Nanyang Science Mentorship Programme

Transcription

Principal’s Message
Countries all over the world lament the shortage of women in science,
technology, engineering and math (STEM) fields. There are many possible
factors including a lack of conducive environment that nurtures budding talent
among young girls.
At NYGH, we have always devoted resources to providing varied
opportunities throughout our students’ four years to pique their interest
in STEM at the lower secondary (e.g., Food Chemistry Sabbatical) and to
stretch their potential at the upper secondary (e.g., Science and Maths Talent
Programme class). As a result, our girls have done consistently well. This year
alone, they have come in first e.g., in MOE-NUS Amazing Lab Race, Biotech Fair
Competition and Gold Awards at Singapore Junior Physics Olympiad and 19th
Youth Science Conference.
Hence, this publication is a timely project that will capture the good
work done here at NYGH to share with the general public. Indeed, I want to
commend the Science Department for initiating it on their own accord. To find
the time above their own work to write and compile the articles is a certainly
an act of love for both the discipline and the students. It is this passion that
continues to inspire our students to do well and join the long list of alumni
who have done well in this field, including Prof Lee Wei Ling, Director, National
Neuroscience Institute; Dr Angeline Yap, Director in Health Sciences Authority;
and Mathematics teachers like Ms Amanda Teo who won the 2011 Association
of Mathematics Educators Book Prize at National Institute of Education (NIE).
I end with a quote by Edwin Hubble, the famous American astronomer,
who wrote in 1954, “Equipped with his five senses, man explores the universe
around him and calls the adventure Science.”
I wish all the readers of this publication a wonderful adventure!
Yours sincerely,
Mdm Heng Boey Hong
Principal
Nanyang Girls’ High School
Science Heads of Department’s Message
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CONTENTS
06 Enrichment
International Science Youth Forum
Excretion & Dialysis
Lee Kong Chian School of Medicine Lecture (Pharmacology)
Sec 2 Sabbatical: Food Chemistry
Sec 2 Sabbatical: Chemistry Everywhere
Sec 2 Sabbatical: Electronics
Sec 2 Sabbatical: Science Olympiad Training
Sec 3 Biology Olympiad
Sec 3 Chemistry Olympiad
Sec 3 Physics Olympiad
Sec 4 Sabbatical: Our Oil Addiction
Sec 4 Sabbatical: Biodiversity at Tioman Negara
Sec 4 Sabbatical: Maritime Experiential Museum & Marine Life Park
Sec 4 Sabbatical: Forensic Science
Sec 4 Sabbatical: Pharmaceutical Chemistry
Internship: Internship as Marine Youth Ambassador at Marine Life Park, Resorts World Sentosa
Internship: Observership at Singapore General Hospital
Internship: Youth Research Programme at Institute of Bioengineering and Nanotechnology
22 Competition
C B Paul Science Quiz
International Biomedical Olympiad
Interclass Math-Science Quiz
25 Programmes under Mentorship
Singapore Science and Engineering Fair
National Library Board Prove It! Research Challenge
The Genetic Modification Advisory Committee Students Challenge
MOE Science Mentorship Programme
National Climate Change Competition
National Science Challenge
Greenwave
MOE Innovation Programme
Chemistry Communication Challenge
43 Science & Math Talent Class
6
Enrichment
International Science Youth Forum
by Ma Weijia (Class 401)
Into its fifth year, the International Science Youth Forum
(ISYF) is an event organised by Hwa Chong Institution to provide
a platform for talented young science students and science
educators from various countries around the world to meet and
interact with one another to gain deeper insight in science and
research. During the 5-day event from 20th to 24th January, we
visited the research facilities at Nanyang Technology University
and A*STAR and had the opportunity to do experiments with hightech apparatus. As the student delegates were grouped according
to their interest in different areas of science research, we were
able to share our passion with other like-minded participants.
The most exciting part of the forum is none other than the
Nobel forum where the audience were free to pose questions to a
panel of four Nobel Laureates and a Field Medallist. The prominent
scientists also talked about how their achievements had led them
to regard science in a different way, which I thought was a very
insightful learning. During the master classes with Professor
Albert Fert (Nobel laureate in Physics) and Professor Vladmir
Voevodsky (Field Medallist in Mathematics), their sharing of their
journey in research was inspiring to the participants. The words
of Professor Douglas Osheroff left the greatest impression on me
when he said that science research is about asking mother nature
questions and the questions you ask will decide on your success.

7
Enrichment

Excretion & Dialysis
Crystal Chong Inn Jhee (Class 401)
Thinking back to the science enrichment trip to the Bishan
branch of Kidney Dialysis Foundation (KDF), I cannot help but feel
glad that I embarked on this learning journey.
Upon reaching the centre, we students were warmly
welcomed and the staff nurse began with a short presentation
on the organization. We learnt much more theoretical knowledge
about dialysis and how advancements in science were improving
the patients’ experience. Also, she shared with us the two different
types of dialysis: Hemodialysis and Peritoneal Dialysis. Not only
did these interesting facts and anecdotes keep us wide-eyed
and interested, they also enriched our content knowledge and
broadened our perspectives.
The most interesting part was when I was able to interact with a dialysis patient’s nurse and understand more about their personal
experiences and stories. This introduced a more “human” aspect to the scientific knowledge that I had learnt in classes.
All in all, I am extremely grateful to the school for granting me this opportunity to visit the Kidney Dialysis Foundation. It was a
precious opportunity that I hope future students will treasure and learn from.
Kwa Mei Jun (Class 401)
The trip to the dialysis center was a really enriching experience, and we all learnt a lot from the trip. We got to know more about the
factors that affect the kidneys, and also more about the works of the Foundation. We also had the opportunity to look around the dialysis
center, and to interact with the nurses who answered our many queries regarding dialysis. The best part of the trip was to be able to
see the dialysis machines, and to see the patients there. It was cool to see how what we learnt in school translated to real life. I would
definitely recommend more people to take part in activities like this.
Lau Yan Yee (Class 401)
Since we had learnt about dialysis in class, I thought it would be interesting to see the dialysis treatment process in real life,
instead of only viewing it from videos or charity shows. It was also a rare opportunity to be able to enter a dialysis centre and witness
patients undergoing treatment. It was an enriching experience as I got to learn much more about haemodialysis, such as the workings
of the machine, and how regularly they had to change the dialysis column for a patient due to cost limitations with the kidney dialysis
foundation being a non-profitable organisation. Looking at the needles poked into the patients’ arms and the large amount of blood
flowing right out of the patients’ bodies through the tubes before me, it was definitely daunting for me but the patients were really
courageous. Although they were enduring all these pain, they still greeted and smiled at us. One patient even asked whether my fellow
classmate who had gone pale was alright. The resilience exhibited by the patients was a great lesson learnt for me.
Lim Xiao Hui and Melissa Tan (Class 408)
The trip to the dialysis centre was a very meaningful and enriching experience for both of
us. We felt that we had benefited from it greatly. Through this trip, we were given the opportunity
to be exposed to more in depth information regarding dialysis, such as how the machine is used
to carry out the dialysis function, the various components that make up the machine, and
so on. In Biology class, we were briefly introduced to the dialyzer, so when we saw the actual
machine, it was quite a surprise for us as we never knew the machine was so complex! As the
two of us do not personally know anyone who is undergoing kidney dialysis, we felt that the
trip had no doubt provided us a platform to understand the whole process of kidney dialysis
much better. We also had a quiz about our kidneys and this turned out to be quite informative
and enriching. We are very appreciative for the medical nurses who were very patient with us,
answering our many queries with regards to the dialysis process.
8
Enrichment

Lee Kong Chian School of Medicine Lecture (Pharmacology)
Lee Yueying (second from left) (Class 401)
When I first heard that there was going to be a lecture on regenerative pharmacology, I was very interested in the topic but
was expecting a very in depth, “standard” lecture where the speaker merely talks. However, the reality was very different from my
expectations. Rather than a lecture filled with many technical terms, the speaker used simple language and explained any technical
terms she used. Also, it was very interactive with several instances which involved the audience going onto the stage to participate
in activities. Audience participation was encouraged with chocolates, notebooks and teddy bears. Other than that, the speaker used
many analogies to illustrate her point, comparing concepts to things in our daily lives. For example the speaker got volunteers to crack
and whisk a raw egg and then tried to put the egg back into the shell with the shell uncracked, which was impossible, and then to think
of dishes to make with the egg, which the volunteers came up with omelette, pancake and scone. Following this, she told us that a
scientist had managed to turn a differentiated cell back into a non-differentiated cell and then the non-differentiated cell into a different
differentiated cell which she compared to turning an omelette back into the egg and then the egg into a scone. It made it so much clearer
how incredible the discovery was. Besides the interesting knowledge on stem cell therapy and regenerative pharmacology that I had
learnt, this experience gave me a new perspective on what a lecture should be like.
Ong Jing Hui (third from right) (Class 401)
The Lee Kong Chian lecture had been an educational one that exposed me to stem cell therapy and Regenerative Pharmacology. I
had known very little about this medical field until the lecture and it allowed me to appreciate how rapidly advancements are being made.
I had not known that there were so many different sources for stem cells in our bodies, besides from the embryo and the bone marrow.
That the umbilical cord could be harvested was a surprise to me, and I even told my friend that I would probably donate mine if I have
a child in the future. If I have no use for it but it can be used to save or improve another person’s life, I have no reason not to! Besides
learning more about stem cells, I had attended the lecture to gain more insight about having a future in the medical field. While I am far
from making a decision, the lecture had certainly been inspirational and piqued my interest! I really appreciate the opportunity given to
me to attend the lecture and broaden my horizons.
9
Enrichment

Sec 2 Sabbatical Food Chemistry
Ms Zhong Jingyi (teacher in-charge)
The course gave students a brief introduction to Food Chemistry. Three main topics were explored. First, students explored the
colours of food. The visually exciting hands-on experiments provided students with a good understanding of natural plant pigments and
their properties. The second part focused on the ‘bad guys’ in our natural food sources, namely cholesterol and caffeine. Students learnt
that not everything natural was good and not everything man-made was bad. In the third module, students discovered more about the
chemistry behind food preservation methods and tried their skills in making fruit jam.
10
Enrichment
Sec 2 Sabbatical Chemistry Is Everywhere
Ms Lim Si Xiu (teacher in-charge)
This course focused on using common consumer products to
illustrate chemical principles and to instill in students the interest
of Chemistry by increasing their awareness of the chemistry of
common substances, objects and real world chemical knowledge
in the daily activities and processes occurring around us.
A central theme was explored each day, first with a lecture
and then followed by practical sessions comprising one or two
experiments per day.
The themes were centered around the following : Chemistry
of Polymers, Cleaning Up with Chemicals, The Chemistry of
Looking Good and Feeling Great, Chemistry of Health Product and
Forensic Science.
A few interesting experiments that students enjoyed most
included making toothpaste and soap from common household
compounds, forensic science experiments like latent fingerprinting
using iodine fumigation. Students also got to use simple chemical
methods to identify blood samples and determine blood types
(ABO-Rh Blood Typing).
All these were done in a self directed learning manner, with
hands-on experiments guided by teachers.

11
Enrichment

Sec 2 Sabbatical Basic Electronics
Mdm Ang Wee Ling (teacher in-charge)
This course provided an opportunity for students to become acquainted with basic knowledge in electronics and acquire technical
skills in soldering. It also challenged their creativity to recycle materials such as cardboards and plastics from packaging to designing
and constructing a simple project that integrated the various circuits.
The course provided a refreshing experience in several aspects. First, this was the first time students were exposed to electronics
which is not taught in the secondary school syllabus. While our students are avid users of technology, very few of them will pry open
their electronic devices to take a good look within. The students were intrigued to realise the omni presence of electronics in their daily
lives. Secondly, it provided students ample opportunities to use their hands and actually make something. There was no model answer
and no wrong answer; students were challenged to produce something that was meaningful to them given limited materials and time.
Thirdly, the sabbatical provided a platform for students to interact with students from other classes and collaborate on a common project.
12
Enrichment
Sec 2 Sabbatical Science Olympiad Training
Mr Muhammad Imran Bin Hassan, Ms Sandy Tan & Mr Ang Joo Liak
(teachers-in-charge)
This inter-disciplinary Science Sabbatical centered on the
theme of ‘Water’. Science-based authentic tasks and open-ended
inquiry approach were utilised in the teaching of the Sabbatical.
Through the experience of developing and presenting a proposal
on re-development of the MacRitchie Reservoir, taking into
consideration its history, biodiversity, water quality, recreation
and environmental impacts, 21st century competencies were
emphasised and honed in students. Besides the learning journey
to the MacRitchie Reservoir, some other highlights of the Sabbatical
included kayaking and personal reflection time.

