EXAM GUIDE 2004
PART TWO
Biology
Computing
French
History
Mathematics
Physics
Arts&Books
The new name for Review - but
still the best for music, cinema,
literature, theatre, visual arts…
Scotland Up Close
contents
There are just a few weeks to go until the
start of the exam season, but this
Scotland on Sunday guide is here to help
you. Together with last week’s first part,
the guide covers the 13 most popular
Highers and Standard Grades. As ever,
we’ve provided useful exam structures,
past papers and quizzes, plus a handy
Subjects
4 Biology
8 Computing
12 French
20 History
24 Mathematics
28 Physics
study timetable and tips on coping with
exam nerves. Together, the two guides
provide everything you need to help you
features
16
Pull-out
Study Plan
Draw up your own 6-week
standard grade revision
guide. Put it on your wall and stick to it.
18
Every date,
every time
Timetable of all the
Higher papers
32 And the answers
were…
How did you do on the
quizzes we set for all six
subjects?
do your absolute best in May and June.
exam guide Scotland on Sunday, 108 Holyrood Road, Edinburgh, EH8 8AS
Words Margaret Mallon ■ Illustrations Glen McBeth ■ picture editor Jennifer Dodds
Special thanks to everyone at SQA and Hutchesons' Grammar School for all their kind assistance
SCOTLAND ON SUNDAY March 21, 2004
3
biology
STANDARD GRADE
YOU study seven topics at Standard Grade
and the exam will test you on all aspects
of the syllabus, so you should revise all of
your course notes and any textbooks you
have.
REVISION TIPS
A good revision tip is to close the book or
look away from your notes after two
pages and write down the key facts in
your own words.
When you come to diagrams you have
to remember, draw a copy of the diagram
without the labels then write them down
without reference to the book or notes,
then check how many you got right.
Flash cards are helpful – write down a
definition on one side of a card and the
word on the other. Use them with a friend
to test your knowledge.
EXAM TIPS
■ Read the information or look closely at
4
the diagram at the beginning of the
question carefully as this will let you
know what the question is about.
Underline any important words in the
information. Try to write something down
for every question.
■ Knowledge and Understanding
questions test you on facts and how much
you have learned from the course. Read
the question carefully to see what is
required of you. Answer clearly using the
correct biology terms.
■ You’ll be tested on your problem solving
skills. You need to be able to draw and
interpret graphs, charts and tables; do
calculations of averages, percentages and
ratios; comment on experimental
methods; get valid and reliable results;
draw a conclusion from a set of results.
■ Drawing graphs. Make sure each axis
has a proper scale with each interval
equally spaced. Each axis needs a label
and units. Don’t miss out the zero on your
scales – you’ll lose a mark if you do. Use
crosses to plot points and be accurate.
Join the points with a ruler and make sure
the line goes through every cross. Your
line must go from the first point to the last
point and not outside that range unless
otherwise specified.
■ Bar charts. The top of the bar must be
exactly along the correct value. If any
space can be seen, you will lose a mark.
Use a ruler.
■ If you are asked to improve apparatus,
check for leaks, check corks are fitted and
that thermostats are in the right place.
There are seven topics at Standard
Grade. As everyone sits General and
Credit papers this is a checklist of subjects
covered by Credit level. If you are not
doing the Credit, check with your teacher
what you don’t need to revise.
THE BIOSPHERE
■ Investigating an ecosystem (sampling
methods, measuring abiotic factors)
March 21, 2004 SCOTLAND ON SUNDAY
biology: standard grade
■ How it works (food chains, food webs,
pyramids of numbers and biomass,
population growth curves, competition,
the need for recycling, the nitrogen cycle)
■ Control and management (sources of
pollution, the effects of energy sources on
the environment, control of pollution,
indicator of species, poor management,
control of ecosystems by agriculture)
Useful words for your flash cards:
habitat, population, community,
ecosystem, abiotic factor, producer,
consumer, pyramid of biomass, energy
loss, competition, nitrate, micro-organism,
organic waste, indicator species.
THE WORLD OF PLANTS
■ Introducing plants (variety of plants,
uses of plants, effects of loss of diversity)
■ Growing plants (seeds, flowers,
pollination, fertilisation, seed dispersal,
asexual reproduction)
■ Making food (transport system, leaf
structure, photosynthesis, limiting factors)
Useful words and phrases: Stoma,
fertilisation, clone, pollination, raw
materials, asexual, stigma, chlorophyll,
stamen, xylem, refining process, phloem.
ANIMAL SURVIVAL
■ The need for food (types of food,
digestion, teeth, the digestive system,
peristalsis, digestive enzymes, absorption)
■ Reproduction (sperm and eggs, internal
and external fertilisation, reproductive
organs, development in mammals,
parental care)
■ Water and waste (water balance,
structure of the kidneys, kidney failure)
■ Responding to the environment
(response to environmental factors,
rhythmical behaviours)
Useful words and phrases: Protein,
digestion, lipase, peristalsis, large
intestine, external fertilisation, testes, yolk
sac, amniotic sac, metabolic water, renal
artery, glomerulus, urea.
INVESTIGATING CELLS
■ Investigating living cells (stains, plant
and animal cells)
■ Investigating diffusion (diffusion,
concentration gradients, the importance
of diffusion, osmosis, the effects of
osmosis on cells)
■ Investigating cell division (the function
of cell division, the importance of reliable
copying, the stages of mitosis)
■ Enzymes (the need for enzymes, how
enzymes work, building up and breaking
down, factors that affect enzyme
reactions)
■ Aerobic respiration (what is aerobic
respiration?; what is metabolism?)
Useful words and phrases: Catalyst, cell
membrane, carbon dioxide, fat, nucleus,
chromatids, oxygen, stain, concentration
gradient, cytoplasm, phosphorylase.
THE BODY IN ACTION
■ Movement (the functions of the
skeleton, joints, bones, tendons and
muscles)
■ The need for energy (energy, breathing,
gas exchange, features of efficient
exchange structures, the heart, blood
circulation, types of blood vessel,
components of blood, gas exchange)
■ Co-ordination (the eyes, the ears, the
nervous system, reflex actions, the brain)
■ Changing levels of performance
(muscle fatigue, fitness and exercise)
Useful words and phrases: Skull, ball
and socket, synovial fluid, tendon,
diaphragm, cilia, left ventricle, coronary
artery, retina, auditory nerve, reflex
action, cerebrum, fatigued, lactic acid.
INHERITANCE
■ Variation (concept of species,
continuous variation, discontinuous
variation)
■ What is inheritance? (genetic
information, chromosomes and genes,
genotypes and phenotypes, genetic
crosses, the difference between expected
and actual results, sex determination)
■ Genetics and society (selective
breeding, mutations, factors that cause
mutations, amniocentesis)
Useful words and phrases: X or Y,
Down’s syndrome, species, genotype,
alleles, phenotype, gametes, continuous
variation, selective breeding, mutation
factor, discontinuous variation.
BIOTECHNOLOGY
■ Living factories (yeast, fermentation,
types of respiration, malting and brewing,
cheese and yoghurt)
■ Problems and profit with waste
(dangers of untreated sewage, working
with micro-organisms, decay, sewage
treatment, upgrading waste)
■ Reprogramming microbes (genetic
engineering, insulin, antibiotics, biological
detergents, immobilisation techniques)
Useful words and phrases: yeast,
fermentation, batch processing, malting,
lactose, typhoid, resistant spores, energy,
oxygen, biogas, immobilisation.
QUIZ
Q1. What does an arrow
in a food chain
represent?
Q2. What is meant by
diffusion?
Q3. When applied to an
enzyme, what is meant
by the term ‘specific’?
Q4. Give a word
equation for aerobic
respiration.
Q5. What does the term
‘fertilisation’ mean?
Q6. State two limiting
factors for the process of
photosynthesis.
Q7 What is the function
of cilia in the trachea?
Q8. Why is the left
ventricle of the heart
thicker than the right?
Q9. How many
chromosomes does a
normal human body cell
contain?
Q10. What is a
saprophyte?
Answers page 32
STRUCTURE OF THE EXAM
During the course you work on a practical
project that is assessed by your school and
is worth 20% of your overall marks.
There is also an external examination
worth 80% of the overall marks and
consisting of a single paper of short
questions and answers lasting 1 hour 30
minutes. The exam tests your knowledge
and understanding as well as problem
solving skills.
Everyone sits two papers – Credit and
General levels. There is no Foundation
level in Biology.
STANDARD GRADE WEDNESDAY 19 MAY
SCOTLAND ON SUNDAY March 21, 2004
5
biology: higher
HIGHER
THERE are no trick questions in the
Higher Biology exam, which aims to give
you the chance to demonstrate what you
have learnt.
Know the facts, practise questions and
be aware of the type of problem solving
tasks you will encounter.
At this stage, when you have nearly
completed the course, there are several
options open to you to learn these facts:
your own notes, your textbook if you have
one, and topic summaries.
Reading alone is not a good way to fix
important material in your memory –
your mind can wander off too easily.
Highlight difficult or important sections
and take notes while you read to fix the
facts more firmly in your brain.
Tackle a small section at a time and go
over it in different ways. You can take
notes or jot down the information in the
form of a flow diagram or mind map.
When you have read over the section,
try writing a summary of what you have
read without looking at the book, then go
back to the book and read it again and
complete or expand on your summary.
Draw diagrams and label the parts
without looking, then check and correct
them.
EXAM TIPS
■ Don’t be too casual about multiplechoice questions – research has shown
that pupils finish them far too quickly. The
time allowed is so that you can read in
detail, not just skim over and choose the
most likely answer.
■ Read the whole question, especially the
bit above a graph or diagram. Important
information is often ‘hidden’ there. Skim
read at your peril. Make sure you answer
the question fully.
■ Look at any graph or data before you
look at the question.
■ In the Higher Biology essay Section C
the candidates are expected to show a
high level of understanding of the facts in
the way they select relevant information
and in the way they organise and present
this information. One essay question is
worth a straight 10 marks for knowledge.
The second has an allocation of one mark
each for coherence and relevance. So it is
important that candidates’ responses are
presented in a logical and progressive way
and structured so that related factual
information is grouped together under
headings. The actual wording of the essay
question suggests obvious headings.
Spend a little time planning your essay –
say five minutes – particularly if it’s an
unstructured essay.
To do well in the Biology exam you
must understand the whole syllabus. The
Higher Biology syllabus is divided into
three units: Cell Biology, Genetics and
Adaptation, Control and Regulation.
UNIT 1: CELL BIOLOGY
■ Cell structure in relation to function
6
Get stuffed: Dolly, the cloned sheep, is moved to her new home in a museum. Genetics
■ Cell variety: variety in structure,
unicellular organisms, structure and
function.
■ Absorption and secretion of materials:
diffusion and osmosis, cell wall and
plasma membrane.
PHOTOSYNTHESIS
■ The role of light and photosynthetic
pigments.
■ The light dependent stage and carbon
fixation. Energy release
■ The role and production of ATP:
glycolysis, Krebs, CO2 and hydrogen,
cytochrome system, mitochondrion
structure, aerobic and anaerobic phases.
SYNTHESIS AND RELEASE OF PROTEINS
■ Variety and function of proteins, RNA,
DNA, organelles.
CELLULAR RESPONSE IN ANIMALS AND PLANTS
■ Viruses
■ Cellular defence in animals
(phagocytes, antibodies)
■ Cellular defence in animals (resin,
tannins, cyanide, nicotine)
UNIT 2: GENETICS AND ADAPTATION
VARIATION
■ Meiosis and dihybrid cross
■ Linkage and crossing over
■ Mutation
SELECTION AND SPECIATION
■ Natural selection
■ Artificial selection
ANIMAL AND PLANT ADAPTATIONS
■ Maintaining a water balance
■ Obtaining food
■ Coping with dangers
UNIT 3: CONTROL AND
REGULATION
CONTROL OF GROWTH
AND DEVELOPMENT
■ Growth differences between plants
and animals
■ Genetic control
■ Hormonal influences
■ Environmental influences
PHYSIOLOGICAL HOMEOSTASIS
■ Need to maintain conditions
■ Blood’s water content and cell
chemicals
■ Tissue’s glucose and energy needs
■ Temperature and metabolism
■ Endotherms and ectotherms
POPULATION DYNAMICS
■ Population fluctuations
■ Factors influencing change
■ Monitoring populations
■ Succession and climax in plant
populations
March 21, 2004 SCOTLAND ON SUNDAY
biology: higher
based on the mandatory units, both of
which should be attempted.
Section C (30 marks) has two essay
questions based on the mandatory unit
worth 15 marks each.
Section D (15 marks). Answer one
essay question out of six optional units.
QUIZ
SUBJECTS IN PAST PAPERS
is one element of the Higher exam
The ADVANCED HIGHER syllabus has
three mandatory units (cell and molecular
biology; environmental biology; biology
investigation) and one optional unit from
a choice of three units (biotechnology;
animal behaviour; physiology, health and
exercise).
STRUCTURE OF EXAM
HIGHER BIOLOGY: A single paper which
takes two-and-a-half hours and is split
into three sections.
Section A is 30 multiple choice questions
with four possible responses for each item.
Each answer is worth one mark.
Section B is 80 marks worth of
structured questions.
Section C asks you to do two essays for
10 marks each. One essay is structured
with marks allocated to each part. The
other essay is unstructured.
ADVANCED HIGHER:
A single paper that takes 2 hours 30
minutes and is split into four sections.
Section A, worth 25 marks consists of
25 multiple-choice questions.
Section B (30 marks) consists of two
data handling questions worth 15 marks
2000: Respiration and photosynthesis in a
plant; organelles, cyanogenesis, cellular
defences in plants, cellular defences in
animals, respiration in mammalian cell,
ATP, cell structure (variety, absorption, cell
wall and membrane); the role of light and
photosynthetic pigments; DNA and RNA;
gene mutation; viruses; meiosis; cross-over;
maintaining a water balance; plant growth;
plant population changes; animal
population changes; temperature and
metabolism; glucose and energy needs;
insulin production by genetic engineering;
somatic fusion in plants; foraging behaviour
in animals; social mechanisms in animals.
2001: Osmosis; structure of plant cell
walls; photosynthesis; DNA; viruses;
animal cellular defences; the role of light
and photosynthetic pigments; cell
membrane structure; anaerobic
respiration; ATP; effect of temperature on
respiration; RNA; mutation; meiosis;
artificial selection; natural selection;
maintaining a water balance; coping with
dangers; environmental influences on
plant growth, tissue’s glucose and energy
needs; metabolism.
2002: Aerobic respiration; factors
affecting rate of photosynthesis; carbon
fixation; role of light in growth and
development; selective ion uptake;
importance of potassium in plant cells;
meiosis; recombination frequencies;
dihybrid cross; isolating mechanisms and
adaptive radiation; indicator species and
monitoring populations; genetic
engineering; temperature regulation;
effect of IAA on shoots; stomatal
mechanism; osmoregulation in salmon;
water conservation in the desert rat;
lateral meristems in plants; structure of
plasma membrane and cell wall;
phagocytosis; mRNA and protein
synthesis; lactose metabolism in E coli;
effects of IAA and GA in plants.
