EXAM GUIDE 2004
PART ONE
Art & Design
Business
Management
Chemistry
English
Geography
German
Modern Studies
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PART TWO
Biology
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French
History
Mathematics
Physics
Biology, Computing, French,
History, Mathematics and Physics
Scotland Up Close
contents
Welcome to Scotland on Sunday’s exam
guide 2004. This is the third consecutive
year we’ve provided this service to
readers, and this year it is bigger and
better than ever. For the first time, the
guide comes in two parts, covering 13
subjects at both Standard Grade and
Higher level. Part two comes next week,
Subjects
features
4 Art & Design
8 Business
14 Study tips
10 Chemistry
18 English
22 Geography
26 German
28 Modern Studies
15 Every date,
Management
The trick is to stay calm
and concentrate to give
it your best shot
every time
Timetable of all the
Standard Grade papers
16
Pull-out
Study Plan
structures, past papers and quizzes.
Draw up your own six-week
standard grade revision
guide. Put it on your wall –
and stick to it
Together, the two guides provide
32 And the answers
everything you need to help you do
How did you do on the
quizzes we set for all seven
subjects?
and it has even more useful exam
your absolute best in May and June.
were…
exam guide Scotland on Sunday, 108 Holyrood Road, Edinburgh, EH8 8AS
words Margaret Mallon ■ illustrations Glen McBeth ■ picture editor Gill McLaren
Special thanks to everyone at SQA and Hutchesons' Grammar School for all their kind assistance
SCOTLAND ON SUNDAY March 14, 2004
3
art & design
STANDARD GRADE
There are three elements to the course
work for Standard Grade Art & Design:
■ Design Activity
■ Critical Activity
■ Expressive Activity
DESIGN ACTIVITY is one third of the course
and is assessed by your teachers. This
element of the course is made up of
practical problem-solving work from a
brief.
Your work must show that you have
progressed from the brief towards a final
solution by following the problem-solving
process, which consists of:
■ Investigating and researching (make
notes, drawings and sketches and collect
photo cuttings on your theme).
■ Considering possibilities (make more
drawings and notes, develop ideas further
by making samples, trials and graphic
layouts or rough drafts).
■ Presenting a solution (your design
4
solution in either draft or completed form
and in either 2-D or 3-D).
■ Evaluating your solution (judge the
process and your final solution).
Remember that as a designer you must
think about the rules of the brief which
might include aesthetic appearance,
function, fitness for purpose, cost, safety,
use of suitable materials, durability,
technology, target-market appeal.
CRITICAL ACTIVITY is the part of the course
where you must submit two assignments:
■ One on Design and Designers
■ One on Artists and their expressive
work.
Critical Activity is one third of the
course and is marked by the SQA.
Your aim is to produce a piece of work
where you introduce your topic, discuss
and assess your area of Design or
Expressive Art, give valid and personal
opinions and use appropriate Art &
Design terms.
The topics for your Critical Activity –
Design may be provided by your teacher
and will probably be closely related to
your practical Design Unit.
The Design topic for your written work
might be from ANY of the following areas:
Graphic Design, Product Design, Fashion
Design, Architecture. Other areas include
textiles, interiors, public art, industrial,
murals and many more – don’t worry if
your topic is not in these lists!
You may discuss the designs, styles and
artefacts from MOVEMENTS in the history
of design such as Arts and Crafts, Art
Nouveau, Bauhaus, Art Deco.
You may discuss the work of SPECIFIC
DESIGNERS such as Marcel Breuer,
Charles Rennie Mackintosh, Frank Lloyd
Wright, Antonio Gaudi, Clarice Cliff,
Zandra Rhodes or others.
The Expressive topic for your Critical
Activity – Expressive may be provided by
your teacher and will probably be related
to your practical Expressive work.
March 14, 2004 SCOTLAND ON SUNDAY
art & design: standard grade
The topic for your written work might
be from ANY of the following areas:
Genres (portrait, landscape, townscape,
still life, seascape or other); Themes (war,
animals, religion, children, flowers or
other); Artists (you may be asked to
discuss the work of one or two artists such
as Van Gogh, Georgia O’Keeffe, Matisse,
Dali or others); Movements in Art (such
as Romanticism, Impressionism, Cubism,
Surrealism, Fauvism, Expressionism).
The Expressive Topic might include any
of these areas: Cultures of different
peoples of the world; Specific media used
(eg photography, video, painting); C-D
expressive work (eg Henry Moore; Rodin).
Once you have the topic for your
Critical Activity you need to gather
information on subjects such as origins
and influences; period; characteristics;
leading exponents; artefacts/works;
media/materials.
In your work you should:
■ introduce your topic
■ discuss it in general
■ discuss specific examples
■ make and support judgments
■ compare and contrast
■ write a conclusion.
It’s very important to make and support
judgments – that means give your own
opinions and ideas about the area of
design or expressive work you are
discussing.
You should say what you think using
the vocabulary and terms of design and
expressive art that you have studied.
Judging and criticising are the most
important parts of your work.
The vocabulary you might use could
include words such as rough, flat,
blended, tonal, joyful, special, exciting,
bright, inspiring, hard-edged, dappled,
mysterious…
The terms you use will help justify your
opinions and could include: visual impact,
communication, image, layout,
typography, techniques, colour,
reproduction, target audience, cost.
Design and Expressive topics will
involve the visual elements, eg line,
colour, texture, proportion, form, tone,
pattern, scale, shape.
Design topics also involve: function,
cost, target market, safety, processes,
fitness for purpose, materials, durability.
You can justify your opinions by
comparing and contrasting works of art or
design you are studying. Consider the
similarities as well as the differences. It’s
also a good idea to state which you prefer
and why.
Write a conclusion at the end of the
assignment – a final paragraph that sums
up its main points.
Remember to check your draft, show it
to your teacher and include a
bibliography so that you can credit
sources, eg books, CD-Roms.
The final presentation is important
although it doesn’t matter whether it’s
typed or hand-written. It should be on
single-sided A4 pages and be clearly
identified.
EXPRESSIVE ACTIVITY (AND EXAM)
This element of the course consists of
practical artwork based on a chosen or
given title or theme. The exam, which is
one third of your assessment, lasts for five
hours and is marked by the SQA.
The titles/themes are issued by the SQA
early in the year to give you the chance to
prepare thoroughly for the exam in the
summer. You can work in 3-D or 2-D.
Titles can include: portrait, landscape,
seascape, built environment, natural,
environment, still life, interior.
During the year you will have carried
out investigations and research into your
title, making observed drawings and
sketches, making notes, making
photocopies and cuttings and collecting
photographs.
In your Expressive Exam you are
allowed to use any medium except oil
paint. You can use: paint, oil pastel, chalk,
ink, photography, pencil, printing inks,
clay, fabric, other.
In the run-up to the exam you can
experiment with a variety of media so you
can chose the most suitable media for use
in the exam.
During the year you should develop
your ideas by selecting images, trying out
different viewpoints and scales and make
small compositions or arrangements.
You can take one or two A2 sheets of
preparatory work into the exam for
reference.
Remember to think about the mood of
your work in the exam – will it be
threatening, gloomy, aggressive or
playful? You can express the mood
through line, tone, shape, pattern, colour,
composition, texture, scale, proportion
and balance.
A viewer will help you to select and
reject different compositions within a
group of objects – look for balance.
Try grouping a still life in different
ways to look at it from various angles
and in various scales.
The exam is a chance for you to
show off what you are best at and what
you have the most experience in – so
concentrate on your strengths.
QUIZ
Q1. Which artist is
famous for her moving
portraits of children
from the East End of
Glasgow in the 1950s?
Q2. The ‘wiggle’ chair
and other examples of
‘easy edges’ furniture
designed by Frank O
Gehry were made from
which unusual material?
Q3. Walter Blackie, the
publisher, commissioned
which Scottish architect
to design Hill House in
Helensburgh in 1904?
Q4. The Heroic Dosser
and The Patriots are two
paintings by which
Glasgow artist of the
late 1980s?
Q5. If you are describing
the composition of a
painting what are you
doing?
Q6. What does the term
“Form before Function”
mean in product design?
Q7. Where is MOMA?
Q8. Edgar Degas produced
many studies of ballet
dancers and horses
preparing to race. What
medium did he use for
(many of) these pictures?
Q9. Which husband and
wife design team used
wartime plywood leg
splints as a basis for
their furniture designs?
STRUCTURE OF THE EXAM
Expressive Activity consists
of practical artwork based on
a chosen or given title or
theme. The exam, which is one
third of your assessment, lasts
for five hours and is marked by
the SQA.
STANDARD GRADE 26 APRIL – 7 MAY
SCOTLAND ON SUNDAY March 14, 2004
Q10. Which British
fashion designer
was responsible for
eight-inch stiletto
heeled shoes in
the early 1990s?
Answers on page 32
Date to be confirmed
5
art & design: higher
HIGHER
DESIGN is as important as expressive art
in this course and it is vital to be able to
give an informed opinion when you are
looking at the work of both artists and
designers.
You should also have a broad
knowledge of the history of art and design
and be familiar with the work of the
artists and designers you have studied
during the year.
And you will be expected to be able to
evaluate unseen works of art and design,
so you should be familiar with critical and
technical terms. If you’re still shaky about
some of the terminology then there’s still
time to look it up in The Oxford Dictionary
of Art or a similar reference book.
In design you should be able to talk
about form and function, photography
and graphic design, the use of natural
sources for inspiration, the designer’s use
of materials and treatment of form, sense
of unity, and colour, line and shape.
In the evaluation of expressive art you
should be comfortable with discussing use
of colour and tone, the treatment of light,
the methods an artist uses to convey
mood, movement, ideas and feelings. You
should be able to talk about shape, colour,
choice of media, and composition.
With reference to sculptures, you
should be able to discuss scale, choice of
material, the significance of the title of the
piece and the sculptor’s response to the
natural environment.
You will also have studied elements of
history of design and fine art from 1750
to the present.
A site that will give you access to
virtually all that you will need to cover
the historical area is www.artchive.com.
Your school and local library might also
have multimedia CDs, and you will find it
helpful to visit art galleries, design shops
and read art and design books.
Remember as much factual information
as possible: names of artists and
designers; when they were working; who
they were working with; what was
important about their work; why it was
different to the work of the time.
To give a historical perspective, study
fine art movements such as:
Impressionism, Post-Impressionism, Neoclassicism, Expressionism, The Surrealists,
the Cubists, and design movements such
as Neo-classical Design, Arts and Crafts
Movement, Bauhaus, International
Modernism, Utility. Artists to know could
include David, Ingres, Rossetti, Hunt,
Turner, Constable, Van Gogh, Cezanne,
Renoir, Rembrandt, Vermeer, Dali, Alison
Watt, Jenny Saville. Important designers
include William Morris, Charles Rennie
Mackintosh, Le Corbusier, Coco Chanel,
Susie Cooper, James Dyson, Charles and
Ray Eames, Philippe Starck and Alessi.
ART STUDIES
In fine art it would be good practice to
study two different movements and the
6
Flaming June: Lord Leighton of Stretton is considered a neo-classicist, this work
artists associated with them, eg PostImpressionism and the Colourists. These
movements include all the main subject
areas such as still life, portraiture, the
environment, and figure compositions.
The only area not included in these
movements is Fantasy and Imagination.
For anyone who is studying this subject it
would be a good idea to replace one of
the movements with the study of
Surrealism.
ART CRITICAL
LINE can be seen as decoration, or in
brushstrokes showing direction or made
to suggest form or texture.
SHAPE – positive shapes (objects or
people) and negative shapes, spaces
between them.
TONE is used to form, making things
look round or three-dimensional. Dark
and light tone next to each other show
contrast.
COLOUR can be realistic or give an
impression of weather, time of day or
year, mood or feeling. Colour can be bold,
subtle, realistic, abstract, bright, dull.
TEXTURE is used to show the
differences between objects and materials
– particularly important in sculpture.
COMPOSITION. Is the format portrait
(tall) or landscape (wide)? Are there areas
more detailed than others? Is there a focal
point? From what point of view are you
seeing the work and has the artist looked
at the work? Has the artist tried to
suggest distance and how?
DESIGN STUDIES
You should study a couple of relevant
movements such as Art Nouveau or Art
Deco. A good book to look at would be
Dorling Kindersley’s The Look of The
Century. For those studying textiles, every
art department has notes on the history of
textile design.
DESIGN CRITICAL
FUNCTION: What is its purpose or
function? How well does it serve the
purpose? Can anything be done to
improve how it serves its purpose?
CLIENT: Who would buy it? Why
would they buy it? Would you buy it?
Why? Is it aimed at a particular group of
people? How would you describe the
client group – male, female, young, old,
rich, poor etc. How do you know this?
CONSTRUCTION: How has it been
made (handmade, machine, factory,
March 14, 2004 SCOTLAND ON SUNDAY
art & design: higher
part question in each section.
You will also be assessed on practical
work submitted separately in the form of
two folios, one of expressive arts and the
other of design.
The final part is a three-hour practical
assignment in an exam room situation.
This is where you develop ideas from
either of your folios.
QUIZ
ADVANCED HIGHER: The Advanced
Higher consists entirely of producing a
folio based on a theme, eg people in the
city or the working city. The folio can
consist of design and/or expressive work
and includes a written component.
There is no sit-down element.
Q1. Which American Pop
artist painted Wham and
In the Car based on
images from comics?
PAST PAPERS
reflects a strong Pre-Raphaelite influence
workshop)? What materials has it been
made with? Are they modern or
traditional materials? Why choose them?
Could other materials have been chosen?
