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Utilization of Industrial Wastes for the Production of Amylase from Thermophillic Actinomycetes

Thesis Info

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Author

Khan, Muhammad Ayub

Program

PhD

Institute

Hazara University

City

Mansehra

Province

KPK

Country

Pakistan

Thesis Completing Year

2012

Thesis Completion Status

Completed

Subject

Microbiology

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/9616/1/1272.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727652661

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Actinomycetes are a facultative thermophilic group of gram-positive bacteria which produce antibiotics and a range of hydrolytic enzymes including amylases, proteases and lipases. Some Actinomycetes are pathogenic but the majority is saprophytic inhabiting soil, water plants and other habitats, where they play an important role in soil structure and composition. In the present study, bacterial strains from three soil samples obtained from a hot water stream were screened for their potential to produce α -amylase. Out of twenty isolated strains, four were selected due to their amylase producing ability as determined through production of a zone of hydrolysis. These strains were identified by morphology, biochemical tests and PCR amplification. Bacterial strain W1 giving a 3.8 mm zone of hydrolysis was identified to be Actinomycete and N3, U1, and U4 giving 3.6, 3.8 and 3.6 mm zones of hydrolysis, respectively were identified as Bacilli. Growth of Actinomycete and amylase production was optimized on four different nutrient media. Highest growth and amylase activity( 3.882 OD and 132.3 AU, respectively after 72 hours at 60oC) were obtained by using medium-4. Conditions for the maximum production of amylase in submerged culture fermentation were optimized using medium-4. It was found that by using 5% inoculum of 30 hours age, amylase activity of 140.8 AU was obtained. Optimization of agitation speed (150 rpm), temperature (60 oC), pH (7.5), starch (2.5 %) and glucose (3%) increased activity from 140.8 AU to 162.4 AU. Growth and amylase production were then optimized by using agro-industrial waste as sole source of carbon and nitrogen in the modified AGS medium. Nine agro-industrial wastes namely soybean meal, wheat bran, peanut meal, mustard meal, sunflower meal, linseed meal, cottonseed meal, corn meal and molasses were used individually and in combinations to optimize amylase production. Soybean meal and wheat bran were found to be more effective nutrient sources with amylolytic activities of 176.2 AU and 171.6 AU respectively. Soybean meal in combination with molasses at 2:1 ratio were found to bethe best carbon and nitrogen sources giving amylolytic activity of 230.6 AU. In solid state fermentation, maximum amylolytic activity( 186.2 AU) was obtained by using wheat bran and molasses in 2:1 ratio at 55oC after 72 hours of incubation. The enzyme was purified 24-fold by acetone precipitation and gel filtration. Single peak during gel filtration indicated presence of only one type of alpha-amylase. Crude and partially purified enzyme find vital application in desizing of cotton cloth. Desizing of cotton pieces 15x15 cm by acid hydrolysis (0.1 M HCl) resulted in 0.7725g removal of starch. This value served as standard for 100% starch removal. Crude enzyme gave 98.39% removal after 90 minutes of soaking at pH 7.0. However, 98.92 % removal was achieved with partially purified enzyme after 60 minutes of soaking. Optimization of temperature and pH revealed that 100 % desizing was obtained at pH 6.0 when incubated at 60oC for 60 minutes. Studies proved to be successful in utilizing agro-industrial waste for producing thermostable alpha-amylase from Thermoactenomyces sacchari and its application as a desizer. The process is recommended for large production of thermostable alpha-amylase in the future.
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سیدسجاد حیدر یلدرم

