MY WAY OF STUDYING ENGLISH

Assalamualaikum.

hey peeps. this is originally my very own post.actually, i'm not an expert. but, it's not a crime to share, isn't it? just take it as a classmate to classmate conversation. not to show off or anything. just for the sake of sharing knowledge. sharing is caring. maybe next time, u guys will help me with the other subjects. :)

GET USED TO ENGLISH

okay, lagi beberapa bulan we'll be taking our SPM. so, apa kata, kita sekelas melancong oversea? hanya negara omputeyy :P da 16 tahun stay Malaysia kan, so kalau kita tinggalkan sat novel2 Melayu, movie2 Melayu, ta salah kan. ta effect teruk pun kertas BM kita nanti. yang penting, improve BI. kita belagak macam dekat luar negara sat, dengar lagu2, baca novel, tengok TV semua english. tayah la baca subtitle BM tu. 

STUDY USING ENGLISH NOVEL

oh yeah, PENTING sangat baca novel english. masa kami form 1 until now, sebelum exam, kami akan study English guna novel. kami ada satu novel ni, 'A Mutual Friend' yang mak kami beli time form 1. sumpah masa first baca, ta faham betul. english tahap tinggi, yang classic tu. sebab tu la, kami jadikan dia rujukan. kalau ada yang rasa korang taknak baca novel BI sebab ta faham, kami pun ta faham juga dulu. tapi kita kena try. kami bukan terer english dari kecil, kat rumah pun kami tak cakap english. kami ambil perkataan2 yang ta faham tu, gariskan, rujuk kamus, tulis perkataan tu n maksud dia on sticky note then tampal dalam novel tu juga. so, next time, kami akan faham. bila dah faham, kami guna ayat2 tu dalam esei kami (cikgu pun terpegun sebab english tinggi). pertama kali baca, korang buat macam cara kami tu, then bila dah baca sampai habis, baca untuk kali kedua pula. kali ni, korang lebih faham cerita dia, sebab dah tau perkataan2 tu. mesti rasa hebat sangat *berdasarkan pengalaman. trust me, novel english ni lebih menarik berbanding novel cinta Melayu. kalau korang nak, pinjam novel kami pun boleh. tade la tebal sangat, best :) 

Actually, kami dulu, grammar pun banyak salah. tapi lepas dah baca2 novel, kami berminat dengan ayat2 novel tu. terbiasa dengan cara penulisan dia. serious, setiap kali sebelum exam, kami baca novel, tengok perkataan2 yang hebat(wide vocab), tengok cara dia buat introduction, cara dia perkenalkan watak. setiap kali ujian, watak cerita kami sama macam watak novel tu, rupa dia n lain2 :P tengok cara penulis tu menggambarkan suasana. mana2 ayat yang korang rasa menarik and lain dari yang lain, gariskan and gunakan dalam esei. macam tu la cara kami belajar BI, ta stress langsung. enjoy je~

BE FREE AND CONFIDENT

bila buat informal essay, narrative writing for example. cuba step outside of the box.  merepek je sikit2, buat lawak, ta salah okay. asalkan ta lupa topik dah la. ingat, pemeriksa tu pun manusia. macam mak kami, pun pemeriksa, dah bertahun dah. she said, "pemeriksa ni asyik baca karangan yang biasa2 je, bosan. semua sama. dalam BI, kreativiti tak ditolak markah". kan? tak salah kalau kita buat lawak, guna bahasa informal bila buat cerita untuk karangan informal(tapi jangan kurang ajar). BE FREE AND CONFIDENT. esei yang terlalu serius= membosankan. menulis as if korang tengah update blog, diary or tulis novel. <3

DESCRIBE

lastly, banyak-banyakkanlah describing things. contohnya, bila buat cerita, bawa pembaca hayati esei korang. terangkan keadaan dalam esei tu, suasana, cuaca, rupa orang dalam esei tu, perwatakannya, and lain-lain. so, pembaca dapat gambarkan cerita korang, seterusnya, lebih menghayati cerita korang. :)

tu lah tips2 yang biasa kami amalkan. maybe korang dah biasa dengar. sorry kalau ta bagus mana. and jangan lupa, idioms and even better, quotes. kalau quotes tu korang tulis nama orang yang cakap quotes tu, lagi GEMPAK. menaik markah. luaskan vocab anda, and kuasai grammar. apa-apa yang lain, boleh je jumpa saya or of course, teacher Haja. i'll help mana yang mampu :)

