Dr Nyari's Science School
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Requires the addition or labelling to stimulus material given in the question, for example labelling a diagram or adding units to a table.
Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. Make a judgement on the importance of something, and come to a conclusion where needed.
Obtain a numerical answer, showing relevant working. If the answer has a unit, this must be included.
Requires the synthesis of a number of factors from data/information to form a judgement. More than two factors need to be synthesised.
COMPARE AND CONTRAST
Looking for the similarities and differences of two (or more) things. Should not require the drawing of a conclusion. Answer must relate to both (or all) things mentioned in the question. The answer must include at least one similarity and one difference.
Requires the completion of a table/diagram/equation.
Inspect a set of data, an experimental plan or a scientific statement and consider the elements. Look at the merits and/or faults of the information presented and back judgements made.
Draw/reach conclusion(s) from the information provided.
Combine two or more equations or principles to develop a new equation.
To give an account of something. Statements in the response need to be developed as they are often linked but do not need to include a justification or reason.
The answer must have an element which is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively.
Plan or invent a procedure from existing principles/ideas.
Identify the issue/situation/problem/argument that is being assessed within the question.
Explore all aspects of an issue/situation/problem. Investigate the issue/situation/problem etc. by reasoning or argument.
Produce a diagram either using a ruler or using freehand.
Give an approximate value for a physical quantity or measurement or uncertainty.
Review information then bring it together to form a conclusion, drawing on evidence including strengths, weaknesses, alternative actions, relevant data or information. Come to a supported judgement of a subject’s qualities and relation to its context.
An explanation requires a justification/exemplification of a point. The answer must contain some element of reasoning/justification, this can include mathematical explanations.
All of these command words are really synonyms. They generally all require recall of one or more pieces of information.
GIVE A REASON/REASONS
When a statement has been made and the requirement is only to give the reasons why.
Usually requires some key information to be selected from a given stimulus/ resource.
Give evidence to support (either the statement given in the question or an earlier answer).
Produce a graph by marking points accurately on a grid from data that is provided and then drawing a line of best fit through these points. A suitable scale and appropriately labelled axes must be included if these are not provided in the question.
Give an expected result or outcome.
Prove that a numerical figure is as stated in the question. The answer must be to at least 1 more significant figure than the numerical figure in the question.
Produce a freehand drawing. For a graph this would need a line and labelled axes with important features indicated, the axes are not scaled.
STATE WHAT IS MEANT BY
When the meaning of a term is expected but there are different ways of how these can be described.
Use your knowledge and understanding in an unfamiliar context. May include material or ideas that have not been learnt directly from the specification.
When the questions ask for an equation.
The plans are made, The material prepared. Moodle, this website and facebook under development. We are hoping to have everything ready for launch by the new year. But I suspect to may be sooner. Here's hoping