Physics P1

I'm reading the Paper 1s now, but before I write anything, I've decided that the best tip for this paper is:

Get a good night's sleep

Seriously, this paper has to be finished in one hour, so what's important is your condition. You'll need to be able to read and comprehend questions quickly and answer them accurately. If you want to study, study now so you can go to bed early. (Lol Ken)

Since Paper 2 was an English paper and doesn't have a lot of difficult calculations or definitions, expect the opposite for Paper 1, though I wouldn't rule out the possibility of an English MCQ.

The time distribution should be: 40 minutes for answering questions, (Skip the ones that you can't) 10 minutes for answering questions that you've skipped, and another 10 minutes to check your answers. This is, of course, the ideal distribution, but if you think this is unrealistic, then change it according to your needs.

If you are unsure of an answer, or you have skipped a question, then mark that question/answer with a tick (or any other symbol) with a pencil on the answer sheet. This way, when re-checking your answer/completing the missed ones, you won't waste time going through the paper again. (Remember; 1 hour!)

Update: Jusk ask me tomorrow if asking specific details on Paper 1, or Albert, or Ken, or Vika, or Daniel.

Tips For Chemistry P1

Here we are, approaching the last test for Chemistry AS and also happen to be the most difficult of all the three.

• Refer back to the very first post in this blog. Those tricks are specially useful for the last 10 questions.
• Master your stoichiometry well. I repeat. Master your stoichiometry.
• Standard enthalpy change of formation: it only forms one mole. 2H2+O2-> 2H2O is not one mole. H2+0.5O2->H2O is one mole. (This sentence may contains a lot of grammatical error.)
• Iodine is solid at r.t.p and bromine is liquid at r.t.p

These two structures are two different chemicals. Sorry for the horrible drawing. The point is the position of the -OH group. (Important in chirality)

• C6H5 is a phenyl group and they are nonreactive.
• Either you find the odd one out or find the most correct choice of answer.
• When you see a double bond in an organic compound, do not easily mark it as an alkene. It can be either carboxylic acid/carbonyl (aldehyde and ketone)/ester.
• If the question starts with a general fact, please skip them and go directly to the question. If you do need to read them, please do not treat it like the "Did You Know" section in magazines. This is an exam.
• Haber process is exothermic, in case you forgot.
• Precipitate is still an ion. Yes it is a solid but it doesn't it need to be a pure element?
• Whatever it is, Group I base and alkali is stronger than the Group II base and alkali, provided that they are in the same period.
• Remember all of the bond angle. One method to memorize them is to remember two numbers: 109.5 and 2.5 . Every addition of lone pair, just subtract 109.5 by 2.5 and repeat it for further addition of lone pair.
• All alkane bond angle is roughly 109.5 (degree). Molecules that have a double bond will have a bond angle of 120 (degree). Molecules that have one/two lone pairs follows the trend of either nitrogen/oxygen.
• If the questions have a mathematic calculation (except stoichiometry), unless you are confident with your math. skill, skip them first.
• And again, Group I or II oxides will not dissociate into its element and oxygen gas with only using Bunsen burner.
• Enthalpy change=Bond making-bond breaking
• Pray a lot for this test. I may not be a religious person but at least faith will give us hope. And hope will give us something to cling on to success.
  

Call of Duty 4: Modern Warfare Tips

First and foremost, this post is created due to the jealousy of Mr. Data since I have not made any post in this blog at all.

That said, let's start with the most extraordinary post in the blog: the Call of Duty 4: Modern Warfare tips for PC.

Tips ONE: FPS Tweak

One thing you might be thinking while playing this is, "'Mah Fr1Gg1n FP5 15 5O L0W!! Wh4T tH3 F!!1!!1one!1"

Yes, there are several reasons for your low FPS (frame per second):
1. Your computer is not good enough
2. Your computer is not good enough
3. You suck

Well, for those with weak computers, you must know, that is not the end of your CoD4 life. There is this thing called FPS tweak. You can do it manually, or by downloading saved configurations on the net.

Personally, I have never downloaded any config, and thus I don't know how to do it.

To do it manually, you just have to open the console by pressing the tilde (~) key on your keyboard and type these command:

/com_maxfps 125
/cg_fov 80
/cl_maxpackets 100
/snaps 30
/r_drawsun 0
/cg_brass 0

There are hundreds other commands, you can try them. But the ones above are the most important. Here are the optional ones:

/r_drawdecals 0
/r_lodscalerigid 4
/r_lodscaleskinned 4

Tips TWO: Newb and N00b

Be a newb, not a n00b.

Newbs speak politely, n00bs don't.
Newbs learn from their mistakes and other people, n00bs don't.
Newbs receive tips and comments with open arms, n00bs don't.
N00bs spam grenade launchers, newbs don't.
N00bs whine, newbs don't.
N00bs are persistent bastards who are so narrow-minded, newbs aren't.
N00bs let their emotions control their play, newbs don't.
N00bs use cheats, newbs don't.

Tips THREE: Things You Do and Do Not

Please, I've seen many people blocking doors. This is truly a bad practice and may cause you and your teammates being owned by a single n00b. Always check where you are and know if your teammates can get through or not.

Don't repeatedly press respawn key like mad after an airstrike! Read the situation first! In smaller maps like Shipment, doing this will not reward you with anything, instead you are giving your enemy easy kills and choppers.

Some people never learn from their mistakes, they are just so stubborn and keep dying from the same enemy, at the same place, with the same way, over and over again. Look for another path to kill your enemy!

If you encounter a pro enemy sniper, never run within his line of sight. Flank him and watch out for red lines indicating claymores!

Use headphones! With headphones, you can easily hear grenades bounce (really helpful with martyrdoms), enemy footsteps, and even the source of gun sounds.

Be patient! Rushing will not help prolong your life. Unless you are a very good player, avoid doing this.

Don't sprint too much. This may cost you your life since you cannot shoot while sprinting! If an enemy catches you doing this, you are mostly dead, unless you are blessed by the gods.

Use compatible perks and attachments! Several weapons are really incompatible with several perks and attachments. For example: Skorpion with ACOG Scope and Iron Lung perk 3.

Look at the mini map! It is provided not for nothing! You can observe the situation, the position of your enemies and perhaps the most important, the location of the incoming enemy air strike! Avoid enemy air strikes at all costs, you don't want them to get another chopper, do you?

When an enemy chopper is inbound, shoot it (unless you are using shotguns or sniper rifles)! Killing the enemy chopper quickly CAN change the result of a round!

Watch the corners! You may need to do unpredictable movements that will startle your enemies, such as jumping, jump then prone and so on while moving from path to path. Doing this WILL give you an advantage over your enemy!

TO BE CONTINUED SOON

Physics P1, P2

Since superscript letters doesn't seem to be supported here (Exception are presets), please take note that the [^] sign translates to 'to the power of'. (e.g. 10^-6 means ten to the power of minus six)

Random General Tips

• DON'T PANIC (Printed in large, friendly, and yellow letters)
  
• Be concise, precise, accurate, clear, complete, and coherent when you are asked to define. (This is also why definitions are the hardest things in physics. Believe me)
• Use multiple short sentences for definitions, one point per sentence. This way, your answer is direct and easily understood. (As your English sucks, you are more likely to obscure the meaning should you put long sentences)
• In diffraction grating, n is always rounded down to the lowest integer. (e.g. n =2.8, so when rounded, it becomes n = 2, not n = 3)
• Read, comprehend, and read again the question. Seriously.
  