Do the materials affect the cost?
AESTHETICS: What has been done to
make the design more attractive? Think
about colour, texture, line.
GENERAL: Has the design changed
over the years and why? How has
technology changed the design? Will it
change in the next five years and how?
STRUCTURE OF EXAM
HIGHER: There’s a two-hour written
examination question paper worth 80
marks. There are two parts to the paper:
visual arts and design.
The questions are centred on a visual
stimulus and require extended response.
Each question is split into two areas:
personal evaluation and analysis of
techniques etc employed; the second part
is historical, referring to artists or
designers you have chosen to study.
You answer one full question and one
2002: The visual stimulus was Ingres’
portrait of Madame Moitessier (1856),
figure composition was a sculpture by
George Segal, Bus Riders (1964); Jack
Knox’s painting Summer Sundae (1974);
Ferdinand Hodler’s Lake Thun (1905);
Richard Estes’ Holland Hotel (1984);
Calum Colvin’s computer generated image
Mundus Subterraneus I (1996); designs
for biscuits by Design Team; Product
Design; a recyclable corrugated cardboard
baby cot by Andrew Stafford (2001);
Granada Cinema foyer, Tooting, London
(1931); Casa Batlló apartment façade,
Barcelona (1904-1907) by Gaudí; 1920s
chrome and bakelite necklaces; Japanese
1990s street fashion.
2003: The visual stimulus for portraiture
was John Everett Millais’ painting The
Bridesmaid (1851); Joyce Cairns’ painting
Last Supper (1989) for figure
composition; Meret Oppenheim’s surreal
cup, spoon and saucer covered in fur,
Object: Breakfast in Fur (1936) was the
Still Life stimulus; Turner’s Norham
Castle, Sunrise (1840-45) was the
stimulus for Natural Environment; A
Manufacturing Town (1922) by L S Lowry
was the stimulus for built environment;
Marc Chagall’s I and the Village (1911)
was the stimulus for fantasy and
imagination; poster design for IBM by
Paul Rand (1981) was the stimulus for
graphic design; mobile phone with
Multimedia Messaging Service and
build-in camera by Nokia (2003) was
the stimulus for product design; the
Chiat Day Offices, New York City,
designed by Gaetano Pesce (199396) for interior design; Glasgow
School of Art, designed by Charles
Rennie Mackintosh (1897/1909)
for environmental/architectural
design; brooches of coloured tears
designed by Wendy Ramshaw
(1998) for jewellery design;
evening coat with embroidery by
Elsa Schiaparelli (1937) for
textile design.
HIGHER WEDNESDAY 2 JUNE
SCOTLAND ON SUNDAY March 14, 2004
Q2. The Garden of
Delights can be found in
the Prado in Madrid.
Which Dutch artist
painted it at the start of
the 16th century?
Q3. Name the school of
Art and Design founded
by Walter Gropius in 1919?
Q4. Who was the
founder and leading
exponent of the Arts and
Crafts movement in
England towards the
end of the 19th century?
Q5. What was the
painting that essentially
began the Impressionist
movement?
Q6. Which Scandinavian
designer was responsible
for the design of the ‘S’
chair, the first chair to
be made from a single
sheet of plastic?
Q7. Who was a favourite
with Madonna and was
the enfant terrible of
fashion in the 1980s?
Q8. In what order do the
colours fall in the
spectrum (rainbow)?
Q9. The Maggie Centre in
Dundee was the first
British building by which
world famous architect
from America?
Q10. Name the sculptor
who uses his own body
as a mould and
designed the Angel of
the North
Answers on page 32
Practical test date to be confirmed
7
business management
HIGHER
THE Business Management Higher exam
questions cover a wide range of topics
including marketing, finance, human
resources, management and operations.
You will be expected to know how firms
are organised, financed and run and to
have a general knowledge of who’s who
in the business world.
A good tip to help you revise is to read
the business pages in a quality newspaper
every day in the run-up to the exam and
take basic notes to help you understand
and remember what you have read.
Read about companies and put into
practice the theory you’ve been learning
all year by trying to come up with
solutions for problems they are facing.
This will give your brain a workout and
give you a supply of impressive examples
to use in the examination.
There are some helpful websites you
can visit, including www.bized.ac.uk and
www.tutor2u.net.
8
You can also look up prominent
companies’ websites to research their
mission statements, business practices and
marketing strategies.
Schools will also have a copy of the
Times 100 – a list of the UK’s top 100
businesses – so ask your teacher if you can
have a copy.
Practise past papers so you can apply
your knowledge.
Remember to use diagrams where
relevant in stock, product life cycle or
product mix questions.
Pay attention to words used in
questions. IDENTIFY indicates the
shortest answers, SUGGEST a little bit
more. DESCRIBE requires a fuller answer,
but still a fairly straightforward one.
ANALYSE and DISCUSS, however,
indicate a more sophisticated answer that
makes reference to the pros and cons of
an issue is called for. When you are asked
to JUSTIFY your answer, you should
explain the course of action suggested.
It’s generally easier to score marks in
questions asking you to IDENTIFY or
SUGGEST than those asking you to
DESCRIBE, and even harder to gain them
when you’re asked to ANALYSE, DISCUSS
or JUSTIFY.
EXAM
The exam is in two parts and takes twoand-a-half hours, so each section should
take no longer than one and a quarter
hours.
Section one is based around a case
study of a business in trouble that you
should use as a basis to answer the
questions – but you won’t be able to
answer all the questions directly from the
case study. Think of it as more of a
stimulus than a case study.
There’s normally a question on the
problems facing the business and a
question on what the business should do
to improve the situation. Common
mistakes are to suggest solutions in
March 14, 2004 SCOTLAND ON SUNDAY
business management: higher
questions asking about problems or to
repeat problems in the answers.
Section two is extended response
questions. There are likely to be more
marks allotted to questions on big areas
such as marketing or business in
contemporary society than to those on
smaller areas such as finance.
All questions are ‘integrated’, ie each of
them asks about more than one area of
the syllabus. Normally they are split into
three parts, although occasionally you
find a two or four-part one.
It’s important to read through all of the
questions carefully before making your
choice – many a candidate has embarked
on a great answer to part a) of a question
only to realise too late that they know
nothing about part c).
A good tip is to begin by defining the
terms mentioned in the question, eg “a
stakeholder is someone who stands to
gain or lose from the activities of an
organisation”. Marks are often given for
such definitions, and even if they’re not,
beginning your answer in this way helps
you to stick to the point.
The Higher exam extends over the
whole syllabus, which covers business
enterprise and business decision areas. It’s
difficult to predict specific questions, but
the exam sticks broadly with the
mainstream topics. Concentrate on the
following:
BUSINESS ENTERPRISE
■ Business in contemporary society: role
of business in society, types of business
organisation, role of enterprise and the
entrepreneur, stakeholders, factors
affecting the operation of business (eg
source of finance, growth in size of firms),
political, environmental, social,
technological change and the effects of
the competition.
■ Information and information
technology: sources, types and value of
information, IT hardware and software,
their uses in business, their costs and
benefits, data protection laws.
■ Decision-making in business: strategic,
tactical and operational decisions,
structured decision making process,
SWOT analysis, problems of structured
models.
BUSINESS DECISION AREAS
■ Internal organisation: group of
activities by function, product, place,
technology, line and staff relationships,
organisation charts and structures
(hierarchical, flat, matrix,
entrepreneurial) and changes in them,
such as delayering and downsizing,
centralised v decentralised decision
making, organisation cultures,
management functions.
■ Marketing: importance, marketing mix,
differentiated (including segmentation,
niche marketing) and undifferentiated
marketing, market research – importance
and techniques.
■ Finance: purpose, use and
interpretation of cash flow statements,
balance sheets and profit loss accounts,
ratio analysis, use of budgets.
■ Human Resource Management:
changing patterns of employment,
recruitment and selection, training,
employee relations (trade unions, ACAS,
works councils), laws affecting
employment.
■ Operations: inputs – stock control,
purchasing, payments, systems; processes
– production systems, job, batch and flow
production; outputs – warehousing,
transport, scheduling; quality – quality
assurance, quality control, quality circles,
total quality management, benchmarking.
QUIZ
ADVANCED HIGHER
The syllabus is divided into two parts, The
Management Content and Business
Investigation. The examinable content of
the Business Investigation Unit is based
on research into a particular business you
have been conducting over the previous
months. There is no core text for this unit.
Much of it requires knowledge of what
you covered in Higher Business
Management, but there are some
additions, such as the section on time
management.
Unlike the Higher, the case study will
be about a real organisation, so it’s even
more important to read the business
sections of a broadsheet newspaper such
as Scotland on Sunday. Reading company
reports will also help you to get used to
the language used at this level.
Q3. What are the
functions of
management?
STRUCTURE OF EXAM
HIGHER: The two-and-a-half hour exam is
divided into two sections, the first
consisting of a case study worth 50 marks,
and the second offering a choice of two
from five extended response questions,
each of which is worth 25 marks. Be
careful not to run out of time – each
section should take no longer than oneand-a-quarter hours. Allow yourself 35
minutes to do each extended response
section.
ADVANCED HIGHER: The examination
takes two-and-a-half hours and is
similar in structure to the Higher, ie in
two sections.
Section one is worth 50 marks and
is comprised of a compulsory question
on the case study material based on a
real company.
Section two, worth a total of 50
marks, offers a choice of two out of four
extended response questions, all linked
in some way to the case study.
Q1. Identify two types of
software that could be
used by a small
manufacturing firm and
state a use for each.
Q2. Define strategic,
tactical and operational
decisions.
Q4. Explain the
difference between
promotion ‘into’ and
‘out of’ the pipeline.
Q5. Suggest two ways an
organisation could group
its activities.
Q6. Describe what is
meant by a job
description and person
specification and the
information contained in
each.
Q7. Identify three
stakeholders for a
supermarket.
Q8 Name two liquidity
ratios and state the
formula for each.
Q9. Identify two
disadvantages of flow
production.
Q10. What training
should be offered
to new
employees?
Answers on
page 32
HIGHER FRIDAY 4 JUNE
SCOTLAND ON SUNDAY March 14, 2004
9
chemistry
STANDARD GRADE
THERE are 15 chemical topics in Standard
Grade and you must revise them all.
The BBC has a useful website that will
help you revise your course work in
manageable chunks,
www.bbc.co.uk/scotland/education/bitesize
/standard/chemistry, with revision notes,
formulae and tests you can work through.
Two useful formulae to remember for
Credit Level:
Moles = concentration x volume (litres)
Moles = mass given / Gram Formula
Mass
When you are revising you should go
over the 15 topics thoroughly and
condense your notes. Here is a checklist
that covers the syllabus.
CHEMICAL REACTIONS
■ Define and know how to identify a
chemical reaction
10
■ Elements, symbols and the Periodic
Table
■ Compounds
■ Naming compounds
■ Chemical and physical properties
■ Mixtures (evaporation, filtration and
distillation).
■ Solutes, solvents and solutions.
SPEED OF REACTIONS
■ How reactions occur
■ Measuring reaction rates
■ How reaction rates are affected by
changes in particle size, concentration
and temperature.
■ Properties of catalysts
■ Uses of catalysts
ATOMS AND THE PERIODIC TABLE
■ Atoms – define
■ Atomic structure (protons, neutrons,
electrons, nucleus, electron arrangement).
■ Atoms and ions
■ Isotopes and relative atomic mass
■ The Periodic Table (including important
groups, eg The Alkali Metals, The
Halogens, The Noble Gases)
■ The Transition Metals
HOW ATOMS COMBINE
■ Molecules and bonds
■ Covalent bonds
■ Formulae for covalent elements and
compounds.
■ Diatomic molecules
■ Shapes of molecules
FUELS
■ Fuel
■ Combustion
■ Exothermic reactions
■ Fossil fuels (oil, natural gas, coal)
■ The Energy Crisis and finite resources
■ Oil refining
■ Fractional distillation
■ Fractions and their uses
■ Hydrocarbons
■ Complete and incomplete combustion
March 14, 2004 SCOTLAND ON SUNDAY
chemistry: standard grade
■ Pollution
■ Tests for carbon dioxide and water
STRUCTURES AND REACTIONS OF
HYDROCARBONS
■ Alkanes
■ Structures of hydrocarbons (molecular
formulae, shortened and full structural
formulae)
■ Cycloalkanes
■ Alkenes
■ Homologous series
■ Saturated and unsaturated
hydrocarbons and test for unsaturation
■ Isomers
■ Addition reactions of alkenes
■ Cracking hydrocarbons
PROPERTIES OF SUBSTANCES
■ Formation of ions and ionic compounds
■ Formulae for ionic compounds
■ Group ions
■ Three bonding types – ionic, covalent,
metallic
■ Electrical conductivity, solubility,
melting points and boiling points of
metals, covalent substances and ionic
compounds
■ Electrons flow through metals and ions
flow through solutions
■ Covalent network substances
■ Electrolysis
■ Coloured ions
ACIDS AND ALKALIS
■ Acids, alkalis, neutral solutions and the
pH scale
■ Non-metal oxides which dissolve in
water give acidic solutions
■ Metal oxides which dissolve in water
give alkaline solutions
■ Changes in concentrations of H+ and
OH– ions on diluting acids and alkalis
■ Test for hydrogen
■ Calculations (relative formula mass,
gram formula mass, moles,
concentrations)
REACTIONS OF ACIDS
■ Neutralisation reactions
■ Metal/acid reactions
■ Acid rain
■ Acids and bases
■ Precipitation reactions
■ Preparation of salts
MAKING ELECTRICITY
■ Chemistry and electricity
■ Cells and the electrochemical series
■ Displacement reactions
■ Oxidation, reduction and redox
reactions
■ Ion-electron equations
METALS
■ Metal resources
■ Properties and uses of metals
■ Reactions of metals
■ Discovery and extraction of metals
■ Alloys
■ The Mole
■ Empirical formulae, percentage
composition calculations
QUIZ
CORROSION
■ Define corrosion
■ Rusting (ferroxyl indicator)
■ Protecting against rusting – physical
protection and electrochemical protection
PLASTICS AND SYNTHETIC FIBRES
■ How they are made; useful properties;
advantages and disadvantages
■ Thermoplastics and thermosetting
plastics
■ Polymers and polymerisation
■ Addition polymers
■ Structures of addition polymers
FERTILISERS
■ Nutrients
■ Essential elements
■ Fertilisers and pollution
■ Nitrogen fixation (nitrifying bacteria;
lightning; the Haber Process)
■ Nitrogen Cycle
■ Synthetic fertilisers
■ Ammonia and the Haber Process
■ Nitric acid and the Ostwald Process
■ Reactions of ammonia and nitric acid
CARBOHYDRATES AND RELATED
SUBSTANCES
■ Carbohydrates
■ Photosynthesis and respiration
■ Tests for starch and glucose
■ Hydrolysis and condensation reactions
■ Enzymes
■ Alcohol and fermentation
■ Alkanols
PAST PAPERS
All aspects of the syllabus were covered in
past papers. See above for subject
matters.
