Sigurado ako by now, may nakapagsabi na sayo yung technique na ginagawa nila pag multiple choice yung exam. Most likely, eto yun:

When in doubt, choose b or c.

Sinabi din to samin nung prof ko dati. Since yung sa board exam nga daw ay automated yung pagpili ng questions sa database. So automated din daw yung pag lalagay nung position nung Correct answer sa choices.

In an attempt to prove the theory na may preference yung pag-automate sa b and c na answer...
-Gumawa ako ng program na nagrarandomize ng number from 1 to 4. 1 represents a, 2 for b, 3 for c and 4 for d. Simulating yung correct letter of answer.
-I made it to simulate the board exam na gumagawa ng 100 questions.
-ni-simulate ko din na gumawa ng 50 exams yung program.
-Kinuha ko yung Mean, Median, at Relative Frequency Distribution per batch.
-1 batch = 1 run of the program
-I took 5 batches.

Eto yung source code: Click on the Text Area, press CTRL+A, then CTRL+C to copy the source code
#include<iostream.h> #include<conio.h> #include<stdlib.h> #include<time.h> #include<iomanip.h> float findmedian(int x[50]); void sort(int x[50]); void frequency(int f[4][6], int x[50], int i); void variance(float s[], int x[50], float average[], int i); void variance(float s[], int x[50], float average[], int i) { int a; float m[50], n[50], sum=0.0; for(a=0; a<50; a++) { m[a]=x[a]-average[i]; n[a]=m[a]*m[a]; sum=sum+n[a]; } s[i]=sum/49; } void frequency(int f[4][6], int x[50], int i) { int j, a; for(j=0; j<50; j++) { if(x[j]>10&&x[j]<16) a=0; else if(x[j]>15&&x[j]<21) a=1; else if(x[j]>20&&x[j]<26) a=2; else if(x[j]>26&&x[j]<31) a=3; else if(x[j]>30&&x[j]<36) a=4; else if(x[j]>35) a=5; f[i][a]++; } } void sort(int x[50]) { int temp, i, j, a; for(i=0; i<50; i++) { temp=0; j=i; while(j<50) { if (x[j]>temp) { temp=x[j]; a=j; } j++; } x[a]=x[i]; x[i]=temp; } } float findmedian(int x[50]) { sort(x); float median; median=(x[24]+x[25])/2; return median; } main() { int a[50], b[50], c[50], d[50], key; float sum, average[4], median; clrscr(); randomize(); for(int i=0; i<50; i++) { a[i]=0; b[i]=0; c[i]=0; d[i]=0; for(int j=0; j<100; j++) { do key=random(5); while(key==0); switch (key) { case 1: a[i]++; break; case 2: b[i]++; break; case 3: c[i]++; break; case 4: d[i]++; } } if (i>0&&i%2!=0) cout<<"\t"; cout<<"Trial "<<i+1<<": "; if (i<9) cout<<" "; cout<<"a="<<a[i]<<" b="<<b[i]<<" c="<<c[i]<<" d="<<d[i]; if (i>0&&i%2!=0&&i!=49) cout<<endl; } getch(); clrscr(); cout<<endl<<endl; cout<<"Average incidence of Answers after 50 trials of 100 questions:"<<endl<<endl; for(i=0; i<4; i++) { sum=0; for(int j=0; j<50; j++) { switch (i) { case 0: sum=sum+a[j]; break; case 1: sum=sum+b[j]; break; case 2: sum=sum+c[j]; break; case 3: sum=sum+d[j]; } } average[i]=0.0; average[i]=sum/50; switch (i) { case 0: cout<<"A="; break; case 1: cout<<" B="; break; case 2: cout<<" C="; break; case 3: cout<<" D="; } cout<<average[i]<<setprecision(2)<<"%"; } cout<<endl<<endl; cout<<"Median after 50 trials"<<endl<<endl; for(i=0; i<4; i++) switch (i) { case 0: median=findmedian(a); cout<<"A="<<median; break; case 1: median=findmedian(b); cout<<" B="<<median; break; case 2: median=findmedian(c); cout<<" C="<<median; break; case 3: median=findmedian(d); cout<<" D="<<median; } cout<<endl<<endl; getch(); clrscr(); cout<<"A\tB\tC\tD"<<endl; for(i=0; i<50; i++) { cout<<a[i]<<"\t"<<b[i]<<"\t"<<c[i]<<"\t"<<d[i]<<endl; if(i==25) getch(); } getch(); clrscr(); cout<<endl<<endl<<endl; int f[4][6]; for(i=0; i<4; i++) { for(int j=0; j<6; j++) f[i][j]=0; switch (i) { case 0: frequency(f, a, i); break; case 1: frequency(f, b, i); break; case 2: frequency(f, c, i); break; case 3: frequency(f, d, i); } } cout<<"Relative Frequency Distribution"<<endl; cout<<"\tA\t\tB\t\tC\t\tD"<<endl; cout<<"Range\tExams\t%\tExams\t%\tExams\t%\tExams\t%"<<endl; for(i=0; i<6; i++) for(int j=0; j<4; j++) { if(j==0) switch (i) { case 0: cout<<"11-15\t"; break; case 1: cout<<"16-20\t"; break; case 2: cout<<"21-25\t"; break; case 3: cout<<"26-30\t"; break; case 4: cout<<"31-35\t"; break; case 5: cout<<">35\t"; } float percentage=0.0; percentage=f[j][i]/50.0; cout<<f[j][i]<<"\t"<<percentage<<setprecision(2); if(j<3) cout<<"\t"; else cout<<endl; } getch(); clrscr(); float s[4]; for(i=0; i<4; i++) switch (i) { case 0: variance(s, a, average, i); break; case 1: variance(s, b, average, i); break; case 2: variance(s, c, average, i); break; case 3: variance(s, d, average, i); } cout<<"Variance"<<endl; cout<<"A="<<s[0]<<" B="<<s[1]<<" C="<<s[2]<<" D="<<s[3]; getch(); return 0; }

