How hard can Vika own?

...


Vika did the P4 Chemistry test while juggling 5 chickens with his bare hands, calculating the value of π to 67 decimal places and writing a literature script on Alexander The Great. When he had finished, he got a couple of hours left and decided to redo the test in 9 different languages, saving the polar bear populations in the North Pole, and playing 8 Guitar Hero songs with the monitor facing away from him and scoring perfect on each songs. In the end, when everyone has finished, Vika ended up finishing 3 bestselling books on Chemistry that the Cambridge professors actually bought for reference to mark the test and improve the world's study programs. Not to mention that he was blindfolded and tied onto his chair with an Osmium chain for the whole time.

Damn you Vika.


Note:
-I'm obviously not Vika.
-This is the first post in the month of June 2009,..posted this right after I arrived at home on the day we did Chem. P4.
-Osmium is the heaviest metallic element.

Intermission: Buat Para Gamers

(I am borrowing Vika's ID, me is not Vika)
(Post is in Indonesian, are you not proud of your own country's language?)

Buat refreshment di tengah2 stress..

Ini dia lagu kebangsaan gamer Indonesia.
Left 4 dead dota CS TF2 WoW semua disebut lengkap. Emg plg keren ni lagu.
Lagunya yg bikin orang musisi, namanya Saykoji.

Link : http://www.indowebster.com/lagugamers.html





(*edit* blame Ken for this big, lame, out of place player, lol.)

Lyrics : http://www.indogamers.com/f317/lagu_buat_gamers-196831/

Wkwkwk sound effectnya aja dari game semua (kali)....

Skalian deh yg lucu2:
http://www.indogamers.com/f317/hot_kesalahan_ketik_terparah_nyata_dalam_hidup-201880/

Biology P4 (again) : And stretch your hands to avoid cramp.

As I always say, I'm not Vika. I'm only borrowing his ID (again, lol).

This is a short listings of all (maybe) processes that is involved in our biology lesson.

But in fact, there are so many processes in biology, that this list ended up long, which is a pain for me.

This may (or may not) help you, but it certainly helps me since by writing these points, I remember better, "So why don't I contribute by writing it in the blog? Like killing two birds with a shotgun" I thought.

Whatevs lets just go to the main part.

1. Synaptic Transmission

• Action potential arrives on presynaptic membrane
• It causes uptake of Calcium Ions
• Calcium Ions cause vesicles of Acetylcholine (ACh) to fuse with presynaptic membrane
• ACh released and diffuse across synaptic cleft
• ACh binds with receptors on postsynaptic membrane
• Sodium channel is opened, Sodium Ions enter and depolarisation occur, action potential initiated

2. Action Potentials

• Resting potential is -65 mV (maintained actively by sodiumpotassiumpumps (3 sodium out for 2 potassium in)
• Action potential arrives, Na+ moves in through its voltage-gated channels
• Potential is +40 now because of excess of positive ions (depolarisation)
  
• Na+ channels close, sodiumpotassiumpumps restore resting potential (repolarisation) (briefly becomes more negative than normal)

3. ADH Effect

• ADH arrives through blood and binds to receptors in plasma membranes of the lining-cells of collecting ducts.
• It causes enzyme controlled reactions that produce active phosphorylase enzyme
• active phosphorylase enzyme causes vesicles of water permeable channels to move.
• Vesicles fuse with membrane, and voila! Your collecting duct is now permeable to water..

4. Meiosis Process (Things similar to mitosis will not be mentioned throughoughly (did I spell that right?))

• Meiosis I :
  
• Prophase I : homologous chromosomes pair up, (one pair is called as bivalent), and everything goes like mitosis, except crossing over occurs inbetween bivalent
• Metaphase I : They line up, independent assorment occurs.
• Anaphase I : centromeres DO NOT divide unlike mitosis
• Telophase I : as usual
• Meiosis II :
• Everything is as usual, but this time, the centromeres do break and divide.

5. Photophosphorylation (One of the longest, real word I've ever seen, that I have to copy paste this word through the list, do they ever attempt to abbreviate this word?)
(I strongly reccomend Figure 16.4 of our biology textbook (old edition))

• Photolysis, gives out 2H+, O, and 2 electrons.
• Electrons go to P680 and get excited to higher energy level. (Non cyclic-Photophosphorylation)
• Energy in electrons used to make ATP
• Electrons go to P700, excited again, used to make ATP again, and it cycles. (Cyclic-Photophosphorylation)
• 2 Electrons with the previous 2H+ ions combines with NADP to form reduced NADP.

