science week proposal 2 june

7/29/2019 Science Week Proposal 2 June

1/26

Science Week ProposalObjective:

1. Promote science in a fun and interesting day by conducting more hands-onexperiments.

2. For students to develop a greater passion and awareness for Science.3. Explore the many disciplines and aspects of Science.4. Broaden ones scientific knowledge and apply effectively: explain science phenomenon.5. Engage in various fun and enriching hands-on experiments.

Motivation for Event:

Real hands-on enriching and fun experience they would not get without science day. Science is

not textbook-based, and can be applied to real life. Tie in to house system. Involving the arts

stream student as well, getting them to keep in touch with science to relive their passion in

science and have a scientific view on things as well. After all, science is essential in everyday

life. The CCA members are also able to have the chance to experience facilitating a school

event, building up intangible skills like responsibility, initiative and leadership skills. This will

improve the CCAs portfolio as well.

Roles of SHS members:

JC1: Plan and execute the Science Week, helping mostly in the preparations during the event.

JC2: Plan and organize the Science week, helping mostly in the pre-event preparations.


2/26

Planning Timeline:

25th/26

thJune: Announcement of gathering all JC1 Science Reps and Math reps (for classes

without a science rep) at the left flagpole after assembly to get their names, classes and

contacts. Forms will be given out to them and will be returned via Mr Tings pigeon hole by the

next day. The form consists of the information on Science week and that their participation will

be included in their testimonials, and will need a fill-up on their contacts (hp and email).

25th-27

thJune: Collation of voluntary JC1 reps to be sorted into their stations. Every rep is to do

1 station each day for the 4 days of treasure hunt. SHS members are to see how the new

timetable works. Reps will work during their breaks.

29th

June: JC1 SHS members train Science and Math Reps. All reps are to learn how to

demonstrate and run every single station. Meet at CCA room at 3pm till 6pm.

SHS members are to keep stock of their materials during these few days in the CCA room if they

can.

3rd-6

thJuly: Science week

3rdJuly:

- Before morning assembly: Set up stations (or pass the necessary materials if haventduring the holidays to the group of reps taking the earliest break). Hide the 30 daily

clues around the school and take picture/note of where they are.

- During morning assembly: Introduction of Science week during Morning Assembly(including showing how the clue looks like and the rules and prizes and things to look

out for, i.e. quiz on Friday). Tell about Fridays quiz (what, where, when, duration, prizes,


3/26

etc, last chance to win prizes!!!). Need to issue forms regarding the participation of the

quiz to the HTCs.

- During the breaks: 2 treasure hunt stations (Bio themed) which are Phenotype andFingerprinting conducted.

- End of the day: Hide the clues for the next day and take picture/note of them. Notnecessary to take back clues for the present day as these clues have an expiry date

written on them.

All score sheets to be returned to SHS pigeon hole by 5pm. SHS member to collect and

keep them.

4thJuly:

- Before morning assembly: Set up stations (or pass the necessary materials if haventduring the holidays to the group of reps taking the earliest break).

- During morning assembly: Give update on how the 1st day of Science week went, andshow how the present days clues look like.

- During the breaks: 2 treasure hunt stations (Phys themed) which are Ping pong balls andStick bombs conducted.

- End of the day: Hide the clues for the next day and take picture/note of them.All score sheets to be returned to SHS pigeon hole by 5pm. SHS member to collect and

keep them.

5thJuly:

- Before morning assembly: Set up stations (or pass the necessary materials if haventduring the holidays to the group of reps taking the earliest break).


4/26

- During morning assembly: Give update on how the 2nd day of Science week went, andshow how the present days clues look like.

- During the breaks: 3 treasure hunt stations (Chem themed) which are Chromatography,Ice cream making and Natural Indicators conducted.

- End of the day: All score sheets to be returned to SHS pigeon hole by 5pm. SHS memberto collect and keep them.

6thJuly:

- During morning assembly: Give update on how the 3rd day of Science week went, andremind about Quiz.