Eto ang results...

Data

so ayan sa taas yung 5 batches ng data

Mean and Median

So as you can see, sa limang batches ng 50 exams, magkakalapit lang yung mean at median nung apat na sagot. Ibig sabihin walang preference sa b at c na sagot. halos pantay pantay lang yung incidence nung mga sagot.

Relative Frequency Distribution

In general, pinakacommon yung 21-25 number range for all choices. Pumapangalawa yung 26-30. Or baliktad dun sa iba. Pero pwede natin maconclude na mataas yung frequency from the 21-30 range. Population mean is 25.5, so safe assumption na 25 questions na ang sagot ay isa sa choices out of 100 questions. Tig te-25 ang a, b, c at d.

Conclusion
Walang katotohanan yung preference sa multiple choice na b and c sa board exam. Of course, ako kasi yung nagsulat ng program na ito at wala akong nilagay na segment na magkakaron ng preference sa choices.

Meron akong theory kung totoo man yung preference sa b and c. Pag hindi automated or manual yung pag sulat nung choices, ang mindset, itago sya sa gitna, which are b and c.

Eto yung human factor in making the exam. Akala lang ng tao random nya ginagawa pero subconsciously, may pattern syang nagagawa or yung mindset nga sa gitna ilagay.

Kaya kung totoo yung preference ng b and c sa board exam, in my opinion, hindi automated yung pag jumble nung choices. Malamang, random lang yung questions. Pero kasamang ini-input yung choices dun sa database. Kaya pag napili nung computer yung question, kung pano ininput yung choices sa database, ganun na sya i-a-output.

Isa lang ang paraan para maconfirm natin to. Kung ipapakita yung source code nung Question Randomizer na ginagamit for the board exam, matetrace kung meron ngang preference segment. Pero asa naman na ipapakita saken yun!

Note from the author: For this topic, I'm thinking that I'm sharing this information to non-ChE students. I will try to condense the topic as simple as I can for the benefit of non-ChE people. But I will include a sub-section I call ChE Noteworthy so I can provide more information targeted for ChE students. If you are a non-ChE student, you can simply skip that part. I would like to thank Asst. Prof. Virgilio Agbayani for being a superb Chem 111 professor. If not for his teaching style for this particular topic, I wouldn't even be able to recall this.

