8.2 Glossary of terms used in science papers This glossary (which is relevant only to science subjects) wil prove heiptul to candidates as a guide, but is nestnar exraustive nor defintva. The glossary has been Secberstaiy cart Sref, rot only win expect the umber of terms included, but also to the descresions of their meanings. Cancicstes should annrecste that the meaning of e term must depend, in part. on its content. 1. Defing ithe tarm(s)..) it intensiee itary, only @ forma! statement or equivalent paraphrase beng required. 2. Whar do you understand bytWhar is meant by fine terms} _.) normally implies that 2 defiion should be given, together with some relevant comiment on the significance or context of the term{s) concerned, especialy where two or more terms are included in the question. The amount of supsiementary ‘comment intended should be intermreted in the fight af the indicated mark value 3. State implies a concise answer with inte orno supporting atgument (e.g. a numescal answer thet can feadily be obtained “by inspection’). 4. Uist requires a number of points, generally each af one word, with no elaboration. Where a given number of points is spaced ths srould not be exceeded. 5.. a) Explain may imply reasoning or some reference to theory, depending on the context lis another \way of asking candidates to gve reasons. The carcidiate needs to leave the examiner in no doubt why something happens. (2) Give @ reason/Give reesansis another way of asking candiGates to explain wiry someting henpens. 8. Descrite requires the candidste to state in words (using Giagrams where aporopriste) the main points, Describe and explain may be coupled, as may state and expiant 7. Discuss requires the candidate to give a eric! eccount of the points involved. 8. Outing implies brevity I.8. restricting the answerta giving exsercisis) 9. Predhoctimplies that the canchdate is expected to make a preciction not by recall but by making 2 logical ‘connection betwaan other pieces of infomation. 10, Deduce implias that the candidate 's not expected to praduce the tequed answer by recall but by ‘making a ogical connection between other pisces af information 111, Suggests used in two main contexts iether to imply that there is no unique answer e.g. in biology there are a variety of factors that might limit the rate of photasynthess of a plant in greenhouse. 0°10 imply that candidates are expected to apply their general inontedge of the subject 12 "neve stuation, one that mey be formally ‘no: in the syllabus’ - many data tessonse and problem scving questions are of this type. 12. Finds. general term thet may variously be interpreted as caiculsts, measure, detemnine, etc. 19. Calculate is used when 2 numerical answer is required. In genera. working shoud be shown. especially where bo or more steps are involved. 14, Measure imgéies that the quantity concemed cen be crectiy obtained from a sultable measuring instrument (ag. length using a mule, or mass using a Daisrce), 18, Determine often implies that the quantty concerned cannot be measured directly but i obsainad tram a ‘graph or by calculation 16, Estimate implies 2 reasoned order of magnitude statement or cacuiston of the qusntty concerned, making such simplifying assumptions as may be necessary about ports of principle and about the values of quantities nat otherwise includad in the quesban. 117, Sketeh, when applied! graph work, implies that the shane endfor positon of he curve need only be ‘qualitatively correct, but candidates shoulc be aware that. Gepencing on the comaxt some queratative ‘aspects may be looked for le.g. passing fough the onign. having an ntercend. Inciagrams, sketch implies that simple, irechand crawing is acceptable: neverteless, cere should be ‘taken over propertons and the clest exposition of importers sets8.3 Mathematical requirements Caloulators may be used in all parts ofthe examination. ‘Candidates should be able to: add, subiract, multipy and divide + use averages, decimals, fractions, percentages, ratios and recnscais ‘+ use standard notation, including both positive and negatve indices + understand significant figures and use then apgrapriately ‘recognise and use direct and inverse proportion + use posttwe, whole number indices in aigenrsic exrressions + draw charts and graph from given dats + interpret charts and graphs: + determine the gradient and intercept ofa granh 4 select suitable scales and axes for graphs ‘© make approximate evaluations of numarical expressions: * racalland use equatons for the areas of a rectangle, Wiangee and crce and the volumes of a rectanguar blockand a cylinder ‘use mathematical instruments (ruler, compasses, protractor and set square) + understand the masning of angle, curve, cirele, radius, Siamater, croumference, square, parallelogram, rectangle and diagoral © solve equations of the form x:= y+ Zand x= ye for any one term when the other two are known.8.4 Presentation of data ‘The solidus (is to be used for separating the quantity ard the unitin tables, graphs and chens. e.g, time/s for time in seconds. (a) Tables *© Each column of a table should be headed with the physics! quantity and the aporopriae unis, 2. time/s. The column headings of the table can then be rectly tansfered to the anes of aconstucted graph. (b} Graphs * Unless instructed otherwise, the independent verable should be platted on the x-axis (horizontal ‘axs] and the depandent variable plotted on the pans verical as, Each axis should be labelled with the physical quartty and the apgropriste unt, e.g. time/s. ‘The scales for the axes should allow more than ha of the graph grid 10 be used in bath directions, ‘and be based on sansibie ratios, e.g 2em on the graph grid representing 1. 2 or S unas of the variable. ‘©The graph is the whole diagrammatic presentation, mousing ths hestitline when eppropriste. ft may have one or more sets of data pioed anit. ‘= Points on the graph should be clearly marked as crasses [x or encircied dts (0) © Large ‘dots' are penalised. Each data pont should be slotted te an accuracy of better than one half ‘of each of the smallest squares on the gd. A bestit line trend line) should be 2 single, thin, smooth straight ine.or curve. Theline does not ‘eed to coincide exactly with any of the paints; where there is scatter evicent in the data, Examiners \vrould expect # roughly even distribution of points ether side of the line over its enfite length. Points ‘that ane Cleary anomalous should be ignored when crewing the best ine, (2) Numerioa! resutts Data should be recorded so as ta reflect the precision of the measuring instrument ‘= The number of significant figures given for calculated quantities should be annroprate tothe least ‘umber of significant figures in the raw cata usec (8) Pie charts = These should be drawn with the sectors in rank order, largest frst beginning st “noon anc praceading clockwise. Pie charts should preferably conta ne mare then six seciors. (e} Bar charts ‘These should be drawn when one of the variables is net numerical. They should be made up of arrow blocks of equal width that do nat touch. (0 Histograms ‘= Thasa should be drawn when plocing frequency graphs with consnuous data. The blocks should be draw in oreer af increating oF eeereazing magris.cs and they should touc"