Lab : #11

Date: November 28, 2020

Title: Germination And Seedling Growth
Aim: To investigate the growth of plants shoot using height.
Apparatus: 3 Gungo Peas, 3 Red Pea seed, 3 Plastic container, Ruler or Tape Measure, Water,
Graph Paper, Marker, Soil.
Procedure:
1) Each Container were labelled.
2) Each container were filled up to two thirds full with soil.
3) Two gungo peas were placed in a container ad two red pea seeds in the next and one
red pea and one gungo pea in the other.
4) The seeds were covered with a layer of soil.
5) The seeds in the pots were watered and were placed in a warm, Light place.
6) Shoots were starting to appear in the pots after a few days.
7) The shoot height of main axis from the soil to base of terminal bud of each plant
height ( in CM) were measured every other day over a period using a ruler or tape
measure.
8) Whether growth of height for each plant is formed the base upwards and tip remain
the same or from the tip upwards and base remain the same were noted.
9) Observations were recorded in a table.
Observation: The red peas grew taller than the gungo peas in the three week period given.
Also the red pea grew much faster than the gungo pea
TABLE SHOWING SHOOT HEIGHT (CM) FOR RED PEA AND GUNGO PEA
OVER A THREE WEEK PERIOD.
DAYS SHOOT LENGTH (CM) FOR SEEDS
RED PEAS GUNGO PEAS RED PEAS/
GUNGO PEAS
1 A=1 CM A=0 CM RP=0 CM
B= 1 CM B=0CM GP=0 CM
3 A=14 CM A=1 CM RP=0 CM
B=12 CM B=0 CM GP=0 CM
5 A=25 CM A=4 CM RP=0 CM
B=23 CM B=0 CM GP=0 CM
7 A=26 CM A=7 CM RP=0 CM
B=23 CM B=0 CM GP=0 CM
9 A=27 CM A=8 CM RP=0 CM
B=24 CM B=0 CM GP=0 CM
11 A=28 CM A=8 CM RP=0 CM
B=27 CM B=0 CM GP=0 CM
13 A=28.5 CM A=9 CM RP=0 CM
B=27 CM B=0 CM GP=0 CM
15 A=32 CM A=10 CM RP=0 CM
B=28 CM B=0 CM GP=0 CM
17 A=35 CM A=13 CM RP=0 CM
B=31 CM B=0 CM GP=0 CM
19 A=35 CM A=15 CM RP=0 CM
B=32 CM B=0 CM GP=0 CM
21 A=35CM A= 16 CM RP=0 CM
B=32.5 CM B=0 CM GP=0 CM

