Science with Iechnoogy I

A 660.6 ASE

The Science with Technology Project

The Science with Technology Project is a joint initiative of the Association for Science Education (ASE) and the Design and Technology Association (DATA). It was set up to develop curriculum links between science and technology for students in the 14 to 19 age range. The project provides resource materials for students and support for teachers of both science and technology. The materials can be used with courses leading to GCSE, GNVQ and NAS level qual ifications. A programme of in-service training is available. For details contact: ASE INSET Services, Barclays Venture Centre, University of Warwick Science Park, Sir William Lyons Road, Coventry CV4 7EZ. Telephone 01203 690053 Fax 01203 690726

The resource materials

The Science with Technology Project has produced two types of unit. Extended units provide in-depth coverage of a topic or an area of the curriculum. Focused units concentrate on a particular aspect of a topic.

Extended units
Managi ng Energy Understanding Control Investigating and designing control systems Developing Food Products

Focused units
Control in Action: Designing a fermenter Understanding Sensors Understanding the Science of Food Human Factors in Design Evaluating Environmental Cars and the Environment Energy Transfers: from source to load The Science with Technology Toolkit (3 separate units) Project Management Product Development Impact

Developing Textiles Products Making use of Renewable Energy

Further units will cover areas such as materials science and technology.

Teamwork

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Acknowledgements
Steering Committee
John Holman (Chair 1991 to 1994) Andrew Hunt (Chair from 1994) Andrew Hutchinson Ed Gillett Dawn Grantham Boyd Gunnell David Moore Ronald Somervi lie Peter Stevenson Christine Tacon James Williams

The work of the Science with Technology Project has been funded by:
The Gatsby Charitable Foundation British Gas pic Brown and Root Ltd. Cadbury Schweppes pic Courtaulds pic General Electric Company pic The Institution of Electrical Engineers National Grid Company pic Nuclear Electric pic Pilkington pic The Royal Commission for the Exhibition of 1851 Vickers pic

The Science with Technology team owes a great deal of thanks to a wide range of people and organisations who have helped to produce the project materials. Many people in education, industry and the professions have given freely of their time and expertise to write or comment on trial materials. A large number of teachers and students were involved in the trials of the units; we would like to thank them all.

..............................................................................................................................................................................

Science with Technology

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Contributors

Jim Sage Robert Sharp

Acknowledgements

Project team Project Director Project Officer Project Assistant Graphic Design Jim Sage Alan Goodier Helen Mohan Erika Pye

Printed and published by: The Association for Science Education, College Lane, Hatfield, Herts AL 10 9AA.

The Association for Science Education 1995

ISBN 0 86357 235 9 All rights reserved. This book is copyright material but permission is granted to make photocopies for classroom use provided that the copies so made are used solely within the purchasing institution. No other reproduction, storage in a retrieval system or transmission in any other form or by any means may be made without prior written permission from the publisher.
..............................................................................................................................................................................

Contents

Teachers' Notes
Plan of the unit By using the unit students will ... Links to other SwT units U sefu I resou rces Syllabus links Using the unit
II III III III IV V

Students' Material
Introduction - Biotechnology
INTRO.

1-6

Part 1 Research Part 2 Designing and making a fermenter

1.1-7

2.1-15

ASE 1995

TEACHERS'

NOTES.

................................................................................................................................................................................

Plan of the unit

Biotechnology
1 hour + independent study This part: introduces the importance of biotechnology and the range of biotechnological products; - provides information about commercial fermenters and about batch and continuous fermentation processes. It also includes an overview of the unit for students. It is recommended that the video A Taste of Things to Come (see page iii for details) is used as part of this introduction.

Research
The time taken for this part of the unit will depend on how the investigations are used. Each investigation will take about 1 hour to set up. Data will need to be collected over several hours or days. In this part students use a simple model fermenter and yeast to investigate the optimum conditions to achieve the highest yield. The investigations cover: temperature; oxygen supplies;

pH;
glucose levels; agitation and mixing.

They are provided with guidance on setting up the fermenter and methods for measuring the yield.

Designing and making a fermenter

The time taken for this part of the unit will depend on the sophistication of the design. It could take between about 5 and 10 hours. Lesstime will be needed if the control systems are modelled using a systems electronics kit. More time will need to be allowed if these are then turned into printed circuit boards. Students are provided with a process to analyse the possible control systems to use with a fermenter. They use this process to: determine the physical conditions that could be controlled and use the results of their research to set parameters for these conditions; work out the type of control system required; identify input and output transducers that could be used.

They are provided with practical information on: ideas for maki ng a fermenter; temperature control; controlling pumps; making and controlling valves; methods of agitation; pH control; monitoring and measuring output.

