O Level Maths Tutor — Practice Makes Perfect Article

Source: http://www.newyorker.com/online/blogs/sportingscene/2013/08/psychology-ten-thousand-hour-rule-complexity.html

Complexity and the Ten-Thousand-Hour Rule

by

Forty years ago, in a paper in American Scientist, Herbert Simon and William Chase drew one of the most famous conclusions in the study of expertise:

There are no instant experts in chess—certainly no instant masters or grandmasters. There appears not to be on record any case (including Bobby Fischer) where a person reached grandmaster level with less than about a decade’s intense preoccupation with the game. We would estimate, very roughly, that a master has spent perhaps 10,000 to 50,000 hours staring at chess positions…

In the years that followed, an entire field within psychology grew up devoted to elaborating on Simon and Chase’s observation—and researchers, time and again, reached the same conclusion: it takes a lot of practice to be good at complex tasks. After Simon and Chase’s paper, for example, the psychologist John Hayes looked at seventy-six famous classical composers and found that, in almost every case, those composers did not create their greatest work until they had been composing for at least ten years. (The sole exceptions: Shostakovich and Paganini, who took nine years, and Erik Satie, who took eight.)

This is the scholarly tradition I was referring to in my book “Outliers,” when I wrote about the “ten-thousand-hour rule.” No one succeeds at a high level without innate talent, I wrote: “achievement is talent plus preparation.” But the ten-thousand-hour research reminds us that “the closer psychologists look at the careers of the gifted, the smaller the role innate talent seems to play and the bigger the role preparation seems to play.” In cognitively demanding fields, there are no naturals. Nobody walks into an operating room, straight out of a surgical rotation, and does world-class neurosurgery. And second—and more crucially for the theme of Outliersthe amount of practice necessary for exceptional performance is so extensive that people who end up on top need help. They invariably have access to lucky breaks or privileges or conditions that make all those years of practice possible. As examples, I focussed on the countless hours the Beatles spent playing strip clubs in Hamburg and the privileged, early access Bill Gates and Bill Joy got to computers in the nineteen-seventies. “He has talent by the truckload,” I wrote of Joy. “But that’s not the only consideration. It never is.”

Continue reading at http://www.newyorker.com/online/blogs/sportingscene/2013/08/psychology-ten-thousand-hour-rule-complexity.html

O Level Formula List / Formula Sheet for E Maths and A Maths

E Maths Formula List / A Maths Formula Sheet

Attached below are the Formula Lists for E Maths and A Maths (O Level)

Do be familiar with all the formulas for Elementary Maths and Additional Maths inside, so that you know where to find it when needed!
Wishing everyone reading this all the best for their exams. 🙂

E Maths Formula List

A Maths Formula List

Click here to read about: How to prevent careless mistakes in math?


Maths Tuition

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Math Doesn’t Suck: How to Survive Middle-School Math Without Losing Your Mind or Breaking a Nail

Secrets of Mental Math: The Mathemagician’s Guide to Lightning Calculation and Amazing Math Tricks

Fermat’s Last Theorem

George Aranda's avatarScience Book a Day

fermats-last-theorem
By Simon Singh

Synopsis: ‘I have a truly marvellous demonstration of this proposition which this margin is too narrow to contain.’

It was with these words, written in the 1630s, that Pierre de Fermat intrigued and infuriated the mathematics community. For over 350 years, proving Fermat’s Last Theorem was the most notorious unsolved mathematical problem, a puzzle whose basics most children could grasp but whose solution eluded the greatest minds in the world. In 1993, after years of secret toil, Englishman Andrew Wiles announced to an astounded audience that he had cracked Fermat’s Last Theorem. He had no idea of the nightmare that lay ahead.

In ‘Fermat’s Last Theorem’ Simon Singh has crafted a remarkable tale of intellectual endeavour spanning three centuries, and a moving testament to the obsession, sacrifice and extraordinary determination of Andrew Wiles: one man against all the odds.

First Published: 1997, Reissued: 2002| ISBN-13: 978-1841157917

Author’s…

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OECD Education Rankings – 2012 Update

ourtimes's avatarSigns of Our Times

Countries which belong to the Organization for Economic Cooperation and Development (OECD) produce two-thirds of the world’s goods and services. The organization publishes reports on economic and social factors in the member states. School performance league tables are presented in the OECD report, Education at a Glance. It includes comparison tables of educational performance, class sizes, teachers’ salaries, tertiary education and more.
The report can be downloaded as a PDF document.

See the top performers in reading, mathematics and science  (on this page).

Chart A2·1 [ page 42] ranks countries, in descending order, according to the percentage of adults who have completed an upper secondary education (the most recent data in the 2013 report is from 2011).

 

Chart A1·2 footnotes:
1. Year of reference 2010.
2. Some programmes not included.
*China has a large rural / urban disparity in its education system.

PISA

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What makes Math in Focus (Singapore Math) such a strong curriculum?

gcsmathinfocus's avatarGreenland Central School - Math In Focus

  • Singapore Math emphasizes the development of strong number sense, excellent mental-math skills, and a deep understanding of place value.
  • The curriculum is based on a progression from concrete experience—using manipulatives—to a pictorial stage and finally to the abstract level or algorithm. This sequence gives students a solid understanding of basic mathematical concepts and relationships before they start working at the abstract level.
  • Singapore Math includes a strong emphasis on model drawing, a visual approach to solving word problems that helps students organize information and solve problems in a step-by-step manner.
  • Concepts are taught to mastery, then later revisited but not re-taught. It is said the U.S. curriculum is a mile wide and an inch deep, whereas Singapore’s math curriculum is said to be just the opposite.
  • The Singapore approach focuses on developing students who are problem solvers.

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Cyclic quadrilaterals & Brahmagupta’s formula

amca01's avatarAlasdair's musings

I suppose every reader of this ‘ere blog will know Heron’s formula for the area $latex K$ of a triangle with sides $latex a,b,c$:

$latex K = \sqrt{s(s-a)(s-b)(s-c)}$

where $latex s$ is the “semi-perimeter”:

$latex \displaystyle{s=\frac{a+b+c}{2}.}$

The formula is not at all hard to prove: see the Wikipedia page for two elementary proofs.

However, I have only recently become aware of Brahmagupta’s formula for the area of a cyclic quadrilateral. A cyclic quadrilateral, if you didn’t know, is a (convex) quadrilateral all of whose points lie on a circle:

cyclic_quad

And if the edges have lengths $latex a,b,c,d$ as shown, then the formula states that the area is given by

$latex K = \sqrt{(s-a)(s-b)(s-c)(s-d)}$

where as above $latex s$ is the semi-perimeter:

$latex \displaystyle{s=\frac{a+b+c+d}{2}.}$

This can be seen to be a generalization of Heron’s formula. Although the formula is named for Brahmagupta (598 – 670), who does indeed seem to…

View original post 182 more words

Creativity and mathematics

amca01's avatarAlasdair's musings

Recently, in The Conversation, the Vice Chancellor of Monash University, wrote an article discussing MOOCs. He made some criticisms about the nature of assessment and grading that MOOCs offer. However, my attention was grabbed by two sentences:

The other major problem the MOOCs haven’t solved is assessment. They work very well for subjects like maths, which have objectively right and wrong answers, and can therefore be pretty easily marked by computers.

Now, here we have the Vice Chancellor of one of Australia’s leading universities – and indeed, one of the world’s leading universities (and incidently the University where I did both my Masters and my PhD) demonstrating an extraordinary lack of understanding about the fundamental nature of mathematics. He seems to think that mathematics is all about teaching students (in the fine words of John Power from Leeds University) about “finding ‘x'”. I suppose he thinks this…

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From Proofs to Prime Numbers: Math Blogs on WordPress.com

Cheri Lucas Rowlands's avatarWordPress.com News

WordPress.com supports LaTeX, a document markup language for the TeX typesetting system, which is used widely in academia as a way to format mathematical formulas and equations. LaTeX makes it easier for math and computer science bloggers and other academics in our community to publish their work and write about topics they care about.

If you’re a math genius — many of you are! — and you’ve blogged about equations you’ve worked on, you’ve probably used LaTeX before. If you’re just starting out (or simply curious to see how it all works), we’ve gathered a few examples of great math and computing blogs on WordPress.com that will inspire you.

In general, to display formulas and equations, you place LaTeX code in between $latex and $, like this:

$latex YOUR LATEX CODE HERE$

So for example, inserting this when you’re creating a post . . .

$latex i\hbar\frac{\partial}{\partial…

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The Most Famous Tutor – Aristotle

A tutor is an instructor who gives private lessons. The most famous example of a tutor is Aristotle, who tutored Alexander the Great.