13
Enrichment

Sec 3 Biology Olympiad
Mrs Sandy Tan (teacher in-charge)
2013 Secondary Three Biology Olympiad preparatory
training, in alignment with HCI college section, focused on only
two biological topics: the importance of ethology and ecology for
society, especially nature preservation.
With the formation of a small group to develop Biology talent
and passion, the content from HCI college section was taught
differently from the lecture style. The thirteen talented Biology
students took control of their own learning by watching videos and
reading up on materials posted on their own Edmodo before each
session. Then different groups started the lessons by sharing
key concepts with their own “Goanimate” video clips. This was
followed by expert group discussions. The role of the teacher was
only as a facilitator.
Practical sessions involved lichen quadrat field studies,
wolves and rabbits computer simulation and laboratory works.
Laboratory work on cell studies and microbiological techniques
such as haemocytometer for cell counts, spectrophotometer to
determine concentration of coloured substances, chromosomal
squash in root tips, brine shrimp population and measurements
using eyepiece graticule, as well as Gram staining on E.coli were
conducted.
Formative assessment of the students’ learning was via a
free app “Socrative” as all the students have an ipad device.
Summative assessment of the students’ learning was via
both theory test and practical test at the end of the training.
Sec 3 Chemistry Olympiad
Mr Muhammad Imran bin Hassan (teacher in-charge)
The Chemistry Olympiad programme consisted of weekly sessions of advanced-level Chemistry topics, and also field trips. Overall,
the programme has enriched our knowledge towards chemistry. The lessons taught us many intriguing chemistry concepts which we
had never heard of before. For example, we learned about atomic structure in more detail and even learned about its discovery.
There was much emphasis placed on independent learning. Each week, a group of students would prepare a topic to present to the
whole class. We felt that such explanations using layman terms allowed us to understand difficult concepts better. This encouraged us
to take charge of our own learning. As a result, our interest towards Chemistry has grown.
The field trips to Jurong Island and the Institute of Materials and Research Engineering were indeed an eye opener for us as we
gained knowledge and experiences which could not be found in the textbooks. We learnt about the practical uses of chemistry, especially
industrial, and got to experience them in front of our own eyes. We could clearly see the contributions of scientific inquiry to society, as
well as how we could possibly follow suit in this domain in the future.
14
Enrichment
Sec 3 Physics Olympiad
Chee Hsin Yee (Class 301)
Mr Ang Joo Liak & Ms Tan Wei Lin (teachers in-charge)
I feel that the Physics Olympiad Programme has helped to
prepare me for the Singapore Young Physicist Tournament (SYPT).
At the start of the year, I watched the finals of SYPT to gain a better
understanding of how a physics debate works. From February to
May, I attempted the previous year's SYPT questions, to develop
my experimental and research skills. The problem selected
by my team was "A vertical tube is filled with a viscous liquid.
On the bottom of the tube, there is a large air bubble. Study the
bubble rising from the bottom to the surface." Faced with such an
open-ended problem without any definite answer in textbooks
and the Internet, not to mention differing theories in research
papers, I learnt to distil useful information more effectively. Most
importantly, I learnt not to be over-reliant on existing theories, but
instead conduct my own experiments to explore the problem. The
Physics Olympiad programme also gave me many opportunities
to participate in Physics related activities, such as visiting the
Defence Science Revealed exhibition at the Science Centre and
a talk on Quarks at NUS. All in all, I feel that this has been an
enjoyable and fruitful learning journey.

15
Enrichment
Sec 4 Sabbatical Our Oil Addiction
Mr Benjamin Ng (teacher in-charge)
Why are we still burning oil? After all the advancements
made in the past century in various forms of alternative energy,
after years of research into solar, wind, nuclear and other forms
of electricity generation, why are there still so many oil and coal
power stations around?
In this programme, students learned the historical,
technological and engineering reasons behind why fossil fuels are
still seen as the best source of electricity, and explored why many
common alternative sources are still not considered as feasible
sources.
They had the opportunity to generate hydrogen gas from
solar energy in the Physics Lab, and experienced first-hand the
difficulties of collecting energy efficiently. They also visited Alpha
Biofuels to learn the chemistry behind turning waste oil into usable
diesel, and saw the many different forms of solar cell generation
at Singapore Polytechnic (SP). The highlight of the visit was the
presentation on SP’s entry for the 2013 World Solar Car Challenge
in Australia. Students got to see the inner workings of the solar car,
and interacted with the team that built it.

16
Enrichment
Sec 4 Sabbatical Biodiversity at Taman Negara
Mr John Lee & Ms Vanessa Tsang (teachers in-charge)
Generally our youths are deprived of the enjoyment of being
in the outdoors and appreciating what nature has to offer. Too
often, it is due to their hectic schedules or lack of opportunities in
the home or school fronts that impede their exposure to the great
outdoors. Therefore the purpose of the programme was to provide
a platform for our students to have a first-hand experience of the
grandeur of mother nature and to appreciate the biodiversity that
Taman Negara has to offer.
Taman Negara is the oldest rainforest in the world and has
been preserved for the purposes of propagation and protection of
indigenous flora and fauna. Because of this, the primary forest is
host to a wide variety of plants and animals.
Preservation and care for the earth we live in has to stem from
building connections to our natural world. Without this connection
and appreciation of the relationship humans share with nature,
there is little hope for the rainforests which are diminishing at an
alarming rate.
The programme consisted of nature walks in the park and
a one-of-a-kind night walk to gain a different perspective of the
rainforest. There was also an expedition to a hide in the forest to
spot wildlife, such as deers and tapirs at night.
The students were tasked in groups to explore the impact
of tourism in Taman Negara by doing biodiversity surveys at
3 areas around the outskirts of the Resort region. Preliminary
results showed that there was a significant drop in biodiversity
of plant species near the 3 areas surveyed. Fortunately, the drop
in biodiversity measured along the 3 areas was gradual which
indicated that the impact of human activity was still manageable.

17
Enrichment

Sec 4 Sabbatical Maritime Experiential Museum and Marine Life Park
Ms Domina Ng & Mr Benny Koh (teachers in-charge)
This was a comprehensive 5-day course to
equip students with the necessary knowledge
about Singapore’s marine ecosystem and to
introduce the measures taken to protect our
marine life.
The sabbatical included a trip to the
Maritime Museum, where students learnt about
Singapore’s maritime history and experienced
what sailors went through via the typhoon
shipwreck simulator.
Students also had the opportunity to interact
with marine experts when they visited the Marine
Aquaculture Center, a quarantine facility for
marine animals before they are placed into the
SEA Aquarium. Here, students learnt about the
importance of water quality and feeding to the
overall health of the marine organisms.
The Adventure Cove Park also presented students with the chance to apply physics to the design and workings of the hydromagnetic
coaster. They also had hands-on experience on how the various rides in the park work by spending the day trying them out under the
watchful eyes of the lifeguards.
Lastly, students visited the Aquarium, where guides introduced the various types of marine organisms and explained how the
aquarium was constructed. In groups, students were tasked to come up with ideas to promote conservation to the public. The prototypes
created were given to Marine Life Park, where they may be implemented.
18
Enrichment
Sec 4 Sabbatical Forensic Science
Mdm Hia Soo Ching (teacher in-charge)
The sabbatical built on problem-based learning where a crime
had taken place and the suspect left his trails at the mock-up crime
scene. It was up to the forensic scientists to follow the suspect’s
trails and identify him correctly among many other possible
suspects. This would not be possible if the evidences were sloppily
collected or contaminated. In the course, students learnt to pay
attention to details when collecting evidences. Various analytical
methods that ensured processing of carefully collected evidences
were accurate and conclusive. It was the aim of this workshop to
expose students to some of the analytical methods commonly
used for processing evidences. On the last day of the workshop,
students integrated all they had learnt to solve a case using their
newly acquired deduction skills.
Sec 4 Sabbatical Pharmaceutical Chemistry
Ms Tan Yew Ling (teacher in-charge)
Pharmaceutical Chemistry Sabbatical exposed students
to various research and career prospects in the pharmaceutical
industry through a combination of hands-on activities,
short videos and small group discussions. A snapshot of the
pharmaceutical industry and the history of drug discovery
kick-started this highly engaging sabbatical; with the organic
synthesis of aspirin and oil of wintergreen and laboratory assay
of aspirin using qualitative analysis, thin layer chromatography
and titrimetric techniques being the key program highlights. In
addition, students had opportunities to package the active aspirin
ingredients into various dosage forms such as creams and tablets.
An overview of how aspirin or pain-relief drugs works in our body
was also included.

19
Enrichment

Internship as Marine Youth Ambassador at Marine Life Park, Resorts World Sentosa
Lim Pei Yee (Class 405)
Under the guidance of our teacher-in-charge, Mr Benny Koh, I have initiated a Volunteer Programme
with 20 other batchmates to help out at the S.E.A Aquarium during the December holidays. We attended
a day’s training on how to educate the guests about marine life conservation. Our aim is to create
awareness among families and their children. This internship has truly been an enriching one, where
we learnt about different species and why it is important to stop pollution and reduce overfishing
before magnificent creatures of the sea become extinct.
“
I’d like to specially highlight Pei Yee for her initiative in taking
upon herself the responsibility to be a coordinator for the group.
She would regularly update me on any changes and assist to
find replacements for those who are not able to attend. She was
enthusiastic and eager to learn, and has expressed interest in
coming back for more sessions beyond the requirements. It is
heart-warming to see a group of students who are passionate in
marine conservation as they are.
Pamela Chia (Ms)
Executive, Programme Development and Operations, Education
Marine Life Park, Resorts World Sentosa
Joy Lim Jia Xin (Class 405)
It has been an enriching experience where I acquired a large
amount of knowledge outside the classroom, especially about the
marine creatures. Interaction with the staff, marine guides and
tourists from different countries had also increased my confidence
and improved my communication skills. Indeed volunteering at
the S.E.A Aquarium has truly been meaningful one for me.
Tammy Lim (Class 405)
Volunteering with Marine Life Park has been such a fulfilling and exciting experience. Being
ambassadors of S.E.A. Aquarium has allowed us to understand the importance of conservation. We also
constantly met tourists from all over the world and that enriched our understanding of their cultures.
20
Enrichment

Observership at Singapore General Hospital
Chang Wei Qin (left) (Class 401)
The attachment at Singapore General Hospital (SGH)
Neurology department had been an extremely eye-opening and
interesting experience. It was a rare and yet valuable opportunity
to be able to interact with the consultants and doctors and
experience first-hand the work life of a doctor. I am glad that all my
misconceptions about this career have been cleared.
Crystal Chong Inn Jhee (right) (Class 401)
When I first applied for the attachment at SGH Neurology
department, I had hoped that I would gain some exposure to
the working life of doctors in the public sector. I was pleasantly
surprised by the warm welcome and the open sharing by the
staff. This was my first obsevership and I am glad that it had far
exceeded my expectations. It has truly been breathtaking and
enthralling. Kwa Mei Jun (Class 401)
My week at SGH has been more rewarding than I could
have ever hoped it to be. During my time at SGH, I was given the
opportunity to follow the doctors around as they did their duties,
and also to observe them in their clinics during consultation.
I learnt a lot about how a hospital works and the various duties
of the doctors. Needless to say, it was both an insightful and
enlightening experience.
21
Enrichment

Youth Research Programme at Institute of Bioengineering and Nanotechnology
Lau Yan Yee (Class 401)
Institute of Bioengineering and Nanotechnology (IBN) has
given me a slice of experience of a researcher’s life. Regardless
of whether it’s scientific knowledge, presentation skills, or
experimental techniques, I have definitely gained much through
the one-to-one interaction with my mentor. The other interns also
made my learning experience interesting and invaluable.
Teng Jin Yusi (left) (Class 407)
I enjoyed the entire period of attachment at IBN. It gave me an
opportunity to work with experienced researchers, who imparted
valuable knowledge. Not only was I given a chance to engage in
activities under laboratory settings, my mentor and colleagues
also provided me with great insights regarding research life,
scholarships and career guidance. I strongly recommend those
who have great aspirations in the field of science to take part in
this attachment.
Hong Sung Jin (right) (Class 407)
Youth Research Programme at IBN was an enriching and
valuable learning experience. It gave me the experience to consider
pursuing a career in the research field. I gained new and in-depth
knowledge, especially in the research area of nanomedicine and
research techniques. This programme has encouraged me to
always have an inquisitive mind.
22

Competition
C.B. Paul Science Quiz
“
Looking back, I am glad that I had taken part in this competition and gained more knowledge on
Astronomy, Chemistry, and so on. While it was demoralising when we found most of the questions
in Round 1 foreign, it more or less did expose us to a variety of questions we never encountered
before. Watching Round 2 ‘live’ was really interesting and an eye opener for me as we saw some really
intelligent peers being able to solve very challenging questions. As the audience, we were engaged
by trying out the questions on our own. Although we did not manage to clinch a team prize, I think this
experience was enriching and I encourage more to sign up for such competitions, for you will never
really know what is in store for you!
Gladys Lee Shi Qi (Class 401)
“
Having chanced upon this opportunity on the NYGH LMS portal, I was keen to take part in this
academic challenge to push myself past boundaries and pursue my own independent learning by
experiencing a different level of Science and Math content beyond the current school syllabus.
It was definitely an enriching challenge that served to fuel my passion and determination for the
subjects. Understandably, the studying process was not particularly glamorous nor relaxing, and there
was also the problem of priorities when it came to academic competitions and normal work. I am glad to
say that while it was tough, it did pay off even though I felt I should and could have done better and my
team could have had a greater emphasis on team effort. My greatest takeaway from this competition
would be the spirit of pushing oneself constantly towards loftier goals and to treasure opportunities
when they come knocking.
Chiang Yan Xin (Class 401)
“
C.B.Paul Science Quiz was the most unexpected quiz I have ever participated in. Given the broad
categories of Maths, Biology, Chemistry, Physics, Astrology, and Computer Science, we were
challenged with questions far beyond our syllabus, with many scientific terms I have never heard
before! There was a 2 hour theory segment before a Team Round for the Top 4 teams. Although Nanyang
did not make it to the Top 4, I was still very engaged by the questions posed, sometimes offering my
own guess and silently praying it was correct. Watching the teams scribble and discuss in quick,
hushed tones, I realized how this was not only a test of knowledge, but also of quick-thinking.
From this quiz, I was amazed to learn how broad Science is-- from what you should drink to reduce the
spicy burn on your tongue, to complicated physics equations calculating force and kinematics. This
quiz tapped on all my knowledge of Math and Science, and what I used to believe was common sense.
Everything happens for a reason, and all little things in life can have a scientific meaning to it, only if
you stop to wonder and discover. I really enjoyed myself.
Wu You (Class 301)
23