- From 2-3pm: Quiz.- From 2-4pm: Collection of unused clues and unfound clues outside CCA room (mention

1st

level of Science block), and Consolidation of scores by SHS members.

9thJuly:

- During morning assembly: Presentation of prizes.

Publicity:

- Posters.- Announcements.

As it will take place on the 2nd

week of school, there is at least some publicity we can do before

the launch and we can still publicize during the week.

- Create forms for the reps and announcement for the reps, and crafting of (physical form of)clues, and creating forms for quiz: Keely, Naushad


5/26

- Announcers/Updaters during the Science week, and creating of posters and posting themaround: Arushi, Neha, Veena, Marianne, Sathaysai, Tingyi, Maurice.

Launch:

Use a visible experiment which involves chemical reaction. The principal and the 2 vice-

principals will spray iodine onto the banner which has the phrase Science Week and/or its

theme name written in lemon juice. The banner will turn black from white due to the reaction

of iodine and cellulose, and the words will turn yellow from white due to being stained by

iodine solution.

Structure:

The Game

This game will be structured as a treasure hunt.

1. Clues to the locations of the stations will be written on a piece of paper taped tocardboard pieces from Tuesday to Thursday on Term 3 Week 2.

2. Each day, they will receive the clues for 1-2 stations. Each day will be themed by thedifferent science subjects, i.e. bio, chem, phys.

3. Students can only attempt the stations if they found the clues which would be hiddenaround the school. There are 15 clue pieces for each station each day. Each cardboard

piece is limited to 3 people at each time (i.e. if 1 student finds a clue, then he can only

form a team of maximum 3 people.) The clues will also advise the finder to form a team

of 2-3 people. The clues will show their expiry dates.


6/26

4. The unused cardboard pieces need not be collected back every day and clues for thenext day will be hidden the day before.

5. Station master are to take down the class and house of those participating.6. They will be given at most 10-20 minutes to carry out the experiment.7. Participants will receive a small prize (snack and/or stationery) if he/she successful

completes a station.

8. Points will be awarded to the Houses accordingly:- Found a clue (but not able to solve it and go to location): +5- Found station: +10- Completes the station: +20- Cannot complete the station: No extra points given- Top 3 classes: +200, +100, +50 awarded to house accordinglyIf participants cant find the location of the station, then the clue that he got is to be

returned to the CCA members on Friday between 2 to 4pm at the Science Block CCA

room if they want to claim their points.

Take note that while a house may have the winning class, it may not be the winning

house. The points scored by the class are recorded as the house points aka class points.

The score table for each station will look like this:

Class: House: Score for ________________ station:


7/26

1T01

1T02

1T03

1T04

1T05

1T06

1T07

1T08

1T09

1T10

1T11

1T12

1T13

1T14

1T15

1T16

1T17

1T18

1T19

1T20

1T21


8/26

1T22

1T23

1T24

1T25

1T26

1T27

1T28

1T29

1T30

1T31

1T32

1T33

1T34

1T35

1T36

2T01

2T02

2T03

2T04

2T05

2T06


9/26

2T07

2T08

2T09

2T10

2T11

2T12

2T13

2T14

2T15

2T16

2T17

2T18

2T19

2T20

2T21

2T22

2T23

2T24

2T25

2T26

2T27


10/26

2T28

2T29

2T30

2T31

2T32

2T33

2T34

2T35

Each station master will hold onto a score table.

To consolidate on Friday, 2 other tables will be constructed:

House: Total Score:

Albert

Joseph

Michael

Patrick

Class: Total Score:

1T01

1T02

1T03


11/26

1T04

1T05

1T06

1T07

1T08

1T09

1T10

1T11

1T12

1T13

1T14

1T15

1T16

1T17

1T18

1T19

1T20

1T21

1T22

1T23

1T24


12/26

1T25

1T26

1T27

1T28

1T29

1T30

1T31

1T32

1T33

1T34

1T35

1T36

2T01

2T02

2T03

2T04

2T05

2T06

2T07

2T08

2T09


13/26

2T10

2T11

2T12

2T13

2T14

2T15

2T16

2T17

2T18

2T19

2T20

2T21

2T22

2T23

2T24

2T25

2T26

2T27

2T28

2T29

2T30


14/26

2T31

2T32

2T33

2T34

2T35

9. The top 3 classes, regardless of level, with the most number of points scored (for theirhouse) over the week will be given a prize (food hamper) each on the coming Mondays

prize presentation. (We think food hamper is more appropriate as voucher is difficult to

share as a class.)

