rolly still life

Football’s Early Beginnings

2012-01-26T23:38:00.000-08:00

Football’s Early Beginnings

Football (as well as rugby and soccer) are believed to have descended fromthe ancient Greek game of harpaston. Harpaston is mentioned frequently inclassical literature, where it is often referred to as a “very rough and brutalgame“. The rules of this ancient sport were quite simple: Points were awarded when a player would crossa goal line by kicking the ball, running with it across the goal line, orthrowing it across the line to another player. The other team’s objective wassimply to stop them by any means possible. There was no specific field length, no side line boundaries, nospecified number of players per team, only a glaring lack of rules.

Most modern versions of football are believed to have originated fromEngland in the twelfth century. The game became so popular in England that thekings of that time (Henry II and Henry IV) actually banned football. Theybelieved that football was taking away interest from the traditional sports ofEngland, such as fencing and archery.

Evolution and the Beginnings of Standardization

Football didn’t really begin to take on any consistency of rules andboundaries until it was picked up as a sport in the seven major public schoolsof England in the early 1800’s. Six of the seven schools were largely playingthe same game (including Eton, Harrow and Winchester) - while the seventh,Rugby School (founded in 1567) was playing a markedly different version offootball.

The other schools moved ahead refining their rules and eventually theirgame became known as "association football" – or soccer, which wasplayed back then much as it is today.

Rugby School went in a different direction. How and why the game developeddifferently at Rugby School appears to have been lost in history, but what isknown is that by the 1830's, running with the ball at Rugby School was incommon use and 18 foot goal posts had been added with a cross-bar at 10 feetabove the ground.

The inclusion of the cross-bar was accompanied by a rule that a goal couldonly be scored by the ball passing over the bar from a place kick or drop kick.Apparently this was done to make scoring easier from further out and also toavoid the horde of defenders standing in and blocking the mouth of the goal.

Players who were able to "touch down" the ball behind the opponent’sgoal line were awarded a "try-at-goal" - the player would make a markon the goal line and then walk back onto the field of play to a point where aplace kick at the goal was possible (a conversion). There was also an"off-your-side" rule used to keep the teams apart. Passing the ballforward was not allowed.

By the mid-1860s British schools and universities had taken up Rugby's gameand honored the school by giving the "new football" the name ofrugby.

(Source: A Brief History of the Game, retrieved last Jan.27, 2012 from http://www.hornetfootball.org/documents/football-history.htm#top)

Philippine National Football Team

The Philippine National Football Team is the national football team of thePhilippines and represents the country in international football. The team iscontrolled by the Philippine Football Federation (PFF), the governing body offootball in the Philippines.

Despite being one of the oldest national teams in Asia, the Philippines hasyet to qualify for the Asian Cup or the World Cup. However, they enjoyed somesuccess in its early years between 1913 and 1934 in the Far EasternChampionship Games.

History Philippine National Football Team

In September 2006 the country fell to 195th on the FIFA World Rankings, itslowest ever. By the end of the year, the Philippines moved back up to 171stoverall, after a good run in the 2007 ASEAN Football Championshipqualification. They were able to win three games in a row which was a first forthe Philippines and thus qualifying for the 2007 ASEAN Football Championship.Coach at that time Aris Caslib, aimed to reach the semi-finals with two wins atthe group stage. The decision came despite Philippine Football Federationpresident Juan Miguel Romualdez stating that they would still be underdogs inthe tournament and that they mustn't raise their expectations too high, as thePhilippines have only won their first ever win of the tournament during the2004 edition.

The Philippines eventually failed to reach their target, only getting adraw in three matches. Their poor performances led to Caslib's resignation, aswell as the refusal of the PFF to register and enter the qualification stagesfor the 2010 FIFA World Cup. They would be one of four nations, all fromSoutheast Asia not to enter after a record number of entries. However it wasrevealed that the decision not to enter the 2010 as well as the 2006 World Cupqualification was made during the PFF presidency of Rene Adad, whose term endedin 2003. Instead, the PFF wanted to focus on domestic and regionalcompetitions.

Since 2007, the Philippines have failed to qualify for a major competition.They came close in 2008 after missing out on the 2008 AFC Challenge Cup only ongoal difference, and the 2008 AFF Suzuki Cup with an inferior goals scoredrecord. In 2010, they qualified for the 2010 AFF Suzuki Cup, where they stayedundefeated in the group stage and also went on to beat defending championsVietnam, becoming one of the biggest upsets in the history of the tournament.The team reached the knockout stage for the first time, eventually losing toIndonesia in the semifinals. In 2011, the Philippines qualified for the AFCChallenge Cup for the first time since qualifiers were introduced in thetournament.

On July 3, 2011, the Philippines recorded their first ever victory in FIFAWorld Cup qualification, beating Sri Lanka 4–0 in the second leg of the firstpreliminary round. They advanced 5–1 on aggregate, drawing 1–1 in the first legbefore winning at the Rizal Memorial Stadium. (Article by Rolly B. Caidic)

(Source: Philippines national football team retrieved lastJan. 27, 2012 from http://en.wikipedia.org/wiki/Philippines_national_football_team)

2012-01-26T23:02:00.000-08:00

History of Table Tennis

Thegame originated as a sport in Britain during the 1880s, where it was playedamong the upper-class as an after-dinner parlour game then commonlyknown as"wiff-waff". A row of books were stood up along thecenter of the table as a net, two more books served as rackets and were used tocontinuously hit a golf-ball from one end of the table to the other.Alternatively table tennis was played with paddles made of cigar box lids andballs made of champagne corks. The popularity of the game led gamemanufacturers to sell the equipment commercially. Early rackets were oftenpieces of parchment stretchedupon a frame, and the sound generated in play gave the game its first nicknamesof "wiff-waff" and "ping-pong".A number of sources indicate that the game was first brought to the attentionof Hamley's ofRegent Street under the name "Gossima". The name"ping-pong" was in wide use before British manufacturer J. Jaques& Son Ltd trademarked itin 1901. The name "ping-pong" then came to be used for the gameplayed by the rather expensive Jaques's equipment, with other manufacturerscalling it table tennis. A similar situation arose in the United States,where Jaques sold the rights to the"ping-pong" name to ParkerBrothers.

Thenext major innovation was by James Gibb, a British enthusiast of table tennis,who discovered novelty celluloid balls on a trip to the US in 1901 and found them to beideal for the game. This was followed by E.C. Goode who, in 1901, invented themodern version of the racket by fixing a sheet of pimpled, or stippled, rubber to the wooden blade. Table tennis was growing inpopularity by 1901 to the extent that table tennis tournaments were beingorganized, books on table tennis were being written,^[6] and an unofficial world championship was held in 1902.During the early 1900s, the game was banned in Russia because the rulers at thetime believed that playing the game had an adverse effect on players' eyesight.

In1921, the Table Tennis Association was founded in Britain, and the International TableTennis Federation followed in 1926. Londonhosted the first official World Championships in 1926. In 1933, the United States TableTennis Association, now called USA Table Tennis, wasformed.

Inthe 1950s, rackets that used a rubber sheet combined with an underlying spongelayer changed the game dramatically, introducing greater spin andspeed. These were introduced to Britain by sports goods manufacturer S.W.Hancock Ltd. The use of speedglue increased the spin and speedeven further, resulting in changes to the equipment to "slow the gamedown". Table tennis was introduced as an Olympic sport at the Olympics in 1988.

Afterthe 2000 Summer Olympics in Sydney, the International TableTennis Federation instituted several ruleschanges aimed at making table tennis more viable as a televised spectatorsport. First, the older 38 mm balls were officially replaced by40 mm balls in 2000. This increased the ball's air resistance andeffectively slowed down the game. By that time, players had begun increasingthe thickness of the fastsponge layeron their rackets, which made the game excessively fast and difficult to watchon television. Second, the ITTF changed from a 21-point to an 11-point scoringsystem in 2001. This was intended to make games more fast-paced andexciting. The ITTF also changed the rules on service to prevent a player fromhiding the ball during service, in order to increase the average length ofrallies and to reduce the server's advantage.

Variantsof the sport have recently emerged. "Large-ball" table tennis uses a44 mm ball, which slows down the game significantly. This has seen someacceptance by players who have a hard time with the extreme spins and speeds ofthe 40 mm game.

Thereis a move towards reviving the table tennis game that existed prior to theintroduction of sponge rubber. "Hardbat"table tennis players reject the speed and spin of reversed sponge rubber,preferring the 1940–60s play style with no sponge and short-pimpled rubber.Defense is less difficult by decreasing the speed and eliminating anymeaningful magnus effect of spin. Because hardbatkiller shots are almost impossible to hit against a skilled player, hardbatmatches focus on the strategic side of table tennis, requiring skillfulmaneuvering of the opponent before an attack can become successful.(Article by Adora A. Villanueva)

Reference:

http://en.wikipedia.org/wiki/Table_tennis

Burda LNHS Newspaper

2012-01-09T19:34:00.000-08:00

Brand new PC's for LNHS

2011-05-26T19:02:00.000-07:00

whooho ho! trying out the new pcs!

10 worm facts

2011-05-07T18:42:00.000-07:00

Source: TodayIFoundOut

Fun with posting

2011-02-09T02:35:00.000-08:00

Tried this 4d 1st tym using my iphone =)

Haha pictures uploading didnt worked! Anyway wuz fun posting somethin here from my phone..

Here at Psbc grounds using free wifi acess.. Waiting for my departure tym..

Wuz watching mr n ms psbc pagent..

THE “X” IN “XMAS” DOESN’T TAKE THE “CHRIST” OUT OF “CHRISTMAS”

2010-12-23T18:23:00.001-08:00

Myth: “Xmas” is a non-religious name / spelling for “Christmas”.

It turns out, “Xmas” is not a non-religious version of “Christmas”. The “X” is actually indicating the Greek letter “Chi”, which is short for the Greek, meaning “Christ”. So “Xmas” and “Christmas” are equivalent in every way except their lettering.

Although writing guides such as those issued by the New York Times; the BBC; The Christian Writer’s Manual of Style; and Oxford Press discourage the use of XMas in formal writing, at one time, it was a very popular practice, particularly with religious scribes. In fact, the practice of using the symbol “X” in place of Christ’s name has been going on amongst religious scholars for at least 1000 years.

Eventually, this practice spread to non-religious writings. Pretty much everywhere “Christ” appeared in a word, the Greek Chi would replace that part of the word. For example, in the 17th and 18th centuries, there are numerous non-religious documents containing instances of “Xine” being a common spelling for someone who’s name was Christine.

Bonus Factoids:

The “-mas” part on the end of Christmas and Xmas comes from the Old English word for “mass”.
Other classic common abbreviations for “Christ” were: “Xp” and “Xt”, again both an abbreviated form of the Greek for Christ.
The Greek letters “X” (Chi) and “p” (Rho) superimposed together was once a very common symbol signifying Christ and was called, somewhat unimaginatively, the Chi-Rho.
The Chi-Rho was also used by scribes in a non-religious sense to mark some passage that was particularly good, with it literally implying “good”.
In 1977, the Governor of New Hampshire issued a press release stating that journalists should cease taking the “Christ” out of “Christmas” as “Xmas” was a pagan spelling of Christmas. Perhaps he should have run that press release by a religious scholar before issuing it.
Although, even those well versed and respected in Christianity often make the same mistake, such as Franklin Graham in an interview on CNN: “For us as Christians, this is one of the most holy of the holidays, the birth of our savior Jesus Christ. And for people to take Christ out of Christmas. They’re happy to say merry Xmas. Let’s just take Jesus out. And really, I think, a war against the name of Jesus Christ.”

12 Christmas Traditions around the world

2010-12-20T06:03:00.001-08:00

[Source: Today I Found Out]

About lobsters

2010-11-06T18:46:00.000-07:00

[Source: Today I Found Out]

10 amazing facts about animals

2010-11-06T18:11:00.001-07:00

[Source: Today I Found Out]

Fun with names

2010-11-06T13:15:00.000-07:00

1.Real Name: Rolly Bagamano Caidic

2. YOUR GANGSTA NAME: (first 4 letters of your name + zzie)

rollzzie

3. YOUR DETECTIVE NAME: (fav color and fav animal)

green dog!

4. YOUR SOAP OPERA NAME: (middle name, and current street)

bagamano quesada

5. YOUR STAR WARS NAME: (the first 3 letters of your last name, first 2 letters of your first name, first 3 letters of mom's name)

cairolia

6. SUPERHERO NAME: (2nd favorite color, favorite drink)

red juice???

7. IRAQI NAME: (2nd letter of your first name, 3rd letter of your last name, any letter of your middle name, 2nd letter of your moms maiden name, 3rd letter of your dads middle name, 1st letter of a siblings first name, last letter of your moms middle name)

Roiblvro

8. MONUMENT NAME: (fathers or mothers middle name)

blanco

9. GOTH NAME: (3rd favorite color, and the name of one your pets)

white cutie

10. SCREEN NAME: (any of your tv's brand and your mom's middle name)

sharp bagamano

E-poster by Xena

2010-10-27T18:58:00.000-07:00

1st place Unit Level

2nd place Division Level
Electronic Poster Making by Xena Bautista

STEP Skills congrats LNHS!

2010-10-27T18:05:00.000-07:00

da hairdresser en da coach! and the boys! (at d back)

makita na ang kamay khit di makita mukha.. hakhak

2nd place hairdressing (tama ba term?! ahaha!)

1st place bar tending and cocktail mixing

1st place electronic poster making

uwian taym!

may masamang balak yun dalawa sa likod..

halloooweeen facts

2010-10-27T07:16:00.001-07:00

[Source: Today I Found Out]

some facebook facts

2010-10-24T17:09:00.000-07:00

owkie i don't have one (haha) but here's some infos u might be interested with

Group 1 II - Diamond

2010-08-14T22:20:00.000-07:00

Group 2 II - Diamond

2010-08-14T22:19:00.000-07:00

Group 3 II - Diamond

2010-08-14T22:17:00.000-07:00

Group 4 II - Diamond

2010-08-14T22:16:00.002-07:00

Group 5 II - Diamond

2010-08-14T22:16:00.001-07:00

Group 1 II - Tiffany

2010-08-14T22:15:00.001-07:00

Group 2 II - Tiffany

2010-08-14T22:15:00.000-07:00

Group 3 II - Tiffany

2010-08-14T22:14:00.001-07:00

Group 4 II - Tiffany

2010-08-14T22:14:00.000-07:00

Group 5 II - Tiffany

2010-08-14T22:13:00.000-07:00

the end of presentation

2010-08-14T22:12:00.000-07:00

Light dependent phase and light-independent phase of photosynthesis

2010-08-08T05:25:00.000-07:00

Activity No. __

Light dependent phase and light-independent phase of photosynthesis

I. Materials

Diagram of light-dependent and light-independent phase of photosynthesis

II. Procedure

Analyze the given diagram and answer the given questions.

