Across
- 2. This requires candidates to provide both similarities and differences between things or concepts.
- 3. This is a general term that may variously imply calculate, measure, determine, etc.
- 5. This may imply reasoning or some reference to theory, depending on the context. Use details from question context wherever possible.
- 7. This requires candidates to give a critical account of the points involved in the topic.
- 10. This often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula.
- 11. This implies a concise answer with little or no supporting argument, e.g. a numerical answer that can be obtained ‘by inspection’.
- 12. When applied to diagrams, this implies that a simple, freehand drawing is acceptable, as long as it clearly shows important details, and care is taken over proportions.
Down
- 1. This requires a number of points, generally each of one word, with no elaboration. Where a given number of points is specified, this should not be exceeded.
- 2. This requires a numerical answer. In general, working should be shown, especially where two or more steps are involved.
- 4. This requires a formal statement or equivalent paraphrase to define a term.
- 6. This requires candidate to state in words (using diagrams where appropriate) the main points of the topic. Often used with reference either to particular phenomena or to particular experiments.
- 8. This is used in two main contexts, either to imply that there is no unique answer, or to imply that candidates are expected to apply their general knowledge to a novel situation, one that may not formally be in the syllabus’.
- 9. This implies that the candidate is not expected to produce the required answer by recall, but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted from an earlier part of the question.