Anaerobic cellular respiration and fermentation in microorganisms
I can describe the reactants and products of anaerobic cellular respiration in microorganisms, and ways in which the process is useful to us.
Lesson details
Key learning points.
- In microorganisms, anaerobic cellular respiration produces carbon dioxide and a type of alcohol called ethanol.
- A word summary of the reactants and products of anaerobic cellular respiration in microorganisms.
- Anaerobic cellular respiration in microorganisms is also called fermentation.
- Humans use fermentation in microorganisms to make useful products such as bread, yogurt and alcoholic drinks.
Common misconception
Students can often confuse the word summaries for the different types of cellular respiration.
This lesson directly compares the different word summaries for anaerobic cellular respiration to help understand the differences between them.
Microorganism - A microorganism is a living organism made up of one or a small number of cells.
Anaerobic cellular respiration - Anaerobic cellular respiration is a form of cellular respiration which occurs without oxygen.
Ethanol - Ethanol is a product of anaerobic cellular respiration in microorganisms.
Alcohol - Alcohols are a group of compounds containing carbon, hydrogen and oxygen.
Fermentation - The process of anaerobic respiration in microorganisms is called fermentation.
Content guidance
- Depiction or discussion of mental health issues
Supervision
Adult supervision required
This content is © Oak National Academy Limited ( 2024 ), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).
Starter quiz
6 questions.
23. Investigation into factors affecting respiration in yeast
- 00:54 Why is sucrose solution added to the yeast suspension?
- 01:12 Why must the syringe have a weight on top?
- 01:25 What gas is given off?
- 01:30 How could you improve the precision of this experiment?
yeast suspension (100g/dm 3 )
Sucrose solution (0.4moldm -3 )
thermometer
access to hot and cold water
1dm 3 beaker for carrying water
20cm 3 syringe
| Hazard | Risk | Control measure |
|---|---|---|
Yeast solution - irritant to eyes | Contact with eyes | Eye: flood with tap water (10min) |
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Doc Brown's Biology exam study revision notes: There are various sections to work through, after 1 they can be read and studied in any order. The for a given yeast are: temperature, concentrations of enzyme, concentration of substrate sugar molecules , but yeast produces more consistent results. If you start with sucrose, the enzyme invertase hydrolyses sucrose and breaks it down into glucose and fructose. C H O + H O ===> C H O + C H O The actual anaerobic fermentation reaction is ... glucose/fructose (sugar) == enzyme zymase ==> ethanol + carbon dioxide H O ===> 2C H OH + 2CO You can following the speed of the reaction by measuring the volume of carbon dioxide formed.
You can start at 20 C and repeat the experiments several times for each temperature, and then raise the temperature by 5 C at a time to see the effect. CO /min.Using the above apparatus, or that described below (gas syringe) you can measure the rate of respiration under varying conditions, BUT make sure you only vary one factor, to measure its quantitative effect on the rate of respiration. , same enzyme concentration, same temperature(ii) for a , the effect of at constant temperature and constant enzyme concentration, (iii) for a , the effect of at constant temperature and constant sugar concentration. : you get a white precipitate ('milkyness'), a positive test for carbon dioxide from the yeast anaerobic respiration..You get exactly the same result if you blow some of your expelled breath through limewater - the same carbon dioxide from your aerobic respiration.
Doing the experiments at constant room temperature, you can keep the yeast concentration constant and OR you can vary the substrate sugar (but keeping the sugar concentration constant). of evolution of carbon dioxide e.g. CO /minute.
(gcse chemistry notes) Know the apparatus required from a diagram describe an outline of the procedure. Know how to record the results and from the data graphs to show the variation of the rate of aerobic respiration with temperature or varying the concentration of the sugar (or yeast).
This is a BIG website, so try using the [ ], it maybe quicker than the many indexes! for UK KS3 science students aged ~12-14, ~US grades 6-8* * for UK GCSE level students aged ~14-16, ~US grades 9-10 for pre-university age ~16-18 ~US grades 11-12, K12 Honors Website content � Dr Phil Brown 2000+. All copyrights reserved on Doc Brown's biology revision notes, images, quizzes, worksheets etc. Copying of website material is NOT permitted. Exam revision summaries and references to science course specifications are unofficial. |
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Blow up a balloon with yeast, you will need.
A packet of yeast (available in the grocery store) A small, clean, clear, plastic soda bottle (16 oz. or smaller) 1 teaspoon of sugar Some warm water A small balloon
1. Fill the bottle up with about one inch of warm water. ( When yeast is cold or dry the micro organisms are resting.) 2. Add all of the yeast packet and gently swirl the bottle a few seconds. (As the yeast dissolves, it becomes active – it comes to life! Don’t bother looking for movement, yeast is a microscopic fungus organism.) 3. Add the sugar and swirl it around some more. Like people, yeast needs energy (food) to be active, so we will give it sugar. Now the yeast is “eating!”
