18_exam_.pdf

           


April 2001

Number 18

Exam Success This Factsheet will provide an outline and hints on how to revise effectively and what to do in the exam to get the best mark possible. This Factsheet is only of use if you act on it, so the ‘action points’ throughout are prompts for you to think and get your revision started!

Where do I revise? This is the first thing to decide on as neither the pub nor the kitchen table make for a conducive learning atmosphere! It is important that you revise in similar conditions to those of the exam.
You need to find a quiet room which is well lit and heated where you can work without interruption or distraction (that includes phone calls from friends).
Keep all you papers here, in an organised fashion, as you do not want to spend half your session searching for notes and such like.

‘It’s no use, I’ve left it too late and have no time left!’ Is this how you feel? If so, just relax. Revision is not about time, but about how effectively you use the time you have. No-one has ‘enough’ time, as there is always more to learn! So read on… ‘I don’t need to revise.’ Really? Exams are not only about what you know, but how to answer the exams in the way the examiners want. If you have a good subject knowledge, as shown by your test scores, then you need to work on your question answering techniques. Everyone can benefit from focused revision – just focus on what you need.

Action Points
Where are you going to study?
Get it organised (or cleared out) now, so you can continue with

the Factsheet there.

Effective Revision Revision is not simply a question of time spent in your room - it is only a matter of knowing two things: 1. the syllabus material 2. how to apply it successfully in exam questions under exam conditions. To do this your revision must be effective – i.e. enabling you to get the grade you require. Effective revision requires several components, each of which will be addressed in turn: A) Motivation & Self Discipline B) Organisation & Structure C) Active Revision Sessions D) Revision Methods

What do I need? Apart from the basics of paper and pens, for each subject you need:
AS specification contents – make sure it is the correct one, that it is up to date and complete (i.e. with formula sheet). You can obtain it from your school or college, or most main libraries have copies.
Notes and/or textbook for the course. Organise your notes to ensure there are no gaps!
Past exam papers or questions, preferably with answers
Revision book or summary notes. Each subject will be broken into subtopics (see later). For each of these, you need to have a set of brief summary notes which contain:
The basic facts (including experiments etc…)
The key principles
Common questions and methods by which to answer them For hints on how to create your own notes, see (D) Revision Methods.

A) Motivation ‘Shall I go out, or stay in and revise tonight?’ is a commonly asked (or thought) question. You need to have an answer to this question – one that is not imposed on you by parents or others, but one for yourself. Remind yourself why you are studying for your exams now and what they mean to you. This will be your motivation to work hard, as there is no shortcut to getting a good grade – no matter how much others may boast otherwise. It is up to your self-discipline to keep to your revision schedule and get your grades. Motivation is the most important aspect of learning.

Action Point
For each of your subjects, get a copy of the specification contents,

your notes and past exam questions.

How much time do I have to revise?

Action Points

Action Point


What is your reason for taking the exams?
What rests on the outcome of your exams?
How do you best stick to a revision plan?


Follow the steps below to create a timetable of the time you have

available to revise.

Step 1: Look at the time you have to revise. This includes free lessons during term time, evenings during the week, weekends, any mock exam weeks and the holiday period. Make sure that this is a realistic appraisal of your available time – neither too long nor too short (e.g. do not included homework time). Perhaps have Friday night and Saturday morning off, then work for the rest of the weekend. Any weekend or evening jobs certainly have to go now. Do NOT include the exam period, leave this for a final look through things. It’s usually best not to work beyond 11 pm, nor before school/college in the morning.

B) Organisation & Structure You need to organise and structure your time so as to get the most out of your revision. This doesn’t mean working around the clock, but rather a balance between focused revision sessions and relaxing, exercising, sleeping and eating. All too often we throw routine out of the window at this time, when we need it the most – we miss meals, despair and pull all-nighters! They may work for a short time, but this will not save you time in the long run.

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Exam Success Step 2: Decide how long you can work for at a time. About an hour is a good length of time as revision is hard work, which is best broken into small lumps with clear targets.

