In this project students can choose whether they want to do a research on a disease, or a job. Moreover, choosing a disease or a job would make them have to answer different questions. For example, my group we chose to do a research on a disease, and the first thing we did was to choose a disease. After several disagreements, we chose Malaria. For disease, students have to answer five topics with addition of subtopics from each of the five topics. Then, for our group we separated each topic to all of the member in the group to make the work specific. The product must answer all the questions that were labeled in the instruction sheet. Next, students would have to present their product within seven minutes.
ESLO that involved in this project were Strategic learners and Articulate communicator. We had to do our own research, and more importantly we had to answer all the questions labeled. Still, our slides shouldn't be too informative, but we should include it with the important information. Our presentation must also be fluent, and easy understadable to the listeners.
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This is our Science fair project that was present in the Vichakarn day. This was an optional project that students could choose to make a project about any scientific questions. In our group, we wondered about if we were in a forest, and we managed to bleed ourselves, what herbs can we use to stop the bleeding. So, we came up with an experiment of using four different local-found Thai herbs to see that which of these four would be the best at keeping our blood dry.
ESLO that involved in this project Articulate communicator because not only the students had to do their own research, and make their product. But, all of the students had to undertstand, and be able to explain their understanding at the presentation part of the project. Every student in the group has to explain the different parts of the project. And, their explaination must also be understandable to the listeners. This is our cell model project. Each group of students would be assigned with different cells. In group of four, students would have to separated their work on their own, which in our group we have researcher, and designer/maker. Each cells are different, this can be the abundant of different organelles. The model should have the reasons to support the amount of organelles inside it, or the sizes. It must also include of reliable sources ; students must also have a presentation about their model.
ESLO that involved in this project was 'Leader of the future'. This is a group project with four students in each group, so it required a lot of teamwork. We had to separated the work, and work thorugh the different issues that came up during the process. In this experiment I got to identify that if this substance is one of the 4 biomolecules through different processes. I learned that to identify the different biomolecules there are many different ways for different biomolecules, e.g, lipid is a nonpolar or it doesn't like water and it doesn't mix with water. So, in order to identify if that substance is lipid you have to put water in it and see if the substance are mixing or not. Moreover, for the different biomolecules you can even add some solution that will change the substance colour then you know if the substance is one of the biomolecules you are identifying or not. This made me understand that the biomolecules chemical structure are all different which make them need different solutions to be identified.
This involved in the school ESLO 'Strategic learner' because I have to recognize the important points between the molecules in order to understand the experiment. This is a 3D protein model I made with my partner. Each of the pipe cleaner color represents the different amino acids that when bond together and will form protein. At first, me and my partner connected the amino acid together without knowing that some of them are hydrophobic. Then, the next step let me and my friend see the info of each amino acids that some are hydrophobic( hates water) and some are hydrophillic( water loving). The last step, me and my partner have to put the one that is hydrophobic inside of the protein and the one that is hydrophilic at the outer part of the protein. This made my understand more about where the protein manages itself with hydrophobic and hydrophilic amino acid.
This lead to the ESLO "leaders of the future" because I got to work with my partner. Leaders of the future means that you have to be able to work as a team and discuss with your team what you are going to do. In this project me and my partner decided to separate the work out in order to get the work done faster. This is a 3D model of DNA which was made by me and my partner. We used the twizzler to represent the backbone of the DNA and the gummy bear to represent the bases. The different colours also represent the different bases, e.g, the red one represents Adenine that is always bond with Thymine(Yellow gummy bear) in DNA structure .As you can see there are pair with 1 stick and 2 sticks, the sticks were used to represent the double and triple hydrogen bond, e.g, Adenine and Thymine have double hydrogen bond so there are 2 sticks and the same for Guanine and Cytosine that have triple hydrogen bond which is odd number so there is only one stick. This project really helped me to the understanding of the DNA structure because it made me remember about the double and triple hydrogen bond between the bases.
This project involved in ESLO in 'leaders of the future'. Me and my partner separated that who will do which base complementary bonding. This made us able to finish the project faster with lesser work. |
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