admin, Author at SINGAPORE LEARNER

Sec 4 Physics Reflections sun1415 20/01/2013 – Electrostatics

Posted on January 21, 2013February 22, 2016 by admin

I completed the teaching of Electrostatics to this class of 6 eager boys from a top school. First I showed a video of how a home-made electroscope is used to determine the kind of charge on a rubbed insulator.

I like to link topics to real life, so I described to them one of my roles while serving NS – to attach cargo to the bottom of a helicopter in what is commonly known as “underslung” operations. But we have to discharge the helicopter first, which is flying above our heads, using a long earth wire, else we may get an electric shock.

We covered definitions, procedures and concepts such as electric field and electric field lines. I even taught them an A-Level formula, F = Qq/kr^2, so that they understand that the electric force between two charged particles is the same for both charges even though the sizes of the charge on them are different.

We also discussed answers to a challenging worksheet and true enough, the students have certain misconceptions about charges and their movement.

Next week, we’ll start on Current Electricity. It’ll be fun.

Ilyasa, M.Ed, PGDE, ex-MOE teacher

(hp: 97860411)

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For our latest timetable, click here =>

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A. Math, A. Math Tips

Sec 4 A. Math Reflections sat1415 19/01/2013 – Differentiation

Posted on January 21, 2013February 22, 2016 by admin

This was our third lesson in Jan. We did the Product Rule for Differentiation after spending the last two sessions doing the Basic Rule and the Power Rule (a subset of the chain rule).

I told students to differentiate directly, in line, and not use the “let u = f(x) and v = g(x)” which is longer, more confusing and can cause more careless mistakes.

Now they are able to perform dy/dx = f(x)g'(x) + g(x)f'(x) quite quickly without introducing new variables such u and v which can be quite clumsy. Most of the time, finding dy/dx is part of a larger question, so it is unwise to make this part too long.

I ended the lesson with an intro to the Quotient Rule. Again, I don’t recommend the use of u’s and v’s and instead differentiate directly in line. We’ll be practising the Quotient Rule in the next session.

Again I tell students that Calculus is almost one-third of the A. Math syllabus, so if you want to get A1 you have to master Differentiation and Integration, which, in my opinion (and students hate it every time I say it), are amongst the easiest of topics in A.Math.

However, Integration at the A-Levels (H2 Math) can be quite difficult. But we’ll cross the bridge when we come to it. : )

Ilyasa, M.Ed, PGDE, ex-MOE teacher

(hp: 97860411)

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For our latest timetable, click here =>

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Pri Math, Pri Science

P6 (PSLE) Math & Science Tuition at Concept Learning

Posted on January 20, 2013April 8, 2016 by admin

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TUITION CLASSES:

_______________________________________________________________

EDUCATIONAL SERVICES:

______________________________________________________________

By EX-MOE TEACHERS & EXPERIENCED TUTORS

@ BLK 644, BUKIT BATOK CENTRAL, #01-68. S(650644).

CALL 65694897 OR SMS 98530744 OR 97860411.

For more details, kindly visit www.conceptlearning.sg, or call 97860411.

Exam Results

My (our) students’ O-Level (2012) results released in 2013

Posted on January 10, 2013February 12, 2013 by admin

Ok la, this year I shall break tradition by posting whichever results my last year’s students inform me of. One has just come in. I will update throughout the week as I get more results (sometimes students are just forgetful).

Physics: Luke, A2 (from b4 avg, failed in sec 3 (his mum just told me), St Pat’s sch, Farkhanda, B3 (from fail avg)

Chemistry (under Mr Anthony): Charmaine A2; Bandar A2; Luke, B3; Farkhanda, B4. (from fail avg)

Science: Ben, B3.

A. Math: Ameerul, C5 (from fail avg, Yuhua sec); Loges, B3 (from C5-C6 avg, ACS(I)); Ravin, B3 (from fail avg); Rahim, B3 (from C5-C6 avg); Jin Yong, A1 (from B4 avg); Farkhanda, B3 (from fail avg).

