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O-Level Singapore/O-Level/Pure Physics Tuition/Physics Tutor

Key Points – Electromagnetism Part 2

7. Magnetic field lines are drawn to represent magnetic fields. Lines that are closer together indicate a greater magnetic field strength where a charged particle experiences a greater magnetic force.

8. An induced magnetic field is strongest near the conductor. It weakens as the distance from the conductor increases. Magnetic field strength also increases as the current in the conductor increases.

9. A charged particle moving in a magnetic field perpendicular to its direction of motion experiences a magnetic force that causes it to
deflect in a circular path.

10. A pair of parallel wires attracts each other if the currents in both wires are in the same direction. A pair of wires repels each other if the currents they carry are in opposite directions.

11. A rectangular coil carrying an electric current in a magnetic field experiences a turning effect due to the magnetic forces acting on each side of the coil. This turning effect is used in the action of a simple d.c. motor.

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O-Level Additional Mathematics Tuition Singapore

Trigometry

Sine Rule
a/Sin A = b/Sin B = c/Sicn C

Cosine Rule
a^2 = b^2 + c^2 – 2bcCosA

Area of triangle = (1/2)abSinC

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O Level E Maths Tuition Singapore/Tuition O Level E Maths/Tutor

Properties of Inequilities

Property 1
If a > b
a+k > b+k where k > 0

Example
7 > 5
7+2 > 5+2
9 > 7

Property 2
If a > b
a-k > b-k where k > 0

Example
7 5-2
5 > 3

Property 3
If a > b
a x m > b x m where m > 0

Example
If 8 > 6
8 x 3 > 6 x 3 where 3 > 0
24 > 18

Property 4
If a > b
a x n < b x n where n 6
8 x -5 > 6 x -5 where -5 > 0
-40 b
a/m > b/m where m > 0

Example
If 8 > 6
8/2 > 6/2 where 2 > 0
4 > 3

Property 6
If a > b
a/m < b/m where m 6
8/(-2) < 6/(-2) where -2 < 0
-4 < -3

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A-Level Mathematics Tuition Singapore/JC Maths/H2 Math Tuition and Tutor

Hi A-Level/H2 Math Students

Skill Set – Permutations and Combinations

Skill Set 1

Consider consecutive operations one after another and use multiplication principle

Example
A man has 10 different pieces of jewellery and wishes to give his
three daughters one piece each as dowry. In how many ways can he
do this?

Consider each of the three daughters in sequence:
1st daughter / 2nd daughter / 3rd daughter
No. of ways = 10 x 9 x 8 = 720

Skill Set 2

Consider mutually exclusive cases and use addition principle

A bag contains five red and three blue tokens, all of which are
identical, apart from colour. Four tokens are taken out of the bag at
random without replacement and arranged in a row. In how many ways can this be done?

There are 4 possible cases:

Tokens No. of ways
Case 1 3 blue, 1 red
No of ways = 4!/3!

Case 2 2 blue, 2 red
No of ways = 4!/(2!2!)

Case 3 1 blue, 3 red
No of ways = 4!/3!

Case 4 4 red
No of ways = 4!/4!

Total = 15

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A-Level Chemistry Tuition Singapore/H2 Chemistry Tuition/JC Chemistry Tutor

Atoms, Molecules and Stoichiometry – Notes

5. Concentration of a Solution

• A solution is a homogeneous mixture of 2 or more substances.
• The substance which is in greater quantity is the solvent and the other substance is called the
solute.
• The term concentration is to designate the amount of solute dissolved in a given quantity of solvent or solution.

Concentration can be expressed as:
(a) mol dm−3
(b) g dm−3

• The above two units are related by the following expression:
concentration in g dm−3 = concentration in mol dm-3 x molar mass (g mol−1)

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A Level GP/General Paper Tuition Singapore

Model Essay

‘Education does not develop individuality but conformity.’ Discuss this view in relation to your society.