2003: Ions; muscles; DNA; enzyme
production and organelles; alleles; genetic
mutation; polyploidy; endonucleases; plant
response to invasion; plant adaptations;
cambium cells; blood glucose; enzyme
synethesis in plants; IAA; production of
hormones; population density; pioneer
community of plants to climax community;
rickets; organelle function in lining of small
intestine; photosynthesis in a chloroplast;
photosynthesis; human cell invaded by
influenza virus; respiration; meiosis; animal
adaptations; plant roots; effect of light on
animals and plant reproduction cycles.
Q1. Precisely where are
the enzymes for Krebs
cycle located within a
cell?
Q2. Name the three
components of a DNA
nucleotide.
Q3. What is the
difference between
active and passive
immunity?
Q4. What are linked
genes?
Q5. What does it mean if
a cell is described as
haploid?
Q6. Name the type of
chromosome mutation
that involves a section of
one chromosome being
broken off and then
rejoined to another
chromosome.
Q7. Name two ways in
which a gerbil can gain
water.
Q8. What is a
Hydrophyte?
Q9. Give two reasons
why a human needs iron
in their diet.
Q10. What is an
endotherm?
Answers page 32
HIGHER WEDNESDAY 19 MAY
SCOTLAND ON SUNDAY March 21, 2004
7
computing
STANDARD Grade Computing has three
main areas of study:
■ Knowledge and understanding of
computing facts.
■ Problem solving in computing
situations.
■ Practical assessment.
Knowledge and understanding and
problem solving will be assessed
externally by written examination.
Practical abilities are assessed internally
with external moderation by the SQA.
This means that during the course you
will work on a project that will be marked
by your teacher and sent away to the SQA
for moderation.
COMPUTER JARGON
There are special words used in
computing – often referred to as computer
jargon – and it’s important to learn what
these words mean. They will be used in
exam questions and you’ll be expected to
use them properly in your answers.
8
REVISION TIPS
■ Give yourself plenty of time to revise –
study little and often.
■ Break the course down into topics. Learn
the facts about each topic as you study it.
■ Use past papers as a final preparation.
Try to tackle exam questions without
looking at your notes then go over the
questions again using your notes. Change
your answers if you think you’ve got them
wrong or if you could improve on your
answer.
■ Ask your teacher for help once you’ve
checked all your answers to past papers.
Here follows a syllabus checklist.
COMPUTER APPLICATIONS
■ General Purpose Packages
■ System requirements: hardware and
software (including CPU, keyboard,
monitor, floppy disc drives, hard disk
drive, CD-Rom drive, printer, Knowledge
System or Expert System, eg giving legal
advice, medical diagnosis, car diagnosis).
■ Storage: types of data (numeric,
textual, graphic); backup; capacity.
■ Need for General Purpose Packages:
reasons for development (tasks people
need computer to do); information flow.
■ Common features: applications (run or
open); documents (new, open or load,
close or save, print, print part, print
drivers); data (insert data, delete data,
amend data, copy data, move data,
change appearance, headers and footers,
alter HCI parameters).
■ Human Computer Interface: userfriendliness; menu driven; command
driven; WIMP (Windows, Icons, Mouse
and Pull-down menus) also known as
Graphical User Interface or GUI; on-line
tutorials and on-line help.
■ Word Processing: Enter, Amend, Delete,
Save, Retrieve, Print; Wordwrap; line and
page length; tabulation; check your
spelling; text justification; standard
paragraphs; search and replace; standard
letters.
March 21, 2004 SCOTLAND ON SUNDAY
computing: standard grade
■ Spreadsheets: what is a spreadsheet?;
values, text and formulae; charting;
calculations; inserting and changing size;
replication; attributes; formulae involving
conditions; relative cell references;
absolute cell references; cell protection.
■ Databases: files, records and fields;
computerised information; create new
files; add new records; adding new fields;
searching; altering record format; sorting;
computed fields; input and output format;
sorting on two fields.
■ Graphics: draw graphics; add text;
change tools; change attributes; scale the
graphic; rotate the graphic.
■ Communications: networks; LANs;
WANs; Facsimile transmission; Electronic
Mail; Teletext; Viewdata; on- and off-line
in communications; multi-access.
■ Integration: multi-task packages;
integrated software; static and dynamic
links.
■ Implications: social; security and
privacy (including Data Protection Act
1984 & 1998, Computer Misuses Act
1990); data user and data subject; setting
up costs; running costs; staff costs.
INDUSTRIAL AND COMMERCIAL
APPLICATIONS
■ Automated Systems: reasons for
automating; hardware for automated
systems; interfaces; analogue input &
output; converters; input sensors; output
devices; feedback; open loops; closed
loops; what is a robot?; shape of a robot:
robot arms; robot anatomy; end effectors;
degrees of freedom; yaw, pitch and roll;
digitiser; stationary and mobile robots;
magnetic guides; light guides; CNC;
CAD/CAM; programming robots;
programming languages; control
languages; simulation; real-time;
retraining; employment; safety; costs;
financial implications; design
considerations.
■ Commercial Data Processing: reasons
for CDP (volume of documents, speed of
processing, repetitive tasks, speed of
access); management information; data
processing cycle; data and information;
collection and input of data (bar codes,
Kimball Tags, magnetic strips, magnetic
ink character recognition or MICR, mark
sense cards, optical character recognition
or OCR); check digits; other types of
checks (range checks, length check,
reliability of checks); turnaround
document; validation date; verification
date; storing data; updating data; backup;
processing data; master file and
transaction file; file access methods; file
ancestry; hardware for CDP; output
methods; jobs and careers (the
programmer, the systems analyst, the
engineer, the computer operator, the data
preparation operator); costs of CDP
(initial costs, running costs); point of sale
terminals (POST); electronic funds
transfer (EFT); computer crime;
importance of accuracy of information;
current legislation; privacy; security; sale
of customer lists; the manual system;
single entry, multiple use; the size of
businesses.
COMPUTER SYSTEMS
■ Systems software: definition of
software; high-level languages; common
features of high level languages
(commands for process, repetition,
decisions); translation; special purpose
languages (eg COBOL, FORTRAN,
PASCAL, APT, PROLOG) and general
purpose languages (PL/1, ALGOL);
portable software; types of translator –
Compiler; types of translator – Interpreter;
Compiled v Interpreted; types of
translator – Assembler.
■ Operating and filing systems: the
operating system; the operating system in
memory (ROM and RAM); functions of an
operating system (memory management,
file management, input-output, job
scheduler, error reporting); specialised
functions of an operating system (multiprogramming, multi-access, resource
allocation); types of operating system;
background jobs; directories and
catalogues; types of file (data files,
program files); different types of filing
systems (flat, hierarchical).
■ Low-level machine: bit, byte, kilobyte,
megabyte, input-process-output; Central
Processing Unit (CPU) made up of the
processor and main memory with main
memory made up of ROM and RAM;
machine code (advantages and
disadvantages); word (collection of bits);
addressability; how the computer stores
numbers; how the computer stores text;
how the computer stores graphics;
resolution of graphics; character sets;
control characters; integers; storing large
numbers; inside the processor (the
Control Unit, the ALU).
■ Hardware: the microprocessor; memory
chips (ROM or RAM); storage locations;
backing store; storage capacity; the floppy
disk; the hard disk and drive; input
devices; output devices; multimedia.
QUIZ
Q1. What legislation
outlaws hacking and the
spreading of viruses?
Q2. With reference to
Automated Systems two
types of control can be
used, open loop and
closed loop. What is
meant by closed loop
control?
Q3. When using a
spreadsheet software
package what is the
term used allowing the
user to stop the contents
of cells being altered?
Q4. What do the letters
MICR stand for?
Q5. What is the name
given to a group of
computers connected
together in one
building?
Q6. Name two functions
of an Operating System.
Q7. How many bytes are
in a kilobyte?
Q8. When data is
collected over a period
of time and then
processed, what is this
type of processing
called?
STRUCTURE OF THE EXAM
Foundation level: A single paper lasting
one hour. The paper consists of mainly
short-response questions.
General level: A single paper lasting
one hour, 15 minutes. The paper
consists of a mixture of short and
extended-response questions.
Credit level: A single paper lasting
one hour, 45 minutes. The paper
consists of questions that demand
extended and in-depth responses.
Within each paper there will be a
choice of questions.
Q9. What legislation
covers
information
held on a
computer
system?
Q10. Name
three output
devices.
Answers
page 32
STANDARD GRADE THURSDAY 13 MAY
SCOTLAND ON SUNDAY March 21, 2004
9
computing: higher
HIGHER
COMPUTING has its own language –
using the correct technical words will help
you to score more marks in your Higher
exam.
Your answers should be precise and
detailed and use the appropriate
computer vocabulary and abbreviations.
Sticking to the point is all important –
you won’t get any extra marks for
displaying irrelevant knowledge.
Working through past papers with the
help of your teacher is an excellent way to
revise for this exam.
Calculators are allowed, but the only
calculation you are likely to be asked is
working out the memory required for a
bit-mapped graphic image.
You must have a solid grounding in the
two mandatory units (Computer Systems
and Software Development) as 70% of the
examination marks are allocated to
testing your knowledge and
understanding of these areas. There are a
lot of facts and concepts and you simply
have to learn them.
You need to know the following:
COMPUTER SYSTEMS
■ CPU structure, fetch-execute cycle, twostate machine, stored program concept,
interfaces, storage of text, integers, real
numbers, bit-mapped and vector graphics,
effect of bus width and memory on
processor performance, network
topologies, peripherals (input and output
and storage), types of system software,
types and purposes of various
PROGRAMMING LANGUAGES AND
APPLICATION PACKAGES: SOFTWARE
DEVELOPMENT
You won’t be asked to write program
code, although it can sometimes be useful
to give an example in an answer. Here is a
checklist of some of the words and
concepts whose meanings you need to
know:
■ Robustness, reliability, maintainability,
readability, portability, modularity and
efficiency
■ Pseudocode and structure diagrams
■ Compilers and interpreters
■ Syntax, logical and run-time errors;
passing parameters by value or by
reference
■ Syntax and semantics.
There is a mnemonic to remember the
seven stages of the software development
process: A Dance In The Dark Every
Monday (Analysis, Design,
Implementation, Testing, Documentation,
Evaluation, Maintenance).
You should be able to write pseudocode
for common algorithms – input validation,
linear search, counting occurrences,
finding max/min.
Section 3 is the optional topic. You will
have studied one of the following:
Computer Programming, Artificial
Intelligence, Computer Networking or
Multimedia. Here are a few hints:
10
Cyber aerobics: Sony unveils the QRIO running robot in Tokyo. You should have two
PROGRAMMING
There is some overlap with Software
Development, but you need much more
in-depth knowledge.
Know your algorithms: binary search,
sort, list operations.
Know your data structures: 2-D arrays,
records, queues, stacks.
ARTIFICIAL INTELLIGENCE
Don’t waffle in a question about defining
intelligence, or developments in AI. Look
at the number of marks and make sure
you make that number of clear and
distinct points. Use numbered bullet
points.
■ The “Prolog” question: show clearly
how Prolog arrives at its answer by
writing down the number of every clause
examined and writing down when a
variable is “instantiated” to a value.
■ Expert Systems: be able to write simple
rules, and to describe the role of the
subject expert and knowledge engineer,
and the function of the user interface,
knowledge base and inference engine.
Be able to describe (using a labelled
diagram) depth-first and breadth-first
searches.
Know at least two marks’ worth about
each of these: natural language
processing, vision, pattern matching,
intelligent robots, heuristics, neural
networks and parallel processing. Be able
to write four or five marks’ worth about
one of them.
COMPUTER NETWORKING
Know all the terminology – detailed and
precise answers will be required.
LAN/WAN, network topologies,
internet/intranet, client-server/peer-peer,
OSI layers, international protocols and
standards.
Applications, benefits, ethical and legal
implications, economic factors.
MULTIMEDIA TECHNOLOGY
Technical detail is required of both
hardware and software. If a question asks
you to “Describe in technical detail…”
look at the number of marks and make at
least that number of points. Technical
detail means actual speed of processor
required (“700MHz” rather than “fast”),
amount of hard-disk space (“20Gb” rather
than “large hard disk”) and so on.
Know about standard file formats for
graphics, sound and video.
Be able to describe the hardware and
March 21, 2004 SCOTLAND ON SUNDAY
computing: higher
and is on software development, worth 30
marks. You choose question one or two.
The second section has three optional
topics of which you will have studied one:
Artificial Intelligence; Data
Communication; Computer Systems.
Within your chosen section you have to
do one compulsory question (35 marks)
and choose one of two other options (35
marks). The questions on this paper are a
mixture of short and extended response
questions and they involve technical text
relating to real life situations. You have to
apply your knowledge to real systems.
QUIZ
PAST PAPERS
marks’ worth of knowledge about robots
software requirements for all of graphics,
video and sound.
STRUCTURE OF EXAM
HIGHER: A single paper over two hours 30
minutes worth a total of 100 marks.
The paper is in three sections.
Section I: 30 marks. You must attempt
all questions. They are mainly
straightforward tests of your knowledge
and understanding and require quite short
answers.
Section II: 40 marks. You answer four
questions out of six. The section includes
two compulsory questions. Questions
involve problem-solving and are a little
more involved than the previous section.
Section III: 30 marks. You must attempt
one sub-section out of four. Within each
sub-section you answer three questions
out of four. There are two compulsory
questions. Questions are more complex
and involved.
ADVANCED HIGHER: A single two-and-a-half
hour paper. The first section is mandatory
2000: Program design, data types,
software development tools, algorithms,
analysis stage of software development,
memory, operating system functions, CPU,
module libraries, scripting language,
storage of pictures and text, output device,
application packages, programming
languages, stored program concept, binary
code, fetch-execute cycle, buses width and
memory, test data, portability of software,
modular programming.
2001: Standard file formats, syntax and
semantics, dynamic linkage, control
structure, algorithms, programming
language, problem definition v problem
specification, debugging tool, run-time
error, module library, operating system
layers, data error – causes and detection,
optical media v magnetic media, bus
memory, peripheral devices, bit-mapped
and vector graphics, computed field.
2002: Binary numbers; ASCII; stored
program concept; system software and
application software; hardware
characteristics – desktop server versus
network server; peripheral device
interface; software development process –
analysis stage and maintenance; module
libraries; structured listing; parameter
passing; syntax and logic errors;
components of processor; memory read
operation; throughput; addressable
memory; software development; data
standards; input validation; digital camera
versus scanner; scripting language;
standard operating system; utility
program; storage device; modularity;
complex condition; user interface;
iteration and selection control structures.
