Saturday, September 17, 2011
My happiest moment in science!
This just put a really big smile on my face. Although I know I should not be complacent about this, because the real test is still in EOY *hoping for exemption*
Term 4 - Lenses
Issues in teaching and Learning Science
We had to do lenses for online learning by ourselves before we start having lessons on it. The wiki contained a lot of information on lenses, but I still don't really quite grasp the topic during my own online learning. It became a lot clearer when Ms Nada drew and explained more clearly step by step how the light reacts when it passes through a lens. One part of my confusion was in thinking that the focal point of a mirror is similar to a focal point of a lens, and therefore all rays of light regardless of which direction that passes through a lens must converge at a focal point. Because this was a wrong misconception, I could not do any questions correctly at first and was quite discouraged. In the end, I figured that only the rays of light parallel to the principal axis will converge together at the focal point.
Reflections on termly personal performance and growth development in Science
As usual, lens seems very hard, but will definitely get easier with more practices. The more practices I do, the more facts I start learning about lenses too. For reflection, concave mirrors are more complicated than convex mirrors. For lenses, convex lenses are way, way, way more complicated than concave mirrors. Is this nature's way of keeping everything balanced? Well, for all I know, it's time to study hard for the end of year exams!
Reflections on science experiences, laboratory sessions, field work and excursions
We had one teacher's demonstration on lenses. It was quite cool seeing a sharp picture of the science lab's windows being displayed on a small screen. I was half hoping that if I cut the paper and keep the image, it will still remain there although it wouldn't. I don't know why my spectacles can't focus a distance image when I put a piece of paper behind it. All I can see is just a shadow of my own spectacles. Only when there is a strong light source, like the sun, will there be a bright circle displayed on a plane.
We had to do lenses for online learning by ourselves before we start having lessons on it. The wiki contained a lot of information on lenses, but I still don't really quite grasp the topic during my own online learning. It became a lot clearer when Ms Nada drew and explained more clearly step by step how the light reacts when it passes through a lens. One part of my confusion was in thinking that the focal point of a mirror is similar to a focal point of a lens, and therefore all rays of light regardless of which direction that passes through a lens must converge at a focal point. Because this was a wrong misconception, I could not do any questions correctly at first and was quite discouraged. In the end, I figured that only the rays of light parallel to the principal axis will converge together at the focal point.
Reflections on termly personal performance and growth development in Science
As usual, lens seems very hard, but will definitely get easier with more practices. The more practices I do, the more facts I start learning about lenses too. For reflection, concave mirrors are more complicated than convex mirrors. For lenses, convex lenses are way, way, way more complicated than concave mirrors. Is this nature's way of keeping everything balanced? Well, for all I know, it's time to study hard for the end of year exams!
Reflections on science experiences, laboratory sessions, field work and excursions
We had one teacher's demonstration on lenses. It was quite cool seeing a sharp picture of the science lab's windows being displayed on a small screen. I was half hoping that if I cut the paper and keep the image, it will still remain there although it wouldn't. I don't know why my spectacles can't focus a distance image when I put a piece of paper behind it. All I can see is just a shadow of my own spectacles. Only when there is a strong light source, like the sun, will there be a bright circle displayed on a plane.
Term 3 - Optics: Reflection and Refraction
Issues in teaching and Learning Science
Optics was something that I did not find interesting previously, but do so now after learning and being aware about it. To understand optics, I learned that you cannot take it too literally; many times you have to use your own imaginations to visualize things. For example, many times, a ray of light is travelling through a medium, but just because it does not travel to our eyes we might make a mistake thinking that there are no light rays in existence.
Reflections on termly personal performance and growth development in Science
Reflection and refraction helped me to understand many things that I did not know about light and its behavior. Now, I get a better understanding of the world around me, and whenever I see any blinding light reflected off MacRitchie Reservoir while I am canoeing during training I start thinking about reflection. A sad thing about being able to see things only if light is reflected off is that we will probably never be able to see planets and interesting space objects like black holes which does not have exterior light source to reflect light off it.
Reflections on science experiences, laboratory sessions, field work and excursions
We had many practicals on optics. Although they were not as exciting as chemistry experiments, it was still more interactive than classroom teaching. The object that caught my interest most was the concave mirror. When I stood very close to it, my image was magnified quite circularly. When I start walking backwards, my image became smaller and then many swirls of colours started appearing. I must be standing near the focal point of the mirror! As I walked further backwards, my image came into focus again, except that its orientation was the other way round. How interesting, like the house of mirrors!
