Monday, February 25, 2013
Wednesday, February 20, 2013
Learning how to use excel to analyse data better
Dear Students,
For this class exercise, we are looking into how we can use simple graphs and charts to represent data and understand relationships between different data better.
We usually use a simple co-relation efficient to talk about relationship between data.
It is a simple qualitative approach that gives people an idea of the strength of the relationship between 2 different sets of data.
The degree of the relationship (positive or negative) can be quantified by calculating the R ( correlation coefficient).
Excel provides a very quick way of calculating the "line of best fit" to allow us to see the R value very fast.
A "R value" that is close to 1 means there is a strong positive relationship between the sets of data. As X increase, Y also increase.
A "R value" that is close to -1 means there is a strong negative relationship between the sets of data. As X increase, Y decreases.
Pay attention in class as Mrs Lim demonstrates the use of excel for item 1 and 3 in TASK B.
TASK A: THINK TIME:
What happens when you get a value that is close to 0? Discuss!
TASK B: EXCEL TIME (Work in pairs or trios, according to sharing of computers in class)
Download the data file from Espace IH2013 module workbin.
Open the file in Excel.
As a class, we will discuss the best way to represent data to aid the following investigations:
Preparation for first lesson in Week 8:
Gdrive link: https://docs.google.com/file/d/0B0NH1U79c6yJSDZaNU5kWUNRelE/edit?usp=sharing
For this class exercise, we are looking into how we can use simple graphs and charts to represent data and understand relationships between different data better.
We usually use a simple co-relation efficient to talk about relationship between data.
It is a simple qualitative approach that gives people an idea of the strength of the relationship between 2 different sets of data.
The degree of the relationship (positive or negative) can be quantified by calculating the R ( correlation coefficient).
Excel provides a very quick way of calculating the "line of best fit" to allow us to see the R value very fast.
A "R value" that is close to 1 means there is a strong positive relationship between the sets of data. As X increase, Y also increase.
A "R value" that is close to -1 means there is a strong negative relationship between the sets of data. As X increase, Y decreases.
Pay attention in class as Mrs Lim demonstrates the use of excel for item 1 and 3 in TASK B.
TASK A: THINK TIME:
What happens when you get a value that is close to 0? Discuss!
TASK B: EXCEL TIME (Work in pairs or trios, according to sharing of computers in class)
Download the data file from Espace IH2013 module workbin.
Open the file in Excel.
As a class, we will discuss the best way to represent data to aid the following investigations:
- Co-relation of population size and energy consumption per capita
- Co-relation of GDP per capita and energy consumption per capita
- Comparison of types of countries and their energy consumption per capita
- Comparsion of GDP per capita and energy consumption per capita according to types of countries
Preparation for first lesson in Week 8:
- Discuss the data representations and the implications of what you observe.
- What do the analyse suggest about the distribution of resources?
- How do the implications affect the way these countries tackle global issues on the environment?
Gdrive link: https://docs.google.com/file/d/0B0NH1U79c6yJSDZaNU5kWUNRelE/edit?usp=sharing
Sunday, February 17, 2013
Class Activity for Yr 4 students in GE4101
Dear Year 4 students,
Please prepare individual answers to the following questions as a follow up to the presentations on "Help Indonesia" module project. This will be covered after the magma lecture.
Q1. With the aid of well annotated figures,
(a) Explain how composite volcanic cones are formed, (6m)
(b) how different types of lava give rise to different shaped volcanoes (9m)
(c) how lakes and volcanic plugs maybe formed from previously existing volcanic cones (6m)
*NEW*
Suggested answer for 1(c). Link: https://docs.google.com/file/d/0B0NH1U79c6yJa3NIdHdkb25ZWm8/edit?usp=sharing
Q2. Refer to the video embedded below.
(a) What information do you think has been covered in this video? Has it been done adequately?
(b) What other information would you think should have been included to help online viewers understand earthquakes better?
(c) To what extent do you think this is a good video on earthquakes?
(Come to class prepared with your own critique, using 2(a-c) as a basis for preparation.)
