Respiratory Systems
Q1) After playing basketball with his friends, Tom checked his breathing rate again. He found that his breathing rate was 20 breaths per minute. Why was his breathing rate higher?
The body needs more oxygen and hence, the breathing increases.
Q2) Jerry ran around the track for 20 minutes.(a) What would happen to his heartbeat after 20 minutes? (b)Why is this so?
a) His heartbeat rate increases.
b) His heartbeat increases so that the blood will be able to transport the required oxygen and food to the different parts of the body.
Sunday, October 25, 2009
Science Concept and Key Words
To ensure that you can get full mark for your science questions, first determine the concept the question is asking and answers it with the required key words.
Eg (abstracted from Road to PSLE: science blog)
A supplier transports ice blocks from a factory to a market. The ice cubes are covered with thick cloth. What is the main reason for covering the ice blocks with thick cloth? Explain
Main reason -
To prevent the ice blocks from gaining heat. [1/2 the full mark]
Explain - The thick cloth is a poor conductor of heat. [1/2 the full mark]
Ans: The thick cloth is a poor conductor of heat. It prevents the ice blocks from gaining heat (from the atmosphere and melting too quickly).( ) optional
Key concepts:
Heat flows from hotter object to cooler object (until both reach the same temperature)
Heat gains causes object to change from solid to liquid (and liquid to gas)Poor conductor of heat – Heat passes less quickly.
Key words:
Heat gain
Poor conductor of heat
Based on key concepts – may want to include Melting (as part of key words)
Link concepts with processes learnt
•Lime water -------> think of carbon dioxide ---> Respiration? Decomposition?
•Iodine -------> think of starch ---> Photosynthesis
•Water droplets -------> Condensation? Transpiration? Decomposition?
•Plant with sunlight -------> Photosynthesis?
Eg (abstracted from Road to PSLE: science blog)
A supplier transports ice blocks from a factory to a market. The ice cubes are covered with thick cloth. What is the main reason for covering the ice blocks with thick cloth? Explain
Main reason -
To prevent the ice blocks from gaining heat. [1/2 the full mark]
Explain - The thick cloth is a poor conductor of heat. [1/2 the full mark]
Ans: The thick cloth is a poor conductor of heat. It prevents the ice blocks from gaining heat (from the atmosphere and melting too quickly).( ) optional
Key concepts:
Heat flows from hotter object to cooler object (until both reach the same temperature)
Heat gains causes object to change from solid to liquid (and liquid to gas)Poor conductor of heat – Heat passes less quickly.
Key words:
Heat gain
Poor conductor of heat
Based on key concepts – may want to include Melting (as part of key words)
Link concepts with processes learnt
•Lime water -------> think of carbon dioxide ---> Respiration? Decomposition?
•Iodine -------> think of starch ---> Photosynthesis
•Water droplets -------> Condensation? Transpiration? Decomposition?
•Plant with sunlight -------> Photosynthesis?
Monday, October 19, 2009
Science Questions
Do all plants have leaves?
The simplest types of plants, like algae, don't have leaves. But they do have chlorophyll in their cells and make their own food through photosynthesis, using sunlight, water, and minerals.
Mosses have leaf-like structures that carry out photosynthesis, but they are not true leaves because they don't have the special tissues-xylem and phloem-that distribute food, water, and minerals throughout most plants. The lack of a transportation system is the reason that mosses are so tiny and low to the ground.
More complex types of plants have leaves. Leaf shape is often determined by conditions in the environment. Usually, where sunlight and water are plentiful, leaves are flat and broad, providing a large surface area where photosynthesis can take place. Where weather is cold and dry, however, water loss can be a problem. The long, needle-shaped leaves of conifer trees (including pines), for example, help retain water, allowing the plants to grow in very dry, cold places, far north or high in the mountains. The extreme environment of the desert-intensely hot and dry-has brought about other special leaf adaptations. Many desert plants have fleshy leaves (and stems) in which they are able to store large amounts of water. Over millions of years the leaves of desert cactus plants became so small-to restrict water loss through transpiration-that on many only sharp spines remain. The thick-skinned stems or branches of cactus plants now do the job that leaves do for other plants, making food through photosynthesis.
Do all plants have roots?
The simplest types of plants don't have roots. Single-celled green algae, for instance, float on water surfaces, as do many types of seaweed, which are larger types of algae. Those seaweeds that do cling to the seabed do so through growths called "steadfasts," which are not true roots. Seaweed absorbs water and minerals from the sea through all its parts.
