Sunday, 16 October 2011

biology assignment

1. What is coeliac disease?
Celiac disease is a digestive disease that damages the small intestine and interferes with absorption of nutrients from food. People who have celiac disease cannot tolerate gluten, a protein in wheat, rye, and barley. Gluten is found mainly in foods but may also be found in everyday products such as medicines, vitamins, and lip balms.


When people with celiac disease eat foods or use products containing gluten, their immune system responds by damaging or destroying villi—the tiny, fingerlike protrusions lining the small intestine. Villi normally allow nutrients from food to be absorbed through the walls of the small intestine into the bloodstream. Without healthy villi, a person becomes malnourished, no matter how much food one eats.


Villi on the lining of the small intestine help absorb nutrients.

2. What happens to a person with coeliac disease? 




Symptoms of celiac disease vary from person to person. Symptoms may occur in the digestive system or in other parts of the body. Digestive symptoms are more common in infants and young children and may include
  • abdominal bloating and pain
  • chronic diarrhea
  • vomiting
  • constipation
  • pale, foul-smelling, or fatty stool
  • weight loss

Adults are less likely to have digestive symptoms and may instead have one or more of the following:
  • unexplained iron-deficiency anemia
  • fatigue
  • bone or joint pain
  • arthritis
  • bone loss or osteoporosis
  • depression or anxiety
  • tingling numbness in the hands and feet
  • seizures
  • missed menstrual periods
  • infertility or recurrent miscarriage
  • canker sores inside the mouth
  • an itchy skin rash called dermatitis herpetiformis

3. Treatment - how do we deal with coeliac disease?



The only treatment for celiac disease is a gluten-free diet. Doctors may ask a newly diagnosed person to work with a dietitian on a gluten-free diet plan. A dietitian is a health care professional who specializes in food and nutrition. Someone with celiac disease can learn from a dietitian how to read ingredient lists and identify foods that contain gluten in order to make informed decisions at the grocery store and when eating out.
A gluten-free diet means not eating foods that contain wheat, rye, and barley. The foods and products made from these grains should also be avoided. In other words, a person with celiac disease should not eat most grain, pasta, cereal, and many processed foods.




http://digestive.niddk.nih.gov/ddiseases/pubs/celiac/

Wednesday, 21 September 2011

Recycling of metals









a) What will happen to the world if there are no more metals?


If there are no more metals, we would not have the material to make many things like tools and machines, including airplanes, cars, and hammers. We will lose convenience when we do not have these things. Metals are very important because they are used to make many essential things in our lives.









b) Is it important to recycle metal?


Yes, it is very important.A great amount of energy can be saved in using recycled metals. In fact, the energy used is reduced by 95% for aluminum, 85% for copper and 74% for iron and steel compared to using raw metals. It is important to recycle metals as any metal ending up in landfill is simply a waste of valuable resources.




c) What are the reasons to recycle metals? Isn't it easier to obtain metals through its original form through extraction of metals? In the recycling of metals, what are some of the effects it has on the environment?



No it is not easier to obtain metals by extracting them from their original form.
Below are some reasons to recycle metals.





  • It takes a lot less energy to melt waste metal and recycle them than it does to produce new metal




  • Using recycled metal reduces CO2 emissions which can cause global warming




  • It reduces the need to mine the raw materials required to make the metal such as Iron ore for steel and nickel for stainless steel.



  • It reduces the amount of metal going to landfill as a lot of household metal waste from cans is still ending up in landfill sites.

    Recycling metals is one way of protecting the environment by conserving scarce natural resources and reducing pollution on the surroundings.It also helps save energy as recycling scrap metal uses less energy than extracting the metal from its ores. 


    d) Think of reactive ways that we can also play a part in recycling metals?
    What are some of the ways in which recycled metals are used in our life?




    We should not throw away aluminium drink cans and other metal items, instead we should dispose them in metal recycling bins. We can reuse unwanted metal items for other purposes, such as making decorations or furniture.




    We should keep metals items as long as possible instead of throwing them into bins. 

