Biology experiment with algae method help

Biology experiment with algae method help

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I'm planning a biology experiment I need to complete. I was planning on measuring the affect of pH on algae growth. I chose chlorella to be the test algae I use (are there any algae that would be easier to test?) and I have no idea how to measure the growth. My school does not have a spectophotometer, just basic biology and chemistry stuff. Also how can I change the pH of the water for my different samples? I'm a beginner and don't really have much experience so any help is appreciated!

For growth you could measure the mass of algae before and after the experiment. If you have a centrifuge you can pellet the cells or use a filter to remove the culture medium. Alternatively, if you have access to a hemocytometer and a microscope, you could get an accurate cell count that way.

For controlling pH, you'll need a buffer in your culture medium. You should select a buffer with a pKa close to the pH you want to test and then titrate the pH of the medium with a strong acid or base (HCl or NaOH). Make sure to check the pH before and after the experiment to be sure that it didn't change due to growth of the algae.

A slower but easier way than pelleting in a centrifuge is pour off the water and let the algae dry out, then weigh the dried mass.

Get pH paper to check pH of each grow cup full of algae each day.

You can raise pH to around 8 with baking soda (sodium bicarbonate).

You can buy sodium carbonate (washing soda) in a hardware store. It is cheap. That will get your pH to 10+ which is higher than you need.

Make sure to get pure stuff, not with additives like perfume or other surfactants.

You can lower pH down to 2.5 with ascorbic acid or vitamin C. A bottle of 100 is cheap and they crush easily.

Get a bunch of jars or old soda bottles and in each one make a bunch of solution of the pH you want. So you will have a 2.5 stock bottle, a 3 stock bottle, a 4, a 5 on up. Then you can top up your algae grow jars as they dry out. Or better: pour out the old water and pour in new. Don't pour out your algae by accident.

Last: you want this algae to grow like mad when conditions are good. Pure water will be low on nutrients. I recommend a dilute solution of Miracle Grow.

Maybe a teaspoon per liter.

I can envision 8 2liter soda bottles, each filled up and each with a different pH made either with washing soda or vitamin C. Each 2L bottle has 2 tsp of miracle grow in it.

Each algae grow jar is a 12 or 20 ml drinking water bottle. 3 bottles per pH level. Big number on each showing pH. Put them in a row in the sun. Change the water every 2 days. Take a photo every day.

When you are done fish out the seaweed and dry it.

Biology experiment with algae method help - Biology

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Manduca Project
Look under "Activities" for K-8 lesson plans in:
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Algae Form and Structure

The “typical” (if there is one) algae consists of a eukaryotic cell, resembling that of a plant, with a membrane bound nucleus, chloroplasts, and mitochondria. The chloroplasts photosynthesize sugars, which are broken down by the mitochondria. While many algae species are found as free-living unicellular organism, others take the form of colonies or multicellular organism. Below is a Euglena, a free-living unicellular algae. This algae has a thick pellicle, which spirals around the cell for protection. Other algae may have cell walls, or other protective coverings.

Other algae live in more complex arrangements. The colony of algae below rely on each other, but still function as individuals for the most part. As you can see, the algae on the outer edge of the colony are specialized for defense, carrying large spines. This helps the whole colony survive, without each algae having to produce spikes.

The largest algae, however, exist as multicellular organisms. These algae, like the kelp seen below, can grow hundreds of feet tall, exploiting the entire column of light in the ocean. Unlike most terrestrial plants, these plants are nonvascular, and do not have a special way to transport water. Thus, they must stay in the marine environment. They do have a number of adaptations which help them deal with the harsh conditions of the ocean, such as floating organs which carry them toward the light and specialized anchors which help root them to the ocean floor.

Testing a Vaccine

Let’s examine the scientific process by discussing an actual scientific experiment conducted by researchers at the University of Washington. These researchers investigated whether a vaccine may reduce the incidence of the human papillomavirus (HPV). The experimental process and results were published in an article titled, “A controlled trial of a human papillomavirus type 16 vaccine.”

Preliminary observations made by the researchers who conducted the HPV experiment are listed below:

  • Human papillomavirus (HPV) is the most common sexually transmitted virus in the United States.
  • There are about 40 different types of HPV. A significant number of people that have HPV are unaware of it because many of these viruses cause no symptoms.
  • Some types of HPV can cause cervical cancer.
  • About 4,000 women a year die of cervical cancer in the United States.

