Halophilic bacteria is microorganism that live in high salinity environments up to 30%. The bacteria can be found in foods preserved by salting like salted fish. Salted fish is preserved foods are processed by salting and drying. The bacteria that live and ruin salted fish are halophilic bacteria and heterotoleran bacteria like halobacterium, micrococcus, bacillus, pediococcus, peseudomonas and vibrio. This observation aims to determine type of halophilic bacteria found in talang fish. This is descriptif observation held january up to february 2015 is microbiology laboratory FMIPA UNP and balai veteriner laboratory Bukittinggi. Research methods is cup statterplot methods. Sample is talang fis from Aia Bangih, west pasaman. Based on observation found isolate halophilic bacteria. Its belong to gram positve like coccus. From both, the isolates not capable produce endosopra. Talang fish from Aia Bangih, west pasaman contain two isolate halophilic bacteria consist of a genus and two species.
Pseudomonad fluorescent is one of the rhizobacteria groups that could potentially be developed as a crop endurance inducer. Several species of fluorescent pseudomonad are able to produce siderophores. Siderophore is an antimicrobial organic compound that plays a role in biological control of plant diseases. This study aims to determine the best carbon source for the production of siderophores from the fluorescent pseudomonad isolates PfCas3 and PfLAHp2. The carbon sources are fructose, glucose, and glycerol. Detection of siderophores was measured using a spectrophotometer at a wavelength of 410 nm. The results showed that the best growth medium for producing siderophores was KB + glucose medium for both PfCas3 and PfLAHp2 isolates. The best combination was the use of PfCas3 isolate with the addition of carbon glucose source which resulted in the production of siderophores of 1.574.
Learning media is one of the determinants of success in the learning process in school. The use of learning media will greatly help the effectiveness of the learning process and add one of the teaching materials that can be used by students in learning. But the role of learning media will not be seen if its use is not in accordance with the learning objectives that have been formulated. Students find it difficult to connect the concepts contained in the material, then students find it difficult to understand the material concepts. The material on biology teaching materials used is like narration, language that is difficult to understand, and the appearance is less attractive. To overcome this problem, the teacher needs to develop teaching materials that are expected to be interesting and easy to understand by students in understanding the concepts contained in biology learning material. Teaching materials developed are Handouts. This research is Development Research conducted at FMIPA UNP and Padang Junior High School 23, using the Plomp development model (2013). The subject of this study consisted of 2 lecturers of Biology Department FMIPA UNP, 1 Biology teacher at SMP 23 Padang, and 29 students in grade VII of SMP 23 Padang. The data in this study are data obtained from the validity test questionnaire and practicality test. This data includes primary data, namely data obtained directly from the research subject.From the research, produced a nuanced handout of drawings and concept maps of living class classification material for class VII students of SMP which were categorized as valid with a value of 4.50, stated to be very practical with a value of 4.60 by the teacher and very practical with a value of 4.40 by participants student.
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