    Scrap metals are used to make some steel which are then used for building constructions. Scrap metals can also be used to make high quality steel tools. A more commonly seen use of scrap metal is the aluminium drink cans and canned foods. The use of scrap metal has become an important part of modern steel-making industries, improving the industry's economic viability and reducing environmental harm. 

    source:

    http://EzineArticles.com/605499
    http://www.maricopacountyrecycles.com/details/scrap.htm
    http://environment.about.com/od/recycling/a/metal-recycling.htm

    Thursday, 7 July 2011

    Chinese:如何选择一件好的衣服?

         每个人都要学会选择一件好的衣服,怎样才算是好的衣服呢?我认为要合适自己、价格适当、材料舒适。
              
         当人们看到你的第一眼,会注意到你的服饰,他们可能会因为你的服饰来判断你这个人。所以在选衣服的时候一定要选择适合自己的,而不是跟随潮流,跟随潮流不一定可以穿出自己的风格。即使那些衣服衣服很好看,但是穿在自己身上不一定好看。

         不同的肤色搭配不同的衣服。黑皮肤搭应搭配暖色调的衣服;肤色红润的人不宜穿带有紫罗兰色、亮黄色、纯白色,因为这些颜色,能过份突出皮肤的红色;肤色较白的人不宜穿冷色调的衣服,因为那样会显得肤色更苍白。相对的,不同的身材搭配不同的服饰;不同的脸型搭配不同的服饰。而不能随便选衣服穿。

         买价格适当的衣服。买衣服是要买自己喜欢的,需要的,合适的。不要因为看到别人都买品牌的衣服,所以自己自己也要跟随潮流而去买并不适合自己而且价钱也是极贵的衣服,只是为了一份虚荣心。

         买材料舒适的衣服。有些衣服奢华而不耐穿,那些衣服只可以用来珍藏、欣赏,或者在宴会时偶尔的穿一穿。如果衣服的材料不好,穿在身上不舒适,也会很容易引来皮肤疾病。

         选择衣服是很重要的。举一个例子:假如你去参加一个晚会。需要穿得庄重一些、不随便,你就要选择晚礼服、西装等类似于这样的服装,而不是穿牛仔裤和T-Shirt

         所以,当你选择一件好的衣服的时候,需要考虑到场合、是否适合自己、价格是否适当、材料是否舒适,以及自己是否需要、喜欢。



    feiyi 2-1A

    Wednesday, 6 July 2011

    Sloving the mystery of Chemical formulae





    A & B 
    Naming of chemical substances begins with the names of the elements. The discoverer of an element has traditionally had the right to name it, and many of the names refer to the element's properties or to geographic locations.

    The system used for naming chemical substances depends on the nature of the molecular units making up the compound. These are usually either ions or molecules and different rules apply to each.

    It is often necessary to distinguish between compounds in which the same elements are present in different proportions. Chemists have long used Latin and Greek roots to designate numbers within names. 

    Two-element compounds are usually quite easy to name because most of them follow the systematic rule of adding the suffix -ide to the root name of the second element, which is normally the more "negative" one.

    For rather obscure historic reasons, some of them have common names that begin with -bi which, although officially discouraged, are still in wide use for example,


    HCO3
    hydrogen carbonate
    bicarbonate
    HSO4
    hydrogen sulfate
    bisulfate
    HSO3
    hydrogen sulfite
    bisulfite

    Most of the cations and anions can combine to form solid compounds that are usually known as salts. The one overriding requirement is that the resulting compound must be electrically neutral: thus the ions Ca2+ and Br  combine only in a 1:2 ratio to form calcium bromide, CaBr2. Because no other simplest formula is possible, there is no need to name it "calcium dibromide".


    Since some metallic elements form cations having different positive charges, the names of ionic compounds derived from these elements must contain some indication of the cation charge. The older method uses the suffixes -ous and -ic to denote the lower and higher charges, respectively.