Q1. With the aid of well annotated figures,
(a) Explain how composite volcanic cones are formed, (6m)
(b) how different types of lava give rise to different shaped volcanoes (9m)
(c) how lakes and volcanic plugs maybe formed from previously existing volcanic cones (6m)
*NEW*
Suggested answer for 1(c). Link: https://docs.google.com/file/d/0B0NH1U79c6yJa3NIdHdkb25ZWm8/edit?usp=sharing
Q2. Refer to the video embedded below.
(a) What information do you think has been covered in this video? Has it been done adequately?
(b) What other information would you think should have been included to help online viewers understand earthquakes better?
(c) To what extent do you think this is a good video on earthquakes?
(Come to class prepared with your own critique, using 2(a-c) as a basis for preparation.)
Thursday, January 31, 2013
Pre-project feedback: module project grouping concerns
In line with the spirit of learning and overcoming challenges in groupwork, your module project groupings will be decided by me too. If you have issues with certain individuals in your class, use the form below to submit your concerns to highlight your past experience of working with the particular student. I will look into your feedback and consult the particular student or/and guide that group with the individual more. Information submitted is confidential. Of course, after this feedback exercise, I will check with you personally on your feedback to verify the authenticity of the feedback submission. Your mentors will also get to see the feedback as part of each student's pastoral/character growth.
Groupings for topic on terrorism presentation ONLY
Dear students,
the groupings here is only for the presentations on terrorism and is not your module project groupings. I will observe each students' behaviour more before deciding on your module project groupings.
201
202
203
the groupings here is only for the presentations on terrorism and is not your module project groupings. I will observe each students' behaviour more before deciding on your module project groupings.
201
| 1 | 2 |
| Aditi Saayujya | Elijah Yap Ming Loong |
| Lim Jia Ler | Ng Yong Sheng |
| Bryan Ng Dawei | Yeoh Tze Xuan |
| Yap Teng Chiong | Low Xi Zhi |
| 3 | 4 |
| John Zhou Erli | Thirrisha Murugan |
| Janarthanan Dharun | Choo Yi Kai |
| Ng Zi Xuan | Teo Jin Qi, Gavin |
| Ang Yu Hui | Cheng E Sheen |
| 5 | 6 |
| Woo Ze Ming, Joshua | Jedidiah Koh Kee Hao |
| Leong Keng Hoy | Sim Rui En, Daniel |
| Moon Jo Hyun | Ong Zhi Xuan |
| Park So Hyun | Tam Wai Yong |
202
| 1 | 2 |
| Belle
Sow Miaoer (Belle Su Miaoer) |
Isaac Tay Zhi Xian |
| Lim Jun Long | Zhang Shi Chen |
| Au Wei Liang William | Huang Feiyang |
| Lee Yeu Hann | Clarence Chew Xuan Da |
| 3 | 4 |
| Chen Hongpo | Tan Jun Heng Daren |
| Sanil Kumar Ashwin | Lim Jun Wah Jonathan |
| Yeo Shen Kai | Loo Wei-Hao Nicholas |
| Goh Shuen Yi, Shenny | Wang Nian Jing Ryan |
| 5 | 6 |
| Lim Kia Teng | Shi Shu Yuan |
| Calvin Chang Zuo Wei | Chen Zeyu |
| Felicia Tai Ying Fei | Sneha Ram |
| Chandrasekaran Hema | Ng Kwan Hian, Kenneth |
203
| 1 | 2 |
| Lai Kai Wen | Jiang Jiahui |
| Ong Hong Ming Teddy | Darell Chua Yun Da |
| Lee Dosang | Neo Tze Kay |
| Lee Zheng Han | Cheah Yu Min Dayna |
| Shawn Chang | |
| 3 | 4 |
| Bryan Low Wei Sheng | Justin Fidelis Wong Jun Wen |
| Aw Khai Loong | Wu Jiarong |
| Chermaine Bok | Wa Thone |
| Periasamy Sabareesan | Lim Yan Ling |
| 5 | 6 |
| Tho Jian Xiong | Chng Xian Mao, Samuel |
| Tay Jing Xuan | Venkatesh Vijay Narayanan |
| Khaarthik Kumar Amuddhu | Yong Ray Wen Joshua |
| Lee Yu Hao | Chan Gerald |
Tuesday, January 29, 2013
Topic on terrorism
We are now embarking on looking at "Manifestation of Conflicts", in particular, we are examining terrorism around the world.