Similarly, simple plants like mosses form low-growing mats in damp places, soaking up the moisture they need directly from their environment. Instead of roots they have thread-like growths called rhizoids that anchor them to rocks or trees.
More complex forms of plants, though, like ferns, conifers (cone-bearing plants), and flowering plants, all have true roots and stems-an internal transportation system that can move water and minerals from their source to wherever they are needed.
Land plants have two types of roots: tap roots and fibrous roots. A plant's root type is often determined by its water source. A tap root is a large, single root that grows straight down to reach water deep in the soil (with smaller roots branching off of it). Fibrous roots have no main root but spread out in a wide web to gather water located in the top layers of soil. In places like rain forests-where there is abundant plant growth with little ground space for roots and plenty of moisture-some plants grow high up in trees. These epiphytes, or air plants, have fibrous, spongy, aerial roots that get moisture from the frequent rains and take minerals from the surface of the tree on which they grow (or from the plant debris that gathers around their roots). Many orchids are epiphytic plants.
(taken from http://www.answers.com/)
How plants prepare for winter?
http://www.sciencemadesimple.com/leaves.html
What organisms are Asexual?
http://qldscienceteachers.tripod.com/biology/08reproduction/01asexual_and_sexual_reproduction.pdf
How to keep bread from getting moldy?
http://www.ehow.com/how_4851950_keep-sandwich-bread-growing-mold.html#
Internal or External Fertilisation
Fish, Amphibians & Mollusks - External
[Except for guppy,shark, molly and swordtail are internal.
Primitive salamanders have external fertilization, but most have internal fertilization. All caecilians have internal fertilization]
- disadvantage - A strong wind or current may interfere with fertilization
Mammals, Birds & Reptiles - Internal
The simplest types of plants, like algae, don't have leaves. But they do have chlorophyll in their cells and make their own food through photosynthesis, using sunlight, water, and minerals.
Mosses have leaf-like structures that carry out photosynthesis, but they are not true leaves because they don't have the special tissues-xylem and phloem-that distribute food, water, and minerals throughout most plants. The lack of a transportation system is the reason that mosses are so tiny and low to the ground.
More complex types of plants have leaves. Leaf shape is often determined by conditions in the environment. Usually, where sunlight and water are plentiful, leaves are flat and broad, providing a large surface area where photosynthesis can take place. Where weather is cold and dry, however, water loss can be a problem. The long, needle-shaped leaves of conifer trees (including pines), for example, help retain water, allowing the plants to grow in very dry, cold places, far north or high in the mountains. The extreme environment of the desert-intensely hot and dry-has brought about other special leaf adaptations. Many desert plants have fleshy leaves (and stems) in which they are able to store large amounts of water. Over millions of years the leaves of desert cactus plants became so small-to restrict water loss through transpiration-that on many only sharp spines remain. The thick-skinned stems or branches of cactus plants now do the job that leaves do for other plants, making food through photosynthesis.
Do all plants have roots?
The simplest types of plants don't have roots. Single-celled green algae, for instance, float on water surfaces, as do many types of seaweed, which are larger types of algae. Those seaweeds that do cling to the seabed do so through growths called "steadfasts," which are not true roots. Seaweed absorbs water and minerals from the sea through all its parts.
Similarly, simple plants like mosses form low-growing mats in damp places, soaking up the moisture they need directly from their environment. Instead of roots they have thread-like growths called rhizoids that anchor them to rocks or trees.
More complex forms of plants, though, like ferns, conifers (cone-bearing plants), and flowering plants, all have true roots and stems-an internal transportation system that can move water and minerals from their source to wherever they are needed.
Land plants have two types of roots: tap roots and fibrous roots. A plant's root type is often determined by its water source. A tap root is a large, single root that grows straight down to reach water deep in the soil (with smaller roots branching off of it). Fibrous roots have no main root but spread out in a wide web to gather water located in the top layers of soil. In places like rain forests-where there is abundant plant growth with little ground space for roots and plenty of moisture-some plants grow high up in trees. These epiphytes, or air plants, have fibrous, spongy, aerial roots that get moisture from the frequent rains and take minerals from the surface of the tree on which they grow (or from the plant debris that gathers around their roots). Many orchids are epiphytic plants.
(taken from http://www.answers.com/)
How plants prepare for winter?
http://www.sciencemadesimple.com/leaves.html
What organisms are Asexual?
http://qldscienceteachers.tripod.com/biology/08reproduction/01asexual_and_sexual_reproduction.pdf
How to keep bread from getting moldy?
http://www.ehow.com/how_4851950_keep-sandwich-bread-growing-mold.html#
Internal or External Fertilisation
Fish, Amphibians & Mollusks - External
[Except for guppy,shark, molly and swordtail are internal.
