Monday, 26 October 2015

Environmental Issue - Greenhouse Effect

INTRODUCTION
The greenhouse effect refers to circumstances where the short wavelengths of visible light from the sun pass through a transparent medium and are absorbed, but the longer wavelengths of the infrared re-radiation from the heated objects are unable to pass through that medium. The trapping of the long wavelength radiation leads to more heating and a higher resultant temperature. Besides the heating of an automobile by sunlight through the windshield and the namesake example of heating the greenhouse by sunlight passing through sealed, transparent windows, the greenhouse effect has been widely used to describe the trapping of excess heat by the rising concentration of carbon dioxide in the atmosphere. The carbon dioxide strongly absorbs infrared and does not allow as much of it to escape into space.





GREEN HOUSE EFFECT


The greenhouse effect is the process by which radiation from a planet's atmosphere warms the planet's surface to a temperature above what it would be in the absence of its atmosphere. If a planet's atmosphere contains radiatively active gases (i.e., greenhouse gases) the atmosphere radiates energy in all directions. Part of this radiation is directed towards the surface, warming it .On Earth, solar radiation at the frequencies of visible light largely passes through the atmosphere to warm the planetary surface. The surface itself emits energy at the lower frequencies of infrared thermal radiation. Infrared radiation is absorbed by greenhouse gases in the atmosphere. These gases also radiate energy, some of which is directed to the surface and lower atmosphere. The mechanism is named after the effect of solar radiation passing through glass and warming a greenhouse, but the way it retains heat is fundamentally different as a greenhouse works by reducing airflow, isolating the warm air inside the structure so that heat is not lost by convection.
HISTORY
The existence of the greenhouse effect was argued for by Joseph Fourier in 1824. The argument and the evidence was further strengthened by Claude Pouillet in 1827 and 1838, and reasoned from experimental observations by John Tyndall in 1859. The effect was more fully quantified by Svante Arrhenius in 1896. However, the term "greenhouse" wasn't used to describe the effect by any of these scientists; the term was first used in this way by Nils Gustaf Ekholm in 1901.In 1917 Alexander Graham Bell wrote "[The unchecked burning of fossil fuels] would have a sort of greenhouse effect", and "The net result is the greenhouse becomes a sort of hot-house." Bell went on to also advocate the use of alternate energy sources, such as solar energy.
MECHANISM
The Earth receives energy from the Sun in the form UV, visible, and near IR radiation, most of which passes through the atmosphere without being absorbed or reflected. Of the total amount of energy available at the top of the atmosphere (TOA), about 26% is reflected back out to space by the atmosphere and clouds and 19% is absorbed by the atmosphere and clouds. Most of the remaining energy is absorbed at the Earth's surface. Because it is warm, the surface radiates far IR thermal radiation that consists of wavelengths that are much longer than the wavelengths that were absorbed (the overlap between the incident solar spectrum and the terrestrial thermal spectrum is small enough to be neglected for most purposes). Most of this thermal radiation is absorbed by the atmosphere, thereby warming it (in addition to sensible and latent heat fluxes from the surface). The atmosphere radiates energy both upwards and downwards; the part radiated downwards is absorbed by the Earth's surface. This leads to a higher equilibrium temperature than if the atmosphere were absent.
GREEN HOUSE GASES
By their percentage contribution to the greenhouse effect on Earth the four major gases are

    water vapor, 36–70%
    carbon dioxide, 9–26%
    methane, 4–9%
    ozone, 3–7%

 It is not physically realistic to assign a specific percentage to each gas because the absorption and emission bands of the gases overlap (hence the ranges given above). The major non-gas contributor to the Earth's greenhouse effect, clouds, also absorb and emit infrared radiation and thus have an effect on radiative properties of the atmosphere.