I. Guide Questions

1. What raw material is needed in light-dependent phase?

2. What happened to water (H₂O) molecule?

3. Into what molecule will hydrogen attach?

4. In which part of the chloroplast does light-dependent phase occur?

5. What is the role of chlorophyll in light-dependent phase?

6. What molecule was produced from the energy of flowing electrons?

7. What are the end products of light-dependent phase?

8. What raw material is needed in light-independent phase?

9. In which part of the chloroplast does light-independent phase occur?

10. What is the end product of light-independent phase?

Photosynthesis

2010-08-08T05:15:00.000-07:00

Activity NO. ___

Photosynthesis

I. Materials

Diagram of photosynthesis

Marking pen

Paper

II. Procedure

Analyze the given diagram and answer the guide questions.

FOOD MAKING PROCESS

I. Guide Questions

1. What are the raw materials needed by plants?

2. What structure or part of plants will absorb the raw materials?

3. What kind of energy is needed by plants to convert raw materials into food?

4. What is the major source of this energy?

5. What will absorb the energy needed?

6. What are the end-products of food-making process?

7. What will happen to the end products?

8. What is the process of photosynthesis? Explain.

The role of chlorophyll in photosynthesis

2010-08-08T05:12:00.000-07:00

Activity No. ___

The role of chlorophyll in photosynthesis

I. Materials

Beaker Iodine

Test tubes Iron stand

Carbon paper wire gauze

Alcohol lamp iron ring

Leaves test tube rack

Ethanol

II. Procedure

1. Get a sample plant with netter venation.

2. Choose two leaves of similar size from the sample plant.

3. Cover one leaf with carbon paper for one day; leave the other leaf uncovered.

4. Light the alcohol lamp and boil each leaf for 20 seconds to kill the cell.

5. Put out the flame. Then, transfer the leaves in a container or test tube. Add enough ethanol to cover the leaf.

6. Return the test tube to the beaker. Boil until the leaf loses its color.

7. When all the chlorophyll has been extracted, remove the leaves using a forceps. Rinse them with water then dry.

8. After drying, dip the leaves in a glass plate with iodine solution.

9. Observe any color change. A blue-violet color indicates the presence of starch produced and stored by plants.

III. Observation

	Color of the leaf when boiled	Color of the leaf when dipped in iodine
Leaf A
Leaf B

IV. Analysis

1. Why did you boil the leaves in water and alcohol?

2. What is the color of the ethanol? What do you think dissolved on it?

3. Which part of the leaf shows the presence of starch?

4. Can plants produce food without chlorophyll? Explain.

5. Will plants exist without the energy of sunlight? Why or why not?

Effect of salt solutions on plant

2010-07-07T03:35:00.000-07:00

Activity No. ___

Effect of salt solutions on plant

I. Materials

1 pc. big potato

2 pcs. jars / cups

Knife

Salt

II. Procedure

1. Label the jars Setup A and Setup B. Then fill it up with water.

2. Add spoonful of salt in Setup A. Stir until the salt dissolves.

3. Cut three to five slices of potato about 2mm.

4. Put an equal number of potato slices in each jars.

5. Leave the potatoes soaked for 20 minutes.

6. Take out the slices.

III. Observation

	Observations
Setup A
Setup B

IV. Analysis

1. Which potatoes have lost water from the cells?

2. Which potatoes have gained water from the cells?

Measuring Osmosis

2010-07-07T03:34:00.000-07:00

Activity No. __

Measuring Osmosis

I. Materials

2 pcs. raw eggs

2 pcs. wide-mouthed jars

400 ml. white vinegar

200 ml. distilled water

200 ml. 20% salt solution

Balance

Paper towels

Marking pen

II. Procedure

1. Using the marking pen, label the jars Setup A and Setup B.

2. Place one egg in each of the beakers.

3. Add enough vinegar to each beaker to cover the eggs.

4. After 24 hours, pour off the vinegar. Observe what has happened. Carefully remove the eggs from jars and dry with a paper towel.

5. Find the mass of each dry egg. Record your findings. Rinse the beakers and dry them thoroughly. Return each egg to its original jars.

6. Add 200 ml. distilled water to Setup A. Add 200 ml. salt solution to Setup B.

7. Allow each egg to remain in its jar for 24 hours.

8. After 24 hours, do the following for each egg:

a. Carefully remove the egg and dry it.

b. Record the mass of the egg.

c. Measure and record the remaining liquid.

III. Data and observation

Egg in Solution	Mass		Volume
Egg in Solution	Original	Final	Original	Final
Setup A – distilled water
Setup B – salt water

IV. Analysis

1. Compare what happened to the mass of the egg in distilled water and in the egg placed in salt water.

2. What happened to the volume of distilled water and or salt water?

V. Application

1. If your put freshwater fish in saltwater or saltwater fish in freshwater, the fish will die. Use your knowledge of osmosis to explain why this happen.

Diffusion, and More of Capillarity

2010-07-07T03:33:00.000-07:00

Activity No. __

Diffusion

I. Materials

Atsuete seeds

Glass with tap water

II. Procedure

1. Half fill a glass with tap water.

2. Add squeezed atsuete seeds. Observe.

III. Observation

Draw the glass before and after the activity.

IV. Analysis

1. Describe what happens to the water.

2. What is diffusion?

V. Application

1. Cite three everyday situations where diffusion happens.

Activity No. ___

More of capillarity

I. Materials

Beaker

Red food color

Stalks of celery

Knife

II. Procedure

1. Fill up the beaker with water. Put food color.

2. Cut stalks of celery about 10 centimeters long.

3. Dip the stalks into the beaker. Mark the water level.

4. Set aside the setup for 10 minutes or longer. Observe.

III. Observation

Draw what happened to the stalks of celery

IV. Analysis

1. What happened to the amount of water after the celery stalks have been dipped for 10 minutes?

Do you see part of the celery acquiring color? Describe.

Chemical basis of life

2010-07-07T03:32:00.000-07:00

Activity No. ___

Chemical basis of life

I. Materials

Flash cards of the following words:

Manila paper

Marking pen

Tape

II. Procedure

1. Small-Group Discussion

Discuss among each group mates the reading selection on The Chemical Basis of Life. Name the common elements and compounds found in living things. Differentiate between organic and inorganic compounds.

2. Reporting Back

Construct a concept map using the flashcards and Manila paper. Then present it to your classmates.

III. Analysis

Illustrate your group’s concept map then write a brief explanation.

Cheek Cells

2010-07-07T03:31:00.000-07:00

Activity No. ___

Cheek Cells

I. Materials

Microscope Medicine dropper

Cover slip Gentian violet

Glass slide Toothpicks

Nail polish Water

II. Procedure

1. Gently scrape the lining of your inner cheek with the flat end of a clean toothpick. Do not hurt yourself by puncturing your cheeks.

2. Stir the cheek material into the glass slide in order to separate the cheek cells.

3. Place a drop of gentian violet into the prepared glass slide to make the colorless protoplasm visible. Let it stand for about 5 seconds.

4. Gently wash the slide with water to remove the excess stain. Do not directly touch the stained cell. Let it totally dry.

5. Apply a drop of nail polish on the specimen then immediately cover it with a cover slip. Let it dry.

6. Examine your cheek cells under the microscope.

7. The dark spot in your cheek cells is the nucleus. Locate and label it on your sketch.

8. Examine the cytoplasm around the nucleus of the cheek cells. Label it on your sketch.

9. Locate the cell membrane surrounding the cytoplasm. Label it.

III. Data and observation

Sketch your own cheek cells then label it.

IV. Analysis

1. How are the animal cell and the plant cell similar?

2. How does the animal cell differ from the plant cell?

V. Application

1. Could one of the animal cells exist in the environment of a plant cell?

2. Trees like the giant redwood trees grow so large and tall. Why?

Making Cell Model

2010-07-07T03:30:00.000-07:00

Activity No. ___

Making Cell Model

I. Materials

Bar of white soap

Pins or nail pusher

Knife or any carving tools

Coloring materials (paint, water color, pens)

Picture of plant and animal cell

II. Procedure

1. Observe the picture showing their parts. Differentiate plant from animal cell.

2. Using a knife, start carving the soap by copying the shape of the cell from the picture. Make sure to clearly identify the difference of the two soaps.

3. Carefully etch and carve the different parts of each cell using a pin or a nail pusher.

4. Color your work with the use of different paints or color pens.

III. Observation

Draw the cell model and label the parts of the plant and animal cell

IV. Application

1. How will you relate the parts of the cells and its function with you as a group?

How did you participate to your group?

Early discovery on cell

2010-07-07T03:23:00.000-07:00

Activity No. ___

Early discovery on cell

I. Reading Selection

1. Robert Hooke (1635 – 1703) an Englishman, he coined the term “cell” when he examined a thin sliced of cork under the microscope. He observed the tiny compartment which resembles little room with surrounding walls.

2. Anton Van Leeuwenhoek (1632 – 1723) discovered bacteria and other microscopic organisms in rainwater and studied the structure of plant and animal cells.

3. Francesco Redi (1627 – 1997) and Lazzaro Spallanzani (1729 – 1799) Italian physician and biologist, disproved the Theory of Spontaneous Generation.

4. Robert Brown (1773 – 1858) a Scottish botanist, discovered the presence of nuclei within cells in 1831.

5. Felix Dujardin, a Frenchman, noted that all living things contain a thick jelly fluid which he called sarcode at that time.

6. Matthias Schleiden (1804 – 1881) and Theodor Schwann (1810 – 1882) a German botanist and zoologist, introduced the concept that all plants and animals are made up of cells.

7. Johannes Purkinje (1787 – 1869) a Czechoslovakian, coined the term protoplasm to refer to the living matter of the cell.

8. Rudolf Virchow (1821 – 1902) a German physician, found that cells divide to form new cells. He concluded that “omnis cellula e cellula” or cells come from pre-existing cells.

9. Luis Pasteur (1822 – 1895) a French chemist, supplied the proof for Virchow’s Theory of Biogenesis.

II. Guide Questions

1. Who was the first to use the term cell?

2. What did Robert Brown discovered?

3. What is the contribution of Rudolf Virchow?

4. Who discovered the presence of nuclei?

5. Who disproved the Theory of Spontaneous Generation?

6. What did Anton Van Leeuwenhoek discovered?

7. How did Johannes Purkinje describe protoplasm?

8. Who are the scientists who contributed in the formulation of cell theory?

III. Analysis

State the Cell Theory

BIOLOGY CLUB OFFICERS

2010-07-02T08:02:00.000-07:00

BIOLOGY CLUB OFFICERS
SY 2010 – 2011

President: Ma. Xena L. Bautista

Vice-President: Marie Fichy B. Baduel

Secretary: Jane Erica A. de Ramos

Treasurer: Jamielyn A. Rosales

Auditor: Kaori Khail G. Matsubara

Buss. Mngr: Keena Garcia

Maricris Himoc

Peace Officer: Jefferson Villanueva

Princess Elaine M. Cruz

Muse: Kathleen M. de Guzman

Escort: Dennis Joshua Manabat

Microscope Activity

2010-06-22T05:16:00.000-07:00

Activity No. ___
Compound Microscope:
Parts and Function

I. Material
Compound microscope

II. Procedure
1. Draw and label the parts of a compound microscope.
2. Fill out the table below by identifying the parts and function of the microscope.

Parts of microscope Functions
I. Illuminating Parts
II. Magnifying Parts
III. Mechanical Parts

Activity No. ___
Using the microscope correctly

I. Materials
Microscope
Slide and cover slip
Small letter “e”
Dropper with water

II. Procedure
A. Preparing the microscope for use
1. Remove the microscope from its case by grasping it firmly on the arm and base. Put on the table with the arm facing you.
2. Wipe off the mirror and lenses with a piece of soft cloth in one direction only.
3. Align the low power objective with the body tube by turning it. A clicking sound will be heard if it is in the proper position.
4. Turn the disk to the largest opening to be able to admit enough light.
5. Look into the eyepiece while you are adjusting the mirror until a clear field of light without any shadow is obtained.
B. Preparing the slide and using the microscope
1. Place the letter “e” at the middle of the glass slide and drop a little amount of water. Cover it with a cover slip.
2. Place the slide onto the stage. See to it that letter “e” is just under the low power objective. Secure the slide on place using the clips.
3. Look into the eyepiece as you slowly move the adjusting screw. Watch for the letter to be seen in the field. Bring the letter into sharp focus.
4. Turn the revolving nosepiece to change from low power objective to high power objective. Compare the appearance of letter “e”.

III. Observation
1. Draw letter “e” as seen under:

Low Power Objective High Power Objective

IV. Analysis
1. Compare the letter “e” when viewed under LPO and HPO.
2. Why is the microscope the most important tool you will use in biology?

Laboratory Apparatus and Equipments

2010-06-22T05:10:00.000-07:00

Activity No. ___
Laboratory Apparatus and Equipments

I. Materials
Manila paper
Marking pen
Drawing materials

II. Procedure
1. Divide the class into 5 groups then assign them to look for the different laboratory apparatus and equipments and its uses.
2. On Manila paper, draw the laboratory apparatus and equipment given by the teacher.
3. Identify, give the name and uses of each apparatus.

III. Analysis
Draw, identify and give the uses of 15 laboratory apparatus and equipments.

Biotechnology Store

2010-06-22T03:41:00.000-07:00

Activity No. ___

Biotechnology Store

I. Materials

Clipping or actual labels of biotechnology products

II. Procedure

1. On manila paper make a collage of the different biotech-based products OR make an artistic presentation such as diorama of a sari-sari store which displays the different merchandise.