Graph:
Discussion:
Growth is the irreversible change in size of cells and plant organs due to both cell
division and enlargement. The type of growth that was shown in this experiment was Both
Basepetal and Acropetal in the Red Pea Plant Shoot and the Gungo Pea plant .They showed
this because they both grew from the base upwards and the tip remained the same and after a
couple of days they started to grow from the tip upwards and the base remained the same
which is acropetal .I observed that Both had acropetal growth because after couple days they
started to bore new leaves at the top of each pea plant.
The lab experiment was carried out between November 7th to November 28th. In
this period there was a significant shoot growth amount of the Red Peas and the Gungo Peas
in the pots. Each pot was provided with a good water and sunlight supply. There was no
growth for the pot which contained both the Red Peas and Gungo Peas. For the pot which
contained only the Red Peas Plants was increasing in growth while the pot which contained
only the Gungo Peas Plants was very slow in the growth especially Gungo Pea Plant (B)
which did not even grew. The shoot growth rate for the Red Pea Plants was faster Than the
Gungo Pea Plant. The table shows that the Red Pea Plant started to increase in size starting at
the 5th day while for the Gungo Peas Plant which started to increase in size at the 5th day also.
The growth of the Red Peas Plants was slow for the first 4 days then it gradually sped up.
According to the table the germination process did not start until around 2-3 days. The Red
Pea Plant grew taller reaching a height of 32.5cm while for the Gungo Pea Plant which grew
to a height of 10cm.The rate of growth for the Red Pea Plant was higher while the Gungo Pea
Plant was lower.
Conclusion: Height is used successfully to investigate the growth of plant shoots.
Here some pictures of the plant growth process.
Lab: #12
Date: November 28th ,2020
Title: Autotrophic Nutrition ( Photosynthesis)
Aim: To identify and determine if plants need light for photosynthesis
Apparatus: Plant, Iodine Solution, Foil Paper, Ethanol, Tweezers, Beaker, Dish, Retort Stand,
Test Tube, Alcohol, Bunsen Burner, Matches.
Method:
1) The plant was placed in a dark area/room for a time of 48hrs so that it could be
destarched.
2) The foil paper was used to place over parts of the plants leaves.
3) The plant was placed in sunlight for 4 – 8hrs.
4) After, a leaf with the foil paper over it was removed off the plant.
5) A beaker was filled with 50ml of water.
6) The beaker was placed on the retort stand
7) The Bunsen burner was lit beneath the beaker.
8) When the water began tom boil the leaf was placed in it.
9) The leaf was taken out the the beaker and placed in a test tube.
10) Alcohol was poured in the test tube.
11) The test tube was placed in the Boiling water.
12) The alcohol changed color turning to green.
13) The leaf was then placed in the Peri-Dish.
14) A drop of Iodine solution was carefully place of the leaf.
15) Any changes in the leaf was observed.
Observation: The area with the foil paper which had no light did not change color to blue
black it stayed a Brownish color, While the area which had light, changed color to a Blue-
Black color when the iodine solution was applied.
Diagram:
Discussion:
Photosynthesis is the process by which plants make their own food as well as
transforming light energy into chemical energy making substances like carbohydrates. It is an
endothermic (takes in heat) chemical process that uses sunlight to turn carbon dioxide into
sugars. Photosynthesis is usually represented by the equation 6 CO2 + 6 H2O + light -->
C6H12O6 + 6 O2. During this process, organisms such as plants go through the light-
dependent and light-independent reactions to convert carbon dioxide and water into sugars
and oxygen. During photosynthesis in plants, light energy is captured and used to
convert water, carbon dioxide, and minerals into oxyge8in and energy-rich
organic compounds. Sunlight is needed for photosynthesis because Sunlight provides the
energy needed for photosynthesis to take place. In this process carbon dioxide and water are
converted into oxygen (a waste product that is released back into the air) and glucose (the
source of energy for the plant).

The experiment was aimed to see if light is a necessity for Photosynthesis. The
section of the leaf that was not covered with the foil paper the colour was not changed it
stayed yellow which indicates that starch was not present in the leaf. The Iodine Solution that
was placed on the sections of the leaf that was not covered by the foil paper, It presented a
Positive Colour change which resulted in a Blue-Black Colour which indicates that starch
was present. This sums up that the yellow parts (no starch) shows that Photosynthesis did not
occur in the leaf.

Assumption: Light is a necessity for Photosynthesis and Plant Growth.

