“For the things we have to learn before we can do them, we learn by doing them.” – Aristotle
This term in Year 6, we have been learning about Material changes. The students have been focusing on topics such as reversible and irreversible changes, mixing and separating solids, soluble and insoluble substances, separating insoluble substances, solutions, how can we make solids dissolve faster and how does grain size affect dissolving.
It has been a very interesting journey for the Year 6’s as experiments have been conducted each time they learnt about a new topic. They tested each of the above topics and came up with their own predictions, methods, results and conclusions. I hope that they cleaned their parents kitchen straight afterwards!
Here are some things the students enjoyed about Science:
“Well in science I really enjoyed conducting the experiments and finding out some things that I didn’t know, for example, I did not know why things dissolve faster in hot water but I then did the experiment and checked my textbook, I found out the answer. I also liked making the picture that we did at the beginning of the term about irreversible and reversible changes.” – Treasure Daniel
“I really enjoy the experiments because they give me a greater understanding on how things work like solutions and dissolving it is really fun.” – Maia Davies
“The thing I like about science is that when I conduct an experiment it makes it easier for me to understand the lesson. Like for the insolubles as I did the experiments it helped me understand and for the irreversible work when the teachers told us to make pictures in our book it helped because I used highlighting, so it stood out in my book. In science I’m 100 percent understanding the work.” – Yadar Mashoene
“On online schooling in science, we have learnt about material changes, solutions and mixtures, soluble and insoluble substances, different methods on how to separate mixtures and solutions, factors that affect dissolving, how to conduct a fair experiment and how to record our results. My favourite part of science is conducting experiments and learning the outcome of each one. I also enjoy learning about how to separate different mixtures and solutions.” – Saumya Maharaj
We are very proud of the excellent work our Year 6 classes are consistently producing!
Year 6 Teacher
“Science is simply the word we use to describe a method of organising our curiosity” – Tim Minchin
This week for science our Year 2 students were asked to do a fun home experiment on Dissolving Matter. The test was to see which out of the given products would dissolve in a cup of water. Each child was given a worksheet where they could state their prediction of the probability of the product dissolving in the water, and also where they could record their findings after testing each. At least 5 or 6 cups of water was needed, placing each product in one cup at a time and stirring thoroughly. Some of the products used included salt, coffee, hot chocolate, soap, cooking oil, sugar and chalk. This is an exciting and fun way to watch as the product either sinks to the bottom, rises to the top or dissolves into the water completely. The important part is to watch and record as you’re going to make sure you’ve learned from your experiment and are able to ask more questions that will lead you to the next one.
Curiosity and discovery go great together. Much fun was had by all!
Year 2 Teacher
The year 4 classes started the second term launched into virtual orbit. We have all had to learn how to navigate Google Classroom, when to talk and when to be quiet in a Google meeting and how to upload and mark completed work.
I am so proud of how our students have owned their own learning. Cambridge education emphasises the development of students who can think, solve problems and actively take responsibility for their own learning. We must be doing something right, for this is what I saw over and over again today.
What absolute stars our students are. Thank you to the parents too, for making launching such fun. I look forward to tomorrow and the rest of the adventure online.
The students presented their clouds and shared their favorite type of cloud with the class. Learning about the different types of clouds through art was exciting.
What is your favourite type of cloud?
Chemistry at Blouberg International School is experiential and hands-on; students conduct experiments, research ideas and work together in order to understand the world around them.
In simplified terms, the science of chemistry deals with the properties, composition, and structure of substances and how these substances interact with one another. In the IGCSE, AS and A-level chemistry curricula, topics of study are divided into three broad categories: physical chemistry, inorganic chemistry and organic chemistry. In each category students learn about chemical theories and processes that are relevant to their lives and to the challenges faced in the world around us.
A strong emphasis is placed on how past and current chemical processes affect the environment and the lives of others. We have had many lively classroom debates about alternative sources of energy, agriculture and the use of fertilizers, food security and transport. The Cambridge curriculum allows students to be exposed to scientific applications on a global level – illustrating how countries around the world have approached these issues and found possible sustainable solutions. Our classroom discussions have also focused on solutions for the African and South African context: identifying our unique resources and challenges and how we can improve on our current processes.
Practicals are another important component of chemistry. Students are empowered to work independently, make discoveries for themselves and apply their theoretical knowledge in a laboratory setting. In the final AS Chemistry examinations, each student carries out their own two-hour practical in which they complete both quantitative and qualitative analyses. Using both their theoretical knowledge and practical laboratory skills, students calculate the quantity of a compound given using various laboratory techniques. In the second half of the examination they apply their knowledge to identify unknown substances using various chemical tests. The AS and A-level curricula prepare students very well for university by providing them with a solid foundational understanding of chemistry principles and laboratory techniques.
