CISH MAPLE DRAGON (December Week 2, Part 5)
2023-12-18
发布于安徽
Science Highlights
CISH
Grade 6 - Dr. Holger Meinberg
This week, Grade 6 students continued their exploration of circuits by transitioning from hands-on activities to a simulation. They revisited the circuits they had constructed in the previous week, using the simulation to investigate the influence of changing variables such as the number of batteries, light bulbs, and circuit types on bulb brightness. Once finished, students enjoyed exploring the simulation further.
As students became familiar with the tool, they employed it to design and conduct experiments. The focus was on identifying variables, creating predictions using independent and dependent variables, and building circuits within the simulation.
An important realization emerged regarding the limitation of comparing relative brightness. To address this, the class prepared for the introduction of the current quantity in the following week.
In a related extension activity, Grade 6-2 students investigated the historical attribution of the light bulb's invention. They questioned the prevalent belief that Thomas Edison was the sole inventor, opening a historical inquiry alongside their scientific exploration.
Grade 7 - Ms. Heather Exum
In Ms. Exum's 7th-grade science class, students recently completed their first lab, investigating factors influencing the duration of a candle burn when placed under a beaker. Engaging in hands-on exploration, the students meticulously observed and documented the effects of various variables on the candle's burn time. Through this experiential learning, the students not only developed a deeper understanding of scientific principles but also honed essential laboratory skills, such as observation, data recording, and analysis. Ms. Exum's commitment to fostering curiosity and critical thinking was evident in the thoughtful design of this lab, encouraging her 7th-grade students to explore the scientific method in an interactive and impactful manner.
Grade 8-1 Dr. Holger Meinberg
This week, Grade 8-1 students learned about white light and the visible spectrum. They explored how colors are perceived through processes like absorption and reflection, leading to the activation of cones and rods in the retina. A formative quiz assessed their understanding before progressing to tasks on Vantablack, summarizing information, answering questions, and paraphrasing articles.
The focus shifted to investigating media transparency and understanding the wave nature of light, exploring relationships between energy, frequency, and wavelength. The week concluded with a comprehensive study of the electromagnetic spectrum, covering applications and examples for each segment.
Grade 8-2 Ms. Heather Exum
In Ms. Exum's 8th-grade classroom, students recently delved into the fascinating realm of light, exploring its behavior through an engaging session of doodle notes. The class embraced a visually creative approach to comprehending complex concepts, with students actively illustrating and annotating their understanding of light phenomena. Following this interactive learning experience, Ms. Exum's 8th graders demonstrated their newfound knowledge through their first quiz, showcasing their ability to apply the principles discussed in class. Ms. Exum's innovative teaching methods and commitment to reinforcing comprehension through diverse approaches were evident in the students' enthusiastic participation and successful assessment outcomes.
Grade 9 - Ms. Heather Exum
In Ms. Exum's 9th-grade classroom, students engaged in dynamic and differentiated learning experiences. Divided into two groups, one focused on extension activities related to naming compounds, while the other delved into a comprehensive review of atomic structure and ion formation through a kinesthetic activity. The extension group delved deeper into the intricacies of compound naming, pushing their understanding beyond the standard curriculum. Simultaneously, the review group immersed themselves in a hands-on kinesthetic activity, reinforcing and solidifying their grasp of atomic structure concepts. Ms. Exum's strategic grouping and thoughtful instructional design created an inclusive and vibrant learning environment, catering to the diverse needs and learning styles of her students.
Grade 10 - Mr. Nick Smith
Grade 10 scientists are still investigating SDG 12: Responsible Consumption and Production. This week, the students have been set up into small groups of two or three and asked to create a short video. The video will explain the goals of SDG 12 and why it is important. Students have been given a free form to express themselves and the SDG goal in the video. The Approach to Learning encompasses communication, specifically using media to deliver a message, as well as collaboration and planning skills. Friday's class was entertaining as we watched the videos and had a good laugh at the humorous ways in which students presented an important and serious concept.
Biology Class - Grade 11 - Ms. Marina Baltikian
This week in the DP1 Biology course, students engaged in a summative assessment focused on B1.1, covering carbohydrates and lipids. Following the completion of the exams, students received personalized feedback and had the opportunity for self-reflection, fostering a deeper understanding of the material. Additionally, we delved into the intricacies of the rubrics associated with internal assessments. As we approach the upcoming vacation, students are encouraged to utilize this time for thoughtful consideration and research to identify their Biology Internal Assessment (IA) topics. This crucial step sets the foundation for their independent investigation, ensuring a strong start to the new year.