    C.
    The most common oxygen-containing anions (oxyanions) have names ending in -ate, but if a variant containing a small number of oxygen atoms exists, it takes the suffix -ite.
    How many oxygen atoms an "-ite" represents depends on the primary atom. All you get from the -ite/-ate relationship is that -ate has one more O than -ite. 
     In other words, if you have two ions, the one with more oxygens is 'ate' and the one with less is 'ite'. 

    source:



    Feiyi  2-1a




    Friday, 1 July 2011

    How to use ipad in the class

    1.Students learn with their teachers and take a class on iPhone and mobile development, working on an iPad app for your school.

    2.Teach students how to prepare professional presentations, using multimedia learning principles. 

    3.Use ipad set up a class Twitter account to keep track of activities throughout the school year.

    4.Creating an online resource guide for the iPad and school activities using Google Sites.

    Sunday, 8 May 2011

    technology-knowing your school (report)

    Investigate








    http://www.youtube.com/watch?v=JdY08M_41-I

    video~



    Problem: New international students are coming to our school in June and they do not know much about our school , or even Singapore itself.

    What information would the new international students need?

    1. About school
    - how to get to school
       - address
       - available buses
       - directions by car/taxi
       - nearest MRT station

    - Introduction to school staff
       - principal
       - teachers
       - admin staff

    - Introduction to school
       - why choose City College
       - school curriculum
       - O Level certification 
       - school rules - eg smoking
       - logistics - school fees, school contact information
       - holiday
       - school activities

    2. Introduction to Singapore
       - Singapore's culture
       - fun and entertainment in Singapore
       - weather
       - Things to bring to Singapore
       - Advantages of studying in Singapore

    How I find out more about the problem

    - interview my friends who are also international students to find out what problems they faced

    Design
    - I choose Facebook as an information platform for the international students because many people use Facebook
    - The new students can easily join the Face book page and connect with other new international students.
    - I use Google to find out information useful for the new international students, such as information about City College and Singapore.

    Plan

    Time plan
    Interviews: 4th May 
    Research: 5 - 7 May
    Create Facebook page and write out information: 8 May
    Write blog report: 8 May

    Role allocation
    Feiyi: Research on information about City College and Singapore that would be useful for the new international students, Create Facebook Group page.
    Peiqi: Interview other international students and to do video
    Liuxuan: do video

    Create

    Tool: Facebook Group 
    Facebook Group allows us to organize a group of people around a common issue or interest so this helps new international students to connect with other students like themselves. They can also easily find out the information they need from this Facebook page created specially for them.

    We can also easily send messages to these new students through this page. In addition, many students these days use Facebook so this tool is useful to reach out to them. 

    Reflections

    Problem: We had difficulty finding information about the principal and staffs because the information is not available on the school website.
    Solution: We left out the information.

    Problem: We do not smoke so we do not know the smoking rules
    Solution:  We asked our classmates who smoke. 


    feiyi   peiqi  liuxuan


    Monday, 2 May 2011

    Chemistry---Atmosphere and air







    The main sources of air pollution are the industries, agriculture, vehicle emission, and energy generation. Air pollutants are emitted in combustion and other production processes. Some of these substances are not directly harmful to the atmosphere, but they form harmful chemicals when they react with other substances present in air.

    Sulphur dioxide

    One air pollutant is sulphur dioxide, SO2. Sulphur dioxide is produced by volcanoes and also mainly given out during the combustion of sulphur-containing fossil fuels, such as crude oil and coal. Sulfur dioxide is the product of the burning of sulphur: S8 + 8 O2 → 8 SO2

    Sulphur dioxide is a major air pollutant and has great impacts on human health. It is a stinging gas and it irritates strongly the eyes and the respiratory tract. Inhalation of the gas may cause lung oedema. Rapid evaporation of the liquid may cause frostbite. The substance may cause effects on the respiratory tract , resulting in asthma-like reactions, reflex spasm of the larynx and respiratory arrest. Exposure may result in death.