It is essential that you timetable in a mock exam in each module paper you will take in the forthcoming exams. This must be under exam conditions and marked according to the examiner’s mark scheme. Make sure you save an exam paper for this – or ask your teachers for an extra one, with a markscheme.

Step 3: From the time you identified as revision time, divide it into revision sessions of your chosen length. One way of doing this is to create a revision timetable as shown. Ensure that you leave breaks between sessions. This may be 10 – 15 minutes coffee break, 1 hour for lunch, or one evening in the week to go out/play sport etc.. Get up and out of the room you are working in when you have a break. You should plan to work for about 8 hours a day (with one afternoon/evening off per week). Now you know how many revision sessions you have up to the exams!

Action Point
In the revision timetable you created earlier, now schedule in the

exact topics to be covered in each session. This may change slightly, but you need to have a complete plan now. Once made, you must keep to this timetable.

C) Active Revision Sessions Week of: Session 1 9 -10

Monday

Tuesday

…

Revision needs to be broken up into small topics that fit into one or two revision sessions. Each session should contain the following: 1. Review of the previous session Your revision needs to work – and you need to know that it is working, so start with a very short (max. 5 min) summary or test of what was revised in the previous session. Also, starting with something easy gets you focused before you start harder topics.

BREAK Session 2: 10.15 – 11.15 BREAK Session 3 11.30 – 12.30

2. Test your Knowledge AIM: What do I know? What don’t I know? It is pointless (and boring) revising something that you know. So test your knowledge at the start of a session. This could take the form of:
Doing a test (or part of) on the topic material previously set in class. (N.B. You must have the answers to this, or know where to find them!)
Summarise the topic material (e.g. write out the main equations/ideas/principles). What you can’t remember or don’t know needs working on.
Re-present the topic material in a different form (e.g. draw a flow or space diagram of the topic material). Then go through the topic and see what you’ve missed or got wrong.
Answer some questions on the topic that you have the answers to, preferably ones that you know you had trouble with before. (N.B. There should be little need to do any new questions at this stage – you need to ensure that you have learnt from your mistakes on all the questions you have answered.)

BREAK Lunch Session 4 1.30 –2.30 …

How long do I spend on each subject? You need to find how much time you have for each subject. List all subjects to be revised, and the weighting you want to give each subject – if unsure, everything gets an equal share of time. From the total number of revision sessions you calculated you have, work out how many revision sessions each subject gets. E.g. If you had 50 revision sessions to split equally between Maths, Physics and Biology, each subject gets about 16 sessions. How do I split up a subject? You need to know what you are going to be examined on, so get your syllabus – this is your bible for the exam. Divide each paper/section in the syllabus into topics and subtopics. Probably how you have been taught has naturally done this already. Each revision session, specifically identify one (or more) topics/ subtopics to revise.

3. Revise the Topic AIM: Develop knowledge and understanding of the topic. Identify the topic to be revised for the session. You need to: 1) learn the basic facts 2) Understand the principles 3) Know common types of questions and how to answer them If you haven’t got a set of revision notes or a revision guide with this information, then create them now (see revision methods and strategies below). Go over these notes and the specification – DO NOT SIMPLY READ THEM. If you know the topic well, this may be very fast! You need to be active in this, so some suggestions are:
Test yourself after each page/sub-section. Can you remember the main equations/points? Can you write them down?
Draw diagrams
Write down questions as you read, to test yourself on at the end of a page/section.
Do worked examples that relate to the section – don’t read them!
Make a short topic summary – this can be used to test yourself later or as a quick revision.
Work from the specification and elaborate on the main headings
Be critical – does what you read make sense with what you already know? Make a list of questions that arise.
Work with a friend. Test one another or explain principles to each other. Beware of a ‘group revision session’ as these usually deteriorate into a social get-together!

Action Point
Using the syllabus, divide each subject into topics.

What do I revise now? You need to vary the subjects you study to keep your interest - don’t just study one subject for an entire week! But also do not swap subjects so often that you never settle into any of them. Consider the points made below in Active Revision, as well as what classes, tests or mock exams you have coming up at college. Remember that it is best to start with the most loathsome topic or subject, as this is the one that is most likely to be put to the end of your revision! Revise it early, so you get it out of the way, boost your confidence and so that there are teachers at hand to help with any problems. Also, do try to tackle the hardest topics when you are likely to be most alert – that may be morning for some people, evening for others. In your “off” times, work on a topic that is not to difficult too understand.