Biology Class - Grade 12 - Ms. Marina Baltikian
In the DP2 Biology course this week, students delved into the intricacies of Topic 6.5, focusing on the comprehensive exploration of the nervous system. Through in-depth discussions and engaging activities, students gained a profound understanding of the complexities of neural structures and functions. To reinforce their learning, students actively participated in solving data-based questions, honing their analytical skills and reinforcing their grasp of the topic. Additionally, this week provided a valuable opportunity for students to review their recent summative assessments, engaging in reflective practices that enhance their self-awareness and contribute to ongoing academic growth.
Chemistry Class - Grade 11 - Mr. Nick Smith
For Grade 11 Chemistry students, the pace of learning is only increasing. Students took a summative assessment that tested prior learning from Structure 1.4. This is about quantitative chemistry using the "mole" to perform calculations involving mass, relative formula mass, and numbers of particles. In theory classes, the students commenced their study of covalent bonding with an initial understanding of the attractive forces that hold covalent molecules together and the nature of bonding. The why is discussed about the "octet rule". Finally, students were given time to complete the write-off of the experiment that was performed a week ago.
Chemistry Class - Grade 12 - Mr. Nick Smith
For grade 12 chemistry, the focus has switched to redox reactions. Redox is an important industrial and natural process. In common terms, combustion and burning are examples of oxidation, which is one part of redox. This is a math-intensive unit, and students have been given plenty of time and opportunity to practice difficult calculations. Students also took a summative assessment of the Acids and Bases Unit. The general opinion was that it was a hard assessment. All questions came from previous exam papers so the students have also been exposed to the depth of learning that they need to display in the upcoming mid-term exams and the final exams next year.
ESS Class - Grade 11 - Mr. Samuel Ward
Grade 11 performed an engaging lab experiment testing the buffering capacity of different soil types. This hands-on activity allowed students to directly observe how soils resist changes in pH when acids are added. The class then dove into learning about the sources and environmental impacts of acid deposition, including acid rain. We also discussed relevant international agreements, such as the Convention on Long-Range Transboundary Air Pollution, which aims to cut emissions of air pollutants across Europe. To wrap up the unit, students reviewed the material through a quiz, developing skills in applying knowledge and evaluating understanding. The experiment at the start sparked interest in the topic, while the quiz at the end allowed students to demonstrate their learning.
ESS Class - Grade 12 - Mr. Samuel Ward
Grade 12 ESS students are investigating the impacts and causes of climate change in Topic 7.2. The students analyzed the data presented in charts to identify trends and relationships between human activities and climate change. By developing graph interpretation skills, the students are enhancing their ability to understand the evidence and impacts of anthropogenic climate change. The class is building critical skills to examine quantitative data on this important environmental issue.
Physics Class - Grade 11 - Mr. Geofrey Kivisha
This week in Grade 11 Physics, students learned about linear momentum and then moved on to learning about angular momentum in depth. Using their knowledge of the angular momentum of point particles, they skillfully came up with the angular momentum formula for large things. Learning valuable applications, like how gyroscopes work and the physics behind figure skating, and approaches to learning (ATL) skills, especially critical thinking and good communication were emphasized in a planned way during the lesson. Students developed their ability to think critically about ideas and explain what they knew through solving IBDP-style questions and class discussions, which helped them develop a wide range of essential skills.
Physics Class - Grade 12 - Mr. Geofrey Kivisha
This past week, 12th graders learned fluid mechanics, focusing on incompressibility. They carefully derived continuity equations and examined how this principle could be used in other situations. Students then learned about Bernoulli's principle, using what they already knew about how energy is conserved to figure out the equation. At the end of the week, Stoke's Law, which deals with the viscosity of different fluids, was looked at. Students strengthened their thinking skills by applying complex ideas, studying fluid dynamics, and making connections between different ideas. Deriving equations and looking into their uses helped students think critically and encouraged them to use logical and analytical thought to solve complex problems.
