Enzymes as catalysts

Experiment # 10: How enzymes work

Materials Needed:
* Two jars with lids
* diluted hydrochloric acid
* ground beef (raw)
* iodine
* crackers
* cornstarch
* dextrostik strips (to test for sugar)

Procedure:
1) In one jar, place diluted hydrochloric acid (muriatic acid) and a piece of ground beef.
2) In the second jar, put a piece of ground beef. Leave for 24 hours.
3) After 24-hours, compare the beef on both jars.
4) What is your explanation?

5) Chew a cracker for 30 seconds without swallowing.
6) Describe the change in flavor and explain the result.

7) Collect several teaspoons of saliva in a glass (saliva contains enzyme amylase).
8) Mix a paste of 1T. cornstarch and 1 c. of water.
9) Heat to boiling and cook for 10 min. Stir to prevent burning.
10) Put  1T. of the thick paste into each of  2 jars.
11) Add 1T. of saliva to one jar and 1T. of water to the other. Place in warm place for 1 hour.
12) Examine visually.
       * Describe any difference in appearance.
13) Perform the carbohydrate test on each for sugar.
      * Describe the result.
14) Perform  the carbohydrate test for starch on each.
      * Describe the result.

Findings

Photo above:
Clockwise: Jars of meat after 24 hrs; jars of meat before putting muriatic acid on one jar; water jar tested for starch; water jar tested for sugar; saliva jar tested for starch; saliva jar tested for sugar.

Findings:
* Beef with the acid rapidly decomposed.
* Jar with saliva and corstarch appears clearer than the jar with water. It has sugar but does not show starch.
*Jar with water and cornstarch has no sugar but has starch.
* That enzyme amylase in saliva turns starch in food to sugar while being chewed. That is why the crackers tasted sweeter.
* Digestion breaks down proteins into its component amino acids.

Organic Compound # 2

Experiment # 9 Testing for Protein

Materials Needed:
* Protein chemical indicator (see below for details)
* Flour
* cheesecloth
* bouillon
* Dextrostik strips  or Cinitest (to test sugar)
* Iodine (to test carbohydrates)
* a variety of food

Chemical Indicator : a mixture of household ammonia with a few drops of 3% copper sulfate solution

Procedure:
1) Add some chemical indicator mixture to milk. What color do you observed?

L-carbo test; R-protein (#4,5)

2) Dissolve a bouillon cube in hot water and test with protein chemical indicator. What did you observe?
3) Obtain a cup of flour and mix with water to form a stiff paste. Knead for about 10 minutes, put into a cheesecloth and continue kneading under water. Continue rinsing until the water becomes milky.
4) Test the water for carbohydrates. What were your results?
5) Test the water for protein. What were your results?
6) Test a portion of the residue in the cheesecloth for carbohydrate. What were your results?
7) Test the residue for protein. What were your results?
8) Discuss results in steps 4, 5, 6 and 7.
9) Try various foods to see if they contain protein.
10) Write a summary of your results of this experiment.

Top: R- meat tested for protein; Below: L-residue tested, R- fruits tested

Findings:
* Soluble starch from flour paste dissolves in water
* Insoluble residue left in the cheesecloth is protein
* Meat has protein
* Fruits tested do not have protein

Organic Compounds #1

Experiment #8 : Testing for Sugar and Starch

Materials Needed:
* Powdered Starch
* Beakers or tumblers
* several fruits and vegetables
* Dextrostik or Clinitest (to test sugar)
* Iodine
* Sugar (Karo syrup)

Procedure:
1) Put a teaspoonful of starch in one beaker of water and a teaspoonful of sugar in a second beaker of water. Stir both solutions.
2) Test for starch with Iodine and sugar with Clinitest tablets or Destrostik strips.
3) Test several fruits and vegetables for starch and sugar.

L-R: Sugar; starch

Testing for Starch L-R: potato, apple, pineapple, carrots

Testing for Sugar L-R: apple, pineapple, carrots, potato

Findings:
* The beaker with starch turned blue.
* The strip turned green when dipped in the beaker with sugar.
* Potato, carrots, apple turned blue when tested with iodine. Pineapple had no reaction.
* Potato and apple showed changed color on their respective strips. While carrots and pineapple did not.

Chemical Reaction #2

Experiment # 7: Energy + Chemical Reaction

This activity will show how energy added to a chemical reaction increases the rate at which products are formed.

Materials Needed:
* 3 large test tubes
* 3 small test tubes
* 3 water baths
* yeast
* sugar (Karo syrup)
* ice
* heat source

Procedure:
1. Put a small amount of yeast into a glass jar. Add 1/3 cup of warm water. Stir until dissolved.
2. Fill the small test tubes with the scant solution of yeast and a small amount of sugar.
3. Invert the large test tubes over the smaller ones; then invert again so smaller ones are mouth down inside the larger ones.
4. If an air space occurs in a smaller test tube, measure its height and record.
5. Place one test tube in an ice bath, leave the second set at room temperature, and the third in a warm water bath.
6. Record the height of the gas columns for each tube at the start and for every 15minutes interval for 1 hour.

