Learner Guide Cambridge International AS & A Level Thinking Skills 9694

Transcription

1 Cambridge Internatinal AS & A Level Thinking Skills 9694 Fr examinatin frm 2020 Versin 1

2 In rder t help us develp the highest quality resurces, we are undertaking a cntinuus prgramme f review; nt nly t measure the success f ur resurces but als t highlight areas fr imprvement and t identify new develpment needs. We invite yu t cmplete ur survey by visiting the website belw. Yur cmments n the quality and relevance f ur resurces are very imprtant t us. Wuld yu like t becme a Cambridge Internatinal cnsultant and help us develp supprt materials? Please fllw the link belw t register yur interest. Cpyright UCLES 2018 Cambridge Assessment Internatinal Educatin is part f the Cambridge Assessment Grup. Cambridge Assessment is the brand name f the University f Cambridge Lcal Examinatins Syndicate (UCLES), which itself is a department f the University f Cambridge. UCLES retains the cpyright n all its publicatins. Registered Centres are permitted t cpy material frm this bklet fr their wn internal use. Hwever, we cannt give permissin t Centres t phtcpy any material that is acknwledged t a third party, even fr internal use within a Centre.

3 Cntents Sectin 1: Abut this guide... 4 Sectin 2: Syllabus cntent what yu need t knw abut... 5 Sectin 3: Hw yu will be assessed... 6 Sectin 4: What skills will be assessed... 9 Sectin 5: Cmmand wrds Sectin 6: Example candidate respnse Sectin 7: Revisin... 19

4 Sectin 1: Abut this guide This guide explains what yu need t knw abut yur Cambridge Internatinal AS & A Level Thinking Skills curse and examinatins. It will help yu t: understand what skills yu shuld develp by taking this AS & A Level curse understand hw yu will be assessed understand what we are lking fr in the answers yu write plan yur revisin prgramme revise, by prviding revisin tips and an interactive revisin checklist (Sectin 7). Cambridge Internatinal AS & A Level Thinking Skills develps a set f transferable skills. These include critical thinking, reasning and prblem slving. Yu can apply these skills acrss a wide range f subjects and cmplex real wrld issues. These transferable skills will equip yu well fr prgressin t higher educatin r directly int emplyment. The apprach in Cambridge Internatinal AS & A Level Thinking Skills encurages yu t be: cnfident, using intellectual tls t analyse unfamiliar prblems respnsible, independently evaluating arguments and pssible slutins t prblems, and justifying their reasning reflective, carefully cnsidering varius pssible perspectives f an argument, and the diverse ways that a prblem may be slved innvative, frmulating further arguments based n unfamiliar surce materials and devising prblem-slving strategies engaged, using strategies and techniques fr managing unfamiliar infrmatin and cntextualised prblems. 4 Cambridge Internatinal AS & A Level Thinking Skills (9694)

5 Sectin 2: Syllabus cntent what yu need t knw abut This sectin gives yu an utline f the syllabus cntent fr this curse. The Cambridge Internatinal AS & A Level Thinking Skills syllabus is divided int tw sets f skills: Prblem Slving and Critical Thinking. The skills within each f these sets is divided int fur areas. Prblem Slving is divided int Organise infrmatin extract the infrmatin that is relevant t the prblem, including frm tables and simple representatin. understand hw the different pieces f infrmatin relate t each ther. Prcess infrmatin perfrm the apprpriate calculatins with the data t slve the prblem. search thrugh the pssible ptins t meet critieria. use the results f the calculatins t draw cnclusins frm the data. Analyse data recgnise alternative representatins f data. explain trends within sets f data. Cnsider wider prblems cnsider similar prblems t ne that has been slved by changing sme details f the situatin. identify ways t mdel new features within a prblem. Critical Thinking is divided int Evaluate and use evidence assess hw credible pieces f evidence are. assess hw representative evidence is. prvide explanatins fr evidence. frm judgements based n evidence. Analyse reasning identify the key features f arguments (cnclusins, reasns, etc.) identify assumptins. Evaluate reasning identify varius types f flaw that culd be present in reasning. identify any weaknesses in reasning and assess hw they impact the strength f the verall argument. Cnstruct reasning cnstruct well-structured arguments. Make sure yu always check the latest syllabus, which is available at Cambridge Internatinal AS & A Level Thinking Skills (9694) 5