SEHS Class - Grade 12- Mr. Donavan Van Vuuren
This week marked a significant milestone for our DP2 students as they completed the penultimate unit, Unit 5. Throughout this unit, students delved deep into advanced topics, including exercise physiology, biomechanics, and sports nutrition. With Unit 5 now concluded, our focus has shifted towards the upcoming Unit 5 Summative Assessment. The students are actively preparing for this assessment, applying their knowledge and critical thinking skills to demonstrate a comprehensive understanding of the unit's content. Simultaneously, DP2 students are diligently putting the finishing touches on their IA's. Looking ahead, our focus will be on refining exam techniques, addressing specific queries, and ensuring that each student feels confident and well-prepared for the Unit 5 Summative.
Mathematics Highlights
CISH
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Grade 6
Grade 6 students collaborated on "Discover the Pattern in the Natural World," investigating mathematical relationships in nature. Pairs researched a chosen sequence to unveil potential mathematical orders, crafting concise presentations.
Grade 7
This week in Grade 7, we moved on to calculating surface areas of prisms. We deduced a formula for working out the surface area of an n-sided regular prism from the side length and apothem of the n-sided polygon. We also practiced with some examples of irregular prisms. We solved the problem of proving areas of quadrilaterals inside squares in teams. The students were also introduced to Pythagoras’. In our project, we have moved on to the measurement div of our investigations. The students spent some time measuring different objects around the school, calculating the volumes and surface areas of those objects before matching them with accessibility standards which they researched last week. I have also outlined the expected end product report with the students and gave them the opportunity to give additional suggestions on how their accessibility reports will be assessed.
Grade 8
Grade 8 students focused on "Explore Linear Relationships in Real Life." Expert groups analyzed meat consumption's impact on deforestation, creating presentations with arguments for and against Brazilian rainforest deforestation results.
Grade 9
In grade 9, This week students were working on real life problems by graphing quadratic functions.
We practiced using graphic tools to represent quadratic functions and determined important points from the graph to answer the real life problems.
Furthermore students were practicing for the upcoming summative on graphing and analyzing quadratic functions.
Grade 10
Mathematics 10 students engaged in an interdisciplinary study in the Physics lab, focusing on projectile and free-falling motion. Utilizing Vernier sensors for precise measurements of motion parameters and LoggerPro 3 for data analysis, they gained hands-on experience in applying mathematical concepts to real-world physics. This practical approach allowed them to visually interpret and analyze motion, bridging theoretical mathematics with practical physics applications. The use of advanced technology in this experiment not only enriched their understanding of motion principles but also enhanced their skills in scientific data analysis and interpretation.
Grade 11
AA DP1 students, in their third unit on trigonometry, are currently focusing on the fundamental concepts of the unit circle and right triangles. This week, their studies are centered around understanding how the unit circle serves as a powerful tool in trigonometry, providing insights into sine, cosine, and tangent functions. The exploration of right triangles is integral to this, as they delve into the relationships between the angles and sides of these triangles, crucial for understanding trigonometric ratios. This approach is designed to solidify their foundational knowledge in trigonometry, essential for more advanced topics in the subject. The practical application of these concepts in various problem-solving scenarios enhances their analytical skills and deepens their understanding of trigonometry's role in mathematics.
In AI DP1, the students have been improving their differentiation skills. We went through several applications of differentiating: finding the equations of tangents, normal and finding maximum and minimum points of curves. They have been also introduced to the Chain Rule, The Product Rule and The Quotient Rule this week, as well as learning the definitions of the first differential for trig functions, the exponential function and the logarithmic function.
DP Math
Garde 12
AA DP2 students have embarked on a new journey in their mathematics curriculum, exploring the realm of vectors. This marks the first year where both Standard Level (SL) and Higher Level (HL) students will study the same vector content for the initial weeks. Their current focus is on developing an intuitive understanding of vectors, particularly the concept and application of the dot product. This part of the course aims to elucidate how vectors, as directional quantities, differ fundamentally from scalar quantities, which have magnitude only. By delving into the dot product, students learn how it reveals the relationship between two vectors in terms of their magnitude and direction. This integrated approach between HL and SL students not only fosters a collaborative learning environment but also ensures a solid foundational understanding of vectors, crucial for more advanced mathematical concepts in the AA DP curriculum.
