Wednesday, September 14, 2011

Toxin free farming - with friendly insects

      IPM is applicable to all types of agriculture and sites such as residential and commercial structures, lawn and turf areas, and home and community gardens. Reliance on knowledge, experience, observation, and integration of multiple techniques makes IPM a perfect fit for organic farming. For large-scale, chemical-based farms, IPM can reduce human and environmental exposure to hazardous chemicals, and potentially lower overall costs of pesticide application material. Steps for IPM: Proper identification of pest - What is it? Cases of mistaken identity may result in ineffective actions. If plant damage due to over-watering are mistaken for fungal infection, spray costs can be incurred, and the plant is no better off. Learn pest and host life cycle and biology. At the time you see a pest, it may be too late to do much about it except maybe spray with a pesticide. Often, there is another stage of the life cycle that is susceptible to preventative actions. For example, weeds reproducing from last year's seed can be prevented with mulches. Also, learning what a pest needs to survive allows you to remove these. Monitor or sample environment for pest population - How many are here? Preventative actions must be taken at the correct time if they are to be effective. For this reason, once the pest is correctly identified, monitoring must begin before it becomes a problem. For example, in school cafeterias where roaches may be expected to appear, sticky traps are set out before school starts. Traps are checked at regular intervals so populations can be monitored and controlled before they get out of hand. Some factors to consider and monitor include: Is the pest present/absent? What is the distribution - all over or only in certain spots? Is the pest population increasing or decreasing? Establish action threshold (economic, health or aesthetic) - How many are too many? In some cases, a certain number of pests can be tolerated. Soybeans are quite tolerant of defoliation, so if there are a few caterpillars in the field and their population is not increasing dramatically, there is not necessarily any action necessary. Conversely, there is a point at which action must be taken to control cost. For the farmer, that point is the one at which the cost of damage by the pest is more than the cost of control. This is an economic threshold. Tolerance of pests varies also by whether or not they are a health hazard (low tolerance) or merely a cosmetic damage (high tolerance in a non-commercial situation).Different sites may also have varying requirements based on specific areas. White clover may be perfectly acceptable on the sides of a tee box on a golf course, but unacceptable in the fairway where it could cause confusion in the field of play. Choose an appropriate combination of management tactics For any pest situation,there will be several options to consider. Options include, mechanical or physical control, cultural controls, biological controls and chemical controls. Mechanical or physical controls include picking pests off plants, or using netting or other material to exclude pests such as birds from grapes or rodents from structures. Cultural controls include keeping an area free of conducive conditions by removing or storing waste properly, removing diseased areas of plants properly. Biological controls can be support either through conservation of natural predators or augmentation of natural predators. Augmentative control includes the introduction of naturally occurring predators at either an inundative or inoculative level. An inundative release would be one that seeks to inundate a site with a pest's predator to impact the pest population. An inoculative release would be a smaller number of pest predators to supplement the natural population and provide ongoing control. Chemical controls would include horticultural oils or the application of pesticides such as insecticides and herbicides. A Green Pest Management IPM program would use pesticides derived from plants, such as botanicals, or other naturally occurring materials. Evaluate results - How did it work? Evaluation is often one of the most important steps. This is the process to review an IPM program and the results it generated. Asking the following questions is useful: Did actions have the desired effect? Was the pest prevented or managed to farmer satisfaction? Was the method itself satisfactory? Were there any unintended side effects? What can be done in the future for this pest situation? Understanding the effectiveness of the IPM program allows the site manager to make modifications to the IPM plan prior to pests reaching the action threshold and requiring action again. Thus, it would be much more labour-intensive.
       The balance of pests and predators meant that the farmers must know how much predators to release into his farm to control pests. If too much are released, it will turn into a catastrophe as those helpers may become predators for your farm. If too little is released, almost nothing will happen to the pests you want to remove.

      Broad Spectrum pesticides are pesticides that are designed to kill a wide range of animals. They are non-selective and often lethal to reptiles, fish, pets, and birds as well as the insects that they were originally targeted to eliminate.

Tuesday, September 13, 2011

Setting a target for EOY...

Reflecting on my term 1 , term 2, term 3, I realised that I have the potential to score. Its just that I needed more practice on mainly my chemistry, my weakest component of the 3 science components. I do best in biology but for physics, I also need to practise drawing light diagrams. Thus, I have purchased assesments books from the "popular" bookstore that specifically targets chemistry. For physics and biology, I am going do re-do all the LSS exercises and thus, I think that I can be able to sit the exams with ease. Not burning the midnight oil, I have already started on the chemistry assesment book and I hope to be able to finish that thick book by week 4 so that I would have the weekends and week 5 to do an overall revision.

