beryl_smiles
New Member
- Joined
- Apr 16, 2010
- Messages
- 4
- Gender
- Undisclosed
- HSC
- N/A
Hi everyone! 
I'm Beryl and I graduated from Ruse this year (2012) with
CHEM/PHYS TUTORING
My study approach was focused on conceptual understanding & meticulous details / exam technique
1) Teaching all dot points - strong conceptual understanding, essential to tackle any B6 question / difficult problems you've never seen before (especially for physics!) + means less memorising
2) Comprehensive notes with pracs (they always ask a prac) with DETAILS text books dont have! In the HSC, marking is extremely harsh (threshold state rank marks are only 92/100) I have collated all the necessary details you need to memorise from textbooks, teachers/HSC markers, past ex-state ranking students, many many marking guidelines.
3) Exam technique -- > knowing what all the verbs mean, looking out for plurals, drawing tables, when the verb is evaluate you should end with "Evaluation : bla bla " etc...
4) HW/Extension Qs if wanted - mainly trial qs/conceptual qs/big 5/6/7 markers
To make a concrete example of what is unique about my teaching, consider the topics you have already done ...
Phys Space
- If speed of light is CONSTANT, why does length contract and time dilate because if C=L/T, if length contracts, shouldn't time also contract? (answer is no, key conceptual misunderstanding if you think this)
- Draw a michelson morley apparatus diagram (did you remember to label the proposed direction of earth's motion? the base as "rotating"? and the bed on mercury?)
Chem POM
- What does the term biodegradeable mean chemically, and why is PHB biodegradeable? (this was asked in our trials)
- Always writing "yeast zymase enzyme" in fermentation eqn above the arrow
- Always drawing the electronic balance for fermentation experiment (because dt pt is about measuring mass changes)
There are many more little details like these in the next few modules, and I really believe many of my peers / most students enter exams knowing the material, but what differentiates them? It's these details / depth of conceptual understanding / exam technique (eg chem eqns everywhere, quoting key phrases/names of principles or theories, writing the reaction conditions catalyst, knowing the difference and not confusing key words like "ionise" and "dissociate", drawing diagrams with enough detail etc.....) these cause a range of marks to be produced - and I hope to help you all reach the top!
English http://community.boredofstudies.org/showthread.php?t=297284
CONTACT beryl.smiles@gmail.com (If you can, please email because I'm not very good with this pm-ing system thank you
- Private + Group
- Epping / Parramatta library
I'm Beryl and I graduated from Ruse this year (2012) with
- 99.95 ATAR
- 5th in NSW Physics (97)
- 12th in NSW Chemistry (97)
- 1st at Ruse English (Adv 97 Ext 48)
- 3U Math (98)
- 4U Math (96)
CHEM/PHYS TUTORING
My study approach was focused on conceptual understanding & meticulous details / exam technique
1) Teaching all dot points - strong conceptual understanding, essential to tackle any B6 question / difficult problems you've never seen before (especially for physics!) + means less memorising
2) Comprehensive notes with pracs (they always ask a prac) with DETAILS text books dont have! In the HSC, marking is extremely harsh (threshold state rank marks are only 92/100) I have collated all the necessary details you need to memorise from textbooks, teachers/HSC markers, past ex-state ranking students, many many marking guidelines.
3) Exam technique -- > knowing what all the verbs mean, looking out for plurals, drawing tables, when the verb is evaluate you should end with "Evaluation : bla bla " etc...
4) HW/Extension Qs if wanted - mainly trial qs/conceptual qs/big 5/6/7 markers
To make a concrete example of what is unique about my teaching, consider the topics you have already done ...
Phys Space
- If speed of light is CONSTANT, why does length contract and time dilate because if C=L/T, if length contracts, shouldn't time also contract? (answer is no, key conceptual misunderstanding if you think this)
- Draw a michelson morley apparatus diagram (did you remember to label the proposed direction of earth's motion? the base as "rotating"? and the bed on mercury?)
Chem POM
- What does the term biodegradeable mean chemically, and why is PHB biodegradeable? (this was asked in our trials)
- Always writing "yeast zymase enzyme" in fermentation eqn above the arrow
- Always drawing the electronic balance for fermentation experiment (because dt pt is about measuring mass changes)
There are many more little details like these in the next few modules, and I really believe many of my peers / most students enter exams knowing the material, but what differentiates them? It's these details / depth of conceptual understanding / exam technique (eg chem eqns everywhere, quoting key phrases/names of principles or theories, writing the reaction conditions catalyst, knowing the difference and not confusing key words like "ionise" and "dissociate", drawing diagrams with enough detail etc.....) these cause a range of marks to be produced - and I hope to help you all reach the top!
English http://community.boredofstudies.org/showthread.php?t=297284
CONTACT beryl.smiles@gmail.com (If you can, please email because I'm not very good with this pm-ing system thank you
- Private + Group
- Epping / Parramatta library
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