Kung nakikinig kayo sa teacher nyo nung 3rd year high school kayo, or ngayon sa Chem prof nyo dapat alam nyo na ngayon na ang atom ay generally composed of three parts: the proton, the neutron, and electron.

Yung number ng proton corresponds to the atomic number. Tapos yung sum ng number of protons and neutrons is equivalent to the atomic weight which is basically eh yung weight nung nucleus. In general kung gano karami yung protons, ganun din kadami ang electrons, dahil ang bawat element ay generally neutral. Since ang proton ay positive, at electrons ay negative. Kelangan ng equal number of each para maging neutral ang element,

MOre on electrons: Yung electrons makikita sila na umiikot ikot sa labas ng nucleus. May mga layers yung iniikutan nila na tinatawag na energy levels or electron shells. May limited number lang na electrons ang kasya sa isang shell kaya kung napuno na ang isang shell or energy level, pupunta na sa mas mataas na energy level or shell yung electron.

Sa loob ng shells na yon may tinatawag na subshell or orbital. Ito yung nagbibigay shape dun sa orbit ng electron. Sa ngayon we have four (4) orbital shape in general. These are: s, p, d, f. Sa s kasya ang 2 electrons; sa p 6 naman; sa d 10; sa f 14.


Sa loob pa lalo nung orbitals na yun, may tinatawag na atomic orbital or sub-orbitals. Dito malaki yung probability na makakita ng electron. Sa bawat sub-orbital na ito, kasya ang dalawang electron lang. Tapos magkaiba yung direction ng electron spin nung electron pair. Kung pairs ang electrons sa isang sub orbital ibigsabihin ang s ay may 1 sub orbital, ang p ay may 3 suborbital, ang d ay may 5, at ang f ay may 7 suborbitals.

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ChE noteworthy: Sabi ng Uncertainty Principle, di daw natin kayang madetermine yung exact location ng isang electron. Pero kaya natin ipredict or magbigay ng probability percentage of its position.

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Okay. Since alam na natin ang behavior ng electrons. Aalamin naman natin kung pano sila nagbi-build up or basically the process of Electron Configuration. Para makabisado ang pagkasunod sunod ng mga orbitals na i-fi-fill ng mga electrons, kabisaduhin ito:

si sisa pumasok sa pinto
si daddy pumasok sa door
Pano si francis daddy
Pano si francis daddy

Mukha bang weird? Pero may silbi talaga yan. Yung first letters ng mantra na yan corresponds to the suborbital filling chronology in increasing energy levels according to the Aufbau Principle.

1s² 2s² 2p⁶ 3s² 3p⁶
4s² 3d¹⁰ 4p⁶ 5s² 4d¹⁰
5p⁶ 6s² 4f¹⁴ 5d¹⁰
6p⁶ 7s² 5f¹⁴ 6d¹⁰

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ChE noteworthy: Sabi ng Aufbau Principle, the electron build up into orbitals that gives the lowest total energy for the atom. Malalaman mo ang order by adding n and l, orbitals are filled up in increasing sum. Kung pareho naman yung sum, yung may mas maliit ng n value yung mauuna (n = principal quantum number, l = angular momentum quantum number)

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Example, kung kukunin mo yung electron configuration ng Calcium at Platinum. Eto ang magiging sagot mo:

Ca20	-	1s2 2s2 2p6 3s2 3p6 4s2
Pt78	-	1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p6 6s2 5d10 4f14 5d8

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Che Noteworthy: Actually, yung Electron Configuration ng Platinum na nakasulat sa taas ay mali. Tama sya kung general rules ang susundin natin. Pero it was proven na ang tunay na configuration sa bandang huli ay 6s¹ at 5d⁹. Sa totoo lang hanggang ngayon hindi ko pa din alam kung pano nangyari yun. Better ask your prof about this.

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Ngayon since marunong na tayo ng Electron configuration. Dapat marunong din kayo pano sya gawin in orbital notation. Hindi naman sya mahirap. Imbis lang kasi na yung orbital names ang ilalagay, yung actual drawing representation ng orbitals yung isusulat.

We actually represent orbitals in boxes. But since medyo technically mahirap sya irepresent through text, irerepresent ko nlang yung boxes as this symbol, [].

