Category: Years

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Statistic: Study Design

As you all might probably know what Khan Academy is, I won’t go in detail about this learning source. Mainly, Khan Academy is a free online source, build by expert-creators, that provide free online courses, lessons, and practices; where students able to freely learn anything from different levels.

 

This school year I encountered a class that became one of my enemy but also a best friend. My math teacher provided me with two statistics’ books; textbook and workbook. In addition to the learning resource, my math teacher introduced the class to a course in Khan Academy called Statistics and Probability. Statistics and Probability is a giant course but the Khan make the course easier by break them down into a list of unit including: analyzing categorical data, displaying and comparing quantitative data, summarizing quantitative data, modeling data distributions, exploring bivariate numerical data, study design, probability, counting-permutations-and combinations, random variables, sampling distributions, confidence intervals, and significance tests (hypothesis testing). Therefore, the study design is my favorite

 

Based on the skill I have mentioned above, not every unit was hard as it sounds and not every unit was easy as it pronounced. Therefore, the study design was one of my favorite and challenger. Study design unit was categorized into discrete skills such as: comprehend statistical questions, perceive sampling and observational studies, recognize sampling methods, and discover the type of studies (experimental vs. observational). I have learned that the experimental/research/study design is much more than a statistic. Experimental, research or study design is the core of good research exploration. With the obligation of all of these skills, I understand that it will guide me in every experiment with good data collection, discover statistical analysis, and capable of interpreting the results. I believed in the fact that proper sampling method, collecting data, investigating results, and writing report properly will serve a path for the reader to identify the study design.

 

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Chapter 3: Example Relationships

Moving on to chapter three in statistic textbook, we learned about the relationship of scatterplots, correlation, and the least-squares regression. The scatterplot is the most common and effective way of showing the relationship between the two quantitative variables. On the scatterplot display one variable of the horizontal axis (the X-axis), and another variable appears on the vertical axis (the Y-axis).  In the horizontal axis, we usually plot the explanatory variable (independent variable) and response variable (dependent variable) on the vertical axis. Correlation is a type of statistical measure that includes two or more variable shift together. Correlation is also a strategy that shows how strong the variables are related. Regression line or line of best fit that are being plotted in the scatter graph is shown to display a relationship that can possibly be used in order to predict the values of one variable as a guide to finding another unknown variable.

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Traditional Medicine Introduction (Herbalism)

As defined by the WHO (World Health Organization) traditional medicine is “traditional medicine refers to the knowledge, skills, and practices based on the theories, beliefs, and experiences indigenous to different cultures, used in the maintenance of health and in the prevention, diagnosis, improvement or treatment of physical and mental illness.” In most African and Asian countries, almost 80% of the population consider traditional medicine as their primary health care needs. Around the world, the practices of traditional medicine include traditional Chinese medicine, traditional European medicine, traditional African medicine, traditional Korean medicine, Siddha medicine, Ayurveda, Unani, Iranian (Persian),  ancient Iranian Medicine, Islamic medicine, Ifa, and Muti. The study of traditional medicine includes ethnomedicine, ethnobotany, medical anthropology, and herbalism.

In addition, herbal medicine or can be called as Herbalism is the learning of botany that uses various types of plant for medical purposes. In herbal medicine, plants have been the primary health needs for basic medical treatments. The tradition of using the herbal medicine is world-wide practiced today. As for contemporary example, the making of modern medicine uses many plants as their primary ingredient. Not just the use of plants, herbal medicine sometimes include bee products, fungal, minerals, shells, and a certain part of animals. Base on the data of the World Health Organization, 75% of the world populations are currently using herbal medicine as their daily life basic health care needs. In other words, Herbal medicine also called botanical medicine, phytomedicine or phytotherapy. The most important part of the plant that used as the medicine is seeds, roots, berries, leaves, fruits, bark, flower or the entire plant. In addition, Chinese herbalism is one of the most use ancient herbal traditions in the world.

 

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The Limiting Reactant

The limiting reactant or can be called as limiting reagent is the reactant inside the chemical reaction. The limiting reactant tells the amount of product that can be makeup. We use the limiting reaction in order to find a possible solution to calculate the theoretical yield of the chemical reaction. In a chemical reaction, there is a limiting reactant because compound and elements react the way it is based on the mole ratio that is between them when we did the balanced chemical equation. What’s being called an excess reactant is the remaining leftover when the limiting reactant is complete.

