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Making a revision plan. Revising all the science you know can seem like a massive task. The first thing to do is to break down all the material you need to learn into small topics.
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Making a revision plan Revising all the science you know can seem like a massive task. The first thing to do is to break down all the material you need to learn into small topics. Next, make a list of the days you can revise, and match a topic to each of these days. This is your revision plan. Tick off each day’s revision when you have completed it. Review topics that you’ve already revised by going over them again quickly the next day.
How to revise There are different ways to revise, and everyone has their own favourite way. Try different ways of revising and test yourself to see which works best. However, everyone should revise: • in a quiet place where youwon’t be disturbed – nobackground TV or music! • sitting on a chair at a desk, notslumped on the sofa • in good light – so you don’t strain your eyes • with the correct equipment – paper, pens, pencils, clock, etc.
What’s the best revision method for me? When revising it’s very important not to just read through your books – your brain needs to do something with the information. Here are some suggestions for active revision: • Write short notes on key ideas. • Draw a concept map, linking key wordsand ideas together. • Record your notes as an MP3 file and playthem back. • Write key words on Post-Its and stick them around the house. • Draw pictures/diagrams to illustrate an idea.
When should you revise? Start revising early in the morning, and don’t work for more than two hours at a time. Use a clock and be strict about stopping, even if you’re in the middle of something. Take a five minute break every25 minutes. You learn more effectively at the start and end of a revision session, so it’s better to have several shorter sessions than one long session. Give yourself a reward after the two hours is up, such as listening to a favourite song, watching a TV programme, or playing outside.
Key ideas in KS3 physics All the physics you have studied is based on four key ideas: 1. Energy can be usefully transferred and stored, but cannot be created or destroyed. 2.Forces are interactions between objects and can affect their shape and motion. 3.Electric current in circuits can produce a variety of effects. 4. Astronomy and space science provide insight into the nature and observed motions of the sun, moon, stars, planets and other celestial bodies.
Making a concept map Try writing a few statements for each of the four key ideas, then link them together to make a concept map. For example: Earth’s gravity enables artificial satellites to orbit the planet a larger electric current increase the strength of an electromagnet gravity is a force electromagnets are magnets created by electricity magnets in a magnetic field will experience a force electricity is generated from different energy resources
Preparing for the exam Have a good night’s sleep before the day of the exam so you wake up fresh and ready to go. Eat a good breakfast. Studies show that students who eat a healthy breakfast perform better than those who do not. Make sure you have the following equipment ready the night before the exam: • two pens (black or blue) • two pencils • a rubber and pencil sharpener • a 30cm ruler • a protractor • a calculator.
In the exam While you’re waiting for the exam to start, read everything on the front cover of the exam paper. When the exam starts, read each question carefully before you start writing and check how many marks it is worth. Pace yourself so you don’t run out of time. Aim for 3–4 minutes per question. If you get stuck on a question, skip it and come back to it at the end. Always try to answer every part of every question – it’s better to put something down than to leave your answer blank.
Answering questions Top tips on how to maximize your chances of top marks: • Write as clearly and neatly as you can. • Questions that start with ‘Explain…’ or ‘Describe…’ usually need longer answers than questions that start with ‘List…’ or ‘State…’, but don’t waffle. • If you are asked to calculate something, show your working out – even if the final answer is wrong, you may still get some marks. • Remember to add units to calculations and graphs if the question asks for them, and add labels to diagrams. • If a question says ‘Tick one box’, or ‘Draw two lines’, do it!
Answering questions Not everything in the exams will test your memory. Sometimes you will be given information about experiments or situations you are not familiar with. Don’t worry! The question is trying to see if you can analyse information and work out the important facts from it. For example, you are given a diagram of an electrical circuit containing a cell and a component you have never seen before. The voltage across the cell is 2V. What is the voltage across the component? No-one would expect you to know about this component before the exam, but read the question carefully, consider what you already know about voltage in series circuits, and you should be able to answer it.
i Worked sample question 1 1. A ray of light is directed onto a glass block, as shown below. Label the angle of incidence i on the diagram. (a) (i) 1 mark The angle of incidence is measured from the incident ray to the normal to the air/glass boundary. It can be labelled with the letter i as given in the question.
A D C B Worked sample question 1 (continued) (ii) Which of the lines in the diagram (A, B, C and D) represents the path of light after it enters the glass block? C 1 mark When light enters a denser medium such as glass, it slows down and bends towards the normal.
Worked sample question 1 (continued) (iii) Add a line to the diagram to represent the path of light as it leaves the glass block. 1 mark On leaving the glass block, the ray bends away from the normal to return to its original angle.
Worked sample question 1 (continued) (b) Bowfishing is a sport in which participants use a bow and arrow to shoot fish from a jetty or the back of a boat. (i) As light reflected from the fish hits the air/water boundary, does it speed up or slow down? It speeds up. 1 mark Light travels more slowly in water than in air, because water is denser.
Worked sample question 1 (continued) (ii) The change in the speed of the light causes refraction. Mark on the diagram where the fish appears to be from the archer’s perspective. 1 mark light to archer The archer sees the fish as if the light reaching his eye had travelled in a straight line.
Worked sample question 1 (continued) (c) To compensate for this refraction, the archer must aim at a point in front of the fish. Why might it be easier to hit a fish close to the boat than one further away? Tick two boxes. 2 marks larger incident angle increases refraction target is closer larger incident angle reduces refraction smaller incident angle reduces refraction Since the archer is looking down on the fish, the light rays are closer to the normal, so the incident angle is smaller. The smaller the incident angle, the less a ray is refracted.
Sample question 2 2. (a) (i) What phenomenon is visible from point A on Earth when the Earth, Moon and Sun are aligned as in the diagram below? 1 mark A solar eclipse lunar eclipse full moon waxing crescent
Sample question 2 (continued) (ii) What phenomenon is visible from point B on Earth when the Earth, Moon and Sun are aligned as in the diagram below? B 1 mark lunar eclipse
Sample question 2 (continued) (b) (i) Look at the diagram again. What phase is the Moon in when this event occurs? 1 mark crescent new moon full moon gibbous (ii) What is the phase of the Moon just before and after a solar eclipse? 1 mark new moon
A C sunlight B Sample question 2 (continued) The diagram shows the Moon in eight different positions at eight different times in the course of one month. 2. A B C Consider the view of the moon from Earth at points A and B, and shade in the diagram for point C. 2 marks
Sample question 3 3. Derek drives in a straight line down a road and stops at a set of traffic lights. (a) Name two of the forces acting on the car as it slows down at the lights. 2 marks
Sample question 3 (continued) (b) Look at the distance–time graph of the car’s motion and answer the questions below. 80 60 40 20 Describe the motion of the car between: 0 5 10 15 20 25 30 (i) 5 and 15 seconds 1 mark (ii) 15 and 20 seconds. 1 mark
Sample question 3 (continued) (iii) Look at the graph again. At what time do you think Derrick saw the traffic lights change? 1 mark (c) Derek is wearing sunglasses that have blue lenses while he is driving. Consider what you know about how light passes through coloured filters. Why might it be dangerous to wear these glasses when approaching a set of traffic lights? 1 mark