6. Calvin Cycle (figure 16.6 is reccomended now)
RuBP = ribulose biphosphate, GP = glycerate 3-phosphate, TP = triose phosphate

• CO2 combines with RuBP to form unstable 6C compound
• It breaks to form 2 GP which is 3C compound
• Reduced NADP and ATP used to make GP into TP
• TP is used to make glucose, amino acid, lipids, etc.
• TP can also be used to regenerate RuBP

7. Phosphorylation (figure 15.9 is reccomended)

• Glucose, by using ATP turns into Hexose Phosphate, by using ATP again turns into Hexose Biphosphate, which breaks to 2 Triose Phosphate molecules.
• 2 TP turns into 'intermediates' and give out 2ATP and 2H, that forms 2 reduced NAD.
• 'intermediates' turns into 2 pyruvate molecules.

8. Krebs Cycle (...crap, this is long..I'll use symbols to make it short.) (figure 15.11 is reccomended)
[N] = an NAD molecule turns into reduced NAD during the process, [C] = CO2 is kicked out during the process

• A molecule of pyruvate turns into Acetyl CoA [N][C]
• AcetylCoA combine with oxaloacetate to form citrate (6C)
• citrate (6C) through some process turns into (5C) [N][C]
• Same thing happen to the (5C) molecule again, producing a (4C) molecule [N][C]
• the (4C) molecule turns into oxaloacetate, during this, an FAD is reduced an ATP is formed [N]

9. Anaerobic respiration (a short paragraph for this one) (figure 15.16 & 15.17 is reccomended)

Basically there are 2 types, lactate (in muscles) and ethanol (in bacteria).
The starting process is similar: glucose turns into pyruvate, making ATP and giving 2H in the process. 2H used to make 2 reduced NADs.
This is the difference:

• Lactate: the 2 reduced NADs give out the 2H they previously received to the pyruvate forming lactate.
• Ethanol: pyruvate lose CO2 somehow, becoming ethanal. Then, the 2 reduced NADs give out the 2H they previously received to ethanal which become ethanol.

Notably, reduced NADs are acting as coenzymes in this process. (maybe..)


Ahh there you go.. (letting out a sigh of relief)
Please tell me if I spelled anything wrong or something like that. I'm not perfect, and definitely not a 'dewa'.
There are several points that I purposely do not include like gene technology and sexual reproduction (For those testosteroners dont go "whut no sex?" on me, and flame in the comment box.). But these points are outside the textbook and Ms.Yanti has recently repeatedly taught us about these excluded points.

Yes, yes, I myself am wondering, why the heck would I write this at the night before the test? And on top of it, I wrote this at 10p.m. and finished at 11p.m. Chances are, nobody will ever read this before the test, since they are already asleep, resting properly before tomorrow's test at 7.30 a.m. (except Vika maybe). But at least it benefits me (and Vika maybe) as I've said. Also, as Vika reasoned; " The future generations may need this."

But seriously, I have no idea of why am I doing this.. It just occured..
Ah well, eventhough no one is reading this, but good luck anyways for the Bio P4 tomorrow and Math P3 too.

*abrupt end*

Biology P4: Get Your Pen Ready

First of all, good luck for tomorrow's P6 exam.

Second, let us post more beautiful girls picture (not Reon, Ozawa or Dizon):









Now for the real deal.

Basically the most difficult part in this paper is Part II, which can be surprisingly easy as in our prelim exam. Generally, homeostasis (osmoregulation and blood glucose regulation) is the easiest of all. Why? You mention one condition then you mention the opposite condition then you get a mark or two. Add up the organ and the hormone involved, you get 4 marks. Mention the aftermath, you will get two marks (blood glucose conc. down/water retained). Get it?

The one that gives us a lot of trouble are plant growth regulator (PGH) and our friend Darwin and his theory.

As for PGH, I can't think of any better possible answer other than these:

• Name the hormones and what is the effect
• How does it carry out the effect
• Leaf abscission and apical dominance

Yes, I do realize all of them requires memorizing. So good luck with that. But for some tips, rather than memorizing the steps, try to understand what is really happening. Make a flow chart and try to analyze the function of each hormone.

As for our dearest friend who was stranded in Galapagos Island, my best suggestion is to open wikipedia.org, type his name and just read whatever provided along with the link.

Another good bet is to memorize one type of your preferred sympatric speciation and allopatric speciation. For this reason, I strongly suggest you to read PYP and just take one of the stories. Personally, I find the story about prawn is indeed good.