Primitive salamanders have external fertilization, but most have internal fertilization. All caecilians have internal fertilization]
- disadvantage - A strong wind or current may interfere with fertilization
Mammals, Birds & Reptiles - Internal
Friday, October 16, 2009
The difference between underground stems and storage roots
Stems
Some stems have been modified to perform special functions such as food storage, reproduction, protection or support. Stems for food storage, have been modified the following ways:
Rhizomes - thick horizontal stems that grow under soil. E.g. ginger, lengkuas, lotus 'root', turmeric
Tubers - swollen underground stems for food storage. E.g. potato
Corms - swollen short stem with some thin leaves for food storage. E.g. water chestnut.
However, all modified stems are true stems and have nodes (points where leaves, branches and other appendages arise) on their surface. A good example is the potato. This tuber has small scale-like leaves and tiny buds known as eyes. The eyes can sprout into new plants.
Roots
There are two main types of root systems:
Taproot system - The first root to grow is the primary root, which eventually produces many branches called secondary roots. These may branch further. The primary root continues to grow remain larger than any of the secondary roots.
Fibrous root system - The primary root also produces many secondary roots. However, the secondary roots grow in all directions and there is no prominent primary root.In some plants, the taproots become swollen or fleshy due to storage of food. Some examples are beets, carrots, Chinese radish, horseradish, radish, sweet potatoes, tapioca, turnip and yam beans. These roots are distinguished from underground stems by lacking nodes or leaf scars (left after a leaf has dropped off) and by having its growing tip protected by a root cap.
Tuesday, October 13, 2009
Interesting Parenting Article
http://simplycharlottemason.com/store/samples/Masterly-Inactivity.pdf
This article will help you to find a balance in discipline your child.
http://simplycharlottemason.com/store/samples/Education-Is.pdf
This article defines Education as an Atmosphere, a Discipline and a Life. Though it is in the context of homeschooling, the principles can be used by all parents.
http://www.listenez.net/Short%20Attention%20Span%20Tips.pdf
This article gives you ideas to help children with short attention span
Friday, October 9, 2009
Good explanation of how tenses are used
Using Other Tenses in Conjunction with Simple Tenses
(abstracted from http://owl.english.purdue.edu/owl/resource/601/08/)
It is not always easy (or especially helpful) to try to distinguish perfect and/or progressive tenses from simple ones in isolation, for example, the difference between simple past progressive ("She was eating an apple") and present perfect progressive ("She has been eating an apple"). Distinguishing these sentences in isolation is possible, but the differences between them make clear sense only in the context of other sentences since the time-distinctions suggested by different tenses are relative to the time frame implied by the verb tenses in surrounding sentences or clauses.
Example 1: Simple past narration with perfect and progressive elements
On the day in question...
By the time Tom noticed the doorbell, it had already rung three times. As usual, he had been listening to loud music on his stereo. He turned the stereo down and stood up to answer the door. An old man was standing on the steps. The man began to speak slowly, asking for directions.
In this example, the progressive verbs had been listening and was standing suggest action underway at the time some other action took place. The stereo-listening was underway when the doorbell rang. The standing on the steps was underway when the door was opened. The past perfect progressive verb had been listening suggests action that began in the time frame prior to the main narrative time frame and that was still underway as another action began.
If the primary narration is in the present tense, then the present progressive or present perfect progressive is used to indicate action that is or has been underway as some other action begins. This narrative style might be used to describe a scene from a novel, movie, or play, since action in fictional narratives is conventionally treated as always present. For example, we refer to the scene in Hamlet in which the prince first speaks (present) to the ghost of his dead father or the final scene in Spike Lee's Do the Right Thing, which takes place (present) the day after Mookie has smashed (present perfect) the pizzeria window. If the example narrative above were a scene in a play, movie, or novel, it might appear as follows.
Example 2: Simple present narration with perfect and progressive elements
In this scene...
By the time Tom notices the doorbell, it has already rung three times. As usual, he has been listening to loud music on his stereo. He turns the stereo down and stands up to answer the door. An old man is standing on the steps. The man begins to speak slowly, asking for directions.
In this example as in the first one, the progressive verbs has been listening and is standing indicate action underway as some other action takes place. The present perfect progressive verb has been listening suggests action that began in the time frame prior to the main narrative time frame and that is still underway as another action begins. The remaining tense relationships parallel those in the first example.