Tandaan lamang ang information sa loob ng table na ito:

Things to remember in orbital notation:

Orbital	s	p	d	f
Maximum electrons	2	6	10	14
Number of orbitals	[]	[][][]	[][][][][]	[][][][][][][]
In orbital notation	[↑↓]	[↑↓][↑↓][↑↓]	[↑↓][↑↓][↑↓][↑↓][↑↓]	[↑↓][↑↓][↑↓][↑↓][↑↓][↑↓][↑↓]

Simple lang naman kung pano mo malalaman kung ilang orbitals dapat isulat. pag s isa. pag p tatlo. pag d lima. pag f pito. Kunin mo lang yung half nung maximum number of electrons nila. Bakit half? Kasi sa isang orbital kasya ang dalawang electron as long as magkaiba sila ng direksyon ng spin (umiikot sa labas ng nucleus yung electrons remember?) Isipin mo nalang na ganyan yung posisyon nung dalawang AA battery na nakasalpak sa likod ng remote ng TV nyo.

Ganito yung orbital notation ng Calcium at Platinum:

Ca20	-	[↑↓] - [↑↓] - [↑↓][↑↓][↑↓] - [↑↓] - [↑↓][↑↓][↑↓] - [↑↓] - [↑↓][↑↓][↑↓][↑↓][↑↓] - [↑↓][↑↓][↑↓] - [↑↓]
Pt78	-	[↑↓] - [↑↓] - [↑↓][↑↓][↑↓] - [↑↓] - [↑↓][↑↓][↑↓] - [↑↓] - [↑↓][↑↓][↑↓][↑↓][↑↓] - [↑↓][↑↓][↑↓] - [↑↓] - [↑↓][↑↓]- [↑↓][↑↓][↑↓] - [↑↓][↑↓][↑↓] - [↑↓] - [↑↓][↑↓][↑↓][↑↓][↑↓][↑↓][↑↓] - [↑↓][↑↓][↑↓][↑ ][↑ ]

Kung mapapansin nyo yung orbital notation nung Platinum, yung huling dalawang orbital ay tig-isang arrow lang yung sa huling dalawang orbitals. Kasi 8 electrons lang ang meron yung Platinum sa orbital na yun. Yung Arrows kasi represent electrons, tapos we represent the directions up and down to signify that they have different directions of electron spin.

Sa pag sulat ng orbital notation kelangan nyong gawing guide ang Hund's Rule at ang Pauli Exclusion Principle.

Sabi ng Hund's Rule bago daw magpair ang mga electrons ay i-o-occupy muna daw nya lahat ng empty suborbitals bago sya magpepair up. Observe nyo itong 2p line na ang huling configuration ay 2p^1-6.

B - [↑ ][ ][ ]
C - [↑ ][↑ ][ ]
N - [↑ ][↑ ][↑ ]
O - [↑↓][↑ ][↑ ]
F - [↑↓][↑↓][↑ ]
Ne - [↑↓][↑↓][↑↓]

So nagkaron muna lahat ng suborbital ng Up directed electrons bago nagkaron ng down directed electron. Ganyan ang proper way writing notation. Bali yung Pauli Exclusion Principle, sya lang yung nagsasabi na dapat mag-kaiba yung direction nung electrons. Maeexplain yan pag marunong na kayo nung Quantum numbers.

Kung hindi nyo nagets yung pagfill-up nung mga electrons ng suborbitals bago sila magpair. Isipin nyo tong scenario na ito. Pag pumunta ka sa library sa SciTech, sang ka ba uupo? diba mas uupo ka dun sa mga table na wala pang laman? Pag puno na lahat tsaka ka pa lang uupo dun sa table na may tao pero may space? parang ganun lang din yun, kasing arte mo lang yung mga electrons. whahahahha!

Now moving on to thelast topic, yung Quantum NUmbers. Madali lang to actually, basta alam mo lang yung last electron configuration nya. We actually have four Quantum Numbers, eto sila.

1. Principal Quantum Number - main energy level in which the electron is located.
2. Angular momentum Quantum Number - orbital number.
3. Magnetic Quantum NUmber - Suborbital number.
4. Spin Quantum Number - Direction of electron Spin.