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Exam Success 4. Apply your Knowledge AIM: Answer exam questions under exam conditions You need to know that your revision has worked, so:
Go back to your initial ‘test’ and see if you can complete this now. If not, look at the answers and review the topic again.
Answer past exam questions (preferably ones you previously got wrong) under exam conditions – especially timed. See what the examiners want and where they give marks. Ask yourself where you lost marks.

The Exam Before the Exam:
Check the exam schedule to ensure your exam is listed and that it does not clash with another exam.
Know when and where the exam is as well as what you need – calculator, ruler, pen, etc..!
Make sure you get there at least 15 minutes before the start of the exam. Phone if you are going to be late.
Familiarise yourself with the formula/data sheets or texts provided in the exam.
Familiarise yourself with the paper format and any likely questions.
Look through your summary notes for the exam the day before.
Don’t pull an all nighter before the exam, as a fresh mind is essential – sleep and eat breakfast!
Remember that you don't need to use sentences to answer questions - tables/lists will do. Look at the marks available.

If any questions or problems arise that you cannot solve, write them down and bring them into school/college to ask your teacher. At the end of each day/main topic, you should spend a little time (20 mins) reviewing the day’s/topic’s work.

D) Revision Methods Everyone learns differently. You need to find what the most effective way(s) is for you to learn. Here are some tips and ideas. You may also want to ask your school/college tutor for suggestions.

During the Exam

Reading Methods
Have a specific aim or question in mind
Survey the book/notes to check it has the information you’re looking for – check the index for keywords.
Scan the relevant pages – i.e. look for keywords or phrases only
Skim relevant text sections to decide if it is worth reading in depth (i.e. does it relate to your question?)
Critically read the text – recall what you already know about the topic and then compare what is said to what you know, making notes as you go.
Recall what you have read – can you summarise the arguments, explain it to someone else or draw/write a quick flow chart of keypoints?
Review your notes & summary – are there any omissions? Test that you remember the main points at the start of your next revision session.

(A) Question Answering Technique The examiners can only give you marks if you answer the question! Follow these simple guidelines and you will avoid this mistake. Read the Question This cannot be emphasised enough – the most common criticism examiners have is that candidates have not answered the question.





Making Summary Notes: Why do this?
Summarise & Organise the material so that you understand it. It is much easier to remember something you understand!
Use your own words to convey how the facts are related by principles, and frameworks for approaching questions.
Be active - rather than reading a revision book
Highlight key concepts - Present the material in a manner that you understand – make them visual and organised. They can be:
Linear – with HEADINGS and subheaddings. Make important words stand out.
A ‘mind’ map – which allows you to see connections between topics.
Flash cards – a single question on the front and the answer on the rear. This could be a likely exam question or essay title, with the outline of an answer on the rear.
Key Cards – a super condensed topic summary: Key points on the front and a condensed form of all the related information on the rear. Look at a topic heading and see how much you recall!




Identify which topic the question is about. Precisely identify and define all key terms in the question (e.g. underline key pieces of information) Ask yourself: What exactly is the question asking? Then re-read the question to find out what you have missed or are unclear about. Write down all the information given, including that in any other part of the question, data sheets, or texts. Usually it helps to represent the question in the form of a diagram (with all information shown) DO NOT PROCEED UNTIL YOU ARE SURE WHAT THE QUESTION IS

Answer the Question Use any question answering technique you have been taught for this style of question or for this part of the syllabus. Make sure that you clearly indicate ONE answer.
Write down equation/principle used
Show data values used (beware units) in equation
Show working Check your answer
Ensure that you have answered the question!
Does the answer make sense? (e.g. order of magnitude, compare to answer in other part of the question, check using a different method of calculation)
Are there any other parts to the question?