Participants

It will be a voluntary-based game so there is no need for registration for the participants. Both

JC2s and JC1s except for station masters on duty for the day are able to participate in the game

as long as they find the clue.

Station masters

JC1 reps will be assigned per station as station masters. There will be 2 shifts per break where

the total number of station masters available for their breaks will be halved. The station

masters will be trained on carrying out the experiments before Science week. Science/math

reps who get involved in the planning and carrying out of Science week will have 20 points

added to their classes (aka to their houses) and this event will be included in their testimonials.


15/26

Dry Run

The first dry run has been set to be on the week after Good Friday, 13th

April, 2012. There will

be a few more dry runs, to ensure that the event runs smoothly, the dates to be confirmed at a

later time. Feedback from everyone and to everyone will be given.

Details for the Stations

There are currently 7 stations. Each station is arranged to end within 10-20 minutes.

No. Stations Station I/C: Details Projected

costs:

Actual

costs:

1 Ice-cream making

(Chem)

Location: Outside

Good News Caf

-presence of

fridge

-near toilet and

sinks

Veena Purpose: To learn about enthalpy

change, and how it can be applied

to daily lives. E.g. freezing of ice,

defrosting food. This knowledge

can be conveyed to the arts

students easily if we were to use

laymans terms while keeping the

scientific terms minimal. It is more

important that they understandwhat we are talking about.

Materials:

1. Full cream milk2. Chocolate Milk3. Sugar4. 2 different size zip lock bags5. Cocoa powder6. Plastic spoons7. Salt8. Ice cube

Procedure:

1. Pour in half a cup of milk ina small zip-lock bag

2. Put in two teaspoon ofcocoa powder.

$25


16/26

3. Stir well4. Add 1 teaspoon of sugar5. Pour the chocolate milk

into the small zip lock bag

and zip it up! (ensure that

most air6. has been removed from

the bag)

7. Pour ice cube into the bigzip lock bag and add salt.

8. Place the small zip lock baginto the big zip lock bag.

9. Shake it for 15 minutes.Successfully made ice cream will

have 10 points given. If

unsuccessful, no points are given.2 Ping-Pong Ball

(Physics)

Location: Piazza

-open space

Arushi Purpose: To learn about projectile

motion

Materials:

1. 24 Ping pong balls2. 3 Plastic Plates3. 1 Styrofoam/plastic cup

Procedure:

1. The 3 plates will bearranged linearly with a cupat the end.

2. Participant will have tothrow the ping pong balls

into the cup such that it

bounces over the 3 plates.

3. They will have to fill up thecup fully with the ping pong

balls to be successful.

$15

3 Chromatography(Chem)

Location: In

Chemistry Lab 1

-availability of

materials

Ming Xuan Purpose: To let people know aboutchromatography

This can make students be

interested in the criminology field.

Materials:

1. Filter paper (cut into strips)2. Pencil

$0.


17/26

required 3. Ink (From pens etc.)4. Ethanol (Or other solvents)5. Beaker

Procedure:

1. Mark out a line using pencil.Put one drop of ink on the

pencil line.

2. Put the Filter paper in thebeaker filled with alcohol

solvent. Make sure solvent

does not touch the pencil


18/26

line.

3. Wait for a while to allowthe ink to rise.

4. If the ink stops rising, stopthe experiment.

5. How it is going to be used:a) A mystery ink will be

given to the

team/students.

b) 3 or 4 samples (ofdifferent ink

chromatogram) would

have been prepared

beforehand.

c) After the experiment,they must compare with

the samples given to

identify the mystery ink.

d) If they identified themystery ink correctly,

they will get 5 points

and will have no points

given if they got it

wrong.