• When encountering an unfamiliar sum, the first thing that you must do is to find out which laws to apply to the sum. This is extremely important. (For proof, read question number 2bii, paper 2, physics, summer 2008; was your first thought the principle of conservation of momentum?) Second, attack the sum in a logical manner; never ever ever ever assume anything, and always start from facts given by the sum. Third, a particular sum could involve materials from any chapters, so don't be so narrow-minded and confine your thinking in only one direction; be creative.
• Sometimes, they require you to write the equations in words first (i.e. Work done = area under graph line) before moving on to symbols. (i.e. W = ½Fx) This usually appears when you are asked to prove something.
• When drawing field lines, draw at least (To 6.
  
• May/June 2006's Paper 2 is one of the hardest in the repertoire, (But honestly, I think it is the hardest) so go check that.
  

Chapter 1 - Physical Quantities and Units

All quantities consist of a numerical magnitude and a unit.

The six basic units (In S.I. units) are:

• mass (kg)
• length (m)
• time (s)
• current (A)
• temperature (K)
• amount of substance (mol)

Derived units consists of basic units. (e.g. Velocity is displacement over time [m/s], charge is current times time [As])

Physical equations must be homogeneous. Examples:

• v = u + at (Homogeneous; v is [m/s], u is [m/s], at is [(m/s²)*s] = [m/s])
• v² = u² + 2at (Not homogeneous; v² is [(m/s)²] = [m²/s²], u² is [(m/s)²] = [m²/s²], 2at is [(m/s²)*s] = [m/s])

List of prefixes:

• pico [p] = 10^-12
• nano [n] = 10^-9
• micro [μ] = 10^-6
• mili [m] = 10^-3
• centi [c] = 10^-2
• deci [d] = 10^-1
• kilo [k] = 10^3
• mega [M] = 10^6
• giga [G] = 10^9
• tera [T] = 10^12

Should you ever need to estimate physical quantities, there are 2 things that you must do: 1) Use your common sense, and 2) Common sense.

Scalar quantities have only magnitude and unit, while vector quantities have magnitude, direction, and unit. (e.g. Energy [J], Distance [m] are scalars; force [N], momentum [Ns] are vectors)

In doing equations, the product or division of two vector quantities would result in a scalar quantity, while the product or division of a scalar and a vector quantity would result in a vector quantity. (e.g. Force (Vector) times displacement (Vector) equates to energy (Scalar), acceleration (Vector) times time (Scalar) equates to velocity (Vector))

Vectors can be added or subtracted only if they are coplanar. (i.e. On the same plane; vectors in the x-direction can be added or subtracted, but not vectors in x-direction with vectors in y-direction)

If wishing to add non-coplanar vectors, it is necessary to split the vectors into perpendicular components. (Most of the time, into x-and-y-directions)

Chapter 2 - Measurement Techniques

Formulae in this chapter:

• Δa/a = Δb/b + Δc/c + ... + Δz/z (Fractional uncertainty)
  

Systematic errors,

• causes a set of readings to be either too high or too low from the true value.
• cannot be eliminated or reduced by averaging.
• include: Unaccounted zero error in measuring instrument; using a damaged or poorly calibrated instrument; reaction time not accounted for. (e.g. When using stopwatches)

Random errors,

• causes a set of readings to have generally high scatter. However, the end result could still be accurate.
• can be reduced by averaging.
• include: Parallax error, changes in wind speed and/or direction, changes in temperature, fluctuations in pressure, etc.

Precision refers to the distribution or scatter of values about the true value. A set of readings is said to be precise if it has low scatter.

Accuracy refers to the trueness of values. A set of readings is set to be accurate if the readings are about the true value of the reading.

Therefore, a set of values with very few random errors can be said to be precise, while a set of values with negligible systematic error can be said to be accurate.

Example: (Doing an experiment to find the value of g)

• g = 8.93, 9.34, 9.01, 8.77 (Not precise and not accurate)
• g = 9.34, 9.35, 9.33, 9.34 (Precise, but not accurate)
• g = 9.66, 9.81, 9.99, 9.78 (Not precise, but accurate)
• g = 9.79, 9.82, 9.81, 9.81 (Precise and accurate)

Uncertainty arises because a quantity may never be measured exactly. (e.g. Even if it looks like you've measured 25 cm on a plastic ruler, the actual value could be 25.0012312753 cm)

The uncertainty of a measurement usually is taken from the smallest scale of the measuring instrument (e.g. Suppose you've measured 24.3 mm on the vernier caliper. The smallest reading the vernier caliper can take is 0.1 mm, therefore, the reading is written as: 24.3 ± 0.1 mm. This means that the exact value of the reading is between 24.2 to 24.4 mm)

The fractional uncertainty of a measurement is the ratio of the uncertainty of the measurement over the read value. (Using the above example, its fractional uncertainty is given by [Δx/x] = [0.1/24.3])

The percentage uncertainty of a measurement is its fractional uncertainty expressed in percentage form. (Again, using the above example, the percentage uncertainty is given by [(Δx/x)*100%] = [(0.1/24.3)*100%])

When arithmetically operating on readings with uncertainties, always apply the fractional uncertainty formula. [Δa/a = Δb/b + Δc/c + ... + Δz/z, where Δa represents the uncertainty of quantity a, Δb quantity b, and so on]

For example, you are asked to find the answer of [(5 ± 1)*(7 ± 2)]:

• Δa/a = Δb/b + Δc/c
• (Δa/35) = (1/5) + (2/7)
• Δa = 17
• Answer = 35 ± 17

The 5 and 7 are multiplied as usual, but this is not the case with the uncertainty. This is why it is recommended to stick to the formula.

When measuring distance using a ruler, you are actually measuring two points and taking the difference between those two points. Therefore, the uncertainty should be doubled. (e.g. Smallest scale on ruler is 1 mm. You measured 250 mm. The uncertainty would be 250 ± 2 mm)

Chapter 15 - Waves

The electromagnetic spectrum:

• Gamma-rays (10^-14 < λ m < 10^-11)
• X-rays (10^-11 < λ m < 10^-8)
• Ultraviolet (10^-11 < λ m < 4 * 10^-7)
• Visible light (3.8 * 10^-7 < λ m < 7.5 * 10^-7)
• Infra-red (7.5 * 10^-7 < λ m < 10^-3)
• Microwaves (10^-3 < λ m < 1)
• Radio waves (1 < λ m < 10^9)

Chemistry Paper 2: Blind Spot Part 3

I'll skip nucleophile and electrophile with inorganic chemistry first because of the higher demand of the latter chapter.

For convenience, I will use point form in this section.


Since the Periodic Table tool is malfunctioning, we will use the one on top of this section.

