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Science – Programmes The price of success is hard work, dedication, and determination... Science remedials are conducted on Tuesday afternoon. If in doubt, parents may wish to contact the science teachers for clarifications. ***** 7E Learning Cycle In Ping Yi, the science department adopts the 7E model (Eisenkraft 2003) in the teaching and learning of science to various extends across all levels. The 7E Inquiry Learning Model consists of seven stages: | Elicit | à | Identifies pupils’ prior conceptions | | Engage | à | Creates interests and generates curiosity | | Explore | à | Provide activities and experiments for pupils to make predictions, design experiments, collect and analyse data | | Explain | à | Encourage pupils to explain concept followed by formal explanation by teacher | | Elaborate | à | Provide pupils with opportunities to apply new knowledge and skills in new but similar situations | | Evaluate | à | Use of both formative and summative assessment to assess pupils’ understanding | | Extend | à | Pupils attempts to apply new knowledge and skills in completely different situations | Rationale of 7E Learning Cycle The 7E learning cycle is one of the many models of inquiry-based science instruction. The model adds meaning to pupils’ learning since it leverages on pupils’ prior knowledge to help them construct new knowledge and understandings. Its inquiry-oriented instruction allows pupils to be actively involved in a series of group activities which are investigative and explorative in nature. Through the group activities, pupils discover, explain and share new discoveries and knowledge which are then used to solve problems. This pedagogical approach nurtures pupils to be active inquirers with a spirit of curiosity. Pupils will enjoy and value science as an important tool in helping them explore their natural and physical world in future. Benefits Pupils’ performance in Science has improved after going through the inquiry-based 7E learning cycle. The inquiry-based lessons were mostly student-centred with evident two way communication. The frequency of teacher encouraging pupils to explore and explain was also high.
Reflections “In order to ensure that our pupils are well equipped with 21st century skills, there is an urgent need to constantly relook at pedagogy to ensure engaged learning. The teachers’ role has also evolved with a greater need for facilitation skills to elicit response and leverage on existing knowledge as opposed to direct delivery of content. At Ping Yi, teachers are encouraged to experiment and explore to meet the diverse learning needs of the pupils and it is heartening to see how both pupils and teachers have benefitted. The journey continues….” Mdm Shanti Devi (Principal, Ping Yi Secondary School) “We seek to develop reflective teachers who inquire into their practice, whose practice is informed by theory and vice versa. The TLLM partnership with MOE has helped to build up our capacity and capability in curriculum innovation as we seek to develop a community where collaborative learning is a cultural norm. We are heartened by the progress made and more importantly, teachers see the benefits and believe that it can make a difference to student learning.” Mr Kwan Yew Meng (Vice Principal, Ping Yi Secondary School) “The TLLM Ignite has enhanced the learning culture in our school. The MOE and NIE support for teacher training and innovative practices as well as additional funding for resources have resulted in greater staff interest and collaboration in research and school based curriculum innovations. Our teachers were focused on selecting the best strategies to achieve engaged learning. I see happier pupils and more satisfied teachers, thanks to TLLM Ignite.” Mrs Gary Chan (Vice Principal, Ping Yi Secondary School) “There were many group time with hands-on activities. Teacher questioning was scattered throughout the lesson. The teaching is done throughout the lesson with a pattern: teacher teaches à student activity à teacher teaches / clarifies à student activity etc.” Teacher Observer ***** Science Department Enrichment Programmes in 2009 2009 marks an exciting year for Ping Yi Science Department as various activities and programmes are carried out. Apart from the school-wide IP week, our pupils are also involved activities carried out in the Science Cove. Learning Journeys | | Sungei Buloh | | The theme for Secondary 1 IPW this year is MANGROVES, MORE THAN MUD AND MOZZIES. Pupils worked together in teams to learn about the plant and animal life in the mangroves. Through the fun-filled activities, pupils had a better appreciation of science and nature and acquired the skills of teamwork. Click here for photos | | | | Visit to Senoko Power Station | | Pupils went on a 2 hour guided tour of the Senoko Power