Posted in EDUCATIONAL ADVICE

O-LEVEL PRIVATE CANDIDATES

RETAKING YOUR O-LEVELS? JOIN US.

We provide A-Level / H2 and O-Level Physics, Chemistry, Biology and Science (Physics/Chemistry/Biology) Practical Training for private / school candidates and homeschoolers, for both local (eg. H2, Singapore-Cambridge) and international exams (CIE, IGCSE).

Note: Our practical fees are lowest for practicals done in the Jan-Mar period. So sign up now!


You may need science practical lessons if you are a private candidate who needs a science lab and apparatus as well as practical coaching, or you are a school candidate who needs more practical training to get top grades.

School candidates (in govt sec schools, IP schools and JCs) who need more FULL PRACTICAL PRACTICE are also welcome, as you seldom get to complete a full practical in school (1.5 hrs for Combined Science practical exam, 1hr 50 min for Pure Science practicals, and 2hr 30 min for H2 practicals), mainly due to lack of curriculum time.

If you are a private school or tutor who needs a science lab or practical training for your students, you are also advised to contact us early to work out the details such as course curriculum, lab worksheets, scheduling and fee matters.

For details on Practical Courses, Mock Exams or Schedules, kindly click on any of the following links relevant to the exam and level you will be doing:


IMPORTANT INFORMATION FOR PRIVATE CANDIDATES 

The registration for ‘A’ and ‘O’ Level exams as a private candidate usually opens around mid-April (Please check SEAB website) and closes before mid-May. If you are registering for a Science subject (Physics, Chemistry, Biology or Combined Sciences), at the time of registration, you will be asked whether you have done any science practical training in any school, centre, or institute. Thus you must begin your science practical training before April. Science practical training in Singapore Learner qualifies as practical training for the purpose of registration for Science subjects for the ‘A’ and ‘O’ level exams.

Thus if you are considering Singapore Learner as your science practical training provider, you must register with us and complete at least 4 basic practical sessions for each subject by 31st April for us to certify that you have attended science practical training. As students usually do about 10 practical sessions per subject to be competent in practicals, the rest of the lab sessions can be done from May to early October, including the prelim/mock practical exams.


To proceed, please click on one of the following:

A-LEVEL H2 PRACTICALS

CIE A-LEVEL PRACTICALS


O-LEVEL PRACTICALS


SEC 3 PRACTICALS

IP PRACTICALS

 


Singapore Learner @ Bukit Batok

Blk 644, Bukit Batok Central, #01-68. S(650644).

Tel: +(65) 6569 4897,   +(65) 87762711 (WHATAPPS)

Email: singaporelearner@gmail.com

If you wish to visit us, kindly call or sms first. Thank you.

 

 

 

 

Posted in EDUCATIONAL ADVICE, Integrated Programme (IP)

Tough IP Maths question: Number Patterns

This question is from a Y1 Promo paper. The concept behind recognizing this type of number pattern is derived from A-level/Y5 topic known as summation or sequences and series.

Below are the question, the tips, and our answers.

If you are interested in IP Maths tuition, contact admin at 87762711 (whatapps). Stay tuned for more updates on tough IP style Maths questions.

Posted in Educational Advice, EDUCATIONAL ADVICE, Integrated Programme (IP), IP Chemistry, IP Math, IP Physics, PSLE results

First time having a child going to an Integrated Programme school


This guide is released to assist parents who have no prior experience in Integrated Programme matters, but have a child enrolling into an Integrated Programme stream.

1. The difficulty of the syllabus is enhanced. Using the traditional O-level textbooks or workbooks may not be sufficient to help your child in tackling the IP syllabus. The formula sheets, or timing of the papers may not be the same as the O-level. It is not uncommon for IP schools at the secondary level to teach beyond the regular syllabus, by including either JC topics/concepts or questions that may be very fringe/out of syllabus. If you are looking for good books to use, I suggest using those O-level textbooks with express/special stream in their titles. Those books are usually better for IP students as they involve deeper concepts and tougher questions. IP exam papers are very difficult to find online or in most bookstores, and there is no standardized textbook for reference due to the fast changing nature of IP syllabus.

