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{{Color-box|11|Welcome to the Science Portal|Science, as a body of knowledge as we know it today, is remarkably young, not more than a few hundred years old. And what we know also as science largely relates to the facts and explanations of everyday life. There is a need to examine what constitutes science as a process, the discipline of doing science. What are those elements of study and practice that distinguish science as an endeavour? What are the social dynamics that influence the practice of science? What are the limits of science itself? These are questions that have to be considered by a student of science. Science is also often understood as learning science as a subject and this involves the teaching and learning science and the pedagogy that must be adopted to develop a scientific bent of mind and to prepare the learner for doing science. This is a portal for students and teachers to understand and share resources on both these areas.  }}

{{Color-box|11|Welcome to the Science Portal|Science, as a body of knowledge as we know it today, is remarkably young, not more than a few hundred years old. And what we know also as science largely relates to the facts and explanations of everyday life. There is a need to examine what constitutes science as a process, the discipline of doing science. What are those elements of study and practice that distinguish science as an endeavour? What are the social dynamics that influence the practice of science? What are the limits of science itself? These are questions that have to be considered by a student of science. Science is also often understood as learning science as a subject and this involves the teaching and learning science and the pedagogy that must be adopted to develop a scientific bent of mind and to prepare the learner for doing science. This is a portal for students and teachers to understand and share resources on both these areas.  }}

{{Color-box|6|Classroom resources|This section will feature resources for classroom teaching including online, digital and other hands-on activities.  

{{Color-box|6|Classroom resources|This section will feature resources for classroom teaching including online, digital and other hands-on activities.  

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<div style="float:left; width:49%;">{{Color-box|3|Famous Scientists|A question in a Physics exam at the University of Copenhagen, Denmark several decades ago said: "Describe how to determine the height of a skyscraper with a barometer." One student replied: "You tie a long piece of string to the neck of the barometer, then lower the barometer from the roof of the skyscraper to the ground. The length of the string plus the length of the barometer will equal the height of the building."

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{{Color-box|3|Famous Scientists|A question in a Physics exam at the University of Copenhagen, Denmark several decades ago said: "Describe how to determine the height of a skyscraper with a barometer." One student replied: "You tie a long piece of string to the neck of the barometer, then lower the barometer from the roof of the skyscraper to the ground. The length of the string plus the length of the barometer will equal the height of the building."

This highly original answer so incensed the examiner that the student was failed.  

This highly original answer so incensed the examiner that the student was failed.  

This page also contains videos of several experiments demonstrated by teachers.

This page also contains videos of several experiments demonstrated by teachers.

 

m and concluding observation and }}

 

 

 

 

 

 

 

 

 

 

This is a very clear description of the immune responses to COVID and the mechanisms of how vaccines work. This is a conversaiton between Dr Akiko Iwasaki, an immunologist and Dr Eric Topol.  }}

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[[Category:Science]]

[[Category:Science]]