6 Sectin 3: Hw yu will be assessed Fr AS Level yu will take Paper 1 and Paper 2. Fr the full A Level yu will take Paper 1 and Paper 2, as well as Paper 3 and Paper 4. Cmpnents at a glance The table belw gives yu further infrmatin abut the examinatin papers: Cmpnent Time and marks Skills assessed Details Percentage f the qualificatin Paper 1 Prblem Slving (Written paper) 1 hur 30 minutes 50 marks Prblem slving Yu answer all questins. 50% f AS Level 25% f A Level Paper 2 Critical Thinking (Written paper) 1 hur 45 minutes 50 marks Critical Thinking The paper is divided int tw sectins. Yu answer all questins frm bth sectins. 50% f AS Level 25% f A Level Paper 3 (Written paper) 2 hurs 50 marks Prblem Analysis and Slutin The paper cntains 4 questins. Yu answer all questins. 25% f A Level Paper 4 (Written paper) 1 hur 45 minutes 50 marks Applied Reasning The paper cntains a set f dcuments n which all 4 questins are based. Yu answer all fur questins. 25% f A Level Abut each paper / cmpnent Cmpnent Time and marks Questins % f ttal mark What is tested and % f ttal mark Paper 1 Prblem Slving 1 hur 30 minutes 50 marks The paper has apprximately 12 questins with a range f lengths, each f which prvides a situatin in which yu will demnstrate prblem slving skills. Yu must answer all f the questins. 50% f AS Level 25% f A Level Understand infrmatin 30% Evaluate r prcess infrmatin 40% 6 Cambridge Internatinal AS & A Level Thinking Skills (9694)

7 Cmpnent Time and marks Questins % f ttal mark What is tested and % f ttal mark Answering the questins will usually invlve sme calculatins. While these are nt what yu are being assessed n, writing dwn these steps as yu wrk thrugh the prblem is a gd way t demnstrate the prblem slving that yu are ding. Suggest explanatins, devise methds fr slving prblems 30% Paper 2 Critical Thinking 1 hur 45 minutes 50 marks The paper is divided int tw sectins: Yu must answer all f the questins in bth sectins. In Sectin A the questins are based n sme surces f evidence. Questin 1 requires yu t evaluate the evidence Questin 2 requires yu t cnstruct a shrt argument using and evaluating sme f the evidence prvided in the surces. In Sectin B the questins are based n a passage. Questin 3 requires yu t analyse the reasning in the passage. Questin 4 requires yu t evaluate the strength f the reasning in the passage. Questin 5 requires yu t write a shrt argument. 50% f AS Level 25% f A Level Understand infrmatin 30% Evaluate r prcess infrmatin 40% Suggest explanatins, cnstruct reasned arguments 30% Paper 3 Prblem Analysis and Slutin 2 hurs 50 marks The paper cntains fur questins. Yu must answer all f the questins. Each questin tests the skills frm the prblem slving sectin f the curse. While all questins culd test any part f the prblem slving skills, questins 1 and 2 are mre fcused n understanding and prcessing infrmatin, while questins 3 and 4 are mre fcused n suggesting explanatins and devising methds fr slving prblems. Questin 1 is wrth 10 marks. Questin 2 is wrth 15 marks. Questin 3 is wrth 10 marks. Questin 4 is wrth 15 marks. 25% f A Level Understand infrmatin 20% Evaluate r prcess infrmatin 40% Suggest explanatins, devise methds fr slving prblems 40% Paper 4 1 hur 45 minutes The paper cntains fur questins. Yu must answers all f the questins. 25% f A Level Understand infrmatin 20% Cambridge Internatinal AS & A Level Thinking Skills (9694) 7

8 Cmpnent Time and marks Questins % f ttal mark What is tested and % f ttal mark Applied Reasning 50 marks The questins n the paper are based n a set f dcuments (usually 5), which have a cmmn tpic. Questin 1 requires yu t analyse a piece f reasning within ne f the dcuments. Questin 2 requires yu t evaluate the strength f reasning within ne f the dcuments. Questin 3 requires yu t evaluate sme f the evidence. Questin 4 requires yu t cnstruct a reasned argument. Evaluate r prcess infrmatin 40% Suggest explanatins, cnstruct reasned arguments 40% Yu shuld make sure that yur reasned argument fr this paper makes use f evidence frm the dcuments t supprt yur psitin. 8 Cambridge Internatinal AS & A Level Thinking Skills (9694)

