of course, a very small sample, but regardless of this limitation, what can you hypothesize about differences in the microbe growth patterns? Does your hypothesis match the descriptions at the beginning of the experiment?
Were you able to see any individual microorganisms? If so what would you guess they are (e.g., mold, yeast, etc.)?
Do any of the slides appear to have more than one type of microorganism? Did you determine this by physical appearance of the culture or by color of stain?
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Bag mass ____ g + 1.5 g NaHCO3 = ____ Final mass (g)
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Rate
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Solution
starting measurement
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Respiration
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IES ÁLVAREZ CUBERO IN PRIEGO DE CÓRDOBA (SPAIN)
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i am student of assam university silchar ,, i want to share my presentation ,whatever i have prepared, & ready to deliver.
Biochemical Cycle questions Discussion.pptx
The document discusses various topics related to microbiology. It begins by explaining the role of bacteria in the carbon cycle, breaking down organic compounds and replenishing carbon dioxide for photosynthesis. It then discusses cellulose degradation by cellulase enzymes and the three types of enzymatic activities required. Next, it covers protein degradation by proteolytic bacteria and their proteinase and peptidase enzymes. The document also explains concepts like predation, parasitism, commensalism, amensalism, lichen symbiosis, biofertilizers, denitrification, the sulfur cycle, E. coli, mycorrhizal associations, and nitrogen fixation by bacteria like Rhizobium and Bradyrhizob
Kingdom Monera and Virus
The document discusses the kingdoms Monera and viruses. It covers the characteristics of bacteria, including that they are prokaryotes, single-celled, and the oldest and most abundant organisms. It describes the two kingdoms of archaea and eubacteria. Archaea include extremophiles like thermophiles and methanogens. Eubacteria are more diverse and make up most bacteria. Key bacterial structures and processes like shape, nutrition, respiration, and reproduction are summarized.
Kingdom Monera and Virus
This document provides information about viruses and bacteria. It discusses the structure and reproduction cycles of viruses, including how they infect host cells and use the host's machinery to replicate. It also describes bacteriophages and the lytic and lysogenic cycles they undergo when infecting bacteria. The document compares prokaryotes and eukaryotes and examines different bacterial characteristics such as shape, nutrition, and respiration. It provides examples of how bacteria are classified and discusses their importance in areas like nitrogen fixation and disease.
Biological treatment solid_hazardous_waste
This document discusses biological treatment methods for solid and hazardous waste, including composting and bioremediation. It begins by explaining that biological treatment uses microorganisms like bacteria and fungi to break down waste through aerobic or anaerobic processes. It then describes composting specifically, which is the controlled biological decomposition of organic waste into a stable product. Key factors that affect composting like nutrient levels, moisture, temperature and pH are discussed. The document also covers bioremediation, which uses microbes to break down contaminants in situ or ex situ, and describes growth kinetics and inhibition factors that impact microbial activity during biological treatment.
Unit –8– Economic importance of Bacteria by Dr. Kirtika Padalia-converted (2)...
- Bacteria play both beneficial and harmful economic roles. Beneficially, they are essential for agriculture through soil fertility and nitrogen fixation. They are also important for industries like dairy production and vinegar making through fermentation. Bacteria also beneficially aid waste water treatment and biological pest control. However, bacteria can also be harmful by causing food spoilage, water pollution, reduced soil fertility, and diseases. The document discusses these beneficial and harmful economic impacts of bacteria in detail through examples.
media and its types
This document discusses the nutritional classifications and requirements of microorganisms. It describes how bacteria can be classified based on their carbon source and energy requirements as either autotrophs or heterotrophs. Autotrophs use inorganic carbon sources while heterotrophs require organic carbon. Heterotrophs are further divided into photoheterotrophs and chemoheterotrophs based on their energy source. The document also discusses the use of defined and complex media to culture bacteria based on their nutritional needs and fastidiousness. Selective, differential, and selective-differential media are described which allow isolation and identification of bacteria based on their growth characteristics.
Apologia Biology - updated Module 9 & 10 (bact virus) (protist fungi).pptx
This document provides an overview of prokaryotes and viruses from the Apologia Biology course. It begins with a brief history of microscopy and the development of modern taxonomy. It then discusses the domains of life, focusing on archaea and bacteria. Various shapes, habitats, and modes of feeding are described for bacteria. The document also discusses classification, with keys being used to identify organisms. It concludes with information about protists and different types of algae.
Nutrition, cultivation and isolation of bacteria
Bacteria exhibit different modes of nutrition and can be either heterotrophic or autotrophic. Heterotrophic bacteria rely on organic compounds from other organisms as a source of carbon and energy, while autotrophic bacteria produce their own organic compounds through photosynthesis or chemosynthesis. Bacteria require specific environmental conditions for growth such as temperature, pH, oxygen levels, moisture, light, osmotic conditions, and chemical nutrients. Their growth occurs in distinct phases including a lag phase, logarithmic or exponential growth phase, stationary phase, and death phase.
