SUMMARY of COMPOSITE MATERIALS (CHAP 1) Using MM Software & CHAP 2, 3, 5 and 6

I did the above mind map over one or two hours, capturing the gist of the content in Chapter 1 of the Composite Materials notes. It shows how quickly a mind map could be used to summarise anything. 

Mind maps for chapters 2, 3, 5 and 6 could be found in earlier posts (1st Dec 2014 post). The mind maps are reposted here for the convenience of all.

Chapter 2

Chapter 3

Chapter 5 

Chapter 6

It is very useful for me to do a quick summary and I really hope that it would be helpful too for my students. It is important to note that one has to read through the original powerpoint slides so as not to miss out on some of the details that is left out in the above mind map.
Please enjoy and have fun analysing the mind map!

 Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

SOME ADVICE on USING MIND MAPS on CHAP 7/7A (COPPER & ALUMINIUM) & CHAP 8 (POLYMERS)

1. A MM  Worksheet on Copper, Aluminium and Polymer

2. MIND MAP OF COPPER, ALUMINIUM AND POLYMERS (DRAWN IN 2014)

3. THESE TWO MIND MAPS ARE ON THE SAME TOPICS (COPPER, ALUMINIUM & POLYMERS) (DRAWN IN 2014). THEY ARE DONE IN REAL-TIME TO STUDENTS FROM TWO DIFFERENT CLASSES.

Slightly over a year ago, I posted a series of mind maps that I did for my students as a revision for their class test on Copper, Aluminium and Polymers. (Image No. 2 and 3). As these were done on whiteboard, they appear quite "longish". Thus, I decided to do a simple Mind Map that has the right proportion of a Landscape paper as shown in Image No. 1. This mind map needs further information (such as, uses of each material) to be added by the students themselves. This will help the students have a complete overview of the things they are supposed to know.

I have always reminded my students that in order to do well for their coming class test, they need to study the power point notes FIRST, then, with the aid of the mind map, it would act as an effective summary for them.

I did a quick review of the above real-time mind maps and found them still relevant for my students. Thus, I decided, for their convenience, to reproduce it here again.

My students, good luck in your revision. Hope the above mind maps helps. If it has helped you, please help others to understand it too.

Afternote:
I did a final revision with my students yesterday and the MM below is the result. I believe, they enjoyed the summary of Chapter 7, 7A and 8. The photo was taken by my student, James Ong. 

Mind Map Summary on Copper, Aluminium and Polymers (Photo Credit: James Ong)

 Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

QUICK REVISION MIND MAP FOR ENGRG MATERIALS - CHAP 3 and 4

SUMMARY MIND MAP OF CHAPTER 3&4 (Photo Credit: Muhammad Adli Bin Nazli)

Mind maps are extremely good to make an impactful revision in situations when time is limited, and when you want to compact as much info as you can, on just one sheet of paper or a white board. 

I did it live yesterday with a group of students on Chapter 3 & 4 as shown above. 

My earlier postings on Chapter 2 remains the same and is reproduced below for the convenience of those who needed it.

Please enjoy and have fun analysing the mind map!

 Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MY MIND MAP ON CHAP 2 - PHYSICAL & MECHANICAL PROPERTIES OF MATERIALS, CHAP 3-PLAIN CARBON STEEL & CHAP4-HEAT TREATMENT - 19 JUNE 2015

MIND MAP COVERS PROPERTIES and VARIOUS MECHANICAL TESTS - TENSILE, HARDNESS, IMPACT, CREEP and FATIGUE.

I was pleased to have completed a mind map of Chapter 2 on Physical & Mechanical Properties of Materials. My purpose is to use it to assist my students try to remember the key points of this Chapter with the most number of powerpoint slides (74 slides in total.)
I wanted to draw two more mind maps for Chapter 3 (Plain Carbon Steels) and Chapter 4 (Heat Treatment), but, decided that the real-time MIND MAP pieces that I drew for them in class was sufficient in summarising the key points in those two chapters. Many thanks to my students who took the photos as shown below:

CHAP 3 - PLAIN CARBON STEEL (PHOTO CREDIT: GERALD LIM HUI JUN)

CHAP 4 - HEAT TREATMENT (PHOTO CREDIT: ERICK TIMOTIUS TANJAYA)

Please enjoy and have fun analysing the mind map!

 Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MY MINDMAP OF CPR, CHOKING, BLEEDING & BURNS on 1st and 2nd April 2015

CPR - CARDIO PULMONARY RESUSCITATION 

I really had an enjoyable day in Nairobi taking a short First Aid course on CPR, Choking, Bleeding and Burns. The course was conducted by Lindsay Spainhour Baker, an American Heart Association Basic Life Support Trainer with a host of other impressive qualifications.