2. Analyze each products with your group mates then present your work to the rest of the class.

III. Analysis

1. What is biotechnology?

2. What are some of the examples of biotechnology-based products?

3. What should you consider in buying biotech-based products?

4. What is life without biotechnology?

5. What are Genetically Modified (GM) crops?

6. What are the potential benefits of GM crops?

7. What are the potential risks of GM crops?

8. What is your opinion on the controversy over GM crops?

Some Filipino and world famous biologist and their contributions

2010-06-22T03:32:00.001-07:00

Activity No. 4

Some Filipino and world famous biologist and their contributions

I. Materials

Biology books

II. Procedure

1. Small-Group Discussion

a. Research and discuss among each group members some of Filipino and foreign biologist, their recognition, field of study and their contributions.

2. Reporting Back

a. Write your group’s answers by filling out the table below.

III. Analysis

Name of Biologist	Recognition	Field of Study	Contributions
Filipino Biologist

Foreign Biologist

Growth Experiment

2010-06-22T03:28:00.000-07:00

Experiment 1

Growth Experiment

Initial Question

What are the effects of sunlight on phototropism and chlorophyll development of mongo seedlings?

What are the responses of young mongo seedlings to sunlight?

Hypothesis

I predict that sunlight affects phototropism and chlorophyll development of mongo seedlings. Mongo seedlings will grow to the direction where light can be detected and will also develop chlorophyll at different levels depending on the amount of available light.

Scope and Limitation

This experiment is conducted and limited to the effects of sunlight on phototropism and chlorophyll development of green varieties of mongo seedlings.

Experimental Design

Independent Variable: amount and direction of sunlight

Dependent Variable: growth direction and chlorophyll development of the mongo seedlings

Controlled Variable: Testing procedures, type of mongo seedlings, time plants grow & containers

To measure the dependent variable I will use a protractor to calculate the angle of seedlings’ growth direction and paper chromatography or Adobe Photoshop to quantify the green color of mongo seedlings.

Positive Control Setup: mongo seedlings fully exposed to sunlight

Negative Control Setup: mongo seedlings not exposed to sunlight

Experimental Setup: mongo seedlings partly exposed to only one direction of sunlight

Materials

30 pieces green mongo seeds, soaked overnight in tap water

48 ply 4” x 4”tissue paper damped in tap water

3 pieces empty plastic container with cover

Aluminum foil

Method

1. Moisten each 16 ply of tissue paper with tap water then place it into the cover of each plastic container. Remove excess water that may pool around the lid.

2. Distribute evenly 10 pieces of soaked mongo seeds around on each moistened paper placed in the cover of the container.

3. Prepare three plastic containers according to the following different specifications:

a. Container A – as it is

b. Container B – covered with aluminum foil

c. Container C – covered with aluminum foil but with a window slit of 1 cm x 3 cm

4. Cover the prepared mongo seeds using the prepared plastic containers.

5. Make three (3) replicates of the three setups and label it properly.

6. Place the setups near a window. Arrange the slit so that it points towards the source of sunlight.

7. Leave the mongo seedlings to grow for five days. Don’t let the seedlings dry out by moistening the paper pads every day.

8. Make a daily observation for five (5) days by measuring the length and angle of the seedlings. Then take pictures to measure the green levels of each setup.

9. To get the length, use a string and run it along the sides of the mongo seedlings’ sprout. Then using a ruler, measure the length of the string.

10. To get the green levels of the seedlings, take photos of each setup and use Photoshop.

Results and Discussions

Conclusion

Branches of Biology

2010-06-22T03:17:00.000-07:00

Activity No. 2
Branches of Biology

I. Materials
Any drawing / art materials

II. Procedure
1. Identify the different areas of biology and their field of study.
2. Make a creative presentation of a Biology Tree which shows the diversity of different branches of biology. Name ten branches.

III. Presentation

DIFFERENTIATE LIVING AND NONLIVING THINGS

2010-06-22T03:12:00.000-07:00

Activity No. 1
DIFFERENTIATE LIVING AND NONLIVING THINGS

I. Materials
Colored magazines
Scissor
Glue / paste

II. Procedure
1. From the magazines that you have, select pictures that you think shows characteristics of living and nonliving things.
2. Collect and separate cut-out pictures of at least five living and five nonliving things then paste them on your activity sheet. Examine your collection.
3. Make a list of specimen to be studied by preparing the table below to present your observations.
4. Determine the characteristics possesses by each specimen, based on the table. Record your answer as “YES” or “NO” or “NOT SURE” on the boxes.

III. Data and Observation

CHARACTERISTICS
Does move Does eat Does breath Does grow Does reproduce Does possess energy
SPECIMENS
Living Things
1.
2.
3.
4.
5.
Nonliving Things
1.
2.
3.
4.
5.

IV. Analysis
1. Can nonliving things demonstrate some characteristics of living things?

2. Is life possible without the interaction between living and non-living things? Why?

3. Why do you think the study of living things as in Biology, important?

Aritmitik ng Kalikasan

2010-06-08T23:13:00.000-07:00

Essay Writing Contest
1ST PLACE DIVISION LEVEL ENVIRONMENTAL SCIENCE CAMP
2ND PLACE REGIONAL LEVEL ENVIRONMENTAL SCIENCE CAMP

ARITMITIK NG KALIKASAN

JOHN NICOLE RELOZA
IV – JUPITER

ROLLY B. CAIDIC
TRAINOR / COACH

Kalikasan – Polusyon + Kabataan X Edukasyon ÷ Teknolohiya = Pag-asa

Madali lang ang pormula upang makamtan ang pag-asang iligtas sa kapahamakan ang ating mundo. May mga bagay na dapat tanggalin, mga mahahalagang taong dapat idagdag, mga salik na kailangan paramihin at paglikha ng kapaki-pakinabang na bagay upang ang kaayusan ay mapanatili. Hindi kumplikado kung titingnan ngunit nakalulungkot mabatid na tila isang napakahirap na math problem ang kinakaharap ng ating Inang Kalikasan.

Lason sa dagat + Kalbong kagubatan + Sulasok sa himpapawid = Delubyo

Delubyo ang bunga sa lahat ng pagmamalabis at kapabayaan na sinukli natin sa ating likas na yaman. Patunay rito ang dalawang napakalakas na kalamidad na sina Bagyong Ondoy at Pepeng. Nagbagsak ito ng tubig na umabot sa 341.33mm, sa loob ng anim na oras lamang, katumbas ito ng tatlong buwang ulan. Umabot sa bilyun-bilyong halaga ng ari-arian ang napinsala at P85 dito ay sa CALABARZON pa lamang.

Polusyon – Tubig – Lupa – Hangin = Likas na Yaman

Sa bawat lason na naitatapon sa dagat, sa bawat hektaryang kagubatan na nakakalbo at sa patuloy na pagkalat ng nakasusulasok na hangin sa himpapawid, patuloy ang pagsadlak natin sa karimlan. Patunay dito ang pagsasaliksik ng mga siyentipiko na wala na umanong malinis na tubig na maiinom sa taong 2025, isa’t kalahating hektarya ng kagubatan ang nakakalbo kada segundo at 7.3 magnitude na lindol umano ang tatama sa Metro Manila. Lubusan nang kailangan na magtulungan at magkaisa upang paghandaan ang mga darating pang mga hamon ng panahon.

Kabataan X Komunidad X Pamahalaan = Pag-ahon

Pagtutulungan ang daan upang malampasan natin ang pagsubok na ito. Kabataan na magiging simula ng hakbangin. “Kapayapaan, Kalikasan, Kabataan… para sa kinabukasan. Kapit bisig sa daigdig… Kabataang mulat ang sagot”… tulad ng awit at mensahe ng yumaong si Francis Magalona, katuwang ang mga kabataan sa pagbangon ng kalikasan. Pati na rin ang komunidad na gagabay at pamahalaan na magbibigay suporta. Katuwang pa ang media sa pagpapakalat ng impormasyong sandata natin sa simula ng pagbabago. Kailangan nating tutukan ang sitwasyon at iprayoridad ang mundo. Sabi nga ng dating Bise-Presidente ng Amerika na si Al Gore, “I’ve given up my elective politics to try and save the planet”.

Edukasyon + Paghahanda = Pagbangon

Solusyon ang edukasyon sa simula ng pagbabago. Ito’y isang matibay na katuwang laban sa kakulangan sa pagkain at pagbagsak ng ekonomiya. Pagtaas ng tubig sa Laguna De Bay ng anim na talampakan at pagtaas ng temperatura kada taon ng isang sentigrado… ito ang bumabangungot sa ating mundo. Dahil dito nagsagawa ng mga programa ang pamahalaan tulad ng pagkakatatag ng Commission on Climate Change. Ito’y naglalayong protektahan ang ating bansa sa mga epekto ng global warming.

Teknolohiya ÷ Talino = Solusyon

Gamitin natin ang ating talino upang gumawa ng mga luntiang teknolohiya – isang rebolusyon laban sa polusyon at pagkagunaw ng daigdig. Halimbawa sa mga makabuluhang imbensyong ito an gang floating toilet sa Bataan, wind mill ng Batanes, water fueled car ng Mandaluyong at E-jeep sa Makati. Kung ipagpapatuloy lang natin ang paglikha ng mga ito, hindi malayong masolusyunan nating ang giyerang ito.

Pagkakaisa + Magandang Hangarin = Minimithing Kalikasan

Sa pagtanaw sa dako pa roon, liwanag ang siyang matatanaw, liwanag na patungo sa pagkahilom ng sugatang si Inang Kalikasan. Nasa ating mga berdeng kamay ang sagot sa tila napakahirap na aritmitik na ito. Panahon na upang tayo ay kumilos! Labanan ang giyera ng pagbabago ng panahon! Hindi pa huli ang lahat. Ang ating pananalig sa Panginoong Lumikha ng lahat at sarili nating paggawa ang siyang susi sa muling pagkabuhay ng nag-iisa nating tahanan – ANG MUNDO.

Nature's Babel

2010-06-07T19:40:00.000-07:00

ESSAY WRITING CONTEST – ENGLISH
FINALIST - DIVISION LEVEL ENVIRONMENTAL SCIENCE CAMP

NATURE’S BABEL

ANGELIE ANN LLANTOS
II – Diamond

ROLLY B. CAIDIC
COACH/TRAINOR

Boooom! Booom!
A massive destructive sound awakened Maria one morning. Followed by the shaking of the ground, she tries to get up from the bed to get ready for school. Mining has started again in their town and scene like this is no longer a surprise to them. Almost three fourths of the hill has already been literally flattened and miner’s job seems not yet done.

Crasshhh... creaaak... rrumble...
Big rocks and trunk of woods toppled down the slope. Destruction of our natural resources and mass consumption of fossil fuels lead to global warming and extreme climate phenomena. In fact, the year 2005 was recorded as the hottest in recorded history and over the past century human industrial and agricultural activities have started to the build-up of carbon dioxide and greenhouse gases which traps earth’s outgoing radiation leading to an enhanced greenhouse effect and a warmer earth.

Education is still an effective vehicle for bringing global warming into our collective consciousness. Knowing the how’s and why’s of our mother earth could lead to better understanding about frightening warm weather, extreme floods, extinction of animals, and even melting of the polar ice caps. Youth plays an important role on mobilization of everyone.

Whoosshh…
Don’t let Maria’s dream of a cool fresh breeze of air be a dream forever. Working together with our peers and the community can address the problem of our mother earth. This is the role of youth-led initiatives in the green economy. Young people are not only the future, they are also the now. More than 45% of the world’s population is under 25, with 1.3 billion young people living in developing countries. Over the last two years, consultations and research work with youths have demonstrated that they can make a difference in fighting earth’s destruction through their actions and advocacy activities in youth organizations. Youths are key agents of change.

Roaar… croaak… tweeet…
Nature’s harmonious sounds, do we still hear these today? Or the future lies on the ipod’s and flat screen TV’s just to experience these natural wonders. Don’t let this happen especially for our future generations. Let us put these technologies into a better usage. It depends on our hands on how to utilize these inventions and where we could apply our knowledge to help our mother earth’s calling for a better place to live in.

Ticktock... ticktock...
Earth’s clock is running out and its calling everyone’s attention before it is too late. Climate change is one of the biggest threats of our time, like a big bomb waiting to explode, don’t let this happen to the world we live in. The alarm of hope is ringing and it’s calling our awareness, this is the perfect time to act now before it’s too late. Solutions are lying within the hands of our future generations. Green economy such as environmentally sustainable enterprises, technological innovations (new sources of clean renewable energy), energy efficiency measures, etc... Youth can contribute! And yes! There is hope for Maria and her town.

Special child

2010-06-06T02:12:00.001-07:00

Kung iisipin ano nga ba mapapala ko sa panonood ng mga special child sa plaza.. Naimagine ko lang di naman nakakamangha makikita ko dun.. Pero dala ng aking curiosity at pagkabagot sa bahay sinubukan kong sumilip sa plaza tutal malapit lang kame dun at ilang araw nren naririnig ko un sa ate ko na iba iba daw pinapalabas nila sa entablado..

Bumungad sa aking ang iba iba itsura ng special child.. May ilang masaya sa kanilang suot, yun iba excited na at nagpapa picture pa.. meron din iba na parang di alam ang nangyyare sa paligid .. Tinitigan ko mga suot nila.. Walang ispesyal o naiiba sa kanilang gagawin iyon ang impresyon ko sa sarili..

Tutal wala naman akong gagawin sa bahay di na siguro masama ang mapanood ko ang kahit unang parte ng programa.. Kahit parang alam kong mejo maiinip ako sa aking mapapanood..

Nagsimulang magsalita ang mga emcee.. Masiglang masigla sila.. Nsa loob ko pilit lang nila pinasasaya ang pagsasalita para khit papano mabigyang buhay ang boring na programa nila.. Alam naman ng lahat na prang wala lang un gagawin nila dun..

Tumambad sa akin ang inaasahan kong mapapanood n mga special child.. Di alam ang gagawin.. Mayroong kung saan saan lumalakad.. Un isa ay natutuwa sa reaksyon ng tao.. Meron din namang nahihiya.. Karamihan inaalalayan pa ng volunteer na makaikot sa stage..

Ngunit ang nakikita ng aking mata ay iba sa nararamdaman ng aking puso.. Kinurot nito ang aking kalooban..

Tinagalan ko pa ang panonood s plaza.. Pinagtitiyagaan ng aking mata pero pilit pumapaibabaw ang sinasabi ng aking damdamin.. Ang kanilang galaw na karaniwang aasahang kilos ng isang special child ay iba ang kahulugan sa aking puso.. Ang kakatuwa nilang galaw ay halos kayang unawain ng aking dibdib.. Lumayo ako sa aking unang sarili.. Biglang nangibabaw sa akin ang kakaibang impresyon na hindi ko inaasahang maramdman bago ako pumunta sa plaza.. Bagkus na maawa isa ang aking napatunayan - respeto at paghanga..

