The post Melbourne maths tutor appeared first on BHG Tutoring.

]]>**Summary of the mathematics study design (2016 – 2018)**

The new mathematics study design (2016 – 2016) for the first time separates Specialist Mathematics Units 1 and 2 from General Mathematics Units 1&2. This gives three relatively independent maths subjects.

**General Mathematics Units 1 and 2** provide for a range of courses of study involving non-calculus based topics for a broad range of students and may be implemented in various ways to reflect student interests in, and applications of, mathematics. They incorporate topics that provide preparation for various combinations of studies at Units 3 and 4 and cover assumed knowledge and skills for those units.

**Mathematical Methods Units 1 and 2** are completely prescribed and provide an introductory study of simple elementary functions, algebra, calculus, probability and statistics and their applications in a variety of practical and theoretical contexts. They are designed as preparation for Mathematical Methods Units 3 and 4 and cover assumed knowledge and skills for those units.

**Specialist Mathematics Units 1 and 2** comprise a combination of prescribed and selected non-calculus based topics and provide courses of study for students interested in advanced study of mathematics, with a focus on mathematical structure and reasoning. They incorporate topics that, in conjunction with Mathematical Methods Units 1 and 2, provide preparation for Specialist Mathematics Units 3 and 4 and cover assumed knowledge and skills for those units.

**Further Mathematics Units 3 and 4:**

There have been minor edits and refinements throughout. In addition:

- the General Mathematics topic Computation and practical arithmetic has replaced the topic Financial arithmetic with respect to coverage of assumed knowledge and skills for the Core area of study in Further Mathematics
- for Recursion and financial modelling students are expected to be able to apply recurrence relations from first principles for

The module Geometry and measurement has been revised to:

- remove the use of Simpson’s rule for estimating the surface area of irregular shapes
- remove the interpretation and use of contour maps
- remove the area of lune and lens and applications
- remove determination of the great circle distance between any two points on the surface of the earth using

**Mathematical Methods Units 3 and 4**

There have been minor edits and refinements throughout, however no significant changes have been made to the areas of study and topics, or to the outcomes and key knowledge and key skills from the consultation draft to the final revised study.

**Specialist Mathematics Units 3 and 4**

There have been minor edits and refinements throughout, in addition:

- graphs of regions in the complex plane have been removed
- the application of integration to problems involving the exponential distribution has been removed
- limiting equilibrium when a body is at rest has been removed
- linear combinations of random variables have been included
- hypothesis testing for a population mean has been included

The post Melbourne maths tutor appeared first on BHG Tutoring.

]]>The post UMAT in New Format appeared first on BHG Tutoring.

]]>**What is UMAT?**

**UMAT** (the Undergraduate Medicine and Health Sciences Admission Test) is one of prerequisites for admission to medicine, dentistry and optometry courses in Australia. Some health related science courses, such as clinical sciences, vision sciences, and oral health sciences require a UMAT score as well.

UMAT is designed by ACER and held in July yearly. Although, there is no clearly stated sessions, the questions can be grouped into three categories, **logic reasoning & problem solving**, **understanding people** and **abstract non-verbal reasoning**, which are considered important to the study and later practice of professions in the health sciences.

**The questions on logical reasoning & problem solving **are normally introduced by brief texts, tables, or pieces of information presented graphically. Questions assess students’ ability to comprehend, draw logical conclusions, reach solutions by identifying relevant facts, evaluate information, pinpoint additional or missing information, and generate and test plausible hypotheses.

**The questions on understanding people **assess students’ ability to identify, understand, and, where necessary, infer the thoughts, feelings, behaviour and/or intentions of the people represented in the situations.

**The questions on non-verbal reasoning** may be of several kinds. All are based on patterns or sequences of shapes and are designed to assess your ability to reason in the abstract and solve problems in non-verbal contexts.

The information above is based on UMAT information booklet 2015.

**How to achieve a high score in UMAT?**

Although ACER believes that training for UMAT is not necessary, specialised preparation helps students to be familiar with the types of questions, develop effective strategies to solve the questions under the test conditions, build students’ confidence for the testing day.

I have followed and tutored the UMAT since 2008 in Melbourne. I am familiar with the styles of questions and skills tested. Based on expertise in biological research, I have developed a set of effective strategies to solve UMAT questions, especially those on logical reasoning & problem solving and non-verbal reasoning. These questions test student’s ability in scientific reasoning, such as deductive reasoning and inductive reasoning.

Students find my strategies very effective, especially in continuing the series, picking the middle, completing the picture, logical reasoning. Quite a few students got 90% above. One of my UMAT students got an average percentile of 99% in UMAT.

Dr Luke B.

BHG Tutoring

Melbourne, VIC 3000

M: 0432 380 294

E: bhgtutoring@yahoo.com.au

The post UMAT in New Format appeared first on BHG Tutoring.

]]>The post Dr Luke Tutors GAMSAT Section III in Melbourne appeared first on BHG Tutoring.

]]>**My strategies to teach GAMSAT Section III**

I have been following GAMSAT since 2007 and am familiar with the topics, theories and forms of questioned frequently tested in Section III. I have written GAMSAT Section III preparation materials to help you to grasp the concepts, theories and different forms of questions. I help you to link the science concepts and theories with the Section III questions, develop effective strategies, and practise the skills to solve these questions.