Source Of Error: Source of error include Environmental error: such as wind because blowing
and acting upon on the leaf will give us a wrong reading/observation when placed outside
another source of error would be Human error: such as human handlings such as covering
parts of the leaf with foil paper the plant could be damaged doing so.
Conclusion: Plants really need light for the process of photosynthesis to be able to function.
Lab: #13
Date: November 27,2020
Title: Auto-Trophic Nutrition (Photosynthesis)
Aim: To determine and Identify if plants need chlorophyll for Photosynthesis
Apparatus: Iodine Solution, Beaker, Variegated Plant, Tweezer, Ethanol, Alcohol, Water,
Bunsen Burner, Retort Stand, Test Tube, Petri-Dish.
Method:
1) The Variegated plant was placed in a dark spot for 48hrs so it could be destarched.
2) The plant was then put outside for 2hrs.
3) After, A leaf was taken from the plant.
4) In the beaker 50ml was placed inside it.
5) The beaker was then put on a retort stand.
6) The Bunsen Burner was lit beneath.
7) The water began to boil.
8) The leaf was placed in the boiling water.
9) The leaf was taken out.
10) The leaf was then placed in a test tube.
11) Alcohol was placed in the Test Tube
12) The Test Tube was then placed inside of the boiling water
13) The alcohol turned green and the leaf was removed and placed on the Petri-Dish.
14) Small droplets of iodine was applied on the leaf.
15) The leaf was then observed for any changes
Observation: The white edges of the leaf did not turn to the Black-Blue color but the rest of
the plant did indeed change to the Black-Blue color.
Diagrams:
Discussion:
Chlorophyll is a pigment present in all green plants and a few other organisms.
It is required for photosynthesis, which is the process by which light energy is converted into
chemical energy. ... Chlorophyll absorbs energy from sunlight, and this energy is later used to
convert carbon dioxide into carbohydrates. Chlorophyll can make food the plant can use from
carbon dioxide, water, nutrients, and energy from sunlight. This process is called
photosynthesis. During the process of photosynthesis, plants release oxygen into the air.
People and animals need oxygen to breathe. The equation for Chlorophyll is
C₅₅H₇₂O₅N₄Mg. Chlorophyll's job in a plant is to absorb light—usually sunlight. The
energy absorbed from light is transferred to two kinds of energy-storing molecules.
Through photosynthesis, the plant uses the stored energy to convert carbon dioxide (absorbed
from the air) and water into glucose, a type of sugar.
Chlorophyll can absorb light and turn it into chemical energy that the plant can use.
Since the sun gives off a mix of mostly red and blue light, these are the colors
that chlorophyll absorbs best. On the other hand, green light is reflected by chlorophyll,
which is why most plants have green leaves. The experiment aimed to To determine and
Identify if plants need chlorophyll for Photosynthesis. The leaf was tested for the presence of
starch. Iodine solution was added and the parts that contained Chlorophyll was tested positive
for starch and on the margin of the leaf no chlorophyll was present so the iodine solution had
stayed it Brownish color. It was also shown that the longer the iodine solution on the leaf the
daker it will be to a Blue-black color.
Assumption: Chlorophyll is a necessity for photosynthesis and green pigment for and in
plants.
Sources Of Error: Environmental error-the specimen was placed outside for 2hrs for sunlight
and in that time frame anything could have happened such as rain and large numbers of
clouds passing also Human error- after putting the leaf out in the sun for 2 hrs when we were
to pick it the leaf could have tore or not picked correctly.
Conclusion: Plants really do need chlorophyll for photosynthesis to be able to function and
provide green pigment in plants.
Lab: #14
Title: Food Tests
Aim: To determine the nutrients composition in food storage organs: crackers, honey,
condensed milk and coconut powder
Apparatus/Reagents/Materials: Test tubes, test tube racks, test tube holder, small measuring
cylinder, Bunsen burner, tripod stand, gaze, large beaker, spatula, droppers, knife/blade,
Iodine solution, Benedict’s solution, dilute hydrochloric acid (HCL), ethanol, distilled water,
potassium hydroxide solution (KOH), copper sulphate solution (CuSO4), sodium hydrogen
carbonate (NaHCO3), crackers, honey, condensed milk, coconut power
Procedure:
1. The food materials were cut up/crushed finely in small amounts (covering the bottom
of the test tube) where used in performing tests.
2. In using the reagents and apparatus provided, the different food tests were performed
on each food material.
3. All observations of colour changes were recorded
Food test instructions:
1. TESTING FOR STARCH
a) A small amount of food material was placed on a watch glass or petri dish
b) 3 to 5 drops of iodine solution was added
c) A blue-black colouration would have confirmed the presence of starch.

2. TESTING FOR REDUCING/ SIMPLE SUGARS

a) To a small amount of food material in a clean test tube, 2cm3 Benedict's/ Fehling's
solution was added and afterwards was shaken.
b) The test tube was warmed in a water bath for 3 to 5 minutes.
c) A colour change -green, Yellow, brown, orange, brick-red – would have
confirmed that the presence of reducing sugar. The colour obtained is based on the
concentration of sugar in the food material.

3. TESTING FOR NON-REDUCING/ COMPLEX SUGARS

a) To a small amount of food material in a clean test tube, 2cm3 dilute hydrochloric
acid (HCL) was added and warmed for 1 to 2 minutes in a water bath.
 b) Solid sodium bicarbonate (NaHCO3) was added in very small amounts until the
fizzing stopped.
c) 2cm3 Benedict's/ Fehling's solution was also added and shaken gently.
d) The test tube was warmed for 3 to 5 minutes.
e) Colour change - orange red, red, brick- red - would have confirmed the presence
of non-reducing sugar. The colour obtained is based on the concentration of the
sugar present.

4. TESTING FOR PROTIENS (THE BIURET TEST)

a) To a small amount of food material in a clean test tube, 2cm3 potassium hydroxide
solution (KOH) was added and shaken.
b) 5 to 7 drops copper solution (CuSO4) was added and shaken vigorously.
c) A violet/ purple colouration would have confirmed the presence of protein.
d) If no colour change was seen, the test tube was warmed in a water bath for 3 to 5
minutes and observed.