Optics was something that I did not find interesting previously, but do so now after learning and being aware about it. To understand optics, I learned that you cannot take it too literally; many times you have to use your own imaginations to visualize things. For example, many times, a ray of light is travelling through a medium, but just because it does not travel to our eyes we might make a mistake thinking that there are no light rays in existence.
Reflections on termly personal performance and growth development in Science
Reflection and refraction helped me to understand many things that I did not know about light and its behavior. Now, I get a better understanding of the world around me, and whenever I see any blinding light reflected off MacRitchie Reservoir while I am canoeing during training I start thinking about reflection. A sad thing about being able to see things only if light is reflected off is that we will probably never be able to see planets and interesting space objects like black holes which does not have exterior light source to reflect light off it.
Reflections on science experiences, laboratory sessions, field work and excursions
We had many practicals on optics. Although they were not as exciting as chemistry experiments, it was still more interactive than classroom teaching. The object that caught my interest most was the concave mirror. When I stood very close to it, my image was magnified quite circularly. When I start walking backwards, my image became smaller and then many swirls of colours started appearing. I must be standing near the focal point of the mirror! As I walked further backwards, my image came into focus again, except that its orientation was the other way round. How interesting, like the house of mirrors!
Term 2 - Sexual Reproduction in Humans
Issues in teaching and Learning Science
This was one of the most memorable topic we learnt this year. Sexual reproduction at home was mostly taboo, and what our primary school taught us did not answer all of our questions. Plus, the teacher still felt that we are not mature enough or something, and did not allow us to discuss too much. The discussion with Ms Nada was one of the most active one, and I can see that everyone was very focused and asked many of their burning questions which they previously had to bury into their hearts. We laughed a lot at all of the funny things about sex, because they were very absurd, like how once in a blue moon a baby may be born with both male and female sexual organs, and how sometimes during sexual intercourse a woman's vagina may contract so much that the male's penis cannot be taken out and they have to go to see a doctor to resolve the issue. These kind of funny facts were the kind of things that made the lesson very memorable, not really what the curriculum wants us to learn. But in another sense, that is learning out of the book, isn't it?
Reflections on termly personal performance and growth development in Science
I have always had an impression that the sexual education was hidden in this chapter. We were taught that having sex below the age of consent will lead to many undesirable consequences such as abortion, humiliation, a sense of guilt etc. We also learnt about the menstrual cycle, something very alien to us, but yet very useful too because we will be able to track when a woman is most fertile.
Reflections on science experiences, laboratory sessions, field work and excursions
My class was joking that we might have practicals for this. Turned out disappointed. We had to research and learn on sexual transmitted diseases on our own, and I realised that it was extremely easy for sexual transmitted diseases to infect the whole community, if we don't practice safe sex. How did our ancestors then, survive? Condoms were not invented until recently, and since everyone a long time ago did not practice safe sex with condoms or diaphragms, how come a large percentage of our population is not infected by AIDS? I researched and found out that AIDS only started spreading from animals to humans in the 1940s. It was fortunate that by then, that technological advances made it possible for condoms to be invented.
Self directed and independent research learning – critical reviews of contemporary science issues
This was one of the most memorable topic we learnt this year. Sexual reproduction at home was mostly taboo, and what our primary school taught us did not answer all of our questions. Plus, the teacher still felt that we are not mature enough or something, and did not allow us to discuss too much. The discussion with Ms Nada was one of the most active one, and I can see that everyone was very focused and asked many of their burning questions which they previously had to bury into their hearts. We laughed a lot at all of the funny things about sex, because they were very absurd, like how once in a blue moon a baby may be born with both male and female sexual organs, and how sometimes during sexual intercourse a woman's vagina may contract so much that the male's penis cannot be taken out and they have to go to see a doctor to resolve the issue. These kind of funny facts were the kind of things that made the lesson very memorable, not really what the curriculum wants us to learn. But in another sense, that is learning out of the book, isn't it?
Reflections on termly personal performance and growth development in Science
I have always had an impression that the sexual education was hidden in this chapter. We were taught that having sex below the age of consent will lead to many undesirable consequences such as abortion, humiliation, a sense of guilt etc. We also learnt about the menstrual cycle, something very alien to us, but yet very useful too because we will be able to track when a woman is most fertile.
Reflections on science experiences, laboratory sessions, field work and excursions
My class was joking that we might have practicals for this. Turned out disappointed. We had to research and learn on sexual transmitted diseases on our own, and I realised that it was extremely easy for sexual transmitted diseases to infect the whole community, if we don't practice safe sex. How did our ancestors then, survive? Condoms were not invented until recently, and since everyone a long time ago did not practice safe sex with condoms or diaphragms, how come a large percentage of our population is not infected by AIDS? I researched and found out that AIDS only started spreading from animals to humans in the 1940s. It was fortunate that by then, that technological advances made it possible for condoms to be invented.