Competition
International Biomedical Olympiad 2013
“
The Biomedical Olympiad was an enriching experience as it encouraged me to be an independent
learner. While reading up for the Biomedical Olympiad, I gained knowledge about the human
nervous system, and ventured beyond what the school syllables included. At first, the terms that
we were expected to know looked rather daunting, with terms such as “cerebrospinal fluid”, “corpus
callosum” and “brain plasticity”. However, these terms gradually became understandable when I learnt
about them through the Internet. There were multiple links and websites for every single concept, and
if one website failed to clarify all my doubts, I simply had to consult another site. As such, by the time
the Biomedical Olympiad started, I had a surprising amount of facts about the brain and the nervous
system accumulated from reading the various sources that I had found online.
Joanne Ong (Class 401)
“
Taking part in the Biomedical Olympiad was a really enriching experience for me as it was my
first time taking part in a Science Olympiad, and I was really happy that I could win a medal. As
we had to prepare for the competition beforehand, I read up a lot about Neuroscience in order to
reinforce my knowledge on the subject. Through this process, I discovered interesting facts about
the human nervous system that were not taught in school. For example, I found out more about the
various functions of the different parts of the brain, including the frontal lobe which is responsible for
higher cognitive skills and for many aspects of our emotional makeup, and the occipital lobe which
helps process visual information such as shapes and colours. One part of the competition that I really
enjoyed was the exhibition section, as I was able to clarify my doubts about the different neurological
disorders, such as multiple sclerosis and epilepsy, and gain a better understanding of Neuroscience
through the various presentations at different booths found in the exhibition. In all, I really enjoyed
taking part in this competition and it definitely helped spark my interest in Neuroscience.
Ke Shiyao (Class 401)
“
I was given the opportunity to take part in the International Biomedical Olympiad 2013. This year,
the theme was Neuroscience. In this competition, we were required to self study the topic and sit
through two rounds of written tests, which were the preliminary and final rounds. This competition
tested our knowledge on the human Nervous System and the various diseases and conditions which
affects it, as well as our ability to apply basic knowledge of biology on different types of application
questions. To prepare for this competition, I had to read up a lot on this topic and research for the
relevant information. This competition has helped me to gain new knowledge about the human body
that I would not be able to gain from just regular Biology lessons and it has sparked my interest in the
Biomedical field. Also, preparing for this competition has taught me that once I have decided to take
part in a competition, I have to be committed and have self-discipline. I had won a Bronze medal and I
feel very happy to have taken part in this competition as it has given me many learning opportunities
and I have benefitted greatly from it.
Ong Pei Wen (Class 402)
24

Competition
Interclass Math and Science Quiz (IMSQ) 2013
“
This was a novel experience for me, so I was quite apprehensive at first. We did not know what kind
of questions to expect for the first round and as it turned out, it was already challenging to pass
this stage. Many of the questions tested our concepts and critical thinking, for they were ones
that we rarely came across. They also required a bit of “thinking out of the box” to solve. The second
round was the more thrilling part, and even though I was the reserve, I also felt very nervous sitting
in the audience’s chair, so I was sure the feeling was compounded for my teammates on stage. One
of the most memorable moments, undoubtedly, was when my teammate, Weijia repeatedly changed
her answers after pressing the bell, until the moderator had to give a warning. It was quite a comical
incident that stirred up the atmosphere and encouraged more participation from the audience. It is true
that this is a competition, but I think, more than that, this is an excellent platform to cultivate passion
in the Maths and Sciences. Many of the questions were unconventional and challenging, but this was
also a refreshing change from the classroom curriculum.
Leow Zhi Yun (Class 401)
“
I was honored to be able to represent my class in the Secondary Four Interclass Math and Science
Quiz this year. Being in the math and science talent program class, I felt extremely pressurized
as no doubt the whole cohort was expecting us to win. Fortunately, we performed quite well and
managed to become the champions of the Quiz. My greatest take-away from this competition was the
experience of being on stage (during the oral round), solving problems with my classmates. It was
a unique experience, being able to work with each other under “exam” pressure, having to discern
whether it was wiser to challenge one another or to trust one another. This quiz has taught me that
learning math and science is more than just blindly applying formulae or memorizing facts and
data and regurgitating them during exams; it is also about thinking on your feet and applying your
knowledge and concepts to solve problems that you have never encountered in any practice papers.
The exposure to various areas of maths and science again reminded me that there is so much more to
learn beyond our textbooks!
Li Chen (Class 401)
“
Our champion title for IMSQ came as a surprise -- as compared to the other teams in the finals,
we were neither the most outstanding in Math and Science, nor were we the most quick-witted.
However, we began to draw the lead in the first two segments of the competition, and thus gained
confidence in ourselves for the third round. IMSQ has allowed us to gain more confidence in joining
maths and science competitions and activities on a greater scale. We had to answer the questions as
fast and accurately as we could, to achieve the highest score. IMSQ has been an enriching experience
of leadership and teamwork and our champion title could not have been achieved without the close
cohesion of our group members and the guidance of our teachers. We had a fruitful and memorable
experience.
Chiang Yan Qi, Jazlynn Tan Xiu Min, Law Jia Jean & Lee Jiamin (Class 213)
25
Programmes under Mentorship

Singapore Science Engineering Fair 2013
Functional Aspects of Music
Crystal Chong (Class 401), June Tan (Class 401), Chen Jingxuan (Class 402)
It was an honour to have been given the opportunity to be involved in this
research programme. It was unique in the sense that participants were given
rare chances to dig deeper into an area of science that we were interested in.
Throughout the whole duration of our project, despite the heavy commitment, we
looked forward to each meeting with our mentor, and were eager and keen to learn
new skills required, such as computer programming.
During the course of this project, we realised that communication was an important factor for the success of our projects.
Communication comprised of communicating with our mentors and group mates, and the public in general. We had to learn to
communicate effectively so that our work could be done efficiently. Communicating with the public helped us to show empathy towards
the other members in the society and better understand our society as a whole.
Through this project, we had also learnt to adapt to each other’s working styles and work together as a team. The times we spent
together during the June Holidays were definitely unforgettable! Moreover, this project offered us a chance to hone our oral skills during
poster judging.
User preference speech for mobile communication in noisy environments
Gu Yuling (Class 404)
Participating in the Singapore Science and
Engineering Fair 2013 was an enjoyable and fruitful
experience as it provided me with a valuable learning
opportunity to discover more about our team’s
research project through the inspiring interactions
with our judges. Through their authentic angles of
looking at our project, I managed to better identify
the potential of our project and possible areas to
explore. Such an experience had allowed me to look
at the world of science with a different pair of lens,
realizing that what I knew was really not sufficient to
satisfy my curiosity and thus igniting an inner desire
fueled by stronger curiosity to explore scientific
knowledge beyond classroom learning.
Wong Ling Yun (Class 409)
My greatest takeaway from SSEF 2013 was the inspiration, suggestions and encouragement the judges provided for our
team. They asked many thought-provoking questions we had never considered before, even after SMP 2012. The challenge of having to
answer these questions on-the-spot made us re-evaluate our thought processes, making us realise the potential our project held. This
experience had also taught me to consider issues on a wider variety of aspects, and to broaden viewpoints when considering methods in
scientific research. A replacement judge also shared with us, “scientific research is not about finding immediate applications to society,
but about making discoveries.” I found this resonated much truth, and I believe this fear of not being able to provide immediate value to
society is the main hindrance stopping many from attempting scientific research. This should not be.
Kay Tan Jia Xian (Class 401)
Overall SSEF 2013 had been a wonderful experience for me as it allowed me to learn so much more about my own project as well as
other aspects of Computer Science that I had never been exposed to before. Having the opportunity to explore the projects done by other
students was definitely an eye opener for me, as many of the projects were very interesting and unique. My greatest takeaway from
SSEF would certainly be the importance of being prepared - being prepared to be questioned by judges on your methods of research,
being prepared to defend your own project, and being prepared to be surprised by different perspectives each and every judge have of
your project!
26
National Library Board Prove It! Research Challenge
Shermaine Chew, Ke Shiyao, Kwa Mei Jun, Quek Xiao Tong (Class 401)
Imagine how it is like running around a library, frantically
trying to answer 30 questions together with your teammates
within an hour, making sure you have the correct answer and
cross-referencing it to at least two other sources of different
types. That was the entire experience of the Prove It! Research
Challenge. Organised by the National Library Board, the Prove
It! Research Challenge is an on-the-spot competition that aims
to challenge students’ ability to seek information and develop a
strong aptitude for research within a short period of time. Through
this competition, we have learnt how to be quick on our feet, and
to react to things spontaneously. Additionally, we learnt how to
work well as a team and to allocate each other tasks according to
our individual strengths. In all, it was an enriching experience and
we’re proud to have clinched the overall champion title.

27
The Genetic Modification Advisory Committee
Students Challenge
“The Future: Possibilities and Limitations of GM Technology”
Ada Lai, Shermaine Chew, Chiang Yan Xin, Joey Tay, Yeo Hwee Lin (Class 401)
For the Genetic Modification Advisory Committee (GMAC)
challenge, completing a 10 minute video incorporating hard facts
on Genetically Modified products and technology, as well as
presenting it in a refreshing manner was no easy feat, especially
since it was our maiden attempt. We really put in our heart and
soul into documenting the video on GM technology, chalking up
our weekends to film and edit. Thus, we were a little disappointed
when we did not get into the finals. However, a large consolation
is the fact that we had really tried our best and did what we could,
and we had no regrets or wished that we had could have done
something else. Through our GMAC journey, we not only learnt
much content, we also learnt the importance of planning ahead
and being efficient. We are really thankful for this opportunity to
be able to take part in this competition!

28
MOE Science Mentorship Programme
Development of a Large-Scale Prototyping Technique
Ada Lai En Qi, Li Chen, Gladys Lee Shi Qi (Class 401)
In our project, we had to develop a method which could generate
large scale models efficiently. Large scale prototyping technique
is not common and well-developed in the designing industry.
Initially, we were not sure of the background of our project as the field
of our project was design and it did not seem as applicable to us. We
constantly clarified our doubts with our mentor and went back to SUTD to
try to salvage the 1.6m model which could not stand on its own. We were
exposed to the rigor of a research project, and a new field which was not
in our school curriculum. This eye-opening experience made the journey
worthwhile.
Game Design and Development for Brain-Computer Interface
Chee Hsin Yee, Wong Shi Le, Wu You (Class 301)
Our project investigated on reduced electrode configurations,
without compromising MI-BCI classification accuracy. Studies on stroke
rehabilitation had shown that Motor Imagery (MI) may substitute Motor
Execution (ME) in stroke rehabilitation. However, the long setup time of 25
electrodes for Motor Imagery Brain-Computer Interface (MI-BCI) created
inconvenience for the patient. A virtual Puzzle Game was also proposed
to engage the stroke patient, and to evaluate the usability of channel
reduction in a complex situation requiring real-time decision making.
As we were new to programming, we faced difficulties understanding
how programming algorithms work and how to use the softwares. We also
had difficulty understanding the jargon in literature. We had to spend a lot
of time reading up. Our mentor was extremely patient with us and explained
to us key concepts. As for the flash coding of our game, it was our first time
exposed to flash programming, and we went through many online tutorials
to learn the basic skills and codes.
SMP thought us many things - technicalities of a foreign and
important technology, skills such as flash programming, and other
valuable life lessons. SMP was a very fulfilling journey for all of us, as well
as a great learning experience. It was a big part of our secondary 3 life, and
is definitely something we will never forget.