Practice Question

Researchers have developed a potential vaccine against HPV and want to test it. What is the first testable hypothesis that the researchers should study?

  1. HPV causes cervical cancer.
  2. People should not have unprotected sex with many partners.
  3. People who get the vaccine will not get HPV.
  4. The HPV vaccine will protect people against cancer.

Shark Buoyancy


  • Toilet paper roll
  • Marker
  • 3 pennies
  • Balloon
  • Vegetable oil
  • Bowl
  • Water
  • Tape
  1. Draw a shark on the toilet paper roll (or cut out a shark on paper and tape it on).
  2. Tape 3 pennies, equally spaced, on the bottom of the toilet paper roll.
  3. Fill the bowl with water.
  4. Ask: what's going to happen to the shark? Drop the shark in the water and watch him sink. Discuss.
  5. Fill a balloon with vegetable oil, tie closed.
  6. Place the balloon inside the toilet paper roll, evenly.
  7. Observe: it's much heavier now! Ask: what's going to happen to the shark? Place the shark in the bowl of water and watch him float. Discuss!

The oil in the shark makes him buoyant.

Application and explanation:

ASK: What is holding us to the earth? (gravity). What is gravity?

There is gravity on land AND in the ocean. All the animals in the ocean are being pulled down, just like you are. Gravity holds us to the floor, and all our houses, cars, and toys, too. It also holds the ocean and the animals in the ocean down. But they aren't on the bottom of the ocean floor like you're standing on the floor!

What are they doing? They're floating.

How is this possible? Buoyancy!

ASK: What in the world is buoyancy?

Gravity pulls us down and buoyancy pushes us up! So the fish have made it so they can balance, or float. Many of them have a bladder, kind of like a ball, inside their bodies that is filled with gas. Think of a balloon when it's filled with air. The balloon is that bladder and the air in the balloon is the gas inside it.

Sharks don't have a bladder filled with gas. So what is helping them float? Their bodies do not have ANY bones, instead, they have cartilage. This cartilage is less dense. Remember, when we saw how less dense items floated easier in the water? Your ears and tip of your nose is made out of cartilage, too! Sharks also have a very large liver, and fins that help them steer and stay afloat.

Their bodies are still pretty heavy, of course, heavier and more dense than water. Their fins help them to move forward all the time. They never stop moving!

Their liver is much larger than ours. It's filled with oil, like what we just used in our experiment. It is similar to the bladder in the fish we just talked about. It gives the sharks neutral buoyancy. That means that it's not getting pushed up and it's not sinking down, but staying at the same level.

All of these things combine to help sharks stay afloat and not sink to the bottom of the ocean floor! Pretty cool, huh!?

The kids really loved this one. Their favorite part? Wiggling their ears with wonder as they realized that sharks were made of the cartilage.

Materials You'll Need for This Project

The materials you'll need for this project are minimal and easy to get. They are as follows:

  • Five slices of bread (You can use any type of bread you have available, but all five slices should be the same.)
  • Five slices of orange
  • Five slices of cheese
  • Fifteen zipper-lock sandwich bags
  • One permanent marker

You don't necessarily need to put a whole piece of bread or an entire piece of cheese into each bag. A half piece will do just fine. And you should be able to get five slices out of a single orange.

Examples of Experimental Group

A Simple Experiment

A student is conducting an experiment on the effects music has on growing plants. The student wants to know if music can help plants grow and, if so, which type of music the plants prefer. The students divide a group of plants in to two main groups, the control group and the experimental group. The control group will be kept in a room with no music, while the experimental group will be further divided into smaller experimental groups. Each of the experimental groups is placed in a separate room, with a different type of music.

Ideally, each room would have many plants in it, and all the plants used in the experiment would be clones of the same plant. Even more ideally, the plant would breed true, or would be homozygous for all genes. This would introduce the smallest amount of genetic variation into the experiment. By limiting all other variables, such as the temperature and humidity, the experiment can determine with validity that the effects produced in each room are attributable to the music, and nothing else.

Bugs in the River

To study the effects of variable on many organisms at once, scientist sometimes study ecosystems as a whole. The productivity of these ecosystems is often determined by the amount of oxygen they produce, which is an indication of how much algae is present. Ecologists sometimes study the interactions of organisms on these environments by excluding or adding organisms to an experimental group of ecosystems, and test the effects of their variable against ecosystems with no tampering. This method can sometimes show the drastic effects that various organisms have on an ecosystem.