Npatunayan kong Normal tayo s mga pisikal n aspeto pero pgdating s emosyonal n katayuan di tayo naiiba sa kanila.. Tulad nila kung meron s ating "normal" n malakas ang loob humarap s tao at ang iba ay takot lumakad man lng s entablado ganon din silang kung tawagin ng iba'y "abnormal".. Nakita ko ang aking sarili n hindi iba sa kanilang emosyon.. Nkkaramdam din sila ng kaba, takot, saya, hiya o gulat.. At lhat ng iyon npatunayan ko s minsang gabi n pinanood ko rumampa ang mga batang ito s harap ng mga tao s paete..

Binago ng mga batang ito ang pagkakilala ko sa nakakahong pagtingin sa kanila.. Dapat pa rin ba silang tawaging abnormal kung gayong di sila nalalayo sa ating aspetong emosyonal? Sapat ba silang kaawaan na lamang at huwag pahalagahan?

Hindi sapat na husgahan sila sa kanilang kakulangan sa pisikal at kaisipan na kalagayan.. Bagkus laliman pa natin ang ating pagkilala sa kanila at nararapat lamang n tuklasin kung ano ang dapat nating pahalagahan at pagyamanin nilang natatanging talento at kakayahan..

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corfjem paete

2010-06-03T01:24:00.000-07:00

corfjem paete: "Tatlong Kruz at wawa park"

Kaibigan ng Tito

2010-06-03T01:20:00.000-07:00

Dumalaw ang tito q s isang kaibigan minsan mpadpad kme a sta cruz.. Exited xa mkita ang dting kaklase n balita nya ay isa nang dean.. Mtgal din cla di ngkita dhil s haba ng panahong di umuwi ng pilipinas ang tito at s new york lng nag lagi upang magturo.. Natutuwa cya n mkita ang kaibigan at mpatunayan s sarili n mataas n nga ang nrating ng knyang kaklase.. Ngunit ikinagulat nyang retired n pla ang kaibigan nyang dating dean.. Hinanap nya s skul n yon ang kaibigang dean at khit ang guard ay di n ito matandaan khit ang pangalan man lng..Maswerte pa pla sya nang may mkausap na dating guro doon at iyon ang nagsabi kung nsaan n ang hinahanap ni tito at ano n ang kalagayan.. Nsa bahay nlng at doon naglalagi.. Doon ko npatunayan s sarili eto:

Pwede k mg aral at mging matagumpay s iyong lrangang propesyunal pero pag retirado ka nalhat ng bgay n un mbbalewala at iiwan mo rin.. Ktulad k nlng ng karaniwang retiradong empleyado nsa bahay at ngppalipas ng oras.. Ngunit ang pgkkaroon ng pamilya yan ang bagay n hngang s kmatayan mo alam mong bagay n di mbabalewala at di maiiwan ng panahon

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bayani din daw?!

2010-03-10T03:49:00.000-08:00

bayani din daw?!

owkie so i had to blog this one haha..

2009 Lumban Anilag Dress Rehearsal

2010-02-08T17:49:00.000-08:00

Self-Inflicted Violence: Helping Those Who Hurt Themselves

2010-02-04T23:28:00.000-08:00

Self-Inflicted Violence: Helping Those Who Hurt Themselves

by Tracy Alderman, Ph.D.

After having an awful day at work and an even worse time fighting the traffic to come home, Joan wanted nothing more than to sit down on her couch, turn on the television, order out for pizza and relax for the rest of the evening. But when Joan walked into the kitchen, what she saw indicated that this would not be the evening of her dreams. Standing in front of the sink was her fourteen year old daughter, Maggie.

Maggie's arms were covered with blood, long slashes on her forearms dripping fresh blood into the running water of the kitchen sink. A single edged razor blade sat on the counter along with several once-white towels, now stained crimson by Maggie's own blood. Joan dropped her briefcase and stood before her daughter in silent shock, unable to believe what she saw.

It is likely that many of you have had a similar experience and reaction to learning of the self-injurious activities of a loved one. This article is intended to provide some support, advice, and education to those of you who have friends and family who engage in activities of self-inflicted violence.

Self-Inflicted Violence: The Basics

Self-Inflicted Violence (SIV) is best described as the intentional harm of one's own body without conscious suicidal intent. Most types of SIV involve cutting of one's own flesh (usually the arms, hands, or legs), burning one's self, interfering with the healing of wounds, excessive nail biting, pulling out one's own hair, hitting or bruising one's self, and intentionally breaking one's own bones.

SIV is more common than you might think with roughly 1% of the general population engaging in these behaviors (and this is likely to be greatly underestimated). The explanations for why people intentionally injure themselves are numerous and diverse. However, most of these explanations indicate that SIV is used as a method of coping and tends to make life more tolerable (at least temporarily).

How Can I Help Those Who Are Hurting Themselves?

Unfortunately, there is no magic cure for self-inflicted violence. However, there are some things which you can do (and some things you shouldn't do) which can help those individuals who are hurting themselves. Keep in mind though, that unless someone wants your help, there is nothing in the world that you can do to assist that individual.

Talk About Self-Inflicted Violence

SIV exists whether you talk about it or not. As you know, ignoring anything does not make it disappear. The same is true with self-inflicted violence: it will not go away because you are pretending it doesn't exist.

Talking about self-inflicted violence is essential. Only through open discussions of SIV will you be able to help those who are hurting themselves. By addressing the issues of self-injury you are removing the secrecy which surrounds these actions.
You are reducing the shame attached to self-inflicted violence. You are encouraging connection between you and your self-injuring friends. You are helping to create change just by the mere fact that you are willing to discuss SIV with the person who performs those behaviors.

You may not know what to say to the individual who is performing acts of SIV. Fortunately, you don't have to know what to say. Even by acknowledging that you want to talk, but you're not sure how to proceed, you are opening the channels of communication.

Be Supportive

Talking is one way to provide support, however, there are numerous other ways to show your support to another. One of the most helpful ways by which to determine how you could offer support is to directly ask how you might be helpful. In doing so, you might find that your idea of what is helpful is vastly different from how others view what is helpful. Knowing what kind of assistance to offer and when to offer it is necessary in order to be helpful.

Although it may be difficult for you, it is really important that in being supportive you keep your negative reactions to yourself. Because judgments and negative responses contrast with support, you will need to put these feelings aside for the time being. You can only be supportive when you act in supportive ways.
This is not to say that you should not or will not have judgments or negative reactions to SIV. However, conceal these beliefs and feelings while you are performing helpful behaviors. Later, when you are not assisting your friend, go ahead and release these thoughts and emotions.

Be Available

Most individuals who injure themselves, will not do so in the presence of others. Therefore, the more you are with those individuals who hurt themselves, the less opportunity they will have to inflict self-harm. By offering your company and your support, you are actively decreasing the likelihood of SIV.

Many people who hurt themselves have difficulty recognizing or stating their own needs. Therefore, it is helpful for you to offer the ways in which you are willing to help. This will allow your friends to know when and in what ways they are able to rely on you.

You will need to set and maintain clear and consistent limits with your self-injuring friends. Thus, if you are not willing to take crisis calls after nine in the evening, than indicate this to your friends. If you can only offer support over the telephone, rather than in person, be clear about that.

When individuals need support around issues of SIV, they need to know who is available to help them and in what manner they can offer help. While what you do for your friends is important, establishing and maintaining appropriate boundaries is equally necessary for the relationship (and your own sanity).

Don't Discourage Self-Injury

Although this may seem difficult and irrational, it is important for you to not discourage your friends or family from engaging in acts of self-inflicted violence. Rules, shoulds, shouldn'ts, dos and don'ts all limit us and place restrictions on our freedom. When we maintain the right to choose, our choices are much more powerful and effective.

Telling an individual to not injure herself is both aversive and condescending. Because SIV is used as a method of coping and is often used as an attempt to relieve emotional distress when other methods have failed, it is essential for the person to have this option.

Most individuals would choose to not hurt themselves if they could. Although SIV produces feelings of shame, secrecy, guilt and isolation, it continues to be utilized as a method of coping. That individuals will engage in self-injurious behaviors despite the many negative effects is a clear indication of the necessity of this action to their survival.

Although it may be incredibly difficult to witness a loved one's fresh wounds, it is really important that you offer support, and not limits, to that individual.

Recognize the Severity of the Person's Distress

Most people don't self-injure because they're curious and wonder what it would be like to hurt themselves. Instead, most SIV is the result of high levels of emotional distress with few available means to cope. Although it may be difficult for you to recognize and tolerate, it is important that you realize the extreme level of emotional pain individuals experience surrounding SIV activities.

Open wounds are a fairly direct expression of emotional pain. One of the reasons why individuals injure themselves is so that they transform internal pain into something more tangible, external and treatable. The wound becomes a symbol of both intense suffering and of survival. It is important to acknowledge the messages sent by these scars and injuries.

Your ability to understand the severity of your friend's distress and empathize appropriately will enhance your communication and connection. Don't be afraid to raise the subject of emotional pain. Allow your friends to speak about their inner turmoil rather than express this turmoil through self-damaging methods.

Get Help For Your Own Reactions

Most of us have had the experience at some point in our lives of feeling distressed by our reactions to someone else's behavior. Al Anon and similar self-help groups were created to help the friends and families of individuals dealing with problems of addiction and similar behaviors.

At this point in time no such organizations exist for those coping with a loved one's SIV behaviors.

However, the basic premise upon which these groups were designed clearly applies to the issue of self-inflicted violence. Sometimes the behavior of others affects us in such a profound manner that we need help in dealing with our reactions. Entering psychotherapy to deal with your responses to SIV is one such way to handle the reactions which you may find to be overwhelming or disturbing.

You may find it strange to seek help for someone else's problem. However, the behaviors of others can have profound effects on us. This effect is further strengthened by the mysteriousness, secrecy, and misconceptions about self-inflicted violence.

Thus, entering psychotherapy (with a knowledgeable clinician) can educate you about SIV as well as assist you in understanding and altering your own reactions. When you learn that a friend or family member is injuring herself, you are likely to have an intense emotional reaction and psychotherapy will help you deal with these reactions.
Sometimes asking for help is really difficult. The individuals who have come to you telling you of their SIV and asking for your help are highly aware of this. Follow in their path. If you need (or want) help, get it. Seek a trained professional. Ask some friends for support. Speak with a religious counsel if that's helpful.

Whatever you need to do in order to take care of yourself, do it. You have to take care of yourself before you can assist another. When trying to help friends and family members who are injuring themselves, this point is critical. We cannot be of much use to anyone else if we, ourselves are in a state of need.

About the Author:

Tracy Alderman, Ph.D. is a licensed clinical psychologist residing in San Diego, California. She is the Director of Research at the University for Humanistic Studies and an adjunct instructor at Chapman University. She is also a staff psychologist for the California Department of Corrections. Dr. Alderman is currently writing a book on the topic of self-inflicted violence.
Originally published 4/15/98
Revised 04/29/2009 by Marlene M. Maheu, Ph.D.

Theories on Human Evolution

2010-01-28T06:25:00.000-08:00

II - Diamond Boy's Group Presentation on Human Evolution

Enjoy watching! give us a comment please...

REPORT: LNHS 2nd Year Dept. Relief Giving Operation

2010-01-16T19:03:00.000-08:00

“Delubyo” as the locality of Lumban would call it, Bagyong Ondoy massively destroyed majority of the Laguna’s rich natural resources last October of 2009. Indeed a year’s quarter to dredge up tragic memories of once Philippines’ pride for tourism and agricultural richness.

The town of Lumban is no exception; moreover, Lumban National High School’s bedrock as the only public high school in town was devastated by huge amount of flood along the coastal roads of Barangay Wawa. Bulk of water lily and enormous pile of garbage were dump together with mound of mud blocked the street of General Luna which is the only way to school for both students and faculty.

Soon after two weeks of putting back together the damaged houses and properties classes resumed notwithstanding high waters along the path of Wawa. Another problem faced every students and teachers as they crawl up the bangkas of fisherman trying to continue and make up for the lost days of classes.

Calling the attention of the administrators, they meet up and try to extend their deepest help by answering the problem posted by the calamity – reviving the Brigada Eskwela Part II. This targets the severely affected victims of the typhoons and gather networks of help though the involvement of the school and the community.

In response, Relief Giving Operation of the Second Year Department of Lumban National High School is advocated to provide necessary needs of the students and their families. Several collections of in-kind donations and monetary solicitations were geared up to answer the call of the season.

A success! Early morning of Friday flag ceremony was a day to commemorate as students, victims and teachers hand in hand in extending help to every members of the school. A total of 81 students were given relief packs containing canned good, noodles and used clothing were disseminated. Students were sent home that morning brining goods of good news to their families.

ACKNOWLEDGEMENT
• MR. NILO Y. DE ROBLES
Principal II, Lumban National High School

• THE FACULTY AND STAFF OF SECOND YEAR DEPARTMENT
Mr. Rolly B. Caidic
Mrs. Rowena L. Leobrera
Mrs. Jenny Robale
Mrs. Lyn V. Cacalda
Mrs. Zeny B. Baldemora

• PARENTS AND GUARDIANS
• SECOND YEAR STUDENTS and CLASS OFFICERS
• AND TO ALL WHO HELPED FOR THE SUCCESS OF THIS PROGRAM

SCOPE OF WORK DONE
• Repairing and maintenance of the school properties and facilities
• Solicitations and in-kind donations
• Repacking of the relief goods
• Relief giving operations and distribution

HOW DO I SEE EVOLUTION?

2010-01-16T18:59:00.000-08:00

It’s the story of life in our planet.

As we dig deeper and collect evidences around us, we tried to gather as much information as possible on ways how we could explain the real reason of how life started on earth and how life on earth has changed through time. How did plants and animals come about? How did the first living cells appear? These are just some of the few questions in our minds that we tried to search for an answer for us to realize our oneness with the rest of the creation in our planet.