After the intensive course with close supervision by Lindsay, I feel confident to render CPR assistance to anyone who happens to need it.

Wish everyone is healthy and do not need this kind of assistance. Haha.

The mind maps for the other FA components will be inserted in due course.

Please enjoy and have fun analysing the mind map!

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MIND MAPS FOR COMPOSITES ON DESIGN (CHAP2), MANUFACTURING PROCESSES (CHAP3), REPAIR (CHAP5) & QUALITY CONTROL (CHAP6)

CHAPTER 2 - CONCEPTION & DESIGN of COMPOSITES

As there was only one week before my students' assessment, I realised that the only way to conduct a fairly comprehensive revision with them was to make a mind map for each of the chapter. Thus, over the weekend, I did a few mind maps for them as shown below.

CHAPTER 3 - COMPOSITES MANUFACTURING PROCESSES

CHAPTER 5 - REPAIR OF COMPOSITES

CHAPTER 6 - QUALITY CONTROL OF COMPOSITES

Please enjoy and have fun analysing the mind map!

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MIND MAP OF A "CREATIVITY & INNOVATION WEEK" EVENT

COORDINATING INSTRUCTIONS on an A6-sized MIND MAP.

As always, an enormous event such as the above C & I Week comes with many programmes. With the large number of facilitators and students involved, the organisers have to provide detailed coordinating instructions necessary to  ensure success. 

As I sat in the lecture theatre listening attentively as the programme and instructions unfolded in front of us, I quickly "captured" (mindmapped) the essence of what I need to know (e.g. 9INNOVA, Challenging Projects and Workshops involved, Duties of the Facilitators, etc...) so as hopefully, able to successfully dovetail the C&I week's programme smoothly into the 9INNOVA module. 

I felt a certain sense of calmness (unlike during the first briefing) and had a very happy feeling at this second briefing for all the facilitators, as I looked down on the A6-sized mind map that I have completed in real-time.

In my humble opinion, it generally showed that the organisers have covered practically all angles in organising this event. Well done!

Hopefully this C&I Week programme will supplement 9INNOVA and help students gain a different mindset in terms of Creativity and Innovation. 

AFTERNOTE:
After attending a third meeting, I made some minor changes (Emergency telephone no. 64606999) to the mind map above and update it my blog. I also realised that students have to achieve their goal of completing the following 3 parts:
a) Designing and Writing their ePoster for their challenging project
b) Designing and Constructing a cardboard model of their challenging project, and,
c) Designing and Editing a video on their challenging project in which they make use of a Line Hugging Robot (LHR) to illustrate/simulate how they would go about solving the problem of their project.

Students have to achieve the above tasks, so that they would be able to make further presentations to anyone else using the ePoster and the recorded video. Thus, this means that the group would have to delegate jobs/tasks to all three tasks to members of the team.

The mind map helps one in having an overview of the entire project.

Please enjoy and have fun analysing the mind map!

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MIND MAP on CHALLENGE-BASED LEARNING, VISUAL THINKING & FUTURES THINKING by BEATRICE TAN LI KHOON

WHAT IS CHALLENGE-BASED LEARNING? by Beatrice Tan Li Khoon on 18 Sep 2014, 2-3pm, NP

I have always been interested in learning about various teaching and learning (T&L) techniques and how it could do to help as many students to be focus and learn as much as possible in class. One of the techniques that I frequently advocated and championed is the "Use of Mind Mapping in Teaching and Learning". However, this post is not about this, but, about three mini-T&L techniques conducted by Ms Beatrice Tan that I attended on the 18 Sep 2014, 2 to 5pm at Ngee Ann Polytechnic.  

I was glad to have attended all three 1hour-session and learned a great deal from the course leader. The courses were:
a) Challenge-based Learning
b) Visual Thinking
c) Futures Thinking

As in all real-time mind mapping recordings, I took note of  the duration of the course, its content and synopsis etc...and then set about preparing to mind map the courses so that I could make reference to it from time to time.

All three mini-mind maps are shown in this post. Each is drawn, surprisingly, on only an A6-size sheet of paper. Not many could believe it. Nevertheless, I attached an A4-size paper (Please see the image at the end of this post), which I then folded it into the A6-size paper that I used for my three mind maps. I completed it with an A6 room of paper to spare. On hindsight, it amazes me, but, I just want to share the joy of being able to do record 3hrs of interesting T&L lectures, with all budding mind mappers. I just needed to challenge myself.