TEACHERS

NOTES.

ii

ASE1995

By using the unit students will ...

carry out scientific investigations and research in order to obtain data to be used to establish design parameters and a specification for the design of a fermenter; learn about control systems within a context related to industrial applications; design and make a fermenter that can be used for further research or for making a product using batch production techniques; learn about the importance of the biotechnology industry and its products.

Links to other SwT units

Understanding control Investigating and designing control systems
These units provide more detailed information about control systems.

Understanding sensors provides more information about the sensors that students could use in their control systems. Control in Action: A chocolate factory is a
complimentary unit.

Useful resources
A cheap bioreactor (fermenter) suitable for school use is available from the Science Department at : Woodway Park School and Community College, Wigston Road, Coventry CV2 2RH, telephone 01203 616155, fax 01203 602398. Contact the school for details. . Resources from the National Centre for Biotechnology Education (NCBE), Department of Microbiology, The University of Reading, Whiteknights, PO Box 228, Reading RG6 6AJ. A booklet containing a collection of fermentation activities is particularly useful as it includes a wide range of activities for making use of the fermenter the students make. NCBE also produce a bioreactor (fermenter) for school use. NCBE also provide advice about health and safety and about safe organisms. Innovation: Wealth from Science and Engineering Video 8: A Taste of Things to Come is about biotechnology. A set of these DTI sponsored videos has been sent to most schools. In case of difficulty contact: SPE,The Mansion House, 57 South Lambeth Road, -London SW8 1RJ. This is recommended for use as part of the introduction to this unit.

Topics in Safety
(revised second edition 1988) ASE ISBN: 086357 104 2 This booklet includes sections on biotechnology including fermenters and on microbiological safety. It is strongly recommended.

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iii

Syllabus links

Science
Experimental and investigative science planning experimental procedures obtaining evidence analysing evidence and drawing conclusions evaluating evidence

Design and Technology

A design and make assignment involving systems and control and relating to industrial practice

Information

Technology

Using IT to control and measure

Science
Foundation Unit 1 Working on scientific tasks Intermediate Unit 1 Working on scientific tasks Unit 3 Making useful products Element 3.3 Make and test devices - electrical, electronic Unit 4 Monitor and control systems Element 4.2 Monitor and control chemical reactions Advanced Unit 4 Obtain products from organisms Element 4.1 Evaluate organisms as a source of useful products Unit 6 Control reactions Element 6.3 Evaluate industrial processes Unit 8 Communicate information Element 8.1 Gather data for scientific purposes

Manufacturing
The unit can be used to cover both electrical/electronic and chemical/biological materials and products and scales of production - small batch and continuous. Foundation Unit 1 Manufacturing products Unit 2 Exploring manufacturing operations Intermediate Unit 1 Working with a design brief Unit 4 Manufacturing products Advanced Unit 1 Design specifications Unit 2 Communicating product design Unit 5 Process operations

Design and Technology

The complete unit could be used as the basis of a design and make activity .

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TEACHERS' NOTES.

iv

Using the unit KS4/GCSE

The most effective use of this unit requires co-operation between science and design and technology. Aspects of information technology are also involved. Part 1 of the unit involves a series of scientific investigations. These could be used within science to meet some of the requirements of 'Experimental and investigative science'. However, they are designed to help students establish the design parameters and specification for the fermenter they design and make in Part 2. This activity should be carried out within 0& T but may require access to science, for example, to sterilise the components used. The Introduction should be used to provide the common context for the activities.

GNVQ
The Introduction can be used to provide an industrially related context. Parts 1 and 2 can be considered as assignments with structured activities built in. Each part can be considered as a resource for the other. They could be carried out in any order. For example: Science (Intermediate) Part 1 used to cover aspects of Unit 1 Working on scientific tasks, followed by Part 2 to cover Element 3.3 Make and test a device Element 3.3 covered first using Part 2 with Part 1 used as a supporting resource but meeting some of the requirements of Unit 1.

OR

This second approach could also be used to deliver aspects of Manufacturing.

Notes on the recipe to use in the fermenter

See page 1.2 in the students' material. A medium with this amount of glucose may caramelise on autoclaving. This can be avoided by adjusting the pH of the medium to pH 4 before autoclaving and readjusting once the autoclaving is complete. 2 It is best to autoclave half the volume at a time at 121C for 20-25 minutes.

3 An alternative medium is: 2% 1% 1% glucose pure yeast extract mycological peptone - this can be omitted for short durations.

ASE 1995

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Biotechnology involves the use of biological agents to make a product. This could be a material, chemical, drug, a new plant or many other possible products. It is a very good example of a science-based industry.