2003: software management; memory
management; correct and reliable code;
methods of representing program design;
fixed loops and conditional loops; readable
program; word size; control bus; vector
graphic and bit-mapped graphic; signedbit and two’s complement; network
topology; scripting and procedural
programming languages; resolution and
capacity; application packages and
standard file formats; software application
for newspapers and magazines; software
for an employment agency.
Q1. Why do computers
use the binary
numbering system?
Q2. What are the three
main components of the
CPU?
Q3. Give an advantage
that a mesh topology
has over a star topology.
Q4. What additional
functions might a
networked operating
system have over a
single-user operating
system?
Q5. What factors should
you consider when
buying a digital camera?
Q6. What is meant by
iteration in the Software
Development process ?
Q7. Name three types of
Maintenance activities.
Q8. In programming
what is an array?
Q9. What is meant by
parameter passing by
value?
Q10. When would a
CASE
statement
be used in
a program?
Answers page 32
HIGHER MONDAY 31 MAY
SCOTLAND ON SUNDAY March 21, 2004
11
french
STANDARD GRADE
STANDARD Grade French is made up of
reading, listening, speaking, and writing.
Reading and listening will be assessed
externally in an exam. Speaking and
writing will be assessed by work you
produce throughout the year in class
assessments. Your teacher will choose the
three best assessments to submit.
REVISION TIPS
To revise you should go over the lists of
vocabulary – phrases and words – you
have been compiling through the year in
your class notes. If your notes aren’t great,
ask your teacher for help or compile a
new list from textbooks and course notes.
The BBC has an excellent website at
www.bbc.co.uk/learning that has a section
on Standard Grade French. Collins also
publishes a GCSE French Vocabulary
Toolkit that has useful vocabulary lists.
But it’s not enough just to write down
useful phrases – you should look them
12
over regularly and learn them, as well as
adding to them. Do a little a lot.
You should also revise your grammar
and be familiar with the present, past and
future tenses. If you feel your grasp of
grammar is shaky, seek help from your
teacher.
To help your listening and speaking
skills it’s a good idea to tune into French
TV programmes on BBC2 and Channel 4
such as Quinze Minutes Plus, Extra C4 and
Café des Rêves, and Heineman have a
Standard Grade Activities Tape. To
improve reading skills visit www.
lesclesjunior.com, a current affairs website
aimed at French kids aged 11-12. Other
useful websites include www.zut.org.uk
and www.linguascope.co.uk which is very
good for vocabulary.
READING TIPS
■ Expose yourself to as much reading
material as possible – read French
magazines, newspapers, readers.
■ In the exam it’s important to spot the
correct information needed. Practise by
working through past papers.
■ Work on your dictionary skills. It’s
not always necessary to look up all the
unfamiliar words in a passage – try to
work them out from the context as this
will save you time in the exam. If you
do need to use your dictionary,
remember you may not find the word
exactly as it’s written in the text. Nouns
are usually listed in the singular form,
so you’ll have to remove any extra
feminine or plural ending before you
find them.
LISTENING TIPS
■ Improve your skills by practising. Work
through past papers and revision tapes.
■ Learn basic vocabulary for the topics of
Standard Grade.
■ Learn numbers, dates, directions, times,
buildings, meals, as they always come up.
■ Concentrate during the test but don’t
March 21, 2004 SCOTLAND ON SUNDAY
french: standard grade
panic – remember, you get to hear each
item THREE times.
■ If in doubt make an intelligent guess.
SPEAKING TIPS
■ Try not to be nervous. Your class
teacher will try to make you feel at ease.
■ You’re told the topics before a speaking
assignment, so prepare for them.
■ When you talk to your teacher you can’t
predict what he or she will say. Listen
carefully and respond. You can ask him or
her to repeat or explain, but make sure
you do so in French!
■ Practise situations in the classroom
for paired dialogue. For a solo talk
record yourself. Rehearse your speech in
front of a mirror until you feel confident.
■ Pretend to be confident even if you’re
nervous – you will sound more
convincing. Pause and take a breath
between sentences or phrases.
■ Sit up and speak clearly. Look your
teacher or speaking partner in the eye.
Smile and express your feelings in your
tone of voice. Don’t drone!
■ Don’t panic if you make a mistake.
■ Give yourself time to think with pauses
filled by useful little words such as
‘voyons’, ‘alors’ and ‘eh bien’.
■ Give full answers, not just ‘oui’ or ‘non’.
■ Know when to use ‘tu’ and ‘vous’.
WRITING
You have to produce three pieces of
writing during your two-year course.
You’ll know in advance what you are
going to be tested on and will be able to
use a dictionary. Your teacher sends off
the three best pieces of writing in a folio
to be marked by the SQA.
GRAMMAR TIPS
These are pointers only – this is not a
comprehensive grammar checklist.
■ Verbs. Revise verbs and make sure you
can conjugate them in the past, present
and future.
■ Definite article (THE). In English we
say ‘I like football’ but in French we say
‘j’aime le football’. The definite article is
used after any verb of liking/preferring.
■ To play something.
To play sport or a game you use jouer à
+ the sport or game, eg je joue au football.
To play an instrument you use jouer de
+ instrument, eg je joue du piano.
■ Saying for how long
I have been golfing for five years, you
would say ‘je joue au golf depuis cinq ans’.
The construction is present tense of verb
+ depuis + time.
■ French for YOU
TU – you use this when you are talking
to one person who is a young person, a
friend or a member of your family.
VOUS – you use this always when talking
to more than one person or when talking to
one person who is an adult unknown to
you or to whom you have to be polite.
■ Adjectives
In French, adjectives or describing
words go after the noun, eg le vin rouge.
But there are exceptions, eg une grande
maison. Some adjectives change their
meaning according to position, eg mon
cher ami (my dear friend) or un repas
cher (an expensive meal).
In French, adjectives change: -e, -s or
-es can be added to the adjective to make
it agree with the gender and number of
the noun it describes. But there are
exceptions, eg ‘marron’ never changes (les
yeux marron).
SOME USEFUL PHRASES
This is not a complete list of topic areas
on the Standard Grade course.
■ Talking about yourself
Je m’appelle… (my name is…)
J’ai… ans (I am… years old)
J’habite à Dundee (I live in Dundee)
■ Home/daily routine
J’habite une maison/un appartement
(I live in a house/flat)
Il y a une cuisine (There is a kitchen)
Tous les jours (Every day)
■ School/future career
Ma matière préférée c’est…(My
favourite subject is…)
Je suis nul (nulle) en géo (I’m hopeless
at geography)
■ Holidays/travel/places
L’année dernière (last year)
On a fait des excursions (we went on
some excursions)
■ Buying things
C’est combien? (how much is it?)
Vous désirez? (what would you like?)
■ Booking in
Je voudrais une chambre avec un grand
lit (I would like a room with a double bed)
Le petit déjeuner est compris? (Is
breakfast included?)
■ Making arrangements
Tu veux sortir ce soir? (do you want to
go out tonight?)
On se rencontre à quelle heure? (what
time shall we meet?)
QUIZ
Q1. What do the
following words mean?
1 meilleur
2 la grippe
3 blessé
4 la santé
5 un embouteillage
6 un incendie
7 une guerre
8 une grève
9 au chômage
10 gagner
Q2. How do you say the
following in French?
1 I am
2 I have
3 I like
4 I don’t like
5 I go
6 I do
7 I can
8 I would like
9 I think that
10 in my
opinion
Answers on
page 32
STRUCTURE OF THE EXAM
Speaking will be assessed internally by
your teacher. This part includes a
prepared talk (max 2 mins), conversation
(max 5 mins) and a role play activity
(max 5 mins) and is moderated by the
SQA.
Listening is assessed externally at
Foundation, General and Credit Levels.
Reading is assessed externally at
Foundation, General and Credit Levels.
Writing is assessed by means of a
folio of three pieces of work you
complete in school over the two-year
course. The folio is assessed externally
by the SQA.
STANDARD GRADE TUESDAY 11 MAY
SCOTLAND ON SUNDAY March 21, 2004
13
french: higher
HIGHER
FRENCH Higher aims to improve your
skills in reading, listening, speaking and
writing in the language.
A good revision tip is to prepare a list of
useful phrases, idioms and words you can
use in writing in French.
Practise writing these phrases out,
commit them to memory and don’t be
tempted to stray from them on the day of
the exam.
You should also review your grammar,
paying particular attention to tenses. This
will help you when it comes to the writing
sections of the examination as you will be
required to write using past tenses and
sometimes future or conditional tenses as
well.
You should practise by listening to
French tapes or watching TV5 on satellite,
or French programmes on BBC2 and C4
such as Quinze Minutes Plus, Café des Rêves
and Extra C4. Many candidates find the
listening part of the examination the most
difficult as it is unpredictable and hard to
prepare for – which is why getting your
ear attuned to native speakers is
important.
To help your reading it’s a good idea to
read French novels, magazines and
newspapers and there’s a current affairs
website aimed at young French people
called www.lesclesjunior.com.
For the speaking assessment it’s a good
idea to prepare several presentations on
various topics, tape them and listen back
to them. If they’re not up to scratch, go
back and do them again.
Be prepared to be flexible when it comes
to the conversation part of the speaking
exam and try to stay relaxed to avoid
freezing up. You’re more likely to score well
if you take the initiative and lead the
teacher into the different topic areas in this
conversation, which is supposed to be as
natural as possible under the
circumstances. Try to appear confident.
Don’t be put off if you’ve made a mistake –
it’s the ability to communicate that counts.
When it comes to translation remember
you have to play close attention to the text
– it’s no good translating approximately to
convey the gist of the passage as the
examiner will be looking for attention to
detail and strict accuracy, including correct
tenses, plurals, and even whether a
definite or indefinite article has been used.
Watch out for ‘les faux amis’ – French
words which sound similar to English ones
but in fact have a different meaning.
Examples include:
■ Rester means to stay, not to rest. Se
reposer means to rest.
■ Travailler does not mean to travel, it
means to work. Voyager is the correct
French word for travel.
Other tricky phrases that might trip you
up include:
■ Passer un examen – to sit an exam;
réussir à un examen – to pass an exam.
■ Réaliser – to carry out; se rendre compte
– to realise
14
Au fait: Brush up on the vocabulary needed to describe your holiday in France
■ Sensible in French means sensitive, not
sensible.
DICTIONARY SKILLS
You’re allowed to take a French-English
dictionary into the exam, but sometimes
this can lead a candidate down the wrong
path. Make sure your dictionary skills are
up to scratch as many words have more
than one meaning. Read all the alternative
definitions of a word and decide which
one is most suitable rather than just opting
for one. You can be tripped up by words
like ‘sauf’, whose first meaning in the
dictionary is ‘safe’, but normally it means
‘except’. Rely on your brain first before you
turn to your dictionary.
It’s important to do your groundwork for
the directed writing section of the exam.
Revise the vocabulary and phrases relating
to the themes of Lifestyles, Education and
Work, and The Wider World.
Useful phrases to memorise to help you
with the directed writing, where you will
be asked to include specific pieces of
information, are the following:
DIRECTED WRITING PHRASES
■ When you went
L’été dernier – last summer
Pendant les vacances de Noël – during
the Christmas holidays
Il y a deux ans – two years ago
En juin dernier – last June
à Pâques dernier – last Easter
■ Where you went and with whom/who
came to stay
Je suis allé(e) en France – I went to
France
Je suis resté(e) dans un petit village – I
stayed in a small village
Douze jeunes sont venu(e)s dans notre
école en échange scolaire – 12 young
people came to our school on an exchange
trip
Nous avons loué un gîte dans le Midi –
we rented a gîte in the south of France
Une fille est restée chez moi – a girl
stayed with me
■ How you travelled
On a pris le ferry de Douvres à Calais –
we took the ferry from Dover to Calais
Nous avons voyagé par l’Eurotunnel –
we went through the Eurotunnel
J’ai pris l’avion et le bateau – I took the
plane and the boat
■ What you did during the journey
Pendant le voyage je me suis endormi(e)
– during the journey I fell asleep
J’ai parlé à d’autres voyageurs – I talked
to other travellers
J’ai passé mon temps à lire – I spent my
time reading
■ How long you stayed
J’ai passé une semaine à Paris – I spent
one week in Paris
On a passé quinze jours en France – we
spent a fortnight in France
J’ai travaillé pendant deux mois en
France – I worked for two months in
France
■ Where you stayed
L’hôtel se trouvait dans une station de
ski – the hotel was in a ski resort
On est resté(e) dans une auberge de
jeunesse – we stayed in a youth hostel
On a fait du camping en pleine
campagne – we went camping out in the
country
Je suis allé(e) chez mon (ma)
correspondant(e) – I went to my
penfriend’s house
■ Describing your accommodation
Il/elle habitait une grande maison –
he/she lived in a big house
L’hôtel était moche – the hotel was ugly
J’ai partagé une chambre avec – I
shared a room with
March 21, 2004 SCOTLAND ON SUNDAY
french: higher
■ How you got on with people
Je ne me suis pas très bien entendu(e)
avec – I did not get on very well with
Je me suis fait des amis – I made friends
Mon chef était très sympa – my boss
was very nice
■ Giving your opinion of your stay
Je me suis un peu ennuyé(e) – I got a
bit bored
J’avais le mal du pays – I felt homesick
Je me suis fait beaucoup d’ami(e)s – I
made lots of friends
■ What you did
Un jour j’ai fait les magasins – one day I
went shopping
J’allais souvent dans les cafés – I often
went to cafés
Le matin je me bronzais sur la plage – in
the morning I sunbathed on the beach
Le soir j’aidais ma mère à préparer les
repas – in the evening I helped my mother
prepare the meals
■ Likes and dislikes
Je n’ai pas aimé la nourriture – I did not
like the food
On a très bien mangé – the food was
very good
Ma maison lui plaisait beaucoup –
he/she really liked my house
■ Will you repeat the experience?
J’aimerais retourner à Paris – I’d like to
go back to Paris
Je ne repartirais jamais en famille – I’d
never go away again with my family
Je préférerais ne pas inviter un(e)
Français(e) chez moi – I’d prefer not to
invite a French person to my home
■ Give a reason for your opinion
Il faisait trop chaud pour moi – the
weather was too hot for me
J’ai dépensé trop d’argent – I spent too
much money
J’ai beaucoup profité de mon séjour – I
really made the most of my stay
■ Describe the job you did
J’ai travaillé comme serveur/serveuse –
I worked as a waiter/waitress
Le travail était facile/difficile – the work
was easy/hard
■ Describe the weather
Il faisait beau la plupart du temps – the
weather was nice most of the time
Le soir il y avait de l’orage – it was
stormy in the evening
STRUCTURE OF EXAM
HIGHER: Oral assessment – speaking (6-8
minutes 25 marks)
You do this at school where you are
recorded and the tape is then sent off to
the SQA if your centre is selected for
moderation.
