Friday, 2 September 2011

Term 3 reflections/notes

In this term, we were taught the drawing of plant cells and animal cells, photosynthesis, transport in living things, the digestive system and respiration.

Cells
In this topic, we were taught the differences between a typical plant cell and an animal cell. Also, we were taught how to draw the cells. This was of some difficulty as we were not allowed to use rulers to draw the plant cell and it was difficult to draw a 'perfect' circular cell membrane of an animal cell.

Plant Cell:



Animal Cell:



Transport in Living things
The transport in living things are due to two processes: Diffusion and Osmosis.
Diffusion is the net movement of particles from a region where they are at a higher concentration to that of a lower concentration. It is the basis of the exchange of oxygen and carbon dioxide taking place in the lung's air sacs.

Thursday, 1 September 2011

Term 2

In Term 2, we were taught S.I units and prefixes, the apparatus used to measure them with, how to find the density of irregular objects and the kinetic particle theory. The topics in this term taught were Elements, Compounds and Mixtures, Solutions and Suspensions, Separation Techniques and Cells.


S.I Units:

  1. Temperature=Kelvin(K)
  2. Time=second(s)
  3. Length=metre(M)
  4. Electric currents=ampere(A)
  5. Mass=kilogram(kg)
  6. Amount of substance=mole(mol)
  7. Intensity of light=candela(cd)



Measurement: Vernier Calipers
1. Close the jaws and check for the zero error. To prevent zero errors, ensure that the zero marks on the main and vernier scales coincide.
2. Clamp the jaws on the object to measure the external length
3.Record the reading on the main scale
4. Record the reading on the vernier scale for the division which coincides with the main scale division to straight line
5.The actual measurement will be taken by adding both readings together

(Note: If the zero of the vernier scale is to the right of the zero of the main scale, a positive zero error is present in the instrument. If the zero of the vernier scale scale is to the left of the zero of the main scale, a negative zero error is present in the instrument. Thus, to get the correct length of the object, the zero error has to be added or subtracted from the recorded value.)



Elements: The Periodic Table
Periodic Table

Term 1 Reflections/Notes

In Term 1, we were introduced to the apparatus in the laboratory, laboratory safety rules and how to use the Bunsen burner. We were also taught the skills and attitudes of a scientist and other skills such as drawing a graph.


Laboratory safety rules (Do's and Don'ts):


Do


Always follow your teacher's instructions carefully


Keep your writing materials away from heating equipment, glassware, chemicals and flames

Tell your teacher immediately when you are cut or burn in the laboratory


Report to the teacher immediately if you break any glassware or spill any chemicals. Spillages, even if water, need to be cleaned up without delay


Wait until hot equipment has had time to cool before putting it away


Leave all benches and tables clean and dry when you have completed an experiment


Wash your hands after handling any substances in the laboratory


Tie long hair back if you see a Bunsen Burner


Point test tubes away from your eyes and your fellow students'


Wear safety goggles when heating or mixing substances


Follow your teacher's directions about the disposal of substances




Don't


Enter the laboratory without your teacher's permission


Run, push or behave roughly in the laboratory


Eat or drink in laboratory


Smell or taste substances unless instructed by your teacher.When you do need to smell  substances, fan the odour to your nose with your hand


Put solid objects such as matchsticks and pieces of paper in the sink


Pour substances down the sink


Mix chemicals without instructions given by your teacher look directly above the test tube, beaker or flask


Enter a preparation room without your teacher's permission


Bunsen Burner


Next, Ms Nada introduced us to the Bunsen Burner. We were warned about the dangers of a strike-back, how it looked like and what to do in such an occasion. We were also taught about the different flames from a Bunsen burner: the Luminous flame and the Non-Luminous flame. 

















On the picture above, 1 is a luminous flame and 4 is a non-luminous flame. The picture below describes the colours of the different regions in the flames.






The Attitudes of Scientists


A scientist should have creativity, curiosity, objectivity, open-mindedness, integrity and perseverance. A scientist should be able to share his discoveries and ideas to fellow scientists, so that all can make a faster and better journey to reach the common goal. A scientist must have creativity for ideas to flow. A scientist must also have integrity and be transparent and must have a vision to bettering the lives of humankind, not for destructive purposes.


Drawing of a Graph


Lines in graphs for science, are either straight or curved. The first step in drawing a graph is marking points on the graph based on data collected. Then, decide whether the line should be drawn straight or curved. If the points on the graph seem to be in a trend, but has a few points out of it, we use a best-fit line. Below is an example:


Data points on this graph are correctly represented with a straight line.


A wrong example:

Data points on this graph should be represented with a curved line.


If the lines on the graph form a certain curve, then without the use of rulers, draw a curved line.