Math: Ali Zul, B3 (from C5-C6 avg); Colin, B3 (from C5)

This year, I shall also break tradition in another way, by posting a testimonial from a student, Ravin. Below is the exact words that he smsed to me at 10.06 am on 11 Jan 2013:

“My plan is to do engineering. More to aerospace or aeronautical. I will put my first few choices as that the rest I’m still thinking. Last choice will be MI. Yes Mr Ilyasa, a lot of improvement. I did not put in a lot of effort for A-math and my sci in secondary school. In fact I was failing but I’m happy to see that I got Bs and A for my math and sci but it’s really disappointing to see a 6 for EL. Thank you for your help Mr Ilyasa. You make lesson so fun and you taught me a lot. : ) “

Well, he taught me a lot too.

Waiting for more updates from more students …..

Ilyasa, M.Ed., PGDE, full-time tutor, ex-sch teacher (h/p: 97860411)

Schools

List of ‘Top’ Primary Schools (2012) based on GEP classes and Awards achieved

Posted on January 8, 2013February 13, 2025 by admin

The following system ranks primary schools according to the number of gifted classes available in a school from P4-P6, and how many awards they have obtained in 2011. The information has been taken and analysed from the MOE’s website.

For ease of reading, the numbers in the table under each column heading is the number of awards/classes there are, while the number in [ ] is the points that we assign to each award/class based on our judgement of the perceived relative importance of these programmes or awards. The Total is the number of points obtained by each school for the purpose of our ranking.

Gifted Education Programme (GEP)

As the presence of GEP classes in a primary school is an indication of the recognition and support that such schools have from the government, 3 points are awarded for each class present in the school from Primary 4-6.

School Distinction Award (SDA) & School Excellence Award (SEA)

As the SEA and SDA are very prestigious awards for a school, 2 points will be awarded for each of these awards obtained.

The following awards are assigned one point each for the purpose of computation of the ranking:

Development (DA) and Outstanding Development Award (ODA) (National Education)

Development (DA) and Outstanding Development Award (ODA)(Character Development)

Best Practice Award (BPA)

Special Award (SA)—Lee Kuan Yew National Education Award (LKY NE Award)

PRIMARY SCIENCE EXPERIMENTS

This page is for students who are keen to join our Young Scientist Programme, from P3 to P6, to enhance their learning of scientific phenomena and concepts, as well as to develop their science investigative skills such as making a hypothesis, understanding variables, observing changes in test specimens, collecting data, deducing relationships or trends, and making evidence-based conclusions.

Such students may also keep and maintain a portfolio of their scientific investigations for DSA purposes.

For expressions of interest or early bookings, please don’t hesitate to send a message to 88765498, as we can cater to a maximum of only 10 students in one session.

P3 TO P4 SCIENCE PRACTICAL SCHEDULE

P5 TO P6 SCIENCE PRACTICAL SCHEDULE

PRIMARY SCIENCE PRACTICAL TRAINING:

Each session is 1.5 hrs.
Each session covers the practical sections (plus some theory) of one Topic.
Available only from Nov to June.

TIMETABLE

Practical Timings:

Mon, Tue, Fri: 11am-12.30pm | 4.30pm – 6pm

Sat, Sun: 5pm – 6.30pm

Mar, Jun, Nov, Dec school hols: To be announced.

*For Mar, Jun, Nov and Dec school holidays we will have special days and times for Primary Science Practical Enrichment which will be announced later. For expressions of interest or early bookings, please don’t hesitate to send a message to 88765498, as we can cater to a maximum of only 10 students in one session.

