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

Key Points – Temperature

1. Temperature is a measure how hot or cold an object. It is an indication of the amount of heat energy of an object.

2. SI unit of temperature is Kelvin (k). However degree Celsius oC is more commonly used.

3. A thermonetric property is a physical property that changes according to the temperature.

For more key points and exam based questions with full worked solution, please contact Mr Ong @9863 9633

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

Key Points – Temperature

1. Temperature is a measure how hot or cold an object. It is an indication of the amount of heat energy of an object.

2. SI unit of temperature is Kelvin (k). However degree Celsius oC is more commonly used.

3. A thermonetric property is a physical property that changes according to the temperature.

For more key points and exam based questions with full worked solution, please contact Mr Ong @9863 9633

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O-Level Additional Mathematics Tuition Singapore

S3 – Revising Coordinate Geometry 1 and practice exam questions focusing Reminder and Factor Theorems

S4 – Revising on Differentiation 1 and practice P2 exam question

If you need help please in this topic contact Mr Ong @9863 9633

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

S3 – Practice exam questions focusing on solutions of quadratic equations and solving problem leading to quadratic equations and solving l near inequalities

S4 – Revising Statistics – Standard Deviation,Cumulative Frequency and Box and Whisker plots and practice paper 1.

From O-Level Elementary Mathematics Singapore Tutor

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

Hi J1 H1 Economics Tuition Students

Topic 2.1 How the Macroeconomy Works
Topic 2.2 Macroeconomic Aims, Problems/Issues, Consequences and Policies

Syllabus
• The Circular Flow of Income
• Sustained rate of economic growth
• Low inflation rate
• Full employment
• Favourable balance of payments

Outcome
• Explain the circular flow of income amongst households, firms, government and international economy.
• Explain the main macroeconomic aims, economic performance and living standards of a country.
• Explain the meaning of a sustained rate of economic growth, real and nominal GDP/GNP per capita, low inflation rate, full employment and favourable balance of payments.

Macroeconomics Lecture 3 : Measuring GDP and Standard of Living

3.1 Difficulties in Measuring National Income

Note 1 : This section may be used as applicable to critique the use of National Income to compare economic performance across countries. Sometimes, this section can be used to critique the use of National Income to compare the economic performance of a country over time.

Note 2 : Note the difference between this section which is about the difficulties in measuring National Income vis-a-vis using National Income or GDP as a measure of well being or living standard. But there may be overlaps!

(a) Omissions

National Income may be understated due to the following :

• Non-marketed activities such as homemaker’s services and voluntary work;
• Illegal activities such as drugs, illegal gambling, smuggling;
• Unreported activities such as private tuition, freelance jobs, washing your neigbour’s cars for money etc.

The above are sometimes referred to as the underground economy or shadow economy or black economy.

(b) Unreliable and Incomplete Information

The sources from which data are obtained to compute National Income are not designed specifically for this purpose. For example, if the source is the tax authority, there are under-reporting to avoid tax.

(c) Depreciation

Depreciation is measured based on certain accounting rules. This may not be representative of depreciation in reality. Although there are rules, there are inconsistencies in the application of the rules by the agents such as firms which are reporting the depreciation.

For the above reason, GDP or GNP is preferred over NNP or NDP.

(d) Double-counting

Double-counting often occurs for intermediate goods as well as transfer income.

(e) Value Inputation

Not all goods and services have a market value. For example, employees’ remuneration in kind such as food and lodging, goods consumed by the producers themselves, owner occupied buildings are “assigned” values that are at best approximated based on similar transactions in the market.

3.2 Standard of Living

Whilst there is no universal acceptable definition of Standard of Living, most people will agree that Standard of Living refers to well-being or the quality of life which includes material and non-material aspects. Material well being refers to quality and quantity of goods and services available for consumption. Non-material well being refers to working hours, environmental pollution, stress levels etc.

