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Hello 🙂 I am Amelia Lee, PhD – Princeton University, Materials Science Engineering.
I am one of the co-founders of The Best In Singapore, and I lead our Education Division comprising over 31,000 of Singapore’s most qualified and experienced home tutors.
Since 2012, we have established a strong track record of helping our students achieve better grades. You have probably heard about us from your school teachers, classmates, relatives or colleagues.
Getting into a good school and maintaining good grades is important for anyone who wants to do well in their chosen career – whether you plan to eventually work in Singapore, Asia, Europe or the United States.
Exams now require students to be able to remember large chunks of information, analyze complicated scenarios and then come up with appropriate answers.
The easier part of all these important tasks is probably the memorization of content from your textbooks. It certainly is more challenging to be able to correctly develop your higher-order thinking skills. Once you can do this, you will then need to apply the analyses are required by the increasingly difficult exam questions. Your school teachers are very good, but they are sometimes too busy to answer every question that you have.
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My parents and cousins are engineers. I am not sure if I want to be an engineer or be in IT. Whatever I eventually choose, I want my Physics grades to be good so that I have more options. I was mainly scoring B's and Madam Goh from The Best In Singapore helped my grades improve to an A for my O Levels.
Sarah Loh
Nan Chiau High School
JC1 was good and I could score mainly A's. When I was in JC2, I was assigned a different Physics teacher and I had difficulty understanding some of the content that he was explaining. We hired Mr Cheong from The Best In Singapore. He has a Master's in Applied Physics and I could discuss advanced topics with him. Very enjoyable lessons and he helped my stress levels go down quite a lot.
Stephen Ong
Victoria Junior College
I was listening carefully in class, but my answers were always not as good as my classmates'. Very discouraging and scary. My parents and I decided that I need to score better at Physics, and they looked at the profiles that The Best In Singapore showed to them. We chose an ex-MOE teacher, and she was very familiar with the marking schemes. Every tuition lesson, she showed me how my answers can be improved on, and where my mistakes were.
Vanessa Wong
Cedar Girls’ Secondary School Integrated Programme
Physics is one of my stronger subjects and I didn't want to waste the opportunity of scoring an A for my O Levels. We found a tutor who had taught other students who were also strong in Physics, and Mr Henry has been great at going through challenging questions with me. I got more and more confident, and reduced my careless mistakes.
Benjamin Soh
Dunman High School
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Mr SLP has 12 years of Physics tuition experience. He is NIE-trained and taught at a leading junior college for 8 years. Mr SLP has a Master’s in Applied Physics from NTU. His Bachelor’s in Physics was from NTU (2nd Upper Class Honours). Mr SLP’s private tuition students attended Singapore Chinese Girls’ Secondary School Integrated Programme, Nanyang Girls’ High School Integrated Programme, Hwa Chong Institution, National Junior College, Victoria Junior College, and Eunoia Junior College.
Ms HO has 7 years of Physics tuition experience. She has a Master’s in Applied Physics from NUS and a Bachelor’s in Physics from NTU (2nd Upper Class). Ms HO’s private tuition students attended Hwa Chong Institution, Temasek Junior College, National Junior College, Anderson Serangoon Junior College, Jurong Pioneer Junior College, and Nanyang Junior College.
Ms TPY has 13 years of Physics tuition experience. She has a Bachelor’s in Physics from NTU. Ms CH was an MOE contract teacher for 4 years and had taught at tuition centres for 5 years. Ms TPY’s private tuition students attended Damai Secondary School, Greendale Secondary School, Pei Hwa Secondary School, Eunoia Junior College, Tampines Meridian Junior College, and Yishun Innova Junior College.
Ms KHA has 16 years of Biology tuition experience. She is NIE-trained and taught at junior colleges for 7 years. Ms KHA has a Bachelor’s in Biochemistry from NUS (2nd Upper Class Honours). Her private tuition students attended Eunoia Junior College, Nanyang Junior College, Jurong Pioneer Junior College, Temasek Junior College, Anderson Serangoon Junior College, and Hwa Chong Institution.