9 Sectin 4: What skills will be assessed The areas f knwledge, understanding and skills that yu will be assessed n are called assessment bjectives (AO). The examiners take accunt f the fllwing skills areas (assessment bjectives) in the examinatin papers Understand infrmatin and the relatinships between different pieces f infrmatin. Evaluate r prcess infrmatin in rder t draw cnclusins. Suggest explanatins, cnstruct reasned arguments and devise methds fr slving prblems. It is imprtant that yu knw the different weightings (%) f the assessment bjectives, as this affects hw the examiner will assess yur wrk. Fr example, assessment bjective 3 (AO3: Suggest explanatins, cnstruct reasned arguments and devise methds fr slving prblems) is wrth 30% f the ttal marks in Paper 1 and Paper 2. Hwever, in Paper 3 and Paper 4, AO3 is wrth 40% f the ttal marks. Assessment bjectives (AO) AO1: Understand infrmatin and the relatinships between different pieces f infrmatin. AO2: Evaluate r prcess infrmatin in rder t draw cnclusins. AO3: Suggest explanatins, cnstruct reasned arguments and devise methds fr slving prblems. What des the AO mean? Infrmatin can be presented in many different ways. The skill here is t be able t understand what is being presented t yu (whether that is data in a table r chart r the key reasning presented within an argument). Infrmatin requires sme prcessing in rder fr cnclusins t be drawn frm it. The skill here is t be able t carry ut that prcess accurately. The skill here is t be able t present yur wn ideas in a clear way and t be able t slve prblems where there is n immediately bvius methd. What d yu need t be able t d? Within prblem slving, yu need t be able t extract the relevant infrmatin frm tables r charts and understand hw different pieces f infrmatin relate t each ther (a simple example wuld be that the number f items that yu culd buy is related t the amunt f mney that yu have available.) Within critical thinking, yu need t be able t identify the different cmpnents f the reasning that is presented t yu in arguments. Within prblem slving, yu need t be able t perfrm the apprpriate calculatins with the data in rder t slve the prblem (the apprpriate calculatins may be bvius, r may need t be wrked ut by thinking abut the relatinship between the different pieces f infrmatin.) Within critical thinking, yu need t be able t make judgements abut the evidence r reasning that has been presented. In many cases (such as evaluatin f evidence) there are clear criteria against which yu can d this. Within prblem slving, yu need t be able t suggest pssible explanatins fr why a trend r feature has been bserved in sme data (fr example, yu might suggest that a sudden increase in sales fr a bk may have been caused by the timing f an advertising campaign). Yu als need t be able t use yur understanding f the relatinships between different pieces f infrmatin that yu are prvided with t create a methd fr slving particular prblems. Within critical thinking, yu need t be able t suggest explanatins fr evidence r ther infrmatin, ften as an alternative t an explanatin already given. Yu als need t be able t cnstruct reasned arguments which demnstrate all f the structural features cntained within the curse. Yu need t be able t cnstruct the arguments t avid the cmmn flaws in reasning that yu will have studied. Cambridge Internatinal AS & A Level Thinking Skills (9694) 9

10 Sectin 5: Cmmand wrds The table belw includes cmmand wrds used in the assessment fr this syllabus. The use f the cmmand wrd will relate t the subject cntext. Cmmand wrd Analyse Assess Calculate Cmpare Evaluate Explain Give Identify Justify Predict State Suggest What it means examine in detail t shw meaning, identify elements and the relatinship between them make an infrmed judgement wrk ut frm given facts, figures r infrmatin identify/cmment n similarities and/r differences judge r calculate the quality, imprtance, amunt, r value f smething set ut purpses r reasns / make the relatinships between things evident / prvide why and/r hw and supprt with relevant evidence prduce an answer frm a given surce r recall/memry name/select/recgnise supprt a case with evidence/argument suggest what may happen based n available infrmatin express in clear terms apply knwledge and understanding t situatins where there are a range f valid respnses in rder t make prpsals 10 Cambridge Internatinal AS & A Level Thinking Skills (9694)