Each topic interests me as it engages the brain on how students (and also educators) today should be thinking in the 21st century. I have always been advocating a lot about the visual impact that mind mapping has on learners. As one can see in my blog, I use mind mapping extensively in engaging my students in teaching and learning activities. 


Please enjoy and have fun challenging yourself in interpreting the mind map!

b) VISUAL THINKING

WHAT IS VISUAL THINKING? by Beatrice Tan Li Khoon on 18 Sep 2014, 3-4pm, NP

Mind mappers, in my humble opinion, are people with very strong visual skills. Could learning mind mapping skills help students to develop critical thinking, problem-solving, innovation skills that are very essential in the 21st Century?
 
I shall leave this question unanswered as I know there are many answers to it. Haha......!

I once did a real-time mind map of John Naisbitt's talk when he was invited by the Singapore Institute of Management (SIM) to its 26th SIM Annual Management Lecture (AML) on 23 Aug 2007. (You may view this mind map by just googling for, "John Naisbitt AML mind map").

Dr John Naisbitt, renown for his 1982 prediction of the rise of China in his book "Megatrends" long before China was seen as a serious competitor of the United States of America, made the prediction of a global "Visual Culture" in the 21st Century in his book, "MindSet!". Please read this book or my mind map to know it all about it.

c) FUTURES THINKING

WHAT IS FUTURES THINKING? by Beatrice Tan Li Khoon on 18 Sep 2014, 4-5pm, NP

As educators, beside teaching the students the necessary knowledge and skills for the module that they are supposed to be competent, I have always given due thoughts, on how to engage our students in critical and creative thinking, problem-solving, ...... haha. 

Beatrice raised a very important point on why educators should be engaged in "FUTURES THINKING" in revising their curriculum to meet 21st century innovation....... e.g. the kind of impact 3D printing has, on what the students should learn? What type of engineering material is used? What kind of content and skills sets should the students have to meet emerging technologies?

d) An Overview of the 3-in1 Mind Maps on an A4 paper

3-in-1 SUMMARY MIND MAPS DRAWN by LIM CHOON BOO ON A SINGLE A4 PAPER ON THE ABOVE THREE TOPICS. It was done in REAL TIME ON 18 Sep 2014, 2-5pm, NP

Please enjoy and have fun learning how to optimise your mind maps and save paper. Haha.

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MIND MAP ON COPPER, ALUMINIUM and POLYMERS for POLY Students on 29 JUL 2014

 

LN12-Revision Mind Map on Copper, Aluminium and Polymers. (Photo Credit by Ms Catherine Liu Ning)

LN12-Revision Mind Map on Copper, Aluminium and Polymers. (Photo Credit by Ms Catherine Liu Ning) 

I was fortunate to have my colleague, Ms Catherine Liu Ning observed how I drew a real-time Mind Map summary of the topics on Copper, Aluminium and Polymers that I have lectured to my students during the past weeks.

An original photo is also attached below to help students keen on having a copy of the summary. I hope to be able to inspire my students to continue adding more branches and information onto the mind map that I have given, and DO IT IN COLOUR. 

This would really help them to revise these topics anywhere at home, in the bus or in the polytechnic without having the text with them. However, this could only be USEFUL, if and only if, the students read the original slides first and understand them. 

It was quite an experience drawing mind maps after mind maps for my students. Please view and compare other similar mind maps that were drawn for different lecture groups (LN12, LA12 and LA34 respectively). See any differences? The differences depended on the amount of interactiveness with the students.

LA12-Revision Mind Map on Copper, Aluminium and Polymers. (Photo Credit by Matthew Wong)




LA12-Revision Mind Map on Copper, Aluminium and Polymers. (Photo Credit by Matthew Wong)

 LA34-Revision Mind Map on Copper, Aluminium and Polymers. (Photo Credit by Gary Ling)



LA34-Revision Mind Map on Copper, Aluminium and Polymers. (Photo Credit by Gary Ling)

Please enjoy and have fun analysing the mind map!
Thanks to Catherine, Matthew and Gary for the photos taken.

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MIND MAP ON JAPAN FUKUSHIMA - HIDDEN TRUTH

BRIEF SUMMARY OF JAPAN FUKUSHIMA - HIDDEN TRUTHS OF RADIATION CONTAMINATION DUE TO NUCLEAR PLANTS THAT WERE DESTROYED BY THE 11 MARCH 2011 (311) TSUNAMI

Some friends forwarded youtube links which I find interesting. You may also like to view it?

http://tinyurl.com/FUKUSHIMA-VICE  (13mins)

http://tinyurl.com/FUKUSHIMA-FARMERS-ANGRY (9mins)

http://tinyurl.com/FUKUSHIMA-TOKYO-DOCTOR

http://tinyurl.com/FUKUSHIMA-TOKYO-DOCTOR-WARNS

It really motivated me to do a simple mind map using my iMindmap software to summarise what really happened since the 11 March 2011 tsunami that struck Japan.

