Best of luck as you prepare to complete your A's!
Dear 10S7F,
I am cheered to see that from your promo results, you all are making progress. It is a certainty though that there is still room for improvement (as I didn't see any straight As) and I wish you all the very best. Remember that you are the very best, according to the high standards you set for yourself.
I hope that you all live up to your own expectations of what you want for your life. The greatest victory at this time of reckoning is simple - gain mastery over yourself.
Don't let yourself down - be the best that you can be. Your life deserves nothing less.
Sincerely,
Mr. Tan @ King's
I am cheered to see that from your promo results, you all are making progress. It is a certainty though that there is still room for improvement (as I didn't see any straight As) and I wish you all the very best. Remember that you are the very best, according to the high standards you set for yourself.
I hope that you all live up to your own expectations of what you want for your life. The greatest victory at this time of reckoning is simple - gain mastery over yourself.
Don't let yourself down - be the best that you can be. Your life deserves nothing less.
Sincerely,
Mr. Tan @ King's
Good Luck for A Levels!!
Good luck for A levels people!
Here's an inspirational video on positive attitude.
3.5 more weeks till the end... Let's stay strong for this final lap!
Cheers,
Shi-Jie
Here's an inspirational video on positive attitude.
3.5 more weeks till the end... Let's stay strong for this final lap!
Cheers,
Shi-Jie
Ig Nobel Prize 2011
Yo!
this is supposed to be funny serious i think.
my personal favourite is the peace prize. in that case the girls in our class would win it for being wonderfully peaceful :)
The 2011 Ig Nobel winners, awarded Thursday at Harvard University by the Annals of Improbable Research magazine:
PHYSIOLOGY: Anna Wilkinson, Natalie Sebanz, Isabella Mandl and Ludwig Huber for their study "No Evidence of Contagious Yawning in the Red-Footed Tortoise."
CHEMISTRY: Makoto Imai, Naoki Urushihata, Hideki Tanemura, Yukinobu Tajima, Hideaki Goto, Koichiro Mizoguchi and Junichi Murakami for their wasabi alarm.
MEDICINE: Matthew Lewis, Peter Snyder, Robert Feldman, Robert Pietrzak, David Darby, Paul Maruff along with Mirjam Tuk, Debra Trampe and Luk Warlop for studying the effects of holding in urine.
PSYCHOLOGY: Karl Halvor Teigen for trying to understand why people sigh.
LITERATURE: John Perry for his theory of procrastination: To be a high achiever, always work on something important, using it as a way to avoid doing something that's even more important.
BIOLOGY: Daryll Gwynne and David Rentz for discovering that certain kinds of beetles try to mate with certain kinds of Australian beer bottles.
PHYSICS: Philippe Perrin, Cyril Perrot, Dominique Deviterne, Bruno Ragaru and Herman Kingma for trying to determine why discus throwers become dizzy, and why hammer throwers don't.
MATHEMATICS: Assorted doomsday predictors throughout history for teaching the world to be careful when making mathematical assumptions and calculations.
PEACE: Arturas Zuokas for solving the problem of illegally parked cars by crushing them with an armored vehicle.
PUBLIC SAFETY: John Senders for his experiments in which a driver on a major highway repeatedly has a visor flapped down over his face.
Cheers :D
The last day of school.
As the day draws to an end, I too realise that today is the last day of school. Its not as if I never knew this day would come, but whenever great things come to an end, it all seems so surreal. Things we took for granted and always there, things we even hated and wished it would end suddenly become precious. We’ll never have lessons in E205 and stuff like doing tutorials at the class bench, attending lectures. Most importantly, I will never get the chance of having a proper school day with 10S7F again.
And it is then we wonder if we have truly appreciated and experienced. In this reflective state, I must say that these 2 years have really gone by too quickly. The fact that JC is short can only be appreciated at the end of the journey despite it being told to us umpteen times by seniors and teachers alike. I can still remember how reluctant I was to join my new class at the start of the year due to certain very important reasons which make JC life interesting. It was a sentiment echoed by my friends at that time and we griped about it every single day for a rather long time. Fast forward 2 years, I can say with pride that 10S7F is indeed an amazing class and I couldnt wish for more. Thank you all for making these 2 years simply phenomenal.
As with all things, we only appreciate them when they are coming to an end. Perhaps that is why our class has become so bonded in the past year. The fact that JC life is really ending pushes us to come together as a class to have fun and create memories that will last a lifetime. In retrospect, I must admit that I could have done more with my class and perhaps create even more happy memories. But what purpose will such regrets serve?
I will always remember all the times I have spent with the class, the funny things, the serious stuff, the small moments which are important, the big events... and the stupid things. The laughter, the jokes, the moments of epicness.. moments of sheer stupidity. The games, the shouting, the excitement, the mugging... and know that today merely marks the end of one phase of JC life. We may never get to sit in the same class and experience school but the people will always be there. and perhaps, we will treasure them even more.
