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Science

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Vision

Talented and Passionate Science Scholars. 

Mission

To nurture creative and values-driven learners with a life-long passion for science. 

Our Objectives

  • To achieve value-added performance and academic excellence in all science curriculum.
  • To arouse pupils’ interest in physical and life sciences by providing exposure and opportunities for pupils to develop their potential / talents in internal and external competitions.
  • To enhance greater exposure and engage wider pupil participation in science enrichment programmes.
  • To enhance staff development and to up-grade teaching skills of teachers through courses such as pedagogy, information technology, classroom management or leadership courses.

Subjects

Chemistry
Biology
Physics
Science (Physics, Chemistry)
Science (Chemistry, Biology)
Lower Secondary Science
- Sec 1 (Biology & Chemistry Module)
- Sec 2 (Chemistry & Physics Module)

Programmes (Curriculum Innovations)

Secondary One   
Dynamic Science

In Anglican High School (AHS) we believe in our mission ‘to nurture creative thinkers, lifelong learners and compassionate leaders who honour tradition and aspire towards holiness and righteousness’. Therefore, Dynamic Science (DS) is designed as a curricular innovation for lower secondary science education in order to nurture creativity as well as develop values in our students.

In DS, students are given a platform to develop their 21st century competencies and Information and Media Literacy skills to build and share knowledge. The overarching focus for the DS Curriculum is the environmental aspect of science. The main approach is to engage our students with real life problems and scenarios and empower them to empathise and solve these issues collaboratively. 

One of the modules in DS is Vertical Farming. In this module, students are exposed to issues of National and Environmental Education such as space constraints in Singapore, food security and ecosystem restoration both in Singapore and globally. Students are given opportunities to think critically and sharpen their inventive skills during hands-on activities and when designing a mini-prototype for their own vertical farm which includes a system that recycle nutrients. 

Sec One students have completed their vertical farming using hydroponics cultivation of sweet basil. Using recycled 1.5 litre PET bottle as containers, the students ensure that the nutrients are always topped up or replaced from the period of germination to a potential harvest period  6~7 weeks later.
Dynamic Science Photo 01Dynamic Science Photo 02
Secondary Two   
Dynamic Science, Board Game Design Competition, Math and Science Trail

For Sec Two Vertical Farming, the students form small groups of 4 to 6 to design and construct vertical, recreational and portable structures to house seedlings of green leafy vegetables using organic fertilizer soil called peat moss.  Applying simple technology to ensure sufficient sunlight capture and practical watering system, they have to ensure good engineering stability, judicious choice of materials as constraint by a small budget and effective teamwork collaboration that translates into a good prototype. In short, they are developing their inventive skills through critical thinking and leveraging of the strengths of each member for synergy.
Dynamic Science Photo 03Dynamic Science Photo 04









The Mythbusters Project: Discovering the Joy of Learning Science

In a time where information is easily available at the touch of a finger, how do we know what is true?  Of all the attributes that make us human, curiosity is one that drives the pursuit of truth.  At Anglican High School, the students discover the joy of learning by allowing their curiosity to bring them out of their classrooms, to explore their environment and to develop critical thinking skills.

Learning Science is never boring for the Sec 2 students.  The Mythbusters Project is an adaptation of the popular television show MYTHBUSTERS.  The Mythbusters Project is part of the Dynamic Science component of the school’s Science Programme.  Students assume the role of scientists to prove or disprove a ‘myth’ in the area of Science.  This project is aligned with the MOE Science Curriculum Framework where the core of the framework is the spirit of scientific inquiry.

Through the process of hypothesising, questioning, experimenting, communicating, defending and reviewing their ideas, students apply the scientific method in a rich and engaging way.  Students choose a common ‘myth’ they know and set up experiments to uncover the truth.  Working collaboratively, students are exposed to different perspectives.  They then present their findings using display boards to their peers.

One student grew up watching her grandmother prepare hard-boiled eggs by boiling them in salt water.  When she shared her observation with her group, they felt that they could apply the scientific method to investigate the effect of boiling eggs in salt water.  The group carried out their project and realised that the time taken to peel eggs boiled in salt water was shorter as compared to the ones boiled in water without salt.  The group did further research and found out that the presence of salt increases the rate of denaturation of egg proteins.  The process of observation and discovery makes the learning of Science meaningful for the students.

Another group wanted to test a hypothesis that hot water froze faster than cold water.  Through a group research, they discovered that the famous ancient Greek philosopher Aristotle had observed and studied this phenomenon known as the Mpemba effect. The group tested their hypothesis by placing two containers of hot water and cold water in the freezer.  After several attempts, the group realised that the cold water froze faster than hot water, contrary to what they had learnt.  The students dug deeper into research and finally learnt that that the Mpemba effect is highly dependent on the freezing environment.

All the students gave positive reviews of their learning experience in the project.  The teachers observed that the students were also highly engaged.  Through the Mythbusters Project, the lower secondary students have developed an inquiring mind and a deep sense of joy in the learning of Science.

The Mythbusters Project Photo 01
The Mythbusters Project Photo 02
 The Mythbusters Project Photo 03
 



Secondary Three    
Interdisciplinary GEMS field trip to inculcate 21st Century and ICT competencies.

Enrichment Programs:

  • Aerospace Enrichment Program
  • Genetics Diseases Workshop
  • Math and Science Trail
  • Plant Tissue Culture Workshop
  • Robotics-Infused Curriculum