11 Sectin 6: Example candidate respnse This sectin takes yu thrugh an example questin and respnse. It will help yu t see hw t identify instructin wrds (smetimes these are cmmand wrds) within questins and t understand what is required in yur respnse. An instructin wrd r phrase, is the part f the questin that tells yu what yu need t d with yur knwledge, fr example, yu might need t describe smething, explain smething, argue a pint f view r list what yu knw. All infrmatin and advice in this sectin is specific t the example questin and respnse being demnstrated. It shuld give yu an idea f hw yur respnses might be viewed by an examiner but it is nt a list f what t d in all questins. In yur wn examinatin, yu will need t pay careful attentin t what each questin is asking yu t d. This sectin is separated as fllws. A. Questin The 'instructin' wrds in the questin have been highlighted and their meaning explained. This shuld help yu t understand clearly what is required by the questin. B. Example candidate respnse This is an mdel answer written in the style f a high level candidate respnse. Gd pints and prblems have been highlighted. Cambridge Internatinal AS & A Level Thinking Skills (9694) 11

12 A. Questin The questin used in this example is questin 4 frm Specimen Paper 4. The paper cntains a number f dcuments which yu will have studied while answering the first three questins f the paper. Yu are advised t spend sme time planning yur answer befre yu begin t write it. We shuld explre space. Cnstruct a reasned argument t supprt r challenge this claim, cmmenting critically n sme r all f the dcuments and intrducing ideas f yur wn. [27] Nw let s lk at the questin t see what the instructin wrds fr this questin mean fr the answer. Yu can chse either t supprt r challenge the claim made in the questin, but yu must prvide a reasned argument. It is therefre wrth fllwing the advice t plan yur answer befre writing it identifying the main reasns that yu wish t present and thinking abut the lgical rder in which t intrduce them. Answers d nt have t argue a particular case t gain high marks it is pssible t gain full marks fr an answer supprting the claim and fr an answer challenging the claim. There is als a requirement t cmment critically n sme r all f the dcuments, s yu shuld ensure that yur planning includes cnsideratin f strengths and weaknesses in the reasning within the dcuments, and whether the pints made there supprt r challenge the claim. A strng answer fr questin 4 shuld include: Clear structure and argument Critical, evaluative use f the dcuments Cunter-arguments, including well-reasned respnses t them Valid cnclusins and supprted judgements. Nw let s lk at the mdel respnses t questin 4. B. Example respnses and cmments Tw mdel respnses are prvided, ne arguing in supprt f the claim and ne arguing against it. The mdel answer is presented n the left-hand side. The respnse has been typed and white spaces intrduced between sectins t make it easier t read. Cmments are included t the right f the answer. In this case, the examples are bth high level respnses t the questin. 12 Cambridge Internatinal AS & A Level Thinking Skills (9694)

13 Example respnse arguing in supprt f the claim: It is ften said that humans are a curius species and this, in turn, is ften cited as sufficient reasn t spend mney n space explratin, indeed it is mentined early n in Dc 2 frm NASA wh, althugh they have a bias twards prmting the business in The cmment abut Dc 2 includes a statement relating t the credibility f the surce. which they perate, undubtedly have a lt f expertise. Satisfying human curisity, hwever, is unlikely t cnvince everyne. We shuld explre space, and the reasns fr this g well beynd mere curisity. Clear statement f the cnclusin. It shuld be made clear that by explre space I mean send crafts and peple beynd the immediate cnfines f Earth s rbit fr the purpse f gathering infrmatin abut what is ut there. It is almst a given that the cntinued use f Earth-rbiting satellites is The precise meaning attached t the phrase in the questin is clarified. a wrthwhile exercise, but we shuld nt limit urselves t this. Space explratin has prduced, and is likely t prduce, benefits in terms f technlgical advancement that can be used n Earth. The authr f Dc 1 claims the Apll prgramme had n practical results and asks rhetrically f the Vyager space prbe, What benefits has it brught? The Apll claim is plain wrng mst peple are aware f the ft-cited Tefln and there are many ther benefits frm this and ther space prgrammes. Hwever, even if this claim in Dc 1 were crrect, the absence f success in the past wuld nt mean that future explratin wuld nt bring The first reasn supprting the cnclusin is clearly stated, and ne f the dcuments is referenced. There is a challenge t the claim in this dcument, and an indicatin f the flaw in using that reasning t supprt the case fr nt explring space. benefits. Dc 1 cites what are, n the face f it, mre pressing prblems here n Earth diseases t cure, pllutin t cntrl, crps t imprve. A flippant respnse wuld be that if we cure mre diseases we will further increase an ageing ppulatin which wuld A cunter-argument frm ne f the dcuments is given and respnded t effectively. lead t mre pllutin and the requirement fr mre crps. Mre ptimistically, it is pssible, perhaps equally s, that technlgy r knwledge that helps with sme f these prblems wuld cme frm the space explratin r its develpment. Many discveries Cambridge Internatinal AS & A Level Thinking Skills (9694) 13