3.2.1 Measuring Standard of Living

Real per capita national income is often used as a “quick and dirty” way to measure standard of living. Two common real per capita statistics are :

Real GDP per capita = Real GDP / Population
Real GNP per capita = Real GNP / Population

! Stop and Think : Why is nominal GDP or nominal GNP not a good indication of standard of living?
! Stop and Think : Why is Real GDP or real GNP not a good indication of standard of living?

For complete note please contact Angie Hp 96790479 or Mr Ong 98639633

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

FAQ – Group II

For Gp II metals (e.g. magnesium, calcium, barium)

1. Reactivity (with water or other substances) increases down the group

Explanation:
• Increase in shielding effect outweighs increase in nuclear charge down the group due to increase
in number of electron shells.
• Hence ionization energy decreases
• Metals are able to form ions more easily.

For Gp II ionic compounds (e.g. carbonates, nitrates and hydroxides),

2. Melting point decreases down the group

Explanation:
• Increase in cation size
• leads to decrease in magnitude of lattice energy.
• Hence, ionic bonds are weaker and more easily broken.

3. Thermal decomposition temperature increases down the group

Explanation:
• Increase in cation size,
• leads to decrease in charge density of cation.
• Hence, electron cloud of anion is less distorted and hence less easily decomposed.

Note: Quote ionic radius values from Data Booklet to explain this. Calculate charge density if necessary.

4. Solubility of sulfates decreases down the group (not in syllabus but
may still be tested)

Explanation:
• Increase in cation size
• leads to significant decrease in magnitude of hydration energy (as compared to slight decrease in magnitude of lattice energy)
• Hence, enthalpy of solution (= LE – ΔHhyd) is less exothermic.

For exam based questions with solutions please contact @9863 9633

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A Level GP/General Paper Tuition Singapore

’The arts disturb while the sciences reassure.’ How true is this?

Anyone who has watched the dark psychological thriller released this year, ‘Black Swan’, will certainly remember Natalie Portman’s ballerina character’s horrific descent into insanity, as a result of being forced to adopt a persona in a performance so unlike her originally sweet, gentle personality. Her terrifying hallucination of droplets of blood appearing on the bathtub and manic fearing of the many twisted self-portraits she had painted and hung on her bedroom wall sent many
stomachs in the audience churning, who, yet, were unable to prise their eyes away from the tragedy unfolding in front of them. This is a prime example of the sheer ability of the arts to disturb,as it exposes sides and shades of human nature when pushed to its utmost limits, and makes us wonder, secretly, if we too are indeed capable of such emotions. Science, on the other hand, due to its dealings with tangible, concrete entities and definite formulas and theories, seems to be of a more stable, constant nature, and is thus more reassuring to our human minds. However, due to the large scope of issues that the spheres of science and arts entail, as well as our human ability to turn the uses of the sciences and the arts either for comfort-giving or disturbing purposes, it cannot be said that the sciences completely provide a reassuring salve from the inconstancy of our world, nor can the arts be attested to be only capable of unsettling us.