STRUCTURE OF EXAM
The Standard Grade exam is offered at
both General and Credit levels. There is a
single paper at each level which lasts for 1
hour 30 minutes and is worth 60 marks.
Each paper is divided into two parts:
Part 1 is worth 20 marks and is made
up of grid questions.
Part 2 contains short-answer and
extended-answer questions and is worth
40 marks.
50% of the marks are allocated to
Knowledge and Understanding and
50% to Problem Solving.
You must answer all the
questions. Necessary data
will be found in the Data
Booklet provided for
Chemistry at Standard
Grade.
Q1. Name the type of
bonding present in solid
sodium chloride.
Q2. What is the main
constituent of natural
gas?
Q3. Which metal is used
to galvanise steel
objects?
Q4. There is a group of
polymers that soften on
heating enabling them
to be moulded into a
variety of shapes. What
name is given to this
type of polymer?
Q5. Name the three
essential elements
required by plants for
healthy growth.
Q6. Name the catalyst
used in the Haber
Process.
Q7. What are the
products of the reaction
between sodium
carbonate and sulphuric
acid?
Q8. Solder is a mixture
of lead and tin. What
name is given to a
mixture of metals such
as solder?
Q9. What colour change
is observed when a
glucose solution is
heated with Benedict’s
solution?
Q10. The enzymes in
yeast allow it to convert
glucose into ethanol.
What name is
given to this
conversion?
Answers on
page 32
STANDARD GRADE MONDAY 10 MAY
SCOTLAND ON SUNDAY March 14, 2004
11
chemistry: higher
HIGHER
PRACTICE makes perfect when it comes
to revising for your Chemistry Higher.
Work your way through past examination
papers to test your knowledge and
understanding of the syllabus.
There is no choice of questions in the
exam so you really must know your stuff.
It will be helpful to make up a realistic
revision timetable splitting up the syllabus
into sections, and it is useful to revise with
someone else so you can test each other
on your knowledge.
But it’s not enough just to memorise
facts: you should know how to apply your
knowledge to solving problems.
Read the questions carefully to make
sure you are answering them with the
relevant information. Time is tight for this
exam, so if you come across a question
you can’t do immediately, leave it and get
on to the next one to try to pick up as
many marks as possible. Come back to the
difficult question later – it’s amazing how
the mind unconsciously works on the
question and you may find you are able to
answer it later on in the exam.
In calculations, show all your working
clearly and try to explain what you are
doing at each stage. If you don’t know the
amount to use in your calculation then
guess a value. You will always get marks
for the parts of the calculation you got
right, even though your final answer will
be wrong.
To help you to organise a study and
revision timetable it is crucial to know
what you have to learn.
The HIGHER CHEMISTRY syllabus is
divided into three units: Energy Matters,
the World of Carbon and Chemical
Reactions.
UNIT 1: ENERGY MATTERS
■ Reaction rates: following the course of
a reaction; factors affecting rate; the idea
of excess; catalysts
■ Enthalpy: potential energy diagrams;
enthalpy changes
■ Patterns in the Periodic Table
■ Bonding, structure and properties:
types of bonding; intermolecular forces of
attraction; structure; properties
■ The Mole: the Avogadro Constant;
molar volume; reacting volumes
UNIT 2: THE WORLD OF CARBON
■ Fuels: petrol; alternative fuels
■ Nomenclature and structural formulae:
hydrocarbons; substituted alkanes; esters;
aromatic hydrocarbons
■ Reactions of carbon compounds:
addition; oxidation; making and breaking
down esters; percentage yields
■ Uses of carbon compounds
■ Polymers: early plastics and fibres;
recent developments
■ Natural products: fats and oils; proteins
UNIT 3: CHEMICAL REACTIONS
■ The chemical industry
■ Hess’s Law
12
Chemical reaction: Symbols of the Periodic Table as reinterpreted by artist Murray
■ Equilibrium: the concept of dynamic
equilibrium; shifting the equilibrium
position
■ Acids and bases: the pH scale; the
concept of strong and weak; the pH of salt
solutions
■ Redox reductions: oxidising and
reducing agents; redox titrations;
electrolysis
■ Nuclear chemistry: types of radiation;
half-lives; radioisotopes
The ADVANCED HIGHER syllabus
consists of four units: Electronic Structure
and the Periodic Table; Principles of
Chemical Reactions; Organic Chemistry;
and an investigation (which is worked on
in the classroom and the report sent away
to be marked externally). Here is a
summary of the three units which will be
tested in the single examination paper.
UNIT 1: ELECTRONIC STRUCTURE AND THE
PERIODIC TABLE
■ Electronic Structure: electromagnetic
spectrum and associated calculations;
electronic configuration and the Periodic
Table; spectroscopy
■ Chemical Bonding: covalent bonding;
shapes of molecules and polyatomic ions;
ionic lattices, superconductors and
semiconductors
■ Some Chemistry of the Periodic Table:
the second and third short periods
(oxides, chlorides and hydrides);
electronic configuration and oxidation
states of transition metals; transition
metal complexes
UNIT 2: PRINCIPLES OF CHEMICAL
REACTIONS
■ Stoichiometry
■ Chemical equilibrium: reactions at
equilibrium; equilibria between different
phases; equilibria involving ions
■ Thermochemistry: Hess’s Law; bond
enthalpies; Hess’s Law applied to ionic
substances
■ Reaction feasibility: entropy; free
energy
■ Electrochemistry
■ Kinetics
UNIT 3: ORGANIC CHEMISTRY
■ Permeating aspects of organic
chemistry: reaction types; reaction
mechanisms; physical properties
■ Systematic organic chemistry:
hydrocarbons and halogenoalkanes;
alcohols and ethers; aldehydes, ketones
and carboxylic acids; amines; aromatics
■ Stereoisomerism
March 14, 2004 SCOTLAND ON SUNDAY
chemistry: higher
QUIZ
Q1. What effect does a
catalyst have on the
activation energy of a
chemical reaction?
Q2. Name the type of
bonding in tungsten
Q3. Which gases make
up synthesis gas?
Q4. What colour change
is observed when
ethanol is oxidised by
acidified dichromate
solution?
Q5. What environmental
problem is associated
with the extensive use
of CFCs?
Q6. Which polymer is
used in photocopiers
because it exhibits
photoconductivity?
Robertson. Electronic Structure and the Periodic Table will be a key area of the exam
■ Structural analysis: elemental
microanalysis and mass spectrometry;
infra-red and nuclear magnetic resonance
spectroscopy and X-ray crystallography
■ Medicines
STRUCTURE OF EXAM
HIGHER: The Higher exam consists of a
single paper to be undertaken in two hours
30 minutes and is worth a total of 100
marks. The paper is divided into two
sections: Section A is worth 40 marks and
comprises 40 multiple-choice questions.
Section B contains extended-answer
questions and is worth 60 marks. There
are approximately 6 marks in Section B
allocated to questions based on prescribed
practical activities. Approximately 60% of
the marks are allocated to Knowledge and
Understanding and 40% to Problem
Solving.
There is no choice in either section.
ADVANCED HIGHER: The Advanced
Higher exam consists of a single paper to
be undertaken in two hours 30 minutes
and is worth a total of 100 marks.
The paper is divided into two
sections:
Section A is worth 40 marks and
comprises 40 multiple-choice questions.
Section B contains extended-answer
questions and is worth 60 marks. There
are approximately 6 marks in Section B
allocated to questions based on prescribed
practical activities. From 50% to 55% of
the marks are allocated to Knowledge and
Understanding and the remainder to
Problem Solving.
There is no choice in either section.
The Advanced Higher also includes an
investigation unit, worth an additional 25
marks. The Investigation Report is marked
externally.
Q7. Name the organic
product obtained by
warming ethanol and
propanoic acid in the
presence of concentrated
sulphuric acid
Q8. In which group of
proteins are enzymes
classified?
Q9. What causes an oil
to be a liquid as
opposed to fats, which
are solids?
Q10. Name the major
raw materials used in
the chemical industry
Answers on page 32
HIGHER PAST PAPERS
All aspects of the syllabus were covered in
the Past Papers and in preparing for the
exam, your time would be better spent in
practising questions from the past papers
rather than attempting to ‘spot’ possible
questions.
HIGHER WEDNESDAY 2 JUNE
SCOTLAND ON SUNDAY March 14, 2004
13
studying tips
Keep your calm and do your best
TAKEN Scottish Qualification Authority
exams before? Then you’ll pretty much
know what to expect. But if this is your
first time, don’t worry – the trick is to stay
calm and concentrate on doing your best.
Remember, the exams are not prepared
to catch you out. They are held to find out
how well you’ve learned the subjects
you’ve been studying, and how well you
can apply the knowledge and skills you’ve
gathered. So, be as well prepared for each
exam as you can be. If you do your best
before and during the exams, no one can
ask more of you.
TIMETABLE
The official examination timetable was
issued to schools and colleges last year,
and you should know the dates and times
of your exams.
A full list of all Standard Grade exam
dates and times can be found on page 15
of this guide, and a similar list for the
various Higher levels will be included in
next week’s part two. All SQA exams are
listed on the authority’s website:
www.sqa.org.uk. Because schools and
colleges are allowed to change the start
time of the exam slightly, you must double
check the details with teachers or
lecturers.
Make sure you know which exams
you’re sitting and where they’re going to
be held. You will also need to make sure
that you know whether you’ll be required
to bring any equipment with you. This
could include anything as simple as pens,
pencils and a calculator.
You must also know your Scottish
Candidate Number (SCN), which is your
personal lifetime candidate number and
must be entered on examination answer
booklets. The computers use your SCN to
record all marks, so if you don’t already
know your SCN, ask your teacher or
lecturer.
COURSEWORK
It is your responsibility to find out from
your teacher or lecturer whether your
subject involves an oral or practical test,
or the submission of coursework such as
projects or folios. If there is a test, and you
don’t take it, or if you don’t submit the
required coursework, normally you will
receive no marks for that part of the
assessment.
The coursework submitted for
assessment must be your own. If you
submit someone else’s work as your own,
SQA may cancel awards in all your
subjects.
For Art & Design candidates, your Art
teacher will tell you when practical
examinations are going to be held.
14
Plan ahead: Draw up a realistic study timetable and don’t rely on cramming
YOUR DETAILS
Make sure that your school or college
holds your personal details correctly
including your SCN. Make especially
certain that they have a record of your
name as you want it to be shown on your
Scottish Qualifications Certificate (SQC),
and the address to which you want your
results to be sent. If you change your
permanent address at any time before you
receive your certificate, make sure that
you tell your school or college
immediately.
If you have taken examinations before,
make sure that your name is held in
exactly the same form as was used
previously.
If you change your name in any way
ask your centre to send the SQA the
revised details.
CHECK LIST
■ Don’t leave it to the last minute. Leave
plenty of time to revise and don’t rely on
cramming in the few days before the
exams
■ The brain works better in the morning,
when it is less tired, so study accordingly.
Try a three-hour study session in the
morning, two hours in the afternoon and
one hour in the evening
■ Draw up a realistic timetable so that
you can allocate enough time to each
subject – use the pull-out sheet on pages
24 and 25
■ Refresh the brain by varying the topic
you study at each session – don’t spend all
day boning up on one thing
■ Keep taking short breaks – as soon as
you start to lose concentration get some
air, walk around, clear your mind
■ Experiment with several alternative
revision techniques to find the one that
works for you
■ Try studying with friends, which can
make revision less boring and more
tolerable
■ Go through past exam papers to see the
kind of questions that come up
■ Once you’re familiar with your subjects,
practise answering questions in past
papers within the allotted time
■ If you don’t understand something, try
a classmate. If that fails, you should seek
guidance from your teacher or lecturer
■ Take regular, moderate exercise, which
will help you concentrate and keep you
feeling calm.