29

Smart Occupancy System for Elderly
Lee Jia Xi (Class 303), Chang Zi Xin(Class 304), Guan Jingyi (Class 307)
In our project, we came up with the idea of a room occupancy system for the elderly. If the elderly should lose consciousness in the
room, our system would be able to detect the lack of movement in the room and would be able to send an alert to respective personnel.
Our journey was not a smooth-sailing one. With having to balance school work, examinations and extra-curricular activities, we can
only thank our mentor for being kind and understanding when we were unable to turn up for some of the meetings. Furthermore, our
project required a lot of understanding of computer science and we got very confused most of the time. We had to find codes online that
would allow our prototype to function the way we wanted to. However, we spent a long time searching with no avail. We tried countless
times and finally found a suitable one. But we had to change the code to fit our use and this was not easy too.
In face of the challenges
we met, we braced through
them together as a team
with the help of our mentors.
We had learnt to persevere
and to look for alternative
methods when we were
stuck. Not giving up was
the key to our success. SMP
was definitely a worthwhile
journey in which we learnt
much about our own
potential. Also, it gave us a
chance to explore scientific
areas other than our usual
curriculum.
Simulated Annealing Method in Chemical Engineering
Lim Sioh Huang (Class 302), Zhu Jiaxi (Class 305), Bong Ru En (Class 307)
In our Chemical Engineering project, we developed a
Simulated Annealing Method using Microsoft Visual Basic program.
We had no prior experience with chemical engineering and found
it hard to understand the Javascript language used by the Visual
Basic program.
With the help of our mentor and teacher adviser, we managed
to overcome the adversaries encountered. They willingly
sacrificed their valuable time to help us address any queries we
had about our project, as well as gave us advice on improvements
we could make to our project. Without their support and guidance,
this project would never have taken shape. We also invested a lot
of our time and energy, learnt from our mistakes and motivated
each other to achieve greater heights. Besides the technical skills
gained from this project, we also learnt many invaluable ‘soft’
skills that we would not have learnt from a classroom scenario.
30

Nanoporous Alumina Membrane-based Biosensor for Dengue Virus Serotype 2
Tan Wei Jing (Class 301), Oan Jia Xuan (Class 301), Teresa Ng (Class 306)
Our project was to develop a nanoporous
membrane-based nanobiosensor for DENV-2.
After modifying the membrane, we had to find
the most suitable electrochemical technique
(CV, DPV and EIS) to detect denv-2. Lastly, we
had to find out whether the 100nm or 200nm
membrane was suitable for detection.
Initially, we could not talk on the same
level with our mentor as we lacked a lot of
background knowledge for our project. Although
we did research beforehand, the things we
had to know were not what we expected. We
consulted our teacher-advisor from school to
clarify concepts . We also exchanged knowledge
among ourselves and helped one another in
understanding new things. As we build stronger
rapport with our mentor, it also became easier to
approach her when we had queries.
Computational model to estimate the risk of serious drug-induced blood disorders
Tan Rui, Loisv (Class 301), Wong Chang Xin Joy (Class 301), Grace Tan Hui Min (Class 306)
We constructed a computational model which was able to predict drug candidates’ propensities to cause serious blood disorders.
The initial stages of our methodology were immensely tiring and monotonous as it involved manual data collection. We were very
unfamiliar with the concept of a model and the processes involved in constructing one. These made it hard for us to understand our
tasks. To overcome our challenges, we asked many questions and were able to learn a lot more about our project. SMP really benefited us
immensely as it was a very enriching experience which gave us a glimpse of what it would be like to go into the field of scientific research
when it comes to choosing career paths.
31

Bioretention systems with submerged zones to improve runoff quality
Lee Jia Lin (Class 302), Celine Cho Qi An (Class 304), Lim Zhi Yu (Class 306)
This project was about using bioretention systems to improve
runoff quality. The main aim was to enhance total nitrogen removal
through denitrification, which is one of the key pollutants that
causes eutrophication. Due to our busy work schedules, we often
had timings that clashed and we were unable to make it to the lab
as often as we wanted to. For our SMP experience, we overcame
the challenges through perseverance and hard work. Although
we have realised that maintaining constant positivity through
the constant failures we met was hard, it did allow us to grow and
become better individuals, which had made this journey even
more worthwhile. Good communication between the members
was also an important factor that helped us to overcome problems
for our project.
Investigation into the User Acceptance of A Social Robot Translator
Koh Hui Yi (Class 301), Ng Mei Xuan Bernadin (Class 301), Ma Jiebing (Class 306)
Our project involved crafting various experiments to determine what features would influence a good user acceptance rate of a
social robot. We also sourced for participants to take part in the experiment. With the information gathered from our experiments, we
analysed participants’ responses to a social robot translator and proposed suitable features that could enhance the user acceptance.
The next step in our project would be to create a prototype that contained the features proposed and to do another round of testing to
see if these features really do improve user acceptance.
One challenge we faced was finding common time among ourselves to complete our project. We also did not understand how to
interpret our project and could not agree on a common definition of a social robot translator. We were daunted by the information about
the Wizard of Oz investigation methods and also faced difficulties in trying to find suitable information - such as research papers and
scientific work about how the method worked.
We consulted our teacher adviser,
and also held discussions online as our
project did not require a lot of laboratory
work and could be done on the computer.
This allowed us to find time to work on
the project despite our schedules which
clashed. SMP was a worthwhile journey
because we learnt a lot of skills that we
would not be able to learn in our normal
curriculum. We also understood more
about the methodology of writing a
research paper as well as presentation
skills required to present a poster.
32

Application of Natural Products in Cosmetics: Evaluation of Plant Extracts for their
antioxidant activities
Law Je Yin (Class 303), Yin Xihui (Class 305), Tsai Mann Kate (Class 313)
Our project was about investigating the amount of antioxidants in basil extracts so as to find out which basil plant is the most
suitable to be implemented into cosmetics.
Initially, we had a hard time choosing projects since we all had
different ideas and opinions. However, we came to a compromise
and managed to decide on a project to work on. Even though this
journey was long and sometimes tiring, we gained a lot of precious
knowledge as well as experience from this programme. Being
able to conduct experiments in labs outside school curriculum
was really fun and interesting. We got to know many extra facts
and were able to interact with actual experts in a certain area of
Science. Even though we were not able to get certain results that
we expected, most of the time, we did not give up and continued
trying. As what our mentor mentioned to us, the results were
not that important. The most important thing was to enjoy the
experience. This encouraged us lot. We feel that the things we did
in this programme as well as the life lessons we learnt definitely
made SMP a worthwhile journey!
Photocatalytic purification of water with Semiconductors
Cheryl Lee Xue Leng (Class 301), Janessa Dai Min Yi (Class 301), Yap Hui Hian Jane (Class 301)
We found out through preliminary
research that titanium dioxide is an
effective photocatalyst of organic water
contaminants. Therefore, through our
project, we wanted to find out more
about the effectiveness of combinations
of titanium dioxide with another
semiconductor.
There were mainly two challenges we
faced throughout this project.
Firstly, it was difficult coming up with
a feasible project that was rather novel
and could also be done in our school’s
science labs. In order for us to surface such
a project, we did extensive research and
gleaned ideas from award-winning projects
of past competitions. This definitely made
us more independent learners, as we had to read-up on foreign science concepts and try to make sense of them on our own. Secondly,
we experienced some problems with our apparatus, which caused a few of our results to be inaccurate. Hence, we had to conduct our
experiment may times to obtain consistent results. These setbacks taught us perseverance and resilience.
We learnt to be more independent by exploring and researching on our own to find out the answers. It was challenging at first
because the topics were out of our school syllabus and we had to cope with many technical terms.
As Science students, the exposure to the many challenges and wide array of science topics made our project worthwhile. Through
this project, we were taught to think on our feet for solutions to the many obstacles and challenges we faced.
33
Investigating Novel Candidate Factors for Endogenous Retrovirus Silencing in
Mouse Embryonic Stem Cells
Leow Zhi Yun (Class 401), Natalie Ong Jiaqi (Class 401), Tammie Seethor Shu Ting (Class 401)
Research never promised to be smooth-sailing and we
definitely experienced this for ourselves when we began our
research project, ‘Investigating Novel Candidate Factors for
Endogenous Retrovirus Silencing in Mouse Embryonic Stem
Cells’, at the Institute of Molecular and Cell Biology in March 2013.
From the start, we realised what an uphill task it would be, with
completely no background in this field and having to do endless
readings to understand what was going on. Under our mentor’s
patient guidance, we picked up many lab skills that we would
never get to learn in a school laboratory, such as Real-time PCR,
Miniprep, Maxiprep RNA Purification, etc. The real pain started
when we had to piece by piece assemble all the parts of our
research into a report, which made us realise that there was so
much more to learn. We submitted and presented our project at
the Biotech Fair Competition, and although we didn’t come away
with glamourous trophies or prizes, what we took away were
immeasurable. This experience had taught us that research is a
learning process, where we discover new things and pick up new
skills. We are immensely grateful for the opportunity to partake a
research project like this--it had certainly broadened our learning
of science!
Tele-bear
Joey Tay (Class 401), Mei Shiyuan (Class 404), Yang Yibei (Class 412)
For our project, we were assigned to create a bear, the
Telebear, which will be able to stimulate social interaction so that
children will have someone to communicate and interact with. This
Telebear aimed to help children with communication problems
such as autistic children and also children whose parents are
too busy to take care of them. During the process, we faced some
challenges such as missing parts of the Telebear, and having to
read instruction manuals which were all in the Chinese language.
However, we managed to overcome
the challenges and slowly put
together the different parts of the
Telebear. It was an enjoyable and
meaningful experience and we are
grateful to be given this opportunity
to do research in this new area. If
given another chance, we will be
glad to take it up again!

34

Secure Vehicular Networks for Infotainment and Safety
Shermaine Chew Sue Ning (Class 401), Ma Weijia (Class 401), Pan Siwen (Class 409)
Our NSMP project was about inter- and intra-vehicular networks. Throughout the course of the year, we did a market survey, and
came up with a report for future reference to the practicality and user-friendliness of different applications on automobiles. As part of
the market survey, we were required to send out surveys. We learnt how to do so according to the standard protocol as well as how to
word the survey and ask pertinent questions. Thereafter, we went on to analyze the protocols of an electric car. It was really fun to do
so because while it was mentally exhausting and draining, it was also invaluable. This project was a very meaningful experience for us,
as we went to explore an originally unfamiliar area of knowledge, which was really a big challenge for us. After months of studying and
researching, we broadened our horizons and also learnt to support and help each other along the way.
Tele-presence robots in human synchronization
Ke Shiyao (Class 401), Liang Heling (Class 405), Wang Xinpeng (Class 405)
“A tele-presence robot? What’s that?”
To be frank, that was our initial reaction when we first found out about our project, Tele-presence robots in human synchronization.
There were only 3 of us in the group and only 1 of us had some basic knowledge about programming. The other 2 had never seen an
actual robot before, not to mention how to design a programme. However, that was exactly what we had to do— design a programme that
would allow a robot to copy or imitate human movements.
Needless to say, this was a daunting task, and we were thrown into the unknown world of robotics. We started off by trying to
self-learn the basics of programming, picking up terms such as “class” and “array” along the way. Under the guidance of our mentor,
we tried to design some simple programmes, starting off with the basic “Hello World” programme, and progressing to more challenging
programmes. It was extremely satisfying for us when we finally successfully designed a programme after hours of hard work on our
own. This project taught us many new skills and broadened our perspectives. It had definitely been a memorable experience!
Synthesis of Bimetallic Nanoparticles and Toxicity Testing
Jere Low, Yeo Hwee Lin (Class 401)
Under the guidance of our mentor Dr Alvin Teo, we have successfully gained 2 years of research experience. This may be a little
unusual because most students only partake in a yearlong of research programme, but at the end of our Sec 3 year (2012) we decided
to extend it to work on a Chemistry project, entitled Synthesis of Bimetallic Nanoparticles and Toxicity Testing. Our aim was to synthesise
bimetallic nanoparticles using Gamma radiation and subsequently, access the toxicity of these synthesised nanoparticles.
It was a long project—we went to Nanyang Polytechnic’s
labs every Wednesday after school despite our heavy workload
and fatigue from school. This persisted till August where we got
the chance to present our project in the prestigious 1st Asian
Chemistry Fair. Aside from basic laboratory techniques, we learnt
to think with a critical mind so as to analyse our results in various
ways. It was also a great chance to venture into the study of
nanoparticles, which are increasingly under attention due to their
immense potential. Participating in the 1st Asian Chemistry Fair
was an unforgettable experience. We had the chance to present
our project to a panel of international scientists, with whom we
discussed latest studies of nanotechnology.
35

