Abstract
Of the various bodies which have influenced school physics teaching since 1950, some-ASE, PSSC and Nuffield-have concentrated on syllabus content and modes of exposition. Nuffield has also tried to relate the examining to the teaching, and the Institute of Physics working party on examinations in the early 1960s paid much attention to the technology of examining. For those concerned with GCE physics examining in general, it is now appropriate to consider why certain types of question are still in use. The article discusses questions of the kind which begin 'Describe an experiment to .', with regard to (a) their effect on the use of teaching and learning time, and (b) their effect on pupils' (and teachers') understanding of the structure of the subject.
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