SCIENCEMATHEMATICSENGLISH
SECONDARY SA2 REVISION GUIDE
English
SECONDARY REVISION GUIDE
COMMON PITFALLS AND HOW TO AVOID THEM
Composition Writing Comprehension Short Questions
Summary Writing
TLL TOP TIPS
Common Pitfall The Learning Lab’s Top Tips
Gaps in logic • If attempting a personal recount or narrative question, plan out your essay before writing to make sure that there are no
• If attempting an argumentative or expository essay, the
Awkward phrasing • Take the time after writing to proof read your essay to make
No sophistication of language • Use vivid description to spice up your writing instead of
• Vary sentence structures to introduce sophistication to your
EXAMPLES OF A LACK OF SOPHISTICATION IN LANGUAGE
Example One: Narrative Writing
Improved Version:
precipitously close to my shoulder before he jerked into an upright posture in an abrupt motion, as if
Example Two: Expository Writing
Improved Version:
Campaigns and movements have the power to alert the authorities to the tides of public sentiment, thus
COMPOSITION WRITING — COMMON PITFALLS AND HOW TO AVOID THEM
English
Common Pitfall The Learning Lab’s Top Tips
Sourcing answers from the wrong part of the passage
• When analysing the questions, highlight all the question requirements, including the paragraphs to
Incomplete answers • Always check to see that your response addresses all
Ignoring question instructions • Pay attention to instructions like “name”, “state”,
EXAMPLE OF AN INCOMPLETE ANSWER
Incomplete answer:
Suggested answer: As the generation has grown up being surrounded by digital media, [1] it probably has numerousinsights about the workings of the media and thus knows how to control it. [1]
COMPREHENSION SHORT QUESTIONS — COMMON PITFALLS AND HOW TO AVOID THEM
English
SUMMARY WRITING — COMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
Sourcing points from the wrong paragraphs
• When analysing the question, highlight all the question requirements, including the paragraphs to
Summary points do not answer thequestion
• Make sure each individual point answers the summary
Summary points have not beenrephrased properly
• Do not lift directly from the passage
• Remember that you cannot use words that are used in
EXAMPLE OF INACCURACY
English
FOR CONTINUOUS WRITING
FOR COMPREHENSION SHORT QUESTIONS
FOR SUMMARY WRITING
For each section of your English paper, remember these top TLL tips!
MathematicsCOMMON PITFALLS AND
HOW TO AVOID THEM
Secondary 1 Secondary 2 Secondary 3
TLL TOP TIPS
SECONDARY REVISION GUIDE
Number of workers Number of days
14 9
1 126
18 7
Mathematics
SECONDARY 1 – RATE, RATIO AND SPEEDCOMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
PRESENTATION ERRORStudents might have used the incorrect symbols in presenting their solutions, leading to an incorrect
• Check whether mathematical symbols, especially
• Do not use the equal sign more than once in the
•
CONCEPTUAL ERRORStudents might have misunderstood the underlying
• Revise the formulae or key concepts of each topic
• Annotate the formulae or key concepts at the side
UNIT ERRORStudents might have forgotten to write the units in
• that there is a unit at the end of each answer if
• Make it a good habit to write the units in each step
INCORRECT APPROACH:
An assembly line manager hired 14 workers to
have equal productivity, how long would it take for 18 workers to complete the same job?
CORRECT APPROACH:
An assembly line manager hired 14 workers to
have equal productivity, how long would it take for 18 workers to complete the same job?