March 14, 2004 SCOTLAND ON SUNDAY
timetable
Don’t be late … date and time of every
Standard Grade examination paper
TUESDAY 4 MAY
Accounting and Finance Foundation
0900–1015; Accounting and Finance
General 1035–1205; Gaelic (Learners)
Foundation Listening 0900–0930; Gaelic
(Learners) General Listening 0945–1015;
Gaelic (Learners) Credit Listening
1030–1100; Gaelic (Learners) (Optional)
General/Credit Writing 1115–1215; Gàidhlig
Foundation Reading 0900–0940; Gàidhlig
General Reading 0955–1035; Gàidhlig
Credit Reading 1050–1130; Religious
Studies Foundation 0900–1015; Religious
Studies General 1035–1150; Accounting
and Finance Credit 1300–1445; Gaelic
(Learners) Foundation Reading 1300–1345;
Gaelic (Learners) General Reading
1400–1445; Gaelic (Learners) Credit
Reading 1500-1545; Gàidhlig Foundation/
General/Credit Writing 1300–1400;
Gàidhlig Foundation Listening 1415–1445;
Gàidhlig General Listening 1500–1530;
Gàidhlig Credit Listening 1545–1615;
Religious Studies Credit 1300–1445
WEDNESDAY 5 MAY
English Foundation/General/Credit
Writing 0900–1015; English Foundation
Reading 1035–1125; English – Alternative
Communication Foundation/General/
Credit Writing 0900–1015; English –
Alternative Communication Foundation
Reading 1035–1125; English – Spoken
Foundation/General/Credit
Communicating 0900–1015; English –
Spoken Foundation Understanding
1035–1150; English General Reading
1300–1350; English Credit Reading
1430–1520; English – Alternative
Communication General Reading
1300–1350; English – Alternative
Communication Credit Reading 1430–1520;
English – Spoken General Understanding
1300 –1415; English – Spoken Credit
Understanding 1430–1545
THURSDAY 6 MAY
Classical Greek Foundation Interpretation
0900–0945; Classical Greek General
Interpretation 1000–1045; Classical Greek
Credit Interpretation 1100–1145; Physical
Education Foundation 0900–1000;
Physical Education General 1020–1120;
Physical Education Credit 1140–1240;
Classical Greek Foundation Translation
1300–1345; Classical Greek General
Translation 1400–1445; Classical Greek
Credit Translation 1500–1545; Social and
Vocational Skills Foundation/General
Communicative Abilities 1300–1400 and
1420–1535; Social and Vocational Skills
General/Credit Communicative Abilities
1300– 1415 and 1435-1605
FRIDAY 7 MAY
Mathematics Foundation Paper 1 (Noncalculator) 0900–0920; Mathematics
Foundation Paper 2 0940–1020;
Mathematics General Paper 1 (Noncalculator) 1040–1115; Mathematics
General Paper 2 1135–1230;
Mathematics Credit Paper 1 (Noncalculator) 1330–1425; Mathematics Credit
Paper 2 1445–1605
MONDAY 10 MAY
Chemistry General 0900–1030; Chemistry
Credit 1050–1220; Craft and Design
Foundation/General 1315–1415 and
1435–1535;
Craft and Design General/Credit 1335–1435
and 1455–1555
TUESDAY 11 MAY
French Foundation Reading 0900–0945;
French General Reading 1005–1050;
French Credit Reading 1110–1210; French
Foundation Listening 1300–1325; French
General Listening 1345–1410; French Credit
Listening 1430–1500
WEDNESDAY 12 MAY
Contemporary Social Studies Foundation
0900–1000; Contemporary Social Studies
General 1020–1135; History Foundation
0900–1000; History General 1020–1150;
Contemporary Social Studies Credit
1300–1445; History Credit 1300–1445
THURSDAY 13 MAY
Computing Studies Foundation
0900–1000; Computing Studies General
1020–1135; Latin Foundation Interpretation
0900–0945; Latin General Interpretation
1000–1045; Latin Credit Interpretation
1100–1145; Computing Studies Credit
1300–1445; Latin Foundation Translation
1300–1345; Latin General Translation
1400–1445; Latin Credit Translation
1500–1545
FRIDAY 14 MAY
Business Management Foundation 0900–
1000; Business Management General
1020–1135; Business Management Credit
1300–1430
MONDAY 17 MAY
Geography Foundation 0900–1005;
Geography General 1025–1150; Geography
Credit 1300–1500
TUESDAY 18 MAY
German Foundation Reading 0900–0945;
German General Reading 1005–1050;
German Credit Reading 1110–1210; Italian
Foundation Reading 0900–0945; Italian
General Reading 1005–1050; Italian Credit
Reading 1110–1210;
German Foundation Listening 1300–1325;
German General Listening 1345–1410;
German Credit Listening 1430–1500; Italian
Foundation Listening 1300–1325; Italian
General Listening 1345–1410; Italian Credit
Listening 1430–1500
WEDNESDAY 19 MAY
Biology General 0900–1030; Biology Credit
1050–1220; Classical Studies Foundation
0900–1000; Classical Studies General
1020–1135; Classical Studies Credit
1300–1445
THURSDAY 20 MAY
Graphic Communication Foundation
0900–1015; Graphic Communication
General 1035–1205; Spanish Foundation
Reading 0900–0945; Spanish General
Reading 1005–1050; Spanish Credit
Reading 1110–1210; Graphic
Communication Credit 1300–1445;
Spanish Foundation Listening
1300–1325; Spanish General Listening
1345–1410; Spanish Credit Listening
1430–1500
FRIDAY 21 MAY
Drama Foundation/General/Credit
1300–1430;
Technological Studies General 1300–1415;
Technological Studies Credit 1435–1605
MONDAY 24 MAY
Economics Foundation 0900–1000;
Economics General 1020–1135; Modern
Studies Foundation 0900–1000; Modern
Studies General 1020–1150; Economics
Credit 1300–1445; Modern Studies Credit
1300–1500
TUESDAY 25 MAY
Home Economics Foundation 0900–1000;
Home Economics General 1020–1120;
Home Economics Credit 1300–1415; Music
Foundation Listening 1300–1345; Music
General Listening 1400–1445; Music Credit
Listening 1500–1600
THURSDAY 27 MAY
Administration Foundation 0900–1000;
Administration General 1020–1135;
Russian Foundation Reading 0900–0945;
Russian General Reading 1005–1050;
Russian Credit Reading 1110–1210; Urdu
Foundation Reading 0900–0945; Urdu
General Reading 1005-1050; Urdu Credit
Reading 1110–1210; Administration Credit
1300–1430; Russian Foundation Listening
1300–1325; Russian General Listening
1345–1410; Russian Credit Listening
1430–1500; Urdu Foundation Listening
1300–1325; Urdu General Listening
1345–1410; Urdu Credit Listening
1430–1500
FRIDAY 28 MAY
Physics General 0900–1030; Physics Credit
1050–1235; Science Foundation
0900–1000; Science General 1020–1135;
Science Credit 1300–1430
All times for exams were correct before going to press, but please check with your local school or college to confirm the date and location of each exam sitting
SCOTLAND ON SUNDAY March 14, 2004
15
Study timetable: standard grades
SATURDAY
FRIDAY
THURSDAY
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
Exam countdown – draw up your own stu
16
MOTHERING
SUNDAY
14
21
28
march
4
EASTER DAY
11 1
15 22 29
5
12 1
16 23 30
6
13 2
17 24 31
7
14 2
18 25
1
april
8
15 2
19 26
2
GOOD FRIDAY
9
16 2
20 27
3
10 17 2
March 14, 2004 SCOTLAND ON SUNDAY
Study timetable: standard grades
NEXETK
WEHER
HIGUDY
ST IDE
GU
udy guide
8 25
2
9
9 26
3
CHEMISTRY
CRAFT & DESIGN
20 27
ACCOUNTING
& FINANCE
GAELIC
GÀIDHLING
RELIGIOUS STUDIES
4
10 17 24
21 28
5
COMTEMPORARY
SOCIAL STUDIES
HISTORY
22 29
CLASSICAL GREEK
PHYSICAL EDUCATION
SOCIAL AND
VOCATIONAL SKILLS
6
COMPUTING STUDIES
LATIN
23 30
MATHEMATICS
7
BUSINESS
MANAGEMENT
1
may
8
GEOGRAPHY
ECONOMICS
MODERN STUDIES
11 18 25
FRENCH
ENGLISH
24
16 23
GERMAN
ITALIAN
HOME ECONOMICS
MUSIC
12 19 26
BIOLOGY
CLASSICAL STUDIES
13 20 27
GRAPHIC
COMMUNICATION
SPANISH
ADMINISTRATION
RUSSIAN
URDU
14 21 28
DRAMA
TECHNOLOGICAL
STUDIES
PHYSICS
SCIENCE
15 22 29
PARTY ON!
Art and Design (Practical Test) takes place on a date to be confirmed in the period April 26 – May 7
SCOTLAND ON SUNDAY March 14, 2004
17
english
STANDARD GRADE
STANDARD Grade English aims to
improve your skills in reading, writing,
talking and listening. But only reading
and writing are assessed externally in an
examination.
Your written Folio – although it is
written during the school year – is sent
away and assessed externally.
Here we will only deal with tips for
sitting the external examinations in
Reading and English.
READING PAPER
Reading is important in Standard Grade.
You are expected to read in two different
ways – during the year you will read
complete texts (novels, plays, poems and
so forth) and write essays to discuss them.
But during the exam you will be tested
on close reading, where you will read
shorter extracts and answer questions that
aim to test your knowledge of the text.
During a close reading you are expected
18
to understand the main idea in a passage;
pick out individual pieces of information
from it; understand the writer’s ideas and
feelings in the text; identify and
understand the writer’s attitudes, beliefs
and argument; understand and appreciate
the writer’s use of language.
For the close reading you should be
able to recognise and write about figures
of speech such as:
■ Metaphor – an unusual comparison
where one thing is described in terms of
something else.
■ Simile – an unusual comparison where
one thing is described as something else,
using ‘like’ or ‘as… as’.
■ Personification – an unusual
comparison where something non-human
(inanimate) is described in human terms.
■ Alliteration – where consecutive words
begin with the same letter and, more
importantly, the same sound.
■ Onomatopoeia – where a word makes
the sound of the thing it describes.
You should also know the rules about
sentence structuring and be able to
discuss why a writer deviates from the
normal rules of sentence structuring.
The rules of sentence structuring:
■ It should start with a capital letter.
■ It should end with a full-stop.
■ It should make sense.
■ It should have a subject.
■ It should contain a verb.
■ It should normally begin with a subject.
■ The subject should normally be
followed by the verb.
You should also be familiar with genres
or types of writing, such as horror, travel,
biography, newspaper reporting, diary or
romance.
Newspaper reports are often used as
passages for close reading and you could be
asked to discuss features of this type of
writing, including: headlines and subheadings, columns, quotations, photographs
and captions, statistics, by-line.
When it comes to the exam make sure
March 14, 2004 SCOTLAND ON SUNDAY
english: standard grade
you answer every question; read each
question carefully; check how many
marks each carries. If you are asked to
write “in your own words”, make sure you
do so, and likewise if you are asked to
quote, make sure you take words from the
passage.
Don’t rush your reading – stay calm and
concentrate. Always read the instructions
at the start as they may give you
information about the writer or the text.
Keep your answers short and answer
only what is required by the question.
Don’t waffle!
At the end of the exam check your
answers.
If you find a question hard, don’t panic.
Move on to the next question after a
minute or so but always remember to
come back and put in an answer.
Don’t worry if you don’t understand
every single word in the passage – read it
through to get the gist of it.
WRITING PAPER
There are some general writing skills you
should have learned during the
coursework.
Any published writer will tell you that
the secret of good writing is reading –
lots! Try to read newspapers (not just the
tabloids), magazines, books and essays.
You’ll be absorbing good style without
even realising it!
Spelling, punctuation and paragraphing
are essential for good writing.
A paragraph is a group of sentences
about the same topic.
Punctuation: a good tip is to read what
you have written out loud and listen to
the pauses – that will tell you where to
put the commas and full stops.
Spelling: during the year you need to
check the spelling of words in the
dictionary and learn ones you don’t know.
Keep a list of words that give you trouble.
During the exam:
■ Read the questions and choose one
carefully – choose a topic you’re interested
in and know enough about
■ Make sure you are clear about what the
question is asking you to do (purpose and
audience) and what form it should take
■ Make a plan
■ Think as you write
■ Read over each paragraph to make sure
you are on the right lines
■ Check punctuation as you go along
■ Leave yourself five minutes or so to
read over your work carefully to check
spelling and punctuation and make any
final changes
Pay attention to the writing genre or
the type of writing you are asked for in
each of the questions. They include:
writing a newspaper report, personal
writing, short stories, writing to inform,
writing to argue and persuade, writing a
letter, writing a diary, writing a script,
writing a descriptive essay, writing a
reflective essay.
The question will let you know what
kind of writing type it requires – look for
key words, which are sometimes in bold.
Most people find personal writing the
easiest. Short stories can be hard during
an exam but some candidates really enjoy
them and have a particular flair for this
type of writing.
Discursive writing can be a tough
choice, unless you know lots about the
topic.
By the time it comes to sitting the
writing exam you should have a pretty
good idea of what type of writing shows
off your strengths best.
If in doubt, ask your teacher for his or
her advice.
QUIZ
STRUCTURE OF EXAM
Q4. A parenthesis is an
extra piece of
information inserted
into a sentence and can
be enclosed by a choice
of three types of
punctuation. Name
them.
There are two papers: reading and
writing.
Reading Paper: Most people sit two reading
papers (e.g. Credit and General; General
and Foundation). Each passage is set at a
different level.
Each exam lasts 50 minutes and
consists of a passage and questions. The
point of the exam is to test your reading.
The questions are meant to help the
examiner judge how good you are at close
reading, which means how well you spot
what is being said and how the author is
saying it.