Examples of tough IP questions which use concepts that are beyond their own level:

2. CCA is demanding. Your child will need to balance between studying hard and training for CCA rigorously. During competition periods, your child might miss some lessons and that will affect their grades. A consistent effort throughout the term is necessary for them not to fall behind, together with eating and sleeping well. Some schools even require students to take up more than one CCA in order to demonstrate their potential for leadership. Ultimately, this assists them in making their report book presentable for scholarships.

 

3. IP schools have graded project work. This is to prepare them for Y5 and Y6 as they would be required to take H1 project work. If your child is quiet, they have to learn to speak up, in order to score for presentation. A lot of time has to be dedicated to research, as well as preparing for presentation and a written report. Ultimately, this helps them in their H1 project work as they have 4 years of project work experience prior to JC. The research skills gained from project work will help them eventually in university as well.

 

4. The workload for homework is heavy. On top of CCA, and project work, there is still a lot of homework to clear. Besides the traditional worksheets issued for homework, there are still homework like lab reports, book reports or essays. These are all part of their continual assessment, and doing well in these modes of assessment requires your child to be very competent in the basics of all their subjects(e.g. Science lab reports can involve deep Mathematics concepts) Questions can seem very open ended as they are testing your child for their critical thinking skills.

 

This post is compiled by the IP tutoring team at Singapore Learner, based on our personal experience studying in an IP school or teaching in an IP school.

 

Our IP tuition schedule and other IP tips can be found here

 

For enquires on IP tuition, please call our office number at call 65694897.
To consult about IP matters, you can reach Admin Staff at 87762711 (Whatapps)

Location: Blk 644, Bukit Batok Central, #01-68. S(650644).

 

Posted in EDUCATIONAL ADVICE, Integrated Programme (IP)

Tough IP Maths question: Indices and Index Notation

This question is from a Y2 promo paper. This is an example of how Y2 can test on indices which is traditionally a Y3 topic, by using index notation.

Below are the question, the tips, and our answers.

If you are interested in IP Maths tuition,you may contact Admin Staff at 87762711. Stay tuned for more updates on tough IP style Maths questions.

Posted in EDUCATIONAL ADVICE

PSLE MATHS TYS RATIO QUESTION WITH SOLUTION(adapted due to copyright issues)

 

 

 

 

 

 

 

 

 

 

The ratio of the number of goldfish to guppy in a fish tank is 5:4. After 3 guppies died, the ratio of the number of goldfish to guppy is 4:3. What was the total number of angelfish and clownish in the aquarium at first? [2]

How to solve this question?

First of all, the student has to identify the topic. In this question it is clear cut, and the topic in question is obviously ratio.

Next, what technique to use? Ratio is a concept introduced in P5, and as such, students are typically motivated to use models. However, the ratios given will make modeling difficult, as the numbers are very close to one another, and there has been a subtraction somewhere down the road.

So, how do we address this issue? For most questions on ratio, I would use my ratio method! The method is simplistic and easy to visualize.

Before:                 After:

GF:GP                   GF:GP

5:4                          4:3

Note that there is one variable that remains constant! That is the value of the goldfish. Since the total goldfish does not change, we can hold that value constant. This means, that the value of the goldfish before and after will remain the same. Based on what the student knows about ratio, the student must recall that you can expand a ratio beyond its simplest form. Since we want the ratio or the units of goldfish to be uniform for before and after, we shall expand by multiplying the ratio in before by x4, and multiplying the ratio in after by x5.

Before:                 After:

GF:GP                   GF:GP

20:16                     20:15

As you can see, now the ratio of goldfish is uniform, and it makes it so much easier to compare! The guppies have decreased from 16 units to 15 units, and goldfish remains the same, this checks out with regard to the question. Next, the question says that 3 guppies died, so the decrease of 1unit has to be representing the death of the 3 guppies!

Therefore, 1 unit for both ratio represents 3, and since there are 20+16=36 units at first, the answer is simply 36×3=108!

Drop us a message if you would like to see demonstrations of other PSLE math solving techniques! Stay tuned for more detailed solutions and techniques to popular PSLE or promo math questions!

