Looking for **A-Level private H1 Physics tuition** teachers?

We at AceSpecialistHub.com have a pool of specialist H1 Physics tutors. Unlike most agencies who have only H2 Physics teachers, we ensure the H1s (aka Higher 1 Physics) are not left out as well.

Anyway, the H1 lessons must differ from that of H2. In this way, the H1 students need not learn as much as what their friends covering H2 Physics syllabus do. Also, they need not go as in-depth as their H2 peers.

Not forgetting that since there are less Physics topics, then their tuition fees are lesser as well.

Below is a brief diagnosis of the H1 Physics course . For more info on the mathematical requirements of A-Level Physics, calculators, glossary of terms used in exams, recommended textbooks, summary of key quantities, symbols & units, and also the data and formulae booklet, please download the above pdf file for details.

**H1 Physics Tuition Singapore – H1 Physics Syllabus**

There are a total of 5 sections:

**Measurement,**

**Newtonian Mechanics,**

**Waves,**

**Electricity & Magnetism, and**

**Modern Physics (Quantum Physics)**

The full JC Physics is covered under H2 Physics syllabus. H1 is considered to be a scaled-down version of it

**SECTION I: MEASUREMENT**

In this section, H1 Physics students learn the fundamentals of theoretical Physics including SI Units, Errors and uncertainties as well as Scalars and vectors.

Most of the topics are already examined in some details during stduents’ ‘O’ Level Physics or Combined Science subjects. The only difficult topic is likely to be the distinction between systematic errors and random errors.

The following are the summarised learning outcomes. At the end of the course, A-Level Physics students should be able to:

.recall the following base quantities and their units: mass (kg), length (m), time (s), current (A), temperature (K), amount of substance (mol).

.express derived units as products or quotients of the base units and use the named units listed in ‘Summary of Key Quantities, Symbols and Units’ as appropriate.

.

show an understanding of and use the conventions for labelling graph axes and table columns as set out in the ASE publication SI Units, Signs, Symbols and Abbreviations, except where these have been superseded by Signs, Symbols and Systematics (The ASE Companion to 16-19 Science, 2000).

.

use the following prefixes and their symbols to indicate decimal sub-multiples or multiples of both base and derived units: pico (p), nano (n), micro (μ), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T).

.

make reasonable estimates of physical quantities included within the syllabus.

show an understanding of the distinction between systematic errors (including zero errors) and random errors.

.

show an understanding of the distinction between precision and accuracy.

.

assess the uncertainty in a derived quantity by simple addition of actual, fractional or percentage uncertainties (a rigorous statistical treatment is not required).

.

distinguish between scalar and vector quantities, and give examples of each.

.

add and subtract coplanar vectors.

.

represent a vector as two perpendicular components.

**SECTION II: NEWTONIAN MECHANICS**

Newtonian Mechanics is a huge A-Level Physics section, covering the topics of Kinematics, Dynamics, Forces, as well as Work, Energy & power.

Many JC Physics students also find this topic relatively easy, as evident in our H1 Physics Tuition lessons.

For eg, for the Kinematics topic, Most students are well trained in curve sketching in their Maths subject, hence using graphs to derive distance (or displacement), speed (or velocity) and acceleration prove to be largely manageable.

Rather than the Rectilinear Motion sub-topic, the Non-linear motion sub-topic may prove to be slightly harder to master the concepts than the former.

As for the learning outcomes, H1 Physics students should be able to:

.define displacement, speed, velocity and acceleration.

.use graphical methods to represent distance travelled, displacement, speed, velocity and acceleration.

.find displacement from the area under a velocity-time graph.

.use the slope of a displacement-time graph to find the velocity.

.use the slope of a velocity-time graph to find the acceleration.

.derive, from the definitions of velocity and acceleration, equations which represent uniformly accelerated motion in a straight line.

.solve problems using equations which represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without air resistance.

.describe qualitatively the motion of bodies falling in a uniform gravitational field with air resistance.

.describe and explain motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction.

Newtonian Mechanics section also includes the topics of Dynamics, including the famous Newton’s laws of motion, as well as linear momentum and its conservation.

Many concepts here are not covered previously in O-Levels Physics, so students will certain concepts, especially linear momentum and impulse, and also the principle of elastic collision between two bodies.