Advantages of biotechnology

* Organisms can easily be grown in large quantity * Organisms can be grown on very cheap foods, someti mes waste food * Organisms can be grown at low * The product is often safe to handle since
it does not involve poisonous chemicals temperature so the costs of heating is small

CONTROL IN ACTION: DESIGNING AND MAKING A FER MENTER

The basic piece of equipment used in biotechnology is the fermenter. This is a chamber where the conditions are controlled to encourage the fast growth, or a special kind of growth, of one or more organisms.

PART 1 Research
Science investigation What are the optimum conditions inside a fermenter to achieve maximum yields?
....... !:

All of these conditions need monitoring This is an example of process control.

and controlling.

The output of the fermenter also needs to be monitored. These are known as the process variables or parameters.

You now have the data and information needed to establish the design parameters for the fermenter. This will help you to produce the detailed specifications for the control systems you need.

PART 2 Designing and making a fermenter

Using your fermenter

ASE 1995

INTRO.l

PRODUCTS OF BIOTECHNOLOGY

Make a list.
Use the information below and on the next page to help you.

FOOD

Fungi can be used to turn cheap carbohydrates into a high protein food called mycoprotein. Mycoprotein is also high in dietary fibre and low in fat content. Mycoprotein has an excellent texture similar to that of meat. It can also absorb flavours readily; this means that it can be used in a wide range of products.

Cheaper food for consumption by humans and farm animals Beer, wine, bread, cheese, vinegar, yoghurt, sauerkraut
enzymes

cereals or potatoes
-----~

MATERIALS
New materials that could have less environmental impact such as biodegradable plastics

starch enzymes ------~\ glucose syrup

CHEMICALS
New chemicals Fertilizer, pesticides Washing powders Chemical tests Metal salts taken from their ores

air

MEDICINES
A wide range of new medicines New vaccines or known vaccines produced in greater quantity Growth hormones

What are the advantages of mycoprotein over meat protein? What are the disadvantages? You wi!! find it useful to visit a supermarket and find out about the range of food products made from mycoprotein. Mycoprotein is sold under the trade name QUORN.

MYCOPROTEIN
COLLECTION for proceeeing and packaging

FUELS
Methane, Ethanol Fuels from waste products

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INTRO.2

ASE

1995

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ASE 1995

INTRO.3

Methods of fermentation
There are two main methods of fermentation: solid substrate fermentation - growing microorganisms on a solid or semi-solid layer. aqueous fermentation using a liquid with a high water content. This can be batch or continuous fermentation.

Batch fermentation
Batch fermentation takes place in a closed fermenter. The microorganism is put into the fermenter with a nutrient medium. The product is separated at the end of the fermentation.

temperature probe In a fed-batch process nutrients are added at intervals during the process. In this unit we will concentrate on batch fermentation.

pH probe

water jacket Precise control of pH, oxygen levels and nutrient levels is vital. stirrer

cooling water in

air sparge

The advantages of the batch process It is easy to set up and control It is versatile - it can be used for a range of products. If contamination or a problem occurs only one batch is lost.

microorganisms and product

............................................................................................................................................................................ Continuous fermentation

In continuous fermentation nutrients are added and products are removed continuously. Precise control of pH, oxygen levels and nutrient levels is vital. Theoretically this process is more cost-effective and greater productivity is possible. However, the process is difficult to control and there are practical problems such as foaming and the clumping together of cells.

INTRO.4

ASE 1995

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ASE 1995

INTRO.5

Setting up an industrial fermenter

There are three stages in setting up an efficient industrial fermenter to produce an economic product.

Stage 1 Screening and research

The microorganism to be used is cultured in small laboratory vessels. This is to check the characteristics of the microorganism and to find the optimum conditions for its growth.

Stage 2 A pilot plant

A small-scale fermenter between about 5 and 200 Iitres capacity is used to find the optimum operating conditions. These may be different from the laboratory conditions. Why do you think the optimum operating conditions may be different from the optimum laboratory conditions?

Stage 3 Full scale plant

A full size fermenter is used for commercial production. This could have a capacity of thousands of Iitres.

INTRO.6

ASE

1995

Context
Imagine you are a biochemical engineer in charge of the manufacture of yeast which is used to make bread rise. About a million tonnes of yeast is sold every year to bakers in the UK. It is your job to make the manufacture of yeast as cheap as possible and to make sure that the process runs efficiently and reliably. This will involve looking closely at growi ng yeast ina fermenter.

Fermenters are fi lied with a liquid broth. This broth has food dissolved in it. A small sample of a specific microorganism is added to the fermenter. In you r case this is yeast. This small sample is known as the inoculum. If this inoculum is provided with the right conditions it will reproduce quickly.

