It was precision and accuracy all the way, with no room for waffle at both of yesterday's Junior Cert science exams, said teacher representatives. The papers called for facts, definitions and pure concentrated intelligence.

There were no tricks but the questions at both higher and ordinary level tested just how precise Junior Cert students can be. Overall both higher and ordinary-level exams were praised and judged to be good papers, which will hopefully encourage students to carry on studying science subjects after Junior Cert. The layout and presentation of the papers was also clear and student-friendly.

Over 53,000 Junior Cert students sat yesterday's science exam while just 1,780 students sat the science-local studies exam. There were five sections to be answered in yesterday's science paper but for students who did the science-local studies programme, marks out of 20 per cent were awarded at an earlier date for a project and they answered just four sections on exam day yesterday. Some questions were "searching, but you expect the paper at higher level to stretch them and to bring out the really, really good students", said Mr Ray McGough, a member of the TUI Junior Cert science syllabus committee and a teacher at Bundoran VEC School in Co Donegal. He was happy with those tough parts within questions that can bring out correct answers "from the very, very, bright students".

He welcomed the fact that the "difficult topics" of oxidation reduction and balancing equations, "which we usually whinge about", were missing yesterday on the higher level. "We're glad that they were absent this year. They are very difficult concepts and are best left for Leaving Cert chemistry." His own class of about 40 students "came out happy and you like to see that and it encourages them to take a science subject at Leaving Cert", he said.

"Overall it was a nice paper," he said. The ordinary-level was "lovely" and "a nice paper". He commented in particular on the language, which was suitable for students doing this level. "That's very important," he said. Also, he was pleased that there was scope for students with literacy problems who would be able to draw diagrams and get rewarded for that. The questions were not tricky, he said. Also a number of the questions asked for descriptions of an experiment and he welcomed this as it encourages practical work in the classroom, which students always enjoy and learn from.

Mr Mattie Finnerty, ASTI subject representative and a teacher at Cashel Community School in Co Tipperary, said the ordinary-level was "straightforward and along predictable lines". He welcomed the fact that "they have used simple language and the presentation of diagrams is good.

"The only problem I see is the sheer bulk of it, there are 16 pages. For a weak student that's desperately confusing," he said.

The higher level "demanded very precise answers", he said. "You needed to know your definitions, a lot of facts and there were lots of tricky parts. It was by no means easy."

There were no questions in the physics section on electricity or magnetism "which is unusual", he said. "I was surprised at that myself but overall the paper is okay," he said.

Sample question

Section E. Applied science Horticulture

(a) Flower sellers have to make sure that cut flowers stay fresh for as long as possible.

(i) What is the best time of day for harvesting the flowers?

(ii) Why is a bleach often added to the water in a flower vase?

(iii) Describe one way that the flower seller could reduce the amount of water lost by the flowers.

(b) You are given 100 seeds. Describe an experiment you would carry out to find the percentage germination of the seeds.

(c) Plants can be destroyed by diseases and pests.

(i) Name one common garden pest.

(ii) State one way by which the pest damages a named plant.