Briefly, the learning outcomes for JC Physics students are that they should be able to:

state each of Newton’s laws of motion.

show an understanding that mass is the property of a body which resists change in motion.

describe and use the concept of weight as the effect of a gravitational field on a mass.

define linear momentum and impulse.

define force as rate of change of momentum.

recall and solve problems using the relationship F = ma, appreciating that force and acceleration are always in the same direction.

state the principle of conservation of momentum.

apply the principle of conservation of momentum to solve simple problems including elastic and inelastic interactions between two bodies in one dimension. (Knowledge of the concept of coefficient of restitution is not required.)

recognise that, for a perfectly elastic collision between two bodies, the relative speed of approach is equal to the relative speed of separation.

show an understanding that, whilst the momentum of a system is always conserved in interactions between bodies, some change in kinetic energy usually takes place.

The third topic under the Newtonian Mechanics section is on Forces. Rather than allowing Physics students to use the term “Forces” loosely, this topics very stringently examines “Forces” in very in-depth details, including the Types of Forces, the concept of the equilibrium of Forces, the turning effects of Forces, and finally the force of gravity, and the centre of gravity.

Very new concepts are introduced, such as Elasticity, Gravitational Forces and Torque in this topic.

At the end of “Forces” topic, students should be able to:

recall and apply Hooke’s law in problem solving.

deduce the elastic potential energy in a deformed material from the area under the force-extension graph.

describe the forces on mass, charge and current in gravitational, electric and magnetic fields, as appropriate.

solve problems using the equation p = ρgh.

show a qualitative understanding of frictional forces and viscous forces including air resistance. (No treatment of the coefficients of friction and viscosity is required.)

use a vector triangle to represent forces in equilibrium.

show an understanding that the weight of a body may be taken as acting at a single point known as its centre of gravity.

show an understanding that a couple is a pair of forces which tends to produce rotation only.

define and apply the moment of a force and the torque of a couple.

show an understanding that, when there is no resultant force and no resultant torque, a system is in equilibrium.

apply the principle of moments.

As we discover, many centres of Physics tuition in Singapore tend to spend a significant amount of time on this topic. perhaps, it is due to the experience and inclination of H1 Physics students, who are more able in other subjects.

The fourth and last topic for this Newtonian Mechanics section is on Work, Energy and Power. From the knowledge of O-Level Physics, students now into details on the conversion between potential energy (PE) and kinetic energy (KE), and also the principle of energy conservation.

H1 Physics students are expected to be able to:

show an understanding of the concept of work in terms of the product of a force and displacement in the direction of the force.

calculate the work done in a number of situations including the work done by a gas which is expanding against a constant external pressure: W = pΔV.

give examples of energy in different forms, its conversion and conservation, and apply the principle of energy conservation to simple examples.

derive, from the equations of motion, the formula Ek = ½mv2.

recall and apply the formula Ek = ½mv2.

distinguish between gravitational potential energy, electric potential energy and elastic potential energy.

show an understanding of and use the relationship between force and potential energy in a uniform field to solve problems.

derive, from the defining equation W = Fs, the formula Ep = mgh for potential energy changes near the Earth’s surface.

recall and use the formula Ep = mgh for potential energy changes near the Earth’s surface.

show an appreciation for the implications of energy losses in practical devices and use the concept of efficiency to solve problems.

define power as work done per unit time and derive power as the product of force and velocity.

**SECTION III: WAVES**

Unlike the first 2 sections, Waves are an entirely new syllabus coverage in A Levels. Hence lots of new terminology spring up, from progressive waves, transverse waves, stationary waves and longitudinal waves under Wave Motion topic. Also the determination of frequency and wavelength of sound are also introduced here. Expect a significant amount of mathematical calculations here.

UCLES expect Physics students to be able to:

show an understanding and use the terms displacement, amplitude, phase difference, period, frequency, wavelength and speed.

deduce, from the definitions of speed, frequency and wavelength, the equation v = fλ.

recall and use the equation v = fλ.

show an understanding that energy is transferred due to a progressive wave.

recall and use the relationship, intensity ∝ (amplitude)2

analyse and interpret graphical representations of transverse and longitudinal waves.

show an understanding that polarisation is a phenomenon associated with transverse waves.

determine the frequency of sound using a calibrated c.r.o.

determine the wavelength of sound using stationary waves.