The Basic

• Basically (this word is getting redundant), all of this chapter is about the electrons and protons. That's it!
• This is what I always assume. Imagine an element which possess 7 protons, 7 neutrons and 7 electrons. Then let's say I magically add 1 proton, 1 neutron and 1 electron (nothing less). This changes will affect their chemical and physical characteristics, hence its uses and chemical reactions . But we know that this kind of thing is virtually impossible. Just to give an example on how electrons and protons (and neutrons) is the crucial point in inorganic chemistry.
• In this part, we need to understand first the effect of the electron, especially their position at the outermost shell. As we all know, all chemical reactions depend on the transfer of electron.
  
• Like we all know, as the proton number increases, the number of electron increases.
• As the number of electron increases, hence the number of shell and orbital will also increase, as the electron need a space to move right?
• So as the number of shell increases, wouldn't the size of the atom will increase?
• So as the size of the atom increases, wouldn't the atomic radius increases?

Okay, grasp this concept first before we continue.

The Important Point

• Get back to the important point. So when atomic radius increases, the distance of its valence electrons from its nucleus will increase.
• Hence its attraction will decrease as the distance gets larger, right? (Important point)
  
• When the distance gets larger, the ionization energy will decrease as there is less attraction so less energy is required to remove them, right?
• Like we discussed before, as the proton number increases, so does electron and their shell. Down the group, they all have more proton numbers so their electron will increase too and so their shells and their atomic radius.
• Factors that affects ionization energy is not only their atomic radius. Size of their nucleus (their positive charge) and the shielding effect of electron will also play.
  
• So for group I-III, they will become more reactive down the group because it is easier for them to remove their outermost electrons down the group. However, the non metal which belongs to group V-VII accepts electron rather than donating them. To accept electron, they rely on their attractive force of their nucleus. This is another important point. Down the group, their reactivity will decrease as the distance between the nucleus and the outermost electron will become larger and hence their attraction will decrease.
• Another note for ionic radii. A lot of people often have misconception about this. You may notice in your textbook that, unlike atomic radius, ionic radius of elements have uneven trend. This is the reason. For positive ions, they will remove their outermost electron to form a positive ion. When we remove the electron, we will also remove its shell/orbital hence we will also reduce its size and atomic radius. The opposite things happen for negative ions. As they receive electrons, they will need to create shell/orbital to place their newfound electron. When this happen, the size of the atom will get larger and ionic radius will become larger. (Assuming that all elements will form cation, their ionic radii will decrease throughout the period).
• Electronegativity of elements decrease down the group. The reason is because of their attraction gets weaker as atom gets larger.
• Ionization energy is uneven across a period. This is due the fact that electron occupies different orbital and there is repulsion effect of electron when they occupy the same orbital.
  
• Take period 3 as an example. Sodium electron configuration is [Ne] 3s1, while magnesium's is [Ne] 3s2. Aluminium electronic configuration is [Ne] 3s2 3p1. The p orbital is located farther than the s orbital and it is at higher energy level (less energy required to remove electron at higher energy level). Use this logic to understand why first ionisation energy of aluminium is lower than magnesium, the second ionisation energy of aluminium is higher than magnesium and the third ionisation energy of magnesium is higher than aluminium.
  
• Again we will use period 3 as an example. Phosphorus electronic configuration is [Ne] 3s2 3p3, while sulphur's is [Ne] 3s2 3p4. Refer back to "Chemistry Paper 2: Blind Spot Part 2". The extra electron in sulphur is located at the px orbital. Inside the px orbital in sulphur, there are two electrons whilst in phosphorus there are only one electron. The two electrons will create a repulsion effect and it will decreases the ionisation energy. Hence phosphorus ionisation energy is higher than sulphur.

Group II

• Group II sulphates had its solubility decreases down the group. Oxide, on the other hand, becomes more soluble down the group.
  
• All of Group II nitrates are soluble and all of its carbonate are insoluble.
• Group II thermal stabilities increases down the group which means down the group, the metal carbonates and nitrates will be more stable towards heating down the group. Memorize all the three of them fully.
• Yes I know that Group II oxides are able to dissociate. But only at high temperature. What do I mean by high is 3000 C to 4500C.
  

Group VII

• There is a lot to remember. Firstly, down the group, Group VII reactivity decreases and its colour becomes darker. Their extent and ease of reaction will also decrease means that when it reacts with something, the yield will not be maximum (if it is supposed to form hydrogen halide, the result will be a mixture of hydrogen halide and the halogen)
• Hydrogen halides bond energy will decrease down the group. Hence it will become thermally less stable down the group and their reactivity will increases. Be careful on this part. Hydrides and elements are two different things. Many people (including myself) made mistakes when the questions ask about their states of matter (Iodine is solid, bromine is liquid at r.t.p) result after reaction (when you put a hot iron metal inside compound, example) and their reactivity with acids or salt (NaX).
• Each halides ion can be oxidised by the halogen above it. Example, I-(aq) can be oxidised to Br2 or Cl2.
• About oxidation, down the group it is easier to oxidise halide ions to halide element.
  

Thank you for reading this post. I hope that it will be useful for you guys.

Chemistry Paper 2: Blind Spot Part 2

Next is the ever elusive atomic structure and chemical bonding. The points that we often missed about these topics are the shape of orbital, shape of sigma and pi bond, what is instantaneous dipole or permanent dipole.

Orbital is the region where we can find the electron most of the time. Remember that electron moves randomly at a specific area? Orbital is simply the part of that specific area where we it has the highest probability of having the electron.

For now we only need to know the shape of s orbital and the p orbital.



Picture of s orbital



Picture of p orbital which consists of px, py and pz orbital. Note their orientation.

The difference of 1s orbital with 2s orbital is their size. 1s orbital is smaller than 2s orbital and the same goes for p orbital. It is just about their size.

When we draw the electron in the box diagram, take note of the placement of the arrows and their directions.


Move on to the chemical bonding. Important points here are the shape and how to draw sigma and pi bond. Another important point is the understanding between the difference of temporary dipole-dipole and permanent dipole-dipole.


This is the picture of s orbital overlapping another s orbital forming sigma bond (example H-H)



This is the picture of s orbital overlapping p orbital forming sigma bond (example H-Cl)



This is the picture of p orbital overlapping with another p orbital forming sigma bond (example Cl-Cl)

We can also draw a "sausage" (ellipse) for the px px sigma bond.

Pi bond is formed when two p orbitals overlap sideways to produce regions of electron density above and below the axis joining the two nuclear centers. Pi bond is formed when a species forms double bond or triple bond.



This is an example of py orbital forming a pi bond. Notice the shape of the orbital after the pi bond is formed.

Move on to instantaneous dipole or permanent dipole. This is one of three known intermolecular bonds that we have learned (I have absolutely no idea how many are there).

So basically both of these things are due to the effect of electrostatic attraction of the dipole that is created due to 2 different things:
(-) Random movement of electrons for the temporary/instantaneous dipole.

(-) The effect of polarization caused when an element with higher electronegativity bonded with another element of lower electronegativity for the permanent dipole.

The fact that movement of electron is extremely random will sometimes cause the electron to be positioned in such way:


Here we can notice at the second picture had all of its electron positioned at one side of the atom. Then, a millisecond later it would disperse right away. Then a few milliseconds later it would be positioned as the second picture and so on an on (remember, it is moving at speed of light).