Studying



(B) Key Terms used in Questions

By yourself – most of your revision should be done in this manner. With someone else – test one another or discuss a topic. Only do this in groups of 2 otherwise it tends to be a social chat rather than revision!

This is a list of the main terms used in exam question papers along with concise explanations. Remember that the meaning of any term depends in part on its context. Always look for how many marks are awarded for any part of a question and use this as a guide to see how detailed an answer is required. This is particularly important in longer answer questions (i.e those with more marks such as ‘Explain’ questions).

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Exam Success

Term

Explanation

State/ Give/ Name/ Identify

A concise answer, giving a technical term or equivalent. E.g. Write down some recalled information or fact, or a numerical answer obtained by ‘inspection’.

Define/ What is meant by … ?

A simple statement giving the meaning of a term or word, such as a defining equation in words or symbols, as long as all symbols are defined. ‘What is meant by…?’ emphasises a formal definition is not required.

List

A number of points with no elaboration. Do not exceed the specified number required.

Measure

A quantity is to be directly obtained using a suitable measuring instrument (This is in contast to calculate).

Determine

A quantity is obtained by calculation rather than by direct measurement. This will involve an algebraic equation, and possibly manipulating it, before substituting in known values for the different symbols.

Show

Use algebra to prove a given equation. State the meaning of all the terms you use.

Calculate

A numerical answer is required, with the correct units. In general, show how you obtained your answer, especially if the question explicitly says ‘Show your working’

Describe

Asks ‘What?’ A simple description of the main point(s) of a topic in words and/or diagrams.

Describe how you …

The emphasis is on the word you. Usually asked in relation to experimental design – give an account of how you, a student, could carry out the experiment in a school lab.

Outline

A brief summary of the main points. Identify key concepts or ideas and give a brief description of each. Usually requires a diagram to be drawn. Look to the mark allocation to see how many points you need to make (1 per mark)

Give the evidence from…/ Using examples from..

You must follow the instructions, as marks are only given for appropriate references to the information provided. Any general answer, no matter how correct, will gain no marks. Usually in comprehension questions.

Explain

Asks ‘Why?’ Requires a reason or interpretation rather than a description. Discuss the ideas rather than writing them down. Make a bullet or ‘point’ list. It may be appropriate to include some definitions.

Comment

Describe and explain.

Discuss/ Evaluate

A critical account of the points involved in the topic. A line of argument should be logically discussed in relation to strength, weaknesses, supporting evidences, etc.

Compare/ Distinguish

List similarities and differences between two or more theories, concepts etc.. , making a positive statement for each.

Deduce/Predict

Obtain an answer by logical deduction rather than from memory. This may require use of information given in the question and/or in the prior answers given to earlier parts of the same question.

Suggest

This implies there is no single correct answer, or that you are expected to apply your knowledge to a new situation which is not strictly in the syllabus. You need to use your knowledge to give a sensible and reasonable answer.

Estimate

Give a reasoned ‘order of magnitude’ statement or calculation for the quantity concerned. You may have to state what assumptions you have made in order to do this,

Sketch (for graphs)

Draw only the shape and/or position of the curve/line. Label the axes. In addition, some values on the curve/line may be important: e.g. if it passes through the origin, if it has a positive or negative y-intercept, if it is an exponential decay (with a half-life), if it has an asymptote (e.g. y =1/x or y = Ae-kx)

Plot

Use graph paper to make an accurate representation of the data, which is connected by a suitable curve (draw the best straight line or smooth curve). Select a scale that fills the page, label axes – including units.

Sketch (for diagrams)

A simple, freehand drawing – which is clearly labelled.

Draw

An actual drawing is required. If specific scale or labelling is required, specific instructions will be given.

Acknowledgements: This Factsheet was researched and written by Thane Gilmour. Curriculum Press, Unit 305B The Big Peg, 120 Vyse Street, Birmingham B18 6NF. Physics Factsheets may be copied free of charge by teaching staff or students, provided that their school is a registered subscriber. They may be networked for use within the school. No part of these Factsheets may be reproduced, stored in a retrieval system or transmitted in any other form or by any other means without the prior permission of the publisher. ISSN 1351-5136

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