Isummarize ko nalang yung values nya in this table:

Quantum Number	Values
Principal (n)	1, 2, 3, 4, 5, 6, 7
Angular Momentum (l)	s=0	p=1	d=2	f=3
Magnetic (ml)	[ ] 0	[ ][ ][ ] -1 0 +1	[ ][ ][ ][ ][ ] -2 -1 0 +1 +2	[ ][ ][ ][ ][ ][ ][ ] -3 -2 -1 0 +1 +2 +3
Spin	[↑ ] = +1/2		[↑↓] = -1/2

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Che Noteworthy: Napansin nyo ba na yung value nung Magnetic Quantum number is -l to +l??? Ang kewl!

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Bear in mind na yung Set of quantum numbers differ in very electrons dahil yun ang sinasabi ng Pauli Exclusion Principle. At ang four sets of quantum numbers na ito pertains to the last electron in the configuration. Kaya given yung last configuration ng mga elements malalaman mo yung set of quantum numbers nya.

gawin nating example ang Aluminum. ANg last configuration nya ay...
3p¹
Dahil ang energy level nya sa huling configuration ay 3, n = 3 (ayun o katabi ng p ang laki laki). Since sya ay nasa p block, l = 1 (refer to the table above). Para sa magnetic number gawin ang orbital notation, [↑ ][ ][ ]. yung last electron ay nagfall under dun sa -1 suborbital. sa m_l = -1. For the spin, upward yung direction nung huling electron kaya +1/2.

Subukan naman natin yung Chlorine:
3p⁵
Dahil ang energy level nya sa huling configuration ay 3, n = 3 (ayun o katabi ng p ang laki laki). Since sya ay nasa p block, l = 1 (refer to the table above). Para sa magnetic number gawin ang orbital notation, [↑↓][↑↓][↑ ]. yung last electron ay nagfall under dun sa 0 suborbital. sa m_l = 0. For the spin, downward yung direction nung last electron kaya -1/2.

Super simple lang talaga sya. Try nyo ang Calcium at Platinum, the answers are below:

Calcium - 4s² = 4, 0, 0, -1/2
Platinum - 5d⁸ = 5, 2, 0, -1/2

Syempre pwede din yung kabaliktaran, kung meron kang set of four quantum numbers pede mong mahanap yung corresponding element:

3, 0, 0, -1/2 = Na
2, 1, -1, +1/2 = B
4, 3, -1, +1/2 = U

Panis!

It was one of those sleepless nights that I was able to reflect on my life as a student. I came to the realization that there are these special Professors that really made a mark on me. It may have been as simple as being nice to our class or being rigid and strict. But these are the elements that made them leave an imprint in my life.

Unfortunately, they are not affiliated with our department anymore. I learned their dismissal were far from amicable which greatly saddened me because not only are they graduates of the department (cum laudes to boot), they are also good mentors. In my point of view, it was an outrage taking them off the department.

Writing my reflection on each of my former professor made me emotional. I was tearing up when I came to realize that my college life would be different had they not be my teachers.

For more information about the teacher type please refer to this this blog post

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Teacher type: Technophile-Basic, DBS, Student Buddy

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When I first heard that this particular former professor of mine was dismissed, I immediately thought:

"FUCK! WHY!?"

Yes.

I just said those two words.

Actually I said them in the vernacular, so that means I was really pissed. Why you ask? Here's why!

1. She's really nice! Anyone who will say otherwise will drop dead after 5 seconds.
2. She's really good! She teaches very well; Is able to explain things that some professors find hard to explain.
3. She has the HEART! She will teach other subjects if we ask her to (like that time she taught us Kinetics). She is much more lenient in giving points to exams.

Hmmmp. I'd always said that the only reason why I passed Unit Operations 3 and Unit Operations 4 is because "she" is our Calculations Lab Instructor. Whatever I didn't learn in the lecture, I will learn it in Lab class. (well except Kremser, I didn't understand it at all!) She was the first to break the good news to me that I passed Unit 3, I thought I was one of those on the edge of glory but she told me that I already passed the subject and that I had a high score. Really? 2.75 is high already? Well, not that I'm complaining since I flunked all prelims quizzes and the Prelims (stupid Kremser Equation!) yet still passed the subject.

