Download 2651-RDW Using SOLO to develop extended writing

Using SOLO taxonomy to
access long answer questions
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The specification
The question
The command words
The hexagons
Multi-structural example
Relational example
Extended abstract examples
Student response to the question
FOUNDATION
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Describe the structure of the Earth as a sphere
with a thin rocky crust, a mantle and an iron core.
MULTI-STRUCTURAL
Understand how the movement of tectonic plates
results in volcanic activity and earthquakes.
MULTI-STRUCTURAL
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Recall that the movement of tectonic plates is very
slow (about 2.5cm per year).
UNI-STRUCTURAL
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Understand the timescales involved in the
movement of continents.
MULTI-STRUCTURAL
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Recognise that: many theories have been put
forward to explain the nature of the Earth’s
surface.
MULTI-STRUCTURAL
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Earth scientists accept the theory of plate
tectonics.
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UNI-STRUCTURAL
STANDARD
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Describe the lithosphere as the (relatively) cold
rigid outer part of the Earth that includes the crust
and part of the mantle.
MULTI-STRUCTURAL
Describe the lithosphere as made of tectonic
plates that are less dense than the mantle below.
MULTI-STRUCTURAL
Explain the problems associated with studying the
structure of the Earth:
• crust is too thick to drill through
• the need to use seismic waves produced by
earthquakes or man-made explosions.
Explain why the theory of plate tectonics is now
widely accepted:
• it explains a wide range of evidence
• it has been discussed and tested by a wide range
of scientists.
RELATIONAL
RELATIONAL
HIGHER
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Describe the mantle as the zone between the crust and the core
which is:
• cold and rigid just below the crust
• hot and non-rigid at greater depths and therefore able to move.
Describe the theory of plate tectonics:
• energy transfer involving convection currents in the semi-rigid
mantle causing the plates to move slowly
• oceanic crust more dense than continental crust
• collision between oceanic plate and continental plate leads to
subduction and partial melting
• plates cooler at ocean margins so sink and pull plates down.
Describe in simple terms the development of the theory of plate
tectonics:
• Wegener’s continental drift theory (1914)
• continental drift theory not accepted by scientists at the time
• new evidence in 1960s – sea floor spreading
• theory of plate tectonics slowly accepted by the scientific
community as subsequent research has supported the theory.
MULTI-STRUCTURAL
MULTI-STRUCTURAL
RELATIONAL
MULTI-STRUCTURAL
RELATIONAL
EXTENDED ABSTRACT
The Question
• Describe the theory of plate tectonics, what
happens at plate boundaries and explain why
Wegener's theory took so long to be accepted.
The Question
• Describe the theory of plate tectonics, what
happens at plate boundaries and explain why
Wegener's theory took so long to be accepted.
COMMAND WORDS
DESCRIBE
CONNECTIVES:
and
in addition
as well as
also
too
furthermore
moreover
apart from
in addition to
besides
furthermore,
what is more,
in addition,
not only .... but also
another point is that
for example
another
A detailed account. More simply – ‘Write down…’ Tell the
examiner in your own words
what/ how/ or why something happens; must use words
precisely (in scientific
subjects this means using scientific terms).
EXPLAIN
CONNECTIVES:
cause
because
because of
since
so
due to
due to the fact that
owing to
owing to the fact that
as
Give reasons for how or why something happens; you need
to give examples.
consequence/effect
therefore
so
consequently
this means that
as a result
such ...that
thus
too...for/to
not enough...for/to
so as to
in order that
accordingly
due to this
this is why
for this reason
that being so
on account of this
in that case
giving reasons and grounds
because … because
for example,
for instance,
for one thing,
this includes
such as e.g.. (for example)
i.e. (that is)
expert opinion
common knowledge
considered plausible
personal experience
anecdotal
HEXAGON EXAMPLE:
MULTISTRUCTURAL – SEVERAL IDEAS NOT LINKED
HEXAGON EXAMPLE:
RELATIONAL – LINKING IDEAS TO EVIDENCE
HEXAGON EXAMPLE:
RELATIONAL ABSTRACT – LINKING IDEAS TO EVIDENCE
STUDENT RESPONSE
TO THE QUESTION
HAVING USED
HEXAGONS AS A PLAN