This 2020 exam paper covers essential biblical studies topics ranging from the creation narratives to the events surrounding the passion of Christ. Across the forty questions, you will frequently encounter themes related to the early Israelites, prophetic warnings against social injustice, and the life and ministry of Jesus as recorded in the Gospels. Treat this page as a study guide by reviewing the explanations behind every correct answer to strengthen your biblical comprehension.
Topics in this paper
The sea and vegetations were created on the
1) Distractor check: Students might guess the first or second day by confusing the sequence of creative acts in the narrative. 2) Reasoning to the answer: According to Genesis 1:9-13, on the third day of creation, God gathered the waters under the heavens into one place to form seas and subsequently brought forth vegetation on the land. 3) Common mistake: Mixing up the chronological days on which waters, land, and plant life were formed.
Man became a living being when God
Options A, B, and C could mistakenly appear correct if a student associates humanity's creation with physical forming or divine speech rather than spiritual animation. By examining the biblical text, Genesis 2:7 records that human life specifically began when God breathed into man's nostrils the breath of life after forming him from dust. Common mistake: Confusing the initial physical creation of the human body from dust with the specific moment humanity became a living being through divine breath.
The river that flowed out of Eden divided into
Students might mistakenly select options A, C, or D if they guess the number of branches without checking the biblical geographical account. According to Genesis 2:10-14, a single river originated in Eden and subsequently separated to become four distinct rivers: Pishon, Gihon, Tigris, and Euphrates. Common mistake: Guessing an incorrect number of river branches instead of remembering the four specific waterways listed in Genesis.
Joseph’s brothers pastured their father’s flock near
Options A, C, and D might be chosen by a student confusing various biblical town names mentioned throughout the patriarchal narratives. Genesis 37:12-14 clarifies that Jacob sent Joseph specifically to check on his brothers while they were pasturing the flock near Shechem. Common mistake: Mixing up Shechem with other prominent biblical locations such as Hebron or Bethel.
Joseph’s intelligence was revealed when he
A student might mistakenly select option A, B, or D by thinking of other significant personal milestones in Joseph's life story. However, Genesis 41 details that Joseph's remarkable ability to interpret Pharaoh's dreams regarding seven years of plenty followed by famine is what ultimately revealed his great wisdom and elevated him to second-in-command in Egypt. Common mistake: Attributing Joseph's rise in Egypt to his personal dreams or family forgiveness rather than his public interpretation of Pharaoh's dreams.
In his attempt to control the growing population of the Israelites in Egypt, Pharaoh ordered the
Options B, C, or D might look plausible if a student misremembers the specific targets or officials involved in the royal decree. Exodus 1:15-16 explains that Pharaoh commanded the Hebrew midwives, Shiphrah and Puah, to kill every newborn Hebrew boy at birth. Common mistake: Confusing Hebrew midwives with Egyptian soldiers or misidentifying the victims of Pharaoh's population control order.
Take this child away, and nurse him for me, and I will give you your wages. The addressee was
Options A, B, or D could be mistakenly chosen if a student forgets the identity of the woman who rescued Moses from the Nile. Exodus 2:9 states that after finding the baby in the river, Pharaoh's daughter instructed Jochebed, the child's biological mother, to nurse him and promised to pay her wages. Common mistake: Assuming the nursing woman was a stranger or an ordinary babysitter instead of the infant's biological mother.
Moses named his son Gershom to demonstrate that he
A student might select options A, B, or D by misinterpreting Moses' motives or his status in Midian. Exodus 2:22 explains that Moses named his son Gershom, meaning 'a stranger there,' because he was a foreigner living in Midian after escaping from Egypt. Common mistake: Mistaking the meaning of Gershom for an Egyptian title or a reference to livestock pastures.
Joshua’s daily meditation on the book of the law enabled him to
Options A, B, or C could be chosen if a student generalizes Joshua's leadership duties without paying attention to the specific divine promise. Joshua 1:8 records that regular meditation on the Book of the Law guarantees prosperity and success, which Joshua ultimately experienced as Israel's leader. Common mistake: Overlooking the explicit promise of success and prosperity tied to daily meditation on the law.
Jabin the King of Canaan oppressed the Israelites for
Students might mistakenly pick options A, B, or D if they confuse the duration of Jabin's oppression with other periods of bondage in the historical books. Judges 4:3 explicitly states that King Jabin oppressed the Israelites for twenty years prior to being defeated by Deborah and Barak. Common mistake: Confusing the twenty-year oppression of Jabin with other numerical timeframes in the Book of Judges.