The second topic of Superposition under Waves goes further by examining Diffraction, Interference of waves, including a two-source interference patterns treatment.

H1 Physics Students are expected to be well versed with graphs, calculations and words too. Hence, they then should be able to:

explain and use the principle of superposition in simple applications.

show an understanding of experiments which demonstrate stationary waves using microwaves, stretched strings and air columns.

explain the formation of a stationary wave using a graphical method, and identify nodes and antinodes.

explain the meaning of the term diffraction.

show an understanding of experiments which demonstrate diffraction including the diffraction of water waves in a ripple tank with both a wide gap and a narrow gap.

show an understanding of the terms interference and coherence.

show an understanding of experiments which demonstrate two-source interference using water, light and microwaves.

show an understanding of the conditions required if two-source interference fringes are to be observed.

recall and solve problems using the equation λ = ax/D for double-slit interference using light.

**SECTION IV: ELECTRICITY & MAGNETISM**

An early word of warning here: many students find this Quantum Physics topic very hard! Understanding energy of a photon, atom and particles are exactly the easiest concepts to master, let alone other strange theories like the photoelectric effect and wave-particle duality.

Be prepared to illustrate these learning outcomes, and be able to:

show an appreciation of the particulate nature of electromagnetic radiation.

recall and use E = hf.

show an understanding that the photoelectric effect provides evidence for a particulate nature of electromagnetic radiation while phenomena such as interference and diffraction provide evidence for a wave nature.

recall the significance of threshold frequency.

recall and use the equation ½mvmax2 = eVs , where Vs is the stopping potential.

explain photoelectric phenomena in terms of photon energy and work function energy.

explain why the maximum photoelectric energy is independent of intensity whereas the photoelectric current is proportional to intensity.

recall, use and explain the significance of hf = Φ + ½mvmax2.

describe and interpret qualitatively the evidence provided by electron diffraction for the wave nature of particles.

recall and use the relation for the de Broglie wavelength p = h/λ.

show an understanding of the existence of discrete electron energy levels in isolated atoms (e.g. atomic hydrogen) and deduce how this leads to spectral lines.

distinguish between emission and absorption line spectra.

recall and solve problems using the relation hf = E1 – E2.

**SECTION V: MODERN PHYSICS**

This topic moves from the simple current and circuit introduction to the theory of Current (of Electricity), the concepts of potential difference (PD), resistance and the various sources of electromotive force (EMF).

Apart form the heavy content knowledge needed in this topic, the exam techniques of application, analysis and evaluation are frequently expected here.

For eg, calculation for potential difference, charge, current, voltage are the norm, along with sketches involving circuits. Hence, in our H1 Physics tuition classes, we emphasise that they must be able to:

show an understanding that electric current is the rate of flow of charged particles.

define charge and the coulomb.

recall and solve problems using the equation Q = It.

define potential difference and the volt.

recall and solve problems using V = W/Q.

recall and solve problems using P = VI, P = I2R.

define resistance and the ohm.

recall and solve problems using V = IR.

sketch and explain the I-V characteristics of a metallic conductor at constant temperature, a semiconductor diode and a filament lamp.

sketch the temperature characteristic of a thermistor.

recall and solve problems using R = ρl/A.

define e.m.f. in terms of the energy transferred by a source in driving unit charge round a complete circuit.

distinguish between e.m.f. and p.d. in terms of energy considerations.

show an understanding of the effects of the internal resistance of a source of e.m.f. on the terminal potential difference and output power.

Similarly to previous topic, exam questions involving maths calculation and diagrams of (alternate current, i.e. A.C.) and (direct current, i.e. D.C.) theoretical and practical circuits (in both series and parallel arrangements) are very common. In addition, evaluation questions in terms of why certain circuits fail to work are also to be examined in detail.

Learning Outcomes

Physics candidates should be able to:

recall and use appropriate circuit symbols as set out in SI Units, Signs, Symbols and Abbreviations (ASE, 1981) and Signs, Symbols and Systematics (ASE, 2000).

draw and interpret circuit diagrams containing sources, switches, resistors, ammeters, voltmeters, and/or any other type of component referred to in the syllabus.

solve problems using the formula for the combined resistance of two or more resistors series.

solve problems using the formula for the combined resistance of two or more resistors in parallel.

solve problems involving series and parallel circuits for one source of e.m.f.