Mr FM has 11 years of Physics tuition experience. He has a PhD in Physics (High Energy Physics) from NUS. His Bachelor’s in Physics was from NUS (First Class Honours). Mr FM's private tuition students attended Victoria School Integrated Programme, St Gabriel’s Secondary School, CHIJ St Theresa’s Convent, St Andrew’s Junior College, River Valley High School, and Raffles Institution.
Ms PFW has 17 years of Physics tuition experience. She has a PhD in Physics (Materials Analysis and Reliability Science) from Imperial College London. Ms PFW’s Bachelor’s in Physics was from NTU (First Class Honours). Her private tuition students attended Methodist Girls’ School (Secondary), Hwa Chong Institution Integrated Programme, CHIJ St Nicholas Girls’ School Integrated Programme, Victoria Junior College, Anglo-Chinese Junior College, and Raffles Institution.
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H2 Physics GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims of a course based on this syllabus should be to:
1. provide students with an experience that develops their interest in Physics and builds the knowledge, skills and attitudes necessary for further studies in related fields
2. enable students to become scientifically literate citizens who are well-prepared for the challenges of the 21st century
3. develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:
3.1 understanding the nature of scientific knowledge
3.2 demonstrating science inquiry skills
3.3 relating science and society
4. develop in students an understanding that a small number of basic principles and core ideas can be applied to explain, analyse and solve problems in a variety of systems in the physical world.
ASSESSMENT OBJECTIVES
The assessment objectives listed below reflect those parts of the aims and Practices of Science that will be assessed.
A Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The syllabus content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe, or explain.
B Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:
1. locate, select, organise and present information from a variety of sources
2. handle information, distinguishing the relevant from the extraneous
3. manipulate numerical and other data and translate information from one form to another
4. use information to identify patterns, report trends, draw inferences and report conclusions
5. present reasoned explanations for phenomena, patterns and relationships
6. make predictions and put forward hypotheses
7. apply knowledge, including principles, to novel situations
8. bring together knowledge, principles and concepts from different areas of physics, and apply them in a particular context
9. evaluate information and hypotheses
10. demonstrate an awareness of the limitations of physical theories and models.
These assessment objectives cannot be precisely specified in the syllabus content because questions testing such skills may be based on information that is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, deduce, calculate or determine.
C Experimental skills and investigations
Candidates should be able to:
1. follow a detailed set or sequence of instructions and use techniques, apparatus and materials safely and effectively
2. make, record and present observations and measurements with due regard for precision and accuracy
3. interpret and evaluate observations and experimental data
4. identify a problem, design and plan investigations
5. evaluate methods and techniques, and suggest possible improvements.
SCHEME OF ASSESSMENT
All candidates are required to enter for Papers 1, 2, 3 and 4.
Paper 1 (1 h, 30 marks)
This paper will consist of 30 compulsory multiple-choice questions. All questions will be of the direct choice type with 4 options.
Paper 2 (2 h, 80 marks)
This paper will consist of a variable number of structured questions plus one or two data-based questions and will include questions which require candidates to integrate knowledge and understanding from different areas of the syllabus. All questions are compulsory and answers will be written in spaces provided on the Question Paper. The data-based question(s) will constitute 20–25 marks.
Paper 3 (2 h, 80 marks)
This paper will consist of 2 sections and will include questions which require candidates to integrate knowledge and understanding from different areas of the syllabus. All answers will be written in spaces provided on the Question Paper.
● Section A worth 60 marks consisting of a variable number of structured questions, all compulsory.
● Section B worth 20 marks consisting of a choice of one from two 20-mark questions.
Paper 4 (2 h 30 min, 55 marks)
This paper will assess appropriate aspects of objectives C1 to C5 in the following skill areas:
● Planning (P)
● Manipulation, measurement and observation (MMO)
● Presentation of data and observations (PDO)
● Analysis, conclusions and evaluation (ACE)
The assessment of Planning (P) will have a weighting of 5%. The assessment of skill areas MMO, PDO and ACE will have a weighting of 15%.