4 Phenotypes (Bio)

Location: Table at

2nd

level above

piazza.

-tables available

Janice Purpose: To expose the

participants to biology, phenotype

(heredity). To let them realise that

it is not just coincidence that a

child looks like their parents and if

the child does not look like their

parents the possible reasons

behind it.

This station is not just for the fun

of matching people with theirparents but also to train students

analytical skills and logic.

Materials:

1. Photographs of parent andchild (separate)

$0


19/26

2. Answer to photo matchingProcedure:

1. Participants are required togroup the photos to show

the family line that theythink is correct.

2. If all are matched correctly,the station masters will ask

them to fill up the

questionnaire on why they

have chosen to arrange the

photos in such a manner.

3. Participants can only leaveif station masters approve

of their answer. Based onthe number of pairs that

they have successfully

matched within 3 mins,

they will be given the score

by the station master. For

every minute passed, the

points awarded will be

lesser and when a certain

time has passed the group

would have failed the

station and point will bededucted. Thus:

For less than 2min, 10

points are given if all are

matched correctly.

For less than 3min, 5 points

are given if all are matched

correctly.

Any more than 3min, no

points are given.

Questions:

1. Which were (or was)the most distinct

feature(s) of the

people in the photos

in each group that

made you do this


20/26

selection?

2. What similarities didthey have?

3. We can only dothese due to

phenotypes, explainwhat phenotypes

are. (Define + How

does this affecting

the features)

5 Natural Indicators

(Chem)

Location:Chemistry lab 2

-chemicals

required is

available

-safety

Nam Purpose: To use items easily

obtained to test for acidity

1) Indicators can be used totest swimming pools. The

lifeguard uses pool test kitto determine if the water is

safe to swim in.

2) pH measurements are usedto test pH of blood looking

at bacterial activity and

biological processes where

correct pH dictates correct

enzyme function.

3) pH testing can revealwhether the water of your

aquarium is safe for fishesto live happily. This is

common to test the water

of lakes as some lakes are

susceptible to acid rain.

4) Find out whichvegetables/fruits have

indicator properties.

5) Identify the colour changein acidic and alkalineconditions.

6) Estimate the pH level of thestronger acid solution given

based on colour change.

(Red cabbage test only)

Materials:

Price TBC


21/26

1. Pestle and Mortar2. Two different acid (1

stronger, 1 weaker)

3. Two different alkali (1stronger, 1 weaker)

4. Test tubes5. Dropper6. Beakers7. Glass rod8. Water9. Red Cabbage10.Grapes11.Blackberries12.Cabbage13.Broccoli14.

Cherries15.Apples

Procedure:

1. Participants are to grab apestle and mortar and take

a sample of each of the

fruits and vegetables

provided.

2. They have to put onesample into the mortar and

add water before crushingthe sample to extract the

juice.

3. Once they have crushed thesample, the juice has to be

transferred into a test tube

using the dropper.

4. There will be 4 solutions (2acidic and 2 alkaline), all

labelled.

5. Using clean droppers, theyhave to add the solutions tothe juices they extracted

from the fruits and

vegetables and observe the

colour change.

6. While conducting theexperiment, participants


22/26

also have to note down

which fruits or vegetables

have indicator properties

and what are the colour

change and show their

answer to us.7. For the red cabbage test,

participants are required to

guess the pH level of the

strong acid, based on the

colour change of the red

cabbage juice.

8. Once their answers aremore or less similar to ours,

they have passed the

station. If they get eachvegetable correct, they get

10 points each, if not, no

points are given to each.

6 Fingerprinting

analysis (Bio)

Location: At

grand stand

-open space

-with places tohide the clues

Han Wei Purpose:

To interest students of how science

is used in criminology.

Materials:

1. 5 cards which show thesuspects fingerprint.

2. Murderers fingerprint.Procedure:

1. Participants will run aboutfinding 5 suspects

fingerprints and matching

the correct suspect with a

murderers fingerprint

found at a crime scene.

2. Station masters will ask whythey match if correct.

3. 10 points are given ifmatched correctly andpoints are given if not

matched correctly.