Evolution is a complex process by which the characteristics of living organisms change over many generations as traits are passed from one generation to the next. The science of evolution seeks to understand the biological forces that caused ancient organisms to develop into the tremendous and ever-changing variety of life seen on Earth today. The way Encarta Encyclopaedia explains it; it only appears that the definition of ‘evolution’ is as complex as the word itself, it addresses how, over the course of time, various plant and animal species branch off to become entirely new species, and how different species are related through complicated family trees that span millions of years.

Hundreds of debates have flocked biology books on ways how we could trace intricate branches of organisms and how they were related with each other maybe because we only rely on evidences that would validate reality from make-believe. Up to this modern era, evolution of facts is still being altered and transformed into a piece of information that everyone would accept. From monkeys to humans, cockroaches from ancient times, dinosaurs, lochness monsters, unexplained creatures, these are all pieces of the puzzle that we tried to solve. And evolution seems to address all of these.

As life continues on earth, the story of evolution never ends. Our technological era never stops, as we go forward into the future, we also tried to go beyond the past and relate how these affect our present. The only constant thing in this world is change, true enough, facts would change, and by tomorrow there may be lots of new theories and facts that would shake the edifice of science and even evolution. There are thousands of ways how we could explain the existence of life on earth but, let us all remember that “it doesn’t matter how long you live your life... what matters is how well you live it and for whom you live it with”.

Her Name

2010-01-16T18:57:00.000-08:00

Yes it’s over, but she’s never gone...
Might fallback but I won’t abandon
All traces of her keep me holding on
Righteous love never dies for it reckon

Regretting her is not the solution
All that is left is an unanswered hope
Mark of forgiveness and elucidation
Yet delusional that love never slope

Amity of chances is for us with faith
Remained tranquil in our silent trait
Yesterday’s a past, tomorrow’s a bait
Much happiness for her is what I wait

Memories of her preoccupy my mind
Yearning her sweet smile and hair wind
Render those eyes, breathe my existence
Awe of her shove me into intense eloquence

Science Department Narrative Report

2010-01-16T18:55:00.000-08:00

Science Department

NARRATIVE REPORT

January – March 2009

I. Introduction

Embarking its new insignia, Lumban National High School continues to bring forth excellence in secondary education equally in academic and extracurricular activities for this year’s first quarter. Elevating essential developments in trilogy of focal areas such as students, curriculum and staff, its mission envisions a full throttle of its science and technology engines.

As renascent as its new name, the visionary leadership of its Principal Nilo Y. De Robles calibrated student’s performance thru intensive school-based management. Faculty enhancement trainings were implemented and reechoed to outbrave the challenges of modern-day curriculum.

Programs and projects have fully met the final output catering its target clienteles from first year to fourth year high school students. Strategies using modules, peer teachings, conferences, assessments and evaluations were parallel to the needs of the students.

II. Goals / Objectives

The following are targets and objectives employed under the action plan in science and technology for the school year 2008 – 2009 under the last quarter of January to March 2009.

· to develop the student’s achievement level in Science and Technology

· to establish science organization

· to instill environmental awareness

· to develop a teaching module

· to learn more on how to teach Science and Technology effectively and efficiently

III. Accomplishments

Students:

Students’ performances were improved by 53% showed on last March’s final departmental examination results. Established Science Clubs from first year to fourth year have developed scientific attitudes, awareness of environmental problems and solutions, leadership and responsibility among students.

Curriculum:

Improvement of the teaching – learning situation inside the classroom were bring into line as selected science faculty members did some research works. “Involvement of Students in Magic Activities in Physics” by Ms. Julie Ann Natividad was introduced to fourth year students to engage them in learning science and technology IV while having fun. “Dissection Handbooks on Selected Indigenous Plants and Animals” were performed by the second year students for the application of morphology, coordinated by Mr. Rolly Caidic for science and technology II.

Staff:

Mastery of the subject matter in science was upgraded since January. Continuous education by some faculty members improved their teaching science and technology more effectively and efficiently. Ms. Julie Ann Natividad is currently attending Ph.D in Science Education at the Philippine Normal University where she is already obtained a total of 36 units. While Mr. Rolly Caidic under the scholarship of Congressman Edgar San Luis of fourth district is still pursuing his Diploma in Science Teaching, Major in Biology at the University of the Philippines Open University where he is now enrolled as a 2^nd year.

Attending seminars are essential in keeping up with the modern trends in science and technology. Constec Seminar in Physics last February 19-20 and Chemistry last February 26-27 was attended by two faculty members Ms. Julie Ann D. Natividad (fourth year) and Mrs. Victoria R. Almario (third year) respectively.

IV. Problems Met / Encountered

With the National Achievement Test became upfront for the last quarter of this year, rigorous and intensive reviews every Saturdays and several remedial classes were done every afternoon from Mondays to Fridays.

Major problem resurfaced as pre-tests revealed low performances in science and technology. One of the findings suggests that poor comprehension and problem analysis were the reasons why students failed the preliminary exams.

Lack of school facilities and laboratory apparatuses also affects student’s learning and performances during laboratory experiments and activities. Thus, science investigatory projects were only introduced to fourth year students but failed to materialize.

V. Suggestions / Recommendations

“To raise new questions, new possibilities, to regard old problems from a new angle, require creative imagination and marks real advance in science.”

Albert Einstein

Why research?

It is for the intellectual challenge? Or is it to make the world a better place?

Margarita Alegria believes that science researchers must change their focus “from a science of recommendation to a science of implementation.”

The core focus of science evolves in three folds – knowledge, process and application. The distance between the people who produce the information and the people who use the information is vast. We do not do much to minimize this distance—not even asking if the information we are producing will be valuable to the end-users. We basically produce the evidence and go on to the next research problem.

Prepared by:

ROLLY B. CAIDIC

Science Teacher

N O T E D :

ROSALINA P. GARCIA

Head Teacher III

Genetic Engineering doesn’t address world food problem and malnutrition

2010-01-16T18:50:00.000-08:00

Genetic Engineering doesn’t address world food problem and malnutrition

One of the more current and controversial issue in the field of biotechnology is the use of bioengineering in food production. Personally, I would not support the use of genetic engineering in food production based on the several reasons I will present in my position paper. I do not think that scientists should be able to use their knowledge and social prestige in society to be able to play the role of God in creating new or better living things even if their justification is for the purpose of serving mankind.

SOCIAL, POLITICAL AND ECONOMIC CONCERNS

Supporters of this technology (Genetic Engineering) maintain that it ensures and sustains food security around the world as the population increases. As time goes on, the science behind genetic engineering is no doubt improving. Biotechnology could be the wave of the future and genetically modified foods could really provide alternatives to help increase food production. However, there is a growing wave of concern from citizens, farmers and scientists who question the way the research is currently being handled by a few large, profit-hungry corporations.

Critics believe:
• The problem of food shortages is a political and economic problem.
• Food shortages and hunger are -- and will be -- experienced by the poorer nations.
• GE Food is an expensive technology that the farmers of the developing nations would not be able to afford easily.
• Patenting laws go against the poor around the world and allow biotech companies to benefit from patenting indigenous knowledge often without consent.
• This is a very young and untested technology and may not be the answer just yet.
• Crop uniformity, which the biotech firms are promoting, will reduce genetic diversity making them more vulnerable to disease and pests. This furthers the need for pesticides (often created by the same companies creating and promoting genetically engineered crops).

Hence this leads to questions of the motives of corporations and countries who are using the plight of the developing world as a marketing strategy to gain acceptance of GE food as well as dependency upon it via intellectual property rights. A quick acceptance of GE foods without proper testing etc. could show corporate profitability to be very influential, while a thorough debate and sufficient public participation would ensure that real social and environmental concerns are in fact adhered to.

There is also the issue of do we actually need genetically engineered food, given that agriculture in small biodiverse farms are actually very productive. World hunger is extensive in spite of sufficient global food resources. Therefore increased food production is no solution. The problem is that many people are too poor to buy readily available food. Therefore measures solving the poverty problem is what is required to solve the world hunger problem.

I would like to point out an important factor that “many people in the world are suffering from malnutrition and hunger because they cannot afford to buy food, not because it is unavailable.” As highlighted in the poverty and hunger part, most of the causes of hunger are found in global politics, rather than issues of agriculture and technology (though of course those causes do exist too). As a result, a variety of groups and people are questioning the motives behind biotechnology as the political causes of hunger appear to be ignored.

An article from Miguel A. Altieri and Peter Rosset “Ten reasons why biotechnology will not ensure food security, protect the environment and reduce poverty in the developing countries” makes the observation that “most innovations in agricultural biotechnology have been profit-driven rather than need-driven” and it questions whether GE technology will really ensure food security, protect the environment and reduce poverty in the developing world. And with GE Food being an expensive technology, that does not help the case, either. Also, in some cases, it has been noted that some GE crop yields are less than conventional crops.

“Genetically engineered crops were created not because they're productive but because they're patentable. Their economic value is oriented not toward helping subsistence farmers to feed themselves but toward feeding more livestock for the already overfed rich” as stated by Amory and Hunter Lovins, Founders of the Rocky Mountain Institute in their article “Are Genetically Altered Foods The Answer to World Hunger?”

The majority of the poor and malnourished in the world depend directly or indirectly on agriculture for their livelihoods – making it essential for small farmers in developing countries such as our country, Philippines, to become more productive. Simply increasing food production is not the only answer, as there are many political, economic and social factors that play a part. Indeed, solutions do not necessarily require additional production, as much as addressing political and economic causes of inequality and hunger.

MORAL AND ETHICAL CONCERNS

However, despite all of its advantages in creating better crops, many people are very skeptical about its safetiness and possible long-term health effects. Moreover, the social issue lies deep in the realm of ethical and moral concerns. Many people feel that scientists might have gone too far in terms of experimentation. We have now come to the end of the familiar pathway of leaving everything to the creation of Mother Nature.

With the rise of advanced technology in genetics, scientists now possess the ability to manipulate genes, and redirect the course of evolution. They can reassemble old genes and devise new ones. They can plan, and with computer simulation, anticipate the future forms and paths of life. Hence, the old ways of evolution will be dwarfed by the role of purposeful human intelligence.
However, just as nature stumbled upon life billions of years ago and began the process of evolution, so too would the new creators of life find that living organisms all have a destiny of their own. To evaluate the validity of the benefits of this technology, we need to answer three simple questions: Is it safe, is it wise, is it moral? (Sinsheimer 1987).

I believe that scientists’ knowledge is still very limited in trying to understand what led to these organisms' existence and modes of adaptation. Thus scientists cannot really predict whether all their new discoveries and creations might somehow lead to a new and unexpected group of harmful species since potential organisms that could be converted by one or more mutations be transformed from harmless bugs to serious risks.

Finally, to answer the question of the advantages of genetic engineering in terms of morality and ethics, I can only say that the more we create, the more problems we will have in the long run in trying to solve them. Life has evolved on this planet into a delicately balanced and fragile network of self-sustaining interactions and equilibrium (Sinsheimer 1987). If we try to change or replace the creatures and vegetation of this earth with human-designed forms to conform to human will, I believe we will forget our origins and inadvertently collapse the ecological system in which we were found.

Moreover, do we really want to assume the full responsibility for the structure and make-up of our world? I think that we seriously need to intervene between the scientists and engineers to consider a solution that will help slow down all of these experiments so that we could step back and look at what we are doing.

If not, I think that these practicing scientists and researchers should be more broadly educated in our humanistic values and traditions. They need to understand the implications of what they are doing in order to be able to balance the concerns of the natural environment and that of society's humanistic needs; to bear in mind that technology exists only to serve and not create.

END NOTE

Human beings, are of course, sprung from the same DNA and built of the same molecules as all other livings things. But if we begin to regard ourselves as just another group of subjects to test our experiments on by altering or tampering with the foods we eat, just like another crop to be engineered or another breed to be perfected, we will surely lose our awe of humanity and undermine all sense of human dignity.

The use of genetic engineering in agriculture and food production has an impact, not only on the environment and biodiversity, but also on human health. Therefore, thorough biosafety assessment requires, not only an evaluation of environmental impacts of genetically engineered organisms, but also an assessment of the risks that genetically engineered food pose for the health of consumers. Let us take deeper look at some of the aspects related to genetically engineered foods.

Earth's Cry

2010-01-16T18:47:00.000-08:00

Boooom! Booom!

A massive destructive sound awakened Maria one morning. Followed by the shaking of the ground, she tries to get up from the bed to get ready for school. Mining has started again in their town and scene like this is no longer a surprise to them. Almost three fourths of the hill has already been literally flattened and miner’s job seems not yet done.

Crasshhh... creaaak... rrumble...

Big rocks and trunk of woods toppled down the slope. Destruction of our natural resources and mass consumption of fossil fuels lead to global warming and extreme climate phenomena. In fact, the year 2005 was recorded as the hottest in recorded history and over the past century human industrial and agricultural activities have started to the build-up of carbon dioxide and greenhouse gases which traps earth’s outgoing radiation leading to an enhanced greenhouse effect and a warmer earth.

Education is still an effective vehicle for bringing global warming into our collective consciousness. Knowing the how’s and why’s of our mother earth could lead to better understanding about frightening warm weather, extreme floods, extinction of animals, and even melting of the polar ice caps. Youth plays an important role on mobilization of everyone.

Whoosshh…

Don’t let Maria’s dream of a cool fresh breeze of air be a dream forever. Working together with our peers and the community can address the problem of our mother earth. This is the role of youth-led initiatives in the green economy. Young people are not only the future, they are also the now. More than 45% of the world’s population is under 25, with 1.3 billion young people living in developing countries. Over the last two years, consultations and research work with youths have demonstrated that they can make a difference in fighting earth’s destruction through their actions and advocacy activities in youth organizations. Youths are key agents of change.

Roaar… croaak… tweeet…

Nature’s harmonious sounds, do we still hear these today? Or the future lies on the ipod’s and flat screen TV’s just to experience these natural wonders.

Ticktock... ticktock...

Earth’s clock is running out and its calling everyone’s attention before it is too late. Climate change is one of the biggest threats of our time, like a big bomb waiting to explode, don’t let this happen to the world we live in. The alarm of hope is ringing and it’s calling our awareness, this is the perfect time to act now before it’s too late. Solutions are lying within the hands of our future generations. Green economy such as environmentally sustainable enterprises, technological innovations (new sources of clean renewable energy), energy efficiency measures, etc... Youth can contribute! And yes! There is hope for Maria and her town.