Your task is to grow as much yeast as you can as quickly as you can using the minimum amount of food!

The investigations in this section will help you find out the optimum conditions in the fermenter to obtai n the maximum yield. This will help you design the control systems you wi II need in Part 2 of this unit.

ASE 1995

1 1

Here is a design for a simple fermenter that you could use for your investigations.
For a 2 litre fermenter: Make up 1.4 dm3 (litre) of fermentation broth using 30g/dm3 glucose and 15g/dm3 yeast extract in distilled water. 2 Sterilize the broth by placing it in a conical flask with a cotton wool bung and heating in an autoclave for 20 minutes You will need to autoclave half the volume at a time. 3 Dissolve 14 g of dried yeast in the broth. 4 Put the broth into

screw clip to control air supply from air filter and aquarium pump

gas outlet

a thoroughly cleaned fermenter.

growth medium

What are the variables?

Make

a list of the conditions that you could change.

2 litre
pop bottle

How will you measure the effect of the change?

What conditions will affect the growth of cells inside the fermenter?
Cells require food, oxygen and a suitable temperature and pH. Carbon and nitrogen are essential elements found in large quantities in all living tissue. Cells must be provided with a suitable source of both. Carbon is usually provided as some form of carbohydrate such as glucose. Nitrogen is needed in lower quantities and is present in a suitable form in yeast extract. Growing cells can have too much food as well as too little. Oxygen is obtained from that dissolved in the broth. Aeration and mechanical stirrers are used to provide good mixing and to increase the rate at which the oxygen dissolves. The pH is controlled by adding acids and bases as required.

pH?

temperature?

1 2

ASE 1995

You are interested in the growth of the organism. Here are some ideas for measuring this growth.

Measuring the growth in the fermenter

Measuring "cloudiness"
As the cell population grows the mixture will become cloudy. By measuring this cloudiness you can get a measure of the growth. One problem with this method is that the cells may stick together in clumps. This is called flocculation. The clumps will tend to sink to die bottom in large fermenters and can be overcome by stirring.

Measuring carbon dioxide

As the cells multiply they produce carbon dioxide gas. The more cells there are, the more CO2 is produced. Measuring the amount of CO2 produced will give an indication of growth.
YEAST CAN GROW WITH OR WITHOUT IN A GLUCOSE SOLUTION OXYGEN.

When oxygen is present (AEROBIC conditions) the yeast cells divide rapidly producing large quantities of new cells.
yeast

See Part 2 Resource Activity 5 for details.

C6H1206 + 02
glucose

-7

CO2 + H20 + Energy

growth of new cells

When oxygen is not present (ANAEROBIC conditions) little growth occurs and most of the glucose will be converted into carbon dioxide and alcohol.
yeast

This method has the advantage that you could use a computer to collect the data.

--7 2C02 + 2C2H30H + Energy

alcohol

These reactions are 'temperature dependent

Counting cells
Another way of measuring the amount of growth is with a haemocytometer. Samples are taken at regular intervals throughout the fermentation. The number of cells on an etched grid can be counted. You need to take account of flocculation. Stir the suspension before the sample is taken. In time there could be too many cells to count so dilute the suspension and take this into account. EXAMPLE OF RESULTS Total number of cells in 10 squares = 270 Average number per square

= 27

Each square = 0.004mm3 of liquid. NOTE: You need to check the size of the grid squares on your slide.

0.004mm3 x 250,000

=
1cm3 of

1 cm3

suspension

therefore multiply 27 by 250,000 to get number of cells in 1cm3 = 6,750,000 cells If dilution was 1000x then number of cells in 1cm3 of culture 9cm3
of water

9cm3
of water

9cm3
of water

= 6,750,000,000

ASE 1995

1 .3

INVESTIGATION PLANNING CHECKLIST

What are you trying to find out? What do you know already? What do you expect to happen? What is your strategy? Make a clear statement(s). List the information that might help you. Try to make some predictions. Use a flow chart or a series of clear statements. Note down the variables you will: change; measure and record; keep the same. What willyou measure and how? How willyou record your data? What equipment do you need? How accurate do you need to be? /5 there anything else that you need? Make a list of all the things you need to measure and record and the equipment that you willneed.

When the investigation is complete, write down what you found out. How good were your predictions? Write a report. How willyou report and display your findings? Your report should include: the aim of the investigation; your prediction of the results; the practical plan including the equipment and resources to be used, the measurements required and how you made them, and how you ensured it was a fair test; your results; your conclusion - the pattern of your results, what the results tell you, relationships, effects of the variables, reliability and accuracy.