Writing Paper: (same paper for credit,
general and foundation).
You will do one writing piece in the
exam from a choice of questions.
You have 1 hour and 15 minutes.
PAST PAPERS
The reading papers use a variety of
passages. As there are no set texts and the
questions are general, there’s no point in
looking up past papers other than
working through them for practice.
2002: Writing: stimulus picture of cat and
dog; picture of something left behind or
forgotten; picture of successful athlete;
picture of icebound ship; picture of
nuclear power station; continue a story;
essay on new technology and teaching; a
tale of mystery and imagination;
descriptive scene about the sea.
2003: Writing: stimulus picture of
someone walking across a bridge
into the fog; picture of spider’s web;
picture of fantasy hero; CCTV camera
sign; picture of wave crashing against a
sea wall; describe a scene based on
extracts of poems by Shelley, Wordsworth
or Robert Frost; your ideal webpage;
rights and responsibilities; a short story
about The Attic.
Q1. What is a command?
Q2. What do minor
sentences lack?
Q3. What is the
difference between
‘practice’ and ‘practise’?
Q5. Fill in the blank: I,
me and we are pronouns
in the (____) person.
Q6. What is colloquial
language? Give an
example.
Q7. What is the Standard
English word for the
Scots dialect words
‘bairn’ and ‘wean’?
Q8. “I was glued to the
screen” is an example of
what type of figure of
speech?
Q9. What is the opposite
of hyperbole?
Q10. What tone would a
writer use if he or she
wanted to mock
someone or something
in a humorous way?
Answers on page 32
STANDARD GRADE WEDNESDAY 5 MAY
SCOTLAND ON SUNDAY March 14, 2004
19
english: higher
HIGHER
The Higher English exam seeks to test
both your understanding and use of
language, as well as your appreciation of
literature. You can improve the skills you
need for Higher English by brushing up
your grammar, vocabulary and
punctuation, as well as revising your
literary criticism skills.
Arm yourself with a good working
knowledge of grammar, punctuation and
spelling as marks for ‘technical accuracy’
are allocated for the correct use of
language. If your knowledge of written
English lets you down, then it’s worth
seeking help either from your teacher or a
basic grammar book to iron out
difficulties. It takes only a few minutes to
pin down the correct use of apostrophes,
commas, semi-colons and colons. And
many grammar books carry lists of
frequently mis-spelled words.
You can also work on your writing style
by making sure you write in proper
sentences and that you know how to
construct a paragraph. Paragraphs are
used to break writing into more easily
digestible pieces. When a writer wants his
or her writing to have instant impact or to
be easy to understand, he or she uses very
short paragraphs.
A new paragraph is used to mark a new
stage in a narrative argument. A single
sentence paragraph is used to emphasise
an idea or statement or it may be used to
slow the action and create suspense.
Try to be clear and use words you
understand – clarity is of more value than
complexity. You can improve your
vocabulary by taking a general interest in
reading not just fiction, but broadsheet
newspapers and serious magazines. They
are the eyes and ears that will open up the
adult world for you. Watching TV and
tabloid stories in the newspapers about
celebrities just won’t give you the skills and
knowledge you need to get a good mark.
Try to push yourself by reading more
difficult texts than you would normally feel
comfortable with. Use a dictionary to look
up unfamiliar words and jot them down to
help you remember them.
The Higher consists of two papers, the
first of which is close reading, in which
you will be asked questions on two
passages. Skim read the passage, read the
questions and then re-read the passage
before tackling the questions. Be clear
about what the questions are asking –
some are concerned primarily with the
meaning of the passage but others are
more focused on how something is being
said. These style questions are often
tackled badly because students don’t
respond to the actual question.
The skills being tested in this paper are
those of understanding, analysis and
evaluation.
The wording of the questions will give
you a hint about what they are looking for
– understanding is concerned with WHAT
is being said, analysis with HOW it is
20
being said, and evaluation with how
WELL it has been done.
For analysis style questions, you need to
focus on the use of language eg tone, the
use of metaphor or simile, the order of the
words within the sentence. The marks on
offer indicate the length and complexity
of the answer required.
The second paper in the Higher is the
critical essay paper, where you must
answer two essay questions from five
categories. They are divided into three
literature options (drama, prose, poetry), a
language option, or a mass media option.
For the literature questions there are no
set texts but it is advisable to use the texts
you have been studying in class during
the year. Here the examiner will be
looking for relevance to the question,
technical accuracy (spelling, grammar and
punctuation) and how you have
structured your essay. It is vital to jot
down the points you are going to cover so
you have a plan before you start writing,
otherwise your essay will meander.
The questions are fairly general but you
must answer with relevance – so read the
question a couple of times before you set
pen to paper.
To prepare for this paper you should
read and re-read your chosen literature
options until you know the texts inside
out, and tackling past exam papers will
help you practise your language skills.
However, it’s not enough simply to be
able to retell the plot or story of a piece of
literature – you must be able to adapt
what you know about the novel, poem or
play and apply that knowledge to the
question being asked. The examiner will
be looking for a critical approach: you
have to be able to analyse and understand
the piece of literature under discussion,
and to make relevant and thoughtful
comments about it.
The skills being tested are:
understanding the content of a piece of
literature, analysing its style, evaluating
its effectiveness, and your own mastery of
the English language.
You must also be able to demonstrate
that you know how to handle literary and
linguistic concepts, techniques and forms,
and to be able to evaluate a work of
literature based on evidence from the text.
If you’re writing about poetry, you need
to be able to recognise the use of poetic
techniques such as alliteration, rhyme,
rhythm, metaphor, simile, imagery, sound,
structure and development, and appraise
how effectively the poet has used them to
convey a theme or mood.
If you are discussing prose fiction you
must be familiar with terms such as
narrative, atmosphere, plot structure,
theme, characterisation, dialogue, point of
view, style and imagery. With drama you
should be able to discuss terms such as
dramatic conflict, catharsis, tragedy,
comedy, setting, key scenes and dramatic
style.
In addition you should be aware of
Lights, camera, action: If you choose the
which literary genre the texts you have
studied fall into – are you referring to a
novel or an autobiography, a sonnet or an
epic poem, a farce or a satire, a tragic or
comic play?
If you are hazy about the exact
meaning and application of any of these
literary terms it is worth looking them up
in dictionaries of literary terms, which are
available at libraries and bookshops, to
get them clear in your head.
You should know the names of the
main characters of a literary text, be able
to quote from texts, and be familiar with
more than one piece of work by a
particular writer. In Higher English the
literature questions are much more open
than those in Advanced Higher, where the
texts are set. To prepare for Higher you
should read a range of texts – including at
least one Scottish text – from at least two
genres from poetry, prose and drama. This
gives you a wider range, so you can
choose the best questions. It is too risky to
study only two texts and hope and pray a
relevant question will come up on the day
of the exam.
If you answer the question on mass
media you need to be familiar with
techniques used in radio, film and
television. Most candidates don’t tackle
the language option unless they have
chosen it for private study during the year.
You need to discuss language concepts
such as jargon, orthography, register,
technical terminology, abbreviations,
dialect and accent.
March 14, 2004 SCOTLAND ON SUNDAY
english: higher
QUIZ
Q1. What does a flippant
tone mean?
Q2. Using ‘passed away’
instead of ‘died’ is an
example of what?
Q3. What is ‘free
servitude’ an example
of?
Q4. What do you call the
alliteration of the letter
‘s’ and what is it an
example of?
Q5. What’s the correct
spelling:
recommendation or
reccomendation?
question on mass media you must be familiar with techniques used in film, radio and television
Textual analysis is assessed internally by
your teacher during the course of study
rather than on the day of the examination.
STRUCTURE OF EXAM
There are two papers at Higher, each
accounting for 50% of the external
assessment. You have one-and-a-half
hours to complete each paper.
Paper 1: Close Reading (1 hour 30
mins). The first paper is a close reading,
marked out of 50. There are two unseen
passages of prose non-fiction and you
must answer questions on them.
Paper 2: Critical Essay (1 hour 30
mins). You must answer two essay
questions for 25 marks each and a total of
50 marks. You must answer two essay
questions from a choice of five sections
(drama, prose, poetry, mass media,
language). The questions you choose
must be from different sections. You are
not allowed to choose two questions from
the same section. You should spend
around 45 minutes on each question.
The textual analysis section has been
removed from this paper and is now
examined internally during the course of
the school year.
Advanced Higher: There is a single exam
paper, in which the Literary Study section
is compulsory – you must answer a
question from this section in the first one-
and-a-half hours of the exam.
If you choose Textual Analysis or
Reading the Media or Language Study as
your option, you must answer a question
on this in the second one-and-a-half hours
of the exam. If you choose Creative
Writing as your option, your folio of work
must be handed to the invigilator on the
day of the exam.
The dissertation for Specialist Study,
tackled by all candidates, is sent away to
be marked.
PAST PAPERS
Higher: For the literature essay question
in Paper 2, you should have studied a
range of texts from at least two genres
chosen from drama, prose fiction, poetry
or mass media, and it is recommended
that you study at least one Scottish work
of literature, although you don’t have to
answer a question on that during the
examination. As there are no set texts and
the questions are general, there is no
point in looking up past papers other than
to work through them for practice.
Q6. Where should the
apostrophes go in this
sentence? Its vital to get
your apostrophes right
or youll drive the
examiners nuts
Q7. Give an example of a
neologism.
Q8. Why are these
examples of bad style:
‘Fresh sandwiches’ and
‘the fire engine rushed
to the blaze’?
Q9. What is
personification?
Q10. ‘Ye’re guid but ye’re
auld, son’ is an example
of what?
Answers on page 32
Advanced Higher: In the Literary study
section there will always be a question on
the set texts, which are specified works
from each author. To prepare for this
section you should study at least two
genres to give you a choice of question.
HIGHER FRIDAY 14 MAY
SCOTLAND ON SUNDAY March 14, 2004
21
geography
STANDARD GRADE
TIMING is crucial in the Geography
Standard Grade examinations because
there are so many questions and some of
them need longer answers than others.
To make sure you don’t run out of time,
work out where you should be in
answering the questions halfway through
the exam.
It’s important to read the whole of a
question before beginning your answer
and to look at all of the reference
diagrams and maps shown. If you come
across a question that stumps you then
write what notes you can on it and come
back to it later. By that time you may have
a clearer idea how to answer it.
At the end of the exam, if you still have
time left, try to add more details to your
answers, particularly those that are worth
a lot of marks. Read every word in the
question carefully, give exact answers and
check your answers at the end of the
examination.
22
The map-based questions tend to take
longer to answer. Mapwork questions
make up around one fifth of the total
marks. A variety of maps are used – the
most common are Ordnance Survey
maps, but others, such as road maps,
street maps and tourist maps, are
sometimes used.
To answer these questions well you
need to be able to work out four-figure
and six-figure grid references, to interpret
contour lines, and to recognise landforms
and land use zones in towns.
A key is provided with the map but it
will save you vital time if you know the
common symbols on Ordnance Survey
maps.
Give grid references for the locations
you have referred to on the map.
The syllabus is divided into three
sections: The Physical Environment, The
Human Environment and International
Issues. Here is a check-list of what you
need to know and understand.
THE PHYSICAL ENVIRONMENT
■ Physical landscapes of rivers and
glaciated areas: features of glacial erosion
and deposition; features of river erosion
and deposition; processes by which ice
erodes and deposits; processes by which
rivers erode and deposit.
■ Weather: elements; ways of observing
elements; instruments used to measure
elements; where to measure and observe
elements; methods of recording weather;
fronts, depressions and anticyclones;
forecasting.
■ Climates: Equatorial, Tundra, Tropical
Desert and Mediterranean; how to
identify these climates from climate
graphs and tables; distribution of these
climates throughout the world.
■ The physical environment and human
activities: how physical landscape affects
land use; how climate affects people’s
activities; how weather affects people’s
activities.
■ Land-use conflicts: land uses in Scottish
March 14, 2004 SCOTLAND ON SUNDAY
geography: standard grade
countryside; benefits and problems land
uses may bring to rural areas.
■ Global environmental issues: why are
tropical forests threatened; effects of
cutting down tropical forests; how
deforestation can be controlled; why
tropical deserts are spreading; effects of
the spread of deserts; how the spread of
deserts can be controlled; ways oceans
become polluted; effects of ocean
pollution; the ways ocean pollution can be
reduced.
THE HUMAN ENVIRONMENT
■ Settlement characteristics: reasons for
location of settlements in early times; how
to recognise pre-Roman settlements on an
OS map; how site of settlement affects its
growth; reasons why settlements grow;
functions of a settlement; characteristics
of different land use zones in a town; how
to recognise different land use zones on
OS map; why settlements and services
have different spheres of influence.
■ Urban change: reasons for town centre
traffic congestion and reduction methods;
reasons for urban decay; methods for
urban renewal; reasons for location of
New Towns; characteristics of New Towns;
changes in land use at edge of towns.
■ Farming: characteristics of arable,
pastoral and mixed farms (inputs, processes
and outputs); reasons for their location;
how farm inputs have changed; influence of
government and EU on farming; how
farmers can earn extra money; reasons for
pattern of land use on farms.
■ Manufacturing industry: differences
between primary, manufacturing and
service industries; location factors for
manufacturing industries; how government
policies affect industrial location; old and
new industrial areas; why location of
industries changes over time.
■ Economic change: effects of a new
industry on employment, the local
community and the environment; effects
of industrial closure on employment, local
community and the environment
INTERNATIONAL ISSUES
■ Population distribution: why some
regions have high population; why some
regions have low population; population
distribution is affected by environmental,
political and economic factors.