National Climate Change Competition
Team Climatic Climax
June Tan Hwee San, Kay Tan Jia Xuan, Leow Zhi Yun, Natalie Ong Jiaqi (Class 401)
Climate Change had been a very exciting experience for us as we got to try our hands at
many new and challenging tasks. Being student-initiated, this project gave us a lot of freedom,
but at the same time we had to take responsibility for every tiny detail of this project. Our
video centred around domestic helpers who desired to impact the community by being more
environmentally friendly and by spreading the message to those around them, starting with their
employers. What we did not expect was that the filming process was incredibly challenging. We
had to self-direct different scenes, learn how to put the videos together, and most challenging of all, ACT, which we felt we had near-zero
ability in. Figuring out how to use the camcorder and the various computer softwares to create dramatic effects were equally painful!
Despite all the challenges faced, we had loads of fun trying out different acting styles and learning how to use the various programmes.
Team Climax
Chang Wei Qin, Charmaine Kho Ling Wei, Ke Shiyao, Lau Yan Yee (Class 401)
It had been a fun and interesting experience participating in the National Climate Change Competition – a video-making competition
in hope of inspiring people to start being agents of change to solve the global climate change problem. With the idea of creating a simple
yet impactful video, we came up with the tagline “Warming Earth, Living Oven”. In our video, we likened our earth to an oven that gets
increasingly warm as we cut down more trees and emit more harmful gases. Though it was nothing sophisticated, we believed that it
was the most apt and straightforward metaphor to convey the idea of climate change caused by global warming. After painstakingly
drawing out each scene of the video frame by frame using Paint, our group finally produced a creation we were proud of—a colourful
cartoon-like animation. To us, the greatest challenge was creating the video. As we were no technology gurus, it became really beneficial
for us to learn how to use Windows Life Movie Maker to put together our very own video. Apart from mastering our technological skills, we
had realised that little changes that start from us can actually snowball into drastic impacts on our environment.
Team Greenery
Jere Low Wenn, Joanne Ong Cui Fang, Lee Yueying, Quek Xiao Tong (Class 401)
The Climate Change Competition journey was certainly tumultuous, yet fulfilling and memorable. We began working on the project
during our June holidays, filled with apprehension and uncertain about what we were going to do. After much discussion, we decided to
create a stop-motion animation video about Mother Earth’s hostility towards a crab after he refuses to buy an energy-saving light bulb,
opting instead to purchase a normal but cheaper one - a metaphor of the consequences of our actions if we did not stop climate change
and mistreat the Earth.
The filming process was tedious and tiring as we painstakingly moved the paper pieces bit by bit, taking a photograph of each frame
to create the animation. We also had to hold the camera steady so that in the pictures, the only change would be the small movement
of the pieces meant to move. However, this proved to be much more difficult than we anticipated and our animation turned out a little
shaky.
Editing was not any easier. We had to convert the flash file to other formats which Windows Movie Maker can deal with. After trying
multiple file-conversion softwares, we finally succeeded in converting our video to the appropriate file format, and began the proper
editing.
Team Climate Heroes
Shermaine Chew Sue Ning, Joey Tay Yi Qin, Nicole Ong Wen Pei, Yeo Hwee Lin (Class 401)
Embarking on this climate change journey took us nearly two months – to think up of our storyline, to film, to create our powtoon
animation, and to edit the video. As the saying goes, “A journey of a thousand miles begins with a single step”. We began by doing the
storyline of the video as well as the filming. In retrospect, we approached this in a systematic way, which was commendable. Doing
the powtoon animation was rather time-consuming, but we were really proud of it in the end! We even created a really cute-looking,
pokemon-ish hero, Cliro (Climate-Hero), to elucidate viewers on what they could do to save the environment. Other than the animation,
we went to various parts of the school to film other footages, for example the newly built 4 degrees café and the much-loved eco-pond,
where we had lots of fun! We spent our recesses putting together all the footages and editing them to make sure everything flows and
look aesthetically appealing, before submitting our masterpiece. It was a great journey working with one another on a video amidst our
daily school work.
36

Team JACT
Ada Lai En Qi, Crystal Chong Inn Jhee, Tricia Teo Wei Tian, Woh Jing Ru (Class 401)
When our group first began brainstorming for the competition, we realised
that we knew very little about what “climate change” truly meant. Hence, we
watched some videos themed on eco-friendliness and conducted some research
on how an ordinary person could reduce the rate of climate change through a
change in lifestyle. Our story depicted how the simple action of thoughtlessly
disposing unwanted items contributed to global warming. The story then
backtracked to the moment before these items were thrown away. If these items
were to be given away instead, its impact on the environment would have been
greatly reduced. The entire process of making the video was not easy. As we had selected animation as our mode of presentation, we had to
painstakingly craft every frame in the video and then piece them together. Through this competition, we learnt how we had to be flexible
and accepting of feedbacks for us to be able to improve on our ideas. We also learnt the importance of teamwork.
Team Lifesavers
Chen Meizhu, Gladys Lee Shi Qi, Phua Wan Cheng, Li Chen (Class 401)
At the beginning of our journey in the Climate Change video competition, we were totally lost, without any storyline to work on and
lacking in the skills needed to create a video. The task of creating a 3 minute video seemed really daunting. One of our goofier team mates
had a brainwave and thought of using earthworms—seemingly little creatures that play an important role in the ecosystem—as the main
characters of our video. We aimed to create a simple yet engaging video through taking videos of us drawing out the scenes and then
fast forwarding them. We got really stressed out during the drawing process, as one small mistake would force us to have to redo that
scene all over again. Despite the hard work
involved, we had a lot of fun designing the
scenes, adding sound effects for comic
effect and putting everything together.
What was more fulfilling was the fact
that we were making a video to push for
a greener future and were taking the
responsibility of spreading the message
of environmental conservation.
Team Ecologique
Cai Xueke, Sarah Liu Sixuan, Ma Wei Jia, Ong Jing Hui (Class 401)
Creating our Climate Change video was a really interesting experience. In the process of creating the video, we learnt that climate
change had become an extremely pertinent issue in our lives as it threatened to destroy our planet earth. We realized that while our peers
and many Singaporeans want to do their part in protecting our earth and combat climate change, they did not know what they could
do as an individual and whether their actions would help in combating climate change. Thus, we decided to create a video showing the
simple lifestyle alterations that can stop climate change and reduce our carbon footprint. By changing a small part of their lifestyles,
such as greening their commute, choosing to be energy efficient, eating wisely, trimming their wastes or even choosing to fly less, each
individual can do their part in combating climate change. We hope that by viewing our video, the audience would have a better idea of how
their actions impact the environment and how it contributes to climate change. Through this experience, we had gained more knowledge
of what each of us could do to combat climate change effectively and we hope that more youths will be empowered to protect our planet
earth for future generations to come.
Team Leprechauns
Chiang Yan Xin, Kwa Mei Jun, Tammie Seethor Shu Ting, Celine Yeung Wing See (Class 401)
While we struggled with this commitment, having to juggle academic work and examinations, it was a very enjoyable experience
especially during the filming. In order to inject creativity into our piece, we had to undergo a very time-consuming and painstaking
process. We drew and took a series of pictures, strung them together on movie maker and made it seem as if we filmed a continuous
collage. A lot of team effort and cooperation went into this project as we had to advise one another on IT skills and ensure that we met the
pressing deadlines. In the end, it was all worthwhile and the experience equipped us with a sense of accomplishment.
37
National Science Challenge
Celine Mark Wei’en, Chen Rong, Gwyneth Joy Lim, Ng Xin Shuen, Wong Shi Le, Wu You (Class 301)
Exhilarating. Exciting. Nerve-wrecking. The National Science
Challenge was no ordinary science competition.
The whole duration of the competition was four months,
beginning with the most solemn round, a written test. As the name
of the competition suggested, the questions pushed us beyond
our boundaries as we wrecked our brains to solve them. As we
progressed, the competition got increasingly more interesting
and grueling.
Have you ever made a functioning musical instrument out
of just a PVC pipe, a small wooden box and a bunch of rubber
elastics? Do you know that the mass of an object can be measured
accurately using just a battery, some wires and two magnets?
Have you ever seen an electronic circuit as thin, flexible and light
as a piece of paper?
We had the opportunity to participate in outdoor challenges,
agency visits, studio demonstrations, impromptu presentations
(Facts of Life), and of course, the intense buzzer round (Rapid Fire
Round). A surge of adrenaline rushed through us as we stood in
front of countless cameras, glaring lights, a giant countdown timer
and a panel of judges.
The most fulfilling part of our NSC journey was the many
hours spent, together as a team, preparing for the competition.
The knowledge we learnt from our teacher mentors, the unique
experience we enjoyed and the friends that we made during the
competition was what made the competition so unforgettable.

38
Greenwave
Celine Mark Wei-en, Adeline Goh Rui Yu, He Zeqing, Hu Xinchun, (Class 301)
The Earth is not only home to mankind but to all living organisms, so it is crucial that we treat it
with care. In our quest to be more environmentally friendly, we decided to embark on the Green Wave
journey.
We started off trying to address an issue faced daily - many of us do not consume every part of
our food, like the fruit peels. So we generate quite a lot of food waste daily. Hence, we wanted to give
food waste a practical usage by creating a microbial solution to decompose food waste at a faster rate,
and in the process, generate compost for gardening purposes.
Through the experiments conducted, we had acquired many new lab skills and learnt how to
analyze microbes via methods like gram staining and polymerase chain reaction. It was interesting
to observe the apples decompose at different rates. We were disgusted and amused at the same time.
Apart from just attaining more science knowledge, we also had a chance to present to a panel of
judges, thereby gaining more experience in presenting our work.
Having successfully created a microbial solution, we believe we had made a positive difference
to our environment.
Clarice Low Rae-Yin (Class 301), Luo Wan Ting (Class 305), Law Rei Yin (Class 311), Gui Jeng Yee
(Class 301)
When you enter a party or the kitchen itself, you would most likely spot a roll of kitchen towels waiting
to be used. Yet, after using the kitchen towel to absorb the excess oil in your food, it is thrown away. Multiply
this action by the number of meals you eat per day, and by the number of people in Singapore, you would end
up with a huge amount of wastage produced. With this in mind, our group spent many afternoons in the lab
constructing and improving our prototype, inventing a new product—Corn Husk Paper Product (CHP2).
Many of us have pledged to save the environment, but how many of us actually take concrete
action? Our group hoped that through this new invention, we would be able to reduce the amount of
wastage of both kitchen towels, which are made of virgin pulp, and corn husks, which are inedible
and therefore discarded. Even though our group was not short-listed for the Greenwave exhibition,
we had learnt to remain positive whenever we met with setbacks, and that winning a competition
was not the main objective. After all, the learning journey is more important than the outcome.
Quek Xiao Tong, Crystal Chong Inn Jhee, Nicole One Wen Pei (Class 401)
Our Greenwave Project journey had been a fulfilling and memorable experience. Our study started
off broad based and each round of discussion honed our thinking processes and further narrowed our
scope and methodology.
Along the way, we also faced practical constraints like time and budget but we still managed
to pull through with our mentor’s kind guidance. After completing our prototype and report, the
next significant milestone was the Biotech Competition poster presentation. It was the last external
competition that we would be competing in our last year of Nanyang so we were determined to do well.
However, not everything was as smooth sailing as expected. All our group members had commitments
which peaked just before the presentation, which led to a less then perfect outcome.
While we did manage to deliver a smooth and fluent presentation to the judges in the end, it was
still unfortunate that we were not placed in the Biotech competition. Nevertheless, it is our firm belief
that our Greenwave learning journey had been a meaningful, educational one and we are glad to have
been through each step of the way as a team.

39
Gwyneth Joy Lim, Ng Xin Shuen, Sherill Goh (Class 301)
The sight of the large, black-and-white Oriental Pied Hornbills around our school compound fueled
our interest in biodiversity and conservation. When we read about citizen science, and considered the
pervasiveness of Facebook in Singapore, we felt that our idea could possibly be one of the world’s first
Facebook projects to map, report and create awareness about the species in our country. When we
analyzed our findings at the end of the period, we were elated to learn that the project had succeeded
beyond our wildest imagination. We managed to identify 56% of the estimated total number of hornbills
in Singapore, 52.6% of the estimated hornbill sites, and were 4.46 times more effective in direct
outreach efforts when compared with direct, word-of-mouth communication effort. We recognized
that this outcome was possible only because the species studied is prominent, and had received the
support of activists who collaborated by posting their sightings on the site.
Cheng Rong, Chiang Yeng Mun, Teo Rong Hui (Class 301)
Greenwave is an environmental care and protection competition that aimed to involve everyone’s
participation in learning about how to care for our environment. As a group, we brainstormed about
ideas that could help to recycle food waste.
Even though Singapore does not produce much crops and staple food, our country is one of
the greatest contributors to food waste. One of the most enriching parts of our project was to
experiment with different types of food, through the analysis of food on a molecular scale, which
allowed us to determine their different chemical and physical properties. While conducting the
experiments, we had to make use of the skills taught in the differences branches of science.
We met with several difficulties throughout the entire journey, which required us to be more resilient
and determined. Our mentor provided us with valuable insights as to how our experiments could be
better carried out, bringing us through the difficult times of our research. Through this experience,
we realised that teamwork is important. Also, when it comes to generating ideas, constant friendly
and foucsed debates can generate better ideas. Joining Greenwave was a truly fun and enriching
experience. We believe that saving the environment is everyone’s responsibility.