Note: The yeast cells are undergoing cellular metabolism,producing carbon dioxide, being collected int he small inverted test tubes.

@ 0 minutes

@60 minutes, L-R: room; cold;warm

Question:
* Which tube did the yeast produce the most gas?
* What is the effect of temperature (Energy) on the chemical reaction taking place?

Findings:
* Warm set produced more gas (CO2)
* We therefore conclude that, when subjected to high temperature, there was rapid rate of reaction.

God's grace of dance. . .

My daughter, Gia,  and I have been in this journey for almost 8 years now. I never thought we will be on this road for this long.

1st public show @ Rockwell

When Gia ( at 6 years old) said she wanted to take up ballet, I thought it was just one of those passing fancy of kids her age. You know, the thing where in, they loose interest after 8 sessions or after one summer. From about 12 kids in her ballet class at the start of the school year,  to just 3 by March, I remember Teacher Nida saying she would have easily stopped teaching but she could not because she saw the eagerness of the kids to learn.

Summer of 2007, Gia told me that she wanted to continue with ballet and that to try another school just for summer. After several researches, phone calls and consideration of finances and logistics,  we (Gia and I) decided to enroll her at the CCP Dance School. I remember her wanting to watch the company class at the Rehearsal Hall after we dropped by to enroll, and meeting her teacher for that summer instead.

Gia's 1st big stage show -- as a turtle :)

That summer was one of Gia's turning point. Her being promoted to the next level and her experience to dance on a big stage has boosted her love for ballet. She asked me if she can be enrolled for the school year at the CCPDS, even if it's just for Saturday classes.

It was a bumpy yet beautiful ride from then on for both of us. Gia went on to be a full scholar of the dance school. Performing a handful of roles and repertoire -- from classical ballet, modern ballet, contemporary ballet and Hip Hop.  She is still at it with gusto!

Meanwhile, I continue to be a supportive, loving and dependable PA (Personal Assistant) cum driver for her. (Of course, Yaya Rose should not be left out either. God bless her. ).  I decided to leave my corporate job, more than a year ago,  after realizing that the stress, the demands, the issues and even the compensation is not worth giving up the chance to see my daughter grow up and LIVE. I look back with no regrets because now, I know,  I am living a more purposeful Life.

 oh. . . and, I do not want to miss the chance to be a "stage mother".   ;)

"For I know the plans I have for you, declares the Lord, plans for welfare and not for evil, to give you a future and a hope."
Jeremiah 29:11 

Chemical Reaction #1

Experiment #6 : Chemical Reactions

An experiment to illustrate that chemical reactions are a part of our daily life.

Materials Needed

Materials needed:
* Household yeast
* Beaker or jar
* sugar
* warm water
* limewater

Procedure:
* Empty enough amount of yeast  into a glass jar.
* Add 1tbsp sugar and 1/3 cup of warm water.
* Stir until smooth. Let the mixture stand for 45 minutes and examine:

    1) What do you observe at the surface?
    2) Describe the smell.
    3) Test the gas produced  by transferring some of the solution to some limewater. If CO2 is present, the water will become milky.

as soon as water was added

15-min after

after 45 minutes

added to limewater

Findings:

* Sugar serves as a nutrient to the yeast to produce its energy.
* Product of this Chemical reaction is carbon dioxide and water.

Electrolysis Experiment

Experiment #5: Electrolysis

Lifted from Lifepac Science (Grade 10):

"Compounds are made up of elements bound together to form completely unique substances. This experiment will attempt to verify that water (H2O) is made up of hydrogen and oxygen..."

Electrolysis

Materials Needed:
* 2 Test tubes

* 6-volt or 9-volt dry cell batteries
* 2 electrodes or tin foil
* 250ml beaker
* wooden splints
* wire with alligator clips on both ends
* candle
* 1M sodium sulfate solution (dissolve 14.2 grams sodium sulfate in distilled water and dilute to 100ml)
* piece of cardboard
* stirring rod
* ruler
* matches

Procedure:
* If you can not find a ready electrolysis gadget, cut holes in cardboard just large enough for the tubes to be held snugly.