subjek lain kami harap korang boleh tunjuk ajar pulak :) arigato~

ANSWERING TECHNIQUES FOR BIOLOGY PAPER 3

Kertas Biologi ni nampak macam senang na skor, baca, hafal. tapi sebenarnya tak juga, sebab jawapan yang diorang nak tu memang kena specific. sometimes, tulis panjang mana pun, ta semestinya dapat markah penuh. so, disini kami share sedikit sebanyak answering techniques untuk Biologi paper 3 yang diambil dari kertas SPM 2010. tengok la buku past years tu, tapi boleh juga amik sbg tips untuk SPM tahun ni. hope membantu :)

BIOLOGY PAPER 3

1) How to state the observation?

Usually it involves two criteria.

Example 1

State two different observations made from Table 1. (Nyatakan dua pemerhatian yang berbeza yang dibuat daripada Jadual 1). Q1 (b) (i) (3 marks).

Idea level response (1 mark):

The time taken is different for each temperature.

Temperature influences time taken for iodine solution remains yellowish.

No full marks will be given if students did not meet the 2 criteria of answer and the word ‘different’ / ‘influence’ is not specific. Students must try to avoid these words.

Accurate response (3 marks):

P1: Temperature of water bath
P2: Time taken for iodine solution to remain yellowish

(Horizontal observation)

At temperature 5˚C, time taken for iodine solution remains yellowish is 12 minutes.

At temperature 37˚C, time taken for iodine solution remains yellowish is 3 minutes.

At temperature 55˚C, time taken for iodine solution remains yellowish is 15 minutes.

(Vertical observation)

Time taken for iodine solution remain yellowish for temperature 37˚C is faster than5˚C / 28˚C / 45˚C / 55˚C // Vice versa

2) How to state inference in Paper 3 Biology?

Similar to observation, inference involves 2 criteria.

Example 2

State the inference which corresponds to the observations in 1 (b) (i). (Nyatakan inferens yang sepadan dengan pemerhatian di 1 (b) (i)). Q1 (b) (ii)

Idea level response (1 mark):

Temperature influences the enzyme reaction.

Accurate response (3 marks):

P1: Rate of enzyme reaction
P2: Low / High (Reject: Lowest / Highest)

(Horizontal inference)

At temperature 5˚C, the rate of enzyme (amylase) reaction is low / decreases / longer / lower.

At temperature 37˚C / optimum temperature, the rate of enzyme reaction is high.

At temperature 55˚C, the rate of enzyme reaction is low.

(Vertical inference)

At temperature 37˚C, the rate of enzyme reaction is higher than the rate of enzyme reaction at 5˚C / 28˚C / 45˚C / 55˚C // vice versa.

3) How to get full marks in hypothesis for an experiment?

Similar to the hypothesis in Chemistry Paper 3, it must always start with manipulated variable and follows by responding variables.

Example 3

State the hypothesis for this experiment. (Nyatakan hipotesis bagi eksperimen ini.) Q1 (d)

Idea level response (1 mark):

The temperatures influence the enzyme reaction.

Accurate response (3 marks):

P1: Manipulated variable (temperature)
P2: Responding variable (time taken for iodine solution remain yellowish / rate of enzyme (amylase) reaction / activity)

Hypothesis: relationship of P1 and P2 (MV + RV)

The higher the temperature, the higher the rate of enzyme reaction / time taken for iodine solution remain yellowish (until it reaches the optimum temperature)

When the temperature increases, the rate of enzyme reaction also increase (until the optimum temperature)

4) How to draw the graph correctly in Paper 3 Biology?

SAL or SAP which is S = Shape, A = Axis and L = Label / P = Point. Besides that, student must remember to write the title of the graph.

5) How to explain the relationship in Biology?

In Biology Paper 3, it is more specified as compared to Chemistry. Students must provide themanipulated variable first and follow by responding variable and usually for the manipulated variable must have two supporting theories and a brief conclusion.

Example 4

Based on the graph in 1 (e) (ii), explain the relationship between rate of enzyme reaction and temperature. (Berdasarkan kepada graf di 1 (e) (ii), terangkan hubungan antara kadar tindakbalas enzim dengan suhu.) Q1 (f)

Idea level response (1 mark):

The higher of the temperature, the higher the rate of enzyme reaction.

