Problem solving in exams

What is the moral significance of the

distinction between acting and

allowing?a) (i) Draw a simple flow chart to show how the

p53 gene helps to prevent cancer.

(ii) Explain how the product of the ADE2 gene

might act to change the colour of the yeast cells.

b) Explain what is meant by gene sequencing.

Problem solving in exams

Exams are not about regurgitating facts from lectures and texts like a robot. Instead you will need to apply the facts you have learned.For example: justify a decisionexplain a modelapply a precedentanalyseconclude

To apply your knowledge you will need a range of academic skills, such as: identifying concepts and issues describing analysing synthesising evaluating

If you want to perform these skills well under exam conditions, you have to

PRACTISE

GATHER MATERIALS to practice your exam techniqueold exam questionssample exam questionsproblem sheetsself study sheets

Here are some steps you can follow to help you practice responding to the questions

1. Identify2. Classify

3. Transform 4. Substitute 5. Compare

1. IDENTIFYWhat information has been supplied?- all information is supplied for a purpose and you will need to use it.

Therefore, what is its significance or use?

What else might I need to know?

What information am I required to supply?

2. CLASSIFY Given the type of information provided or required, what kind of problem is this? (eg. 'negligence' or 'breach of contract'?)

Which area(s) of the course does it relate to?

Which solution method/principles will apply?

3. TRANSFORMYou will need to manipulate the given

information, drawing on your additional knowledge.

You must bring something to the problem which enables you to transform the given data into another form: models, formulae,

theories, facts

- In exams, the given information often needs to be 'substituted' or 'slotted into'

the appropriate formula or flow chart, or evaluated according to the applicable rules or criteria.

4. Substitute

Comparison

Compare your result with solutions to similar problems. Does it look reasonable? Is it in the right range or order of magnitude?

5. Compare

More tips:

Classifying problems is a vital step in demonstrating your understanding of concepts, and selecting solutions. Try to look at problems away from the lectures and textbooks, so you don’t know what kind of problem it is. Old exam papers are an excellent source of ‘random’ problems.

Try to revise out of sequence so that you can access your knowledge without depending on triggers, like the topic before and after. You could shuffle your revision notes and pick sheets at random to revise, or follow a revision programme.

Early in your revision, start working through problems without notes, then correct and complete them from your notes to see where you need more study.

Complete problems with other students, to gain from different insights into the problem.