This essay talks about weather in Malawi and it’s effect.
Weather is defined as a daily condition of a particular place for a short period of time. Weather in Malawi is under summer and winter.
August, September, October, November, December and early January are very hot and sunny months while April, May, June and July are very cold, windy and cloudy months.
End of January, February and March are rainy months.
Weather in Malawi sometimes cannot be reliable. This affects agriculture production. For example, rain may start as early as October and ends as early as February . Sometimes may also start late and ends early.
Malawi depends very much on rainfall for its agriculture produce and agriculture is a main source of our economy. And when rainfall does not start at right time and ends at right time agriculture produce will be very low. This leads to hunger in many families. The country also loses money that it gets from the same.
In winter season, especially March, April, May, people experience coldness, but sometimes they may also experience hotness. So here one can see that it’s very difficult to predict weather.
Weather in Malawi affects education. Children who like hot conditions do not often go to school when there is high cold condition.
Many learners do not attend classes. If they attend they have to come very late or cover themselves with sweaters.
In the hot season learners concentrate very little when it comes to studies while in the cold season learners concentrate very much. Looking at this situation the school management has to make sure that every child who comes to school needs to have a sweater.
In other districts people also like cold conditions. When hotness comes they do not feel comfortable.
In hot conditions people suffer from malaria very much while in cold conditions they do not suffer from malaria very much.
So here we can say that malaria is a big problem where temperature is very hot unlike areas where temperature is very cold.
In Malawi in the months of June, July and early August people experience south-easterly wind (mwera wind). This is a very strong wind.
The good side of this wind is that the clouds it accumulates when blowing bring rainfall sometimes. This gives hope to crops which are planted late due to late start of rainfall.
The bad side of it is that it kills many, especially fishermen on the lake Malawi.
In this essay we have seen what weather in Malawi is like, its effect on education, economy and lives of people.
1. Till receipts can be put in mixed kerbside recycling. True/False
2.This symbol means the item can always be put into the mixed roadside recycling. True/False
3.Black bin bags (empty) can be placed in the mixed kerbside recycling. True/False
4.This symbol means that the item can be placed into the mixed kerbside recycling. It is a Mobius loop with the number 1 inside. True/False
5.Recycled plastic water bottles get made into new plastic water bottles. True/False
6.Can you recycle this is the mixed roadside recycling? ( a styrofoam take away coffee cup). Yes/No
Scoring
Give yourself a mark for each correct answer. This means the maximum score is 6 points.
6 – amazing eco warrior
3-5 trying hard
1-3 Way to go, hope this will change your recycling efforts
Answers forA Rubbish Quiz number 1
1. False. Most till receipts are made from shiny thermal paper and are not recyclable. They are also coated with bisphenol A (BPA) or bisphenol S (BPS).
2. False. The Green Dot symbol is not a recycling symbol and does not indicate an object is recyclable. It is a symbol from a European scheme and means that the manufacturer contributes towards the cost of recovery and packaging.
3. False.
4. True. This is the sign that it is made from PETE ( Polyethylene Terephthalate) and can be widely recycled.
Good news – Light at the end of a plastic bottle tunnel
Millions of tons of plastic bottles made from PET, PolyEthylene Terephthalate, are dumped in landfill in every year. This plastic is difficult to recycle because it has a high ratio of aromatic terephthalate units which reduce chain mobility. The current main recycling process for PET, results in a loss of mechanical properties, so de novo synthesis is more economically viable and PET waste continues to accumulate. This publication describes the potential for much improved recycling thus contributing towards the concept of a circular PET economy, due to an efficient, improved PET hydrolase. We hope so.
