Here is a little document I made up when we had foreign students in an Intermediate 2 class. It was not as successful with the foreign students as with those studying in Scotland as there was confusing over what they were asked to do and I assumed (obviously wrongly) that the symbols were universal.
I think you’ll find these fine, providing you:
SET YOUR PRINTER TO LANDSCAPE
PRINT 16 PAGES PER A4 SHEET
CUT THEM OUT ONE DEEP AND TWO ACROSS as shown below
If you don’t have a printer just copy them out on to paper or card!
This will give you 8 dominoes per sheet and two different sets. One if for quantity and symbol and one is for quantity and unit.
I’ve found it best to print on different colour card so that you don’t try muddling them up. If you do it correctly you should end back at the start, or with a quantity that has no unit (work out which one that is)
I recommend you working against the clock, so that you can increase your speed as you practice. It will make revision at least a little more interesting. Or practice with your friends.
“Six months from Now, you’ll have wished you started revising today”
Here is a table showing some of the command words that are used in the exams. It is important to answer the correct command word in the right way or you are likely to not be awarded marks.
Do go through past paper questions and get examples of the different command words and then look at the marking instructions and see how they are answered.
Below the table is a exemplar sheet to try some of these words out, produced by Mr L Phin (thanks from us all)
response to questions that ask candidates to:
you must provide a number from given facts, figures or information. It is not expected that this can just be known from information.
This requires you to describe the similarities and/or differences between things, not just write about one. If you are asked to ‘compare x with y ’, you need to write down something about x compared to y , using comparative words such as ‘better, ‘more than’, ‘less than’, ‘quicker’, ‘more expensive’, ‘on the other hand.’
you must provide a statement or structure of characteristics and/or features;
determine or calculate,
you must determine a number from given facts, figures or information; You should use numbers given in the question to work out the answer. You should always show your working, 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 as the final mark is for the answer and unit.
you must determine an approximate value for something;
you must relate cause and effect and/or make relationships between things clear. Students should make something clear, or state the reasons for something happening. The answer should not be a simple list of reasons. This means that points in the answer must be linked coherently and logically.All of the stages/steps in an explanation must be included to gain full marks.
you must make a judgement based on what you know or have been given, or determine the value of something.
identify, name, give, or state,
you need only name or present in brief form. 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 you to state, give, or write down one (or two etc) examples, you should write down only the specified number of answers, or you may not be given the mark for some correct examples given.
you must give reasons to support their suggestions or conclusions, e.g. this might be by identifying an appropriate relationship and the effect of changing variables;
you must provide a brief summary of the content. It should be more detailed than naming, but not as detailed as describe.
you must suggest what may happen based on available information;
you must use physics [and mathematics] to prove something e.g. a given value – All steps, including the stated answer , must be shown;
you must apply your knowledge and understanding of physics to a new situation. A number of responses are acceptable: marks will be awarded for any suggestions that are supported by knowledge and understanding of physics.
use your knowledge of physics or aspect of physics to comment on,
you must apply your skills, knowledge and understanding to respond appropriately to the problem/situation presented (for example by making a statement of principle(s) involved and/or a relationship or equation, and applying these to respond to the problem/situation). you will be rewarded for the breadth and/or depth of their conceptual understanding.
Use the information in the passage/ diagram/ graph/ table to…
The answer must be based on the information given in the question. Unless the information given in the question is used, no marks can be given, even if what you write is correct.
On a similar matter, it is important that you don’t use the wrong adverb for a quantity. Don’t use the terms Quicker, slower, faster
for words such as time, acceleration, velocity. Use terms longer, shorter for time greater or less for acceleration and velocity.
To say quicker time, you are talking about relativity! You want to say that the time will be less to do the same action.
When completing a past paper or prelim paper it is important for you to do an analysis of where you went wrong. Use the list below to see where your weak areas are and start working on them, but don’t forget all the other areas too.
Although this table refers to points from the Intermediate 2 Physics paper they are exactly the same points that can arise for N5 & H so take note! Get some of these points on your revision timetable for Physics.
Advice to centres for preparation of future candidates
• Candidates should be encouraged to take more care in reading questions thoroughly and ensuring that the instructions in questions are followed precisely.
• Candidates should be aware that they may need to state or derive expressions which are not listed in the Data Booklet; for example, the component of weight of an object down a slope.
• Candidates should be encouraged to present their numerical analyses in a clear and structured way – markers need to be able to follow the logic in their answers.
• Most candidates require more practice at taking account of the vector nature of velocity and impulse in numerical calculations. A wrong sign used for these in a substitution is wrong physics.
• Where a question asks candidates to “show” that a certain value is correct, they should write down any relevant formula followed by correct substitutions and calculations in a clear and structured way.
• The number of marks allocated to each part of a question should be used by candidates as a guide to the extent of calculation or explanation required.
• There is a need for candidates to work on developing a deeper understanding of Physics at Higher level beyond having the ability to answer numerically based questions.
• Most candidates need more practice in writing descriptions and explanations. They need to be more careful in the precision of the language used in their descriptions and explanations. For example, saying that an increase in temperature causes “molecules to collide more” means very little. A more precise description would be “molecules collide with the container walls harder and more frequently”.
• Candidates should be encouraged to study the content statements for the course. They must be able to give definitions of terms such as potential difference, irradiance etc.
• Candidates should label the origin and axes on sketch graphs.
• When a candidate makes two (or more) attempts for the same part of a question, they must score through the part(s) which they do not wish to be considered by the marker.
• Candidates should practise using all the prefixes listed in the content statements for the course.
• Candidates need to practise transferring knowledge from one Unit of the course to another; for example, the charge on a proton met in the Unit on Radiations and Matter may be used in a question based on the Unit on Electricity and Electronics.
• Many candidates need to develop a better understanding of how to quote “an appropriate number of significant figures” in final answers.
Advice to centres for preparation of future candidates (int 2)
Apart from the specific topics outlined under the heading “Areas which candidates found demanding” it is recommended that the following receive attention:
Units and prefixes
Explanations of Physics phenomena – in general, descriptive questions were very much less well done than numerical questions. For example, many candidates could correctly calculate potential and kinetic energy but could give no sensible explanation as to why one was bigger than the other.
It is recommended that attention should be given to drawing conclusions in Problem Solving situations.
National 5 Workshop for Physics- Thursday 3rd May 2018 P1 & 2
This is the document that we will be going through. We wont have time to go through all the material, so you might want to use this as part of your revision. Do start your revision early and be sure to look over some of the ways to revise, I’ll get a link when I can locate it! It the Higher Revision section of the site there is a link to type of learner. Try the learning styles it will help you revise.