Paper 1: Reading and directed writing
(1 hour 40 mins, 45 marks)
Part A: Reading (approx 55 mins, 30
marks)
Reading comprehension involving
written answers to questions in English
(20 marks) and translation into English
(10 marks). One passage of around
550-650 words will be set, related to the
prescribed themes. A glossary will be
provided and you may use a French
dictionary.
Part B: Directed Writing (around 45
mins, 15 marks)
The Directed Writing task is based on a
scenario given in English. You will need to
provide specified information in a piece of
writing of 150-180 words. You may use a
French dictionary.
Paper 2: Listening/Writing (1 hour, 30
marks)
Section A – Listening (around 20 mins,
20 marks)
Listening comprehension involves
written answers to questions in English in
response to stimulus material, normally a
conversation of 2-3 minutes’ duration,
played twice, related to the prescribed
themes. This conversation will normally be
presented on CD or audio tape by two
native speakers. You may use a French
dictionary.
Section B – Writing (around 40 mins, 10
marks)
Write in French a personal response of
120-150 words based on the taped
conversation. You may use a French
dictionary.
Total time for external assessment:
2 hours 40 mins (excluding Speaking).
ADVANCED HIGHER: You may use a French
dictionary.
Paper I (1 hour 20 mins): Reading and
Translation. Comprehension questions and
a piece of translation from the passage
into English.
Paper II (1 hour 40 mins): Listening
and Discursive Writing. Two parts (45
mins on section one and 55 mins on
section two).
Section 1 – worth 40 marks. All
questions and answers in English. Part a)
is one speaker eliciting factual information
and part b) is a conversation eliciting
information relating to opinions.
Section 2 – worth 30 marks. Discursive
writing in French. You have five or six
essay titles in French as a stimulus. Write
250-300 words on one of these.
There is also a speaking assignment –
tested by a visiting examiner – and a
writing folio that is internally generated
(not under controlled conditions) and
externally assessed.
If the extended reading/viewing topic
is studied, the folio should comprise two
essays of 500 words in English on either
two texts, or one text and a series of
linked texts, or one text and a
background topic.
If Language in Work is the option
studied, one report in English of 1,000
words is required for the folio.
QUIZ
Translate these
expressions into English:
Q1. une journée
fatigante
Q2. un ami sensible
Q3. j’ai voyagér en car
Q4. l’année dernière j’ai
passé sept examens
Q5. je suis resté à la
maison
Put the following verbs
in brackets into the
appropriate past tense.
These are also useful
expressions.
Q6. Je (aller) en France.
Q7. Nous (voyager) en
bateau.
Q8. Le trajet (être)
ennuyeux.
Q9. Il (faire) chaud en
France.
Q10. Je (m’amuser) bien.
Answers on page 32
HIGHER TUESDAY 25 MAY
SCOTLAND ON SUNDAY March 21, 2004
15
Study timetable: highers
SATURDAY
FRIDAY
THURSDAY
WEDNESDAY
TUESDAY
MONDAY
SUNDAY
Exam countdown – draw up your own stu
16
21
28
4
march
11 18 25
EASTER DAY
22 29 5 12 19 26
23 30 6 13 20 27
24 31
25
7 14 21 28
1
15
22
29
8
april
26 2
9 16 23 30
GOOD FRIDAY
27 3 10 17 24 may
1
March 21, 2004 SCOTLAND ON SUNDAY
Study timetable: highers
udy guide
2
9 16 23 30 6
CLASSICAL GREEK
MODERN STUDIES
APPLIED
MATHEMATICS
CRAFT & DESIGN
HISTORY
COMPUTING
CARE
ELECTRONIC & ELECTRICAL
FUNDAMENTALS
FABRICATION &
WELDING
AUTOMOTIVE
MANAGING
ENVIROMENTAL
RESOURCES
ADMINISTRATION
LATIN
DRAMA
TECHNOLOGICAL
STUDIES
ELECTRONICS
POLITICS
BUILDING SERVICES
GEOLOGY
STRUCTURES
CHEMISTRY
ART & DESIGN
GAELIC
GÀIDHLIG
MEDIA STUDIES
CONSTRUCTION
ELEC. ENGINEERING
HOSPITALITY
EARLY YEARS CARE
MANUFACTURING
PERSONAL & SOCIAL
TOURISM
CLASSICAL STUDIES
MUSIC
TRAVEL & TOURISM
PHYSICAL
EDUCATION
PSYCHOLOGY
LAND USE
MECHANICAL
ENGINEERING
SOCIOLOGY
CIVIL ENGINEERING
BUSINESS
MANAGEMENT
HOME ECONOMICS
HOSPITALITY
BUILDING &
ARCHITECTURAL
TECHNOLOGY
HOSPITALITY
MECHATRONICS
3 10 17 24 31
GEOGRAPHY
ACCOUNTING
& FINANCE
4
GERMAN
ITALIAN
RELIGIOUS, MORAL
& PHILOSOPHICAL
STUDIES
11 18 25
FRENCH
BIOTECHNOLOGY
BIOLOGY
HUMAN BIOLOGY
GRAPHIC
COMMUNICATION
7
1
8
june
5 12 19 26 2
9
6 13 20 27 3 10
ADMINISTRATION
PHILOSOPHY
SPANISH
INFORMATION
SYSTEMS
RUSSIAN
7 14 21 28 4
ENGLISH
DRAMA
MATHEMATICS
MUSIC
ECONOMICS
MUSIC
PHYSICS
11
8 15 22 29 5 12
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 21, 2004
17
timetable
Don’t be late … date and time of every
FRIDAY 14 MAY
THURSDAY 20 MAY
English Higher Close Reading 0900-1030;
English Higher Critical Essay 1050-1220;
English Intermediate 1 Close Reading
1300– 1345; English Intermediate 1 Critical
Essay 1405–1450; English Intermediate 2
Close Reading 1300–1400; English
Intermediate 2 Critical Essay 1420–1550;
English Advanced Higher 1300–1600
Administration Higher 1 0900–1030;
Administration Higher 2 1050–1200;
Philosophy Intermediate 2 1300–1515;
Philosophy Higher 1300–1540; Philosophy
Advanced Higher 1300–1600; Spanish
Intermediate 1 Reading 1300–1345;
Spanish Intermediate 1 Listening 1405–
1425; Spanish Intermediate 1 Writing
1445–1515; Spanish Intermediate 2
Reading 1300–1410; Spanish Intermediate
2 Listening 1430–1500; Spanish
Intermediate 2 Writing 1520–1600;
Spanish Higher Reading and Directed
Writing 1300–1440; Spanish Higher
Listening/Writing 1500–1600; Spanish
Advanced Higher Reading and
Translation 1300–1420; Spanish Advanced
Higher Listening and Writing 1440–1600
MONDAY 17 MAY
Geography Intermediate 1 0900–1015;
Geography Intermediate 2 0900–1030;
Geography Higher Core 0900–1030;
Geography Higher Applications
1050–1205; Geography Advanced Higher
0900–1100; Accounting and Finance
Intermediate 1 1300–1430; Accounting and
Finance Intermediate 2 1300–1500;
Accounting and Finance Higher
1300–1530; Accounting and Finance
Advanced Higher 1300–1600; Geography
Credit 1300–1500
TUESDAY 18 MAY
German Intermediate 1 Reading
0900–0945; German Intermediate 1
Listening 1005–1025; German
Intermediate 1 Writing 1045–1115; German
Intermediate 2 Reading 0900–1010;
German Intermediate 2 Listening
1030–1100; German Intermediate 2
Writing 1120–1200; German Higher
Reading and Directed Writing
0900–1040; German Higher
Listening/Writing 1100–1200; German
Advanced Higher Reading and
Translation 0900–1020; German
Advanced Higher Listening and Writing
1040–1200; Italian Intermediate 1
Reading 1300–1345; Italian Intermediate 1
Listening 1405–1425; Italian Intermediate
1 Writing 1445–1515; Italian Intermediate
2 Reading 1300–1410; Italian Intermediate
2 Listening 1430–1500; Italian
Intermediate 2 Writing 1520–1600; Italian
Higher Reading and Directed Writing
1300–1440; Italian Higher
Listening/Writing 1500–1600; Italian
Advanced Higher Reading and
Translation 1300–1420; Italian Advanced
Higher Listening and Writing 1440–1600;
Religious, Moral and Philosophical
Studies Intermediate 1 1300–1430;
Religious, Moral and Philosophical
Studies Intermediate 2 1300–1500;
Religious, Moral and Philosophical
Studies Higher 1300–1515; Religious,
Moral and Philosophical Studies
Advanced Higher 1300–1500
WEDNESDAY 19 MAY
Biology Intermediate 1 0900–1030;
Biology Intermediate 2 0900–1100;
Graphic Communication Higher
0900–1200; Graphic Communication
Advanced Higher 0900–1200; Biology
Higher 1300–1530; Biology Advanced
Higher 1300–1530; Graphic
Communication Intermediate 2 1300–
1530; Human Biology Higher 1300–1530
18
FRIDAY 21 MAY
Drama Intermediate 1 0900–1030; Drama
Intermediate 2 0900–1030; Mathematics
Higher 1 (Non-calculator) 0900–1010;
Mathematics Higher 2 1030–1200; Music
Intermediate 1 Listening – Core
0900–0945; Music Intermediate 1
Listening – Extension 1000–1100; Music
Intermediate 2 Listening – Core
0900–1000; Music Intermediate 2
Listening – Extension 1015–1115;
Mathematics Intermediate 1 1 (Noncalculator) 1300–1335; Mathematics
Intermediate 1 2 1355–1450; Mathematics
Intermediate 2 1 (Non-calculator)
1300–1345; Mathematics Intermediate 2 2
1405–1535; Mathematics Advanced Higher
1300–1600
MONDAY 24 MAY
Classical Greek Advanced Higher
Interpretation 0900–1030; Classical Greek
Advanced Higher Translation 1040–1205;
Modern Studies Intermediate 1
0900–1030; Modern Studies Intermediate
2 0900–1100; Modern Studies Higher 1
0900–1025; Modern Studies Higher 2
1045–1205; Modern Studies Advanced
Higher 0900–1200; Applied Mathematics
Advanced Higher 1300–1600; Classical
Greek Intermediate 1 Interpretation
1300–1400; Classical Greek Intermediate 1
Translation 1415–1515; Classical Greek
Intermediate 2 Interpretation 1300–1400;
Classical Greek Intermediate 2 Translation
1415–1515; Classical Greek Higher
Interpretation 1300–1500; Classical Greek
Higher Translation 1515–1600; Craft and
Design Intermediate 2 1300–1500; Craft
and Design Higher 1300–1530; Craft and
Design Advanced Higher 1300–1600
TUESDAY 25 MAY
French Intermediate 1 Reading
0900–0945; French Intermediate 1
Listening 1005–1025; French Intermediate
1 Writing 1045–1115; French Intermediate 2
Reading 0900–1010; French Intermediate
2 Listening 1030–1100; French
Intermediate 2 Writing 1120–1200; French
Higher Reading and Directed Writing
0900–1040; French Higher Listening/
Writing 1100–1200; French Advanced
Higher Reading and Translation
0900–1020; French Advanced Higher
Listening and Writing 1040–1200;
Biotechnology Intermediate 2 1300–1500;
Biotechnology Higher 1300–1530
THURSDAY 27 MAY
Information Systems Intermediate 2
1300–1430; Information Systems Higher
1300–1530; Information Systems Advanced
Higher 1300–1500; Russian Intermediate 1
Reading 1300–1345; Russian Intermediate 1
Listening 1405–1425; Russian Intermediate
1 Writing 1445–1515; Russian Intermediate
2 Reading 1300–1410; Russian Intermediate
2 Listening 1430–1500; Russian
Intermediate 2 Writing 1520–1600; Russian
Higher Reading and Directed Writing
1300–1440; Russian Higher Listening/
Writing 1500–1600; Russian Advanced
Higher Reading and Translation
1300–1420; Russian Advanced Higher
Listening and Writing 1440–1600
FRIDAY 28 MAY
Economics Intermediate 1 0900–1015;
Economics Intermediate 2 0900–1045;
Economics Higher 0900–1130; Economics
Advanced Higher 0900–1115; Music Higher
Listening – Core 0900–1000; Music Higher
Listening – Extension 1015–1115; Music
Advanced Higher Listening – Core
0900–1000; Physics Intermediate 1
1300–1430; Physics Intermediate 2
1300–1500; Physics Higher 1300–1530;
Physics Advanced Higher 1300–1530
MONDAY 31 MAY
History Intermediate 1 0900–1030; History
Intermediate 2 0900–1045; History Higher
1 0900–1020; History Higher 2 1040–1205;
History Advanced Higher 0900–1200;
Computing Intermediate 2 1300–1430;
Computing Higher 1300–1530; Computing
Advanced Higher 1300–1530; Computing
Studies Intermediate 1 1300–1400
TUESDAY 1 JUNE
Administration Intermediate 2 0900–1100;
Administration Advanced Higher
0900–1100; Latin Intermediate 1
Interpretation 0900–1000; Latin
Intermediate 1 Translation 1015–1115; Latin
Intermediate 2 Interpretation 0900–1000;
Latin Intermediate 2 Translation 1015–1115;
Latin Higher Interpretation 0900–1100;
Latin Higher Translation 1115–1200; Latin
Advanced Higher Interpretation
0900–1030; Latin Advanced Higher
Translation 1040–1205; Administration
Intermediate 1 1300–1445; Drama Higher 1
1300–1420; Drama Higher 2 1440–1600;
Drama Advanced Higher 1300–1500;
Technological Studies Intermediate 2
1300–1530; Technological Studies Higher
1300–1600; Technological Studies
Advanced Higher 1300–1600
March 21, 2004 SCOTLAND ON SUNDAY
timetable
Higher examination paper
WENESDAY 2 JUNE
Chemistry Intermediate 1 0900–1030;
Chemistry Intermediate 2 0900–1100;
Chemistry Higher 0900–1130; Chemistry
Advanced Higher 0900–1130; Art and
Design Intermediate 2 Art & Design
Studies 1300–1400; Art and Design
Higher Art & Design Studies 1 1300-1500;
Gaelic (Learners) Intermediate 1
Reading 1300–1345; Gaelic (Learners)
Intermediate 1 Listening 1400–1420;
Gaelic (Learners) Intermediate 2
Reading 1300–1345; Gaelic (Learners)
Intermediate 2 Listening 1400–1420;
Gaelic (Learners) Higher Listening Paper
1 (A) 1300–1345; Gaelic (Learners) Higher
Reading Paper 2 (A) 1405–1450; Gaelic
(Learners) Higher Listening Paper 1 (B)
1510–1555; Gaelic (Learners) Higher
Reading Paper 2 (B) 1510–1555; Gaelic
(Learners) Advanced Higher 1300–1430;
Gàidhlig Intermediate 1 Reading
1300–1340; Gàidhlig Intermediate 1
Listening 1355–1425; Gàidhlig
Intermediate 2 Reading 1300–1340;
Gàidhlig Intermediate 2 Listening
1355–1425; Gàidhlig Higher Reading
1300–1345; Gàidhlig Higher Listening
1400–1440; Gàidhlig Higher Writing
1455–1555; Gàidhlig Advanced Higher
Writing 1300–1340; Gàidhlig Advanced
Higher Practical Criticism 1355–1450;
Gàidhlig Advanced Higher Reading
1505–1600; Media Studies Intermediate 1
1300–1415; Media Studies Intermediate 2
1300–1430; Media Studies Higher
1300–1500; Media Studies Advanced
Higher 1300–1500
THURSDAY 3 JUNE
Classical Studies Intermediate 1
0900–1030; Classical Studies
Intermediate 2 0900–1100; Classical
Studies Higher 0900–1200; Classical
Studies Advanced Higher 0900–1200;
Music Higher Sound Engineering
0900–1000; Music Advanced Higher MIDI
Sequencing 0900–1200; Music Advanced
Higher Sound Engineering 0900–1000;
Music Advanced Higher Training and
Directing 0900–1015; Travel and Tourism
Intermediate 1 0900–1000; Travel and
Tourism Intermediate 2 0900–1030;
Music Intermediate 1 Sound Engineering