The art of letting go

2009-11-18T05:43:00.000-08:00

“We often fool ourselves and say that it’s love

only cause when it’s gone, we end up being lonely

So how are we to know that it just wasn’t so

That we have to let each other go…”

Its over… she’s gone…

Why do we have to part while the love is still there? Why do we have to suffer? Why do we have to cry when someone bids goodbye? Why do beginning has an end? Why do we have to meet only to loose in the end?

There are questions left unanswered, words left unsaid, letters left undone, songs left unsung, love left unexpressed, promises left unfulfilled.

In a relationship, one of the hardest things to do is saying goodbye and letting go. It is as hard as breaking crystal because you’ll never know when you’ll be able to pick up the pieces again. More often than not, they who go feel not the pain of parting: it is they who stay behind that suffer because they are left with memories of a love that was meant to be… a love that was.

“There are times when we share precious moments

but later realized they are only stolen moments

So how are we to know that it’s just wasn’t so

That we just let each other go…”

At the beginning and at the end of a relationship, we are embarrassed to find ourselves alone. Unfair as if they may seem, but that’s the way love goes. That’s drama, the bitter sweet and risk of falling in love. After all, nothing is constant but change, everything will eventually come to an end without asking when, without knowing how without why. And we must forget not because we want to but because we hate to.

In letting go, sorrows come not as a single spy but in battalion. It seems that everywhere you go, every song you sing, every turn of your head, every move of your body, every beat of your heart, every blink of your eyes and every breath you take, it always reminds you of her. Its like a stab of knife, torture in the night. Funny how the whole world becomes depopulated when only one person is missing. Just imagine there are four billion people on earth and yet it seems you only feel lonely and empty without the other.

I don’t know if it’s worth calling an art, but letting go entails special skills sparkle with considerable space and time. Time heals all wounds but it takes a little push on our part. Acceptance plays a part. Not all wishes do come true. No all love stories end with “and they live happily ever after.”

Sometimes we have to part because of circumstances beyond our control. We have to suffer if it would mean happiness for others. We have to cry temporarily to let go of the pains. Every beginning has its end like every dawn has its dusk. It’s something we can’t control, something we have to live up.

Its over… she’s gone…

But life has to go on. Goodbye doesn’t mean forever. There will always be a place and time where questions will be answered, words will be spoken, letters will read, poems will be recited in the night, songs will be sang in harmony, love will be expressed in solitude and promises will be fulfilled. Somewhere. Somehow. Someday.

“if loving you is all that means to me,

and being happy is all I hope you’ll be.

If loving you must mean,

I really have to set you free…”

- spongebob

Plant and Animal Dissection Handbook

2009-09-10T07:03:00.000-07:00

Plant and Animal Dissection Handbook

by ROLLY B. CAIDIC
University of the Philippines Open University
Diploma in Science Teaching
Major in Biology

Ready? Get Set… Dissect!

What do you know about plants and animals? I’m sure you have an idea about its parts and how it works but can you tell exactly where, why and how those parts function? In this handbook, you are going to learn biology by dissecting a euphorbia and a dog; you will need to work and think like a biologist. Most important of all, you will want to ask yourself the questions that a biologist asks:

What is this part?
How does it function?
Why?

These are the questions that most scientist ask when they experiment. When a scientist experiment, he tries to discover a new fact or idea. Sometimes he may try to prove something people already know or think they know.
You will find dissection activities here that can be done by using ordinary euphorbia plant or our askal breed dogs and tools that are easily found. Just remember, a scientist watches his work carefully and thinks about what he is doing. He isn’t afraid to try something new or do it in a different way.
The experiments here are not fully described, so do them as you think they should be done.

The pictures will be helpful in giving you starting ideas. Don’t be discouraged if you fail occasionally. That’s the way to experiment and discover. So are you ready? Get set… GO Dissect!

PLANT SPECIALIZATION

Crown of Thorns
Local Name in Filipino: Euphorbia
Scientific Name: Euphorbia milii var. splendens (uu-for' bee-ah mill' ee-ii splen' dens)

Kingdom Plantae – Plants
Subkingdom Tracheobionta – Vascular plants
Superdivision Spermatophyta – Seed plants
Division Magnoliophyta – Flowering plants
Class Magnoliopsida – Dicotyledons
Subclass Rosidae
Order Euphorbiales
Family Euphorbiaceae – Spurge family
Genus Euphorbia L. – spurge
Species Euphorbia milii Des Moul. – christplant
Variety Euphorbia milii Des Moul. var. splendens (Bojer) Ursch & Leandri

INTRODUCTION

The joy of planting Euphorbia
What’s this craze over euphorbia? Why are people going gaga over this thorny plant? Look around your town and you will notice that many people, whether rich or poor have euphorbia plants displayed in their front yards. Some are planted in clay pots, black plastic pots and some are planted in lowly tin cans. It’s always a pretty sight to behold - euphorbia plants teeming with pretty flowers.
It’s a staple in local gardens. Aren’t they come in different colors of yellow, pink, orange, white, red in varying shades, some are combination of colors? It’s also available in different sizes, from cute button-like blossoms to inch-sized flowers. You can also spot them being sold by ambulant vendors during market day. It seems that this craze has been going on for some time now and vendors are making good money from it.

Why Euphorbia?
As the picture shows, you can observe a lot of things from euphorbia. I think that euphorbia easily caught the fancy of plant lovers because it blooms abundantly all year round. I heard someone say that it’s not greedy with its flowers. How true! Just look at the plant when it’s in bloom. It has so many flowers, that sometimes there are more flowers than the leaves. And yes, the flowers in different sizes, variety of colors, and unique formation of petals are so captivating. You can also admire the flowers longer coz they don’t easily wilt. Another reason I suppose is that it’s very easy to propagate and grow.

Plant it yourself!

The first collection of euphorbia plants you can have is from your friends’ and neighbors’. They could give you some stems cut from the “mother” plants and plant them in pots. But wait! The newly planted cutting shouldn’t be watered for at least a week they call this technique in tagalog as “binibihag”. Why do you think they do this? Another helpful advice is that it should be exposed to sun; so it will yield an abundant bloom. This is a low maintenance plant as it has high tolerance for heat. Do we need to water it more often? What are the other planting practices should you consider in planting this kind of succulent deciduous shrub?

MAJOR EXTERNAL STRUCTURES

What are the major parts of a plant? What are their functions?
Watch out for the thorns! Ask an adult to help you get a plant sample of euphorbia. Use hand gloves or any protective gear when handling the plant.
Observe the picture showing the major organs of a plant. Can you see these on your euphorbia plant? What are the differences between the parts shown on the drawing and the parts of your plant sample? You can use a ruler or a tape measure in measuring your specimen. How can you describe each part of euphorbia plant?

STEM DISSECTION
What’s inside the succulent stems of euphorbia plant?

Remove all the leaves and thorns of your plant sample. Carefully cut the widest stem part crosswise. Use longer forceps and knife and hand gloves when doing this. Do you see a white – milky sap coming out of the stem? What is this sap for? Those can be very dangerous and toxic so avoid getting it on your skin and especially on your eyes! Can you see sap like this coming out from the other parts of the plant?
Wipe off the sap with a piece of cloth or paper. Then slice the stem lengthwise. How do you describe the internal parts of the stem? Can you see different layers inside the stem? What layers of the stem are saps coming from?
Identify those parts of the stem by comparing it with the diagram below.

FLOWER DISSECTION

Did you know that the brightly colored ‘petals’ we see on euphorbia are actually modified leaves called ‘bracts’? The flowers which are called cyathia (singular: cyathium) are in the center, quite small and uninteresting looking. What do you think is the flower’s function? Why do you suppose the bracts of flowers of euphorbia are so colorful, uniquely shaped? Do they have some special purpose for that?
By using a scalpel or an ordinary blade cut the flower of the euphorbia plant lengthwise. Be careful not to damage the central part, remember that’s the actual flower and important parts are there. Can you identify the parts of the flower by comparing it with the picture below?

MORPHOLOGY OF EUPHORBIA

PARTS OF THE STEM

Stems are structures which support buds and leaves and serve as conduits for carrying water, minerals, and sugars. The three major internal parts of a stem are the xylem, phloem, and cambium. The xylem and phloem are the major components of a plant’s vascular system.
The vascular system transports food, water, and minerals and offers support for the plant. Xylem vessels conduct water and minerals, while phloem tubes conduct food. The vascular systems of monocots and dicots differ. While both contain xylem and phloem, they are arranged differently. In the stem of a dicot such as the euphorbia, the vascular system forms rings inside the stem. The ring of phloem is near the epidermis or external cover of the stem and is a component of the epidermis in mature stems. The xylem forms the inner ring; it is the vascular cambium in herbaceous plants.
The cambium is a meristem, which is a site of cell division and active growth. It is located between the xylem and phloem inside the bark of a stem and is the tissue responsible for a stem’s increase in girth, as it produces both the xylem and phloem tissues.

PARTS OF THE FLOWER
The sole function of the flower, which is generally the showiest part of the plant, is sexual reproduction. Its attractiveness and fragrance have not evolved to please man but to ensure the continuance of the plant species. Fragrance and color are devices to attract pollinators that play an important role in the reproductive process.
The pistil is the female part of the plant. It is generally shaped like a bowling pin and located in the center of the flower. It consists of the stigma, style, and ovary. The stigma is located at the top, and is connected to the ovary by the style. The ovary contains the eggs which reside in the ovules. After the egg is fertilized the ovule develops into a seed.
The stamen is the male reproductive organ. It consists of a pollen sac (anther) and a long supporting filament. This filament holds the anther in position so the pollen it contains may be disbursed by wind or carried to the stigma by insects, birds or bats.
Sepals are small green, leaflike structures on the base of the flower which protect the flower bud. The sepals collectively are called the calyx.

CYATHIUM

The very special pseudanthia in the genus Euphorbia (Euphorbiaceae) are known as Cyathia. A cyathium consists of:
• five (rarely four) bracteoles. These are small, united bracts, which form a cup-like involucre. Their upper tips are free and in the beginning cover the opening of the involucre (like the shutter of a camera). With these alternate:
• five (1 to 10) nectar glands, which are sometimes fused.
• one extremely reduced female flower standing in the centre at the base of the involucre, consisting of an ovary on a short stem with pistil, and surrounded by:
• five groups (one group at the base of each bracteole) of extremely reduced male flowers, which each consist of a single anther on a stem.
The flower-like characteristics of the cyathia are underlined by brightly coloured nectar glands and often by petal-like appendages to the nectar glands, or brightly coloured, petal-like bracts positioned under the cyathia.

END NOTE
Congratulations! You are now an experienced biologist. If you have kept notes on your work you will be able to check each idea that you worked on. You can even design and write about your own experiments too. Look around! Try dissecting other parts of the plant or animal you’re working on. Keep trying and you can discover a lot more.
This handbook is designed to delight and challenge the young biologists. This will help him apply methods of scientific research to find answers to these questions for himself. All the dissections can be conducted with a plant or animal and other indigenous materials.

ANIMAL SPECIALIZATION
Filipino Dog
Local Name in Filipino: “Aso”/ “Askal” (Asong kalye) / “Aspin” (Asong Pinoy)

Kingdom Animalia (animals)
Eumetazoa (metazoans)
Bilateria (bilaterally symmetrical animals)
Deuterostomia (deuterostomes)
Phylum Chordata (chordates)
Craniata (craniates)
Subphylum Vertebrata (vertebrates)
Superclass Gnathostomata (jawed vertebrates)
Euteleostomi (bony vertebrates)
Class Sarcopterygii (lobe-finned fishes and
terrestrial vertebrates)
Tetrapoda (tetrapods)
Amniota (amniotes)
Synapsida (synapsids)
Class Mammalia (mammals)
Subclass Theria (Therian mammals)
Infraclass Eutheria (placental mammals)
Order Carnivora (carnivores)
Suborder Caniformia (caniform carnivores)
Family Canidae (coyotes, dogs, foxes, jackals,
and wolves)
Genus Canis (dogs, jackals, and wolves)
Species Canis lupus (gray wolf)
Subspecies Canis lupus familiaris (dog)

INTRODUCTION

The Love of Filipinos for Dogs

Do Filipinos share a special bond with Dogs? The dog is one of the most popular animals in the world. It was among the first animals to be domesticated, or trained for use by humans. It is characterized by loyalty, friendship, protectiveness, and affection. Therefore, dogs are also known as man's best friend.
The bond between dogs and people has existed for thousands of years, and dogs are still an indispensable part of the lives of farmers, ranchers, hunters, police and customs officers, and many people with disabilities, among others. In the Philippines dogs serves as “bantay” or guard of the house. They are treated just like one of the members of the family.
An askal is a mixed-breed (mongrel) dog in the Philippines. The name is a Tagalog-derived contraction of asong kalye (street dog). It is applied to mongrels due to their often stray nature. These dogs are often more resilient than pure-bred ones.
Unlike other dog breeds whose origins can be readily traced, the askal’s roots are unclear. But we do know that they have been around for a very long time. Documents dating back to the late 17th century show evidence of the existence of these dogs in Philippine soil. A photograph taken in 1904 even shows an Igorot tribesman with his hunting dog. Whether these dogs are native to the Philippines or introduced to the country by foreign traders and explorers is still debatable.

Physical Characteristics
Domestic dogs vary widely in appearance, particularly in size. The Shih Tzu, for example, is 20 to 28 cm (8 to 11 in) in length and weighs 4 to 7 kg (9 to 15 lb). The Irish wolfhound is at the other end of the scale, measuring about 71 to 94 cm (about 28 to 37 in) at the shoulder and weighing up to about 61 kg (about 135 lb). Coat color, length, texture, and pattern also vary greatly. The muzzle may appear shortened, as in the Pekingese, or elongated, as in the Doberman pinscher. Limbs are relatively short in the basset hound and dachshund, but long in the greyhound. Ear shape and carriage also vary, but these characteristics may be influenced by a dog owner’s decision to crop, or cut, the ears to make them stand up. Some dogs, notably the chow chow, even have a naturally blue-black tongue.
The askal is suitably built for the tropical climate of the Philippines. Its short and practically non-shedding coat helps the dog withstand the hot, harsh summers in our country. These dogs are, quite contrary to belief, intelligent. Their street-smart ways can attest to that. Leave another breed of dog to fend for itself on the streets and I can assure you, it cannot adapt as well as an askal can. It is also fallible to say that native dogs cannot be trained. An askal can hold its own against any breed. It is not only foreign breeds that can be taught to perform tricks. With patience and the proper training techniques, any breed of dog has the potential to learn, and an askal is no exception.