Proponents of the view may say that the arts have the ability to unseat us due to its dealings with controversial issues and opinions usually silenced in the mainstream media prior to their expression while the sciences have bestowed upon us many inventions that have made our lives more comfortable and convenient, and also because the sciences deal with concrete formulas and ideas accepted by the public until and if they are refuted by a new discovery. Indeed, the play ‘Blackbird’ performed by the Singapore Repertory Theatre last year elicited a slew of shocked,
horrified and undoubtedly disturbed responses from the audience, unsettled by the portrayal of a younger girl’s sexual relationship with a much older man. Emma Yong’s unforgettable portrayal of that girl, Una, coming back after many years to her former lover, not for revenge, for she still loves him and is unsure of the purpose of their meeting – disturbs audiences firstly because of the touchy, usually avoided issue of romantic relationships between people of widely disparate ages, as well as its clever sidestepping of our human sense of justice, and revenge against our oppressors and purveyors of evil. Emma Yong’s vulnerability as the girl onstage probably made the audience inadvertently wonder at the complexities of the human heart which they might never grow to understand, and thus inevitably brought some measure of unsettlement due to the ‘unknown’rearing its head. In contrast, the sciences seem to have brought us not only reassurance of the mind in the definite, concrete formulas we learn of in Chemistry – an acid mixed with water will be diluted in that proportion – but also material comforts which technology has brought us in the 20th century, be it the efficient public transport system Singapore enjoys, our air-conditioned office buildings, or even the medical processes of In-Vitro Fertilisation that have brought many a barren couple much joy at seeing a child they thought they would never be able to conceive. However,what these creations of art and scientific innovations hold in common is the fact that both were initiated by human beings – and we, therefore, wield the power to ensure either the reassurance or disturbance, of both the spheres of the sciences or arts.

In fact, events throughout history have shown the human ability to do just that – the arts not only disturb but can also provide a salve for emotional turmoil faced by us. Artist Frida Kahlo painted a portrait of her deceased husband to alleviate her loneliness in living without him; writer Sylvia Plath similarly wrote a letter to her husband explaining her reasons for madness and consequent suicide reassuring him that “no one would have loved her better, or made her happier than him.” On a
broader scale, art therapy is used widely today as treatment for people who have been scarred by events in life from bullying, having suffered natural disasters or those who are shackled by the chains of depression. Many of us feel refreshed after listening to the melodious strains of
classical music, or even the latest pop tunes today. As such, the arts definitely have the potential to reassure, and even to heal in many cases. Conversely, the sciences, when used by humans with the wrong motivations result in not merely immensely disturbing but disastrous consequences. Who can forget the two nuclear bombs dropped on Hiroshima and Nagasaki in World War II, a severe misuse of the discovery of nuclear power, which killed millions, or the Chernobyl incident
whose radioactive effects last till today? Another case in point would definitely be the Tuskegee experiment, which ran for thirty years, where scientists injected the syphilis virus into the bodies of African-Americans for a “first hand observation” of the effects of the deadly virus, the African-Americans chosen due to their status as a racial minority at that time. These events throughout the annals of history, some of which continue today, are testament to the fact that the
arts have the potential to reassure and liberate, and the sciences to disturb and destroy, depending on how they are harnessed by us.

Contact 9863 9633 for complete article

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

Hi A-Level/H2 Math Students

J1 – Exam Practice focusing on Differentiation and Graphing Technique

J2 – Concept review on the selected questions from 2007 to 2012 A level questions. Solution posted on the math resource.

From A Level Math Tutors

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

Hi A-level/H2/JC Physics Tuition students

Direct Current – Definitions

1. Series circuit
A series circuit is one in which the same current flows through every part of the circuit

2. Parallel arrangement
Different parts of a circuit are considered parallel to one another if they have the same value of potential difference across them.

3. Potential Divider
A potential divider circuit consists of two or more resistors connected in series with an emf source. The potential difference across each resistor depends on the ratio of its resistance value to the total resistance value in the circuit.

For exam based questions with solutions, please contact Mr Ong @9863 9633

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

REVISING H2 Biology FOR ‘A’ LEVELS IN 3 STEPS

Step 1:
Identify key words for every topic and associate them into logical groups.

Step 2:
Answer the following questions in point form to practice recall. Answer from your mind, do not copy from the notes.

Topic 1 – Cellular Functions

1. Discuss the structure and function of the following: rough and smooth endoplasmic reticulum, Golgi body, mitochondria, ribosomes, lysosomes, chloroplasts, cell surface membrane, nuclear envelope, centrioles, nucleus and nucleolus.

2. Describe the formation and breakage of a glycosidic bond.

3. Describe the molecular structure of a triglyceride and a phospholipid, and relate these structures to their functions in living organisms.