(Hypothesis statement)

Accurate response (3 marks):

Students must state the relationship between the rate of enzyme reaction and the temperature base on criteria:

R1 – Relationship: the temperature increases, the rate of enzyme reaction also increase. (Theory 1)
R2 – Explanation 1: at 37˚C // at optimum temperature the starch hydrolyse (completely by amylase / enzyme) (Theory 2)
R3 – Explanation 2: at the maximum rate (Brief conclusion)

As temperature increases (MV), the rate of enzyme reaction increases (RV). Atoptimum temperature the starch was hydrolysed (completely) by amylase at themaximum rate.

6) How to answer the last question (Question number 2)?

There are 9 sub sections (total 17 marks) that students need to answer. The mark distribution is as followed:

Problem statement (Penyataan masalah) (3 marks)

Objective (Objektif) (1 mark)

Variables (Pembolehubah-pembolehubah) (1 mark)

Hypothesis (Hipotesis) (3 marks)

List of material and apparatus (Senarai bahan dan radas digunakan) (3 marks)

Technique used (Teknik yang digunakan) (1 mark)

Experimental procedure or method (Kaedah atau prosedur eksperimen) (3 marks)

Presentation of data (Cara data dipersembahkan) (1 mark)

Conclusion (Kesimpulan) (1 mark)

1) Problem statement (3 marks)
Problem statement must be in question form.
i.e.
Does (MV) affect (RV) of xxx?
How does (MV) affect the (RV) of xxx)?
What is the effect of (MV) on the (RV)?

2) Objective (1 mark)
It is a statement form:
i.e.
To determine the effect of (MV) on the (RV) of a xxx.
To study the effect of (MV) on the (RV) of a xxx
To investigate the effect of (MV) on the (RV) of a xxx

3) Variables (1 mark)
The entire variables (MV, RV and FV) must be correct to gain one marks from here.

4) Hypothesis (3 marks)
The hypothesis must start with manipulated variable and follow by responding variable (MV + RV)

5) List of material and apparatus (3 marks)
Students need to separate the list of material with the list of apparatus.
i.e.
Apparatus: photometer, stopwatch, cutter, beaker, meter rule, basin, marker/ thread
Material: Balsam plant, water, Vaseline/grease, dry cloth

6) Technique used (1 mark)
Students need to state the technique used in carrying out the experiment correctly. i.e.

Measure and record the time taken for the air bubble to move a distance of 2 cm by using astopwatch.

7) Experimental procedure or method (3 marks)
Students are able to mention all the MV, RV and FV in the sentence.

8 ) Presentation of data (1 mark)
Students are able to draw a complete table and record the relevant data base on 3 criteria.

9) Conclusion (1 mark)
Students are able to write a suitable conclusion for the experiment.
i.e. The higher/lower (MV), the higher/lower (RV). Hypothesis is accepted/rejected.

COMMON MISTAKES IN SPM CHEMISTRY

what's the difference between an A+ student or A-, it's the simple mistakes, careless. so here are some of the common mistakes in SPM Chemistry. take note guys! sometimes, it's the little things yang buat gred kita dari A turun B, and so on.. 

this common mistakes dari paper SPM Chemistry 2010. so bila buat buku past years tu, tengok la kertas 2010, paper 2 okay ;)

PAPER 2 SECTION A

Example 1Write the chemical formula of sulphur trioxide (Tuliskan formula kimia untuk sulfur dioxide) Q1 (a) (iii)
Students must write chemical formula and not chemical name.
Correct answer: SO₃

Example 2Sulphuric acid produced is mixed with water in a beaker. State the observation if a piece of marble is dropped into the beaker. (Asid sulfurik yang terhasil dilarutkan ke dalam bikar berisi air. Nyatakan pemerhatian jika sebutir marmar dimasukkan ke dalam bikar itu.) Q1 (a) (vi)

Wrong answer: Carbon dioxide / Oxygen / Nitrogen gas is released.
Students are required to write the observation (through your naked eyes) not the type of gasor the name of the solutions. Students cannot see the gas molecule (unless students have Superman’s eye)

Correct answer: Bubbles of gas are released // Gas bubbles are released // Effervescence occurs in the beaker
(Also accept: Beaker becomes warm // mass of marble decrease)

Example 3State one use of ammonium sulphate in daily life. (Nyatakan satu kegunaan ammonium sulfat dalam kehidupan seharian.) Q1 (c) (ii)

Wrong answer: fertilizer / fertiliser
Students answer is not complete and did not state the use.