The assessment of PDO and ACE may also include questions on data-analysis which do not require practical equipment and apparatus. Candidates would be allocated a specified time for access to apparatus and materials of specific questions.
Candidates will not be permitted to refer to books and laboratory notebooks during the assessment.”
Physics Tuition | Physics Tuition JC | O Level Physics Tuition | Math And Physics Tutor | Physics Tuition Singapore
H1 Physics GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims of a course based on this syllabus should be to:
1. provide students with an experience that develops their interest in physics and builds the knowledge, skills and attitudes necessary for them to become scientifically literate citizens who are well-prepared for the challenges of the 21st century.
2. develop in students the understanding, skills, ethics and attitudes relevant to the Practices of Science, including the following:
2.1 understanding the nature of scientific knowledge
2.2 demonstrating science inquiry skills
2.3 relating science and society
3. develop in students an understanding that a small number of basic principles and core ideas can be applied to explain, analyse and solve problems in a variety of systems in the physical world.
ASSESSMENT OBJECTIVES
The assessment objectives listed below reflect those parts of the aims and Practices of Science that will be assessed.
A Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The syllabus content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe, or explain.
B Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:
1. locate, select, organise and present information from a variety of sources
2. handle information, distinguishing the relevant from the extraneous
3. manipulate numerical and other data and translate information from one form to another
4. use information to identify patterns, report trends, draw inferences and report conclusions
5. present reasoned explanations for phenomena, patterns and relationships
6. make predictions and put forward hypotheses
7. apply knowledge, including principles, to novel situations
8. bring together knowledge, principles and concepts from different areas of physics, and apply them in a particular context
9. evaluate information and hypotheses
10. demonstrate an awareness of the limitations of physical theories and models.
These assessment objectives cannot be precisely specified in the syllabus content because questions testing such skills may be based on information that is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, deduce, calculate or determine.
SCHEME OF ASSESSMENT
All candidates are required to enter for Papers 1 and 2.
Paper 1 (1 h, 30 marks)
This paper will consist of 30 multiple-choice questions. All questions will be of the direct choice type with 4 options.
Paper 2 (2 h, 80 marks)
This paper will consist of 2 sections. All answers will be written in spaces provided on the Question Paper.
Section A (60 marks)
This section will consist of a variable number of structured questions including one or two data-based questions, all compulsory. The data-based question(s) will constitute 15–20 marks.
Section B (20 marks)
This section will consist of two 20-mark questions of which candidates will answer one. The questions will require candidates to integrate knowledge and understanding from different areas of the syllabus.”
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H3 Physics GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims of a course based on this syllabus should be to:
1 provide students an experience that deepens their knowledge and skills, and foster attitudes necessary for further studies in related fields
2 develop in students their appreciation of the practice, value and rigour of physics as a discipline
3 develop in students the skills to analyse physical situations, and to apply relevant concepts and techniques, including calculus, to solve problems.
ASSESSMENT OBJECTIVES
The assessment objectives listed below reflect those parts of the aims and Practices of Science that will be assessed in the examination.
A Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
1 scientific phenomena, facts, laws, definitions, concepts, theories
2 scientific vocabulary, terminology, conventions (including symbols, quantities and units)
3 scientific instruments and apparatus, including techniques of operation and aspects of safety
4 scientific quantities and their determination
5 scientific and technological applications with their social, economic and environmental implications.
The syllabus content defines the factual knowledge that candidates may be required to recall and explain.