■ Population characteristics: purpose of
censuses; accuracy of censuses; differences
in living standards, birth rates and death
rates in developed and developing
countries; indicators of living standards.
■ Population change: how birth rates,
death rates and migration affect
population growth; why countries have
different birth rates and death rates; why
birth rates and death rates change; why
people migrate within developed
countries; why they migrate within
developing countries; why people migrate
from developing to developed countries;
effects of rapid increase in population on
a country; how countries can slow down
population increase; how countries can
increase their populations.
■ International relations: purpose and
benefits of alliances between countries;
why Europe, US and Japan have a lot of
international influence; a country’s
influence may be due to its size,
population, resources, level of technology,
location or historical connections.
■ International trade: differences in trade
patterns between developed and
developing countries; interdependence of
developed and developing countries in
trade; ways in which prices of primary
and manufactured goods change; trade
problems of developing countries and
possible solutions; barriers to world trade
eg quotas and tariffs.
■ International aid and self-help: why
international aid and self-help schemes
needed in developing countries; methods
of giving aid eg tied aid, voluntary aid;
types of international aid eg short-term
aid, long-term aid; effects of international
aid and self-help schemes; types of selfhelp schemes.
QUIZ
Q1. What weather would
be expected in the warm
sector of a depression?
Q2. Describe the push
factors that lead to
urbanisation in ELDCs.
(Economically Less
Developed Countries)
Q3. What are the reasons
weather forecasts are
now more accurate?
Q4. What is a green belt?
STRUCTURE OF EXAM
A wide variety of topics are tested and a
range of question types is set. There will
be at least one map-based question. You
must answer all the questions.
Credit level: one paper lasts 2 hours.
General: one paper lasts 1 hour 25 mins.
Foundation: one paper lasts 1 hour 5 mins.
Q5. What are the reasons
for the decreasing birth
rate in the UK?
PAST PAPERS
Q7. Name the important
factors in the location of
new light industries.
Credit 2003: map question on Braemar
area; synoptic chart/weather conditions;
changing landscape in West Africa; how a
river influences settlement; land use on
farm; benefits of Millennium Link in
Central Scotland; gathering techniques;
censuses in developing country;
techniques to process data.
General 2003: map question on
Motherwell area; physical features of river
and land use differences along upper and
lower courses; Stevenson Screen; weather
map; climate statistics, rainfall graph to
describe climate; deforestation; potential
port sites; migration from rural areas in
developing countries; migration from
countryside to city in developing country;
location of world’s 100 largest companies;
short-term v long-term aid.
Foundation 2003: map question on
Kirkwall; features of mountainous region
in Alps; weather instruments; air pressure;
city zones; changes in farming; old and
new industrial landscapes; population
pyramids – developing v developed
countries; world trade; self-help schemes
and effects of aid in developing countries.
Q6. Describe the
processes that shape a
corrie
Q8. What are the
characteristics of a
Mediterranean climate?
Q9. Describe the
problems in taking
censuses in ELDCs.
Q10. What are the
physical problems facing
upland farmers in the UK?
Answers on page 32
STANDARD GRADE MONDAY 17 MAY
SCOTLAND ON SUNDAY March 14, 2004
23
geography: higher
HIGHER
Higher Geography is a knowledge-driven
course so there really is no alternative to
getting down to some intensive revision of
the whole syllabus.
There is an element of application of
knowledge, problem solving and critical
thinking, but on the whole with Higher
Geography you really have to know your
options inside out.
The upside is there will be no
unpleasant surprises – everything you
have covered during the year will be
tested. And practising past papers is
helpful when it comes to revising this
subject.
When you come to sit the exam the
biggest danger is running out of time as
there is so much information to cover, so
make sure you pace yourself.
The syllabus is precisely defined and
most questions relate clearly to the
syllabus.
The Higher Paper 1 Core always
follows a set pattern, testing your
knowledge on eight topics covering
physical and human geography:
atmosphere (climate), hydrosphere
(hydrological cycle and river features),
lithosphere (rocks on surface of earth,
glaciation and limestone formation),
biosphere (soils and vegetation),
population, rural (three farming
systems), industrial (one industrial area
within EU) and, finally, urban geography
(a specific study of a city in the
developed world).
A look at recent examination papers
shows the range of topics that have been
examined:
ATMOSPHERE
■ The global heat budget, why equatorial
areas are warmer than polar.
■ Atmospheric heat interception, how
heat arrives at the Earth’s surface.
■ The global pattern of winds, heat redistribution.
■ The global pattern of ocean currents,
more heat re-distribution.
■ The passage of the Inter Tropical
Convergence Zone over Africa, the
description and explanation of tropical
wet/dry climates.
■ Global climatic change, the Greenhouse
Effect and Global Warming
HYDROSPHERE
■ With the aid of a map extract, locate,
name and identify features of a river and
its valley. The river may be in its upper,
middle, or lower course.
■ Be able to explain the formation of a
selection of river features, eg waterfall,
gorge, meander, ox-bow lake, flood plain,
levees, braiding and delta.
■ Compare the processes of erosion,
transport and deposition along the course
of a river.
■ Explain the Hydrological cycle.
■ Interpret hydrographs and relate them
to rainfall in a river basin.
24
Experts in their field: You should be familiar with different farming techniques
LITHOSPHERE
■ How the surface of the Earth is broken
up (weathering), moves downslope (mass
movement) and is worn away (erosion).
■ You must know about the types of UK
scenery, ie Glaciated Uplands, Chalk and
Clay Vale and Carboniferous Limestone.
Don’t just study one subject – you may be
asked for a number of types.
BIOSPHERE
■ Explain what Climax and Succession
mean.
■ Describe and explain how vegetation
changes over sand dunes and derelict land.
■ Describe and explain the three
prescribed soil types, ie Podzols,
Grey/Brown Forest soils and Gleys.
■ Show how the three soil types would
change over an area of the UK influenced
by slope and drainage.
■ Explain why coniferous forests with
podzols have a lower population density
than deciduous forests.
POPULATION
■ How population has changed in
countries over time with reference to
changing birth and death rates.
■ How population data can be shown by
population pyramids and how to interpret
these.
March 14, 2004 SCOTLAND ON SUNDAY
geography: higher
■ The social, economic and
environmental consequences of
population change.
■ Policies employed by case study
countries to cope with population increase
or decrease.
■ The causes of migration. Why people
move with reference to named countries,
ie push and pull factors.
■ The effects of large-scale migration on
the countries of origin and destination,
and the advantages and disadvantages to
each.
■ Why countries measure their
population by holding censuses despite
the difficulties involved.
RURAL
These questions are based around three
case studies. You must know about:
■ Extensive Grain farming, eg the Prairies
■ Shifting Cultivation, eg Amazon Basin
■ Intensive Peasant farming eg The East
Asian Paddy Fields.
These key points must be well learnt:
■ The different farming techniques.
■ The farming landscape: what the farm
settlement pattern and field pattern look
like.
■ The population density of each area: is
it high or low?
■ What kind of social, economic or
environmental changes may have
occurred to your farming area?
INDUSTRIAL
This section is often based around an
Ordnance Survey map and typical
questions are:
■ Why was an area chosen for an
industrial activity?
■ Given a map location, why is an area
suitable for a new industrial venture?
■ Compare two industrial locations on an
OS map – one older, the other newer.
■ The following questions are based
around an industrial concentration case
study, eg Clydeside.
■ Explain the physical, human and
economic factors that led to the rise of the
industrial concentration.
■ Explain why this area declined.
■ Explain the economic, social and
environmental consequences of decline.
■ Describe and explain recent industrial
changes and their environmental impact.
URBAN
This section is based on your case study of
one city in the developed world and often
centres on an OS map. Typical questions
are:
■ Find the Central Business District and
give reasons for your choice.
■ Identify and locate land use zones.
■ Describe and explain why the changes
in the use of land then forms the inner
and outer city.
■ Using named examples describe
changes to the land use zones of your city
over the past 30 years.
HIGHER PAPER 2 APPLICATIONS
There are six applications, and candidates
will have studied two or possibly three of
them.
Three physical applications:
■ Rural land resources (within a UK
context)
■ Rural land degradation (soil erosion
and its impact and solutions, on North
America and either North Africa or the
Amazon.
■ River basin management (within
context of North America or Africa)
Three human applications:
■ Urban change and its management
(contrast between a developed country
and a developing country, so study two
cities)
■ European regional inequalities (eg what
do you do to bring the Highlands &
Islands in line with rest of country? You
do that for a development area in the UK
and one other European country.
■ Development and Health (in the
context of the developing world).
STRUCTURE OF EXAM
HIGHER: There are two papers, the first
one is called Core Geography and the
Second is called the Applications of
Geography.
The core paper covers eight topics, four
of them concerning physical geography
and four human. All eight questions have
to be tackled. The total mark is out of 50,
and the time allowed is 1 hour 30
minutes.
The second paper is the Applications
paper, for which you have one hour and
15 minutes. There are six applications,
three in each section, and you need to
answer one question from each section
(physical and human). The questions are
worth 25 marks each, and are normally
subdivided into three or four parts.
QUIZ
Q1. What is meant by the
climax vegetation?
Q2. Describe the
characteristics of
intensive peasant
farming.
Q3. What is basin lag
time?
Q4. What is happening
at the ITCZ?
Q5. How does the
government influence
industrial location?
Q6. Describe the
characteristics of a
podzol.
Q7. What problems are
brought by a slowly
growing population?
Q8. How does scree
form?
Q9. Explain the growing
popularity of suburban
shopping centres
Q10. What are the
physical causes of recent
climatic change?
Answers on page 32
ADVANCED HIGHER: There are three
sections to the Advanced Higher syllabus,
but only one is examined externally. The
two-hour exam covers fieldwork and
statistical techniques. You must answer
two questions, one from section A and
one from section B. The first is mapbased, and the second covers statistical or
fieldwork techniques. All are essay
questions and have the same value.
The second unit is a field study, which
is submitted separately in the form of a
investigation, and unit three builds on the
applications from the Higher. The
candidates research these more deeply
and produce a critical review of the issues
involved.
HIGHER MONDAY 17 MAY
SCOTLAND ON SUNDAY March 14, 2004
25
german
STANDARD GRADE
German Standard Grade aims to develop
your SPEAKING, READING, LISTENING,
WRITING and GRAMMAR.
These skills are dependent on each
other – so work on them all.
SPEAKING
Your teacher will test your speaking.
Words and phrases to learn and practise
to improve your speaking include:
■ Greetings: Hallo! (hello); Guten Tag!
(good day)
■ Taking Leave: Tschüss! (bye); Auf
Wiedersehen (good-bye)
■ Thanking: Vielen Dank! (many thanks);
Danke sehr! (thanks a lot)
■ Apologising: Entschuldigung! (sorry)
■ Agreeing: Ja, richtig! (yes that’s right);
Genau! (exactly)
■ Disagreeing: Das stimmt nicht! (that’s
wrong); Das glaube ich nicht! (I don’t
believe it).
■ Accepting: Ja, natürlich! (yes, of
26
course); Gute Idee! (good idea)
■ Refusing: Nein, Danke! (no, thanks)
■ Language problems: Wie bitte?
(pardon?); Ich verstehe nicht (I don’t
understand)
■ Opinions/likes and dislikes: Ich finde
das echt gut (I find that really good); Ich
finde das echt schlimm (I find that really
bad); Ich mag schwimmen (I like
swimming); Ich gehe nicht gern ins Kino
(I don’t like going to the cinema); Das
finde ich einfach langweilig (I find that
just boring).
You can practise role-playing with
another student or with your teacher.
Compile a list of key words and phrases
from study guides or from your course
notes and pick out the ones you need for
different role play scenarios.
READING
At the end of fourth year you’ll sit a
reading exam. You will answer questions
on given passages.
Exam tips include:
■ Learn vocabulary throughout the course
– it means you won’t spend too much time
looking up words you don’t know in the
dictionary during the exam.
■ Don’t run out of time – pace yourself.
■ Read all the German, including the
title.
■ Read the introduction in English – it
will tell you what the passage is about.
■ Read the question carefully.
■ Check your answers.
■ Check how many points each question
is worth to help you judge the length of
answers.
■ Don’t answer the question solely on
what you see in the picture.
■ Don’t look up every word you don’t
know in a passage – you’ll run out of time.
Nouns and verbs are usually key to the
meaning.
■ Use your dictionary during the course
and in the exam so you know where to
find everything. Remember verbs are
March 14, 2004 SCOTLAND ON SUNDAY
german: standard grade
entered in the infinitive form only. You
may need to split up compound nouns to
look up the individual nouns.
LISTENING
In your listening exam you’ll listen to a
recording in German divided into sections.
You’ll answer questions in English about
each section.
Each section will be played twice, with
a seven-second gap between each playing.
At the end of each section you’ll have time
to write down your answers.
At the end of the exam you’ll have five
minutes to check your answers.
Tips to pass your listening exam:
■ Don’t expect to understand everything –
you don’t need to.
■ Always answer in English.
■ Your answers should be short. You don’t
need to use complete sentences.
■ A few English sentences at the start of
each section in the question paper set the
scene.
■ Underline key question words (who,
why, what, where, how many)
■ Check the number of points in your
answer matches the number of marks for
each question.
■ Don’t leave gaps – make a guess if
you’re stuck.
■ Take brief notes while you’re listening –
either in German or English or both.
■ Practise taking down numbers, dates,
times and prices.
WRITING
Your writing is assessed by your teacher
through the year. Some helpful words and
phrases include:
■ Wie geht es dir? (How are you?)
