Sugar Crystals

So, over the holidays, my Science teacher asked us to grow some sugar crystals over the June Holidays. Since at first i had no idea what were sugar crystals, therefore i decided to research. After researching, i found out that sugar crystals are clumps of sugar that form on a base after cooling sugar-saturated water. They're also known as rock candy.

So, the next step was to find out how to grow sugar crystals! For your reference, I have found a link for you guys to check out and find out how to make some of your  own sugar crystals!

http://chemistry.about.com/od/growingcrystals/ht/blsugarcrystal.htm

http://www.ehow.com/how-does_4568599_sugar-crystal-grow.html

So, here are the pictures that describes my sugar crystals growing experiment.

Termly Science Performance

My target was A1 for Science. At first, my plan to achieve A1 for Science was to study hard and pay attention in class, but i realized that didnt really work out, so i started going online and clarifying my doubts online. Besides, I also flipped through my study notes for the Science test. In the end, I did get A1 for my mid-year exams.

Here is a sample of my test paper.

For the End of year Examinations, my target is still getting A1. My plan would be to also to self study some parts, and also pay full attention in class, and revise my study notes that the teacher gave out. Besides, I also need to improve on a lot of areas, for example, the elements and compounds, or unit conversion. I should clarify with my Science Teacher the concepts that I not clear about!

Mass, Weight and Density

On 5 March, I learnt about Mass, Weight and Density! The formula on how to calculate Density was also taught. Besides that, we did do a worksheet that tested us on our knowledge of Mass, Weight and Density. I have to say that I fared average.

Just in case you guys are unsure of the concepts of Mass, Weight or Density, click the link here to find out more --> http://hyperphysics.phy-astr.gsu.edu/hbase/mass.html

Besides, on 5 March, we also visited the lab.

First we had to determine the density of a regular object, the glass marble. After many calculations and errors, we finally came out with the density of the glass marble! In addition to that, we also determined the density of an irregular solid , a glass stopper.

At the Lab, we did thoroughly enjoy ourselves as it was often quite rare that we got to do experiments!

Below, it is the practical worksheet which we were supposed to complete it in the Science Lab.

This is a property of Hwa Chong Institution. Copyrights Infringements. Strictly no photocopying or printing.

Pendulum Predictions

So, in this particularly interesting lesson about pendulums on 12 February, we observed what happened when the length of the pendulum is systematically changed, which will then be a basis for making predictions about the motion of the pendulum!

Here is how the experiment went:

Firstly, we set up the experiment for the pendulum, a pendulum bob on a string that was clamped on to the retort stand. During the experiment, we observed the number of swings the pendulum made when the length of the pendulum of the pendulum was systematically changed at an interval of 10 centimetres apart.

Secondly, based on our observations, we had to predict the amount of swings the pendulum would make with the length of the string being changed with an interval of 5 centimetres. In addition to that, we also plotted a curve graph from our experiment results and also had to predict the amount of swings the pendulum would make.

Thirdly, we did carry out the experiment again, just that now the length of the string was systematically changed with an interval of 5 centimetres.

Out of this lad besson, we learned quite a few things. I did learn the concept that ":the greater the length of the pendulum, the longer the time taken for one oscillation.

Vernier Caliper, Micrometer Screw Gauge and Zero Error

On 18 February, it was one of those dull worksheet lessons in which we stayed in class to do worksheets. So, on that day,Mr Tan taught us how to use the

vernier caliper, and the micrometer screw gauge. In addition to that, before the lesson, we had attended an IVLE lesson in which it had also taught us on how to use the Vernier Caliper and the Micrometer Screw Gauge. Besides, we learnt about Zero Error, in which it means that the measuring instrument still has other measurements other than 0 when it is fully shut.

On 26 February, I managed to apply this knowledge of usage of vernier calipers and micrometer screw gauge. However, besides that, I also learnt the difference between Raw Data and Processed Data.

Raw Data are measurements taken directly from a measuring instrument. This is expressed to a fixed number of decimal places dictated by the units used and the precision of the instrument.

Processed Data  are readings obtained from the calculations of one or more sets of raw data.

So, now back to what we did. We first measured the height of a seat using a metre ruler. Next, we measured the internal and external diameter of a beaker with a vernier caliper. Besides that, we also measure the diameter of a wire and a marble using the micrometer screw gauge.

All together, I learned how to use the vernier caliper and micrometer screw gauge. Besides that, i also ensured that the vernier caliper and micrometer screw gauge had no zero error at all!

Vernier caliper

                                                                 
                                                 Micrometer screw gauge

Kinetic Particle Theory, Brownian Motion and Diffusion

On 1 April 2014, the teacher taught us about the Kinetic Particle Theory, Brownian Motion and Diffusion.

So, What is the Kinetic Particle Theory? The Kinetic Particle Theory is a theory that states that matter is made up of large number of tiny particles (atoms or molecules), which are a continuous and random motion.

Besides, we also learnt about Brownian Motion! Brownian Motion is the continuous and random motion of small particles in fluids (liquids or gases). Brownian Motion involves 2 motions, a gas/liquid particle that is the particle that is moving continuously and randomly due to its kinetic energy. The other type of motion would be small solid particles that are bombarded by the gas particles in random directions, therefore causing it to move.