My EOY target: A1

One of the most famous woman scientist - Marie Curie

Marie Curie was a Polish physicist and chemist. She was a pioneer in the field of radioactivity, the first person honored with two Nobel Prizes, and the first female professor at the University of Paris.

Achievements:
Her achievements include the creation of a theory of radioactivity , techniques for isolating radioactive isotopes, and the discovery of two new elements, polonium and radium. It was also under her personal guide that the world's first studies were conducted into the treatment of cancers, using radioactive isotopes.

While she was a French citizen, she never lost her sense of Polish identity. She named the first new chemical element that she discovered in 1898 "polonium" for her native country and in 1932 she founded a Radium Institute in her home town Warsaw, headed by her physician sister Bronislawa.

In 1896, Henri Becquerel discovered that uranium salts emitted rays that resembled X-rays in their penetrating power. He demonstrated that this radiation, unlike phosphorescence, did not depend on an external source of energy but seemed to arise spontaneously from uranium itself. Becquerel had in fact discovered radioactivity. Marie decided to look into uranium rays as a possible field of research for a thesis.

Fifteen years earlier, her husband and his brother had invented the electrometer, a device for measuring extremely low electrical currents. Using the Curie electrometer, she discovered that uranium rays caused the air around a sample to conduct electricity. Her first result, using this technique, was the finding that the activity of the uranium compounds depended only on the amount of uranium present. She had shown that the radiation was not the outcome of some interaction between molecules but must come from the atom itself. This was the most important single piece of work that she carried out.

Marie's studies had included two uranium minerals, pitchblende and torbernite. Her electrometer showed that pitchblende was four times as active as uranium itself, and chalcolite twice as active. She concluded that, if her earlier results relating the amount of uranium to its activity were correct, then these two minerals must contain small amounts of some other substance far more active than uranium itself.

Lesson on 13/9/11

Today's lesson for the first 30min, we went through lss exercise 8. Mainly, it was to prepare us for today's pop quiz. I managed to get an idea of what is going to be tested and the topics in sexual reproduction. The pop quiz was only 7 pages and was suprisingly easy. After the test, we went throught the paper and although the paper was easy, I still managed to get some questions that I was unsure of wrong. After going through, Dr Tan showed us a video on versectomy. I find it fairly gory and closed my eyes at some of the disgusting part. Maybe when I grow up, I cannot be a doctor or surgeon.

Monday, September 12, 2011

Relationships in the animal kingdom

I went to search for some relationships in the Animal Kingdom and I came out with a few interesting ones:

1)Blackbird plover and African crocodile
This is a classic example of sybiotic relationships. It is truly a case of the mouse helping the lion. The tiny bird helps the crocodile by removing tiny morsels of food from in between the crocodile’s teeth. And what does the bird do with the food thus picked? Eat them, of course. This two-way symbiotic relationship has resulted in a special bond between one of the fiercest creatures and a tiny little one.

2)Zebra and Ostrich
The zebra and the ostrich share a symbiotic relationship, where each makes up for the other’s deficiency. The ostrich has a very poor sense of smell and hearing, while these two senses are very strong in the zebra. It therefore prefers to move with the zebra, for the zebra often warns it when danger is lurking. And how does it return the favor to the zebra? Well, the zebra’s eyesight is pathetic, while the ostrich has excellent eyesight. It has particularly sharp seeing in the distance. The moment it sees danger, it warns its friend the zebra.

3)Ratel and the African honeyguide
Here is yet another example of symbiosis. The honeyguide, as its name suggests, is a wizard at locating bee’s nest with a delicious supply of honey. The problem for the bird is that it is too small to enter the bee’s nest and is also afraid of the bees’ sting. It enlists the help of the more powerful ratel (a nocturnal carnivorous African mammal that resembles a badger). With its coating of fur, the ratel is safe from the sting of the bees and he therefore fearlessly breaks open the nest and helps himself generously to the supply of honey. Once he is satisfied, he invites the honeyguide to take its share, probably a tip for helping him locate the honey.