4. Describe the structure of an amino acid.

5. Describe the formation and breakage of a peptide bond.

6. Explain the meaning of the terms primary structure, secondary structure, tertiary structure and quaternary structure of proteins.

7. Describe the types of bonding (hydrogen, ionic, disulfide and hydrophobic interactions) which hold the protein molecule in shape.

8. Contrast the molecular structure of a protein with a quaternary structure e.g. haemoglobin, as an example of a globular protein, against that of collagen as an example of a fibrous protein,

9. Relate the structures of haemoglobin and collagen to their functions.

10. Explain the mode of action of enzymes.

11. Explain the effects of temperature, pH, enzyme concentration and substrate concentration on the rate of enzyme catalysed reactions.

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

13. Explain the importance of mitosis in growth, repair and asexual reproduction.

14. Explain the need for the production of genetically identical cells.

15. Explain how uncontrolled cell division can result in cancer

16. Discuss causative factors (e.g.genetic, chemical carcinogens, radiation, loss of immunity) which can increase the chances of cancerous growth.

17. Describe with the aid of diagrams, the behaviour of chromosomes during the mitotic cell cycle and the associated behaviour of the nuclear envelope, cell membrane and centrioles.

18. Explain what is meant by homologous pairs of chromosomes.

19. Explain the need for meiosis in sexual reproduction.

20. Explain how meiosis and random fertilisation can lead to variation.

21. Describe, with the aid of diagrams, the behaviour of chromosomes during meiosis, and the associated behaviour of the nuclear envelope, cell membrane and centrioles.

For exam based questions and solutions, please contact Hp @9863 9633

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

Chemical Calculations – Key Points

1. Spectator ions are ions that are not involved in a chemical reaction.

2. Stoichiometetry of the reaction is the relationship between the amounts of reactants and products involved in a chemical reaction.

3. Limiting reactant is the reactant that is completely used up in a reaction and determines the amount of products formed.

4. The concentration of a solution is given by the amount of a solute dissolved in a unit volume of the solution.

5. Molar concentration is the concentration of a solution expressed in mold/dm^3

6. The theoretical yield is the calculated amount of products that would be obtained if the reaction is completed.

7. Actual yield is the amount of pure products that is actually prodcued in the experiment.

For more key points and exam based questions with full worked solutions please contact Mr Ong @98639833

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

Chemical Calculations – Key Points

1. Spectator ions are ions that are not involved in a chemical reaction.

2. Stoichiometetry of the reaction is the relationship between the amounts of reactants and products involved in a chemical reaction.

3. Limiting reactant is the reactant that is completely used up in a reaction and determines the amount of products formed.

4. The concentration of a solution is given by the amount of a solute dissolved in a unit volume of the solution.

5. Molar concentration is the concentration of a solution expressed in mold/dm^3

6. The theoretical yield is the calculated amount of products that would be obtained if the reaction is completed.

7. Actual yield is the amount of pure products that is actually prodcued in the experiment.

For more key points and exam based questions with full worked solutions please contact Mr Ong @98639833

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

Key Points – Pressure

1. Pressure P is the force F acting on a surface divided by the area A of the surface.

P = F/A
P = Newton per meter square
F = Newton
A = meter square

2. Pressure P at a certain depth h of a liquid with density p under the influence of gravitational field strength g is given by :

P = pgh

For more key points and exam based questions with full worked solution, please contact Mr Ong @9863 9633

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O-Level Additional Mathematics Tuition Singapore

S3 – Revising Equations and Inequalities and practice exam questions focusing on plane geometry

S4 – Revising on Trigonometric Functions and practice p1 exam question

If you need help please in this topic contact Mr Ong @9863 9633

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

S3 – Practice exam questions focusing on simultaneous equations

S4 – Revising Statistics – Mean, Median,and Mode and practice P2 prelim question

From O-Level Elementary Mathematics Singapore Tutor

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