Aristotle Altemps Inv8575.jpg
Aristotle

Source: http://en.wikipedia.org/wiki/Aristotle

Aristotle (Ancient Greek: Ἀριστοτέλης [aristotélɛːs], Aristotélēs) (384 BC – 322 BC)[1] was a Greek philosopher and polymath, a student of Plato and teacher of Alexander the Great. His writings cover many subjects, including physics, metaphysics, poetry, theater, music, logic, rhetoric, linguistics, politics, government, ethics, biology, and zoology. Together with Plato and Socrates (Plato’s teacher), Aristotle is one of the most important founding figures in Western philosophy. Aristotle’s writings were the first to create a comprehensive system of Western philosophy, encompassing ethics, aesthetics, logic, science, politics, and metaphysics.

BattleofIssus333BC-mosaic-detail1.jpg
Alexander the Great

Source: http://en.wikipedia.org/wiki/Alexander_the_Great

Alexander III of Macedon (20/21 July 356 – 10/11 June 323 BC), commonly known as Alexander the Great (Greek: Ἀλέξανδρος ὁ Μέγας, Aléxandros ho Mégasiii[›] from the Greek ἀλέξω alexo “to defend, help” + ἀνήρ aner “man”), was a king of Macedon, a state in northern ancient Greece. Born in Pella in 356 BC, Alexander was tutored by Aristotle until the age of 16. By the age of thirty, he had created one of the largest empires of the ancient world, stretching from the Ionian Sea to the Himalayas.[1] He was undefeated in battle and is considered one of history’s most successful commanders.[2]

数学补习 (碧山)

https://mathtuition88.com/group-tuition/

明年2014数学补习班将会在碧山开始。

教O Level E Maths 和 A Maths.

想报名的学生请联络mathtuition88@gmail.com.

谢谢。

O Level E Maths and A Maths Tuition starting next year at Bishan

O Level E Maths and A Maths Tuition starting next year at Bishan
————————–
View Mr Wu’s GEP Testimonial at

https://mathtuition88.com/group-tuition/

Despite being in the Gifted Education Programme (GEP), Mr Wu is just an ordinary Singaporean. His secret to academic success is hard work and the Maths Techniques he has discovered by himself while navigating through the education system.

He would like to teach these techniques to students, hence choosing to become a full-time Mathematics tutor. Mr Wu has developed his own methods to check the answer, remember formulas (with understanding), which has helped a lot of students. Many Math questions can be checked easily, leading to the student being 100% confident of his or her answer even before the teacher marks his answer, and reducing the rates of careless mistakes.

Mr Wu’s friendly and humble nature makes him well-liked by students. Many of his students actually request for more tuition by themselves! (not the parents)

O Level E Maths and A Maths Tuition starting next year at Bishan, the best location in Central Singapore.

Timings are Monday 7-9pm, Thursday 7-9pm. Perfect for students who have CCA in the afternoon, or students who want to keep their weekends free.

Register with us now by email (mathtuition88@gmail.com). Vacancies will be allocated on a first-come-first-serve basis.

Thanks and wishing all a nice day.

Standard matrix in mathematics
Standard matrix in mathematics (Photo credit: Wikipedia)

E Maths Group Tuition Centre; Clementi Town Secondary School Prelim 2012 Solution

Travel-boat-malta
Travel-boat-malta (Photo credit: Wikipedia)

Q5) The speed of a boat in still water is 60 km/h.

On a particular day, the speed of the current is x km/h.

(a) Find an expression for the speed of the boat

(I) against the current, [1]

Against the current, the boat would travel slower! This is related to the Chinese proverb, 逆水行舟,不进则退, which means “Like a boat sailing against the current, we must forge ahead or be swept downstream.”

Hence, the speed of the boat is 60-x km/h.

(ii) with the current. [1]

60+x km/h

(b) Find an expression for the time required to travel a distance of 80km

(I) against the current,  [1]

Recall that \displaystyle \text{Time}=\frac{\text{Distance}}{\text{Speed}}

Hence, the time required is \displaystyle \frac{80}{60-x} h

(ii) with the current. [1]

\displaystyle \frac{80}{60+x} h

(c) If the boat takes 20 minutes longer to travel against the current than it takes to travel with the current, write down an equation in x and show that it can be expressed as x^2+480x-3600=0   [2]

Note: We must change 20 minutes into 1/3 hours!

\frac{80}{60-x}=\frac{1}{3}+\frac{80}{60+x}

There are many ways to proceed from here, one way is to change the Right Hand Side into common denominator, and then cross-multiply.

\displaystyle \frac{80}{60-x}=\frac{60+x}{3(60+x)}+\frac{240}{3(60+x)}=\frac{300+x}{3(60+x)}

Cross-multiply,

240(60+x)=(300+x)(60-x)

14400+240x=18000-300x+60x-x^2

x^2+480x-3600=0 (shown)

(d) Solve this equation, giving your answers correct to 2 decimal places. [2]

Using the quadratic formula,

\displaystyle x=\frac{-480\pm\sqrt{480^2-4(1)(-3600)}}{2}=7.386 \text{ or } -487.386

Answer to 2 d.p. is x=7.39 \text{ or } -487.39

(e) Hence, find the time taken, in hours, by the boat to complete a journey of 500 km against the current. [2]

Now we know that the speed of the current is 7.386 km/h.

Hence, the time taken is \frac{500}{60-7.386}=9.50 h

Maths Group Tuition at Bishan 2014

Maths Group Tuition starting in 2014!

Secondary to JC Classes for Maths Group Tuition starting in 2014!

Location: Block 230 Bishan Street 23 #B1-35 S(570230)

Google Map: http://goo.gl/maps/chjWB

Directions to Bishan Tuition Centre:

A) Via BISHAN MRT (NS17/CC15)

(10 minutes by foot OR 2 bus stops from Junction 8. From J8, please take bus numbers, 52, 54 or 410 from interchange. The centre is just after Catholic High School, just beside Clover By-The-Park condominium.

Other landmarks are: the bus stop which students alight is in front of Blk 283, where Cheers minimart and Prime supermarket are.)

It’s one street away from Raffles Institution Junior College (RIJC), previously known as Raffles Junior College (RJC). It’s also very convenient for students of Catholic Junior College (CJC), Anderson Junior College (AJC), Yishun Junior College (YJC) and Innova Junior College (IJC).

Other secondary schools located near Bishan are Catholic High School, Kuo Chuan Presbyterian Secondary School, and Raffles Institution (Secondary).

Mobius Strip

Ad: Maths Group Tuition 2014

Source: http://www.youtube.com/watch?v=BVsIAa2XNKc

Source: http://en.wikipedia.org/wiki/M%C3%B6bius_strip

The Mobius Strip is a really interesting mathematical surface with just one side. It is easy to make, and cutting it produces many surprising effects! 🙂

The Möbius strip or Möbius band (UK /ˈmɜrbiəs/ or US /ˈmbiəs/; German: [ˈmøːbi̯ʊs]), also Mobius or Moebius, is a surface with only one side and only one boundary component. The Möbius strip has the mathematical property of being non-orientable. It can be realized as a ruled surface. It was discovered independently by the German mathematicians August Ferdinand Möbius and Johann Benedict Listing in 1858.[1][2][3]

A model can easily be created by taking a paper strip and giving it a half-twist, and then joining the ends of the strip together to form a loop. In Euclidean space there are two types of Möbius strips depending on the direction of the half-twist: clockwise and counterclockwise. That is to say, it is a chiral object with “handedness” (right-handed or left-handed).

The Möbius band (equally known as the Möbius strip) is not a surface of only one geometry (i.e., of only one exact size and shape), such as the half-twisted paper strip depicted in the illustration to the right. Rather, mathematicians refer to the (closed) Möbius band as any surface that is homeomorphic to this strip. Its boundary is a simple closed curve, i.e., homeomorphic to a circle. This allows for a very wide variety of geometric versions of the Möbius band as surfaces each having a definite size and shape. For example, any closed rectangle with length L and width W can be glued to itself (by identifying one edge with the opposite edge after a reversal of orientation) to make a Möbius band. Some of these can be smoothly modeled in 3-dimensional space, and others cannot (see section Fattest rectangular Möbius strip in 3-space below). Yet another example is the complete open Möbius band (see section Open Möbius band below). Topologically, this is slightly different from the more usual — closed — Möbius band, in that any open Möbius band has no boundary.

It is straightforward to find algebraic equations the solutions of which have the topology of a Möbius strip, but in general these equations do not describe the same geometric shape that one gets from the twisted paper model described above. In particular, the twisted paper model is a developable surface (it has zero Gaussian curvature). A system of differential-algebraic equations that describes models of this type was published in 2007 together with its numerical solution.[4]

The Euler characteristic of the Möbius strip is zero.