1400–1430; Music Intermediate 2 MIDI
Sequencing 1415–1500; Music
Intermediate 2 Sound Engineering
1415–1500; Music Higher MIDI
Sequencing 1300–1400; Physical
Education Intermediate 1 Analysis of
Performance 1300–1400; Physical
Education Intermediate 2 Analysis of
Performance 1300–1500; Physical
Education Higher Analysis of
Performance 1300–1530; Psychology
Intermediate 1 1300–1430; Psychology
Intermediate 2 1300–1430; Psychology
Higher 1300–1600;
Psychology Advanced Higher 1300–1600
Rise and shine: Double check when your exams are and leave plenty of time
FRIDAY 4 JUNE
Business Management Intermediate 1
0900–1015; Business Management
Intermediate 2 0900–1045; Home
Economics: Fashion and Textile Technology
Intermediate 2 0900–1030; Home
Economics: Fashion and Textile Technology
Higher 0900–1100; Home Economics:
Fashion and Textile Technology Advanced
Higher 0900–1120; Home Economics: Health
and Food Technology Intermediate 2
0900–1030; Home Economics: Health and
Food Technology Higher 0900–1100; Home
Economics: Health and Food Technology
Advanced Higher 0900–1120; Home
Economics: Lifestyle and Consumer
Technology Intermediate 2 0900–1030;
Home Economics: Lifestyle and Consumer
Technology Higher 0900–1100; Home
Economics: Lifestyle and Consumer
Technology Advanced Higher 0900–1120;
Business Management Higher 1300–1530;
Business Management Advanced Higher
1300–1545; Hospitality: Professional
Cookery Intermediate 2 1300–1400;
Hospitality: Professional Cookery Higher
1300–1430
MONDAY 7 JUNE
Care Intermediate 1 0900–1030; Care
Intermediate 2 0900–1100; Care Higher 1
0900–1050; Care Higher 2 1110–1200;
Electronic and Electrical Fundamentals
Intermediate 2 0900–1130; Fabrication and
Welding Engineering Higher 0900–1200;
Automotive Engineering Higher
1300–1600; Managing Environmental
Resources Intermediate 1 1300–1430;
Managing Environmental Resources
Intermediate 2 1300–1500; Managing
Environmental Resources Higher
1300–1530; Managing Environmental
Resources Advanced Higher 1300–1530
TUESDAY 8 JUNE
Electronics Higher 0900–1200; Electronics
Advanced Higher 0900–1200; Politics
Intermediate 1 0900–1030; Politics
Intermediate 2 0900–1030; Politics Higher
1 0900–1000; Politics Higher 2 1020–1200;
Politics Advanced Higher 0900–1130;
Building Services Higher 1300–1600;
Geology Intermediate 1 1300–1430;
Geology Intermediate 2 1300–1500;
Geology Higher 1300–1530; Structures
Intermediate 2 1300–1530
WEDNESDAY 9 JUNE
Construction Higher 0900–1200; Electrical
Engineering Higher 0900–1200;
Hospitality: Reception and
Accommodation Operations Intermediate
2 0900–1030; Hospitality: Reception and
Accommodation Operations Higher
0900–1100; Early Years Care and
Education Higher 1300–1545;
Manufacturing Higher 1300–1600;
Personal and Social Education
Intermediate 2 1300–1430; Personal and
Social Education Higher 1300–1500;
Tourism Higher 1300–1600; Tourism
Advanced Higher 1300–1600
THURSDAY 10 JUNE
Land Use (Built Environment) Higher
0900–1200; Mechanical Engineering
Higher 0900–1200; Sociology
Intermediate 1 0900–1030; Sociology
Intermediate 2 0900–1030; Sociology
Higher 0900–1200; Sociology Advanced
Higher 0900–1200; Civil Engineering
Higher 1300–1600; Civil Engineering
Advanced Higher 0900–1600
FRIDAY 11 JUNE
Building and Architectural Technology
Higher 0900–1200; Building and
Architectural Technology Advanced
Higher 0900–1200; Hospitality: Food and
Drink Service Higher 0900–1030;
Mechatronics Higher 1300–1600;
Mechatronics Advanced Higher 1300–1600
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 21, 2004
19
history
STANDARD GRADE
THERE is a lot of course material to get
through in Standard Grade History.
In order not to get bogged down in
details when you are revising, it is a good
idea to condense your notes and put
what you feel are the crucial facts on one
side of A4.
The BBC has an excellent website that
will help you revise your chosen options if
you visit www.bbc.co.uk/scotland/
education/bitesize/standard/history.
The course is based on three units of
study, each with an underlying theme, but
offering a choice of contexts within each.
When it comes to the exam you choose
ONE context from EACH unit.
UNIT 1: CHANGING LIFE IN
SCOTLAND AND BRITAIN
Contexts:
A: 1750s-1850s or
B: 1830s-1930s or
C: 1880s-present.
20
UNIT 2: INTERNATIONAL CO-OPERATION
AND CONFLICT
Contexts:
A: 1790s-1820s or
B: 1890s-1920s or
C: 1930s-1960s
UNIT 3: PEOPLE AND POWER
Contexts:
A: USA 1850-1880 or
B: India 1917-1947 or
C: Russia 1914-1941 or
D: Germany 1918-1939.
Here we concentrate only on the most
popular five options. Don’t panic if your
option is not shown.
UNIT 1, CONTEXT B – CHANGING LIFE IN
SCOTLAND AND BRITAIN 1830s-1930s
■ Technological change to coal mining:
growth in Britain and in Scotland; reasons
for increased demand for coal; results for
mining; dangers and improvements.
■ Technological change in the railways:
effects of the railways; construction; 1890s.
■ Health and housing in the towns: poor
conditions in 1830; Burgh Reform Act,
1833; Public Health Act, 1848; Public
Health Act, 1875; Royal Commission
Report on Housing, 1981, finds little
change in poor conditions in 100 years.
■ Health and housing in the countryside:
housing improvements after 1850;
reasons for poor health; improvements to
public health (eg slum clearance, new
hospitals, medical discoveries).
■ Changes in working conditions on the
land: including Golden Age; change from
wheat growing; prosperity then decline;
new technology.
■ Changes in working conditions in coal
mines: Factory Act of 1883; Royal
Commission Report, 1842; The Mines Act,
1842; dangers; improvements (eg Coal
Mines Act of 1911); strikes.
■ Parliamentary Reform after 1832: Great
Reform Act; William Gladstone;
March 21, 2004 SCOTLAND ON SUNDAY
history: standard grade
Gladstone’s 1866 Bill; The Second Reform
Act, 1867; Other Acts (eg Secret Ballot,
1872; Third Reform Act, 1884); Voting
Increase.
UNIT 1, CONTEXT C – CHANGING LIFE IN
SCOTLAND AND BRITAIN 1880-PRESENT DAY
■ Technological change in shipbuilding:
Scotland’s tradition; change; reasons for
growth in Scottish shipbuilding after
1880; decline by 1920s; reasons for
recovery from late 1930s; reasons for
decline in Britain since 1955.
■ Technological change in road transport:
development of motor car; solutions to
traffic problems; advantages of motorised
transport; during World War II; in 1960s
and 1970s; effects of technology 1945present day.
■ Housing in towns: social divisions;
housing acts; new houses; 1960s-present
day.
■ Housing in countryside: Royal
Commission Report 1893.
■ Health in towns and countryside:
Liberal Reforms, 1906-14; Welfare State;
results of reforms/welfare state.
■ Changes in working conditions for
women: inequality and women’s jobs;
reasons for some change (trade unions,
education, suffrage movement, changes in
industry, Acts of Parliament, Equal
Opportunities Commission); lack of other
change.
■ Role of trade unions: strikes (Match
Girls’, London Dockers, new unions);
trade union membership; General Strike
1926; trade unions and Labour Party.
■ Parliamentary reform and women’s
suffrage: Parliamentary reform since
1884; Suffragette Campaign; Parliament’s
reaction; World War I; votes for women.
UNITS 2, CONTEXT B – INTERNATIONAL COOPERATION AND CONFLICT 1890s-1920s
■ Causes of World War I: System of
Alliances; militarism; nationalism in
Balkans; Imperialism; International crises.
■ Experience of war on Western Front:
beginning of war in 1914; trench warfare.
■ Experience of war on British Home
Front: patriotism; opposition to war;
women at war; Defence of the Realm Act,
1914; air raids and naval bombardments;
food supplies and rationing.
■ Experience of war on German Home
Front.
■ New technology and its effects on the
War: a new kind of war; artillery;
machine-guns; gas; tanks; armourpiercing shells; shrapnel shells; barbed
wire; periscopes; aeroplanes; observation
balloons.
■ Treaty of Versailles and the treatment of
Germany: Allied demands; the
peacemakers; differing aims of
peacemakers; Prime Minister
Clemenceau; Prime Minister Orlando;
Treaty of Versailles, 1919; Germany’s
reaction to Treaty.
■ The search for security – the League of
Nations 1919-28: charter of the League of
Nations; Covenant of the League;
organisation of the League; France’s
search for security; German security.
UNIT 3, CONTEXT C – PEOPLE AND POWER:
RUSSIA 1914-1941
■ The Tsar’s Government: autocracy;
inequality; poverty and discontent;
political opposition; defeats and
discontent during World War I.
■ February Revolution, 1917 and the
Provisional Government: reasons for
abdication of Tsar; problems facing
provisional government.
■ The Bolshevik Revolution: preparing for
revolution; Bolshevik Takeover; Bolshevik
Government.
■ Civil War: Reds v Whites; White forces;
reasons for Reds’ victory; effects of civil
war on Russian people.
■ War Communism: state control; reasons
for failure; Kronstadt Revolt.
■ New economic policy.
■ Stalin: Lenin’s death; Stalin – Lenin’s
successor; collectivisation; setting up a
kolkhoz; kulaks; industrialisation; political
purges.
UNIT 3, CONTEXT D – PEOPLE AND POWER:
GERMANY 1918-1945
■ Effects of World War I: end of the War;
mutinies at Kiel and Wilhelmshaven;
suffering of German people; fall of the
Kaiser; the Spartacist Revolt.
■ Treaty of Versailles, 1919.
■ Disagreement at Versailles.
■ Germany’s reaction to the Treaty.
■ Weimar Republic: elections and the
Weimar Constitution; economic problems;
political weakness of the Republic;
political opposition to the Republic.
■ Rise of National Socialism: Nazi Party;
Nazi Party methods; rise to power
1929-33; Hitler as Chancellor; The
Reichstag Fire; achieving power.
■ Conditions in Nazi Germany:
the Jews; Kristallnacht, 1938;
Youth Movements; education;
intimidation; militarism;
opposition to Nazi regime.
QUIZ
This quick quiz is not
supposed to reflect the
Standard Grade exam
questions or cover all
options.
Q1: What is the principle
of laissez-faire?
Q2: Why were factories
built near railway lines?
Q3. What year did the
National Health Service
come into operation?
Q4. What kind of work
did most women in
employment do before
World War I?
Q5. When did Count von
Schlieffen draw up the
Schlieffen Plan?
Q6. Fill in the blanks:
The Treaty of Versailles
was a compromise
between President
_____’s Fourteen Points
and his desire to make a
“just peace”, and the
French leader
_________’s desire for
revenge.
Q7. What was the Duma?
Q8. In what year did
Lenin return to Russia
and who did he lead?
Q9. What did Hitler
mean when he
said the German
people needed
“lebensraum”
in Eastern
Europe?
STRUCTURE OF THE EXAM
Foundation: 1 hour
General: 1 hour 30 mins
Credit: 1 hour 45 mins
At General and Credit levels all three units
are assessed and there are two sections.
Section A tests Knowledge and
Understanding and Section B Enquiry
Skills. There will be one Extended
Writing answer at Credit Level. At
Foundation Level restricted response
questions will assess Unit 1 and either
Unit 2 or 3.
Q10. Who was the
Nazi Minister of
Propaganda?
Answers page 32
STANDARD GRADE WEDNESDAY 12 MAY
SCOTLAND ON SUNDAY March 21, 2004
21
history: higher
HIGHER
Most Higher History candidates study
Early Modern History (option C). This has
three areas of study:
■ BRITAIN 1850s-1979
■ THE GROWTH OF NATIONALISM
(Germany or Italy) or THE LARGE-SCALE
STATE (USA or Russia).
■ SPECIAL TOPIC (a popular topic is
Appeasement and the Road to War, to
1939).
As you know, this means a lot of revision.
When it comes to sitting the exam, make
sure you stick to the point – don’t waffle
or include irrelevant information. There is
a huge amount of knowledge to
assimilate, but just regurgitating
everything you know about a topic will
not do.
In this exam, where there are two
essays to write, it’s particularly important
to make sure you understand what the
question is asking of you and then answer
it in full. In fact, you should choose the
question you are going to answer based
on how well you understand it and not
just because it ties in with your revision.
When you are tackling essay questions it
is important to structure your essay
properly; jot down a plan with some pieces
of important evidence you don’t want to
omit. When you are writing the essay make
sure each paragraph starts with a key
sentence (that the rest of the paragraph
develops) and that your paragraphs are
linked, and end with a conclusion
summing up your argument. If you aspire
to an A grade you should bring in different
opinions or historical interpretations.
In the end you just have to knuckle down
and revise the work you have been doing
throughout the year. Start early and do a
little a lot. Don’t try to cram your revision
into the last few days before the exam.
When it comes to revising, you should
go back to your course notes, read them,
re-read them and condense them even
further. If you come across anything you
are not sure of or do not understand, go
back to the textbook or seek help from
your teacher.
It can be helpful to construct a timeline
of dates of important events so you can
see the big picture, and to put sources into
context. Because history is taught in
sections, it is sometimes difficult to have
an overview. A timeline will help you
understand the events leading up to
World War II, for example. Useful too are
study aids in bookshops.