■ Mir geht’s gut (I’m fine).
■ Wohin? (Where to?)
■ Woher? (Where from?)
■ Wie viel? (How much?)
■ Wann? (When?)
■ Bis bald (see you soon)
■ Dein Angus (yours, Angus)
■ Deine Susie (yours, Susie).
■ Meiner Ansicht nach kostet es zu viel
(In my view it costs too much)
■ Ich finde das ganz in Ordnung (I think
it’s quite alright).
■ Darum (that’s why)
■ Außerdem (apart from that)
■ Hoffentlich (I hope that)
You can link your ideas together with
phrases such as:
■ Vor zwei Jahren (two years ago)
■ Auf der anderen Seite (on the other
hand)
GRAMMAR
A grounding in German grammar is
essential – it helps you understand what
you read and hear and to write and speak
the language correctly.
You should review your course notes on
the following:
Nouns and their cases
German nouns have four cases:
■ nominative
■ accusative
■ genitive
■ dative
Nominative: nouns are listed in the
dictionary in the nominative case so you
can find out their gender (masculine ‘der’,
feminine ‘die’ or neuter ‘das’).
The nominative case is the subject case.
Accusative: the accusative case is used
for the direct object; with prepositions
which take the accusative; with
prepositions which take the accusative
case when there is movement from one
place to another; in definite time phrases.
Genitive: this case indicates possession
or ownership. It’s also used with some
prepositions including trotz (in spite of);
außerhalb (outside of); wegen (because
of); innerhalb (inside of).
Dative: dative case is used to indicate
‘to’ or ‘for’; after prepositions which
always take the dative case; after
prepositions which take the dative case
when there is no movement from one
place to another.
The dative is also used after certain
verbs e.g. helfen (to help); danken (to
thank); glauben (to believe).
You should make sure you are familiar
with the definite article (the) and the
indefinite article (a) according to case,
gender and number.
Know the rules about prepositions and
pronouns. When it comes to verbs, make
sure you know how to conjugate the
present tense, the past tense (perfect and
imperfect) and the future tense, and
which verbs are irregular. Revise separable
verbs and reflexive verbs, as well as
adjectives; inversion; subordinate clauses;
time-manner-place; um… zu.
QUIZ
Underline the word
which makes most sense
in the context of the
following sentences
Q1. Ich fahre nach
Deutschland. Dort mache
ich einen Geldwechsel /
einen Schüleraustausch /
einen Mittagsschlaf
Q2. Ich besuche Köln.
Dort werde ich die
Sehenswürdigkeiten /
die Gastfreundlichkeit/
die Gymnasien besuchen
Q3. Mein Vater ist oft
telefonisch / seelisch /
geschäftlich unterwegs
Q4. Ich habe die
Möglichkeit / Traurigkeit /
Schönheit, diesen Sommer
Geld zu verdienen
Q5. Oft gibt es mit den
Eltern Essen /
Schlaflosigkeit / Krach.
Q6. Ich übernachte oft in
Realschulen / Garagen /
Jugendherbergen.
Q7. Die Deutschen gefallen
mir / ich / mich gut.
EXAM STRUCTURE
Listening and Reading are tested by
external examination. Speaking is
assessed internally with external
moderation.
Writing is assessed by means of a folio
of three pieces of work, generated
internally, written under controlled
conditions and marked externally.
Duration of exam papers varies
according to whether you are sitting
Credit, General or Foundation.
Reading Paper: Answer questions on
several passages. Write your answers in
English. You may use a German
dictionary.
Listening Paper: You’ll hear a number
of short items in German. You’ll hear each
item three times, then you have time to
write your answer. Write your answers in
English. You may take notes as you listen.
You may not use a German dictionary.
Q8. Das Wichtigste ist,
dass ich ein gutes Essen
/ Abitur / Foto mache.
Q9. Meiner Meinung nach
sind meine Eltern zu
dumm / glücklich / streng.
Q10. Der Mann zitterte
vor Angst / Glück / Pech
Answers on page 32
STANDARD GRADE TUESDAY 18 MAY
SCOTLAND ON SUNDAY March 14, 2004
27
modern studies
STANDARD GRADE
AT STANDARD Grade you are expected to
have knowledge and understanding of the
concepts of the course as well as
demonstrating inquiry skills.
Knowledge and understanding
questions test what you know about the
syllabus and your understanding of the
following concepts:
■ Participation (in politics, trade unions
and pressure groups)
■ Representation (how representatives are
elected and how they look after the
interests of the electorate)
■ Rights and Responsibilities (in UK and
in either the USA, Russia or China)
■ Equality (in the UK and in either the
USA, Russia or China)
■ Ideology (political beliefs and systems
in the UK and the USA, Russia or China)
■ Needs (what these are, how they
change, how they are met by government,
the community and individuals with
reference to the UK; you may be asked
28
about need in the developing world
(Africa) and role of international
organisations, eg the UN, in helping to
meet countries’ needs.
■ Power (with examples such as military
force, diplomatic persuasion, sanctions
and the law).
Inquiry Skills questions are divided into
five types:
■ Identify and explain a lack of
objectivity, such as exaggeration or bias.
■ Compare sources and draw conclusions,
with a justification if required.
■ Give arguments for and against a point
of view – personal or given – with reasons
or supporting argument.
■ Giving aims for an investigation and
explaining methods of enquiry.
■ Advantages and disadvantages of
different methods of enquiry.
A good resource is BBC Bitesize
Revision on the internet on
www.bbc.co.uk/scotland/education/bitesize
/standard/modern/.
It will also help your general
knowledge of current affairs if you watch
the news on TV or tune into Radio
Scotland or Radio 4 news and current
affairs programmes and try to read a
newspaper every day.
Standard Grade course is conceptually
based, and covers the following examples:
LIVING IN A DEMOCRACY – THE UK
The UK and Scottish Parliaments: the
Westminster election; safe seats; marginal
seats; selecting candidates; electing MPs;
who can and can’t vote; how to vote; the
2001 General Election Result; First Past
the Post System; Elections to the Scottish
Parliament; Proportional Representation;
rights and responsibilities of individuals
and groups in a democracy; how people
can participate in the political process;
how representatives look after the
interests of the people they represent;
how representative our MPs/MSPs are;
why women/ethnic minorities/people
March 14, 2004 SCOTLAND ON SUNDAY
modern studies: standard grade
with disabilities are under-represented;
why people should vote.
Trade Unions: definition of a trade
union; what they can talk to an employer
about; how they talk to an employer;
what action management can take; why
some workers don’t join a union; how
unions represent the interests of their
members; how union reps are elected;
importance of shop stewards; member
participation; participation by women
and ethnic minorities in unions; reasons
some do not use the right to strike; rights
and responsibilities of unions and of
union members; ways members can
participate.
Pressure Groups: definition; methods
used; rights and responsibilities.
CHANGING SOCIETY – THE UK
The needs of the elderly: shelter and
physical needs such as keeping warm;
health care needs such as mobility,
eyesight and hearing.
Differences in wealth, status and lifechances amongst the elderly: financial
inequalities between groups of elderly;
regional inequalities between groups of
elderly; means-testing; benefits; other
support available and where and how
they can get it; pressure groups (Age
Concern, National Pensioners’
Convention, Elderly Forum); health
improvements; current health issues; care
in the community; social work
departments assessment of needs and
provision of services; arguments for
looking after elderly; housing; the
voluntary sector: family, friends and
community; private sector (private
accommodation, concessionary prices,
pressure groups).
The working population and the
unemployed: factors affecting
employment (e.g. government policy,
economic factors, new technology);
effects of unemployment on individuals
and the country as a whole; needs of
unemployed (financial, education and
training, emotional, health, community);
inequality; needs of different groups of
unemployed; unemployment and crime;
support for unemployed (benefits; lone
parents, over-50s; New Deal); creation of
employment opportunities and their
success; national minimum wage.
The Family: differences in wealth,
status and life chances; effects of
variations in income and effects of
(un)employment; different family
structures including lone parents.
IDEOLOGIES
The USA: capitalism: the American
Dream; Americans’ rights; constitutional
protection; participation in politics;
ideology (State and Federal
governments); the Constitution:
separation of powers; branches of Federal
Government: Congress – Senate, House of
Representatives; political parties; ethnic
minority participation; inequality;
affirmative action.
Russia: changing ideology; reforming
the economy; more freedoms; more
democracy; impact of changes; the
political system; power of the president;
effects of economic change; inequalities;
participation of Russian people; extent of
improvements in rights and freedoms
since end of Communism.
China: ideology – Communism;
Chinese Communist Party; how far
economic reforms have given people new
rights & responsibilities; equality;
government limits on political rights of
citizens; participation in economic and
political life; restrictions on economic and
political participation; government action
against people who speak out; limitations
to freedom (eg media); family life.
QUIZ
INTERNATIONAL RELATIONS
International organisations and alliances:
UN (includes how it is organised, its
achievements such as peace-keeping and
how the UN protects human rights;
relevant examples; the UN and
international law; humanitarian
assistance; specialised agencies, eg,
UNICEF, WHO, FAO; does UN work?)
NATO (includes the changing role of
NATO and arguments for and against
keeping NATO); NATO in action, eg in the
former Yugoslavia
European Union (includes why
countries join; how it works; Parliament;
Council of Ministers; Commission; Court
of Justice; current issues for EU, the euro,
Rapid Reaction Force, agriculture,
member states, applicant countries).
Security interests of European states;
individual and collective measures; how a
country can use its power; needs of
countries; military alliances, eg NATO
Aid: politics of aid – why states and
how the UN and its agencies meet the
needs of some countries (in Africa); issues
in aid and development – population
growth, food shortages, poor land, health,
education, standards of living, war, debt;
forms of aid; origin, nature and motives
for providing aid.
Q2. What is the voting
system in the Scottish
Parliament called?
STRUCTURE OF THE EXAM
The Credit paper lasts two hours.
There are four questions each made
up of two, three or four parts.
The General paper lasts 1 hour
and 30 minutes. There are four
questions.
The Foundation paper lasts one
hour. There are four questions.
In question 3 in each paper answer
one section only.
Don’t panic if you
haven’t covered the USA
– questions on the USA
have been included
rather than on Russia
and China because more
than 90% of candidates
study this option
Q1. Which party won the
2001 UK General
Election?
Q3. What does TUC stand
for?
Q4. Which government
introduced free care for
the elderly?
Q5. Which government
brought in a National
Minimum Wage?
Q6. Fill in the blank. The
Bill of Rights is part of
the American (____).
Q7. Name the two main
political parties in the US
Q8. What does NATO
stand for?
Q9. Where in Europe did
NATO use military force
in the 1990s?
Q10. Which UN
specialised agency
runs programmes
on immunisation,
primary health
care, nutrition
and basic
education in
countries
around the
world?
Answers on
page 32
STANDARD GRADE MONDAY 24 MAY
SCOTLAND ON SUNDAY March 14, 2004
29
modern studies: higher
HIGHER
You must answer the question(s) you are
asked – do not recite prepared answers or
you will lose marks.
You can keep up to date with events by
reading quality newspapers, watching
current affairs and news programmes on
television and by reading magazines such
as Time and The Economist.
Good media sources for Higher Modern
Studies include: www.news.bbc.co.uk,
www.cnn.com, and www.economist.com.
Use old tests as study aids and use past
papers as practice questions. Go through
your earlier marked work and analyse
your mistakes.
As a final review before an exam, take
notes on test material and use your
underlining as a guide. Memorise
lists/pieces of evidence/statistics/main
points of important reports etc. Cover ALL
parts of the course you have studied – do
not bank on revising only one theme.
WHEN YOU ARE SITTING THE EXAM
■ Read the directions carefully; choose
your questions carefully
■ Write out any memorised
lists/points/facts/statistics etc on to the
exam sheet
■ Answer all parts/aspects of the
questions.
■ Answer the questions you feel most
confident about first.
■ Use all the time allowed – but plan it
carefully: you have about 17 minutes for
each answer in Paper One
Common mistakes in Paper I include:
■ Failure to read the question properly.
■ Attempting to turn the question to suit
yourself. As Jeremy Paxman might say:
you must answer the given question!
■ Running out of time. This is possibly
the most serious as it is very difficult to
achieve a pass if you fail to answer one of
the essay questions.
■ Writing an answer in list form. This
should not be done (unless you are
desperately short of time).
■ The inclusion of trivial detail – stick to
the point.
■ The introduction of a controversial
statement without supporting evidence.
Tips for Paper II
You are asked to take on the role of
someone involved in decision-making and
given sources of information on which to
base your decision.
You will have studied either Health
Care or Income and Wealth. Be sure to
answer that Decision Making Exercise,
and ignore the other DME – put it well
out of the way. Check you have the correct
set of evaluating questions.
Know your background knowledge –
there’s no alternative to hard studying!
Make sure it is relevant and precise.
You will be asked to interpret reference
material in the form of reports or
newspaper articles or tables, graphs or
diagrams. Remember that tables highlight
30
Answer the question: Keep up to date by watching current affairs and news programmes
numbers while graphs and diagrams best
show overall trends.
The Higher examination covers three
areas: political issues in the UK, social
issues in the UK, and international issues.
You should be familiar with the following
points within your chosen study themes.
POLITICAL ISSUES IN THE UK: DECISION
MAKING IN CENTRAL GOVERNMENT
■ Pressure groups: section groups (eg
CBI, trade unions, BMA); protest groups
(eg fuel protestors); promotional groups
(Shelter, Child Poverty Action).
■ Pressure methods: lobbying MPs,
media, public relations, “New
Establishment”.