Correct answer: As fertilisers / Used as a fertiliser / Ammonium sulphate is used asfertiliser in daily life.

Example 4State the melting point of substance P. (Nyatakan takat lebur bahan P.) Q2 (a) (ii)

Wrong answer: 83 / 83˚
Without measuring unit, the answer is considering wrong response. The measuring unitmust include in the answer and the measuring unit must be correct.

Correct answer: 83˚C

Example 5State the physical state of P from time t₁ to t₂. (Nyatakan keadaan fizikal P dari masa t₁ to t₂) Q2 (a) (iii)

Wrong answer: solid
There are two physical states present from t₁ to t₂.

Correct answer: solid and liquid

Example 6Explain why the temperature remains constant from t₁ to t₂. (Terangkan kenapa suhu tidak berubah dari masa t₁ to t₂.) Q2 (a) (iv)

Wrong answer: To overcome the force of attraction between atoms.
From the prediction (also one of the PEKA experiment in Form 4), solid P is naphthalene so it should be molecules not atoms.

Correct answer: is used to overcomes the forces of attraction between the molecules /particles P // It is because the heat energy absorbed is used to overcomes the force of attraction between particle so that solid P can melt into liquid state. // The heat absorbed by particles of substance P is used to overcome the forces holding the particles in fixed positions.

Example 7Write the formulae for all anions that are present in sodium chloride solution. (Tuliskan formula bagi semua anion yang hadir dalam larutan natrium klorida.) Q3 (a) (ii)

Wrong answer: hydroxide ions, chloride ion
The question is asked for the formulae not chemical name, so students are required to read the question carefully.

Correct answer: Cl^- , OH^-

Example 8Describe a test to indentify the gas collected at the cathode. (Huraikan satu ujian untuk mengenalpasti gas yang terkumpul di katod) Q3 (b) (iii)

Wrong answer: A burning / glowing wooden splinter is inserted into the test tube.
To test hydrogen gas – a lighted wooden splinter is used.
To test oxygen gas – a glowing wooden splinter is used.
To test chlorine gas – a damp blue litmus paper is used and litmus paper will be decolourised.
Another mistake is ‘inserted’. Students should use place or put into the test tube.

Correct answer:
1) Place a lighted wooden splinter into the test tube // A lighted wooden splint isplaced into the test tube of the cathode
2) A ‘pop’ sound is produce / can be heard // The presence of the gas will cause the lighted wooden splinter to burn with a ‘pop’ sound.

Example 9Give a reason for your answer in (c) (i). (Beri alas an bagi jawapan anda di (c) (i).) Q3 (c) (ii)

Wrong answer: Because hydroxide ion is more reactive.
Students should give explanation by discussing the position in electrochemistry series.

Correct answer: Because hydroxide ion is located lower than chloride ion inelectrochemistry series.

Example 10
Name a substance that can replace bromine water. (Namakan satu bahan lain yang boleh menggantikan air bromine.) Q4 (a) (iv)

Wrong answer: KMnO₄ / Iodine water
Students must name the substance not give chemical formula. Besides that, the solution must be present.

Correct answer: Acidified potassium manganate(VII) solution // Acidified potassium dichromate(VI) solution // Chlorine water.

Example 11What is the function of dilute sulphuric acid? (Apakah fungsi asid sulfurik cair?) Q5 (a)

Wrong answer: to separate the two solutions.
This is not the main function of dilute sulphuric acid and zero mark will be given.

Correct answer: To complete the electric circuit // To complete the flow of electric current throughout the circuit // To allow movement of ions.

Example 12State the observation at carbon electrode X. (Nyatakan pemerhatian di elektrod karbon X.) Q5 (b) (i)

Wrong answer: solution turns yellow.
For all the observation (colour changes), students must state the colour of the solution beforereaction and after the reaction or ‘the xxx colour of the solution turns / changes  yyy colour’. In simple words, it must have before changes and after changes.

Correct answer: Green colour solution turns to brown / yellow.