Also you can hire historical videos from
the local library, which will help build up
the big picture. Some pupils find it helpful
to revise with a friend, going through past
papers together and discussing how they
would tackle different questions.
Most Higher pupils will have studied
the Later Modern period, Britain 18501979. If you are studying this option you
should be familiar with the following
points:
22
THE GROWTH OF DEMOCRACY
■ The Extension of the Franchise: 1832
Reform Act, Disraeli’s 1867 Reform Act,
Gladstone’s 1884 Third Reform Act.
■ Representation of the People Acts: in
1918 all men over 21 and women over 30
enfranchised and electorate more than
doubled; 1928 Act gave women the vote
on same terms as men and in 1969 all
persons over 18 enfranchised.
■ Electoral Corruption: Ballot Act of 1872
and Corrupt Practices Act of 1883.
■ Redistribution of Seats Act 1885 and
1918 Representation of the People Act.
■ Changes in Party Organisation: 1867
Conservatives set up the National Union
of Conservative Associations; 1870
Disraeli founded Conservative Central
Office; 1874 Conservative victory; 1877
National Liberal Federation; from 1867
Gladstone v Disraeli.
■ The problem of the House of Lords:
non-elected chamber with Conservative
majority was problem for Liberal
governments; 1893 Lords reject second
Home Rule Bill for Ireland; 1906 Liberal
landslide; Lords reject People’s Budget
1909; Lloyd George attacks Lords as “Mr
Balfour’s poodle”; Parliament Act, 1911.
■ Women’s Suffrage: 1897 National
Union of Women’s Suffragette Societies
led by Millicent Fawcett; arguments used
against women’s suffrage; Emmeline
Pankhurst founds Women’s Social and
Political Union in 1903; militancy from
1905; 1912 set fire to pillar boxes; Emily
Davison dies in front of King’s horse at
The Derby; Cat and Mouse Act of 1913;
reasons for delays to women’s suffrage;
war effort; 1918 gain vote.
THE LIBERAL SOCIAL REFORMS 1906-1914
■ Poverty: Charles Booth and Seebohm
Rowntree; poverty line; primary and
secondary poverty; 34% of military
recruits for Boer War failed medical;
national efficiency campaign; rise of
collectivism.
■ Old Age Pensions (1908), insurance
against ill-health and unemployment
(1911); school meals and medical services
for children (1906), minimum wages in
certain industries; eight-hour day (1908
miners); trade boards, 1909; 1911 Shops
Act; borstals and juvenile courts set up
1908.
THE BRITISH LABOUR MOVEMENT TO 1939
■ Before 1914: 1868 first Trades Union
Congress; 1874 Lib-Labs; Trade Union
gains 1870s; peaceful picketing allowed
1875; New Unions; match-girls’, gas
workers’ and dockers’ strikes.
■ Origins of Labour Party: socialist
groups, eg Social Democratic Federation
and Fabian Society, 1884; Independent
Labour Party formed 1893 by Keir Hardie;
Labour Representation Committee formed
1900; 1900 Keir Hardie elected to
parliament; Taff Vale Case (1900); 20
Labour MPs returned in 1906 election and
LRC changes name to Labour Party.
Space race: The Gorbals in the 1970s. You may
■ Labour and Liberal Government
1906-1914.
■ Labour militancy before 1914: the
London and Liverpool dock strikes of
1911; the national miners’ strikes of 1912;
1914 Triple Alliance; post-war strike
wave.
THE NATIONAL GOVERNMENT AND THE
PROBLEMS OF MASS UNEMPLOYMENT AND
DEPRESSION
■ The British Economy between the Wars:
1914 strong economy based on coal, steel,
textiles and ships; Great War cost
£11,325m mostly borrowed from US;
1920 slump and rise in unemployment;
Wall Street Crash 1929.
■ Mass unemployment: two million
1920-21; three million 1932-33; boom
and slump world trade cycle; old
industries suffer.
■ Collapse of Labour Government, 1931,
and formation of National Government
■ Financial measures – Britain comes off
Gold Standard, 1931; cheap money;
housing boom of late 1930s, especially in
south-east.
■ 1930s new growth industries: national
grid; engineering; chemical industry (ICI
1926); construction; Baldwin’s reelection; 1936 re-armament – boost to
“Outer Britain”.
■ Welfare policies: The Dole and the
means test; hunger marches.
March 21, 2004 SCOTLAND ON SUNDAY
history: higher
with reference to leisure/popular culture,
religion and education OR
THE RISE OF POLITICAL NATIONALISM
Changing attitudes to the Union,
1880-1939; issues of devolution and
independence, c 1930-79.
QUIZ
STRUCTURE OF EXAM
answer questions on urban Scotland
POST-WAR LABOUR GOVERNMENT AND
ESTABLISHMENT OF WELFARE STATE
■ Beveridge Report published 1942 by
Churchill’s Coalition Government.
■ General Election of 1945, PM Clement
Attlee.
■ Welfare measures: 1945 Family
Allowance Act; National Insurance Act
1946; National Assistance Act 1948;
National Health Service Act 1946 came into
effect 1948 under Bevan; council house
building programme; New Towns Act 1946;
1944 White Paper on Employment policy.
■ Nationalisation: 1946 Bank of England
nationalised; coal and civil aviation 1947;
public transport, electrical and gas
industries, 1948; iron and steel, 1949;
iron and steel denationalised by Tories,
1953; problems with nationalisation.
■ End of Labour Government: by 1951
election majority down to six; economy in
crisis due to Korean war of 1950; imports
expensive; rearmament; Bevan resigns
over prescription charges. 1951
Conservatives returned to power.
You also have a choice of studying of the
following aspects of Scottish History
CHANGING SCOTTISH SOCIETY, 1880s-1939
The impact of urbanisation on Scotland
HIGHER: You must sit two papers in
Higher History. In Paper 1 you have two
essays to write in 1 hour and 20 minutes,
which means 40 minutes maximum for
each essay. You have to write one essay on
a Scottish or British topic and one on a
European or World topic. Both essays
must be from one of three historical
periods (medieval, early modern or later
modern) you have been studying
throughout the year. Each essay is worth
25 marks.
For Paper 2 you have 1 hour 25
minutes to complete a document, or
source, based paper. You must choose the
same historical period as you wrote about
in Paper 1. Within each special topic there
is a set of five sources (eg cartoons,
photographs, eyewitness accounts) and
five questions based on these primary and
secondary sources. You must answer all
five questions. Most will be paragraph
answers, but there is one worth eight
marks that is effectively a short essay.
Paper 2 is worth a total of 30 marks.
There is also a third element, an
extended essay or dissertation which
candidates research during the school
year, write under controlled conditions in
the classroom, and send away to be
marked externally. This is worth 30
marks.
ADVANCED HIGHER: There is a single
three-hour paper in two sections.
Part I consists of two 25-mark essays.
You have a choice of two from six
questions within each of 13 topics or
periods.
As well as using evidence to support
your arguments and analysis, you
should refer to other historical
interpretations or schools of
thought.
Part II is a set of three sourcebased items each worth 12 marks.
You must answer all three questions
within your topic/period – there is no
choice of questions. As well as
commenting on the provenance
and content of the source(s)
you should use your own
knowledge to contextualise
the view in the source(s).
Candidates also work on a
4,000-word dissertation
through the year, which is
sent away to be marked
externally.
As most pupils study
Option C of Higher
History, Britain 1850s1979, the questions are
based on that period.
Q1. In what way did the
1884 Reform Act help to
move Britain further
towards democracy?
Q2. What was the slogan
of the WSPU and how
did they put it into
effect?
Q3. How many seats did
the Labour Party gain in
the 1906 election?
Q4. Why did the Liberals
make an electoral pact
with Labour in the three
elections before 1914?
Q5. How was the
National Insurance Act
funded?
Q6. Which constitutional
change resulted from
the problems of the
People’s Budget, 1909?
Q7. Why did Bismarck
edit the Ems Telegram?
Q8. What is the
significance of the Blood
and Iron Speech, 1862?
Q9 Which two treaties
did Hitler break when he
re-militarised the
Rhineland in 1936?
Q10. On what three
dates in 1938 did
Chamberlain and
Hitler meet to
discuss the
Sudetenland crisis?
Answers page 32
HIGHER MONDAY 31 MAY
SCOTLAND ON SUNDAY March 21, 2004
23
mathematics
STANDARD GRADE
THE only way to learn Mathematics is to
do Mathematics. Copying out notes or
reading through completed examples
cannot prepare you for the exam.
There are many places to find examples
to practise, the most important being a set
of past papers. Make sure that you have
worked through the past few years’
papers, because there is a standard format
which can be predicted and if you are
used to doing questions in a certain style,
you will be much more successful.
However, you can also support your
learning from other resources – there are
excellent websites which provide practice
materials and ideas on how to improve
your expertise. There are also books of
notes and examples which you can pick
up in your local bookshop.
More than half of the paper can be
predicted because there are particular
questions which are always asked –
decimals, fractions, percentages, basic
24
trigonometry of triangles, algebraic
substitution and factorisation. At General
level, these questions will be relatively
straightforward and involve simpler
fractions as well as multiplication and
division of decimals. However, at Credit
level you should expect to see algebraic
fractions and harder algebra such as surds
and indices and use of sine and cosine
rules in triangles which are not right
angled. Quadratic equations are very
important and you must be able to solve
these through factorisation as well as with
the use of a given formula.
Remember that there are two papers,
one with and the other without a
calculator, so you should practise as much
work as possible without your calculator
and only use it when you absolutely have
to – in trigonometry for example.
You should aim to do a little every night
rather than a huge block of several hours’
work. Try to build up now, look at the list
of common questions given here, practise
a specific type of question at an early
session now and then later, put all of
these together and do a variety of
examples at later sessions. If you follow
these simple steps, you will have the
confidence that you can do well and enjoy
the exam, where you can celebrate what
you know and show off!
Here are a few practice questions, non
calculator:
1. Calculate
(a) 4.357–7.69 + 5.659
(b) 34.3 / 4
(c) 23 x 79
(d) 45% of 920 litres
2. Angela runs a fish farm which
produced 850 kilograms of fish in a
particular week. 1/5 of the fish were
trout, 7/20 were salmon and 3/10 were
herring. The remainder were cod.
(a) How many kilogrammes of salmon
were produced that week?
March 21, 2004 SCOTLAND ON SUNDAY
mathematics: standard grade
(b) What weight of cod did Angela
produce that week?
(b) Calculate the size of the angle
between the strut and the wall
3. Solve the inequality 4t – 7 ≤ 25
9. On a coordinate diagram, draw the
lines y = 3x – 2 and x + y = 10. Hence
solve the set of simultaneous equations.
4. A carton in the shape of a cuboid holds
250 millilitres of juice. The carton has a
rectangular base of sides 4 centimetres
and 10 centimetres. What is the height of
the carton?
5. Pablo has four carriages for his toy
train. He has Thomas (T), Henry (H),
Clarence (C) and Annabel (A). Pablo
always puts Thomas at the start of his
train of 4 carriages. The table shows one
possible order for the carriages in Pablo’s
train. Complete the table to show all
possible trains of these four carriages.
T
A
C
H
6. The age of patients entering a doctor’s
surgery was recorded one morning and
the information is displayed in the table
below …
19
27
43
70
65
48
37
21
12
3
41
58
53
69
75
81
32
63
42
37
17
24
38
52
Show the information in an ordered stem
and leaf diagram.
You may now use a calculator
7. A cage is pulled up a mine shaft by a
cable which winds round a cylindrical
drum of diameter 4 metres. How many
times must the drum be turned to
pull the cage up a 300 metre shaft?
8. A building 12 metres high
strut
stands on level ground. A ditch
of 5 metres width has been dug
at the foot of the building. A
wall
strut is to join the top corner
12m
of the building to the end of
the ditch.
ditch 5m
(a) Find the shortest
length of a such a strut.
10. A ray of light shines from the top of a
building 14m high and just strikes the top
of a 2m high wall before it strikes the
ground at point 5m away from the base of
the wall. Calculate, showing all your
working, the distance between the
wall and the building.
building
14m
2m wall
5m
11. A side of a floral walkway is in the
form of a rectangle of width 2m
and height 3m surmounted by a
semicircle.
(a) Calculate the area of the side of the
walkway which has a length of 8m.
(b) Calculate the volume of the interior of
this walkway
14. The graph of y = x2 – 4x – 21 crosses
the x – axis at K and L.
(i) Find the coordinates of K and L
(ii) Calculate the area of triangle KLM,
where M is the minimum turning point.
15. Write 2/(x+1) + 3/(x+2) as a single
fraction in its simplest form.
16. Simplify (√6 + √12)2, leaving your
answer in the form a+b√c, where c is a
prime number
EXAM TIPS
■ Read the questions carefully
■ Show your working – let the examiners
see what you are thinking. If there is a
question you find difficult, try substituting
easy numbers and then see if you can do
it. Then use the same method with the
difficult numbers.
■ Check your solutions, especially when
you solve equations. Look back at the
question, substitute the values you have
found and make sure they work.
■ Don’t panic if the exam seems more
difficult than you were expecting. If it’s
more difficult, the pass mark will be
lowered to compensate.
STRUCTURE OF THE EXAM
CREDIT QUESTIONS
12. A metallurgist is making various alloys
using copper and tin. An alloy which is
made up of 3 bars of copper and 2 bars of
tin weighs 258 grams. Another alloy is
made up of 2 bars of copper and 5 bars of
tin and weighs 348 grams. The
metallurgist wants an alloy which weighs
less than 200 grams. Would an alloy made
up of 1 bar of copper and 3 bars of tin
satisfy this requirement?
Justify your answer.
13. When 3 litres of oil are removed from
an upright cylindrical can, the level falls
by 10 cm. Find the radius of the can.
y
In each level papers will have a mixture of
short-response questions and extendedresponse questions.
FOUNDATION EXAM: Paper 1: 20 mins.
Calculator not allowed.
Paper 2: 40 mins. Calculator allowed.
GENERAL EXAM: Paper 1: 35 mins.
Calculator not allowed.
Paper 2: 55 mins. Calculator allowed.
CREDIT EXAM: Paper 1: 55 mins.
Calculator not allowed.
Paper 2: 80 mins. Calculator allowed.
For the exam you should bring a
scientific calculator (paper 2 only), pens,
a pencil for diagrams, a ruler, rubber,
protractor and compasses.
PAST PAPERS
K
L
M
x
All aspects of the syllabus are covered in
past papers.
At Credit Level candidates should have
covered: formulae and equations; shape;
arithmetic; graphs and functions; maps,
plans and similar shapes; proportion and
variation; triangles and trigonometry; the
circle; statistics.
STANDARD GRADE FRIDAY 7 MAY
SCOTLAND ON SUNDAY March 21, 2004
25
mathematics: higher
HIGHER
PRACTICE really does make perfect
when it comes to revising Mathematics.