An engineered PET depolymerase to break down and recycle plastic bottles V. Tournier, et al. Nature vol 580, pages 216–219(2020)
Coronaviruses are quite extraordinary, and to a biochemist absolutely fascinating. Their evolution is measured in thousands of years, instead of the typical millions, when using Darwin and Wallace time scales. However, all this may seem irrelevant in the present situation, when a coronavirus has had such devastating effects on individuals and families all over the world. Yet, in the medium to long term, understanding the evolution of these viruses may give us the necessary molecular information to combat them effectively. They cause disease in humans and animals, typically major respiratory and lung problems, and can lead to lethal organ failure. The current epidemic is cause by one labelled COVID-19. Dangerous coronaviruses previously were SARS and MERS.
Coronaviruses are composed of a single strand of positive RNA surrounded by a membrane, similar to that surrounding all our cells, in which are embedded proteins. Other single stranded RNA viruses include rhinoviruses, that cause the common cold, and influenza virus. On the other hand, HIV, that causes AIDS, has two single stranded RNA molecules inside its protein coat. Whereas the genome of many other viruses, such as Herpes, is DNA.
All viruses have to get into cells in order to replicate, so that they can make lots of copies of themselves. In the coronavirus case, the virus first attaches to a cell via the S-protein on its outside. S for spike, which is critical for the RNA to enter one of our cells. Once the RNA gets into the cell, it is immediately translated into proteins responsible for RNA replication. So large numbers of new RNA are produced, as well as translation into the four structural proteins that form the final virus particle. Key enzymes in this whole process are proteases that clip proteins into small ones, as well as the replication proteins. This includes RNA depended RNA polymerase, which is first made in a polyprotein. This means one long protein made of up of several proteins linked together, but inactive unless they can be separated. These proteins are released to be fully active by proteolytic cleavage, i.e. the polyprotein is clipped into bits. This is an amazing mechanism. But also, this is an obvious target for drugs to stop the virus replicating. There is much research that needs to be done, based on several key questions:
How does the virus transmit between humans?
Is it only by oral spray?
Is it by touch on contaminated hands?
Is it via touch on inert objects, such as door handles, taps, hand rails, and bannisters?
Can it be transmitted via rain, fresh or sea water, as has been shown in the case of some other viruses?
How many virus particles are needed to cause an infection in one person
Critically, how much do we know about its stability outside the human body, in the air, water, and inert objects such as door handles?
What is the best way to sterilise inert objects like door handles – soap, meths, chlorine disinfectant? The standard lab protocol is 70% ethanol.
If virologists have done this obvious research with other coronaviruses, where is it the published literature or via Google? It is vital the public know the answer to these seminal questions.
A critical question is where can we find published data on its stability in the environment? There are some easy experiments that should be done. For example, smear with active virus a door handle, a tap, clothes, and artificial skin, or add it to fresh or sea water. Leave it for various times, such as minutes to hours. Sample at each time point. Then, assay for active virus in a cell culture, and viable RNA using reverse transcriptase PCR. These are standard lab techniques. Has this been done? No media spokesperson on the TV, radio or newspaper has apparently ever talked about such necessary experiments. We also need a faster test than RT PCR, which can take several hours. There appears to be some data available on the internet about viral stability. SARS coronavirus is stable for 1-2 days, in faeces and urine at room temperature. But loses its infectivity after the use of normal disinfectants. Swimming pools contain chlorine so the virus should be destroyed by this. Much of the data on the Internet is all anecdotal, with no details of methodology or reproducibility provided. But, one important recent review published in the Journal of Hospital Infection 104 (2020) 246-251 by Kampf et al reviewed 22 published studies on the effect of various disinfectants on coronaviruses SARS, MERS and HCoV. They concluded that these viruses can survive for up to 9 days, which was reduced at high room temperatures. But they can be inactivated by the usual disinfectants, such as ethanal and hypochlorite. A rigorous study is now needed to measure the survival of COVID-19 on all surfaces. This data should be made available
The ‘powers that be’ and health care professionals are working flat out to cope with this crisis. The 111 phone line was initially rather confusing, but has been improved. We need test centres all over the country for easy patient access. We also need more labs that can set up the RTPCR test. This test is quite simple for anyone who is experienced in DNA technology, and would only need a lab with normal microbiological practice.