Example 13State the observation at carbon electrode Y. (Nyatakan pemerhatian di elektrod karbon Y.) Q5 (c) (i)

Wrong answer: It decolourise / It turns colourless.
Similar to example 12, students must describe the colour before changes.

Correct answer: Purple colour solution is decolourised / turns colourless // The purple acidified potassium manganate(VII) solution turns colourless.

Example 14What is alkali X?

Wrong answer: Potassium hydroxide, KOH
For this question, chemical formula and/or chemical name are accepted. Only concentrated sodium hydroxide will be use in the production of soaps and glycerol.

Correct answer: Concentrated sodium hydroxide / Concentrated NaOH.

PAPER 2 SECTION B

1) Can students use point form technique in answering essay question?

Yes, in SPM Chemistry Paper 2 (essay) students are allow to use point formed but it must be acomplete sentence. (I don’t encourage students to do so unless students have language barrier or not enough time to answer the question.)

Example 1

Describe the formation of the following chemical bonds and draw the electron arrangement of compounds formed. (Huraikan pembentukan bagi ikatan kimia berikut dan lukis susunan electron bagi sebatian yang terbentuk.)

• Ionic bond between magnesium atom and chlorine atom. (Ikatan ionic antara atom magnesium dengan atom klorin.) Q7 (b) (i) (5 marks)

Wrong answer/technique:

• Magnesium atom donates.
• Releases 2 electrons to form magnesium.
• Chlorine atom accepts.
• Receives 1 electron to form chloride.
• Achieve electron arrangement.
• Magnesium and chlorine are attracted by electrostatic force.

No marks will be given if students did not provide a complete sentence and clear answer.

Correct answer:

• Magnesium atom donates two electrons to form magnesium ion which achieve stable electron arrangement.
• Chlorine atom accepts one electron to form chlorine ion which achieve stable electron arrangement.
• Magnesium ion and chloride ion are attracted to one another by electrostatic force.

2) Can students use table for comparison or explanation?

Yes, it is highly recommended by most of the Chemistry teachers. Students would not miss out any important key-points.

Example 2

Explain each of the following statements. (Terangkan setiap pernyataan berikut.)

• Compound formed in (b) (i) can conduct electricity in the molten state while compound formed in (b) (ii) cannot conduct electricity in any state. (Sebatian yang terbentuk dalam (b) (i) boleh mengkonduksikan elektrik dalam keadaan leburan manakala sebatian yang terbentuk dalam (b) (ii) tidak dapat mengkonduksikan elektrik dalam semua keadaan.) Q7 (c) (i) (4 marks)

Correct answer:

MgCl2	CCl4
Ions in MgCl2 are held together by strong electrostatic force.	Molecules in CCl4 are held together by weak intermolecular forces / van der Waals.
MgCl2 need a lot of heat energy to overcome the strong electrostatic force / fixed crystal lattice structure.	CCl4 need less energy to overcome the forces.

3) How to get full marks for the graph?

Students need to make sure that your graph must consist of 3 important things

(SAL / SAP)

S = Shape of the graph
A = Axis (must correct and labeled with units)
L / P = Label / Points plotted

And do remember to write the title of the graph.

4) Is the unit important for the calculation?

Yes. Students need to include the unit in the final answer.

Example 3

Diagram 8 shows the energy level diagram of the heat of combustion of ethanol. Calculate theenergy released if 6.9 grams of ethanol is burnt completely in air.

(Rajah 8 menunjukkan gambarajah aras tenaga bagi haba pembakaran ethanol. Kira haba yang dibebaskan jika 6.9 gram ethanol di bakar dengan lengkap di dalam udara.) Q8 (d) (ii) (4 marks)

Wrong answer:

Number of mole of ethanol = 6.9 / 46 = 0.15
0.15 mole will form 0.15 x 715 = 107.25 kJ mol^-1

Correct answer:

Number of mole of ethanol = 6.9 / 46 = 0.15
0.15 mole will release 0.15 x 715 = 107.25 kJ of heat

PAPER 2 SECTION C

1) Is it a compulsory to draw experimental diagram?

No. It is not compulsory to draw experimental diagram unless it is stated in the question.

i.e. “By using a suitable diagram, explain a laboratory experiment to determine …”

I would recommend that even the question not stated this statement, it is better for the students to draw the diagram because it will help you in remembering the important apparatus and material which is being used in the experiment. Besides that, you need to label (apparatus and material) the experimental diagram.

