In the economics class, teachers combine theoretical knowledge with fun games, allowing students to learn through games and improve themselves in the learning process. For example, the "Luxury Car Auction" taught us about one of the most classic economic models – the demand curve, in a vivid and straightforward manner. Through these business activities, I deeply felt the relevance of economics in daily life.

Before entering the classroom, I always wondered: Why is psychology considered a science? The question mainly arose because I knew very little about this mysterious subject. In this psychology class, I got a clearer understanding of the science of psychology. I learned that psychology requires many experiments to derive final results. This lesson was extremely enlightening. As mentioned in The Three-Body Problem: weakness and ignorance are not obstacles to survival, arrogance is. Even if we don't face "obstacles to survival", we should still set aside our arrogance. Without prejudice, I found many professions I once looked down upon also shine in the world...

Henry demonstrated the physical components of various hardware to the students, giving them the opportunity to touch, disassemble, and reassemble them; while Neal guided students to use the basic Tinkercad circuit simulation interface to create battery-powered LED circuits for basic program intelligence control. Students have gained a fundamental understanding of computer hardware and have honed their abilities to solve coding and circuit-related issues.

In the fun biology experience class, students watched animated videos and discussed the functions of DNA. They used vivid examples to help students understand abstract concepts better. They further learned about the history of the discovery of the DNA double helix structure and participated in an activity extracting crude DNA from bananas. The experiment cultivated students' hands-on skills, completing knowledge learning and application in practice.

In the chemistry session, Teacher Liu guided the students in exploring the principles of electroplating in electrochemistry. Through a straightforward chemical experiment, the students transformed brass keys into copper keys. The experiment not only developed the students' hands-on skills but also stimulated their chemical thinking.

Starting with a discussion on the characteristics of snowflakes in nature, Teacher Gu led students to depict the geometric shape of the Koch snowflake step by step and explored the changes in the length, perimeter, and area of geometric figures during the construction of the Koch snowflake. Through conjecture and verification, students appreciated the fascinating charm of the Koch snowflake.

Davy deeply observed and thought about the most common phenomenon, "motion", in the classroom, inspiring students' interest in learning physics. He encouraged them to explore the reasons behind phenomena and understand the basic methods of scientific research. Students will learn the relationship between mathematics and physics in class and how to use mathematics for physics research.

Classmates engaged in a spirited discussion centered around the question, "What is science?" Following that, Chris posed a more precise question: "What are ten aspects related to science?" "Kinetic energy? Gravity? Time? Units?" The subsequent video revealed the following — genetics, the origin of humanity, and "Vaccines." These topics pertain to the essence of humanity. This class enabled me to grasp the core of science, prompting me to engage in more profound reflections on the subject. This class enabled classmates to perceive the essence of science and prompted deeper contemplation on the subject. I hope to continue delving into the true nature of science in future courses.