14 workers = 216 hours
1 worker = hours = 15 hours
18 workers = 18 x 15 hours = 277 hours
The number of workers is inversely proportional to
21614
37
37
57
PRESENTATION ERRORAn equal sign should only be used when two quantities
Equal signs should not be used more than once in the
CONCEPTUAL ERROR
same job, the amount of time needed to complete the job
UNIT ERROR
x 14÷ 14
÷ 18x 18
Good habit 1:Highlight and annotate key information in the
Good habit 2:Present the solution using
appropriate diagram or
Mathematics
SECONDARY 2 – DIRECT AND INVERSE PROPORTIONSCOMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
PRESENTATION ERRORStudents might have missed out in labelling their
• Check whether mathematical symbols, especially
• Do not use the equal sign more than once in the
•
CONCEPTUAL ERRORStudents might have misunderstood the underlying
• Revise the formulae or key concepts of each topic
• Annotate the formulae or key concepts at the side
ACCURACY ERRORStudents might have rounded off immediate
• Always leave the intermediate steps in 2 more
UNIT ERRORStudents might have forgotten to write the units in
• that there is a unit at the end of each answer if
• Make it a good habit to write the units in each step
INCORRECT APPROACH:
The outer radius of a hollow iron ball is 15 cm and
of the iron ball in kg if 1 cm3
CORRECT APPROACH:
The outer radius of a hollow iron ball is 15 cm and
of the iron ball in kg if 1 cm3
spherical in shape
3 3
3
43
43
2 – 798= 145
43
Good habit 4: Leave only
Good habit 1:
Good habit 2:Label what is
found in working
Good habit 3: Write units in each step of the working
CONCEPTUAL ERRORUsed wrong formulae
ACCURACY ERROR
UNIT ERRORDid not label units
PRESENTATION ERROR
the working is about
show intermediate workings
PRESENTATION ERROR
Mathematics
SECONDARY 3 – SURDSCOMMON PITFALLS AND HOW TO AVOID THEM
Common Pitfall The Learning Lab’s Top Tips
CALCULATION ERRORStudents might have incorrectly added, subtracted, multiplied or divided in the process of solving the
•
CONCEPTUAL ERRORStudents might have misunderstood the underlying
• Revise the formulae or key concepts of each topic
INCORRECT APPROACH:
Find the values of a and b such that
= , where a and b are rational
CORRECT APPROACH:
Find the values of a and b such that
= , where a and b are rational a + b 34 + 2 3
a + b 34 + 2 3
4 + 2 35 – 4 3
4 + 2 35 – 4 3
5a + 4a 3 + 5b 3 – 12b
2
= 16 + 16 3 + 6= 22 + 16 3
5a – 4a 3 + 5b 3 – 12b
2
= 16 + 16 3 + 12= 28 + 16 3
5a – 12b – 4a 3 + 5b 3
5a – 12b = 28 1–4a + 5b = 16 2
From 2 , a =
Sub a = into 1 ,
5 – 12b = 28
25b – 80 – 48b = 112–23b = 192b = –
a =
= –
5 – – 164
5b – 164
5b – 164
5b – 164
19223
33223
19223
= 28 + 16 3= 28 + 16 3
Good habit 1: Highlight and annotate key
Good habit 2: Check and ensure accurate transfer
Good habit 3:Present solutions with explanation
to show clear understanding of the topic and the
CALCULATION ERROR
CONCEPTUAL ERRORStudent is unable to proceed with the question as the
Mathematics
Plan your time wisely – follow the general rule of 1 mark = 1.5 min
GENERAL EXAM TIPS
ScienceCOMMON PITFALLS AND
HOW TO AVOID THEM
Paper 1 – Multiple-Choice Questions Paper 2 – Free Response Questions
TLL TOP TIPS
SECONDARY REVISION GUIDE
Science
Common Pitfall The Learning Lab’s Top Tips
Carelessness •
Not reading the full question • Read and analyse all the options carefully before
Misconception • Revise past work to familiarise yourself with
• Especially for content-heavy topics, it is important to
Poor time management • feel stuck at any question, circle the question, make the best guess and come back to it after you have
PAPER 1 – MULTIPLE-CHOICE QUESTIONS
SUBJECT-SPECIFIC KEY EXAM MANAGEMENT TECHNIQUES
Questions may involve a few related topics, so students
should link concepts
Categorise each option as “Correct”, “Incorrect” or “Not possible to tell” to
Analyse all options before picking the right
answer to minimise
Derive answer by elimination – cross out options that are
1
4
32
5
Read question thoroughly and highlightkey information.