  • Control Group – The group that remains unchanged during the experiment, to provide comparison.
  • Scientific Method – The process scientists use to obtain valid, repeatable results.
  • Comparative Experiment – An experiment in which two groups, the control and experiment groups, are compared.
  • Validity – A measure of whether an experiment was caused by the changes in the variable, or simply the forces of chance.

1. Butterflies are being studied by an entomologist. The researcher is curious to know the effects of increasing pollution on the butterflies. The researcher divides his butterflies into groups. Group 1 will receive normal air, with the normal level of pollution. Groups 2 and 3 will both get increased levels of pollution, with Group 3 getting more than Group 2. Which groups are experimental, and which are control groups?
A. Control: 1 Experimental: 2, 3
B. Control: 1, 2 Experimental: 2
C. Control: 3 Experimental: 1, 2

2. Ecologists are trying to determine the effects of wildfire on populations of island birds. Two islands, Skeleton Caye and Isla De Fuente sit close to each other, and have the same species of birds. A fire erupts on Skeleton Caye, and scientists begin studying the populations of birds on each island, to see how they change. Which population is considered the experimental group?
A. Isla De Fuente
B. Skeleton Caye
C. Neither Island

3. Scientists want to test the effects of an artificial sweetener on mice. What would the experimental group consist of in this experiment?
A. Mice that receive artificial sweetener
B. Mice that don’t receive sweetener
C. Mice that are given different amounts of sweetener

Biofuels from Algae 

High school students explore how single celled organisms can help alleviate global warming and ameliorate the energy crisis through investigating algal biofuels. Students become biofuels scientists with the end goal of determining what conditions are optimal for algal lipid production. Algae can use sunlight and carbon dioxide to produce lipids, which are easily transesterified to produce biodiesel. In this activity students will extract lipids from algae and visualize them using thin layer chromatography. This activity is used to help explain the carbon cycle and macromolecules, as cells incorporate inorganic or organic carbon into cell structures, and can be condensed into two days or expanded to five, depending on the needs of the classroom. If a two-day version is desired, students simply extract lipids and visualize them, eliminating introductory activities on the carbon cycle and chromatography. A discussion of the need for alternative energy sources arising from this activity will also introduce students to the impact humans have on the environment. As a final assessment, students write a position paper arguing for or against an investment in algal biofuels technologies by the United States government.

Basic and Applied Science

The scientific community has been debating for the last few decades about the value of different types of science. Is it valuable to pursue science for the sake of simply gaining knowledge, or does scientific knowledge only have worth if we can apply it to solving a specific problem or bettering our lives? This question focuses on the differences between two types of science: basic science and applied science.

Basic science or “pure” science seeks to expand knowledge regardless of the short-term application of that knowledge. It is not focused on developing a product or a service of immediate public or commercial value. The immediate goal of basic science is knowledge for knowledge’s sake, though this does not mean that in the end it may not result in an application.

In contrast, applied science or “technology,” aims to use science to solve real-world problems, making it possible, for example, to improve a crop yield, find a cure for a particular disease, or save animals threatened by a natural disaster. In applied science, the problem is usually defined for the researcher.

Some individuals may perceive applied science as “useful” and basic science as “useless.” A question these people might pose to a scientist advocating knowledge acquisition would be, “What for?” A careful look at the history of science, however, reveals that basic knowledge has resulted in many remarkable applications of great value. Many scientists think that a basic understanding of science is necessary before an application is developed therefore, applied science relies on the results generated through basic science. Other scientists think that it is time to move on from basic science and instead to find solutions to actual problems. Both approaches are valid. It is true that there are problems that demand immediate attention however, few solutions would be found without the help of the knowledge generated through basic science.

One example of how basic and applied science can work together to solve practical problems occurred after the discovery of DNA structure led to an understanding of the molecular mechanisms governing DNA replication. Strands of DNA, unique in every human, are found in our cells, where they provide the instructions necessary for life. During DNA replication, new copies of DNA are made, shortly before a cell divides to form new cells. Understanding the mechanisms of DNA replication enabled scientists to develop laboratory techniques that are now used to identify genetic diseases, pinpoint individuals who were at a crime scene, and determine paternity. Without basic science, it is unlikely that applied science would exist.