1 .4

ASE1995

lrJilestigation WHAT IS THE OPTIMUM TEMPERATURE?

Use the simple fermenter (page 1.2) to find out the temperature range to give the best yield. It is important to find out the range rather than a specific temperature. A range is much easier to control.

optimum growth temperature

o
10 20 30 40 50 temperature of growth (0G)

Some practical hints

The temperature can be changed by: placing the fermenter in a water bath; using a 12 volt aquarium or immersion heater. The heater will need to be sterilized or placed in a sterilized tube. 12Vaquarium/ immersion heater suitable liquid to transfer the thermal energy

Investigation AIR (OXYGEN)

SUPPLY
You can use a simple screw clip to control the air supply from the pump or control the pump.
air from aquarium-type air pump ./

clamp to adjust air supply

air should be passed through a cotton wool air filter - Why is this?

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Measuring the airflow

A simple airflow meter could be used. This should be placed in the top of the fermenter in the gas outlet.
long glass tube (You may need to try several.) glass bead which just fits loose roll of paper You can also calibrate the air flow by collecting the air over a period of time using the displacement of water.

To measure the amount of oxygen dissolved in the solution accurately you can use a dissolved oxygen meter and sensor.

ASE 1995

1.5

....................................................................................................................

The pH of the mixture can be altered by adding acids or alkalis. You will need to check the pH regularly by sampling and using pH paper. You could use a pH meter if one is available.

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optimum growth pH

Suitable solutions
sodium acetate (O.lM) to increase the pH (more alkaline) citric acid (0.1 M) to decrease the pH (more acidic)

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pH of growth medium

Aseptic sampling
Inoculation
This can be carried out through either pipette with a sterile syringe and needle.

Sampling
The piston in the syringe is set in a middle position. Pipette B and the syringe are connected with tubing. A sample is withdrawn but as the liquid breaks in the expanded part of the pipette, it can be emptied with no backflow by pushing and pulling the piston gently. Afterwards the syringe, the tubing and the outer part of the pipette B are washed with 70% ethanol and the parts are connected. This will prevent overflow of the contents of the fermenter caused by bubbles which might collect in the vertical tube.

pipette A (5 or 10cm3)
cotton wool air filter

pipette B
bent pipette for sampling 1cm silicone rubber tubing (3mm diameter)

syringe (eg.20cm3)

fermenter vessel

The fermenter vessel and pipettes are autoclaved.

Investigation GLUCOSE LEVELS

You can try using different concentrations when you charge your fermenter.

of glucose

Glucose detecting strips can be used to indicate glucose levels in samples.

1 .6

ASE

1995

investigation
AGITATION AND MIXING
Testing your ideas
Set up some different ways of producing agitation using plastic bottles. Some ideas are shown below.

Mixing the broth helps to: 1 bring fresh nutrients to the growing microbe; 2 3 dissolve more oxygen; disperse the heat throughout the liquid.
12Vmotor and gearbox air from pump

Efficient agitation is therefore important. In large fermenters it is often the controlling process which costs the most.
end contains an air-store paddle (model boat propel/or)

airlift or bubble lift of liquid inside the central tube

With accurate measurement it should be possible to see which system is best for agitating and therefore dispersing nutrients and heat, as wellas dissolving oxygen. Filleach bottle with the same volume of distilled ~ater at a temperature of 40C. AS SOON AS THE AGITATION STARTS add to each bottle a 1% mass to volume of glucose powder. (This means 19 of glucose for every 100cm3 of liquid.) Run the agitation for 5 minutes and then test samples drawn from the top and bottom of each bottle for concentration of glucose. This can be done using a CLINISTIXor a DIABAR 5000 (Boehringer Mannheim) strip. You could also check for the concentration of a dissolved dye, such as potassium permanganate. Another method is to use carbon powder and take photographs. Heat the contents and check the temperature difference using either a thermometer or an electric thermocouple.

ASE 1995

1 .7

Analysing the control situation

This section is designed to help you fully analyse the control aspects of your fermenter. This will help you design and make a suitable fermenter . .Follow the process below.

Identify the physical conditions that need to be controlled.

(Use your results of your research in Part 1.) Each of these can be treated as a separate sub-system.

FOR EACH SUB-SYSTEM

Work out what type of control system is needed.

Drawa block diagram to show the components. Identify which input/feedback and output transducer( s) could be used. Use the Resource Activities to help you design suitable sub-systems.
(pages 2.5 to 2.15)

Look for ways to link sub-systems

together.

For example, use the same power supply.

COMPLETE SYSTEM
Design your complete solution using block diagrams.