EXAMPLE
Arrange, in descending order, the magnitudes of the normal contact forces, X, Y and Z, exerted by
ANSWER A: CARELESSNESS The question states that the normal contact forces should be arranged in descending order,
ANSWER B: NOT READING THE FULL QUESTION While Y indeed has the greatest magnitude, the positions of X and Z in this option have been
ANSWER D: MISCONCEPTION
for each beam to be balanced, the clockwise moment about P should be equal in magnitude to
F is the applied force and d is the perpendicular distance from the pivot to the line of action of the
equilibrium, the normal contact force on each beam should be equal
Correct answer: C
X Y Z
K L LP P P
J J K
Science
for each beam to be in
EXAMPLE
Which of the following statements about bonding is correct?
All non-metal atoms undergo bonding to achieve an octet electronic configuration.
Metallic bonding refers to the electrostatic forces of attraction between oppositely charged
Science
STATEMENT I (INCORRECT): MISCONCEPTION AND/OR CARELESSNESS.This is an absolute statement, with the keywords being 'all', 'non-metal' and ‘octet’. An examplesufficient to overturn this statement is hydrogen, which is a non-metal that undergoes bonding to achievea duplet electronic configuration, e.g. covalent bonding to form hydrogen gas (H2), or ionic bondingto form hydride ion (H-). When it forms a hydrogen ion (H+), it is left with no electrons.
STATEMENT II (CORRECT): THIS IS CORRECT FOR ALL CASES OF IONIC BONDING.Even when an ionic compound contains a polyatomic ion (which is formed from covalent bonding), there isstill a transfer of electrons from an atom/group of atoms to another atom/group of atoms.
STATEMENT III (INCORRECT): MISCONCEPTION AND/OR CARELESSNESS.This is an absolute statement, with the key phrase being ‘only one pair’. More than a single one pair ofelectrons may be shared during covalent bonding. E.g., oxygen atoms share two pairs of electrons to forman O2 molecule, while nitrogen atoms share three pairs of electrons to form a N2 molecule.
STATEMENT IV (INCORRECT): MISCONCEPTION.This statement contains a ‘half-truth’, which may appear plausible as an answer to students who do nothave a clear understanding of key concepts and terms. Metallic bonding refers to the electrostatic forces of attraction between positively charged metal ions and negatively charged sea of delocalised electrons. There are no anions in a metallic structure.
Correct answer: A
Science
Common Pitfall The Learning Lab’s Top Tips
Missing key points • Revise past work to familiarise yourself with the phrasing or
Not answered in context of question
• Check your answer to ensure references have been made to
Inaccurate phrasing • Jot down relevant keywords based on the concept tested in the question and check that your answer demonstrates an
Explanation does not support answer
• Phrase your answer to support your choice or the
PAPER 2 – FREE RESPONSE QUESTIONS
SUBJECT-SPECIFIC KEY EXAM MANAGEMENT TECHNIQUES
STUDY DIAGRAMS AND DATA
CAREFULLY AND JOT DOWN QUICK NOTES THAT AID IN YOUR ANALYSIS
For experiment-based questions, identify the independent and dependent
Hence, analyse the results to come to the
BE CLEAR AND CONCISE
1
3
2
• The terms used in questions indicate how they should be answered and give
• Other clues on how long the answer should be include the mark allocation and
• Some questions simply require students to recall and write down a definition or
• Some questions require students to interpret and analyse the given information using
• Some questions require students to apply their knowledge to explain non-textbook
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–
–
–
–
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EXAMPLE
White blood cells are mobile and can change in shape to squeeze through the walls of
The walls of the blood vessel are only one-cell thick, allowing Cell B to enter and exit
Cell B is mobile and can change its shape by squeezing through the walls of the blood
Suggested answer:
Science
blood vessel
Cell B
Put in your best effort and remember to check
remember to get a good night’s rest before your paper!
C O N T A C T U S
At The Learning Lab, we practise an active learning approach, where students are encouraged to engage with the text or topic being taught, think critically, and participate in class through guided
solid foundation for exam excellence is important, we also believe
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