Working your way through past papers
is a good way to make sure you have
understood what you’ve been taught
during the year.
You can use the syllabus and topics
covered in the unit tests as guides to
revision, but the best way to prepare for
the exam is practising past paper
questions. Just reading and re-reading
your notes won’t work with this subject.
Ask your teacher when you get stuck
as most teachers are prepared to mark
attempts by their pupils. Your teacher
will also have supplied you with past
paper questions and their answers, but
beware: it will be no benefit to you to
simply read over the questions and their
answers and be able to understand them
both. The trick is to be able to work
through the problem yourself and then
look at the given answer.
We have supplied a tough little quiz at
the end of this section that will test your
abilities to answer examination questions
at Higher level. In addition, the ability to
move graophs, to use differentiation in
applied situations, position vectors,
growth and decay or log graphs, chain
rule, medians, altitudes and
perpendicular bisectors have all
appeared in recent times.
Things to remember to look out for:
It is assumed that you know all your S
Grade facts and one particular area you
must be familiar with is S Grade Trig:
TRIGONOMETRY
i. Area of a triangle = 1/2 ab sin c
ii. sin2x + cos2x = 1
iii. tan x = sin x/cos x
In equations don’t divide by 0, factorise
with RHS=0
KNOW YOUR TRIG VALUES
sin
cos
tan
0˚ 30˚ 45˚ 60˚ 90˚
1/2 1/√ 2 √ 3/2
0
1
1 √ 3/2 1/√ 2 1/2
0
0 1/√ 3
1
√3
–
E=mc2: Practice makes perfect, and unless you’re an Einstein, there is no substitute for
EQUATIONS
To find roots of f(x) = x3+2x2-x-2 try to
find small f(a) = 0 or use synphetic
division with ± 1, ± 2
RECURRENCE RELATIONS
When finding a limit, do not forget to
state why there is a limit, -1<k<1
26
108-x
tan
3rd quad
cos
4th quad
AREA
■ Use integration
■ Area between two curves – need to find
points of intersection first
180+x
Remember: m=tanθ
m1m2=-1
x
1st quad
all
180˚
INTEGRATION
Do not forget to add c, the constant of
integration. Neglecting this could lose you
a mark.
90˚
2nd quad
sin
DIFFERENTIATION
Stationary/rate of change/maximum/
minimum/inflexion:
mtangent=dy/ dx
STRAIGHT LINES
Remember, in Paper 1 you will not have
the use of a calculator. It is VITAL that
you know the exact trig values above off
by heart. Questions involving angles are
likely to use them.
KNOW YOUR ANGLES IN
THE FOUR QUARANTS
0(360)˚
270
360-x
STATISTICS
Mean: µ=E(x): discrete: ∑ x p(x)
continuous: b
x f(x) dx
a
∫
Variance:
discrete: ∑ x2p (x) -µ2
b
continuous
x2f (x) dx-µ2
a
∫
QUARDRATIC EQUATIONS
The solution for quadratic equations
of the form ax2+bx+c =0 is given
by the equation. With any quadratic
equation remember it can be solved if
RHS=0
Conditions for a probability density
function:
i)
a
∫
b
f(x)dx=[∑ p(x)=1 for discrete]
March 21, 2004 SCOTLAND ON SUNDAY
mathematics: higher
QUIZ
Q1. The tangent to the
curve y = ax2 + 3ax + 6
at the point where x = -1
makes an angle of 45˚
with the positive
direction of the x-axis.
Calculate the value of a.
Q2. The functions f(x)
and g(x) are given by the
formulae f(x) = (x - 1)2
and g(x) = 3sinx - 4.
Find a formula for f(g(x)).
Q3. Find the coordinates
of the stationary points
on the curve with
equation y = 4x + 1/x
and determine their
nature.
Q4. Solve the equation
for cos2θ = sinθ for
0 ≤ θ ≤ 2π.
revising your equations and applying them to questions from past papers
ii) f(x) ≥ 0 for all a ≤ x ≤ b
When comparing box plots, stem and leaf
or other data, comment on:
a) average b) variability
For bivariate analysis, follow the formula
sheet CAREFULLY
And for estimates from data to be valid
you need to:
■ interpolate (not extrapolate)
■ have a good fit
■ predict from x-axis
STRUCTURE OF EXAM
HIGHER: There are two papers. You have
70 minutes for Paper I, and must not use
a calculator. This paper is worth 60
marks.
You have 90 minutes to complete Paper
II, and may use a calculator. This paper is
worth 70 marks.
ADVANCED HIGHER: You have three hours
to complete a single paper ranging over
the three units of the syllabus.
PAST PAPERS
All aspects of the Higher syllabus were
comprehensively covered in past papers.
For Higher you will have either studied
units 1, 2 and 3 of the syllabus, or units 1,
2 and statistics. Subject matters to cover
are:
UNIT 1: properties of the straight line;
functions and graphics; basic
differentiation; recurrence relations.
UNIT 2: factor/remainder theorem and
quadratic theory; basic integration;
trigonometric formulae; the equation of
the circle.
UNIT 3: vectors in three dimensions;
further differentiation and integration;
logarithmic and exponential functions;
further trigonometric relationships.
Statistics: exploratory data analysis;
discrete probability distributions;
continuous probability distributions;
the relationship between two
variables.
Q5. The line 5x + y + 8 =
0 is a tangent to the
curve y = x3 + x2 - 5x - 8
at the point (0,-8). Find
where the tangent
meets the curve again.
Calculate the area
enclosed between the
tangent and the curve.
Q6. The points A and B
have coordinates A(5,5)
and B(-7,24). Show that
cos AOB = 17/50√2.
Q7. A triangle ABC has
vertices A(7,-2,6),
B(8,5,8) and C(11,5,1).
→
→
(a) Find AB and AC
(b) Calculate the size of
angle BAC
(c) Hence find the area
of the triangle ABC.
Q8. Express 3sinx0
+ cosx0 in the
form k sin(x + α),
where k > 0 and
0 ≤ α ≤ 90.
Answers page 32
HIGHER FRIDAY 21 MAY
SCOTLAND ON SUNDAY March 21, 2004
27
physics
STANDARD GRADE
TO PREPARE for the Standard Grade
Physics exam you need to brush up your
knowledge and improve your
understanding of the course content.
Good knowledge and understanding are
essential for solving problems.
The exam will cover the SEVEN UNITS
of the Standard Grade Physics course:
■ Telecommunications
■ Electricity
■ Health physics
■ Electronics
■ Transport
■ Energy
■ Space physics
EXAM TIPS
■ Read the questions slowly and look
closely at any diagrams, which are there
to help you. Answer what is asked – do
you have to calculate, explain or describe?
■ When a question includes “justify your
answer”, put down your reasoning.
28
■ When you come to the end of a
numerical answer, include the correct
unit.
■ Look at the marks for each question
and use them as a guide to how many
statements you should make.
■ Pace yourself so you don’t run out of
time. Spend 10 minutes on a 10-mark
question and about a minute on a onemark question.
■ At the end of the exam, check you have
answered all parts of the questions and
included the units for all your answers.
■ Every question in the paper is linked to
coursework you have already done. There
are no trick questions, so if you’ve done
your revision, there’s no need to panic.
As well as reviewing your course notes
and making sure you understand all parts
of the syllabus, you should work through
past papers.
Here is a set of useful formulae for
Standard Grade Physics:
FORMUAE
■ Current (A) is I=Q/t where Q is charge
(C) and t is time (s)
■ Resistance (Ω) is R=V/I where V is
voltage (V) and I is current (A)
■ Total Resistance of resistors in series
is RT=R1 + R2 + R3
■ Total Resistance in parallel
1/RT=1/R1 + 1/R2 + 1/R3
■ Total resistance of two resistors in
parallel RT =(R1 x R2) /( R1 + R2)
■ Power (W) is P=E/t where E is energy
(J) and t is time (s)
■ Power is P=VI where V is voltage and I
is current
■ Power is P=I2R where I is current and
R is resistance
■ Power is P=V2/R where V is voltage
and R is resistance
■ Energy (J) is E=ItV where I is current,
t is time and V is voltage
■ Output voltage of voltage divider is
V2=R2 / RT x VS where R is resistance
across which output is taken and VS is
March 21, 2004 SCOTLAND ON SUNDAY
physics: standard grade
QUIZ
Q1. The speed of sound
in water is 1 500 m/s.
What is the wavelength
of a 50 kHz sound wave
in water?
Q2. What kind of lens is
used to correct ‘long sight’.
Explain your answer.
Ouch! Deceleration is just negative acceleration – but it can still be painful
supply voltage
■ Voltage gain = Vout / Vin
Similar formulae exist for current gain
and power gain
■ Power of lens (D) is P = 1/f where f is
focal length (m)
■ Speed (m/s) is v = fλ where f is
frequency (Hz) and λ is wavelength (m)
■ Average speed is –v=d/t where d is
distance and t is time
■ Acceleration (m/s2)is a=(v – u)/t
where v is final speed, u is initial speed
and t is the time taken. Also v=u+at
■ Deceleration = – acceleration
■ Distanced travelled = area under the
speed – time graph
■ Weight (N) is W = mg where m is mass
(kg) and g is gravitational field strength
(N/kg)
■ Acceleration is a = F/m where F is
unbalanced force (N) and m is mass
■ Work (J) is W = Fd where F is force
and d is distance
■ Gravitational potential energy (J) is
Ep = mgh where m is mass, g is
gravitational field strength (10 N/kg) and
h is height (m)
■ Kinetic energy (J) is Ek = 1/2 m v2
where m is mass and v is speed
■ Power (W) = work/t = Fd/t = Fv
where F is force and v is speed
■ Efficiency = Useful energy output/total
energy input x 100%
■ Number of turns on secondary
coil/number of turns on primary coil =
secondary voltage/primary voltage.
NS / NP = VS / VP
■ Heat energy Eh = c m∆T where c is
specific heat capacity (ie J/kg K or J/kg
ºC), m is mass and ∆T is temperature
change (K or ºC)
■ Heat energy (J) is Eh = ml where m is
mass melted and l is specific latent heat of
fusion (J/kg). Formula also applies where
m is mass evaporated and l is specific
latent heat of vaporisation
■ Acceleration due to gravity is a = g
where g is the gravitational field strength
(N/kg)
STRUCTURE OF EXAM
Only Credit and General Levels offered.
GENERAL: 1 hour and 30 minutes. A
single paper with different types of
questions including multiple choice, short
questions and calculations. Around 40
marks are allocated to questions that test
your knowledge of Physics, and around
40 to questions that test your ability to
solve problems. You must answer all the
questions.
CREDIT: 1 hour and 45 minutes. A
single paper with a variety of question
types, although there are no multiplechoice questions. Around 50 marks are
allocated to questions testing your
knowledge, and the same for questions
testing your ability to solve problems. You
must answer all the questions.
PAST PAPERS
All aspects of the syllabus were covered in
past papers. Subject matters to cover
include: speed and acceleration; speedtime graphs; forces and Newton’s Law;
weight and gravity; projectiles, satellites,
weightlessness; work, energy and power;
kinetic energy and gravitational potential
energy; energy transfer and conservation;
heat energy; specific heat capacity and
calculating heat energy; change of
state and latent heat; charge,
current and voltage; series and
parallel circuits; Ohm’s law and
resistance; electrical power;
electromagnetism; power
generation and transmission;
electronic systems; input devices;
processing input signals; logic
gates, clocks and counters; wave
definitions; sound waves;
electromagnetic spectrum;
properties of waves; refraction and
lenses; radioactivity; alpha, beta.
Q3. A radioactive isotope
is manufactured for use
in hospital with a half
life of 40 hours. What
percentage of the
original isotope remains
five days after
manufacture?
Q4. What rating of fuse
should be used in the
plug of a 500 W
appliance?
Q5. You are given three
12 Ω resistors. Calculate the
total resistance of each of
the different combinations
that can be made using all
three resistors.
Q6. A car accelerates
from 20 m/s to 30 m/s in
5 s. Calculate its
acceleration.
Q7. A 2 500 kg van is
moving at 27 m/s when
the driver applies the
brakes. If the total
braking force on the van
is 15 000 N, how long
does the van take to
come to rest?
Q8. A light-emitting
diode is rated at 2 V,
4 mA. Calculate the
protecting resistor that
should be connected in
series with the LED so
that it can be operated
from a 5 V supply.
Q9. In a refrigerator the
liquid refrigerant is
pumped through a tiny
hole in the end of a
pipe. This forces it to
change from a liquid into
a gas. Explain how. this
change of state cools the
contents of the fridge
Answers page 32
STANDARD GRADE FRIDAY 28 MAY
SCOTLAND ON SUNDAY March 21, 2004
29
physics: higher
HIGHER
The key to doing well in this subject is
having a clear understanding of the rules
and relationships on which it is based.
Once you’ve learnt a body of physics
knowledge, you can then apply it to
finding the solutions to any number of
problems.
Rules and relationships in physics are
expressed in terms of mathematical
equations such as F=ma. It’s essential to
memorise such equations, but also to
understand what they mean, which
involves being able to define the terms
that are used in them. A good way to test
your understanding of an equation is to
say it in words, or ‘saying what you see’.
The equation F=ma represents Newton’s
Second Law of motion. The equation is
telling us that if an unbalanced force F
acts on an object of mass m, the object
will be given an acceleration a. It also tells
us, for a given force, the acceleration is
inversely proportional to the mass. Note
that when we describe the equation
F=ma in words we use the quantities
force, mass and acceleration.
You should practise writing out
descriptions and explanations of
situations where physics principles are at
work, eg describe the gas laws in terms of
the movement of particles; describe the
effect of a grating on a monochromatic
light beam; explain the occurrence of
absorption lines in the spectrum of
sunlight.
In your exam you will also have to
show that you can use your knowledge to
solve problems e.g. you may be asked to
select data from a diagram, graph,
passage, or a table of data, and then
process the data by doing calculations
using physics relationships. You may be
asked to comment on how a task should
be tackled or how an experimental
method could be improved. You could be
asked to show that you can use your
knowledge of physics to predict what
might happen in a given situation or
explain what is happening.
You will not be supplied with a formula
list in the exam, so you should memorise
formulae. A list of physics equations that
you should know, understand and be able
to use in your examination is given below.
Use the tables as a checklist when you are
revising for your examination.
KINEMATICS
■ Scalars & vectors
■ Distance/displacement
■ Speed/velocity
■ Acceleration definition
Graphs – area under v/t graph =
displacement, gradient of v/t graph =
acceleration, gradient of s/t graph =
velocity.
■ Equations of Motion: v=u+at, s=ut +
1/2at2, v2=u2 + 2as. Derived from graph
rules.