In this lesson unit, we will examine the characteristics of terrorism, its motivations, social, economic and political impacts and finally, how different countries have managed the terrorism activities and conflicts in their territories.
To start off, we are on a "secret mission" with a very important but secretive government department to train up a group of young Singaporean government officials to go into nearby countries as interns in our own Singaporean Embassies. While they seemingly look like young officials who are tasked to learn the administrative duties in our embassies, these officials are also tasked to make friends with certain groups of foreigners in the countries they had been sent to find out more about the networks of possible terrorism groups in that country.
LESSON 1: What is terrorism?
As part of their training, you need to cover the following with them:
Brainstorm as a "department" on the 3 things. We will come up with as many things we can think of and enter them into the google form so we can view our items collectively. We will then figure out the categories to classify the information so as to better guide ourselves in understanding terrorism.
Key in your responses in the 3 text boxes in the google form below. The form can be scrolled down. Remember to "submit".
LESSON 2: Training our young government officials
To avoid having them become ignorant fools, you also should cover some essential information with them. To do so, your department will need to be split into groups to more efficiently teach them. *groups to be given in class and will appear in a separate post later*
Group 1: Prepare a 5 min presentation on the Al Qaeda, its history, ideology and significance as a global terrorist group
Group 2: Prepare a 5 min presentation on the attacks done by the Al Qaeda so far, using a world map in the end to sum up where these attacks had taken place.
Group 3: Prepare a 5 min presentation on the Jemaah Islamiyah, its history, ideology and motivations as a terrorist group in Southeast Asia.
Group 4: Prepare a 5 min presentation on JI activities and incidents that happened in Singapore
Group 5: Prepare a 5 min presentation on terrorism acts that had happened to Singapore since independence.
Group 6: Prepare a 5 min presentation on the history of recent Singapore's terrorist hunt, Mas Selamat.
LESSON 3: The actual training day (Presentation Day)
LESSON 4: A possible 24 hours before 9/11 (1 lesson given for project time) *to be updated*
You recently discovered your class has some talented actors who can rise up to the occasion. Prepare and act out a 5 min video, complete with script, props and blocking instructions (where to start, stand, move), video editing techniques. This vidoe should be an imaginary or real scene based on newspaper reports on the September 11 attacks back in 2001. In other words, it is historically informed and to a large extent believeable.
More information will be given soon! Project members are determined by Mrs Lim.
To start off, we are on a "secret mission" with a very important but secretive government department to train up a group of young Singaporean government officials to go into nearby countries as interns in our own Singaporean Embassies. While they seemingly look like young officials who are tasked to learn the administrative duties in our embassies, these officials are also tasked to make friends with certain groups of foreigners in the countries they had been sent to find out more about the networks of possible terrorism groups in that country.
LESSON 1: What is terrorism?
As part of their training, you need to cover the following with them:
- They need to be very clear about the characteristics of terrorism
- When investigating probable terrorism operations, they must know what important information to note and report back to you
- They should be able to report on the way terrorists interact and operate in that country
Brainstorm as a "department" on the 3 things. We will come up with as many things we can think of and enter them into the google form so we can view our items collectively. We will then figure out the categories to classify the information so as to better guide ourselves in understanding terrorism.
Key in your responses in the 3 text boxes in the google form below. The form can be scrolled down. Remember to "submit".
LESSON 2: Training our young government officials
To avoid having them become ignorant fools, you also should cover some essential information with them. To do so, your department will need to be split into groups to more efficiently teach them. *groups to be given in class and will appear in a separate post later*
Group 1: Prepare a 5 min presentation on the Al Qaeda, its history, ideology and significance as a global terrorist group
Group 2: Prepare a 5 min presentation on the attacks done by the Al Qaeda so far, using a world map in the end to sum up where these attacks had taken place.