Additional Maths — from Fail to Top in Class

Really glad to hear good news from one of my students.

From failing Additional Maths all the way, he is now the top in his entire class.

Really huge improvement, and I am really happy for him. 🙂

To other students who may be reading this, remember not to give up! As long as you persevere, it is always possible to improve.

Understanding the Birthday Paradox

Source: http://betterexplained.com/articles/understanding-the-birthday-paradox/

23 people. In a room of just 23 people there’s a 50-50 chance of two people having the same birthday. In a room of 75 there’s a 99.9% chance of two people matching.

Put down the calculator and pitchfork, I don’t speak heresy. The birthday paradox is strange, counter-intuitive, and completely true. It’s only a “paradox” because our brains can’t handle the compounding power of exponents. We expect probabilities to be linear and only consider the scenarios we’re involved in (both faulty assumptions, by the way).

Let’s see why the paradox happens and how it works.

Continue reading at http://betterexplained.com/articles/understanding-the-birthday-paradox/

Missing dollar riddle; Maths Group Tuition 2014

Ad: Maths Group Tuition starting in 2014

Maths can be fun too!
Build up interest in Mathematics by trying out some of these interesting Maths Riddles.

Source: http://en.wikipedia.org/wiki/Missing_dollar_riddle

The riddle

Three guests check into a hotel room. The clerk says the bill is $30, so each guest pays $10. Later the clerk realizes the bill should only be $25. To rectify this, he gives the bellhop $5 to return to the guests. On the way to the room, the bellhop realizes that he cannot divide the money equally. As the guests didn’t know the total of the revised bill, the bellhop decides to just give each guest $1 and keep $2 for himself. Each guest got $1 back: so now each guest only paid $9; bringing the total paid to $27. The bellhop has $2. And $27 + $2 = $29 so, if the guests originally handed over $30, what happened to the remaining $1?

Try it out before looking at the answer!

NUS Maths Alumnus Dr Yeo Sze Ling mentioned in National Day Rally 2013

Ad: Maths Group Tuition available in 2014

Dr Yeo Sze Ling is sincerely a good example of perseverance for all Maths students, including myself!

(Go to 01h18m50s)

Source: http://www.youtube.com/watch?v=06PdmOSrboU#t=01h18m50s

Quote: http://sg.news.yahoo.com/pm-lee-tears-up-at-emotional-national-day-rally-with–heart–160531376.html

But perhaps the most memorable moment of all was when Lee became visibly emotional after sharing the heartwarming success story of visually handicapped A-star researcher Dr Yeo Sze Ling.

“Sze Ling proves that you can do well if you try hard, no matter what your circumstances, and that is also how we can contribute back to society, to keep the system fair for all,” said Lee, who then visibly teared and choked up,  but quickly composed himself.

PM Lee was emphasising the importance of meritocracy in Singapore’s education system, which he acknowledged needed more changes — for example, it can be more holistic and less competitive.

 

5 awarded prestigious President’s Scholarship at Istana ceremony

Maths Group Tuition starting in 2014

Source: http://news.asiaone.com/news/edvantage/5-awarded-prestigious-presidents-scholarship-istana-ceremony

SINGAPORE – Five government scholarship recipients, including a missionaries’ child who grew up in Papua New Guinea and a Youth Olympic Games triathlete, have been awarded the prestigious President’s Scholarships this year, at a ceremony at the Istana on Friday evening.

Get the full story from The Straits Times.

Here is the full speech by President Tony Tan:

Deputy Prime Minister Teo Chee Hean and Mrs Teo

Minister for Education Heng Swee Keat

Excellencies

Chairman and Members of the Public Service Commission

Ladies and Gentlemen

Good evening.

Each year, the Public Service Commission awards scholarships to outstanding young men and women who want to serve Singapore and Singaporeans through a career in the Public Service. The most prestigious undergraduate scholarship awarded by the Commission is the President’s Scholarship.

It is awarded to young Singaporeans who have the integrity and commitment to work for Singapore’s continued success. To be awarded a President’s Scholarship, one must demonstrate more than just excellence in academic and non-academic pursuits. One must also show a strong ethos for public service, impeccable character, remarkable leadership and dedication towards improving the lives of Singaporeans.

2013 President’s Scholars This evening, the President’s Scholarship is awarded to five exceptional young individuals who have distinguished themselves based on their leadership capabilities and calibre, and their passion to bring the nation forward.

Continue reading at http://news.asiaone.com/news/edvantage/5-awarded-prestigious-presidents-scholarship-istana-ceremony

Challenging Binomial Question; O Level A Maths Group Tuition

Question: (Broadrick Sec Prelim Add Math Paper 1 2010, Q8b)

In the expansion of \displaystyle (x^2-\frac{1}{2x^4})^n, in descending powers of x, the seventh term is independent of x. Find the value of n and the value of this term.

Solution:

\displaystyle\begin{array}{rcl}    T_{r+1}&=&{n \choose r}(x^2)^{n-r}(-\frac{1}{2}x^{-4})^r\\    &=& {n\choose r}x^{2n-2r}(-\frac{1}{2})^r (x^{-4r})\\    &=& {n\choose r}(-\frac{1}{2})^r x^{2n-6r}    \end{array}

r=6 since it is the seventh term (recall T_{r+1})

2n-6r=0 (independent of x means power is 0)

2n-36=0

n=18

{18\choose 6}\times (-\frac{1}{2})^6 =290 \frac{1}{16} (Ans)

You can reach for the stars with Jaws, Braille and determination, mathematics whiz Yeo Sze Ling tells HELLEN TAN

Maths Group Tuition starting in 2014!

Source: http://ww1.math.nus.edu.sg/News%20Archive/2005,%2024%20May%20-%20Counting%20on%20her%20mind%20-%20Yeo%20Sze%20Ling.htm

Counting on her mind

1,248 words 24 May 2005 Digital Life English (c) 2005 Singapore Press Holdings Limited

You can reach for the stars with Jaws, Braille and determination, mathematics whiz Yeo Sze Ling tells HELLEN TAN

Given that multiple degrees are common today, the fact that Miss Yeo Sze Ling has two degrees in mathematics, and is working on her doctorate in the same field, is probably not news.

Until you find out that she is blind.

The 27-year-old who earned her Bachelor’s degree (Honours) and a Master’s degree from National University of Singapore (NUS) is now into research on coding mathematics theories and cryptography.

These are used in computing algorithms to protect passwords or data from being stolen when they are zipped from computer to computer.

The field is an interest she shares with John Nash Jr, a mathematical genius who won a Nobel Prize, portrayed in the Oscar-winning movie, A Beautiful Mind.

Certainly, like Nash, her achievements should mean a lot.

He was a schizophrenic who thought he was doing secret cryptography work for the American government.

She has been blind from the age of about four when glaucoma struck. Glaucoma is a condition that increases pressure within the eyeball causing sight loss.

Technology has come in handy.

On campus, she totes a laptop.

At home in a four-room HDB flat in Bishan, her desktop Compaq PC holds today’s tech staples – e-mail and MSN Messenger for exchanging notes with friends.

The Internet is her source for research as well as for online newspapers or electronic books like A Beautiful Mind.

Continue reading at http://ww1.math.nus.edu.sg/News%20Archive/2005,%2024%20May%20-%20Counting%20on%20her%20mind%20-%20Yeo%20Sze%20Ling.htm

Rote learning has to make way for digital literacy: Heng Swee Keat

Source: http://www.channelnewsasia.com/news/singapore/rote-learning-has-to-make/779680.html

Education Minister Heng Swee Keat has said that with information readily available, rote learning has to make way for digital literacy.

SINGAPORE: Education Minister Heng Swee Keat has said that with information readily available, rote learning has to make way for digital literacy.

Speaking at the Second International Summit of the Book on Friday, Mr Heng said there is a need to place greater emphasis on critical and inventive thinking.

Whether it is a papyrus, print or the iPad, it seems that books are here to stay.

Professor Tommy Koh, chairman of the Organising Committee of the Second International Summit of the Book, and Ambassador-at-Large, said: “I think the book will endure to the end of time.

“But the form of the book has changed and will change. The container will change, the platform on which we read the book will also change.

“My children, for example, prefer to read the book either on the computer, on the iPad, on the tablet and other electronic forms. I still prefer the printed book. But in one form or another, the book will endure. There can be no human civilisation without books.”

But the question is whether readers are able to discern truths from untruths, especially in an era that is inundated with information.

Mr Heng said: “Some fear that the technologically sophisticated books of the future will dull the mind, as we no longer bother to use our imagination to render words into sounds and images.

“They worry too that we will forget to think for ourselves after we close the book because social media offers such an array of ready-made opinions that we will just pick one off the virtual shelf rather than form our own.