Another example of the link between basic and applied research is the Human Genome Project, a study in which each human chromosome was analyzed and mapped to determine the precise sequence of DNA subunits and the exact location of each gene. (The gene is the basic unit of heredity an individual’s complete collection of genes is his or her genome.) Other organisms have also been studied as part of this project to gain a better understanding of human chromosomes. The Human Genome Project (Figure 5) relied on basic research carried out with non-human organisms and, later, with the human genome. An important end goal eventually became using the data for applied research seeking cures for genetically related diseases.

Figure 5. The Human Genome Project was a 13-year collaborative effort among researchers working in several different fields of science. The project was completed in 2003. (credit: the U.S. Department of Energy Genome Programs)

While research efforts in both basic science and applied science are usually carefully planned, it is important to note that some discoveries are made by serendipity, that is, by means of a fortunate accident or a lucky surprise. Penicillin was discovered when biologist Alexander Fleming accidentally left a petri dish of Staphylococcus bacteria open. An unwanted mold grew, killing the bacteria. The mold turned out to be Penicillium, and a new antibiotic was discovered. Even in the highly organized world of science, luck—when combined with an observant, curious mind—can lead to unexpected breakthroughs.

The Sections of a Biology Lab Report That You Should Describe Correctly


In your biology lab report example format, the essence of the abstract is to summarize your work`s purpose, the general techniques, and its results and conclusion. Your abstract should be a short and single-paragraphed story of the biology lab. You shouldn`t worry about writing details of the analysis procedure and methods used in your experiments these should come after you are done with the whole report. Go through your text and then point out your abstract`s main statements.


This is the section that acts as the literature review part of your biology lab report as it states the general procedures you have used in your experiment as well as the objectives of your work. To start with, provide your topic`s background information using several scientific resources. Also, ensure that you explain and determine the importance of your experiment/topic. Format your biology report in a manner that answers the following questions Why is this experiment crucial? Why should it require your attention? In what ways does it link to biology knowledge? How can your lab report bring change to the world?

After you are through with this part, you can state your hypothesis and determine the objective to disapprove or prove it. Finally, you should state the methods that have been used in the lab work and indicate what you counted or measured. Also, it is vital for you always to try being brief (around 1 page).


This is a section meant for describing your experiment`s procedures (without including the results). When talking about the methods used, most professors prefer if you didn`t use a list format to write the steps taken during your experiments. Instead, they prefer if you gave an in-depth story of the manner in which you did your experiment. Also, it is essential for you to use passive voice instead of incorporating the copy-paste type of lab protocol. If you have no idea of how you can write the various steps of procedures, you should start by asking yourself these two questions, "Is what I am writing essential to the experiment? Can it influence the experiment`s outcome?" An excellent example of this includes

Writing, "Tubes had been marked A, B and C. 3 grams of glucose were then placed into every tube." Instead of writing in such a non-objective manner, you can change these phrases into something like, "3 grams of glucose were put into 3 labeled tubes." The latter only gives relevant information because the outcome of the experiment isn`t dependent on how you mark the tubes.


This is a description of what you obtained from your experiment and what you have achieved from using the reported procedures. In this section, you should aim to answer this question, "What happened?" It is important to note that this doesn`t call you to interpret or explain your results. It is crucial for you to use tables, figures, and graphs with the appropriate descriptions for all your outcomes.

In light of this, choose the suitable forms of result visualization. Diagrams and graphs are better as compared to tables (although tables could be required in the report`s appendix). Always give names to graphs, figures, units, and label axes.


This can be regarded as the most crucial section as it assists you to show your mastery of the experiment`s results as well as their interpretation. For you to come up with an excellent conclusions section, you should answer the following question, "Why did it take place?" At first, you require general and brief restatements of the results and take note this doesn`t mean that you should re-write the results section. Ensure that you explain your results clearly especially those that are unusual or unexpected.

Also, based on the results, you should disprove or confirm the hypothesis that you had stated earlier on. Give detailed explanations of why you received some types of errors in your biology experiment and how these errors can be removed. Also, you should discuss the manner in which your experiment can be modified. You should also remember that citations can assist you when explaining your results.

At times, conclusions are required after the discussion section or even at times to replace it. Whichever route you choose to take, ensure that your results section confirms your experiment`s hypothesis.