14 are made alng the way as an unexpected by-prduct f scientific research. Space explratin will bring ecnmic benefits t the cuntries invlved. Many gainsayers, including Dc 1, cite the enrmus sums f mney invlved, and the claims abut large sums f mney culd be crrbrated by Dc 5. Hwever, this is smewhat misleading as much f the wasted mney ges in wages t the peple emplyed in the space prgramme which then feeds back int the ecnmies f natins thrughut the wrld, many f which are less wealthy. Hwever, Dc 3 shws that it may well be pssible t d things much mre cheaply than the mst cmmnly cited cunter-examples. The explratin technlgy can then be This paragraph includes sme discussin f the dcuments, including: Recgnising the crrbratin between tw dcuments. A cunter-assertin is respnded t effectively, making use f evidence frm ne f the dcuments. sld t anyne wh wishes t, fr example, launch a cmmercial satellite. Furthermre, space explratin might reduce ur tendency t g t war with ne anther. Dc 5 presents sme figures abut spending n space prgrammes arund the wrld. While Wikipedia is a ntriusly unreliable surce, hard facts like this can be easily checked and are therefre likely t have sme truth in them. The list seems t suggest that many f the agencies with smaller This paragraph intrduces a secnd reasn t supprt the cnclusin and prvides additinal reasning t supprt this pint. budgets will have t cperate with ne anther r with the larger agencies in rder t bring any prjects t cmpletin, perhaps in the style f the ESA, thus increasing internatinal cperatin. Mrever, if it can be discvered that there is intelligent life utside the slar system, and it is very different frm us, this might be reasn fr natinalistic squabbles ver petty differences t subside. Mst gvernments like t keep the general public n side, particularly arund electins and s many d nt want t risk large prprtins f their annual budget n uncertainly successful space missins. Hwever, Dc 4 des imply that, in cuntries sampled at least, the public are n the side f space explratin. A further reasn with supprting evidence frm the text is prvided in this paragraph, and a cmment is made abut 14 Cambridge Internatinal AS & A Level Thinking Skills (9694)

15 The reputable plling cmpany is likely t have sme expertise in the accurate cllectin and representatin f statistics and, as a the representativeness f the small sample. cmmercial cmpany, wuld nt want t risk their reputatin by publishing false r misleading statistics. It might be cnsidered weak t generalise results frm nly 12 cuntries but, 12 cunties frm 3 cntinents culd well represent a reasnable crss-sectin f wrld pinin, and certainly culd reflect pinin within thse cuntries sampled. Fr many reasns, in additin t human curisity, we shuld explre space. Indeed, ne pressing Earth-based prblem nt mentined by Dc 1 is that f glbal climate change, the cnsequences f which culd be that the Earth becmes uninhabitable. If that happens ur nly slutin as a species, r The final paragraph sums up the arguments presented cncisely and clearly. cmmunity f species, will be t g and live smewhere else, which will be hard t d if we d nt explre space. Cambridge Internatinal AS & A Level Thinking Skills (9694) 15

16 Example respnse challenging the claim: It is ften said that humans are a curius species and this, in turn, is ften cited as sufficient reasn t spend mney n space explratin; indeed, it is mentined early n in Dc 2. Hwever, Dc 2 is written by NASA wh, althugh likely t have sme expertise, has a bias twards prmting the business in which it perates. Satisfying human curisity is nt a gd enugh reasn t justify space explratin we wuld The first paragraph cmments n the credibility f Dcument 2, and makes a clear statement f the cnclusin, alng with a brief statement f the main thrust f the argument that will be presented. never justify similar levels f spending n, fr example, butterfly identificatin. We shuld nt explre space, as it diverts precius resurces frm mre pressing cncerns here n Earth. It shuld be made clear that by explre space I mean send crafts and peple beynd the immediate cnfines f Earth s rbit fr the purpse f gathering infrmatin abut what is The precise meaning attached t the phrase in the questin is clarified. ut there. It is true that the cntinued use f Earth rbiting satellites is a wrthwhile exercise. Space explratin has brught few tangible benefits. There exist many reprts f serendipitus discveries arising frm space explratin but, when pressed, Tefln is the nly example peple ever cme up with. Dc 1 claims there have been n benefits; this is a slight exaggeratin but, despite Dc 1 s hyperble, the pint remains that, in ver 50 years, practical develpments have been few. Spending similar sums in ther spheres f innvatin is just as likely t have yielded technlgical benefits. Indeed, Earth-bund prjects have a higher prbability f prducing slutins t Earth-bund prblems. Dcs 1 and 5 cite enrmus sums f mney and nne f the dcuments, even NASA, mentins specific cmmercial This paragraph gives the first reasn in supprt f the cnclusin and ntes that Dcument 1 prvides supprt t this view. There is a discussin abut whether the claim in that dcument is crrect, and the use f hyperble within that dcument. Reference is als made t ptential flaws in reasning that supprts the case that space explratin has brught many benefits. benefits frm space explratin. Any cmmercial research and develpment prject here n Earth with a budget in the $ millins wuld sn be cancelled if it brught few tangible effects. Therefre, if space prgrammes were subject t the 16 Cambridge Internatinal AS & A Level Thinking Skills (9694)