سید سجاد حیدریلدرم مرحوم
۱۲؍ اپریل ۱۹۴۳؁ء کی رات کو سید سجاد حیدر مرحوم نے جو ادب کی دنیا میں یلدرم کے نام سے مشہور تھے، قلب کے عارضہ سے دفعتہ وفات پائی، یہ علی گڑھ کالج کے پرانے تعلیم یافتوں میں اور اسی تعلق سے کالج کے ان چند طالب علموں میں تھے جنہوں نے مولانا شبلی مرحوم کے درس اور صحبت سے شعر و ادب کا ذوق حاصل کیا تھا، مرحوم مولانا کے درس کے اس قسم کے واقعات کو مزے لے لے کر بیان کیا کرتے تھے، ان کا اصل وطن نہٹور (یوپی) میں تھا، ۱۹۰۱؁ء میں بی، اے کی سند پاکر تعلیم سے فراغت پائی۔
ہماری زبان میں اس وقت ادب لطیف کا جو رواج ہے، اس کے پرانے لکھنے والوں میں سب سے پہلا نام سید حیدر مرحوم کا ہے اور چونکہ قادر مطلق کو ان سے یہ کام لینا تھا، اس لئے ان کی زندگی میں اس کا مناسب سامان بھی پیدا کردیا یعنی یہ کہ کالج کے زمانہ ہی میں ان کو ترکی پڑھنے کا خیال ہوا، علی گڑھ میں نواب محمد اسمٰعیل خان صاحب رئیس علی گڑھ کے والد بزرگوار ہجرت کرکے مکہ معظمہ چلے گئے تھے، وہیں نواب محمد اسمٰعیل خاں صاحب کی تعلیم و تربیت ہوئی، اس زمانہ میں ترکی وہاں کی سرکاری زبان تھی، اس لئے ان کو ترکی بھی پڑھائی گئی اور جب وہ ہندوستان آئے تو وہ ترکی ادب کے گویا نمائندہ ہوکر آئے، چنانچہ سرسید کے ’’تماشائے عبرت‘‘ میں وہ اسی ہیئت سے اسٹیج پر آئے ہیں اور معارف علی گڑھ میں جس کے وہ شریک ایڈیٹر تھے، وہی ترکی ادب کی اشاعت کا ذریعہ بنے۔
بہرحال سجاد حیدر مرحوم نے انہی سے ترکی زبان سیکھی اور اس کا یہ فائدہ ان کو پہنچا کہ سرکار انگریزی نے ان کو علی گڑھ...

Cultural Linkages Between the People of Sindh and Japan

Japan and the land of present Pakistan had cultural linkages since ages. Sindh has remained important part of this land. The Indus civilization had trade links with other countries including Sumerian and Babylonian civilizations. This trend continued afterwards, and trade relations were established between people of Sindh and Japan in the nineteenth century. This interaction led both the countries to have cultural linkages. Presently many Sindhis are residing in Japan who have adopted Japanese culture besides maintaining their own cultural traditions and customs. Sindhi poetry adopted Japanese Haiku and ‘Safarnamas’ were written in Sindhi language grasping the living and traditions, etc. Of Japan. This research paper also discusses that both countries’ people have similar style of sitting together and exchange of opinions and happenings of the day which is traditionally called ‘Katchehry’ in Sindh.

Aunty, Cat Chair Pe Bethi Hai - Using Stories to Support and Assess the Development of Vocabulary of Two Year Old Bilingual Children Through a Collaborative Action Research

Vocabulary has been found to be a predictor of later language development (Lee, 2011). Research indicates stories to be great stimulators of language, especially in enhancing children’s vocabulary. Pakistan’s National Curriculum for Early Childhood Education (2007) also emphasizes on the importance of supporting children’s vocabulary development. Through a collaborative action research, I explored the role of stories, told monolingual and bilingually, to support vocabulary development of two years old bilingual children at a private English-medium school in Karachi, Pakistan. Two teachers, facilitating this age group and four randomly chosen children from the classroom participated with me in the study. Data was gathered through various tools including, interviews, classroom teaching, and reflective conversations. Anecdotes of the four participant children were also maintained throughout the study. Findings revealed that stories supported children’s vocabulary development. Children enjoyed both monolingual (English or Urdu) and bilingual stories (Urdu and English). Moreover, vocabulary development can further be supported by reinforcing the key vocabulary through play and language games. A change in the teachers’ and my perception regarding the power of stories and storytelling, both monolingual and bilingual stories, was seen as a result of the intervention. The study also brings to light the importance of having bilingual stories to support language development in both the home and classroom languages. It also raises questions about assessing progress in both languages. It also highlights that along with stories, the storyteller, in this case the teacher helps support vocabulary development in children. It also raises questions about supporting the professional development of these teachers, about the use of stories as a teaching pedagogy as well as different strategies of telling stories.