Self directed and independent research learning – critical reviews of contemporary science issues
For this module, our independent online learning is on sexually transmitted diseases. Being infected by a sexually transmitted disease just takes a moment of mistake, but the consequences that you must bear you will need to carry it for a lifetime. It is sad how many teenager's lives were destroyed because they were not informed of sexually transmitted diseases or just because they cannot control themselves.
Friday, September 16, 2011
Term 3 - Ecology
Issues in teaching and Learning Science
Ecology this time is on food chains, carbon cycle and nitrogen cycle. One of the great takeaways from the lessons on ecology are all the new biomes that I learnt. The World Wide Fund for Nature has identified fourteen different biomes on earth, each with unique characteristics. The carbon cycle was not new to me, it has been mentioned countless times in exhibitions informing us on global warming and our carbon footprints. Nitrogen cycle was quite confusing, because it is rarely talked about, but its purpose and usefulness is undisputable. Without the nitrogen cycle, to start off, we won't even be having DNA.
Reflections on termly personal performance and growth development in Science
Ecology is not really difficult, because what we are learning is still quite basic. This chapter was not really very appealing to me because more or less I already know the topic that we need to learn.
Reflections on science experiences, laboratory sessions, field work and excursions
We had a planned trip to MacRitchie to learn about ecology, however it rained that day so we didn't really do much but complete our workbooks that we were given.
Ecology this time is on food chains, carbon cycle and nitrogen cycle. One of the great takeaways from the lessons on ecology are all the new biomes that I learnt. The World Wide Fund for Nature has identified fourteen different biomes on earth, each with unique characteristics. The carbon cycle was not new to me, it has been mentioned countless times in exhibitions informing us on global warming and our carbon footprints. Nitrogen cycle was quite confusing, because it is rarely talked about, but its purpose and usefulness is undisputable. Without the nitrogen cycle, to start off, we won't even be having DNA.
Reflections on termly personal performance and growth development in Science
Ecology is not really difficult, because what we are learning is still quite basic. This chapter was not really very appealing to me because more or less I already know the topic that we need to learn.
Reflections on science experiences, laboratory sessions, field work and excursions
We had a planned trip to MacRitchie to learn about ecology, however it rained that day so we didn't really do much but complete our workbooks that we were given.
Wednesday, September 7, 2011
Term 1 - Acid, Bases and Salts!
Issues in teaching and Learning Science
This was another topic which had caught my interest when I was young - now, I can finally get all my answers! I was surprised that acids and alkaline are actually so close to our everyday life - from oranges to vinegar, soap to detergents, as previously I thought that acids and alkalines are things "exclusive" to the laboratory. I learnt many applications and uses of acids and bases, and how each can neuter the other to form a salt. For example, how bee stings and hornet stings are acid and alkaline respectively - well, for that, I was kind of wondering if I got a bee sting, I should get another hornet to sting me as well to neutralise it. Yes, it may seem crazy logically, but scientifically, it should work.
Reflections on termly personal performance and growth development in Science
I found the topic of acid, bases and salts extremely interesting. They are quite fun to play and experiment with during the laboratory sessions, and I believe there is no limit to the amount of acids and bases we can ever find. Acids and bases plays an important role in our daily lives, but all of us are taking it for granted. In nature, acids and alkalines also play a huge role. Plants and animals have have different preferences for the pH value of their surroundings. For example, plants like roses grow better in soil with lower pH. We humans as well, don't feel well if out stomach acid is too acidic. Acids and bases can also be abused to harm other people. For example, in the Middle East, a young man splashed acid on a girl that rejected his marriage proposal, causing her facial qualities to become deformed and ugly, and she was also blinded in one eye. Therefore, it is important for us to be aware of the properties of acids, bases and salts.
Reflections on science experiences, laboratory sessions, field work and excursions
We had many interesting practicals lined up for us but sadly time is always not enough. It is very important to keep track of which acid or alkaline you have in your test tubes during experiments, because many of them all look alike, usually transparent. The chemicals appeal to me a lot, and I always have the urge to mix different chemicals together just to see what happens. I noticed that many other people like doing it too.
