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Abigail
Clara
Edison
Jessica
Rebecca
Clement

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St Margaret S2 MYE
- use p table to find out atomic no., mass no., count no. of p,e,n
- draw electronic config
- identify p,,e,n from full diagram of atom structure
- given p & n, identify isotopes

TKGS S2 MYE
- calculate relative abundance of isotope
- identify row of particles (atom, ion) with same electronic config
- (chem bond) count no. of non-bonding valence e

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Look out for
1) Common Questions
2) Novel/Non-routine Questions
3) General Trends

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Based on Ts' experience, record down questions (based on what you see in the selected exam papers) that are commonly encountered:

–Add pictures of such questions for record-keeping purposes

–Discuss what Ts will have to do in class / what Ts need to take note of in their teaching, in light of these common questions

–Recommend some questions for cloning/adaptation in TLL future tutorials

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–Add pictures of such questions for record-keeping purposes

–Analyse the knowledge/skills required of students when tackling such questions

–Discuss what Ts will have to do in class / what Ts need to take note of in their teaching, in light of such interesting questions

–Discuss possible tangents that Ts can include in their lessons, based on some of these interesting questions

–Recommend some questions for cloning/adaptation in TLL future tutorials

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Across the exam papers (of the same category), Ts to discuss

–Trends in the types of questions being asked

–Trends in the way school teachers mark students' answers

–How these trends impact our teaching and marking in TLL

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After an in-depth discussion of the exam papers today, please share your key takeaways from this session! Hit the '+' sign to add your own individual reflection. Please leave your name behind too :) Thanks!

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Janice
Jason
Rachel
Velma
Seok Hua
Annabella*

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Bridget
Felicia
Jane
Jing Jing
Kang Rui
Yuxiang

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Angeline
Kimberly
Nicholas
Ricia
Yuwen

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Pay attention to minor points
1. Even observation of water droplets can be counted as a marking point
2. At least one titration (neutralization or redox)
3. Temperature (ENERGY CHANGES)
4. QA
5. PLANNING QUESTION: decomposition (2018 O levels) I

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Tough application question.
Need to read the clues from the question.
Marks required.
1 and 2. Exocytosis - no neurotransmitter relased and no action potential generated.
3. Acetylcholinerase - affects post-synaptic neurone.

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Found in rgs sec2 and scgs sec1 papers. Typical force qn

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Advices to students for chemistry practical

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Advices to students for chemistry practical

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- need to know general reactions and how to recognize type of substances (is it acid or base or carbonate?)

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- test on brain parts, which is not in O level syllabus
- for IP

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Classic PQ frq

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More graph EPs can be developed wince stus (scgs IP, acsi) do require students to learn how to plot graphs (:

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- Nice way of asking a meiosis question.
- need to infer homologous chromosomes based on length and shape

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- although FSH is not taught in O levels, good to teach in our classes so they can apply when some questions include the concept

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Part c is a trick qn! Fun.

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- Good that we have this in our notes although not in syllabus.
- Note the trend of having more essay questions for IP.

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7b’s phrasing for work done against GF is strange! Do we need to look at our phrasing such that it will allow students to understand better? Hmm. Qn is typical though.

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7b’s phrasing for work done against GF is strange! Do we need to look at our phrasing such that it will allow students to understand better? Hmm. Qn is typical though.

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st magaret MYE 2019 paper 2
- from circular chromatogram, deduce most soluble coloured component,
- draw position of components based on relative solubility in solvent
- deduce that there is no separation of components in waterproof ink if solvent used is water

st margaret MYE 2019 p1
- interpret chromatogram then identify components of mixture
- real life application of filtration: wear mask when air quality is poor
- deduce solubility of components of ink in different solvent (alcohol, water)

TKGS S2 MYE 2019
- concept: impurity lower melting point of substance
- concept: separate miscible liquids, ethanol & butanol based on different bpt

Ngee Ann S1 MYE 2019
- identify apparatus (thermometer, direction of water inlet & outlet, distillation flask) for distillation set-up
- identify method to identify presence of illegal additive for brand of orange squash
- state function of boiling stones
- suggest use of fractionating column to separate miscible liquids with diff bpt
- compare purpose of evaporation to dryness (separate soluble solid from liquid) to distillation (separation liquid from solution)

suggestion for SMU:
- include locating agent for MCQ

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Potato rods for osmosis

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Osmosis and Transport in Plants

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Reflec actions

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MGS RV (IP) RGS learn the greater the depth the greater the pressure. However without calculations. But to add a diagram like this will help improve understanding.

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- IP NJC
- need to know structure and bond formation for Bio Molecules
- even need to draw formation of peptide bonds

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RGS learn cup and pressure! They have it in their sch notes.

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RGS learn cup and pressure! They have it in their sch notes.

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Some schools (acsi) even tested on non-integer oxidation states
However take note of Fe3O4 because O.S. of Fe is not 8/3
So Ts should be mindful to advise students of certain exceptions eg, Fe3O4 is iron present in +2 and +3 states

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Acsi does ear parts very specifically

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This has a lot of ear part reference. Acsi Ts are also very specific about the nomenclature of the parts.. outer ear is actually ear flap!

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suggestion for SMU:
- include application question to concepts

TKGS MYE 2019
- identify mpt and states from temp-time graph
- explain wh temperature remains constant during change in state
- (chem bond) deduce ionic/covalent bonding based on high/low mpt & bpt
- define diffusion
- suggest effect of temperature & molecular mass on rate of diffusion
- describe argmt & movement of ions in solid ionic compound
- suggest mpt & bpt based on arrangement of particles at different temp

Ngee Ann MYE 2019
- draw argmt of gas & liquid particles
- name changes in state
- compare movement of solid & gas particles
- describe change in energy & movement of particles, distance between particles during heating
- describe how difference in concentration results in diffusion
- deduce argmt of particles in melting butter (i.e. diagram showing mixture of solid & liquid particles)
- suggest reason for constant temperature during boiling
- compare energy levels of particles in different states

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Need to either cover in class or print resources for students
Abigail even tries to predict which might come out to guide students
Other A level concepts that other schools have tested
Ksp with worked example given, so they are expected to calculate based on example, and then conclude whether salt if soluble
SPDF orbitals: what is similar between SPDF model and the traditional 288 model
Ionization energy: 1st and 2nd IE, compare trends and explain why IE2 is larger than IE1
Le chatelier’s:

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Be careful of spelling although not very fair as it doesnt test on concept

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Good question
They need to read the word "use"

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Qn about sonat asked in a novel way

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Good to test them on identification of organ (part a) instead giving it to the students at the beginning of the question

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Q1c is a funny twist. Have to think practically (not relying on just physics theory) to resolve qn.

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instead of the usual observations that we teach in class (effervescence/no visible reaction), can include colour of solution formed. possible clone-able qns for smu

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2019 St Margs MYE. Context is given, Q4 on Physics (heat transfer), Q5 on Chemistry (ECM), Q6 on Chemistry (Sep Tech)

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Part aiii
The difference between molten and aqueous set up
How temperature affects the need to change carbon electrodes
Ts realize this is becoming common so will teach in class during electrolysis lessons

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Students need to know the conditions for rusting.