Key words used in GCSE science exams

1
Key words used in GCSE science exams

• Describe
• what
• How
• Explain
• why
• how
• what is meant by..
• Suggest
• how
• why
• reasons for
• two ways

• Give
• Name
• Compare
• Draw
• Calculate
• Show

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Convert, dont copy

• To maximise learning, convert your students to
  the idea that any material can be converted.
• HOW?
• Ask students to take material that is presented
  in one format and convert it into a different
  format.
• Typical examples include
• turn text into
• mind map
• flow diagram
• storyboard
• chart
• key word plan
• overlapping circles
• a graph
• ranked bullet points
• turn mind maps, flow diagrams, storyboards,
  charts, graphs and bullet points into text
• turn the teacher's explanation, or a video, into
  any of the above

3
Quality of Written Communication

• Where candidates are required to produce extended
  written material in English, they will be
  assessed on the quality of written
  communication.
• Candidates will be required to
• present relevant information in a form that
  suits its purposes
• ensure that text is legible and that spelling,
  punctuation and
• grammar are accurate, so that meaning is clear.
• Quality of written communication will be assessed
  in the written
• papers and coursework. This assessment is
  therefore included in all
• three assessment objectives.

4
Materials to support pupils writing skills

• Writing ladders adapted from ?? LEA
• Science problem solver
• 10 steps to better writing poster
• Stockport Writing in science materials
• Literacy in science Session 3 Writing in Science
  (DfES 0653/2002).
• Effective teaching and learning in science
  Session 3 Developing pupils writing in science
  (DfES 0239/2003)
• Science intervention materials Teachers notes
  (DfES 0355-2004) and materials (DfES 0078-2004
  CD)
• Science ped pack Using models and modelling
  techniques (DfES 0700-2004 G)
• Literacy and learning Guidance for senior
  leaders (DfES 0652-2004)
• Literacy and learning in science (DfES 0656-2004
  G)
• Ped pack Unit 14 Developing writing (DfES
  0437-2004 G)

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Writing ladders DESCRIBING LADDER
amount
time
Adapted from ??? LEA
6
Writing ladders EXPLAINING LADDER - TELL ME
WHY..
Amount of gas
Amount of acid
Adapted from ??? LEA
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Science problem solver

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Ten steps to better writing 1. Purposeful talk
between teacher and pupils, and between pupils,
is an essential prerequisite for good writing in
science.
Use the sequence think... talk... write 2.
Decide the purpose and the audience of the
writing that pupils do. Ask pupils to write for a
variety of audiences, such as younger pupils,
adults, a television viewer or teen magazine
readers. Emphasise the different kinds of
language and form pupils need to use with
different audiences. 3. Copying involves very
little thinking and learning. Dont ask pupils
to copy notes or other work. Use the time saved
for more productive work. Monitor the amount of
routine copying or written work done. Review one
term of written work in a few pupils books or
folders. Judge the impact on pupils learning.
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• Use writing that requires engagement, decision
  making and thinking by pupils. Some Directed
  Activities Related to Text (DARTs) are good for
  this. Ask a sample of pupils what they think of
  the amount of writing they do in your lessons and
  what sort of writing helps them learn best.
• 5. Systematically introduce and teach
  scientific vocabulary. Sound out the words. Use
  the vocabulary explicitly and often. Rehearse the
  spelling, pronunciation and meaning. Use word
  roots to help demonstrate the meaning of
  scientific terms.

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6. Be rigorous but sensitive in correcting
pupils use of scientific terminology. Allowing
inaccurate use of terminology will hinder pupils
progress and so limit their attainment in
science. 7. Use brief, fun writing activities,
such as quizzes, loop card games and dominoes, to
improve understanding and spelling of key words.
See the Science intervention materials for more
ideas. 8. Model and explain the writing
process, for example, conclusions, explanations
or evaluations. Give pupils examples of others
work to examine, evaluate and improve. As the
first step, demonstrate the writing. Next,
compose together. Then, guide and scaffold their
early attempts and wean them towards
independence.
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9. Teach pupils to write explanations, linking
cause with effect, using connectives such as
because and applying their scientific
vocabulary accurately. Help them write
comparative statements such as the ...er er
rule. Use the sentence building activities in the
Science intervention materials and the writing
frames and mats from the Getting more pupils to
level 5 in science training. 10. Give pupils
opportunities to show their scientific knowledge
and understanding through writing in a variety of
styles, including the personal and imaginative.
Let them practise writing answers to test
questions.
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Quality of Written Communication

• Communication questions are flagged with
  the sentences
• To gain full marks in this question you should
  write your ideas in good English.
• Put them into a sensible order and use the
  correct scientific words.
• There will be two of these questions in a 90 mark
  paper one in a 45 mark paper.
• Mark given for
• Correct use of scientific terminology
• Correct sequencing of scientific ideas

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Recycling Std Demand
Each autumn, many trees lose their leaves. (a)
Describe how carbon compounds in the leaves can
be recycled so that they can be used again by the
trees. To gain full marks in this question you
should write your ideas in good English. Put them
into a sensible order and use the correct
scientific words.
2004 Coord AQA

• QWC mark given for ideas in a sensible order
• Broken down
• Giving products e.g. carbon dioxide
• Used by trees

14
Magnetic lock Std Demand
Circuit breakers help to make the electricity
supply in homes safer.A circuit breaker is an
automatic safety switch. It cuts off the current
if it gets too big.
Describe, in as much detail as you can, how this
circuit breaker works. To gain full marks in
this question you should write your ideas in good
English. Put them into a sensible order and use
the correct scientific words. 2004
Mod AQA
QWC mark given for sequence Bolt out ? plunger up
? switch off / circuit broken
15
Total internal reflection Low Demand
Glass prisms are used in many optical
devices. (a) The diagram shows what happens to a
ray of light as it travels through a glass prism.
To gain full marks for this question you should
write your ideas in good English. Put them into a
sensible order and use the correct scientific
words. Use the words in the box to help you to
explain why the ray behaves in this way. 2004
Mod AQA
QWC mark was given for the correct scientific use
of two of the words - angle critical normal
reflection However, most answers were of the type
It is critical that the ray enters at the normal
angle
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Giant molecule High demand
The diagram shows the structure of diamond.
(a) To gain full marks for this question you
should write your ideas in good English. Put them
into a sensible order and use the correct
scientific words. Explain, as fully as you can,
why diamond has a high melting point. 2004 Mod
AQA
QWC mark was given for correct use of the
terms covalent bond atoms