This was another topic which had caught my interest when I was young - now, I can finally get all my answers! I was surprised that acids and alkaline are actually so close to our everyday life - from oranges to vinegar, soap to detergents, as previously I thought that acids and alkalines are things "exclusive" to the laboratory. I learnt many applications and uses of acids and bases, and how each can neuter the other to form a salt. For example, how bee stings and hornet stings are acid and alkaline respectively - well, for that, I was kind of wondering if I got a bee sting, I should get another hornet to sting me as well to neutralise it. Yes, it may seem crazy logically, but scientifically, it should work.
Reflections on termly personal performance and growth development in Science
I found the topic of acid, bases and salts extremely interesting. They are quite fun to play and experiment with during the laboratory sessions, and I believe there is no limit to the amount of acids and bases we can ever find. Acids and bases plays an important role in our daily lives, but all of us are taking it for granted. In nature, acids and alkalines also play a huge role. Plants and animals have have different preferences for the pH value of their surroundings. For example, plants like roses grow better in soil with lower pH. We humans as well, don't feel well if out stomach acid is too acidic. Acids and bases can also be abused to harm other people. For example, in the Middle East, a young man splashed acid on a girl that rejected his marriage proposal, causing her facial qualities to become deformed and ugly, and she was also blinded in one eye. Therefore, it is important for us to be aware of the properties of acids, bases and salts.
Reflections on science experiences, laboratory sessions, field work and excursions
We had many interesting practicals lined up for us but sadly time is always not enough. It is very important to keep track of which acid or alkaline you have in your test tubes during experiments, because many of them all look alike, usually transparent. The chemicals appeal to me a lot, and I always have the urge to mix different chemicals together just to see what happens. I noticed that many other people like doing it too.
Friday, September 2, 2011
Equation Writing
E=MC^2? No, not that! Equation writing as in balancing chemical equations, etc, like balancing a scale. If you have 10 oxygen atoms on one side, you gotta balance it by putting another 10 oxygen atoms on the other side of the scale. The hard bit is, the different atoms can move around and form compounds or break down, into all states of matter - solid, liquid and gas.
My Reflection
Initially, it was a headache - I took really long to do just one question, it was so confusing, because the atoms can bond to form other compounds, and then to balance the equation, you had to work through quite a lot of steps of making sure each atom is balanced, a very messy and sometimes confusing process. The most interesting equation in my opinion are those involving ammonia and ammonium. At the begining, I thought both of them are the same, like sulphur and sulfer. However, when I started doing the equation writing practices on ammonia and ammonium, I realised that something was wrong - the equation just could not balance somehow. I was frustrated at being beaten by the little text on the paper, they seemed to be humiliating me. I started having the feeling that ammonia and ammonium were different after all. So, I went online and did some research, and BAM! It was true, ammonia is NH3 and ammonium was NH4. So, with this solved, there were still A LOT of practices to go. Next, another fun compound was CH3COOH. I found it very very irritating, why can't it be simplified into C2H4O2? I did some research again, and again, it was quite interesting. Vinegar is known as CH3COOH and not C2H4O2, because C2H4O2 can actually refer to many other different compounds - (1) O=CH-CH2-OH, (2) HO-CH=CH-OH, (3) CH3-O-CH=O, (4) CH3-COOH. Secondly, C2H4O2 only represent the molar amounts of the elements C, H, and O, which loses out to CH3COOH, because the latter also represent how the atoms are connected. Quite interesting, isn't it? That's what I feel too.
My Reflection
Initially, it was a headache - I took really long to do just one question, it was so confusing, because the atoms can bond to form other compounds, and then to balance the equation, you had to work through quite a lot of steps of making sure each atom is balanced, a very messy and sometimes confusing process. The most interesting equation in my opinion are those involving ammonia and ammonium. At the begining, I thought both of them are the same, like sulphur and sulfer. However, when I started doing the equation writing practices on ammonia and ammonium, I realised that something was wrong - the equation just could not balance somehow. I was frustrated at being beaten by the little text on the paper, they seemed to be humiliating me. I started having the feeling that ammonia and ammonium were different after all. So, I went online and did some research, and BAM! It was true, ammonia is NH3 and ammonium was NH4. So, with this solved, there were still A LOT of practices to go. Next, another fun compound was CH3COOH. I found it very very irritating, why can't it be simplified into C2H4O2? I did some research again, and again, it was quite interesting. Vinegar is known as CH3COOH and not C2H4O2, because C2H4O2 can actually refer to many other different compounds - (1) O=CH-CH2-OH, (2) HO-CH=CH-OH, (3) CH3-O-CH=O, (4) CH3-COOH. Secondly, C2H4O2 only represent the molar amounts of the elements C, H, and O, which loses out to CH3COOH, because the latter also represent how the atoms are connected. Quite interesting, isn't it? That's what I feel too.
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