Physics Edexcel Student Book 1 Answers

[Alix Stocking]

ErrorCarried Forward (ECF) is an informal principle for school exam grading employed within computational fields of study such as mathematics, physics, engineering and computer science. In questions with multiple parts, it is common that the answer to the current part builds on an answer to the previous part. As such, if the answer to any part is incorrect, all subsequent parts will be incorrect, even if the approach for said subsequent parts was correct. The purpose of Error Carried Forward is to protect students who run into this issue from being penalized not only for the initial error, but for all subsequent errors that are only incorrect in answer, not approach.

The college board has been known to employ ECF in both the AP Calculus AB and AP Physics B exams.[2] However, the college board does not award ECF marks if an incorrect answer changes the latter parts of question too drastically. The Association of Chartered Certified Accountants (ACCA) has also been known to employ ECF on the financial accounting exam.[3] However, this only applied to written, or fill-in-the-blank questions, not the multiple choice ones.

In 2022, Forrest et al conducted a study of a prototype computer application to incorporate ECF into automated grading of online assessments. This application employs the model-view-controller (MVC) design, which includes a data structure to represent the exam questions, a graphical user interface (GUI) for inputting student answers, and a set of algorithms written in JavaScript to process input and output. However, this application is a work in progress, as it cannot handle rounding errors. The study was published in the 2022 Advances in Science and Engineering Technology International Conferences (ASET),[4] highlighting the prevalence of ECF today.

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For students planning to take part in the Chemistry Olympiad, trying out past papers gives them the opportunity to hone key skills and boost their confidence ahead of the competition. This collection brings together past papers from 2003 onwards, each accompanied by a summary of the topics covered as well as a mark scheme with answers.

Past papers can be used flexibly by teachers and students, with varying degrees of independence. Browse the summary of papers and topics below to find a particular question, or select a paper to work through from beginning to end.

Topics include reactions that produce phosphine; carbon capture by calcium looping; synthesis and reactions of levulinic acid; Newman projections; synthesis of hydroxychloroquine; and kinetics of the formation of xenon difluoride.

Topics include the reactions and structure of calcium carbide; the thermodynamics of hydrogen as a fuel; the structure of UV-absorbing chemicals; structures of silicon oxides; kinetics in colourful compounds; and synthesising [5]-ladderanoic acid.

Topics include carbon dioxide in fizzy drinks; electrolysis of precious metals and NMR spectra of platinum complexes; the kinetics of nerve agent treatments; synthesising pesticides; and calculations on biodegradable polymers.

Topics include reactions within lithium-ion batteries; sustainable methods of producing ammonia; isotopes and reactions of Uranium; the synthesis of dextromethorphan; and compounds of helium and sodium.

Topics include the reactions of lanthanum carbonate; ionisation energies of sodium; the synthesis of tazarotene; analysis of chemicals that bombardier beetles use to defend themselves; and the structure and reactions of methane hydrates.

Topics include synthesising Ambrox; analysing a copper complex using titrations; thermodynamics of halogen fluorides; calculations on salty solutions; using osmium compounds in organic reactions; and the structure of gold.

Topics include methods of producing pure silicon; the kinetics of vitamin D production in mushrooms; thermodynamics and structure of mercury fulminate; reactions and analysis of aluminium compounds; mass spectrometry of polypeptides; and the synthesis of fexofenadine.

Topics include the reactions and thermodynamics of rocket fuels; structures of phosphorus allotropes; analysing phosphate levels in blood; spectroscopic analysis of flame retardants; the synthesis of Tamiflu; and reactions of chlorine dioxide.

Topics include reactions of the ingredients in sherbet lemons; reactions in vehicle exhausts; structures of acyl chloride compounds; thermal decomposition of copper(II) sulfate; producing oxygen in emergencies; the synthesis of sildenafil; and mass spectrometry and NMR of haloalkanes.

Topics include the properties of carbon oxides; reactions of diiodine pentoxide; calculations with methanoic acid; NMR spectra of NanoPutians; estimating blood alcohol levels; and the synthesis of rimonabant.

Topics include redox reactions; reactions of pollutants that erode monuments; calculating dissolved oxygen in water; the structure of agent orange; the thermodynamics of white and grey tin; electronic transitions in hydrogen; and structures of sulfur-containing compounds.

As we run up to exam season, many of you will now be completing your NEAs (non-examined assessment) and exam content, and starting to focus on exam technique. You may be thinking about how you will tackle the dreaded 20-mark essay questions. Essay questions are very much like marmite for students. Some love them as they get the chance to explore key geographic theories and showcase their knowledge and understanding, which may not be possible in lower-stakes questions. However, others may struggle to formulate their geographic ideas or structure them in a way that makes a convincing argument.

In my experience, all A Level geography students must be systematic and structured in the way they write their long-form answers. This approach ensures that students cover all the necessary content while also demonstrating the geographic skills that examiners are assessing.

Examiners use both AO1 and AO2 to evaluate students in essay questions. AO1 requires students to demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change at various scales. AO2 deals with the application of knowledge and understanding in different contexts to interpret, analyse, and evaluate geographical information and issues. The strongest students can produce answers that balance the two aspects in their responses. If you weigh your answers too far toward knowledge recall and simply state facts, figures, and case study knowledge without doing anything with the knowledge (this is where command words are essential), you will not be able to achieve the highest levels described in the level descriptors.

Before you attempt essay questions, I suggest you take a look at the mark schemes for some past paper questions. It is important to focus on the level descriptors as these are what the examiners will use to assess your answers. Pay attention to the language they use to describe what they are looking for, and when you start your attempts, consider whether your language and writing style match the descriptors. The exam board mark schemes are available on the PMT A Level Geography past papers webpage.

Another place to look before attempting essay questions is the assessed sample answers produced by the exam boards (e.g. AQA Paper 1 Hazards Example Responses). These are available on the exam board websites and show a range of pupil responses to exam questions. They come with a helpful commentary that explains how the pupils gained marks, highlights the importance of a well-structured response, and provides insight into what examiners are looking for when assessing your answers.

Command words can help guide you in how to structure your answers and the skills you need to exhibit. During KS3 and KS4, you may have been told to BUG the question, where B stands for box the command work, U for underline key terms, and G for glance back at the question.

I would encourage all A Level students to continue to use this strategy, even for longer essay questions. It will help ensure that you are answering the question you are being asked, rather than the question you wish you were being asked.

I suggest that all A Level students write a brief plan before attempting the question. This plan should outline the introduction, including key terms to define and any case studies to introduce, the main argument in each of your paragraphs, and finally, the contents of your conclusion. Spending just five minutes on this will save you time in the long run and help keep you on track to answering the question fully.

A good structure is key to success in essay writing. A clear structure enables you to answer the question coherently and reduces the chance that you will lose the key focus of your points. All of the exam boards recommend following the structure outlined below:

In academia, this is sometimes known as the hourglass essay. An hourglass essay starts with a big idea, narrows down to a specific question, and then widens back out to explain why that specific question is important in the grand scheme of things.

Once you have written your introduction, you can then get on to answering the questions. While the introduction mainly covers AO1 (knowledge and understanding of geography), the main body of your answer should cover both AO1 and AO2 (analysis and evaluation in the application of knowledge and understanding).

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