PRACTICAL TUITION FEES

If you have any queries kindly contact Admin at 6569 4897 or 88765498 (Whatsapp)

Schools

List of ‘Top’ Secondary Schools (2012) in Singapore by Cut-Off PSLE aggregate score (2011)

Posted on January 4, 2013November 20, 2024 by admin

Name of School	PSLE Cut-Off Score
NANYANG GIRLS’ HIGH SCHOOL	262
RAFFLES GIRLS’ SCHOOL (SECONDARY)	261
RAFFLES INSTITUTION	261
HWA CHONG INSTITUTION	258
NATIONAL JUNIOR COLLEGE	258
DUNMAN HIGH SCHOOL	256
RIVER VALLEY HIGH SCHOOL	254
METHODIST GIRLS’ SCHOOL (SECONDARY)	250
CEDAR GIRLS’ SECONDARY SCHOOL	249
CHIJ ST. NICHOLAS GIRLS’ SCHOOL	249
CATHOLIC HIGH SCHOOL	248
SINGAPORE CHINESE GIRLS’ SCHOOL	248
ANGLO-CHINESE SCHOOL (INDEPENDENT)	247
VICTORIA SCHOOL	247
ANDERSON SECONDARY SCHOOL	245
BUKIT PANJANG GOVT. HIGH SCHOOL	244
ANGLICAN HIGH SCHOOL	243
CRESCENT GIRLS’ SCHOOL	243
NAN HUA HIGH SCHOOL	243
ST. JOSEPH’S INSTITUTION	242
ST. MARGARET’S SECONDARY SCHOOL	240
CHUNG CHENG HIGH SCHOOL (MAIN)	237
COMMONWEALTH SECONDARY SCHOOL	236
NAN CHIAU HIGH SCHOOL	236
FAIRFIELD METHODIST SCHOOL (SECONDARY)	235
SWISS COTTAGE SECONDARY SCHOOL	235
TANJONG KATONG GIRLS’ SCHOOL	235
XINMIN SECONDARY SCHOOL	235

_______________________________________

TUITION CLASSES:

EDUCATIONAL SERVICES:

By EX-MOE TEACHERS & EXPERIENCED TUTORS

@ BLK 644, BUKIT BATOK CENTRAL, #01-68. S(650644).

CALL 65694897 OR SMS 98530744 OR 97860411.

For sale, H2 Economics

Effective JC H2 / H1 Economics Model Essays

Posted on January 2, 2013January 2, 2013 by admin

On Monday, a Mrs Lee came to collect the GP Resource and Practice Package that she ordered. I didn’t realise she had come to my place before, until she mentioned that her daughter’s econs essay marks had improved significantly (from ard 5 to ard 19 marks now)after reading and studying the Economics Essay Revision Package that she had bought from me earlier. If you dont believe this, you can call Mrs Lee directly if she agrees to be ‘interviewed’. However, her daughter’s case study marks didn’t improve so I’m looking into it to understand why.

Well, I wasn’t surprised at all, as the same set of essays had been used by my Math student, Emily, to get an A at her Econs a year earlier (you can verify it with her if she agrees; she’s now studying in the US after getting four As in her H2 subjects). For those of you econs students who are too busy to attend econs tuition, and you can self-study, I would encourage you to purchase this Econs revision package that I had compiled. The essays may not be perfect (you may even add to them), but are far better than those written by average Econs students.

Alternatively, if you live near Bukti Batok, you can come to my place for econs tuition, which will be taught by Mr Jay Lim, an ex-banker in his 50’s, who has wide experience in practising finance and economics, and supported by myself and the materials that I have compiled. Although not an ex-JC teacher, Mr Lim is US-trained, and very comfortable with case studies and very familiar with the world of economics, finance, international trade and banking. He is also currently tutoring an IB student in Business & Management.

For enquiries, just give me a call or sms, to 97860411.