REAL GREEN HOUSES


The "greenhouse effect" of the atmosphere is named by analogy to greenhouses which get warmer in sunlight. The explanation given in most sources for the warmer temperature in an actual greenhouse is that incident solar radiation in the visible, long-wavelength ultraviolet, and short-wavelength infrared range of the spectrum passes through the glass roof and walls and is absorbed by the floor, earth, and contents, which become warmer and re-emit the energy as longer-wavelength infrared radiation. Glass and other materials used for greenhouse walls do not transmit infrared radiation, so the infrared cannot escape via radiative transfer. As the structure is not open to the atmosphere, heat also cannot escape via convection, so the temperature inside the greenhouse rises.The greenhouse effect, due to infrared-opaque "greenhouse gases" including carbon dioxide and methane instead of glass, also affects the earth as a whole; there is no convective cooling as air does not escape from the earth.



CONCLUSION

The greenhouse effect is a natural process that warms the Earth’s surface. When the Sun’s energy reaches the Earth’s atmosphere, some of it is reflected back to space and the rest is absorbed and re-radiated by greenhouse gases .Greenhouse gases include water vapour, carbon dioxide, methane, nitrous oxide, ozone and some artificial chemicals such as chlorofluorocarbons(CFCs).The absorbed energy warms the atmosphere and the surface of the Earth. This process maintains the Earth’s temperature at around 33 degrees Celsius warmer than it would otherwise be, allowing life on Earth to exist.




REFERENCE
·      WWW.edu.com
·      WWW.Wikipedia






Quiz Maker - Heart

11.     The instrument which used to measure the blood pressure?
a)     Sphygmomanometer b) Stethoscope c) pacemaker
Ans:          a) Sphygmomanometer
22.     The organ which provide oxygen to blood ?
a)     Kidney b) Lungs c) Nose
Ans:          b) Lungs
33.     The blood vessel  which bring blood to heart ?
a)     Pulmonary artery b) veins  c) artery
Ans:          b) Veins
44.     How many times the human heart beat in  a minute ?
a)     72 times b) 82 times c) 70 times
Ans:          a) 72 times
55.     Which is the valve seen between right atrium and right ventricle ?
a)     Tricuspid valve b) bicuspid Valve c) Semi lunar valve
Ans:       a)   Tricuspid valve
66.     What is the shape of heart ?
a)     Conical shape b) love shape c) round Shape
Ans:          a) Conical Shape
77.     The chamber which receive deoxygenated blood?
a)     Left atrium b) right ventricle c) left ventricle
Ans:          a) right ventricle
88.     Blood with oxygen is other wise known as ?
a)     Pure blood b) impure blood c) deoxygenated blood
Ans:          a) pure blood
99.     The blood vessel which bring blood away from heart ?
a)     Veins b) pulmonary veins c) artery
Ans:   c)       artery
110.                        Which is the valve seen in artery ?
a)     Tricuspid Valve b) bicuspid Valve c) Semi lunar Valve
Ans:    c) Semi lunar valve 

Powerpoint Presentation - Muscles

Innovative Teaching Manual - Scientific Classification

Scientific Classification

11.   Objective
Ø To enable the pupil to make aware of importance of scientific classification and the classification of living organisms.
Ø To enable the pupil to understand the five kingdom classification
22.     Message
Ø The pupil must get the message that there are many organisms rather than humans, and we must love and take care of other animals too
Ø The distutrbance  against other animals must be stopped.
33.     Attitude
Ø The pupil must develop the attitude of love and care for other organism.
Ø The pupil must stop destruction of animal’s habitat
44.     Teaching aids
            The picture of different animals, the chart showing scientific classification & 5 kingdom classification, black board text book.
55.     Previous knowledge
            In order to check the previous knowledge of pupil several questions are asked and they are
                                                        i.            Who proposed Scientific classification?
                                                      ii.            What is scientific classification ?
                                                    iii.            Name some organisms seen around you
                                                   iv.            Name some organisms which can not be see by our naked eye.



6..    Presentation of the lesson
TEACHER’S PROCEDURE
PUPIL’S ACTION
PUPIL’S RESPONES
Good morning Students

Today we are going to study about scientific classification For this we have to learn how the organisms are classified Lets learn about this in a special method. Now I’ll teach you a song & you should repeat it.