In AI DP2, the students have been getting to grips with the specifics of differentiating as well as finishing the first draft of their Internal Assessments due at the end of the week. The students derived rules for differentiating functions which were not immediately differentiable using The Power Law. From there, we applied what we learned to tackle several examples using and combining the different rules for differentiating.
PE Highlights
CISH
K1
This week, K1 students continue learning the introduction of Taichi and explore three more new steps, such as “Stretch Toward the Sky,” “Three Pose,” “Body and Mind Balance.” The learning goal are to understand how their movements and breathing affect their overall well-being and support the ability to concentrate and stay focused. We also did warm-up followed by the song “Dance Party,’’ which the students are familiar with. The activity also supports their inquiry units of art that they have been learning with the homeroom.
K2
This week, K2 continue learning Taichi, which combine deep breathing, flowing movements, flexibility, and coordination. We practiced four new exercises this week, including “Serve Tea to the Phoenix, “Blooming from Within, “Full Form Listen to the Cloud,” and “Shower of Blessing”. We also did some warmups with the “Party Dance’ song, and we enhanced motor skills, social and communication skills by practicing kicking the balls in pairs. We were lucky that the weather was beautiful this week, and we enjoyed so much played outdoors.
K3
This week, K3 continue learning Taichi, which combine deep breathing, flowing movements, flexibility, and coordination. We practiced four new exercises this week, including “Serve Tea to the Phoenix, “Blooming from Within, “Full Form Listen to the Cloud,” and “Shower of Blessing”. We also did some warmups with the “Dance Monkey’ song, and we ended the class by playing a racing game that combine teamwork and working together among the students.
G1
We started the week by reflecting on our previous learning. This week we were focusing on Increasing their agility and balance. so, we had dodgeball. In dodgeball Players running across a court don’t just run, they also must dodge balls. This can improve agility as players adjust their bodies at a rapid pace. It can also help players improve their balance.
G2
We started the week by reflecting on our previous learning. Then we continued working on developing their football skills. Students had the opportunity to practice various football skills, such as passing, dribbling, shooting.
SPORTS
G3
We started the week by reflecting on our previous learning. The week began with an introduction to football, where we discussed the basic rules of the game, including the objective, team composition, and the roles of players. The students learned the fundamental skill of Passing and Receiving the ball. The students practiced passing the ball to their teammates using both feet.
G4 & G5
For grade 4 & 5, we worked this week on enhancing students' physical fitness, teamwork, and strategic thinking through various warm up and invasion games. These were designed to promote agility, coordination, and cardiovascular fitness. Students participated i n dynamic exercises and fun games to prepare their bodies for more intense physical activity. These activities served as effective warmups and encouraged teamwork and cooperation among classmates. We also played invasion games (a team sports category into learning offensive and defensive strategies). These provided students with a practical understanding of invasion game Concepts. The invasion games contributed to developing physical abilities and encouraged students to apply critical thinking skills in a dynamic and fast paced environment. The emphasis was on fair play, sportsmanship, and respecting the rules of each game.
G6
This week the students have presented their summative for the end of the first unit. The project they worked on this week focused on communication, teamwork, and research. They have also continued their swimming classes once a week.
G7
This week the students have presented their summative for the end of the first unit. The project they worked on this week focused on leadership, teamwork, and research. They have also continued their swimming classes once a week.
G8
This week the students have presented their summative for the end of the first unit. The project they worked on this week focused on communication, teamwork, and critical thinking. They have also continued their swimming classes once a week.
G9
This week the students have presented their summative for the end of the first unit. The project they worked on this week focused on communication, teamwork, and critical thinking.
G10
During the second-to-last swimming lesson of the season, tenth-grade students kicked off with a warm-up before delving into relay races within teams, showcasing not only physical prowess but also collaboration, communication, and reflective skills. Students actively encouraged each other, collaborated to decide on race orders, and shared knowledge to gain a competitive edge—exemplifying the development of Approaches to Learning (ATL) skills. The subsequent Health unit lesson focused on self-awareness and feedback analysis, requiring students to employ reflective and communication skills as they worked individually before converging in groups to discuss their findings. I was impressed by their wholehearted immersion into the topic, observing how they had dived headfirst into the discussion, demonstrating not only the abilities to understand the concept but also critical thinking and interpersonal skills.
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