40

MOE Innovation Programme
Tan Li Yi, Brenda Wang Sze Min, Vera Lim Si Hui (Class 210)
Chew Rui Jia, Ay Li Tong (Class 212)
Our IvP experience had been a meaningful and enriching
experience as it allowed us to bond, as well as promote our critical
thinking skills. It had enabled us to go through the different
processes such as brainstorming, constructing and finding
problems, and coming up with a resolution. We also learnt to
improvise on our invention through creative methods. It had allowed
us to receive feedback and criticisms from professionals and
teachers alike, allowing us to see through different perspectives
from people with different experiences. It also taught us to open our
minds and accept our mistakes and shortcomings. Not only that, we
learnt to work with other classmates or schoolmates with different
strengths and weaknesses, and play on their strengths. Through
IvP, we also had the opportunity to listen to different inventions
to the different problems through seminars, draft sessions and
lessons. Overall our experience had been an enjoyable one, and we
would definitely participate in IvP again, given the chance.
Through this Innovation Programme, we were able to
experience the process of brainstorming for problems, coming up
with solutions, as well as the actual making of the prototype. In the
process of making the prototype, we encountered some problems.
We made 5 prototypes in total, progressing from simpler to more
advanced materials – Lego, straw and chopsticks, bamboo and
strings, bamboo and nails, PVC pipes and bolts. We consciously
seek improvements with each new prototype. If we could further
improve this project, we will like to investigate stability and safety
of our product. Overall, we feel that this project was very fun and
fulfilling and we have learnt many things. We would like to try
again if we are given the chance to.
Ong Jia En (Class 204), The Sin Yee (Class 210), Hui Wai Yan
(Class 211)
Through this Innovation programme, our group has learnt to
solve problems in our daily lives and brainstorm for ideas to the
solution. Our group decided to create a file that can punch holes
into the paper while filing so that it is less troublesome for the
user. We wanted to solve the problem of having to bring a hole
puncher everywhere we go as we find it very inconvenient and
many think the same way. Through the course of solving this
problem, our group met with many difficulties, much more than
we had imagined. For example, we encountered problems when
trying to make the prototype. However, the moment we solved the
problem, another cropped up. This has taught us how to improve on
our problem solving skills as we were pushed to keeping thinking
of solutions. Overall, we have gained much from this project and
we surely do not regret the choice of choosing this programme.
Lauretta Cheng Weilin, Gina Farm Yi Wen (Class 210)
We learnt how to think out the box and think quickly on our
feet to solve various problems that cropped at at the last minute.
We also learnt the importance of innovation and how seemingly
minute things in our daily lives can actually be improvised to
improve the lives of people. We faced certain difficulties like
ensuring that our prototype would meet the original motive as it
was based on a rough design and there were things that we had
not considered properly before hand that came up as problems.
Basically, the prototype was very complicated we were not sure of
most of the physic laws that were incorporated in our prototype.
We had main problems dealing with the construction of the
prototype and finding the suitable materials needed, moreover
we were inexperienced with certain aspects of putting together
the prototype such as drilling, sawing and measuring accuracy
in our measurements. With the help of mentors and teachers, we
were able to complete the project. Overall, it was a rather fun and
enriching experience as we got to design and build a prototype on
our own.
Isabelle Yuen, Samantha Lim Sze Hui, Teo Jing Ginn (Class 210)
As a group, we have all greatly benefitted from this
programme. Through the innovation programme, we were able
to learn more about inventing and different forms of sciences,
especially physics. This programme also taught us life skills that
were beneficial to our daily lives, encouraging us to be creative
and improvise as much as possible. We learnt not to dismiss ideas
that might seem small or impossible on the surface, but might
turn out to be really important in the brainstorming process. We
also managed to work together cohesively as a team, and learnt
to complete our IvP tasks above other commitments. To add on
to that, we also learnt to cooperate with each other and develop
a sense of teamwork, with each person doing their parts, and
contributing to the project as a whole to make it successful.
Patience was also of utmost importance. We learnt to calm down
and think practically in order to overcome problems we faced.
Overall, this programme was very enriching, interesting and
useful and we enjoyed it tremendously.
Chiu Shi Ting, Jovanne Tan Li Qi, Lina Filzah Bte Samsul Muarif
(Class 211)
Our IvP experience was not an entirely smooth flowing and
easy one. When we first joined the programme, we felt a little lost
and bewildered. We felt that this program was quite challenging
as we could not come up with any good ideas initially. Throughout
this journey, we faced many problems. Initially, our original plan
was to design a dynamo that can charge a phone when you are
cycling. However, after much discussion about the challenges
this idea faces, we decided to forgo our initial idea and came up
with a second one. Our second idea was however not unique and
novel. We had already designed the home page when we found out
that our idea was already taken. We felt quite disappointed but we
decided to carry on and try our best to develop our original idea.
After many meet-up sessions with our mentor, we managed to
accomplish our task eventually. In conclusion, even though this
journey was pretty rough, it was fruitful as we have learnt a lot of
scientific facts and our group has bonded more closely together.
41
Sara Jane Chan Wei Yan, Sarah Tang Shuyun (Class 204)
Throughout this entire IvP programme, we experienced a
lot of firsts. Instead of being spoon-fed with answers, we were
exposed to a higher level of thinking where we had to come up with
the problem, solution and also the product all by ourselves. This
was definitely something which we do not do often, and we are
grateful for this opportunity.
We cannot and will not deny that the process was indeed
tedious and frustrating at times. Many times, we felt like giving up.
However, we managed to pull through as a team, giving each other
encouragement along the way. Furthermore, this was the first
time the 3 of us were working together on a project. However, this
did not affect our team dynamics which still proved to be strong,
often tapping on each other’s ideas to develop even better ones.
Also, when one of us was unable to make it for discussions or
important draft sessions, the rest of the members would make up
for the absence of that member. From here, we saw that teamwork
was inevitably important for the success of a product and a group.
We became more appreciative of the items selling in markets.
The innovation programme has taught us that while a product may
look simple, there is actually a lot of behind-the-scenes work that
made the product convenient and useful.
Amanda Chok Kay-lyn, Goh Yu Ting, Keely Chua Kai Ling
(Class 211)
Our IvP journey was indeed a fulfilling one. Throughout the
past six months, the encounters with our teacher mentor, expert
mentors, as well as the IvP Fair, have benefitted us. We were
exposed to creativity and innovation, not just one in the form of
generating ideas, but one of truly putting our ideas into action
to produce a working invention. Our views on innovation also
changed, and we realised the importance of innovation in today’s
society. In the process of the project, we encountered some
problems. The nature of our invention included the application
of gear mechanism. However, this topic was not covered in our
syllabus, thus we had to do research to find out more about
this unfamiliar topic. Time management was also one of the
major problems we faced. Our schedules clashed and it was
difficult to find a suitable time to meet up. We had to overcome
this problem by meeting up during recesses. If we were given
another opportunity, we would definitely use our IvP sessions
more effectively and efficiently. Overall, we put much effort into
research and producing our prototypes, especially in the finding
of materials and assembling of our product. We worked well
together, cooperating through Google Docs, iMessage and multiple
discussions. Hence, we were able to work to our fullest potential.

Zhao Feiyu (Class 204), Grace Ee Song En (Class 210),
Chua Fang En (Class 210)
Our IvP journey had been very enjoyable. We started being
completely clueless to being independent and inventive. We
managed to define our own problem and solving it with the help
of teacher mentors. It was frustrating at first when so many of our
ideas got rejected. We really enjoyed the bonding together, when
we had to rush to complete our tasks and finding the materials
needed in the huge IKEA. Our team might not have received the
best results, however the journey and the lessons we learnt
were truly memorable. We also learnt to cooperate with each
other through empathy and consideration for each other, helping
out and caring for each other. We had a fair share of fights and
arguments along the journey, but these arguments shaped us as
a stronger and more resilient person and a team. We are proud to
say our journey was a success.
42

Chemistry Communication Challenge
Quek Xiao Tong, Lau Yan Tee, Woh Jin Ru, Ada Lai En Qi (Class 401)
这场比赛的初赛和决赛分别在4月20日和6月3日举行. 英文组的参赛课题是《TiO2thpaste》和《A Loafley
Tale》, 而我们的参赛课题则是《打败UVA, 反击UVB》，以及《识面包为，试面包味！》通过这次的经验, 我们学
到了不少东西。首先，我们更深一层地认识到化学在我们日常生活中的重要性，并且同时加强了我们的自信心以
及提高了我们的呈现能力。从中，我们也发现在呈现时，团体合作与配合是非常重要的。
此外，我们深深地体会到了如果要做出精彩的呈现，就必须做好充分的准备。在初赛时，我们表现不佳，在
呈现时出现了因过度紧张而口齿不清，说话吞吞吐吐的状况。之后，我们决定在决赛一定要扳回一点面子，就算
输了，也不能输得太丢脸，所以我们加倍努力，花了一整天在实验室里将所有的英文名词翻译成华文的。
我们最终在决赛有了不俗的表现，获得了优胜奖！真的是皆大欢喜！哈哈哈。最重要的是，我们领悟到了就
算自己心里有多害怕，也必须打起精神去迎战。
43
Science and Math Talent Programme
Although my experience with Science has not been smooth-sailing, it has really
been exciting, with all the failures that motivated me to work harder, and the successes
that gave meaning to research in Science. The sea of possibilities that Science offers is
so vast that I often found myself struggling to scope my projects, and to make things
interesting, I tried out a variety of Science group projects over the years, including
projects on environmental science, biochemical science, and even engineering. These
projects gave colour to my scientific journey, helping me learn many things that simply
cannot be taught by notes or textbooks. Our final product for the engineering project, a
1.6m tall horse prototype built using a novel technique, failed to stand independently.
At first, we remained unconvinced by the value of our research, but finally we saw
how this could fuel further research toward perfecting the prototyping technology
and found meaning in our project. Regardless of the field of science chosen, to me,
meaningful research ultimately boils down to passion. Sometimes, experimenting
becomes repetitive and failure seems so imminent that research seems to lose its
worth, but often, value lies in the most blatant failures.
“
When one door of happiness closes, another opens; but often we look so long at the
closed door that we do not see the one that has been opened for us. - Ada Lai En Qi
SMTP is especially catered for students who have passions for both Mathematics
and Science. In SMTP, there are definitely more opportunities to take part in Scienceand Math-related competitions as well as be exposed to a greater breadth and depth
of Science and Math knowledge. The curricula for Sciences (Biology, Chemistry and
Physics) and Mathematics are generally more demanding and are carried out at a
faster pace, so if you want to challenge yourself and have a passion for Science and
Mathematics, SMTP is for you. Also, being in SMTP class can be really challenging from
time to time, since you will most probably be in the same class as the most competitive
peers in Mathematics and the Sciences. Nevertheless, it is also an unforgettable
experience being with peers who have the same passion as you and together with
whom you can strive for the best.
“
如果你能在玩笑中说出自己的短处，你便是胜
者。这不是战胜别人，而是战胜自己。
- Cai Xueke
Throughout the past two years, I have indeed been given many opportunities to
participate in science related activities. These exposures have definitely benefitted me
as I was able to gain a broader perspective of scientific research. They also provided
me with a valuable experience in learning more about science in general from my
mentors. The Science Mentorship Programme was one such example. For about 6
months, my group was attached to the Institute of Infocomm Research, during which
we had to come up with a research project on rapid prototyping, something that was
unheard of to most of us. However, having been through numerous discussions with
our mentors, and also given the chance to view some of the past projects done by
her previous mentees, we certainly had a much clearer idea of what our topic was all
about, and this definitely facilitated us to carry on smoothly with our project. Apart
from learning how to write a proper research paper, another beneficial part of SMP was
that it served as a platform for us to learn more about other research projects done by
our peers from other schools, enabling us to gain a more in-depth understanding of
science and research.
“
人生应该如蜡烛一样，从顶燃到底，一直都是光明的。- Chang Wei Qin

44

To me, being in SMTP entails a whole new Nanyang experience, different from any
others. In a class of like-minded peers who share the same passion in Science and
Math, it gives me more room to discover these two subjects. Even in a normal classroom
setting, the learning atmosphere is pretty exciting due to the fact that friends around
us are all involved in a discussion surrounding the topic we are learning. Taking Biology
for instance, before we were taught about the digestive system in humans, we were
grouped and tasked to find out more about a particular organ. We visited the library
to learn more about it ourselves, from its functions, to the different diseases and
treatments (flipped teaching), and presented it as a sharing to the class. Through
flipped teaching on reference books and online resources, a deeper understanding of
the topic is formed. We enjoyed seeking our own answers. Apart from the interesting
curriculum learning experience, we were also encouraged to take up a science project.
Together with friends, we embarked on creating an environmentally-friendly material
to replace non-biodegradable materials like plastic. The hands-on experience was
really memorable and enriching.
“
人生没有彩排，每天都是现场直播。过得没有遗憾吧！
- Charmaine Kho Ling Wei
The SMTP journey in Nanyang’s two years study is definitely one of the most
enriching and fun experience. In SMTP, I learnt how to think reasonably and critically.
In this class, we are able to open up our minds and to ask questions-why, what, how.
Moreover, we have a group of people who are interested enough in science to find
out the answers on our own and we gathered to work on the same task with help and
support from our peers and teachers. SMTP class offers a lot of opportunities as well. I
gradually understand that how much we can learn is an important question, as is how
far we can think from the knowledge we have. The project work and a lot of seminars
that we attended linked the knowledge together and gave us a glance of the greater
world of science. In class, our teachers always asked about our progress in our work
and discussed the problems we faced or the points we did not catch. Teachers and
students in the class all show a very strong pursuit of science in a way or another. I
would like to thank all the people who accompanied me to finish this challenge. Lastly,
thank you Nanyang SMTP!
“
用一颗浏览的心，去看待人生，一切的得与失、隐与显，都是风景与风情。
- Chen Meizhu
To be honest, I did not expect myself to take SMTP. While I had been doing well
enough in math and science, I did not think that I had an ardent passion for math and/
or the sciences. However, under the encouragement of my parents, teachers and some
of my classmates and friends in secondary 2, I had decided to give it a go. Having spent
two years in a SMTP class, I can safely say that I have not regretted my choice of opting
for this programme. We were given various opportunities to be exposed to various
disciplines of science, for instance, crystal growing project and the Nanyang Science
Mentorship Project. We were also expected to have an open and inquisitive mind and
to probe deeper than what is taught in the textbook. Ralph Waldo Emerson once said,
“Men love to wonder, and that is the seed of science.” Science is not just a subject that
is technical and boring. It is, in fact, sparked off by curiosity.
“
人生不过如此，且行且珍惜，自己永远是自己
的主角，不要总在别人的戏剧里中当着配角。
- Shermaine Chew Sue Ning
45