    Further oxidation of sulphur dioxide, usually in the presence of a catalyst such as nitrogen dioxide, forms sulphuric acid, and thus acid rain, which then causes problems like corrosion of buildings, acidification of rivers and lakes, and winter smog. Acid rain attacks metals including aluminium, iron, steel, brass, copper and nickel in presence of water. High concentration of sulfur dioxide in the atmosphere can also adversely affect plant and animal life.

    Oxides of nitrogen, NOx

    Oxides of nitrogen is a group of different gases made up of different amount of oxygen and nitrogen. The two most common ones are nitrogen dioxide and nitric oxide. Oxides of nitrogen are formed when certain fuels (oil, gas and coal) are combusted at a high temperature in motor vehicles, power plants, and other industries. Nitrogen oxides are also released from farmland in the agricultural sector. Using catalyzers in car exhausts can prevent emissions of nitrogen oxides.

    In the troposphere, during daylight, NO reacts with partly oxidized organic species to form NO2, which is then photolyzed by sunlight to reform NO:

    NO + CH3O2 → NO2 + CH3O
    NO2 + sunlight → NO + O

    Nitrogen oxides play an important role in the formation of ozone in the lower atmosphere, and in acidification and eutrophication. Eutrophicaton is when the environment becomes enriched with nutrients and lead to excessive plant growth. Nitrogen oxides are involved in the formation of acid rain. They contribute to global warming, hamper the growth of plants, and can react with other pollutants to form toxic chemicals. Ozone is a harmful gas to humans at the lower atmosphere.

    Nitrogen oxides can also deeply penetrate the lungs and damage human lung functions. Small levels of nitrogen oxides can cause nausea, irritated eyes and nose, fluid forming in lungs and shortness of breath. Breathing in high levels of nitrogen oxides can lead to problems like spasms, swelling of throat, reduced oxygen intake, and even death. They can also react with aerosols from aerosols cans and cause respiratory problems.

    To reduce the level of nitrogen oxide pollution, we can do the following:
    - Reduce the usage of motor vehicles
    - Support efforts to use renewable and non-polluting power sources
    - Don’t smoke cigarettes
    - Don’t use aerosol cans

    Carbon monoxide

    Carbon monoxide consists of one carbon atom and one oxygen atom, connected by a triple bond. It is a colorless, odorless, and tasteless gas. Carbon monoxide is produced from the partial oxidation of carbon-containing compounds. It forms when there is not enough oxygen to produce carbon dioxide.

    An incomplete combustion equation is:
    100CH4 + 190 O2  à 100H20 + 80CO2 + 20CO.

    Carbon monoxide contributes to the greenhouse effect, smog and acidification. The gas can bind to haemoglobin in blood, preventing oxygen transport through the body. This results in oxygen depletion of the heart, brains and blood vessels, eventually causing death.

    Energy generation and air pollution

    The industries are responsible for emissions of many air pollutants like carbon monoxide, carbon dioxide, sulphur dioxide, nitrogen oxides, small dust particles, methane, ammonia and radioactive radiation. During energy generation, chemicals such as methane are released into the air as a result of oil and natural gas extraction. The combustion of coal and natural gas for electricity production causes the release of sulphur dioxide, nitrogen oxides and carbon dioxide into the air.

    Greenhouse gases and global warming

    Greenhouse gases allow sunlight to enter the atmosphere freely by absorbing this infrared radiation and trap the heat in the atmosphere. Rising concentrations of greenhouse gases leads to an increase in the average temperature of the Earth, this causing global warming. This in turn causes climate change. Greenhouse gas emissions come mostly from energy use.

    One greenhouse gas is carbon dioxide, which is emitted from combustion of petroleum and natural gas for energy generation. Another greenhouse gas, methane, comes from landfills, coalmines, oil and gas operations, and agriculture. The third greenhouse gas is nitrous oxide, which is emitted during agricultural and industrial activities, as well as during combustion of fossil fuels and solid waste. Last but not least are fluorinated gases like hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride, which are greenhouse gases emitted from a variety of industrial processes.