In Singapore, a modern yet relatively conservative Asian society, an individual who strays too far from the norm and sports an appearance perceived as too ‘flashy’ or behaves in too outlandish a manner often finds his picture featured online on STOMP, a Singaporean forum that citizens go to upload pictures and articles of interest. This is not to say that Singapore is by any means an Orwellian society that strictly adheres to conformity and any antics or appearances perceived as different are punishable. However, the Singaporean society is indeed relatively conformist in nature and this inevitably is largely rooted in its manner of educating its youth: both in school and at home. Therefore, while there are some elements of individuality and efforts being made to hone holistic and individual thinking in the education of its youth, education in Singapore still largely develops conformity more than individuality.

In most Singaporean government schools, there is a rigid and unyielding adherence to a set of guidelines on how students should appear and the manner in which students ought to wear their uniform which generates an image of conformity to the point where students appear as finished products fresh off an assembly line. There is a strict dress code that students must follow or risk disciplinary actions that can range from a stern warning to the involvement of parents and potentially, a suspension. In secondary schools, rules dictate a plethora of restrictions on the appearance of students from the size of one’s ear studs, the colour of one’s hair accessories to the length of ones socks. This strict and unyielding code of conduct recently culminated in a scandal in a renowned secondary school, St. Margaret’s Secondary. In this school, like many others, rules dictate that girls are not to have “punk, unfeminine or sloppy” hairstyles. Therefore when several girls shaved their heads for the “Hair for Hope” cause, the school’s principal, Mrs Marion Tan, instructed them to wear wigs to school and the issue reached the attention of the media as several of the girls’ parents were rather disgruntled with the situation as the wigs had given them rashes. However, Mrs Tan was reluctant to step back until the Minister of Education intervened and allowed the girls to attend school without wigs. This incidents clearly demonstrates how education in Singapore breeds conformity to the extent that guidelines for the appearance of students are so inflexible that there is no leeway even for students whose intent is to bend the rules to support a noble cause. Hence education in Singapore extensively develops conformity over individuality.

Having said that, the vast array of compulsory co-curricular activities offered in schools from the primary to junior college level does largely develop individuality as students are given the opportunity to develop their personal skills and interests. Singaporean students are exposed to a wide range of activities and interests, from sports to the performance arts to debate, where they are allowed to select an area of interest or talent to have and nurture their ability in. Co-curricular activities play a rather significant role in Singapore’s education, such that students with prowess in a particular field can use that skill to apply for schools of their choice, despite being not as academically inclined. This specialisation of each student in a particular field of interest helps hone their individuality and an identity separate from their peers and generates a generation of Singaporeans who are largely differentiated in their area of interest and specialty. It also cultivates in young Singaporeans an appreciation for activities and life beyond their studies to an extent. Hence, in this aspect, education in my society does indeed develop individuality over conformity.

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A-Level Physics Tuition Singapore/H2 Physics Tuition/JC Physics Tutor

Hi A-level/H2/JC Physics Tuition students

Mastering Qualitative Questions

Chapter 14 Electric Field

1. Electric field strength is defined as force per unit positive charge on a small test charge. Why is it necessary for the test charge to be small?

2. Explain whether it is possible for the electric field strength to be zero at a point where the electric potential is not zero.

3. Suggest why lightning is more likely to strike the tip of the lighthouse than any other places close to it. Given that the electric potential of the Earth surface is taken to be zero.

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A-Level Biology Tuition Singapore/H2 Biology Tuition/JC Biology Tutor

TOPIC 1: CELLULAR FUNCTIONS – Part 11

LEARNING OUTCOME

(k)Explain the effects of competitive and non-competitive inhibitors (including allosteric inhibitors) on the rate of enzyme activity.

An enzyme inhibitor is a substance that prevents an enzyme from
catalysing the reaction. Thus, it decreases the rate of an enzyme-catalysed reaction. It does so by combining with the enzyme (either at the active site or elsewhere) to form an enzyme-inhibitor complex, which in turn restricts the enzyme from combining with its substrate. Their binding to the enzyme may be reversible or irreversible.