5. TESTING FOR FATS (THE EMULSION TEST)

a) To a small amount of food material in a clean test tube, 5cm3 ethanol (ethyl
alcohol —C2H5OH) was added and shaken vigorously for 2 to 3 minutes.

Observation:
Nutrients Regents Colour change
Starch Iodine (I) Blue black
Protein Copper sulfate (CuSO4) Purple
Simple sugars Benedict’s/Fehling’s Green, yellow, brown,
solution orange-red, and brick-red

Complex sugars Sodium bicarbonate Orange-red, brick-red

(NaHCO3)
Fat Ethanol (C2H5OH) Milky white

Food Nutrients
samples Starch Protein Simple Complex Fat
sugars sugar
Crackers  ---  X 
Honey X X   X
Condensed X   X X
milk
  - Positive
--- - Slight change
X - Negative

Discussion:
Nutrients are chemical compounds in food that are used by the body to function
properly and maintain health. Examples include proteins, fats, carbohydrates, vitamins, and
minerals also nutrients are substances that provides nourishment essential for the
maintenance of life and for growth. There are six major classes of nutrients based on
biochemical properties: carbohydrates, proteins, lipids, water, vitamins, and minerals. Some
nutrients are essential; others are nonessential. Essential nutrients cannot be synthesized by
the human body, so they must be consumed in food.
The initial food test was the starch test and it tested for the presence of starch and the
indicator was dark blue in colour and the regent being that of iodine. After the test for starch
was taken place the cracker was a positive result and response. The second test tested for
protein the regent used was copper sulfate the colour showed was purple and was a positive
also the cracker had a slight change while honey showed a negative response. The condensed
milk and coconut powder showed positive for protein in the test. The third test tested for
simple sugar the colours ranged from yellow, brown and orange red the regent used was for
the colour change was the benedict’s /fehling’s solution the result came to be positive. The
coconut powder and the condensed milk showed the lowest result which was a light yellow in
colour and the honey and the cracker showed a orange in colour. The fourth test tested for the
complex sugars the regents used was sodium bicarbonate the positive test was showed in the
use of honey resulting in an dark orange after added to the boiling water and the rest of the
items showed a light blue colour even after adding it to the boiling water. Finally the fifth test
tested for fat the regent used as ethanol which showed a positive result and giving a colour
change of milky white the cracker and the coconut water gave a positive result and for the
honey and condensed milk they showed a negative result for fat.
Conclusion:
Firstly the cracker contained starch, a slight amount of protein, simple sugar and fat.
Secondly honey contained simple sugar, complex sugar and fat, Thirdly condensed milk
displayed presents of protein and simple sugar and Finally, Coconut powder showed protein,
simple sugar and fat.
Lab #15
Title: Nutrition I (Enzyme Action)
Aim: To investigate the effects of difference temperatures on catalase (enzyme) activity
Apparatus/Reagent/Materials: 5 test tubes, test tube rack, test holder, 5 Styrofoam containers,
water: hot water, warm water, ice cold water and room temperature tap water; thermometer
measuring cylinder, hydrogen peroxide (H2O2), Irish potato (crushed), mortar and pestle
Procedure:
1. The five test tubes were labelled A, B, C, D & E.
2. The potato was cut into two halves, using a ruler 3cm strips were measured.
3. The mortar and pestle were used to crush each strip of potato. The crushed potatoes
where then placed into each test tubes.
4. A measuring cylinder was used to measure 3cm3 of distilled water and was then
poured into each test tube and shacked.
5. Hot water bath, warm water bath, cold water bath and room temperature tap water
bath were all prepared in beakers respectively
6. A test tube with crushed Irish potato was placed into each water bath
7. The test tubes were left in respective water baths for 10mins
8. After 10mins, each test tube was removed, then 5cm3 of hydrogen peroxide (H2O23)
solution was added to each test tube with crushed Irish potato
9. Observations and recording were made
10. A ruler was used to measure the height of the bubbles in each test tube