Biology experiment with algae method help - Biology

Title: Full Professor
Public phone number:+385(0)1 4877 707
Internal phone number:233
E-mail: E-mail
Personal web page:
Official web page URL:
Department: Division of Botany
Graduation year:1981 graduation year:1984
PhD graduation year:1993
Employed in this institution since:1980

Teaching duties

integrated undergraduate and graduate




  • PhD, University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia, April 22, 1993
  • Master of Science, University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia, December 21, 1984
  • BSc in Biology, University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia, March 24, 1981
  • BSc in Teaching Biology, University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia, March 19, 1981


at University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia

  • Full Professor tenure April, 2015
  • Full Professor April 14, 2009
  • Associate Professor June 9, 2002
  • Assistant Professor October 18, 1997
  • Research and teaching Assistant SIZa IV Apprentice February 1, 1987 -


Scientific and research activities includes biocenological-ecological research, trophic relationships and saprobic features of freshwater algae in the phytoplankton and periphyton communities of lotic and lenitic biotopes with special reference to: a) the role of algae in the process of tufa formations/calcite incrustations, and b) assessment of the ecological status of the inland water bodies according to EU WFD. With many professional activities up today as author or a co-author published: 70 scientific articles, chapters in 8 professional books, 9 expert papers and 122 scientific and professional contributions in environmental studies and expertise. Delivered 45 invited talks and lectures (28 were international) and with 84 scientific communications participated at international and national conferences.

Project leader/manager: Up today leads 27 projects (among which 19 are international) and actively participated in 56 as researcher.

Teaching and expert activities includes more than 30 years of work with students in numerous courses (Protists, Algae and Mycota, Freshwater Plankton, Applied Algology, Microbiology of Ecosystems, Role of Algae in the Freshwater Ecosystems) and extracurricular activities (Field Teaching from Biodiversity of Protists & Invertebrates, Laboratory Practice), academic training in the ecology of freshwater algae, with students at undergraduate, graduate postgraduate level study programme with high ratings of student surveys. Mentor of 22 Diploma thesis, 4 Master thesis and 11 Dissertations at University of Zagreb.

Membership in scientific and professional societies: For a longtime a member of numerous scientific and professional societies in which usually performing one of the closest office in Steering Committee (Croatian Biological Society 1885 Croatian Ecological Society, IAD, British Phycological Society, the Croatian People's technique, movement "Youth Science", National Commission for Biology, "Science of Youth", the European Association International Competition YEER, vice president of the National Committee UNESCO MAB programme). Reviewed more 150 papers at national or international scientific level.

Other professional activities: a numbers of administrative organizational activities at the level of: (i) Department of Biology, Faculty of Science (Head Department of Biology, 2004/06, deputy Head Department of Biology, 2000/02, Student Leader, 1996-2003, Head of committees for capital equipment, 2000, 2006/06/03, 2005/06 (ii) Faculty of Science (Vice Dean for Investment and Development (2006 -2012), and (iii) University of Zagreb (a member of the University Working Group for the Development of the Physical and Functional Development Strategy of the UNIZG until 2025, a member of the University Commission for Physical and Investment Planning, 2006/12, member of the Council of Natural Sciences of the University of Zagreb, 2005/09, a member of the University Working Group for the Establishment of the Northern Campus, 2006/14). Her active participation in the popularization of science is manifested through a series of activities she has been doing up to date: (1) secretary of the State Commission on Biology "Science Youth" (1979 - 2005), (2) president of the State Commission of Biology Competition (2011, 2013, 2014), (3) vice-president of the National Committee of the Croatian Commission for the UNESCO MAB Program (2002-2007), (4) Senior Researcher of Croatian Youth Researchers at European Competitions (1993-2001), etc. For Achievements in the popularization of science was awarded the golden plaque on the occasion of the 35th anniversary of the Croatian Ecological Society in 2004.

Honours and awards

  • Student Award of Faculty of Science University of Zagreb, "Hill" for the best teacher in 2009
  • Gold plaque on the occasion of 35th anniversary of the Croatian Ecological Society, 2004 for outstanding contribution to the work Society
  • Recognition for participation in the II Yugoslavian meeting of young researchers, 1981
  • Recognition of the National Croatian techniques as the professional head of the Youth Camp III "N. Tesla," Gospić, 1981
  • First prize – Rector award at the University of Zagreb, 1978
  • The award for winning the II place in the Republican contest in the framework of the "Science of Youth", 1972

OTHER SKILLS AND COMPETENCIES: capacity and ease of expression and writing skills, pedagogical quality in working with students, creativity, confidence, high self-motivation and work on continuous improvement, adaptability to a multicultural environment, team work (teaching and research), communicability, adaptability to multicultural environment, team work (scientific and teaching). Skillful in communicating with people, sensible for a work with socially vulnerable groups as well as rapid adaptability to new situations.