Station where they appreciate how electricity is brought into their homes. This serves as a good infusion of National Education into Science teaching as pupils will never get the opportunity to enter a power station on their own. | | | | Chemistry of Soap & Detergents @ Science Centre | | Pupils had hands-on experience in making their own soap and tested the various detergent ingredients for their relative efficiency to find out which brand is value for money. | | | | DNA in Forensic Science @ Science Centre | | Pupils learnt about the basics of DNA fingerprinting through a forensic investigation and how to analyse DNA evidence found at the crime scene. Pupils were also introduced to paternity testing through a simulation of DNA fingerprinting analysis. | | | | Shake, Rattle & Roll @ Science Centre | | Pupils built a model structure, resembling a building and subject it to various forces in order to test its stability. This fun, hands-on investigation required pupils to think about friction, centre of gravity and the use of different materials and modify their design based on previous test performance. Comparison with real-life structures were highlighted, in particular those able to withstand extreme forces such as earthquakes. Through this activity, pupils were better able to relate physics concepts to real life applications. | | | | Heat Shield @ Science Centre | | The scenario: A new spacecraft will be sent to Mars to prepare the way for the first human voyage to the red planet. The spacecraft must survive its journey through space and harsh conditions of entering the Martian atmosphere. In this fun and exciting workshop, pupils work in teams to decide on the best use of their materials in order to build a heat shield that will protect the precious cargo for the longest time against intense heat simulating a spacecraft’s fiery entry into an atmosphere. | | | | Construct Your Own Mini-Solar Car@ Singapore Polytechnic | | Pupils were taught what solar energy is and how solar energy can be used to run a mini solar car. To experience the application of solar energy pupils made their own mini-solar car in groups of four. | | | | My Two Feet Measurement of Foot Pressure @ Singapore Polytechnic | | This programme gave pupils the opportunity to find out the behaviour of their feet with and without footwear through the measurement of foot pressure distribution. They learnt about Centre of Pressure (COP) trajectory, peak forces and contact pressure while they are standing, walking, running or doing various activities. | | | | Physics Demo Lab @ NUS | | On the 17th Mar 2009, a group of 19 Sec 4E and 5N pupils went to the NUS Physics Demonstration Lab for an enrichment Physics program. Pupils observed that a sharp metal needle would conduct electricity away from a charged metal sphere. Hence lightning rods that had sharp points as they cause a silent discharge and prevented lightning strikes. The pupils were awed by the wonders of Physics as they listened attentively to the different Physics concepts in daily phenomenon. The highlight of the laboratory session was when pupils were given an opportunity to try the different physics demonstrations themselves. For instance, they tried to cool a ceramic oxide palate with liquid nitrogen, making it a superconductor that floated on a metal track. At the end of the session, pupils took away with them the memories of the fun and relevance of physics. Click here for photos | | | | Space Frog by SpeedEd | | Some Russian scientists brought frogs onboard the MIR Space Station and experiments were conducted on the behaviour of frogs in space. Pupils got to do virtual dissection of frogs. They were then asked to compare the similarities of the anatomy of frogs and human beings. The pupils got a close-up look at the virtual circulatory system and the digestive system of the frog. In the last part of the programme, pupils did an environmental evaluation project. They investigated how habitat loss, water quality and increased predation affect the population of frogs. Pupils learnt about the importance of maintaining the ecosystem of the frogs as this will ultimately affect the environment for Man. | | | | Hot House | | A Physics competition held in the Science Cove where pupils had to construct an insulated house-like structure to retain the heat of boiling water in a beaker using recycled materials. Pupils not only appreciate Physics concept but also the importance of recycling. Click here for photos | | | | Decorative Polyester Paper Weight | | Class 211, together with the Science Department, made a decorative polyester paper weight for all Ping Yi teachers on Teacher’s Day 2009. Through the fun-filled and meaningful activity, pupils learnt the chemistry behind making such paper weights. Click here for photos |
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