For queries on my tuition schedule, you may contact Admin Staff at 87762711.

Mr Y.S Pang, B.Eng(hons)NUS, Math tutor at Singapore Learner and Concept Learning

Posted in EDUCATIONAL ADVICE

PSLE SCIENCE TYS MIST QUESTION

DETAILED SOLUTION TO PSLE SCIENCE TYS QUESTION(question adapted due to copyright issue)

Question:

For some buildings, water mist systems are used to cool the surrounding air, and tiny water droplets are produced in the form of mist, as shown in the figure

  1. Explain how such a system is able to lower the temperature of the surrounding air and give a reason for your answer. [2]

  2. If you were to add fans to the water mist system, how would it help to cool the surrounding air more effectively? [1]

Answer:

How to tackle PART 1?

First off, we identify the topic in question. Based on the keywords used which is mist, and temperature, the student has to identify that this is a multi-topic question, and topics involved are water cycle and heat, specifically, on the concepts of the 3 states of water and temperature.

Next, recall the information learnt from these topics. Water has three states, solid, liquid, gas, and different processes convert water into its individual forms.

So, the mist is used to lower the temperature of the surrounding air. The student has to be able to recall that water is a cooling substance, and its different forms can act to cool environments. Based on the question, the mist form seems gaseous at some point, so the student must recall that evaporation results in gas, and during evaporation, water absorbs heat and changes into water vapor.

Now, we piece the clues together and form our solution.

The mist system will release mist, which are tiny water droplets, into the surroundings. The water droplets absorb heat from the surroundings and they evaporate. This cools the surrounding air, and the temperature of the surrounding air is lowered.

How to tackle PART 2?

Part 2 is what we like to unofficially call a creative question. These sort of open ended questions are follow-up questions to part 1, meaning, if you have failed to understand part 1, you will not be able to do part 2, and lose 3 whole marks. These questions are typically designed such that the answers cannot be found in the textbook, and to make the student think deeply about the subject matter. So how do we go about doing this?

By looking at the figure, we can see that there is now a fan behind the mist system. So what is the fan doing? The student must be able to identify that fans generate wind, and wind typically blows things around. But this is a layman term, we have to explain it in scientific terms.

So, what does the act of wind blowing things around cause? It causes things to move further away. Based on part A, the student has to realize that the purpose of the mist system is to cool the surroundings. So what does blowing the mist further away achieve? At this point, the student has to come to the conclusion, that blowing it further away covers more ground, and cools more people! Now we piece the clues together and form our solution.

The fans blow the mist further away to other nearby places, and this cools the other places as well, because now the mist covers a larger surface area.

Stay tuned for more solutions to popular promo and TYS questions!

Any inquiries.,do contact our Admin Staff at 87762711.

Mr Y.S Pang, B.Eng(hons) NUS, Science tutor, Singapore Learner and Concept Learning


FREE SEC 1 MATH TUITION AT SINGAPORE LEARNER!

 

 

 

 

 

 

Posted in EDUCATIONAL ADVICE, Educational Advice, Pri Science

Using the CER(Claim, Evidence, Reasoning) method in Primary 3 and 4 Science

As parents, many of you would have seen your child bring home science worksheets which require them to answer using the CER method, and are unsure of how to guide them to solve those questions. So what is the CER method? The CER method stands for Claim, Evidence and Reasoning. It is developed to encourage students to answer a scientific problem using data to support their answers. This method is used to train students to develop the necessary skillset to tackle the PSLE answering format.

C – Claim. When you make a claim, it is supposed to be a statement which is unsubstantiated. This statement has to answer the original question. For example, in a question with woodlice in a box, a student can make a claim which is “woodlice prefer to live in dark areas”

E – Evidence. Provide evidence to your claim. This evidence must always be based on whatever diagram, model, table or graph that is presented in the question. Evidence is typically numerical in nature, i.e. the student must quote the significant numbers to substantiate their claims. For example, in the same woodlice question, a student can say “after 2h, there are 10 woodlice in the sheltered area, and 0 woodlice in the lighted area”.  Note that in the answer, the student needs to quote and compare these statistics presented.