■ Projectile Motion: Vertical acceleration
(use equations of Motion), Horizontal
30
Small step: Don’t defy gravity – or Newton’s laws – if you want to succeed
constant speed
(use v=d/t ). Split velocity vector into
components first
DYNAMICS
■ Newton’s Laws of Motion I, II and III
■ Applications of Newton II Funb = ma.
Lift example use (R – W) = ma. Inclined
Plane example use (mgsinθ as component
of weight acting down and parallel to the
slope). Rocket example use (Thrust –
Weight = ma). Here acceleration
increases as fuel is used up. Coupled
systems – treat as a whole to get
acceleration then split up into the
individual systems.
■ Total momentum before a collision =
total momentum after a collision in the
absence of any external forces. Must
remember the direction of the velocity
vector (mom+mv) Units kg m s-1.
Inelastic collisions do not conserve kinetic
energy. For elastic collisions, kinetic
energy before = kinetic energy after.
■ Impulse = Area under Force – time
graph. Impulse = Change in momentum
(mv – mu) also = Ft so Ft = mv – mu. In
collisions, increasing contact time reduces
the force in a collision
PROPERTIES OF MATTER
■ Solids, Liquids and gases. Know about
separation, volume and density
■ p = F/A. Measured in Pascals (Pa)
■ Density ρ = m/V (units kg m-3)
■ Pressure in a liquid. Top and bottom of
a surface is at different depths, therefore
different Pressures; p bottom > p top.
Since F = pA then Force bottom > Force
top. The buoyancy force (or upthrust) = F
bottom – F top.
■ Pressure in a fluid p = ρgh
■ Boyle’s law p1V1 = p2V2 for a fixed
mass of gas at constant temperature
■ Pressure law p1/T1 = p2/T2 for a fixed
mass of gas at constant volume.
(T must be in kelvin)
■ Charles’ law V1/ T1 = V2/T2 for a fixed
mass of gas at constant pressure
(T must be in kelvin)
■ To change ˚C into kelvin add 273
■ Combined Gas equation p1V1/T1 =
P2V2/T2. Temperature must be in kelvin
ELECTRICITY & ELECTRONICS FIELDS & EMF
■ 1 Volt is the pd between two points
when 1J of work is done in moving 1C of
charge between these points. W = QV. W
= 1/2mv2. Use data sheet for mass and
March 21, 2004 SCOTLAND ON SUNDAY
physics: higher
charge of an electron.
■ EMF = pd across a source on ‘open
circuit’ ie when no current is flowing in
the external circuit
■ Tpd = value of voltage across a source
or a component in a circuit when a
current is flowing
■ E = V + Ir
■ ‘Lost Volts’ is the pd across the internal
resistance = Ir
■ Short circuit current I = E/r occurs
when there is no external resistance (R) in
the circuit
RESISTORS AND WHEATSTONE BRIDGE
■ Total Resistance in series RT = R + R2
■ Total Resistance in parallel 1/RT =
1/R1 + 1/R2
■ A Wheatstone bridge circuit is a very
accurate way of determining unknown
resistance R1/R2 = R3/R4
■ An out of balance Wheatstone Bridge
has the out of balance p.d. proportional to
change in resistance (∆ R)
CAPACITORS & AC
■ Vpeak = √ 2 Vrms. Peak voltage
measured on an oscilloscope. Rms
measured using a multimeter. Similar
equations for I (current)
■ Measure frequency and Peak voltage
using an oscilloscope. Try questions on
this!
■ Current / frequency graph for a resistor
– no effect
■ Current / frequency graph for a
capacitor = directly proportional.
■ Q=CV. Unit of capacitance = Farads
(learn your prefixes µ, n, p)
■ Energy = area under QV graph =
1/2QV = 1/2CV 2 = Q2/2C
■ Learn the voltage/time graphs for a
capacitor charging and discharging
■ Learn the current/time graphs for a
capacitor charging and discharging
■ A smaller resistor increases the initial
charging current and makes the time
shorter
ANALOGUE ELECTRONICS
■ Inverting mode – only negative input
used.
■ Inverting mode gain equation
Vo/V1 = –Rf/Ri
■ Differential mode – both inputs used
■ Differential mode gain equation
Vo = (V2 – V1 ) Rf/Ri
■ Saturation of the op-amp is when the
output voltage cannot exceed the supply
voltage. In practice, the op-amp saturates
at 85% of the supply voltage
RADIOACTIVITY
■ A = N/t (units Bq)
■ D=E/m (units Gy)
■ H=QD (units Sv)
■ Know how to carry out problems
involving half value thickness
■ E=mc 2 where m = mass defect
(mass before reaction – mass after
reaction)
LASERS & OPTOELECTRONICS
■ I = P/A
■ I1d12 = I2d22
■ E=hf and Wf = hfo
■ Ein = Wf + Ek
■ Photoelectric effect proves the particle
nature of light
■ Know about emission and absorption
spectra
■ Learn about semiconductor doping,
photoconductive mode, photovoltaic
mode
■ Draw the symbol for a MOSFET
WAVES & OPTICS
■ Law of Relection angle i = angle r
■ n1sinθ = n2sinθ2
■ n1v1 = n2v2
■ n1λ1 = n2λ2
■ Diffraction grating dsinθ = nλ
■ Interference is the proof of the wave
nature of light pd = nλ for constructive. Pd
= (n+1/2)λ for destructive (n=0,1,2, …)
■ Know the difference between the
spectrum produced by a prism and a
diffraction grating
UNCERTAINTIES
■ Know about systematic reading and
random uncertainty
■ Random uncertainty in mean =
maximum value – minimum value /
number of measurements
■ Combining uncertainties, take the
largest percentage uncertainty
STRUCTURE OF EXAM
HIGHER: You have two hours 30 minutes
for a single paper consisting of 20 multiplechoice questions (worth one mark each),
and around nine questions requiring
extended answers (worth 70 marks). The
paper is worth a total of 90 marks.
Questions will cover all the three
sections of the syllabus: 1) mechanics and
properties of matter 2) electricity and
electronics 3) radiation and matter.
ADVANCED HIGHER: A single
paper lasting two hours 30
minutes. It is marked out of
100. Questions range from
short-answer question worth
5 marks to more questions
requiring more extended
answers worth 12-13 marks.
In addition to sitting an
examination there is a
report on an
investigation of your
choice worth 25
marks, marked
externally by the
SQA.
QUIZ
Q1. An archer fires an
arrow at a target 58m
distant. The arrow
leaves the bow at 32
ms-1 at an angle of 30˚
to the horizontal
(a) What is the horizontal
component of the
velocity of the arrow? (b)
How long will it take to
reach the target?
Q2. On a calm day, a hot
air balloon is tethered
to the ground by a rope
in which there is a
tension of 250N. The
total mass of the
balloon is 580kg
(a) Draw a diagram
showing all the forces
acting on the balloon;
(b) When the rope is
released, calculate the
acceleration of the
balloon.
Q3. A bottle contains a
gas at a pressure of 2.0x
105Pa and a temperature
of 0˚C. If the bottle can
only withstand a pressure
of 2.3x 105Pa, what is the
maximum temperature
which the gas can be
allowed to reach?
Q4. An electron is
accelerated towards the
screen of a television
tube by a potential
difference of 22kV (mass
of electron = 9.11x1031kg, magnitude of
charge of electron =
1.6x10-19C)
(a) What will be the
work done on an
electron?
(b) Assuming the
electron starts from
rest, what will be
the final speed
reached by the
electron?
Answers page 32
HIGHER FRIDAY 28 MAY
SCOTLAND ON SUNDAY March 21, 2004
31
quiz answers
A12. Yes, copper bar weighs 54,
tin weighs 48
A13. 9.8 cm
A14. (-3, 0) and (7, 0), 125 square
units
A15. 2x+7/(x+1)(x+2)
A16. 18+12√2
BIOLOGY
STANDARD GRADE
A1. Flow of energy
A2. Movement of molecules from a
region of high concentration of
molecules to a region of low
concentration of molecules until
the concentration becomes equal.
A3. Acts only on one type of
substrate
A4. food (glucose) + oxygen ––>
carbon dioxide + water + energy
A5. Fusion of male gamete with
female gamete
A6. Carbon dioxide concentration/
light intensity/temperature
A7. They sweep mucus containing
trapped dust in an upwards
direction
A8. It pumps blood all the way
round the body whereas the right
ventricle only pumps blood to the
lungs
A9. 46
A10. An organism such as a
fungus/bacterium that breaks
down dead and decomposing
organisms
HIGHER
A1. Central cavities of the
mitochondria
A2. Deoxyribose sugar, phosphate
and a nitrogenous base
A3. Active – person makes their
own antibodies, passive – person
gets antibodies from someone
else
A4. Genes located on the same
chromosome
A5. Cell has only one member of
each chromosome pair
A6. Translocation
A7. In food, metabolic water
A8. Plant that lives submerged in
water
A9. To make haemoglobin,
cytochrome formation
A10. An organism that maintains a
constant body temperature
COMPUTING
STANDARD GRADE
A1. The Computer Misuse Act
A2. Closed loop happens when
there is feedback between the
device and the computer
A3. Cell protection/locking
A4. Magnetic Ink Character
Recognition
A5. A Local Area Network (LAN)
A6. Memory Management, File
Management, Input/Output, Job
Scheduler, Error Reporting
A7. 1,024 bytes
A8. Batch Processing
A9. The Data Protection Act
A10. May include any three of:
VDU, printer, speaker, projector,
graphics plotter.
HIGHER
A1. Binary has 2 states 0 and 1. This
helps simplicity in only having to
generate and detect two voltage
levels, good tolerance because a
degraded 1 is still recognisable as 1,
the calculations for binary are
much simpler.
A2. Arithmetic and Logic Unit,
Control Unit and Registers
A3. Give an advantage that a mesh
topology has over a star topology.
A4. Multiple transmissions can
occur at once but don’t get
congested at the central node.
A5. Data integrity, Multi-user
access, Encryption, Accuracy in
Megapixels, Capacity or memory in
Megabytes, Speed of connection to
32
HIGHER
A1. 1
A2. fg(x) = (3sin x -5)2
A3. Min (1/2, 4); Max (-1/2, -4)
A4. π/6; 5π/6; 3π/2
A5. (-1, -3), 1/12
A7. 25˚, 14.7
A8. 4sin(x + 77.3)
PHYSICS
STANDARD GRADE
A1. 3 cm
A2. A convex lens. This
increases the ‘power’ of the
eye lens.
A3. 12.5%
A4. 3 A
A5. 36 Ω 18 Ω 8 Ω 4Ω
A6. 2 m/s2
A7. 4.5 s
A8. 750 W
A9. When a substance changes
state from liquid to gas, heat is
taken in by the substance. This
heat comes from the contents of
the refrigerator, which cool down.
Un embouteillage: Often found at the Arc de Triomphe
computer, Cost and Features, eg
digital zoom
A6. Revisiting a previous stage of
the Software Development
process to make
corrections/changes in light of
experience gained.
A7. Corrective, Adaptive and
Perfective maintenance
A8. A data structure which makes
it easier to deal with a list of
data
A9. When a value is passed in to a
subroutine but does not require to
be passed out
A10. When you want the program
to carry out an action based on a
particular condition but there are
more than two possible
conditions which might be true
FRENCH
STANDARD GRADE
A1. 1 better
2 the flu
3 injured
4 health
5 traffic jam
6 a fire
7 a war
8 a strike
9 unemployed
10 to earn/to win
A2. 1 Je suis
2 J’ai
3 J’aime
4 Je n’aime pas
5 Je vais
6 Je fais
7 Je peux
8 Je voudrais
9 Je crois que
10 à mon avis
HIGHER
A1. A tiring day
A2. A sensitive friend
A3. I travelled by coach
A4. Last year I sat seven exams
A5. I stayed at home
A6. Je suis allé (add extra ‘e’ for
female)
A7. Nous avons voyagé en bateau
A8. Le trajet était ennuyeux
A9. Il faisait chaud en France or il
a fait chaud en France
A10. Je me suis bien amusé (add
extra ‘e’ for female)
HISTORY
STANDARD GRADE
A1. Most governments felt they
shouldn’t interfere too much in
people’s lives
A2. So they could be used to
transport raw materials and
finished goods
A3. 1948
A4. Domestic service
A5. 1905 when he was German
Chief of Staff
A6. Wilson; Clemenceau
A7. The Russian Parliament
A8. 1917; the Bolsheviks
A9. Living space
A10. Dr Joseph Goebbels
PHYSICS
HIGHER
A1. It introduced the Householder
Vote which ensured that the
majority of men could now vote in
Parliamentary elections
A2. “Deeds not words” – the
militancy campaign was evidence
of their determination to take
action
A3. 29 seats – this was significant
because it suggested that the new
party could become an important
political force
A4. Because the real competitor
for the Liberals was thought to
be the Conservative Party, and a
pact with the new young Labour
party would stop the splitting of
the non-Conservative vote in
some constituencies and keep
Tory candidates out
A5. New funds set up to finance
both unemployment and sickness
benefit. Contributions to be made
by the insured worker, his/her
employer, the state
A6. The Parliament Act
A7. In order to make the French feel
that they had been insulted and,
therefore, to provoke them into
war with Prussia
A8. It shows Bismarck’s
intentions at the start of his time
as Prussian Minister-President, ie
a wish to unite the German
states and a realisation that this
could only be done through
Prussian leadership and by
military force
A9. Versailles and Locarno
A10. September 15, September 22,
September 29-30
MATHEMATICS
STANDARD GRADE
A1. 2.326, 8.575, 1817, 414
A2. 297.5 kg, 127.5kg
A3. t ≤ 8
A4. 6.25cm
A7. 118 times
A8. 13m, 22.6˚
A9. x = 3, y = 7
A10. 30m
A11. 7.57 m2, 60.56 m3
STANDARD GRADE
A1. 3 cm
A2. A convex lens. This increases
the ‘power’ of the eye lens.
A3. 12.5%
A4. 3 A
A5. 36 Ω 18 Ω 8 Ω 4Ω
A6. 2 m/s squared
A7. 4.5 s
A8. 750 W
A9. When a substance changes
state from liquid to gas, heat is
taken in by the substance. This
heat comes from the contents of
the refrigerator, which cool down
HIGHER
32
30˚
A1.
(a) Vx=32cos 30˚ = 27.7ms-1
(b) v=d/t so t=d/v = 58/27.7 = 2.1s
Weight
Upward thrust
or buoyancy
force
Tension
A2.
(a)
(b) Funb=ma
(Thrust-Weight)=ma
5934-5684=580a
λ=0.43ms-2
A3. P1=2.0x105Pa; P2=2.3x105Pa;
T1=273K; T2=?
P1/T1=P2/T2
2.0x105/273=2.3x105/T2
T2=314K
A4.(a) W=9v=
(1.6x10-19)x(22x103)=
3.52x10-15J
(b) W=1/2mv2 3.52x10-15=
1/2(9.11x10-31)v2 v=8.8x107ms-1
March 21, 2004 SCOTLAND ON SUNDAY