ASE 1995

2 1

Ae;signmenl~ DESIGNING AND MAKING YOUR FERMENTER

The research activities in Part 1 should provide you with enough information to design a laboratory batch fermenter.

Design requirements
Your fermenter needs to: be easy to set up; be safe to use; be capable of incorporating monitoring and control systems; include systems for heating, aeration and agitation; have a method for monitoring the growth of cells.

Basic components you need

;

Suggestions
1-2 litre Kilner jar
or a 2-3 litre plastic
;

A suitable fermentation vessel and top

soft drink bottle 12V aquarium or immersion heater or home brew kit heater

.
A heater and control circuit

Pump for air supply and control circuit Tubing A way of monitoring the output Electrical supply Air filters Electrical meters

12V aquarium pump

Infra red turbidity meter

multimeter or 0-lSV voltmeter and O-SA ammeter

All components

should be

easy

to sterilize or

easy

to replace.

2.2

ASE1995

The fermenter: monitoring and control

1 NUTRIENTS Growth medium, made out of waste chemicals from other industries, mixed with water.
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2 Microorganisms grown in a large flask ready to add to fermenter.

fermenter

6 The watery liquid left after fermentation is over contains new chemicals made by the microorganism.

~te~~c~ou~~ganism

-------- Watery liquid passes through filter.

8 The microorganism collected from the filtering stage is dried before further processing.

7 Chemicals separated and collected after further processing.

9 Further processing of dried microorganisms

ASE 1995

2.3

Matching the stages in your control system

There are four things to consider.

Does your power supply ~compare~ provide the voltage and current required .............. : +6V by the load?
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Do all of the stages in your system operate at the same voltage?

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provide the current needed by the next stage? You wi II often need a power or transducer driver for the output transducer. The output may require a separate power supply controlled by a relay or a high power driver.
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Does the output transducer match the load? For example: does the electrical heater have sufficient power? does the electric motor have enough torque? can a gearbox be used to slow the motor output?

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2.4

ASE

1995

Resource

Activity 1
SOME IDEAS FOR MAKING A FERMENTER VESSEL
The vessel must be: possible to sterilize; easy to attach sensors and other devices to; easy to obtain.
rubber sealing grommet bottle wall

insertion point for sensor probe tightening nut for probe pipe connector silicone sealant fastening nut

Using a plastic bottle A 2 or 3 litre plastic fizzy drink bottle can be used as a fermenter vessel. Because they are easy to obtain they can be replaced regularly. This solves some of the problems of sterilization.
Fitting devices to the bottle

Holes can be made using a piece of heated copper pipe of the correct diameter. Ports can be attached as shown in the diagram. A large hole will be needed to attach the inside nut. This will need to be sealed later.

sampling tube heater

Using a glass Jar (Kilner type) The advantages of using a glass vessel is that they can be autoclaved for sterilization. Sensors, heaters and other attachments can be fitted through the lid.

air tube with spinneret

ASE 1995

2.5

1<8Bource

Activi~t~y 2
TEMPERATURE CONTROL
Response time - how quickly

The temperature control system requires feedback to maintain a constant temperature. Feedback control can be: ON/OFF control; or proportional control.

the system responds to changes in the conditions being controlled. See SwT unit Investigating and designing control systems.

You need to try out both methods to find out which provides the control you need. You should consider their response time and lag in the system. Doyou need to maintain a precise temperature range of, say, 2 DC be OK? or willa

ON/OFF temperature control

TEMPERATURE TRANSDUCER

set temperature

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HEATER

actual temperature

A system using an electronics kit

12 volt supply

temperature probe ego UNILAB

540-350

2.6

ASE

1995

Proportional temperature

control

TEMPERATURE TRANSDUCER

set~+ temperature

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COMPARISON ELEMENT AMPLIFIER

POWER
DRIVER

HEATER

actual temperature

A system using an electronics kit

12 volt supply

temperature probe ego UNILAB 540-350

heater ego UNILAB

089-021

+6T
thermistor

Notes
Any waterproofed 12 volt heater could be used.

The temperature probe could be made by waterproofing a 4.7 kQ general purpose disc thermistor (for example, RS 256-089) arranged in a potential divider. See the SwT unit Understanding Sensors for more details.

ASE 1995

2.7

Resource Activity:3
CONTROLLING PUMPS
liquids - a car windscreen
washer pump works well; it operates on 1 2 volt. Air - a 12 volt aquarium pump is suitable.