4. Blow up the balloon a few times to stretch it out then place the neck of the balloon over the neck of the bottle. 5. Let the bottle sit in a warm place for about 20 minutes If all goes well the balloon will begin to inflate!
How does it work?
As the yeast eats the sugar, it releases a gas called carbon dioxide. The gas fills the bottle and then fills the balloon as more gas is created. We all know that there are “holes” in bread, but how are they made? The answer sounds a little like the plot of a horror movie. Most breads are made using YEAST. Believe it or not, yeast is actually living microorganisms! When bread is made, the yeast becomes spread out in flour. Each bit of yeast makes tiny gas bubbles and that puts millions of bubbles (holes) in our bread before it gets baked. Naturalist’s note – The yeast used in this experiment are the related species and strains of Saccharomyces cervisiae. (I’m sure you were wondering about that.) Anyway, when the bread gets baked in the oven, the yeast dies and leaves all those bubbles (holes) in the bread. Yum.
MAKE IT AN EXPERIMENT
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions:
1. Does room temperature affect how much gas is created by the yeast? 2. Does the size of the container affect how much gas is created? 3. What water/room temperature helps the yeast create the most gas? 4. What “yeast food” helps the yeast create the most gas? (try sugar, syrup, honey, etc.)
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Yeast and the expansion of bread dough
In association with Nuffield Foundation
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Try this class practical to investigate how temperature affects yeast and the expansion of bread dough
Yeast is a microbe used in bread making which feeds on sugar. Enzymes in yeast ferment sugar forming carbon dioxide and ethanol. The carbon dioxide makes the bread rise, while the ethanol evaporates when the bread is baked. In this experiment, students investigate the effect of different temperatures on yeast activity and the expansion of the bread dough.
It is best if each group does the activity at one temperature and then shares the results with other groups.
- Spatula or glass rod
- Beaker, 100 cm 3
- Measuring cylinder, 250 cm 3
- Measuring cylinder, 50 cm 3
- Thermometer, 0–100 °C
- Graph paper
- Access to a balance (1 d.p.)
- Access to water baths set at 20 °C, 30 °C and 37 °C (see note 2 below)
- Plain flour, 25 g
- Yeast suspension, 30 cm 3 (see note 3 below)
Health, safety and technical notes
- Read our standard health and safety guidance.
- If thermostatically controlled water baths are not available then large beakers of water maintained at the three temperatures can be used. The water temperature in each beaker needs to be monitored using a thermometer, and access to a supply of hot water, eg from a kettle, is needed to top up the beaker as the temperature falls.
- The yeast suspension is made by stirring 7 g of dried yeast with 450 cm 3 of warm water. If fresh yeast is used it should not have been kept too long. Fresh yeast can be kept in the freezer for up to two months.
- Add 25 g of flour to a beaker and then add 1 g of sugar.
Source: Royal Society of Chemistry
Weigh flour and sugar for a simple bread dough
- Take 30 cm 3 of the yeast suspension in a 50 cm 3 measuring cylinder. Add the yeast suspension to the flour and sugar. Stir with a spatula or glass rod until a smooth paste, which can be poured, has been obtained.
- Pour the paste into a 250 cm 3 measuring cylinder. Take great care not to let the paste touch the sides – this is very important.
Make a paste from the flour, sugar and yeast suspension and pour it into a measuring cylinder
- Note the volume of paste in the cylinder. Place the cylinder in one of the water baths. Record the temperature and note the volume of paste every two minutes for about 30 minutes. A results table is useful here.
- Plot a graph to show how the volume of the dough increases with time. Plotting the results from groups, with the water baths at different temperatures, on the same graph will allow comparison of results.
Teaching notes
It is important that the paste does not touch the sides of the measuring cylinder when the students pour it from the beaker – this is easier said than done. One way of achieving this is to use a large plastic funnel which has had the stem cut off to leave a hole large enough for the paste to flow through the funnel. Alternatively, a suitable plastic drinks bottle could be cut to produce a wide mouthed ‘funnel’.
After 35–45 minutes the protein (gluten) breaks and carbon dioxide gas escapes.
Possible extensions for this activity could be to investigate the effect of substrate concentration (sugar), enzyme concentration and/or pH value on enzyme reactions.
Additional information
This is a resource from the Practical Chemistry project , developed by the Nuffield Foundation and the Royal Society of Chemistry.