Published papers recorded in the Croatian Scientific Bibliography Database (CROSBI)

Note: this list of papers is located in an maintained by the Ruđer Bošković Institute which is in charge of the Croatian Scientific Bibliography Database (CROSBI). This link will take you to the appropriate CROSBI page of this person, containing a list of papers they have themselves entered in the database. Show CROSBI records For further information and for instructions on changing the above data, please contact [email protected]

List of select projects

  1. 2017.-2019. Cooperation Research on Monitoring Technologies Based on the Ecosystem Services for World Natural Heritage Sites Voditelji projekta: prof. dr. Anđelka Plenković-Moraj (HR) i prof. dr. Sun Geng (CHINA)
  2. 2016.-2017. Cooperation Research on Monitoring Technologies Based on the Ecosystem Services for World Natural Heritage Tourism Sites. Chinese Academy of Science, President's International Fellowship Initiative (PIFI)
  3. 2016. Applied Use of Cyanobacteria and Green Algae from Jiuzhaigou Valley as Indicators of Water Quality and Ecological Status: Sampling, Analysis and Ecological Remarks. Voditelji projekta: prof. dr. Anđelka Plenković-Moraj (HR) i prof. dr. Sun Geng (CHINA)
  4. 2015.-2016. Razvoj studija ekologije, računarstva i matematike uz primjenu Hrvatskoga kvalifikacijskog okvira – EkoRaMa. ESF EU fund - HR.3.1.15-0017
  5. 2015.-2016. Alge kremenjašice - deskriptor ekološkog stanja Plitvičkih jezera RH. ESF EU fund - HR.3.2.01-0342 (voditelj/mentor)
  6. 2015. Diatoms - ecological status indicators of Jiuzhaigou Valley, Chinese Academy of Science, President's International Fellowship Initiative (PIFI)
  7. 2014. Development of e-college: Algae-do we know them well? University of Zagreb, The University computer Centre (SRCE)
  8. 2011.-2013. Application of phytobenthos in water quality assessment in karstic waters of Croatia and China project managers: prof. dr. Ning Wu (CHINA) & prof. dr. Anđelka Plenković-Moraj (HR)
  9. 2012.-2014. Biological methods assessment of ecological status in lakes of Dinarid ecoregion. Leader for phytoplankton and phytobenthos – head prof. dr. A. Plenković-Moraj. Coordinator prof. dr. Zlatko Mihaljević.
  10. 2011.-2012. The role of periphyton communities and moss of the tufa formation in NP Krka, (National park Krka), 02-298/1-2011JN, No. 251-58-201-11-280
  11. 2010.-2012.Trans-Tisa Hydroecological Scientific Cooperation Network - EU Strategy for the Danube Region. University of Debrecen, Hungary. EU foundation. Dr. Alex Sándor Nagy (HU) & participant prof. dr. Anđelka Plenković-Moraj (HR)
  12. 2009.- 2011. Application of benthic diatoms in water quality assessment according to the EU-WFD in karstic creeks of Croatia and Hungary (Hungarian-Croatian bilateral project) project managers: prof. dr. Éva Ács (HU) & prof. dr. A. Plenković-Moraj (HR) aspx?sec =2046
  13. 2009.-2011. Biodiversity and Ecology of Phytoplankton communities in Lake Jiuzhaigou Valley (CHINA) and National Park Plitvice Lakes (CROATIA) project managers: prof. dr. Ning Wu (CHINA) & prof. dr. Anđelka Plenković-Moraj (HR)
  14. 2008.-2011. Testing of biological methods to assess ecological status in representative basins of Pannonian and Dinaric ecoregion. Coordinator prof. dr. Zlatko Mihaljevic. For phytoplankton and phytobentos Head: prof. dr. Anđelka Plenković- Moraj
  15. 2008.-2010. Periphytic communities on travertine barrier and their role in tuffa formation NP Krka (project manager dr A. Plenković-Moraj)
  16. 2007.-2011. Freshwater algal assemblages in Croatian karst - response to environmental forcing, (project manager prof. dr. A. Plenković-Moraj, MSES 1190000000-1229)
  17. 2007.-2009. European quality standards in limnology education - QUALI. Project ID JEP- 41121-2006. Grand holder prof. dr. Judit Pádisak (HU) project managers: prof. dr. Anđelka Plenković-Moraj (HR)
  18. 2007.-2009. Biodiversity and Ecology of Phytoplankton communities in Lake Ohrid (Macedonia) and Plitvice Lakes (Croatia) (A679007 konto 3211), project managers: dr. Dafna Gušeska (MAC) & prof. dr. Anđelka Plenković-Moraj (HR)
  19. 2007.-2009. Comparative studies on Dinophyta species of Hungarian and Croatian running and standing waters” (Hungarian-Croatian project (A679007 conto 3811). project managers: dr. István Grigorszky HU) & prof. dr. Anđelka Plenković-Moraj (HR) http:// public. /Default. aspx?sec =2046
  20. 2007.-2008. Toxic cyanobacteria in drinking water sources - problem and sanitation. (SEE-ERA.NET Ref. Nr. 60-1000031-9945, project managers: prof. dr. Judit Pádisak (HU) dr. Nora Kovach (HU) prof. dr. Anđelka Plenković-Moraj (HR)
  21. 2006.-2008. Ecological study of inland surface water in Croatia, Croatian waters, head and coordinator prof. dr. I. Habdija. For phytobenthos, macrophytes and phytoplankton leader prof. dr. Anđelka Plenković-Moraj
  22. 2005.-2007. Comparative studies on centric diatom (Bacillariophyceae, Centrales) and dinoflagellate species of Hungarian and Croatian large rivers, their reservoirs and lakes (Hungarian-Croatian project/ A 6790078, project managers: prof. dr. Anđelka Plenković-Moraj (HR) & prof. dr. Kiss T. Keve (HU)
  23. 2003.-2005. Algal Biodiversity in Border area of Croatia and Slovenia (A 6790078), project managers: dr. Danijel Vrhovšek (SLO) & prof. dr. Anđelka Plenković-Moraj (HR)
  24. 2002.-2006. Structure of tuffa forming algae communities in karstic waters in Croatia (MSES 0119146)
  25. 2001.-2003. Croatian and Slovenian Freshwater Algae - biodiversity, rare and endangered species, extreme biotopes (049.48, project managers: dr. Danijel Vrhovšek (SLO) & prof. dr. sc. Anđelka Plenković-Moraj (HR)
  26. 2000.-2002. Freshwater algae of Croatia and Slovenia, (project managers dr. Danijel Vrhovšek (SLO) & prof. dr. Anđelka Plenković-Moraj (HR)

