Lab Report BIO/315

Yeast Lab June 12, 2012 Tiyanna Knight Olayinka Mohorn University of Phoenix

Lab Report BIO/315

Yeast Lab For centuries yeast has been used in the preparation of both food and drinks. These single-celled organisms are also known by their scientific name, Saccharomyces cerevisiae. There are clues found in the scientific name that illuminate the important role that yeast plays in food and drink preparation. The Latin word Saccharum means sugar while Myces means fungus. Yeast is a fungus that uses sugar as a source of energy much like most living organisms. Energy is made from sugar by one of two ways, aerobic cellular respiration or fermentation (Amscopub, 2011). The first of these, aerobic cellular respiration, oxygen is a primary necessity (Amscopub, 2011). Broken down the chemical formula for aerobic cellular respiration is C6 H 12 O6 6O2 6CO2 6 H 2 O Energy (Amscopub, 2011). When there is a lack of oxygen available yeast can use the process of fermentation in order to change the sugars into energy (Amscopub, 2011). This process is done similarly but without any oxygen which looks like this: C 6 H 12 O6 6O2 6CH 3CH 2 OH 2CO2 Energy (Amscopub, 2011). The similarities in both processes are significant as they produce both ATP and CO2 . Depending on the species reproduction in yeast can be either asexual by mitosis or sexual by budding (Amscopub, 2011). Consumption is the use and rate of use for something like a primary consumer that uses photosynthesis to gain energy from CO2 . Death in population is the rate of death that occurs within the population. Introduction The primary goal of this lab is to develop and execute an experiment to test a hypothesis. To accomplish this task the scientists will collect, analyze, and interpret the data collected at each step. By using four separate conditions the rates of growth for yeast will be collected. The test subject yeast samples were grown in four different environments, a control environment,

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limited reproduction environment, surplus food environment, and introduced predation environment. The data samples were assessed at 0, 24, 48, 72, and 96 hours. The initial hypothesis to be tested is that the yeast will experience substantially growth in all conditions but a more productive growth pattern will be observed in the sugar solution because yeast use sugar to create energy naturally. The expectation is that this hypothesis is correct and the yeast will experience rapid growth in each environment especially that within the sugar solution. There is a possibility that the growth will be stable across each environment because yeast has an amazing adaptability. Materials For this experiment I will use: (1) Ammonia mixture (1) Hot plate (1) Sugar mixture (1) Balance (1) Distilled water (1) Microbe mixture (1)Test tube rack (1)Yeast suspension with dropping pipette (4) 18mm x 150 mm culture tubes (4) 10 ml graduated cylinder Methods The following methods will be how this lab will be conducted:

Lab Report BIO/315

(1)

Label the four test tubes for proper identification. The labels will read: Control, Ammonia, Sugar, and Microbe. The time and concentration of each solution will be listed beneath the identification label on each tube. Each data sheet will reflect these identifies are well.

(2) (3)

Each tube should be filled with 10 ml of their specific solution. In a separate container mix a yeast suspension solution and add 2 drops of this solution into each tube.

(4) (5)

Prep the microscope. Take a drop of solution out of each tube and observe it under the microscope. Document all results on their respective data sheets. This step is to be repeated at 24, 48, 72 and 96 hours.

(6)

At the end of the lab clean up and analyze all of the results. Results

After analysis of the data the hypothesis was found to be correct on all levels. The yeast in all of the test tubes became active but became extremely active in the sugar substance. In all instances the yeast physically expanded. In the sugar substance this expansion was substantial causing the solution to rise above the rim of the test tube. That data was relative to the visual observations as there was a tremendous difference between the activity within sugar substance and the other 3 test tubes. The sugar substance growth levels exceeded the 200 count level easily while the others 3 solutions did not exceed 100 at any point. Below the population graph highlights the steady rise in population for all solutions as well as where they abruptly peak off and begin declining just as rapidly. It clearly shows the population peak before their drastic decline. This cycle is caused because of the reproductive rate

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which was growing steadily without a death rate. This used all of the resources within the test tube killing off all of the entire population. When the yeast began to die off all of the yeast died at the same time because the reproductive rate ended and the resources became diminished killing off the entire population. Limited Additional reproduction Food 5 13 94 77 25 6 11 64 43 7 6 12 167 202 96 Introduced Predation 6 12 79 37 11

Intervals 1 (0 hours) 2 (24 hours) 3 (48 hours) 4 (72 hours) 5 (96 hours)

Control

250

Yeast Population (x1000)

Yeast Population Graph

Control

200

150

Limited reprod uction

100

50

0 1 2 3 4 5 Intervals

Discussion In the beginning stages the population growth cycle was slow and steady for all of the test subjects. At the end of the first day and beginning of the second day the growth rate grew substantially. As the third day began the growth rate was still rising but by day four all of the test