■ Public opinion: influenced by media,
measured by opinion polls, reflected by
voting and public demonstrations.
■ Parliament: role of MPs, House of
Commons, Question Time, Select
Committees, special advisers,
backbenchers, House of Lords,
Parliamentary Sovereignty, Prime Minister
and Cabinet.
THE GOVERNMENT OF SCOTLAND
■ Scottish Office, Secretary of State for
Scotland.
■ Scotland Bill 1997 (and the West
Lothian Question); reserved powers of
Westminster; legislative role of Scottish
Parliament; Scottish Executive.
■ Scottish Local Government: functions,
issues.
POLITICAL PARTIES AND THEIR POLICIES
■ The main political parties of the UK
including the SNP: their organisation,
decision-making process, policies.
THE ELECTORAL SYSTEM, VOTING AND
POLITICAL ATTITUDES
■ Voting systems: first past the post as
used to elect the House of Commons and
local councils; the various forms of
proportional representation including
Additional Member System, list systems,
single transferable vote (note other
proposed systems, eg alternative vote,
though some of these not proportional).
■ Voting behaviour: main factors and how
these are changing – social class, media
etc.
SOCIAL ISSUES IN THE UK: INCOME AND
WEALTH IN THE UK
■ Creation/distribution of income and
wealth: differences due to social class,
ethnic group, gender, geography;
standards of living affected by
unemployment/employment.
■ Poverty: how it can be defined and
measured; who is most affected;
economic and social problems; special
problems of women and ethnic minorities.
■ Government policies affecting
unemployment, taxation etc.
■ Differences between main parties’
social/economic policies.
HEALTH CARE IN THE UK
Demand and provision for health care;
social and geographical differences; state
and private medicine; case study (effects
of ageing population); Conservative and
Labour parties’ policies on health care;
March 14, 2004 SCOTLAND ON SUNDAY
modern studies: higher
influence of ethnic groups on political
progress.
THE EUROPEAN UNION
■ Co-operation within the EU:
membership, goals, institutions, policies,
decision making, achievements,
implications of enlarged membership.
■ Resolution of conflict: collective
interests of member states; conflict
between these and individual state
interests.
■ Reference to either moves towards
European integration or the Common
Agricultural Policy and Common Fisheries
Policy; sources of conflict among member
states; different interests; policy goals
GLOBAL SECURITY
■ World security and the work of the UN
and NATO: membership, goals,
institutions, policies, decision-making.
■ Examples of recent conflicts involving
UN and/or NATO
and through specialist websites on the internet
NHS Trusts, primary care groups;
interest/pressure groups and health care.
INTERNATIONAL ISSUES: A SOCIETY IN
CHANGE – SOUTH AFRICA
■ Racial groups within South Africa;
recent political, social and economic
change; remaining inequalities. Note that
examples must be up-to-date – you should
not be referring to Apartheid, but to
current issues.
A SOCIETY IN CHANGE – CHINA
■ Changing structure of Chinese society;
principles of Chinese socialism/impact on
society; changes to ideology/structure of
society.
■ Political system; structure/distribution
of power; forces for change; human rights
issues and government responses.
■ social and economic progress;
achievements and effects on party
officials, military, workers, peasants and
women.
ETHNIC MINORITIES IN THE USA
■ Where Blacks, Hispanics and other
ethnic groups live; reasons for this,
including (im)migration; current trends.
■ Social/economic progress/inequality;
responses by federal and state
governments including the role of the
courts.
■ Political progress/inequality; responses
by federal and state governments;
political parties and pressure groups;
THE POLITICS OF FOOD
■ In relation to Africa, excluding the
Republic of South Africa:
■ Reasons for food shortage: the
problems of exploiting and distributing
resources; political, economic and social
inequalities; land tenure and use;
development policies; the impact of war.
■ Responses to food shortages: changes in
international aid; agricultural policies and
famine relief; role of non-governmental
organisations (NGOs); British government
policies on overseas food aid;
effectiveness of these responses.
■ How power is exercised in the control
and supply of food by government relief
agencies.
STRUCTURE OF EXAM
HIGHER: There are two papers, Part I
(essays) and Part II (Decision Making
Exercise)
Part I (1 hour 25 minutes) is a short
essay paper. It is divided into three
sections. You must answer one question in
each section: Political Issues in the UK (20
marks); Social Issues in the UK (10
marks); International Issues (20
marks).
Part II (1 hour 20 minutes) is on
Social Issues in the UK (either income
and wealth or health care).
There are three source items that will
give viewpoints and statistics on an
issue, and a number of short
evaluating questions worth 10
marks in total. You must also
write a report worth 20 marks
for which you synthesise
information from the sources
and add relevant and particular
background knowledge.
QUIZ
Q1. Decision making in
Central Government.
Name three issues over
which there has been a
‘backbench revolt’ in the
last year?
Q2. Electoral system,
voting and political
attitudes.
Which three voting
systems are used for
elections in Scotland?
Q3. Income and Wealth.
What is Working Families
Tax Credit?
Q4. Health Care.
Who is the government
minister responsible for
health in a) Scotland and
b) the rest of the UK?
Q5. South Africa.
Name the three main
political parties in the
South African Parliament
Q6. China.
Who is China’s new
President and
Communist Party chief?
Q7. Name two people
from ethnic minorities
who have succeeded in
American politics?
Q8. EU.
Who is the President of
the European
Commission?
Q9. Global Security.
Who has taken over
from George Robertson
as NATO Secretary
General?
Q10. Politics of Food.
Name three UN
Agencies
involved in
food security
Answers on
page 32
HIGHER MONDAY 24 MAY
SCOTLAND ON SUNDAY March 14, 2004
31
quiz answers
ART & DESIGN
STANDARD GRADE
A1. Joan Eardley, the English-born
but Scottish trained artist who
died tragically at the age of 42
A2. Cardboard
A3. Charles Rennie Mackintosh
A4. Peter Howson
A5. Saying what’s in the picture!
A6. The designer is more concerned
about how his product looks rather
than how well it works
A7. New York – the Museum of
Modern Art
A8. Pastels
A9. Ray and Charles Eames
A10. Vivienne Westwood
HIGHER
A1. Roy Lichtenstein
A2. Hieronymus Bosch
(c1450-1516)
A3. The Bauhaus (1919-1933)
A4. William Morris
A5. The Impression Sunrise. The
painting by Monet of the harbour
at Le Havre in the early morning
mist
A6. Verner Panton. The chair is now
better known as the Panton Chair
A7. Jean Paul Gaultier
A8. Red, orange, yellow, green,
blue, indigo and violet
A9. Frank O Gehry, the designer of
the Guggenheim Museum in
Bilbao
A10. Antony Gormley
BUSINESS MANAGEMENT
A1. Database – records of
customers; Spreadsheet – payroll
A2. Strategic – long-term decision
about where the organisation wants
to be in the future; Tactical – shortterm decision about how the
strategic decisions are going to be
achieved; Operational – day-to-day
routine decisions
A3. Planning, Organising,
Commanding, Co-ordinating,
Controlling, plus Delegating and
Motivating
A4. Promotion into the pipeline
encourages wholesalers and
retailers to take more stock
Promotion out of the pipeline gives
direct benefit to the consumer to
encourage them to buy
A5. By function: By
customer/territory
A6. A job description sets out
information about the job and
includes responsibilities, duties and
skills required. A person
specification identifies the
individual wanted for the job and
includes qualifications, physical
attributes and personality
A7. Employees, customers,
suppliers
A8. Current Ratio – Current Assets:
Current Liabilities; Acid Test Ratio –
Current Assets minus Stock : Current
Liabilities
A9. Standard product –
may not suit all customers
Boring repetitive work
A10. Induction Training
CHEMISTRY
STANDARD GRADE
A1. Ionic
A2. Methane
A3. Zinc
A4. Thermoplatic
A5. Nitrogen,
phosphorus, potassium.
A6 Iron
Coalition: McConnell and Wallace. Below, a Gaultier creation
A7. Sodium sulphate, water and
carbon dioxide
A8. An alloy
A9. Blue to red/orange
A10. Fermentation
HIGHER
A1. Lowers it
A2. Metallic
A3 Carbon monoxide and
hydrogen
A4 Orange to green
A5 Destruction of the ozone layer
A6. Poly(vinyl carbazole)
A7. Ethyl propanoate
A8. Globular
A9. The presence of carbon to
carbon double bonds in the oil
A10. Fossil fuels, metallic
ores/minerals, air, water
ENGLISH
STANDARD GRADE
A1. A sentence that tells you to do
something
A2. A verb
A3. Practice is the noun and practise
is the verb
A4. A pair of commas, brackets or
dashes
A5. First
A6. Informal language. Examples
could include “by the way” and
“you know what I mean”
A7. Child
A8. A metaphor
A9. Understatement
A10. Ironic
HIGHER
A1. Showing an irreverent attitude
to something normally taken
seriously
A2. A euphemism
A3. An oxymoron
A4. Sibilance. It creates a ‘hissing’
effect and is an example of
onomatopoeia, using words that
imitate the sound they are
describing
A5. Recommendation
A6. It’s vital to get your
apostrophes right or you’ll
drive the examiners nuts
A7. Answers could include
filofax, teletext, videoconferencing. A neologism is
a new word used to describe
a recent development or
invention
A8. Because they use
tautology – people take it
as read that you are selling
fresh sandwiches and a fire
engine wouldn’t drive slowly
to put out a fire
A9. A type of metaphor in which an
inanimate object is given human
characteristics
A10. Dialect
GEOGRAPHY
STANDARD GRADE
A1. Mild, dry or drizzle, gentle
winds, south-westerly winds
A2. Infertile farmland, due to soil
erosion; small, uneconomic farms,
due to overpopulation; unreliable
weather for farming; lack of
secondary schools; lack of
hospitals; natural disasters
A3. Greater use of satellites, radar;
more weather stations; better
computers
A4. An area around a town or city
protected against development
A5. Later marriages; disrupts one
partner’s career; ready availability
of contraceptives; loss of one
partner’s income; adversely affects
social life
A6. Freeze-thaw action loosens
rocks; plucking steepens the
backwall; abrasion deepens the
base of the hollow
A7. Near to fast communications;
near to skilled workers; where
government assistance available;
near to market
A8. Hot, dry, sunny summers;
warm, wet winters
A9. Illiteracy; many languages
spoken; inaccessibility; nomadic
people; very expensive
A10. Infertile soils; steep slopes;
low temperatures; short growing
season; lack of sunshine
HIGHER
A1. The final stage in vegetation
succession; the natural vegetation
for that environment, with the
greatest biomass, the tallest species
and the greatest variety of species.
A2. High labour inputs; few
capital inputs; very small farms;
traditionally subsistent; arable
farming.
A3. The time taken for rain falling on
a drainage basin to reach the river;
specifically, the time between peak
rainfall and peak river discharge
A4. Trade winds meet at the
inter-tropical convergence zone
A5. By offering incentives, such as
exemption from rates, training
schemes, subsidies, grants; by
improving the local
communications; by relocating its
own departments
A6. A thin layer of acid humus, a
strongly leached ash-grey A
horizon, an iron pan below, and a
reddish-brown B horizon rich in
iron and aluminium
A7. A declining population of
working age, so fewer workers and
taxpayers; an increasing number of
elderly, so greater expense on
pensions, health care
A8. It is the collection of loose
rocks at foot of slopes, which
have been physically weathered
from the rocks above and have
rolled down the hillside under
gravity
A9. Large and free car parks nearby;
covered and compact shopping
areas; clean; easy to access by main
roads; cheap land which attracts
businesses
A10. Changes in solar radiation;
changes to the earth’s tilt, wobble
and stretch; volcanic eruptions;
changes to ocean currents
GERMAN
A1. Schüleraustausch (school
exchange)
A2. die Sehenswürdigkeiten (the
sights)
A3.geschäftlich (on business)
A4. die Möglichkeit (the
possibility)
A5. Krach (arguments);
A6. Jugendherbergen (youth
hostels)
A7. mir
A8. Abitur (exam – equivalent to A
Level/Advanced Higher)
A9. streng (strict)
A10. Angst (fear)
MODERN STUDIES
STANDARD GRADE
A1. The Labour Party
A2. The Additional Member
System, which is a form of
Proportional Representation
A3. Trade Union Congress
A4. The Liberal/Labour Coalition in
the Scottish Parliament
A5. Labour
A6. Constitution
A7. The Democratic Party and the
Republican Party
A8. North Atlantic Treaty
Organisation
A9. The former Yugoslavia –
Bosnia, Kosovo
A10, UNICEF (The United Nations
Children’s Fund)
HIGHER
A1. Foundation hospitals; the war in
Iraq; tuition fees for students
A2. First Past the Post –
Westminster Parliament;
Additional Member System –
Scottish Parliament; List System –
European Parliament.
A3. Tax rebate claimed by low
income earners who have children.
Aims are to create incentive to work
and to reduce poverty
A4. Malcolm Chisholm. John Reid
A5. ANC, Democratic Alliance,
Inkatha Freedom Party
A6. Hu Jintao
A7. Colin Powell – Secretary of State;
Condoleezza Rice – National Security
Adviser
A8. Romano Prodi
A9. Jaap de Hoop Scheffer
A10. FAO (Food & Agriculture
Organisation); WFP (World Food
Programme); UNICEF (United
Nations Children’s Fund)
NEXT WEEK BIOLOGY, COMPUTING, FRENCH, HISTORY, MATHEMATICS AND PHYSICS
32
March 14, 2004 SCOTLAND ON SUNDAY