When the electrons are positioned as in the second picture, the ion will be polarized for a while and it will produce a dipole with negative side at the left side of the atom (where the electrons gather). So the left side will be positively charged for a while isn't it?


This is what we called as the temporary dipole-dipole/ instantaneous dipole-dipole/ van der Waals force.

This bond is important only when all other bonds are not present, permanent dipole dipole and hydrogen bond. This is important in alkane and monoatomic element such as noble gases.

Take a look at HCl :



Here, we can see that Cl atom, being much electronegative than H, will polarize H and will cause it to become slightly more positive, whereas Cl will become slightly more negative. Thus when there are two HCl molecules come into contact:


The interactions (the vertical line) is the result of the attraction which is the permanent dipole. Basically, if it is a polar molecule, it will have the permanent dipole bond as the stronger intermolecular force.

Hydrogen bond is a special case. As defined in Wikipedia, hydrogen bond results from a permanent dipole force between hydrogen atom(s) bonded to nitrogen , oxygen or fluorine (thus the name "hydrogen bond", which must not be confused with a covalent bond to hydrogen). It is much stronger than the the permanent dipole force since the polarization here is much stronger (electronegativity of F is greater than Cl).

Consider this. Ethanoic acid (vinegar) is able to form a hydrogen bond where as ether such as methoxymethane (CH3OCH3) can't form any hydrogen bond.

Any question, feel free to ask.
All comments will be deeply regarded.

Thank you for reading this.

Physics AS P3

Okay you people, Sir Puran has been kind to say most of there is to know about Paper 3, so this part of the exam shouldn't bee too much to worry about. I'll list some points to remember when doing this paper.

I ran out of time, so I wouldn't say that this would be a complete work, but I hope it'll still be helpful.

I've covered all aspects of graph-making (I hope), and some of measurements. However, I'm unable to post a say on the others, so I really encourage you to read this particular handout:

PHYSICS A/AS
9702

DEFINITIONS AND FORMULAE

That's the title of the handout, but that part is none of our concern; what's important in that paper is the next part; it has all the information minus graph drawing. (Nearly a bible, but hey, I did graphs already; scroll down)

If you're not reading it, then it's your own problem if you lose marks because some idiot asks you to plot the graph logarithm style, or if you mess up your significant figures.

Measurements

• Read and follow the instructions carefully to the letter.
• Wherever your common sense tells you to, take repeated readings. (Usually around 4 to 6 times) Also, make sure these repeated readings are not uselessly repeated. (e.g. Measuring the diameter of the wire at the same location and without rotating it. Go figure why)
• Be aware of the Power of Tens.
• And check your formulae.
• Do make sure that you have utilised most of the given range in taking your measurements. (i.e. If given a range between 0 to 1 metre, at least use 0.1 to 0.9 metres)
• The difference between each measurement should be roughly equal. (i.e. Take, for example, 0.2, 0.4, 0.6, 0.8, and so on)

Graphs

Since I lack the software needed to draw graphs + I'm too lazy to make one on mspaint.exe, there will be no illustrations here.

Also, since it has been ages since CIE released a paper where candidates are required to plot a curve, I suggest you bring your flexible ruler.

Anyway,

For graphs, here are the 5 points to remember:

• Choice of scale
• Plotting of points
• Line of best fit
• Calculation of gradient
• Determination/calculation of the y-intercept

Choice of scale

• You must make sure that the scale you choose will make your graph occupy more than half of the graph paper.
• Label the axes. (Include the quantity in question and its unit)
• Make sure that your scale is conventional! (As in: Don't make it so that people will have to read it right to left, like Arabian script; etc.) Remember this when plotting negative numbers, ja?
• No fancy scales. That means on the big squares, don't try using 3, 6, 9, 12, etc. or anything that 1) Makes it hard for you to read, and 2) Makes it hard for you to plot.
• It is recommended to not leave space for labeling each big square. (i.e. Do: 0, 5, 10, 15; not 0, nothing, nothing, 15)
• Scaling must also be regular. (e.g. 5, 10, 15; not 5, 11, 20)

Plotting of points

• Don't plot outside the given area/margin. (Outside the big, boxy thingies)
• All data must be plotted. (e.g. If you have made 7 observations, the examiner must see 7 plots in the graph)
• If you must plot let's say, 0.43 m, and your smallest box represents 0.2 m, you will have to approximate this plot. The room for error given by the examiner is half of this value. (In this case, ± 0.1)
• The plot must be clear enough for the examiner to see.
• Don't make your plots very thick, as they examiner may not be able to see accurately whether you have plotted the corresponding observation correctly in the graph, resulting in the loss of marks. It is also due to this that you use crosses to mark plots and not dots.

Line of best fit

• There must be at least 5 plots for the 'best fit' mark to be awarded. (No problem, really, given that the question usually requests for 6)
• The line of best fit must be 'balanced', at least roughly. Simply put, if you have 3 plots above the line of best fit, then have 3 plots below the line of best fit too.
• Lines must thin and clear. This is not an art examination, so avoid unnecessary ornaments like making thick lines and having jembut branch from it et cetera et cetera. Curves are usually prone to this. (Let's hope you didn't throw away your flexible ruler)
• Lines must extend reasonably further than the last greatest plot, reach x = 0, but not extend to less than x = 0. (At least so far, don't ask me if this still applies if we have to plot both negative and positive values)

Calculation of gradient

• Make a right triangle to indicate from where are you taking the coordinates to include in your calculation.
• Take the coordinates which lie on the line of best fit, not from the plot which is used to make the line of best fit.
• Indicate those coordinates in the graph. (e.g. If you take one value to be (1.24, 3.22), then write (1.24, 3.22) on (1.24, 3.22) on the graph)
• The triangle must cover more than ⅔ of the whole curve.
• ∆y and ∆x must be accurate to the smallest square in your graph.
• I cannot say if we would need units for the gradient, since my own experience and various sources conflict. Therefore, use your own judgment, or go ask somebody credible.
  
• Workings workings workings! Show them!

Determination/calculation of the y-intercept

• y-intercept is always read from x = 0, x = 0, x = 0.
• If you cannot read the y-intercept of the graph, then you have to calculate it using the equation y = mx + c. To do this, take any value from the line of best fit and substitute those values into the equation. (I'm not sure, but to be on the safe side, do indicate these values on the graph, like you would with a gradient-calculation coordinate)
• The y-intercept has units. (Usually)
  

Chemistry Paper 2: Blind Spot Part 1

The title is quite aggravating.

So a few more days and we are going to have our P2 chemistry. Though not as difficult as its P1, still it poses a lot of challenge, especially if we want score higher.

Some points to remember is that the questions here are divided into several parts. What I mean is that each questions will usually correspond with one of the major topics in chemistry. So for a better mark, always skip the part that you feel incapable (example: organic chemistry) to do and search through the part that you are confident with (example: thermodynamic), don't waste time doing it linearly. Strange thing is that organic chemistry always seems to appear while the other parts comes out randomly (serious). So a good strategy is that to master your organic chemistry.