17 same cnstraints as cmmercial research and develpment prgrammes, they wuld presumably have been cancelled lng ag. Dc 1 cites sme mre-pressing prblems here n Earth diseases t cure, pllutin t cntrl, crps t imprve. Althugh the authr f Dc 1 is clearly biased, the pint still stands. The mney wuld be much better spent here n Earth, There is an evaluative cmment abut ne f the dcuments and a relevant reference t anther. such as n the pr sanitatin in India mentined in Dc 3. Space explratin is very expensive, deep-space explratin even mre s. Dc 3 suggests that affrdable space travel might be upn us with the launch f the Indian Space Agency s Mars missin. Hwever, it is likely that the Mars missin itself is The secnd pint is made in this paragraph and is supprted by evidence in the dcuments. merely an expensive shp windw display with which t advertise much mre cmmercially viable lw-earth-rbit space technlgy. With this srt f prject, India culd really make mney and d smething abut its sanitatin prblem. Mst gvernments like t keep the general public n side, particularly arund electins and s mst d nt want t risk large prprtins f their annual budget n uncertainly successful space missins. Dc 4 des imply that, in thse There is discussin f the validity f the evidence prvided in Dcument 4. cuntries sampled at least, the public are n the side f space explratin. Hwever, the questin D yu agree that humans shuld explre space? is leading in the extreme. Undecided peple are far mre likely t answer in the affirmative. Mre telling is the lwer levels f space-related enthusiasm amng the lder and, ne culd easily argue n the basis f experience, wiser generatin. Thus, the graph in Dc 4 cannt be used t claim that space explratin is supprted by infrmed public pinin. Cambridge Internatinal AS & A Level Thinking Skills (9694) 17

18 It has been said that space explratin might reduce ur tendency t g t war with ne anther. India and Pakistan are famus rivals; Russia and China are clse neighburs f India. Accrding t Dc 5, all fur cuntries have expensive space prgrammes (Pakistan less s). While Wikipedia is a ntriusly unreliable surce, hard facts like the cst f a A cunter-assertin is given and respnded t in a wellstructured manner. The structure is clear and the supprting evidence is analysed carefully. natinal space prgramme can be easily checked and are therefre likely t have sme truth in them. The space race in general and the Indian space prgramme in particular seems likely t prvide just anther pprtunity, r excuse, fr petty natinalist psturing. While having a slightly shinier space rcket than yur neighbur might nt immediately lead t a declaratin f war, it is unlikely t prmte the spread f peace and harmny. Humans are curius, but there are ther ways t satisfy curisity. The Earth is in truble, the temperature is rising, the ppulatin is expanding, peple are starving, bidiversity is The final paragraph restates the cnclusin clearly and cncisely. reducing, and nuclear weapns have nt gne away. We cannt affrd t explre space and s we shuld nt. 18 Cambridge Internatinal AS & A Level Thinking Skills (9694)