In addition, we learnt that Diffusion is the particles moving randomly from a region of a high concentration to lower concentration.

Significant Figures and Decimal Points

On 12 February 2014, my Science teacher taught us about significant figures and decimal points!

Regarding the topic of significant figures, there are a few rules regarding significant figures.

Firstly, Non-zero digits are always significant.

Secondly, All final zeros after the decimal point are significant.

Thirdly, Zeros between two other significant digits are always significant.

Fourthly, Zeros used for only spacing the decimal are not significant.

Besides, I  also learnt about the Calculation of Physical Data. I also did learn some news stuff to expand my knowledge!

For example, for Addition and Subtraction, The final value has the same number of decimal place / same place value as the least precise measurement.

For Multiplication and Division, The product / quotient has the same number of significant figures as the number with the least number of significant figures.

For Average, The final value has the same number of decimal place / same place value as the least precise measurement.

Meanwhile, for Constant, The number of decimal place / place value of a constant is not considered in a calculation.

In addition to this, I also learned about the accuracy of devices, the smallest division and the amount of uncertainty that each apparatus had!

Physical Quantities and Units

On 11 February 2014, my teacher taught us about physical quantities and units!

We learned that Observations and Variables are part of Physical Quantity,

So, what is physical quantity? Well, physical quantity can be measured and is made up of a base quantity and derived quantity.

Base Quantities are the building blocks of other physical quantities, such as metre, kilogram and etc.

So, the BASE QUANTITY, is also the SI unit (Symbol for Unit)

Derived Quantities are derived from base quantities through defining and equation.

As such, we need to have prefixes to represent the gigantic  numbers and the very small numbers.

For example, we have prefixes such as "Tera" and "Giga" to describe large. and also "micro" and "milli" to describe very small numbers.

So, why do have Prefixes? Feel free to click on the links below!

http://www.youtube.com/watch?v=0fKBhvDjuy0&list=PLE3A4122C317C2CE7 

http://www.youtube.com/watch?v=vRjGarICal4&list=PLE3A4122C317C2CE7

 Lastly, we also learned about unit conversion. 

http://www.purplemath.com/modules/metric.htm 

 

Graphing Scientific Data

On 22 January 2014, we learned about how to graph scientific data.

Firstly, we learned about interpolation and extrapolation.In simple terms, interpolation is just a method used to approximate values that are between points of a graph, while extrapolation is a method for approximating values that are beyond the range of the measurements obtained.

So firstly, there is the BEST-FIT LINE. The best-fit line is basically a line that has roughly the same amount of points on each side of the line.

Secondly, there is a more advanced type of line, which is called the  "Best Fit Curve". As the name suggests, we draw a smooth curved line through the points, not a straight line.

Science Laboratory Lesson "Boiling Point of Water"

On 5 February 2014, we conducted an experiment regarding the boiling point of water, as mentioned in the above header.

Firstly, we learned how to read the thermometer properly, in which it is essential that the eye be at the same level as the mercury meniscus, so as to prevent parallax error.

Secondly, we carried out the experiment and we recorded the experiment results, placing the raw data into the tables. However, we noticed that the water had some impurities as the water boiled at 101.5 degrees Celsius.

Afterwards, we plotted the results on a graph, joining the points with a best fit curve, and we also learned how to make accurate predictions from the graph.

2nd Science Laboratory Lesson ==>Making Observations

On 29 January, I had my 2nd Science laboratory lesson! The topic was on "Making Observations".

Therefore, we conducted a lot of mini-experiments and wrote down all our observations!

Well, the first experiment listed on the worksheet was not that interesting. It was to pour vinegar into a clean test tube to a depth of about 1cm, before adding a spatula of sodium bicarbonate. The observation was very intriguing though.  The water level of the vinegar rose before falling, and bubbles also appeared in the vinegar! Apparently, the explanation for this observation was that the sodium bicarbonate dissolves to form a colorless solution. Effervescence ( is the escape of gas from an aqueous solution and the foaming or fizzing that results from a release of the gas.) of a colorless and odorless gas was thus seen. 

For the second experiment, it was really interesting! We had to quarter fill two clean test tubes with water. Add a spatula full sodium carbonate to one test tube. Shake the test until the sodium carbonate dissolves. 

==> The observation was that the sodium carbonate dissolved to form a blue solution.

Add a dry spatula full of copper sulfate to the other test tube and shake it until the crystals dissolve.

==>A blue precipitate was seen and a colorless and odorless gas was given out. 

Now it comes to the interesting part: Pour the contents of the second test tube into the first test tube!

==> The bluish solution started to fizz!!!

Below is the results of the first test and second test!!!

For the third experiment, we had to place one drop of methylated spirits ( ethanol that has additives to make it poisonous, extremely bad tasting, foul smelling or nauseating, to discourage recreational consumption) onto the back of our hands. We then blew air gently across the back of our hands. It felt very cooling!

For the fourth experiment, I had to quarter fill a very small beaker with lime water. I had to gently blow through a drinking straw into the lime-water. 

