Questions in Standard grade and Higher physics were fair, according to one subject teacher, and put “dry theory” into relevant contexts. For instance, battery-operated heated gloves provided a nice context in which Higher pupils could apply their knowledge about electricity and internal resistance, said Rhona Goss, principal teacher of sciences at Monifieth High in Angus.
“Sometimes, the context can make it difficult for pupils to identify the physics they are being asked about, but it’s good to make questions relevant. This year, there was a good balance between the context and accessibility.”
She praised “integrative questions” in the Higher paper which linked the units of the course. “There was a nice question about car headlights that linked electricity with optoelectronics.”