As we all move into our own preparatory work for prelims and A levels, recognise that we arent as alone as we think we are. And more importantly, in all that busyness, we can find time to relax in our own little ways cuz destressing is very cool. whoops.
All the best :D
Nic Low
And it is then we wonder if we have truly appreciated and experienced. In this reflective state, I must say that these 2 years have really gone by too quickly. The fact that JC is short can only be appreciated at the end of the journey despite it being told to us umpteen times by seniors and teachers alike. I can still remember how reluctant I was to join my new class at the start of the year due to certain very important reasons which make JC life interesting. It was a sentiment echoed by my friends at that time and we griped about it every single day for a rather long time. Fast forward 2 years, I can say with pride that 10S7F is indeed an amazing class and I couldnt wish for more. Thank you all for making these 2 years simply phenomenal.
As with all things, we only appreciate them when they are coming to an end. Perhaps that is why our class has become so bonded in the past year. The fact that JC life is really ending pushes us to come together as a class to have fun and create memories that will last a lifetime. In retrospect, I must admit that I could have done more with my class and perhaps create even more happy memories. But what purpose will such regrets serve?
I will always remember all the times I have spent with the class, the funny things, the serious stuff, the small moments which are important, the big events... and the stupid things. The laughter, the jokes, the moments of epicness.. moments of sheer stupidity. The games, the shouting, the excitement, the mugging... and know that today merely marks the end of one phase of JC life. We may never get to sit in the same class and experience school but the people will always be there. and perhaps, we will treasure them even more.
As we all move into our own preparatory work for prelims and A levels, recognise that we arent as alone as we think we are. And more importantly, in all that busyness, we can find time to relax in our own little ways cuz destressing is very cool. whoops.
All the best :D
Nic Low
Thanks!
3 more days before the end of formal lessons...
Somehow I feel that the class is becoming more bonded as time goes by, given all the kart-riding, tutorial-mugging, photo-taking. May we have the most enjoyable 3 months in our life before we part ways!
Thanks all for supporting the class montage. I have improved the colour scheme to make it look less like a horror flick and added the photo of Mrs Irene Lim. Let's look forward to a memorable graduation :D
Class Dedication Page
More class montage stuff
Hi again!
Do inform me if you prefer strongly for me to include/exclude certain photos in the class montage. Some photos are meant to be funny but if you feel uncomfortable don't feel shy to sms/email me.
Also for those who have not informed me on what to put beside your name label, I will randomly select an image of what I think about you. Do inform me too if you want to change the image.
Finally I severely lack photos of many class outings. If you have any photos on
2010: Class chalet, MAF, CNY, STJ/JTS, various outings
2011: STJ/JTS, Campfire, Fac Outing
please please please (I beg you...) please send me ok?
Requiem...
All the hype about everything...
Some music to comple(i)ment it *^_^*
Cheers
Some music to comple(i)ment it *^_^*
Cheers
I need some help...
Will be requesting lot's of specific photos during this period. I will post all my requests on the tag box. Please spam me relevant photos (even if the quality is subpar) to khorshijie@gmail.com.
Hope that the class will be spontaneous in sharing photos :) In the meantime, have fun with Flippaball tomorrow!
Interesting Read
A Modern Parable
by Alexander Calandra
Saturday Review, Dec 21, 1968.
Some time ago I received a call from a colleague who asked if I would be the referee on the grading of an examination question. He was about to give a student a zero for his answer to a physics question, while the student claimed he should receive a perfect score and would if the system were not set up against the student: The instructor and the student agreed to submit this to an impartial arbiter, and I was selected.
I went to my colleague's office and read the examination question: "Show how it is possible to determine the height of a tall building with the aid of a barometer."
The student had answered: "Take a barometer to the top of the building, attach a long rope to it, lower the barometer to the street and then bring it up, measuring the length of the rope. The length of the rope is the height of the building."
I pointed out that the student really had a strong case for full credit since he had answered the question completely and correctly. On the other hand, if full credit was given, it could well contribute to a high grade for the student in his physics course. A high grade is supposed to certify competence in physics, but the answer did not confirm this. I suggested that the student have another try at answering the question I was not surprised that my colleague agreed, but I was surprised that the student did.
I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said no. He had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on. In the next minute he dashed off his answer which read:
"Take the barometer to the top of the building and lean over the edge of the roof. Drop that barometer, timing its fall with a stopwatch. Then using the formula S = ½at², calculate the height of the building.
At this point I asked my colleague if he would give up. He conceded, and I gave the student almost full credit.
In leaving my colleague's office, I recalled that the student had said he had many other answers to the problem, so I asked him what they were. "Oh yes," said the student. "There are a great many ways of getting the height of a tall building with a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer and the length of its shadow, and the length of the shadow of the building and by the use of a simple proportion, determine the height of the building."