Rgds,

Ilyasa, M.Ed, PGDE, ex-sch teacher

Schools

List of ‘Top’ Secondary Schools (2012) in Singapore by Median PSLE aggregate score (2011) of their Sec 1 cohort

Posted on December 30, 2012February 22, 2016 by admin

For our latest timetable, click here =>

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ORIGINAL POST (OUTDATED):

Teaching Science to kids everyday…

Posted on December 30, 2012December 30, 2012 by admin

Parents play a key role in getting children interested in Science. Science is a living subject that surrounds us everyday. There’s Science in the kitchen, the bathroom, the living room, in fact, everywhere. The following are some questions that children typically ask, or questions that parents can ask their children, so as to set their minds thinking:

(1) Why do metallic objects feel colder than wooden ones?
(2) Why does ice feel cold?
(3) Why is the air-con unit placed near the ceiling?
(4) Why do we feel cold just after taking a bath?
(5) Why does oil float on water?
(6) Why does ice float on water?
(7) Why do metal ships float on water?
(8) Why does the swimming pool appear shallower than it really is?
(9) How does a pair of spectacles work?
(10) How does a fan work?
(11) Why do we need to breathe air?
(12) Why do oranges and lemons taste sour?
(13) Why do salt and sugar melt faster in warmer water?
(14) What causes the tides in the sea?
(15) Why are we able to see the moon?
(16) Why do moving toys need batteries? What goes on in a dry cell?
(17) Why does food last longer when frozen?
(18) Can a see-saw be balanced when two people are sitting on it? How?
(19) Why does the swing stop after some time?
(20) ……………..

There are many more such questions that parents and children can think of. These questions have both vague, unscientific answers as well as the scientific ones. It is understandable that most parents have forgotten the correct answers to these questions, but this should not deter parents from learning with their children.

It would be a good idea for parents to buy or borrow a basic science encyclopedia to read with their children. Searching for information together on the internet is also a good joint activity between parents and children.

The true nature of Science is learning by thinking and exploring, observing and experimenting, making many errors along the way. It is this spirit of thinking and persistence that gives us many of the useful things that we have today, like electricity and aeroplanes. Teenagers can certainly afford to spend some time thinking about how computers or hand phones work, instead of just using them.

Ilyasa, M.Ed, PGDE, B.Sc, ex-sch teacher.

Educational Advice, Pri Math

Teaching Math to kids everyday ….

Posted on December 30, 2012 by admin

I believe the human brain has a math processor that needs to be activated and nurtured regularly. Again, parents play an important role in making a child comfortable with numbers and calculations. The following are some concepts in daily life that deal with math:

(1) Time: Parents can ask children to add hours and mins to the current time to arrive at a specific time for some activity. Alternatively, give the child a time problem that he needs to solve by working backwards. For example, “if we want to reach the shopping mall at 5:15pm and we take 40 mins to get there, at what time should we leave the house?”

(2) Money: Counting money, calculating change (remainder), determining the price after discount, budgeting and calculating profit or loss are some of the mathematical activities that we may encounter daily or weekly.

(3) Shapes and figures: In toys, art and household furniture there are shapes and figures for children to think about. How about the area and perimeter of such shapes? How about the volumes of some 3-D figures? The concepts of proportion, similarity and congruency can also be discussed when observing shapes. For example, two dining table chairs are congruent. A baby elephant and a mother elephant are similar but not congruent.

(4) Lines and gradient: Look around us and we can see many parallel lines, intersecting lines and perpendicular lines. How about the slope (gradient) of a road outside the house? The steepness of a staircase?

(5) Distance and speed: What is speed? How is it determined? Observe walking speeds, cycling speeds and the speeds of vehicles. While taking a taxi, estimate its average speed and take note of the travelling time. Estimate how far the taxi travelled.

(6) Statistics: In the newspapers we can find pie charts and bar charts, and the terms “average” and “mean”. What do the charts show and what do these terms mean? Even young kids can interpret pie charts. Parents can relate pie charts to cutting a birthday cake.

There are many more examples of mathematics in daily life. When children understand cost price, selling price, revenue and profit, they are on their way to understanding business and the economy. Entrepreneurship can then develop from there.

Ilyasa, M.Ed, PGDE, B.Sc.