Monthly Archives: March 2015

How to Make Time for 100 Days of Revision

Revision Timetable for GCSE studies
A well-planned revision timetable

Students who aim for a Study Score of 42 or above complete at least 20 practice papers for each subject they’re studying and correct them critically before examinations begin. High-achieving students print these 20 practice papers and make a detailed revision schedule before full-time revision sets in.

Learn how to make a quality revision timetable here.

Twenty practice papers, with proper correction and revision of theory, require 20 days to complete. A student studying 5 VCE subjects therefore needs 100 Days of Revision before their examinations begin.

VCE exams begin on October 28th, 2015, and 100 Days of Revision therefore begins on July 20th, 2015 for students who want to excel. Most schools plan to finish teaching Unit 4 at the end of August, which is just 40 days before the final examination. Forty days allows you only 8 days of revision for each of your 5 VCE subjects, and this simply isn’t enough practice for students who want to excel.

The best way to make time for 100 Days of Revision is to study Unit 4’s Area of Study 2 during this upcoming Easter Holiday.

In this upcoming Easter Holiday, by yourself, or with the help of a home tutor, you can study the topics that your school has planned to teach after July 20th, 2015. Typically, this is Unit 4’s Area of Study 2 (Chapters 23 to 28 in the Heinemann Chemistry 2 textbook). By studying this topic early, you’ll save time later in the year, which will allow you to complete 20 practice exams per subject instead of using that time to learn new theory.

Easter Holiday Tutoring 2015

If you want to learn Unit 4’s Area of Study 2 this holiday, and free up your homework schedule later in the year, get in touch for a short-term set of tutoring sessions in April 2015. I am offering new students a short-term Easter Holiday tutoring package for $300.

The $300 tutoring package includes:

  • Chemistry Unit 3 & 4 diagnostic test;
  • Quizzes based on knowledge areas that need to be improved upon (as identified in the diagnostic test);
  • Three home tutoring sessions of 2 hours each, which includes:
    • Critical review of the student’s homework answers;
    • 1-to-1 teaching of Unit 4 Area of Study 2 (Chapters 23-28) with homework exercises and quizzes;
    • Answering any Chemistry questions the student has accumulated while doing homework exercises.
  • Personalised Chemistry study timetable for the whole year; and
  • 24/7 email and phone support for the duration of the Easter Holiday.

The program includes 6 hours of home tutoring and requires 15 to 18 hours of self-study to be completed by the student during the holiday.

Get ahead in Chemistry this Easter. I am available for VCE Chemistry tutoring on the following dates and times.

Monday 30th March 2015 to Friday 3rd March 2015: 9am – 5pm daily
Monday 6th April 2015 to Friday 10th March 2015: 9am – 5pm daily

*UPDATE: I am now fully booked for the 2015 Easter Holiday. Fill in the contact form below to enquire about term-time tutoring at evenings and weekends.

Request VCE Chemistry tutoring using this online form.

More information about my tutoring services can be found here.

Foldable Biomolecules

Hydrolysis (or formation) of a triglyceride
Hydrolysis (or formation) of a triglyceride. Click to download PDF version for printing.

Visualising reaction mechanisms in VCE Chemistry can sometimes be difficult. Making plastic models helps, but I’ve been thinking that it would be much more convenient if students had their own paper version of molecular models that they could keep for themselves and use at home.

That’s why I created Foldable Biomolecules. Each Foldable Biomolecule is a PDF template that students can fold into a shape that demonstrates a chemical reaction clearly. Pull apart the edges of each sheet to visualise a hydrolysis reaction, and push them back together to visualise a condensation reaction.

foldable biomolecule: triglyceride
Click to download Foldable Triglyceride
foldable biomolecules: biodiesel
Click to download Foldable Biodiesel
foldable biomolecule: dipeptide
Click to download Foldable Dipeptide
foldable biomolecule: triglyceride
Click to download Foldable Sucrose
foldable nucleotide PDF
Click to download Foldable Nucleotide v2

These paper-based biomolecules are downloadable, shareable and much quicker to set up than their plastic counterparts.

You can also download the complete set of Foldable Biomolecules as a single PDF here.

Five most important things in any classroom

Students in a classroom
Students studying in a classroom. Source:

At the beginning of each academic year, I ask my VCE Chemistry students what the most important things are in the classroom in order to learn Chemistry. Typical answers include ‘pens’, ‘notebooks’, ‘tables’, ‘chairs’ and ‘a teacher’. I have a different view.

1. Students

Students are the most important ‘things’ in the classroom if any learning is going to happen. No learning happens without students present!

2. Textbooks

The primary source of information is not the teacher. It’s the textbook. The textbook explains every topic on the course concisely and accurately, and teaches students all the theory required for the end-of-year examination. Textbooks contain so many practice questions that some students don’t even complete all of them. Before hunting for extra resources or question sets, do all of the questions in the textbook first.

Learn how to use a textbook here.

3. Stationery

Pens are more important than notebooks because the textbook is designed to be annotated. The giant margins in a textbook (which aren’t there in novels) are placed purposefully to accommodate students’ personalised notes. Students should use at least two different colours of ink to annotate their textbooks, and they should highlight important definitions and phrases as well. (They should translate words, too, if they are fluent in another language.) Teachers will need to guide and encourage students through this process initially. Some students enter your classroom with an aversion to writing in textbooks.

4. Notebooks

Making your own notes is a very efficient way to learn. Any teacher who gives pre-made notes to their students is depriving their students of the opportunity to learn for themselves. It’s fine to give some notes to students as an example, but the vast majority of student notes should be written by the students themselves (even if they’re copying most of it from the whiteboard).

An interesting study found that students who reviewed their own notes outperformed students who reviewed notes given to them by their teacher.

Several interesting studies have found that students who hand-wrote their notes learned more than those who typed them.

Learn how to make great notes here.

5. Teacher

A teacher’s role, in addition to providing academic and moral support, is to bring the textbook (or the subject) to life. A teacher is the difference between reading a play and watching a play. A teacher makes the subject more engaging, more interesting and more relevant by bringing their own experience, funny stories and exciting experiments into the curriculum. Great teachers make even the dullest academic subjects exciting to learn. They serve to inspire and guide students to an extent that technology will never be able to match.

Not in my top 5…

  • PowerPoint slides
  • Internet access
  • iPads, laptops and other gizmos
  • interactive whiteboards
  • laboratory equipment & chemicals
  • printed notes for students
  • past examination papers

What do you think of my low-tech “top 5” list? Should technology be in the top 5? Will technology reduce the need for teachers? Is something other than the textbook the primary learning resource in your classroom?

Let me know in the comments section below.

Science Questions with Surprising Answers

Science Questions with Surprising Answers
Science Questions with Surprising Answers website

I came across an amazing website today called Science Questions with Surprising Answers. The website is run by Dr Christopher S. Baird, who teaches at the Department of Physics at University of Massachusetts Lowell. The website answers fascinating (and sometimes bizarre) questions with a rare balance of accuracy and clarity.

I particularly like the Chemistry section, which answers the question, “Are two atoms of the same element identical?” His answer is as follows:

“No. Two atoms of the same chemical element are typically not identical. First of all, there is a range of possible states that the electrons of an atom can occupy. Two atoms of the same element can be different if their electrons are in different states. If one copper atom has an electron in an excited state and another copper atom has all of its electrons in the ground state, then the two atoms are different…”

The blog actually reminds me of the book, What If?, which is a more comical (and less relevant) companion to this blog.

Browse his website and introduce it your students this semester!