“We need to place greater emphasis on critical and inventive thinking, so that we may go on to imagine and create new insights.

“At the workplace, as the information revolution transforms the nature of work, our ability to move from theory to practice, to apply learning imaginatively in different contexts, and to create new knowledge, will become increasing valuable.”

Continue reading at http://www.channelnewsasia.com/news/singapore/rote-learning-has-to-make/779680.html

PSLE could move away from aggregate scores: Lim Biow Chuan

Source: http://www.channelnewsasia.com/news/singapore/psle-could-move-away-from/777972.html

The head of the Government Parliamentary Committee (GPC) for Education, Member of Parliament Lim Biow Chuan, said that the Primary School Leaving Examination could do with less focus on aggregate scores.

SINGAPORE: The head of the Government Parliamentary Committee (GPC) for Education, Member of Parliament Lim Biow Chuan, said that the Primary School Leaving Examination (PSLE) could do with less focus on aggregate scores.

He said that this would take away the stress associated with the examination.

Education Minister Heng Swee Keat said recently that changes to the PSLE will be announced at the National Day Rally on Sunday.

It is an annual affair that sends the nation’s parents, students and teachers into a frenzy — for many in Singapore, the PSLE has become a high-stakes examination.

Roger Cheong, a parent, said: “Maybe there should not be so much emphasis on PSLE at such a young age… Maybe as a gauge, but there shouldn’t be so so much weightage on it.

The Education Ministry has acknowledged this and embarked on a year-long review sometime in 2012.

Ahead of the announcements of possible changes, some have suggested going back to basics.

Mr Lim said: “I never knew what was my PSLE score. We selected a few schools that we chose and from there, MOE would post us to those schools, based on our performance. So you don’t have to go down to those minute details as to whether you score 270 or 265 or 275.

“You get broad-based results, and from there, you are allocated schools of your choice. It may not be the exact school of your choice, but it may be a group of schools that you choose and all of them are in the same category.”

Mr Lim also hoped to see more places set aside for the Direct School Admission (DSA) exercise, where students apply to secondary schools based on their achievements and talents before the release of their PSLE results.

Continue reading at http://www.channelnewsasia.com/news/singapore/psle-could-move-away-from/777972.html

Sergey Brin, co-founder of Google, studied Mathematics!

Maths Group Tuition to start in 2014!

Source: http://en.wikipedia.org/wiki/Sergey_Brin

Sergey Mikhaylovich Brin (Russian: Сергей Михайлович Брин; born August 21, 1973) is an American computer scientist and Internet entrepreneur who, with Larry Page, co-founded Google, one of the most profitable Internet companies.[4] As of 2013, his personal wealth was estimated to be $22.8billion.[2] Together, Brin and Page own about 16 percent of the company.

Brin immigrated to the United States with his family from the Soviet Union at the age of six. He earned his undergraduate degree at the University of Maryland, following in his father’s and grandfather’s footsteps by studying mathematics, as well as computer science. After graduation, he moved to Stanford University to acquire a Ph.D. in computer science. There he met Larry Page, with whom he later became friends. They crammed their dormitory room with inexpensive computers and applied Brin’s data mining system to build a superior search engine. The program became popular at Stanford and they suspended their PhD studies to start up Google in a rented garage.

The Economist newspaper referred to Brin as an “Enlightenment Man“, and someone who believes that “knowledge is always good, and certainly always better than ignorance”, a philosophy that is summed up by Google’s motto “Organize the world’s information and make it universally accessible and useful”[5][6] and “Don’t be evil“.

Education in the United States

Brin attended grade school at Paint Branch Montessori School in Adelphi, Maryland, but he received further education at home; his father, a professor in the department of mathematics at the University of Maryland, encouraged him to learn mathematics and his family helped him retain his Russian-language skills. In September 1990 Brin enrolled in the University of Maryland to study computer science and mathematics, where he received his Bachelor of Science in May 1993 with honors.[14]

Sergey Brin Ted 2010.jpg

Undergraduate Study in Mathematics (NUS)

Maths Group Tuition to start in 2014!

If you are interested in Mathematics, do consider to study Mathematics at NUS!

Source: http://ww1.math.nus.edu.sg/undergrad.aspx

Quote:

Undergraduate Study in Mathematics (NUS)

Overview

The Department of Mathematics at NUS is the largest department in the Faculty of Science. We offer a wide range of modules catered to specialists contemplating careers in mathematical science research as well as to those interested in applications of advanced mathematics to science, technology and commerce. The curriculum strives to maintain a balance between mathematical rigour and applications to other disciplines.

We offer a variety of major and minor programmes, covering different areas of mathematical sciences, for students pursuing full-time undergraduate studies. Those keen in multidisciplinary studies would also find learning opportunities in special combinations such as double degree, double major and interdisciplinary programmes.

Honours graduates may further their studies with the Graduate Programme in Mathematics by Research leading to M.Sc. or Ph.D. degree, or with the M.Sc. Programme in Mathematics by Course Work.

Studying at NUS Mathematics Department

Maths Group Tuition to start in 2014!

Source: http://ww1.math.nus.edu.sg/

The history  of the Department of Mathematics at NUS traces back to 1929, when science  education began in Singapore with the opening of Raffles College with less than  five students enrolled in mathematics. Today it is one of the largest  departments in NUS, with about 70 faculty members and       teaching staff supported  by 13 administrative and IT staff.  The Department offers a wide selection  of courses (called modules) covering wide areas of mathematical sciences with  about 6,000 students enrolling in each semester. Apart from offering B.Sc.  programmes in Mathematics, Applied Mathematics and Quantitative Finance, the  Department also participates actively in major interdisciplinary programs,  including the double degree programme in Mathematics/Applied Mathematics and  Computer Science, the double major       programmes in Mathematics and Economics as  well as with other subjects, and the Computational Biology programme. Another  example of the Department’s student centric educational philosophy is the   Special Programme in Mathematics (SPM), which is specially designed for a  select group of students who have a strong passion and aptitude for  mathematics. The aim is to enable these students to build a solid foundation  for a future career in mathematical research or state-of-the-art applications  of mathematics in industry.

The  Department is ranked among the best in Asia in mathematical  research.   It offers a diverse and vibrant program in graduate  studies, in fundamental as well as applied mathematics. It promotes  interdisciplinary applications of mathematics in science, engineering and  commerce. Faculty members’ research covers all major areas of contemporary  mathematics. For more information, please see research overview, selected publications, and research     awards.

Academic grading in Singapore: How many marks to get A in Maths for PSLE, O Levels, A Levels

Maths Group Tuition

Source: http://en.wikipedia.org/wiki/Academic_grading_in_Singapore

Singapore‘s grading system in schools is differentiated by the existence of many types of institutions with different education foci and systems. The grading systems that are used at Primary, Secondary, and Junior College levels are the most fundamental to the local system used.



Overcoming Math Anxiety

Featured book:

“If you’ve ever said ‘I’m no good at numbers,’ this book can change your life.” (Gloria Steinem)


Primary 5 to 6 standard stream

  • A*: 91% and above
  • A: 75% to 90%
  • B: 60% to 74%
  • C: 50% to 59%
  • D: 35% to 49%
  • E: 20% to 34%
  • U: Below 20%

Overall grade (Secondary schools)

  • A1: 75% and above
  • A2: 70% to 74%
  • B3: 65% to 69%
  • B4: 60% to 64%
  • C5: 55% to 59%
  • C6: 50% to 54%
  • D7: 45% to 49%
  • E8: 40% to 44%
  • F9: Below 40%

The GPA table for Raffles Girls’ School and Raffles Institution (Secondary) is as below:

Grade Percentage Grade point
A+ 80-100 4.0
A 70-79 3.6
B+ 65-69 3.2
B 60-64 2.8
C+ 55-59 2.4
C 50-54 2.0
D 45-49 1.6
E 40-44 1.2
F <40 0.8

The GPA table differs from school to school, with schools like Dunman High School excluding the grades “C+” and “B+”(meaning grades 50-59 is counted a C, vice-versa) However, in other secondary schools like Hwa Chong Institution and Victoria School, there is also a system called MSG (mean subject grade) which is similar to GPA that is used.

Grade Percentage Grade point
A1 75-100 1
A2 70-74 2
B3 65-69 3
B4 60-64 4
C5 55-59 5
C6 50-54 6
D7 45-49 7
E8 40-44 8
F9 <40 9

The mean subject grade is calculated by adding the points together, then divided by the number of subjects. For example, if a student got A1 for math and B3 for English, his MSG would be (1+3)/2 = 2.

O levels grades

  • A1: 75% and above
  • A2: 70% to 74%
  • B3: 65% to 69%
  • B4: 60% to 64%
  • C5: 55% to 59%
  • C6: 50% to 54%
  • D7: 45% to 49%
  • E8: 40% to 44%
  • F9: Below 40%

The results also depends on the bell curve.

