Thursday, July 5, 2012

Lesson 5

Lesson 5:
Plant reproduction and Human reproduction

Sexual reproduction allows the offspring of the plant to inherit beneficial qualities from both parents and increases the chances of the species's survival. The flower is the reproductive organ of the plant. A flower can be found individually or in inflorescences. We went to the science lab to dissect a hibiscus flower and view the different parts of the plants reproductive system. We found out that a complete flower should have a pedicel, a receptacle, sepals, petals, stamens and carpels.




Pollination: 
Self pollination: pollen transferred within the same flower or the same plant. It is faster, easier and does not rely on external factors such as wind or animals. However, the young plant will be exactly the same as the parent plant and will have a lack of genes, which means that a single spread of disease could wipeout the entire species. The flowers of self pollinated plants do not bloom fully and often have their stigmas below their anthers.

Cross pollination: pollen transferred from one flower to another on different plants of the same species. Plants bear either only male or female flowers and their anthers and stigmas mature at different times to prevent self pollination. Cross pollination requires pollinators which can be wind or animals. Wind pollinated flowers have feathery stigmas, small, light pollen grains and are small and dull coloured. Animal pollinated flowers are usually brightly coloured, big, sweet smelling and have rough pollen grains.


Human Reproduction:

Sexual reproduction in humans occur during sexual intercourse between a male and female. The sperms from the male are released from the epididymis where they have been stored after being produced by the testes. The sperm passes through the prostate gland, which produces the seminal fluid in order to assist the sperm in their journey to the ovum. As for the female, menstruation occurs ever 28 days or so when the uterine lining breaks down and is discharged as waste. After that, the uterine lining thickens again as levels of progesterone rises. The fertile period of a woman is usually between day 14 and day 16 of her menstrual cycle. This is when the uterine lining, or endometrium, is the thickest and is prepared for the implantation of a fertilised egg. The sperm consists of a head, a mid-piece and a flagellum. The sperm uses its flagellum it swim up the fallopian tubes to fuse with the egg. Out of 5 million sperms, only one will fertilise the egg. The rest will die off within the span of 1 to 3 days. The mid-piece contains mitochondria, which provides energy for the sperm to be able to lash its flagellum to swim up the fallopian tube. When the sperm reaches the ovum, acrosomes will start digesting the walls of the ovum to enable the nucleus of the sperm to fuse with the egg. The head attaches to the egg and the rest of the sperm falls away. After fertilisation, The egg is implanted in the endometrium to protect the egg and prevent it from moving about to ensure successful development of the foetus. Here are some diagrams to help understanding of this topic:
The Anatomy of a Sperm Cell



Diagram of a Male Reproductive System



Female Reproductive System


However, sexual intercourse has risks of passing on Sexually Transmitted Diseases (STDs). STDs include Gonorrhea, Acquired ImmunoDeficiency Syndrome (AIDS), Syphilis and many others. Currently, there is no cure for AIDS and only cure for gonorrhea and syphilis if detected in its early stages. Both AIDS and syphilis can lead to horrible deaths. (pictures will not be shown as there may be  viewers who are unable to stomach those sights)
There are a few ways to prevent contraction of STDs. 
1) Contraceptions such as condoms and diaphragm caps prevent the sperm from entering the vagina
99% effective only as microscopic tears may be present in the device

A rolled up condom

2) Spermicide: a chemical which is sprayed inside the vagina to kill sperms upon entry
99.9% effective only as some sperms may develop a resistance to spermicide

Tube of Spermicide

3) Tracking of Menstrual cycle and not having sexual intercourse during the fertile period
Unreliable as it may not be accurate and is subjected to changes in hormone levels
4) Vasectomy or Ligation: 100% effective
Vasectomy refers to the cutting and tying of the sperm ducts to prevent sperms from entering the penis
Ligation refers to the cutting and tying of the oviducts to prevent the ovum from moving through the oviducts

Ligation


5) Abstinence: 100% effective.




My Reflections: (Plant) This topic is the simplest topic I have learnt so far. Firstly, this topic was taught in Primary school and I had quite a firm grounding in it. Secondly, due to my prolonged interest in biology and the constant spamming of chemistry in term 1, I was able to launch myself into this topic with greater enthusiasm than for other topics. Although I had to memorize parts of the flower, they are definitely more appealing to the eye and more recognizable than coloured balls floating around in rings (atom models). However, I had to spend less time on this topic as I was weaker in other topics. Unfortunately, the only topic which appealed to me so far was not covered in great detail and we did not spend as much time on it as we did on other more boring topics. I also realized that enjoying a topic makes memorizing information about the topic easier and less boring.
(Human) This topic was also taught in primary school and I do have some basic foundation in it. This topic is much more difficult than Plant reproduction as there are much more things to be memorized and much more things to take into consideration. Biology may be my interest, but I am more interested in marine biology than studies on the human reproductive system. However, I still managed to spark a little more interest in this topic and make things easier for myself. :D






Lesson 4

Lesson 4:
Acids and Bases

There are 3 main 'formulae' to this topic.
1) Acid + metal = salt + hydrogen
2) Acid + carbonate = salt + carbon dioxide+ water
3) Acid + alkali = salt + water
Went to science lab to observe the reactions of these formulae. Effervescence observed for formulae 1 and 2. White precipitate formed. :)

Here are some of the common acids and alkalis found in our daily lives.
Weaver ant: Formic Acid
Coca Cola: Phosphoric Acid
Wasp stings: Alkaline
Antacids: Magnesium Hydroxide
Bee sting: Acidic

Base: a base is an alkali soluble in water or insoluble in water.

