Not every excellent piece has to come from a professional. The following video was from a group of young students - the editing was rough and the acting was not topnotch, but the video reflects an impressive collaborative work from a few young, brave and passionate students with an important message to tell.
Questions: 1. What is the message in this video? 2. If you were to do a video on what is important about school life, what would your message be? 3. Based on your message, how would you and friends act it out?
"It is not easy for me to do this. It is an admission that I am at the end of my journey, and I am not great with farewells." (A, 2014)
This was what I uttered to the school leaders on Wednesday (7/5/2014), when I had to show my work to everyone. A sea captain battles the unpredictable weather and raging oceans daily, but it is not the threatening lightning or the crashing forty-meter waves that determines his or her actions; it is the crew- their safety and ability - that determines his or her actions. Likewise, my work centralizes my students. All my classroom techniques and strategies are chosen based on your preference and abilities, and this makes my teaching very personal to just you and me.
All of you have been too good to me - I enjoyed our interactions throughout the 10 weeks. I also appreciated the beautiful cards, the gigantic poster, the witty notes in a bottle, the tasty cake, as well as the prized keychain and mug. (I was about to get a keychain and a mug for myself, so it was coincidental that you got them for me! Quite intuitive, aren't you?) The surprise party was exceptional! I am most impressed with the planning and execution of details!
I observed developing maturity and greater flexibility in using the various thinking skills to a larger extent over time. Be yourself, and you'll be great. Each of you has an incredible potential, so do make this learning experience a shared treasure. Collaboration makes learning far more manageable, and positive interaction makes for a lasting friendship. WORK HARD to achieve what you can be. Why, you ask? Simply because potential energy is not kinetic energy, and I know each of you can launch yourselves to the stars. Always remember the elements of success! (Refer to our Periodic Table!)
Thank you for being with me when we sailed through the uncertain times. Even if it's just for a while, I have learnt much from each of you. It's been my pleasure, truly.
Farewell, my first class.
Captain A. PS: Feel free to ask me questions whenever you want. Also, I will put up a montage soon!
These steps must be followed when writing Chemical Formulae:
1. Check the symbols in the Periodic Table Sodium is Na, Magnesium is Mg, Aluminium is Al, Sulfur is S, Chlorine is Cl. NOTE THAT SULFUR IS SPELLED WITH 'F'.
2. Deduce the charge of the cation and anion. (a) If it is in the main group, then follow these trends: All Group 1 elements will have a charge of +1. All Group II elements have a charge of +2. All Group III elements have a charge of +3. All Group V elements have a charge of -3. All Group VI elements have a charge of -2. All Group VII elements have a charge of -1.
(b) If the cation is a Transition Metal (found between Group II and III) or if it is in Group IV, then the metal must have a number next to it. This is its charge.
Transition Metals: Iron(II) is Fe 2+ Iron(III) is Fe 3+ Chromium(IV) is Cr 4+ Mn(VII) is Mn 7+ Group IV: Sn(II) is Sn 2+ Sn(IV) is Sn 4+ (I trust you know that the charges must be in superscript, as seen in the picture below) (c) If it is a polyatomic ion, you have to recall the charge from memory. It is not yet possible for you to deduce the charge by yourself.
3. Do the cross method.
NOTE: You should NEVER perform an algebraic expansion of the bracketed polyatomic ions. When they are bracketed, it means that they are BONDED TOGETHER - for Sulfate ion, you will always find a Sulfur atom hanging out with 4 Oxygen atoms. Refer to Aluminium sulfate example above! When you expand the formula and open the bracket, it tells me that there are 3 Sulfur atoms and 12 Oxygen atoms (Al2S3O12). This is the EMPRICAL FORMULA, not CHEMICAL FORMULA, and so there is no clue on how the specific arrangement is like!
Welcome to the last-minute guide to Inferential Questions!
While literal questions require answers to be pulled directly from the text, inferential questions are trickier: the clues are in the text, but it requires thinking and some background knowledge for you to piece an answer together. Inferential questions require critical thinking about the text - we are no longer passive readers of the text, but we are now critiques of the writer and text.
In other words, inferential questions require us to question why the author phrased words in the way he or she did (CHALLENGE THE AUTHOR), or why the characters in the story do what they do (QUESTION THE CHARACTERS). Let's take an example. In HK paper Q16, we are asked why the author underlined the word "claiming".
(CHALLENGE THE AUTHOR) We must instantly ask ourselves why did he not use other words, like "proposing" or "theorising" or "suggesting". These alternatives have a positive feel about the ideas being proposed, whereas "claiming" has a negative feel. What does this negative feel then tell us about how the author views the ideas by Lowell?
One good answer is that the author is not convinced by the ideas given by Lowell.
Inaccurate answers include "The author feels that the ideas are not valid/ true". This is unacceptable, because the word "claim" can be used for statements that are true as well. For example, "Scientists from Australian National University recently claimed to have discovered the elusive element number 117". This statement is true, but the use of the word "claimed" tells us the attitude of the writer. Compare the sentence now with "Scientists from Australian National University recently reported the discovery of the elusive element number 117".
Now let's look at HK paper Q6ii. In this question, we are asked to suggest a reason for why Jack moved in the manner he did. (QUESTION THE CHARACTERS) Jack was moving in a stealthy manner, and you know that the entire text was on him being on a food hunt. If he is hunting, should he be noisy and announce his arrival to the entire forest? Can he afford to do so if his prey is near? Therefore, an accurate inference would be that he did not wish to alert his prey to his presence. Inaccurate answers include "Jack was hiding from predators". This is erroneous, because he is the predator in the entire text, and, in a lion-like manner, he approached his prey cautiously. This mistake indicates poor understanding of the text.
Do raise any question on inferential skills here, and we will look at it as a class!