Unknown #10 produced no identifiable macroscopic characteristics as a broth, so the first step was to Gram stain a loopful to determine the microscopic characteristics. Gram staining not only helped identify Unknown #10’s microscopic morphology but it also helped ensure the specimen was a pure culture—no other bacteria were visible when Unknown #10 was Gram stained and observed under the microscope. Unknown #10’s key microscopic morphology was that it was a very small, Gram negative bacillus. Though bacilli can possibly form endospores, no empty white centers were visible which suggested that Unknown #10 was not an endospore forming bacteria. No quick endospore stain was performed to validate this assumption since only one assigned organism was endospore forming and unlike Unknown #10, that organism was Gram positive.
The proteins form a very tight band inside the stacking gel. Once the protein reaches the resolving gel, the pH changes from 6.8 to 8.8 and the pores are smaller. As pH increases, the N-terminal amino groups are deprotonated. Amino acids and proteins are more negatively charged at equilibrium than in stacking gel. As a result,
12. The TLC data obtained is provided in a table below. The TLC data was conducted solely in a 9:1 hexane/ethyl acetate solvent solution as opposed to the 1:1 and pure hexane solution as well. This was due to the lack of time, but as explained in number 7, a very polar solvent (1:1 solution) or non-polar solvent (pure hexane) is not ideal when obtaining
How does the acceleration in Data Table 2 compare with that of Data Table 1? Why do we observe this difference? In data table 1 the rate of a_calculated was 2.829 m/s2 and table 2 was 4.77m/s2. The acceleration in the first table would be less than table two due to the fact that less mass is added to the hanger. This in turn does not add a greater gravitational pull downward due to the greater level of mass.
Our last petri dish was minus DNA and lysogeny broth, in this petri dish we saw 7 colonies of bacteria and there were a light yellow color. These results mean that we didn’t infect that petri dish with ampicillin from the pipette. Our expectations were both unsupported and confirmed. For example, our minus DNA and lysogeny broth had bacteria growth while our LB/amp/ara plus DNA dish had no growth and did not glow. Some problems that might have occurred in the lab is that we either put too much ampicillin in our LB/amp/ara dish or we could have had all plasma and no bacteria.
This makes buffer 1 a greater buffer compared to buffer 2. This is not true for Buffer 2 because the because NaOH was added to acetic acid to form acetate ions as conjugate base: The graph 1 shows the buffer capacity of buffer 1 is at pH 4.559 as it takes about 7.5 mL to change the pH. Whereas the buffer capacity of buffer 2 is at pH 4.756, which takes 5.9 mL to change the pH. These number shows buffer 1 has higher buffer capacity. The pH at 4.559 is significant as once the pH exceeded this value, the buffer will become ineffective.
The third step is identifying the limiting reagents for each test. It can easily be classified by the smallest number. The higher number will be the excess. 4. After identifying reagents and finding the theoretic yield, it’s possible to find the excess reagent mass and number of moles for each test.
In this lab, two different titrations were performed with three different antacids to determine which brand is the most effective at the cheapest price. The antacids were ground up separately and approximately 0.2 grams of it was placed in a flask. Methyl Orange, an indicator, and a stir bar were added into the flask. The flask was then put on a stir plate which was under a buret with 0.1M hydrochloric acid. The acid was poured into the flask until there was a permanent pink colour.
For most students, everything they read in a book is clean compared to what happens outside of class. Kids use much worse language much more frequently outside of class and so the book doesn’t faze them. Other things that happen in books that are sensitive most likely have happened to students too. In conclusion, I don’t think that books should be banned from school unless there are so inappropriate that there is nothing to learn from it and it is just an inappropriate experience for the students. Books generally are clean and even the ones that aren’t usually have a meaning behind