In all of these cases, the progressive or -ing part of the verb merely indicates ongoing action, that is, action underway as another action occurs. The general comments about tense relationships apply to simple and perfect tenses, regardless of whether there is a progressive element involved.
It is possible to imagine a narrative based on a future time frame as well, for example, the predictions of a psychic or futurist. If the example narrative above were spoken by a psychic, it might appear as follows.
Example 3: Simple future narration with perfect and progressive elements
Sometime in the future...
By the time Tom notices the doorbell, it will have already rung three times. As usual, he will have been listening to loud music on his stereo. He will turn the stereo down and will stand up to answer the door. An old man will be standing on the steps. The man will begin to speak slowly, asking for directions.
In this example as in the first two, the progressive verbs will have been listening and will be standing indicate ongoing action. The future perfect progressive verb will have been listening suggests action that will begin in the time frame prior to the main narrative time frame and that will still be underway when another action begins. The verb notices here is in present-tense form, but the rest of the sentence and the full context of the narrative cue us to understand that it refers to future time. The remaining tense relationships parallel those in the first two examples.
The present perfect is also used to narrate action that began in real life in the past but is not completed, that is, may continue or may be repeated in the present or future. For example: "I have run in four marathons" (implication: "so far... I may run in others"). This usage is distinct from the simple past, which is used for action that was completed in the past without possible continuation or repetition in the present or future. For example: "Before injuring my leg, I ran in four marathons" (implication: "My injury prevents me from running in any more marathons").Time-orienting words and phrases like before, after, by the time, and others—when used to relate two or more actions in time—can be good indicators of the need for a perfect-tense verb in a sentence.
- By the time the Senator finished (past) his speech, the audience had lost (past perfect) interest.
- By the time the Senator finishes (present: habitual action) his speech, the audience has lost (present perfect) interest.
- By the time the Senator finishes (present: suggesting future time) his speech, the audience will have lost (future perfect) interest.
- After everyone had finished (past perfect) the main course, we offered (past) our guests dessert.
- After everyone has finished (present perfect) the main course, we offer (present: habitual action) our guests dessert.
- After everyone has finished (present perfect) the main course, we will offer (future: specific one-time action) our guests dessert.
- Long before the sun rose (past), the birds had arrived (past perfect) at the feeder.
- Long before the sun rises (present: habitual action), the birds have arrived (present perfect) at the feeder.
- Long before the sun rises (present: suggesting future time), the birds will have arrived (future perfect) at the feeder.
Thursday, October 8, 2009
Transformation & Synthesis
Where is the toilet, please?
Could you please tell me where the toilet is?
To see the doctor, you must take an appointment with him.
You must make an appointment with the doctor before seeing him.
Could you please tell me where the toilet is?
To see the doctor, you must take an appointment with him.
You must make an appointment with the doctor before seeing him.
Thought of the Day
Blessed are those who mourn,
for they will be comforted.
Matthew 5:4 TNIV
What happened when Jesus Christ walked onto the earth, what happened at the Easter resurrection, is all about God telling you he is not out to condemn you. Jesus made that very clear to Nicodemus...
For God did not send his Son into the world
to condemn the world, but to save the world
through him. John 3:17 TNIV
Jesus is not interested in condemning us, but instead bringing life, forgiveness and wholeness to us. Paul writes in Romans 8...
Who then can condemn? No one.
Christ Jesus who died more than that, who was raised to life
is at the right hand of God and is also interceding for us. Romans 8:35 TNIV
Not only do we learn that Jesus is not condemning us, Jesus is even interceding for us with the Father.
God is a God of love, grace, kindness and mercy.
King David wrote
But you, O Lord, are a God merciful and gracious,
slow to anger and abounding in steadfast love
and faithfulness.
Psalm 86:15 ESV
I love that part about God being slow to anger.
That is reassuring to me that no matter how many times I mess up, God responds with love rather than anger. When we understand that God is......
the Father of compassion and the God of all comfort.2 Corinthians 1:3 TNIV
...then we understand and trust that God will indeed bring us hope and comfort. I think that is the reason most people love the 23rd Psalm...
Even though I walk through the valley of the
shadow of death, I will fear no evil,
for you are with me; your rod and your staff,
they comfort me. Psalm 23:4 NIV
When we see God for who God is we find hope and comfort.
Glen VanderKloot
Faith Lutheran Church
(taken from Online with Faith)
for they will be comforted.
Matthew 5:4 TNIV
What happened when Jesus Christ walked onto the earth, what happened at the Easter resurrection, is all about God telling you he is not out to condemn you. Jesus made that very clear to Nicodemus...