Group 3: Prepare a 5 min presentation on the Jemaah Islamiyah, its history, ideology and motivations as a terrorist group in Southeast Asia.
Group 4: Prepare a 5 min presentation on JI activities and incidents that happened in Singapore
Group 5: Prepare a 5 min presentation on terrorism acts that had happened to Singapore since independence.
Group 6: Prepare a 5 min presentation on the history of recent Singapore's terrorist hunt, Mas Selamat.
LESSON 3: The actual training day (Presentation Day)
LESSON 4: A possible 24 hours before 9/11 (1 lesson given for project time) *to be updated*
You recently discovered your class has some talented actors who can rise up to the occasion. Prepare and act out a 5 min video, complete with script, props and blocking instructions (where to start, stand, move), video editing techniques. This vidoe should be an imaginary or real scene based on newspaper reports on the September 11 attacks back in 2001. In other words, it is historically informed and to a large extent believeable.
More information will be given soon! Project members are determined by Mrs Lim.
Wednesday, January 16, 2013
Northern Ireland (Activity Instructions and link to notebook)
Dear students,
As we revise our IH critical thinking skills, we are moving unto North Ireland as our second case study of conflicts at the regional scale within a country.
The link to notes on North Ireland is here: https://www.evernote.com/pub/maddiechen/northernireland
To start this topic, we are going to have presentations on different aspects of the conflict in Northern Ireland.
Activity: Presentations to classmates (Peer teaching and learning)
Group Bs to work out a short 10 min presentation to present their answers to their allocated questions. Your partner Group A will be grading you.
Group As to present their answers to Group Bs in the 2nd lesson. Group Bs to 'mark' Group As based on your background knowledge, which you prepared as part of your own learning. Group Bs will be given assessment score cards to mark your respective Group As. This section is only 10 mins.
Group Bs to present your topic using 10 mins. Group As are given sweets and will vote on the "best, well prepared" presentation at the end of the lesson, AFTER their respective grading.
Source 1. A T-shirt design promoting the Irish Republican Army.
Image taken from: http://vector.us/files/images/2/1/217451/ira_t_shirt_vector.jpg, last accessed 16 Jan 2013.
Source 2: A police stopping a protester from crossing an area in Belfast.
Image taken from: http://metro.co.uk/2012/12/08/belfast-police-hurt-in-northern-ireland-union-flag-riots-3307492/, last accessed 16 Jan 2013.
Source 3: A wall mural depicting the Troubles in North Ireland
Image taken from: http://cdn.insightonconflict.org/wp-content/uploads/2009/09/FallsRoadMural.jpg, last accessed 15 January 2013.
Take note of your new groups here.
Learning Groups for topic on North Ireland
201
202
203
Responses on presentations
As we revise our IH critical thinking skills, we are moving unto North Ireland as our second case study of conflicts at the regional scale within a country.
The link to notes on North Ireland is here: https://www.evernote.com/pub/maddiechen/northernireland
To start this topic, we are going to have presentations on different aspects of the conflict in Northern Ireland.
Activity: Presentations to classmates (Peer teaching and learning)
1st lesson: Prepare your answers to your allocated questions.
Group As to work on criteria on how to 'mark' Group Bs in this lesson, as your tasks are shorter in preparation. Be ready to share and explain with Mrs Lim your criteria for marking the answers Group Bs will be presenting in lesson 2. You can prepare an actual rubric and explain your criteria to your respective group B.Group Bs to work out a short 10 min presentation to present their answers to their allocated questions. Your partner Group A will be grading you.
2nd lesson: Exchange Knowledge Time
Group As to present their answers to Group Bs in the 2nd lesson. Group Bs to 'mark' Group As based on your background knowledge, which you prepared as part of your own learning. Group Bs will be given assessment score cards to mark your respective Group As. This section is only 10 mins.
Group Bs to present your topic using 10 mins. Group As are given sweets and will vote on the "best, well prepared" presentation at the end of the lesson, AFTER their respective grading.