Well, I thought I could do a bit of research on the internet so as to add a few useful write-ups and video interviews from experts both within and outside of Japan, to say something about what is really happening to the nuclear disaster and the subsequent cleaning up operation that is still taking place under lots of secrecies. It seems that many millions of innocent people are still visiting Japan...... apparantly being not aware of the health hazard.

To add salt to injury, Japan just pushed through a Secrecy Bill that "...journalists and whistle-blowers can go to jail for reporting what the government doesn't want the public to know....". Is Japan hiding something? You may read all about it from William Pesek's Bloomberg View article:

http://tinyurl.com/JAPAN-SECRECY-BILL  

============================================
Update: The secrecy bill has become part of Japanese Law as of 10 Dec 2014. To a layman like myself, I would interpret it that we should be aware of what you say, write or do with reference to any Japanese Government Policies in Japan. Does it violate the secrecy bill? Beware......! If it does, you may find yourself jailed up to 10 years. Haha. Do you find it curtailing the thoughts and creativity of the human mind in the areas of government policies? Would it lead to improvements? Would bad practices and wrong policies be swept under the carpet? etc........!
===========================================

Decide and judge for yourself. To visit Japan or not? Remember radiation stays for hundreds of years...... Google for the tons of information....and....if, after all the news/research about the dangers of fukushima radiation which Japanese scientists found, one still wants to visit Japan, then, there is nothing that the mind could not creatively think or find a reason to do so!

Frankly, I think, one may not find out about the radiation sickness until it probably affect the second or third generation in one's family. By that time, it is obviously too late.... as one may not even be around. It is quite sad.....especially since it is something that is preventable, if one knows about it. Right?

A friend jokingly threw me a challenge that he is willing to sponsor my trip to the land of the rising sun -- first class all the way.....but, I declined to give him an answer. He should know my answer just by reading/viewing the above interesting links - The second video is much longer (38mins) and gives quite a complete summary from the beginning of the tsunami that struck on 11 March 2011 (311) till today.

 http://tinyurl.com/FUKUSHIMA-BREAKING-NEWS

Please enjoy and have fun analysing the mind map!

Hope it helps to throw some light of what is happening, in Fukushima, .....in Japan and ....in the world today! How the radiation contamination could affect the world food chain.

Are there any suggestions that we could give to the Japanese Government to help in the radiation cleaning up operation? ABE hopes to clean up by "TOKYO 2020"!  .... But....., Where are they going to dispose/hide the tons of radiated Fukushima top soil? How are they going to contain the radiated Fukushima cooling water that is seeping away into the Pacific? How transparent is Japan in her responsibility to warn visitors about the radiation? What is the possible TRUE extent of the radiation effects on the people of Japan and the world? Can we trust the Japanese government to give an HONEST report?......because, the real truth may create a panic??

You decide......! Thank you.

SOME NOTES ON THE MIND MAP:
The mind map that I drew above definitely violated one cardinal rule in mind mapping. If you have seen my mind map on the "LAWS of MM" you would have noticed that I used many words in one branch instead of one word per branch in some areas. Why is this so?

The purpose is to help readers to quickly understand what I was trying to say in my blog than to figure out the keywords that I used for each branch. Why? The answer lies with the brain. Each of us associates differently with each of the keywords used. Thus to make my mindmap "readable" to a wider audience, I add more words per branch for some areas, and in others, I maintained the one word per branch rule. Hope it explains my deviation from the norm.

AFTERNOTE:
After writing the above, I recalled reading Singapore's AVA Media Release that imports suspension for the following food stuff - " para. 4 - fruits and vegetables, milk/milk products, meat, green tea and green tea products, and rice" have been lifted from Fukushima in Japan with effect from 31 May 2014. It also added that the following food products - " para. 6 - seafood and products from the forest as well as agricultural produce from demarcated areas and the control zone (close to the nuclear power plant) in Fukushima prefecture are not allowed to be imported"......and also added that the same products "from the prefectures of Ibaraki, Tochigi and Gunma will still require pre-export tests".

One may read about the full detailed announcement from AVA's website: "AVA EASES RESTRICTIONS ON IMPORT OF FOOD FROM JAPAN" at http://www.ava.gov.sg/ .

The above news was also reported in an Online news website. The first paragraph of the news from AVA Singapore that was reported gave one an impression that "....food from Fukushima prefecture, is being eased.....! However, it is ONLY upon reading the full text of the AVA Media Release that one will fully understand the entire scope of the lifting of food suspension from Fukushima as I have quoted.