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subjects growth rates ceased and the yeast began to die. With simple organisms such as yeast the observation of effects caused by limiting factors can be seen and estimated on larger scales. These rates can highlight the possible effects on larger populations and more complex organisms such as humans. If the earth were in a test tube it would be observed that this test tube is becoming full to the point of loss of resources. This means that soon the growth rate of the human species will plummet and the people will begin to die off without new resources to help support a sustainable population. Unless humanity learns to conserve resources and protect the earth this species will overrun the test tube and die off rapidly just like the yeast. In the test tubes the yeast uses all of their resources just like humans are depleting the earths resources. The comparison is unquestionable. When observing the biogeochemical cycle it is clear how yeast plays a central role in this exchange. The two ways yeast participate, are those mentioned previously, aerobic respiration and fermentation (Amscopub, 2011). During oxygen deficient fermentation only 2 ATP can be produced (Amscopub, 2011). In fermentation, a glucose molecule that has 6 carbon atoms splits into two molecules each with 3 carbon atoms (Amscopub, 2011). This process is referred to as glycolysis (Amscopub, 2011). During this process ten chemical reactions occur; releasing energy in the form of 2 ATP molecules (Amscopub, 2011). The lack of oxygen during fermentation is why there is such a small output. On the other hand, the oxygen rich anaerobic process begins with the same ten steps performed in glycolysis. The difference is that the oxygen allows an extra step which takes the glucose molecule apart completely (Amscopub, 2011). The energy released averages about 36 ATP molecules much larger than the 2 ATP molecules released during fermentation (Amscopub, 2011).

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Yeasts are chemoorganotrophs and unlike plants they require organic compounds for energy instead of light (Harnmeijer, 2003). The primary food for yeast is sugar, typically glucose or disaccharides such as sucrose and maltose (Harnmeijer, 2003). Sugar is very important to yeast because of the source of Carbon. Within the yeast community there are few species that are capable of metabolizing fructose, alcohols, and organic acids (Harnmeijer, 2003). The life cycle of yeast depends on how they survive and grow. There are two processes for this; haploid and diploid (Manney, 2005). With haploid cells the yeast goes through a simple lifecycle of mitosis and expansion. When the conditions become highly stressed these cells die (Manney, 2005). The alternative process is that of diploid cells which are known as the preferred form of yeast. These cells go through a similar cycle of mitosis and expansion but when stressed they do not die (Manney, 2005). When stress occurs the diploid cells undergo sporulation and enter into meiosis. This produces haploid spores that can conjugate to reform the diploid cells (Manney, 2005). Conclusion The initial hypothesis for this lab proved conclusive; the sugar substance was the most active of all four solutions. Fortunately this lab presented no problems or discrepancies throughout the process. With multiple populations under evaluation record keeping can be a challenge. From intense population increase to drastic declines overnight and even within hours the data can seem overwhelming and confusing. This specific trial was observed during this lab as the populations expanded dramatically between the second and third days, and then collapsed between the third and fourth days. Another calculation that can be added to future experiments is the gas release. This measurement would show defined levels of output caused by biogeochemical cycle. Such

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measurements would provide a secondary proof of solution preference for the yeast. In this new set of examples there would be two distinct sets of solutions the first with oxygen for aerobic respiration and the other experiencing a lack of oxygen for fermentation to occur.

Lab Report BIO/315

References Amscopub (2011) Chapter 7: The flow of energy: Photosynthesis and respiration. Retrieved June 15th, 2012 from, http://www.amscopub.com/images/file/File_476.pdf Harnmeijer, J.P. (January 13, 2003). Establishing a Thin Red Line between Life and Death: An Overview of Metabolic Strategies employed by Life. Retrieved June 15, 2012 from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=5&ved=0CHMQ FjAE&url=http%3A%2F%2Fearthweb.ess.washington.edu%2F~jelte%2Fessays%2Fmetabolism .doc&ei=vPbT9zdOcHq6gHaiLXACw&usg=AFQjCNFyXwuMLUSxmPtvxsUPlKJlBJsBkQ&s ig2=KlP0eOOeuFv4VYdsOstilQ Manney, T. (August 19, 2005). Part A: Yeast Genetics: Background. Retrieved June 15, 2012 from http://www.phys.ksu.edu/gene/a1.html UOP (2011). Yeast Lab Spreadsheet BIO/315 Version 2. Retrieved June 15th, 2012from University of Phoenix UOP (2011). Yeast Lab Worksheet BIO/315 Version 2. Retrieved June 15th, 2012from University of Phoenix UOP (2011). Lab Report Outline BIO/315 Version 2. Retrieved June 15th, 2012from University of Phoenix