Term 1:
As a freshman, it took me a while to settle in and adjust to life in Secondary school. A major element in the transition was the science experiments. We were first taught the basics: getting to know the laboratory. We were given a worksheet with several pictures of the equipment in the science lab. We were supposed to memorise the names of the equipment and uses. This, I believe, will be very vital in my years not just as a student, but even when I get a job should I take up a job that has to do with science like being a doctor, a chemist, etc.
After that, we were taught how to use the bunsen burner- How to make a non-luminous flame and how to prevent a strike-back from occuring. This was important as there were several hazards when dealing with fire and gas and preventing yourself from getting a serious injury or even causing a fire and having to compensate for charred buildings. I found this very interesting and scary. It was scary holding the lighter at first, trying to ignite the bunsen burner. At first my lab partner and I thought that a column of fire would shoot out of the barrel of the bunsen burner when we lit it. But interestingly, there was a part of the luminous flame where it actually is not hot enough to cause injury!
In the following weeks, our teacher taught us how to plot graphs, make conversions of units (e.g. mm to km)and how to use the metre rule, Vernier Calipers and Micrometer Screw Gauge. I found this topic extremely tedious with piles of worksheets to do, all of them displaying diagrams of measuring instruments. It's tough to do without a calculator, especially when there are multiple zeroes of decimal points in the question!
I absolutely adored going to the science lab and carrying out experiments, more than sitting in class listening to the lesson. By carrying out the experiments, it was not just fun, but it enriched my learning process as I could learn through participating in hands on activities.
Signing off from Term 1,
Ben Peck
Term 2:
Term 2 had relatively few subjects due to the mid year tests and exams. We first had to practice calculating densities using the formula.
I enjoyed this because I really adore math and solving questions using formulas. But then again, the ease came with a price: there was a huge quantity of worksheets! It took time to wade through the worksheets, but I made it!
Next, we moved on to Brownian motion and the kinetic particle theory. I learnt that particles were actually constantly moving, but the volume and how compact the particles are totally affects the state of the matter.
That led us to the subject of elements and compounds. It was relatively hard trying to memorize the first 20 elements on the chart, but 'Periodic Tales' (See "Random Thoughts") provided me great amusement to prevent me from finding it mundane. On a completely irrelevant note, does anyone know which single alphabet is absent in the periodic table? Think...think...think...it's the letter J! If I discovered a new element I would call it "Junkium"...
Anyway to sum up this term, I believe I slackened a bit on my science as shown on my report card. I had not prepared adequately to get an A1 or A2, but still managed to get a B3. Sigh. Will try harder.
Signing off,
Ben Peck
Term 3:
Term 3 was a rather hectic term. With all the preparation for the EOYs, there were plenty of topics to be taught. However, it was very tough to learn all the topics due to the multiple public holidays. Fortunately, if we missed anything, our teacher would post lecture notes on the IVLE portal.
First, we had to learn separation techniques of homogeneous and heterogeneous solutions. This was fun as we had a couple of hands-on experiments on this. Actually, the correct term for a homogeneous mixture is a 'solution'. Oops! My bad!
Next, we learnt about cells and the parts inside the cell. There was much to learn on this subject, but I found reading about Visking tubings and cell membranes rather interesting. Particles larger than the gaps in the Visking tubings were not able to permeate the Visking tubings, however particles smaller could permeate it! Who ever said bigger is better?
We carried out an experiment on using a microscope. At first it was slightly complex using the microscope, but gradually we familiarized with using it and had a fun learning experience. Turning knobs and fiddling with it allowed us to magnify, see in different angles and enabled us to scrutinize the onion skin cell and the cheek cell we used!
To top it all off, we finished off with force and pressure. No, not when parents force you and you are under pressure! It is when the particles are compacted at different amounts of force, hence creating pressure! There are several machines like the piston machine where the machine exerts diferent amounts of force on an air tght space, causing intense pressure.
Due to the extremely strenuous schedule of learning, it was hard to score for the test and ended up with a C5. Fortunately, now I have the September holidays to myself where I can mug and revise my work. Wish me luck for my EOYs!
Signing off,
Ben Peck