19 Sectin 7: Revisin This advice will help yu revise and prepare fr the examinatins. It is divided int general advice fr all papers and mre specific advice fr Paper 1, Paper 2, Paper 3 and Paper 4. Use the tick bxes t keep a recrd f what yu have dne, what yu plan t d r what yu understand. Fr mre advice n revisin, see the Cambridge Learner Revisin Guide n ur website. General advice Befre the examinatin Find ut when the examinatins are and plan yur revisin s yu have time t revise. Create a revisin timetable and divide it int sectins t cver each tpic. Find ut hw lng each paper is, hw many questins yu have t answer, hw many marks there are fr each questin, and wrk ut hw lng yu have fr each questin. Find ut the chices yu have n each paper, make sure yu knw hw many sectins there are and which sectins yu shuld answer frm. When there is a chice f questins in a sectin, make sure yu revise enugh t have a chice. Knw the meaning f the cmmand wrds used in questins and hw t apply them t the infrmatin given. Lk at past examinatin papers and highlight the cmmand wrds and check what they mean. Make revisin ntes. Try different styles f ntes. Wrk fr shrt perids then have a break. Revise small sectins f the syllabus at a time. Test yurself by practising cmmn prcedures, such as wrking systematically thrugh pssible slutins r planning the structure f an argument. Make sure that yu explain reasning clearly by shwing intermediate steps in calculatins. Make yur wn dictinary r draw up a glssary f key terms fr each sectin f the syllabus. Have a lk at past questins s that yu are clear f what t expect in an examinatin. Lk at mark schemes t help yu t understand hw the marks are awarded fr each questin. Cambridge Internatinal AS & A Level Thinking Skills (9694) 19

20 In the examinatin Read the instructins carefully and answer the right number f questins frm the right sectins. Plan yur time accrding t the marks fr each questin. Fr example, a questin wrth three marks requires less time and a shrter answer than ne wrth 10 marks. If a questin has several parts, then the parts with mre marks will need mre time and mre develped answers. D nt leave ut questins r parts f questins. Remember, n answer means n mark. Read each questin very carefully. Identify the cmmand wrds yu culd underline r highlight them. Identify the ther key wrds and perhaps underline them t. Try t put the questin int yur wn wrds t understand what it is really asking. Read all parts f a questin befre starting yur answer. Think carefully abut what is needed fr each part. Yu will nt need t repeat material. Make sure that yu understand which pieces f infrmatin are relevant t each questin. In prblem slving questins make sure that yu knw which pieces f infrmatin frm previus parts are still relevant. In critical thinking questins make sure that yu knw which f the dcuments r surces yu shuld be using fr each questin. Lk very carefully at the resurce material yu are given. Read the title, key, axes f graphs, etc. t find ut exactly what it is shwing yu. Lk fr dates, scale, and lcatin. Try using clured pencils r pens t pick ut anything that the questin asks yu abut. Answer the questin. This is very imprtant! Use yur knwledge and understanding. D nt just write all yu knw, nly write what is needed t answer the questin. Plan yur answers. Clear, cncise, well-rdered, well-argued, well-supprted answers get mre marks than lng, rambling, muddled, repetitius answers. Quality is better than quantity. Use technical terms in yur answers as much as pssible. Use the resurce material given in the questin t supprt yur answer. Diagrams and written calculatins can help yu, and be used t supprt yur answer. Use them whenever pssible but d nt then repeat the infrmatin in wrds. Make sure yur writing is clear and easy t read. It is n gd writing a brilliant answer if the examiner cannt read it! 20 Cambridge Internatinal AS & A Level Thinking Skills (9694)

21 Paper 1 and 3 advice Shw the steps required in any calculatins that yu need t d. When cnsidering any scenari that requires searching thrugh a set f pssible slutins, wrk systematically t identify all f the pssibilities. Paper 2 and 4 advice When evaluating the evidence, wrk thrugh checking whether there is anything t say fr each f the criteria. Plan yur answers t the questins requiring arguments carefully by identifying each f the reasns yu wish t use, etc. Cambridge Internatinal AS & A Level Thinking Skills (9694) 21

22 Revisin checklists In the next part f this guide we have prvided sme revisin checklists. These include infrmatin frm the syllabus that yu shuld revise. They dn t cntain all the detailed knwledge yu need t knw, just an verview. Fr mre detail see the syllabus and talk t yur teacher. The table headings are explained belw: Tpic Yu shuld be able t R A G Cmments These are the cre tpics and advanced physical and human ptin tpics Cntent in the syllabus yu need t cver Yu can use the tick bxes t shw when yu have revised an item and hw cnfident yu feel abut it. R = RED means yu are really unsure and lack cnfidence; yu might want t fcus yur revisin here and pssibly talk t yur teacher fr help Yu can: Add further infrmatin f yur wn, such as names f case studies needed. add learning aids, such as rhymes, pems r wrd play A = AMBER means yu are reasnably cnfident but need sme extra practice pinpint areas f difficulty yu need t check further with yur teacher r textbks G = GREEN means yu are very cnfident. include reference t a useful resurce As yur revisin prgresses, yu can cncentrate n the RED and AMBER items in rder t turn them int GREEN items. Yu might find it helpful t highlight each tpic in red, range r green t help yu priritise. Nte: the tables belw cannt cntain abslutely everything yu need t knw, but it des use examples wherever it can. 22 Cambridge Internatinal AS & A Level Thinking Skills (9694)