Clearly, avoiding coughing near other people, washing hands, and self-quarantine are obvious precautions to avoid infecting others, or indeed yourself. This article is a personal view, based on over 50 years as a professional biochemist. Watch this space for further information. Take care.
Anthony Campbell MA, PhD, FLS, FLSW
Honorary Professor, School of Pharmacy and Pharmaceutical Sciences, Cardiff University, and The Young Darwinian, 12/03/2020
How to choose, plan, carry out, and write up a science project
Here you will find how to choose, plan, carry out, and write up a science project, and one in engineering, natural history, mathematics, technology, or entrepreneurship
Students carrying out a science project are trying to discover why corals and anemones are coloured
Background
Natural history is describing component and events throughout the world and Universe. Natural Science on the other hand, is about how the Universe works, focussing on chemical, physical and biological mechanisms, based on principles, laws and theories. Both are suitable for a science project.
What is a project?
A project is a planned piece of work by an individual or group, with a defined objective, based on a series of questions and/or hypotheses.
What is a hypothesis?
A scientific hypothesis is a proposed explanation of a group of facts or observations. It must be testable by experiment or collection of further data. In professional science, all hypotheses are tested by making positive predictions that are testable.
A. How to choose and plan a science project
Always make notes.
Decide whether the science project will be carried out by an individual or a group.
Identify the main subject area; e.g. biology, chemistry, physics, maths, engineering, astronomy, entrepreneurship.
Identify a specific area of interest; e.g. the environment, insects, trees, the solar system, food chemicals, the Fibonacci sequence.
Brainstorm some questions with a mentor and/or colleagues. Amongst the group, brainstorm questions. Throw around ideas, statements and facts. Question the facts: is that really true? Has that been proven?
From the brainstorm, define some key questions, and, if possible, formulate a hypothesis. If a mentor is present, their role is to facilitate, not to decide on the project question. That decision must come from the students, and must be a question that they are interested in answering. It may be that the students have time to research the area of focus, and meet again to hone in on the key questions and the hypothesis.
Design some experiments and data collection that will answer the questions, and test the hypothesis.
Design the controls needed.
Identify the resources needed; e.g. equipment, chemicals, software.
Identify how long it will take to complete the project. Is the project sensitive to the time of year? Can it be done in the right timeframe?
Make a risk assessment for health and safety.
List the skills you hope to develop from the project.
B. How to do a risk assessment for a science project
Make sure your risk assessment is written down, and a copy is kept with you when carrying out the science project.
Identify the hazards
Physical; e.g. slippery rocks with seaweed, cliff edge, sharp utensils, heat and flames.
Chemical; e.g. acids, alkalis, bleach
Biological; e.g. stinging plants or animals, infectious agents, poisonous plants and fungi.
Decide what the hazard might do to you or others, and how dangerous the hazard.
Decide whether you need to wear protective clothing: e.g. lab coat, glasses, mask, gloves
Have a procedure if there is a spillage
Have a procedure if there is a fire
Have a procedure for disposal of chemicals and other materials
Keep safe
Print the risk assessment
Give a copy to anyone before working with you
Always have a copy with you when working on a lab or out in the field
If there are any significant hazards, always have someone with you or close by
If you are on your own, always tell someone where you are, and report to them when you are finished.
C. How to carry out a science project
If you are working alone, make sure someone knows where you are, and that you are not carrying out anything hazardous. Always tell someone when you have finished. Plan set times in the week dedicated to the project. If you have other group members, agree when and how often you will meet.
Make a plan of timing, when, where, and how you will collect data.
Check the risk assessment every time you are carrying out part of the science project, so that you can contain any potential hazards and risks. If the experiments are in any way hazardous, do not carry out the experiments on your own, and always wear safety glasses and clothing when appropriate.
When you carry out experiments, or collect data, make sure you have identified the correct controls and standardised the method of data collection.
Store your data carefully, and always have a computer backup in a different location from your computer. Ideally also use a store on the Internet.