She's really an inspiration for me. If ever I would become a teacher in the future, I would strive to be just like her. She cares for the students, probably because our age difference was not that much that she seems to relate to us; but she cares nonetheless. And her aura is just uplifting, I don't remember any class that we had a bad time with her since she is usually welcoming and homey. Sort of like a big sister.

Haaaay... Too bad the next generation ChE's-in-training won't have the feeling of having an Ate in the Faculty, especially one that teaches those crucial major subjects.

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Teacher type: Technophile-Advanced, Genius-the Wizard, Firestarter, The Orator-meaningful, HAITE

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If you're going to ask me what is my favorite ChE subject, my answer would be Stoichiometry and Particulate Technology. But if you're going to ask me from what subject did I learned the most, my answer would be my class in Chemical Process Industries.

When he first entered our room that first Saturday of SY '08-'09, I was terrified. I remember him as the orange guy who threatened our first year section; The incident more popularly known as the Toto incident.

"Ano section nyo!? ChE!? Humanda kayo sa higher years nyo!"

or something to that extent.

Ever since the time he scolded me from being absent in his class, I never made an attempt to ditch his class again. I was absent that one time because I was in charge of being a tour guide for the freshmen that year. But I was still scolded. T_T

CPI is a very special class for me because, just as I said, this is the class where I learned the most. It might be that the course itself deals with many sub-fields but more than that, I think it is because of my teacher.

It was the first time that I had a class that was not spoon fed. Although he tried his best to bring the level of the topics one notch down, it is still up to us, the students, to really stand up and meet him halfway. Most noteworthy of all is that he always relates his lessons to cooking or food preparation. For me, that was really an effective approach because I have background in cooking and baking. That's the reason why I can easily grasp most of the information that he was trying to convey.

I can only remember two questions that he asked me: 'How do make Latik?' and 'What is the effect of using Aluminum foil in baking?'. I answered the Latik part correctly, as for the other one, I wasn't really aware that the foil was not just used to prevent browning or crusting; Using the different sides will have different effect in the cooking process. I think this is the best lesson that I learned from that. Although he asked me to perform the experiment at home using the different sides of the foil, I still don't have a muffin pan eh. hihiihi!!!!

What I also love in this subject is that no matter how much I eat before class, I will be hungry again after. It just means that I am really using my brain cells to be able to understand the lesson. Also, I like the unorthodox method of testing our abilities of understanding. This is the only major subject I think that we had an essay type of questions. Like what type of feeding to use in the process of Condensed milk, and the change in settings of a dryer for mushrooms that had rainfall the previous night.

He also imparted wisdom as a one of the few in-field practicing Chemical Engineers affiliated with the department. I really think it makes a big difference if your practicing, because you can easily notice the difference in approach of teaching with those simply in the academe. As the academic people tend to be more idealistic, those from the field tend to be more realistic. This is especially true in terms of exam questions.

Sometimes, he would tell us stories about the nature of his work. Sometimes useful, sometimes not. But I do remember that he was the one who told us about the Octane Number, the RON and MON, and knocking. That's the main reason why I was able to comment on this issue. Reminders of not being "tatanga tanga" during plant visits.

Baka umuulan na ng kumukulong tubig eh tatanga tanga ka pang nakataayo sa ilalim ng putol na pipe.

That statement is really hard to get off your mind.

I really feel that he is a big loss in the department. He will leave a big void in the ChE's-in-training school life that no professors in the department can fill. They will not receive the wisdom that we received from him. They will not be able to experience how it is to be mentored by one of the brightest mind in our engineering field.

Kaya isa nalang masasabi ko sa mga estudyante ngayon. GOODLUCK!

Click to enlarge


And so??? Ano naman ngayon kung parehong classified under Anthropods ang Ipis at Hipon? Wala ka bang Biology class? Marami pang branches after "PHYLUM" sa Taxonomy noh! Remember sa Biology!