Another dreaded topic (still from the same guy) is selection and variation. For this two topics, fortunately, the flow answer is always the same. Remember about sickle cell anemia and malaria? Practically, selection and variation question always follow such structure:

• Initially there are two variants (or any number) of phenotype.
• Number of population remain constant/ gene pool remains constant
• Mention about survival of the fittest/competition, depend on question
• Also mention about change in condition or environment
• If they can survive, they will be able to reproduce or the other way round
  
• Those who survive pass on their gene to the next offspring (this phrase never fails to appear in such questions), otherwise they die.
• Such changes happen over time -> result in evolution
• Change in number of gene pool

Those are only guidelines and please do not copy paste above phrases during your exam. Seriously. Above points are only guidelines and may need to be modified when answering question such as artificial selection, importance of variation or roles of human in natural selection.

Personally, I would recommend to take questions regarding ATP production (Kreb's, glycolysis, anaerobic pathway, oxidative phosphorylation), photosynthesis (asking about Calvin Cycle or light-dependent), synaptic transmission, gene technology (recombinant DNA, electrophoresis, PCR, Sanger method) and homeostasis (osmoregulation, blood glucose control). As a general rule, take "how" questions rather than "describe" questions. Think of your answer before you write them. If the questions can be answered in less than 100 words (listing only main points), I say go for it.

Hope this help.



N.B. Above pictures contain one transsexual woman. Do not get infatuated with her unless you accept her whatever she is.

Chemistry Probrem: Organic + Periodicity

After several feedback from my friend, I have decided Organic Chemistry and Periodicity will be reviewed in this post (and may continue, due to demand or difficulty).

Starting with organic chemistry, to tackle most problems regarding reagents and resulting product, I will be distributing some copies from my "Holy Baibal". It will be ready at the latest on Monday, 4th of April.

For periodicity..............

Starting from Group IV.

One common problem. Oxides and chlorides of Group IV is different from its element (C,Si,Ge). Don't mix it up. Read the questions carefully. They will have completely different reactivity and physical property.

Group IV oxides: carbon dioxide is an acidic gas as well as silicon(IV) oxide. Carbon monoxide is a neutral gas on the other hand. The rest of the Group IV oxides are amphoteric. Their reactions:

Request from Daniel

First evar L4D Post. Just some random thingies.

Created to increase blog's popularity (maybe).

First of all, I am not Vika, sorry Vik, as usual I have to borrow your ID.

Ahh finally someone posting l4d. This isn't really a guide on l4d though, more like a list of helpful l4d information (or some funny things) that I found in its official forum.

Yes, yes, I know that most of you ppl don't play l4d (orly?), don't flame me, at least there is something to be read (or rather, viewed) in this blog once in a while.

Well, here you go.

Update: few more links and I indicated the links for clarity.

HELPFUL INFO NO.1:

MAEN PAKE SPEAKER PLEASE *COUGH(BLOOD)*ALBERT*COUGH*

http://forums.steampowered.com/forums/showthread.php?t=778290
This is the l4d exact statistics for those number-calculating-gaming freaks *cough* wesley *cough*, heck they even found out that exploding pipe bombs and propane tanks does exactly 1 damage 33 feet away =_=.

http://forums.steampowered.com/forums/showthread.php?t=788854

Decent boomer tips, just for the sake of it.

http://forums.steampowered.com/forums/showthread.php?t=785441
List of current glitches.

http://forums.steampowered.com/forums/showthread.php?t=802420
VERY nice advanced tips. This just shows how detailed the makers of l4d, Valve, made this game.

http://forums.steampowered.com/forums/showthread.php?t=804885
Witch killing, quite interesting.

http://forums.steampowered.com/forums/showthread.php?t=746172
ahahah easter eggs, even I myself don't know most of them the first time i read this.

http://forums.steampowered.com/forums/showthread.php?t=770952
A nice in-depth hunter guide, for those hunter freaks *cough* ken *cough*.

http://forums.steampowered.com/forums/showthread.php?t=815449
This is a research entitled: "A study of migratory habits of Hunterous Aerialis in the area of Survivorus Incapati" (lol the latin names) done by advanced players ,obviously, to find out about the tendency on hunter-pouncing-incaps. You should open the images he provided for clearer understanding. Its funny, yet enlightening; written in the form of scientific review for humorous purposes.
@ken this is the one i talked about on the sunday night match, the one with all pros in the server.

http://www.youtube.com/watch?v=lI3PyHnvRKQ
Deadly ball statue, highly amusing, the main part is the later half of the vid, around 1 minute and 3 seconds onwards. Again, this just shows how detailed and real l4d is.

