‘Exam Quick Fixes’

It’s not too late!

u = 5v = 15

t = 30s = ?

s= (u + v) x t 2 s= (5 + 15) x

30 2

s= 10 x 30 s= 300

Examination technique

• Identify and underline all data in the question including the unknown (red)

• Summarise it (blue)

Examination technique• Identify and underline all data in

the question including the unknown

Describe

Students may be asked to recall some facts, events or process in an accurate way.

• describe an experiment they have done• describe a process e.g. reflex action• give an account of what something looked like

or what happened

Compare

Students need to describe the similarities and/or differences between things, not just write about one.

• Compare all similarities and differences between the objects

• Use words such as ‘better’, ‘more than’, ‘less than’, ‘quicker’, ‘more expensive’, ‘on the other hand’

Explain

Students should make something clear, or state the reasons for something happening.

• The answer should not be a simple list of reasons. • Points in the answer must be linked coherently and

logically.• Use linking words such as ‘so’, ‘therefore’, ‘because’,

‘due to’, ‘since’, ‘this means’ or ‘meaning that’. • All of the stages/steps in an explanation must be

included to gain full marks.

Evaluate

Students should use the information supplied as well as their knowledge and understanding to consider evidence for and against. A clear and justified conclusion should also be given.

• For, against, justified conclusion• When giving comparisons, compare both sides

using linking words. • No credit will be given just for giving the

information stated directly from the question in either the comparisons or in the conclusion.

Suggest

Students need to apply their knowledge and understanding to a new situation.

• Often there may be more than one correct answer as students are expected to base their answers on scientific knowledge and/or principles.

• Useful words to use are ‘may’, ‘might’, ‘could’, and ‘I think that’.

State

Only a short answer is required, not an explanation or a description. Often it can be answered with a single word, phrase or sentence.

• If the question asks the student to state, give, or write down one (or two etc.) examples, they should write down only the specified number of answers, or they may not be given the mark for some correct examples given.

Calculate

Students should use numbers given in the question to work out the answer.

• Always show workings, as it may be possible for the examiner to award some marks for the method even if the final answer is wrong.

• Always give the units when asked to do so. In the question a mark can be awarded for the correct unit/units, even if the calculation is wrong.

Comments from the examiner

‘Candidates are also well advised to read the instructions in the question stems carefully; many candidates lost marks by answering a question different from the one in the paper. Candidates who underlined or highlighted key words and phrases in the question stems made that error less frequently’.

‘Centres are recommended to train candidates in strategies such as highlighting significant words to enable the candidates to identify the thrust of each question’.

6 mark question mini-plan

• Plan out what you are going to write• Need to ensure that this does not take a huge

amount of time (~1-2 mins max)• Use the question to identify the number of

paragraphs they will need to write• Write down key words/phrases that they need

to include in each one.

Paragraph 1:Particles more crowdedCollisionsSuccessful collisionsCollision frequencyIncreased rate of reaction

Paragraph 2:Increased S.ACollisionsSuccessful collisionsCollision frequencyIncreased rate of reaction

Describe the graph in terms of speed – use the data to tell a story

Calculate the distance travelled:• In the first 40 seconds• In the area labelled x• In the first 160 seconds• Over the whole journey

Calculate the acceleration over the first 40 seconds

Calculate the acceleration over the last 160 seconds

Interpolation, extrapolation

Making use of graphs from examination papers

• Do you spend too much time plotting graphs and not enough time interpreting them?

Write down as much information about the graph as you can…

Units

Describe the graph

Calculate the initial rate of reaction

Find the total volume of gas produced in the first 20 seconds

Draw a line to indicate how increasing the temperature will impact on the rate of reaction

At what time does the reaction stop? How do you know?

Why does the reaction stop?

How much gas is produced after 36 seconds?

Write down as much information about the graph as you can…

Units

Making use of data tables from examination papers

• Do your students write down everything about their choice rather than being selective?

Which metal has the lowest density? Describe some uses of this metal. Explain why having a low density could be useful

Bob is building a car – which metal should he use for the chassis? Why?

Use the data to evaluate the use of copper for electrical cables

Knowledge:Revise the basic facts

Understanding: Describe and explain the

knowledge

Application:Apply the knowledge to an examination question

Revision is a three step process

Regular review and revision of work improves

memory

Image borrowed from: Ryan, L. (1996) ‘Chemistry for You’. Stanley Thornes: Cheltenham

How to revise ‘actively’-Adapting the Cornell System

5cm

4cm

Summary

Write down a mini summary of the notes

which appear in the box above. This must be in

your own words. Include all the key words and

phrases.

Key points

Read through the notes you have made. Write down

the key words and key

phrases in this section

Blank A4 Paper

Key questions

Look at the key words and key phrases. Devise some questions linked to them. Write them on this sheet.

Notes

Write the revision notes in this space

hereTransfer your

summary onto a cue card

How to revise ‘actively’-Mind Maps

Mind map

Generate your mind map using short sharp

sentences, key words and diagrams.

Learn it

Place the mind map in a prominent place – you

need to actually learn it!

Cover it

Cover the mind map with a blank sheet of paper try

to redraw it

Compare it

Compare the new mind map with the original – the difference

between the two is what you now need to learn

Learn; Cover; Draw; Compare

How to revise ‘actively’-Effective use of YouTube

Examination board

Different examination boards cover different

material

GCSE or KS4

This will ensure the work is at the right level

Other suggested videos

Be careful you do not end up on the You Tube video link trail that always leads

to…

Kittens