Practical Chemistry activities accompany Practical Physics and Practical Biology .
© Nuffield Foundation and the Royal Society of Chemistry
- 11-14 years
- 14-16 years
- Practical experiments
- Biological chemistry
Specification
- 7. Investigate the effect of a number of variables on the rate of chemical reactions including the production of common gases and biochemical reactions.
- 9. Consider chemical reactions in terms of energy, using the terms exothermic, endothermic and activation energy, and use simple energy profile diagrams to illustrate energy changes.
- 2. Develop and use models to describe the nature of matter; demonstrate how they provide a simple way to to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation.
- Awareness of the contributions of chemistry to society, e.g. provision of pure water, fuels, metals, medicines, detergents, enzymes, dyes, paints, semiconductors, liquid crystals and alternative materials, such as plastics, and synthetic fibres; increasi…
- Enzymes as catalysts produced by living cells (two examples).
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Effects of temperature on bread dough
Subject: Design, engineering and technology
Age range: 14-16
Resource type: Worksheet/Activity
Last updated
16 July 2020
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excellent resource. Brilliant for extension work during the Agriculture and Food Applied Science topic. Lost one star as it is more realistic with tight budgets to do an activity based on this using repiration rates of yeast, but excellent to relate to use of yeast in bread making.
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Investigate anaerobic respiration in yeast with this step-by-step investigation worksheet. With the aim to observe the process of respiration in yeast, this Anaerobic Respiration in Yeast Investigation printout clearly explains the equipment, safety information and method required to complete this investigation. When done correctly, students will have a visual sign that will confirm anaerobic ...
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Task B is an experiment which students could carry out themselves. Teacher tip. Content guidance. Depiction or discussion of mental health issues ... Correct answer: Laura: Anaerobic cellular respiration is carried out by yeast and bacteria. Laura: Anaerobic cellular respiration is carried out by yeast and bacteria. Alex: Anaerobic cellular ...
Investigate anaerobic respiration in yeast with this step-by-step investigation worksheet. With the aim to observe the process of respiration in yeast, this printout clearly explains the equipment, safety information and method required to complete this investigation. When done correctly, students will have a visual sign that will confirm ...
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yeast suspension (100g/dm 3) Sucrose solution (0.4moldm -3) thermometer. access to hot and cold water. 1dm 3 beaker for carrying water. 20cm 3 syringe. weight. trough. marker pen.
The lesson is in keeping with the current KS3 UK National Curriculum, is easily accessible for students and simple to follow for teachers. Part of this lesson directs students to access the Year 8 Exploring Science textbook; however, it can be equally well performed using any resource that outlines how fermentation occurs in yeast.
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1. Fill the bottle up with about one inch of warm water. ( When yeast is cold or dry the micro organisms are resting.) 2. Add all of the yeast packet and gently swirl the bottle a few seconds. (As the yeast dissolves, it becomes active - it comes to life! Don't bother looking for movement, yeast is a microscopic fungus organism.)
Investigate anaerobic respiration in yeast with this step-by-step investigation worksheet. With the aim to observe the process of respiration in yeast, this printout clearly explains the equipment, safety information and method required to complete this investigation. When done correctly, students will have a visual sign that will confirm anaerobic respiration in yeast and will be able to ...
2-3 Tablespoons lukewarm water. Party balloon. Bowl or mug full of lukewarm water. Inflating a balloon with yeast is a wonderful experiment to do with preschool and kindergarten aged children because all of the materials are nontoxic. It's nice when the kids can help measure out ingredients without worrying about what they are touching.
Take 30 cm 3 of the yeast suspension in a 50 cm 3 measuring cylinder. Add the yeast suspension to the flour and sugar. Stir with a spatula or glass rod until a smooth paste, which can be poured, has been obtained. Pour the paste into a 250 cm 3 measuring cylinder. Take great care not to let the paste touch the sides - this is very important.
Fungi kingdom, Yeast reproduction, conditions for growth rate of a yeast population, Yeast Experiment: measuring respiration in yeast, A series of free Science Lessons for 7th Grade and 8th Grade, KS3 and Checkpoint, GCSE and IGCSE Science, examples and step by step demonstration
Investigate anaerobic respiration in yeast with this step-by-step investigation worksheet. With the aim to observe the process of respiration in yeast, this printout clearly explains the equipment, safety information and method required to complete this investigation. When done correctly, students will have a visual sign that will confirm ...
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swf, 30.35 KB. Aims Students should: * understand the role yeast plays in bread making * know the effect that temperature and sugar (substrate) concentration have on the rate of bread dough expansion * understand the need to control variables in investigations Contents * Starter (including animation) outlining how yeast causes dough to rise.