Observation:
Samples used Temperature Observation Height of bubbles

Sample A Hot water (90℃) No bubbles 0cm

Sample B Cold water (10℃) Little of bubbles 9.0cm

Sample C Room temperature (22 Little bubbles 3.8cm

℃)
Sample D Warm water 1 (62℃) A lot of bubbles 12.0cm

Sample E Warm water 2 (40℃) A lot of bubbles 11.5cm

Graph :
Discussion:
An enzyme is a biological catalyst and is almost always a protein. It speeds up the rate
of a specific chemical reaction in the cell. The enzyme is not destroyed during the reaction
and is used over and over. Without enzymes, many of these reactions would not take place at
a perceptible rate. Enzymes catalyze all aspects of cell metabolism.  Heat, disease, or harsh
chemical conditions can damage enzymes and change their shape. Examples of
specific enzymes,Amylase is found in saliva. Maltase – also found in saliva; breaks the sugar
maltose into glucose. Maltose is found in foods such as potatoes, pasta, and beer. Trypsin –
found in the small intestine, breaks proteins down into amino acids.
The experiment tested the temperatures that had an effect on enzymes. Temperatures
of 62℃ and higher the catalase is not very much effective at all the bubble height of 62℃
and 90℃ proved to be the lowest readings with a height of 0cm and 3.8cm.The lower
temperatures decreased from 40℃ to 22℃ and a rise in the foam height of that of which is
0.5cm.So the Lower the temperature the higher in the height the foam would be meaning the
activity of the catalase would have an increase but that’s not true the lowering of the
temperature to a 10℃ decreased the activity of the catalase proving to give a height of 3.0cm
from that of a room temperature of 22℃.
Source of error:
 Environmental error: rise and decline in the temperatures in the surroundings
Conclusion:
An enzyme catalase functions best within temperatures 40℃ to 22℃
Lab #16

Title: Gene
Aim: To investigate how sex of an offspring is determined
Apparatus: 2 Styrofoam cups, 20 of blue corks, 10 of black corks, 10 persons
Procedure:
1) Each Styrofoam cup was labelled.
2) 10 blue corks were emptied within one of the Styrofoam cups
3) The rest of the corks were placed in the other Styrofoam cup
4) The corks were mixed within the second Styrofoam cup
5) A cork was chosen (with eyes closed) from each Styrofoam cup
6) Selections were recorded
7) This was repeated for nine takes

Diagram:
Observation:
Selection number Both blue Black and blue
1 I
2 I
3 I
4 I
5 I
6 I
7 I

8 I
9 I
10 I

Discussion:
A gene is the basic physical and functional unit of heredity. Genes are made up of
DNA. Some genes act as instructions to make molecules called proteins. However,
many genes do not code for proteins Asexual reproduction involves one parent and produces
offspring that are genetically identical to each other and to the parent. Sexual
reproduction involves two parents and produces offspring that are genetically unique.The
genotype for a male is XY while the female is XX, the dominant allele isn’t what defines the
gender of the offspring but it is whether the child poses the recessive allele Y or two
dominant X alleles with this, the offspring will have a 50% chance of being a male or a
female
Black Bottle stoppers /Corks represented the Y recessive allele, the blue Bottle
stoppers/Corks represented the X dominant allele and finally the Styrofoam cup representing
the gamates of each individual parent in the experiment carried out. By the chosing of each
participants eyes they chose randomly as they picked up either a blue or black cork/Bottle
stopper. The random selection of the corks came to be that 6 pairs of blue corks were chosen
and equalled to 6 girls while 4 pairs of the black cork equalled to 4 boys.
The ratio of this readings was 6:4 or 3:2 when simplified , which is quite different
from in real life. The ratio is 2:2 or a 50 50 of the chance that the offspring will be either a
boy or a girl, the experiment’s ratio which was 3:2, means one extra chance that a girl will be
produced compared to that of the real life ratio. In real life the chromosomes are replaced but
in the experiment the corks were never replaced.