==> White Precipitate was formed!

Before Blowing

After Blowing

For the 5th and last experiment, we were to place a few drops of starch suspension in a clean test tube and add a drop of iodine solution. 

==> The iodine solution turned blue-black!

The bottles of stuff we were supposed to use

The results

After that, we were tested on our observation skills! We were supposed to watch a YouTube video and write down as many observations of the burning candle that we could! WE were supposed to use all our candles except for sense of taste (which is obvious, unless we were supposed to lick the candle!! O.o).

Fun Fact: Michael Faraday(1791-1867), a scientist famous for his discoveries in electricity and chemistry, made 53 OBSERVATIONS of a burning candle!!! I only managed 14!

http://www.youtube.com/watch?v=61HlrbxcV9Q

Do try out the activity and see how many observations you can write down!

This is the end of this post! I do hope that you have enjoyed it and I appreciate the time you spent on reading this post!!

Going through Worksheets

Today was a midly interesting lesson, even though the teacher was only going through our worksheet corrections. However, the teacher went through some interesting concepts, and in all, it was a very enriching lesson.

For example, the teacher asked us if we noticed that for every question we had in our Primary School Science that there was a context. For example, in the concept "Photosynthesis", there were many factors affecting Photosynthesis, for example light, carbon dioxide, water. He also told us that in our previous studies, T=ONF.

Besides, the teacher also revised on the laboratory worksheet. Now, I know a lot more things about the Science Laboratory now! Did you know that a pipette can measure up to 1 decimal point and a burette and measure up to 2 decimal points?

Besides that, our teacher also taught us the method of heating alcohol. We could use the water-bath method! Firstly, add alcohol into the test tube. Boil a beaker of water of water with the Bunsen Burner flame. Then switch the flame off and place the test tube which contains the alcohol into the beaker of hot water. That is how to heat a small amount of alcohol safely, as alcohol is a flammable liquid!

Today was a very interesting lesson,but I do look forward to the Science Laboratory lesson where we will be using our test tubes!

Worksheet Lesson...

Sigh...

Today's Science laboratory got replaced by a "Do Worksheet" lesson. Since my Science Teacher was away on a workshop, thus there was a relief teacher called Mr Kiu. However, once we reached the Laboratory, he instructed us to do worksheets 6 and 7, which was like a review of what we had learned. However, the whole class did not have an inkling about the all kinds of funky weird numbers that we were supposed to calculate, as after all, we had not learned about it yet!

However, the teacher was quite friendly and once he realized that we could not answer some questions, he went through the worksheet. Even though the lesson was not that interesting, but we still had some fun as the teacher was very friendly and very interactive with the class.

!Science Laboratory!

Finally! On 15 January, it was my first Science Laboratory lesson and I was very excited and looking forward to it! Mr Tan brought us to the Science Lab and  proceeded to tell us the rules and regulations there. He introduced the various types of Laboratory apparatus to us and taught us how to operate the Bunsen Burner.

Mr Tan tested the whole class individually to make sure that every single one of us knew how to operate the Bunsen Burner. It was quite cool to operate the burner myself, even though I was afraid that I might get burnt by the flame. However, I got bolder after a while and dared myself to open the air-hole of the Bunsen Burner, to allow air to enter the burner.

That day, I learnt about the two types of flames that the Bunsen Burner produces, the non-luminous flame and the luminous flame. I am now able to identify each of the different flames. The luminous flame is unsteadier and more visible compared to the non-luminous flame, which is more often used for heating stuff. In addition, I also learned  about the names of the weird Laboratory apparatus that I would be working with in future.

However, since we were running out of time, we did not get to burn some wooden ice-cream sticks. Although we did not complete the whole activity, I still have a wonderful learning experiences at the Science Laboratory!

Nature of Science (Pink Monster)

14 January was my second Science lesson. My teacher conducted a hands-on activity in the class and asked us a question, "What do you observe inside the Pink Monster?"

Well, the Pink Monster was a pink piece of rectangular paper with four strings as limbs. My group observed and experimented with the Pink Monster, pulling each of the limbs and observing which limbs moved too. After a few minutes, my group concluded that there was a knot in the middle of the Pink Monster as all the other limbs moved as well when one was pulled.

After the activity, the teacher taught us that the Nature of Science was distinguishing between observation and inference. It is also about distinguishing between scientific theories and laws and it also needs human imagination and creativity.

The Scientific Method

On my first Science lesson, I also learnt about the Scientific Method, which is shown in the diagram below.

First Lower Secondary Science Lesson

Time passes so fast! So, it was the start of the new year 2014 and it was my first lower secondary Science lesson on 8 January. My science teacher, Mr Tan, asked the class some questions about Science and Technology. So, our class came up with multiple answers such as "Science is a constantly changing body of knowledge" and some other answers.

Mr Tan also highlighted to us the relationship between Science, Machines and Technology. He proceeded to show this hilarious video which is about a college freshman explaining what is a machine.

Though hilarious yet enriching, the video explains some concepts of Science, such as the need to be clear.

http://www.youtube.com/watch?v=C86pLho1hlE