I bold "usually" with a reason. The setters may elaborate two topics in one question (periodic table and chemical bonding) or perhaps split one topic in two questions (isomerism and organic chemistry reactions). Study all parts, no matter what.

Some topics that resurges back are the electrolysis, atomic structure and chemical bonding.

Inorganic chemistry had become a frequent topic lately (periodic table, group II, group VII).

The topic that keeps freaking people is the nucleophile and electrophile; especially their reactions and how to differentiate them. Their mechanism, fortunately, is easily memorized once we know which is which.

When asked about electrolysis, the most common format of the question is:
(-) Draw a diagram and describe the electrolysis of bla, bla, blah
(-) Reaction at cathode and anode
(-) The products and their uses

To answer the first part, you can only memorize the diagram that we have learned, namely for the extraction of aluminum from aluminum oxide, electrolysis of brine and purification of copper. Note that we do not need to draw sophisticated diagram, a simple one will do.


This is a simple diagram for the extraction of aluminium.


And this is the picture for the electrolysis of brine. Do not forget to draw the diaphragm!

To determine the reaction at cathode or anode, all we have to do is to determine the cation (positive ion) and anion (negative ion). This is the important point. Cathode is the negative pole whilst anode is the positive pole. Therefore reaction at cathode involves cation (positive ion) while reaction at anode involves anion (negative ion).

The products for each electrolysis are aluminum (extraction of aluminum, duh), sodium hydroxide, chlorine and hydrogen gas (electolysis of brine) and copper (purification of copper). I suppose I don't need to discuss their uses because most textbooks had already discussed them and if you can't find them in textbook, Google is everybody's best friend (or Yahoo maybe).

Intermezzo

I'm going to post a video here. First of all, I apologize if it will auto-play. Can someone tell me to prevent this?

And we are not responsible for any possible accident/consequences.




And another video. Can you help me to identify all the people here?

Biology P3 Tips 03

note: I'm using Vika's account since i'm too lazy to make one =_=, for those who failed to guess who am I, I wont tell ^.^

The third one, last but not least.
This post is about the last part of the microscope question, just after the labelled-drawing question, and the things to expect from the practical (just so that we will not be surprised).

Q2: The Drawing Features and Comparisons

So, the last part of the question will give you a picture, and it will ask you to compare and contrast the picture given with the image of a section of the slide. Definitely, absolutely, inevitably, you MUST draw a table. Drawing an appropriate table with correct headings gives you one mark out of a total of five. The second mark is given if you use comparative statements, which means your statements in the table are indicating that you are comparing or contrasting the features on both images (you may want to see the 2008 marking scheme for clarification). That's two marks already. The other three marks are given to correct contents in the table.

That is basically all I can say on this question...

Last Tips and Final Overview Briefing:

These are things I forgot to say, or things that I've just discovered along the way.
In all drawings, you should use more than half the space provided, no matter how large it is, this is just in case that the marking scheme requires you to do so. Oh and by the way, in the new 2008 practical, I think that you will be asked to draw twice, first is the unlabelled drawing, in which you will be asked to draw a section of the image in the slide (you need to draw more than half of the page), and the second one is the labelled drawing (eventhough the question does not ask you to label it, you should, and for this one, the marking scheme does not say anything about drawing for more than half the space, but just in case, if you want to...).

Next, there is also the calibration part. You should all be familliar with the calculations (if not, immediately ask assistance from your teacher or Ms.Yanti, in our current case). In the calibration part, they will tell you to look for a certain part (not necessarily a cell) from the image of the slide, record the value of the divisions blablabla, and simply measure it. Dont forget to write the units, and show a clear working. In the end of the calibration question, they may ask you to identify a source of error in the measurement.

Turn back to question one..

In the experiment question or the test-tube practicals, after the table question, you will be asked do describe and explain on your experiment, which means that you must explain on the theory behind the experiment given. This question worth three marks. After this should be the error and improvements, see my Biology P3 Tips 02 for this. (And I suggest you remember all the 'Common Errors' that I listed)

In the beginning of Graph questions,you will be given a printed table containing the values that you will plot in the graph. Now, some of the values may be obviously missing, this means extra mark for everyone, so don''t fail to notice it. And yet, thankfully, another extra mark follows; there will be a question like: "Explain why that guy discarded the funny value, and repeated the experiment balblalblalbla". Simply answer that the value does not fit the pattern, or the result was an error and it is incorrect, so it is proper to discard and repeat balblabl.

Next is the graph. Plot all the points and use, if possible, all of the space provided. Label the axis properly with correct units. After the graph, there is this funny question that give you a hypothesis/statement. You will be asked to judge whether the hypothesis is supported by the experiment or not, and give a correct hypothesis if the answer is NO. Yes, ladies and gentlemen, this leads to another one of extra mark. Because the question is worth two marks, the answer will obviously be NO. Just say why the experiment does not support that guy's hypothesis and give a new one.

Oh and one or two (usually one) extra pesky question(s) may pop out anywhere in this practical. What I mean by extra pesky question(s) is like those "Suggest why this is like that." These question(s) may give you another extra mark, but that also depends on your knowledge and creativity, of course.

Yay, that's it for my tips and suggestion, I hope it helps. Sorry because I did not put the questions in order. One last thing to say is a quote from Vika's chemistry P3 tips:

"Last but not least doa. Biarpun udah disiapin seperfect mungkin, tapi selalu ada uncertainty. By conducting our experiment accurately and precisely, we should reduce those uncertainty by a great amount. But still, it is always good to have faith."

Woohoo, good luck on your biology practicals. I may be back for P2 and P1 tips (or even A2 biology if Vika forces me to do so (again)).
(Please note that my tips are based on past year papers of 2007 and May/June 2008, so if anything goes mismatch, don't be blame this blog.)

Intermezzo and some results, straight from Ms. Ine

Now these are some definite results from the practical, as told by Ms. Ine Medyawati (thx).

Question 1, Titration with Uncommon Acid

Ms. Ine got around 19.4, 19.45 and 19.6 I think. But I did not know what volume that she used. Anyway, congratulation for all of you who got those results (hahaha, I got 18.1. Dang!). or the acid

And for the Mr. It is, as expected, ethanoic acid (Mr: 60).

Question 2, Determining x in MgSO4.xH20

x is 7. It was quite confusing, how did they prepare 7?

Question 3, Another Qualitative Analysis, with Uncommon Procedure

We were given FA5, FA6, FA7.

The gas given off is oxygen. FA5 is manganese (IV) oxide (MnO2). It acts as catalyst and oxidising agent for the reaction involving KI. Manganese is found in transition metal group (check the other part in our periodic table provided in this blog).

FA7 is Fe2+ and it will turn into Fe3+ after it is mixed with FA6. So FA6 acts as oxidising agent.

Good luck for CS students tomorrow! Do your best tomorrow.

Intermezzo

As requested by Daniel Sempuno and I am a man of my word, I will show you the inspiration of this blog's name, Maria Ozawa and Sora Aoi.



This is the picture of Maria Ozawa. She is a model and an actress. Cute isn't she?



And this is Sora Aoi. I do not know what is her occupation though.

So Daniel, I hope you are satisfied.