Collate your data and draw graphs when appropriate.
Make conclusions from your data.
Decide if these conclusions answer your original questions, and support or refute your hypothesis.
If not, why?
Decide what the future might be if you, or someone else, carries on with the project.
D. How to plan writing up a science project
Four important words are – Discovery, Invention, Scholarship, Impact.
Start by writing down in 1-2 sentences why you decided to do this project.
Discovery -Then write down in 1-2 sentences what you have found out.
Decide on a title.
Collate your data, plot graphs where appropriate, and ensure the data is in a form you can assess, and describe the results in words.
Write a background in bullet format.
Invention – Did you have to design any apparatus or method?
Describe the details of the resources you used, and the methods, together with why these were appropriate and valid.
Decide on an order for the results, which may be best presented in a different order from the experiments or measurements you carried out.
Describe the results, including graphs, in a way that the reader can grasp the details of what you have found out, and can relate these to the data you present in graphs, diagrams or pictures.
Each section of results should have an opening sentence stating what it is about, a middle section describing the results in detail, and a concluding sentence leading to the next section. Point out the validity of the controls you carried out.
Avoid at this stage coming up with overall conclusions.
You are now ready to write the Discussion and Conclusion section.
Start with stating in 1-2 sentences what you have found out, and whether any hypothesis you started with has been supported or refuted.
Then describe the overall strength of your data, and where there are limitations in your conclusions.
Scholarship Describe data and observations on your topic from others found in journals, books and on the Internet.
End with a final conclusion and future prospects.
Finally have a section on impact. How important are your findings generally to science or maths? Did you enjoy it? Did it inspire you? What have you learnt? Will it influence your University or career choices?
End the article with acknowledgements of help and a short Bibliography.
In summary, the structure of the write –up should be
Title
Full names (Only first names will be published unless full names are specifically requested)
School address -optional
Dates of birth
Contact email (this will not be published, we need it to discuss the project with you)
Submit the text as a Word docx or simple text file. Submit each figure as a tif file at a resolution of 300 dpi. Email these to info@theyoungdarwinian.com. If the total file size is greater than 20 MB then send the file via Dropbox.
If in doubt you can always email us at info@theyoungdarwinian.com for advice.
In 2019, the world was getting to grips with reducing single use plastic, especially single use supermarket bags. These are the ones which end up as microplastics in the oceans. Major companies and whole countries were setting targets for reductions and even banning some products altogether. On the 1st March 2020, even New York joined in by banning single use plastic shopping bags. Then along came Covid-19.
The virus has to be tamed, and this aim must take top priority. Unfortunately some U.S. lobby groups are using fear about the virus to push their pro-plastic agendas. Who are these groups? Those supporting the chemical and plastic industries of course.
Their arguments centre around hygiene. In very emotive language, reusable shopping bags are being described as “virus laden” and “ petri dishes for bacteria, and carriers of harmful pathogens”. The justification for these comments come from researchfrom 20111, funded by the American Chemistry Council, which represents plastics manufacturers. This contentious research found that reusable bags contain bacteria. The lobby groups have now, 9 years later, suggested that reusable bags are a higher risk for transmitting Covid-19 than plastic bags. This not only misrepresents recent research that shows the virus survives on plastic for up to 9 days 2,3, but is a blatant attempt to exploit peoples fears about Covid-19. The aim of the lobbyists is to push the use of plastic and to defeat or repeal ‘plastic bag ban’ legislation. They have gone further by suggesting that reusable bags are putting the public and retail workers at risk – nonsense.
Last week a number of US states and cities took the decision to roll back single use plastic bag bans and some repealed the ban altogether. New Hampshire and Massachusetts went further by issuing an order banning reusable bags, saying they risk spreading coronavirus. The lobby groups have seen the crisis as an opportunity to get the single use plastic bag ban reversed and reusable bags banned. Postponement of the ban to allow easy delivery during the crisis is one thing, complete reversal of the ban is unacceptable. Misrepresenting the science and banning reusable bags sets a dangerous precedent.
