1. ‘Exam Quick Fixes’ It’s not too late!

2. u = 5 v = 15 t = 30 s = ? 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)

3. Examination technique Identify and underline all data in the question including the unknown

5. 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

6. 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’

7. 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.

8. 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.

9. 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’.

10. 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.

11. 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.

12. 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’.

13. 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.

14. Paragraph 1: Particles more crowded Collisions Successful collisions Collision frequency Increased rate of reaction Paragraph 2: Increased S.A Collisions Successful collisions Collision frequency Increased rate of reaction

15. 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

16. 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

17. 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

19. 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

20. Regular review and revision of work improves memory Image borrowed from: Ryan, L. (1996) ‘Chemistry for You’. Stanley Thornes: Cheltenham

21. 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 here Transfer your summary onto a cue card

22. 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

23. 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