Biology P3 Tips 02

note: I'm using Vika's account (again) since i'm too lazy to make one =_=, for those who failed to guess who am I, I wont tell ^.^

Hey ho, next for the tips.
Did this the day before chemistry practical.
This time I'm going to list a compilation of things to remember about errors and improving-the experiment-questions in biology practicals and just a bit of comments on those labelled drawings and how to draw them.

Q1 part 02:
Error identification and countermeasures
This is it, the valuable list of improvements which I have listed and categorized for the sake of convenience. You can deduce what error they represent by yourself, its pretty obvious.

1. Common Improvements (applicable for almost all kinds of experiment)

• Repeated readings
  
• Keep the temperature constant
• Keep the pH constant
• Same amount of time
• Constant concentration
• Constant volumes of reactants and reagents
  

2. Improvements on tests with serial dilution (like Benedict Dilution and Enzyme Inhibitor test)

• Use colorimeter to identify colour difference more accurately
• Increase range of dilution
• More accurate use of equipments

3. Improvements on potato strip tests

• Thickness and/or width of the strips should be same
  
• Use strips from the same potato
• Weigh the strips
• Increase length of strips

4. Improvements on bubble count experiment

• Measure the volume of the bubbles produced

5. Errors that you cannot improve (haha..), i think you can write these on the sources of error questions.

• Difficult to put enzyme at the same time (in Enzyme Inhibitor serial dilution)
• Inaccurate serial dilution
• Volume of Benedict added is not exactly the same

6. Errors involving measurement of lengths on cells/diagrams etc, that ocassionally pop out on question 2 (these are..real)

• Not viewing the ruler from the right angles / Parallax error
• Thickness of ruler lines affects the reading
• Difficult to focus both ruler and specimen at same time

Well that's basically almost everything I know on errors. Yes, I know and have noticed some unclear or funny things on the list above, like 'Difficult to focus both ruler and specimen at same time' and 'Thickness of ruler lines affects the reading', but these are taken from marking schemes, so its all real. Cambridge sure has its own ways of doing (or marking) things...

Next I'd like to comment on drawing with labels on question 2. On the subject of drawing things that you see on the light microscope, what I've noticed from the marking scheme is that it generally speaks about the drawings should have the right orientation, shape and proportional sizes (like a red blood cell should be smaller than a white blood cell). No shadings or colouring is allowed. Make sure your label lines do not intersect each other. And the lines on your drawing should be clean and continuous (like drawing a smooth plasma membrane). Just a simple and clear drawing is good.

This is all for the second part of the p3 tips. I hope you can benefit from it. Dont panic and try to remember all the things on errors I wrote.. Instead focus on two to three things that you dont know yet or that you find easy to remember, since the questions on errors usually only ask for 2 or 3 points.

Ok then guys, good luck on chemistry and Vika's tips are awesome, hands down.

Some extra tips for P3

Here are some extra tips:

• In case (just in case), the first part of the question is not about titration, don't panic. Usually, if not titration, it will be about rate of reaction. Unlike biology, here we need to use the data that we get in practical and make a graph out of it. Marks will mostly be counted in the quality of the graph, just like Physics. The good (OR bad) things about this kind of practical, instead of calculation and stoichiometry, you will be asked to comment on the experiment or suggest/improve a hypothesis. This is like the fusion of both Biology and Physics. And yes I do realize some of the questions asked has an extremely nerdy instructions (believe me, I took 15 minutes to fully grasp the concept on some questions) but don't worry. Usually for this kind of experiment, you will be asked to vary certain values (concentration/mass) while keeping the other values constant. O/N 2007 P3.2 is a good example (freeexampapers.com) (thx to Kenny Buntara). Here you are asked to determine the rate of reaction H2O2 and we need to vary the concentrations of H2O2. So those long and confusing instructions is just basically tell us on how to vary the concentrations. See, if we limit the volume of H2O2 to be only 40 cm3 and you add 20 cm3 of water and 20 cm3 of H2O2, it's just dilution, nothing special. How to make it more concentrated? Simple. Add less water but more H2O2, but make sure the total volume is still 40 cm3 (10 cm3 of water+30 cm3 of peroxide).
  

• Now about qualitative analysis. On some occasion, we are also required to determine unknown organic compound (holy s***!). But don't worry, on scope of our knowledge, we only need to know how to identify :
  
• Alkane
• Alkene
• Alcohol
• Halogenoalkane
• Aldehyde
• Ketone
• Organic acid (carboxylic acid)
• And we don't need to know what exactly it is (you don't need to know that it is pentane or pentanol, you just need to know whether it is alkane or alcohol)
  
• Now here's the catch. At our current level, it is impossible for us to handle combustible material such as alkane and alkene. Anyway, to identify alkane and alkene is to use liquid bromine and source of UV light. So if the question doesn't show such reagents in the question, you can easily forget about alkane and alkene. Halogenoalkane, to identify this is actually the same as identifying Cl-, Br- or I-. So that will leave us out with Alcohol, Carboxylic acid, Aldehyde and Ketone.
• Start with an easier one first, identifying carbonyl compound. The only way to identify them is to use DNPH (2,4-Dinitrophenylhydrazine) and it will produce this precipitate:

left picture is negative test, right pic. is positve test

• To identify between aldehyde or ketone, we will use Tollen's reagent (silver dissolved in ammonia) or Fehling's reagent (basically it looks like Benedict's reagent). Picture on the book at page 354 shows a good picture of positive Tollen's test.
  

The picture labelled 2 shows the positive result of Fehling's test.

• Take note though. Sometimes if our preparation is a little bit messed up, carboxylic acid will sometimes give positive result for DNPH. I suggest that you clean everything after usage. If the result is still the same, I suggest do the Tollen/Fehling test first to identify the aldehyde.
  
• Now identifying alcohol and carboxylic acid. The simplest way to identify them is to put carbonate/bicarbonate (magnesium/calcium is fine) inside the two unidentified liquid. The one that gives off bubble is the carboxylic acid. It's like adding baking powder with antiseptic alcohol and vinegar (ethanoic acid). The one that will react is the acid. Note that both of them will react with reactive metal (not salt) such as magnesium.
  
• If you are still not assured, usually in the test, they will ask us to make an ester (add carboxylic acid with alcohol, boil then add water). Remember it will gives sweet smelling odour (if you ever play those balloon with straw, then you can imagine that smell).
• And remember to put all of your evidence that indicates that those tests shows this compound is "this" or "that". Don't take the risk!
• Last form of the test is usually measuring of enthalpy change. Usually they will ask us to react something and record the temperature. The only tips that I can get here is that you need to be extremely, extremely, d*** accurate! Although the marks are not really high, but their marks for accuracy is really and impossibly strict. Let's say that the examiner get a value of 2.7 and their limit of accuracy is 0.05 while some of our equipments can't measure until that degree of accuracy. Even slightest difference will give us wrong answer, such as finding the average of 2.7 and 2.8. This accuracy limit is also applied during our calculation. So our only hope is to get the measurement right. Fortunately, their marks are not really high and they are quite fair, such that they can miraculously design the test that it is possible for us to get the marks in one part but not the other.