4. Bonus: If they canremember the description

of the suspects on the spot,

then 5 additional points are

$0


23/26

awarded.

7 Stick bomb chain

(Physics)

Location: Grand

stand tables

Tingyi Purpose:

To let students know that energy is

actually all around us.

Materials:Tongue depressors (can we ask the

Science Centre for it?)

Procedure:

1) We will teach/show the

participants how to make a stretch

of stick bomb.

2) The participants must build a

certain length (1 metre) of stick

bomb, and it must be able to go

off, only when set off, by a certain

time.

3) Participants are given 3 times

to practice, before an official

attempt (there will be three

unofficial attempts)

Bonus: 10 points can be given for asuccessful attempt. No points are

given for unsuccessful attempts.

$0

Quiz (separate matter)

I/Cs: Chee Chin (Chemistry and Physics) and Keely (Biology)

Venue: TBC (probably in one of the LTs or Brothers rooms)

Time: 2-3 pm

30 stretching MCQs (10 per subject) are to be done within an hour. Location is at SHS room on

Friday. All are welcomed including teachers. Participants will get 10 points for their Houses


24/26

(regardless of their scores), and get mini (snack and stationery) prizes should they score at least

75% correct. If participants get full marks, they are awarded a $10 Kinokuniya voucher each and

an additional 10 points will be awarded to their houses. (We think $10 worth of Kinokuniya

voucher is reasonable.) If there are more than 3 full-mark scorers, we will have a lucky draw

system. If there are less than 3 full-mark scorers, the Kinokuniya vouchers will be given to the

top 3 scorers. If there are ties, we will have the lucky draw system.

Pop Stick Domino Booth:

Motivation

The main purpose of the booth for the pop stick domino project during science week is to gather

volunteers for the main event during Singapore science festival in Mid-July. The other less direct

purpose is to show case the stick bomb concept to the school. To achieve this, we believe it is best to set

up a booth during science week to showcase this directly to the school population.

Location

The booth should be set up as a separate booth from the science week game system. This is since the

stick bomb is not directly related to the science week gaming system. As a separate system, we would

aim to achieve to educate the school population by setting up some simple demonstrations and on-the-

spot teaching from the SHS group members.

Logistics


25/26

As each rotating team need to at least 2 persons to handle the public, there could only be three

rotations possible (all other CCA members would be busy with their own booths). As the rotation times

can only be set at the break times of these 6 members break times, not the entire school population

would be able to see the demonstrations. To cope with this problem of course we could film a video of

our demonstration and make a video to be placed on the ignite.com so that those that did not see the

demonstration can watch it too. This will be further discussed in the publicity section. For the timings of

the demonstration, we hope to space them out over the entire week with one demonstration in the

morning and one in the afternoon. The empty gaps would be filled up by the other SHS members that

can help out at those time periods.

We would need all six members of the stick bomb division on a rotary basis. These 6 people are Ray,

Bosen, Meiqi, Zi Quan, Sanjeevan and Pei Tingyi. They will be paired up according to their break times.

Publicity

The booth is to be set up near if not just beside the Treasure Hunts registration booth. This is so that

people who are attracted to either booths will have a chance to be absorbed into the other booths

activity. As for the materials such as posters and flyers, the stick bomb booth would have different and

separate posters and flyers from the treasure hunting activitys. This is so as to project the pop stick

domino as a different activity and not just as a part of the Treasure Hunt. The posters and flyers will of

course have information about the treasure hunt. As for online publicity, we could get cjignite.com to

post information broadcasts. We could also open a new Facebook page for publicity purposes.

Last Suggestion:

The House system can include points accumulated from the academic (non-sport) weeks like Mother

Tongue Fortnight, Math Week, Environmental Science week and Science Week other than just using the


26/26

points from Sports Carnival. Both academically and sports inclined students can all do their part for their

Houses to win for the Champion House of the year. While this suggestion is not expected to be put into

practice immediately, we hope to see this suggestion realize its potential from next year onwards.

science week proposal 2 june

Documents