Exam Technique Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Write out the following exam question, highlight the command work and write down what the question is asking of you. State three types of background radiation (3 marks)

What is the command word? What is the question asking of you? All you need to do is list/write down 3 examples of background radiation.

Command Words Words and phrases used in exams and other assessment tasks that tell students how they should answer the question. Using the cards, match up each command word to its definition. STRETCH: What other command words have you come across in your previous exams / tests. What do they mean? End 5 minutes

How well do you know your command words? Answers: How well do you know your command words? Add/Label Show information or name something on a graph, diagram or table. Describe Give an account of something, or link facts, information, events of processes in a logical order. Explain Say how something happens, ‘because’ will be an important part of you answer. State Recall one or more pieces of information. Complete Add values to a table or diagram. Devise Plan a method or experiment using your knowledge. Predict Say what you think will happen based on what you know. Evaluate Look at the information in the question and bring it together to make a decision and come to a conclusion with evidence from the question. Show that Prove the statement in the question is right. Compare & Contrast Give similarities and differences between several things, not just one. Justify Give evidence to support and answer. Calculate Work out your answer using the numbers in the question- include units. Taken from: http://qualifications.pearson.com/content/dam/pdf/GCSE/Science/2016/teaching-and-learning-materials/GCSE-9-1-Sciences-Command-words.pdf

Wear a lab coat, wear safety goggles, use tongs, wear gloves Scientists who work with radiation in laboratories take precautions to keep themselves safe. Explain one precaution they can take to reduce the risk of contamination or irradiation (2 marks) 1. What is the command word? What does it mean? Say how something happens, ‘because’ will be an important part of you answer. 2. Does the following answer correctly answer the question? How many marks would you give it? Wear a lab coat, wear safety goggles, use tongs, wear gloves 1 mark- they only state precautions and do not explain any of them.

Scientists who work with radiation in laboratories take precautions to keep themselves safe. Explain one precaution they can take to reduce the risk of contamination or irradiation (2 marks) 3. Write an answer the exam question making sure you do what the command word asks. One precaution and explanation from: Wearing gloves/protective clothing - to stop radioactive substances getting on the skin Handling sources with tongs – to keep them further from the body Not pointing sources at people – to reduce the amount of radiation they receive from the source Storing sources in lead-lined containers – to prevent radiation escaping when sources are not in use 2 marks 1 mark for precaution and 1 mark for relevant explanation Mark scheme Did you correctly answer the question? Did you get full marks?

Working Backwards Read the following answers. Discuss in pairs what the question could have been, especially thinking about the command word used. Both contain positive and negative charges but in the plum pudding model there are no empty spaces and Rutherford’s model has all the positive charge concentrated in the nucleus. Contamination is when someone gets the radioactive material on their skin or inside them. Irradiation is when someone is exposed to radiation from a nearby source. Relative charge of +1, relative mass of 1

Describe the difference between contamination and irradiation. What Question? Describe the difference between contamination and irradiation.

State the relative charge and mass of a proton. What Question? State the relative charge and mass of a proton.

What Question? Compare and Contrast Rutherford’s model of the atom with the plum pudding model.

6-markers How should you approach answering six mark questions? What must you think about when constructing your answer? End 2 minutes

SIX cess Read the question carefully and identify Keywords What is the command word asking from you? Construct your sentences using scientific keywords. Connect your points together, taking care with grammar / punctuation. Proof read Your Work- have you answered the question? Does it make sense? SIX cess

TASK: You are each going to be given an answer (there are 5 different ones) to the 6 marker question from the CP6 end of unit test. Using the mark scheme on the following slide, mark the answer in green pen, give them a score out of 6 and write some advice to improve for next time.

In this model the mass of the atom was evenly spread through it. The plum pudding model was a positively charged atom with negative charges scattered through it. In this model the mass of the atom was evenly spread through it. This model could not explain why some alpha particles would bounce back. Rutherford’s model has most of the mass concentrated in a small, central nucleus with a positive charge and most of the atom is empty space. The rebounding alpha particles are the ones that hit/came close to the nucleus. Most particles passed through the empty space. Marks Descriptor 1–2 Limited attempt to link and apply knowledge and understanding of scientific ideas to the given context. Demonstrates elements of physics understanding, some of which is inaccurate. Understanding of scientific ideas and procedures lacks detail. Presents a description of the models with some structure and coherence. 3–4 The description is occasionally supported through linkage and application of knowledge and understanding of scientific ideas to the given context. Demonstrates physics understanding, which is mostly relevant but may include some inaccuracies. Understanding of ideas and procedures is not fully detailed and/or developed. Presents a description of the models and an explanation of the changes to the plum pudding model that has a structure which is mostly clear, coherent and logical. 5–6 The description is supported throughout by sustained linkage and application of knowledge and understanding of scientific ideas to the given context. Demonstrates accurate and relevant physics understanding throughout. Understanding of scientific ideas and procedures is detailed and fully developed. Presents a description of the models and an explanation of the changes to the plum pudding model that has a well-developed structure which is clear, coherent and logical.

What did you think of your answer. How many marks did you give it What did you think of your answer? How many marks did you give it? What advice did you give them to improve? Class discussion about the 5 answers and the marks students gave to each of them.

Choose a card with a six mark question from CP1-6. 1-2 A limited explanation of the points. The answer communicates ideas using simple language and uses limited scientific terminology. Spelling, punctuation and grammar are used with limited accuracy. 3-4 A simple explanation of the points. The answer communicates ideas showing some evidence of clarity and organisation and uses scientific terminology appropriately. Spelling, punctuation and grammar are used with some accuracy. 5-6 A detailed explanation of the points. The answer communicates ideas clearly and coherently uses a range of scientific terminology accurately. Spelling, punctuation and grammar are used with few errors. Choose a card with a six mark question from CP1-6. Answer the question without any help and then mark it using the mark scheme. Use your book / revision guide to help you then mark it using the mark scheme. STRETCH: Time yourself, try to answer one in 6 minutes. Use the mark scheme to help you construct your answer.

Post-it! On your post-it note, write down one piece of advice to yourself for next science assessment. Then stick it to the window.

Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively. Learning Outcomes: Understand the different command words used and their meanings. Become familiar with mark schemes and understand how to answer questions. Understand how to answer 6 mark questions effectively.