So this is the end of extra tips. Comments are much appreciated.

Biology P3 Basics and Tips 01

(note: I'm using Vika's account since i'm too lazy to make one =_=, for those who failed to guess who am I, I wont tell ^.^)

Finally, a biology section.
Anyways,
Since Vika told me to do biology, and bio p3 is first, so I'd like to share some bio p3 tips.
You can request any clarifications on A Level Biology later, and I or Vika will try our best to answer it.

First, the basics, just for your information.
The practical usually consists of 2 questions. The first one should be some test-tube-practical, and the second one should be microscope-related-practical
Total mark is 40, according to 2009 syllabus it consists of:

• Manipulation, Measurement, and Observation (16 marks or 40% of total mark)
  
• Presentation of Data and Observation (12 marks or 30% of total mark)
• Analysis, Conclusions and Evaluation (12 marks or 30% of total mark)

Well, basically all three is important since their respective marks have the ratio of 40 : 30 : 30 which is well spread. I find the syllabus for the biology practical quite helpful because it simply explains what will happen in the practical. I suggest you take your time to read the practical syllabus. My writings are actually a summary of the syllabus and what I know.

Q1 part 01: The Tedious Test Tube Practicals.

In this practical, the first question will ask you to do certain things with clear set of instructions like put 2cm³ of starch into solution A and then put some inhibitor blablabla, and it will ask you to record your observation in sentences. That is all there is to it, only worth 2 marks.

Ah, the main part. The second question, based on the info given on the first, will tell you to do an experiment and record your observation in a table, you know how it goes. You are given a set of apparatus, but you may or may not use them all. The experiment is repeated with varying sets of values of the factors like time or concentration, and oftenly 3 readings for each value set is enough. Make a neat table to record your observations, label each coloumn, AND DON'T MESS UP THE UNITS ON THE LABEL (and it goes like length/mm or length (mm)). Use pen for your writings.

This is basically manipulation of apparatus, use the apparatus given efficiently and smartly, don't mix up the syringe or beaker, and note that you should read on the meniscus. This question worth 6 marks and should take anywhere from 20-40 minutes depending on the question. DON'T SPEND TOO MUCH TIME IN LEISURE AND COMFORT OR HESITATION, YOU'RE KILLING YOURSELF; RESIST THE TEMPTATION! If the experiment takes a long time you can do the next questions first. Immediately afterwards, they will ask you to draw a conclusion from your results, pretty simple.

Oh before I forget.. I'd like to give some tips on the ultimately-luck-based-ambiguous-colour type test tube practicals, like benedict dilution (i hate this the most, inhibitor comes next on my hate list), use the word 'pale' or 'dark' AND DONT INVENT YOUR OWN COLOUR LIKE PURPLISH GREEN OR PINKISH BLUE, believe me, its written on the syllabus. I'm unsure whether you can use comparison like paler red than at 0.1 mol, but darker than at 0.5 mol. Use precise and simple language for it.

That's it for part one, I wont discuss all aspect of the practical though, i'll just discuss what seems important or tricky to me. Its roughly a week to the actual practical when this is written, expect it to be finished maybe 3 days before the practical. And again, the practical syllabus really helps, just read it.

Computing - AS Level

Definitions & What Is(s) - Work In Progress

Batch Processing - A processing mode in which data is gathered first, then processed at a later time.

Data Integrity Checking

• Validation - Checks whether data is logically correct. (i.e. numbers put in an "Amount" field, text into "Name")
  
• Verification - Checks whether data is correct/what is meant to be input. (i.e. No typos, data put into the correct record)
  

Data Transmission

• Serial - Transmission of data through one data stream.
  
• Parallel - Transmission of data through many data streams.
  
• Simplex - Transmission of data in only one direction.
  
• Half Duplex - Transmission of data in multiple directions, but only one direction at a time.
  
• Duplex - Transmission of data in multiple directions. (Simultaneous)
  

Files

• Indexed Sequential -
  
• Random - Records are assigned a unique value using a hashing algorithm, and these records are identified and accessed by this unique value.
  
• Sequential - Records in file are stored according to a logical order. (i.e. ascending, by letter)
  
• Serial - Records in file are stored in no particular order. (i.e. chronological)
  

Hardware - The physical components of a computer system.

Information Systems

• Interactive - A system where data held in the system can be edited by the user.
  
• Passive - A system where it allows only the viewing of information.
  

Input Device - Any device that allows data to be input into the processor.

Operating System

• Batch -
• Real-Time -
• Single-User -
• Multi-User -
• Network -

Output Device - Any device that allows the processor to convey the results of its processing.

Protocol (Network) - A set of rules/instructions that allows communication between different devices to be possible.

Real-time Processing - A processing mode in which data is immediately processed as it is retrieved.

Software - A collection of programs that govern the functions of a computer system.

Storage Device -

User Interface

• Command Line User Interface - User interface which requires user to input commands to peform tasks.
  
• Form-Based User Interface - User interface which looks like a question-and-answer form, with textual answers filled in automatically validated textboxes. Selection and/or multiple choice are done through radio buttons, checkboxes, or drop-down lists.
  
• Graphical User Interface - User interface which consists of icons, windows, menus, etc.
  

Utility Software

• Disk Formatting - Software which divides up the surface of a disk into more easily manageable sectors.
  
• File Compression - Software which reduces the size of individual files without any loss of data in the files.
  
• File Handling - Software which manages files stored in a computer system.
  
• Hardware Drivers - Software which acts as a translator, allowing communication between the operating system of a computer system and its peripherals.
  
• Virus Checker - Software which checks files on a computer system for viruses.
  

Concepts - Work In Progress

Buffers & Interrupts in Transferring Data from Primary Memory to Hard Drive

• Buffer filled from primary memory.
• Processor carries on with other task while hard drive empties buffer and stores data.
• When buffer is empty, interrupt sent to processor (From hard drive/buffer) requesting buffer to be refilled.
• Processor decides according to importance of interrupt whether to suspend current job and carry out interrupt or to store interrupt for later execution.
• Processor refills buffer from primary memory.

Check Sums - Method of Checking Errors During Transmission of Data

• Individual bytes of data are added together.
• An algorithm is applied to the above result.
• Result of algorithm is attached to data to be sent.
• When data is received, repeat calculation and check whether the result of this calculation matches the one attached to data.
• If there are no errors, both values will match.

Maintenance of Stock Levels of Goods in a Warehouse Using Stock Control Software

• Barcodes read as goods arrive/leave.
• Number in stock is incremented if arriving, decremented when leaving.
• Software checks number in stock against reorder number.
• After every transaction, when number in stock below reorder level, then create order.
• Order made is stored as boolean 1 (True) until order delivered.

Algorithms

• You may use pseudo code, flowcharts, or even normal English to write your algorithms. (Note: If possible, do not do flowcharts; they're a waste of time)
• Do not forget to declare & initialize your variables if you are making any.
• There is no need to declare variables already stated in the question.
• You will get your marks only if you can understand what you just wrote.
  