New York State has postponed enforcement of its single use plastic bag ban until June.Then what? Covid-19 will be dangerous for a few years, microplastics in the oceans will be dangerous for longer than that.
References
Assessment of the Potential for Cross Contamination of Food Products by Reusable Shopping Bags in Food Protection Trends 31(8):508-513 · August 2011)
Persistence of coronaviruses on inanimate surfaces and their inactivation with biocidal agents Journal of Hospital Infection, March 2020, vol 104, issue 3, pp246-251 G. Kampfa, D. Todtb, S. Pfaenderb, E. Steinmannb DOI: https://doi.org/10.1016/j.jhin.2020.01.022
Aerosol and surface stability of SARS-CoV-2 as compared to SARS-CoV-1 DOI: 10.1056/NEJMc2004973
The community around our school is made up of ten villages with over 16,000 people. 95% of this population does not have education and reliable source of income. They struggle to make any money. A small percentage that earns income gets 25 pounds per month which makes it difficult for them to achieve the purpose in their daily life. This limits them to support their children in the pursuit of their education.
Most victims of this problem are girls. Because they have nothing to do, and nowhere to go, they are forced into early marriages. This in turn has brought serious socio-economic challenges. When you educate a man, you educate an individual, but when you educate a girl you educate a society”.
In Malawi a child starts primary education at the age of five or six, and finishes at the age of 12, 13 or 14 years of age. The classes are from grade one to grade eight. In each grade a child takes an exam as he/she goes from the lower to the higher grade.
The subjects in the primary school curriculum in Malawi consists of: English Language, Chichewa Language, Mathematics, Agriculture, Science and Technology, Social Development, Life Skills, Expressive Arts, and Religious Education. There are extra activities: sports, wild life club, child protection club, quiz club, science club and many more.
In grade eight a child takes a national exams administered by Malawi National Examination Board ( MANEB) which we call Primary Leaving Certificate of Education (PLCS). Because of limited space in government secondary schools, few students get selected. For example, every year almost 220,000 candidates sit for standard eight exams, of these 190,000 pass, but only 45,000 get selected to go to a government secondary school. Out of 45,000 the number of girls is always very small.
At the age of either 12, 13 or 14 a child starts form one either at government secondary school or private one. At secondary level a child has also to take principal exam from form one up to form four. In form four a child takes national exams which we call Malawi School Certificate of Education (MSCE). When a child finishes form four, he/she now starts a journey to college/universities.
A measure of success is the SACMEQ, South African Consortium for Monitoring Education Quality. Only 9% of children in Malawi reached a minimum standard in English and Maths during the primary school.
The cost of education in Malawi
A child pays £2 per year for 3 terms go to a Government Primary School. In private schools it is £15 per year.
A child pays £300 per year (3 terms) to go to a Government Secondary School,full boarding. In private schools a child pays £450 per year (3 terms), full boarding.
In government colleges cost £1000 per year and private colleges £1300 per year. A child spends four years at college/university, finishing their education at the age of 20 or 21 years old.
The situation at the Chankhasi Primary School.
The school has a dedicated staff and community support. The student staff ratio is about 60:1. There are 329 children at the school.
Some facts – General Situation in Malawi
12% children die before 5 years old
Children aged 5-16 years make up 40% of the population. Of these, 12% are orphans and nearly half the children start school with stunted growth, due to malnutrition.
The prevalence of HIV/Aids in adults is 12%
63% families live on less than £2 per day
Only 35% children who start primary school in Malawi complete it.
17% children go to secondary school, mainly boys
One child in 2000 in Malawi goes onto higher education
The Student Teacher ratio is usually between 80:1 and 100:1
Long term Benefits – as reported by the World Bank and WHO
The more children completing education, even at primary level will benefit the society.
For example:
One extra year of schooling increases an individuals earnings by up to 10%: the effect can be double for women
Adding one more year of education decreases by at least 10 % the probability of a girl giving birth when she is still a teenager.