4) Hornbills and Guenon monkeys
This is actually a case of commensalism whereby only the hornbill benefits. If the hornbills stick to the monkets and when the monkeys climb trees in search of juicy fruits, they cause moths, beetles and other insects to fall to the ground. These falling insects are veritable feasts for the hornbills. Feast without an effort, manna from the trees. The hornbills naturally stay close to the Guenon monkeys.

Sexual reproduction - Term 4

Basically, this is what I have learned:

Males


1) Testes
- Produces sperms
- Produces Testerone
- Receives blood from blood vessels in spermatic cord
- Stores inactive sperms in epididymis, a narrow coiled tube, before they enter the sperm ducts

2) Scrotum
- Testes are in them
- Outside the main body cavity
- At a lower temperature than the body

3) Sperm Duct
- Loops over a uretera
- Opens into the urethra
- Sperms travel through sperm duct after they are released from testes

4) Seminal Vesicle
- Opens into each sperm duct
- Stores sperms temporarily before they are released through the urethra

5) Prostate Gland + Cowper Gland + Seminal Vesicle
- Secrete slippery fluid which mixes with sperms
- Fluid contains nutrients and enzymes which nourish the sperms and activates them
- Mixture of fluid and sperms called Semen

6) Urethra
- Tube which passes from bladder through center of penis to the outside of the body
- Sphincter muscle at the base of bladder prevents urine from coming out during ejaculation

7) Penis
- Numerous spaces that can be filled with blood
- Contains erectile tissue
8) Sperm
- Head about 2.5 micrometers wide, contains haploid set of chromosomes, an acrosome containing enzymes that break down part of the egg membranes for teh sperm to penetrate it
- Middle body contains a lot of mitochondria, to provide energy for the sperm to "swim" to the egg
- Beating movement of tail/flagellum enables sperm to "swim" towards the egg.
- Motile

Females


1) Ovary
- Produce eggs and female sex hormones
- When eggs become mature, they are released from the ovaries

2) Oviducts / Fallopian Tubes
- Narrow mascular tube leading from ovary to uterus
- Funnel-like opening lying close to the ovary
- Egg normally fertilised in oviducts

3) Uterus
- Where fetus develops
- Shaped like upside down pear
- Elastic muscular walls
- Smooth muscle tissue in walls contract to push baby out during birth
- Soft, smooth inner lining (uterine lining/endometrium) is where embryo is implanted at
- Broken down and flows out monthly if no zygote implanted

4) Cervix
- Circular ring of muscle at lower narrow end of uterus
- Enlarges for fetus to pass through during birth

5) Vagina
- leading from cervix to outside
- Opening is called vulva
- Semen deposited in it during sexual intercourse

7) Ovum
- Female gametes
- female born with all potential ova she will ever have
- For humans: about 70k potential egg cells present at birth, only about 500 mature
- about 120 micrometers wide
- contains haploid set of chromosomes
- has abundant cytoplasm which may contain a small amount of yolk
- Surrounded by a cell surface membrane, which is surrounded by an outer membrane

Menstrual cycle

Day 1-5 (Menstrual Flow Stage)
- Uterine lining breaks down and flows out of body through the vagina
- Anterior pituitary gland secretes follicle-stimulating hormone (FSH) into the bloodstream

Day 6-13 (Follicle Stage)
- FSH stimulates the development of the follicles in the ovary
- Stimulates follicles in the ovaries to secrete oestrogen
- Oestrogen causes the repair and growth of the uterine lining (it becomes think and spongy with blood vessels)
- When a high concentration of oestrogen is present, FSH production is stopped, and the pituitary gland to secrete luteinising hormone (LH)

Day 14 (Ovulation)
- LH causes ovulation
- causes the formation of corpus luteum, which secretes progesterone and some oestrogen

Day 15-28 (Corpus Luteum Stage)
- Progesterone causes uterine lining to thicken further and be supplied with blood capillaries
- Prepare lining for implantation of embryo
- Inhibits ovulation
- Inhibits production of FSH

Term 3 reflection

I feel that I made a big mistake this term. I scored 74 for my overall, 1 mark from A1 and I know what happened. I did not hand in my assignment. I regret my action and will try to be on time for all my assignments in the near future. Basically, I find the term test easier as there is no chemistry included. Being tested on physics and biology, I am actually happy that there is not chemistry. But I know that the EOYs are coming so during my free time, I still will read up on chemistry. For ACE, I feel that I managed to get that 3 I targeted to get B3 for Independent studies but I could have gotton more just in case.