COMMENTS:
1. Please read the full scope of AVA's Media Release document on the lifting of food restriction before you start consuming something that even the Japanese AND Locals living in Japan are afraid of taking it?? Haha.

http://tinyurl.com/FUKUSHIMA-FOOD-SAFETY

2. I suddenly felt that the online news that was reported by a quite reputable News Online website should have been more responsible to report the FULL extent of the lifting of the food suspension rather than leaving it to the reader to open AVA's Media Release pdf document. Para 4 tells of the lifting of some food products....BUT, para. 6 tells of some food imports (from Fukushima) restrictions that still remains.

3. Although AVA wrote that they "...like to assure the (Singapore) public that food imported from Japan that is available in the (Singapore) market is safe for consumption", I still remain sceptical about consuming any Japanese food, drinks, etc...... for now and a few hundred years. We all know, radiation in food that we consume, accumulates in the body over time....!  

You have to decide - to consume or not! Good luck and thank you for reading. 

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MIND MAP on CPF CASE - FOR or AGAINST - 7 JUNE 2014

"CPF - FOR or AGAINST" DEBATE

As a Singaporean, I read and viewed many postings in ST, CNA, various blogs etc..... on a very recent topic of public interest, i.e. our Central Provident Fund (CPF).

Gathering the facts and trying to get an overview of what the arguments are all about, could be quite difficult as each side tend to offer their side of the story.

I quickly drew a simple Mind Map using my iPad's iMindMap(PRO) software to list some key points "For or Against" CPF while it is still fresh in my mind. I noted the growth of the CPF from 1974 to include lots of amendments and additions as Singapore changes. Wouldn't it be interesting to draw a giant CPF Mind Map on the purposes for its formation/evolution, from birth till this present age?

Notice that the mind map is an extremely useful compact tool to brainstorm and analyse the pros and cons of a very controversial topic. We should judge every debate to provide information/data as delightful and interesting......if not, it would be very difficult to keep focus.

Please enjoy and have fun analysing the mind map!

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

REVISION MIND MAP for CHAP 2, 3 and 4 (ENGRG MATERIALS)

MIND MAP REVISION OF CHAP 2, 3 & 4 ENGINEERING MATERIALS (Photo credit: Muhammad Nur Azhari B Md Ishak, LN12)

ANOTHER REVISION MIND MAP on CHAPTERS 2 to 4 (Photo Credit: MUHAMMAD SYAHIN, LA34)

As there was time left after completing my lecture on Chapter 5, I quickly did an "interactive" mind map revision with my students on Chapter 2, 3 and 4.

One of the strongest advantages of mind maps is that one can do a fast summary and yet, at the end of the mind map, you get a feeling of completeness or a sense that you have made quite a good overview of the topics that you have taught.

Afternote:
Notice I added another revision mind map that I did for another class. Basically the main branches, key words and graphical pictures used are the same except for some minor additional branches. Why? These extra branches comes from questions prompted by the students themselves. See how easy it is to take or make notes in a mind map format?

Please enjoy and have fun analysing the mind map!

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

MIND MAP SUMMARIES of ENGINEERING MATERIALS (CHAP 3 & 4)

CHAP3 PCS - NOTICE HOW I LINKED BRANCHES TO KEY WORDS LIKE, HARDENING, NORMALIZING, EUCTECTOID, EUTECTIC, ETC. (Photo Credit: MAI SHUN HAN)








NOTICE HOW CHAP3 INFORMATION IS LINKED TO CHAP4? THE NORMALISING, HARDENING, FULL ANNEALING, PROCESS ANNEALING, SPHERIODISATION ANNEALING PROCESSES AS WELL AS THE TEMPERING AND COOLING RATES OF VARIOUS QUENCHING MEDIA IS SHOWN. (Photo Credit: LIU CHAO)

The above postings reflect just one of my different styles of teaching engineering materials to my students. It is so different from the way I remembered how my professor taught me this very important subject during my undergraduate days. At that time there was no powerpoint slides - only OHPs, his voice and the blackboard. He seldom used the board and frequently read the notes from his textbook.

I hope, many of my students find the above graphical illustrations useful and that they find it easy to digest the important key points that will help them remember.

One may wonder why I posted these illustrations as Mind Maps. I regarded them as Central Images for the various Chapters that I am teaching. The branches that "comes" out of the picture provided the necessary association and hence, enable my students to remember useful key information easily. 

Please enjoy and have fun analysing the mind map!

Mind Map Blog by Choon Boo LIM is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License