    • This is a summary of graph drawing in science 




How To Construct a Line Graph On Paper
StepWhat To DoHow To Do It
1Identify the variables
  1. Independent Variable -
    (controlled by the experimentor)
    • Goes on the X axis (horizontal)
    • Should be on the left side of a data table.
  2. Dependent Variable -
    (changes with the independent variable)
    • Goes on the Y axis (vertical)
    • Should be on the right side of a data table.
2Determine the variable range.
  1. Subtract the lowest data value from the highest data value.
  2. Do each variable separately.
3Determine the scale of the graph.
  1. Determine a scale,
    (the numerical value for each square),
    that best fits the range of each variable.
  2. Spread the graph to use MOST of the available space.
4Number and label each axis.
  • This tells what data the lines on your graph represent.
5Plot the data points.
  1. Plot each data value on the graph with a dot.
  2. You can put the data number by the dot, if it does not clutter your graph.
6Draw the graph.
  1. Draw a curve or a line that best fits the data points.
  2. Most graphs of experimental data are not drawn as "connect-the-dots".
7Title the graph.
  1. Your title should clearly tell what the graph is about.
  2. If your graph has more than one set of data, provide a "key" to identify the different lines.
Source: http://staff.tuhsd.k12.az.us/gfoster/standard/bgraph.htm


How to Draw Apparatus

Note: 
1. When during a straight line of an apparatus, use a ruler
2. When drawing more than 1 apparatus together, make sure the size is in proportion (example: a Bunsen burner should not be drawn larger than a retord stand.


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Science Eureka Journey 2011 Term 2 (Day 4)

Day 4, we conducted the following experiments:

1. Confounding Colour
2. Colour the Metal
3. Technicolor cloth

Science Eureka Journey 2011 Term 2 (Day 3)

On Day 3, we carried out the following experiments:
1. Mechanics: Balloon Track!
2. The Strongest Bridge
3. Light Angles: Using Water to Refract Light
4. Suspended Animation (Mass, weight and density)


Experiment 1 was about mechanics. Using simple materials such as balloons, strings and drinking straw, taped together, a fascinating feat is performed. Using a string as a "track", the balloon is made to move along it just by air power. Then, after learning the basics, we competed to build the best "rocket" that was able to travel the greatest distance. This experiment taught us how kinetic energy of the air could allow movement of objects.


Experiment 2 was building a bridge using ice cream sticks. It allowed us to compete between groups to build the strongest bridge. It was tested by hanging weights onto the bridge and noting them. This experiment tested us on both creativity and logical thinking. We figured out that the bridge built with overlapping unit blocks could withstand the greatest force. With this fact in mind and some creativity, our group did very well.


The aim of experiment 3 was to investigate the refraction of light rays in water. Refraction refers to the change of direction of a wave due to change of speed.  A paper clip was placed in a cup. From an angle that we can see the paper clip, we slowly changed the angle in which we were looking from till we cannot see it anymore. After that, water was added while our eyes were looking from the same position. To our surprise, we could see the paper clip after water was added! It seemed the light path has changed! We then learnt that it was due to the refraction of light in water.
The refractive index of water is 1.33

"Refraction is described by Snell's law, which states that the angle of incidence θ1 is related to the angle of refraction θ2 by

\frac{\sin\theta_1}{\sin\theta_2} = \frac{v_1}{v_2} = \frac{n_2}{n_1}
where v1 and v2 are the wave velocities in the respective media, and n1 and n2 the refractive indices. In general, the incident wave is partially refracted and partially reflected; the details of this behavior are described by the Fresnel equations."


Water has a higher refraction index than air. As the light is reflected from a denser medium to a less dense medium, the light changes its direction and travels to our eyes.


The theme of experiment 4 is mass, weight and density. Here we got to experiment with the density of different objects. They are water, honey, detergent, pebbles, red beans and Styrofoam.






Monday, 29 August 2011

Science E-portfolio (home)

Welcome to my Science E-portfolio blog. Here are the recordings of my science experiments and my reflections and thoughts on them so far in my journey in HCI. Please look through my Blog Archive to view them.

Pang Yong Ray 1P3 21

Science Eureka Journey 2011 Term 2 (Day 1,2)


What is it?


Science Eureka is a sabbatical available in Hwa Chong Institution during the sabbatical week. It allows students to carry out experiments with guided steps and explanations. The experiments include investigating the effect of pH on the enzymatic activities of invertase.

Day 1

Experiment 1: Invertase


Objective:
To investigate the effect of pH on the enzymatic activities of invertase.

Steps:
1. 2/3 of one beaker with water and heat it over hotplates
2. Add 2ml of different test tubes
3. Add 2ml of different sucrose solutions (pH 1, pH 5.5, pH 8) into different test tubes
4. To each test tube, add 2ml of Benedict's solution
5. Boil the test tubes over a water bath for 3-5 minutes

Observations:
The sucrose solution with pH 1 turned light orange, the sucrose solution with pH 5.5 turned dark orange and the sucrose solution with pH 8 turned blue.

Explanation:
Invertase is used to catalyze the breakdown of sucrose into frustose and glucose, and it has an optimum pH of 4.5. Thus, it works best in slightly acidic conditions and will denature in pH values that are too alkali.