The third and last topic of Electricity & Magnetism is the amazing linkage between both concepts, ie Electromagnetism.

Content

Force on a current-carrying conductor

Force on a moving charge

Magnetic fields due to currents

Force between current-carrying conductors

Unfamiliar content ranging from Fleming’s left-hand rule, the magnetic flux density, the tesla and flux patterns are important. thus, many students resort to memorising them.

In all, a JC Physics student should be able to:

show an appreciation that a force might act on a current-carrying conductor placed in a magnetic field.

recall and solve problems using the equation F = BIlsinθ, with directions as interpreted by Fleming’s left-hand rule.

define magnetic flux density and the tesla.

show an understanding of how the force on a current-carrying conductor can be used to measure the flux density of a magnetic field using a current balance.

predict the direction of the force on a charge moving in a magnetic field.

sketch flux patterns due to a long straight wire, a flat circular coil and a long solenoid.

show an understanding that the field due to a solenoid may be influenced by the presence of a ferrous core.

explain the forces between current-carrying conductors and predict the direction of the forces.

This topic requires constant practice, upon learning the tough concepts. Here, many Physics notes and Physics exam papers would be used, just as in other topics listed earlier.

**H1 Physics Tuition – A-Level Physics (H1) Exam Paper**

All school candidates are required to enter for Physics exam papers 1 and 2.

Paper Type of Paper Duration Weighting (%) Marks

1 Multiple Choice 1hr 30 33

2 Structured Questions 2 hr 80 67

Paper 1 There are 30 multiple-choice questions (MCQs). All questions will be of the direct choice type with 4 options.

One of our strengths of our H1 Physics tuition lessons is that we are able to predict the probability of MCQs on a consistent basis.

Taking into account the 11 topics, the probable number of questions per topic, the number of questions involving calculations, the number of questions involving diagrams and graphs, etc, we can pre-empt with sufficient accuracy of the actual Paper 1.

This ability to pre-empt the MCQs encourage our Physics students to do well. In fact, we always require them to approach this paper, with the expectation of obtaining 28 out of 30 questions being correct!

Paper 2

This paper will consist of 2 sections. All answers will be written in spaces provided on the Question Paper.

Section A (40 marks)

This section will consist of a variable number of structured questions including one data-based question, all compulsory.

Section B (40 marks)

This paper will consist of three 20-mark questions of which candidates will answer two. The questions will require candidates to integrate knowledge and understanding from different areas of the syllabus.

In such structured question exams, the short answer questions as well as the near-essay questions pose more difficulties because the scope of test on application, analysis and evaluation are much larger.

Hence, our Physics tutorials will emphasise heavily on the answering techniques required for the exam, and will be carefully crafted and taught on a continuous basis, in addition to covering the major Physics content areas.

Marks allocated to assessment objectives:

Theory Papers (Papers 1 and 2)

Knowledge with understanding (Assessment Objectives A1–A5): 40%

Handling, applying and evaluating information (Assessment Objectives B1–B9): 60%

Note: the Assessment Objectives:

A Knowledge with understanding (Lower Order Thinking Skills)

Candidates should be able to demonstrate knowledge and understanding in relation to:

scientific phenomena, facts, laws, definitions, concepts, theories;

scientific vocabulary, terminology, conventions (including symbols, quantities and units);

scientific instruments and apparatus, including techniques of operation and aspects of safety;

scientific quantities and their determination;

scientific and technological applications with their social, economic and environmental implications.

The syllabus content defines the factual knowledge that Physics students may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe or explain. (See the glossary of terms)

B Handling, applying and evaluating information (Higher Order Thinking Skills)

Candidates should be able – in words or by using written, symbolic, graphical and numerical forms of presentation – to:

locate, select, organise and present information from a variety of sources;

translate information from one form to another;

manipulate numerical and other data;

. use information to identify patterns, report trends, draw inferences and report conclusions;

. present reasoned explanations for phenomena, patterns and relationships;

. make predictions and put forward hypotheses;

. apply knowledge, including principles, to novel situations;

. evaluate information and hypotheses;

. demonstrate an awareness of the limitations of physical theories and models.

if you are keen to see for yourself how we go about securing the maximum marks for the Paper 1 (MCQ Paper), as well as how we impart the higher order thinking skills of application, analysis and evaluation, do request for your preferred H1 Physics tutor asap.