2) What are the techniques in writing these procedures?

Each sentence or procedure step must have this combination to form a sentence.

Subject (material or apparatus) + verb + object (material or apparatus).

3) How to write procedure of the experiment?

Students are always confused with whether to use active formed sentence or passive formed sentence. The answer is no penalty but students can choose only one form. It is different from the PEKA experiments procedure which must be in passive form sentence. So I would usually recommend my students to write passive form sentence (past perfect tense) in PEKA experiments and experimental essay (Section C).

Example 1

Using a suitable example, describe a laboratory experiment to determine the empirical formula of an oxide of a reactive metal. Your explanation should include: • procedure of the experiment… (Dengan menggunakan contoh yang sesuai, huraikan suatu experimen di makmal untuk menentukan formula empiric bagi suatu oksida logam reaktif. Penerangan anda mestilah meliputi: • prosedur bagi eksperimen… ) Q9 (c) (iii)

Correct answer candidate A (passive form – past perfect tense):

5 cm of magnesium ribbon was cleaned with sandpaper to remove the oxide layer.

An empty crucible and its lid were weighed using electronic balance and its mass was recorded.

The coiled magnesium ribbon was placed in the crucible.

The crucible, crucible lid and magnesium ribbon were weighed and its mass was recorded.

…

Correct answer candidate B (passive form – present perfect tense):

5 cm of magnesium ribbon is cleaned with sandpaper to remove the oxide layer.

An empty crucible and its lid are weighed using electronic balance and its mass was recorded.

The coiled magnesium ribbon is placed in the crucible.

The crucible, crucible lid and magnesium ribbon are weighed and its mass is recorded

…

But for those students who are very weak in English language, I would recommend you to write in active form sentence (present tense).

Correct answer candidate C (active form):

Clean 5 cm magnesium ribbon with sandpaper.

Coil magnesium ribbon.

Weigh an empty crucible with its lid.

Record the reading.

Place the magnesium in the crucible and weigh again.

Record the reading.

4)   Is it a compulsory to give example for the experiment?

Yes. Students need to give an example of the material.

Example 2

Using a suitable example, describe a laboratory experiment to determine the empirical formula of an oxide of a reactive metal. (Dengan menggunakan contoh yang sesuai, huraikan suatu experimen di makmal untuk menentukan formula empiric bagi suatu oksida logam reaktif.)

Procedure of the experiment (Prosedur bagi eksperimen)

Tabulation of data (Penjadualan data ) Q9 (c) (iii)

Wrong answer:

5cm metal ribbon was cleaned with sandpaper.

…

Description	Mass (g)
Crucible + lid
Crucible + lid + metal
Crucible + lid + metal oxide

Correct answer:

5 cm of magnesium ribbon was cleaned with sandpaper.

…

Description	Mass (g)
Crucible + lid
Crucible + lid + magnesium
Crucible + lid + magnesium oxide

(Students do not need to include the value of mass unless it is given in the question.)

CARA UNTUK SCORE A DALAM BIOLOGI SPM

M- MEMORI

kamu mesti hafal struktur dan mekanisme, dari struktur sel yang simple ke struktur sel paling kompleks. selain tu, Heart Structure dengan Blood Circulation topik penting yang perlu dihafal juga! ingat tak masa form 3 dulu ada study. cuba bayangkan proses tu (atau cari vid. menarik online). cara ni boleh bantu dalam kertas 2(esei) yang memerlukan kita untuk manerangkan proses dan caranya.

M- MAINTAIN level

kamu mesti kekalkan tahap ingatan kamu pada tahap paling tinggi dengan menulis data2 penting dan kata kunci berulang-ulang kali (sebanyak yang mungkin). cara terbaik ialah dapatkan sebanyak mungkin contoh2 esei, jawapan soalan kertas SPM bio and start menghafal setiap hari. cuba dapatkan kawan2 untuk sediakan nota2 penting bio. boleh save masa.