Investigating a water pump One problem with car windscreen washer pumps is that they pump the water too quickly. Can the pump be controlled using voltage or current control? Use this circuit to investigate how the rate the pump works depends on the applied voltage and the current supplied to the pump. You will need the results of this investigation to design the control system for your pump. Things to consider in this investigation

0-12V DC supply

0-15V

The pump requires a 12V supply and takes a high current. You will need a high power driver for the pump.

water out

You will need:

a variable 12V DC

What are the variables? Which will you control? Which will you measure and record? How will you measure the rate the pump works? How will you record and present your data?

supply; 0-5A ammeter; 0-15V voltmeter; leads;

a car windscreen
washer pump with pipes - you may need to mount the pump; a means of measuring the volume of water pumped and a stopclock or stop- watch; a water supply and sink.

CONTROLLING THE PUMP

You need to consider the following questions. Do you need to turn the pump on and off? What determines when the pump is turned on and when it is turned off? Do you want the pump to be on or off for a set time? Do you want "the pump to turn on at set intervals of time? Do you need proportional control?

....................................................................................................................

2.8

ASE1995

l<Bsource

Activity 4
CONTROLLING VALVES
In this activity you will investigate the control of valves using solenoids and servo motors.

Valves are devices that open and close. They are used to control the flow of liquids and gases. They can be controlled using ON/OFF or proportional control systems. Proportional control means that the amount the valve is open can be varied like a tap to control the flow. Valves can be operated using: solenoids; pneumatic pistons; electric motors.

Investigating solenoids
Solenoids consist of an electromagnet which operates a plunger or a lever. spring

Some characteristics of solenoids

A range of solenoids that operate on 12 or 24 volt DC is available. Solenoids use quite large electric currents. They need to be controlled using a power driver. The electric current has to be on all of the time the solenoid is switched ON. This can lead to overheating and means they have a large power consumption. Solenoids only work in one direction - the plunger moves either out or in when the solenoid is activated. The return usually uses a spring. Solenoids work quickly.

~-~

You can make your own solenoid operated valve using a piece of thin-walled nylon tubing. This is thin enough to be squeezed but will return to its original shape when the solenoid is released.

Solenoids are best used to provide a large force over a small distance. Levers can be used to 'amplify' the distance moved but this will reduce the applied force.
Examples of low voltage solenoids - RS Components RS 347-652 (push action) Typical characteristics 60 RS 349-709 (pull action)

of a 12V 12Wsolenoid.

The SOlenOi~

50

'I\..

Wilh;;JI!
directly or

can be used

~4'i.

40 30 20
10

.........

t:

" "-

How much current is drawn from the supply at maximum power?

~
~

"I

........
~.

Why do you need power driver with

to use a a solenoid?

12 15 18 21

stroke

/ mm

ASE 1995

2.9

CONTROLLING SOLENOIDS
Veing Seneore

Setting a level
12 V DC power supply

INPUT VOLTAGE UNIT

COMPARATOR

1 1 1 1 11 1 I _

or - - - - - - - - - - - -J

1 1 I I I

I
1 1 1 1

12 V DC power supply

I
I J

set the level using this potentiometer

I
1 1 1 1 1 I

I
I

Veing Logic
. . ..

I 1

.... i ..........
. .

-'

.
..

..

..
lit'

..............................................................................................................................................................................

2.10

ASE 1995

UsinB a latch
Once the latch is activated it keeps the output on.

Proportional control usinB a Pulse Generator

12 V DC power supply

I
I

I I

1-

When a solenoid is used to control a valve it is usually done by opening and closing the valve continuously. This can be done using an electrical pulse like this: mark output voltage

1 I 1

or .- - - - - - - - - - - ~
I

I
I

I I

I
I I

12 V DC power supply

I I

I
I

1
I

I
1 1

-- t1
....

I I I
1 1 ,1 1

t2

The mark to epace or ON/OFF ratio can be changed using an astable circuit.

The pulse can be obtained using a BBB ae;table circuit

+9V BBB
1 2 8 7

Approximate values of the HIGH time (t,) and the LOW time (t2) can be calculated using these formulae:

Typical values
R,

:3 4

6 5

= = =

100kn
(l 00 + 50)

R2

50kn
X

10JlF

OUTPUT

t1 t2

x 103

lOx 10-6

1.5 seconds

50 x 103

lOx 10-6

0.5 seconds

OV

ASE 1995

2 11

Servo motors

Servo motors provide slow speeds but high turning forces. They can be positioned very accurately and are often used for position control where continuous feedback of position is required. If the motor is forced out of position, internal feedback detects this and the motor wi II try to return to the set position. This makes them useful for operating valves. Servo motors require a 'pulsed signal'. The duration of the signal controls the amount of movement. This signal is provided by a 'servo motor driver'.

You can investigate the action of a servo motor using a suitable electronic systems kit.