Junior college level (GCE A and AO levels)

  • A: 70% and above
  • B: 60% to 69%
  • C: 55% to 59%
  • D: 50% to 54%
  • E: 45% to 49% (passing grade)
  • S: 40% to 44% (denotes standard is at AO level only), grade N in the British A Levels.
  • U: Below 39%

Featured Mathematician of the Day: Shing-Tung Yau

Maths Group Tuition starting in 2014!

Source: http://en.wikipedia.org/wiki/Shing-Tung_Yau

Shing-Tung Yau (Chinese: 丘成桐; pinyin: Qiū Chéngtóng; Cantonese Yale: Yāu Sìngtùng; born April 4, 1949) is a Chinese-born American mathematician. He won the Fields Medal in 1982.

Yau’s work is mainly in differential geometry, especially in geometric analysis. His contributions have had an influence on both physics and mathematics and he has been active at the interface between geometry and theoretical physics. His proof of the positive energy theorem in general relativity demonstrated—sixty years after its discovery—that Einstein‘s theory is consistent and stable. His proof of the Calabi conjecture allowed physicists—using Calabi–Yau compactification—to show that string theory is a viable candidate for a unified theory of nature. Calabi–Yau manifolds are among the ‘standard toolkit’ for string theorists today.

Yau was born in Shantou, Guangdong Province, China with an ancestry in Jiaoling (also in Guangdong) in a family of eight children. When he was only a few months old, his family emigrated to Hong Kong, where they lived first in Yuen Long and then 5 years later in Shatin. When Yau was fourteen, his father Chiou Chenying, a philosophy professor, died.

After graduating from Pui Ching Middle School, he studied mathematics at the Chinese University of Hong Kong from 1966 to 1969. Yau went to the University of California, Berkeley in the fall of 1969. At the age of 22, Yau was awarded the Ph.D. degree under the supervision of Shiing-Shen Chern at Berkeley in two years. He spent a year as a member of the Institute for Advanced Study, Princeton, New Jersey, and two years at the State University of New York at Stony Brook. Then he went to Stanford University.

Since 1987, he has been at Harvard University,[1] where he has had numerous Ph.D. students. He is also involved in the activities of research institutes in Hong Kong and China. He takes an interest in the state of K-12 mathematics education in China, and his criticisms of the Chinese education system, corruption in the academic world in China, and the quality of mathematical research and education, have been widely publicized.

Shing-Tung Yau at Harvard Law School dining hall
Shing-Tung Yau at Harvard Law School dining hall (Photo credit: Wikipedia)

Stanford University Research: The most important aspect of a student’s ideal relationship with mathematics

Source: Taken from Research by Stanford, Education: EDUC115N How to Learn Math

This word cloud was generated on August 9th based on 850 responses to the prompt “Please submit a word that, in your opinion, describes the most important aspect of a student’s ideal relationship with mathematics.”

stanford maths tuition word cloud

Prime Minister Lee Hsien Loong Truly Outstanding Mathematics Student

Just to share an inspirational story about studying Mathematics, and our very own Prime Minister Lee Hsien Loong. 🙂

Source: http://www2.ims.nus.edu.sg/imprints/interviews/BelaBollobas.pdf

(page 8/8)

Interview of Professor Béla Bollobás, Professor and teacher of our Prime Minister Lee Hsien Loong

I: Interviewer Y.K. Leong

B: Professor Béla Bollobás

I: I understand that you have taught our present Prime
Minister Lee Hsien Loong.

B: I certainly taught him more than anybody else in
Cambridge. I can truthfully say that he was an exceptionally
good student. I’m not sure that this is really known in
Singapore. “Because he’s now the Prime Minister,” people
may say, “oh, you would say he was good.” No, he was truly
outstanding: he was head and shoulders above the rest of
the students. He was not only the first, but the gap between
him and the man who came second was huge.

I: I believe he did double honors in mathematics and computer science.

B: I think that he did computer science (after mathematics) mostly because his father didn’t want him to stay in pure mathematics. Loong was not only hardworking, conscientious and professional, but he was also very inventive. All the signs indicated that he would have been a world-class research mathematician. I’m sure his father never realized how exceptional Loong was. He thought Loong was very good. No, Loong was much better than that. When I tried to tell Lee Kuan Yew, “Look, your son is phenomenally good: you should encourage him to do mathematics,” then he implied that that was impossible, since as a top-flight professional mathematician Loong would leave Singapore for Princeton, Harvard or Cambridge, and that would send the wrong signal to the people in Singapore. And I have to agree that this was a very good point indeed. Now I am even more impressed by Lee Hsien Loong than I was all those years ago, and I am very proud that I taught him; he seems to be doing very well. I have come round to thinking that it was indeed good for him to go into politics; he can certainly make an awful lot of difference.

H2 Maths 2012 A Level Solution Paper 2 Q6; H2 Maths Group Tuition

6(i)

H_0: \mu=14.0 cm

H_1: \mu\neq 14.0 cm

(ii)

\bar{x}\sim N(14,\frac{3.8^2}{20})

For the null hypothesis not to be rejected,

Z_{2.5\%}<\frac{\bar{x}-14}{3.8/\sqrt{20}}<Z_{97.5\%}

-1.95996<\frac{\bar{x}-14}{3.8/\sqrt{20}}<1.95996 (use GC invNorm function!)

12.3<\bar{x}<15.7 (3 s.f.)

(iii) Since \bar{x}=15.8 is out of the set 12.3<\bar{x}<15.7, the null hypothesis would be rejected. There is sufficient evidence that the squirrels on the island do not have the same mean tail length as the species known to her.

(technique: put in words what H_1 says!)

Geometry and Abraham Lincoln; O Level Maths Tuition Group

Source: http://www.mathopenref.com/euclid.html

At age forty, Abraham Lincoln studied Euclid for training in reasoning, and as a traveling lawyer on horseback, kept a copy of Euclid’s Elements in his saddlebag.  In his biography of Lincoln, his law partner Billy Herndon tells how late at night Lincoln would lie on the floor studying Euclid’s geometry by lamplight. Lincoln’s logical speeches and some of his phrases such as “dedicated to the proposition” in the  Gettysburg address are attributed to his reading of Euclid.

Lincoln explains why he was motivated to read Euclid:

“In the course of my law reading I constantly came upon the word “demonstrate”.  I thought at first that I understood its meaning, but soon became satisfied that I did not.  I said to myself, What do I do when I demonstrate more than when I reason or prove? How does demonstration differ from any other proof?
I consulted Webster’s Dictionary. They told of ‘certain proof,’ ‘proof beyond the possibility of doubt’;  but I could form no idea of what sort of proof that was. I thought a great many things were proved beyond the possibility of doubt, without recourse to any such extraordinary process of reasoning as I understood demonstration to be.  I consulted all the dictionaries and books of reference I could find, but with no better results.  You might as well have defined blue to a blind man.
At last I said,- Lincoln, you never can make a lawyer if you do not understand what demonstrate means;  and I left my situation in Springfield, went home to my father’s house,  and stayed there till I could give any proposition in the six books of Euclid at sight.  I then found out what demonstrate means, and went back to my law studies.”
Iconic black and white photograph of Lincoln showing his head and shoulders.

NUS Top in Asia according to latest QS World University Rankings by Subject

Source: http://newshub.nus.edu.sg/headlines/1305/qs_08May13.php

Top in Asia according to latest QS World University Rankings by Subject

08 May 2013

NUS is the best-performing university in Asia in the 2013 QS World University Rankings by Subject. With 12 subjects ranked top 10, NUS has secured the 8th position among universities globally in this subject ranking.
On the results, NUS Deputy President (Academic Affairs) and Provost Professor Tan Eng Chye said: “This is a strong international recognition of NUS’ strengths in humanities and languages, engineering and technology, sciences, medicine and social sciences.”
Prof Tan noted that the rankings served as an acknowledgement of the exceptional work carried out by faculty and staff in education and research.
NUS fared well, ranking among the world’s top 10 universities for 12 subjects namely Statistics, Mathematics, Material Sciences, Pharmacy & Pharmacology, Communication & Media Studies, Geography, Politics & International Studies, Modern Languages, Computer Science & Information Systems and Engineering (mechanical, aeronautical, manufacturing, electrical & electronic, chemical).

Continue reading at: http://newshub.nus.edu.sg/headlines/1305/qs_08May13.php

The Legendre Symbol

tomcircle's avatarMath Online Tom Circle

Prove

$latex x^{2} \equiv 3411 \mod 3457 $
has no solution?

