> although simple, does requires some knowledge of scientific jargon
Knowledge of jargon isn't the same as knowledge of science.
The problem is not so much that the questions are too easy, it is that they are not science questions, because they don't test knowledge of scientific concepts.
It would be easy to ask questions that are science questions but that are also easy questions (for less able or younger examinees).
For example in physics one could ask: A man went to the top of a tall building, and threw a glass from it. The glass landed on concrete 30 m below. What happened to the glass when it landed? he then dropped a rubber ball; what happened to the ball when it landed?
Or a simple biology question: A woman wanted to breed striped cats. She had a male cat and a female cat. Both cats were coloured black all over. She painted white stripes on both cats, then got them to have sex. Is this likely to produce striped kittens?
These are very easy questions, yet to answer them one needs to understand important concepts about science. Teaching science is about teaching concepts, not about rote learning of definitions. Unfortunately the bumbling incompetents who're in charge of education don't seem to understand that.
Knowledge of jargon isn't the same as knowledge of science.
The problem is not so much that the questions are too easy, it is that they are not science questions, because they don't test knowledge of scientific concepts.
It would be easy to ask questions that are science questions but that are also easy questions (for less able or younger examinees).
For example in physics one could ask: A man went to the top of a tall building, and threw a glass from it. The glass landed on concrete 30 m below. What happened to the glass when it landed? he then dropped a rubber ball; what happened to the ball when it landed?
Or a simple biology question: A woman wanted to breed striped cats. She had a male cat and a female cat. Both cats were coloured black all over. She painted white stripes on both cats, then got them to have sex. Is this likely to produce striped kittens?
These are very easy questions, yet to answer them one needs to understand important concepts about science. Teaching science is about teaching concepts, not about rote learning of definitions. Unfortunately the bumbling incompetents who're in charge of education don't seem to understand that.