To understand more about the limiting reactant topic, our chemistry teacher prepared us a lap called ” The SMORE Lab”. We used chocolate, marshmallows, and crackers to make s’more. We start off with
1. Writing the balanced equation for the making of s’more.
2. Define the type of reaction.
3. Record the total piece of the reactant.
4. The maximum production of s’more and give a reason why.
4. Figure out which is limiting and excess reactant.
5. Figure out the mass of each reactant on the scale.
6. Record the theoretical yield (mass) of s’more.
7. Make the s’mores
8. Write down the actual mass of one s’mores

We know which reactant was limiting because when we make three complete s’more, the pieces (cracker and chocolate) run out first. We then figure out the excess reactant because when we run out of chocolate and crackers, there are marshmallows left.

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Youth Film Festivval

I’m currently in an exploration call Youth Film Festival. In this exploration, my teammates and I are working on creating a new film festival that will be host in Phnom Penh later on this year. Our big mission for this year project is introducing filmmaking to government students in order to bring more growth to our film industry. This will also provide students their future possible careers and to start on something new. Creating a film will allow students to express their thoughts or problem in society. We have worked toward to open up a workshop that our members will help to work with them in the basic of scriptwriting, film producing, and film editing.

 

We have the plan to travel to several places to host the film workshop for specific high schools in Cambodia. We have planned that our workshop will last for three days, and the submitters will require to submit their film during the workshop. With this aim, there will be top four films from each school will be showcased during the event day and with other additional films from the Phnom Penh area.

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Critical Teen Issue (CTI)

In this school year projects, I’m in one of the project call CTI (critical teen issue). This project is mainly focusing on discussing the critical issues that teens are dealing with in their daily lives. We have addressed some of the most important issues facing our teenagers at this time. Our main topic for this first round is a healthy relationship. In class, we have done many activities that demonstrate what is a healthy relationship vs a nonhealthy relationship. This will focus on the relationship with our partner, peer, parents, and society. At the end of this round, we have come up with a workshop plan and survey to guide the workshop about the healthy teen relationship.

 

Here are the discussion questions about healthy teen relationships that our team has come up with. Can you figure out your answers to the questions?

 

Partners

  1. How do you know if you are actually in a relationship?
  2. Why did my partner choose me?
  3. How much time should I devote to my partner?
  4. Is a relationship a healthy or unhealthy distraction?
  5. How do I really know how much my partner cares and his/her perspective?
  6. When is it appropriate to discuss a relationship with others? Must both people agree first?
  7. Do you go into a relationship thinking it will end? How is a relationship maintained?
  8. How do you balance time with partners and peers?

 

Peers

  1. Do you have to be friends with people in the same socioeconomic class as you?
  2. How can we overcome shyness to have more friends or be more comfortable around others?  
  3. How do you know if a person is a real friend?
  4. What do you do when peers make fun of your relationship?
  5. How do you measure loyalty and honesty?
  6. How does one find a healthy competition with peers?
  7. When is it appropriate to sacrifice for your friendships?

 

Family

  1. Is it natural and normal for teenagers to rebel against their parents when they are teenagers?
  2. Would I feel better communicating my problems with my parents?
  3. How do we change Cambodian culture in regards to teenagers?
  4. How do we create more trust among our family members?  
  5. What is the appropriate balance of authority and friendship?  
  6. How do we cope with our parents’ expectations of us?
  7. What would you do if your parents find out about your relationship?
  8. What do my parents expect me after I graduate from Liger?

Society

  1. Is it time that we change the ways of living?
  2. How do we cope with the pressure of being a change agent?
  3. What are some of the stereotypes that affect teenagers from society?
  4. How does social media affect our relationships?
  5. How much should we care about trends in society?
  6. What pressures of body image and appearance do teenagers face in Cambodia?

 

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MATE competetition

This year the MATE Center and the Marine Technology Society ROV committee, they created the ROV competition as a goal to engage students in the STEM and provide more exposure toward science and technology fields, encourage students to work in a team to solve problem, and provide funds and resources to support students in their learning area. The competition is to challenge students to design and build  ROVs in order to solve ocean problems. There is three level of the competition’s class, beginner, intermediate, and advanced. The MATE competition requires students to think of themselves as an entrepreneur and form their team as a company and create and sell their products. Students also require to build poster, write technical reports, and engineering preparations that will be examined by the judge during the competition. For ASEAN Regional will be held in Surabaya, Indonesia in April 2019. For this first round, I have been working on finding out about the sponsors and emailing the Mate information center.