Legendre Symbol:

$latex \displaystyle
x^{2} \equiv a \mod p
\iff
\boxed{
\left( \frac {a}{p} \right)
= \begin{cases}
-1, & \text{if 0 solution} \\
0 , & \text{if 1 solution} \\
1, & \text{if 2 solutions} \\
\end{cases}
}
$

Hint: prove $latex \left( \frac{3411}{3457} \right) = -1$

Using the Law of Quadratic Reciprocity, without computations, we can prove there is no solution for this equation.

Solution:

1.
3411 = 3 x 3 x 379 = 9 x 379

$Latex \displaystyle
\boxed{
\left(\frac{a}{p}\right)
\left(\frac{b}{p} \right)=
\left(\frac{ab}{p}\right)
}
$

$latex \displaystyle
\left(\frac{3411}{3457} \right)=
\left(\frac{9}{3457} \right).\left(\frac{379}{3457} \right)=
\left(\frac{379}{3457} \right)
$
since
$latex \displaystyle\left(\frac{9}{3457} \right)=1 $
because 9 is a perfect square, 3457 is prime.

2. By Quadratic Reciprocity,
$latex \displaystyle
\boxed{
\text{If p or q or both are } \equiv 1 \mod 4 \implies
\left(\frac{p}{q} \right)=
\left(\frac{q}{p} \right)}
$

Since
$latex…

View original post 212 more words

Singapore matematika kuliah

Kami penuh waktu Matematika guru, Mr Wu (Citizen Singapura), memiliki pengalaman yang luas (lebih dari 7 tahun) di les matematika. Mr Wu telah mengajar matematika sejak tahun 2006.

Mr Wu adalah pasien dengan siswa, dan akan menjelaskan konsep jelas kepada mereka. Dia mendorong untuk siswa lemah, sedangkan siswa yang lebih kuat tidak akan merasa bosan karena Mr Wu akan memberikan latihan yang cukup menantang bagi mereka untuk belajar lebih banyak. Singkatnya, setiap siswa harus mengalami perbaikan setelah kuliah.

Mr Wu lulus dengan B.Sc. (First Class Honours) dengan Mayor di Matematika (National University of Singapore).

Kami sangat percaya bahwa kepribadian dan karakter guru adalah sama pentingnya dengan kualifikasi akademik. Untuk Matematika Tutor, kesabaran ketika menjelaskan kepada siswa mutlak diperlukan.

Tutor Kualifikasi:

NUS: B.Sc. (First Class Honours) dengan Mayor di Matematika, Daftar Dean (Top 5% dari seluruh Fakultas Ilmu)

A Level: Matematika (A), Fisika (A), Kimia (A), Biologi (A), General Paper (A1)

O Tingkat: (Raffles Institution)

Bahasa Inggris (A1), Gabungan Humaniora (A1), Geografi (A1), Matematika (A1), Matematika Tambahan (A1), Fisika (A1), Kimia (A1), Biologi (A1), Bahasa Cina lebih tinggi (A2)

PSLE: (Nanyang Primer) 281, Lee Hsien Loong Excellence Award

Bahasa Inggris (A *), Bahasa Cina (A *), Matematika (A *), Sains (A *), Bahasa Cina Tinggi (Distinction), Ilmu Sosial (Distinction)

Apakah dalam Program PMP dari Pratama ke tingkat sekunder.

Terdaftar dengan MOE sebagai Guru Bantuan

(Orang tua yang ingin melihat sertifikat Mr Wu silahkan email kami. Orang tua juga dapat melihat profil StarTutor Mr Wu pada http://startutor.sg/23561, dengan sertifikat diverifikasi.)

Meskipun kualifikasi akademik Mr Wu, ia tetap seorang guru yang rendah hati dan sabar. Juga, orang tua dapat yakin bahwa Mr Wu mengajar pada tingkat yang siswa dapat sepenuhnya mengerti. Untuk A Level, kami akan mencoba untuk mengajarkannya dengan cara yang jelas dan sederhana sehingga bahkan Sec 3/4 siswa dapat mengerti. Untuk O Levels, kita akan mengajarkannya sedemikian rupa sehingga bahkan Sec 1/2 siswa dapat memahami, dan sebagainya.

Mr Wu hanyalah orang biasa yang telah menguasai keterampilan dan teknik yang diperlukan untuk unggul dalam matematika di Singapura. Dia ingin mengajarkan teknik ini untuk siswa, maka memilih untuk menjadi Matematika penuh waktu guru. Mr Wu telah mengembangkan metode sendiri untuk memeriksa jawaban, mengingat rumus (dengan pemahaman), yang telah membantu banyak siswa. Banyak pertanyaan Math dapat diperiksa dengan mudah, menyebabkan siswa menjadi 100% yakin nya atau jawabannya bahkan sebelum guru menandai jawabannya, dan mengurangi tingkat kesalahan ceroboh.

Mr Wu juga kakak dari dua mahasiswa kedokteran. Adiknya sedang belajar Kedokteran di Universitas Monash, dan adiknya sedang belajar Kedokteran di Yong Loo Lin School of Medicine, NUS.

Tujuan Pengajaran:

Tujuan pengajaran adalah untuk memungkinkan siswa untuk memahami konsep-konsep dalam silabus, meningkatkan minat pada pelajaran, dan untuk menjelaskan dengan jelas metode untuk memecahkan masalah matematika. Matematika adalah subjek yang sangat kumulatif, dasar yang kuat diperlukan untuk maju ke tingkat berikutnya. Kami sangat berharap dapat membantu lebih banyak siswa membangun fondasi yang kuat di Matematika.

Untuk Matematika, kami percaya bahwa cara terbaik untuk maju adalah melalui praktek dan pemahaman. Teknik untuk memeriksa jawaban dan metode singkat untuk menjawab pertanyaan lebih cepat berguna. Ketekunan sangat penting dalam Matematika, yang penting adalah untuk tidak menyerah, dan terus mencoba!

Untuk individu Matematika kuliah, tutor dapat melakukan perjalanan ke rumah siswa.

“Didiklah anak di jalan yang patut baginya: dan ketika dia sudah tua, dia tidak akan menyimpang dari itu.”

– Amsal 22:6

Математика Групповые занятия класса, чтобы начать в следующем году, 2014 году.

Математика Групповые занятия класса, чтобы начать в следующем году, 2014 году.

Математика Обучение центр

คณิตศาสตร์ชั้นเรียนกลุ่มที่จะเริ่มต้นในปีหน้า 2014

คณิตศาสตร์ชั้นเรียนกลุ่มที่จะเริ่มต้นในปีหน้า 2014

ศูนย์คณิตศาสตร์เล่าเรียน

H2 Maths A Level 2012 Solution, Paper 2 Q5; H2 Maths Tuition

5(i)(a)

P(\text{patient has the disease and test positive})=0.001(0.995)=9.95\times 10^{-4}

P(\text{patient does not have the disease and he tests positive})=(1-0.001)(1-0.995)=4.995\times 10^{-3}

P(\text{result of the test is positive})=9.95\times 10^{-4}+4.995\times 10^{-3}=5.99\times 10^{-3}

(b)

Let A=patient has disease

Let B=result of test is positive

\displaystyle\begin{array}{rcl}P(A|B)&=&\frac{P(A\cap B)}{P(B)}\\    &=&\frac{(0.001)(0.995)}{5.99\times 10^{-3}}\\    &=&0.166    \end{array}

Note that the probability is surprisingly quite low! (This is called the False positive paradox, a statistical result where false positive tests are more probable than true positive tests, occurring when the overall population has a low incidence of a condition and the incidence rate is lower than the false positive rate. See http://en.wikipedia.org/wiki/False_positive_paradox)

(ii)

\displaystyle P(A|B)=\frac{(0.001)p}{(0.001)p+(1-0.001)(1-p)}=0.75

By GC, p=0.999666 (6 d.p.)

H2 Maths 2012 A Level Paper 2 Q4 Solution; H2 Maths Tuition

(i)

1 Jan 2001 –> $100

1 Feb 2001 —> $110

1 Mar 2001 –> $120

Notice that this is an AP with a=100d=10

\displaystyle\begin{array}{rcl}S_n&=&\frac{n}{2}(2a+(n-1)d)\\    &=&\frac{n}{2}(200+10(n-1))>5000    \end{array}

\frac{n}{2}(200+10(n-1))-5000>0

From GC, n>23.5

n=24 (months)

This is inclusive of 1 Jan 2001!!!