Conclusion:
There is a 50 % or 50 50 chance that the offspring that will be produced could be a
boy or girl and the production off offspring is chosen and determined at random selection.
Lab #17 P and D
Problem Statement for P and D :
Some storage organs such as bananas and yams when they are cut and left exposed
soon become brown. If the cut surface is covered with lime juice or any other acid it
does not turn brown .A student suggested that the browning of these storage organs is
controlled by an enzyme which cannot work in an acidic environment .Design an
investigation into the student’s suggestion.
Title: Micro-Organism
Hypothesis: Acid placed on storage organisms prevents them turning brown.
Aim: To investigate whether acid prevents yam/banana from turning brown.
Apparatus and Materials: 3 banana slices/cubes. 1 knife, Lime juice, vinegar, Measuring cup,
Beaker or petri dish.
Method:
1. Measure 2mlof each substance.
2. Use knife to cut the bananas into 5 pieces
3. Pour each solution on a different piece of banana.
4. Leave the bananas for about 3-5 minutes .
5. Observe and take notes.
Variables:
1. Responding Variable: Colour change of banana.
2. Manipulated Variable: Types of substances used.
Expected result: The Acid placed on the banana labelled A will not be brown while the other
banana labeled B will.
Explanation Of Expected Result: The yam with the lime juice on it will not turn brown while
the one without will turn brown.
Precaution, Assumption, Limitation:
1. Putting too little acid on the banana.
2. Putting too much acid on the banana.
3. Having 2 different types of bananas.
Lab #18 Implementation
Lab: Implementation

Title: Enzymatic Browning

Aim: To investigate whether increasing the acidity of an enzymes’ environment prevents

storage organs from turning brown.

Apparatus and materials: 1 banana, 2 beakers, 3 petri dishes, lime juice (citric acid), marker,

vinegar, knife

Method:

1. Lime juice and vinegar were placed in separate beakers.

2. Each petri dish was labelled based on the substance that would be on the banana that

would be placed within them.

3. The banana was cut into 3 slices.

4. The banana was covered with lime juice, another with vinegar and the last without. A

small portion of the substance applied were also poured within each petri dish.

5. Each banana was placed in its respective petri dishes.

6. Every 2 minutes for 10 minutes changes that occured were observed

Results:

Sample A – Banana covered lime juice

Sample B – Banana covered in vinegar

Sample C – Banana exposed to air ( untreated )

Table showing observation of samples made over 10 minutes

Samples
Time
Sample A Sample B Sample C
2 minutes No change observed No change observed No change observed
4 minutes No change observed No change observed Slight browning
6 minutes No change observed No change observed Increased browning
8 minutes No change observed No change observed Completely brown
10 minutes No change observed No change observed Dark brown color

Picture of the experiment :

Discussion:

An enzyme is a substance that acts as a catalyst in living organisms, regulating the rate at

which chemical reactions proceed without itself being altered in the process.

The biological processes that occur within all living organisms are chemical reactions, and

most are regulated by enzymes. In the wrong temperature or an environment of high PH these

enzymes can become denatured. An enzyme that is considered to be denatured is no longer

active and therefore cannot function and finally Enzymic browning is an oxidation reaction

that takes place in some foods, mostly fruit and vegetables, causing the food to turn brown.

Oxidation reactions occur in food and non-food items. Enzymic browning overall is a

reaction which requires the action of enzymes and oxidation in order to occur.

Enzymic Browning will happen each time a storage organ is bruised, it can be slowed or

stop by exposing the enzymes to an acidic substance such as lime juice or vinegar the

browning will slowly go down or stop .This is because these enzymes are denatured in an

environment of lower ph level. PH of lime juice (2.8 on the PH scale) and PH of vinegar (2.5

on the PH scale) is less than the storage organ enzyme’s environment, which makes those

enzymes denatured and prevents them from reacting with oxygen in the air and prevents the

browning of the bananas in the experiment.

Source of error:

1. Human error: Placing both the yams and bananas slices in the same petri dish and

cutting the storage organs too big in size.

2. Precaution: Observe if the fruit has no bruises before the experiment.

3. Limitation: Environment having an effect on the bananas.

Reflection:

This experiment proved that an increase in the PH of an enzyme’s environment can

affect the enzyme’s ability to function. The information provided show that the experiment

shed a light upon Food Preservation whether the day to day cooking at homes or the cuisine

aspect of the large economic businesses such a tourism. By placing these storage organs into

an environment of a lower PH level such as vinegar or lime juice this can prevent the storage

organs of whatever food, fruit or staple the chefs of these resturants and hotels from turning

brown completely when these storage organisms are placed in these substances it means no

food is wasted, and the food preparation and presentation for the tourist that dine at theses

resturants and hotels will be absolute.

Conclusion:

The increase in the acidity of the environment or decrease in it’s PH level. It has an

effect on the activity of the enzymes within the storage organs making them turn brown.