Home / Biology edcuation / The effect of xylene on the biochemical and physicochemical properties and algal dynamics in a culture

The effect of xylene on the biochemical and physicochemical properties and algal dynamics in a culture

 

Table Of Contents

<p> </p><p>Title page &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; i &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</p><p>Certification &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ii</p><p>Dedication &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iii</p><p>Acknowledgement &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iv</p><p>Abstract &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; v</p><p>Table of contents &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vi</p><p><b>CHAPTER<br>ONE</b></p><p>1.0 &nbsp; &nbsp; &nbsp; Introduction &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 1</p><p>1.1 &nbsp; &nbsp; &nbsp; Objectives of the work &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4</p><p><b>CHAPTER<br>TWO</b></p><p>2.0 &nbsp; &nbsp; &nbsp; Literature review &nbsp; &nbsp; &nbsp; &nbsp; <b>– &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; </b>– &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 5</p><p><b>CHAPTER<br>THREE</b></p><p>3.0 &nbsp; &nbsp; &nbsp; Materials and methods &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>3.1 &nbsp; &nbsp; &nbsp; Study site &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>3.2 &nbsp; &nbsp; &nbsp; Source of Hydrocarbon &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>3.3 &nbsp; &nbsp; &nbsp; Preparation of Treatment culture &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>3.4 &nbsp; &nbsp; &nbsp; Nutrient media &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 8</p><p>3.4.1 &nbsp; Preparation of Nutrient media &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 9</p><p>3.5 &nbsp; &nbsp; &nbsp; Preparation of Sodium thiosulphate &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 9</p><p>3.6 &nbsp; &nbsp; &nbsp; Preparation of Winkler A solution &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 9</p><p>3.7 &nbsp; &nbsp; &nbsp; Preparation of Winkler B solution &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 9</p><p>3.8 &nbsp; &nbsp; &nbsp; Experimental vessels/ set-up &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 10</p><p>3.9 &nbsp; &nbsp; &nbsp; Analysis of Biochemical and<br>Physicochemical parameters &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 10</p><p><b>CHAPTER<br>FOUR</b></p><p>4.0 &nbsp; &nbsp; &nbsp; Results &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 14</p><p>4.1 &nbsp; &nbsp; &nbsp; Algal Dynamics &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 18</p><p><b>CHAPTER<br>FIVE</b></p><p>5.0 &nbsp; &nbsp; &nbsp; Discussion &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 22</p><p>5.1 &nbsp; &nbsp; &nbsp; Conclusion &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 24</p><p>5.2 &nbsp; &nbsp; &nbsp; Recommendation &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 25</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <b>References &nbsp; &nbsp;</b></p><p><b>Appendix</b></p><p><b>LIST OF PLATES</b></p><p>Plate<br>1 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>Plate<br>2 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>Plate<br>3 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>Plate<br>4 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>Plate<br>5 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>Plate<br>6 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>Plate<br>7 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>Plate<br>8 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>Plate<br>9 – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>Plate<br>10 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>Plate<br>11 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>Plate<br>12 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>Plate<br>13 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 21</p><p>Plate<br>14 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 21</p><p>Plate<br>15 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 21</p> <br><p></p>

Project Abstract

<p> The effect of xylene on the biochemical<br>and physicochemical properties and algal dynamics in culture were investigated<br>ex-situ between May, 26th and July 9th, 2017. The<br>biochemical and physicochemical parameters Viz Temperature, Dissolved oxygen,<br>Biochemical oxygen demand, and volume were analyzed. Air temperature ranged<br>between 25 – 310C, Water temperature ranged between 28 – 340C,<br>Dissolved oxygen ranged between 42 – 90mg/l, Biochemical oxygen ranged between<br>9 – 72 and Volume ranged between 1000 – 4000 ml. There was no significant<br>difference on all the parameters analyzed. The algal species present include <i>Chlorella vulgaris, Scenedesmus acuminatus,<br>Cladphora spp, Oedogunium grande, Sururella spp </i>and their pattern of<br>colonization is of the order <i>Chlorella<br>vulgaris</i>&nbsp;whichwas the pioneer species, followed by <i>Scenedesmus acuminatus </i>followed by <i>Oedogonium grande </i>followed by <i>Sururella<br>spp </i>followed by <i>Cladphora spp. </i>The<br>division Chlorophyta represented by <i>Chlorella<br>vulgaris, Scenedesmus acuminatus, Cladphora spp, Oedogunium grande</i>&nbsp;and<i>&nbsp;Sururella spp </i>were the dominant group.<br>The result obtained in this study could be a useful tool in understanding the<br>bioremediation potential of various algal species. <br></p>