* Fill test tubes with 1M sodium sulfate solution along with the 250ml beaker. Try to eliminate any trapped air in the test tubes, and fill the beaker to about 3/4 full. Invert the tubes to the solution in the beaker, keeping the open ends of the tubes submerged.
* Connect the battery (+ to -, - to +) to the other end of the wire. Connect the other end of the wire to tin foil or electrodes. Make sure the ends of the wires are secured in the open ends of the test tubes.
* Watch to make sure gas bubbles begin to form on the ends of each of the electrodes in the test tubes.
* When the tubes have significant amount of of gas collected, measure the height of the level of gas in each of the test tubes and record it.
* Slowly lift the tubes up. Be careful when handling the tubes to not let the gas escape. Place your thumb or finger over the mouth of each tube. Which of the tube holds the oxygen? Which one holds the hydrogen?
* Light the candle and use it to ignite one of the wooden splints. Blow out the splint and insert the smoldering end of the split into the tube wit the smaller amount of gas. Record results.
* Light another wooden splint and hold it at the mouth of the 2nd tube. What do you see/hear?

Findings:
* Electrolysis separates H2O (water) to Hydrogen and Oxygen
* The tube with smaller amount of gas is Oxygen
* The tube with the biggest amount of gas is Hydrogen
* Hydrogen "pops" or explodes (depending on the amount of gas) when exposed to heat


Note: we were able to find an electrolysis gadget and used it instead of improvising.

September Scholar's Evaluation

After months of almost daily rehearsals, CCP Dance School, the official school of Ballet Philippines, had their Scholar's evaluation program last September 16, 2012.

The show featured young, upcoming talents in dance and music performing to OPM music. The CCPDS scholars where joined by select music scholars of the Philippine Science High School for the Arts (PHSA).


. . .Saranggola ni Pepe

. . . Mamang Sorbetero

. . . Pobreng Alindahaw

. . . Usahay

. . . Ugoy sa Duyan and many more...


The Intermediate/Advance scholars and students performed "Pobreng Alindahaw". Choreographed by Teacher Victor Ursabia.

Photo courtesy: Victor Ursabia

Anting

A study on Filipino culture presented via dance.

We had a chance to watched Ballet Philippines' Anting this month.

Filipino folklore...amulets...talisman and magic....presented in a beautiful dance. Such amazing talents.

Philippine History, Music, Theater and Dance (MAPE) alert....

Acids & Bases

Our 4th Science Experiment: Acids and Bases

Materials Needed:

* Litmus Paper
* Bicarbonate of Soda
* Tomato juice/sauce
* Soup
* Vinegar
* Fruit juice
* Fish Sauce
* wine



Procedure:
1)  Test various household items with an indicator (litmus paper) to determine whether they are acid
      or base.

Chicken soup

Vinegar

Guyabano juice

wine

Water

Tomato sauce before the bicarbonate of soda

2) Now mix tomato juice and bicarbonate of soda and test with an indicator.

Tomato sauce mixed with bicarbonate of soda

Results:

*  Blue litmus paper turns pink or red when dipped in Acid (i.e. vinegar, wine, tomato sauce, fruit
    juice, fish sauce)
*  Red litmus paper turns blue when dipped in a Base  (i.e water and soup)
 * Bicarbonate of soda acts a buffer which weakens the acidity of the tomato juice/sauce.

"Education is an excellent tool. . . "

Chanced upon this excellent valedictory speech, below,  by a HS Valedictorian through one of my homeschooling groups.

Erica Goldson's High School Valedictory Speech

What she wrote was exactly my sentiments! The Philippine setting, or from what I have learned, exposed too, or heard of, leaves much to be desired.

It is quiet a read but she makes very good sense. This actually re-enforced our decision to homeschool.

Just some of Erica's straight to the point wisdom:

On Education in a regular school

"Well, if you pass a test, or become valedictorian, didn't you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. . ."

 "However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system. Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination.  .  . "

 "But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it.  .  . "

On quoting John Gatto 

"We could encourage the best qualities of youthfulness – curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don't do that.”  - John Gatto

  "... We are all expected to be the same. We are trained to ace every standardized test, and those who deviate and see light through a different lens are worthless to the scheme of public education, and therefore viewed with contempt. . ."

On Motivation

"We have no choices in life when money is our motivational force. Our motivational force ought to be passion, but this is lost from the moment we step into a system that trains us, rather than inspires us. . . "

 "We are all very special, every human on this planet is so special, so aren't we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still. . . "

 "We are human beings. We are thinkers, dreamers, explorers, artists, writers, engineers. We are anything we want to be - but only if we have an educational system that supports us rather than holds us down. A tree can grow, but only if its roots are given a healthy foundation. . ."

 On Learning

". . . stand up, ask questions, be critical, and create your own perspective. Demand a setting that will provide you with intellectual capabilities that allow you to expand your mind instead of directing it. Demand that you be interested in class. Demand that the excuse, “You have to learn this for the test” is not good enough for you. . . "

 "Education is an excellent tool, if used properly, but focus more on learning rather than getting good grades."

Referring to diplomas

"Let's go get those pieces of paper that tell us that we're smart enough to do so!"