I have not been posting in this blog for a while as I have been rather busy in my new role at the Ministry of Education HQ. My main area of work is related to the Singapore Student Learning Space, an online portal in which curriculum-aligned resources are made available for students in Singapore to
My school organises a competition for upper primary pupils in Singapore annually. Called the THINK Challenge, it gets participants to engage in problem-solving with a little help from the internet, team work and experimentation. "THINK" stands for the stages of the cycle of inquiry learning: Trigger, Harness, Investigate, Network and Know. In this year's Challenge,
As I was teaching the use of the potential divider equation to my IP4 (Grade 10) students last week, I approached it by teaching the rules first before showing worked examples. Thereafter, as some students remained confused, I merely reverted to explaining the rules. Eventually, I resorted to simplifying the equation by substituting simple numerical
The Planning Question is the last question on Paper 2 of the 9646 H2 Physics paper in the Singapore-Cambridge GCE A-Levels. It carries 12 marks out of 72 in the paper, which lasts 1 hr 45 min. Based on the principle where ratio of marks should be roughly equal to ratio of time allocated, the question
1. Make sure that you allocate the same amount of time as you do with other H2 subjects. This may not mean spending the same amount of time each day, but over the long term, such as the same average time over a week. An over-emphasis on subjects that are perceived as more "challenging" may
I love the segment about magnetic "domains". Rule with an "iron fist". Two of my favourite Youtube channels worked together to make this video.
This video shows yet another demonstration for the effect of resonance, when the sound frequency is equal to the natural frequency of the glass. I have yet to conduct this demonstration because of the potential risks involving flying pieces of glass. A video should suffice though, especially one that is taken at slow motion.
This picture has been making its way around the internet. This is a Primary 6 Science question that has a questionable answer. As teachers, there are times when we make mistakes in crafting answers for a multiple-choice question. Good thing there is often a fail-safe in the form of our colleagues who would help each
A concept cartoon is an innovative way of eliciting discussions about science concepts. For example, it can present differing views on a scientific phenomenon from different characters. I am not an artist but do wish sometimes that I could make classroom discussions more interesting by using relevant cartoons or comic strips. Then I stumbled upon