• There are only 3 looping statements: for-next, repeat-until, and while-endwhile; so don't make your own fancy statement because most likely nobody would understand!
• If there is a simpler way of solving the problem, (i.e. Lesser number of instructions, is easier to be understood) then do it simpler!
• Do not use language-specific syntax; (e.g. Instead of writing '==', write "is equal to") you must make sure that even the average guy can understand what you're writing. (At least in the wording)
• Properly indent different blocks of code; this is the convention when writing algorithms and it makes these algorithms easier to read.
• Make sure it answers the question!
  

English: Summary

Here's what I do for planning the summary. Separate two passages' ideas. Kayak misalnya. Yg kmrn itu, modern city life di beirut sama bangkok. Planningnya dibedain.

Beirut: apa lah
apa lah
apa lah
apa lah
advantage
disadvantage
zbzbzzbz apa aja

Bangkok: ini itu
ini itu
aaaaa
ini itu
adv
disadv


Pokoknya, poinnya lu bedain. Gw sih bikinnya 1 page gw split jadi 2, biar liatnya lebi gampang. Personal preference tapi sih.

Nah, in summary, you SUM THEM UP. self explanatory kan? Summary, summing things up.

Jadinya, kalo lu pikir 1 point ada yg similar, lu bikin tu new paragraph, terus abis itu lu compare. in beirut, shit happens suddenly, while in bangkok, shit happens indefinitely. misalnya begitu. kalo misalnya pula, ada 1 poin yg lu sure jawaban dari summary questionnya tapi nga ada poin dari sebelah, its okay, lu include abis 1 comparison. jadi misalnya lagi:

in beirut, shit happens suddenly, while in bangkok, shit happens indefinitely. in beirut, things also come into a stop.

NOTE: itu kalimat2 cuma contoh. Abis ada backing point etc, lu terusin with new paragraphs. Endingnya nga usa dibuat2 bagus, ini namanya summary, bukan composition.

Also, the most important thing: LOOK AT THE GODDAMN QUESTION. liatin dia suruh SUMMARY APAAN. kalo misal dia suruh summary cara bikin coklat tapi lu summary rasa2 coklat di seluruh dunia, well good luck la lu.

Pokoknya buat summary:

1. compare ideas from both passages

2. QUESTION. SUMMARISE APAAN DOLO.

Special Posting: Practical Chemistry a.k.a. P3

Oke tinggal sehari atau dua hari lagi buat practical. Menurut gw, nih paper yg paling sulit, soalnya kesalahan dikit aja bisa bikin resultnya ngaco dan amburadul. Such small stupid mistakes can be irrelevant and sometimes unnoticeable. Example, using the same dropper for different unknown substances. Klo misalnya precipitatenya warnany bisa kuning atau merah atau ungu atau putih, I say it is still safe to combine them. Tp klo ada 3 unknown substance, trus ada 2 yg precipitare warnanya putih, good luck.

Usually they will provide two droppers, I suggest you use one for to add the acids and bases (you know, you will need to use droppers to add ammonium hydroxide or HCl) and use the other one to add the unknown substance to empty test tube. Terus siapin satu beaker kosong isinya distilled water buat bersihin droppernya. Jadi abis pake buat satu reagent lu pake droppernya buat ambil air trus buang lah airnya kemana. Minimal bisa buat reduce contamination.

Trus buat calculation. Inget biarpun titrasi lu ngaco, calculation nggk ada accuracy marknya. Jadi, sebisa mungkin, try to get full mark in calculation part. 5 marks mungkin kecil, tapi bisa nyelamatin kita. Klo perlu hapalin semua calculationnya biar lebih confident. Confidence is the key to succeed in this exam. Also in qualitative analysis, sometimes you can actually guess which substance is which even if you haven't finished the whole set of questions. You can actually save time here by writing the possible outcome before we actually test it. Jadi biarpun salah waktu kita coba, tp nulis observasinya bener, kita masih dapet mark.

Klo lu orang lebih confident, boleh juga coba kerjain qualitative nya dahulu. Jawaban di qualitaive lebih exact. Pengecualian kalau titrasinya menggunakan oxidising agent (KMnO4 dan yg lainnya). Klo kelamaan ditinggalin, nanti reagentnya bisa keoxidize duluan, resulting in inaccurate measurement.

Trus klo ada yang ambidextrous atau at least bisa kerja pake 2 tangan, gunakanlah dua tangan anda. Tp klo misalnya lu orang begitu pake 2 tangan langsung tangan kanannya stop bekerja, jangan dicoba.

Klo ada dilution (yg musti dimasukin ke dalam tube aneh terus dikocok), lu orang buka distilled water tubenya, terus tumpahin, terus klo udah level tertentu, baru pake tube kecilnya. Dan klo udah approaching the line, ganti pake dropper biar meniscus readingnya pas di line. Beda sedikit aja bisa deviate the result by a lot. Trus pas di shake, ati2 jgn sampe ada yg tumpah airnya (sedikit gpp), reason same as above.

Jangan lupa tabulate all of the results, even though if you are not asked to. Gw pernah ilang 2 mark gara2 nggk nulis table di bagian awal2. Jangan panik waktu ngerjain, kejadian dulu ada anak ngambil A-level, saking groginya sampe mecahin apparatusnya (nggk tau apparatusnya apa). Trus semua data harus 2 decimal places, klo nggk bisa ilang tuh 1 mark.

Klo bisa, hapalin semua perubahan warna saat titrasi. Klo misalnya diminta titrasi sampe warna pink pake methyl orange, harus bener2 exact warna itu. Always use white tile to let us differentiate the colour better. Klo bener2 kepepet (definisi kepepet: udah coba 3 kali tapi bedanya sampe 5 cm3 atau warnanya lu bener2 nggk tau) (*warning* very risky), cb ngintip temen2 yg lain atau invigilator punya practical. Glancenya of course jgn ketauan, main mata dikit aja. Sebaiknya klo bingung tanya dulu, klo nggk dihiraukan baru.... (anak baek jangan menyontek. Inget ini bener2 risky. Klo ketahuan bisa automatic failure, so jangan main api klo nggk mau kebakar). Trus klo misalnya Ms. Ine liatin lu orang punya practical, try to just ignore her face and body language and expression.

Klo kerjain, tolong-tolong dengan sangat jangan pernah buru-buru kaya dikejar setan atau mau show off. With proper time planning and by realizing your ability, you should be able to allocate your time wisely and judgmentally. No need to rush with reason such as "later I don't have time to do the written work". Plan, plan, plan!

Jangan cheat your result, bcos most probably the examiner will notice. (I don't now actually how to cheat here though)

Trus klo ada pertanyaan yg regarding improve the quality of experiment atau why such experiment is blablabla, jgn panik. The best answer is always the simplest answer but we should not simplify our point. Pikir pake kepala dingin, klo mereka mintany simple modification, jgn pikir yg aneh aneh. Conduct experiment in vacuum is one of the most desperate answer. Liat sekitar lu dan liat apparatus2nya, trus pikir lagi. Klo nggk bisa lompatin aja daripada ngabisin waktu.

Last but not least doa. Biarpun udah disiapin seperfect mungkin, tapi selalu ada uncertainty. By conducting our experiment accurately and precisely, we should reduce those uncertainty by a great amount. But still, it is always good to have faith.