The tutoring sessions are mainly determined by your need. You can choose the areas with which you need help most. You can choose any subject, such as physics, physical chemistry, organic chemistry and/or biology. You can even choose an area of a subject, such as medical physics, biochemistry, or

Previous GAMSAT clients increased their scores in Section III significantly. GAMSAT participants have greatly improved their scores in Section III after working with me for a period of time. One client has been offered a place to pursue MBBS at the University of Sydney in 2012, one was offered a place at Deakin in 2013, and one received an offer from Deakin for a MBBS place in 2014.

**GAMSAT Section III: Reasoning in Biological and Physical Sciences**

GAMSAT Section III is made up of chemistry (40%), biology (40%) and physics (20%). The level of subject knowledge required generally corresponds to the first year of university studies in biology and chemistry (physical and organic), and Year 12 in physics.

The test focuses primarily on problem solving and on the use of knowledge that will be presumed at the beginning of the medical program: that is, a basic understanding of biology, chemistry (organic and physical) and physics. In addition to testing reasoning and problem solving within a scientific context, this section examines the recall and understanding of basic science concepts.

The skills assessed include the ability to identify knowledge in new contexts, analyse and interpret data, discover relationships, translate knowledge from one form to another, formulate and apply hypotheses and make generalisations, deduce consequences from models, follow and evaluate a line of reasoning, evaluate evidence, categorise and select information relevant to problems, generate and apply strategies to solve problems, make comparisons, extrapolate, interpolate, estimate and recognise limits in accuracy.

(adapted from ACER GAMSAT information booklet 2014)

The post Dr Luke Tutors GAMSAT Section III in Melbourne appeared first on BHG Tutoring.

]]>The post Percentage by volume of CO in the original mixture appeared first on BHG Tutoring.

]]>**Question: **

A 50 mL mixture of CO2 and CO gases was mixed with 20 mL O2 gas and exploded. The resulting gas mixture was bubbled through concentrated LiOH and 14 mL of gas remained. If all gases were measured at the same temperature and pressure, what was the percentage by volume of CO in the original mixture?

**The aim of this question: **

is to test students’ understanding the concepts of the limiting and excess reactants and their use in calculation.

**My Solutions**

To solve this question, we have first to reason what has happened during the mixing and explosion. When CO, CO2 and O2 are mixed and exploded, CO2 does not react with O2 or CO and the only reaction that occurs is 2CO + O2 -> 2CO2. When the products pass through LiOH, all CO2 are absorbed. The only CO or O2 can passes through LiOH. The gas remained must be either CO or O2.

To solve this question, we first assume that the 20 ml of O2 is the limiting reactant. According the chemical equation above, there must be at least 40 ml of CO that reacts with O2, because of the molar ratio. Because O2 is the limiting factor, there must be 40 to 50 ml of CO in the original mixture. The gas remaining would be then smaller than 10 ml, which is inconsistent with the remaining gas being 14ml. Therefore O2 is not the limiting reactant.

We can thus conclude that CO is the limiting reactant. The 14 ml gas remained must be O2 only. The O2 reacted is 6 ml (20 ml of reactant O2 – 14 ml of O2 remained). There must be 12 ml of CO in the initial mixture. The percentage by volume of CO is the original mixture is 12ml /50 ml *100% = 24%.

Please visit the following website for more details

http://merspi.com.au/30628/percentage-by-volume-of-co-in-the-original-mixture

The post Percentage by volume of CO in the original mixture appeared first on BHG Tutoring.

]]>The post Introduction of Dr Luke in Chinese appeared first on BHG Tutoring.

]]>Luke于2002年获得阿德雷德大学的博士学位。在CSIRO和墨尔本大学做了多年的博士后研究工作。现在兼职于墨尔本大学。

Luke博士主要为大学、中学、和VCE学生提供数学、化学、生物、物理、GAMSAT、UMAT、有机化学、生物化学、数理统计等科目的辅导、补习和家教服务。

Luke根据每个学生的学习进度和知识背景，因才施教。学生跟他学习一段时间后，考试成绩都有显著的提高。目前已有两个GAMSAT考生考入了Deakin大学医学系，还有一人考入Sydney 大学医学系。 许多VCE学生取得了A+的好成绩。 一个学生考入了Monash 大学的医学系。Luke辅导她化学，数学，生物，UMAT和物理。这个学生取得了ATAR 99.55 UMAT 99的好成绩。 Luke还辅导精英班，精英学校和奖学金的考生。有两个学生考入了MacRob 女子高中。一个学生申请到MLC的奖学金。

辅导地点主要在墨尔本大学图书馆， 维州省图书馆及内城区的图书馆。

收费按小时计算：一对一为$80，两人小组$60／人，三人小组或三人人以上$50/人。如需要上门辅导，可能有些附加的费用。

可登录www.bhgtutoring.com.au, 查询更详细的信息。 或致电 bhgtutoring@yahoo.com.au。！我们会尽最大的努力满足您的需要。

BHG Tutoring

网站: www.bhgtutoring.com.au

电邮: bhgtutoring@yahoo.com.au

手机: 0432 380 294

The post Introduction of Dr Luke in Chinese appeared first on BHG Tutoring.

]]>