Owning Your Own Askal
Every Pinoy probably grew up with dogs around them. But the plight of askals is pitiful. Thousands live off the streets because their owners either got tired of taking care of them or because the dogs have become too much of a burden. Owning a dog entails a lot of responsibility. The decision to adopt a dog should be made carefully because it is a serious commitment that can last for several years. Small dogs may live 12 or more years, although very large dogs typically have a shorter lifespan, sometimes as brief as 8 years. Before owning a dog, potential owners should examine their lifestyle, living accommodations, and plans for the dog. Other decisions should include who, in the case of a family, will care for the dog and whether the family or individual owner will have enough time, attention, and money to meet the dog’s needs.
Askals, like any other dogs, need food, water, and most importantly, a good home. The streets are not good homes for them. They could easily get infected with canine viruses such as parvo, distemper and rabies in the streets. The high incidence of human fatalities due to rabies in our country should not be blamed on askals, but on human negligence. And sadly, hundreds of homeless askals are sent to dog pounds every year where they are put to sleep.

DISSECTION
Anatomical Direction
Before beginning a dissection, it is important to have an understanding of some of the basic directional terminology associated with the dissection of specimens. Some of these terms include proximal, which means toward the body, and distal, which means to move away from the body. Other important anatomical directions are indicated below.

Key Anatomical Directions

Dissection Safety Rules
Proper safety procedures when working with dissection tools and specimens is of greatest importance. Some safety rules to engage in when dissecting specimens are as follows.
• Follow all instructions given by your teacher.
• Inform your teacher of any illness as a result of exposure to chemicals used in specimen preparation.
• Avoid contact with preservative chemicals. Rinse the specimens completely before dissection.
• Know where the eye-wash fountain is if needed.
• Wear safety goggles to prevent the splashing of any chemicals into the eyes.
• Properly mount dissection specimens to dissecting pan. Do not dissect a specimen while holding it.
• Handle scalpel or razor blade (safety edged) with extreme care.
• Always cut away from your body and away from others.
• Never ingest specimen parts.
• Never remove specimens or specimen parts from the classroom -- until the dissection is completed all parts of the dissection must remain within the dissecting pan.
• Properly dispose of dissected materials.
• Store specimens in as directed by your teacher.
• Clean up the work area and return all equipment to the proper place when the dissection is completed.
• Wash hands after each dissection.
Dissection Equipment
The pictured dissection equipment from left to right is (1.) a teasing or dissection needle which used to pull apart muscle tissue, (2) dissecting scissors which are used to cut through tissue, and (3) a scalpel, which is a knife used to slice through and cut tissue.

ANIMAL DISSECTION
The dissection of animals is important for many reasons. It helps in the learning about the internal structures of animals. It also allows students to learn how organs and tissues are interrelated. Another purpose of dissection is to allow the comparison of organisms in terms of their organs and relative complexities. While many good simulations of dissections may be observed, it seldom can replace the benefits of the actual participation in an actual dissection.
Usually the dissection procedure involves tying the organism down firmly on the dissection pan, cutting the organism open on its ventral side (as pictured below), and pinning its tissues and muscles back to observe its internal organs. Different teachers may have their own preferences in terms of their emphasis on the tissues and organs to be observed in a dissection.

Skinning

How can you describe the skin? What is its function? Lay the cat on its back on a flat, easy to clean surface. Taking a small pair of sharp scissors, start to make a cut at the lowest point of the front of the ribcage, in the centre. Do you feel the natural hollow where your bottom ribs join the sternum? That is where you need to start cutting. Snip a shallow cut. Insert the rounded blade of the scissors just under the surface and cut up the way, in a straight line to the neck. From the neck, cut in a line towards the right corner of the mouth. Repeat the process by cutting down along the belly to reach the pubic bone (part of the pelvis). The long cut you have just made is called the ventral cut. Snip down the inside of each leg to the knee and then down to the dew claw in a smooth, clean line. At the dew claw, make a cut around the circumference of the leg, taking care not to nick any tendons.
Reaching into the ventral cut, carefully tease the skin away from the underlying muscle or bone until the skin has been freed from the body of the dog, but is still held at the head and anus. You will notice a cotton-like, fibrous material that ties the skin to the flesh. This is called the superficial fascia. Be careful to only remove the skin and not the tissue. Particular problem areas will be the flanks, the neck, the shins and particularly the head, when you get to it. Take your time and ease the skin away in the difficult areas.
Now that the skin is mostly free, it's time to start cutting again. Using the scissors, start to cut down from the pubic bone past either side of the sex organs. Cut around either side of the perineum (genitalia and anus) towards the tail, thus effectively circling this part of the dog’s anatomy. Then cut the skin between the tail and the anus, thus leaving a ring of fur around the perineum. Make a cut down the length of the tail and peel the skin away.

Muscular System
Hind Limb (medial)
Carefully remove the skin by pulling it down and off the end of the lower leg. You can cut it off if it is too difficult to remove, but do not cut any muscle fibre. The yellowish-white material under the skin is fat. Is there more fat in the thigh or the leg?

Now that the skin and fat are off, you can see the muscle – the ‘meat’. Examine the muscle and separate the bundles of muscles with your fingers. What is the function of muscles? Begin the dissection by inserting your thumb into the muscle of the lower leg. You will need to push quite hard through the shiny lining (called fascia) that is over the muscle, but it will give way at the natural separations between the muscle bundles. Continue separating the muscle into bundles by forcing your thumb and fingers through the muscle until you are able to see several separate bundles. At both ends of the muscles, you will see the strong, white cords, called tendons. What are tendons for? Can you differentiate it from muscles and other organs in the hind limb?

Thoracic Cavity

The thoracic cavity is separated from the abdominal cavity, which contains the gastrointestinal tract, by the thoracic diaphragm. The thoracic cavity contains the great vessels, the heart and the lungs, and some smaller structures.
To expose the contents of the thoracic cavity, first use a scalpel and made a transverse incision anterior to the lowest point of the front of the sternum in order to avoid cutting into the abdominal cavity. The incision was caudal to the ribs that attached to the sternum and ran from the right side of the ventral thorax to the left side of the ventral thorax. Cut across the area posterior to the clavicles and remove the cut ribcage. Can you identify the lungs and diaphragm? What organ system do they belong? The dog has right and left lungs, each covered in parietal and visceral pleura. There are how many lobes in the lungs? Can you identify them and their locations?
Carefully remove the left lung, to be able to see the dorsal aorta, esophagus, vagus nerve, and azygous vein. What organ system these organs belong to? What are its functions? The most medial of the four is the descending aorta. Lateral (left side) to it is the left vagus nerve, which is located superior to the esophagus. The esophagus is situated deep to the vagus and medial to the azygous.

Digestive System

The dissection part is very simple. Make an incision on the ventral side of the dog starting at the diaphragm and continuing all the way down to the base of the tail, opening up the abdominal cavity. The organ that is most cranially situated in the abdominal cavity is the liver. What is the important function of live? What are the secretions produced by liver?
The stomach is situated caudal to the rib cage in the left part of the abdominal cavity. The stomach has a few different roles in the digestion process. What are those functions? Can you identify the stomach and liver from the rest of the organs?
The structure that takes up most of the space in the abdominal cavity is the intestine. How can you describe the intestines? The intestine is usually divided into the small intestine and the large intestine. Can you identify the two types? What is its importance in digestion of food?

Excretory System
Before the excretory system can be examined, the gut tube, and all of its associated organs (liver, spleen, gall bladder, pancreas, etc.) must be removed. Remove all of the internal organs together being careful not to damage the urogenital organs and all of their associated vasculature and ducts. The region dorsal to the guts should be cleaned.
The kidneys are “retroperitoneal” or embedded in the abdominal wall and it is surrounded by a relatively thick pad of fat. Remove the tissue and the fat surrounding the kidneys. Be careful not to damage any of the vessels running to and from the kidneys, the ureters running from the kidneys to the bladder, or the adrenal glands, which sit on the cranial end of each kidney. Can you describe the kidneys? What are its major function?
Follow the ureters caudally to the bladder. The bladder is ventral to the uterus and rectum in the pelvis. If the two ureters carry urine produced in their respective kidneys where is it stored? How does the bladder works upon urination? What part does the urine leaves the body?

Ovaries and Uterus

Female dogs, like all female mammals, have two small ovaries. They are located caudal to the kidneys and craniolaterally to the uterus. Each has its own vascular supply and is attached to the body wall via the ovarian ligament. The ovaries are closely associated with the uterus (and indeed appear attached to it) and lie at the apex of each of the two uterine horns.
The uterus of the dog is very different than that of the human (in fact, the cat’s uterus is closer to the typical mammalian condition) in that it has two distinct horns. In the pregnant cat, each of these horns can contain multiple developing fetuses with zonary placentas. Each fetus has its own placenta, chorion and amnion and its own pouch-like region of the uterus.

Brain

Begin this dissection by scraping away the temporalis muscle from the anterior portion of the skull. Once the skull was visible, we used scissors to cut around the perimeter of the skull, making sure not to damage the brain. It is difficult to cut through the skull because the bone was harder and thicker than most of the other bones in the dog’s body. What is the function of the skull?
Remove the top of the skull and notice the dura mater coming off attached to the inside of the skull. What do you think is this for? Using a probe, gently lifted the brain out of the head. Then cut the brain stem, fully freeing the brain from the head. Inside of the brain case, see the optic chiasm where the optic nerves cross and then enter the brain. Still attached to the brain was one of the two optic nerves. What organ is the other end of optic nerves and what is its function?
To divide the brain into its right and left hemispheres, use a scalpel cut down the longitudinal fissure of the brain. The interior view of the brain revealed the third and fourth ventricles as well as the corpus callosum. In addition, a distinct separation between the pons and medulla oblongata are visible. Can you identify these parts of the brain? What do you think are their functions?

LAST WORD
Why do we dissect animals and plants?
We dissect to provide a way for us to learn about the internal and external anatomical structures of animals and plants. By taking a hands-on learning approach, we can get a real sense of the relationships between organism’s structures. Drawings and pictures are not enough. The true feeling of being in the field and actual dissection is very different than by just imagining it.
For many students however, dissections can be very disturbing. Online dissections provide the means to experience actual dissections without all of the mess. But the real deal is not there. It is my idea not to provide all the answers in this handbook. Questions are provided to suggest things to watch for and ways to look for them to precede them with independent investigations.

REFERENCES
Bailey, Regina (2008). Virtual Cat Dissection. About.com.: Biology. Retrieved September 14, 2008, from http://clk.about.com/?zi=1/XJ&sdn=biology&cdn=education&tm=569&gps=
59_803_1276_577&f=00&su=p897.2.336.ip_&tt=2&bt=0&bts=1&zu=
http%3A//bio.bd.psu.edu/cat/
Buckley, James M. Jr. (2003). Dissection. Oswego City School District Regents Exam Prep Center. Retrieved September 10, 2008 from www.regentsprep.org/Regents/biology/units/laboratory/dissection.cfm
Dazee (2006) Euphoria over Euphorbia. Dazee Writes About. Retrieved September 12, 2008 from http://dazeee.i.ph/blogs/dazeee/2006/04/26/euphoria-over-euphorbia/
Faucon, Philippe (2005) Crown of Thorns. Desert Tropicals. Retrieved August 7, 2008, from http://www.desert-tropicals.com/Plants/Euphorbiaceae/Euphorbia_milii.html
Jacqueline (2007) Splendid Euphorbia milii in exotic and bizarre colors! John & Jacq’s Garden. Retrieved September 13, 2008, from http://www.jaycjayc.com/euphorbia-milii-crownofthorns/
Mitchell, Bob (2005) Euphorbia milii var. splendens. St. Andrew’s Botanic Garden. Retrieved August 7, 2008, from http://www.st-andrews.ac.uk/~gdk/stabotanic/nov05pom.htm
Pignatti, Sandro (1982) Flora d'Italia, Edagricole, Bologna. ISBN 8850624492. Retrieved September 14, 2008 from "http://en.wikipedia.org/wiki/Cyathium"
Tan, Michael (2007). "Askal". Philippine Daily Inquirer. Retrieved September 14, 2008, from http://opinion.inquirer.net/inquireropinion/columns/view_article.php?article_id=62750
University of Arizona (1998) Botany: Plant Parts and Functions. Arizona Master Gardener Manual. Retrieved Sept. 14, 2008 from http://ag.arizona.edu/pubs/garden/mg/botany/plantparts.html
University of Michigan (2008) Canis lupus familiaris dog. Animal Diversity Web. Retrieved Sept. 14, 2008 from animaldiversity.ummz.umich.edu/site/accounts/information/Canis_lupus_familiaris.html
Vincentz, Frank (2006) Image:Cyathium cross1 ies.jpg. Wikimedia Commons. Retrieved August 7, 2008, from http://commons.wikimedia.org/wiki/Image:Cyathium_cross1_ies.jpg
Weil, Anne (2002). Comparative Mammalian Anatomy. Duke University Biological Anthropology & Anatomy. Retrieved September 14, 2008, from www.baa.duke.edu/companat/BAA_289L_2004/index.htm

INTERNET ACTIVITY NO. 21

2009-08-05T09:04:00.000-07:00

CELLULAR RESPIRATION

Welcome aboard everyone!

We will have our very first ONLINE ACTIVITY here. I will require you to have some basic knowledge about computers and internet. At any rate, you may seek coaching from your classmates or just tap someone’s shoulder besides you and don’t hesitate and don’t be scared to ask. = )

Answer all the Guide Questions at the end part of this activity. Then before signing out here please give me your feedbacks. How was your experience in using internet? Does this activity helped you? Did you experienced any problems> What are those? I need those answers so I may troubleshoot some inadequacies in using this type of technology. There is a big big room for improvements here. I am always looking forward for your constructive criticisms, suggestions or comments.

You have two options in passing your Internet Activity:
1. Send your ANSWERS to the Activity Sheets online through my email address: rollycaidic@yahoo.com
Indicate your Complete Name and the Activity No. as your subject… or
2. Print your answers on short bond paper then pass it to me personally on Tuesday.

Enjoy learning everyone!