M- MASTERY level

kamu mesti cari kata2 kunci yang penting. start praktis kata2 kunci untuk esei (kertas 2). tulis or buat esei hari2. kalau boleh, satu esei setiap hai. percayalah, DIJAMIN dapat A untuk SPM Biologi. selain tu, cuba kuasai food testing experiment, respiration mechanisme, blood circulation and digestion. topik2 ni topik yang penting yang disarankan dari website berryberryeasy.com. so, highlightkan topik2 ni, tapi jangan la sampai ta baca topik lain pulak.

okay, tu la tips2 skor A yang kami ambil dari website berryberryeasy.com . then, kami translate. :) tapi kan, yang kami tau la pasal bio ni, walaupun kami tak la terer mana pun, bio ni kan, dia ikut flow tau. so, cer korang bayangkan dari tajuk awal form4 tu, macamana sel tu terbentuk --> jadi tisu --> organ --> sistem --> organisme. kalau dari awal korang faham, insyaAllah, boleh skor bio. tapi, yang penting juga, kena la baca hari2 sebab Bio ni perlukan MEMORI SPACE yang beso -,- tape, kalau batch tahun lepas tade yang dapat A, batch kita biar buat sejarah! sekelas A :D

SEMUA ORANG BERHAK MENDAPAT KEJAYAAN, 

USAHA KITA YANG MENENTUKAN 

- imaniah ;)

CARA UNTUK SCORE A DALAM KIMIA SPM

okay, ni cara-cara untuk score A dalam spm chemistry. kami ambil dari internet n translate dalam bahasa melayu. cara ni memang bagus. :) ada 3 steps. MPM (memori, praktis, master)

1. MEMORI

 kamu mesti menghafal 3 nota penting kimia iaitu: 'formula of cations and anions', 'reactivity series' dan 'periodic table'. jadikan sebagai nota poket atau tampal atas meja. tengok hari2 dan hafalkan! benda ni wajib hafal sebab dalam kimia, kebanyakan soalan memang gunakan benda2 tu. selepas itu, cuba buat latihan empirical formula of various ionic compund. kalau dah boleh, maksudnya, korang dah kuasai n mahir sangat dah la tuh :D

2. PRAKTIS

kamu mesti praktis pengiraan soalan Mole Concept and Molarity (solution). selain tu, kamu MESTI buat soalan2 kertas peperiksaan SPM tahun2 lepas and soalan percubaan SPM negeri2 lain. penting untuk kamu biasakan diri dengan gaya soalan, cara diorang tanya soalan, n cara jawab soalan SPM. pastikan tengok skema jawapan lepas dah buat tu. panggil la kawan2 korang study sama2. baru boleh saling bertanya n menjawab. :)

3. MASTER (kuasai)

kamu mesti mahirkan atau boleh tulis chemical equation and balance equation. bila dah mahir, mesti korang akan suka! sebab soalan macam ni banyak tau. selain tu, korang mesti tumpukan perhatian waktu eksperimen dalam kelas atau PEKA supaya kita akan biasa dengan eksperimen. dengan ini, senang la bila soalan kertas 3 nanti, sebab kita dah biasa dengan eksperimen. penting tau nak markah tinggi untuk kertas 3 so boleh cover markah kertas lain yang KURENG tuu. selain tu, baca eksperimen2 kimia selain PEKA, n baca PEKA juga.

okay guys, ni la tips2 n apa yang korang patut bagi perhatian dalam kimia. harap membantu. sebab benda2 yang atas ni sume yang banyak keluar soalan n banyak berkait dengan soalan2 kimia. apa2 pun, kalau ada apa2 yang nak ditanya, boleh je kan jumpa kami straight dalam kelas, or contact la kat mana yang patut. walaupun kami ta terer kimia, tapi kami boleh tolong yang mana mampu :)

this tips is from a website, berryberryeasy.com

THE RETRO INTRO

Assalamualaikum.

hey guys, a.k.a classmates ku yang tersayang, yang tercinta.

okay, kita tayah guna bahasa formal sangat la key?

this blog is meant for my dear classmates, i wish that we could all share anything about SPM n may this year's SPM batch get straight As! baru gempak, kan?

hopefully, this year, 5 Science akan lebih bersatu, saling tolong-menolong, ibarat isi dan kuku, aur dan tebing dalam usaha mencapai keputusan cemerlang *ayat skema :P

anyway, sedikit sebanyak info saya share disini. okay guys, i'll help with anything yang termampu. even if maybe korang anggap info2 disini sangat lame or ketinggalan zaman, at least, i tried. 

btw, tajuk blog Candies Port means Candidate (Candies). ta sedap? err -,-

bersemangat ya guys :D

BERSEMANGAT!