Biological nitrogen fixation by kader mullah
biological nitrogen fixation. this slide is prepared to provide a unique concept about biological nitrogen fixation.
Allied american university bio 130 module 7
Get professional solution for assignment help,homework help,easy writing help,and Thesis Writing for all Universities in USA,UK,and Australia.
Pros And Cons Of Microorganisms
This document discusses microorganisms and provides information about their types and roles. It begins by defining microorganisms as organisms that are mostly microscopic in size and can be seen with a microscope. It then lists the main types of microorganisms as fungi, bacteria, protozoa, algae, and viruses. The document also discusses how some microorganisms like lactobacilli and yeast can be good, protecting the body from diseases, while others like certain bacteria can cause illnesses. It concludes by stating that bacteria can be both good and bad for humans, as some are needed for digestion while others cause pathogenic infections.
Bacterial growth & metabolism
bacterial growth and its metabolism
describing how the bacteria survies in oral cavity
focussing on periodontal pathogens
MICROBES_AS_CELL_FACTORIES.pdf
This document discusses microbial cell factories and metabolic engineering. It defines microbial cell factories as microbial cells engineered as production facilities through metabolic engineering, which alters metabolic pathways for chemical production. Metabolic engineering draws from various disciplines to engineer metabolic pathways to increase productivity of antibiotics, polymers, and more. The document also discusses primary and secondary metabolites, with primary metabolites essential for growth and secondary metabolites having various industrial uses like antibiotics. Strategies for overproducing both types of metabolites include genetic engineering of pathways and eliciting microbial responses through stress factors or quorum sensing.
Allied american university bio 130 module 7
Get professional solution for assignment help,homework help,easy writing help,and This is Writing for all Universities in USA,UK,and Australia.
Principles of Biology II - Lab 3- Protista Introduction- All single-ce.docx
This document provides instructions for a lab exploring the kingdom Protista. Students will examine different protist specimens under a microscope and identify key distinguishing characteristics. They will classify each specimen to the lowest possible taxonomic level and answer corresponding questions about adaptations, traits, pigments, structures, movement and feeding mechanisms. Students are asked to organize their observations and draw and label each specimen, noting magnification, size, shape, structures and other relevant details.
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Soil as Habitat for Microbes - chemical properties
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Unit –8– Economic importance of Bacteria by Dr. Kirtika Padalia-converted (2)...
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Apologia Biology - updated Module 9 & 10 (bact virus) (protist fungi).pptx
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Principles of Biology II - Lab 3- Protista Introduction- All single-ce.docx
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3-1- What is a device controller- -2- 3-2- What is a device driver- -2.pdf
3.1. What is a device controller? [2] 3.2. What is a device driver? [2] 3.3. What are the three
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3. What conclusion can you draw from the images of E . coll cells (above) taken from a culture
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3. Types of unemployment
The three people described in the table are categorized as unemployed by Statistics Canada.
Identify each person in the table as structurally, frictionally, or cyclically unemployed.
Unemployment Type
Structural
Frictional
Cyclical
The following table shows data on frictional, cyclical, structural, and total unemployment for an
economy.
Unemployment Type
Rate
(Percent)
True or False: This economy is not currently at its natural rate of unemployment.
True
False
Cyclica
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l
A recent recession has reduced the number of visitors to a local
theme park. The park has had to lay off many of its employees,
including Yvette.
Rina just moved with her husband to Calgary, Alberta. She's
looking for a job as a paralegal.
Musashi left his job as a plumber when his wife took a position
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is considerably lower in the new region, in part because of high,
union-negotiated wages. He would like to work at the high
union wage but remains unemployed due to a lack of plumbing
jobs.
.
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3. There are two identical tables. Each table has two drawers. Table I has a white balls in each
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3. Rett syndrome is a dominant X-linked disease in
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3. Joe decided to roll over his profit-sharing account to an IRA. The account is valued at $200 ,
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3. Remember, the A BO blood types I A and I B are Codominant and both I / A and I 8 are
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a father with type B blood. Fill in the table for these people. Parents' genotypes: Parents'
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3. Problems and Applications Q3 Societies choose what share of their resources to devote to
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3- Poverty line is 2 dollars- Malawi Ponulation hu Daily Income IDDDI.pdf
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gap ? The demographic dividend is the economic growth potential that can result from shifts in a
population's age structure, mainly when the share of the working-age population ( 15 to 64 ) is
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3- Oopsie! There was a mix-up of the babies at the hospital. The ABO types of the four babies
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