Group 1:
TASK A: With reference to Source 1 in this exercise, What is the message of the picture in Source 1? Explain how you derived your answer.
TASK B: Who are the IRA? Which disputes and clashes was IRA deemed to be responsible for? Do you agree?
Source 1. A T-shirt design promoting the Irish Republican Army.
Image taken from: http://vector.us/files/images/2/1/217451/ira_t_shirt_vector.jpg, last accessed 16 Jan 2013.
Group 2:
TASK A: To what extent can the photograph in Source 2 represent conflicts between the Catholics and Protestants in Northern Ireland? Explain how you derived your answer.
TASK B: Explain how the history of Ireland complicates relationship between North Ireland, Ireland and the United Kingdom.
Source 2: A police stopping a protester from crossing an area in Belfast.
Image taken from: http://metro.co.uk/2012/12/08/belfast-police-hurt-in-northern-ireland-union-flag-riots-3307492/, last accessed 16 Jan 2013.
Group 3:
TASK A: What does the mural in source 3 suggest about the process of conflict in Northern Ireland? Explain how you derived your answer.
TASK B: Explain and discuss the 'Troubles' and the impact it has on contemporary events in North Ireland.
Source 3: A wall mural depicting the Troubles in North Ireland
Image taken from: http://cdn.insightonconflict.org/wp-content/uploads/2009/09/FallsRoadMural.jpg, last accessed 15 January 2013.
Take note of your new groups here.
Learning Groups for topic on North Ireland
201
| 1A | 1B |
| Aditi Saayujya | Choo Yi Kai |
| Elijah Yap Ming Loong | Woo Ze Ming, Joshua |
| Park So Hyun | Ng Yong Sheng |
| Sim Rui En, Daniel | Leong Keng Hoy |
| 2A | 2B |
| John Zhou Erli | Moon Jo Hyun |
| Cheng E Sheen | Ng Zi Xuan |
| Jedidiah Koh Kee Hao | Janarthanan Dharun |
| Tam Wai Yong | Bryan Ng Dawei |
| 3A | 3B |
| Ang Yu Hui | Teo Jin Qi, Gavin |
| Lim Jia Ler | Ong Zhi Xuan |
| Yeoh Tze Xuan | Yap Teng Chiong |
| Low Xi Zhi | Thirrisha Murugan |
202
| 1A | 1B |
| Sneha Ram | Isaac Tay Zhi Xian |
| Goh Shuen Yi, Shenny | Belle Sow Miaoer |
| Tan Jun Heng Daren | Felicia Tai Ying Fei |
| Chen Zeyu | Clarence Chew Xuan Da |
| 2A | 2B |
| Chandrasekaran Hema | Wang Nian Jing Ryan |
| Yeo Shen Kai | Lim Kia Teng |
| Au Wei Liang William | Shi Shu Yuan |
| Calvin Chang Zuo Wei | Zhang Shi Chen |
| 3A | 3B |
| Sanil Kumar Ashwin | Lim Jun Wah Jonathan |
| Lim Jun Long | Loo Wei-Hao Nicholas |
| Huang Feiyang | Chen Hongpo |
| Lee Yeu Hann | Ng Kwan Hian, Kenneth |
203
| 1A | 1B |
| Wu Jiarong | Tay Jing Xuan |
| Lai Kai Wen | Venkatesh Vijay Narayanan |
| Aw Khai Loong | Shawn Chang |
| Cheah Yu Min Dayna | Wa Thone |
| 2A | 2B |
| Ong Hong Ming Teddy | Darell Chua Yun Da |
| Bryan Low Wei Sheng | Yong Ray Wen Joshua |
| Khaarthik Kumar Amuddhu | Justin Fidelis Wong Jun Wen |
| Neo Tze Kay | Lee Dosang |
| 3A | 3B |
| Jiang Jiahui | Lee Yu Hao |
| Tho Jian Xiong | Lee Zheng Han |
| Chan Gerald | Lim Yan Ling |
| Chermaine Bok | Chng Xian Mao, Samuel |
| Periasamy Sabareesan | |
Responses on presentations
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