K	-uya	-ingdom
P	-aolo's	-hylum
S	-mall	-ub Phylum
C	-lass	-lass
S	-ecretly	-ubclass
O	-rdered	-rder
S	-uper	-uborder
F	-amily	-amily
G	-reenwich	enus
S	-paghetti	-pecies

Anthropods are those animals na merong jointed legs. Both Shrimps and Cockroaches are classfied under Phylum Anthropoda because they have jointed legs. But that's about it that are in common between these two. Let us examine the actual Taxonomical tree of a common shrimp and a common cockcroach.

	SHRIMP	COCKROACH
Kingdom	Animalia	Animalia
Phylum	Anthropoda	Anthropoda
Sub Phylum	Crustacea	Hexapoda
Class	Malacostraca	Insecta
Subclass	Numerous	Pterygota
Order	Decapoda	Blattodea
Suborder	Pleocyemata	No Suborder

I omitted the Family onwards classification because it will pertain to a specific kind of shrimp and cockroach since we are just talking of it as a general sense.

The mere fact that they differ starting from the subphylum clearly shows that they are different in a great degree. And if they are saying that shrimps are eating dead matter under the sea; Well, humans too eat DEAD matter. DEAD pig, DEAD cow, DEAD chicken, and just like the shrimp, DEAD FISHES! So I really don't see anything wrong in eating shrimps.

My point? Hindi porket madumi ang pinsan mo, madumi ka na din! Che!

For those of you boycotting Starbucks over the red dye made from crushed bugs it's been using, this Strawberries & Crème Frappuccino® is for you.

By June, this drink will be bug-free, Starbucks says

As we reported last month, vegetarians and others who'd rather not eat insects protested when they found out the the company uses cochineal, the red "juice" a tiny white bug called Dactylopius coccus exudes when crushed, to color certain food and drinks.

Today, Starbucks President Cliff Burrows announced the company would color the coffee chain's goods with a popular, non-controversial vegetable extract instead.


"Our expectation is to be fully transitioned to lycopene, a natural, tomato-based extract, in the strawberry sauce (base) used in our Strawberries & Crème Frappuccino® blended beverage and Strawberry Banana Smoothie," Burrows wrote on the company blog.

It will not look much different and will still meet company taste standards, a spokesman tells The Salt.

Starbucks will also be phasing cochineal out of afternoon delights like Raspberry Swirl Cake, Birthday Cake Pop, Mini Donut with pink icing, and Red Velvet Whoopie Pie by the end of June.

People for the Ethical Treatment of Animals' David Byer, who pushed for the switch, praised Starbucks' announcement. "It will soon be Starbucks Vegan Strawberry Frapps all 'round at PETA headquarters in celebration," he says.

While the red-dyed products likely make up a small portion of the coffee chain's business — the company doesn't publicly break out product-by-product sales, says a Starbucks' spokesman — in the food world, it's all about optics.

"Our commitment to you, our customers, is to serve the highest quality products available. As our customers you expect and deserve better – and we promise to do better," Burrows writes.

Despite the ick factor, cochneal extract is FDA approved and widely seen as a more natural alternative to, say, petroleum-based Red Dye #40 - an argument many pointed out in the comments on our previous post.

But, as they say, the customer is always right. And if the customer doesn't want bugs, Starbucks, for one, is responding.

--- Source

Ang sarap sabihin dun sa mga sosyalerang mahilig mag strawberry Frappe na they are eating bug extract! wahahahhaha! Well sakin naman wala naman sakin kahit bug extract pa yan kasi its still food. If the US FDA deemed it as food grade then I have no qualms about it. Btw the red pigment is called Carmine, it is formed by Aluminum and Calcium salts of Carmic acid.

I was watching Fringe. I was really fascinated by this scene in the episode White Tulip where Dr. Alistair Peck, a researcher of Astrophysics, and Dr. Walter Bishop, pioneer in Genetic Engineering, were talking to each other.


Dr. Alistair Peck


Dr. Walter Bishop

I just find it fascinating that two brilliant minds are sharing information on the pros and cons of one's research and that one made a small miscalculation in his research. Ang galing lang! How I wish I can be like that. Ang asteeeeeeeeeeeg lang nya. Kaya I will strive hard to be a Doctor myself!

ATTY/ENGR. JOHN WILBERT N. DE GUZMAN, PH.D.

Weh? hihihi!!