A child whose mother can read is 50% more likely to live past the age of 5 years, 50% more likely to be immunised and twice as likely to attend school.
This essay talks about weather in Malawi and it’s effect.
Weather is defined as a daily condition of a particular place for a short period of time. Weather in Malawi is under summer and winter.
August, September, October, November, December and early January are very hot and sunny months while April, May, June and July are very cold, windy and cloudy months.
End of January, February and March are rainy months.
Weather in Malawi sometimes cannot be reliable. This affects agriculture production. For example, rain may start as early as October and ends as early as February . Sometimes may also start late and ends early.
Malawi depends very much on rainfall for its agriculture produce and agriculture is a main source of our economy. And when rainfall does not start at right time and ends at right time agriculture produce will be very low. This leads to hunger in many families. The country also loses money that it gets from the same.
In winter season, especially March, April, May, people experience coldness, but sometimes they may also experience hotness. So here one can see that it’s very difficult to predict weather.
Weather in Malawi affects education. Children who like hot conditions do not often go to school when there is high cold condition.
Many learners do not attend classes. If they attend they have to come very late or cover themselves with sweaters.
In the hot season learners concentrate very little when it comes to studies while in the cold season learners concentrate very much. Looking at this situation the school management has to make sure that every child who comes to school needs to have a sweater.
In other districts people also like cold conditions. When hotness comes they do not feel comfortable.
In hot conditions people suffer from malaria very much while in cold conditions they do not suffer from malaria very much.
So here we can say that malaria is a big problem where temperature is very hot unlike areas where temperature is very cold.
In Malawi in the months of June, July and early August people experience south-easterly wind (mwera wind). This is a very strong wind.
The good side of this wind is that the clouds it accumulates when blowing bring rainfall sometimes. This gives hope to crops which are planted late due to late start of rainfall.
The bad side of it is that it kills many, especially fishermen on the lake Malawi.
In this essay we have seen what weather in Malawi is like, its effect on education, economy and lives of people.
Agriculture in Malawi by Tadala Banda, aged 13 years
Chankhasi school, Malawi
This essay explains about Agriculture, especially what we learn in primary school in Malawi. In agriculture we cover many topics but here I will only explain more on soil composition, irrigation, fish pond and animal husbandry.
Although these topics are taught in primary school they are also covered in secondary school but there it is in more depth.
Soil composition. In this topic we learn that soil is made up of organic and inorganic matter, soil water and soil air. This topic helps a student to know the best soil that can suit different types of crops.
In Malawi there is a problem that most people who go to school do not become farmers. Most farmers do not have knowledge of soil composition. This problem leads to low agriculture production.
Another problem is that most lessons on this topic are just taught in class, learners do not go to the field to see this soil composition.
So the government of Malawi should find a way to teach most farmers about soil composition. The government of Malawi should help learners especially in schools in rural areas to do practical work.
Another topic we learn is irrigation. In this area we learn different methods of irrigation and the importance of irrigation. Although we learn a lot in this topic, the problem is that most of the students after school do not practice that. Another problem is that lack of material for irrigation fails the program.
Our school, Chankhasi, is very close to the lake Malawi, just 200 meters. We also have rice gardens but we only learn it class not seeing how this is done.
Another topic is fish pond. In this area we learn how to raise fish, we also learn how to construct a fish pond and different materials we use.
The problem is that we only learn this in class. We only see a photo on a page of the book, but we do not practice it. If the government constructs fish pond at every primary school that will be helpful.
Another topic is farm animals. In this area we learn more about animals that promote agriculture produce in Malawi. Although we have knowledge in this area most people in Malawi do not have animals that can help them.
In this essay we have seen the helpful topics we learn in Agriculture. The problem is that most of the work takes place in class, not in the field. My advice is that starting from primary school agricultural subjects should be taught both in class and the field.
If this is done, Malawi will be a hunger free nation.