R – Reasoning. Reasoning is the use of scientific concepts to explain your claim and evidence. These scientific concepts are usually limited by the scope of your issued textbook, i.e. your answer should include keywords or key concepts quoted in that specific topic in the textbook. An example of a good reasoning answer would be “some animals are nocturnal in nature. Because more woodlice are in the sheltered area, this means that they are nocturnal and prefer the dark or will be more active in the dark”

Some parents might ask, is this exact answering scheme required of my child in PSLE? Of course not, the questions in PSLE science do not segregate the questions into its individual CER components and expect an answer as such. However, you must bear in mind that this mode of answering is effective for training your child to become a learner who can give proper scientific answers, which is what the PSLE is looking for. I hope you find this information useful for your child’s academic growth.

Posted in DSA, Educational Advice, EDUCATIONAL ADVICE, Exam Results, Parents - PSLE, Pri Science, PSLE SCIENCE

Bridging the gap from AL2-3 to AL1 in P6 Science

Many parents of academically gifted children are often perplexed by their inability to secure an A* for Science, especially if their child is already doing exceedingly well in other subjects such as Mathematics, which also requires higher order thinking. Based on my experience from training such students, as well as my personal experience, I can offer some insight into this matter.

1) Primary level Science, unlike Mathematics, follow a strict marking scheme with a range of keywords. Mathematics on the other hand, accept a wide array of solving techniques, even if they are of a more advanced nature. (i.e. using simultaneous equations to solve problem sums is a valid technique, even if it involves competencies which are taught in Lower Secondary maths) A strong Maths student at P6 may find themselves knowledgable on Science, but unable to be a high achiever because their phrasing is not within the acceptable parameters of the P6 Examination. A very knowledgable student in Science can still fail to get A* if they do not use the correct terminology. Drilling of keywords is necessary, but can be memory intensive and inefficient. It is important to teach them that there are a set of keywords instead of just one acceptable answer, so their thinking is nimble, and able to adapt to different questions. It is also less taxing on their memory.

2) Carelessness in MCQ. Even after the changes to MCQ section, moving from 30 questions to 28 questions, the MCQ still forms the bulk of the grades in the PSLE. Securing near full marks in MCQ is vital to securing A*. As a parent, you must understand that almost every year without fail, there will be an extremely challenging or creative section B question which most students cannot handle. In order to hedge against the scenario that your child might be unable to get the question right, you must have near perfect MCQ grades. That marginal difference in MCQ means that carelessness cannot be tolerated, and MCQ techniques or skills have to be properly taught to them, and it has to be taught early. Last minute preparation will not serve you well.

3) Overanswering in section B may cost you more than you think. Parents, students, or even some teachers, may have the mentality that overanswering is the way to go, and better be safe than sorry. This tactic will not serve you well if you are aiming for A*. Overwriting often leads to less time allocated to reading long questions and understanding complex diagrams. This is costly as the students might find themselves misinterpreting the question and going out of point. It is much more efficient to learn how to interpret certain prompts(state, explain, describe) in the questions and answer accordingly. (i.e. not all 2 marks questions must have lengthy answer, and not all 1 mark questions are that straightforward. The specific wording used in the question will determine the depth of your answer)

4) Last but not least, a healthy interest in the pursuit of Science is important. A driven and motivated child will be well read, and in turn, that makes the child very resilient to challenging questions which involve scenarios that test heavily on external knowledge. It is not surprising that many of my students who eventually made it into specialist science schools (SST, NUS High) have a deep interest in the sciences, and are very well read or engaged(perhaps even more knowledgable than myself in certain aspects, which is a very impressive feat). Providing them with an environment which encourages the pursuit of science beyond grades alone, will actually improve their grades in the long run.

Posted in A-Level, EDUCATIONAL ADVICE, Educational Advice, Exam Results, H2 Math, Integrated Programme (IP), IP Chemistry, IP Physics

Integrated Programme subject combination and promotion criteria

Q: Is triple Science good?