Competitive inhibition
The inhibitor is structurally similar to that of substrate. It competes with the substrate for the active site of enzyme. The inhibitor associates with active site but is unable to react with it. This prevents access of any molecules of the true substrate and decreases the affinity of active site for substrate (Km increases). If substrate concentration increases, rate of reaction increases since the degree of inhibition is lessened. This kind of inhibition can be overcome by increasing the concentration of substrate because this increases the likelihood of an enzyme-substrate complex being formed (as opposed to an enzyme-inhibitor complex). Therefore, at very high substrate concentration, the rate of reaction can reach its maximum value (Vmax does not change).

Non-Competitive Inhibitors
The non-competitive inhibitor does not resemble the substrate, i.e. has no
structural similarity to the substrate. The inhibitor does not directly
compete with the substrate for the active site and binds to a part of the
enzyme away from the active site. This interaction causes the enzyme
molecule to change its shape. The active site of enzyme is altered, resulting in:
i. substrate can no longer bind to active site (or)
ii. the enzyme becomes less effective at catalysing the reaction. Substrate
can still bind to the altered active site of enzyme but active site functions less effectively Therefore, increasing the substrate concentration has no effect on the inhibition since the inhibitor and substrate do not compete for the same site on the enzyme. Vmax cannot be reached and Km remains unchanged as the inhibitors render a portion of enzymes non-functional, effectively “lowering”
the concentration of enzymes present.

Reversible Non-Competitive Inhibitors – Allosteric Inhibitors
Allosteric inhibitors bind to a regulatory site known as allosteric site. They Binds to the allosteric site via noncovalent interactions, which are weak and hence inhibition is reversible. This type of inhibitors dissociate from the enzyme at low concentrations. Binding of an allosteric inhibitor results in a conformation change in active site and stablises the inactive form of the enzyme, thus, inhibiting the activity of the enzyme.

Irreversible Non-Competitive Inhibitors
Toxins and poisons are often irreversible enzyme inhibitors. For non-competitive irreversible inhibition, the inhibitor is strongly attached to the enzyme by covalent bonds with R-groups. For example: the enzyme precipitates when its sulfhydryl groups combine permanently with the inhibitor. Some chemicals are known to cause irreversible inhibition of enzymes, e.g. mercury, silver, arsenic, nerve gas DFP.

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A-Level Economics Tuition Singapore/H2/H1 Economics Tuition

Topic 2.2 Macroeconomic Aims, Problems/Issues, Consequences and Policies

Syllabus

Macroeconomic Problems and their Causes
• Undesirable rates of economic growth
• High inflation rate
• High unemployment rate
• Persistent or large balance of payments deficit

Outcome
• Explain the meaning of undesirable rates of economic growth, high inflation rate, high unemployment rate and persistent or large balance of payments deficit.
• Analyse the causes and consequence of macroeconomic problems.

Macroeconomics Lecture 9 : Balance of Payment Part 1

9.1 Definition

The Balance of Payments (“BOP”) means that a nation’s total payments to other nations must be equal to, or balanced by, the total payments received from other nations.

Nations keep BOP accounts in order to keep track of their economic transactions with other nations.

A nation’s balance of payments account records all the payments that it makes to other nations, as well as all the payments that it receives from other nations during the course of a year. The total volume of payments made to other nations is exactly equal to the total volume of payments received from other nations.

9.2 Composition of BOP

The BOP account of a nation comprises the following :

(A) Payments to other nations broken down by :
• The amount spent on foreign goods;
• The amount spent on foreign services;
• The amount loaned to foreign businesses, households and governments;
• The amount invested abroad.

(B) Payments received from other nations broken down by :
• The amount of foreign purchases of the nation’s goods;
• The amount of foreign purchases of the nation’s services;
• The amount of foreign lending to the nation’s businesses, households, and government;
• The amount of foreign investment in the nation.