There was genus
Genus on the Species
And the species grown (2)

There was order
Order on the Genus
Genus on the Species
And the species grown (2)







There was class
The class is on the order
The orders on the genus
The genus on the species
And the species  grown (2)

There was phylum
The phylum on the class
The class is on the order
The order on the genus
The genus  on the species
And the species grown(2)


So now you had studied about the terms in scientific classification so it can be told that kingdom is composed of phylum , phylum is composed of class, class is composed of genus & The genus is composed of species.



 Standing





listening






Singing




Singing










singing





Singing









listening
Good morning teacher












There was genus
Genus on the species & the Species grown










Pupil is
repeating




Pupil is repeating


77.     In sight development
Ø After studying this lesson, pupil must be able to classify the organisms.
Ø Pupil must develop the quality of care for other animals too
88.     Repetition.
            The main points in this lesson is repeating by asking question to the pupil?
                               I.            Tell the 5 kingdom classification
                             II.            What is scientific classification?
                          III.            What is composed of scientific classification?
99.     Activity
            The teacher is dividing the pupil into different group and asking them to discuss about need and important of scientific classification.

10.  Follow up Activity

            Write the scientific classification of any 5 animals in you science diary.

Online Assignment - Skeletal System

INTRODUCTION
Skeletal muscles plays a major role in locomotion and movement.There are skeletal muscles in which the muscles are attached to skeleton by tendons. The skeletal muscle is of two types axial skeleton and appendicular skeleton . There are 206 bones in our skeletal system. The human skeleton serves six major functions and they are support ,movement,protection, production of blood cells,storage of ions and endocrine regulationThe study of human bones probably started in ancient Greece under Ptolemaic kings due to their link to Egypt. Herophilos, through his work by studying dissected human corpses in Alexandria is credited to be the pioneer of the field. His works are lost but are often cited by notable perons in the field such as Galen and Rufus of Ephesus.




HUMAN SKELETAL SYSTEM





The human skeleton is the internal framework of the body. It is composed of 270 bones at birth – this total decreases to 206 bones by adulthood after some bones have fused together. The bone mass in the skeleton reaches maximum density around age 30. The human skeleton can be divided into the axial skeleton and the appendicular skeleton. The axial skeleton is formed by the vertebral column, the rib cage and the skull. The appendicular skeleton, which is attached to the axial skeleton, is formed by the pectoral girdle, the pelvic girdle and the bones of the upper and lower limbs.The human skeleton serves six major functions; support, movement, protection, production of blood cells, storage of ions and endocrine regulation. The human skeleton is not as sexually dimorphic as that of many other primate species, but subtle differences between sexes in the morphology of the skull, dentition, long bones, and pelves exist. In general, female skeletal elements tend to be smaller and less robust than corresponding male elements within a given population. The human female pelvis is also different from that of males in order to facilitate child birth.[citation needed] Unlike most primates, human males do not have penile bones.
  



Divisions
Axial skeleton


The axial skeleton (80 bones) is formed by the vertebral column (32–34 bones; the number of the vertebrae differs from human to human as the lower 2 parts, sacral and coccygeal bone may vary in length), the rib cage (12 pairs of ribs and the sternum), and the skull (22 bones and 7 associated bones).The upright posture of humans is maintained by the axial skeleton, which transmits the weight from the head, the trunk, and the upper extremities down to the lower extremities at the hip joints. The bones of the spine are supported by many ligaments. The erector spinae muscles are also supporting and are useful for balance. A human is able to survive with just the axial portion of their skeleton





APPENDICULAR SKELETON



The appendicular skeleton (126 bones) is formed by the pectoral girdles, the upper limbs, the pelvic girdle or pelvis, and the lower limbs. Their functions are to make locomotion possible and to protect the major organs of digestion, excretion and reproduction


FUNCTIONS
The skeleton serves six major functions; support, movement, protection, production of blood cells, storage of minerals and endocrine regulation.
Support

The skeleton provides the framework which supports the body and maintains its shape. The pelvis, associated ligaments and muscles provide a floor for the pelvic structures. Without the rib cages, costal cartilages, and intercostal muscles, the lungs would collapse. Movement