Past employments

Full Professor tenure April, 2015

Full Professor June 9, 2009- University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia

  • Vice Dean Faculty of Science, University of Zagreb (October 1, 2006- October 1, 2010)
  • Head of Department of Biology (October 1, 2004 - October 1, 2006)
  • Member of Department of Biology Board (October 1, 2002-October 1, 2004)
  • Work with students in teaching and extracurricular activities at ungraduated, graduate and post graduate study at
  • Department of Biology, Faculty of Science, Research and Scientific work – Ecology and taxonomy of freshwater algae,
  • Management of Department of Biology

Associate Professor October 18, 2002 -University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia

  • Vice Dean Faculty of Science, University of Zagreb (October 1, 2006- October 1, 2008)
  • Head of Department of Biology (October 1, 2004 - October 1, 2006)
  • Member of Department of Biology Board (October 1, 2002-October 1, 2004
  • Work with students in teaching and extracurricular activities at graduate and graduate study at Department of Biology,
  • Faculty of Science, Research and Scientific work – Ecology and taxonomy of freshwater algae,
  • Management of Department of Biology

Assistant Professor October 18, 2002 - University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia

  • Assistant head of Department of Biology (October 1, 2000 to October 1, 2002)
  • Coordinator of Faculty of Science for Field work (1996-2001)
  • Work with students in teaching and extracurricular activities at ungraduated, graduate and post graduate study at
  • Department of Biology, Faculty of Science
  • Research and Scientific work – Ecology and taxonomy of freshwater algae
  • Management of Department of Biology

Research and teaching Assistant/SIZa IV Apprentice February 1, 1987 . University of Zagreb, Faculty of Science, Department of Biology, Rooseveltov trg 6, 10000 Zagreb, Croatia,

Watch the video: Biologi videojournal - spytamylase (July 2022).


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