Accounting convention classifies the above into 3 main categories, namely Current Account, Capital Account, Overall Balance.

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O-Level Singapore/O-Level/Physics and Chemistry Tuition/Physics Tutor

Key Points – Electromagnetism Part 1

1. A wore carrying an electric current induces a concentric circular magnetic field around it.

2. According to the right hand grip rule, if the thumb points in the direction of the current flow, the fingers will indicate the direction of the magnetic field lines around a current-carrying conductor.

3. Fleming’s Left-hand rule gives the direction of the magnetic force (represented by the thumb) which is 90 deg to the magnetic field (represented by the forefinger)and the conventional current current (represented by the second finger).

4. The direction of motion of negatively charged particles is taken to the opposite of positively charged particles.

5. A current-carrying conductor (or moving charged particle) will experience a magnetic force in a magnetic field unless the direction of current (or the motion of charged particle) and the magnetic field are parallel.

6. Stationary charged particles do not experience magnetic force.

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O Level Chemistry Tuition Singapore/Chemistry O Level Tuition/Tutor

Chemical Properties of Alkenes Part 1

1. The functional group of alkenes is the carbon-carbon double bond (C=C).

2. Alkenes are more reactive than alkanes because of the presence of the double bond.

3. The combustion of alkenes produces carbon dioxide and water

4. Alkenes produce more soot than alkanes when they burn in air because a relatively higher percentage of carbon than the alkanes with the same number of carbon atoms.

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O-Level Singapore/O-Level/Physics and Chemistry Tuition/Physics Tutor

Chemical Properties of Alkenes Part 1

1. The functional group of alkenes is the carbon-carbon double bond (C=C).

2. Alkenes are more reactive than alkanes because of the presence of the double bond.

3. The combustion of alkenes produces carbon dioxide and water

4. Alkenes produce more soot than alkanes when they burn in air because a relatively higher percentage of carbon than the alkanes with the same number of carbon atoms.

If you need help in the Organic Chemistry, please contact Angie @96790479 or Mr Ong 98639633

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O Level Chemistry Tuition Singapore/Chemistry O Level Tuition/Tutor

Chemical Properties of Alkenes Part 1

1. The functional group of alkenes is the carbon-carbon double bond (C=C).

2. Alkenes are more reactive than alkanes because of the presence of the double bond.

3. The combustion of alkenes produces carbon dioxide and water

4. Alkenes produce more soot than alkanes when they burn in air because a relatively higher percentage of carbon than the alkanes with the same number of carbon atoms.

If you need help in the Organic Chemistry, please contact Angie @96790479 or Mr Ong 98639633

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O-Level Singapore/O-Level/Pure Physics Tuition/Physics Tutor

Key Points – Electromagnetism Part 1

1. A wore carrying an electric current induces a concentric circular magnetic field around it.

2. According to the right hand grip rule, if the thumb points in the direction of the current flow, the fingers will indicate the direction of the magnetic field lines around a current-carrying conductor.

3. Fleming’s Left-hand rule gives the direction of the magnetic force (represented by the thumb) which is 90 deg to the magnetic field (represented by the forefinger)and the conventional current current (represented by the second finger).

4. The direction of motion of negatively charged particles is taken to the opposite of positively charged particles.

5. A current-carrying conductor (or moving charged particle) will experience a magnetic force in a magnetic field unless the direction of current (or the motion of charged particle) and the magnetic field are parallel.

6. Stationary charged particles do not experience magnetic force.

If you need help in the above topics, please contact Angie @96790479 or Mr Ong @98639633

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O-Level Additional Mathematics Tuition Singapore

Logarithms and Modulus Function

Objective

1. Know and use the laws of logarithms to simplify a logarithmic function or solve a logarithmic equation.

2. Know simple properties of common logarithmic and natural logarithmic functions.

3. Know and use the formula to change base.

4. Understand the properties of logarithmic functions and draw the graph.

5. Solve simple equations of modulus function lxl and sketch the graph of lf(x)l

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