Thus, 1 Jan 2001 + 23 months —> 1 Dec 2002

(ii)

1 Jan 2001 –> 100

end of Jan 2001 –> 1.005(100)

1 Feb 2001 –> 1.005(100)+100

end of Feb 2001 –> 1.005[1.005(100)+100]=1.005^2 (100)+1.005(100)

From the pattern, we can see that

\displaystyle\begin{array}{rcl}S_n&=&1.005^n(100)+1.005^{n-1}(100)+\cdots+1.005(100)\\    &=&\frac{a(r^n-1)}{r-1}\\    &=&\frac{1.005(100)[1.005^n-1]}{1.005-1}\\    &=&\frac{100.5(1.005^n-1)}{0.005}\\    &=&20100(1.005^n-1)    \end{array}

$5000-$100=$4900

20100(1.005^n-1)>4900

20100(1.005^n-1)-4900>0

From GC, n>43.7

So n=44 months (inclusive of Jan 2001 !!!)

1 Jan 2001+36 months —> 1 Jan 2004

1 Jan 2004+7 months —> 1 Aug 2004

Then on 1 Sep 2004, Mr B will deposit another $100, making the amount greater than $5000.

Hence, answer is 1 Sep 2004.

(iii)

Let the interest rate be x %.

Note that from Jan 2001 to Nov 2003 is 35 months. (Jan 2001 to Dec 2001 is 12 months, Jan 2002 to Dec 2002 is 12 months, Jan 2003 to Nov 2003 is 11 months :))

$5000-$100=$4900

Modifying our formula in part ii, we get

\displaystyle S_n=\frac{(1+x/100)(100)[(1+x/100)^n-1]}{(1+x/100)-1}=4900

Setting n=35 and using GC, we get

x=1.80

Hence, the interest rate is 1.80%.

A Level H2 Maths 2012 Paper 2 Q3 Solution; H2 Maths Tuition

A Level H2 Maths 2012 Paper 2 Q3 Solution

(i)

cubic graph maths tuition

(The graph above is drawn using the Geogebra software 🙂 )

(ii)

x^3+x^2-2x-4=4

x^3+x^2-2x-8=0

By GC, x=2

By long division, x^3+x^2-2x-8=(x-2)(x^2+3x+4)

The discriminant of x^2+3x+4 is

D=b^2-4ac=3^2-4(1)(4)=-7<0

Hence, there are no other real solutions (proven).

(iii) x+3=2

x=-1

(iv)

cubic absolute graph maths tuition

(v)

|x^3+x^2-2x-4|=4

x^3+x^2-2x-4=4 or x^3+x^2-2x-4=-4

x^3+x^2-2x-8=0 or x^3+x^2-2x=0

x^3+x^2-2x-8=0 \implies x=2 (from part ii)

x^3+x^2-2x=x(x^2+x-2)=x(x-1)(x+2)=0

x=0,1,-2

In summary, the roots are -2,0,1,2

List of JCs in Singapore; H2 Maths Tuition

Source: http://en.wikipedia.org/wiki/List_of_schools_in_Singapore#Junior_Colleges_.28JC.29

Junior Colleges (JC)

These offer two-year courses leading to the GCE A-level examination.

Code Zone College Name Established Address Type Special Programmes
English Chinese Abb.
0705 North Anderson Junior College 安德逊初级学院 AJC 1984 4500 Ang Mo Kio Avenue 6 Government
7001 West Anglo-Chinese School (Independent) IB World School 英华中学 (自主) ACS(I)-IBDP 2004 (IBDP) 121 Dover Road Independent IP, MEP
0803 West Anglo-Chinese Junior College 英华初级学院 ACJC 1977 25 Dover Close East Government-Aided MEP, DEP(TSD), LEP (EL)
0802 South Catholic Junior College 公教初级学院 CJC 1975 129 Whitley Road Government-Aided LEP (EL)
3101 East Dunman High School 德明政府中学 DHS 2005 – IP 10 Tanjong Rhu Road Autonomous IP, MEP, BSP, LEP (CL), AEP
0806 Central Hwa Chong Institution 华侨中学 HCI 1974 661 Bukit Timah Road Independent IP, HP, LEP (CL), AEP, BSP
0713 North Innova Junior College 星烁初级学院 IJC 2005 21 Champions Way Government LEP (ML)
0703 West Jurong Junior College 裕廊初级学院 JJC 1981 800 Corporation Road Government LEP (CL)
0712 East Meridian Junior College 美廉初级学院 MJC 2003 21 Pasir Ris Street 71 Government
0908 West Millennia Institute 励仁高级中学 MI 2004 60 Bukit Batok West Avenue 8 Government DTP
0805 North Nanyang Junior College 南洋初级学院 NYJC 1978 128 Serangoon Avenue 3 Government-Aided LEP (CL), AEP
0712 Central National Junior College 国家初级学院 NJC 1969 37 Hillcrest Road Government IP, HP, AEP, MEP, STaR
7801 West NUS High School of Mathematics and Science 新加坡国立大学附属数理中学 NUSHS 2005 20 Clementi Ave 1 Independent IP, DIP
0711 West Pioneer Junior College 先驱初级学院 PJC 1999 21 Teck Whye Walk Government
0704 South Raffles Institution 莱佛士初级学院 RI 1826 10 Bishan Street 21 Independent IP, HP, LEP (JL), LEP (EL), MEP, TSD
3103 West River Valley High School 立化中学 RVHS 1956 2006 – IP 6 Boon Lay Avenue Autonomous IP, BSP
0710 North Serangoon Junior College 实龙岗初级学院 SRJC 1988 1033 Upper Serangoon Road Government
0804 South Saint Andrew’s Junior College 圣安德烈初级学院 SAJC 1978 55 Potong Pasir Avenue 1 Government-Aided
0709 East Tampines Junior College 淡滨尼初级学院 TPJC 1986 2 Tampines Avenue 9 Government LEP (ML), TSD
0702 East Temasek Junior College 淡马锡初级学院 TJC 1977 22 Bedok South Road Government IP, HP, LEP (CL), MEP
0706 East Victoria Junior College 维多利亚初级学院 VJC 1984 20 Marine Vista Government IP, HP, TSD, NAV
0708 North Yishun Junior College 义顺初级学院 YJC 1986 3 Yishun Ring Road Government

Centralised Institutes (CI)

The only centralised institute is Millennia Institute (MI), which offers a three-year course leading to the GCE A-level examination in arts, science, and commerce.[3]