Invertase works better in acidic conditions, pH 8 is an alkaline, pH 1 is an acid, so invertase changes colour due to different acidic levels.

Conclusion:
Invertase works better in acidic conditions.

For more information on invertase, I went on in search for more information and found this website:

Definitions: Catalyze - to reduce the energy to start the chemical reaction

Takeaways:
1. Learnt the properties of invertase
2. Industrial uses of invertase

Experiment 2


Objective:
To determine the effect of temperature on the enzyme trypsin.

Steps:
1. Label test tubes "Hot", "Cold", "Optimum" and "Control"
2. Add 2 ml of tryspin solution into the "Hot", "Cold" and "Optimum" test tubes
3. Add 2 ml of water and 1 ml of milk into the Control test tube
4. Put some ice cubes in a beaker and add 1 ml of milk into the test tube. Wait 10 minutes and note the change in the milk.
5. Place the Hot test tube in a boiling water bath for 5 mins. Then add 5 ml of milk into the test tube, wait for 10 mins and note any change in milk.
6. Place the Optimum test tube in a water bath of 37 degrees Celsius at the side of the lab. note any change in the milk 10 min later.

(Important note: Add milk only after putting test tubes into water. Reason: To ensure that the enzymes do not digest before they are immersed in the water.)

Observations:
Milk in the Hot test tube: no change
Milk in the Cold test tube: no change
Milk in the Control test tube: no change
Milk in the Optimum test tube: clearer

Conclusion:
Enzymes work well at the optimum temperature of 37 degrees Celsius.

Explanation:
The optimum temperature of tryspin is 37 degrees Celsius. Hence, any temperature higher than 37 degrees Celsius will denature it. When the tryspin is denatured, it loses it shape and its active site is distorted, which means that it can no longer bind to the substrates to form enzyme-substrate complexes. Hence, no reaction takes place. If the temperature is lowered, the kinetic energy of the enzymes and substrate complexes will decrease. This will lead to a decrease in the frequency of successful collisions between the enzymes and substrates to form enzyme-substrate complexes, and thus the rate of reaction will be slower.

Takeaways:
1. Learnt about trypsin (learnt more through: http://www.worthington-biochem.com/try/default.html)
2. Learnt how enzymes work

Experiment 3


Objective:
To find out how vitamin E inhibits the oxidation of phospholipids and glycolipid molecules in cell membranes possibly preventing the ageing of cells.

Steps:
1.     Label the three Petri dishes- “Air”, “Oil”, and “Vitamin E”
2.     Coat the surface of anthe apple slice with vitamin E and place it in the Petri dish labeled “Vitamin E”
3.     Coat the surface of another apple slice with mineral oil and place it in the dish labeled “Oil”.
4.     The untouched apple slice is placed in the dish labeled “Air”
5.     Make observations after about 15 min, compare the 3 apple slices and note the brownness of each.                                                                

Observations;
Rank of the brownness of the apple slices in increasing manner: “Air”, “Oil”, “Vitamin E”.

Explanation:
Cells age due to the oxidation of phospholipids and glycolipid molecules in the membrane. Oxidation is the combining with oxygen in the air. In this case, the apple turns darker when ages.  This is because the apple cells contain tyrosinase. Tyrosinase is a copper-containing enzyme that catalyzes the production of melanin, a dark pigment, and other pigments from tyrosine by oxidation, as the blackening of a peeled or sliced apple exposed to air.

Takeaways:
1.     This experiment has thought me about Vitamin E as an antioxidant
2.     I have learnt the importance of Vitamin E

Experiment 4

Objective:
To enhance the yield of fruit juice from apple pulp

Steps:
1.     Place 8 dices into 2 beakers each labeling one as pectinase and the other one as water
2.     Using separate 10 ml measuring cylinders, measure 10 ml of pectinase solution and 10 ml water add them to the “pectinase” beaker
3.     Add 20 ml of tap water into the “water’ beaker
4.     Stir both beakers
5.     Cover each beaker with cling film and incubate them at 45 degrees Celsius for 20 min
6.     Label 2  100ml measuring cylinders “pectinase’ and “water”
7.     Filter the contents of both beakers into the respective measuring cylinder and record the volumes

Observations:
The final volumes after 20 min for Pectinase and Water respectively are 20 ml and 18 ml.
The pectinase produced a greater volume of apple juice.



Explanation:

Pectinase increases the yield of apple juice by catalyzing the breakdown of pectin in fruits. Pectin is a substance found in the cell walls of plants and pulp fibres. The apple juice that is within the fibres are released more easily, thus giving more fruit juice.

Takeaways:
1.     I learnt the properties of pectinase and about its commercial use



End of Day Reflections

On this meaningful day, I have learnt a lot of skills when handling experiments in the laboratory. I have learnt that labeling can help make experiments easier and avoid making some mistakes. I have also learnt the importance of washing some apparatus before use in a new experiment. In one of the experiments, one of the beakers was not washed properly, leading to contamination and not receiving accurate results.