For God did not send his Son into the world
to condemn the world, but to save the world
through him. John 3:17 TNIV
Jesus is not interested in condemning us, but instead bringing life, forgiveness and wholeness to us. Paul writes in Romans 8...
Who then can condemn? No one.
Christ Jesus who died more than that, who was raised to life
is at the right hand of God and is also interceding for us. Romans 8:35 TNIV
Not only do we learn that Jesus is not condemning us, Jesus is even interceding for us with the Father.
God is a God of love, grace, kindness and mercy.
King David wrote
But you, O Lord, are a God merciful and gracious,
slow to anger and abounding in steadfast love
and faithfulness.
Psalm 86:15 ESV
I love that part about God being slow to anger.
That is reassuring to me that no matter how many times I mess up, God responds with love rather than anger. When we understand that God is......
the Father of compassion and the God of all comfort.2 Corinthians 1:3 TNIV
...then we understand and trust that God will indeed bring us hope and comfort. I think that is the reason most people love the 23rd Psalm...
Even though I walk through the valley of the
shadow of death, I will fear no evil,
for you are with me; your rod and your staff,
they comfort me. Psalm 23:4 NIV
When we see God for who God is we find hope and comfort.
Glen VanderKloot
Faith Lutheran Church
(taken from Online with Faith)
Monday, October 5, 2009
Constructing better sentence
Reduced adverb clauses
He read the book while (he was) having breakfast.
Though(he was) study day and night, he still could not pass his examination.
Reduced relative clauses
The force (which holds) holding the solar system together is called gravity.
Add an adverb or adverbial to give more information on time
At noon, I sat on my sofa and muched my bread hungrily.
[when] [where] [how]
He read the book while (he was) having breakfast.
Though(he was) study day and night, he still could not pass his examination.
Reduced relative clauses
The force (which holds) holding the solar system together is called gravity.
Add an adverb or adverbial to give more information on time
At noon, I sat on my sofa and muched my bread hungrily.
[when] [where] [how]
Strategies for Maths Problem
If the cost a chair is $10 and the cost of table is $12. John spent a total amount of $232 for 22 chairs and table. How many chairs and table did he buy?
Method - Assumption
Assume he bought all tables 22x$12 = $264
Diff in total amt = $264-232 =32
Diff between chair and table = $2
Therefore no of chairs = 32/2 = 16 chairs
Thursday, October 1, 2009
Speaking English Well - A Key Asset
MOE has recently advocate the need to train our students to speak good English. I fully support such initatives by the Ministry. I remembered when I was doing a part-time job before entering University, one of my customers told me that my spoken English is unbearable to listen to. Since then, I have been very conscious of how I speak.
Maybe it is because of my 10 years of working in the government sector. I am always very skeptical of the way civil servants implements policy initiated by the government.
I am very involved in my girls education. I tracked the change in education policies closely. This is because I was one of those 'genine pigs' which managed to survive new initiatives from MOE. Hence, I want to ensure that my daughter who is also a 'genine pig' from the latest changes to walk out of the education system victoriously.
The most recent Speak Good English campaign has seen some school making changes to their curriculm.
My daughter has just entered Seconday 1 this year. To help the children cope with the significant increase in subject. The school has implemented a system which only requires some of the subjects to be taught and tested throughout the year. For example, History was taught and tested during the first half of the year while Geography was taught and tested during the second half of the year. This was a relief for my daughter and I.
However, English a main subject for passing Secondary 1 was also given the same treatment. Well, from the activities which my daughter told me they were doing during the first half of the year sound like they were suppose to help them improve their spoken English or at best learning English creatively. There was no English examination during this half year. However, during term 3, they class took their first common test in Comprehension and only 11 of them passed the test. Before the test, they only have 1 comprehension excercise.
So to the parents this means that the new initiative will help your child to speak better English but sorry your child will stilll need to pass his/her written English exam inorder for he/she to be promoted to the next level. Hence, please help her to study for him/her written exam.
Whenever there is a good intended policy to be implemented. The means and the result is never aligned. School either change the means of teaching without changing the testing process or change the testing process without change the method of teaching.
In the end, only kiasu parents like myself will try to bridge the gap of such poor implementation skill so as to ensure that my children are able to get pass the education system with minimum bruises.
Though a good education does not gaurantee a good career. A good education system will help to produce good workers for the nation.
Hence, I hope that the ministry and the school can work hand in hand to ensure that policies are designed such that they can be implemented and not just trying them out with different badges of students and those who are on trial will come the genine pigs of such experiments. Parents will then have to pray hard that their children will be able to overcome such "trials".
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