List of Secondary Schools in Singapore; A Maths Tuition

Source: http://en.wikipedia.org/wiki/List_of_secondary_schools_in_Singapore

Mainstream schools

Name Type School code Area[2] Notes Website
Admiralty Secondary School Government 3072 Woodlands [1]
Ahmad Ibrahim Secondary School Government 3021 Yishun [2]
Anderson Secondary School Government, Autonomous 3001 Ang Mo Kio [3]
Anglican High School Government-aided, Autonomous, SAP Bedok
Anglo-Chinese School (Barker Road) Government-aided Novena
Anglo-Chinese School (Independent) Independent, IP Dover Offers the IB certificate
Ang Mo Kio Secondary School Government 3026 Ang Mo Kio
Assumption English School Government-aided Bukit Panjang
Balestier Hill Secondary School Government Novena
Bartley Secondary School Government 3002 Toa Payoh
Beatty Secondary School Government 3003 Toa Payoh
Bedok Green Secondary School Government Bedok
Bedok North Secondary School Government Bedok
Bedok South Secondary School Government Bedok
Bedok Town Secondary School Government Bedok
Bedok View Secondary School Government Bedok
Bendemeer Secondary School Government Kallang
Bishan Park Secondary School Government Bishan
Boon Lay Secondary School Government Jurong West
Bowen Secondary School Government Hougang
Broadrick Secondary School Government Geylang
Bukit Batok Secondary School Government Bukit Batok
Bukit Merah Secondary School Government Bukit Merah
Bukit Panjang Govt. High School Government, Autonomous Chua Chu Kang
Bukit View Secondary School Government Bukit Batok
Catholic High School Government-aided, Autonomous, SAP, IP Bishan
Canberra Secondary School Government Sembawang
Cedar Girls’ Secondary School Government, Autonomous 3004 Toa Payoh
Changkat Changi Secondary School Government Tampines
Chestnut Drive Secondary School Government Bukit Panjang
CHIJ Katong Convent Government-aided, Autonomous Marine Parade
CHIJ Secondary (Toa Payoh) Government-aided, Autonomous 7004 Toa Payoh
CHIJ St. Joseph’s Convent Government-aided Sengkang
CHIJ St. Nicholas Girls’ School Government-aided, Autonomous, SAP Ang Mo Kio
CHIJ St. Theresa’s Convent Government-aided Bukit Merah
Chong Boon Secondary School Government Ang Mo Kio
Chua Chu Kang Secondary School Government Chua Chu Kang
Church Secondary School Government-aided
Chung Cheng High School (Main) Government-aided, Autonomous, SAP Marine Parade
Chung Cheng High School (Yishun) Government-aided Yishun
Clementi Town Secondary School Government Clementi
Clementi Woods Secondary School Government Clementi
Commonwealth Secondary School Government, Autonomous Jurong East
Compassvale Secondary School Government Sengkang
Coral Secondary School Government Pasir Ris
Crescent Girls’ School Government, Autonomous Bukit Merah
Damai Secondary School Government Bedok
Deyi Secondary School Government Ang Mo Kio
Dunearn Secondary School Government Bukit Batok
Dunman High School Government, Autonomous, IP, SAP Kallang
Dunman Secondary School Government, Autonomous Tampines
East Spring Secondary School Government Tampines
East View Secondary School Government Tampines
Edgefield Secondary School Government Punggol
Evergreen Secondary School Government Woodlands
Fairfield Methodist Secondary School Government-aided, Autonomous Queenstown
Fajar Secondary School Government Bukit Panjang
First Toa Payoh Secondary School Government 3208 Toa Payoh
Fuchun Secondary School Government Woodlands
Fuhua Secondary School Government Jurong West
Gan Eng Seng School Government Bukit Merah
Geylang Methodist School (Secondary) Government-aided Geylang
Greendale Secondary School Government Punggol
Greenridge Secondary School Government Bukit Panjang
Greenview Secondary School Government Pasir Ris
Guangyang Secondary School Government Bishan
Hai Sing Catholic School Government-aided Pasir Ris
Henderson Secondary School Government Bukit Merah
Hillgrove Secondary School Government Bukit Batok
Holy Innocents’ High School Government-aided Hougang
Hong Kah Secondary School Government Jurong West
Hougang Secondary School Government Hougang
Hua Yi Secondary School Government Jurong West
Hwa Chong Institution Independent, IP, SAP Bukit Timah
Junyuan Secondary School Government Tampines
Jurong Secondary School Government Jurong West
Jurong West Secondary School Government Jurong West
Jurongville Secondary School Government Jurong East
Juying Secondary School Government Jurong West
Kent Ridge Secondary School Government Clementi
Kranji Secondary School Government Chua Chu Kang
Kuo Chuan Presbyterian Secondary School Government-aided Bishan
Loyang Secondary School Government Pasir Ris
MacPherson Secondary School Government Geylang
Manjusri Secondary School Government-aided Geylang
Maris Stella High School Government-aided, Autonomous, SAP 7111 Toa Payoh
Marsiling Secondary School Government Woodlands
Mayflower Secondary School Government Ang Mo Kio
Methodist Girls’ School (Secondary) Independent Bukit Timah
Montfort Secondary School Government-aided Hougang
Nan Chiau High School Government-aided, SAP Sengkang
Nan Hua High School Government, Autonomous, SAP Clementi
Nanyang Girls’ High School Independent, IP, SAP Bukit Timah Affiliated to Hwa Chong Institution
National Junior College Government, IP Bukit Timah
Naval Base Secondary School Government Yishun
New Town Secondary School Government Queenstown
Ngee Ann Secondary School Government-aided, Autonomous Tampines
Northlight School Independent
North View Secondary School Government Yishun
North Vista Secondary School Government Sengkang
Northbrooks Secondary School Government Yishun
Northland Secondary School Government Yishun
NUS High School of Mathematics and Science Independent, IP, Specialised Offers the NUS High School Diploma
Orchid Park Secondary School Government Yishun
Outram Secondary School Government Central
Pasir Ris Crest Secondary School Government Pasir Ris
Pasir Ris Secondary School Government
Paya Lebar Methodist Girls’ School (Secondary) Government-aided, Autonomous Hougang
Pei Hwa Secondary School Government Sengkang
Peicai Secondary School Government Serangoon
Peirce Secondary School Government Bishan
Ping Yi Secondary School Government Bedok
Pioneer Secondary School Government 3062 Jurong West
Presbyterian High School Government-aided Ang Mo Kio
Punggol Secondary School Government Punggol
Queenstown Secondary School Government Queenstown
Queensway Secondary School Government Queenstown
Raffles Girls’ School (Secondary) Independent, IP Central Affiliated to Raffles Institution
Raffles Institution Independent, IP Bishan
Regent Secondary School Government Chua Chu Kang
Riverside Secondary School Government Woodlands
River Valley High School Government, Autonomous, IP, SAP Jurong West
St. Andrew’s Secondary School Government-aided 7015 Toa Payoh
St. Patrick’s School Government-aided Bedok
School of Science and Technology, Singapore Independent, Specialised Clementi
School of the Arts, Singapore Independent, Specialised Offers the IB certificate
Sembawang Secondary School Government Sembawang
Seng Kang Secondary School Government Sengkang
Serangoon Garden Secondary School Government Serangoon
Serangoon Secondary School Government Hougang
Shuqun Secondary School Government Jurong East
Si Ling Secondary School Government Woodlands
Siglap Secondary School Government Pasir Ris
Singapore Chinese Girls’ School Independent Novena
Singapore Sports School Independent, Specialised
Springfield Secondary School Government Tampines
St. Anthony’s Canossian Secondary School Government-aided, Autonomous Bedok
St. Gabriel’s Secondary School Government-aided Serangoon
St. Hilda’s Secondary School Government-aided, Autonomous Tampines
St. Margaret’s Secondary School Government-aided, Autonomous Bukit Timah
St. Joseph’s Institution Independent Novena
Swiss Cottage Secondary School Government Bukit Batok
Tampines Secondary School Government Tampines
Tanglin Secondary School Government Clementi
Tanjong Katong Girls’ School Government, Autonomous Marine Parade
Tanjong Katong Secondary School Government, Autonomous Marine Parade
Teck Whye Secondary School Government Chua Chu Kang
Temasek Academy Government, IP Affiliated to Temasek Junior College
Temasek Secondary School Government, Autonomous Bedok
Unity Secondary School Government Chua Chu Kang
Victoria Junior College Government, IP
Victoria School Government, Autonomous
West Spring Secondary School Government Bukit Panjang
Westwood Secondary School Government Jurong West
Whitley Secondary School Government Bishan
Woodgrove Secondary School Government Woodlands
Woodlands Ring Secondary School Government Woodlands
Woodlands Secondary School Government Woodlands
Xinmin Secondary School Government, Autonomous Hougang
Yio Chu Kang Secondary School Government Ang Mo Kio
Yishun Secondary School Government Yishun
Yishun Town Secondary School Government, Autonomous Yishun
Yuan Ching Secondary School Government Jurong West
Yuhua Secondary School Government Jurong West
Yusof Ishak Secondary School Government Bukit Batok
Yuying Secondary School Government-aided Hougang
Zhenghua Secondary School Government Bukit Panjang
Zhonghua Secondary School Government, Autonomous Serangoon

Japanese Math Professor Excellent Optical Illusionist

Source: http://www.youtube.com/watch?v=Wx4yi5m8IfI

Uploaded on Mar  8, 2011

Japanese mathematics professor Kokichi Sugihara spends much of his time in a world where up is down and three dimensions are really only two. Professor Sugihara is one of the world’s leading exponents of optical illusion, a mathematical art-form that he says could have application in the real world.
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Three sloped ramps are aligned along three of the four sides of a square. Each ramp appears to be sloped in the same direction but when a marble is placed at one end of the ramp it seems to defy gravity.
It’s called an “anti-gravity slide”. Only when the the entire structure is turned 180 degrees, is the illusion revealed.
Japanese mathematics professor Kokichi Sugihara from the Meiji Institute near Tokyo, has made a career of creating optical illusions. He’s devised and built more than a hundred of them, like this one called “Perches and a Ring”.
[Kokichi Sugihara, Meiji University Professor]: “Among these models, there are those which are reproductions of optical illusions, and others that seem like normal models, but when you add movement to them, they show movement that should be impossible in real life. This is done by using the same trick, and I call them ‘impossible motions’.”
Professor Sugihara’s “impossible motions” have been recognized around the world. He won first prize in an international competition last year with this one, called “Magnet-Like Slopes”.
Sugihara says the success of his illusions is tied to human perception. Because humans have the capacity to perceive two-dimensional objects as being three-dimensional, they can be fooled into believing that something “impossible” is taking place during the course of the illusion.
For Sugiraha the illusions aren’t just for amusement. He says they have real world application. For example, he says misjudgments made by drivers on steeply curved roads could be mitigated by changing their perceptions of the immediate environment.
[Kokichi Sugihara, Meiji University Professor]: “If we can find how drivers misjudge an incline, we would be able to construct roads where these incidents are less likely to happen. In other cases, we could also reorganize the surrounding environment so that drivers could more easily see the difference between an ascending and descending road, and it could lead to reducing traffic jams.”
Sugihara says says his dream is to create playground amusements – even buildings with his models. More immediately though he has plans for an “impossible object exhibition”, a venue to demonstrate that seeing really is believing.