B Handling, applying and evaluating information
Candidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:
1 locate, select, organise and present information from a variety of sources
2 handle information, distinguishing the relevant from the extraneous
3 manipulate numerical and other data and translate information from one form to another
4 use information to identify patterns, report trends, draw inferences and report conclusions
5 present reasoned explanations for phenomena, patterns and relationships
6 make predictions and put forward hypotheses
7 apply knowledge, including principles, to novel situations
8 bring together knowledge, principles and concepts from different areas of physics, and apply them in a particular context
9 evaluate information and hypotheses
10 demonstrate an awareness of the limitations of physical theories and models.
These assessment objectives cannot be precisely specified in the syllabus content because questions testing such skills may be based on information that is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation.
SCHEME OF ASSESSMENT
There is one paper of 3 hours duration for this subject. This paper will consist of two sections and will include questions which require candidates to integrate knowledge and understanding from different areas of the syllabus.
Section A (60 marks)
This section will consist of a variable number of compulsory structured questions. The last of these will be a stimulus-based question which will constitute 15–20 marks.
Section B (40 marks)
This section will consist of a choice of two from three 20-mark longer structured questions. Questions will be set in which knowledge of differential and/or integral calculus will be advantageous.”
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Physics GCE O Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
These are not listed in order of priority.
The aims are to:
1. provide, through well-designed studies of experimental and practical physics, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life
1.3 be suitably prepared for studies beyond Ordinary Level in physics, in applied sciences or in science-related courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of science
2.2 are useful in everyday life
2.3 encourage efficient and safe practice
2.4 encourage effective communication.
3. develop attitudes relevant to science such as
3.1 concern for accuracy and precision
3.2 objectivity
3.3 integrity
3.4 inquiry
3.5 initiative
3.6 inventiveness.
4. stimulate interest in and care for the local and global environment.
5. promote an awareness that
5.1 the study and practice of science are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations
5.2 the applications of science may be both beneficial and detrimental to the individual, the community and the environment
5.3 science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal
5.4 the use of information technology is important for communications, as an aid to experiments and as a tool for the interpretation of experimental and theoretical results.
ASSESSMENT OBJECTIVES
A Knowledge with Understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units contained in ‘Signs, Symbols and Systematics 16–19’, Association for Science Education, 2000)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The subject content defines the factual knowledge that candidates may be required to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state, describe, explain or outline.
B Handling Information and Solving Problems
Candidates should be able – in words or by using symbolic, graphical and numerical forms of presentation – to:
1. locate, select, organise and present information from a variety of sources
2. translate information from one form to another
3. manipulate numerical and other data
4. use information to identify patterns, report trends and draw inferences
5. present reasoned explanations for phenomena, patterns and relationships
6. make predictions and propose hypotheses
7. solve problems.
These assessment objectives cannot be precisely specified in the subject content because questions testing such skills may be based on information which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one of the following words: predict, suggest, calculate or determine.
C Experimental Skills and Investigations
Candidates should be able to:
1. follow a sequence of instructions
2. use techniques, apparatus and materials
3. make and record observations, measurements and estimates
4. interpret and evaluate observations and experimental results
5. plan investigations, select techniques, apparatus and materials
6. evaluate methods and suggest possible improvements.
Weighting of Assessment Objectives
Theory Papers (Papers 1 and 2)
A Knowledge with Understanding, approximately 45% of the marks with approximately 15% allocated to recall.
B Handling Information and Solving Problems, approximately 55% of the marks.
Practical Assessment (Paper 3)
Paper 3 will assess appropriate aspects of objectives C1 to C6 in the following skill areas:
• Planning (P)
• Manipulation, measurement and observation (MMO)
• Presentation of data and observations (PDO)
• Analysis, conclusions and evaluation (ACE)
The assessment of Planning (P) will have a weighting of 15%. The assessment of skill areas MMO, PDO and ACE will have a weighting of 85%.
SCHEME OF ASSESSMENT
Candidates are required to enter for Papers 1, 2 and 3.
Theory papers
Paper 1 (1 h, 40 marks)
This paper will consist of 40 compulsory multiple choice items of the direct choice type.
Paper 2 (1 h 45 min, 80 marks)
This paper will consist of 2 sections.