INTERNET ACTIVITY NO. 21

CELLULAR RESPIRATION

Converting Food to Usable Energy
Cellular respiration is a complex series of chemical reactions that harvests the energy trapped in the bonds of glucose sugar molecules and converts it into a chemical form that can be stored for later use. Humans and other animals obtain glucose sugar molecules from food, such as the fruits and grains shown here, while plants create glucose sugars in the process of photosynthesis. Essential to the survival of most organisms on Earth, cellular respiration yields the energy that makes our bodies function properly.

Procedure:
I. Click on the following websites. Then answer the following Guide Questions.

Interactive Aerobic and Anaerobic Respiration
http://www.sp.uconn.edu/~terry/Common/respiration.html
Cellular Respiration Overview
http://staff.jccc.net/pdecell/cellresp/respintro.html
Aerobic Respiration map
http://staff.jccc.net/pdecell/cellresp/respoverview.html
Glycolysis map
http://staff.jccc.net/pdecell/cellresp/glycolysis.html
Krebs cycle
http://staff.jccc.net/pdecell/cellresp/krebs.html
Electron transport System map
http://staff.jccc.net/pdecell/cellresp/ets.html
Fermentation
http://staff.jccc.net/pdecell/cellresp/fermentation.html
Biology 231 Cell Biology Laboratory
http://www.science.smith.edu/departments/Biology/Bio231/
Here’s a song about cellular respiration.
http://biology.clc.uc.edu/courses/bio104/atp.htm

here are some videos i got from youtube.com

II. Guide Questions:
A. In what form is energy stored in humans?
B. Why do organisms need to store energy?
C. Write the equation for aerobic cellular respiration
D. What are the stages of aerobic respiration?
E. Describe the following:
a. Glycolysis
b. Kreb’s Cycle
c. Electron Transport System
F. Differentiate anaerobic cellular respiration from aerobic respiration
G. What is the site of aerobic cellular respiration in all eukaryotic cells?

more planting trials

2009-06-19T00:10:00.000-07:00

My first few attempts were in vain though. The plants died after three months much to my disappointment. How ignorant I was back then! I didn’t even asks my co-teachers how many times a week should I water it and where should it be placed. Few weeks have passed and this is now what my plant looks.

This is now my second attempt to propagate a euphorbia plant. Just in time for my plant dissection handbook, I will be able to use it as well during my dissections. Now I have a lot of questions in mind to ask the seller of euphorbia plants in our weekly “tiange”.

1. What is the breed of this euphorbia plant? Its imported she said…
2. Every when should I water it? Every week she answered…
3. Do I need to apply fertilizers on it? Yes, monthly would do. Do not overdo it…
4. Where should I place my plant? Near well lighted places.
5. Can I took it out of the soil then bring it back after my examination? Yes but do not water it right away. Wait for 2 days after then water it.
6. Why? So that the plant can adopt to a new soil and it would not drowned.
7. How much is it? Only 25 pesos. Different varieties are more expensive because of the petals.
8. Can I propagate it? Yes, one tip from me, choose the plants which has plenty of stems. You can cut these off later and plant, thus increasing your collection.

Isn’t it great? Now I’m caught in the euphorbia fever too!

the euphorbia fever

2009-06-18T23:35:00.000-07:00

Few months ago, I noticed some of my cp-teachers which are plant lovers are requiring drop-to-be students to bring euphorbia plants to our school as their project. Yeah it’s a laughing stuff at school normally students wouldn’t buy teachers’ wants. They thought it was a joke bringing plants to save their failing grades but my co-teachers were not joking! They really badly wanted to propagate this plant to their gardens. As soon as I am aware of this, that’s the time I noticed most of the front yards are starting to change their old plants to euphorbia. Until I realized euphorbia paint the town of Lumban red and pink.

So for my plant specialization, I chose this because of its abundance to my locality. I bought my first plant last March 2008. Brightly and bloody colored red flowers and heaps of green leaves there is. Then school days start and I forgot to take good care of the plants. As soon as this come to my attention, flowers begins to fall one at a time. I thought the plant were just adjusting to its new environment.

One time I got the chance to look at it closer. As I am getting close I noticed leaves were also diminishing! Mostly were already decaying on the soil and some had jagged margins. I tried to look underneath the leaves and to my surprise two caterpillars are devouring my plants! I hurriedly pick a stick and took it out of my sight. Well too late, leaves are badly damaged and stems were all left out. I pull out the complete fertilizers I bought together with the euphorbia then I observe it after a few days later. These are some of the pictures I took for my documentation.

this photo was taken after i took my euphorbia plant away from the garder in front of our yard because i thought caterpillars that ate my plant were from the other plants. i placed my euphorbia plant in front of my window next to where i could always observe it. i also apply fertilizers to it and water it every after two days.

About my Euphorbia Plant

2009-06-08T06:46:00.000-07:00

I bought my euphorbia plant last February 2008 for the flower pots in front of our house. I chose this kind of plant because summer days are coming and I have learned from my co-teachers that these relatives of cactus grows best in sunny and dry places. Another thing that I consider in buying euphorbia is its low maintenance characteristics. It doesn’t require full attention and even watering is not on regular basis. Another is because it is always in full bloom most of the time.

Upon choosing the euphorbia I pick the ones with bright red color-flowers. It’s like red roses from a far. The flowers are very attractive and the plants look healthy. The sales man said it is a hybrid. I also bought 2 packs of complete fertilizers. The gardener said it would also help improve the flowering of my plant.

here is a short background information about my plant specialization:

Crown of Thorns

Scientific Name: Euphorbia milii var. splendens Des Moul.
Synonym: Euphorbia splendens
Kingdom Plantae – Plants
Subkingdom Tracheobionta – Vascular plants
Superdivision Spermatophyta – Seed plants
Division Magnoliophyta – Flowering plants
Class Magnoliopsida – Dicotyledons
Subclass Rosidae
Order Euphorbiales
Family Euphorbiaceae – Spurge family
Genus Euphorbia L. – spurge
Species Euphorbia milii Des Moul. – christplant
Variety Euphorbia milii Des Moul. var. splendens

The family Euphorbiaceae is large with about 8,100 species found throughout the world, excepting the Arctic region. Euphorbia itself is a very large genus with over 2000 species. They are characterised by having a milky latex which can cause burns and indeed some may be carcinogenic. The xerophytic species most often have spines and our plant this month - Euphorbia milii var splendens - is no exception. Surprisingly, since it does not need too much watering and, especially the fact that it flowers most of the year, but particularly in the winter months, it has become a cherished house plant for sunny dry situations.
Euphorbia milii var splendens, commonly called Crown of Thorns, is a straggly, spiny shrub bearing bright red bracts and, given a chance, will grow to 2m. Euphorbia milii was named by Des Moulins in 1826 and, while not a succulent, can withstand long dry periods when the plants will shed their leaves. The stems are furrowed and furnished with stout, tapering spines about 2cm long. The leaves occur at the top of the shoots and the branched inflorescences grow from the leaf axils. The variety splendens is simply a larger form than the species itself and occurs naturally. In fact there is considerable variation in the wild in south-west Madagascar and several have been named, including a yellow flowered form, also grown for the pot plant industry.
Of course, the related Poinsettia - Euphorbia pulcherrima - from Mexico, is a major player in the Christmas pot plant industry. These will be on sale from the Friends in December.
Many of the African species of Euphorbia have developed in parallel evolution with the Cactaceae of the Americas. This can be seen in the two borders of the Xerophytic (Succulent) House. (The information board explains the details.) Euphorbia milii var splendens has been pot grown at the Garden for many decades and was planted in the African border when the glasshouse was redesigned about 20 years ago.
Cultivation.
Euphorbia milii var splendens demands a bright, sunny situation and, while it can withstand temperatures as low as 45'F (7.5'C), it is best not to let the temperature fall below 50'F (10'C). A well drained compost is essential, for the roots will not tolerate soggy conditions. In fact the plants are better kept drier in the winter time.
Propagation.
Summer cuttings of the current years growth taken about May or June will root in heat. When taking the cuttings it is best to dip the cut ends in charcoal to stop the latex flow before inserting into a sandy compost.
Position.
Euphorbia milii var splendens is growing in the Xerophytic House on the right at the entrance from the Corridor.

References:
Mitchell Bob, Euphorbia milii var splendens, Retrieved August 7, 2008, from http://www.st-andrews.ac.uk/~gdk/stabotanic/nov05pom.htm
Crown of Thorns, retrieved August 7, 2008 from http://www.desert-tropicals.com/Plants/Euphorbiaceae/Euphorbia_milii.html

my cranial outputz, his cardiac throbz

2009-03-16T19:30:00.000-07:00

Sadness fills my empty space as i glare through his heart's summons.

Longing to ease his agony somehow.

I drenched with him in midnight rain. Perilous love puts everything in jeopardy.

I crave to witness the sun shines back at him.

Exorbitant friendship is all I could offer.

Hoping this would tranquil his wounded heart...
For my buddy, whose heart is at apathy of sheer love.

***
Never loose your grip with love for it will find you no matter what. If your heart is nowhere to be found just wait until time let it flies back into you.

***
Monotony of life builds unbalanced being. It entomb one's self in lampoon of hapiness. Friends cease to ease this shanty of isolation. I thank you for taking this part.

***
Choosing chances are only limited to those who conceived of loosing. Never quit in life for it must go on no matter how hard it is. May you have more sucess in life.

***
As i track my way to school. Tracing those paths that once we've taken. Leaving my nest for i have to strugle for life. Until this afternoon we'll cross our paths once more.

***
Memories are engravings of a heart made of gold. For we are the artist that effluence shinning smiles. Every rivulet of happy moments spurt out into an ocean of treasures. May this day carved another impressions on gleaming heart.

***
I may not at your side at times of sadness. I may not right there to wipe away those tears but one thing i can assure you... Every heart aches you keep inside crashes me from within, every tears falling down from your face drowns me tremendously, every agony and pain you feel devours me slowly as well.

***
An empty heart is what he is... Strugling to find a relationship that's true. Like an ocean of scapes with an endless path. Compass his heart to break the hiatus of scarce. He's a scavenger of love, life and friendship. Take every chances of it and cherish them all.

Nung maconfine si nanay

2009-02-02T09:14:00.000-08:00

Bata p ako nung mamatay si tatay mga grade 3 sa pagkakantanda ko at malaki pagkawala nya sa aming pamilya..

Sa musmos kong pag akap sa aming kalagayan nagkaroon ako ng takot para sa aking nanay.. Tila ginulat ako sa katotohanang maari itong mangyari sa kanya o sa kahit na sinong aking mahal sa buhay..

Ayaw kong aminin sa sarili kong mangyayari ito pwedeng ngayon, pwedeng bukas o pwedeng sa susunod na panahon pero sa aking pagkukubli sa isip ay lumalabas naman sa aking kilos at gawa..

Tuwing gabi sinasadya kong di agad matulog at bagkus ay hihintayin ko munang mauna matulog ang aking nanay.. Sa kanyang pagkakahiga at mahimbing na pagkakatulog ay dahan dahan kong lalapitan at tititigan ang kanyang dibdib..

Tanong ko pa sa sarili ko noon kung humihinga ba siya? Tumataas baba ba ang kanyang dibdib senyales na siya ay maayos n humihinga? Di pa ako makukuntento at dahan dahan akong lalapit at itatapat ang aking darili sa kanyang ilong upang maramdaman ang hangin n lumalabas pasok sa kanyang baga.. Tinangka ko pang pakinggan ang pagtibok ng kanyang puso ngunit bigo akong magawa ito sapagkat natatakot akong magising si nanay.. Di ko alam ang isasagot ko kung sakaling mahuli nya ako sa ginagawa ko..

Kasabay noon ang aking pagtitig ng mariin sa itsura ng aking ina at tila kinukumbinsi kong masigla at buhay n buhay ang aking nanay sa mga sandaling iyon.. Ilang minuto ko ito ginagawa gabi gabi bago matulog noong bata pa ako.. Tila pilit kong kumbinsihin ang sarili kong di n pwede maulit ang nangyari sa aking tatay at sa murang edad ko ay iyon na ang tanging paraan kong magagawa upang masiguradong di na maaring mangyari uli ang katotohanang tumatakot sa akin..

Simula noon namulat n ako sa katotohanang ang buhay ay mayroong hanganan.. Binuksan nito ang aking murang isip sa reyalidad na walang kasiguraduhan ang bukas at ang mga susunod na araw.. Nabatid kong mas mahalaga ang kasalukuyan kumpara s hinaharap at mas dapat kong pahalagahan ang pagkakataong ngayon na aking tinatamasa..

Sa murang isipan kong iyon lahat bumungad sa aking ang mga karanasang pilit magpahinog sa aking katauhan at gayundin kung paano ko tingnan ang buhay..

Sa pagkakataong ito ay nakaharap muli ako sa aking nanay.. Tila bumalik ako sa aking pagkabata at parang musmos n nakatitig sa kanyang pagkakahiga sa kama ng hospital.. Bumabalik ang multo ng aking nakaraan.. Muli kong kinukumbinsi ang sarili kong may magagawa na ako.. Di na ako tulad ng dating napakamurang edad at halos walang magawa kundi ang tumitig at magbantay sa pagkakahimbing na tulog ng aking nanay..

Siguro nga ngayon ay mas matapang na ako at mas siguradong kayang harapin ang hinaharap.. Nagbago na nga ako ngayon pero isa parin ang katotohanang di ko malulusutan.. Ito ay ang reyalidad na hindi nagbabago ang panahon.. Ang aral ng kahapon ay buhay na buhay at nagbabanta sa akin..

Ginigising ako ng aking ulirat na maaring di pa huli ang lahat.. Mayroon pa akong magagawa sa upang iliko ang hamon ng buhay.. Nanlalamig ang aking talampakan at parang magpapawis ang aking kamay.. Kilos! Kabog ng aking dibdib.. Kilos! Sigaw ng aking isip.. Kilos! utos ng aking katawan..Nagkakasundo ang tatlong bulong sa aking kalooban.. Kailangan ko nang kumilos at gumawa ng paraan.. Hindi simpleng pagkakataong lamang ito na mapunta sa hospital ang aking nanay.. Ito ay isang maagang pagbabadya ng maaring kaharapin ko balang araw..

Yayakapin ko na ang hamon ng kasalukuyan... paghahandaan ko na ang banta ng hinaharap.. Marahil totoong walang kasiguraduhan ang bukas ngunit kaya ko pa itong baluktutin at iligaw..

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