Acids: an acid is a substance which produces hydrogen ions as the only positive ions when it is dissolved in water.
Strong acids include hydrochloric acid, nitric acid and sulfuric acid. Weak acids include ethanoic acid, malic acid, tartaric acid and citric acid.
The strength of an acid depends on its degree of ionisation in water to form hydrogen ions.




Chemical Equations:
Since chemical equations is not a big topic, I shall squeeze it in here. :)
Word equations:
Hydrogen sulfide + magnesium = magnesium sulfite + hydrogen
(see formula 1 above)
Hydrochloric acid + calcium carbonate = Calcium chloride + carbon dioxide + water
(see formula 2 above)

We also learnt how to balance chemical equations which requires a lot of memorizing.

example: HCL + CaCO3 = CaCL + CO2 + H2O
becomes: 2HCL + CaCO3 = CaCl2 +CO2 + H2O

It may seem difficult at first but remember, practice makes perfect! :D


My Reflections: These topics snatched my attention for the whole of term 2. Having gone through the pains of losing marks due to not memorizing stuff in term 1, I set my mind into the task of memorizing another whole lot of stuff for term 2. Chemical equations are not as difficult as they seem as it is mostly a matter of addition and subtraction using the elements. The challenge comes from memorizing the elements and their individual charges as each element is represented differently and has a different charge. The charge will affect the whole equation afterwards and thus, not memorizing them will prove to be a costly mistake. The topic on Acids and Bases was not too difficult as there were only 3 formulae   to memorize. Needless to say, I was not very good at it at first and kept confusing the formulae around until i finally learnt them. :D

Lesson 3

Lesson 3:
Ions

When an atom gains or loses an electron, it becomes an ion. 
                                          Atom
Loses electron                                                   Gains electron
Anion                                                                Cation
Metals                                                                Non-metals

Atoms form ions so as to obtain a full valence shell and to become stable. Ions are formed by ionic bonding and covalent bonding. Ionic bonding involves the transfer of electrons, 

while covalent bonding involves the sharing of electrons.

My Reflections for Lessons 1, 2 & 3: This topic is an averagely difficult topic with regards to how well an individual is able to memorize and apply the various 'rules' of the drawing of the model. I did not do very well in this topic as I kept making mistakes when drawing the models. At times, counting the number of protons or electrons or neutrons became a problem as I had difficulty remembering how to use the atomic number and nucleon number to calculate the number of protons, electrons and neutrons. Ionic bonding and Covalent bonding are pretty hard to differentiate at times and I would mistake one for the other sometimes. I learnt to remember the hard way when this cost me 4 marks in the term 1 test.  I feel that this should be one of my greater focuses as I generally dislike topics related to memorization and calculation. 

Monday, July 2, 2012

Lesson 2

Lesson 2:
Model of an Atom
I learnt to use the Bohr model to draw atoms. Each atom has at least one shell, which are displayed as circles surrounding the protons and neutrons. Here is the rules and regulations I follow on the number of electrons per shell.
1st shell: 2 electrons
2nd shell: 8 electrons
3rd shell: 18 electrons (8 electrons ONLY for first 20 elements)
4th shell: 32 electrons

My first sketch of a Bohr model
The farthest occupied shell from the nucleus is the valence shell. The electrons in the valence shell are the valence electrons and will be involved in chemical reactions. The model in my picture consists of 5 valence electrons. :)

Lesson 1

Lesson 1:
Atom, Proton, Neutron and Electron
I learnt that the atom is the smallest unit of an element, having the properties of the element. In other words, the atom is the building blocks of life. Each atom is millions of times smaller than the thickness of a regular piece of paper. There are many ways to represent an atom such as the Bohr model and the Rutherford model. 



Each atom consists of protons, neutrons and electrons, symbolized by a 'p', a 'n' and an 'e' respectively.
PROTON:         Positive charge                    Relative mass of 1
NEUTRON:      No charge                            Relative mass of 1
ELECTRON:    Negative charge                  Relative mass of 1/1836

There is an equal number of protons and electrons in an atom so as to maintain a neutral charge of the atom.







HI EVERYONE! I am Teo Xue Shen from Hwa Chong Institution. This is my Science E-portfolio for this year. Hope you enjoy it!