The recognition of Deborah as an outstanding leader in Israel signifies that
Options B, C, or D could be chosen if a student reads an absolute restriction or overly narrow definition into Deborah's story. Judges 4-5 presents Deborah serving as a prophetess, judge, and military leader, which demonstrates that God is willing to choose women for significant leadership roles. Common mistake: Assuming Deborah's success implies that only women can lead or that she was the sole righteous figure of her era.
Which of the following behaviours was not exhibited by the sons of Eli?
Options A, B, and D are incorrect here because they represent actual misdeeds committed by Hophni and Phinehas. According to 1 Samuel 2:12-17 and 22, the sons of Eli treated offerings with contempt, took raw meat, and forcefully took meat, whereas taking bribes is specifically attributed to Samuel's sons in 1 Samuel 8:3. Common mistake: Attributing the sin of taking bribes to Eli's sons instead of Samuel's sons.
The linen ephod worn by Samuel portrayed him as a
A student might mistakenly choose options B, C, or D by confusing Samuel's role with civil rulers or prophets. 1 Samuel 2:18 notes that as a young boy ministering before the Lord, Samuel wore a linen ephod, which is a garment specifically associated with priestly service. Common mistake: Associating the linen ephod with judicial or royal status rather than priestly duties.
According to Samuel the prophet, rebellion is as sinful as
Options B, C, or D might be selected if a student misquotes or partially remembers the poetic parallelism of Samuel's declaration. 1 Samuel 15:23 states, 'For rebellion is as the sin of witchcraft, and stubbornness is as iniquity and idolatry,' equating disobedience directly with idolatry and witchcraft. Common mistake: Substituting one specific term of grave sin for another when remembering Samuel's warning to Saul.
David rebuked Abner at Ziph because Abner
Options A, B, or D could seem plausible if a student misinterprets the dynamic between David and Saul's commander. In 1 Samuel 26:14-16, David rebukes Abner specifically for failing to protect King Saul, since David was able to enter the royal camp undetected due to Abner's negligence. Common mistake: Believing David rebuked Abner for personal enmity rather than his failure to guard the king.
David’s servants could not report the death of Bathsheba’s child to him because they
A student might select options A, C, or D by assuming the servants feared divine wrath or professional failure. 2 Samuel 12:18-19 explains that David's servants withheld the news of the child's death because they feared he would harm himself in intense grief, given how deeply he had been weeping and fasting. Common mistake: Assuming the servants worried about punishment from the king rather than self-harm driven by grief.
The content of the Ark of the covenant was the
Options A, C, or D could be chosen if a student confuses the contents of the Ark with other temple furniture or scrolls. Exodus 25:16 and Deuteronomy 10:1-5 make clear that the Ark of the Covenant contained the two stone tables inscribed with the Ten Commandments. Common mistake: Confusing the stone tablets inside the Ark with the broader Book of the Law kept beside it.
My father chastised you with whips, but I will chastise you with scorpions. This means, the speaker would
Options A, B, or D might be picked if a student focuses on literal torture or economic burdens rather than the general weight of the threat. In 1 Kings 12:11, Rehoboam uses the scorpion metaphor to promise much harsher punishment than Solomon inflicted, indicating severe oppression that ultimately split the kingdom. Common mistake: Taking the scorpion metaphor literally as physical torment rather than a threat of severe political punishment.
The task master in charge of forced labour in Israel during the reign of Rehoboam was
Options A, B, or D could be mistakenly selected if a student confuses minor characters mentioned in historical genealogies or narratives. 1 Kings 12:18 identifies Adoram, also known as Adoniram, as the overseer of forced labor whom the angry Israelites stoned when Rehoboam sent him to deal with the rebellion. Common mistake: Confusing Adoram with other royal officials or family members from the early monarchy.
How did Obadiah demonstrate his loyalty to God during the hostile period of his time? He
A student might choose options A, B, or D by projecting general acts of defiance against Ahab and Jezebel. 1 Kings 18:4 records that Obadiah demonstrated his loyalty to God by hiding a hundred prophets in two caves and supplying them with food and water during a hostile persecution. Common mistake: Thinking Obadiah engaged in public altar-destruction rather than covertly protecting the prophets.
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