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Chemistry: Density Lap

In Unit 1, we did a lab experiment about coins density. Density is a characteristic property of a substance. The density of a substance is the relationship between the volume of the substance (how much space it takes up) and the mass of the substance. We can calculate density by taking the mass of the substance and divide it by the volume of the substance (D = m/v). This explains that the objects with different mass but the same volume have different densities.

This lap provides an introduction to the concept of density measurements. Our goal for the density lap was determined the method of finding the density of the coin by using measured volumes and masses to calculate densities then evaluate the result by using error analysis. My chemistry teacher, Ellie, gave me five twenty cents Singaporean coin and let me figure out what is the type of metal the coin made out of. My hypothesis was I think that the metal of twenty Singaporean coins is made out of nickel because the coin was sinking went it is in the water. I then created my own procedure of finding the density of the coin and figure out what type of metal does it made out of.

 

Here is my procedure:

 

  • Have all of these materials ready: 5 twenty cents coin, a medium graduated cylinder, paper towels, scale, and the dripper.

 

  • Weigh the mass of the five coins
  • Take a medium graduated cylinder and add the sink water to (… ml) it’s helpful to have a dripper in case you wanted an accurate volume of water
  • Let the cylinder sat still for a few seconds
  • Drop the coins into the graduated cylinder slowly and let it sat still for a few seconds
  • Measure the new volumes
  • Take the initial volumes of the water and subtract the new volume of water
  • Plug in all the value needed for the density equation  (plug in the weight of the five coins into mass, next take the difference of the volume and plug it into volume and you’ll get density)
  • Make sure to be careful with the accuracy of the water volumes and the sig fig division.

 

 

    Mass

───── = Density

   Volume

 

  • Repeat the same following steps and try out with different water volumes

 

 

In conclusion, my hypothesis was supported because the real metal that the coins was made out of is nickel plated steel. In addition to the trails, some unavoidable errors in this lap are that the measurement of the water volumes in the graduated cylinder is never accurate and reading the scale correctly. Moreover, some types of avoidable errors that can be avoided during the lap are: add higher volume in the graduated cylinder so the volume of water stays precise when dropping the coins in, repetition; make sure to dry out the coins before doing another trial otherwise the changes of the volume would not be precise.  

 

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Pchum Ben (បុណ្យភ្ជុំបិណ្ឌ)

At the end of this round, we have our Pchum Ben breaks and in Khmer class, our teacher has taught us the culture and custom of the Pchum Ben Ceremony.

Pchum Ben is one of the most important holidays in Cambodia. During this holiday, people around the country will visit their hometowns and gather with their family. Besides going to the pagoda, people also travel to places with their family and enjoy their little break from works and schools. Throughout Cambodia, myself and other Cambodian have a really deep respect toward our parents, grandparents, and our ancestors. Each year during the end of September, there is a festival called “Pchum Ben”, which is a 15 days festival where it is a time when we honor our ancestors. For the first 14 days of Pchum Ben, we called it “Dak Ben”. During these days, people will go to the pagoda because we believed that our deceased relatives are waiting at the pagoda for food. Before taking food to the pagoda, children need to prepare food for their parents. This is because “What you have at home is more powerful than the god in the pagoda. Who are the gods in your house? They are your parents.” Cambodians value our parents as precious gods. The right time for bringing food to the pagoda is not later than 11:00 am because the monks will not allow eating after 12:00 pm. For every early morning of the festival, around 4:00 am, people will prepare small rice balls at the pagoda. Outside the temple, people will throw the balls of food. We believed that our ancestors, who committed sins, that are not allowed to enter the temple, will eat the food that was prepared by their descendants. On the 15th day, is the most important day of the ceremony and the last day too.

The ancestors will get mad at us if their spirits don’t see their relatives bringing food for them at the pagoda, they will get really mad and curse the relatives with bad luck.

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Getting familiar with unit circle


After two weeks of SAT Boot Camp, we are back to our regulars essential classes. For this round in math class, we focus on getting ready for the real SAT. We practiced the different set of problems and lessons. In the first earlier week, my classmates and I came across Unit Circle; which most of us already have some background knowledge about it. The unit circle feels overwhelming at first but as soon as Jeff teaches me the trick, the unit circle is not that stress to work with.