A: Triple Science gives you options, as you are still young and have time to figure out which discipline of science they are more interested in. Triple Science is a premium in certain IP schools and will only accept students of a high GPA. Many triple science students are in the course because they enjoy the pursuit of a challenging, all rounded science syllabus. If you know what you want, it’s fine to just take two sciences as well. There are no “bad choices”, subject combination should be selected based on talent and passion. Remember that triple science is not a must have, it is an avenue for the student to take on an additional challenge in their academic life.

 

Q: What is the safest combination?

A: Physics, Chemistry, Mathematics and any humanities of your own choosing at Y3. PCME(physics, chemistry, mathematics and econs) at Y5. This combination caters to almost all jobs that IP students are traditionally interested in pursuing in Singapore (medicine, law, finance, consulting, accountancy, engineering, research etc)

 

Q: What if I am forced to take 3H2 at Y5, will that affect me badly?

A: Many 3H2 students I know from IP schools eventually go on to do very well post graduation, don’t let it affect your confidence. Study properly for your promos, prelims and A-level and do yourself and the school proud.

 

Q: Will I be retained?

A: Schools enforce a certain GPA for promotion criteria for Y1-Y4, 3.0 is usually a good gauge. However, 2.5 – 2.9 usually qualifies the student for conditional promotion. Anything else would be a case by case basis, but safe to say that if you fall short of 2.0GPA, chances are slim. At Y5 you typically need a few H2 passes. Your conduct and recommendation from teachers will also affect promotion criteria, so please be cordial and respectful to your teachers who work so hard to educate you. In the off chance that you are retained, take it as an opportunity to prove yourself again.

 

Q: Can I take H1 instead of H2 Math at Y5 and Y6 and still qualify for good university courses?

A: H2 MATH is NOT a pre-requisite for MOST courses in NUS and NTU, our highly-ranked world-class universities. This makes perfect sense. Why? You see, two large and difficult topics in H2 Math are Vectors and Complex Numbers. Non-engineers don’t need to know these topics, and many other topics in H2 Math.

Believe it or not, WITHOUT H2 MATH, you can still enrol in the following courses in NUS and NTU:

ACCOUNTANCY, BUSINESS ADMIN, BUSINESS, ARTS & SOCIAL SCIENCES, SCIENCE, COMPUTING, DENTISTRY, MEDICINE, NURSING, PHARMACY, LAW, ARCHITECTURE, PROJECT & FACILITIES MANAGEMENT, REAL ESTATE, INDUSTRIAL DESIGN, ENVIRONMENTAL STUDIES, MARITIME STUDIES, BIOLOGICAL SCIENCES, SPORTS SCIENCE & MANAGEMENT.

 

This post is compiled by the IP tutoring team at Singapore Learner, based on our personal experience studying in an IP school or teaching in an IP school.

For IP tuition,do contact Admin Staff at 87762711 (Whatapps).


OUR IP TUTORS:

Mr Pang:  Mr Pang graduated with a B.Eng(Honors) from NUS, and has been coaching students in O-level/IP and A-level Mathematics and Science for more than 5 years. An alumnus of RVHS(IP) and an experienced tutor in IP/A-level education, Mr Pang is a results oriented tutor whose students do very well in exams through efficient learning methods and exam preparation skills. Mr Pang employs a variety of teaching methods to cater to every type of learner, as well as teaching them the skill of self diagnostics, giving them the ability to constantly spot and rectify their own errors. He takes pride in inspiring his students to become confident learners and critical thinkers.

Mr Ilyasa:  An NIE-trained Teacher, Mr Ilyasa has been coaching students in O-Level & IP ChemistryPhysics and Math for more than 12 years. An alumnus of Raffles Institution, Mr Ilyasa holds a a Bachelor of Science degree from the NUS as well as a Master of Education (Curriculum & Teaching) degree from the National Institute of EducationMr Ilyasa’s thinking and metacognitive approaches to problem solving has helped many students of varying abilities to excel in Math and the Sciences. He has coached students from many different schools and streams, including IP, SAP, and IB.

For INDIVIDUAL (1-1) TUITION, you may contact Mr Ilyasa at 97860411.