SMTP has enriched my life these two years and I have been blessed with a
class of like-minded comrades who share the same passion for Mathematics and the
Sciences. We have been a very close-knit class and having experienced and worked
together with many of them, I have come to find my place and embrace my strengths
and weaknesses. I have also been blessed with a wealth of opportunities such as the
ASEAN+3 Junior Science Odyssey held in Brunei, the Science Mentorship Programme
and the National Science Challenge. For one, the National Science Challenge was
extremely memorable as working in a team of five, we had to rack our brains to create
interesting Science presentations and prepare for the challenging buzzer rounds on
national TV. It definitely made our school life much more vibrant and exciting. Although
there was also much laboring to create the props and we had to miss some days of
school for the outdoor challenge where we were tasked with building structures in
the first round and presenting on polymerase chain reaction in the second, the whole
competition was very enriching and unforgettable.
“
Success is not final, failure is not fatal. It is the courage to continue that counts!
- Chiang Yan Xin
Being in the SMTP class has really been an eye opening experience for me
these past two years. From the enriching science notes to the math “wonderland”
supplementary questions, the curriculum has really been broadened and deepened
for us. I appreciate the expanded curriculum offered by the SMTP programme and more
importantly, the option to pursue our interest in certain topics. But perhaps, the most
impactful part of my SMTP journey is the dedication of the teachers and my loving
classmates. The warmth of a personal touch is always welcomed and that is surely one
thing that I have experienced in my time in 401. As a class, we have managed to come
up with all sorts of wacky initiatives like “bring your own soft toy day” or the “write a
quote a day on the whiteboard” initiative. The teachers are also supportive and willing
to go the extra mile for all of us. These friends and teachers who have touched my heart
are surely the extra-special reasons why SMTP has been so meaningful to me.
“
批评是团结的纽带，互助是友谊的桥梁。
- Crystal Chong Inn Jhee
“
Joining the SMTP was definitely something that I do not regret. The SMTP has
certainly widened my knowledge and deepened my understanding of science through
the various enrichment lessons, lectures by renowned scientists and competitions
that I have been privileged to experience. The Chemistry Communication Challenge was
definitely a highlight of my SMTP journey. This Challenge was indeed a true challenge
- pushing us beyond our limits in understanding a complex topic of chemistry (then
having to explain the various concepts fluently and eloquently to other like-minded
peers and a panel of chemists) within a short period of time. Thereafter, we were also
faced with a daunting 10-minute long Q&A segment, where we were asked questions
based on our presented topic. Presenting on A Loafly Tale (the chemistry behind
bread making) and Ti-O2thpaste (the chemistry behind toothpaste), we were asked
questions such as, “How are cakes different from bread in terms of chemistry?” and
“What are the differences between bread produced in a bread maker and those handmade?”. This competition not only developed my passion and knowledge of chemistry,
but also sharpened my speaking, time management, spontaneous thinking and
presentation skills!
心态决定命运，自信走向成功。- Jere Low Wenn
46

Being in SMTP has helped me to gain more exposure to things in the science field
as we had quite a few chances to experience what the normal school curriculum does
not offer. For example, we were given other choices besides the usual science tasks
for Student-Initiated Assessment in Secondary 3. I participated in a crystal growing
project, and in this project, I learnt about controlling the rate and factors affecting the
process of crystallisation, which was not something that every student get to try.
Besides that, I had the opportunity to use laboratory equipment that was not included
in typical science lessons, as well as to pick up practices like consistently recording
processes in a log book to keep track of the progress of a project. Other than that, during
normal lessons, our teachers would share beyond the school syllabus and introduce
extra content for our own knowledge. Hence, SMTP has been a great experience and it
really encourages students to love science and explore science.
“
人生如自助餐，要吃什么自己选。
- Joanne Ong Cui Fang
Being in the Science and Math Talent Programme has given me many opportunities
to expand my knowledge in the two areas as well as be exposed to new experiences.
I was privileged enough to participate in projects where I ventured into growing
crystals, and building a bear from scratch, as well as take part in competitions. These
opportunities have benefitted me immensely, offering me valuable insights into the
many different areas in Science and preparing me with a strong science background. I
used to think that physics was boring but this mindset gradually changed as I worked
on my Telebear project. I realised that many areas of Science can be captivating and
fulfilling as well! The two years in the programme has definitely been a fruitful and
meaningful experience and has led me into many thought-provoking situations. I am
glad to have chosen to be part of this class and I will continue to seek more knowledge
in the years to come!
“
日日行，不怕千万里；常常做，不怕千万事。
- Joey Tay Yi Qin
Being in this talent programme has benefitted me greatly, as I am able to learn
math and sciences alongside classmates with strong aptitude for these subjects. In
addition, we are taught enrichment knowledge—things that are not in our syllabus,
which deepens my interest in both math and science. I am grateful to have been
given many opportunities to participate in various science events, competitions and
programmes. One programme, the MOE Science Mentorship Programme, allowed for
in-depth learning in a particular field of Science. My group chose computer science. Our
research project “Functional aspects of Music”, focused on finding out what specific
functions music can serve in our daily lives. After months of hard work, we managed
to use a type of software to generate a model, which allows users to input songs into
it and find out what functions they serve. This project equipped me with newfound
computer skills, as well as a love for research. It is one of the many science projects
which my classmates and I participated in, in the course of this programme that
enabled independent learning out of the classroom. This is why SMTP will be one of the
most memorable experiences I have in Nanyang.
“
If you have good thoughts, they will shine out of your face like sunbeams and you will
always look lovely. - June Tan Hwee Shan
47

Joining SMTP has certainly opened a lot of opportunities for individuals who love
the Math and Sciences! We have many Math and Science related activities during the
two years, ranging from the EPGY Math Syllabus to Science research programmes,
to field trips to Jurong Chemical Plant, Dialysis Centre and many more! Being part of
SMTP was certainly an eye opener for me, as I had the opportunity to try out so many
activities that broadened my horizon about work in these fields. The EPGY syllabus
was something that I really enjoyed throughout my two years in SMTP, as I got to be
exposed to a wide array of question types that were very different from Nanyang’s
syllabus. I was also blessed with the opportunity to be part of the Science Mentorship
Programme, where my friends and I were attached to a research scientist at the
Institute of Infocomm Research, A*STAR. It was an exciting journey for us as we had
a glimpse into the life of a researcher and we also got to work with different computer
programming systems. It was a tiring but fulfilling journey nonetheless as we got to
experience how working life was (we worked until all the lights in the office building
were switched off) and we also had the amazing experience of working with experts in
the field of infocomm technology.
“
The best thing to hold on to is each other. - Kay Tan Jia Xian
Being in SMTP has been one of most enriching experiences for me. It was
through SMTP that I had a renewed interest in Science, particularly Biology. Initially,
I was a little apprehensive as I thought that being in the SMTP class was going to be
competitive. However, I came to realise that things were actually not that bad. I have
many nice and interesting teachers, and one common trait about them is that they
like to make us think on our own before revealing the answer. It is exactly through
this thought process and self-discovery that I came to appreciate Science more. I also
started to ask more questions and find out new things every day. Not only did SMTP
spark my interest in Science, it also provided many opportunities for us to learn more
about Science outside of the classroom environment. Just this year, I was involved in
the Nanyang Science Mentorship Programme, which allowed me to get a glimpse into
the world of robotics and programming. SMTP has really broadened my perspectives
and my learning, and even though it can be taxing at times, I definitely do not regret
joining it.
“
幸福其实很简单，你之所以不幸福是因为你追求的并不是幸福，而是比别人
幸福。- Ke Shiyao
When I first started my SMTP journey in 2012, I felt very intimidated. I was afraid
that the people there would be highly competitive and unfriendly, but my greatest fear
was that I would be left behind in a class of geniuses. However, my fears soon proved
to be unfounded. I soon realised that I could not have asked for a happier, more united
class. I found myself in a helpful and energetic class, and I made wonderful friends who
made school fun and enjoyable.
The SMTP curriculum turned out to be quite manageable as well. We had amazing
teachers who were able to explain all the concepts clearly, and all these made learning
the topics a lot easier. We also had the opportunity to learn more than what was in the
curriculum, and so had a deeper understanding of the topics. In SMTP, we had a lot of
opportunities to take part in additional science projects as well. In Secondary 3, I took
part in Greenwave with a group of friends, and it was certainly an enriching experience.
I will definitely recommend SMTP to anyone who has an interest in math and
science. You will certainly find it to be a most rewarding experience.
“
Trust yourself. You know more than you think you do. -Edmund Burke
- Kwa Mei Jun
48

SMTP in Nanyang has undoubtedly deepened my interest in the science and
math through fun and engaging learning. Apart from visiting a dialysis centre, my class
also toured around Jurong Island, viewed scientific exhibitions and attended talks and
conferences. These are just some of the many learning journeys in SMTP that have
helped me draw links between in-class knowledge and outdoor real-life applications.
As our science and math curriculum include enrichment topics for self-interest, I could
learn beyond and stretch myself further, while not being overstressed at the same
time. We also had the chance to conduct research projects and visit real laboratories
usually inaccessible to the public. Participation in external competitions has also
developed my personal confidence and interest in the subjects. Most importantly, the
SMTP teachers are really inspiring and patient teachers who never fail to spread their
passion to us during their lessons. For example, one math lesson was set aside for us
to play math games during math week. SMTP has offered me some incredibly valuable
exposure which I would never have seen if I were not in it. I am really grateful to have
been a part of this wonderful opportunity-filled SMTP journey!
“
Ever tried. Ever failed. No matter. Try again. - Lau Yan Yee
The more rigorous curriculum might seem daunting and become a reason to not
enter the programme for some, but that is not the purpose of SMTP, and definitely not
just what I see in SMTP. In the extended curriculum, there is much more self-directed
learning, which I believe makes lessons innovative and fun. SMTP also offers much
more opportunities for me to widen my horizons and encounter those who share the
same interests in science. This not only allows me to improve but also deepens my
interest in the sciences and math. SMTP has also helped me build my confidence in
math and science as I was exposed to more concepts and had a greater understanding
of previously learnt concepts, therefore having more confidence in solving related
questions. Even optional math proofs for concepts like trigonometry offered a different
light in my understanding of the formulas and I learnt to be more versatile with them.
Further studies in science and math would be beneficial in showing the beauty behind
them, and SMTP is an option to do so.
“
上帝的延迟不是上帝的拒绝。- Gladys Lee Shi Qi
Science in SMTP has been more interesting and enriching in two aspects. One
would be the extra information which we learn in the sciences. Without the stress of
having to understand and memorise all these extra information for a later examination,
I could better appreciate the information for the learning itself. This helped me to see
the fascinating side of the concepts much better. Also, since some of the concepts
built on what was in the syllabus, I could also gain a better understanding of what I was
learning. Another aspect would be the opportunity to do crystal growing for my science
SIA last year. When I first learned about crystallisation in secondary 1, I was surprised
by how beautiful, clear (in the case of copper(II) sulfate) crystals could be formed so
easily. When the opportunity came to do it as a project in secondary 3, I took it eagerly.
The process was tiring and disappointing at times as we grew many batches of seed
crystals and large crystals only to have many failing to turn out nicely. However, the
sense of satisfaction at finally getting symmetrical, well-shaped, wonderful crystals
helped to make up for all that. After all, success is much sweeter after failure.
“
When tempted to fight fire with fire, keep in mind that the Fire Department usually
uses water. - Lee Yueying
49
“