Section A will carry 50 marks and will consist of a variable number of compulsory structured questions.
Section B will carry 30 marks and will consist of three questions. The first two questions are compulsory questions, one of which will be a data-based question requiring candidates to interpret, evaluate or solve problems using a stem of information. This question will carry 8–12 marks. The last question will be presented in an either / or form and will carry 10 marks.
Practical assessment
Paper 3 (1 h 50 min, 40 marks)
This paper will consist of 2 sections.
Section A will carry 20 marks and will consist of 1–2 compulsory practical experiment questions with a total duration of 55 min.
Section B will carry 20 marks and will consist of one compulsory 55 min practical experiment question.
One or more of the questions may incorporate assessment of Planning (P) and require candidates to apply and integrate knowledge and understanding from different sections of the syllabus. The assessment of PDO and ACE may include questions on data-analysis which do not require practical equipment and apparatus.
Candidates would be allocated a specified time for access to apparatus and materials of specific questions.
Candidates are not allowed to refer to notebooks, textbooks or any other information during the assessment.
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Source: Nanyang Technological University website
General "A" Level Entry Requirements
For the most current and more comprehensive information, please refer to the NTU website.
“If you are applying using the Singapore-Cambridge GCE ‘A’ level Examination in the English medium, you need to obtain the following:
- at least two passes in subjects at H2 level and attempted General Paper (GP) or Knowledge & Inquiry (KI) in the same sitting;
- meet one of the following Mother Tongue Language (MTL) requirement:
- a minimum of ‘S’ grade in H1 MTL or General Studies in Chinese or H2 Mother Tongue Language & Literature (MTLL) taken at ‘A’ level; or
- pass in MTL ‘B’ syllabus taken at ‘A’ level; or
- a minimum of D7 in Higher MTL taken at ‘O’ level; or
- an MOE-approved MTL-in-lieu; or
- an MOE-approved MTL-exemption
A Mother Tongue subject (Chinese/Malay/Tamil) taken at a separate sitting of the GCE ‘A’ level examination is acceptable for purpose of admission. H1 non-Tamil Indian Language (Bengali, Gujarati, Hindi, Punjabi and Urdu) or H1 Foreign Language (French, German, Japanese) may be taken in lieu of MTL.
Candidates who do not satisfy the MTL requirement may still submit an application for admissions. If selected, he/she will be admitted on a provisional basis. During their course of study, they will be required to meet the minimum MTL requirement before they are allowed to graduate.
Minimum Subject Requirements
To be eligible for a programme, you need to satisfy its subject requirement.
Computation of University Score
In computing the University Score, the University will take into consideration the following:
- General Paper (GP) or Knowledge & Inquiry (KI)
- Project Work
- Best four content-based subjects (i.e. 3 H2 and 1 H1 content-based subjects, of which one must be a contrasting subject. Students may take KI in lieu of GP. KI is considered a H2 subject and can be considered as a contrasting subject to both Arts and Science. Students who take KI need not take a H1 content-based subject.
A H1 subject will be counted as half of a H2 in terms of points computation.
MTL may be included in the computation of the University Score. The better of the two scores (i.e. with and without MTL) will be the University Score of the candidate.
SAT is not required for applicants presenting A-level certificates.
Meeting the minimum admission requirements does not indicate that the applicant can be admitted as admission to the University is based on open competition.
H3 programmes will not be considered in the computation of the University Score.
Combined Score
Some programmes require additional assessment such as selection test, interview, or portfolios on top of academic results.
Aptitude-based Admissions (ABA)
Aptitude-based Admissions (ABA) take into account students’ passions, interests and strengths. Applicants with exceptional talents and/or outstanding achievements beyond schools’ co-curricular activities can be considered, subject to a minimum level of academic competence, for admissions under ABA.
Adult Learners Scheme
The Adult Learners Scheme (ALS) is an alternative pathway for working adults to apply for admission into NTU full-time undergraduate programme.”
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