BATTERY CONNECTOR

ANY SENSING
UNIT

NONINVERTING
AMPLIFIER

servo motor

Connect the following boards together: INPUT Any sensor - the light sensor works well Change the level of the input - in this case the light level. What happens? What is the effect of changing the potentiometer on the sensor or the op-amp? A range of attachments is available with the servo motor. How could these be used with the motor to operate a valve?

PROCESS
The servo motor driver requires an analogue input voltage. Use an op-amp non-inverting amplifier to do this. OUTPUT Servo motor driver and motor

.................................................................................................................................................................................
2 . 12
ASE 1995

Resource

Activity 5
AGITATION

The contents of your fermenter will need continuous agitation and mixing. Two practical ways of achieving this are: using a mechanical stirrer driven by an electric motor; using the air supply to your fermenter to spin an agitator.

Use the results of your earlier investigations to determine which method is most suitable for your fermenter. You should consider whether: you need to control the agitator; for example, its speed, switch it on and off? the system needs to be sterilized.

Resource Activity 6
pH CONTROL

You may consider controlling the pH level in your fermenter. This can be done by regular sampling and the addition of a suitable solution but could be done using feedback control. You will need the results of the investigations you did earlier to determine the optimum pH. In most cases the medium will tend to become more acidic requiring the addition of an alkaline solution.

The block diagram of the pH control system looks like this.

pH
TRANSDUCER

pH level

set

---.0----1
~

SWITCH

I~ ""'"- VAtJE~:~MP

actual

pH

This is an example of ON/OFF feedback control.

ASE 1995

2 13

MONITORING AND MEASURING THE OUTPUT

One way of automatically monitoring growth in the fermenter is to use a turbidimeter which can be easily made. This removes the need to keep taking samples. It uses a light or infra red (lR) beam. This is passed through the contents of the fermenter. As more product is produced the contents become cloudier. Your system will need to provide a display. The display needs to be calibrated. Do you need or want to use a computer for data logging? Your sub-system for monitoring the output should have the following components.

LIGHT orlR SOURCE

TRANSDUCER

SIGNAL PROCESSING

DISPLAY and/or RECORDING (DATA LOGGING)

changes in light level indicate density of medium - hence, growth

Light or IR?
In both cases you need:

a source of light or IR;

a detector;
a circuit to process the signal and give an output. This needs to be calibrated.
Use the information on the next page to set up an investigation to compare the use of visible light and IR in a turbidity meter.

......................................................................................................................

2 14

ASE 1995

Visible Light
SOURCE 6-12V lamp with shield DETECTOR - LDR
200kQ

ORP12
The detector unit will need to be shielded from sunlight or other external light sources. The source and detector need to be correctly aligned. You need to try them on your fermenter or a mockup. +3V

OV

DETECTOR - Photodiode

R - typically 1M Q
+ve

This can be changed to give the output range required.

OUTPUT

(meter) Ov
This circuit provides a linear output.

-ve

-ve

Infra Red
SOURCE IR emitter
ego RS635-296 RAPID 58-0110 +6V

DETECTOR - IR sensor
ego RS635-303, RAPID 58-0115 Range about 1m

58-0110 (RAPID) OV

ASE1995

2 15

The Science with Technology Project

Science with Technology

The Science with Technology project provides:

Curriculum materials
for the 14 to 19 age range Science, D&T and IT GCSE and A/AS level courses GNVQ

Support for teachers

using the curriculum materials strategies for linking work in science and technology in-service support .

..........................................................................................................................................................

I. ~:"" Design and Technology Association

DATA is the recognised professional association representing all those involved in Design & Technology Education. It promotes design and technology and disseminates good practice, through a wide range of activities including seminars, workshops, INSET and exhibitions. DATA has a growing organisation with regional groups which aim to share expertise and consider curriculum and policy issues. DATA members receive two free journals, Primary DATA and Design & Technology Teaching, a newsletter and other occasional publications. Full details of DATA membership are available from the address below:

DATA
16 Wellesbourne House, Walton Road, Warwickshire, CV35 9JB. Tel: 01789470007 Fax: 01789841955

..........................................................................................................................................................

The Association for Science Education

Association for Science Education membership is open to:
teachers, advisers, technicians, industrialists and others contributing to science education . promote, support, and develop science education from pre-school through to tertiary levels and beyond. projects in science.

ASE encourages, initiates, promotes and publishes curriculum development ASE publishes a variety of journals, newsletters and occasional publications. For further details on ASE membership and publications contact:

Association for Science Education, College Lane, Hatfield, Herts, AL 10 9AA.

Tel: 01707 267411 Fax: 01707 266532