23 Papers 1 [Prblem Slving] and 3 [Prblem Analysis and Slutin] Bth papers test the same set f skills. In paper 3 the scenaris used t test the skills will be mre cmplex and there will be mre f a requirement t apply the skills in cmbinatin with each ther. Tpic Yu shuld be able t R A G Cmments 1.1 Understand infrmatin presented as text, tables and diagrams. Understand infrmatin presented as text, tables and diagrams. Extract the infrmatin that is relevant t the prblem t be slved. Extract data frm related data sets that can be cmbined in the slutin f a prblem. 1.2 Understand the lgical relatinships between pieces f infrmatin. Understand descriptins f simple mdels. Identify necessary and sufficient cnditins. Given a summary f sme prcessed data, deduce sme infrmatin abut the riginal data. 2.1 Perfrm apprpriate peratins with infrmatin. 2.2 Identify cases that satisfy given criteria. Use ne r mre items f infrmatin apprpriately t slve a given prblem. Apply a mdel t a given situatin. Search thrugh all pssible slutins t a prblem t identify thse which satisfy given criteria. Identify criteria that have nt been met in a prpsed slutin. Cambridge Internatinal AS & A Level Thinking Skills (9694) 23

24 Tpic Yu shuld be able t R A G Cmments 2.3 Make apprpriate deductins. 3.1 Transfrm data. Draw cnclusins based n the infrmatin available. Recgnise alternative representatins f a set f infrmatin. Identify features f a mdel based n different types f representatin. 3.2 Explain trends in data. 4.1 Identify the impact f a change t the prblem. 4.2 Develp a mdel. Suggest pssible explanatins fr trends in a set f data. Fit a mdel t the infrmatin available. Cnsider the implicatins f a change t the scenari in which a prblem is set. Identify features f the situatin being mdelled which need t be included. Adjust a mdel t incrprate additinal features. 24 Cambridge Internatinal AS & A Level Thinking Skills (9694)

25 Papers 2 [Critical Thinking] and 4 [Applied Reasning] Bth papers test the same set f skills. Tpic Yu shuld be able t R A G Cmments 5.1 Evaluate evidence Assess credibility f evidence Reliability Plausibility Crrbratin and cnsistency Assess representativeness f evidence Number Selectivity Representativeness cmpared t the claim being made Assess presentatin f data. 5.2 Use evidence Assess explanatin fr evidence. Assess inference frm evidence. Suggest explanatin fr evidence. Suggest inference frm evidence. Frm a judgement based n multiple surces. 6.1 Recgnise an argument. Cambridge Internatinal AS & A Level Thinking Skills (9694) 25

26 Tpic Yu shuld be able t R A G Cmments Analyse the structure f arguments Identify key elements f an argument and explain their functin. Identify unstated assumptin in an argument. 7.1 Identify flaws in reasning and assess their impact n the strength f the reasning Recgnise and assess the impact f: Equivcatin Cnflatin Circular argument Begging the questin Invalid deductin Causal flaw Rash generalisatin Sweeping generalisatin Restrictin f ptins (false dichtmy) Cnfusin f necessary and sufficient cnditins Slippery slpe argument Persnal attack (ad hminem) Cunter-attack (tu quque) Straw man argument 26 Cambridge Internatinal AS & A Level Thinking Skills (9694)

27 Tpic Yu shuld be able t R A G Cmments 7.2 Identify weaknesses in reasning and assess their impact n the strength f reasning Recgnise and assess the impact f: Supprt Cnsistency Reliance Appeal Analgy Respnding t cunter 8.1 Cnstruct persuasive arguments Articulate a cnclusin. Prvide reasns in supprt f a cnclusin. Develp strands f reasning. Structure reasning by use f intermediate cnclusins. Strengthen reasning by the use f apprpriate elements: cunter-assertin/argument with respnse example evidence analgy hypthetical reasning Cambridge Internatinal AS & A Level Thinking Skills (9694) 27

28 Cambridge Assessment Internatinal Educatin The Triangle Building, Shaftesbury Rad, Cambridge, CB2 8EA, United Kingdm t: e: Cpyright UCLES May 2018