Project Overview

<p> </p><p><b>1.0 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; INTRODUCTION</b></p><p>Algae<br>are autotrophs in many aquatic ecosystems and are well represented in fresh<br>waters. Many factors contribute to algal diversity and reproduction, including<br>variation in nutrient supply and temperature (Turpin and Harrison, 1979). It is<br>known that microalgae respond with physiological alterations to the<br>environmental conditions where they grow (Scragg <i>et. al</i>., 2002, Valenzuela-Espinoza <i>et. al.</i>, 2002). This behaviour can be viewed as biotechnological<br>attribute that can be manipulated in order to control the algae biochemical<br>composition and growth.</p><p>The<br>influence of physical and chemical environment on a water body together with<br>the rate of growth of individual species play important roles in algae<br>diversity. Among the physical factors, light and temperature are the major ones<br>that control the algal dynamics (Emeka <i>et.<br>al., </i>2011). Physicochemical parameters are the major factors which controls<br>the dynamics and structure of the phytoplankton of aquatic ecosystems (Huyal<br>and Kaliwa, 2009). Changes in the physicochemical parameters may positively or<br>negatively affect the biota of water body in a number of ways which increases<br>the survival and growth rate and these may eventually result in the<br>disappearance of some species of organisms or its reproduction (Edward and<br>Ugwumba, 2010).</p><p>Temperature<br>has major structuring effects at all levels of biological organization. The<br>rate at which biochemical reactions occur is temperature dependent (Brown <i>et. al.</i>, 2005). Temperature is important<br>because the rate of chemical reactions increases at high temperature which in<br>turn affects biological activities and growth of aquatic organism (Waziri <i>et. al., </i>2012). The increase in water<br>temperature is an important factor when toxic substances are present in the<br>water. Most of the substances (cyanides, Xylene) exhibit increased toxicity at<br>elevated temperature. These toxicities and other physiological interactions are<br>also influenced by increased temperature and history of the species In an algal<br>culture, the optimal temperature for algal survival is generally between 200C<br>and 240C, although may vary with the composition of the culture<br>medium and the strain culture.</p><p>Most<br>phytoplankton isolates originating from alkaline lakes reach their optimum<br>growth rate and photosynthetic capacity at a neutral and alkaline pH and are<br>unable to survive in acidic conditions. Whether a species can grow at neutral<br>pH or not defines it as acid-tolerant or acidophilic specie (Gross, 2000).<br>Maintaining an alkaline, cystolic pH is one of the major problems these<br>organisms are faced with as many enzymes are highly pH dependent and become<br>inactive at acidic pH values (Gimmer, 2004). The pH in water governs biological<br>processes while temperature in water governs the availability of oxygen<br>(Kowalkowski <i>et. al.</i>, 2006).</p><p>Both<br>aquatic plant and animals depend on dissolved oxygen (DO) for survival. DO is<br>important in aquatic ecosystem because it determines the types and abundance of<br>species that can survive and flourish there (Huyal and Kalliwa, 2009). The<br>maximum concentration of oxygen that can be dissolved in water is a function of<br>temperature and therefore, dissolved oxygen of water may vary from place to<br>place and from time to time (Prasad and Patil, 2008). Fluctuations in dissolved<br>oxygen are due to fluctuations in water temperature and addition of sewage<br>waste demanding oxygen (Koshy and Nayar, 2000). The dissolved oxygen of water<br>is greatly affected by the content of Biochemical oxygen demand (BOD). BOD<br>determination is used to measure the amount of organic material of an aquatic<br>system, which supports the growth of organisms (Keramat, 2008).</p><p>The<br>persistence of organic pollutants introduced into the environment through<br>industrial discharges, or improper waste disposal practices poses a chronic<br>threat to the health of human and wildlife (Pavlostathis <i>et. al., </i>2001). Depending on biogeochemical processes, many organic<br>pollutants like hydrocarbon are involved in adsorption, desorption and<br>transformation processes and can be made available to benthic organisms as well<br>as organisms in the water column through the sediment-water interface (Perele,<br>2010). Investigations on organic xenobiotics bioaccumulation/ biodegradation in<br>green algae are of great importance from environmental point of view because<br>widespread distribution of these compounds in agricultural areas has become one<br>of the major problems in aquatic ecosystems (Jin <i>et. al.</i>, 2012). The algae proved to be effective in hyper<br>accumulation of heavy metals as well as degradation in xenobiotics (Suresh and<br>Ravishankar, 2004).</p><p>The<br>impact of xylene on the biochemical and physicochemical properties and algal<br>dynamics are presently unknown as there is no documented information. Thus,<br>this study was structured with the following aims:</p><p>1. &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br>To determine the effect of xylene on<br>physicochemical properties of water.</p><p>2. &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br>To determine the effects of xylene on<br>biochemical properties of water.</p><p>3. &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br>To determine the effect of xylene on<br>algal dynamics.</p> <br><p></p>

Blazingprojects Mobile App

📚 Over 50,000 Project Materials
📱 100% Offline: No internet needed
📝 Over 98 Departments
🔍 Project Journal Publishing
🎓 Undergraduate/Postgraduate
📥 Instant Whatsapp/Email Delivery

Blazingprojects App
Download Now

Related Research

Biology edcuation. 3 min read

Assessing the effectiveness of multimedia simulations in teaching cellular respirat...

...

BP
Blazingprojects
Read more →
Biology edcuation. 3 min read

Exploring the impact of outdoor fieldwork on student attitudes towards biology....

...

BP
Blazingprojects
Read more →
Biology edcuation. 2 min read

Investigating the use of concept mapping in teaching biological classification....

...

BP
Blazingprojects
Read more →
Biology edcuation. 2 min read

Analyzing the influence of cultural diversity on biology education....

...

BP
Blazingprojects
Read more →
Biology edcuation. 3 min read

Assessing the impact of cooperative learning on student understanding of genetics....

...

BP
Blazingprojects
Read more →
Biology edcuation. 3 min read

Investigating the effectiveness of online quizzes in promoting biology knowledge re...

...

BP
Blazingprojects
Read more →
Biology edcuation. 2 min read

Exploring the use of storytelling in teaching ecological concepts....

...

BP
Blazingprojects
Read more →
Biology edcuation. 4 min read

Analyzing the impact of teacher-student relationships on student achievement in biol...

...

BP
Blazingprojects
Read more →
Biology edcuation. 4 min read

Investigating the role of metacognitive strategies in biology learning....

...

BP
Blazingprojects
Read more →
WhatsApp Click here to chat with us