High School Chemistry Teacher
“Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time” – Thomas Edison
In science, this term, our Year 2’s are learning about all the wonders of electricity! We are so excited for fun in class and exciting new experiments.
This week we enjoyed a visit from the Experi-buddies team. Our Inting started with a small demonstration from the team where we learnt about what Electricity is and who Thomas Edison was. After this we got into batteries and how we can use them to power up light bulbs, set off buzzers and even power up a small fan.
Our favourite part was when we got to go back to our tables and start experimenting with our own batteries and light bulbs. We learnt about open and closed circuits and exactly what we need to make the light go on. We also learnt about solar power and how that works, after experimenting with light switches too.
It was so much fun learning about things we are able to find and observe in our everyday lives!Read More
Physics is a branch of science concerned with the nature and properties of matter and energy. The subject matter of physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms. The world of Physics is an exciting but daunting field of study and spans many different aspects of our universe.
We develop different theories to understand and predict the world around us. Experiments are then conducted to validate or disprove our original theory. Theory, without practice would be very boring and very difficult. For this reason, we conduct regular experiments and visit industry where many of the theories can be seen in action and the power of our knowledge be harnessed to benefit mankind.
Our Year 10 & 11 students recently conducted experiments to prove Ohm’s Law. Definition: a law stating that electric current is proportional to voltage and inversely proportional to resistance.
For more information on the application of physics follow the link to this brilliant article.
High School Physics Teacher
The Year 6 classes recently experienced their first taste of high school.
The students had the opportunity to conduct a very “hands on” investigation on digestion in the mouth. They used pipettes to examine what happens when they put a drop of Iodine on a piece of bread from the packet, and a piece that they had gently held and chewed in their mouths for three minutes. The experiment was conducted because Iodine is able to determine if starch is present in a food or not. Overall, the students really enjoyed themselves and we would like to thank Mrs Goch for allowing us the use of her laboratory. #sciencerocks
Year 6 Teacher
This week our Year 2’s got to have some fun with all sorts of different Maths and Science activities. Our Science activities involved all sorts of fun experiments such as “Rainbow Walking Water” with water, food colouring and paper towel, “Rainbow Candy” with smarties and water, “Rain Cloud” with shaving cream, water and food colouring and “Elephant Toothpaste” with soap, yeast and food colouring. So much fun was had experimenting with different colour mixing, creating clouds and watching rain fall through. Getting to watch the colour slowly soak off of the smarties was a particular favourite!
“Science helps children develop vital life-skills such as problem-solving, communication and research. Science is one of the most important subjects a child can learn because of its relevance to our lives and its capacity to apply these vital life-skills to everyday activities”
For Maths this week, we had fun testing out different forms of measurement and experimenting with shape in art. One of our Year 2’s favourite activities was getting to play with “Dragons Tears”, using jugs and other measuring utensils to test and compare the volume and capacity of various containers. We learned about what these terms mean and what various amounts of milliliters’s look like. It has been great opportunity to keep the fun in our school work!
Year 2 Teacher
Science has the ability to grab a child’s attention from the get-go. Place an experiment in front of a class and you’ll have a focused group of students in seconds. In Year 2, we have been learning about dissolving. Disappear, vanish, melt away, evaporate, dissipate, diffuse are a few synonyms for the word dissolve. In Science, dissolving is when something becomes incorporated into a liquid to form a solution.
What is scientific enquiry?
- Ideas and evidence – collecting evidence by making observations to try to answer a science question.
- Plan investigative work – Ask questions, predict what will happen, and recognise that a test or comparison may be unfair.
- Obtain and present evidence – make and record observations, take simple measurements, and use a variety of ways to tell other what happened.
- Consider evidence and approach – make comparisons, talk about predictions, and review and explain what happened (draw conclusions).
- The Year 2’s had to go through the scientific process from start to finish. Mrs. Baker began by asking them a scientific question: Which substances will dissolve in the water?
Prediction comes next: Different substances – sugar, salt, chalk, sand, oil and flour – were shown to the students, and they had to predict which substances would dissolve in water. If the teacher allows for discussion, students use their debating abilities to convince their peers why they think they are right. Wonderful banter ensues!
The experiment was performed and students were eager to see what would happen. Here they were obtaining the evidence and recording what they observed.
The last step is to conclude: Students were required then to conclude according to their predictions.
Science is a wonderful subject that promotes problem-solving and critical thinking. If anything, it promotes an inquiring mind allowing children to engage and ask questions about the natural world.
Year 2 Teacher