    Usage of motor vehicles is responsible for one-third of the greenhouse gas emissions. Emissions caused by motor vehicles are mainly those of carbon dioxide, carbon monoxide, nitrogen oxides, and small dust particles.

    Environmental impacts

    When emissions of sulphur dioxide and nitrogen oxides come in contact with water, they will become sulphuric acid and nitric acid. When acidifying agents, such as sulphur dioxide, nitrogen oxides and ammonia, end up in plants, surface water and soils, it can cause the following:
    • When acidity is high more metals will dissolve in water. This can cause surface water to become polluted, which has serious health effects on aquatic plants and animals. For example, a poisonous metal, mercury can be dispersed through surface water, causing it to accumulate in fish. Mercury can magnify up the food chain, and then taken up by humans eventually.
    • Buildings and monuments may be damaged through erosion. Sulphur dioxide breaks down limestone by reacting with calcium carbonate, causing limestone to absorb water during rainfall. Limestone will then disintegrate.
    • Eutrophication is caused by an increase in plant nutrients in water. The higher availability of nutrients causes certain water plants, such as algae to grow excessively. This blocks sunlight from going into water. The plants also use up the oxygen supplies, which cannot be produced by underwater plants because heterotrophic plants and bacteria need light to photosynthesize. Hence, eutrophication disrupts the ecosystem.

    Smog is a combination of the words smoke and fog. Photochemical smog, or summer smog, mainly consists of ozone. It is a brown, oxidising fog. The causes of photochemical smog are nitrogen oxides which come from motor vehicles and industries. Ozone is formed according to the following chemical reactions:
    NO2 + UV --> NO + O
    O + O2 --> O3

    The reverse reaction is:
    NO + O3 --> NO2 + O2

    Ozone is created in the atmosphere through chemical reactions under the influence of UV-light and is decomposed under the influence of visible light and UV-A light. During ozone decomposition an oxygen-poor molecule is released, which aids the breakdown of ozone. There are a number of compounds that catalyze ozone decomposition, like hydroxide, nitrogen oxides, chlorine and bromine.

    Chlorine mainly aids the decomposition of ozone when it is a part of CFC-bonds. These compounds are not lost during the chemical reaction, causing them to decompose ozone many times. Human activities have caused large concentrations of ozone-decomposing chemicals to enter the atmosphere, causing the loss of large amounts of ozone.

    Ozone is very important for all life on earth, because it absorbs harmful UV-B radiation from the sun. The highest concentrations of ozone are located in the atmospheric layer between twenty and forty kilometres above the earth. When the ozone concentrations in this layer decrease, UV-B radiation may reach the earth. This radiation damages DNA, causes skin cancer, and damages the human immune system. The radiation can decrease growth and photosynthesis activity in a number of plants and trees.

    Ways to reduce impact of pollution

    • Plant trees and plants because they help take carbon out of the environment and the air we breathe. Planting more trees and landscaping helps with preventing pollution and keeps the environment cleaner
    • Minimize Vehicle Use. One way to reduce pollution is to drive electric vehicles or a hybrid which is more environmentally-friendly and will help in preventing pollution.
    • Replace fossil fuel use with renewable energy. Fossil fuels cause a lot of damage to the environment through pollution. Even to get them out of the earth is very polluting, because mining of any kind damages the earth and harms the environment. So we should switch to using energy generated by clean, renewable sources such as wind and solar.  
    • Conserve energy when possible. Decreasing demand for energy helps conserve resources that would be utilized otherwise. Some examples of ways to save energy include: switching off the lights in rooms not in use, replace incandescent bulbs with fluorescent ones, use fans instead of air-condition units, and using thermostats in air-conditions.

    Educate people about global warming

    • Organize a competition where students draw out their ideas on how they plan to help reduce global warming
    • Hold a no-motor vehicles day where everyone is encouraged to travel around on foot or by bicycles instead of by cars
    • Set aside a day where no electricity is used by holding lessons outdoors



    Sources

    http://www.gasheating.co.uk/CarbonMonoxide.html




    Feiyi  2-1A