The joints between bones allow movement, some allowing a wider range of movement than others, e.g. the ball and socket joint allows a greater range of movement than the pivot joint at the neck. Movement is powered by skeletal muscles, which are attached to the skeleton at various sites on bones. Muscles, bones, and joints provide the principal mechanics for movement, all coordinated by the nervous system. It is believed that the reduction of human bone density in prehistoric times reduced the agility and dexterity of human movement. Shifting from hunting to agriculture has caused human bone density to reduce significantly.
Protection

The skeleton helps protect our many vital internal organs from being damaged.The skull protects the brain, the eyes, and the middle and inner ears.The vertebrae protect the spinal cord.The rib cage, spine, and sternum protect the lungs, heart and major blood vessels.

Blood cell production

The skeleton is the site of haematopoiesis, the development of blood cells that takes place in the bone marrow. In children, haematopoiesis occurs primarily in the marrow of the long bones such as the femur and tibia. In adults, it occurs mainly in the pelvis, cranium, vertebrae, and sternum.
Storage

The bone matrix can store calcium and is involved in calcium metabolism, and bone marrow can store iron in ferritin and is involved in iron metabolism. However, bones are not entirely made of calcium, but a mixture of chondroitin sulfate and hydroxyapatite, the latter making up 70% of a bone. Hydroxyapatite is in turn composed of 39.8% of calcium, 41.4% of oxygen, 18.5% of phosphorus, and 0.2% of hydrogen by mass. Chondroitin sulfate is a sugar made up primarily of oxygen and carbon.
Endocrine regulation

Bone cells release a hormone called osteocalcin, which contributes to the regulation of blood sugar (glucose) and fat deposition. Osteocalcin increases both the insulin secretion and sensitivity, in addition to boosting the number of insulin-producing cells and reducing stores of fat.
Sex differences
During construction of the York to Scarborough Railway Bridge in 1901, workmen discovered a large stone coffin, close to the River Ouse. Inside was a skeleton, accompanied by an array of unusual and expensive objects. This chance find represents one of the most significant discoveries ever made from Roman York. Study of the skeleton has revealed that it belonged to a woman.
Anatomical differences between human males and females are highly pronounced in some soft tissue areas, but tend to be limited in the skeleton. The human skeleton is not as sexually dimorphic as that of many other primate species, but subtle differences between sexes in the morphology of the skull, dentition, long bones, and pelves (sing. pelvis) are exhibited across human populations. In general, female skeletal elements tend to be smaller and less robust than corresponding male elements within a given population.
Skull

A variety of gross morphological traits of the human skull demonstrate sexual dimorphism, such as the nuchal crest, mastoid processes, supraorbital margin, supraorbital ridge, and mental eminence.
Dentition

Human inter-sex dental dimorphism centers on the canines, but it is not nearly as pronounced as in the other great apes.
Long bones

Long bones are generally larger in males than in females within a given population. Muscle attachment sites on long bones are often more robust in males than in females, reflecting a difference in overall muscle mass and development between sexes. Sexual dimorphism in the long bones is commonly characterized by morphometric or gross morphological analyses.
Pelvis

Human pelves exhibit greater sexual dimorphism than other bones, specifically in the size and shape of the pelvic cavity, ilia, greater sciatic notches, and the sub-pubic angle. The Phenice method is commonly used to determine the sex of an unidentified human skeleton by anthropologists with 96% to 100% accuracy in some populations.







CONCLUSION
 Skeletal system is important for human. However, “the human body is not designed to last forever” (Weber, Z., and Prof. Ying, S., 2005),bone fractures may occur in sometimes on a normal person caused by some accidents or bone defects that born with affect a person’s life. Therefore, artificial bones are used to solve these problems. Artificial bones play an important role in bone grafting. It is used to replace the bones that are fractured in order to perform normally in daily life. Although artificial bones may have some impacts on human body, but they can help a lot of people in order to achieve their goal and fulfill one’s dream.

  

REFERENCE
· Functional zoology- prof. K.K.Bhaskaran