http://forums.steampowered.com/forums/showthread.php?t=817968
Highlights of DLC update. I've seen some of the vids on the new upcoming Survival Mode Lighthouse map, looks exciting.

http://forums.steampowered.com/forums/showthread.php?t=814743
L4D dictionary. Used by international ppl. Now I know that there really is a curse on Louis..

http://forums.steampowered.com/forums/showthread.php?t=782694
Guide to tanks, recommended since tanks are now not as effective as before against good players.

http://forums.steampowered.com/forums/showthread.php?t=791501
Pills here! A very nice guide that explains why pills >> medkits with a new way of thinking.

http://www.youtube.com/watch?v=DSF94qv5oTI&fmt=22
A fancy hunter tutorial video, in HD, and is slowed 50% for clarity (i think).

http://forums.steampowered.com/forums/showthread.php?t=751170
Why is crashsshhhhh! The essential crash solutions.


I didn't read all of them yet (lol), considering the time when I posted this *yawn*.
Vika, you better do sth to keep this blog alive, why don't you post the chemical structure of viagra, and explain how it works. Or you can ask wesley to find the Young's Modulus of condom materials or whatever (they can break during intercourse, according to our biology textbook,... srsly..). Notice that we've currently got only 4 posts (including this) for this year.

Ends here, I may post more thingies on l4d later, provided that biology homeworks will not kill me.


Credits goes to everyone who made these posts and threads and videos, thank you very much!

Request from Ken

I'm Sorry To Make You Wait

Our mascot:


She is an actress and she is not an adult actress.

Let us congratulate her for being our new HTML!!!!!!!!

Chemistry, Again, Homework Help.

Well, we were on hiatus.

I will give you some idea on how to design an experiment to determine the hydration of sodium carbonate (find the X in Na2CO3.XH2O).

Basically, I propose two methods of doing it:

1. Make a solution of known concentration and do a titration.
2. Heat the solid chemicals.

Method No. 1 is well known and comprehensible but requires more detailed explanation and precautions.
Method No. 2 is easier to write and describe, in terms of experiment and precautions. However, this method may require us to know a certain terms and apparatus.

I'll explain the first method first.

The first method is fairly simple. You just need to dissolve a known amount (in gram) sodium carbonate in distilled water and commence a titration with hydrochloric acid.

Since in titration, hydrochloric acid will only react with sodium carbonate, hence by finding the concentration of sodium carbonate reacted (in g/dm3), we can determine the mass of the water in the sodium carbonate, hence the hydration number (or whatever it is called).

The second method works exactly like our Paper 3 Question Number 2. Here, you need to heat with Bunsen Burner a known amount of hydrated sodium carbonate. This way, the water inside the sodium carbonate will be evaporated. The decrease in mass will signify the mass of water evaporated and hence we can find how much water originally in the crystal by comparing the mass of sodium carbonate with the water inside it.

Some apparatus required for these experiments:

• Test tubes, as the container for sodium carbonate
• Pipette, to transfer exactly 25 mL of solution of sodium carbonate for method 1
• Burette, to do the titration.
• Beaker, to contain the result 25 mL of solution of sodium carbonate.
• White tile
• Bunsen Burner, for method 2
  
• Boiling tube, to contain the sodium carbonate in method 2
• Anything to hold boiling tube while it is heated
• Weighing machine, to measure the mass of materials in method 2
• Stirrer and funnel to transfer the chemicals carefully.

I would say that is all for apparatus. Any extra advice would be appreciated.

Now for the chemicals:

• Hydrochloric acid, 0.125 mol/dm3, 250-400 mL
• Aqua destilata, a cool name for distilled water
• Sodium carbonate, of course. It must be pure.
• Methane or ethane, to fuel our bunsen burner.
• Indicator, any will do I think.

That is all for chemicals. Any extra addition will be deeply appreciated.

For the method No. 1, we just need to write what we usually do plus add some precautions and details, such as add X drops of indicator and indicate when we need to stop. For the table, just copy from any old past paper.

For method number 2, what I can say is that we need to continuously reheat and cool it down. We need to do this until the mass is finally constant, that is when all water is evaporated.

Suggestion for table.
Method 1:

Method 2:


So that is all I can help you. Good luck and if you have any problem you can approach Wind, Ms. Ine Medyawati or Kawapada.

Thank you.






(As a side note, if you can check the freeexampapers.com, you can see the paper 3 O/N 2001 and 2003 to get more reference)

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.)