The most memorable experience I had from SMTP was embarking on a 1-year
EPGY (Education Program for Gifted Youths) course for Mathematics. It was a course
that required us to self-study our Math syllabus through reading the textbook and
following a series of lectures pre-recorded in a disc. At the end of each topic, there will
be practice questions and quizzes for us to assess our learning. It was a brand new
learning experience for me, and I really enjoyed learning at my own pace. Of course,
there were tough times when I struggled with demanding topics, but I am thankful
for my teacher and classmates who helped me out. Joining SMTP had also given me
the opportunity to be exposed to various math and science events. In these 2 years,
I took part in quite a few math seminars, some competitions like the National Science
Challenge, Biomedical Olympiad, and was also offered an internship at Institute of
Molecular and Cell Biology (IMCB) as part of a research program. All in all, this whole
SMTP journey had been an eye-opening, challenging and enjoyable. The greatest
bonus was to have met classmates who share the same passion for math and science!
Be happy with the little that you have. There are people with nothing who still manage
to smile! - Leow Zhi Yun
In my two years in SMTP, I had many opportunities to dabble in science research.
The projects have added depth and breadth to my knowledge, and have also given
me more insight into what it means to be a good learner of science. The Science
Mentorship Programme (SMP), particularly School-based SMP, have taught me to be
adaptable and to take responsibility for my learning. Often, there is no one to guide
us thoroughly from step 1 to step 10, and it was important that we planned our own
research. Failure came with the package too, and often we had to dig into the pile of
mess and find out exactly where we had gone wrong. There were no one-track roads;
sometimes it was necessary that we used our creativity and newfound knowledge
to create another path, even after so much time had been spent on the previous
method. The experimental processes also taught me the importance of responsible,
meticulous work, as even the slightest slip could cause an entire batch of yeast to
be contaminated. I also learned that, research is really about “re”-searching. It is
something that requires years of contribution from many different people, constantly
renewing information and building upon one another’s works.
“
“You only live once?”
False. You live every day. - Li Chen
My two years in SMTP has truly been an unforgettable and enriching experience.
I was very fortunate to receive a holistic education in Nanyang and to be given many
opportunities to engage in deeper independent learning in the Math and Sciences.
Participating in various exposure programmes such as EPGY and Math and Chemistry
Olympiads, has allowed me to find the fun in learning and explore my interests.
Through working together with like-minded peers during competitions and research
attachments such as The National Science Challenge 2012 and the Science Mentorship
Programme, I have come to recognise the importance of unity and teamwork. I
have also learnt how to deal with failure and adapt to changing requirements and
circumstances. I think that SMTP has allowed me to discover myself and to be aware of
my weaknesses and limitations while becoming more confident. I am really thankful
to all my dedicated and caring teachers in SMTP who have continuously motivated me
and my peers to strive for excellence and encouraged us to keep an open and curious
mind. I will definitely continue to persevere and engage in life-long learning.
“
与良友为伴，路遥不觉远。 - Sarah Liu Sixuan
50

The two-year SMTP journey has been absolutely enjoyable for me. EPGY for maths
encouraged me to study on my own. Teachers also taught us additional knowledge that
can help us understand the concepts more deeply and thoroughly. I feel that we were
not taught to remember how certain things work, but why they work in these ways.
Through this, I feel I can handle the normal curriculum with greater ease. I also started
to think critically and question everything I was taught as well as content that I have
read, instead of simply accepting what I was taught. This helped me with Olympiads
which require self-learning and constant questioning. We were also given many
chances to attend different forums and go on various trips. Listening to those who are
already successful in the science area was very enlightening and we became more
aware of the different careers that we can take when we grow up. Science research
such as Singapore Youth Physics Tournament, School-Based Science Mentorship
Program and Nanyang Mentorship Program has also been a meaningful experience.
We not only gained more knowledge in the area we worked on, but also learnt more
important lessons in life such as teamwork and time management.
“
Fortune does favour the bold and you will never know what you are capable of if you
don’t try. -Ma Weijia
I entered SMTP with doubts at the back of my mind because I was not sure if I
was good enough. But on hindsight, coming to 401 was one of the best decisions I
have made. SMTP has shaped me through people, through nurturing, and through
opportunities. One of the first things I told myself in Sec 3 was that I could not expect
to come out on top, because everyone in SMTP is really good at so many things! True
enough, my classmates and friends have really humbled me—it is amazing to see how
talented some of my friends are! Learning from them and have them learn from me
has really been a humbling experience. I am also very thankful for my teachers who
teach me to grab hold of every opportunity, to sail in unchartered waters and to make
a way when we cannot find one (this science publication is a testament to that!). Their
guidance has been pivotal in my development and growth. Lastly, I have been blessed
with so many opportunities in SMTP—Greenwave, the National Science Challenge,
Climate Change Video Competition, Biology Olympiad, Chemistry Communications
Challenge, and the research project my friends and I did at the Institute of Molecular
and Cell Biology. I have SMTP to thank for all these amazing experiences and memories.
“
Hope is like the sun, which as we journey towards, casts the shadow of doubt behind us.
- Natalie Ong Jiaqi
“
Having been in the Science and Math Talent Program (SMTP) for the past two
years, I can say that it has truly been a wonderful and memorable experience. Not
only are we taught extra information in the curriculum, but our thinking is also
stretched, especially in the areas of Math and Science. Our teachers have done a lot
to inculcate interest and stretch our potential in those two subjects, something which
I am very grateful for. Besides that, we have also been extremely fortunate to have
been given many opportunities to participate in Math and Science related activities
and competitions, such the National Science Challenge, Young Defence Scientists
Programme (YDSP), and so on. One of the most memorable experiences for me is the
5-Day International Science Youth Forum (ISYF). There, we met many international
delegates from a range of countries including Australia, Taiwan, Korea, and even
Estonia. It really was an enjoyable experience to interact with people of different
nationalities who had the same interest in Science. We were also given the honour
of meeting multiple Nobel Laureates from whom we gained many valuable insights.
Being in SMTP really is an unforgettable experience and I highly recommend anyone
who has an interest in Science or Math to go for it.
莫找借口失败，只找理由成功。 - Nicole Ong Wen Pei
51

Being in SMTP has not been the easiest of rides, but I have certainly gained much
from it. Under the guidance of our teachers, I have matured and grown, not merely as
a student, but as a lover of science. Their passion and dedication have inspired and
motivated me to not give up in learning. My classmates, like-minded peers whom I can
share ideas with freely, friends I can count on for help and support when I need them,
help make learning enjoyable and school fun. I am sure that even after many years,
the bonds that we have forged together will not break. I am also truly grateful for the
opportunities that I have had in the past two years. They have enriched my learning
and allowed me to try new things. I could attend seminars on subjects of interests
and participate in competitions that expand my horizons. One of such competitions
is Greenwave. With my friends, we embarked on a research project involving orange
peels! It is not every day that we get to come up with our own project and carry it out
the way we want to, so that was truly a unique experience for us.
“
If you’re not on the right path, get off it. - Ong Jing Hui
After two years in SMTP, my opinions of the programme have changed a lot.
When I first joined SMTP, I expected a programme full of seminars, exhibitions and
competitiveness. I feared losing my interest in math and the sciences due to the
competitiveness that I anticipated in my class. My thoughts of SMTP proved terribly
wrong. SMTP is not about the results and achievements. It is about the people you will
interact with in lessons and in other activities, people who are equally interested in the
math and sciences, and who can see a greater purpose for the subjects. My worries
were for naught, as I found my interest growing through the programme. The shared
interest in the sciences allowed for us to go beyond being a class that can only be
labelled as “SMTP class”. The enthusiasm in class activities, the support for classmates
taking part in competitions, the thoughtful discussions that took place after events,
have all inspired me to be a better learner and to contribute more to my class, and
in extension, the community. SMTP has nurtured not just my interest in math and
sciences, but also my heart and soul.
“
Leave a little sparkle wherever you go. - Phua Wan Cheng
Joining SMTP has been a really exciting and fulfilling experience. Being in SMTP
has provided me with many opportunities to take part in math and science related
competitions, such as Singapore Mathematics Olympiad, Chemistry Communication
Challenge and International Biomedical Challenge. These competitions have widened
my horizons and honed my skills. For example, the Chemistry Communication
Challenge taught me to persevere even though I was really lost. It allowed me to
understand chemistry in Chinese and I was impressed to see the other groups
presenting their respective topics in Chinese fluently without any trouble. Even though
we were not able to comprehend all the information that others were presenting on, it
was a very enriching experience. Also, SMTP has allowed me to gain further insights
into both Math and science via hands-on activities and field trips. For example, a
learning journey to Jurong Island allowed me to see the real life applications of science
and how we use it in our daily lives. It also showed how it would be like if I take a career
related to science in the future.
“
“Don’t worry. Just Breathe. If it’s meant to be, it’ll find its way.” So SMILE. Let everyone
know that today, you are a lot STRONGER than you were yesterday. - Quek Xiao Tong
52

Being part of the Science and Math Talent Programme in Nanyang has definitely
been an enriching journey of self discovery and fulfillment as I had the opportunity to
delve deeper into Mathematics and the Sciences where my passion lies. It provided a
platform for me to explore my interests such as the field of research. It also provided
the opportunity for accelerated learning through the guidance of my teachers which
provided an added challenge to our learning journey. I feel fortunate to have been under
the tutorage of passionate and committed teachers who never failed to stretch us to
reach our potentials and encourage us along the way when the going got tough. Being
part of the SMTP class has also changed the way I face new concepts and issues. Being
surrounded by peers with similar passions in the sciences has encouraged me to think
deeper and consider more whenever a new topic is taught. I also had the chance to
‘spar’ with my friends when we had opposing understanding of a subject of interest,
which was great fun, fulfilling and this has become a fond memory. The journey as
part of SMTP has been one with ups and downs but has nevertheless shaped my
experience in Nanyang in a unique way, one that I will never forget.
“
Life is short, live it; Love is rare, grab it; Anger is bad, dump it; Fear is awful, face it;
Memories are sweet, cherish them! - Tammie Seethor Shu Ting
The SMTP journey has been rigorous yet enriching. Our teachers not only went
beyond the school syllabus, but also challenged us to learn independently and think
about what we learnt. I feel that these have really encouraged me to explore Science
on a deeper level. Under this programme, I have also been given many opportunities to
participate in Science conferences and mentorship programmes to learn from experts
of various scientific fields. For example, I participated in the Science Mentorship
Programme (SMP). I had a mentor from the Institute of Infocomm Research, A * STAR,
who taught my group programming and assisted us in creating an app for iOS devices.
As part of the SMP, I experienced working in a lab from 9am to 6pm and learnt how to
write a proper report. I also took part in the Youth Science Conference poster-judging
where I had the opportunity to share my project with experts and learn from others. I
think that such programmes and conferences have broadened my perspective and
helped me to develop my passion for Science. In all, I think that the SMTP is very
enriching and I have gained many valuable experiences from it.
“
Change is the law of life and those who look only to the past or present are certain to
miss the future. - Tricia Teo Weo Tian
For the 10th Singapore National Crystal Growing Challenge, my team spent
about 5 months growing sugar crystals for the competition. This was a test of our
perseverance and patience as we had to keep trying and experimenting until we got a
successful seed crystal. It was really fascinating to watch our crystal gradually grow in
size every day until the day of the competition. We were then very delighted to achieve
the Largest Single Crystal Award!
The Chemistry Communication Challenge was a golden opportunity for us to learn
many crucial Chemistry terms as well as present about science, in Chinese. This not
only boosted my confidence and public presentation skills, but also improved my
Chinese standard. Having achieved 4th overall was really a big gift for my team as we
had to face tough competition from other competitors.
“
担心不如宽心，穷紧张不如穷开心。- Woh Jing Ru
53
“

Throughout these two years in SMTP, I have been blessed with many
opportunities to pursue my passion for the Math and Sciences—from Olympiads to
research fairs to science challenges. I was given the chance to work on a total of 3
science research projects in these two years under the guidance of Dr Teo, who was
my mentor assigned for Science Mentorship Programme. We worked on two biology
projects regarding toxicity of nanoparticles on an invertebrate Artemia salina, and a
chemistry project which is an extension of the two biology projects. Through these
projects, I have explored and learnt a lot about nanotechnology as well as methods
of scientific evaluation. Another memorable experience was the two months long
Chemistry Communication Challenge, where my team clinched the championship title.
It was a fun-filled test of teamwork, knowledge of chemistry concepts, IT skills, as well
as our ability to spontaneously answer question on the spot. My SMTP experience has
been truly enriching, and I definitely would not trade it with anything else. Thank you,
Mr Koh, for always being so excited about the sciences, and for your kindness towards
401; thank you to my lovely classmates for making my last two years in Nanyang
pleasant!
The difference between ordinary and extraordinary is that little extra. - Jimmy Johnson
- Yeo Hwee Lin
My SMTP journey has been a fruitful one. Not only did I learn new concepts and
skills, I also made new friends who are also passionate about Math and Sciences. In
Math, we had the EPGY programme. It was a good start for us to experience what it
was like to do independent learning for the first time with much patient guidance given
along the way. Moreover, the programme was an enriching one. Some of the topics
in EPGY were an extension of what we learnt in class, linking the concepts learnt to
real life applications. In Sciences, the Crystal Growing Project I participated in was
an enjoyable one. It was an eye-opener for me as I learnt the different techniques on
how to grow a crystal. The crystal growing journey was not a smooth sailing one, but
because of the passion coupled with the determination to grow the crystals, my group
mates and I finally succeeded. All in all, I enjoyed the SMTP journey as I gained a deeper
insight into the different areas of Math and Sciences.
“
Nobody can go back and start a new beginning,
but anyone can start today and make a new ending.
- Maria Robinson - Celine Yeung Wing See

Nanyang Science Mentorship Programme

Transcription

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