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About This Simulation
Measure the protein content in a food sample with the Kjeldahl method, and investigate whether the apparent result has been tampered with by using LC-MS/MS.
Learning Objectives
- Describe the steps involved in the Kjeldahl method
- Analyze the nitrogen content of a food sample
- Calculate the protein content of a sample from the determined nitrogen content
- Explain why the Kjeldahl method cannot be used to identify milk powder that was cut with melamine
- Apply the principles of spiking and recovery in analytical chemistry
- Interpret basic LC-MS/MS data
- Describe the fundamentals of an LC-MS/MS analysis
- Argue whether food fraud has been conducted based on available data
About This Simulation
Lab Techniques
- LC-MS/MS chromatogram interpretation
- Kjeldahl method
Related Standards
- HS-PS1-3, HS-PS2-6
- 3.9 Separation of Solutions and Mixtures Chromatography
- B.2 Proteins and enzymes
Learn More About This Simulation
In the Kjeldahl Method simulation, you will learn how to use the Kjeldahl method to determine the protein content of a food sample, and how to use LC-MS/MS to investigate if the sample has been adulterated to make the protein content seem higher than it is.
Analyze a milk powder sample
Your lab has received batch samples of milk powder from 3 different producers. Your mission is to analyze a sample from one of the batches using the Kjeldahl method, in order to determine the exact protein content, and to make sure this is consistent with the reported value.
Tracing the steps of the Kjeldahl method
An animation will introduce you to each step of the analysis, and show what goes on at the molecular level.You will then perform the acid digestion, steam distillation and finally a colorimetric titration, before being challenged with the calculations needed to transfer the lab result to a protein content in the sample.
Is everything what it appears to be?
How can you be certain that your findings are correct? There might be ways to fool the Kjeldahl method! In the second half of the simulation, you will look into how this can happen, and explore the powerful technique LC-MS/MS, which can be used to detect if a known adulterant has been added to any of the received milk powder batches.
Will you be able to safely release the milk powder batches for consumers around the world?
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For Science Programs Providing a Learning Advantage
North Dakota State College of Science
“They did the simulation at home, then completed the in-person lab within 30 minutes, no questions asked, and passed the quiz with flying colors.”
Lecturer in Human Physiology
University of Westminster
"I saw some of the students who clearly didn’t necessarily like sitting there reading a book discover they could turn on Labster and keep up with the rest of the class because it spoke to them.
Modesto City Schools
"Having something that's engaging for the students gives teachers that opportunity to breathe and get excited again. Because they're seeing the kids light up, they're seeing the kids engage with content."
Wenatchee Valley College
"The question always is, ‘Can we demonstrate that the students are meeting course outcomes?’ Check! We can do that.”
San José State University
"We surveyed over 400 students. More than 90% thought Labster was easy to navigate, and that it was fun, but more importantly, most of them felt confident that they could execute the labs in person. And that confidence is a big deal."
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A Labster virtual lab is an interactive, multimedia assignment that students access right from their computers. Many Labster virtual labs prepare students for success in college by introducing foundational knowledge using multimedia visualizations that make it easier to understand complex concepts. Other Labster virtual labs prepare learners for careers in STEM labs by giving them realistic practice on lab techniques and procedures.
Labster’s virtual lab simulations are created by scientists and designed to maximize engagement and interactivity. Unlike watching a video or reading a textbook, Labster virtual labs are interactive. To make progress, students must think critically and solve a real-world problem. We believe that learning by doing makes STEM stick.
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