"Fine," I asked. "And the others?"
"Yes," said the student. "There is a very basic measurement method that you will like. In this method you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wa]l. You then count the number of marks, and this will give you the height of the building in barometer units. A very direct method."
"Of course, if you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of `g' at the street level and at the top of the building. From the difference of the two values of `g' the height of the building can be calculated."
Finally, he concluded, there are many other ways of solving the problem. "Probably the best," he said, "is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows: "Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give you this barometer."
At this point I asked the student if he really did know the conventional answer to this question. He admitted that he did, said that he was fed up with high school and college instructors trying to teach him how to think, using the "scientific method," and to explore the deep inner logic of the subject in a pedantic way, as is often done in the new mathematics, rather than teaching him the structure of the subject. With this in mind, he decided to revive scholasticism as an academic lark to challenge the Sputnik-panicked classrooms of America.
The article is by Alexander Calandra and appeared first in "The Saturday Review" (December 21, 1968, p 60). It is also in the collection "More Random Walks in Science" by
R.L.Weber, The Institute of Physics, 1982.
Calandra was born in 1911, started at Washington University (St. Louis) in 1950 as Associate Prof. of Physics. B.S. from Brooklin College and Ph.D. in statistics from New York Univ. Consultant, tv teacher and has been AIP regional counselor for Missouri.
by Alexander Calandra
Saturday Review, Dec 21, 1968.
Some time ago I received a call from a colleague who asked if I would be the referee on the grading of an examination question. He was about to give a student a zero for his answer to a physics question, while the student claimed he should receive a perfect score and would if the system were not set up against the student: The instructor and the student agreed to submit this to an impartial arbiter, and I was selected.
I went to my colleague's office and read the examination question: "Show how it is possible to determine the height of a tall building with the aid of a barometer."
The student had answered: "Take a barometer to the top of the building, attach a long rope to it, lower the barometer to the street and then bring it up, measuring the length of the rope. The length of the rope is the height of the building."
I pointed out that the student really had a strong case for full credit since he had answered the question completely and correctly. On the other hand, if full credit was given, it could well contribute to a high grade for the student in his physics course. A high grade is supposed to certify competence in physics, but the answer did not confirm this. I suggested that the student have another try at answering the question I was not surprised that my colleague agreed, but I was surprised that the student did.
I gave the student six minutes to answer the question with the warning that the answer should show some knowledge of physics. At the end of five minutes, he had not written anything. I asked if he wished to give up, but he said no. He had many answers to this problem; he was just thinking of the best one. I excused myself for interrupting him and asked him to please go on. In the next minute he dashed off his answer which read:
"Take the barometer to the top of the building and lean over the edge of the roof. Drop that barometer, timing its fall with a stopwatch. Then using the formula S = ½at², calculate the height of the building.
At this point I asked my colleague if he would give up. He conceded, and I gave the student almost full credit.
In leaving my colleague's office, I recalled that the student had said he had many other answers to the problem, so I asked him what they were. "Oh yes," said the student. "There are a great many ways of getting the height of a tall building with a barometer. For example, you could take the barometer out on a sunny day and measure the height of the barometer and the length of its shadow, and the length of the shadow of the building and by the use of a simple proportion, determine the height of the building."
"Fine," I asked. "And the others?"
"Yes," said the student. "There is a very basic measurement method that you will like. In this method you take the barometer and begin to walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wa]l. You then count the number of marks, and this will give you the height of the building in barometer units. A very direct method."
"Of course, if you want a more sophisticated method, you can tie the barometer to the end of a string, swing it as a pendulum, and determine the value of `g' at the street level and at the top of the building. From the difference of the two values of `g' the height of the building can be calculated."
Finally, he concluded, there are many other ways of solving the problem. "Probably the best," he said, "is to take the barometer to the basement and knock on the superintendent's door. When the superintendent answers, you speak to him as follows: "Mr. Superintendent, here I have a fine barometer. If you tell me the height of this building, I will give you this barometer."
At this point I asked the student if he really did know the conventional answer to this question. He admitted that he did, said that he was fed up with high school and college instructors trying to teach him how to think, using the "scientific method," and to explore the deep inner logic of the subject in a pedantic way, as is often done in the new mathematics, rather than teaching him the structure of the subject. With this in mind, he decided to revive scholasticism as an academic lark to challenge the Sputnik-panicked classrooms of America.
----------
The article is by Alexander Calandra and appeared first in "The Saturday Review" (December 21, 1968, p 60). It is also in the collection "More Random Walks in Science" by
R.L.Weber, The Institute of Physics, 1982.
Calandra was born in 1911, started at Washington University (St. Louis) in 1950 as Associate Prof. of Physics. B.S. from Brooklin College and Ph.D. in statistics from New York Univ. Consultant, tv teacher and has been AIP regional counselor for Missouri.
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